SAMPLE ONLY TEACHER'S INDIVIDUAL PLAN for PROFESSIONAL DEVELOPMENT (IPPD) for School Year 2008-2009 Name of Teacher: Liza B. Prado Position: Teacher II School: Tugatog High School District: Region Priority Professional Development Needs (Based on NCBTS-TSNA results & learners’ performance data) 1. 2. 3. Professional Development Goal: To enhance my teaching competencies in providing learning activities for diverse learners and to use community resources to improve my learners’ academic performance in Science. Objectives Methods/Strategies Resources Time Frame Success Indicator (What competencies will I enhance?) (What professional activities will I undertake to achieve my objective? (What will I do to access resources?) (When do I expect to have accomplished the activities?) What NCBTS competencies would I have enhanced? What learners’ performance would have been improved? A. To improve my competencies in using varied strategies in teaching diverse learners Attend a scheduled district training program on Multiple intelligences Register in the District/cluster training on MI October 2008, Semestral Break Knowledge and Skills in teaching for diverse learners, (Strand 3.1) Increased interest of various learners to lesson activities On-line study about MI Surf Internet lesson guides on MI Once a week 2nd Semester B. To gain more content knowledge and skills in Science teaching Attend a scheduled training on Science Content in Division Attend Short-term course Request INSET Funds, (School MOOE) Summer INSET 2009; Saturday classes 2nd Semester Increased Competencies in mastery of the content and skills in teaching Science (Strands 4.1& 4.4) Increased learners’ performance in Science based on DAT/RAT/ NAT Results Attend LAC Session to study DepED digital lessons in Science for HS Request Master Teachers/DSS as resource persons Monthly from Sept- Feb Increased Teacher Proficiency Result in Science (Strand 4.1)
C. To acquire knowledge and skills in providing learning activities that respond to demands of the community Engage in community projects Look for available NGO project 1st 2 Saturdays of October Enhanced competencies in establishing learning environment conducive to community aspirations (Strand 6.1) Increased learners’ participation in Science activities Professional Readings on connecting classroom activities to community development Research in Library LGU centers October Break 2008 Reviewed by: Dina Z. Gracia Dina Z. Gracia, Principal II Committed to Implement: Lizabprado Date: 26 June 2008 Name and Name of Teacher
SAMPLE ONLY SCHOOL HEAD’S INDIVIDUAL PLAN for PROFESSIONAL DEVELOPMENT (IPPD) for School Year 2008-2009 Name of School Head: Dina Z. Gracia Designation: Principal II School Tugatog High School District: Division Region Priority Professional Development Needs (Based on TDNASH results & SBM priority area) 1. 2. 3. Professional Development Goal: To enhance my school leadership competencies in leading and managing change through participatory school improvement process. Objectives Methods/Strategies Resources Time Frame Success Indicator (What competencies will I enhance?) (What professional activities will I undertake to achieve my objective? (What will I do to access resources?) (When do I expect to have accomplished the activities?) What TNASH competencies would I have enhanced? What areas of school performance would have been improved? To improve my leadership competencies in visioning, in building and leading teams for organizational change Attend scheduled training on Change Management. Register in a scheduled Division training funded by LGU/MOOE or INSET Funds September 2008 Increased School Leadership Experience Level to Performing Level (Competency 1.6: Leading and Managing Change) Improved skills of teachers and parents in working as teams in improving learners’ performance and reduction of failure rate Read professional articles on Change Management Surf professional materials through the e- Library (Library-Hub) At least one article a week 1st semester B. To gain content knowledge and skills in participatory school improvement process Get additional training in SIP through coaching Get assistance from a Division Trainer on SIP (funded by MOOE) September- December 2008 Enhanced competencies in participatory improvement process ( Competency 1.2: Strategic Planning) Increased promotion and retention rates as a result of focused priorities in the AIP C. To enhance skills in Lead in undertaking a Develop proposal and July 2008 to Enhanced skills in School drop-out rate
resource mobilization to support the school development research-based Drop-out Reduction Program (DORP) in the school assign working groups for resource mobilization to get support from LSB and SEF Funds January 2009 developing proposals and resource mobilization (Competency 6.2a- Fiscal Management) reduced brought about by the a research-based DORP Reviewed by: Name and Designation Committed to Implement: Dina Z. Gracia Date: Name of School Head 28 June 2008
accomplished IPPDs IPPDs/SPPDs The number of IPPDs accomplished within each division within the region A Region Tracking Form will be completed listing the number of teachers and school heads who have accomplished IPPDs across all divisions Form 6: Region Tracking Form for IPPDs Region Following the of the IPPD by teachers and school heads in each division Results will be included in Region Program Completion Report and inform future IPPD policy
IPPD/SPPD-M&E Form 5: Division Tracking Form for Accomplished IPPDs/SPPDs (electronic version available) Division: _________________________ Date: __________________ Districts School Name No. of Teachers No. of Teacher IPPD accomplished School Head IPPD accomplished SPPD Completed Comments District 1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10 Sub Total District 2 11 12 13 14 15 16 17 18 19 20 Sub Total District 3 21 22 23 24 25 26 27 28 29 30 Sub Total TOTALS
Monitoring and Evaluation of the SPPD process What is monitored How it is monitored M&E tool to be used Who is responsible for the monitoring When does the monitoring take place How are results used The membership of the teams responsible for the development of SPPD in relation to: The experiences which individuals bring to the team The level of representation of the different personnel groups on the team All members of planning teams are asked to provide a personal profile outlining their work experiences and qualifications. T&D-M&E Form 1: Individual Profile Template School Head During the formation of planning teams PDP -WG analyzes profiles to ensure teams are well represented by the various personnel groups and have members with relevant experiences. Recommendation based on the analysis is made to improve future team membership and included in the Program Completion Report The process followed in accomplishing the SPPD and the level of collaboration between team members A process observation is completed SPPD-M&E Form 1: Process Observation Guide for SPPD School Divisions PD – WG (represented by ES1/PSDS) During the SPPD process at the school level ES1/PSDS consolidates results from observations from their cluster and prepare a report for submission to the Division T&D Chair. T&D Chair identifies key recommendations and include in Program Completion Report for the conduct of the SPPD. Team Members perception of the extend they successfully completed the SPPD planning process Team members complete an End of Program Planning Evaluation SPPD-M&E Form 2: End of SPPD Planning Evaluation School PDP- WG Following the accomplishment of the SPPD End of Program Evaluations are collated by the PDP-WG and reviewed to identify how the processes can be improved. A summary of the results are included in the Program Completion Report and recommendations incorporated into future processes The SPPD process A debriefing meeting will be conducted involving all those involved in facilitating the SPPD process SPPD-M&E Form 3: SPPD De-briefing Guide Checklist School (led by SH) Following the accomplishment of the SPPD at the school level Key finding and recommendations to be include in Program Completion Report and will inform future conduct of the SPPD
The accomplished SPPD SPPDs will be reviewed SPPD-M&E Form 4: Review Tool for Accomplished SPPD Division PDP-WG (represented by ES1/PSDS) Following the completion of the SPPD ES1/PSDS/ASDS consolidates key finding and prepares a report for submission to the Division T&D Chair. T&D Chair identifies key recommendations and include in Activity Completion Report for the conduct of the SPPD All SPPDs submitted at the District Level SPPDs Priority Programs will be consolidated SPPD-M&E Form 5: Summary Template for Schools’ Priority Professional Development Programs based on SPPDs at District Level District ES/PSDS Upon submission of the SPPDs at the District level ES1/PSDS consolidates the 3 priority programs for professional development listed in each SPPD. The accomplished Template will be submitted with a cover report to the Division T&D Chair through the PDP-WG. The number of SPPDs accomplished by schools within the division A Division Tracking Form will be completed listing the number schools who have accomplished SPPDs Form 6: Division Tracking Form for Accomplished IPPDs/SPPDs Division PDP-WG Following the accomplishment of the SPPD by schools in each division Results will be included in Division Program Completion Report and inform future SPPD policy The number of SPPDs accomplished in each division within the region A Region Tracking Form will be completed listing the number of schools who have accomplished SPPDs across all divisions Form 7: Region Tracking Form for Accomplished IPPDs/SPPDs Region PDP-WG Following the accomplishment of the SPPD by schools in each division Results will be included in Region Program Completion Report and inform future SPPD policy I PERSONAL DATA