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Republic of the Philippines Department of Education

June 2010

Training and Development

System

OPERATIONS MANUAL

A FIVE-VOLUME COMPILATION OF THE

STANDARDS, PROCESSES AND TOOLS FOR IMPLEMENTING THE TRAINING AND DEVELOPMENT SYSTEM

IN THE DEPARTMENT OF EDUCATION

VOLUME 5

PROGRAM DELIVERY (PDy) SYSTEM

VOLUME 5

PROGRAM DELIVERY (PDy) SYSTEM

The Training and Development (T&D) System Operations Manual, in five volumes, was

developed and validated in Regions VI, VII and VIII, Divisions of Negros Occidental, Bohol /

Tagbilaran and Northern Samar through the AusAID-funded project Strengthening the

Implementation of Basic Education in Selected Provinces of the Visayas (STRIVE), in coordination

with the EDPITAF (Educational Development Project Implementing Task Force), and in

consultation with the Teacher Education Development Program-Technical Working Group (TEDP-

TWG), and the National Educators Academy of the Philippines (NEAP)

The five volumes of the T&D System Operations Manual are:

Volume 1 – The Training and Development System Framework

Volume 2 – The Training & Development Needs Assessment (TDNA) System

Volume 3 - The Professional Development Planning (PDP) System

Volume 4 – The Program Designing and Resource Development (PDRD) System

Volume 5 – The Program Delivery (PDy) System

T&D System Operations Manual - Volume 5: The Program Delivery System i

Section 1.0: Overview of the Training and Development (T&D) System Framework ……………….. 1

1.1 Rationale, p1 1.2 Vision and Goal, p2 1.3 Objectives, p2 1.4 Standards and Guiding Principles, p2 1.5 The Training and Development (T&D) System and Major Components, p3

Section 2.0: The Program Delivery System …………………………………………………………………………….6 2.1 Objectives of the Program Delivery System , p6 2.2 Program Delivery System Functional Design, p7

Section 3.0: The ‘F3 cum JEL’ Delivery Model for Professional Development………………………….9 3.1 Formal Training Programs,p 9 3.2 The F3 cum JEL Model, p10 3.3 Structuring the JEL Program, p11 3.4 Model Variation at the Region, Division/Cluster and School Level, p13 3.5. Multiple Forms of JEL, p14

Section 4.0: Structures, Functions and Responsibilities…………………………………………………………16 4.1 Regional Level, p16 4.2 Division/District Level, p17 4.3 School Level, p18

Section 5.0: Program Delivery: Critical Processes, Standards and Guidelines……………………….18 5.1 Program Management, p19 5.1.1. Management of Pre-Program Delivery, p21 5.1.2. Budget Management, p23 5.1.3. Management of F3 Program, p24 5.1.4. Management of JEL,p24 5.1.5. Management of End-of-Program Requirements, p25 5.1.6. Standards for Program Management, p26 5.1.7. Program Management Templates , p28 5.2 Formal Face-to-Face (F3) Program Delivery, p32 5.2.1. The Trainers’ Conduct of the F3 sessions, p32 - The Trainers’ Facilitation Skills, p33 - The Trainers’ Communication Skills, p35 - The Trainers’ Skills in the Use of Technology, p35 - The Trainers’ Value of Inclusivity, p35 5.2.2. The Adult Learning Process, p36 5.2.3. Management of Learning (MOL), p38 5.2.4. Conduct of Debriefing Sessions, p39 5.2.5. Standards for F3, p40

Table of Contents

T&D System Operations Manual - Volume 5: The Program Delivery System ii

5.3 Job-Embedded Learning (JEL) Program Delivery,p 41 5.3.1. Development of the JEL Contract, p41 5.3.2. Planning for the JEL Implementation,p 43 5.3.3. Implementation Stage, p43 5.3.4. Reflection Stage, p44 5.3.5. Enhancement Stage ,p 44 5.3.6. Internalization Stage, p44 5.3.7. Standards for JEL, p45 5.3.8. Description of the Handbook for JEL Advising, p46 5.3.9. JEL Contract Template,p 49 5.4 Management of Programs Downloaded from Central Office, p53 5.4.1. Structural Flow for Regional Level, p53 5.4.2. Structural Flow for Division Level, p54

Section 6.0. Maximizing the Gains of Job-Embedded Learning (JEL): Handbook for JEL Advising, ……59

- Concept of JEL, p60 - The JEL Advising Framework,p 62 - Areas for JEL Advising and Processes, p66 - Advising in Various Forms of JEL, p80 - Advising Do’s and Don’ts, p87 - Tools and Templates for JEL Advising, p88 - References, p88 - Appendix : Overview of the T&D System Framework, p88

Section 7.0. Monitoring and Evaluation of the Program Delivery System……………………………… ………….89 Section 8.0. References…………………………………………………………………………………………………………………… ..88 Acknowledgements

T&D System Operations Manual - Volume 5: The Program Delivery System iii

GLOSSARY OF ACRONYMS

AIP Annual Implementation Plan

BEAM Basic Education Assistance for Mindanao

BESRA Basic Education Sector Reform Agenda

CBTS Competency- Based Teacher Standards

CO Central Office

COT Center of Training

DEDP Division Education Development Plan

DepED Department of Education

DO Division Office

ELMP Education Leadership and Management Program

EDPITAF Educational Development Project Implementing Task Force

ES Education Supervisor

F3 Formal Face-to-Face

FGD Focus Group Discussion

GCA Group Consensual Assessment

HRD-SDD Human Resource Development – Staff Development Division

HRM Human Resources Management

HRTD Human Resource Training and Development

ICT Information Communication Technology

ICT4E Information Communication Technology for Education

INSET In-Service Education and Training

IRR Implementing Rules and Regulations

IPPD Individual Plan for Professional Development

JEL Job-embedded Learning

KRT Key Results Thrust

KSA Knowledge, Skills and Attitudes

LAC Learning Action Cells

LEAP Learning Enhancement Action Program

LGU or LGA Local Government Unit or Local Government Authority

LOC Level of Competency

LOI Level of Importance

LRMDS Learning Resource Management and Development System

MOOE Maintenance and Other Operating Expenses

T&D System Operations Manual - Volume 5: The Program Delivery System iv

MPPD Master Plan for Professional Development

M&E Monitoring and Evaluation

NCBS-SH National Competency- Based Standards for School Heads

NCBTS National Competency-Based Teacher Standards

NEAP National Educators Academy of the Philippines

NGO Non-Government Organization

NSHPI National School Heads Performance Indicators

OPS Office of Planning Service

PCR Program Completion Report

PDM Professional Development Materials

PDP Professional Development Planning

PDRD Program Designing and Resource Development

PDy Program Delivery

PSDS Public School District Supervisor

PTA Parents and Teachers Association

QA Quality Assurance

QAA-M&E Quality Assurance and Accountability - Monitoring and Evaluation

RA 9155 Republic Act 9155: Governance Act for Basic Education, 11 Aug 2001

REDP Regional Education Development Plan

RO Regional Office

RMSPP Resource Mobilization and Special Programs and Projects

SBM School-Based Management

SEDIP Secondary Education Development Improvement Project

SH School Head

SIP School Improvement Plan

SLE Structured Learning Episode

SLEL School Leadership Experience Level

SLEP School Leadership Experience Portfolio

SPPD School Plan for Professional Development

STRIVE Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas

T&D Training and Development

TDIS Training and Development Information System

TEC Teacher Education Council

TEDP Teacher Education Development Program

T&D System Operations Manual - Volume 5: The Program Delivery System v

TEI Teacher Education Institute

TDNA Training and Development Needs Assessment

TOT Training of Trainers

TSNA Teachers Strengths and Needs Assessment

UIS Unified Information System

WG Working Group

Meaning of Symbols/Shapes Used in the Systems Designs

Trigger (if put at the beginning): This indicates what prompts the conduct of an activity or process.

Outcome (if put at the end): This indicates to what subsequent process or activity (which may be to a different system) the present output is forwarded.

Document or Report: This document is required in doing a process. It could also be an output of a process.

Process or Activity: This is a critical process or a step in a series of activities showing the flow of the system

Process/Data Flow: This shows the direction of the process flow from one activity to another.

Data Repository: This stores the data gathered that would be analyzed and generated by the system’s processes.

Computer-Based System: This may be an e-tool or report of e-data analysis.

On-Page Connector: This connects one process to or from another process on the same page. It indicates the number of the process is connects to. This is used to avoid messy lines that may cut across other symbols in between.

Off-Page Connector: This connects one process to or from another process in a different page. It indicates the number of the process is connects to. This is used to avoid messy lines that may cut across other symbols in between.

Decision Box: This indicates the need for a decision as to what direction or process flow to follow depending on required condition.

T&D System Operations Manual - Volume 5: The Program Delivery System 1

Section 1.0 Overview of the Training and Development (T&D) System Framework (Volume 1 contains the details of the Framework)

1.1. Rationale

The Department of Education (DepED) is presently active in implementing fundamental reforms that include

efforts for human resource development at all levels to support quality performance of schools and learners.

The Department’s package of policy reforms known as the Basic Education Sector Reform Agenda (BESRA)

seeks “to systematically improve critical regulatory, institutional, structural, financial, cultural, physical and

informational conditions affecting basic education provision, access and delivery on the ground. These policy

reforms are expected to create critical changes necessary to further accelerate, broaden, deepen and sustain

the improved education effort already being started” (BESRA PIP, 2006).

BESRA’s vision for human resource development propels a unified system that provides for the continuing

quality professional development for in-service education personnel at all levels of the educational system.

Two of the major policy reforms under BESRA serve as the core of this present initiative for training and

development. The first policy is the National School-Based Management Framework and Standards, which is

the decentralization of decision-making authority to individual schools allowing various stakeholders to plan

and implement goals to improve school performance and student achievement. The second policy is the

Teacher Education and Development Program (TEDP), which saw the establishment of the National

Competency-Based Teacher Standards (NCBTS). This is a framework that contains “a set of competency

standards for teacher performance so that teachers, pupils and parents are able to appreciate the complex

set of behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory

performance of their roles and responsibilities”(TEDP Final Report, 2006). Necessarily, training and

development for teachers and school heads, for instance, must be based on accepted standards of the

profession such as the National Competency-Based Teacher Standards (NCBTS) and the National

Competency-Based Standards for School Heads (NCBS-SH).

Training and Development (T&D) is defined for the purpose of this framework as the process of providing

professional development for the personnel of the Department of Education. The process is aimed at

improving competencies and work performance through the provision of a wide variety of opportunities for

individual growth in knowledge, attitudes, and skills. It is a personal and professional growth process, which

necessarily integrates the goals of the individual professional with the development goals of the school,

division and region for better student outcomes. The ultimate beneficiaries of T&D are the learners whose

rights to quality education shall be the system’s foremost consideration.

Professional Development activities range from independent study such as personal or structured

professional reading; to supported learning such as mentoring and coaching; to collective action such as

getting involved in a professional organization or conducting group research and to formal programs such as

on site face-to-face training, distance or on-line course study, and continuing formal education.

Training and Development in the education system is most successful in a learning community, which

promotes the goals of school-based management with strong leadership and support systems. It is most

likely to succeed when it is embedded in the vision, strategic plan and organizational structure of the school,

division and region. Moreover, it must be conducted through a functional and integrated system guided by

sets of standards, structures, processes, methodologies and tools for effective outcomes.


1.2. Vision

Professional Development for all, within a culture of collaborative and continuous learning, nurtured by

transformative leadership, for the achievement of educational goals

1.3. Goal

The T&D System’s goal is to establish a transforming and integrated set of operations that includes

standards, structures, processes, and tools for the provision of quality professional development for

educational leaders, teachers and non-teaching personnel that is functional at the regional, division and

school levels.

1.4.Objectives

The objectives of the T&D System are to:

1. identify priority development and learning needs of the various Human Resource through a systematic process of competency-based needs assessment for professional development/training

2. develop needs-based Master Plans, training designs and resource packages for identified priority needs to support continuing professional development

3. conduct priority programs including post-training activities for professional development of educational leaders, school heads, teachers and non-teaching staff

4. provide the information Communication Technology (ICT) and the Monitoring and Evaluation (M&E) support operations through the T&D Information System (TDIS) for the T&D system at the central, regional, division and school levels.

1.5. Standards and Guiding Principles

To support the effective operations of a transformative and integrated T&D system, general standards and

guiding principles are set:

Equity and Access

- All educational personnel, regardless of age, gender, creed, position, and physical abilities, have equal access to professional development

- Effective strategies are utilized to increase participation and involvement of education personnel for professional learning.

- Professional development endeavours, individual or collective, result to empowerment and improved well-being across diverse groups of clientele

Sustained culture of a learning organization

- Involvement and support are maximized if both internal and external stakeholders have shared aspirations, jointly make decisions and continuously support professional learning.

- Each member of the learning community possesses a deep sense of individual accountability for improving self and regards professional development as a way of life.


Effective and Efficient Use of Resources

- Efficiency and effectiveness of the system are ensured through the proper utilization of resources such as financial, physical, capital and human

Collaboration

- Collaboration is a built-in value with opportunities provided for educators to work together on a regular basis.

- Increased student learning as the focus of collaboration facilitates attainment of professional development goals.

- Collaborative mechanisms engage joint efforts with training and development institutions and other educational partners for advancement programs.

Continuing and cyclical process

- Professional Development to be effective is provided with sufficient ongoing follow-up and

technical assistance.

- The entire cyclical process of Professional Development is informed by data and research findings

that incorporate innovations and new knowledge.

Sustained by Transformative Leadership

- Professional Development is nurtured by transformative leaders who are competent and skilful,

open to change and results-oriented, and have a deep sense of integrity and accountability.

Integrative of individual and institutional development goals directed to better learners’ outcome

- Decisions are driven not only by individual professional aspirations but also by the development priorities of the school, division and region.

- Professional development is always directed to learners’ quality education and welfare bearing in mind the promotion of healthy and protective learning environment as well as fostering equality, respect for human rights, and participation of children

Quality training content and strategies

- The quality of training and learning is dependent largely on relevance of training and learning

content and methodologies to intended professional development goals

- The utilization of research- based content and strategies ensures effectiveness of training in

improving targeted competencies.

TDNA-Based

- Professional development programs must be based on development needs of the clientele identified through a systematic process and based on competency standards set for the profession.

ICT-enabled

- An information management system is integral in the efficient delivery of a quality professional development program.


- The information management system and M&E mechanism that provide disaggregated data, e.g. sex of its clientele are essential inputs for integrating needs and experiences in planning and development of the systems.

Quality Assured

- An effective T&D system has direct connectivity to the SBM’s active quality assurance (QA) and effective monitoring and evaluation systems to ensure that priority learning needs inform planning and that the DepED personnel in the field apply gains and benefits from the training.

Integrated and unified:

- T&D System that operates as a unified system that integrates professional development efforts at the central, regional, division and school levels.

1.6. The Training and Development (T&D) System and Major Components

The T&D System, as presented in the Functional diagram below, is an integrated system for the provision of

continuing quality professional development for in-service educational personnel. It operates as a unified

system at the central, regional, division and school levels. It is envisioned that the T&D system will engage

teachers, school heads, educational leaders and non-teaching personnel in the continuous conduct and

progressive provision of training and development programs through various modalities. It defines the inter-

relationships of the different aspects of human resource development from needs assessment, program

planning, designing and resource development, and the delivery of in-service professional development

programs at the regional, division (including districts or clusters), and school levels. In effect, the T&D System

is a support mechanism to the central, region, division and school’s demand for quality capability building to

ensure best practice and outcome in the workplace.


The T&D System is composed of four major interrelated subsystems namely: the TDNA System, the

Professional Development Planning (PDP) System, Program Designing and Resource Development System

(PDRD), and the Program Delivery (PDy) System. The Program Delivery (PDy) System is the main intervention

that directly effects change in the knowledge, skills and attitudes (KSAs) of the education personnel. The PDP

system is responsible for the completion of the Individual Plan for Professional Development (IPPD), School

Plan for Professional Development (SPPD) as well as the Master Plans for Professional Development (MPPD)

of the Region and the Division. The PDRD System generates appropriate T&D program designs and resource

packages that would address the priority needs of the target personnel.

The Training and Development Needs Assessment (TDNA) system is very significant for the reason that it

informs program planning, designing and resource development. It establishes a match between the

trainees’ needs and the training programs to be conducted. The TDNA instruments and processes of the

system are guided by the current national standards and list of competencies for various educational

personnel such as the NCBTS, which articulates the essential parameters that characterize effective teaching.

The system is supported by a TDNA Consolidation Database that is the repository of results of needs

assessment done at the school, district/division and regional levels. It analyses uploaded data and generates

reports.

The T&D System has its Monitoring and Evaluation (M&E) mechanism embedded across the four

subsystems. The internal M&E mechanism of the TDNA, PDP, PDRD and the PDy Systems includes specific

processes and tools that support the overall goal and objectives of the entire system. The Quality Assurance

scheme sees to it that the outputs at the different levels are achieved based on set standards and

specifications. Moreover, the M&E results provide information on the strengths and/or weaknesses of the

Training & Development System itself and of the different sub-systems to support sustainability and

improvement.

The T&D System is ICT-enabled through the web-based T&D Information System (TDIS) and can be accessed

through the EBEIS (Enhanced Basic Education Information System) at http://beis.deped.gov.ph/ . The TDIS is

one of the components of the Unified Integration System (UIS) that includes the enhanced BEIS and the

LRMDS among others (See Attachment C). The TDIS is incorporated as a module of the enhanced BEIS, taking

advantage of the BEIS personnel data, which has been represented in the HR module of BEIS. The TDIS is

responsible for collecting and processing data as well as creating the databases required for the analysis of

results produced by the systems. It is also responsible for storing data obtained from the Training and

Development Needs Assessment (TDNA), as well as consolidation and analysis of TDNA results based on

identified variables.

The TDIS maintains as well as generates reports on training programs delivered, program management,

trainers, training personnel, training records, and training evaluation. It also provides access to T&D

documents/materials such as professional development plans, program designs and resources packages.

Professional development materials (PDMs) developed through the PDRD System are also uploaded and

accessed through the Learning Resource Management Development System (LRMDS) Portal.

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


Section 2.0 The Program Delivery System

2.1. Objectives of the Program Delivery (PDy) System The Program Delivery System aims to implement professional development programs effectively and efficiently. It is responsible for ensuring that the professional development programs identified for specific educational personnel are managed and conducted competently, resulting in improved teaching and learning practices.

The Program Delivery System is responsible for establishing the processes, structures and standards to ensure that professional development programs are:

- managed effectively by program management staff - facilitated by competent trainers - considerate of the needs of trainees, including those with disability - supported by opportunities for job-embedded learning - monitored and evaluated to ensure quality

The Program Delivery System is informed by the outputs from Professional Development Planning (PDP) System and the Program Designing and Resource Development (PDRD) System at the school, division and regional levels. The SPPD/MPPD are the key documents that set out the range of programs that the Program Delivery System will be expected to manage and deliver within a given period. Similarly, the PDRD System that is responsible for developing the program designs and resource packages, will provide direction in relation to the actual management and training requirements of the system.

2.2 Program Delivery System Functional Design

The system design that follows (4.1) illustrates the flow of the program delivery process at the school, division and regional levels.


Once the training program is approved for delivery, then pre-program delivery activities shall be conducted. A Program Management Team is put in place to oversee all aspects of the program. The Program Management Team ensures the initial preparations, such as notification of participants, preparation of trainers/ facilitators, and preparation of all the necessary workshop materials are effectively managed. The training program is announced through a memorandum. The Program Design and Resource Package are important documents to inform these processes. The actual program delivery involves two major components, the Formal Face-to Face (F3) delivery followed by the Job-Embedded Learning (JEL) component. The F3 component would normally involve a workshop or seminar where new learning is introduced to the participants. This is then followed by the JEL component where participants have an opportunity to apply their learning and further develop their KSA with ongoing support from the trainers and their JEL support team. It should be noted however, that there are instances that JEL activities engaged in by learners are not generated through their attendance in a formal face-to-face training but through self-initiated efforts. These undertakings are guided by the JEL Advising scheme as detailed Section 6.

The PDy System requires that a Program Completion report is developed and submitted to the appropriate authorities at the various levels. This document includes the results of the monitoring and evaluation. Other relevant data such as trainer and participants profiles are uploaded into the T&D Information System (TDIS).

The program delivery system therefore ensures that the plans, program designs and resource packages developed by the school, division or region are implemented efficiently and effectively resulting in quality learning for the target clientele.


An integral component of the Program Delivery System is its’ monitoring and evaluation processes. The diagram above (4.2) shows the functional design for the Program Delivery monitoring and evaluation at the School, Division and Region level. The PDy-WG prepares the M&E team from among its members who will be responsible in conducting the M&E activities for specific programs. This involves gathering data on all components of the program delivery process (F3 and JEL), as well as management processes, for compliance to standards. M&E reports are generated and submitted to the T&D Chief/Chair to inform future program delivery processes.

Below is the General M&E Framework containing the standards at the input, process, output and outcome

system levels covering the T&D operations for the PDy System at the region, division and school levels. All

the M&E Tools are found in Section 7.0 of this Volume.

System Levels

Regional Level Standards Division Level Standards School Level Standards

Program Delivery (PDy) System

Outcome Improved Work Performance of clientele in all areas

Improved Learning Outcomes of clientele

Systematized & Continuous Professional Development of all in-service personnel

Improved work performance of clientele in all areas

Improved Learning Outcomes of clientele

Systematized & Continuous Professional Development of all in-service personnel

Improved school-based practice

Improved learning outcomes of clientele

Systematized & Continuous Professional Development of all in-service teachers

Output Enhanced (KSAs) competencies of clientele

Well-documented best practices shared with colleagues

Enhanced (KSAs) competencies of clientele


Enhanced competencies (KSAs) of clientele


Process

for F3 Component

Effective and efficient management and conduct of F3

Relevant and needs-based Technical Assistance to the division conduct of F3

Standard-based and well-documented M&E of the Region/Division-led F3

Updated information of the school-based F3 as monitored by the division


Relevant and needs-based Technical Assistance to the school conduct of F3

Standard-based and well-documented M&E of the Division/Cluster/School-based F3

Updated information of the school-based F3


Standard-based and well-documented M&E of the School-based F3

Documentation of feedback for the refinement of Resource Package

Accomplished quality outputs in each F3 program

T&D System Monitoring and Evaluation General Framework


Documentation of significant feedback for the refinement of Resource Package used in F3 Accomplished quality outputs in each F3 program

Documentation of significant feedback for the refinement of Resource Package

Accomplished quality outputs in each F3 program

Process- for JEL Component

Systematic and efficient conduct of JEL activities Relevant feedback provided to improve the conduct of JEL



Input Competent and sufficient program management staff and trainers for F3 and JEL Complete, available, and relevant support resources (as required in the approved resource package/JEL Contract, funds) Enabling policies, standards, and processes

Competent and sufficient program management staff and trainers for F3 and JEL Complete, available, and relevant support resources (as required in the approved resource package/JEL Contract, funds) Enabling policies, standards, and processes

Competent and sufficient program management staff and trainers/School JEL Team Complete, available, and relevant support resources ((as required in the approved resource package/JEL Contract, funds) Enabling policies, standards, and processes

3.0 The ‘F3 cum JEL’ Delivery Model of Professional Development

3.1 Formal Training Programs

Training, in many cases, is perceived as a formal process usually with a trainer in a training room who is often supported by training materials such as activity sheets, workshop instructions, handouts, criteria for group outputs, and lecture presentations. Normally this type of training includes training objectives, structured contents and evaluation. Moreover, there is an array of delivery variations depending on the style and approach of the trainer and the context of the training. On one hand, there are those facilitative and output-driven trainers who use very informal inputs and relying on their experience to generate ideas within the group. On the other hand, there are the more traditional trainers who are more comfortable with the ‘telling’ approach - their natural style is to input information. Both could be described as trainers delivering training, but the learning experience of the participants could be very different in each case. Both approaches have advantages and disadvantages.

In formal training today, training, per se, is changing. The term training has evolved into ‘learning and development’, ‘trainer’ into ‘facilitator of learning’ and ‘trainees’ to ‘learners’. Hence, a combination of active participation and information giving is essential. Training programs therefore should be able to maximize the advantages of both approaches to formal training programs. Facilitative trainers naturally work well with adults, creating a community of learners. They have the ability to elicit maximum participation from the adult learners recognizing each one of them as a rich reservoir of learning. In the same vein, the credible posture and authority of the traditional experts are necessary ingredients to a well-appreciated training program for a focused content knowledge or information.


In the course of changes in training and development, research reports (e.g. STRIVE 2006, TEDP Report 2006) reveal that formal training delivery types have not been as effective as intended. The reports show that the common methods for professional development, such as seminar-workshops, do not maximize learning. Without extensive follow-up, formal programs do not effectively lead professionals to change their practice. Generally, the trainees find it difficult to implement what they learn from these formal training modes in their actual job. Workshops alone do not advance effective teacher practice in the classroom and that effective professional development requires sustained activity with embedded supports across the academic year.

3.2 The F3 cum JEL Model

The F3 cum JEL Delivery Model is conceptualized as an alternative mode to address the seeming flaws of the formal training programs. This model strengthens the advantages of the formal training mode with an embedded structure for further learning to ensure the effectiveness of the training program with its intended goal and outcome.

There is a danger that a newly acquired knowledge or skill is forgotten before it can be put to use. It cannot be overemphasized that once a learner has attended a formal training program, her/his newly absorbed knowledge, skills, and attitudes need to be reinforced. In some way, what has been learned must be rapidly refreshed back in the workplace. This reinforcement of a person’s learning could be ensured through structured workplace learning. The F3 cum JEL model attempts to ensure that learning is maximized in both formal and ‘informal’ components of the learning program.

There are two major components of the model: The Formal Face-to-Face (F3) delivery component and the Job-embedded Learning (JEL) component. One enhances the effects of the other as illustrated in the diagram below.

The F3 delivery component refers to formal training modes such as workshops and seminars. This is the common method currently used by DepED in the provision of in-service training for educators and involves bringing participants together with a trainer to learn specific knowledge, skills and attitudes. The trainers are expected to facilitate the delivery of specific materials to the participants in a formal setting resulting to new learning. The duration of the F3 training can vary from short seminars to extended workshops and courses.

The JEL delivery component refers to a process where new knowledge, skills and attitudes are integrated into current job practices resulting in enhanced competencies and improved work performance. JEL reinforces the KSA’s newly acquired in a formal training event.

The effect of the two components of the learning program is illustrated by the ‘one plus one is three’ principle. While each of the two components independently affects an intended learning result, the combined effect of the two is much more than the sum effects of both components. The following are possible explanations:


- One component activates the other (movement is illustrated by the arrows). The content of the F3 program is reinforced by JEL best practices and validated processes in previous job-embedded learning activities while the JEL program is given focus and direction by the content of F3.

- Learning is maximally made more relevant in the JEL learning phase (illustrated by the bigger JEL shape) due to its proximity to work demands and the opportunity to apply learning.

- The JEL builds on the learning from the F3 and provides an opportunity for participants to apply new learning and further enhance their knowledge, skills and attitudes in the workplace.

- Learning is a continuous process that involves opportunities for exposure to new concepts and approaches (F3), followed by time to apply and further enhance learning (JEL) leading to improved practice.

- THE JEL phase of the program is aligned to the F3, and that sufficient time is provided during the F3 training phase for participants to develop their plans for the JEL phase.

- The Program Design and Resource Package identify activities and processes for both F3 and JEL components for continuity and coherence.

3.3 Structuring the JEL Program

While there are multi-forms of the JEL activities, the JEL as defined in the model above, is delimited to a purposive and systematic JEL approach. Below is a diagram and explanation of the purposive and systematic JEL approach.

This structured JEL process requires that professionals ( a) plan to continue learning while on the job; (b) integrate their new learning with normal work activities; (c) constantly reflect upon and evaluate their work practice; (d) generate new insights and learning based on their reflections; (e) share experiences and develop new insights with others. Improvement of work performance is the result of the entire learning process.

Improving Work Performance

through a Continuing

JEL

Start Here


It is underscored that in a purposive structured JEL, the cyclical process starts with planning and may continue until the next cycle of planning to address other priority needs. However, in unstructured and informal workplace learning, the process may start at any point in the cycle. For instance, a supervisor may find herself mentoring a colleague on instrument development for M&E before both recognize the need to design a plan for a series of mentoring sessions, expected outputs for every session, actual application and so on following the JEL process cycle.

( a) Plan for JEL and continue learning while on the job Learning is a continuous process and must be purposively planned. Learning happens every moment, any place, anytime. There is much to learn and there are many human and non-human sources of learning around. One cannot afford to stop learning especially for those who are in the education profession. Thus, the professional needs to delimit the scope of intentional learning, which she/he must engage in at a given time. Planning the focus of learning, the strategies, the expected outputs and outcomes will delimit the required time, resources and effort. It saves on time and reduces wastage of resources and effort.

(b) integrate their new learning with normal work activities

Integrating new learning with normal work activities checks its relevance. Job-embedded means that learning is part of, or ingrained in the routine of the day and week. Professionals do not have to set aside a separate time to learn. Learning happens as they engage in their daily activities. As learning occurs while on-the-job, the professionals see instantaneously the results of applying new knowledge and skills in their work.

(c) Constantly reflect upon and evaluate their work practice

Constantly reflecting upon and evaluating work practice informs work effectiveness. Reflection through self-checking and/or with support from a coach, trainer or immediate head generates useful data and information that may serve as basis for decisions to move ahead or modify job practices. Goals, learning content, strategies, and results are assessed to help the trainee make decisions for improving his/her JEL activities.

(d) Generate new insights and learning based on their reflections

Generating new insights and learning from data-based reflections is useful to the enhancement of professional competencies. Professionals share what they have learned from their work practice, reflecting on specific work experiences to uncover new understanding. They listen to colleagues share best practices they have discovered while trying out new programs. Data based insights certainly add to the reservoir of professional knowledge, skills and attitudes that are significant in performing one’s job in the workplace. Experientially tried-out strategies of improving work and effecting change should supersede traditionally ineffective ones.

(e) Share experiences and develop new insights with others

Sharing experiences and developing new insights with others certainly multiplies learning and enhances learning values. Learning to learn together is a virtue in any learning organization such as a school, a district or division. The spirit of sharing in a group of teachers or school leaders makes each member a worthy resource of learning. Self-confidence, esteem and sense of authority for the discipline/subject are built among them. Appreciation for the value of continuous education is upheld and the aspiration for professional maturity is constantly strived for.


(f) Improve work performance as a result of the learning process

Improved work performance should be the result of the JEL process. If the JEL process is done systematically and realistically, then there is no other end but a better work practice. The JEL goal matches its end if the interventions that bridge them are effectively and efficiently implemented. The Lambrecht, et. al study reports “the most important kinds of outcomes from on-the-job experiences for both men and women appears to be growth in personal and interpersonal leadership skills, knowledge, and values. These outcomes most typically include improvement in communication (listening, speaking, writing) skills, sensitivity to and respect for others, team building skills, appropriate use of leadership styles, self-confidence, networking, planning, organizing, and decision-making. Additionally, it is common for on-the-job experiences to further develop administrative/management knowledge and skills specific to the context, as well as to broaden one's perspective about the organization.”

3.4 Model Variations at the Region, Division/Cluster and School Levels

The F3 cum JEL model may be employed at various program delivery events with varying modifications. Below are diagrams to illustrate necessary variations.

At the Region level, there is usually a need for a Training of Trainers (TOT) Program. In which case, before the F3 program for the target clientele, a training of trainers is done. Ideally, the trainers program should also include a JEL component where the trainers have the opportunity to try-out for themselves their new learnings in their workplace before they face their trainees. This way, they will be more equipped with the necessary experience and can cite their experiences to illustrate concepts being discussed at hand. The Trainers are trained to deliver both the F3 and the JEL component. They become the Mentors of the Trainees during the JEL component of the program and join the immediate supervisor of the Trainee to compose the JEL Team.

Similarly, at the Division level, TOT may also be required. Due to the large numbers of trainees at the division level, it is necessary to train cluster trainers for School Heads, for instance, who should serve as peer mentors of the trainees during the JEL component. In the case of teachers program however, teacher-trainers may not be able to serve as peer mentors during JEL activities of teachers coming from other schools. In this case, it would be necessary to modify the F3+JEL model. Supervisors may be trained or oriented about the F3 program for teachers and prepare to serve as mentors during the JEL activities of teachers. Hence, the teacher-trainers deliver the F3 component while the supervisors take care of the trainees in the JEL component of the same program.

JEL Program

F3

Program

Training of Trainers

(F3 + JEL

Region-Based Program

JEL Program

F3

Program

for District

Clusters

Training of Teacher-Trainers (F3) and

Supervisors (JEL)

Division-Based Program


School-Based programs are normally more JEL-oriented. Although there are many informal JEL activities done at the school level, it is encouraged that the school program management infuse formal plenary sessions where new information can be ‘given’ to the teachers such as new trends in teaching, content updates in the subject area. Plenary sessions that are structured following the andragogical methodologies can serve to provide the required focus and direction of the competencies that have to be enhanced through the JEL activities.

3.5. Multiple Forms of JEL

3.5.1. Structured Workplace Learning

Some of the most common strategies of this type are described below:

• Learning Loops or Study Circles. These are more commonly referred to as study groups, where learners get together to study a particular topic or a learning material. The Learning Action Cell (LAC) is one example. The group activities could range from a guided review and discussion of the material, to engaging the group to observe models or best practices, and then come together again to discuss what they can possibly adopt or apply to their own work setting. Learning circles of teachers, for instance may include activities such as examining test results and thinking together how learning difficulties can be addressed for their own learners. Another could be a study group of cluster school heads sharing practice of adjusting their School Improvement Plans (SIPs), refining them based on best practice shared, and then implement refinements in their respective school settings.

• Working Groups, Task Groups or Planning Teams. Teachers, school heads and educational leaders may form working groups to learn new content, develop new skills, and clarify their professional beliefs and values. A working group of district supervisors could learn a new system of monitoring and evaluating school programs or activities by following systematic steps and processes outlined in an operations manual discussed earlier with them in a formal face-to-face training. At the regional or division level, planning teams may convene and walkthrough a planning guide, and learn how a program planning for a Regional or Division Master Plan for Professional Development is done.

• Coaching. This is a strategy of helping individuals or teams to fulfill their potentials to excel in their work performance. The essence of coaching is the development of appropriate KSA’s through one-to-one focus on the person or the team being coached. Coupled with this is the coach’s role in monitoring everyday performance of his/her team members and in identifying opportunities for their development. Generally, the responsibility of coaching is regarded as that of a department head or school principal. Moreover, coaching has been recognized as one of the essential leadership activities. Instructional coaching guides rather than supervises or manages. The very best supervisors are regarded to be those who share their wisdom and give guidance to workplace learners. The very worst managers are those who play it by the rules with no flexibility or explanation (Thorne, 2007).

• Mentoring. The Mentor role tends to be less proactive than that of a coach. A mentor usually provides the knowledge, guidance and insight on request or on call. Mentors are typically experienced people with a high level of knowledge of the organization and how things are done. They usually understand how things can go wrong and can assist their learners to cope with difficult times. Mentors need to be open, trustworthy, an attentive listener and a positive role model. All these are the typical ways an experienced trainer works.

JEL Program

F3

Plenary

Sessions

School-Based Program


• Action Research Team. An Action research team could be a form of a study group that employs the

basic steps of formal research. Groups of teachers, Department Heads, and/or School Heads, and Supervisors engage in action research to answer research questions on effective ways of improving teaching-learning practice in the workplace. The action research is usually done in pairs or teams and may have certain parts assigned to individual members depending on their research skills. What is most beneficial here is that the group engages in interactive analysis and discussion of the findings where they are allowed to reflect on what changes need to be made for instance, in their teaching-learning strategies and processes. They then implement these changes and continue to gather information from their subsequent research to see if the new practice is effective.

• Sharing Reflective Logs or Journals. Reflective logs or journals are means of recording significant learning gained and difficulties or problems encountered daily in the workplace. They may do this in writing or through voice recording. The essential parts of a journal or log include the brief description of the critical incident, new learning or insights gained, difficulties or problems encountered and how these were resolved. There is a regular sharing time scheduled within the JEL plan where they share their logs with a colleague or a team who keep their own logs, too. Keeping a log or journal helps professionals learn how to improve their practice, to discover what works and does not work, uncover personal strengths, and identify areas where improvement is needed.

• School Plenary -Workplace Learning. Faculty, department, and grade level meetings are very common. However, the typical types of administrative meetings do not maximize improvements in the workplace. Although they provide opportunities for promoting professional learning, meetings should be planned and infused with learning experiences brought to the conscious level. Plenary meetings are used as venues for introducing new inputs to enhance KSAs and should be purposively and systematically followed with planned hands-on practice, peer group study, lesson planning, demonstrations teaching cum pre- and post-conferences, sharing of best practices, or group analysis and evaluation of instructional materials.

• Blended Learning. This is e-learning combined with traditional forms of training supported and enhanced by one-on-one coaching. The e-learning part would depend very much on the availability of technological resources, and the commitment of top management support in the school or organization. Learning could be done through a mix of multi-media technology, CD-ROM, virtual classrooms, voice mail, email, conference calls, on-line text animation, and/or video streaming. It could also make use of blogging where articles are published online with the facility for readers to comment and also for educational leaders to present a point of view.

3.5.2 Unstructured Forms of JEL

There are forms of workplace learning that may be done in other ways rather than through formally structured or designed activities. Most of the time these are done independently by the workplace learner at her/his own pace and time. However, these can deliberately evolve into collaborative structures for JEL. Everyday work in school for instance, is itself, an opportunity for conversations that could turn into an occasion for learning. The following are some unstructured forms of JEL:

Developing material displays, bulletin boards

Peer-coaching

Writing an article about your work

Observing model lessons

Analyzing student performance

Reading journals, educational magazines, books


Doing a self-assessment

Consulting an expert

Joining a professional network

Giving presentations at conferences

Serving as a peer evaluator

Conducting trial-and-error experiments

Conversing with colleagues

Sharing from conferences

Writing action plans

Writing for professional publications

Creating student learning activities

Supervising a student teacher, intern, or teaching assistant

Visiting model schools/programs

Creating teacher or supervisor portfolios

Researching/Surfing on the Internet

Viewing educational videos

Listening to video/audio recordings

Examining new technological resources to supplement lessons

4.0 Structure, Functions and Responsibilities

4.1. Regional Level Structure

The Program Delivery (PDy) System is one of the responsibilities of the T&D Regional Division/Center. The T&D Chief is full time and works closely with the designated Working Group (WG). The members of the WG are representatives from Elementary, Secondary and ALS, Admin/Budget and Finance who are officially designated within a given term as members for the implementation of the PDy System operations.

Mandated Functions

The Regional Office’ mandated functions on Human, Physical and Fiscal Resources Development and Management (R.A 9155, IRR) are:

- Implement and manage regional staff development (RA 9155 Rule 6.1.25.) - Plan and manage effective and efficient use of personnel, physical and fiscal resources of the

region including professional staff development of the region (RA 9155 Rule 6.1.26.)

Roles and Responsibilities

The Region PDy-WG establishes directions for the PDy System operations based on policy review and implementation, setting of regional standards and operations of the PDy System. It provides technical assistance to the functional divisions in the region and schools in the implementation of the PDy System. It establishes the M&E teams for the conduct of activities to implement the PDy System. It also reports on the operations of the PDy System and develops recommendations for its enhancement.


More specifically, the Region PDy-WG is tasked to do the following:

1. Oversee the implementation of the PDy System across the Region 2. Establish Training & Development Program Management Teams for Regional Programs to be

delivered 3. Identify members of the PDy-WG to take responsibility for the M&E for the PDy system for both

regional and division activities 4. Manage downloaded programs from the Central Office 5. Develop Regional policies in regards to the PDy System 6. Conduct Training of Trainers (TOT) 7. Orient and provide technical assistance to the Divisions in the implementation of the PDy System 8. Update and maintain PDy System data as part of the TDIS 9. Report on the operations of the PDy System and develop recommendations for its enhancement

4.2. Division/District Level

Structure

The PDy System operation is one of the responsibilities of the T&D Division Chair under the Division Training and Development Center/Unit. The T&D Chair is full time and works closely with the office support personnel and PDy Working Groups who are representatives from Education Supervisors of Elementary, Secondary and ALS, Admin/Budget and Finance and PSDS who are officially designated within a given term as members for the Implementation of the PDy System operations.

Mandated Functions

- The Division plans and manages the effective and efficient use of all personnel, physical and fiscal resources of the division including professional development of staff (RA 9155 Rule 7:7.1.10).

- Provide opportunities for broad based capacity building for leadership to support SBM (RA 9155 Rule 9:9.1.24)

- Provide professional and instructional advice and support to the SH, teachers/ facilitators (RA 9155 Rule 8: 8.1.2)


The Division establishes directions for the PDy System based on policy review and implementation, setting of division standards and operations of the PDy System. The Division provides technical assistance to the schools in the implementation of the PDy System through the cluster lead schools and responsible ES/PSDS. It establishes the PDy-WG with members responsible for the M&E,for the conduct of activities to implement the PDy System. It also reports on the operations of the PDy System and develops recommendations for its enhancement.

More specifically, the Division PDy-WG is tasked to do the following:

1. Oversee the implementation of the PDy System across the Division 2. Establish Program Management Teams for Division and District Programs to be delivered 3. Identify members of the PDy-WG to take responsibility for the M&E for the PDy System for both

division and school level activities 4. Orient and provide technical assistance to the schools in the implementation of the PDy System 5. Update and maintain PDy System data as part of the TDIS 6. Conduct Training of Trainers (TOT) 7. Report on the operations of the PDy System and develop recommendations for its enhancement


4.3 School Level

Structure

The School PDy-WG is chaired by the School Head with membership from the teaching and non-teaching personnel.

Mandated Function

The mandated functions of all schools on Human, Physical and Fiscal Resources Development and Management (R.A 9155,IRR) are:

- Encourages staff development and organize continuing professional development activities (RA 9155 Rule 9.1.22)

- Recommend the staffing complement of the school based on its needs (RA 9155 Rule 9.1.23) - Provide opportunities for broad-based capability-building for leadership to support school

based management (RA 9155 Rule 9.1.24) - Administer and manage all personnel, physical and fiscal resources of the schools (RA 9155 Rule

9.1.26) - Generate resources for the purpose of upgrading teachers’ learning, and facilitators’

competencies, improving and expanding school facilities and providing instructional materials and equipment (RA 9155 Rule 9.1.29)


In the conduct of Program Delivery, the School Heads leads and facilitates the process for program management, conduct of plenary sessions and provides support and technical assistance to job-embedded learning activities for teachers and staff. The ES/PSDS who is a member of the Division PDy-WG is responsible for supporting the school, assists the School Head, and sees to it that quality programs are delivered and standards are adhered to. Technical assistance is also provided by the ES/PSDS in resource mobilization to support the activities for the PDy operations at the school or cluster level.

More specifically, the School PDy-WG is composed of the School Head and selected Teachers is tasked to do the following:

1. Manage and implement the school-based professional development programs to respond to the professional development needs identified in the SPPD

2. Provide technical assistance to the teachers in the implementation of the PDy System 3. Form Program Management Teams for school-based programs to be delivered 4. Update and maintain PDy System data as part of the EBEIS 5. Monitor, evaluate and report on the operations of the PDy System and develop

recommendations for its enhancement.

5.0 Program Delivery: Critical Processes, Standards and Guidelines

There are three major critical processes in the Program Delivery system that are to be followed at the region, division and school level for every training program delivered. These are:

Program Management

Formal-Face-to Face Delivery

JEL Delivery


5.1. Program Management

The scope of program management of a specific training can be seen in the diagram below. There are four major areas of management namely: Management of Pre-program Delivery, Management of F3, Management of JEL, and Management of End-of Program Requirements. Each area of management has three main concerns: Staff Management, Budget Management and Management of Conduct of Program

The summary of the processes in each area of program management is presented in the matrix below:

Management of Pre-program Delivery

Management of F3 Phase Management of the

JEL Phase Management of End of Program Requirements

Staff Management(Trainers, Support Staff and M&E Team)

Staffing and preparation for the training program

Engaging support from TEIs and Non-DepED Service Providers if required

Selection of participants based on TDNA results

Registration & attendance

Proper introduction of trainers, program staff and trainees

Establishing JEL Teams, including appointing a specific trainer to each trainee to support the JEL activities

Issuance of Certificate of Training for Trainees/ Certificate of Recognition for Trainers for the F3 and JEL

Updating of the TDIS, e.g. trainees, trainers, program management team details, M&E results, program report

SCOPE OF T&D PROGRAM MANAGEMENT

Management of Pre-program Delivery

Management

of F3

Management

of JEL

Management of End-of-Program Requirements

Management

of Actual

Conduct of

Program

Management

of Program

Staff

Budget

Management


Budget Management

Fund appropriation

Contract with venue, meals and accommodation

Procurement of resources and materials

Management of the reimbursement of travel/incidental expenses of trainees/trainers and of any remuneration of costs associated with attending the F3 program

Management of Funds for JEL Team visits and M&E process

Liquidation of funds used for the program following COA rules and regulations

Management of the Conduct of Program

Identification and preparation of resources and materials required for the delivery of the program

Management of Trainers’ Team preparation/walkthrough and practice/ simulation

Conduct of introductory session to start the F3, including the Program Orientation, Leveling of Expectations, House Rules and the accomplishment of the F3-M&E Form 5: Rapid Competency Assessment by the Trainees

Support for the Trainers in the Management of Learning (MOL), management of technology/ equipment

Management of resource materials, e.g. handouts as required for specific sessions

Time management Opening and closing

program Conduct of briefing and

debriefing sessions Management of M&E

process and reporting

Organization of the Trainers to conduct the JEL Planning and the quality assurance of the JEL Contracts

Coordination of the trainers plans to provide technical assistance to trainees and ensure it is done in a cost and time efficient manner

Management of M&E process and reporting

Review of M&E report Development of the

Program Completion Report and submission to T&D Chief/School Head

Management of the revisions to the program designs and resource package( if required), and its submission to T&D Chief/Chair for inclusion in the TDIS and LRMDS Portal (optional at the School Level)

Once a program is approved for delivery and the resource package prepared, the T&D Chief/Chair at the region/division level, or the School Head at the school level, will establish the Program Management Team to take responsibility for the management of the program. The team consists of members of the PDy-WG as well as additional members according to the specific nature of the program and the level at which the program is to be administered. Suggested composition of the team includes:

Program Manager Support staff (technician and clerk) Documentation officer Finance Officer Trainers M&E Group


All team members have to complete the T&D-M&E Form 1: Individual Profile Template (see M&E tools in Section 7) and their details uploaded into the TDIS. The team should be oriented on their specific roles and responsibilities by the T&D Chief/Chair/School Head guided by the established processes, standards and guidelines outlined below. Specific functions of each member should be clear to all.

The Program Management team has to review the program design and the resource package to identify the exact nature of the support required. The type of assistance required may include:

5.1.1. Staff Management

Identification of Trainees The selection of trainees expected to attend the program is based on the following guidelines:

1. The trainees are from the client group identified in the Program Design and Resource package. 2. The trainees are selected and clustered according to their TDNA Results and Individual Plans for

Professional Development (IPPD). For division/region-led training activities where the number of trainees who meet the criteria for attending the training outnumbers the number of slots available, decisions are made regarding the trainees who will attend. This may mean targeting priority districts/divisions. Efforts should be made to ensure equity and access to participants regardless of their location (urban, rural and remote). Standards have been identified stipulating the recommended number of trainees that should attend in any F3 training program and are discussed below in Section 5.1.6, Standards for Program Management.

Once the list of trainees is finalized, the Program Management Team is responsible for notifying each trainee of their participation in the training program. Trainees should be informed at least two weeks prior to the commencement of the training program so they have sufficient time to make necessary arrangements. Notification of participation in a training program should provide details on:

The title and purpose of the program Dates of the program Venue (live in or live out) Any requirements associated with attendance at the program e.g. travel costs will be covered by

the division, bring specific documents etc. Notification should also include the approval from the appropriate authority e.g. The RD at the regional level, the SDS at the division level or the SH at the school level. The Program Management Team drafts a memorandum for approval and ensures it is issued to the trainees who are selected to attend the program. Trainees are asked to confirm their availability to attend the program using the Program Delivery Template No.1: Trainee’s Confirmation Slip.

In line with the standards set, proxies are not allowed. However, if a trainee is not able to attend or does not confirm their participation in the program, the Program Management Team or the concerned immediate head may identify another trainee who meets the selection criteria to attend the program. The Program Management Team then, develops a final list of trainees prior to the commencement of the program.


Identification of Trainers A review of the Program Design and Resource Package will allow the Program Management Team to identify the type and number of trainers required to support the delivery of the program. Depending on the nature of the program, trainers with specific skills and knowledge will be required. The training team should consist of a core group of ‘in-house’ trainers who is responsible for overseeing the delivery of the entire program. In addition, ‘guest trainers’ may be engaged to assist in the delivery of specific sessions.

Standards and selection criteria for trainers have been developed to support the Program Management Team in appointing appropriate trainers to deliver the program and are discussed below in Section 5.1.6, Standards for Program Management. The T&D Information System (TDIS) assists in the identification of suitable trainers. All trainers have to complete the T&D-M&E Form 1: Individual Profile Template and then uploaded to the TDIS.

Following the selection of trainers, the Program Management Team is responsible for orienting them on their roles and responsibilities during the actual delivery of the F3 and the JEL phases of program. A meeting should take place at least one week prior to the actual delivery of the program for this purpose. The Program Management Team has to oversee the trainers as they review the program design and walkthrough the resource package to ensure they have a thorough understanding of the session guides and what is expected of them. It is recommended that a copy of the program design and resource package be provided to the trainers prior to the walkthrough so they have an opportunity to familiarize themselves with the material.

During the walkthrough, any modifications to the resource package that need to be made should be finalized. It is expected that any changes will be minor in nature and that the training program will be delivered in line with the spirit of the program outlined in the Resource Package. Moreover, it is necessary that all trainers must be present during the walkthrough. In the event that a trainer fails to attend, a special session (e.g. coaching, special meeting) will need to be undertaken. Immediately right after the walkthrough the F3-M&E Form 1: Walkthrough Observation Checklist found in the M&E Tools (Section 7.0) will be accomplished.

Specific tasks should be assigned to each of the trainers so they are fully aware of their responsibilities during the program and can prepare in advance for the actual delivery of the program. Trainers should have a thorough understanding of the content, which is to be presented, and the processes to be followed as identified in the Resource Package. Instructional materials required to be developed to support the delivery of the session should be identified so the trainers can prepare these prior to delivery. Standards for the Walkthrough of the Resource Package have been developed to guide this process and are discussed below in Section 5.1.6. for Standards for Program Management. Orientation of the M & E Group There is a need to establish the Monitoring and Evaluation Group to assure the quality and effectiveness before, during and after the program delivery. The composition of the M&E Group at the region and division levels includes members of the PDy-WG and may involve representatives from other functional divisions with relevant experience in conducting M&E, and who have knowledge on the content of the program. At the school level, the School Head and 2-3 teachers who are members of PDy-WG will take charge of the M&E for the program delivery. The M&E Group should be oriented of their roles and responsibilities on the program delivery by the Program Management Team. This includes the administration of the M&E Tools (See Section 7.0 for M&E) and the development of an M&E Report based on the M&E findings.


Identification of Support Staff The Program Management Team should also oversee the orientation of any additional support personnel who are appointed to assist in the actual delivery component of the program. For example, there may be a requirement for support staff to assist with technical equipment to be used during the F3 component of the program. Specific tasks should be assigned to the support staff to ensure everyone is aware of their roles and responsibilities.

Engagement of support from Non-DepEd Service Providers (e.g. TEIs)

Regions, divisions and schools are strongly encouraged to establish professional partnerships with Non-DepED Service Providers such as the Teacher Education Institutions (TEIs) located within their area. Such institutions are a valuable resource in the successful operations of the T&D System, and have an important role to play during program planning, resource development and delivery activities. Efforts should be made to forge formal agreements between DepED and TEIs or other educational service providers for an exchange of supportive services.

Staff from the Non-DepED Service Provider can act as trainers during the delivery phase and bring ‘outside’ expertise to the region/division and school level T&D training programs. Selection of these Service Providers must adhere to the set standards. 5.1.2. Budget Management Requisition for funds release The Program Management Team also manages the budget for the specific programs. It is their responsibility to access the funds from the sources identified in the Program Design and ensure that these programs are implemented with integrity and that funds meant for the project are efficiently and effectively utilized. The Program Management Team requests the release of the funds following current regional/division/school processes in time to support program delivery. Disbursement of funds In the disbursement of funds, the Program Management Team ensures that the budget is followed in accordance with COA guidelines, rules and regulations. Procurement of resources and materials required for the delivery of the program

It is the responsibility of the Program Management Team to ensure that all the required resources and materials are purchased and made available during the program. There are standard materials/equipment required for all F3 activities, as well as specific resources required for particular sessions. Based on the requirements, the Program Management Team is responsible for the procurement of necessary materials subject to office procedures as stipulated in RA 9184 (Procurement Law).

Identification and contracting the venue, meals and accommodation

Each Program Design and Resource Package identifies the mode of delivery and indicates if the program to be delivered will be done on a live-in or live-out basis. Based on the information, the Program Management Team organizes the venue, meals and accommodation requirements for the program. Arrangements take into consideration the budget allocation and standards that have been established for the selection of venues and accommodation.


Additional considerations are the provision of adequate accessibility and support services designed to meet the needs of participants with different disabilities such as wheelchair access ramps in and out of buildings, comfort rooms for handicap, easy access to equipment and shelves, special tables designed for those with wheelchairs and enough room to navigate wheelchairs. 5.1.3. F3 Program Management

Identification and Preparation of resources and materials required for the delivery of the program The Program Resource Package clearly identifies the resources and the materials that are required in successfully conducting the F3 component of the program. There are standard materials/equipment required for all F3 activities, as well as specific resources required for particular sessions. Based on the requirements, the Program Management Team is responsible for:

the reproduction of materials

ensuring that resources and materials are available in time for the commencement of the F3 component of the program

provision of the suitable tools and structures to support participants with disabilities to accomplish the task

During the actual delivery of the Formal Face-to-Face training, the Program Management Team plays a key role in ensuring that a quality program is being delivered and the needs and requirements of the trainees/trainers are met. Any concerns that they may have regarding any aspect of the program (including venue, meals, and accommodation concerns) should be directed to the Program Management Team, who is responsible for following these up and reaching a resolution.

Specific tasks of the Program Management Team during the F3 phase include: Registration of the trainees ensuring all relevant data are collected and recorded Maintaining a daily Attendance Record indicating the number of hours each trainee attends Conducting the opening and closing programs Conducting the Introductory Session and Rapid Competency Assessment Supporting the Trainers to facilitate the Management of Learning at the beginning of each day

following the established guidelines Preparing certificate of attendance (Note that certification of successful completion of the

program will be provided once the JEL phase of the program delivery has been successfully completed.)

Reimbursing travel /incidental expenses of trainees/trainers and for any remuneration associated with the F3 program

Introducing each session and its trainers Assisting trainers with the use of the equipment required for specific sessions e.g. LCD’s Distributing resource materials as required for specific sessions Assisting with the posting and documenting of program outputs Regulating the time management of sessions Conducting process observation and program documentation (taking pictures) Facilitating the closing of each day’s activities, and debriefing sessions Assisting the M&E members in the administration of M&E tools


5.1.4. JEL Program Management

During the JEL phase, the Program Management Team is tasked to:

organize the Trainers to review and quality assure the JEL contracts establish JEL Teams by identifying a member from the training team capable of following up the

trainee’s JEL activities in collaboration with the immediate head as the JEL adviser provide copies of the trainee’s JEL contract to all their JEL team members coordinate the trainers’ plans to provide technical assistance to trainees and ensure it is done in

a cost and time efficient manner. This will be particularly important where travel is involved. assist the M&E members in the administration of their M&E activities.

Tools such as the Quality Assurance of the JEL Contract, the Trainees End of JEL Evaluation, and the Review of JEL Accomplishments have been developed to support the M&E processes during this phase and can be found in Section 7.0 of this Volume.

5.1.5. Management of End of Program Requirements

After the completion of both the F3 and JEL phase of the program, there are a number of important post program requirements that need to be completed in order to conclude the program.

The Program Management Team is responsible for finalizing all aspects of the program including the following:

Final certification (sample templates can be found in the Attachment in Section 5.1 ) of trainees and trainers upon the successful completion of the program (i.e. the F3 and JEL phases)

Liquidation of funds used for the program following COA rules and regulations Review of M&E report Development of the Program Completion Report (template provided in the Attachment in

Section 5.1) and submission to T&D Chief/Chair/School Head Updating of the TDIS, e.g. trainees/trainers/program management team details, M&E

results/program report

The T&D Chief/Chair/School Head, upon the completion of the program and the submission of all documents from the Program Management Team, will be responsible for:

Reviewing the Program Completion Report Authorizing and managing the revisions of the program design and resource package, if

necessary Submitting the revised program design and resource package to the T&D Office for uploading to

the TDIS and the LRMDS Portal Submitting a copy of Program Completion Report to appropriate authority e.g. RD, SDS, PSDS


5.1.6. Standards for Program Management

The Training and Development Program Delivery Standards for Program Management can be seen in the table below.

Processes Division / Regional Standards School Standards

A. Training Program Management

Program Management Team

With adequate professional experience in training and program management

With very good personal/ interpersonal skills

With strong leadership, communication, facilitation, analytical & administrative skills

With Computer skills

Research oriented

Team is led competently by School Head (SH) and/or Master Teachers with specialization and experience relevant to training content

With strong leadership, communication, facilitation, analytical & administrative skills

With Computer skills

Trainers

With professional experience as trainer e.g. with NEAP or Foreign-Assisted Projects training programs; such as STRIVE, BEAM, SEDIP, TEEP

With current expertise in the training program content area

Preferably ICT literate

Physically fit

With strong personal/ interpersonal qualities

With very good communication and analytical skills

Willingness to follow-up trainees in job-embedded learning activities

With experience as trainer in his/her own discipline/area

With very good communication and analytical skills

Preferably ICT literate

Preferably Master Teacher /Outstanding teacher recommended by the immediate head

With very good personal/ interpersonal skills

Documenta-tion Staff

Possess good personal/interpersonal communication skills

Very good written communication skills

ICT literate

Possess positive attitude to work

Identification of participants and size of training groups

Need for training is based on TDNA and/or IPPD results

Sending of proxy participant for any reason is not allowed

No. of participants per Formal Face-to-Face (F3) training

– Maximum of 50 for plenary type - and orientation sessions

– Maximum of 30 for cognitive-based learning and skills development programs, e.g. SLEs

No. of JEL(job-embedded learning) coaches/per trainee is 2, composed of the immediate head of trainee and a trainer of the F3 program component

Engaging non-DepED Service Providers, e.g.

Quality assured Program Design and Resource Package to be delivered in accordance to set standards of the T&D system

With established formal agreement with Teacher Education Institutions –


TEIs Center of Training (TEI-COTs) or State Universities and Colleges(SUCs) with accredited teacher education programs

Program delivery and M&E follow mechanism and tools set by the Regional/Division T&D system

Non-DepED trainers must:

- have experienced being a Trainer in national/regional/division level programs

- have expertise in the content/program/sessions to be delivered

- preferably be a Master of Arts/Science degree holder with specialization on the content to be delivered

- preferably be ICT literate

- be physically fit

- have strong personal/ interpersonal qualities

- have very good communication and analytical skills

- be willing to follow-up trainees in JEL activities Program Preparation

Venue

Adequate illumination, ventilation and cooling system

Good rest room and near to the venue

Good quality of seating and space for workshop and training

High quality service delivery

Healthy nutritious meals/snacks/drinks

High standard of safety and security

Preferably with access to Internet connectivity

Accessible to participants

Free from interruption and unnecessary noise

Adequate illumination, ventilation and cooling system

Sanitary and hygienic conditions

Good quality of seating and space for workshop and training

Healthy nutritious meals/snacks/drinks

High standard of safety and security

Accessible to participants

Free from interruption and unnecessary noise

Accommodation Can accommodate 60 pax at a time

A maximum of 4 pax in a room (live-in) with one bathroom

Reproduction and procurement of Training materials

Training/Learning materials for the participants

1 pax: 1 complete set of reading materials

Follow standard presentation guidelines: readability, quality of paper/material, spacing, etc.

Trainers’ Walk through of the Resource Package

Facilitated and managed by T&D Chief/Chair/SH

Thorough understanding of the session guides by all trainers

Accurate dry-run or simulation of the resource session guides as suggested in the resource package

Acceptable modifications made, if necessary

Modifications recorded/reported to M&E group

Conduct of Briefing & Debriefing

Complete attendance of the trainers, and Program Management Team for team briefing/ debriefing

Individual case briefing/debriefing conducted when necessary

Conducted in a constructive and participative manner

Timely conduct, i.e. before the training at the end of every day’s sessions or as the need arises

Accurate recording of agreements made


Conduct of Introductory Session

Facilitated and managed by members of the team who are also trainers

Rapid Competency Assessment instruments are prepared prior to the session

House rules are formulated by participants

Preparation of Program Completion Report

Concise summary of the training program

Clear and accurate report of M&E results (Pre-delivery, Face-to-face and JEL)

Informative of insights and learnings gained as reported by participants

Inclusive of Data-based recommendations

Accurate and on time liquidation report of funds

Undertaking of the M&E of Program Delivery

Use of objective M&E tools with clear procedures and instructions for both F3 and JEL

Very well-oriented M&E Group

100% retrieval of accomplished evaluation forms from the participants

Timely giving of relevant feedback to improve conduct of program

M&E report contains accurate data analysis of the results

Report is inclusive of recommendations for making adjustments to the program design and resource package

Certification of Participants

Participants are required to complete 100% or at the least 80% of sessions/ modules for both F3 and JEL in a training course to qualify for a certificate.

In the event that a trainee misses a required segment of the training course, certification will be provided only after the trainee has undergone a coaching session and produce the expected outputs.

5.1.7 Program Management Templates

The following templates have been developed to support the program management

Program Delivery Template 1: Trainee’s Confirmation Slip

Program Delivery Template No. 2: Sample Certificates for Training Programs


Program Delivery Template No. 1: TRAINEE’S CONFIRMATION SLIP

TRAINEE’S CONFIRMATION SLIP

Training Program Title: ________________________________________

Date of Training: _____________

Deadline for Confirmation: ________________

To: Program Manager Regional/Division T&D Center Email Address: _____________________ Mobile No.: _____________________ Landline No.: _____________________ Fax No.: _____________________

Sir/Madam:

(Please Check)

Yes, I am able to attend the training.

I understand that if my circumstances change and I am not able to attend the

training, I am not permitted to send a proxy and should inform the Program Manager

immediately.

I’m sorry, I cannot attend because_________________________________________ _________________________________________________________ .

(State your reason)

Very truly yours,

____________________ Date: ____________________

(Printed Name) ____________________ (Signature)


(ADD NAME OF AUTHORITY WHO IS PRESENTING THE CERTIFICATE AND ASSOCIATED

LOGO E.G. DEPED REGION VI)

Certificate of Training

is presented to

_(Add name of Trainee)_

for having completed the

Formal Face-to-Face (F3) component of the

(Add name of Program)

held on (Add Date) (equivalent to (Add no. of Hours) training

hours),

at (Add name of training venue)

Given this (Add date)

(Add title of Person who is responsible for signing the

certificate and their position)

Program Delivery Template No. 2: Sample Certificates for Training Programs


(ADD NAME OF AUTHORITY WHO IS PRESENTING THE CERTIFICATE AND ASSOCIATED LOGO E.G. DEPED REGION VI)

Certificate of Recognition

is presented to

_(Add name of Trainee)_

for having served as

Trainer

in the Formal Face-to-Face (F3) component of the

(Add the name of the Training Program)

held on (Add date) (equivalent to (Add no. of hours) training hours),

at (Add name of venue)

Given this (Add date)

Add title of Person who is responsible for signing the

certificate and their position


5.2 Formal Face to Face (F3) Program Delivery

5.2.1. The Trainers’ Conduct of Formal Sessions

The Trainer is a facilitator of learning. It is during formal sessions that trainees are engaged in meaningful activities designed to elicit their prior learning experiences as they develop new learning under the guidance of a competent facilitator of learning.

The degree of success of Formal-to-Face (F3) Program Delivery depends largely on how effective and efficient the trainers are in running their respective sessions delivering the program faithfully as outlined in the Resource Package. While minor adjustments may have been made to the resource package during the ‘walk through’, the trainers need to keep in mind that the package has been selected because it addresses the identified needs of the client group. The objectives and key understandings identified in the Resource Package should inform all sessions for trainers to stay true to its intent. Trainers need to have a thorough understanding of the complete cycle of the program and how the inputs they are providing in a particular session build on previous sessions and how they will affect future sessions.

It must be underscored that trainers are so selected because of their reputable expertise and are therefore expected to already possess well-developed facilitation and oral communication skills. However, with various technology available to enhance delivery of training sessions, trainers must be at the very least be familiar with the current technology used to aid presentations. The use of PowerPoint presentation, for instance, has become a common feature of delivering session that trainers who are not so adept with this kind of technology must exert effort to be acquainted with its basic features. Still, trainers should anticipate technology failure and ensure that contingency plans are in place so as not to compromise the quality of the program. It is therefore a must for trainers to constantly coordinate with the Program Management Team regarding the resource requirements of their sessions.

F3 sessions adhere to adragogical and constructivist principles and trainers should be knowledgeable of the approaches that are based on these principles. Moreover, trainers should observe training standards set by the Program Management Team (see Section 5.2.5) to ensure the smooth conduct of the sessions.

Trainers must have an understanding that their responsibility goes beyond running their respective sessions and include creating an environment that maximizes the involvement of the trainees. It is important to project an aura of competence, friendliness, and fairness to gain the trainees’ trust.

Finally, trainers must be aware that they are being observed and monitored in terms of their effectiveness in facilitating the sessions. The F3-M&E Form 2: Learning Process Observation and Facilitation Skills is used for this purpose. Trainers are then expected to be present during debriefing sessions and must be open to consider constructive feedback for the improvement of their facilitation skills and the future delivery of the program.

Skills Requirement of an Effective Trainer

Trainers’ Facilitation Skills

During the F3 sessions, maximum participation and interaction from the trainees is elicited. In each F3 session, trainers apply their skills in facilitation in order to support the trainees to reach the program goal. Facilitation skills refer to the behaviors manifested or actions applied by the trainers that help trainees achieve program goals. The diagram below shows the facilitation skills to enable learners to achieve their goals.


Observing Skills

Observing skills involve the use of the senses to view actions and behaviors of trainees in order to perceive or spot their potentials, strengths and needs. An effective trainer manifests the following observing skills:

o Notes trainees’ level of involvement in all activities o Monitors the energy level of the trainees during sessions o Senses the needs of the trainees that may affect the learning process

Questioning Skills Questions are used in training to:

o check on a trainee's understanding o arouse interest or stimulate thinking o get trainees involved o keep trainees on track o clarify doubts, issues and concerns o elicit key understanding of the concepts/inputs presented

A Trainer must carefully devise and skillfully ask the right questions and to do so requires careful preparation and practice; thus, he/she is expected to formulate questions in a simple manner and should:

o asks questions that are clear and focused o responds to trainees’ responses appropriately o asks Higher Order Thinking Skills (HOTS) questions o acknowledges trainees responses o solicits, accepts and acts on feedback from trainees o processes responses with probing questions to elicit the desired learning

Learner’s Goals

Facilitator’s Skills


Listening Skills The skill of listening entails the willingness to focus on what the trainees are saying and to pick up non-verbal cues with a ‘third ear’. This means that listening is more than just hearing as it requires a conscious effort to pay attention to, taking into account the trainees’ responses, ideas and feelings for appropriate consideration. Hence, an effective trainer:

o listens and understands the meaning of what had been said o responds positively to trainees insights, clarifies and checks trainee’s understanding of what

was heard and reacts to ideas not to the person

Attending Skills It is important to build rapport with trainees to elicit the needed information and encourage interaction. Sensing the needs of the trainees, the trainer is better able to respond creatively and appropriately. The trainer is ingenious in shifting time and mood intentionally to get the job done. Specifically, the trainer:

o creates the proper environment based on adult learning principles o directs and redirects the trainees to the learning tasks o manages the learning atmosphere throughout the sessions o acknowledges greetings and responses of trainees

An attending trainer exhibits the following behavior:

o Is a welcoming person o Makes certain that the trainees are the main focus o Encourages trainees to participate o Respects each person o Avoids distracting behavior o Positions their body so they can face all the trainees o Establishes eye contact with the trainees o Has a cheerful disposition. o Uses verbal and non-verbal cues appropriately o Circles the room during activities to check trainees’ progress

Processing Skills

Processing skill is the trainer’s ability to organize analysis questions and critical discussion points to help the learner understand concepts that are being built. Processing should lead the learners/trainees to understand the new concepts or skills that are the focus of the material being learned.

Processing skills are demonstrated by a trainer who:

o leads in analyzing trainee’s outputs/ideas resulting in deeper learning o discusses with trainees what went well and what did not go well o highlights activities that lead to new learning and proper attitude o encourages divergent thinking for clearer perspectives o leads in organizing thoughts/ideas and feelings for easier integration


Integrating Skills

Integration is the process of combining related experiences and ideas together. It is the role of trainers to put cumulative insights from the previous experiences of trainees together and lead them to develop new learning or deepen and broaden their current outlook.

Integrating skills are demonstrated by a trainer who: o identifies the relationships between activities o recognizes the significance of learning outputs o facilitates convergence of differing opinions or ideas o builds new learning on prior experiences o elicits resolutions or agreements o connects new insights to previous learning o identifies new directions

Trainers’ Oral Communication Skills

In addition to facilitation skills, highly developed oral communication skills are required by a trainer. A good trainer is expected to be competent in presenting ideas, giving directions and explaining procedures. In addition, he/she :

o expresses ideas with clarity, logic and in grammatically correct sentences o speaks in a well-modulated voice o delivers ideas with confidence and sincerity

Trainers’ Skills in the Use of Technologies

All learning is achieved through the use of our senses. The more senses brought into use during a learning experience, the more effective is the outcome. As illustrated in the classic Cone of Learning by Edgar Dale, people generally remember 50% of what they hear and see, and up to 90% of what they say and do.

Reading

Hearing Words

Looking at Picture

Watching a Movie

Looking at an Exhibit

Watching a Demonstration

Seeing it Done on Location

Participating in a Discussion

Giving a Talk

Doing a Dramatic Presentation

Simulating the Real Experience

Doing the Real Thing

After 2 weeks we tend to remember…

Nature of Involvement

Cone of Learning (Edgar Dale)

90% of what we say and do

70% of what

we say

50% of what we

hear and see

30% of what we see

20% of what we hear

10% of what we read Verbal Receiving

Passive

Visual Receiving

Receiving/ Participating

Active

Doing


The efficient and effective use of variety of technologies to enhance the learning process is encouraged during the delivery phase of the program. Charts, slides, videos, transparencies and films can be used to supplement verbal explanations and enhance learning. Proper use of instructional aids saves time, adds interest, helps trainees learn and makes the trainer’s job easier. It is important to keep in mind that aids to training are aids only. Trainers use training aids to supplement their training rather than to replace all or part of it. In the selection of training aids to support program delivery the following points need to be considered:

Practicability

Attractiveness

Suitability

Clarity

Portability

Availability

Trainers’ Value of Inclusivity

In the conduct of the sessions, trainers must aim to behave in a socially, culturally and gender fair manner when dealing with the trainees. Such actions are demonstrated by trainers when they:

are alert for opportunities or situations that may result to biases and avoid them

promote gender fairness in trainees’ participation and discussions

are open to responses and ideas that come from both genders

take into account the varying needs of the trainees from different social and culture backgrounds.

5.2.2. The Adult Learning Process

Formal-face-to-face trainings incorporate andragogical and constructivist principles in an accepting and non-threatening atmosphere. An introductory activity is conducted to link previous learnings with the next. There is smooth transition from one activity to another where trainees’ shared experiences are analyzed to develop new learning. New insights and inputs are generated that contribute to the abstraction of learning. A provision for the application of learning such as maintaining a learning portfolio and developing action plans are included to ensure that trainees understand the relevance of the insights learned.

The delivery of Cognitive-Based Learning (CBL) is researched-based, theory-supported and discipline-specific. It is obtained from authoritative/reliable sources and reflective of the constructivist approach.

Andragogy initially defined as "the art and science of helping adults learn," can be traced back to Alexander Kapp, a German grammar teacher who used it to describe Plato’s educational theory in 1833. Malcolm Knowles heard about the term in 1968 and used it in an article on “Adult Leadership”. Since then, Knowles has become known as the principal expert on andragogy. The term andragogy has taken on a broader meaning since Knowles' first edition. The term currently defines an alternative to pedagogy and refers to learner-focused education for people of all ages. The six assumptions of andragogy as explained in the book, The Adult Learner by Knowles, Holton III, and Swanson published in 1998 are:

o Adults need to know why they should learn something. o Adults self-concept projects new patterns of learning where they become self-directed, taking

responsibility for their own learning and the direction it takes.


o Adults have a lifetime of experience and they want to use what they know and want to be acknowledged for having that knowledge.

o Adults become ready to learn something when they experience a need to learn it in order to cope more satisfyingly with real-life tasks or problems.

o Adults are life, task or problem-centered in their orientation to learning. o Internal rather than external motivation for learning is more important such as increased job

satisfaction, self-esteem and quality of life.

Constructivist learning theory says that all knowledge is constructed from a base of prior knowledge. Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

Below are seven of the principles of constructivism that may be used to guide Trainers in engaging adult learners to participate in active learning:

o Encourage and accept learners’ autonomy and initiative. o Use raw data and primary sources for learning, e.g. student test results, lesson plans,

examination papers, lesson guides, school improvement plans. o For cognitive-based learning, use terms such as classify, analyze, predict, and create. o Use learner responses to build lesson concepts, change instructional strategies, and modify

content. o Encourage learners to engage in dialogue, both with the Trainer and with other learners. o Encourage learner inquiry by allowing them to ask thoughtful, open-ended questions and to ask

questions to each other. o Seek elaboration of learner’s initial responses.

Structured sessions of the F3 program are conducted following the 4 A’s methodology (4A’s: Activity, Analysis, Abstraction, Application):

o Preliminary Activity: This part introduces the session content. Although at times optional, it is usually included to serve as a warm-up activity to give the learners/participants zest for the incoming session and an idea of what is to follow in the session proper. One principle in learning is that learning occurs when it is conducted in a pleasurable and comfortable atmosphere.

o Activity: This is an interactive strategy to elicit adults’ prior learning experience. It serves as a

springboard for new learning. It illustrates the principle that learning starts where the learners are. Carefully structured activities such as individual or group reflective exercises, group discussion, self or group assessment, dyadic or triadic puzzles, simulations or role-play, cybernetics exercise, gallery walk, and the like may be conducted. Clear instructions should be considered in this part of the session.

o Analysis: Essential questions are included to serve as guides for the trainer in clarifying key understandings about the topic at hand. Critical points are organized to structure the discussions allowing the trainees to maximize interactions and sharing of ideas and opinions about expected issues. Affective questions are included to elicit the feelings of the learners about the activity or the topic. The last questions or points taken should lead the trainees to understand the new concepts or skills that are to be presented in the next part of the session.

o Abstraction: This outlines the key concepts, important skills that should be enhanced, the proper attitude that should be emphasized, and ways to improve one’s professional


competencies. This is organized as a lecturette that summarizes the learnings emphasized from the activity, analysis and new inputs in this part of the session.

o Application: This part is structured to ensure the commitment of the trainees to do something to apply their new learnings in their own environment. Teachers, for instance, may create a learning structure for trying out a new teaching strategy. For School Heads, a resolution to start a specific action where application of new learning is demonstrated.

o Concluding Activity: This is usually a brief but affective closing activity such as a strong quotation

or a short song related to the topic, an anecdote, parable or a letter that inspires the participants to do something to practice their new learnings.

5.2.3 Management of Learning (MOL)

Management of Learning (MOL) is conducted as an integral part of the F3 program. It is conducted each day, usually at the start of the day to review the previous day’s learning, or to summarize and integrate essential understandings gained at the end of the day. MOL provides an opportunity to:

clarify issues, concerns and misconceptions on the previous learning

ascertain if knowledge transfer is occurring

provide feedback and open communication

pave the way for learning integration and application

create a favorable training climate

Some MOL strategies suggested by the National Educators Academy of the Philippines (NEAP) appropriate for a particular purpose are:

A. Climate building

Group sharing

Temperature Check

Creating Learning Teams

Unfreezing Exercises or Energizers

Socials and Extra Curricular Activities

B. Feedback and Communication

Freedom Wall

Bulletin Board

Self-evaluation instruments

Critiquing & Cliniquing

C. Learning Integration and Application

Writing reflection papers

Journalizing

Action Planning

Cliniquing

Posting of Session Outputs

The following guidelines should be observed in the conduct of the MOL:

Facilitated preferably by the trainers or the Program Management Team

Conducted creatively to capture the interest of the participants


Encouraging of participants’ active participation

Integrative of learning gains and insights from previous sessions

Provides a link between previous and upcoming sessions

Sensitive to emerging needs of participants

Interactive, making learning more effective and interesting

Provides time to summarize gains, learning and insights of participants

Conducted efficiently within 15 to 20 minutes

5.2.4 Conduct of Debriefing Sessions

Following daily F3 sessions, it is essential that the Program Management Team and the Trainers meet for a debriefing session. The debriefing sessions are conducted to:

assess training impact on the trainees

determine the knowledge gained in a variety of areas

gather suggestions on how to improve future trainings

increase the effectiveness of the conduct of the sessions

Debriefing sessions are usually conducted at the end of each day’s sessions, but may be conducted at any stage during the F3 training if the need arises. The debriefing facilitator should:

focus on establishing a positive learning environment

be knowledgeable about the program and its goals and objectives

not have been involved in the conduct of the day’s training activities but have observed all sessions

be skilled in encouraging and mediating group discussion

support members in receiving constructive feedback take up significant data gathered through F3-M&E Form 2: Learning Process Observation and Facilitation Skills

The debriefing should:

be a short group discussion reviewing the experiences from the day’s training (45-60 minutes)

review the achievement of session objectives, the processes followed and the effectiveness of the trainers

actively involve all Project Management Team and Trainers

be conducted in a constructive, objective and neutral manner

identify recommendations for future enhancement of session guides and improved facilitation

Details of the debriefing meetings should be accurately recorded and included as part of the final Program Report


5.2.5. The Training & Development Program Delivery Standards for F3

The Training and Development Program Delivery Standards for F3 can be found in the table below.

Process Division/Regional and School Standards

B. Program Delivery of F3

Program Orientation of Formal Face-to-Face (F3) and Leveling of Expectations

Objectives expressed clearly and concisely

Elicits participants’ understanding of the program’s significance to their job

Defines program’s expectations during the F3 and JEL

Specifies concern for capability-building sustainability and gender-sensitivity

Formulates house rules and norms cooperatively

Facilitation of F3 sessions Maximizes participation and interaction

Uses participants’ shared experiences to develop new learning

Is reinforced by efficient and effective use of a variety of technologies

Demonstrates smooth transition and linkage from one activity to another

Is characterized by an accepting and non-threatening atmosphere

Follows andragogical and constructivist principles

Delivery of Cognitive-Based Learning (CBL)

CBL must be

research-based

theory supported

discipline-specific

obtained from authoritative/reliable sources

reflective of constructivist principles

Management of Learning (MOL)

Concise, motivating and participative manner

Integrative of learning gains and insights in the past sessions

Evident of links between previous and upcoming session contents

Sensitive to emerging needs of participants

Clear of issues, concerns and misconceptions on the previous learning

Assured of knowledge transfer


5.3 Job-Embedded Learning (JEL) Program Delivery

The JEL program delivery phase involves a number of different stages. These are:

Development of JEL Contract

Planning for Implementation

Implementation

Reflection

Enhancement

Internalization 5.3.1 Development of JEL Contract

At the end of the F3 phase of the program, trainees are expected to accomplish a JEL Contract (see JEL Contract Template in Section 5.3.9). This is usually completed during the final session of the F3 program. There should be a structured session to introduce the key concepts, guidelines, standards, and steps for accomplishing the JEL Contract. The JEL Contract provides trainees with opportunity to outline how they intend to apply new learning and further enhance their knowledge, skills, and attitudes in the workplace. Sufficient time is given for the trainees to plan and reflect on what activities should be undertaken that would promote practical application and further learning while in the workplace. The JEL Contract should contain realistic and doable activities to be completed while on the job, be competency-based, relevant to the attainment of identified TDNA results and/or IPPD, use a variety of technologies in its implementation and employ experiential learning strategies. The activities described in the JEL Contract should not be seen as something ‘extra’ to trainee’s organic responsibilities. Instead, it should be viewed as an improvement of practice and documentation of the application of learning from the F3 program. As part of the process in accomplishing the JEL Contract, the trainee upon recommendation of the program management, has to identify the members of the JEL Team. The JEL Team is responsible for supporting the Trainee in the application of the JEL Contract. It is recommended that the JEL Team is made up of:

- The trainee

- The trainee’s immediate head

- One member of the F3 Trainer’s team or a qualified person acceptable to the Program Management

It is essential that the overall responsibility, direction and control of the learning process within the JEL program delivery phase remains with the trainee, while the other JEL Team members take on a supportive role and provide opportunities for further learning. Specific roles and responsibilities of the JEL Team members are outlined below.

The Trainee:

takes responsibility for the implementation of the JEL Contract

documents learning (e.g. JEL M&E Forms)

communicates regularly with immediate head and trainer on JEL progress

The Immediate Head of the Trainee:

acts as a JEL Adviser (Refer to Section 6.0 for details on JEL Advising)

creates a learning environment that supports the accomplishment of the JEL and promotes ongoing professional development

inspires and encourages the trainee in the application of their learning from the F3


supports in the provision of any necessary resources required by the trainee to accomplish the JEL

documents support provided to the Trainee during the JEL Program Delivery

participates in all JEL learning activities as prescribed in the JEL contract

takes responsibility for the M & E processes of the JEL program delivery phase

promotes opportunities for the trainee to share his/her learning with colleagues

The Trainer from F3 or a Qualified Person:

inspires and encourages the trainee in the application of his or her learning from the F3

creates a learning environment that supports the accomplishment of the JEL and promotes on-going professional development

provides feedback to the trainee on his/her ability to apply the learning from the F3

provides technical assistance to the trainee during the JEL Program Delivery phase

documents support provided to the trainee during the JEL Program Delivery phase

participates in all JEL learning activities as prescribed in the JEL contract

In the accomplishment of the JEL Contract the following guidelines need to be discussed with the trainees:

The goal and objectives of the JEL should be based on the trainee’s needs as reflected by his/her TDNA results and/or IPPD

The goal and objectives should clearly demonstrate an expectation and commitment to change

The specified objectives should be competency-based or expressed in KSAs

The development events identified should include theory, demonstration and time for trainees to practice what they are learning during the F3

The plan should identify behaviors and actions that will provide evidences of commitment to one’s own learning and the learning of others

The learning activities should be reflective of the trainee’s real life issues and challenges

The learning activities included should be hands on, problem based and provide for multiple practice experiences

The learning activities should encourage individual and collaborative explorations, practice and reflection

The learning should be applied to real, present, day to day experiences

The delivery models identified should be doable in the work place

The modes of delivery identified should include a variety of technologies, e.g. useful handout materials, CDs

The professional development strategies identified should be based on adult learning principles

Enough time should be allocated to explore and practice the behaviors and strategies

The resources provided for implementation of the contract should be realistic

There should be support structures identified to assist in the improvement of daily work practices

Group processes should be identified to ensure that opinions and new learning are shared

The delivery models should provide opportunities for the monitoring and evaluation on the effectiveness of the professional development

Once the trainee signs the JEL contract, he/she commits to implement the identified activities as an integral part of the training program. The JEL Contract has to be reviewed by the F3 Trainer identified as a member of the JEL Team and checked for compliance to standards before commencing the next phase of the JEL program delivery. Copies of the reviewed and refined JEL Contract should be provided to all members of the JEL Team for their information and guidance in providing support during the application of the JEL Contract. Program Management Team should also be given a copy of the JEL Contract


5.3.2 Planning For JEL Implementation

The Planning for Implementation Stage of the JEL program commences once trainees are back in their workplace. This stage provides an opportunity for the trainees to review their JEL contract together with the members of the JEL Team. A start-up meeting is convened in the trainees workplace, arranged by the trainee and facilitated by the immediate head, providing an opportunity for the following activities to be completed:

Review and Refinement of the JEL Contract The JEL Team reviews and refines the JEL Contract using the JEL- M&E Form 1: Quality Assurance of JEL Contract. This review provides an opportunity for the trainee and trainer to relook at the various elements of the JEL Contract and to explain the purpose and overall direction of the JEL Contract to the immediate head. The goal and objectives are considered to ensure they are in line with the overall goals and objectives of the F3 training program and that they will lead to a change in current practices. The activities and outputs specified in the JEL Contract are reviewed to ensure they are doable, realistic and that they lead to the attainment of the objectives. Timeframes and resources for accomplishing the JEL Contract should be reviewed and finalized. As a result of the review process the necessary refinements and adjustments should be made to the JEL Contract. These needs to be documented as the revised JEL Contract will be the basis for subsequent JEL stages.

It is important to revisit the roles and responsibilities of each member of the JEL team and clarify people’s understanding of what are expected of them during the different stages of the JEL Program.

The different stages of the JEL Program Delivery Phase should be discussed along with their associated templates and M&E processes and tools. The M&E Matrix and Tools are found in Section 7.0 of this Volume.

5.3.3 Implementation Stage

The implementation stage involves the application of the learning gained through the Formal Face-to-Face training as well as providing an opportunity for further new learning through the implementation of the identified activities described in the JEL contract. While trainees work through the activities it is expected that the JEL team members provide technical assistance, moral support and guidance. The implementation of the JEL activities should be well-coordinated, cost-effective, practical and within the specified timeframe. It is important that the trainees document their accomplishments during the implementation stage and their progress towards the achievement of their goal and objectives as outlined in the JEL Contract. A JEL Journal Entry Sheet (JEL-M&E Form 2) has been developed to assist in this process and asks each trainee to:

- provide a description of the activity accomplished

- describe the type of support received from JEL team members

- outline the learning gained

- describe the changes in practice/behavior

- identify the problems experienced and how these were resolved

- identify the next steps to be followed in order to achieve objectives


Along with the journal, the trainee should collate the Means of Verifying Learning (MVL) as evidence of his/her progress. Other members of the JEL Team should also document how they have assisted the trainee in accomplishing their JEL objectives and their reflections on the process. The JEL-M&E Form 4: JEL Advising Tracking Form can be used for this purpose.

5.3.4 Reflection Stage

The Reflection stage provides an opportunity for the trainee to reflect and evaluate his/her work practices based on the entries in his/her journal vis-à-vis the JEL Contract. An assessment of the extent of application of learning could better be achieved if shared with others. Hence, the trainee is encouraged to share his/her learning gained to the JEL Team. The Trainee takes the lead during the reflection stage and critically reviews her/his own progress. The applicability of the identified JEL activities towards the attainment of the JEL objectives should be discussed as well as the ability of the trainee to apply new learning. A key element of the reflection stage is the identification of ‘next steps’. The trainee, guided by the JEL Team members, needs to identify what still needs to be achieved in order to accomplish the goal and objectives described in the JEL Contract. New approaches and strategies may need to be considered, along with a review of the type of support required by the trainee from the other JEL Team members. The results from the Reflection stage inform the next stage of the JEL program delivery. If additional application and further learning is required, then the trainee would move to the Enhancement stage. However, if the objectives of the JEL contract have been demonstrated, the trainee would move to the Internalization stage. 5.3.5 Enhancement Stage

The Enhancement stage provides further opportunities for application and new learning towards the achievement of the objectives identified in the JEL contract. New approaches and strategies would be implemented along with ongoing support from the JEL team. The trainee, noting progress towards the achievement of the JEL objective, should keep a journal. The remaining JEL Team members should also document how they have assisted the trainee in accomplishing their JEL objectives. The Enhancement stage leads back to the Reflection Stage and the cycle continues until the JEL Contract objectives have been demonstrated.

5.3.6 Internalization Stage

The overall aim of any training program is for trainees to integrate new knowledge, insights and learning into their day-to-day work practices. The internalization stage is achieved when the new behaviors, as described by the JEL objectives are regularly observed in the trainee’s day to day practice and becomes the norm. Once trainees have internalized the learning from the training program, they may opt to share with their colleagues their best practices resulting from their JEL. The JEL Team should support the trainee in this process by providing a suitable forum for this to occur. The successful internalization of the learning objectives of the JEL program delivery phase marks the end of the training program. The trainees then accomplish the JEL–M&E Form 5: Trainees End- of-JEL Evaluation Form. Trainees are then entitled to receive a final certification for their involvement in the program upon recommendation from the JEL Team members.


5.3.7. The Program Delivery Standards for JEL

The Training and Development Program Delivery Standards for JEL can be found in the table below.

Process Division/Regional and School Standards

C. Program Delivery of JEL Component

Development of Job-embedded Learning (JEL) Contract

JEL contract preparation required in every Formal Face-to-Face (F3) program delivery

Accomplished JEL contract should be assured of:

– realistic or doable activities in the work place

– competency-base in terms of (KSAs) and relevance to the attainment of IPPD goals and objectives

– variety of technologies used in its planned implementation

– experiential learning strategies to internalize the concepts learned in F3;

– potential evidences for the application of learnings in the job Plan Confirmation with JEL Team (in the workplace)

Thorough review and understanding of the JEL contract focused on:

– specific roles and responsibilities of the JEL team and trainee

– objectives of the JEL contract

– specific activities and outputs to help achieve the set objectives

– agreements of team on contact schedules Implementation of the JEL contract

Enhancing of the trainees’ competencies being addressed

With minimal disruption to the organic functions of the JEL Team, the trainees and the entire learning community

Cost-effective and practical activities

Well-coordinated activities

Well-managed time/schedule

With formative and end-of-JEL Evaluation

Flexible enough to respond to emerging issues

Reflection of Accomplishments

Qualitative Data-based

Objectively-documented

KSA-oriented

Lessons learned and best practices documented

Informative of enhanced competencies and KSAs that need further improvement

Provides for recognition of strengths

Further Enhancement of Competencies

Professional Competency-based

Use of a different strategy and steps to achieve objectives

Use of more time and coaching from JEL team

Internalization Enhanced competencies demonstrated in the day-to-day work activities

Consistently shown in knowledge, skills and attitudes

Recognized by others, especially learners, as a best practice

Sharing of learning (optional for certification)

Voluntary

Systematic and purposeful

Collegial sharing of practice


5.3.8 JEL Advising

While professionals are accountable for their own professional development and can independently engage in a wide range of JEL activities, receiving support and assistance from another professional with more experience and competence will ensure that the gains of the JEL are maximized. This support and assistance provided from a more experienced and competent member of the learning community is referred to as JEL Advising. JEL Advising is identified as an essential support mechanism when it aims to ensure that education personnel gain the most from their involvement in professional development activities. It is a means of maximizing results derived from any type of Job-Embedded Learning activity which teachers, school heads, educational leaders, or non-teaching personnel are currently engaged in through appropriate advising processes that lead to enhanced work practices and improved learning outcomes.

The Handbook for JEL Advising was developed to serve as a tool for raising the quality of workplace learning. It introduces the goals of JEL Advising, the guiding principles, and the assumptions under which JEL Advising operates. Included in the handbook is an explanation of the concept of JEL Advising, the possible areas where advising is most needed, the processes for conducting it, strategies of advising in different JEL situations, and tips for advising. The roles and responsibilities of those involved in the processes have been identified and the required tools and templates are also provided.

This resource material is a significant part of the Program Delivery System and is an integral part of this Volume. It is used by T&D Managers and Implementers across the various field levels. However, the handbook is also an independent professional development resource that can be used by any immediate head that is genuinely concerned with his/her colleagues’ professional development within the organization.. This material could also serve as a resource for capability building efforts in regions’ or divisions’ T&D Centers with a view of equipping potential JEL Advisers with the in-depth knowledge, skills and attitudes they need to effectively undertake the task of advising.

Purpose of the Handbook

The purpose of the handbook is to:

guide the JEL Advisers in providing continuing support to teachers, school heads, educational leaders, and non-teaching personnel at the school, division and region level in achieving their professional development goals; and

motivate and build the confidence of JEL Advisers in providing quality support to the advisees while they are engaged in professional development.


Conceptual Framework for JEL Advising

Below is the Conceptual Framework of JEL Advising.

.

JEL Advising is anchored on the advisee’s professional development goals. These professional development goals are reflected in an Individual Plan for Professional Development (IPPD) that the advisee (a teacher or a school head) has earlier prepared. In cases where an IPPD has not yet been prepared, the professional development goals can be formulated by reviewing the professional development activities a potential advisee is currently engaged in and reflecting on his/her learning needs. An important consideration is that the individual’s professional development goals should be the starting point and inform the JEL activities in which the advisee engages in, in order to address an identified need for development.

The efficient and effective implementation of JEL advising entails a learning community of professionals operating within a culture of collaboration and mutual respect. Through mutual respect, acceptance of individual differences and acknowledgement of one’s strengths and weaknesses are upheld. JEL advising occurs within a culture where both the advisee and the adviser exhibit openness, trust and put value on each other’s significant contribution in working towards a common goal. Similarly, collaboration promotes a culture of responsibility and accountability. This is where both the advisee and the adviser find assurance in the idea that they can count on each other for support and cooperation until the intended outcomes are attained. Through the provision of quality JEL Advising in such learning community, it is envisaged that the professional will be fully supported in maximizing his/her learning in the workplace.

In such an environment, the more experienced and competent members of the learning community extend support to those members desiring to improve their work practices and ultimately the improvement of learning outcomes. Immediate Heads are strategically placed to take on this responsibility and become JEL Advisers. At the school level for instance, a Department Head or the School Head naturally become the adviser of a teacher. At the division level, where an Education


Supervisor I is the advisee the Assistant Schools Division Superintendent is a possible JEL Adviser. At the regional level, the Chief of the Division or Unit could be a possible JEL Adviser of an Education Supervisor II undergoing a JEL activity. For the non-teaching personnel, the Adviser at the school level could be the Immediate Head; while, at the division/region level, Unit Head/Division Chief or the Educational Leader could be possible JEL Advisers.

JEL Advising aims to support the advisees to transform their work practices and improve learning outcomes through continuous reflection and improvement. The results of successful JEL Advising should lead to the advisee’s adjustments in the re-formulation of succeeding plans and professional development goals.

The Goal and Objectives for JEL Advising

The goal of JEL Advising is to maximize the benefits of the job-embedded learning activities engaged in by teachers, school heads, educational leaders and non-teaching staff for improved work practices and learning outcomes. JEL Advising specifically aims to provide support in the:

realization of the goals and objectives identified in the professional development plans such as the IPPD of teachers and school heads, the SPPD and the MPPD of the Region and Division;

implementation of JEL Contracts completed during formal face to face training;

construction of a plan and implementation of JEL activities to support and apply learnings from formal programs attended; and

conduct of on-going unstructured/informal JEL activities

The Scope of JEL Advising

JEL Advising may be provided to all educational personnel who are engaged in professional development. It is anticipated that teachers, school heads, educational leaders and non-teaching personnel would all be recipients of JEL Advising. JEL Advising is therefore expected to take place at the school, division and region levels.

JEL Advising can be provided to assist educational personnel maximize the benefits gained from any form of job-embedded learning they are involved in. For example, JEL Advising can support individuals in achieving identified professional development goals while working through the activities outlined in the IPPD. It can also be provided to support them in accomplishing their JEL Contracts following their participation in a formal face-to-face training.

The following are possible areas for JEL Advising at the various field levels:

Area 1: Implementation of Professional Development Plans i.e. the IPPD, the SPPD and the Division/Region MPPD

Area 2: Implementation of the JEL Contract developed during a Formal Face-to-Face Training (F3) Area 3: Completion of a JEL Contract and its implementation after attendance at a formal course or

training Area 4: Conduct of unstructured JEL activities

Section 5.9. JEL Contract Template


Program Delivery Template No. 3: Job-Embedded Learning (JEL) Contract Template

Learner (Trainee) Name

School/Division/Region

Title of F3 Training Attended

Date of F3 Training

Trainee’s Present Position

Gender

My JEL Team Immediate Head Trainer/Coach for JEL

Priority Competencies Addressed/Goal and Objective for the JEL

Specific Competency Areas to improve during the JEL

What needs to be done? (Activities)

When? JEL Team support required?

What resources do I need? What are the Means of Verifying my Learning?

(My Accomplishment and Date)

1. Planning for Implementation

2. Implementation


Commitment of Support I support the JEL activities described above and will complete the actions. If I am unable to complete an activity, I will help make arrangements to modify the plan accordingly.

Signature of Learner/Trainee

Date

Signature of JEL coach/mentor Signature of immediate supervisor

Signature of co-learner/s (if applicable)


Sample of Accomplished JEL Contract

Learner (Trainee) Name Lileth L. Zaragoza

School/Division/Region Palaka Elementary School Negros Occidental Region VI

Title of F3 Training Attended

Enhancement of NCBTS Competencies on Diversity of Learners

Date of F3 Training May 22-26, 2010

Trainee’s Present Position

Teacher 1

Gender Female

My JEL Team Immediate Head Adelma T. Gomez Trainer/Coach for JEL Rico J. Mambo

Priority Competencies Addressed/Goal and Objective for the JEL

Obtain information on learning styles, multiple intelligences, and needs of learners Design or select learning experiences suited to different kinds of learners

Specific Competency Areas to improve during the JEL

Understand the theories and concepts of multiple intelligences and learning styles Utilize varied activities for various types of learners Show respect and concern for individual differences of students

What needs to be done? (Activities)

When? JEL Team support required?

What resources do I need? What are the Means of Verifying my Learning?

(My Accomplishment and Date)

1. Planning for Implementation Start-Up Meeting with the JEL Team

Review of the JEL Contract

Discussion of the Different Stages of JEL Implementation


Agreement on Activities to be Undertaken

Scheduling of Activities

June 1, 2010

Attendance of Team Members Technical Assistance on Identifying Activities

Accomplished JEL Contract Handouts from F3 JEL Advising Handbook Proforma No. 11: QA of JEL Contract

Minutes of the Meeting Agreed Schedule of Activities

2. Implementation

Apply learnings from F3


-Independent professional reading on the topic (handouts and other reference materials) -Assess learners’ MI using the MI Assessment Tool from F3 -Integrate concepts on MI and Constructivism in daily tasks

June 14-19, 2010

June 21-25, 2010

June 28 – July 30, 2010

TA through information sharing TA on interpretation of results Instructional Supervision

Location of resources (e.g LRMDS Portal) MI Assessment Tool Instructional Supervision Handbook and Tools

Journal Journal Consolidated MI Assessment Results Journal Lesson Plans Accomplished Instructional Supervisory Tools

Commitment of Support I support the JEL activities described above and will complete the actions. If I am unable to complete an activity, I will help make arrangements to modify the plan accordingly.

Signature of Learner/Trainee

Lileth L. Zaragoza Date May 26, 2010

Signature of JEL coach/mentor Rico J. Mambo Signature of immediate supervisor

Adelma T. Gomez

Signature of co-learner/s


5.4. Management of Programs Downloaded from Central Office The diagram below defines the management process flow including roles and responsibilities of the T&D Office at the Region and Division levels in cases where training programs are downloaded from the Central offices. New programs, for instance the training of teacher trainers for the new curriculum approach, may be initiated by the Central Office. In addition, the Central Office in coordination with the T&D offices at the region or division may do pilot test of learning guides and materials. In these cases, the standards and processes for T&D operations will be applied. The Regional/Division T&D Offices will take the responsibility to see to it that the structural flow and procedures as described in the diagram below will be followed.

STRUCTURAL FLOW for Programs Downloaded by CO

T&D PMT

Conducts orientation of the program including T & D

Program Delivery standards and processes

Manages the delivery ( before, during and after) of the

program

Undertakes the M & E and documentation of the program

Submits Completion Report to the T & D Chief on the

conduct of the program

T&D Division Chief

Organizes the T&D Program Management Team (PMT): T &D Program Manager/staff, Representative(s) from Finance, Training Team from the division concerned and T & D Division

Prepares Regional Memorandum for the program

implementation for approval of RD

Consults top officials on issues and concerns

Submits reports to the RD, copy furnish the chief of the

div concerned

Facilitates the uploading of reports to the TDIS

Chief of Division Concerned

Coordinates with the T&D Division by:

- Supporting the delivery of the program through Division experts/trainers and staff

- Recommending experts

from non- DepED

institutions for the delivery

of the program

- Serving as Resource

Person in planning

meetings and conduct of

sessions

Central Office

Downloads directives, Program Designs and resource packages for the conduct of programs

Provides Technical Assistance and maintains QA of the program

Regional Director

Issues directives to the T&D Chief for appropriate action

Checks with the finance section the availability of downloaded funds

Submits Completion Report of the Program to the

CO

Finance Officer

Notifies the T&D Chief on the availability of funds

Implements funding

Disburses funds for

implementation

Liquidates funds

released

A. Regional Level


6.0 Maximizing the Gains of Job-Embedded Learning (JEL) : A Handbook for JEL Advising

The following section is a stand-alone document and a separate file can be accessed through the web-based T&D Information System (TDIS) and can be accessed through the EBEIS (Enhanced Basic Education Information System) at http://beis.deped.gov.ph/.

.

T&D PMT

Conducts orientation of the program including T&D

Program Delivery standards and processes

Manages the delivery ( before, during and after) of the

program

Undertakes the M & E and documentation of the

program

Submits Completion Report to the T & D Chair on the

conduct of the program

Division T&D Chair

Organizes the T&D Program Management Team (PMT): T & D Program Manager/staff, Representative(s) from Finance, Training Team from the subject area/office concerned and T & D

Prepares Division Memorandum for the program

implementation for approval of SDS

Consults top officials on issues and concerns

Submits reports to the SDS, copy furnished Head of

Office concerned

Facilitates the uploading of reports to the TDIS

Head of Office Concerned

Coordinates with the Division T&D by: - Supporting the delivery of the program through Division experts/trainers and staff - Recommending

experts from non-

DepEd institutions for

the delivery of the

program

- Serving as Resource

Person in planning

meetings and conduct

of sessions

Schools’ Division Superintendent (SDS)

Issues directives to the T&D Chair for appropriate action

Checks with the finance section the availability of downloaded funds

Submits Completion Report of the Program to the RO

Finance Officer

Notifies the T&D Chair on the availability of funds

Implements funding

Disburses funds for

implementation

Liquidates funds

released

B. Division Level

Regional Office

Downloads directives, Program Designs and resource packages for the conduct of programs

Instructs Division T&D to provide Technical Assistance and maintains QA-M&E of the program



Maximizing the Gains of Job-Embedded Learning (JEL) – Handbook for JEL Advising_June 2010

Republic of the Philippines

Department of Education

Maximizing the Gains of Job-Embedded Learning (JEL)

- HANDBOOK FOR JEL ADVISING -

Training and Development June 2010



Table of Contents

Preface

1. Introduction 1.1 Background 1.2 Purpose of the Handbook

2. Job-Embedded Learning (JEL) Advising

2.1 Job-Embedded Learning 2.2 Conceptual Framework of JEL Advising 2.3 Goal and Objectives 2.4 Scope 2.5 Guiding Principles 2.6 Assumptions

3. Areas for JEL Advising and Processes

3.1. Area 1- Implementation of IPPD, SPPD, and MPPD 3.2. Area 2- Implementation of Activities based on the JEL Contract done in F3 3.3. Area 3- Constructing a JEL Plan after a Formal Course or Training 3.4. Area 4- Conduct of Unstructured Informal JEL activities

4. Roles and Responsibilities

5. Advising in Various Forms of JEL

5.1. Structured JEL 5.2. Unstructured/informal JEL

6. Advising Do’s and Don’ts

7. Templates and M&E Tools for JEL Advising

7.1 Templates: - Self Monitoring Check for IPPD Targets - JEL Contract Template - JEL Integration Plan

7.2 Tools for M&E

JEL-M&E Form 1: Quality Assurance of the JEL Contract JEL-M&E Form 2: JEL Journal JEL-M&E Form 3: JEL Reflection Tool JEL-M&E Form 4: Trainees End of Job-Embedded Learning Evaluation JEL-M&E Form 5: Review of Job-Embedded Learning Accomplishments by Trainee JEL-M&E Form 7: JEL Advising Tracking Form

8. References

9. Appendix 9.1. T&D System Overview



GLOSSARY OF ACRONYMS

AIP Annual Implementation Plan

BESRA Basic Education Sector Reform Agenda

DEDP Division Education Development Plan

DepED Department of Education

F3 Formal Face-to-Face

JEL Job-Embedded Learning

ICT Information Communication Technology

KSA Knowledge, Skills and Attitudes

INSET In-Service Education for Teachers

IPPD Individual Plan for Professional Development

LGU or LGA Local Government Unit or Local Government Authority

LRMDS Learning Resource Management and Development System

MOOE Maintenance and Other Operating Expenses

MPPD Master Plan for Professional Development

M&E Monitoring and Evaluation

MOL Management of Learning

NCBTS National Competency-Based Teacher Standards

PSDS Public School District Supervisor

PDP Professional Development Planning

PDRD Program Designing and Resource Development

PD Program Delivery

RA 9155 Republic Act 9155: Governance Act for Basic Education, 11 Aug 2001

REDP Regional Education Development Plan

SH School Head

SBM School-Based Management

SIP School Improvement Plan

STRIVE Strengthening the Implementation of Basic Education in Selected Provinces of the Visayas

TDNA Training and Development Needs Assessment

T&D Training and Development

UIS Unified Information System

WG Working Group



PREFACE

It is a truism that an organizations’ performance is largely affected by the type of personnel it employs, thus the need to invest effort and resources in enhancing the experiences, knowledge, attitudes, and skills of personnel to meet the demands of the job. Formal training programs may address gaps in professional competencies but personnel will not reach their full potential if there is no one to advise, guide, inspire, and facilitate workplace learning. Job-Embedded Learning is a delivery mode within the Training and Development (T&D) Program Delivery System designed to help the trainee-advisee discover the answers to her/his professional needs in the course of his/her job practice. The process of advising for JEL is identified as an important element in the Training and Development (T&D) System to maximize the gains of Formal Face-to-Face (F3) modes of program delivery and all other forms of professional learning conducted in the workplace. This is considered a highly effective way to ensure that there is a continuing process of quality professional development among the teachers, school heads, educational leaders and non-teaching personnel. Training and Development is fast emerging as an integral division or unit within the Department of Education field offices. The Regions in the Visayas have developed a new organizational structure that includes T&D as one of the major functional divisions with the responsibility to manage the continuing professional development for all education personnel in their respective regions. This initiative is supported by Project STRIVE (Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas), an Australian Agency for International Development (AusAID) funded project. The Project provided technical assistance to the organic personnel, who composed of the T&D Team, in developing the T&D Systems framework, standards, systems designs, processes and tools required in the T&D operations. The T&D System consists of four major systems: Training and Development Needs Assessment (TDNA), Professional Development Planning (PDP), Program Designing and Resource Development (PDRD) and Program Delivery (PDy). This handbook for JEL Advising is a tool for raising the quality of workplace learning. It introduces the goals of JEL Advising, the guiding principles, and the assumptions under which JEL Advising operates. Included in the handbook is an explanation of the concept of JEL Advising, the possible areas where advising is most needed, the processes for conducting it, strategies of advising in different JEL situations, and tips for advising. The roles and responsibilities of those involved in the processes have been identified and the required tools and templates are also provided. This resource material is a significant part of the Program Delivery System and is an integral part of the T&D System Operations Manual Volume 5, used by T&D Managers and Implementers across the various field levels. However, the handbook is an independent professional development resource that can be used by any Immediate Head who is genuinely concerned with his/her colleagues’ professional development within the organization. This material could also serve as a resource for capability building efforts in regions’ or divisions’ T&D Centers with a view of equipping potential JEL Advisers with the in-depth knowledge, skills and attitudes they need to effectively undertake the task of advising. Acknowledgement is expressed here for the technical and fiscal support of AusAID through Project STRIVE, and the DepED-EDPITAF (Educational Development Project Implementing Task Force). Deep appreciation is extended to all the officials who have supported the initiative and the T&D Component Teams in Regions VI, VII and VIII, Divisions of Negros Occidental, Bohol/Tagbilaran and Northern Samar who together with the T&D Technical Advisers developed the handbook. The same gratitude is extended to the educational leaders from the project sites who have contributed to the content validation of the handbook. This handbook is dedicated to all the educational leaders, non-teaching personnel, school heads, teachers and the learners who are the ultimate beneficiaries of a learning organization whose personnel are unceasingly dedicated in the pursuit of new relevant strategies in order to improve the learning outcomes.



1.0 Introduction

1.1 Background

Today, more than ever, most organizations including the Department of Education are investing more and more in the development of competent human resources to support the attainment of organizational goals and objectives through the provision of continuing professional development opportunities. These professional development programs improve the competencies and work performance of personnel in line with their mandated roles and responsibilities in order for them to achieve expected standards through the provision of a wide range of activities for personal and professional growth. While these programs for in-service personnel have generally been characterized by formal face-to-face training modes, the emerging system currently being implemented by the DepED for Training and Development (T&D) highlights the value of a wide range of professional development modalities. These modalities, such as independent study (personal or structured professional reading), supported learning (mentoring and coaching), collective action (professional organization involvement or group research) and formal programs (face-to-face training, on-line course study and continuing formal education), play a significant role in the improvement of the competencies and work performance of personnel. For professional development to be meaningful and to have a direct impact on the personnel’s work practices, it is essential that the activities they engage in address their needs. If personnel are able to make decisions about the critical content and instructional issues, which are to be covered during a professional development activity, they are more likely to participate actively in the experience and implement what they have learned. It is therefore important that the training needs of the various personnel are clearly identified and professional development activities planned to address these needs. The T&D System provides the necessary tools and systematic processes to support the identification of training needs, consequent planning, designing and prioritizing of professional development activities. It is composed of four major interrelated systems namely: the Training and Development Needs Assessment (TDNA) System, the Professional Development Planning (PDP) System, the Program Designing and Resource Development (PDRD) System, and the Program Delivery (PDy) System (See Appendix A for an overview of the T&D System). While the PDy System is the main intervention that directly effects change in the knowledge, skills and attitudes (KSAs) of the education personnel, it is the TDNA system, which ensures that the professional development needs are objectively identified. The TDNA System informs program planning, designing and resource development. It establishes a match between the trainees’ needs and the training programs to be conducted. Equally important, the TDNA instruments and processes of the system are guided by the current national standards and list of competencies for various educational personnel such as the National Competency-Based Teacher Standards, which articulates the essential parameters that characterize effective teaching. The PDP System is responsible for producing the Individual Plan for Professional Development (IPPD), the School Plan for Professional Development (SPPD) and the Master Plan for Professional Development (MPPD) for both the Region and Division, all of which prioritize the professional development needs of the various educational personnel. The PDRD System then generates the appropriate program designs and resource materials/packages that will address the priority needs of the educational personnel.



To support the provision of quality training programs, the Job-Embedded Learning (JEL) modality is underscored in the T&D System as a significant strategy in achieving the professional development goals for individuals or groups in the workplace. It is considered an integral element of any formal face-to-face training program. It is the process of learning that integrates new knowledge, skills and values into current job practice, that result in enhanced competencies necessary for the improvement of work performance. It is sometimes referred to as on-the-job learning or workplace learning. Through a variety of JEL activities such as learning loops or study circles, mentoring, coaching, action research, sharing reflective journals, blended learning, observing model lessons, analyzing student performance, internet surfing and a lot more, the professional will be able to continue learning while on the job. JEL encourages professionals to constantly reflect upon and evaluate their work practice, generate new insights and learning, and share learning with others. All of these JEL strategies are envisioned to promote application of learning while minimizing the time spent away from the workplace for formal face-to-face programs. Recognizing the importance of JEL, Immediate Heads and Supervisors are best placed to take on the responsibility of fostering meaningful and productive JEL among their colleagues in the workplace. Advising for JEL becomes an essential element of any professional development program if we are to sustain quality continuous work place learning. Advising for this purpose will be a challenging task even for those who are very enthusiastic to do it. Hence, this handbook has been developed to aid JEL Advisers in their effective pursuit of this task. It outlines the goals of JEL Advising, the guiding principles, and the assumptions under which JEL Advising operates. It includes a discussion of the concept of JEL Advising and the processes for conducting it. The different roles and responsibilities of those involved in the processes have been identified and the required tools and templates are also provided. 1.2 Purpose of the Handbook The purpose of the handbook is to:

guide the JEL Advisers in providing continuing support to teachers, school heads, educational leaders, and non-teaching personnel at the school, division and region level in achieving their professional development goals; and

motivate and build the confidence of JEL Advisers in providing quality support to the advisees while they are engaged in professional development.

2.0 Job-Embedded Learning (JEL) Advising

2.1 Job-Embedded Learning Job-Embedded Learning (JEL) refers to a process of learning where new knowledge, skills and values are integrated into current job practice resulting in enhanced competencies for the improvement of work performance. It is sometimes referred to as on-the-job learning or workplace learning. The Job-Embedded Learning activities engaged in by the professional come in a variety of different forms. They can be structured or unstructured. Structured forms of JEL engage professionals to work collaboratively with their colleagues, immediate head, and other individuals from outside the workplace, whose support is perceived as vital in the attainment of their professional development goals. Some of the most common strategies include Learning Study Loops or Study Circles/Working Groups/Task Groups, Coaching, Mentoring, Action Research Teams, Sharing Reflective Logs or Journals and Blended Learning.



Unstructured JEL activities on the other hand are forms of workplace learning that may be done in ways other than through formally structured or designed activities. Most of the time these are done independently by the workplace learner at his/her own pace and time. However, these can deliberately evolve into collaborative structures for JEL. Some of the most common types of this form include peer-coaching, analyzing student performance, observing model lessons, consulting an expert, and keeping a learning journal among others.

While there are multi-forms of the JEL activities, the JEL as defined in the model below is delimited to a purposive and systematic JEL approach.

Diagram 1: Purposive and Systematic JEL Approach

This structured JEL process requires that professionals (a) plan to continue learning while on the job; (b) integrate their new learning with normal work activities; (c) constantly reflect upon and evaluate their work practice; (d) generate new insights and learning based on their reflections; (e) share experiences and develop new insights with others. Improvement of work performance is the result of the entire learning process. It is underscored that in a purposive structured JEL, the cyclical process starts with planning and may continue until the next cycle of planning with an intention to address other priority needs. However, in unstructured informal workplace learning, the process may start at any point in the cycle. For instance, a supervisor may find herself mentoring a colleague on instrument development for M&E before both recognize the need to design a plan for a series of mentoring sessions, expected outputs for every session, actual application and so on following the JEL process cycle. JEL adopts a practical approach hence, it has a number of advantages over other formal modes of professional development. Some of the advantages include:

JEL requires less time away from the job than traditional in-service education.

JEL generally costs less than paying professional fees of experts and resource speakers.

JEL provides a fertile ground for adult learning principles to work.

JEL maximizes learning because of time efficiency.

JEL does not require professionals to set aside a separate time to learn.

Start Here

Improving Work

Performance

through a

Continuing JEL



2.2. Conceptual Framework for JEL Advising While professionals are accountable for their own professional development and can independently engage in a wide range of JEL activities, receiving support and assistance from another professional with more experience and competence will ensure that the gains of the JEL are maximized. This support and assistance provided from a more experienced and competent member of the learning community is referred to as JEL Advising. JEL Advising is identified as an essential support mechanism when it aims to ensure that education personnel gain the most from their involvement in professional development activities. Below is an illustration of the Conceptual Framework of JEL Advising. It is a means of maximizing results derived from any type of Job-Embedded Learning activity, which various personnel are currently engaged in through appropriate advising processes that lead to enhanced work practices and improved learning outcomes.

Diagram 2 – Conceptual Framework of JEL Advising JEL Advising is anchored on the advisee’s professional development goals. These professional development goals are reflected in an Individual Plan for Professional Development (IPPD) that the advisee (a teacher or a school head) has earlier prepared. In cases where an IPPD has not yet been prepared, the professional development goals can be formulated by reviewing the professional development activities a potential advisee is currently engaged in and reflecting on his/her learning needs. An important consideration is that the individual’s professional development goals should be the starting point and inform the JEL activities in which the advisee engages in, in order to address an identified need for development. The efficient and effective implementation of JEL advising entails a learning community of professionals operating within a culture of collaboration and mutual respect. Through mutual respect, acceptance of individual differences and acknowledgement of one’s strengths and weaknesses are upheld. JEL advising occurs within a culture where both the advisee and the adviser exhibit openness, trust and put value on each



other’s significant contribution in working towards a common goal. Similarly, collaboration promotes a culture of responsibility and accountability. This is where both the advisee and the adviser find assurance in the idea that they can count on each other for support and cooperation until the intended outcomes are attained. Through the provision of quality JEL Advising in such learning community, it is envisaged that the professional will be fully supported in maximizing his/her learning in the workplace. In such an environment, the more experienced and competent members of the learning community extend support to those members desiring to improve their work practices and ultimately the improvement of learning outcomes. Immediate heads are strategically placed to take on this responsibility and become JEL Advisers. At the school level for instance, a Department Head or the School Jead naturally become the adviser of a teacher. At the division level, where an Education Supervisor I is the advisee the Assistant Schools Division Superintendent is a possible JEL Adviser. At the regional level, the Chief of the Division or Unit could be a possible JEL Adviser of an Education Supervisor II undergoing a JEL activity. For the non-teaching personnel, Adviser at the school level could be the Immediate Head while, at the division/region level, Unit Head/Division Chief or the Educational Leader could be possible JEL Advisers. JEL Advising aims to support the advisees to transform their work practices and improve learning outcomes through continuous reflection and improvement. The results of successful JEL Advising should lead to the advisee’s adjustments in the re-formulation of succeeding plans and professional development goals. 2.3 The Goal and Objectives for JEL Advising The goal of JEL Advising is to maximize the benefits of the job-embedded learning activities engaged in by teachers, school heads, educational leaders and non-teaching staff for improved work practices and learning outcomes. JEL Advising specifically aims to provide support in the:

realization of the goals and objectives identified in the professional development plans such as the IPPD of teachers and school heads, the SPPD and the MPPD of the Region and Division;

implementation of JEL Contracts completed during formal face to face training;

construction of a plan and implementation of JEL activities to support and apply learnings from formal programs attended; and

conduct of on-going unstructured/informal JEL activities. 2.4 The Scope of JEL Advising JEL Advising may be provided to all educational personnel who are engaged in professional development. It is anticipated that teachers, school heads, educational leaders and non-teaching personnel would all be recipients of JEL advising. JEL Advising is therefore expected to take place at the school, division and region levels.

JEL Advising can be provided to assist educational personnel maximize the benefits gained from any form of job-embedded learning they are involved in. For example, JEL Advising can support individuals in achieving identified professional development goals while working through the activities outlined in the IPPD. It can also be provided to support them in accomplishing their JEL Contracts following their participation in a formal face-to-face training.



The following are possible areas for JEL Advising at the various field levels:

Area 1: Implementation of Professional Development Plans i.e. the IPPD, the SPPD and the Region/Division MPPD

Area 2: Implementation of the JEL Contract developed during a Formal Face-to-Face Training (F3) Area 3: Completion of a JEL Contract and its implementation after attendance at a formal course or

training Area 4: Conduct of unstructured JEL activities

The matrix below outlines possible JEL Advisers to support the different advisees.

2.5. Guiding Principles

To support the effective practice of JEL Advising the following guiding principles are to be observed:

Interactive and Reflective

JEL Advising recognizes the importance of the two-way communication between the advisee and the adviser where both are involved in a dynamic exchange of ideas as they work together towards the achievement of the advisee’s professional development goals. Through ongoing interaction both are able to reflect on the progress towards improved work practices and learning outcomes.

Advisee JEL Adviser

Teacher School Head Head Teacher Department Head

School Head PSDS ES-1 ASDS

Division Education Leaders (e.g. ES-1, PSDS, Div Coordinator, Section Heads)

ES-1 ES-2 ES-3 Section Head Division Chief ASDS

Regional Educational Leaders (e.g. ES-2, Regional Coordinators, Office Manager)

ARD Division Chief Unit Head ES – 2 ES - 3

Non-Teaching Personnel School Head Unit Head Division Chief Educational Leader ASDS ARD



Transformative

JEL Advising is transformative when the advisee becomes more competent and skillful, receptive to change, result-oriented and has a deep sense of integrity and accountability as a result of an inspiring and motivating approach to JEL Advising.

Continuous Learning

JEL Advising supports continuous learning, where reflections on one’s progress leads to the re-formulation of professional development goals and the identification of new job-embedded learning activities to be accomplished.

Needs-Based and Competency Focused

JEL Advising is based on the professional development needs of teachers, school heads, educational leaders and non-teaching personnel through a systematic process of identifying priority needs based on competency standards set for the profession. Identification of the needs is not only based on individual aspirations but also on the professional development needs and the priorities of the school, division and region.

Well-Planned and Flexible

Successful JEL Advising is flexible, adaptable to the particular environment and shaped by the people who are engaged in the learning process. It is well-planned with a focus on the learning objectives, processes, outputs, and outcomes that are purposively planned.

Encouraging and Supportive

JEL Advising demonstrates visible support and uses the language of encouragement. This is characterized by an untiring guidance and sharing of ideas and aspirations to support the improvement of the advisee. It establishes a healthy working environment where learning is viewed as a lifelong process and people are encouraged to reach their full potential. Feedback is provided in a sincere, honest and respectful manner in order to attain quality learning resulting in improved work performances.

Authority-Based and Process-Oriented

People with recognized expertise and vast experience conduct effective JEL Advising. Advisers with authority in their specializations provide credible technical assistance to advisees and are confident in conducting a process-oriented, unimposing and flexible learning experience with their advisees.

Assumptions

The success of JEL Advising is dependent on the following assumptions:

Immediate Heads are willing to take on the responsibility required in providing JEL advice.

Advisers have a thorough understanding, and acceptance of, the philosophy of JEL.

Advisers are JEL learners themselves who are interested in discovering new insights and further developing their own knowledge, skills and attitudes.

The Advisees can clearly identify their professional development goals.

Advisees are ready and open to receiving JEL advice. Advisees have trust and confidence in their advisers/Immediate Heads and are willing to work collaboratively to enhance their competence and improve their work performance.



3.0 Areas of JEL Advising and Processes

This section outlines the processes for each of the four areas of advising. Specific steps for advising and the required tools are presented for a clear understanding of the tasks that the JEL Adviser is expected to do. 3.1. Area 1: Implementation of Professional Development Plans, i.e. IPPD, SPPD, MPPD Professional development plans are documents that embody an individuals’ professional goal to improve their competencies and the organizational goals for staff development. Although personnel have been trained to support the accomplishment and the implementation of such plans, they may need ongoing assistance before they are able to completely master the process. In short, their learning would be maximized through the provision of JEL advice where the help of an authority with greater experience and credibility can guide them in the implementation of the plans. Such plans include the Individual Plan for Professional Development (IPPD) for teachers and for school heads, the School Plan for Professional Development (SPPD), the Division and Regional Master Plans for Professional Development (MPPD). JEL Advising in this area could lead to the systematic completion of these plans and their subsequent successful implementation.

Area 1: Implementation of Professional Development Plans i.e. the IPPD, SPPD and MPPD

Processes Steps JEL Advisers do Tools

1. JEL Advising Start-Up Dialogue

Advising an Individual Teacher or School Head

-Gather data from the IPPD -Prioritize objective/s to be supported - Agree with the Advisee on the nature of support to be provided - Review quarterly accomplishments by identifying

gaps between the professional development objectives and actual accomplishments

-Identify areas that need support from the adviser and possible actions to take to provide solutions to the current obstacles

Accomplished IPPD JEL-M &E Form 2: JEL Journal JEL- M&E Form 4:JEL Advising Tracking Form Self-Monitoring Check for IPPD Target

Advising a Group of Teachers

-Revisit the SPPD and the consolidated IPPDs -Prioritize needs for competency enhancement -Identify JEL activities to support competency enhancement for a group of teachers -Agree with the Advisees on the nature of support to be provided

Accomplished IPPDs/SPPD JEL- M&E Form 4: JEL Advising Tracking Form

Advising a Group of School Heads

- Consolidate School Head IPPDs of the target group -Prioritize needs for competency enhancement -Identify JEL activities to support competency enhancement for a group of school heads -Agree with the Advisees on the nature of support to be provided

Accomplished IPPDs JEL-M &E Form 2: JEL Journal



JEL- M&E Form 4: JEL Advising Tracking Form

Advising a School Head on SPPD Implementation

-Revisit the SPPD -Identify issues and concerns for implementation -Identify support requirement

Accomplished SPPD JEL-M &E Form 2: JEL Journal JEL- M&E Form 4: JEL Advising Tracking Form

Advising Educational Leaders on MPPD Implementation

-Revisit the MPPD -Identify issues and concerns for implementation -Identify support requirement

Accomplished MPPD JEL-M &E Form 2: JEL Journal JEL-M&E Form 4: JEL Advising Tracking Form

2. Implementation of the JEL Advising Agreement

Provide continuous support to the advisee/s by supporting the implementation of JEL activities such as the following:

mentoring and coaching for individuals

study groups or LAC/LEAP for teachers

district study groups and extending support to SHs with common PD needs in the IPPD implementation

Provide guidance and direction while the advisee is working through the JEL Reflection and Enhancement stage

JEL-M&E Form 4: JEL Advising Tracking Form JEL-M&E Form 2: JEL Journal JEL-M&E Form 3: JEL Reflection Template

3. JEL Advising in

Retrospect

-Monitor and Evaluate accomplishments based on targets -Conduct briefing and debriefing activities before and after advising -Identifying possible areas for sharing or replication of new learning gained -Submit feedback to policy makers on the JEL Advising process and results -Enhance the JEL Advising practice based on feedback

Self-Monitoring Check for IPPD Targets JEL-M&E Form 2: JEL Journal JEL-M&E Form 4: JEL Advising Tracking Form

1. Start of JEL Advising Dialogue

Effective JEL Advising whether for individuals or for groups requires purposeful planning. Planning for JEL Advising usually starts with data gathering either from the prospective advisees’ IPPDs or from other relevant sources of information on professional development and ends with the identification of activities to support the advisee/s in the pursuit of continuous improvement of work practices.



Advising an Individual Teacher or School Head

- Gather data from individual IPPD

Since teachers and principals have prepared their IPPDs, JEL advising will generally be based on these documents. The adviser should give particular emphasis to the objectives and activities stipulated in the IPPD from which the nature of the support will be determined. The JEL adviser should be familiar with the various JEL activities described in the IPPD and how best these activities will be carried out to ensure quality advice can be given to the advisee.

- Prioritize objectives to be supported While there are usually three professional development objectives identified in the IPPD, the adviser should allow the advisee to decide which of the three will require support by the Adviser, or if all the objectives will need to be addressed. - Agree on the nature of support to be provided Once an agreement is reached it will be necessary to discuss the factors that will aid the success of the implementation of the plan. Discussion on the actions to be taken by the adviser and the advisee should be properly documented in the JEL-M&E Form 4: Advising Tracking Form for the adviser and the JEL-M&E Form 2: JEL Journal. The tracking form is used by the Adviser to record advising activities engaged in by his/her current advisees - Review quarterly accomplishments by identifying gaps between the professional development objectives and actual accomplishments

This process will facilitate an objective review of the accomplishments that the Advisee has so far accomplished based on the IPPD that he/she earlier prepared. This is done through the following steps:

o Revisit IPPD goal and objectives. The IPPD is the most essential document that an

adviser can refer to in regards to the professional development goals and objectives of an advisee. Thus, before even attempting to give advice it is imperative that the advisee, under the guidance of the adviser, will revisit their IPPD. It may also be helpful to look at the Self-Monitoring Check if the advisee has accomplished one. This step is done to provide the adviser an overview of the possible advising activities and to initially determine the extent of support needed.

o Initiate conversation with the advisee related to advice previously given. This activity is useful to the Adviser in getting updates on the advisee’s progress. This is done in an informal manner so as not to put pressure on the advisee but rather to encourage him/her to pursue actions agreed upon. This will also provide the adviser with concrete feedback on the effectiveness of the advice given which he/she may use to enhance the advising process.

o Allow the advisee to highlight accomplishments. This is an opportunity for the advisee to

recount his/her experiences relating to the activities that have been undertake to support the actually accomplishment of certain objectives. This will give the advisee a feeling of fulfillment.



o Allow the advisee to talk freely on the objectives not accomplished. This is the point

where the JEL advisers need to show their most encouraging nature. JEL advisers are cautioned to be tactful and not judgmental. Instead, they need to show sincerity and concern for the advisee, in order to elicit authentic insights regarding unsuccessful attempts to achieve professional development objectives.

o Identify gaps between targets and actual accomplishments. This can be done with the

aid of the Self-Monitoring Check for IPPD where both quality and quantity of accomplishments will be assessed vis-à-vis the targets. While maintaining a friendly and positive atmosphere, the adviser must be objective and utilizing the information provided to determine the advising needs.

o Gather possible reasons for the gaps by allowing the advisee to discuss freely the

difficulties encountered during the implementation of the IPPD. At this stage the advisee is encouraged to discuss circumstances that may have hindered the accomplishment of the target activities. The adviser must be able to discern whether the reasons identified can be addressed through the provision of JEL advising support as some reasons may be beyond a JEL advisers’ capacity to address e.g. lack of financial support and family rooted problems.

- Identify areas that need support from the adviser and possible actions to take to provide solution to the current obstacles

The adviser can initiate this discussion by asking the advisee in which area he/she needs support the most. Once the area for support is identified the adviser and the advisee can together craft agreements on their course of action to be reflected in the JEL Advising Journal of the advisee while the adviser records the same information in the JEL Advising Tracking Form.

The JEL adviser should now have sufficient information to be in a position to plan how the advising can be undertaken in the most efficient and effective way possible. The meeting should always be concluded on a positive note.

Advising a Group of Teachers

Advising a group of teachers is usually doable for big schools particularly those that are departmentalized where Department Heads are available to act as JEL advisers. It may also be possible for schools where master teachers or teacher leaders have been designated to conduct the JEL Advising task.

- Revisit the SPPD and the consolidated IPPDs

In advising a group of teachers, the adviser must be aware of the staff development priorities of the school in order to avoid duplication of efforts. JEL Advising efforts should complement the activities conducted under the SPPD and support the accomplishment of its priorities. The SPPD must be revisited for this purpose as this document articulates the programs for professional development of all the personnel in a school. The school consolidation of IPPDs also provides information on what competencies need to be prioritized in determining the JEL activities to be supported through advising. The consolidation



of the IPPDs contains information that may not be present in the SPPD i.e. individual priorities that are not common to the majority of the personnel group, but relevant to a smaller group. These needs should be considered when planning for JEL advising for groups of teachers. - Prioritize needs for competency enhancement As there may be a lot of needs to be addressed, the JEL Adviser should be able to prioritize in his/her plans the most urgent and important needs, the teachers who are in the minority and least likely to get assistance from other sources e.g. through school based training. It is a virtue to prioritize the “last, least and lost”. - Identify JEL activities to support competency enhancement. Based on the priority needs, the activities that will guarantee the attainment of the common professional development goal of a group of teachers will be identified. Both the adviser and the advisees will need to agree on concerns regarding the content, processes, and timeframe in the conduct of the activities. The agreement should be recorded in the JEL-M&E Form 4: JEL Advising Tracking Form as well as in the JEL-M&E Form 2: JEL Journal of individuals.

Advising a Group of School Heads

- Consolidate IPPDs

The IPPDs of Schools Heads may be consolidated per cluster or district. Like the consolidated teachers’ IPPDs, the consolidation of the IPPDs of school heads is necessary if advice is to be provided to a group of school heads. This essential process makes sure that the support to be provided is relevant to all school heads constituting a particular cluster.

- Prioritize needs for competency enhancement It is expected that various needs will surface given the diversity of advisees. However, common needs can be identified and prioritized. Prioritization is undertaken as a critical step in order to give focus to the JEL Advising activities. In clusters/districts that have no available consolidated IPPDs, a suggested process for prioritizing is outlined below:

o Make a list of competencies needing enhancement based on the IPPDs; o Make a frequency count of the competencies needing enhancement; o Rank the competencies according to frequency; o Identify the focus for JEL advising (usually, the focus is the competency which

obtained the highest frequency count, and will have the most impact on improved performance);

o Identify the advisees who have identified the specific competency to constitute the group.

- Identify JEL activities to support competency enhancement

The same process is followed as that of advising a group of teachers described above.



Advising for SPPD/MPPD implementation

School Heads and Educational Leaders were oriented on the preparation of SPPDs and MPPDs respectively. Part of their ongoing responsibility includes overseeing the implementation of these professional development plans at the school or division/regional level. Revisiting these plans together may disclose the need for JEL advice and the identification of the nature of the support the School Head or Educational Leader requires in order to effectively and efficiently implement the plans. Programs that have not been implemented within the schedule stipulated within the SPPD/MPPD strongly indicate the areas where support is required. Technical support may be provided according to the issues and concerns gathered regarding the non-accomplishment of targets in the SPPD/MPPD.

2. Implementation of the JEL Advising Agreement

After the JEL advising agreement is properly documented using the appropriate tools such as the JEL Advising Tracking Form and the JEL Journal, the implementation of the plan formally commences. Successful implementation does not only depend on the adviser’s knowledge of various concepts and principles in inspiring professional development, and their skills in advising, but also depends on the advisee’s attitude. This highlights the need for the provision of continuous support that is both technical and motivational in nature. Some suggested JEL activities which lend themselves to advising and technical support includes mentoring and coaching for individuals, study groups or LAC/LEAP for teachers, and district study groups extending support to SHs with common professional development needs as identified in their IPPDs. Section 5.0, Advising in Various Forms of JEL, provides details that may help the JEL Adviser in accomplishing their task.

Reflection activities are integral to the implementation of the agreements and activities that the advisee has committed to undertake. They provide an opportunity for identifying further advice and support that is needs or for recommending changing the course of action in order to accommodate emerging needs and problems that may have arisen along the way. Furthermore, reflection activities in this context have two distinct purposes: firstly reflection to identify the extent of accomplishment in relation to the JEL Advising Agreement made based on the IPPD implementation and secondly, to accomplish the year-end evaluation of activities for IPPD implementation as a self-initiated effort in accordance with one’s personal accountability for professional development. The JEL Reflection Template should be accomplished by the advisee during this phase and shared with the JEL adviser to identify enhancement activities.

3. JEL Advising in Retrospect

The measure of successful advising is when the advisee manifests enhanced KSAs in the identified area of support and can be weaned from the professional help provided by the adviser. Thus, it will be expected that advising relating to the achievement of a particular objective, should at a certain point, come to a closure.

One effective way of measuring the gains of JEL advising is through conducting post conference/debriefing sessions after the advising process. This is done to ensure that advisees have benefited from the activities engaged in during the JEL advising process. Through the post conference, the advisee is able to share insights and experiences s/he went through and is further encouraged to continue pursuing other professional development activities identified in his/her IPPD which were not covered by the initial JEL advising process. Post conferences can also be helpful in gathering feedback for the improvement of the JEL Advising process and inform policy.



The following steps are suggested to be completed with the advisee when looking at accomplishments based on IPPD targets:

Self-Evaluation on IPPD Accomplishments. The Adviser is tasked to encourage the Advisee to make a self-assessment vis-a-vis her/his IPPD targets. This is done towards the end of the year that the IPPD is intended to be implemented.

Evaluation/Concurrence of Adviser. The Adviser reviews the self-evaluation made by the Advisee and concurs or discusses with the Advisee any discrepancy between the evaluations made by both of them. A consensus is made as a result of a healthy interaction.

Assisting the Advisee in formulating goal and objectives for the succeeding IPPD. The results of the evaluation provide an index as to whether the Advisee has achieved his/her targets. The data also reflects to a certain degree the quality and effectiveness of the advice provided. Moreover, the results inform the formulation of goals and objectives for professional development that will be inputted into the next cycle of IPPD completion.

- Identifying possible areas for sharing or replication of new learning gained It is during this step where the spirit of sharing is valued and where all people are considered to be a worthy resource for learning. Here, both the advisee and adviser work together in identifying the good practices and processes derived during the accomplishment of the education plans that can be shared with colleagues with the same professional development needs and considered for possibly replication.

3.2. Area 2- JEL Advising during the implementation of the JEL Contract developed during a formal face-to-

face (F3) training Professional development activities conducted across the various levels come in a variety of modes, one of which is the Formal Face-to-Face (F3) cum JEL model. This model is described in more detail in the T&D System Operations Manual Volume 5: The Program Delivery System. F3 training is conducted to improve a specific set of KSA’s of the trainees as reflected in the professional development plans whether individual, school, divisional or regional. As part of the F3 cum JEL delivery mode of training, each trainee accomplishes a JEL contract. This JEL contract guides the trainee in applying the learning gained from the F3 program into their work practices. Though the trainee is able to implement the activities in the JEL contract by himself/herself, the provision of some professional, technical and instructional advice from an immediate head who is recognized as having more experience will maximize the opportunities for job-embedded learning. In the JEL contract, the trainee identifies a JEL Team to support them in their implementation. The JEL Team is composed of a coach who is a member of the training team or their designated representative, the trainee’s immediate head who may or may not have been a part of the F3 training, and the trainee. Once the trainee returns to the workplace with their JEL contract, the JEL advising can commence. This is a three-phase process: a) JEL Start-up Dialogue; b) Implementation of JEL Advising Agreements; and c) JEL Advising In Retrospect, as presented below.



Area 2: Implementation of the JEL Contract developed during a formal-face-to-face (F3) training


1. JEL Start-up Dialogue

• Review JEL Contract with the JEL Team • Collaboratively make any necessary adjustments • Discuss with the advisee what support s/he needs in

the successful implementation of the JEL contract • Agree with the Advisees on the nature of support to

be provided which is then indicated in the JEL Advising Tracking Form

JEL Contract JEL- M&E Form 1: Quality Assurance of JEL Contract JEL- M&E Form 4: JEL Advising Tracking Form

2. Implementation of JEL Advising agreements

• Follow up the advisee’s accomplishments through a reflective and collaborative feedback giving session on the progress of the JEL activities.

• Agree on the next step not only focusing on areas for enhancement but also on the type of support needed.

• Provide guidance and direction while the advisee is working through the JEL Reflection stage and enhancement

JEL- M&E Form 4: JEL Advising Tracking Form JEL- M&E Form 2: JEL Journal JEL- M&E Form 3: JEL Reflection Template


• Sharing of insights/learning • Discuss End-of-JEL Evaluation results vis-a-vis

support extended by the adviser • Identifying possible areas for sharing or replication

of new learning gained • Conclude the JEL advising activity

JEL- M&E Form 5: End-of-JEL Evaluation JEL- M&E Form 2: JEL Journal JEL- M&E Form 4: JEL Advising Tracking Form

1. JEL Start-up Dialogue

The Trainee, upon return to workplace, makes an arrangement with her Immediate Head to schedule the JEL Start-up dialogue with the JEL Team. The Immediate head, who is also the JEL Adviser and a member of the JEL Team, presides over the JEL Start-up Dialogue. This dialogue facilitates the review of the JEL Contract and is where the adviser and the advisee collaboratively generate the JEL advising agreements. A sample agenda for the dialogue is outlined below:

Review JEL Contract of the advisee with the JEL Team. The JEL Contract is the most essential document that an adviser can refer to with regards to the JEL plans of an advisee. Therefore, before any advising ensues it is imperative that the advisee under the guidance of the adviser revisits the JEL Contract. This step provides the adviser with an overview of the possible advising activities and helps determine the extent of support needed. The JEL adviser together with the advisee ensures that the content/activities on the JEL Contract are doable and attainable.

Collaboratively come up with any necessary adjustments to the contract. After the review is completed, the advisee with the adviser makes any necessary adjustments to the contract by incorporating all the suggestions and recommendations.



Discuss with the advisee what support s/he needs in the successful implementation of the JEL contract. The JEL adviser helps the advisee identifies what specific support s/he needs for the implementation of the JEL Contract. The Adviser’s support may come in the form of referrals of resource persons/mentors and resources (books, references, online learning materials, etc.), or the provision of actual technical advice.

Agree on next steps to be indicated in the JEL Advising Journal. Both parties mutually decide on the implementation plans of the JEL activities. This will be recorded in the JEL Advising Journal kept by the advisee and appended to his/her JEL Contract. The adviser records agreements in the JEL Advising Tracking Form.


The JEL adviser meets with the advisee to update progress of the JEL implementation through sharing and interaction. This could be done through actual face-to-face meetings, on–the-job observation, interview, or multimedia messages services. In this phase, the adviser uses the JEL-M&E Form 4: Advising Tracking Form to document the support provided and the progress of the advisee’s accomplishments.

Follow up the advisee’s accomplishments through a reflective and collaborative feedback giving session on the progress of the JEL activities. The JEL adviser during the advising activities maintains good rapport with the advisee to elicit feedback in a collaborative, interactive and reflective manner. Continuous communication is encouraged to allow for early diagnosis of problems encountered and tracking of progress in terms of accomplishments. The JEL adviser motivates the advisee to reflect on his/her own areas for improvement and provides necessary recommendations to support the achievement of the objectives specified in the JEL Contract. In this step, mutual respect for the ideas and opinions of the advisee and the adviser is important and a collaborative atmosphere needs to be created.

Agree on the next steps not only focusing on areas for enhancement but also on the type of support needed. The JEL adviser and the advisee need to make time to review progress on how the advisee has implemented the activities in the JEL contract, identifying what has been accomplished and what still needs to be achieved. This will lead to further planning and agreement on the next steps to be done by both the advisee and the adviser. The JEL –M&E Form 3: Reflection Template will support this process. The JEL adviser should keep anecdotal records of the meeting noting down the agreements reached and the type of support they will provide.


This phase determines whether the JEL advise provided has been effective in maximizing the gains of JEL. This is done through the review of the advisee’s portfolio, the JEL-M&E Form 5: End-of-JEL Evaluation Form, the JEL-M&E Form 4: JEL Advising Tracking Form and the JEL-M&E Form 2: JEL Advising Journal.

Sharing of learning and insights- The advisee relates the journey s/he has experienced towards the accomplishment of the JEL Contract. Learning and insights are drawn out in the process and how these have contributed to the enhancement of the advisee’s competencies and changes in work practices. A review of the advisee’s portfolio and their journal during this phase will support the identification of the learning and insights gained.



Discuss End-of-JEL Evaluation results vis a vis support extended by the adviser. The End-of-JEL evaluation results become the focal point of the discussion during the end of JEL advising dialogue between the advisee and JEL team. At the same time the support from the adviser is considered and how it supported the accomplishment of professional development goals and maximization of the gains from JEL. Best practices are highlighted and recommended for sustainability and replication.

Identifying possible areas for sharing or replication of new learning gained. It is during this step where the spirit of sharing is valued and where all people are considered to be a worthy resource for learning. Here, both the advisee and adviser work together in identifying the good practices and processes derived during the accomplishment of the JEL Contract that can be shared with colleagues with the same professional development needs and considered for possible replication.

Conclude the JEL Advising activity. By this phase the JEL advising is about to end, the Advisee is now encouraged to integrate the learning from the F3 training and JEL into their day to day work practices. Additional enhancement activities to be completed independently may be suggested to further improve the advisee’s competencies. The adviser now ends the process on a positive note, encouraging the advisee to continue improving his/her professional competency and assuring the advisee that adviser will always be there to provide support if needed.

3.3. Area 3- Completion of a JEL Contract and its implementation after a Formal Course or Training

Many formal training programs do not require trainees to complete further learning such as the JEL on return to their workplace. The closest thing to a JEL Contract that the trainees bring back to their workplace is an action plan that they work out themselves. Research reports (e.g. STRIVE 2006, TEDP Report 2006) reveal that formal training delivery types have not been effective as intended. The reports show that the common methods for professional development, such as seminar-workshops, do not maximize learning. Without extensive follow-up, formal programs do not effectively lead professionals to change their practice. Generally, the trainees find it difficult to implement what they learn from these formal training modes in their actual job. More often than not, the trainees are left on their own in applying their new learning. In such cases, JEL advising from the Immediate Head is very important.

Below are the processes that a JEL Adviser may follow in cases where a potential advisee has recently returned from a training program with or without an action plan.

Area 3: Completion of a JEL Contract and its Implementation after a Formal Course or Training


1. Assisting the Advisee in the development of the JEL contract

Confer with the advisee on the formal course or training attended

Orient the advisee on the significance of JEL

Guide the advisee on the formulation of the JEL contract

Discuss with the advisee what support he/she needs in the successful implementation of the JEL contract

Agree with the Advisees on the nature of support to be provided which is then indicated in the JEL Advising Tracking Form

JEL Contract Template JEL-M&E Form 1: Quality Assurance of JEL Contract JEL-M&E Form 4: JEL Advising Tracking Form




Same as for Area 2

JEL-M&E Form 2: JEL Journal JEL-M&E Form 3: JEL Reflection Template JEL-M&E Form 4: JEL Advising Tracking Form


Same as for Area 2 JEL-M&E Form 5: End-of-JEL Evaluation JEL-M&E Form 4: JEL Advising Tracking Form JEL-M&E Form 2: JEL Journal

1. Assisting in the development of a JEL Contract of the Advisee The adviser extends technical assistance in the development of the advisee’s JEL contract based on the formal course or training attended. This is done following the steps below:

Confer with the Advisee on the formal course or training attended To set the tone and mood in the development of a JEL Contract, it is necessary that the adviser meets with the advisee and discusses the importance of the formal course or training attended. The adviser elicits the learning and insights gained by the advisee from the training and how it can help him/her in the current workplace. If the advisee has an action plan, they (the adviser and the advisee) can analyze and compare it with any existing IPPD to see if the training program and accompanying action plan are in line with any of the identified priority professional development of the IPPD. If there is a match, a review and alignment of the action plan with the IPPD activities can be done collaboratively. If the formal course or training attended by the advisee is not an identified need reflected in the IPPD, the adviser will need to encourage the advisee to develop a JEL contract based on the formal course or training attended.

Orient the Advisee on the significance of the JEL Prior to the development of the JEL contract, the adviser introduces the significance of JEL by discussing relevant information to assist the advisee in developing a better understanding of the JEL process. The adviser thoroughly discusses the advantages, processes and stages involved in the development of the JEL contract to help the advisee come up with a doable and attainable plan.



Guide the Advisee on the formulation of the JEL contract In this step, the adviser guides the advisee on the development of a quality JEL contract using the JEL contract template and following the steps indicated in the T&D System Operations Manual Volume 5. The adviser checks the JEL contract to ensure that it contains the significant activities for the different stages: planning and implementation. The Quality Assurance of JEL Contract Template should assist in this process. It should be noted that the contract would address the priority professional development needs of the advisee following on from their attendance at the formal course or training.

Discuss with the Advisee what support s/he needs in the successful implementation of the JEL contract.

The JEL adviser helps the advisee identify what specific support he/she needs for the implementation of the JEL plan. Adviser’s support may come in the form of referrals of resource persons/mentors and resources (books, references, online learning materials, etc.), or the provision of actual technical advice.

Agree on next steps to be indicated in the JEL Advising Journal.

Both parties mutually decide on the implementation plans of the JEL activities. This will be recorded in the JEL Advising Journal kept by the advisee and appended to his/her JEL Contract. The adviser records agreements in the JEL Advising Tracking Form. 2. Implementation of JEL Agreements (Refer to steps described above for Area 2) 3. JEL Advising in Retrospect (Refer to steps described above for Area 2)

3.4. Area – Conduct of Unstructured/Informal JEL Activities

Learning is a continuous process and it is expected that professionals continue to learn while on the job. Learning can happen at any moment, in any place, in any situation. JEL Advising in the unstructured/informal JEL context recognizes that (1) that teachers, school heads, educational leaders and non-teaching personnel are currently engaged in informal professional development activities; 2) the informal activities they are engaged in are not generated by a formal-face-to-face training or a formal course or as reflected in the IPPD; and 3) while educational personnel are currently engaged in these activities, they may not be fully aware that these professional activities can be identified as various forms of unstructured and informal JEL Unstructured JEL activities are usually done independently by the workplace learner at his/her own pace and time. Hence, checking their alignment to the targets indicated in an IPPD, and/or to a particular competency standard in the absence of an IPPD, is important. JEL advising in support of unstructured JEL activities can help maximize the learning gained and promote alignment of the activities to improved work practices. JEL advising for this area follows similar processes to those outlined above.



Area 4: Conduct of Unstructured JEL activities


1. JEL-Start-Up

Dialogue

Identify and analyze the informal professional development activities currently engaged in by teachers/school heads /educational leaders/ non teaching personnel

Check the alignment of professional development activities to IPPD/SPPD/MPPD targets and/or competency standards

Assist the advisee in developing a plan to integrate current professional development activities into their work practice

Agree with the Advisees on the nature of support to be provided which is then indicated in the JEL Advising Tracking Form

Accomplished IPPD/SPPD/MPPD Competency Standards JEL-M&E Form 2: JEL Journal JEL-M&E Form 4: JEL Advising Tracking Form

2. Assisting in the

Implementation of the JEL advising agreements

Encourage and motivate the advisee to implement plan and apply learning

Reviewing together with the advisee the accomplishments of JEL Integration Plan viewing the JEL Integration Plan vis-à-vis the JEL agreements

JEL-M&E Form 2: JEL Journal JEL-M&E Form 4: JEL Advising Tracking Form

3. JEL in Retrospect

Identifying possible areas for sharing or replication of new learning gained

Conclude the JEL advising activity

JEL-M&E Form 4: JEL Advising Tracking Form JEL-M&E Form 2: JEL Journal

1. JEL-Start-Up Dialogue

With the assistance of a JEL Adviser, the advisee looks into the current professional development activities s/he is involved in and studies how these relate to their professional development goals. The following are the suggested steps that a JEL Adviser undertakes for this process.

Identifying and analyzing the informal activities the Advisee is engaged in - The JEL adviser during this step engages the advisee to look at the professional development activities s/he is currently undertaking in order to ascertain their relevance to the achievement of the individual’s professional development goals.

Checking the alignment of professional development activities to the IPPD targets and/or competency standards- While there may be a wide-array of informal activities that can be engaged in to facilitate the attainment of professional goals, the need to check their appropriateness should be emphasized by the adviser. The JEL Adviser during this time discusses with the advisee the congruency of his/her professional development activities by reviewing his/her targets reflected in the IPPD and/or to the competency standards expected for the position the advisee currently occupies. As a result, adjustments and realignment may be undertaken to enhance the informal professional development activities to be in line with their IPPD and/or expected competency standard.



Focusing areas for Integration - This step allows both the advisee and the adviser to identify the possible areas for integration of new learning gained from the varied professional development activities the advisee engages in, into their work practices.

Assisting the Advisee in developing a plan to integrate current professional development activities into their work practice - This step allows the advisee to plan to integrate learnings from the current professional development activities into the work practice. Below are some of the points for discussion that the adviser may ask during this stage.

o Describe the current unstructured professional development activities you are engaged in. o Alignment to the IPPD targets or competency standards of these activities o The learning/ insights (KSAs) gained from these unstructured professional activities. o Identify areas for integration of KSAs in the work place o Support from JEL Adviser needed o Target dates for integration

2. Assisting in the Implementation of the integration plan

After the accomplishment of the JEL integration plan, the advisee implements the plan. Assistance

may include the provision of material and human resources. During this step, the advisee has to document his/her accomplishments in their JEL Journal and identifies the support needed for further enhancement. On the other hand, the JEL Adviser monitors the progress of the implementation and documents the process on the JEL Advising Tracking Form.

This process involves:

Reviewing the accomplishments of the Advisee- This engages both the advisee and adviser in regularly determining the extent of accomplishments vis-à-vis the targets as the former continuously implements the plan. Through the results of informal dialogue, both can mutually agree on adjustments and/or further enhancement to be undertaken in the course of implementing the plan and the identification of additional support required.

3. JEL in Retrospect This final process in supporting the unstructured forms of JEL aims to evaluate the effectiveness and efficiency of the entire implementation of the integration of new learning by the advisee into his/her work practices. This requires:

Identifying possible areas for sharing or replication of new learning gained. It is during this step where the spirit of sharing is valued and where all people are considered to be a worthy resource for learning. Here, both the advisee and adviser work together in identifying the good practices and processes derived during the integration that can be shared with colleagues with the same professional development needs and considered for possibly replication.

Conclude the JEL Advising activity. By this phase the JEL advising is about to end, the Advisee is now encouraged to integrate the learning from unstructured professional development activities into their day-to-day work practices. Additional enhancement activities to be completed independently may be suggested to further improve the advisee’s competencies. The adviser now ends the process on a positive note, encouraging the advisee to continue improving his/her professional competency and assuring the advisee that the adviser will always be there to provide support if needed.



4.0 Roles and Responsibilities of JEL Advisers

As a JEL Adviser, there are specific roles and responsibilities that are required on top of being the Immediate

Head of the Advisee. The major roles with corresponding responsibilities are listed below.

ROLES RESPONSIBILITIES

JEL Advocate - Helps the advisee to fully understand the importance of JEL to his/her

professional growth. - Practices JEL Advising guided by the principles and processes established.

Coach/ Mentor Provides expert advice and guidance on how to carry out effectively and efficiently professional development activities such as those identified in:

the IPPD, SPPD and MPPD

the JEL Contract

JEL Integration Plan

Facilitator Ensures that information and resources (human, material, technology) are readily identified that will support the advisee′s implementation of appropriate professional development activities.

Resource Person Provides expert advice in relation to one′s specialization or field of concentration in addressing the advisees’ needs

Motivator - Encourages the advisees to continuously plan for their professional

development and establishes a healthy working environment - Demonstrates care and commitment to the advisee’s professional growth

within the organization

Integrator Assists in the integration of the learning gained from JEL activities into one’s work practice

Regulator Tracks the progress of the advisee relative to the implementation of IPPD, SPPD or MPPD, JEL Contract, Integration Plan and provides recommendations for adjustments and next steps in the cycle.

5. Advising in Various Forms of JEL

- Structured Workplace Learning

Some of the most common strategies of structured workplace learning and corresponding strategies for advising are described below:

Learning Action Cell (LAC):

Learning Action Cell is a common term used in the schools or cluster to refer to the professional development activities participated in by a group of teachers or school heads to address critical concerns towards improving specific competencies to enhance work practices. These are more generally referred to as study circles to include other groups in other levels such as the division and



region-based activities. LAC sessions are competency-based and the delivery structure accommodates the uniqueness of each school or cluster and takes into consideration the context-specific learning needs of teachers and school heads. The JEL Adviser has a role to enlighten the advisees on the importance of conducting LAC session and the benefits that they will acquire from it. The support of the JEL Adviser may be sought during the conduct of LAC sessions to:

review the consolidated IPPDs of the teachers/school heads with the school head/district supervisors in order to select the content of the LAC session;

provide information to the LAC session management on possible resources that will contribute to the successful delivery of the session;

act as a facilitator to model the LAC session process orient the LAC participants of the processes for the session as well as of the benefits they

can derive from the session act as a resource person providing additional inputs on content during the session; observe the processes in conducting the session and provide feedback to enhance future

LAC sessions; clarify issues and concerns of the advisees; assist in planning for meaningful and productive succeeding LAC activities; and encourage advisees to look forward to the succeeding sessions.

Facilitating a LAC session is often challenging as it demands specialized knowledge and skills and it also entails planning and preparation. One of the tasks of a LAC session facilitator is choosing the topic or content of the session. During the JEL Advising Start-Up Dialogue the JEL Adviser can support the LAC session facilitator (i.e. the advisee) to review a consolidation of the IPPDs to ascertain the relevance of LAC sessions identified and validate the choice for the content of the various sessions.

If an advisee, who is responsible for conducting the LAC session, is unfamiliar with the LAC process, they may request the JEL Adviser to model the process and to act as a facilitator. After agreement on the content of the session, the JEL Adviser, taking on the role of the facilitator, will need to prepare for the session and master the content to gain the respect and confidence of the advisee.

In other situations, it is possible that the advisee (as the facilitator) will want to tap the JEL Adviser as a resource person who has specific expertise on the content to be covered during the LAC session.

• Coaching.

This is a strategy of helping individuals or teams to fulfill their potential in their work performance. The essence of coaching is the development of appropriate KSA’s through one-to-one focus on the person or the team being coached. Coupled with this is the coach’s role in monitoring everyday performance of his/her team members and in identifying opportunities for their development. Generally, the responsibility for coaching a teacher is regarded as that of a department head or school head and is recognized as one of the essential elements of effective leadership. Instructional coaching guides rather than supervises or manages. The very best coaches are regarded to be those who share their wisdom and give guidance to workplace learners. The very worst managers are those who play it by the rules with no flexibility or explanation (Thorne, 2007).

There is no single way to coach all people in all situations. However there are some basic stages, which may be followed and can guide the JEL Adviser in becoming a flexible, versatile, and adaptive coach. Each stage requires the JEL Adviser to use effective questioning and active listening, to provide clear feedback, and to plan well-organized sessions.



- First, the JEL adviser and the advisee get to know one another to establish clarity, rapport and engagement, and to agree on what the goal of the coaching experience will be;

- Second, they discuss the current reality, considering the context in which the advisee is working. Based on this the adviser will adapt their coaching style;

- Third, together they explore available options for new learning and the possible strategies and activities which both the advisee and the JEL Adviser could undertake;

- Fourth, they identify and commit to a course of action (at a pace the advisee is comfortable with) in line with shared expectations;

- Fifth, the advisee implements the agreed actions with the support of and clear, constructive and positive feedback from the coach;

- Sixth, the adviser and the advisee consider what has been learned and how they might build on that knowledge, possibly by initiating the next coaching cycle.

• Mentoring.

The Mentor’s role tends to be less proactive than that of a coach. A mentor usually only provides the knowledge, guidance and insight on request or on call. Mentors are typically experienced people with a high level of knowledge of the organization and how things are done. They usually understand how things can go wrong and can assist their learners to cope with difficult times. Mentors need to be open, trustworthy, an attentive listener and a positive role model.

Below are suggested steps for mentoring based on a working model by the International Mentoring Association (2003). These steps may be adapted by a JEL Adviser who takes on the role of a mentor:

o Process Stage 1: Introduction Purpose: Create a connection Activities: Introductions, sharing of backgrounds, interest and personal information

o Process Stage 2: Foundation

Purpose: Clarity of and consensus on purpose Activities: Explain mentor–mentee roles, relationship and the mentoring process. Explain

expectations. (Can include a “negotiated” agreement/plan)

o Process Stage 3: Orientation Purpose: Reduce the stress and increase the team feeling Activities: Orientation of the mentee to new job responsibilities, work processes,

competencies and/or expectations

o Process Stage 4: Collaboration Purpose: Good start, build team, mentor seen as a caring helper

Activities: Work together to prepare and plan for the start on the mentee’s work assignment Mutual sharing of ideas, discovering the work flow, time and paper work management, and collaboration supports both partners work effectiveness, learning and development

o Process Stage 5: Problem Solving

Purpose: Development and Thinking Knowledge Activities: Joint analysis of issues and problems

Development of options, strategies and plans to implement and evaluate results

o Process Stage 6: Personal Framework Purpose: Mentor is seen as trustworthy and an openness is created



Activities: Building a strong mentor-mentee relationships; Reinforce mentee’s self esteem and confidence; Explore each others’ career dreams, views and strengths as employees and as persons

o Process Stage 7: Professional Framework

Purpose: Mentor seen as a model and mentee is increasing skills and insights Activities: Discovering the “big picture” such as planning activities as a sequence and

assessing results and adjusting activities to increase effectiveness; Worrying less about following plans and more about accomplishing a plan’s purpose

o Process Stage 8: Professional Development

Purpose: Promote mentor and mentee growth Activity: Building a peer relationship where mutual feedback and support for learning and

increased effectiveness is the norm

o Process Stage 9: Transition Purpose: Promoting mentor and mentee interdependence

Activities: Building a peer relationship, promoting the mentee’s ability to work independently, but maintaining support for each other’s growth; Promoting learning and support links with other staff, creating a broader team concept.

• Conduct of Research.

An Action Research team could be formed as part of a study group and employ the basic steps for formal research. Groups of teachers, Department Heads, School Heads, Supervisors/Educational Leaders and non-teaching personnel can engage in action research to answer research questions on effective ways of improving practices in the workplace. This involves discussing the problem together and stating the research questions, designing the research methodology and data gathering tools, implementation of data gathering procedures, data analysis, interpretation of results and reporting. Action research is usually done in pairs or teams and may have certain parts assigned to individual members depending on their research skills. What is most beneficial here is that the group engages in interactive analysis and discussion of the findings where they are allowed to reflect on what changes need to be made for instance, in their teaching-learning strategies and processes. They then implement these changes and continue to gather information from their subsequent research to see if the new practice is effective. Research does not only involve investigating answers to questions through field studies but also requires the evaluation of related information. Research involves looking for resources (books, journal articles, websites, etc.), and effectively and efficiently using the information gathered to inform the research. The JEL Adviser as a resource person to an advisee engaged in research can offer the following services:

1. Meet the advisee and negotiate the design of the research and discuss the type of JEL Advise

required 2. Be available for consultation in accordance with the agreed time frame 3. Provide written feedback or marginal notes on research papers 4. Identify resource materials (articles, websites, etc) that can inform the research



5. Provide assistance with data analysis or direction of knowledgeable sources and suggestion on how the results can be used in framing conclusions

6. Assist with the integration of the findings with prior research 7. Guide in the technical writing of the paper 8. Review the paper before final submission for proper format 9. Read the finished paper and sign completion page, if required.

10. Assist with the integration of new learning into work practice

• Sharing Reflective Logs or Journals.

Reflective logs or journals are means of recording significant learning gained and difficulties or problems encountered daily in the workplace. Advisees may do this in writing or through voice recording. The essential parts of a journal or log include a brief description of the critical incident, new learning or insights gained, difficulties or problems encountered and how these were resolved. There is a regular sharing time scheduled within the JEL advising process where there is an opportunity for the sharing of logs with colleague or teams who also keep their own logs. Keeping a log or journal helps professionals learn how to improve and strengthen their practices, to discover what works and what does not work, uncover personal strengths, and identify areas where improvement is needed.

• Plenary -Workplace Meetings.

Region, division, faculty, department, and grade level meetings are very common. However, these meetings do not always maximize the opportunities for improving work practices. To promote sustainable professional learning, meetings need to be planned and infused with learning experiences that will engage people in reflecting on their work practices and considering how these can be enhanced. Plenary meetings can be used as avenues for introducing new inputs to enhance KSAs and should be purposively and systematically followed by activities such as planned hands-on practice, peer group study, lesson planning, demonstrations teaching cum pre- and post-conferences, sharing of best practices, or group analysis and evaluation of instructional materials.

Acting as a coach/mentor during plenary-workplace meetings, the JEL Adviser is expected to: • assist in the planning of meetings and the identification of appropriate follow up activities • provide support and guidance during the implementation of the follow-up activities; and • encourage reflection on new learning and integration in to work practices.

• Blended Learning.

This is e-learning combined with traditional forms of training supported and enhanced by one-on-one coaching. The e-learning part is very much dependent on the availability of technological resources, and the commitment of top management support in the school or organization. Learning can be done through a mixture of multi-media technology, CD-ROM, virtual classrooms, voice mail, email, conference calls, on-line text animation, and/or video streaming. It could also make use of blogging where articles are published online with the facility for readers to present a point of view.

Acting as a coach/mentor during blended learning activities, the JEL Adviser is expected to: • guide the advisee in introspection to consider parameters such as the appropriateness of

blended learning to the competency that the advisee wishes to enhance, accessibility of different learning resources, and even the locale of the advisee’s school and residence

• engage the advisee in a structured face-to-face advising as well as in ICT-mediated interface (e.g. emailing a lesson plan for the additional inputs);



• provide information on online resources particularly useful in the current competency-enhancement area of the advisee;

• assist the advisee in developing skills in ICT as this is specifically important to blended learning; and

• encourage the advisee to become an independent learner.

A JEL Adviser acting as a coach/mentor will be important in supporting an advisee involved in blended learning. The adviser may initiate a structured face-to-face session on a particular concern of the advisee and then proceed to referring the advisee to online resources where s/he can find relevant information. The JEL Adviser may also find himself/herself coaching/mentoring the advisee on developing KSAs that are more specific. These could include computer skills, accessing the internet, or on and becoming an independent learner. Blended learning takes time for both the adviser and the advisee to adapt to this relatively new professional development concept; however, it may prove efficient as it is characterized by flexibility in timetabling the advising.

Creating Student Learning Activities. Learning Activities cover all the ways through which teachers engage learners in the teaching-learning process. These activities include, but not limited to, guided inquiry, open-ended inquiry, cooperative learning, interactive classroom, writing to learn, lecture, concept mapping, computer activities, and in-class debate. If the teacher is supported along this line, he/she will be able to create effective learning activities that truly improve learning outcomes.

The JEL Adviser as a mentor may assist the teacher with the following:

1. aligning learning activities with learning objectives during lesson planning; 2. observing lessons applying different learning methodologies and strategies; 3. identifying resources (online and offline) related to creating student learning activities; 4. identifying a range of strategies for assessing student learning; and 5. integrating new learnings gained into actual classroom practices.

Creating a portfolio. A portfolio is a useful folder containing an organized compilation of written reflections, prints, drawings, documents, artifacts, and others, kept by the Advisee over an extended period. The portfolio serves as an evidence of the Advisee’s accomplishments/achievements reflecting his/her professional growth and development. Portfolios allow Advisees to become reflective about what it is they do and allows them to document the practices they would like to preserve and even pass on to others. A professional teacher portfolio, for instance, is more than a hodge-podge of lesson plans and lists of professional activities. It is a careful record of specific accomplishments attained over a period of time, including lesson plans, student work samples accompanied with the teacher’s written explanation. More than anything, portfolio contributions must be specific and reflective, revealing a thoughtful evaluation of a document or artifact.



What should the JEL advisers do:

1. Orient the advisee on the benefits of having a portfolio (part of job application or performance evaluation, basis of faculty development and evaluation program)

2. Guide in the development of the portfolio (identify the type of material that can be included as part of the portfolio e.g. have something to showcase good teaching, careful planning, thorough record keeping, careful selection of items to include and certainty and fair measure of creativity)

3. Review with the advisee the material included in the portfolio and ask the advisee to discuss why the various items have been included and what learning can be gained from reviewing these.

Visiting Model Programs This could be an interactive project set up to promote and foster a greater understanding among teachers, school heads, educational leaders or non-teaching personnel. The program ensures that targeted educational personnel, who are the advisees in this context, get relevant information and thorough understanding of the varied activities /strategies being used to improve the efficacy of successful programs. This can also provide the advisees the opportunity to identify and import best practices to address their identified professional development goals as these are replicable and/or adaptable in their respective work places.

Enumerated below are some of the possible criteria for a model program that a JEL Adviser may invite his/her advisees to visit as part of JEL:

Model programs which

1. are innovative; 2. are replicable, not linked to unique demographics 3. give quantifiable results; 4. have recognized positive outcome and/or indicators; and 5. have local importance (where model programs are salient to the organization searching for

improvement).

- Informal JEL Structures

There are many forms of workplace learning that may be accomplished in other ways apart from formally structured or designed forms. Most of the time these are done independently by the workplace learner at his/her own pace and time. However, these can deliberately evolve into collaborative structures for JEL. Everyday work in school for instance, is itself, an opportunity for conversation that could turn into an occasion for learning. The following are some informal JEL Structures where the support of the JEL Advisers may be required:

Developing material displays, structuring bulletin boards

Writing an article about one’s work

Observing model lessons

Analyzing student performance

Reading journals, educational magazines, books

Accomplishing a self-assessment

Joining a professional network

Giving a presentation at conferences

Serving as a peer evaluator



Conversing with colleagues

Sharing learning from conferences and/or trainings

Writing for a professional publication

Researching/Surfing on the Internet

Viewing educational videos

Listening to video/audio recordings

Examining new technological resources to supplement lessons

6. Do’s and Don’ts in JEL Advising

Advising Do's

Establish a non-threatening atmosphere during the advising sessions. Build trust, openness, respect, acceptance and sincerity with your advisee.

Aim to make your advisee to be comfortable working with you. Establish rapport and inject a sense of humor.

Always come to the advising session in a pleasant mood. Keep your troubles away for the moment so as not to get distracted from your task.

Listen with your heart. Appreciate the emotion behind your advisee's words (voice intonation and body language). Empathize with your advisee.

Keep a clear communication line with your advisee by checking your understanding of what you hear. Ask clarifying or continuing questions that demonstrate that you are involved and that you understand.

Affirm the efforts made by the advisee in integrating the new learning’s gained in his/her work practices. Use affirmative head nods. Use encouraging and kind words or constructive remarks

Communicate high expectations for your advisee and faith in their abilities to perform highly. Show faith in their ability to rise above his/her perception of the self.

Make yourself available to your advisee even for unscheduled urgent needs. If necessary, give advice anytime/anywhere.

Allow your advisee to choose the direction of the discussion. Example: "What would you like to talk about today?"

Lead your advisee directly to explore a specific area. Example: "Can you tell me more about your thoughts on pursuing this activity?"

Help the advisee focus on a particular issue when a number of issues have been discussed. Example: "We're talking about a lot of topics, which one is most important for you to work on now?"

Be aware of your limitations. It is okay to tell advisee that you do not know the answer to a question. Just give him/her a resource where he/she can find the answer.

Be aware that the ultimate responsibility for professional growth rests on the advisee. Just be concerned enough and don’t overdo it.

Always be professional and ethical in the relationship you establish with your advisee.

Show that you care for the advisee’s professional as well as personal growth.

Advising Don'ts

1. Don’t talk too much. You cannot listen while you are talking. 2. Don’t just keep quiet. If you don't understand, don’t just listen, ask questions when you need further

clarification. 3. Don’t make statements nor ask questions that will embarrass the advisee. 4. Don't interrupt your advisee’s talk or sharing of thoughts and feelings. 5. Don’t show your emotions, worries and problems during the advising. Don’t make them as alibi for



not listening enough. Try not to get angry at what the person is saying as it may prevent you from understanding the words or meaning.

6. Don’t be distracted by phone calls/text messages, bags, papers, pencils, and other distractions. Keep them away from you.

7. Don’t undermine what is not said. Sometimes you can learn more by determining what the advisee leaves out or avoids saying. Try to listen not only to what is said but also to what might not have been said.

8. Don’t antagonize the advisee. Arguing, criticizing, taking notes, not taking notes, etc. may cause the person to conceal ideas, emotions and attitudes. Adapt to the advisee.

9. Don’t jump to assumptions and don’t make hasty judgments. They can get you into trouble when trying to understand your advisee or another person.

10. Don't make negative comments about other advisees or other people. Do not compare the performance of the person you are advising to the performance of someone else. Treat each individual as a unique person and adjust your advising style accordingly.

11. Don't treat the session casually, as if you are just visiting a place for pleasure. 12. Don't give the impression that you are only interested in being there because you have a task to do.

Show your sincerity in helping the advisee reach his/her professional goals. 13. Don't take anyone with you during an advising session. Devote your attention to the advisee. 14. Don’t betray advisee’s trust and confidence. 15. Don’t make decisions nor impose actions to be taken. Lead the advisee to discover strategies that

will ultimately help in the realization of learning objectives.

7.0. Templates and Tools for JEL Advising

The following templates and tools have been developed to support the JEL Advising processes

JEL Contract Template (Refer to Section 5.3.9 in Volume 5)

Tools for M&E (Refer to the Tools in Section 7.0 of Volume 5)

JEL-M&E Form 1: Quality Assurance of the JEL Contract JEL-M&E Form 2: JEL Journal JEL-M&E Form 3: JEL Reflection Template JEL-M&E Form 4: JEL Advising Tracking Form JEL-M&E Form 5: Trainee′s End of JEL Evaluation with Consolidation Template JEL-M&E Form 6: JEL Program Completion Report Template

Note: The JEL Contract Template and all the M&E Tools are included in the separate file of this Handbook that is available in the web-based T&D Information System (TDIS) and can be accessed through the EBEIS (Enhanced Basic Education Information System) at http://beis.deped.gov.ph/. The M&E Tools are also found in the succeeding Section 7.0 of the PDy System Operations Manual, Volume 5.

8.0 References

CT Teacher Quality Partnership Grant Program. (October 2006).Best Practices for Teacher Professional

Development, Findings from the Connecticut Teacher Quality Partnership Grant Program 2004-05 and 2005-06. State of Connecticut, USA

Lambrecht J.J., C. Hopkins, J. Moss, Jr., C. R. Finch (1998). Importance of On-the-Job Experiences in Developing Leadership Capabilities (MDS-814). Reprinted from Journal of Vocational Education Research, Volume 23, Number 1




Punsalan, Twila G. (2009). “Making the Difference in Professional Development through Job Embedded

Learning (JEL)”.Unpublished Paper. Handout No 8. Capability Program for T&D Program Managers and Implementers (Package 1), DepED-EDPITAF STRIVE Project

Sparks, Dennis and Stephanie Hirsh. (Retrieved: August 2009) " A New Vision for Staff Development”

NL_TI_Dennis Sparks http://nsdc.org/whoswho.htm

Thorne, Kaye and David Mackey.( 2007). Everything You Ever Needed to Know About Training.London and Philadelphia: Kogan Page Limited

9.0 Appendix A

Overview of the Training and Development (T&D) System Framework

(Volume 1 contains the details of the Framework)

Note: The separate file of the Handbook for JEL Advising contains the Overview of the Training and Development (T&D) System Framework , which is exactly the same Section 1.0 in this PDy System Operations Manual, Volume 5.

http://www.northernlight.com/nlquery.fcg?dx=&ho=&la=&qc=&po=&si=&us=&xd=&or=2%3A1&qb=&qf=&qt=&pu=&qu=&d1=&d2=&rv=&jt=&it=&in=&dr=&so=&qr=sort%3Adate+title%3A++%28++++%28%22Dennis+Sparks%22++and++%22%22%29+%29&search.x=30&search.y=12

http://nsdc.org/whoswho.htm

7.0 Monitoring and Evaluation for the Program Delivery System

The PDy-WG through the Program Management Team has the responsibility for overseeing the Monitoring and Evaluation processes for the Program Delivery System. M&E tools are provided to support both the F3 and JEL phases of the training program as well as the overall management of the program. The following tools are available.

7.1. Tools for F3:

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

F3-M&E Form 1: Walkthrough Observation Checklist F3-M&E Form 2: Learning Process Observation and Facilitation Skills

F3-M&E Form 3: End of the F3 Program Assessment and Consolidation Template

F3-M&E Form 4: External M&E for F3 Process and Accomplishments F3-M&E Form 5: Rapid Competency Assessment and Consolidation Template

F3-M&E Form 6: F3 Program Completion Report Template F3-M&E Form 7: Summary Template for Refining the Resource Package

7.2 Tools for JEL:

JEL-M&E Form 1: Quality Assurance of the JEL Contract JEL-M&E Form 2: JEL Journal

JEL-M&E Form 3: JEL Reflection Template JEL-M&E Form 4: JEL Advising Tracking Form

JEL-M&E Form 5: Trainees End of Job-Embedded Learning Evaluation and Consolidation

Template JEL-M&E Form 6: JEL Program Completion Template

A matrix showing the mechanism and tools to be used for the monitoring and evaluation of the Program Delivery System at the Region, Division and School levels can be found below

Formal Face-to-Face (F3)

System Level

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

M&E Tools for School Level

Output F3-M&E Form 5: Rapid Competency Assessment with consolidation template F3-M&E Form 6: F3 Program Completion Report Template F3-M&E Form 7: Summary Template for Refinement of Resource Package

F3-M&E Form 5: Rapid Competency Assessment with consolidation template F3-M&E Form 6: F3 Program Completion Report Template F3-M&E Form 7: Summary Template for Refinement of Resource Package

F3-M&E Form 5 Rapid Competency Assessment with consolidation template F3-M&E Form 6: F3 Program Completion Report Template F3-M&E Form 7: Summary Template for Refinement of Resource Package

Process F3-M&E Form 1: Walkthrough Observation Checklist F3-M&E Form 2: Learning Process Observation and Facilitation Skills F3-M&E Form 3: End of F3 Program Assessment with

F3-M&E Form 1: Walkthrough Observation Checklist F3-M&E Form 2: Learning Process Observation and Facilitation Skills F3-M&E Form 3: End of F3 Program Assessment with

F3-M&E Form 1: Walkthrough Observation Checklist F3-M&E Form 2: Learning Process Observation and Facilitation Skills F3-M&E Form 3: End of F3 Program Assessment with consolidation template



consolidation template F3-M&E Form 4: External ME for F3 Processes and Accomplishment

consolidation template F3-M&E Form 4: External ME for F3 Processes and Accomplishments

F3-M&E Form 4: External ME for F3 Processes and Accomplishments

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



Job-embedded Learning (JEL)

Output JEL-M&E Form 6: JEL Program Completion Report Template

JEL-M&E Form 6: JEL Program Completion Report Template


Process JEL-M&E Form 2: JEL Journal JEL-M&E Form 3: Job-Embedded Learning (JEL) Reflection Template JEL-M&E Form 4: JEL Advising Tracking Form JEL-M&E Form 5: Trainee’s End of JEL Evaluation with consolidation template

JEL-M&E Form 2: JEL Journal JEL-M&E Form 3: Job-Embedded Learning (JEL) Reflection Template JEL-M&E Form 4: JEL Advising Tracking Form JEL-M&E Form 5: Trainee’s End of JEL Evaluation with consolidation template

JEL-M&E Form 2: JEL Journal JEL-M&E Form 3: Job-Embedded Learning (JEL) Reflection Template JEL-M&E Form 5: Trainee’s End of JEL Evaluation with consolidation template

Input JEL-M&E Form 1: Quality Assurance of the JEL Contract

JEL-M&E Form 1: Quality Assurance of the JEL Contract


What will be monitored

How it will be monitored

M&E tool to be used

Who will be responsible for the monitoring

When will the monitoring take place

How will the results be used

The membership and experience of the all those involved in the program delivery process e.g. Program Managers, Trainers, Trainees

All members of the Program Management Team and Trainers will be asked to provide a personal profile outlining their work experiences and qualifications. Trainees will also be asked to complete a profile on registration


PDy-WG

During the formation of the Program Management Team and Trainers’ Team, and upon registration of the Trainees

The PDy-WG will analyze profiles to ensure team members have relevant experiences. Recommendation based on the analysis will be made to improve future selection processes of Program Managers and Trainers and included in the F3 Program Completion Report. Profiles to be entered into TDIS



The effectiveness of the walkthrough process in preparing the Program Management Team and the Trainers for the delivery of the training

The Program Management Team members and the Trainers will all complete a checklist and results will be collated by the Program Management Team

F3-M&E Form 1: Walkthrough Observation Checklist

Program Management M&E Team

At the end of the Walk-through of the Resource package at least 1 week prior to the delivery of the training program

Results will be reviewed to identify how the walk-through process can be improved. Results will also inform the activities that will need to be accomplished prior to the training program delivery. Results will inform the final F3 Program Completion Report

The trainers learning process and facilitation skills

Process observers will be identified for each session to complete the Form e.g. An off-duty trainer, a member of the Program Management team

F3-M&E Form 2: Learning Process Observation and Facilitation Skills


During the conduct of all sessions during the F3 program delivery

Results from the Learning Process Observation will be used to inform daily debriefing sessions and to improve the delivery of the training program.

Trainees, Trainers and Program Managers level of satisfaction with the F3 phase of the training program

All trainees, trainers and Program Managers will complete an evaluation of the F3 phase of the training program Program Management Staff will consolidate results

F3-M&E Form 3: End of F3 Program Assessment with Consolidation Template


At the end of the F3 phase of the training program

Results will be used to inform future delivery of the training program and to enhance Program Management and Trainers future performance. Consolidated results will analyzed and used to inform the final F3 Program Completion Report

The quality of the F3 program

External monitors will be asked to evaluate the compliance to standards

F3-M&E Form 4: External M&E for the F3 Process and Accomplishments

Regional Personal for Division level F3 programs. Division Personal for Cluster/school level F3 programs

During the F3phase of the program

Results will be discussed with the program management staff and trainers and will be incorporated into the F3 Program Completion Report. Results will be used to inform future F3 programs and T&D policies.

Trainee’s self-perception of their level of competency before and after

All Trainees’ will complete a rapid competency assessment. Program

F3-M&E Form 5: Rapid Competency Assessment Before and


Prior to the beginning of the F3 phase of the program and again at the end

Results will be used to inform future delivery of the training program.



their involvement in a F3 training program

Management Staff will consolidate results

After the F3 Program

of the F3 program.

Consolidated results will analyzed and used to inform the final F3 Program Completion Report

Overall effectiveness, efficiency and success of the F3 training program

All members of the Program Management Team will be expected to contribute to the accomplishment of a F3 Program Completion Report.

F3-M&E Form 6: F3 Program Completion Report Template

PDy-WG

At the completion of the F3 phase of a training program

The F3 Program Completion report will be submitted to the T&D Chief at the Region/ Division level and the School Head at the school level. Results will be used to inform future F3 programs and T&D policies.

The Resource package used to inform the F3 program delivery

All trainers will be asked to review the Resource Package in relation to the sessions they were responsible for delivering and make recommendations for further enhancement\ Program Management will be consolidate recommendations for all sessions

F3-M&E Form 7: Summary Template for Refining the Resource Package


Following the delivery of the F3 phase of the program

Results will be incorporated into the F3 Program Completion Report and submitted to the T&D Chief at the Region/ Division level and the School Head at the school level for consideration and action.

Tools for JEL:

The quality of the JEL Contract developed by trainees in relation to set standards

The JEL Team will be responsible for reviewing all JEL Contracts and ensuring the completeness of the proforma


JEL Team Prior to the implementation of the JEL Contract

Results will be used to enhance the JEL Contract and to improve future processes.

Individual progress, learning, insights gained and issues encountered during the various phases of JEL the program

All Trainees will complete a journal to document the JEL process.

JEL-M&E Form 2: JEL Journal

JEL Team During all phases of the JEL program

Journals will be reviewed by the JEL Team during the JEL program to inform next steps. The journal will provide a means of verification for the successful completion of the JEL Contract.

Individual progress and ability to reflect on learning to improve future practice

All Trainees will complete the JEL Reflection Template

JEL-M&E Form 3: JEL Reflection Template

JEL Team During the Reflection Stage of the JEL phase of the program

Results will be reviewed by the JEL Team and be used to support the Trainee in identifying next steps.



It will provide a means of verification for the successful completion of JEL Reflection phase of the JEL program.

The level, type and effectiveness of the support provided by a JEL Adviser

JEL Advisers will be expected to keep a record of the JEL advise they provide to trainee’s

JEL-M&E Form 4: JEL Advising Tracking Form


During the various phases of the JEL program

Results will be used to improve the JEL Advising process and will be incorporated into the JEL Program Completion Report. Results will be used to inform the JEL Handbook and future programs and T&D policies.

Trainees level of satisfaction with the JEL program

All trainees will complete an evaluation of the JEL program. Program Management Staff will consolidate results.

JEL-M&E Form 5: Trainee’s End of JEL Evaluation


At the end of the JEL program

Results will be used to inform future JEL delivery of programs. Results will analyzed and used to inform the final JEL Program Completion Report

Overall effectiveness, efficiency and success of the JEL program

All members of the Program Management Team will be expected to contribute to the accomplishment of a JEL Program Completion Report.

JEL-M&E Form 6: JEL Program Completion Template

T&D Chief at the Region/Division level School Head at the school level

At the completion of the JEL program

The JEL Program Completion report will be submitted to the T&D Chief at the Region/ Division level and the School Head at the school level and used to inform future JEL programs and T&D policies.




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:

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 Training

Central 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: S School Based Management Quality Assurance Monitoring and Evaluation Access Education Subject Specialization: _____________) Education Planning Policy Development Learning Resource Materials Development ICT Delivery of Training Other, please specify ________________ Certified Trainers by NEAP Central NEAP-Region TEI

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

List your significant experiences in the identified areas

Use additional sheet if necessary.



V. TRAINING AND DEVELOPMENT EXPERIENCES

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

Competency Assessment Program Planning Program Designing Resource Materials Development Program Delivery Program Management Monitoring and Evaluation of Training

List your significant experiences in the identified areas Use additional sheet if necessary.

I certify that the information I have given to the foregoing questions are true, complete, and correct to the best

of my knowledge and belief.

Date:

Signature:

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

Information System Database.



F3-M&E Form 1: WALKTHROUGH OBSERVATION CHECKLIST

Directions: Read the following statements. Tick the appropriate column that corresponds to

your response.

Statements YES NO 1. Program Management Team members and Trainers were all present during the

walkthrough.

2. A collaborative effort among the Program Management Team members and trainers was manifested during the walkthrough.

3. Individual tasks were understood and fairly assigned to all the Program

Management Team members and trainers based on peoples strengths.

4. During the walk-through trainers were made aware of the materials and resources they were require to prepare for their assigned sessions

5. During the walk -through the session plans were reviewed in detail and the strategies recommended were discussed and practiced.

6. The trainers were open to suggestions and were willing to learn.

7. The sequencing and the relationship between the different sessions was discussed and the linkages identified.

8. Any required adjustments to the resource package where made while staying

faithful to the training programs intent and purpose.

9. Issues and concerns were discussed and settled in a healthy atmosphere.

10. The Program Management Team members and trainers committed to perform their tasks and responsibilities.

Significant Observations:

_________________________________________________________________________________________

___________________________________________________________________________

_________________________________________________________________________________________

___________________________________________________________________________

Suggestions/Recommendations:

_________________________________________________________________________________________

___________________________________________________________________________

_________________________________________________________________________________________

___________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

___________________________________

Observer’s Signature over Printed Name



F3-M&E Form 2: Learning Process Observation and Facilitation Skills

This form is to be used during the actual delivery of a program. A Process Observer will need to be assigned

to complete the Learning Process Observation for each session. Results should be used to inform daily

debriefing sessions. At the end of this Form is a Checklist of Facilitation Skills which may be observed and

recorded.

The Learning Process Observation is accompanied by a list of Facilitation Skills which may be observed.

Session No. _____ Title: ____________________________________________

Time Session Started: ________________ Time Session Ended:____________

Process Observer: ___________________ Designation (M&E Team Member/Trainer)

Phases of

Session

Facilitation Skills

Demonstrated

Trainee’s Knowledge

/Insights/Skills,

Values Learned

Comments

Introductory

Activity



Analysis

Abstraction



Application

Concluding

Activity



Observe if the Facilitator has demonstrated the skill. If so, put a check in the appropriate column.

Checklist of Facilitation Skills √ OBSERVING SKILLS

1. noted trainees’ level of involvement in all activities

2. monitored the energy level of the trainees during sessions

3. sensed the needs of the trainees that may affect the learning process

QUESTIONING SKILLS

4. formulated questions in a simple manner

5. asked questions that were clear and focused

6. formulates follow-up questions to trainees’ responses appropriately

7. asked Higher Order Thinking Skills (HOTS)

8. acknowledged trainees’ responses

9. solicited, accepted and acted on feedback from trainees

10. processed responses with probing questions to elicit the desired training

LISTENING SKILLS

11. listened and understood the meaning of what had been said

12. responded positively to trainees insights

13. clarified and checked my understanding of what was heard

14. reacted to ideas not to the person

ATTENDING SKILLS

15. created the proper environment based on adult learning principles

16. directed and redirected the trainees to the learning tasks

17. managed the learning atmosphere throughout the sessions

18. acknowledged greetings and responses of trainees

INTEGRATING SKILLS

19. highlighted important results of the activity that lead to the attainment of the objectives of

the session

20. deepened and broadened trainees outlook on the significance of the outputs

ORAL COMMUNICATION SKILLS

21. expressed ideas with clarity, logic and in grammatically correct sentences

22. spoke with a well-modulated voice

23. delivered ideas with confidence and sincerity

SKILL IN USING TRAINING AIDS

24. employed appropriate and updated training aids

25. made training aids that were simple and clear

26. used training aids that were attractive and interesting

27. utilized training aids that were socially, culturally, and gender-fair



F3-M&E Form 3: End of the F3 Program Assessment

Respondent Type: Trainee Trainer Program Manager

Name (Optional): ____________________________ Sex: Male Female

Program Title: ________________________ Date: ______________

Please assess the effectiveness of the entire F3 component of the program according to the indicators below.

Please refer to the following rating scale:

4-Strongly Agree (SA); 3-Agree (A); 2-Disagree (D); 1-Strongly Disagree (SD)

After the conduct of the F3 component of the program, I

believe that …

Rating

1

SD

2

D

3

A

4

SA

A. Program

Planning,

Management and

Preparation

1 the training program was delivered as planned

2 the training program was managed efficiently

3 the training program was well-structured

B. Attainment of

Objectives

4 the program objectives were clearly presented

5 the session objectives were logically arranged

6 the program and session objectives were attained

C. Delivery of

Program Content

7 program content was appropriate to trainees’ roles and

responsibilities

8 content delivered was based on authoritative and reliable

sources

9 new learning was clearly presented

10 the session activities were effective in generating learning

11 adult learning methodologies were used effectively

12 management of learning was effectively structured e.g.

portfolio, synthesis of previous learning, etc.

D. Trainees’

Learning

13 trainees were encouraged to consider how ideas and skills

gained during the training could be incorporated into their

own practices

14 contribution of all trainees, both male and female, were

encouraged

15 trainees demonstrated a clear understanding of the content

delivered

E. Trainers’

Conduct of

Sessions

16 the trainers’ competencies were evident in the conduct of

the sessions

17 teamwork among the trainers and staff was manifested

18 trainers established a positive learning environment



19 training activities moved quickly enough to maintain trainees’

interest

F. Provision of

Support Materials

20 training materials were clear and useful

21 powerpoint presentations supported the flow of the sessions

22 the resources provided were appropriate to trainees’ needs

G. Program

Management

Team

23 Program Management Team members were courteous

24 Program Management Team was efficient

25 Program Management Team was responsive to the needs of

trainees

H. Venue and

Accommodation

26 the venue was well lighted and ventilated

27 the venue was comfortable with sufficient space for program

activities

28 the venue had sanitary and hygienic conditions

29 meals were nutritious and sufficient in quantity and quality.

30 the accommodation was comfortable with sanitary and

hygienic conditions

I. Overall 31 I have the knowledge and skills to apply the new learning

32 I have the confidence to implement the JEL contract

Please provide your honest response to each of the following questions:

What do you consider your most significant learning from the program?

What changes would you suggest to improve similar programs in the future?

Briefly describe what you have learned and how it will help you with your work.

What further recommendations do you have?



F3-M&E Form 3: End of the F3 Program Assessment

Consolidation Template

Collate the accomplished F3-M&E Form 3: End of the F3 Program Assessment, and review the results.

Separate results should be consolidated for each respondent type e.g. Trainees. Trainers and Program

Managers. Use the table below to consolidate the results for the quantitative items.

Note: The scoring and consolidation can be efficiently done using MS Excel.

Use the scale below to interpret mean rating for each item of the assessment:

3.5 to 4.0 = (SA) Strongly Agree

2.5 to 3.4 = (A) Agree

1.5 to 2.4 = (D) Disagree

1.0 to 1.4 = (SD) Strongly Disagree

Qualitative results should also be summarized below.

Tally (T) Frequency (e) (f) Mean

Rating a b c d

Items SD D A SA SD Tx1

D Tx2

A Tx3

SA Tx4

a+b+c+d

SD+ D + A+ SA

e/f

Ex. llll III

=8

llll II =

7

0x1=0

0x2=0 8x3=24 7x4=28 24+28= 52

7+8= 15 52/15= 3.47

A Program Planning/Management/Preparation

1

2

3

B Attainment of Objectives

4

5

6

C Delivery of Program Content

7

8

9

10

11

12



D Trainees’ Learning

13

14

15

E Trainers Conduct of Sessions

16

17

18

19

F Provision of Support Materials

20

21

22

G Program Management Team

23

24

25

H Venue and Accommodation

26

27

28

29

30

I Overall

31

32



Summary of Qualitative Responses

What do you consider your most significant learning from the program?

What changes would you suggest to improve similar programs in the future?

Briefly describe what you have learned and how it will help you with your work.

What further recommendations do you have?



Program Title: _________________________________ Date: ________________Venue:_________

The indicators below are the standards for monitoring F3 sessions. In the “Observation” column, put a check

mark (√) if the indicator is observed and a cross mark (x) if not observed. In the “remarks” column write your

comments.

I have verified that the following activities were observed:

Observation

Remarks

1. Program Planning, Management and Preparation

1.1 Program responsibilities matrix well-implemented (Training matrix and Facilitators/ tasking matrix)

1.2 Readiness of program management before and during delivery (reproduction of materials, M & E tools for F3 Nos. 1-11 and Resource/training materials (e.g. LCD, Laptops, etc)

2. Objectives 2.1 Clear and logical presentation of session objectives

2.2 Successful delivery of session objectives

3. Program Content

3.1 Appropriate to trainees’ roles and responsibilities

3.2 Clear presentation of new learning

3.3 Effective session activities generated new discoveries

3.4 Successful use of 4 A’s

3.5 Effective MOL strategies

4. Trainees’ Learning

4.1 Encouragement of participation from both male and female in sharing their ideas

4.2 Demonstration by trainees of a clear understanding on the content delivered

5. Trainers’ Conduct of Sessions

5.1 The trainers’ competencies were evident in the conduct of the sessions

5.2 Teamwork among the trainers and staff was manifested

5.3 Trainers established a positive learning environment

5.4 Systematic and consistent conduct of training activities to sustain trainees’ interest

6. JEL Contract 6.1 The trainee has the knowledge and skills to apply the new learning

6.2 The trainees accomplished the JEL Contract and are confident to implement it

7. Provision of Support Materials

7.1 Training materials are organized, clear and useful

7.2 Powerpoint presentations support the flow of the sessions

F3-M&E Form 4: External M&E for the F3 Process

and Accomplishments



7.3 The resources provided are appropriate to trainees’ needs

8. Program Management Team

8.1 Program Management Team members are cooperative and courteous

8.2 Program Management Team members are responsive to the needs of trainees

8.3 Program Management Team members are efficient and effective

9. Venue and Accommodation

9.1 Well-lighted, ventilated and with good hygienic conditions

9.2 Comfortable with sufficient space for program activities

9.3 Meals were nutritious and sufficient in quantity and quality.

Recommendations

Monitored by:

____________________________

Name and Designation



Note to the Program Management: This Template will guide you in developing the M & E Form, Rapid

Competency Assessment Tool, for a specific program to be delivered. Work through the following steps to

complete the M&E Form:

1. Write the title of the F3 program in the title box above. 2. The items to be rated are specific to the content of the program that is being delivered. Identify the

items by referring to the overall program content based on the program objectives and the content of each session identified in the session guides for the F3 in the Resource Package.

3. Items for the session on JEL are already suggested below. 4. Delete this box when reproducing the Tool to be distributed to the participants.

Name: _________________________ Sex: Male Female Region/Division: _________________ Date: _____________ Direction: Describe your level of competency in the following items. For the column labeled “Pre F3”, you will describe your competency level before you joined/attended this program. For the column marked “Post F3”, describe your competency level after having participated in the training program

Competency Scale to be used: 4 – I have a mastery of the competency and have demonstrated/applied it 3 – I have adequate competency and need to practice it 2 – I have inadequate competency and no understanding of how to apply it 1 – I have no competency/learning at all.

Competencies Enhanced Pre F3 Post F3

A. Overall Content of the Program

1.

2.

3.

B. Content of the Sessions

Session 1:

4.

5.

6.

Session 2:

7.

8.

9.

Session 3:

10.

11.

12.

Session 4…and so on

13.

14.

F3-M&E Form 5: Rapid Competency Assessment



C. The Job-embedded Learning (JEL)

15. The concept and purpose of the JEL in professional development

16. Accomplishing a JEL Contract

THANK YOU



F3-M&E Form 5: Rapid Competency Assessment Consolidation Template

Title of F3 : ______________________________________________

Region/Division/School : ___________________________________

Date: ___________________________________________________

Direction: Each of the participant’s Rapid Assessment Mean Score for the column “PRE-F3”and “POST-F3” (refer to F3-M&E Form 5) will need to be calculated and then consolidated in the table below.

- Compute the gain for each participant using the formula: Gain = (POST-F3) – (PRE-F3 ). - Calculate the Average Gain for the participants using the formula: Average Gain = Sum of gains ÷ number of participants

- A positive difference means an increase in competency; a zero or negative results indicate no improvement.

Rapid Assessment Summary Gain Name of Participant Rapid Assessment

Mean Score PRE-F3 Rapid Assessment

Mean Score POST – F3

1.

2.

3.

AVERAGE GAIN



Program Title: (Add title of program)

Facilitator(s):

(Add names of the Facilitators/trainers and their positions)

Location and

venue:

(Write the city and the actual venue e.g. Cebu, EcoTech)

Duration: (Include duration of the F3 phase )

Date: (include dates for F3)

No of

Participants:

Males

(Add No.)

Female

(Add No.)

Total

(Add Total )

Attendance List

(Include as Attachment 1)

Program

Objectives

At the end of the program the participants will have

(Add objectives from the program design/resource package)

Program Schedule


Key Results (Identify the key results from the conduct of the program taking in to consideration the F3 phase)

Resources

Materials

(Identify the resources required to conduct the program e.g. Title of the Resource Package, Operations Manual)

F3-M&E Form 6: F3 Program Completion Report Template (Please use electronic version)



M&E Analysis

After reviewing the F3-M&E results from the program write a narrative analyzing the results. This should include

Results from the participants evaluation of the program Results from the facilitators review of the program Results from the program managers review of the program Strengths and areas for improvement should be identified in this

section (Include as Attachment 3 a copy of the F3-M&E Results)

General Comments and

Issues Encountered

In this section make any general comments about the program and identify any issues encountered in relation to:

its delivery (during the F3 phase) - trainers/facilitators - participants - content of program - delivery strategies - training materials -

its management (during the F3 phase) - prior to delivery - during the F3 phase

Recommendations

In this section discuss any recommendations you may have to improve future programs. Include suggestions for refining the Resource Package

Program Report Attachments

Attachment 1: Program Attendance List

(Insert here)

Attachment 2: Program Schedule of Activities

(Insert here)

Attachment 3: M&E Results

(Insert here)



Title of F3 Program: _________________________________________________________________ Venue: _______________________________________________ Date: _______________ Directions: Fill in the template with the necessary information for the refinement of the Resource Package.

Resource Package: _____________________________________________

Sessions/ Titles Content Process Comments/ Suggestions

Session 1

Session 2

Session 3

Etc…

Prepared by: ____________________________________ Designation: ____________________________________ Date: _______________________

F3-M&E Form 7: Summary Template for Refining the

Resource Package

(electronic version available)



(Note: Please attach Resource Package with corrections when/upon endorsing to T&D Chief)

This form aims to support a Quality Assurance Process of the accomplished JEL Contract. The JEL TEAM shall

review the JEL contract to assess the extent to which the standards were followed in its accomplishment.

Rating Guide:

Numerical Rating

Interpretation Description

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 assess the extent to which the accomplished JEL Contract adheres to the following:

To what extent does the JEL Contract …….. 1 2 3 4

1. clearly identify the goals and objectives to be addressed?

2. clearly state the areas of practice where improvements are to be made?

3. describe the planned activities that are to be accomplished?

4. incorporate activities which are integrated into regular work place practices?

5. identify strategies that are experiential and based on adult learning

approaches?

6. state the roles and responsibilities of the JEL team?

7. outline the resources required to achieve the JEL goals and objectives?

8. specify a realistic timeframe for its accomplishment?

9. identify realistic and achievable MOVs?

Recommendations:

Name: ___________________________________

Position: _________________________________

Date: ____________________________________

JEL-M&E Form 1: Quality Assurance of JEL Contract



JEL-M&E Form 2: JEL Journal Entry Sheet

The JEL Journal identifies the type of information that should be documented by all JEL Team Members to

record progress during the various stages of the JEL Program. The journal entries will be used to inform

discussions during the Reflection Stage and as a Means of Verification of Learning. Each JEL Member should

establish their own Journal Booklet and record their entries based on the information below, for each entry.

Journal Entries

The following information is a guide to the type of information you should include in your

Journal

- Date of Journal Entry

- Description of activity/activities completed/observed

- Nature of the support provided by the JEL Team

- Learning gained

- Changes in practices/behavior

- Problems met

- How problems were resolved

- Suggested next steps



The Job-Embedded Learning (JEL) Reflection Template is to be completed by the Trainee during the

Reflection phase of the JEL process. It should be completed as part of a review of progress and in

consultation with the JEL Team.

Name of

Trainee:

Date:

Summary

of

Progress to date

Achievements in relation to the goal and objectives as stated in the JEL

Contract

Changes in Behavior as a result of the training program (F3 and JEL)

Identified Strengths

NOTE: If you have demonstrated all the objectives outlined in the JEL Contract, proceed to the Internalization Stage.

If you have not demonstrated all the objectives outlined in the JEL Contract please complete the sections below before commencing the Enhancement Stage

JEL-M&E Form 3: Job-Embedded Learning (JEL) Reflection Template



Next Steps

What are my next steps?

(Activities and Strategies)

When? JEL Team support

required?

What resources do I need?

What will be the Means of Verifying (MOV) of

my learning?

( planned accomplishments and

date)

Signature of

Learner/Trainee

Date

Signature of JEL coach/mentor

Signature of immediate

supervisor

Signature of co-learner/s



Name of JEL Adviser: ___________________________ Sex: Male Female Workplace: __________________________________ Position: _______________________________________

Dates Name of Advisee/ Position,

Workplace

Area of JEL Advising

Advisee’s Current Activity/ Situation

Identified Need for Advice

Adviser’s Role Specific Support/

Advice Provided and

Results

JEL-M&E Form 4: JEL ADVISING TRACKING FORM

(electronic version available)



Name of Trainee: _______________________________ Sex: Male Female Title of Training Program: __________________________ Date: _________________ Please rate how you feel you have faired relative to the following processes involved in the accomplishment of

the Job –Embedded Learning phase of the training program. 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 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

End of Job-Embedded Learning Phase Rating Scale

To what extent do you believe:

1 2 3 4

A. Planning for Implementation

1 the roles and responsibilities of JEL team and trainees were

thoroughly reviewed and understood by all?

2 the objectives of JEL contract were clearly understood by all?

3 the JEL team schedule of activities was confirmed and agreed

to by all?

B. Implementation

4 there was evidence of enhancement of your competencies?

5 that there was minimum disruption to your organic functions

and the entire learning community when accomplishing JEL activities?

6 activities accomplished were cost effective and practical?

7 activities accomplished were well-coordinated and well managed?

8 formative records of learning were kept e.g. journal? C. Reflection 9 reflections contained qualitative data on your

accomplishments?

10 the documents presented were objective?

11 the reflections made were KSA-oriented?

12 KSAs for further enhancement were identified?

13 strengths were identified?

14 next steps where identified? D. Enhancement 15 enhancement activities were focused on achieving identified

competencies?

16 alternative strategies were employed?

17 additional support from the coach / JEL team was provided?

18 additional time for enhancement was allocated when required?

E. Internalization

19 enhanced competencies were demonstrated in daily work?

20 new KSAs were recognized by others?

21 best practices were voluntarily shared with colleagues?

F. Portfolio

(optional)

22 the portfolio provided evidence of the learning that has taken

place during the JEL phase of the program?

JEL-M&E Form 5: Trainees End of Job-Embedded Learning (JEL) Evaluation



Describe the major changes have you made to your work practice as a result of the training program (F3 and JEL). Describe how you shared your learning with colleagues. Give details as to how it was done, who was involved and the reactions received. Do you have other comments/suggestions/recommendations for the improvement of the JEL phase of the training program?



Collate the accomplished JEL-M&E Form 5: Trainees’ End of JEL Evaluation, and review the results.

Use the table below to consolidate the results for the quantitative items.

Note: The scoring and consolidation can be efficiently done using MS Excel.

Use the scale below to interpret mean rating for each item of the assessment:

3.5 to 4.0 = Very High Extent (VHE) 2.5 to 3.4 = High Extent (HE)

1.5 to 2.4 = Low Extent (LE) 1.0 to 1.4 = Very Low Extent (VLE)

Qualitative results should also be summarized below.

Tally (T) Frequency (e) (f) Mean Rating

a b c d

Items VLE LE HE VHE VLE Tx1

LE Txs

HE Tx3

VHE Tx4

a+b+c+d

VLE+ LE + HE+

VHE

e/f

Ex. llll III =8

llll =7

0x1=0

0x2=0

8x3=24

7x4=28 24+28= 52

7+8= 15 52/15= 3.47

A Planning for Implementation

1

2

3

B Implementation

4

5

6

7

8

C Reflection

9

10

11

12

13

14

JEL-M&E Form 5: Trainees End of Job-Embedded Learning (JEL) Evaluation Consolidation Template



D Enhancement

15

16

17

18

E Internalization

19

20

21

F Portfolio (Optional)

22



Summary of Qualitative Responses

Major changes made as a result of the training program (F3 and JEL).

Methods used to share learning with colleagues.

Who was involved

Reactions received.

Comments/suggestions/recommendations for the improvement of the JEL phase of the training program




(Please use electronic version)

Program Title: (Add title of program)

Facilitator(s):

(Add names of the JEL team/Advisers)

Venue: (Write the actual venue e.g. school, division/regional office )

Duration: (Include duration of the F3 and JEL phases )

Date: (include dates for F3 and JEL phase)

No of Participants:

Males

(Add No.)

Female

(Add No.)

Total

(Add Total )

Attendance List


JEL Program Objectives as

indicated in F3 Resource

Package

At the end of the JEL program the trainees will have

JEL Program

Schedule


Key Results (Identify the key results from the conduct of the program taking in to consideration JEL phase)

Resources

Materials

(Identify the resources required to conduct the JEL program)



Program Report Attachments

Attachment 1: JEL Trainees List

(Insert here)

Attachment 2: Program Schedule of Activities

(Insert here)

Attachment 3: M&E Results

M&E Analysis

After reviewing the JEL-M&E results from the program write a narrative analyzing the results. This should include

Results from the quality assurance of the JEL Contract (JEL-M&E Form1)

Results from the trainees’ evaluation of the JEL program (JEL-M&E Form 5)

Strengths and areas for improvement should be identified in this section

(Include as Attachment 3 a copy of the JEL M&E Results)

General

Comments and Issues

Encountered

In this section make any general comments about the program and identify any issues encountered in relation to:

its delivery (during JEL phase) - trainers/advisers - participants - content of JEL program - strategies - training materials -

its management (during the JEL phases) - prior to delivery - during the JEL phase

Recommendations

In this section discuss any recommendations you may have to improve future programs



8.0. References:

CT Teacher Quality Partnership Grant Program. (October 2006).Best Practices for Teacher Professional Development, Findings from the Connecticut Teacher Quality Partnership Grant Program 2004-05 and 2005-06. State of Connecticut, USA

Lambrecht J.J., C. Hopkins, J. Moss, Jr., C. R. Finch (1998). Importance of On-the-Job Experiences in Developing Leadership Capabilities (MDS-814). Reprinted from Journal of Vocational Education Research, Volume 23, Number 1

Punsalan, Twila G. (2009). “Making the Difference in Professional Development through Job Embedded Learning (JEL)”.Unpublished Paper. Handout No 8. Capability Program for T&D Program Managers and Implementers (Package 1), DepED-EDPITAF STRIVE Project

Sleight Deborah A. Incidental Learning From Computerized Job Aids. 1994. (Retrieved: August 2009) http://www.wested.org/online_pubs/modelIPD/22_ongoing.shtml

Sparks, Dennis and Stephanie Hirsh. (Retrieved: August 2009) " A New Vision for Staff Development” NL_TI_Dennis Sparks http://nsdc.org/whoswho.htm

Thorne, Kaye and David Mackey.( 2007). Everything You Ever Needed to Know About Training.London and Philadelphia: Kogan Page Limited

http://www.wested.org/online_pubs/modelIPD/22_ongoing.shtml

http://www.northernlight.com/nlquery.fcg?dx=&ho=&la=&qc=&po=&si=&us=&xd=&or=2%3A1&qb=&qf=&qt=&pu=&qu=&d1=&d2=&rv=&jt=&it=&in=&dr=&so=&qr=sort%3Adate+title%3A++%28++++%28%22Dennis+Sparks%22++and++%22%22%29+%29&search.x=30&search.y=12

http://nsdc.org/whoswho.htm



Acknowledgements

to

The Project STRIVE 2 Training and Development

Component Members who developed the standards, processes and

tools of the PDy System Operations Manual, Volume 5

Region VI Region VII Region VIII

Violenda Gonzales, AO- V Emiliano Elnar, Jr. Division Chief Corazon Abella, Division Chief

Lydia Antang, Asst. Division

Chief

Milagros Villanueva, ES-II Alejandra Lagumbay, P-II

Editha Segubre, ES-II Churchita Villarin, ES-II Adelma Rabuya, PSDS

Renato Ballesteros, ES-II Leah Apao, ES-II Ma. Lita Veloso, P-I

Aylen Tuvilla, ES-II Jovena Amac, HT-III

Amelita Pitalgo, ES-II Susana Acuin, ES-II

Feliciano Buenafe, ES-II

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 Remigio Arana, MT-I Nedy Tingzon, P-I

Joyce Aringo, P-II Casiana, Caberte, PSDS Noe Hermosilla, P-I

Juna Flores, HT III Fe Ty, ES-I

Cristina Zaragoza, TIC

DepED- EDPITAF T&D Coordinator

Jonathan Batenga

Project STRIVE T&D Technical Advisers

Louise A. Quinn

International Technical Adviser

Twila G. Punsalan

National Technical Adviser

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