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1 | P a g e S c h o o l - B a s e d M a n a g e m e n t ( S B M ) S e m e s t r a l I N S E T f o r T e a c h e r s

SCHOOL-BASED MANAGEMENT (SBM) SEMESTRAL IN-SERVICE TRAINING (INSET)

FOR TEACHERS

Session Title: Program Overview and Leveling of Expectations

Duration of

Session

60 minutes

Key

Understandings

to be

developed

The School-Based Management (SBM) Semestral In-Service Training

(INSET) will ensure development of teacher competencies for improved

learner performance.

Clear training objectives will lead the participants to the desired goals.

Agreed learning expectations will guarantee the participants andfacilitators to work together in achieving their aspirations.

A set of House Rules will support the smooth conduct of the training.

Sharing of noble ideas can widen the perspectives of participants.

Learning

Objectives

Given training materials, the participants will:

1. value the importance of INSET in the development of teacher

competencies and improvement of learner performance;

2. identify the objectives of the 3-day training;

3. explain the Learning Approach/Methodology used in the training;

4. share expectations of the 3-day training;

5. clarify the details in the schedule of activities;

6.

infer the outcomes of the training;

7. agree to the house rules drawn out; and

8. distinguish the value of shared ideas.

Resources Handouts:

Training Matrix (Schedule of Activities)

PowerPoint Presentations:

( To be prepared by the facilitator)

Additional Resources:

Laptop, LCD, assorted cartolina, manila paper, bond paper, meta strips,

pastes, masking tapes, art/colored paper, pencils, pentel pens, colored

pens, crayons, etc.)Activity

(30 min)

A. One-Minute INSET Story

1. On a piece of paper, creatively draw your INSET story focusing on the

following questions:

What are you most confident of when attending INSET?

What do you consider as the most significant objective in an INSET?

How do you see yourself after the INSET?

Session 0

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2. After ten minutes, group yourselves according by levels:

For elementary: by grade level

For secondary: by subject/learning area and or year level

Note: Grouping will depend on the number of teachers

3. In your group, take turns to share your one-minute INSET story until

everyone has shared his/her story.B. Gain and Give

1. In your group, individually answer the following questions using meta

strips or any available materials/resources.

Pink - What do you want to gain from this training?

Blue - What can you give towards the realization of the

training objectives?

Green - What questions would you like to ask?

2. As soon as you are done with your answers, post your outputs on the

spaces provided.

Analysis(15 minutes)

After viewing the group outputs, process the responses of the participants:For responses written on meta strips:

Pink:

Say: Most of you are saying that you want to ... (Mention the responses

they want to gain from the training.)

Blue:

Say: And so you want to... (Mention their responses). Tell them that

their responses in the blue meta strips will be part of the house rules

during the training.)

Green:

Say: So you have some questions. (Read the questions.) We will try to

address these questions in the course of the training.

Abstraction

(10 minutes)

The facilitator will present through PowerPoint/Discussion the following:

Importance of INSET

In-Service Training is a process designed to assist teachers to learn new

skills, knowledge, or attitudes (KSAs). As result, these teachers make a

change or transformation that improves or enhances their performance.

These improvements ensure that teachers and the school organization are

able to do things better, faster, easier, and with higher quality and a better

return on investment.

The Training Objectives

- Align teacher practices to the National Competency-Based TeacherStandards as basis in performing their tasks for effective teaching;

- Appraise the performance of teachers and learners for the 1st

and 2nd

Grading Periods; and

- Prepare Individual Plan for Professional Development (IPPD) based on

their identified priority needs.

Learning Approach/Methodology

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The learning activities during the 24-hour Formal Face-to-Face (F3)

Training Program follow the andragogical principles or using Activity,

Analysis, Abstraction, and Application (4 As).

Expected Final Outcomes/Success Indicators

A behavior change in the hearts of teachers who are competent,

committed, passionate, and practitioners of effective teaching. Reminders:

Trainees should complete the 24-hour training sessions.

Certificate of Appearance will be given after the completion of the

Formal Face-to-Face (F3) training.

Schedule of ActivitiesTime Day 1 Day 2 Day 3

8:00-9:00 Arrival/Registration/Opening

Program

Session 3: The

Competency-Based

Performance

Appraisal for

Teachers (CB-PAST)

Session 5:

Individual Plan

For Professional

Development of

Teachers

9:00-10:00 Session 0:

Program Orientation and

Leveling of Expectations

10:00-10:15 Snacks

10:15-12:00 Session 1:

The School Goals

Status of School-Based

Management (SBM) level

of practice Teacher performance.

The school culture

School Heads Hour

12:00-1:00 Lunch

1:00-3:00 Session 2. NCBTS Session 4:

Assessment of

Learners

Performance for the

First Semester,

School Year 2011-

2012

Session 6 :

Workshop

Evaluation

Closing Program

3:00-3:15 Snacks

3:15-5:00 Home Sweet

Home

5:00-6:00 Debriefing

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Concluding

Activity

(5 minutes)

Present the quotation below.

Be Open to New Ideas

Be ready to accept changes and learn about new ideas. You will need to

make sure that you are willing to accept new things and start

incorporating them into your own expert knowledge.-Ads by Google-

(Facilitator may opt to look for other activities like: songs, anecdotes, poems,

etc.)

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Session Title: The School Heads Hour

Duration of Session 2 hours

Key understandings

to be developed

The goals of every school are improved learner performance and

increased participation rate.

The 1st

Key Reform Thrust (KRT) of the Basic Education Sector Reform

Agenda (BESRA) is School-Based Management (SBM).

Analysis of the previous accomplishments of teachers as basis for

appropriate actions to improve performance.

The school culture is built on a foundation of mutual support,

collaboration, collegiality and trust.

Learning Objectives Given the School Report Card and other relevant school records, the

participants will:

express commitment to the realization of the school goals.

examine the status of SBM levels of practice

analyze their accomplishments for the 1st

and 2nd

grading periods;

integrate the knowledge, skills, and attitudes (KSAs) gained from the

session in their road map to the second semester; and

give 100% support to the School Head in the improvement of teaching-

learning outcomes and in the implementation of programs and

projects of the school.

Resources Handouts:

School Report Card and other Relevant School RecordsPowerPoint Presentations:

(To be prepared by the School Head based on the School Report Card

and relevant school records or other Professional Development

Materials)


Laptop, LCD, assorted cartolina, manila paper, bond paper, meta strips,

pastes, masking tapes, art/colored paper, pencils, pentel pens, colored

pens, crayons, etc.)

Introductory

Activity(10 minutes)

Present the following quotation:

To improve is to change. To be perfect is to change often.

-Winston Churchill-

Ask: What are your reflections about the passage?

Call at least three to five participants to give responses.

Activity

(40 minutes)

Organize the participants into groups of 5-8 members.

Ask them to choose their leader and rapporteur.

Session 1

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Task: Discuss in your group using the following guide questions:

What are the goals of the school and how can you help realize them?

How is School-Based Management (SBM) practiced in the school?

(Give follow-up questions)

During the1st

and2nd

grading periods, were all the basic

skills/competencies contained in the PELC/PSSLC mastered? What have you contributed to the improvement of teaching-learning

outcomes?

What significant involvement have you done in the implementation of

programs and projects of the school.

Ask participants to write the responses of every question on a manila

paper/meta strips.

Let the rapporteur report their output in the plenary.

Analysis

(20

minutes)

Note: While the group is reporting, the School Head/Facilitator will write on

the board the key words the rapporteurs are presenting in each questionasked. He/she will then mention the commonalities of the responses, and then

asks:

How do you feel about the presentations given?

How were the goals of the school accomplished?

What is your significant contribution in the realization of the school

goals?

How is the SBM practiced in the school?

How can you improve the SBM level of practice?

In a scale of 1-10 where 10 as the highest and 1 as the lowest, rate your

performance for the first two rating periods. How can you improve?

What is your role in the improvement of teaching-learning outcomesand in the implementation of programs and projects of the school.

Abstraction

(25 minutes)

The School Head will present through power point/discussion the following:

I. The School Goals- Improved learner performance

- Increased participation rate

II. School-Based Management (SBM)- School Improvement Plan (SIP)/

Annual Implementation Plan (AIP)

- SBM levels of practice

III. School Report Card- Participation rate

- Cohort survival rate

- Completion rate

- Drop-out rate

- Achievement rate

- ALS performance

- School resources

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IV.Other relevant school concerns- Performance of teachers in the 1

stand 2

ndgrading periods

- Role of teachers in the improvement of teaching-learning

outcomes and in the implementation of programs and projects

of the school

Application(20minutes)

The Road I Take- Ask each participant to draw his/her road map for the second

semester specifying the different activities he/she would like to do for

the improvement of learner performance.

Concluding

Activity

(5 minutes)

Ask: What have we gained so far?

Do we have now clear understanding of our goals?

What do you intend to accomplish for the next Semester?

What have you included in your road map that will contribute to the

holistic development of your learners?

Do you think you are in the right direction? Why?

End the session by presenting the quote:

What office is there which involves more responsibility, which

requires more qualifications, and which ought, therefore, to be more

honorable than teaching?-Harriet Martineau-

Ask participants to reflect how this quotation relates to their learning during

the session.

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Session Title: The National Competency-Based Teacher Standards (NCBTS)

Duration of Session 3 hours and 45 minutes

Key understandings

to be developed

The National Competency Based Teacher Standards (NCBTS) is an

integrated theoretical framework that defines the different dimensions

of effective teaching, where effective teaching means being able to help

all types of students learn the different learning goals in the curriculum.

The Domain of Diversity of Learners emphasizes the ideal that teachers

can facilitate the learning process in diverse types of learners, by first

recognizing and respecting individual differences, then using knowledge

about students differences to design diverse sets of learning activities

to ensure that all students can attain appropriate learning goals. Curriculum refers to all elements of the teaching- learning process that

work in convergence to help students attain high standards of learning

and understanding of the curricular goals and objectives. These

elements include the teachers knowledge of subject matter, teaching

learning approaches and activities, instructional materials and learning

resources.

Effective teachers, plan, asses, and report promptly and clearly to

learners, parents, and superiors about the progress of learners.

Providing for a social and physical environment within which all

students, regardless of their individual differences in learning, can

engage the different learning activities and work towards attaining high

standards of learning.

The Domain of Community Linkages focuses on the ideal that school

activities are meaningfully linked to the experiences and aspirations of

the students in their homes and communities. Thus the domain focuses

on teachers efforts directed at strengthening the links between school

and community activities, particularly as these links help in the

attainment of the curricular objectives. Teachers serve as positive and powerful role models of the values of

the pursuit of learning and of the effort to learn, and that the teachers

actions, statements, and different types of social interactions with

students exemplify this ideal.

The Domain of Personal Growth and Professional Development

emphasizes the ideal that teachers value having a high personal

regard, concern for professional development, and continuous

improvement as teachers.

Session 2

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Learning objectives Given NATIONALCOMPETENCY-BASED TEACHER STANDARDS (NCBTS)

A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS, the

participants will:

explain the concept of the NCBTS;

differentiate the role of The Teacher as Facilitator of Learning and as alearner.

recognize the value of integrating all the elements of the teaching-

learning process in performing their tasks.

Resources Handouts:

NATIONALCOMPETENCY-BASED TEACHER STANDARDS (NCBTS)

A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS

PowerPoint Presentations:

(To be prepared by each facilitator based on the NATIONAL

COMPETENCY-BASED TEACHER STANDARDS (NCBTS)

A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS orother Professional Development Materials)


Laptop, LCD, Cartolina, Manila paper, bond paper, meta strips, pastes,

masking tapes, art/colored paper, pencils, pentel pens, colored pens,

crayons, etc.)

Introductory

Activity

(10 minutes.)


"Teaching should be such that what is offered is perceived as a valuable gift

and not as a hard duty"

-Albert Einstein-

Ask: What are your reflections about the passage?

Call at least three to five participants to give responses.

Activity

(60 minutes)

Organize the participants into groups of 5-8 members. Ask them to choose

their leader and rapporteur.

Task: Discuss in the groups the following:

What is the NCBTS?

Why do we need the NCBTS?

How can the NCBTS help teachers improve their teaching

competencies?

What are the seven domains of good teaching?Ask participants to write the responses of every question on a manila

paper/meta strips.

Let the rapporteur report their output in the plenary.

Analysis

(30 minutes)

Note: While the group is reporting, the facilitator will write on the board the

key words of the outputs presented. He/she will then mention the

commonalities of the responses, and asks the following questions:

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1. How do you feel about the presentations given?

2. How were the standards of the NCBTS applied in the school?

3. Do you think NCBTS can help improve the teachers

performance? Why?

4.

Why is it important for teachers to be familiar with thebackground knowledge and experiences of the learner?

5. Why is there a need to be concerned about the holistic

development of learners?

6. Why is it important for teachers to demonstrate mastery of

the subject matter?

7. How can teaching methods, learning activities and

instructional materials or resources help improve the

performance of learners?

8. Have you ever evaluated the alignment of assessment and

planning activities to ensure that the teaching-learningactivities are maximally appropriate to the students current

knowledge and learning levels?9. Why is there a need to provide conducive social and physical

environment to the learners, regardless of their individual

differences?

10.Why is it necessary to establish a wholesome learning

environment that respond to the aspirations of the

community?

11.Do you adhere to the ideal that teachers serve as positive and

powerful role models? Explain your answer.

12.Do you support to the ideal that teachers value having a highpersonal regard, concern for professional development, and

continuous improvement as teachers? Explain your answer.

Abstraction

(60 minutes)

Give a lecturette or present through power point the following:

I. General introduction to theNational Competency-Based TeacherStandards (NCBTS)

- What is the NCBTS?

- Why Do We Need the NCBTS?

- Who Should Use the NCBTS?

- How Should Teachers Use the NCBTS?

-Is the NCBTS New? How Similar or Different is it?

- What Does Competency-Based Mean?

- How were These Competencies Chosen? How Was the NCBTS

Decided?

- Is the NCBTS Just A List of Competencies? Or is there A Theory

or Framework That Integrates All These Competencies?

- What are the Contrasting Paradigms of Teaching?

- Does the NCBTS Make Teaching More Difficult?

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- What If the Teachers Cannot Do This Type of Teaching?

- How Can the NCBTS Help Teachers Improve Their Teaching?

- How Does the NCBTS Define Good Teaching?

- What Are These Seven Domains?

II. The Teacher as Facilitator of Learning(Teacher Practices Related to the Technical Aspect of the Teaching-Learning Processes)

Domain 3: Diversity of Learners

Domain 4: Curriculum

Domain 5: Planning, Assessing and Reporting

III. The Teacher as Facilitator of Learning (Teacher Practices that embedthe learning process in appropriate contexts)

Domain 2: Learning Environment

Domain 6: Community Linkages

IV.The Teacher as LearnerDomain 1. Social Regard for LearningDomain 7. Personal Growth and Professional Development

Application

(60 minutes)

Using the same grouping, ask the participants to give their

thoughts/reflections about the NCBTS in the context of improving

teacher performance.

Provide each participant with cartolina, drawing/coloring materials,

pastes, etc. Ask them to give their significant learning/insights about

NCBTS through illustration, article, poster/slogan, etc. incorporating

the 7 domains.

Share the outputs to the group

Keep the outputs as portfolio, have them checked by the School Head,

and display them in the classroom upon their return.

Concluding

Activity

(15 minutes)

Ask:

What have you gained so far?

Can you now explain the importance of NCBTS in the improvement of

learning outcomes?

As a Facilitator of Learning, what Teacher Practices that embed the

learning environment?

As a Learner, what are you expected to do?

(Give participants time to reflect/answer the questions)

End the session by presenting the quote.

We cannot hold a torch to light another's path

without brightening our own.-Ben Sweetland-

Ask participants to reflect how this story relates to their learning during the

session?

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Session Title: The Competency-Based Performance Appraisal for Teachers (CB-PAST)

Duration of

Session

4 hours

Key

Understandings

to be

developed

The Competency-Based Performance Appraisal for Teachers (CB-PAST)

outlines the standards, guidelines, processes, and tools to appraise

teachers performance.

There are two main standards which serve as the basis for the

Competency-Based Performance Appraisal for Teachers (CB-PAST):

National Competency-Based Teacher Standards (NCBTS)

Job-Embedded Requirements for Teachers and Master Teachers

Teachers will be rated based on the following Components andPerformance Standards:

Instructional Competence - 60%

Home, School & Community Linkages 20%

Personal Growth and Professional Development 20%

The Teacher Performance Appraisal follows two processes:

The Formative Appraisal

The Summative Appraisal

The Instructional Competence which takes 60% weight of the performance

standards includes Diversity of Learners, Curriculum Content and

Pedagogy, and Planning Assessing, and Reporting.

Learning

Objectives

Using R-PAST, 1st and 2nd Rating Results, and CB-PAST, the participants will:

discuss comprehensively CB-PAST- its, standards, guiding principles, and

tools;

interpret the criteria in rating their performance as contained in the CB-

PAST;

analyze the two processes used in appraising Teachers Performance

appraise teachers performance on instructional competence based on the

test results for 1st

and 2nd

grading periods; and

recognize the significance of CB-PAST in improving their work

performance.

Resources Handouts: Competency-Based Performance Appraisal of Teachers CB-PAST

PowerPoint Presentations on:

Competency-Based Performance Appraisal of Teachers (CB-PAST)

- Standards

- Guidelines

- Processes

Session 3

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- Tools


R-PAST for School Year 2010-2011

CB-PAST Form 1 for Teachers

CB-PAST Form 2 for Master Teachers

1st and 2nd Rating Test Results (if available) Accomplished Forms 178 for 1

stand 2

ndGrading Periods

laptop/computer unit

LCD

Venn diagram prepared in manila paper (each group will be provided with

this diagram)

manila paper

pentel pens

pairs of scissors

assorted cartolina

sheets of bondpaper rolls of masking tapes

Management

of Learning

(MOL)

(15 minutes)

Recall, Share, and Show

Using the same grouping as the previous session, provide each group with

rolled papers containing the NCBTS Domains by drawing lot.

Let each group create a 2-minute presentation depicting on their insights

of the domain they have drawn. (Presentation could be through songs,

speech choir, radio broadcast, poster, slogan, etc.)

Let each group present their output in plenary.

Activity I

(60 minutes)

My Personal Teaching Banner

Organize the participants into groups of 5. Provide each member with a blank sheet of bondpaper.

Let each one create a banner, My Personal Teaching Banner containing

the following:

1. Most Memorable Experience

2. Outstanding Accomplishment

3. Highest Performance Rating Received

4. Lowest Performance Rating Received

5. Least Taught Competencies based PELC/PSSLC

6. Most Challenging Experience with the learners

After accomplishing the banner, each member will take turn in sharingtheir Personal Teaching Banner.

The sharing will be done in carousel moving to the right. It will start from

the member with the least number of teaching experience.

After all members have shared, the group will consolidate the significant

insights. Write them on the manila paper.

Let one representative from each group to present the groups output.

Analysis Ask participants the following questions:

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(20 minutes) How did you feel about the activity?

What did you discover about yourself after accomplishing your Personal

Teaching Banner?

How did each member of your group come up with your group output?

What are your realizations about your job as teachers?

Activity 2(60 minutes)

1.

Organize the participants into 7 groups.2. Using their Revised Appraisal Standard for Teachers (R-PAST) for School

2010-2011 and CB-PAST Form 1 for Teachers, and Form 2 for Master

Teachers, individually, walkthrough their components and

performance standards.

3. Provide each group with manila paper containing the Venn Diagram.

4. Let each group brainstorm and collaboratively accomplish the diagram

by comparing and contrasting the two Appraisal Forms.

5.

Publish the groups output.

6. Call one representative of each group to report the output.

Analysis

(30 minutes)

Ask the following questions:

1. What are the commonalities and differences of the two Appraisal Forms?

2. How significant is CB-PAST as a tool to appraise your performance?

3. How can CB-PAST help you improve your teaching competencies?

4. Which do you prefer, the R-PAST or CB-PAST? Why?

Abstraction

(30 minutes)

Present the following topics through PowerPoint:

Competency-Based Performance Appraisal of Teachers (CB-PAST)

- Standards

- Guidelines- Processes

- Tools

Components and Performance Standards

- Instructional Competence - 60%

- Home, School & Community Linkages 20%

- Personal Growth and Professional Development 20%

Commona-

lities

between

R-PASTand

CB-PAST

CB-PAST

Observation

R-PAST

Observation

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The Teacher Performance Appraisal follows two processes:

The Formative Appraisal

The Summative Appraisal

The Instructional Competence which takes 60% weight of the performance

standards includes Diversity of Learners, Curriculum Content and

Pedagogy, and Planning Assessing, and Reporting.Application

(15 minutes)

Accomplish the Reflective Journal below.

ConcludingActivity

(10 minutes)


"All great masters are chiefly distinguished by the power of adding

a second, a third, and perhaps a fourth step in a continuous line. Many a

man has taken the first step. With every additional step you enhance

immensely the value of your first."-Ralph Waldo Emerson-

My CovenantAs a Professional Teacher,

I will

________________________________

________________________________

________________________________

I commit to

________________________________

________________________________________________________________

_____________ _____________Teachers Signature School Heads Signature

Date: ____________ Date: _______________

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Session Title: Assessment of Learners Performance for the First Semester,

School Year 2011-2012


Key Understandings

to be developed

Learning Assessment provides significant data for appraising learners

performance.

PELC/PSSLC contains the learning competencies to be taught in each

grading period.

Teachers adeptness in using relevant teaching methods, strategies,

and techniques, facilitates effective teaching-learning process.

Learning Objectives Using PELC/PSSLC and other teacher assessment records, the participants

will: assess learners performance for the first and second grading periods;

analyze the results of the learners performance against the required

learning competencies specified in a certain grading period (1st

)

determine effective teaching methods, strategies, and techniques to

improve the least-learned competencies of learners; and

adhere to the budgeted competencies provided in PELC/PSSLC per

grading period.

Resources Note: The following shall be prepared by the facilitators.

Handouts:

Assessment of Learners Performance

Effective Teaching Methods, Strategies, Techniques

PowerPoint Presentations on:

Importance ofLearners Performance Appraisal

Effective Teaching Methods, Strategies, and Techniques


PELC/PSSLC

Form IV (1st

and 2nd

Grading Periods)

Summative/Periodical/Formative Tests

Phil-IRI, etc.

Formative Notebooks


LCD

manila paper

pentel pens

pairs of scissors

assorted cartolina

Session 4

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sheets of bondpaper

rolls of masking tapes

Management of

Learning (MOL)

(5 minutes)

Down the Memory Lane

Organize the participants into 5-8 groups.

Collaboratively in each group, have each participant recall the most

significant learning he/she has about the CB-PAST. Have a groupsharing for 2 minutes.

Make a one-line advocacy statement illustrating the groups shared

insights.

Present it in plenary.

Activity I

(60 minutes)

Group the participants by subject area/learning area (Secondary) and by

grade/year level (Elementary).

1. Using the PELC/PSSLC and other assessment records, individually,

identify the least learned competencies of the learners in the 1st

grading period.

2.

List down all the least learned competencies.3. Have a group sharing.

4. Write on the manila paper the common least learned competencies of

the learners.

Share your output in plenary.

Analysis

(20 minutes)

Ask participants the following questions:

How did you feel about the activity?

What did you discover after assessing the performance of learners

against the required competencies to be mastered by the learners in

a certain grading period?

What are the hindering factors for non mastery of the identifiedcompetencies?

What interventions will you adopt to address those least learned

competencies for the specific grading period?

Activity 2

(60 minutes)

Use the same grouping.

Using the PELC/PSSLC, individually, identify the learning

competencies/skills not taught for the 2nd grading period.

List down the learning competencies/skills.

Have a group sharing.

Write on the manila paper the common learning competencies/skills

which are not taken up during the 2nd

Grading Period.

Share your output in plenary.

Analysis

(20 minutes)


How did you feel about the learning competencies/skills not covered

or taken up during the 2nd

Grading Period?

What were the hindering factors?

What will be your next steps to the competencies/skills not taught?

Why is it important to assess the learners performance?

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Abstraction

(30 minutes)

Present the following through PowerPoint:

Importance ofAssessing Learners Performance

Effective Teaching Techniques, Strategies, and Methods

Application

(40 minutes)

Individually, let each participant accomplish the template below.

A.

Least MasteredLearning

Competencies/Skills

Interventions(teaching methods,

strategies, and techniques,)

Assistance Needed

B.

Learning

Competencies/Skills

Not Taught

Interventions

(action steps

Assistance Needed

Concluding Activity

(5 minutes)


"Retention is best when the learner is involved."

-Edward Scannell-

University Conference Bureau, Arizona

Note: You may opt to use any activities to conclude the session like songs,

anecdotes, poems, etc.)

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Session Title: Individual Plan For Professional Development for Teachers


Key

Understandings to

be Developed

Professional Development is the process of improving competencies

and work performance through participation in a range of activities

which provide opportunities for growth in knowledge, skills and

attitudes.

An Individual Plan for Professional Development (IPPD) is a tool that

serves as a guide for the professionals continuous learning and

development. The IPPD is structured such that every professional

regularly and individually prepares, implements, monitors andupdates the plan.

Types of Professional Development activities include independent

study, supported learning, collective action and formal programs.

An IPPD is a guide for teachers to enhance their ability to improve

student learning and a plan for School Heads to enhance their

leadership capacities in order to improve their school performance.

Learning Objectives Given a template and set of instructions, the participants will:

explain the meaning of professional development and the importance

of IPPD in improving ones performance;

identify a range of activities to address the identified priority learning

needs; and

internalize the value and purpose of honestly accomplishing the IPPD.

Resources Handouts:

Volume 3 Professional Planning System

IPPD Guide and Tools

PowerPoint Resources:

(To be prepared by the Facilitators)



LCD

manila paper

pentel pens

pairs of scissors

assorted cartolina

sheets of bondpaper

rolls of masking tapes

Session 5

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Introductory

Activity

( 10 minutes )

Present to the participants this quotation:

Plan your work for today and every day, then work your plan

-Norman Vincent Peale-

Have you undergone any professional development/training? Have you tried writing/crafting a plan for professional development

before? How did you do it? If none why?

Call some participants to give their ideas about the quotation.

Activity

(60 minutes)

Organize the participants into groups of 8 members.

1.Individually, let each participant recall the most recent Professional

Development activity he/she has attended.

2. Let the participants share their experiences and knowledge on

Professional Development.

3. Have the group come up with an output with their common experiencesusing the table below.

Professional Development

activity attended

How my needs are addressed

4. Use meta strips and manila paper for the responses and have

them posted.

6. Report their outputs in plenary.

7. Process and synthesize the significant responses of the participants.Analysis

(15 minutes)


1. How did you feel after attending a professional development?

2. Why do you think there is a need to make plans for ones professional

development?

Abstraction

(30 minutes)

Have a power point presentation on the following topics:

What is professional development?

What is IPPD, its purpose, and importance?

Types of Professional Development to address the teachers needs.

Application(60 minutes)

From the identified needs you have done in the previous session,accomplish an IPPD to plan out activities you must do to address your

needs.

Explain the steps in accomplishing the IPPD form.

Have the participants use the IPPD template provided.

Let participants refer to a sample IPPD in accomplishing the

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template.

Note: After the teachers have accomplished the IPPD template, the school

heads shall collect it to summarize IPPD goals and objectives for the crafting

of the School Plan for Professional Development.

Concluding Activity

(5 minutes)

Present this quotation to the participants:

To accomplish great things, we must not only act, but also

dream, not only plan but also believe.

-Anatole France-

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Session Title: Workshop Evaluation

Duration of Session: 1 hour

Key Understandings

to be developed

Honest evaluation of a training program can enhance future training.

Learning Objectives By the end of the session, the participants should be able to evaluate

the training program.

Resources Handouts:

F3 M&E Form 3: End of the F3 Program Assessment


meta strips

manila paper pentel pens

masking tapes

pairs of scissors

Activity

( 40 minutes)

Have the participants group into 5 seeing to it that they dont go the

previous group they once belong.

Participants will share what they have learned from the training.

- What important learning have I gained from the training?

- In what way can this be of help to me?

Ask them to list down the learning/insights and skills gained using the

meta strips. Publish their outputs.

A reporter from each will present their outputs.

Evaluation

(10 minutes)

Distribute to the participant the F3 M&E Form 3: End of Program

Assessment and ask them to accomplish it honestly.

Explain that the results will be used to improve future training

programs.

Concluding Activity

(10 minutes)

Close the activity by thanking the participants for their contributions

and reinforce the need for their ongoing commitment in order to

accomplish the JEL component of the program.

Present a brief closing parable/quote/statement that will reinforce

the program objectives.

Session 6

Documents

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