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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 1 The TRAINING and DEVELOPMENT (T&D)

SYSTEM FRAMEWORK

T&D Operations Manual_Volume 1: T&D Systems Framework Page i

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, STRIVE (Strengthening the Implementation of Basic Education in selected Provinces in the

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

with the TEDP-TWG, NEAP and the Bureaus of the Department of Education.

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

Volume 1 – The Training and Development System Framework

Volume 2 – The Training and Development Needs Assessment System Volume 3 – The Professional Development Planning System

Volume 4 – The Program Designing and Resource Development System Volume 5 – The Program Delivery System

VOLUME 1 The TRAINING and DEVELOPMENT (T&D)

SYSTEM FRAMEWORK

T&D Operations Manual_Volume 1: T&D Systems Framework Page ii

CONTENTS

1.0 Introduction ........................................................................................................................... 1

2.0 Vision, Goal and Objectives .................................................................................................... 2

3.0 Mandated Functions of DepED Related to Human Resource Development .............................. 2

3.1. RA 9155, p2

3.2. BESRA,p3

4.0 Standards and Guiding Principles ............................................................................................ 4

5.0 Assumptions .......................................................................................................................... 6

6.0 The Training & Development System and Its Major Components ............................................. 7

6.1. The Training and Development Needs Assessment (TDNA) System, p8

6.2. The Professional Development Planning (PDP) System, p13

6.3. The Program Designing and Resource Development (PDRD) System, p16

6.4 The Program Delivery (PDy) System, p19

6.5 The ICT Component of the T&D System, p21

7.0 Structure, Processes and Tools at the School, Division and Regional Levels ............................ 23

7.1. Central Level, p24

7.2. Regional Level, p26

7.3. Division/District Level, p29

7.4. School Level, p31

8.0 Organizational Structure and Terms of Reference (TORs) ....................................................... 33

8.1. Central Office, p34

8.2 Regional level, p34

8.3. Division level, p35

8.4. The T&D Working Groups (TDWGs), p36

8.5. The T&D Information System (TDIS) Officer(s)-in-Charge, p37

9.0 Monitoring and Evaluation of the T&D System ...................................................................... 38

9.1. M&E Framework and Standards, p38

10.0 Support Resources .............................................................................................................. 44

11.0 Partnerships and Advocacy ................................................................................................. 47

11.1. Partnerships, p47

11.2. Advocacy, p47

12.0 Sustainability...................................................................................................................... 48

Appendices A -NCBTS Framework and Standards B - NCBS-SH Framework and Standards C - Architectural Design of the UIS D - MOU on the DepED and TEI Partnership to Support the Operations of the T&D E - Advocacy Plan for the NCBTS and T&D System F - Indicative Calendar for the T&D Major Processes toward Full Operations in Five Years

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T&D Operations Manual_Volume 1: T&D Systems Framework Page iv

T&D System Framework Development and Validation -Chronology-

Date Activity Venue Persons Who Participated

Recommended Major Improvements

May 26-30 2008

Development of the Preliminary Draft of T&D Framework

Cebu City T&D Team, T&D International and National Technical Advisers (TAs)

June 2008 Integrating T&D in the SBM_IMSS

Boracay All STRIVE TAs

Specify functions, processes and tools integrated in the SBM at the various levels

July 3 2008 TEDP TWG and STRIVE T&D Meeting on TEDP Action Plan

Clark Pampanga

TEDP TWG, STRIVE DTL, International and National TA; Chairs of T&D, EDPITAF

Consider the more encompassing “professional development” than the very limited “training”

July 18 2008 T&D Systems Designing Manila ICT &T&D TAs, Component Chairs

Treat the M&E component as support rather than as a separate sub-system and embed this in each of the sub-systems

July 21-29 2008

Completion of First Draft

Manila T&D TAs Integrate different sections and simplify section on Sustainability

1 August 2008

T&D Team Validation at the Regional and Division Levels

Iloilo, Bacolod, Cebu, Bohol, Tacloban, Catarman

(3 Regional Teams and 3 Division Teams)

Quote the bases RA 9155 verbatim and specify the section and page numbers referred to; Include the meanings of the symbols and shapes used in the systems designs; spell-out acronyms; Use T&D Chair instead of Coordinator; Consider term for designating WGs

11 August 2008

Regional and Division Consultative Validation

Iloilo, Bacolod, Cebu, Bohol, Tacloban, Catarman

Regional and Division Educational Leaders: ARD, ES, ASDS, PSDS, SHs, MTs

1 -12 August 2008

STRIVE TA’s Review Via electronic mail

TL/DTL -2 TAs – 10

Define more specifically the integrative roles of LRMD and T&D; Revise meanings of symbols

13 August 2008

Presentation and Discussion of Framework at the LRMDS Workshop

Cebu City T&D National TA and Component Team; LRMDS TAs and Component Team; Central and Regional Office Officials

Include specifications for physical requirements such as infrastructure and equipment , necessary in running the T&D system at the regional and division levels

13 August 2008

Consolidation of Feedback & Refinement of Framework

Cebu City T&D Teams, T&D National TA and TEDP-TWG TA

19 August 2008

Presentation and Discussion of the Framework at the national workshop for NLS-LRMDS

Cebu City T&D National TA and Component Chairs; LRMDS TAs and Team, Central and Regional Office Education Officials

T&D Operations Manual_Volume 1: T&D Systems Framework Page v

August 15- Sept 15 2008

Refinement of Document

T&D National TA Incorporate all acceptable suggestions made in earlier consultations

October 9-10 2008

Presentation of the T&D Framework to the TEDP-TWG and NEAP

New Horizon Hotel, Manila

STRIVE, TEDP TWG, NEAP

Include functions, processes, and tools for Central Office level; Include a section on ICT component

October 25-30 2008

Workshop for PPD that included a visioning exercise for professional development

Cebu Component Team, and TAs

Incorporate Vision for PD, Refine Standards and Guiding Principles

Nov 7- Dec 1, 2008

Refinement of Document

Kimberly Hotel, Manila

TEDP-TWG; NEAP STRIVE Team

Refine Organizational structure and processes for central level; Refine resources specs and advocacy sections

November 24, 2008

Group Validation of the T&D

DepED Offices TEDP TWG Delete Interim; simplify designs/diagrams; change TNA to TSNA Framework (Interim Version 5)

Dec 1-30 2008

Refinement of document and endorsement to BESRA

STRIVE office T&D TAs Review and incorporate suggestions from TEDP (Version 6)

February- 2009

Significant changes discussed with the STRIVE

Fortuna Hotel, Cebu

TAs of T&D and LRMDS in consultation with TL/DTL

Incorporate Development of T&D Resource Packages (Version 7)

January 2010

Workshop on Finalizing the M&E of T&D System

Centennial Hotel, Manila

T&D Teams and TAs

Refine the M&E Framework (Version 8)

June 2010

Refinement of the T&D Operations Manuals based on results of Pilot Implementation of T&D System; issuance of DepED Orders No. 111, s.2009 (Regionalization of NEAP) and No. 32, s. 2010 (NCBS-SH)

Bohol T&D Teams and TAs

Incorporate the NEAP-R requirements for structure and T&D resources; Include the new national Competency-Based Standards for SHS (Version9) Include refinements for TDIS; Partnership with TEIs; Refine and Finalize Volume 1-T&D Framework based on pilot results; (Version 10-Final)

T&D Operations Manual_Volume 1: T&D Systems Framework Page vi

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 Cell

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

MPPD Master Plan for Professional Development

M&E Monitoring and Evaluation

NCBS-SH National Competency- Based Standards for School Heads

T&D Operations Manual_Volume 1: T&D Systems Framework Page vii

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

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

T&D Operations Manual_Volume 1: T&D Systems Framework Page viii

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 Operations Manual_Volume 1: T&D Systems Framework Page 1

1.0 Introduction

The Department of Education (DepED) is presently active in implementing fundamental reforms that include efforts for human resource development at all levels to sustain 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 DepED. 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 learner 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 unstructured professional reading; to supported learning like mentoring and coaching; to collective action 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, or 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.


3.1. RA 9155 As an integral part of the education system, human resource development is given due importance in the Governance of Basic Education Act of 2001, known as Republic Act 9155. Specifically, the following provisions indicated in the Implementing Rules and Regulations (IRR, Dec. 2007) are relevant to education personnel in-service capability building and serve as the bases of the Training and Development System:

The DepED National level is mandated to provide a national framework for the continuous development of all education personnel (Sec.4.3, a.8 – page 9) and define personnel competency and qualification standards (Sec. 4.3 a.9 page. 9).

The Regional level is responsible in implementing programs for the professional development of all regional personnel, and in implementing and managing region-wide staff development programs pursuant to the national policies and standards (Sec. 4.3, b16, c.18 – page 11).

2.0 Vision, Goal and Objectives

2.1 Vision Professional Development for all, within a culture of collaborative and continuous learning, nurtured by transformative leadership, for the achievement of educational goals 2.2. 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.

2.3. Objectives

The objectives of the T&D System are to:

2.3.1. identify priority professional development and learning needs of the various human resources through a systematic process of competency-based needs assessment;

2.3.2. develop needs-based professional development plans, training designs and resource packages for identified priority needs to support continuing professional development;

2.3.3. conduct identified formal-face-to face programs including job-embedded learning activities for professional development of educational leaders, school heads, teachers and non-teaching personnel; and

2.3.4. 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 regional, division and school levels.

3.0. Mandated Functions of DepED Related to Human Resource Development


The Division level is responsible in implementing programs for the professional development of all division personnel, and in implementing and managing division-wide staff development programs pursuant to the national policies and standards (Sec. 4.3, c21, c.22 – page 12). The District is responsible in providing professional advice in building the leadership capacity of school personnel (Sec. 4.3, d. 22 – page 14).

The Schools are mandated to provide opportunities for broad-based capacity building for leadership to support SBM (Sec.4.3, e.18 – page 16). Moreover, they are urged to generate resources for the purpose of upgrading teachers' learning, and facilitators' competencies, improve and expand school facilities and provide instructional materials and equipment (Sec. 4.3, e.7 – page 15).

3.2. BESRA The BESRA spells out clearly, in terms that are more specific, the present human resource development demands. It indicates that all school heads must be trained, oriented and provided with appropriate organizational support and authority to enhance their capability and competencies to carry out their mandated roles and functions. Likewise, the National Competency- Based Teacher Standards (NCBTS) shall be the basis of all efforts related to teacher development while the National Competency-Based Standards for School Heads (NCBS-SH) shall be the basis for the training and development for school heads. These mandates are summarized in more specific terms as follows:

DepED shall undertake a start-up capacity building effort, among which is for Divisions to prepare division-specific plans for training school heads and other school-level stakeholders on SBM. The start-up capacity building activities shall cover the preparation of all regional and divisional offices to execute the whole Program Implementation Plan (PIP), including SBM, competency-based teachers standards, learning support and quality assurance, and outcomes-focused resource mobilization.

The school-level capacity building includes school heads, teachers, community leaders, PTA officers and other stakeholders at school/community level. Orientation and planning sessions should eventually cover all schools of the division. The division-level packages include training of school heads in SBM at NEAP/RELCs and training of school staff on records-keeping and financial accountability, among others.

Divisions need to prepare its staff and operations to shift to a stage when most schools are capable of managing their own operations to deliver improved performance. New capabilities and mechanisms involve competency-based teacher standards, quality assurance and learning support and outcomes-focused resource mobilization.

Regarding the NCBTS, the Department of Education has a nation-wide issuance on September 2006 regarding the use of the National Competency-Based Teacher Standards (NCBTS) as the basis of all efforts related to teacher development (See Attachment A).

The DepED issuance on NCBTS outlines the following, among others:

Teachers, schools, divisions and regions should use the NCBTS, as their respective guide for performing their corresponding roles in facilitating teacher performance and development.


Regional and divisional offices will facilitate full understanding, wide acceptance and enthusiastic ownership of the National Competency-Based Teacher Standards (NCBTS) among incumbent teachers and education managers. Teachers in the service will be assisted to learn to use the NCBTS as their personal guides in assessing their current professional performance. Managers will also be encouraged to learn to use the NCBTS as the basis for communicating and interacting with teachers. Both teachers and managers will be encouraged to link progress in competent teaching practice as defined by NCBTS with corresponding improvements in the learning outcomes of the students they teach.

Teachers routinely use NCBTS in making self-assessments of their current practices to identify their individual development needs. School heads, division and regional offices also routinely use NCBTS in identifying teacher performance factors that affect school-wide learning outcomes. Individual development needs identified by teachers themselves are combined with teacher performance needs identified by education managers.

The BESRA Program Implementation Plan 2006, sets guidelines for actions to implement the NCBTS from central to field levels. These are followed through in the BESRA Implementation and Accountability Plan 2010-2012, DepED Order No. 23, s.2010. The following initiatives relate to In-Service Education Training (INSET):

(a) At school level, initiate and sustain the regular practice of teachers using NCBTS as a guide for their personal self-appraisal as an integral part of preparing School Improvement Plans (SIPs)

(b) At division level, allocate and use INSET funds to meet the range/levels of teacher development needs identified using NCBTS

(c) At division level, include NCBTS as a focus of instructional supervision and support (d) At regional level, analyze annual performance data of schools based on quality assurance and

learning support considerations in order to identify teachers’ performance and development needs using NCBTS

The DepED Order No. 32 s. 2010, National Adoption and Implementation of the National Competency-Based Standards for School Heads (NCBS-SH, defines the standards in domains and strands which can be used as the basis for school heads’ decision-making, action and performance of their functions. The fundamental direction provided by the set of standards, knowledge, skills and values are clarified through the indicators defined per strand on every domain. The NCBS-SH can be used as basis for a comprehensive training and development based on expected tasks that will be utilized to deliver programs to ensure efficiency, effectiveness and excellence of school heads job performance (See Attachment B).

4.0 Standards and Guiding Principles

To support the effective operations of a transformative and integrated T&D system, general standards and guiding principles are set:

4.1. Equity and Access - All educational personnel, regardless of age, gender, creed, position, and physical abilities,

have equal access to professional development - Effective delivery modes 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


4.2. 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 regarding professional development as a way of life.

4.3. 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

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

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.

4.5. Continuing and cyclical process - Professional Development is provided with sufficient ongoing follow-up and technical

assistance. - The cyclical process is informed by data obtained from best practices that incorporate

innovations and new knowledge.

4.6. Sustained by Transformative Leadership - Professional Development is nurtured by transformative leaders who are competent and skill

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

4.7. Integrative of professional 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

4.8. Quality training content and strategies

- The quality of training and learning is dependent largely on the 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.

4.9. 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.

4.10. 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 a disaggregated data, e.g. sex, of its clientele are essential inputs for integrating needs and experiences in planning and development of the systems.

4.11. 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.

4.12. Integrated and unified:

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

-

5.0 Assumptions

5.1. The T&D System adapts the following NCBTS assumptions to apply to all potential clientele: “(Education

personnel) have various types and levels of motivation to improve their capabilities. They have the abilities and wide range of opportunities to pursue their motivation and raise their capabilities to (work) well. But the full impact on student learning is best achieved when groups of (educators) work together to improve their (competencies) and when the immediate and larger work environment supports their efforts.”

5.2. The T&D System makes the following assumptions in relation to the efficiency, effectiveness and

sustainability of its operations:

5.2.1. There is a high degree of commitment to use the SBM, NCBTS and NCBS-SH frameworks as the bases for professional development.

5.2.2. There are adequate resources, including budgetary support and the allocation of human

resources, to implement the T&D system 5.2.3. Personnel who have been trained with the required skills are assigned to manage or run the

system 5.2.4. DepED is willing to maintain and upgrade information communication technology systems to

accommodate the requirements of the T&D Information System and databases

5.2.5. There are no institutional/department delays in the efficient operations of the system


6.0 The Training & Development System and Its Major Components

The T&D System, as presented in the functional design 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 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, professional development planning, program designing, development of resource packages, and the delivery of in-service T&D programs and job-embedded learning activities at the regional, division (including districts or clusters), and school levels. In effect, the T&D System is a support mechanism to the Region, Division and school’s demand for quality capability building activities to ensure best practice and outcomes in the workplace.

The T&D System is composed of four major interrelated subsystems namely: the Training Development Needs Assessment (TDNA) System, the Professional Development Planning System (PDP) System, Program Designing and Resource Development System (PDRD) System, and the Program Delivery System (PDy) System. The 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 producing the Individual Plan for Professional Development (IPPD), School Plan for Professional Development (SPPD) and the Master Plans for Professional Development (MPPD) for the Region and Division. The PDRD System generates appropriate T&D program designs and resource packages that would address the priority needs of the target personnel.


The 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 stored data and generates reports relevant the T&D System. 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 EBEIS and the LRMDS among others (See Attachment C). The TDIS is incorporated as a module of the EBEIS, taking advantage of the EBEIS personnel data, which has been represented in the HR module of EBEIS. 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. Professional development materials (PDMs) developed through the PDRD System are also uploaded and accessed through the Learning Resource Management & Development System (LRMD) Portal.

6.1. The Training and Development Needs Assessment (TDNA) System

The TDNA System is essential in the provision of appropriate information that serves as bases for the preparation and conduct of quality professional development programs. It is responsible for determining the gaps between a set of standard competencies, and the competencies presently possessed by the education personnel through job analysis, personnel competency analysis, and gap analysis. Job analysis involves setting standards in behavioral terms or in terms of the competencies that are required of DepED personnel. Personnel competency analysis involves the instrumentation and data gathering to determine the presently demonstrated personnel competency levels. Gap analysis involves identifying the discrepancies between the standards set and the current personnel’s data on their competencies. TDNA is based on the principle of individual accountability for continuous learning. Engagement of the individual target trainee is essential; hence, each individual professional should use a TDNA tool for a self-assessment of her/his current knowledge, skills and attitudes (KSA) to identify individual development needs. The TDNA instruments of the system are competency-based which articulate the essential parameters that characterize effective performance or delivery of service.

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


The TDNA system informs program planning, designing and resource development in order to establish a match between the needs and the training programs to be conducted. Individual TDNA results are translated to Individual Professional Development Plans (IPPDs). The IPPD is a tool that every professional regularly and individually prepares, implements and update to serve as a guide for continuous learning based on identified professional needs and consistent with the educational needs of the school, division and region. The development of the IPPD takes into consideration the learners’ and school’s priority development needs. The efficacy of the TDNA system in the regional and division levels requires the following essential inputs: the competency standards, and the TDNA tools with their implementing guidelines and operational procedures. TDNA Working Groups (TDNA-WG) are organized to oversee and manage the TDNA activities. These are presented with a more detailed description in Volume 2, Operations Manual for the TDNA System. The TDNA process is followed to support all the types of clientele, i.e. (A) Teachers, (B) School Heads, and the (C) Educational Leaders who are based at the Regional, Division and District offices. The systems design for the TDNA for each of these groups are presented in the succeeding section.

A. The NCBTS-Teachers Strengths and Needs Assessment (TSNA)

The NCBTS-TSNA is based on the national framework that establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able to appreciate the complex set of knowledge, skills, and attitudes that each teacher must possess (See Appendix A). These competencies are identified as necessary for the teachers to carry out the satisfactory performance of their roles and responsibilities. The systems design (1.1) below charts the flow of the TSNA process from self-assessment of the individual teacher using the NCBTS-TSNA Tool to the consolidation of TSNA results at the school level by the School Head and the NCBTS Coordinator.


Each teacher accomplishes the NCBTS-TSNA tool using either the hard copy version or the electronic version of the tool, although the latter is highly recommended for efficiency. Both versions end up with the individual teacher’s summary of results that indicate his/her strong and weak competencies across the seven domains and 23 strands. Each teacher’s results are used during the accomplishment of the teacher’s Individual Professional Development Plan (IPPD). The teachers’ TSNA results are consolidated at the school, district, division and regional levels through the NCBTS-TSNA database. Generated reports provide information for the completion of the SPPD for each school and the MPPD for the Division and Region. These professional development plans are completed following the processes in the PDP System. The system is ICT-enabled for tools that are accomplished through the electronic version of the NCBTS-TSNA. The TDNA database accommodate uploaded TSNA data and generates analysis reports on the NCBTS-TSNA of teachers at the the school, district, division and regional levels as seen in the diagram below.

The Division level, the consolidated TSNA results are used by the planners for the MPPD and also for the for the human resource development component of the Division Education Development Plan (DEDP). Likewise, the NCBTS-TSNA results at the Division levels are forwarded to the Regional level for consolidation. This information is used to shed light on the situational analysis for the Regional Education Development Plan (REDP) particularly in identifying the priority needs for training and development.

B. TDNA for School Heads

The Training and Development Needs Assessment for School Heads (TDNASH) is a means to determine the training and development needs of school heads in order to strengthen the enhancement of educational leadership. The competencies identified in the TDNASH are based on the mandate for school heads indicated in the RA 9155, its Implementing Rules and Regulations (IRR), and the DepED Order 80 & 81 series of 2003. A more recent document, DepED Order No. 32, s. 2010, mandates the adoption of the National Competency-Based Standards for School Heads (NCBS-SH) found in Appendix B.


As shown in the design (1.2) above, the TDNA process for School Heads (SH) is the same as that of the teachers’ except that the self-assessment of the SHs is reviewed through a triangulation process. A supervisor and a group of teachers serve as the second and third measure, respectively, to make up the TDNA profile of the SH. The TDNASH results of an individual SH is summarized by the ES/PSDS in-charge and can generate the School Head’s profile through the electronic tool provided. This will be used by the School Head in completing his/her IPPD. Data for groups of School Heads can be registered in the TDNA database for consolidation and for generation of reports at the division level. Generated reports are inputted to the situational analysis completed for the Division Education Development Plan (DEDP). The consolidated TDNASH results at the Regional level inform the Regional Educational Development Plan (REDP) specifically the identification of training priorities for School Heads in the region.

C. Regional and Division Organizational TDNA

The Training and Development Needs Assessment (TDNA) of the Region and the Division is designed to identify the organization’s current training and development needs vis-à-vis the desired organizational roles and responsibilities as stipulated in the Governance of Basic Education Act of 2001 (R.A. 9155). The ‘Management Competencies per Service Areas’ established for the Decentralized Management Training Program of SEDIP (a DepED project implemented by the Bureau of Secondary Education) served as the basis for the development of the Training and Development Needs Assessment tool.


The system design (1.3) above shows that the TDNA “self-assessment” is done by a group of leaders, managers and staff representing their respective units/sections in the Regional Office or in the Division Office. They serve as respondents through a Focused Group Discussion (FGD) technique. The respondents from all the sections/units arrive at a consensual description of the organization vis-à-vis the management competencies. The TDNA is completed with an external assessment. In the case of the Division, the Regional Office assesses the management competencies of the Division while the Division assesses the Region’s competency. Hence, each organization’s TDNA result is the consolidation of the “self-assessment” plus the assessment represented by the external measure. Specific steps in the administration and consolidation of results are detailed in Volume 2, the TDNA System Operations Manual. A TDNA Working Group established by the division and the region is responsible for overseeing the Organizational TDNA process. The TDNA-WG is expected to make preliminary preparations, to facilitate the FGD and consolidate the organizational TDNA results through an electronic tool. The TDNA results are uploaded into the TDIS that for the analysis and generation of TDNA reports.


The diagram (1.4) above shows the functional design for the TDNA Monitoring and Evaluation at the Division and Regional levels. The TDNA-WG that has members who take charge of the M&E for TDNA is tasked to monitor and evaluate the preparation, conduct and consolidation of the M&E results. Tools to monitor the process by which the TDNA is administered and results utilized have also been developed and can be found in Volume 2, Operations Manual of the TDNA System. At the Division or Regional level, the TDNA-WG prepares the M&E report and informs the T&D Office or Unit enabling them to identify and inform schools of the findings. Moreover, the T&D Office/Unit develops recommendations for the improvement of the process, which informs regional policy review, and adjustment of the TDNA system.

6.2. The Professional Development Planning (PDP) Syste

The PDP System allows the development of 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 the Division. These plans serve to address priority training and development needs indicated by the TDNA results and priority development areas identified at the school, division and at the regional level. 6.2.1. Individual Professional Development Plan (IPPD) The IPPD is a tool that serves as a guide for each professional’s continuous learning and development. The IPPD is structured such that every professional regularly and individually prepares, implements, monitors and updates the plan. It is based on the identified development needs revealed by the Training Needs Assessment (TDNA) appropriate for the specific profession and is consistent with the priority development goals of the school, division and region. The IPPD is accomplished by the School Heads and Teachers, to enable them chart their goals and plan learning activities that enhance their competencies in order for them to work better for the improvement of their school and learners’ performance. Developing a structured IPPD allows them to practice individual accountability for professional growth and shared responsibility for the entire organization’s development. The IPPD system design (2.1) is seen below.


In the process of formulating the IPPD for teachers, the NCBTS-TSNA is major information that identifies the specific competency domain and strand to be prioritized for training. While the TSNA data are of major importance, the process provides for equal consideration of the learners’ achievement results and reading levels. Similarly, the process for IPPD for School Heads considers the results of the TDNASH as well as the SBM Assessment. It also considers the learners’ achievement and reading levels. The IPPDs of the teachers are summarized and inputted into the development of the SPPD while the IPPDs of School Heads are summarized at the district level for purposes of district T&D activities. 6.2.2. The School Plan for Professional Development (SPPD) and the Master Plan for Professional Development (MPPD) The SPPD is the major blueprint that directs and influences all activities related to professional development of the school’s teaching and non-teaching personnel over a given period. The SPPD sets out the school’s professional development goal and identifies a series of objectives and activities to support the achievement of the goal. The SPPD goal is focused on addressing the learning needs of the students and the schools’ development priorities through the training and development of the teachers and non-teaching personnel. The MPPD sets out the region or division’s overall professional development goal and identifies a series of objectives to support the achievement of the goal. The MPPD goal is based on a review of data that identifies the training needs based on the TDNA results of the various personnel groups and considers the national and regional priorities and thrusts. It is a tool that provides the necessary details e.g. objectives, competencies, program content, processes, and budgetary requirements needed for implementation. Identifying the specific resources needed for implementation and the strategy or mechanism to secure the funds necessary are major processes of the MPPD as these will help ensure that professional development programs can be delivered.


The diagram (2.2 & 2.3) above shows that the School Plan for Professional Development (SPPD) starts upon the call for the development of the School Improvement Plan (SIP) or the Annual Implementation Plan (AIP). The SPPD is crafted with primary consideration of the consolidated results of the teachers’ NCBTS-TSNA. Moreover, results of learners’ achievement or school performance are important to be factored into the process of goal setting for professional development. Similarly, the Division and Regional MPPD is triggered by the call for the development of the DEDP and the REDP. The identified programs for the MPPD are based on the TDNA results of the organizational personnel in the Division or Region and the consolidated TDNASH results of school heads, the TSNA results of the teachers and the learners’ achievement results and Reading levels. The developed MPPD at the Regional and Division levels is an important input to the formulation of the DEDP or the REDP. The processes for the formulation of the MPPD include a systematic and data-based identification of priority needs for professional development of various personnel in the division or region.


The diagram (2.4) above shows the Quality Assurance (QA) and M&E scheme for the Professional Development Planning System at the Division and Regional levels. At both levels, the T&D Office is tasked to prepare the PDP-WG members who are assigned to monitor the professional development planning conducted by clusters of schools and at the level of individual school implementation using M&E tools. The System’s compliance to standards particularly the development and quality of the SPPDs and MPPDs are quality-assured by the PDP-WG. The M&E Report accomplished by the Division PDP-WG is submitted to the Division T&D Chair who in turn reviews the report with the T&D Division Team. The T&D Office has the responsibility to inform monitored schools of the significant findings related to the professional development plans. The Report is also used as the basis for necessary adjustments to the system, if any. The same process is followed at the Regional level for the completion of professional development plans. The Regional T&D Office convenes the PDP-WG who is tasked to monitor the program planning in terms of quality and processes followed and reports its findings to the Regional T&D Chief. Following any necesssary adjustments, new standards and guidelines are sent to the divisions and schools.

6.3. The Program Designing and Resource Development (PDRD) System

6.3.1. Program Designing

A Program Design is the initial devise to plan for the priority professional development programs identified in the SPPD or in the MPPD. It is the basis for the development of an accompanying professional development resource package necessary to support the provision of effective professional development. It delineates the scope and general requirements of the program, i.e. its objectives, program content, duration, implementation strategy and projected cost. The diagram (3.1) below shows how program designs are developed. At the school level, the School PDRD WG assists the School Head in identifying program designs and materials for training priorities as indicated in the School Plan for Professional Development (SPPD). At the Division and the Regional levels, the PDRD-WG works in collaboration with experts at these levels who represent target groups for professional capability


enhancement as identified in the MPPD. Program designs and materials may be accessed from the TDIS or LRMDS through its portal or from other available sources. If there are available program designs which can be accessed, then the program design is simply adopted for use. In other cases, the accessed program design may need some modifications or adaptation before it can be used for the intended program identified in the SPPD and MPPD. If there is no available design, the T&D PDRD-WG may decide to develop one, that is, if they feel they have the capability and time to develop it. Another option if there is no available design is for the school or division/region to request technical assistance from external experts to develop the program design. Developed program designs are uploaded in the TDIS and the LRMDS Portal for future use with other groups.

One of the purposes of the Program Design is that it serves as an executive summary of the professional development program that can be evaluated for funding. Budgetary requirements are essential considerations in implementing the programs. The Resource Mobilization and Special Programs and Projects (RMSPP), if organized, in the school, division or region can use the program designs developed to generate funding resources for staff development. While there are budget appropriations for human resource development made by the Department of Education, these funds are usually insufficient to address even the top priorities indicated by analysis results at the various levels. Training and development managers are therefore encouraged to collaborate with the RMSPP to develop proposals that source out funds to augment the budget requirements for the T&D activities. 6.3.2. Development of T&D Resource Packages As soon as the Program Design is completed, the T&D Chief/Chair and the PDRD-WG start convening program developers/experts who may come from Teacher Education Institutions (TEIs) to compose the working group tasked to review available training resources or to develop new ones. Available materials may be accessed from the TDIS, LRMDS Portal or from other sources.


The preceding diagram (3.2/3.3) shows that training resource packages, like the program designs, that are accessed may be adopted or adapted for use. If there are no available materials, and if the PDRD-WG and planners are capable, they can proceed to develop the required resource package as specified in the program design earlier prepared for this purpose. A guide and template are available for use in the development of program resource packages. If necessary, a request can be made for personnel from the LRMDS to develop the technical component of the resource materials based on specifications developed by the PDRD-WG. This may include an interactive format, powerpoint presentations of the content, visual enhancements and other technical elements of the resource package. Training materials are collaboratively developed whenever possible by both personnel from the T&D and LRMD systems.


The QA for Program Designing and Resource Development is shown in the diagram (3.4) above. The systems flow is the same as that in the M&E for the other subsystems of Training and Development and is followed at the division and at the regional levels. Basically, the PDRD-WG in-charge of the M&E for the system prepares the resources they need for the task , then implements its M&E Plan as scheduled. The nature of the task is to ensure the compliance of the implementers monitored to the standards set for program designing and resource development activities for the various clientele. Part of the M&E task is to review the quality of the program designs and the resource packages that have been produced and another group is convened by the T&D Chief/Chair to review the quality of the designs/resource materials based on standards set for PDRD. Results are recorded, reports prepared and submited to the T&D Office for uploading in the TDIS.

The T&D Office, in turn, informs the schools and divisions monitored, of the findings, makes the necessary adjustments to the system, and prepares report on monitored processes for Regional policy review and adjustment.

6.4 The Program Delivery (PDy) System

The Program Delivery (PDy) System is responsible for the actual conduct of the professional development programs (e.g. formal training, coaching, mentoring…) including the provision of technical assistance for the various programs and projects related to professional development. The PDy System involves processes in the actual delivery of the programs prioritized in the Master Plans for Professional Development (MPPDs), School Plans for Professional Development (SPPDs) with the use of the program designs and resources packages developed in the PDRD System. Likewise, delivery of formal face-to-face and job-embedded learning activities are guided by the standards and implementing procedures set in the Operations Manual for the PDy System. Additionally, identified training methodologies/strategies and training delivery modes contained in the PDy System Operations Manual and resource packages are necessary resources to carry out the delivery of quality programs.


The next diagram (4.1) presents the flow of procesess that are related to Program Delivery at the School, Division and Regional level.

The process of the Program Delivery System at the school level, as shown in the diagram above, starts with the announcement of training subject to Region/Division requirements such as compliance to standards and selection of participants among others. The next step is the preparation of PDy-WG who actually serve as the Program Management Team for a particular program to be delivered. The Program Management Team together with the Trainers manage the pre-program delivery including preparation of resource, then conducts the Formal Face-to-Face (F3) and the Job-embedded learning (JEL) components of the program. Important processes in the delivery include management of human and physical resources, and conduct of sessions, implementing the JEL activities and sustaining competent training teams. A significant component of the PDy System is the conduct of Job-Embedded Learning (JEL) activities. Guidelines are established by the system to install the structure, processes, and tools that should guide the activities in following-up the field application of learning obtained from a formal training. There are also JEL activities in the workplace that do not necessarily follow F3 programs. Immediate Heads should take on the responsibility of providing some advice for the professional development of their personnel. A JEL Advising Handbook is included in the PDy System Operations Manual to support the professional development activities done in the workplace. The Handbook explains the JEL’s conceptual framework, goal and objectives, principles, areas for advising and corresponding processes, roles/responsibilities, and M&E tools that support the JEL activities. The PDy System at the Division and Regional levels follows a similar process as that of the school level. The main difference lies in the clientele group at various levels. It is also important to note that the TDIS enables the recording, uploading and generating of information related to the delivery of training and development activities such as the description of training program delivered, program management, trainers,number of trained personnel, specific focus of the training, durations of training, among others.


The diagram (4.2) below shows the process flow specifically for the program delivery component of the system. It includes M & E processes and tools designed to monitor the operations, adherence to standards, processes and end-of-training evaluation at the Regional, Division and School levels. It includes the utilization of required tools and methodology (e.g. process observation tool, rating scales, open-ended questionnaire, journal writing, and evaluation feedback). The data gathering strategies, data analysis and resources for the preparation of M&E reports are necessary elements for the system to be operational. The M&E provides information on strengths and weaknesses of the system for the improvement and sustainability of operations at the Regional, Division/District and School levels.

6.5 The ICT Component of the T&D System

The ICT component of the Training & Development System aims to establish a database-driven information system to support the functions and processes described in Section 6.0, Functional Diagram.

The Training & Development Information System (TDIS) consists of three (3) subsystems that are linked to generate the necessary information to support education management and establish learning support systems for teachers and education managers at the school, division and regional levels. The Functional Design diagram of the TDIS is shown in the figure below.


TDNA Information System

This subsystem provides a facility to capture, consolidate and analyze TDNA results of teachers, school heads and education supervisors and managers to support the formulation of an effective and responsive training plans and programs. This system consists of the following database-driven facilities installed at the school, division and regional levels.

o School-Based TDNA system for teachers and school heads o Aggregated school-level TDNA data for teachers and school heads at division and region

level o Organizational TDNA system for division and region offices o Automated generation of TDNA reports for analysis and plan formulation

Training Program Information System

This system supports the information requirements for the development, implementation and monitoring of Professional Development Plans, Program Designs, Resource Packages and the conduct of face-to-face training and job-embedded learning activities. This system has the following features and functionalities:

o Database of MPPDs, Program Designs and Resource Packages o Database of Training Programs at division and regional levels which include the following

data: - Standard code for training programs - Title of Training Program - Objectives - Status - Participants Profile - Program Management Staff/Trainers - Venue


- Start Date - Duration(days) - List of trainees (Code, name, position, organization) - List of training sessions (Topic, Time of day, Duration) - Trainers - Trainee/Program Management evaluation data

o Seamless linkage to the LRMDS to incorporate learning resource/s to a training design o Database of trainers and program management that is accessible through the web o Automated generation of reports for monitoring and quality assurance of training programs

Personnel T&D Information System

In support of the PDP, PDRD and the PDy Systems, a database of trainings delivered with corresponding record of planners, designers, resource developers, program managers, trainers and personnel trained are maintained to facilitate the monitoring of status of professional development plans at the division and regional levels. Personnel training records are uniquely identified by the Employee Number in the Human Resource Information System (HRIS).

Integral component of the Unified Information System (UIS)

The TDIS is designed and developed as part of the Unified Information System of DepED. As such, integration with the E-BEIS and LRMDS will be established while integrating mechanisms shall be incorporated in the design of the system to facilitate future linkage with existing DepED systems like the HRIS and the School MIS. The UIS Architecture is shown in the Appendix C.

7.0 Structure, Processes and Tools at the School, Division and Regional Levels

Guided by the functions of DepED at the various levels as indicated in the RA 9155, it is necessary to provide corresponding delineation and yet integrated structures and processes across the field levels. The T&D System, although unified in its sub-components, integrates its processes into the School-Based Management (SBM) structures. As succinctly indicated in the BESRA PIP, actions are featured across four areas, namely: school-based management, competency-based teachers’ standards, quality assurance and learning support, and outcomes-focused resource mobilization. The first area, school-based management, is described to be the common pathway and main integrating vehicle for activities across the other three areas at the region, division and school levels. BESRA implementation clearly indicates that schools need to integrate different activities in the three areas through their implementation of SBM. Based on the mandates presented above, the following Integration Matrix summarizes the indicative functions related to training and development integrated into the SBM’s Education Planning, Human Resource Management, and Resource Mobilization, at the various levels. The main functions at the central level relate to the establishment of policy directions and the development of operational instructions. The matrix below delineates respective structures and processes that should guide the activities for training and development at the school, division, region and central levels based on the Central Office policies and operational guidelines.


7.1. Central Level Structure: NEAP (Lead Unit); BEE, BALS, BSE, HRD-SDD, TEC, OPS

Function Process Process Tools

A. Policy formulation for training and development (T&D) re: Training Development Needs Assessment (TDNA), Professional Development Planning (PDP), Program Designing and Resource Development (PDRD), Program Delivery (PDy), and M&E

Establish national directions for T&D: Policy review, policy implementation, policy adjustment

Formulate set of policies: Draft, Consult, Refine

Plan and implement National Advocacy for T&D

Monitor and evaluate the Regional implementation of policies

T&D System Framework and Operations Manuals (Volume 1-5) Tools for T&D implementation and for monitoring & evaluation

B. Standard setting (System standards and Competency standards for the teaching & non-teaching personnel)

Set system standards for the T&D system and its sub-systems: Training Development Needs Assessment (TDNA), Professional Development Planning (PDP), Program Designing and Resource Development (PDRD), Program Delivery (PDy).

Develop/review competency-standards for various personnel groups: - Analyze & align specific functions of

personnel groups at various levels vis a vis the mandated roles and responsibilities

- Identify competencies in line with the functions

- Conduct field validation of the competencies for national acceptance

Issue a policy cover for competency standards for national application

National Competency-Based Teacher Standards (NCBTS) Framework (September 2006) DepED Order No.30 S. 2009 (Adoption & Implementation of the T&D System Operations Manual Volumes 1-5) DepED Order No.32 S. 2009 (National Adoption and Implementation of NCBTS-TSNA and IPPD for Teachers) DepED Order No. 32 S.2010 (National Adoption and Implementation of the NCBS-SH)

C. Implement TDNA System at the Central Office and RO Executives

Develop standards-based TDNA for CO personnel and RO Execs

Develop TDNA tools and accompanying Manual for administration

Pilot – test the tools and make necessary revisions

Conduct the TDNA for CO personnel and RO Execs

TDNA System Framework and Operations Manual (Volume 2) Data analysis for TDNA


D. Implement a Professional Development Planning (PDP) System for the Central Office

Establish a system for PDP for the Central Office such as: Utilization of TDNA results Prioritising T&D Needs Use of ICT tools & appropriate strategies Individual Plans for Professional

Development (IPPD’s) Master Plans for Professional

Development (MPPD) for the Central Office

Develop (3-6 yr) Master Plan for Professional Development (MPPD) of CO personnel and RO Execs

PDP System Oprations Manual (Volume 3)

IPPD and SPPD Guide and Templates;

Needs-based MPPD for the Central Office and RO Execs and for TOT in the regions

E. Implement the Program Designing and Resource Development (PDRD) System for the CO, RO Execs and Regional Trainers

Develop and try-out T&D program design models

Develop Program Designs and Training Resource Packages

PDRD System Operations Manual (Volume 4) Guides and Templates for Program Designing and Resource Package Development

F. Implement Program Delivery (PDy) System for CO Personnel, RO Execs and Regional Trainers

Manage and implement the pilot testing of Professional Development Delivery models

Formulate system & standards for accreditation of Professional Development Activities

Set a system for Accreditation of Service Providers

Provide the mechanism for Certification of National Trainers

Provide professional development for CO Personnel, RO Execs and Training of Trainers (TOT) at the regional level

Program Delivery System Operations Manual (Volume 5) Guidelines for certification of trainers; Accreditation instrument for Service Providers; Program Designs and Resource Packages pilot-tested based on CO MPPD for various groups

G. Quality Assurance and Accountability of the T&D operations at the CO and Regional level

Establish national system for Quality Assurance and Accountability, Monitoring & Evaluation (QAA-M&E) of the T&D system

Monitor and evaluate T&D professional development activities at the CO, Regional Executive levels and TOT - Review the M &E Framework - Organize M & E Team - Prepare M & E Resources - Monitor the conduct of T&D activities at

M and E Tools and Report Template T&D M&E Framework and Tools Handbook


Central and Regional Executive level - Prepare T&D M & E Reports

Utilize M&E results to inform adjustments and policy review

H. Resource Support for T&D

Establish national guidelines for funding T&D activities at the Central Office and downloading of funds to the Regional/Division levels

Review and approve the cost of T&D activities indicated in the Operations Plans submitted by the Region and Divison

Prepare budget estimates for T&D fund allocations across all levels and advocate for its approval

Manage and report on disbursement and liquidation of funds

Review costs of T&D activities at all levels

Prepare budget estimations for T&D funds allocation across all levels and advocate for its approval

T&D Operations Plan and Budget template

7.2. Regional Level Structure : NEAP-R, T&D Unit with a full time Chief and representatives from Elementary, Secondary and ALS, Admin/Budget and Finance who are permanently designated as members

Integrated in SBM Policy & Planning


Set regional standards in learning outcomes and technical assistance in the form of training, performance evaluation, accountability processes, decentralization of functions, and budget in terms of localization, and integration of plans and best practices (BESRA)

Establish regional directions for T&D based on - Policy review and localization - Policy implementation - Policy monitoring - Policy adjustment - Identification of recommendations on policy

development for the region/central office Set regional standards for T&D - Conduct of TDNA - Professional development planning, program

designing and resource development for training

- Formal Face-to-Face training delivery - Monitoring and evaluating F3 training

Policy review and localization guidelines and standards System Design for Regional T&D

Plan and manage effective and efficient use of human, physical and fiscal resources of the region including professional staff development of the region (RA 9155 Rule 6: 6.1.26)

Organizational TDNA Administration for the Region - Orient team in the administration of the

TDNA - Regional officials and education leaders to

complete the TDNA - Region to review results and identify

prioritized training and development needs of the region

Organizational TDNA Tool for region System Design for Division Consolidation of TDNA results


Consolidation & Analysis - All Divisions’ Organizational TDNA results - All Divisions’ MPPD - Regional Organizational TDNA results Region Master Plan for Professional Development (MPPD) - Review Organizational TDNA results (from

Divisions and Region) - Review consolidated Divisions MPPD - Identify regional priorities for T&D - Develop MPPD for the Region

MPPD Template

Integrated in SBM Human Resource Management


Implement and manage regional staff development program (RA 9155 Rule 6:6.1.25)

Region Program Design - Identify priority training and development

needs based on regional MPPD - Identify available program designs/materials

(LRMDS) - Develop new program designs, if necessary,

using design templates - Identify delivery modes - Develop financial plans Resource Package Development - Identify available resource packages based

on program designs - Develop new resource packages, if necessary,

using resource package guide and templates Conduct of Training of Trainers (TOT) - Identify regional training programs which

require the TOT - Set criteria and process for selection of

Trainers - Conduct TOT - Evaluate trainers performance Management of downloaded TOT programs from the CO - Orient CO Program Management on

Structural Flow and Terms of Reference (TOR) indicated in the Operations Manual (Volume 5)

- Manage with the CO the program delivery - Monitor and evaluate the program delivery - Report on the conduct of program delivery Conduct of F3 training - Convene training staff/ facilitators/ trainers - Walk through the Resource Package - Deliver F3 training Provision of JEL Advising or Technical Assistance - Identify technical assistance requirements - Accomplish and implement JEL Advising

Tracking Form - Monitor the implementation and provide

recommendations

Program Design templates including financial plan Resource Package Guide and templates Structural Flow and Terms of Reference (TOR) indicated in the Operations Manual (Volume 5) Job –Embedded Learning (JEL) Advising Handbook

Integrated in SBM QAAS and M&E Structure: T&D Unit with Regional QA Management Team

Ensure strict compliance with prescribed national criteria for the recruitment, selection and training of all staff in the region and division (RA 9155 Rule 6: 6.1.2)

Monitor and Evaluate T&D

Incorporating standards for T&D in the Regional QAAS and M&E Implementing the T&D M&E Framework - M&E of the administration of TDNA across

the region, - M&E of the development of professional

development plans, program designs and resource packages across the region

- M&E of the delivery of training across the

T&D M&E Framework and Tools Handbook


practices in the Region

region Consolidating and processing data from Regional and Division T&D implementation Analyse results of monitoring and evaluation of T&D implementation Reporting the M&E of T&D to Region - for REDP development - technical assistance planning for the Division

7.3. Division/District Level

Integrated in SBM Policy and Planning Structure: Division T&D Unit, consisting of a full time Chair with members from ES, PSDS,

Admin/ Budget and Finance designated as regular members for a term


Plan and manage the effective and efficient use of all personnel, physical and fiscal resources of the divisions including professional development of staff (RA 9155 Rule 7:7.1.10)

Prepare Division specific plans for training school heads and other school level stakeholders on SBM (BESRA)

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

TDNASH Administration - Orient team in the administration of TDNASH - School Heads to complete the TDNASH

through triangulation process Organizational TDNA Administration for Division - Orient team in the administration of the TDNA - Division representatives to complete the TDNA - Division to review results to identify the

priority training and development needs of the division

Consolidation and Analysis of - TDNASH results - Organizational Division TDNA results Individual Plans for Professional Development - SH’s to review results to identify individual

training and development needs - Develop SH’s IPPD Division Master Plan for Professional Development (MPPD) - Review TDNA results of SH’s and the Division,

including consolidated NCBTS-TSNA results and School Plans for Professional Development

- Identify Division priorities for T&D - Develop Division MPPD as part of DEDP - Incorporate Division MPPD into REDP -

TDNASH Guide and Tools Division Organizational TDNA Guide and Tools Organizational TDNA Guide and Tools Cluster and Division Consolidation of NCBTS-TSNA & TDNASH results; IPPD Template MPPD Ttemplate;

Integrated in SBM Human Resource Management and Resource Mobilization Structure: Division T&D Unit, consisting of a full time Chair with members from ES, PSDS, Admin/ Budget and Finance designated as regular members for a term

Provide appropriate organizational support and authority to enhance their capability and competency to carry out teachers mandated roles and

Division Program Design - Identify priority training and development

needs based on the Division Master Plan for Professional Development (MPPD)

- Identify available program designs/materials (LRMDS)

Program Design templates including financial plan Resource Package


responsibilities (BESRA KRT1)

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

Provide technical assistance in the form of training programs for school heads and teachers (BESRA KRT 1)

- Develop new program designs and resource packages, if needed, using design/development templates

- Identify delivery mode e.g. TOT for the conduct of training through clusters,

- Develop financial plan Resource Package Development - Identify available resource packages based on

program design from TDIS/LRMDS Portal or from other sources

- Develop new resource packages, if necessary, using resource package guide and templates

Training of Trainers(TOT) - Identifying programs that require the training

of trainers (TOT) - Set criteria and process for the selection of

potential trainers - Conduct TOT - Evaluate the performance of trainers Conduct of F3 training - Convene training staff/ facilitators/ trainers - Walk through the Resource Package - Implement the training Provision of JEL Advising to Clusters/Schools - Identify technical assistance requirements - Accomplish and implement JEL Advising

Tracking Form - Monitor the implementation and provide

recommendations

Development Guide and Template JEL Advising Handbook

Integrated in SBM M & E Structure: Division T&D Unit, consisting of a full time Chair with members from ES, PSDS,

Admin/Budget and Finance designated as regular members for a term

Monitor and evaluate the implementation of the School Improvement Plans (SIPs) and the utilization of funds provided by the national government and local government units to the schools and community learning centres (RA 9155 Rule 7: 7.1.5)

Development of an M&E Plan - monitoring the administration of TDNA across

the division - monitoring the development of professional

development plans, program designs and resource packages across the division

- monitoring the F3 training across the division - monitoring the T&D M& E processes across

the division

Gathering data on T&D implementation of the division/clusters/schools - TDNA administration - Professional development planning, program

designing and resource package development - F3 Training delivery - M&E of T&D activities Consolidating and processing data from Division T&D implementation

M&E Template for T&D M&E tools for the administration of TDNA for teachers, School Heads ,and Organizational TDNA for Division) M&E Tools for the development of plans, program designs and resource packages M&E tool for Program Delivery


- TDNA administration - Professional development planning, program

designing and resource package development - F3 Training delivery - M&E of T&D activities Analysis of M&E results of T&D implementation - TDNA administration - Professional development planning, program

designing and resource package development - F3 Training delivery - M&E of T&D activities Report to Division and Region - for DEDP/REDP development - technical assistance planning for the

Clusters/school

- Program Management Conduct of F3 training

- JEL activities

7.4. School Level

Integrated in SBM Policy and Planning Structure: School T&D Team chaired by School Head


Initiate and sustain the regular practice of teachers using NCBTS as a guide for their personal self appraisal as an integral part of preparing SIP (BESRA PIP)

Allocate and utilize INSET funds at the school level to support teacher development needs identified in SIP in accordance with SBM practice (BESRA PIP)

NCBTS- TSNA Administration - Orient teachers on the NCBTS to be conducted by

the SH and the NCBTS Coordinators - Allow teachers to complete the NCBTS-TSNA self

assessment - Consolidate NCBTS-TSNA results Teachers IPPD Development - Identify individual NCBTS-TSNA based needs - Consider school development priorities - Consider student learning needs - Accomplish IPPD - Track progress of IPPD targets - Review and adjust IPPD School Plan for Professional Development (SPPD) - Review NCBTS-TSNA results of teachers - Identify school priorities for Staff Development - Consider teachers IPPD’s - Develop School Plan for Professional Development

(SPPD)

NCBTS –TSNA Tool NCBTS –TSNA Consolidation Templates Teacher’s IPPD Guide and Template School Plan for Professional Development Template

Integrated in SBM Human Resource Management Structure: School T&D Team chaired by School Head

Encourage and organize continuing professional development activities for teaching and learning (RA 9155 Rule 9:9.1.22)

Encourage and enhance staff development (BESRA KRT 1)

Program Designing - Identify development training priorities based on

SPPD - Identify available program designs/materials that

may be accessed e.g. from the division (LRMDS) - Identify delivery mode for training - Develop program design, if necessary, including

financial plan

Program Design Templates Resource Package Development Template


Resource Package Development - Identify available resource packages based on

program design from TDIS or LRMDS Portal - Develop new resource packages, if necessary,

using Resource Package Development Guide and Templates

Conduct of Formal Face-to-Face (F3) training for teachers - Convene training staff e.g.

trainers/facilitators/admin support - Walk through the resource package and support

materials - Implement F3 program to identified teacher

participants - Evaluate F3 training Provision of assistance for JEL activities - Identify technical assistance requirements - Accomplish and implement JEL Tracking Form

Monitor implementation and provide recommendations

JEL Template M&E Tools for Program Delivery - Program Management - Conduct of F3 - JEL Activities

JEL Advising Handbook

Integrated in SBM Resource Mobilization Structure: School Resource Mobilization committee chaired by School Head with T&D representation

Generate resources for the purpose of upgrading teachers learning and facilitate competencies (RA 9155 Rule 9:9.1.29)

Resource Mobilization (RM) - Conduct of a stakeholder analysis (identify the

resource needs/availability /costing etc) - Identify existing school/division/region resource

mobilization initiatives - Match available resource mobilization initiatives

& required resources - Develop advocacy plan for resource mobilization

and organize and orient RM core group - Launch RM mobilization plan - Account for resources generated - Provide official recognition of contributors/donors

Stakeholder Analysis Template Mobilization Plan Template


8.0 Organizational Structure and Terms of Reference (TORs)

The organizational structure of T&D is integral to the system if it is to be operational and functional. Additionally, there must be a continuous capability building for the personnel who will run the system. The following organizational structure and corresponding Terms of Reference (TOR) are basic to the T&D structure at the Regional, Division/District and School Levels:

Office of Regional Director

Offices of the Department

Secretary and Undersecretaries

NEAP in the Region

REGIONAL T&D TEAM &

WORKING GROUPS (WGs)

- TDNA-WG

- PDP-WG

- PDRD-WG

- PDy-WG

OPS

NEAP

Bureaus

HRDS-SDD TEC

Training & Development

RO-Diivision

- General Services Management

- Budget & Finance Management

Support groups: RDC LGU NGO GO TEIs

QA-M&E and Accreditation

Research and Development

Competency Assessment

Production of Professional Development

Materials

Assistance to Succession Planning &

Programming

DIVISION OFFICE

DIVISION Training &

Development Unit

DIVISION T&D

WORKING GROUPS (WGs)

Technical Assistance to Cluster/Schools

Technical Assistance to Field Divisions

Quality Assurance & Accountability RO-Division

Planning, Policy &

Research RO-Division

Curriculum and

Instruction RO-Division

ICT Support Facility


8.1. Central Office As provided by the RA 9155, the Secretary of Education, assisted by the Undersecretaries, shall have the authority, accountability, and responsibility for the enhancement of the professional competence of all personnel in the Department. The National Educators Academy of the Philippines (NEAP) has the mandate to provide a national framework for the continuous development of all education personnel and to define personnel competency and qualification. Moreover, based on the DepED Order No. 30 s.2009, the National Educators Academy of the Philippines (NEAP) is the agency responsible for the general operationalization of the T&D system in coordination with bureaus, regions, divisions and schools. The NEAP Central office is supported by the Bureaus, Human Resource Development Services-Staff Development Division (HRDS-SDD) and the Teachers Education Council (TEC) as the national working group. This group has been expanded to include Office of Planning Service (OPS) as specified in DepED Order No.38 s. 2010. The mandated task of the NEAP and the National Working Group is to draw out plans relative to the execution of implementation activities for the operationalization, development and expansion of the T&D system. Further, it is also tasked to recommend policies and directions related to Training and Development. Pursuant to DepED Order 111, s. 2009, the DepED Central office will establish the national policy direction and operational instruction for service areas of the NEAP and NEAP in the Regions especially on the adoption of T&D system framework. The Central NEAP will closely collaborate with the NEAP in the Regions to provide technical assistance and to monitor and evaluate the T&D operations at the regional level. 8.2 Regional level The establishment of the NEAP in the Region (DepED Order No. 111, s. 2009) provides that the NEAP in the Region shall establish regional directions and localization guidelines and standards for the different service areas with the T&D System as a core area for the regions and divisions; consolidate and analyze all Divisions TDNA results; identify regional priorities for T&D; develop the region Master Plans for Professional Development (MPPD) and monitor and evaluate the T&D System operations in the divisions

8.2.1 Regional Director The Regional Director (RD) has the command responsibility of all the Training and Development activities in the Region. Related to the T&D System, the following are the RD’s TOR:

Appointment/designation of the Regional Division T&D Chief, Regional T&D Working Groups (WGs), and other staff for the positions, specified in the T&D regional organizational structure.

Issuance of enabling policies, memoranda, orders, and guidelines related to T&D activities

Allocation of adequate budget for the human resource development activities for the region

Leading in partnership opportunities and activities with stakeholders, benefactors and TEIs for training and development

Review of performance of T&D personnel and make appropriate recommendations for promotion, incentives, awards and recognition.

Quality assurance and review of all human resource development with assistance of the T&D WGs in-charge of M&E and the Regional M&E Group (RMEG)


8.2.2 Assistant Regional Director

The Assistant Regional Director (ARD) will be responsible directly to the RD in all the operations of the T&D. The ARD acts on the RD’s behalf in his/her absence and performs any or the RD’s entire TOR subject to existing rules and regulations. S/He actively directs the implementation of T&D activities to ensure their alignment to the BESRA’s goals/objectives.

8.2.3 Regional T&D Chief

The Regional T&D Chief is the manager of T&D activities in the region. In particular, the following are his/her TOR :

Management of Planning, Implementation and Monitoring & Evaluation of the Training and Development operations, at the regional level

Coordination of T&D activities with the Central and Division levels

Conduct of regular meetings of all the regional T&D-WGs of the subsystems

Coordination of the planning, implementation, monitoring, supervision, and evaluation of activities conducted for the different T&D subsystems

Management of the T&D Information System (TDIS) at the regional level

Recommendation of the approval of activities proposed by committees to the RD through the ARD by accomplishing the Training /Event Requests (TER) or its equivalent form

Overseeing the development of short term and long term Master Plans, Designs and Resource Packages for Regional T&D activities

Representation of the RD and ARD when necessary in partnership opportunities with stakeholders, benefactors and TEIs for professional development purposes

Facilitation of the issuances of memoranda and travel orders related to training and development

Accomplishment of Program Completion Reports (TCR) copies of which are furnished the RMEG (Regional Monitoring and Evaluation Group)

8.3. Division level

8.3.1 Schools Division Superintendent The Schools Division Superintendent (SDS) has the command responsibility of all the Training and Development activities in the Division. Related to the T&D System, the following will be the SDS TOR:

Appointment/designation of the Division T&D Chair

Designation of T&D Working Groups and other staff for the positions specified in the T&D Division organizational structure

Issuance of enabling policies, memoranda, orders and guidelines related to T&D activities

Allocation of adequate budget or resource mobilization for the T&D activities in the division

Leading in partnership opportunities and activities with stakeholders, benefactors and TEIs for training and development

Review of performance of T&D personnel and make appropriate recommendation for promotion, incentives, awards, and recognition

8.3.2 Assistant Schools Division Superintendent

The Assistant Schools Division Superintendent (ASDS) assists the SDS in all responsibilities related to T&D. The ASDS acts on the SDS’s behalf in his/her absence and performs any or the SDS’s entire TOR subject to existing rules and regulations. She/He actively supports the implementation of T&D activities to ensure their alignment to the T&D goals/objectives.


8.3.3 Division T&D Chair

The Division T&D Chair is the manager of the T&D activities in the Division. The following are included in his/her TOR:

Management of the operations of the T&D system at the division level

Coordination of T&D activities with the Regional, cluster and school levels

Planning and conduct of post activity meetings of all the T&D Working Groups of the subsystems

Coordination of the planning, implementation, monitoring, supervision, evaluation of activities engaged by the different subsystems

Management of the T&D Information System (TDIS) at the Division level

Recommendation of the approval of activities proposed by T&D Working Groups to the SDS by accomplishing the Training /Event Requests (TER)

Provision of support to the development of short term and long term Master Plans, Designs and Resource Packages for Division professional development activities and coordinates the same at the school and cluster levels.

Representation of the SDS in linkage opportunities with stakeholders, benefactors and partner TEIs for training and development

Facilitation of the issuances of memoranda and travel orders related to T&D

Accomplishment of Program Training Completion Reports copies of which are furnished the DMEG (Division Monitoring and Evaluation Group)

8.4. The T&D Working Groups (TD-WGs) The Regional Office T&D Division and the Schools Division T&D Unit composed of at least 5 members in each Team will be the core of the various TDWGs. Additional T&D Implementers are designated to join the different TD-WGs. The Working Groups are tasked to perform the following duties and responsibilities in coordination with and approval of their respective Regional T&D Chief or Division T&D Chair:

8.4.1. Training and Development Needs Assessment Working Group (TDNA-WG)

Organization and technical operations of the TDNA system

Provision of technical orientation and administration of organizational and individual TDNA, e.g. NCBTS-TSNA, TDNASH, Organizational TDNA for Region or Division

Consolidation and reporting of TDNA results

Technical assistance for the utilization of TDNA results in the SIP/AIP,DEPP and REDP

Coordination with the resource mobilization group to support TDNA activities

Monitoring and evaluation of the TDNA system and use of the TDIS

Submission to concerned officials the recommendations based on monitoring and evaluation results of the TDNA System operations

8.4.2 Professional Development Planning Working Group (PDP-WG)

Organization and technical operations of the PDP system

Preparation/development of needs-based Individual Plans for Professional Development (IPPDs), School Plans for Professional Development Plans (SPPDs) and Master Plans for Professional Development (MPPDs) for the Division and Region

Technical assistance in the implementation of IPPDs , SPPDs, MPPDs

Review, and updating of IPPDs, SPPDs and MPPDs

Quality Assurance/Monitoring and Evaluation of the PDP System and use of the TDIS

Submission to concerned officials the recommendations based on monitoring and evaluation results of the PDP System operations


8.4.3. Program Designing and Resource Development Working Group (PDRD-WG)

Organization and technical operations of the PDRD system

Review, updating and/or development of program designs and resource packages/materials

Technical assistance in the development and review of program designs and resource packages

Coordination with Learning Resource Management and Development (LRMD) Unit for possible uploading of Program Designs and Resource Packages into the LRMDS Portal

Quality assurance/Monitoring and Evaluation of the PDRD System and use of the TDIS

Submission to concerned officials the recommendations based on monitoring and evaluation results of the PDRD System

8.4.3 Program Delivery Working Group (PDy-WG)

Organization and technical operations of the PDy System that includes three components: Program Management, Formal Face-to-Face (F3) Program and Job-embedded Learning (JEL) activities

Technical Assistance in the operations of PDy System

Documentation of the proceedings of all training/development activities

Monitoring and Evaluation of the PDy System and use of the TDIS

Submission to concerned officials the recommendations based on monitoring and evaluation results.

8.5. The T&D Information System (TDIS) Officer(s)-in-Charge

Creating and editing of data and documents related to the TDIS

Assist the T&D personnel in searching for information on TDIS

Printing of reports generated by the TDIS upon request of T&D Chief/Chair


9.0 Monitoring and Evaluation of the T&D System

9.1. M&E Framework and Standards Integral to the Training & Development (T&D) System is its monitoring and evaluation (M&E) support. This ensures the effectiveness and efficiency of its operations. Monitoring and Evaluation activities are vital in ensuring that program implementation adheres to the standards for the system’s inputs, processes, outputs and outcomes. In carrying out monitoring and evaluation activities, M & E instruments are indispensable and the processes relating to the application and use of these instruments equally important. The M&E of the Training Development Needs Assessment (TDNA), the Professional Development Planning (PDP), the Program Designing and Resource Development (PDRD) and the Program Delivery (PDy) Systems support their integration and adherence to the overall goal and objectives of the entire system. While the M&E framework is the basis for the internal quality assurance of the system, its results also inform external Quality Assurance of the system’s adherence to standards and specifications that are expected for the outputs at the different levels. Moreover, the M&E results provide information on the strengths and/or weaknesses of the Training & Development System itself and of the different systems to support sustainability and improvement. Below is the general M&E Framework containing the standards at the input, process, output, and outcome system levels covering the T&D operations at the region, division and school levels. The specific M&E tools for each subsystem are found in Volumes 2, 3, 4 and 5. A separate document, “Monitoring and Evaluation (M&E) Framework and Tools for the T&D System Handbook” puts together all materials pertinent to the M&E of the four subsystems. This can be accessed through the web-based TDIS at http://beis.deped.gov.ph/

A. T&D Needs Assessment (TDNA) System

System Levels

Regional Level Standards

Division Level Standards

School Level Standards

Outcome Increased % of RO division/units participation in the organizational T&D process Systematic and continuous TDNA for the region/divisions

Informative TDNA Results that serve as basis for needs-based Regional planning for HR T&D

Increased % of DO division/units participation in the organizational T&D process Increased % of SHs who are assessed of T&D needs Systematic and continuous TDNA for the division/district and schools

Informative TDNA Results that serve as basis for needs-based Division planning for HR T&D

Increased % of Teachers who are assessed of T&D needs Systematic and continuous NCBTS-TSNA for the teachers

Informative TDNA Results that serve as basis for needs-based School planning for T&D

Output Reliable and valid TDNA results for R-Organizational TDNA

Reliable and valid TDNA results for Organizational Division

Reliable and valid NCBTS-TSNA results

T&D System Monitoring and Evaluation General Framework

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


Regularly updated Database identifying T&D Priority Service Areas/Competency Needs for the RO

Complete and accurate consolidation/analysis and Profile of all (or % of) Divisions’ Priority Needs for T&D

Regularly updated Database identifying T&D Priority Service Areas/ Competency Needs for the DO

Complete and accurate consolidation/ analysis & Profile of all (or % of) the Division’s and Districts’ Priority Needs of Teachers (TSNA), & School Heads(TDNASH)

Complete and accurate consolidation/analysis & Profile of Teachers’ NCBTS-TSNA Priority Needs for T&D

Process Systematic and efficient conduct of the Region’s Organizational TDNA Well-documented M&E of the Conduct of Region/ Division Organizational TDNA, Division management of the TDNASH and NCBTS-TSNA Relevant feedback provided to improve the TDNA process in the region and division

Systematic and efficient conduct of the Division’s Organizational TDNA and TDNASH, Well-documented M&E of the Conduct of NCBTS-TSNA Relevant feedback provided to improve the TDNA process in the division and schools

Systematic and efficient conduct of NCBTS-TSNA

Input Competent and sufficient personnel of the Regional TDNA-WG

Sufficient and proper representation of the different sections’ respondents of the organizational TDNA Available and relevant support resources: Reg-T&D Work plan, TDNA tools/materials (Volume 1&2), Funds

Competent and sufficient personnel of the Division TDNA-WG

Sufficient and proper representation of the different sections’ respondents of the organizational TDNA Available and relevant support resources: Div-T&D Work plan, TDNA tools/materials (Volume 1&2), funds

Competent and sufficient personnel of the School TDNA-WG (NCBTS Coordinator)

Available and relevant support resources: School T&D Work plan, NCBTS-TSNA tools/materials (Volume 1& 2), funds

B. Professional Development Planning (PDP) System

Levels Regional Level Standards



Outcome Systematic & periodic conduct of MPPD for the Region

Systematic and periodic conduct of MPPD for the Division

-Systematic and periodic conduct of IPPD/SPPD


MPPD Results serve as basis for Program Designing

Systematic and periodic conduct of IPPD for school heads MPPD Results serve as basis for Program Designing

-SPPD Results serve as basis for Program Designing

Output Relevant and needs-based Regional MPPD Updated database identifying priority training needs across the region

Relevant and needs-based Division MPPD Updated database identifying priority training needs across the division

Relevant and needs-based IPPD/SPPD Updated database identifying priority training needs of the school personnel

Process Systematic and efficient conduct/adjustment of Regional MPPD Well documented evidence of TA provided and M&E results for the conduct of Region/Division MPPD and Division Management on the conduct of SPPD System Relevant and reflective feedback provided to improve the Regional MPPD

Systematic and efficient conduct/adjustment of Division MPPD Well documented evidence of TA provided and M&E results for the conduct of the Division MPPD and SPPD System Relevant and reflective feedback provided to improve the Division MPPD

Systematic and efficient conduct/adjustment of the IPPD/SPPD Well documented evidence of TA provided and M&E results for the conduct of SPPD and IPPD Relevant and reflective feedback provided to improve the IPPD/SPPD

Input Competent and sufficient planners for the conduct of Regional MPPD Available and relevant support resources such as the MPPD Guide, template, tools, consolidated Organizational TDNA results, REDP, Student/Pupil performance, funds Complete and accurate consolidation/analysis/profile of Divisions MPPD System

Competent and sufficient planners for the conduct of the Division MPPD and conduct of Cluster Orientation of SPPD Available and relevant support resources such as the MPPD Guide, template, tools , consolidated Organizational TDNA, TDNASH and TSNA Results, Consolidated IPPD of school heads & teachers, DEDP, Student/Pupil performance, funds Complete and accurate consolidation/analysis /profile of SPPD System

Competent and sufficient planners for the conduct of SPPD and IPPD Available and relevant support resources such as the SPPD & IPPD guides, templates, tools, consolidated TSNA Results, Consolidated IPPD for Teachers, SIP, Student/Pupil Performance, funds Complete and accurate consolidation/analysis /profile of IPPD System


C. Program Designing and Resource Development (PDRD) System C.1. Program Designing




Outcome Increased access to quality program designs

Increased access to quality program designs

Increased access to quality program designs

Output Comprehensive, flexible and needs-based program designs of the region Quality-assured/standards-based program designs

Comprehensive, flexible and needs-based program designs of the division Quality-assured/standards-based program designs

Comprehensive, flexible and needs-based program designs of the school Quality-assured/standards-based program designs

Process Systematic development of program designs at the regional level

Well documented M & E on the Region/Division Management and development of program designs Relevant feedback provided to enhance the program designs quality and processes in the region

Systematic development of program designs at the division level

Well documented M & E of the conduct of Division/cluster/ school program designs

Relevant feedback provided to enhance the program designs quality and processes in the division/cluster/school levels

Systematic development of program designs at the school level

Relevant feedback provided to enhance the program designs quality and processes in the school

Input Competent and sufficient personnel of the Reg. PDWG

Available support resources: MPPD (Region and Division, adequate funds, PDRD System-Vol. 4, resource persons)

Competent and sufficient personnel of the Division PDWG

Available support resources: MPPD ( Div.) & SPPD (Schools), adequate funds, PDRD System-Vol. 4, resource persons)

Competent and sufficient personnel of the school’s PDWG

Available support resources: SRC, SIP(AIP), EMIS, SPPD, adequate funds, PDRD System-Vol. 4, resource persons

C.2. Resource Development




Outcome Increased access to quality Resource Packages that are relevant to address professional development needs in the region

Increased access to quality Resource Packages that are relevant to address professional development needs

Increased access to quality Resource Packages that are relevant to address professional development needs

Output Quality assured/ standards-based Resource Packages for Professional development

Quality assured/ standards-based Resource Packages

Quality assured/ standards-based Resource Packages


Process Systematic & efficient conduct of the RPD in the region Well-documented M&E on the conduct of RPD in the Region/Division Relevant feedback provided on the quality of the RP and the conduct of RPD in the Division

Systematic & efficient conduct of the RPD in the Division Well-documented M&E on the conduct of RPD in the Division/ Cluster/Schools Relevant feedback provided on the quality of RP and the conduct of RPD in the clusters/schools

Systematic & efficient conduct of the RPD in the School Well-documented M&E on the conduct of RPD in the Schools Relevant feedback provided on the quality of the RP and the conduct of RPD in the schools

Input Competent/Expert Resource Package Developers (updated database profile of resource developers) Quality-assured Program Design with approved budget for the delivery of the program Available support resources: adequate funds, PDRD System-Vol. 4,)

Competent/Expert Resource Package Developers (updated database profile of resource developers) Quality-assured Program Design with approved budget for the delivery of the program Available support resources: adequate funds, PDRD System-Vol. 4,)

Competent/Expert Resource Package Developers (updated database profile of resource developers) Quality-assured Program Design with approved budget for the delivery of the program Available support resources: adequate funds, PDRD System-Vol. 4,)

D. Program Delivery (PD) 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 Well-documented best practices shared with colleagues

Enhanced competencies (KSAs) of clientele

Well-documented best practices shared with colleagues


Process (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

Documentation of significant feedback for the refinement of Resource Package used in F3

Accomplished quality outputs in each F3 program


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 Documentation of significant feedback for the refinement of Resource Package

Accomplished quality outputs in each F3 program


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

Process

(JEL Component)

Systematic and efficient conduct of JEL activities

Relevant feedback provided to improve the conduct of JEL

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

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


10.0 Support Resources

Resources such as human, financial and physical must be allocated equitably to implement program implementation plans for the T&D System. Regional training centers are a requirement for achieving the T&D objectives. Plans for infrastructure refurbishment or development must be systematic and based on acceptable specifications to support clientele’s effective learning. Cluster-based school learning centers may be established to encourage improved accessibility of teachers to training activities and learning resources. These learning centers whether at the regional or division/cluster levels may gradually build on the present resources to maximize the use of different instructional materials, equipment, and reading materials necessary for the teaching-learning activities in all the schools across all levels. Support from stakeholders and educational leaders may be sought to refurbish or maintain existing education learning centers. Sufficient and regular funds for T&D programs should include a budget intended to address cost such as the provision of training materials, registration fees, travel expenses, accommodation and meals of participants and honoraria of resource persons, whenever necessary. Effective management of resources must include dissemination of financial and other guidelines relevant to use and accounting of T&D financial resources as well as utilization, recording and accounting of travel and reimbursement. Regular conduct of financial audit and “spot checks” and pre-audit on liquidation of cash advances must be undertaken in order to ensure a working environment that will effectively manage risk of fraud and corruption incidents. Government’s financial resources appropriated for in-service trainings may be accessed from varied sources such as the National Program Support for Basic Education Project, BESRA Funds, Foreign-Assisted Projects (FAP), In-Service Training (INSET Funds, Human Resource Training and Development (HRTD) Funds, as stipulated in DepED Order Nos. 11 & 85, s. 2009. The Division and school-based Maintenance and Other Operating Expenses (MOOE) Funds, and Special Education Funds (SEF) of the Provincial, Municipal and Barangay Local Government Units may also be used. Funds may also be generated from donations of non-government organizations (NGOs), local business, alumni, parents and other benefactors.

Managing resources effectively can be a powerful tool in ensuring the provision of training. Hence, there is a need for resource mobilization through a sector-wide approach and improving DepED-LGU cooperation in order for the system to achieve the best possible outcomes. It is therefore imperative to strengthen the collaboration between the T&D Division/Unit and the Resource Mobilization Team for effective generation of the required resources.

10.1.Training & Development Resource Specifications

Pursuant to the provisions of DepED Order No. 111, s. 2009, there are certain resource requirements for the NEAP in the Region (NEAP-R) to become in full operations of its T&D service area. Full operation refers to the Region’s provision of the required facilities, human resource and technologies specified in the framework for NEAP in the Region. The DepED Order further stipulates that existing resources in the region may be appraised vis-a-vis the standards set for operations for NEAP-R through the tool, the Resource Inventory developed for this purpose. Results of the assessment shall serve as the basis for its three-year Development Plan. This Plan indicates among others, how NEAP-R would progress towards full operation, e.g. T&D service area within a three-year period. Furthermore, all existing Regional Education Learning Center (RELC) facilities shall be transferred and converted under the supervision and ownership of the NEAP-R.


The requirements listed in the Framework and Guidelines for the NEAP-R specifically for T&D are as follows:

Human Resource “Assignment or designation of current personnel for staffing will be at the discretion of the Regional Director and must be within DepED existing rules and regulations related to such purpose.”

- DepED Order No 111, s. 2009)

Executive Director

Team Leader & Staff, T&D Team Leader& Staff, QA & M&E Team Leader & Staff, Development of PDMs

General Services: Chief Administrative Officer

Budget and Finance Team

Security Officer Sounds & Lights Technician Maintenance Crew (carpenter , gardener, plumber, electrician)

Administrative Assistant Audit team/COA

Dorm/Food Management Team

Food Services Staff

Infrastructure & Equipment

“The process of identifying whether the physical resources can be made available for use is necessary in establishing the baseline for development and whether they are fit for use in its initial operation.”

- DepED Order 111, s.

2009)

Office for T and D Chief/Chair & Staff (at least 50 sq.m) w/ Office tables and chairs and access to rest room facilities

Function/Production Room (at least 50sq.m) with tables and chairs and the ff. equipment: - Photocopying Equipment/Collator - SLR Digital camera w/ lenses & Tripod - LCD projector/White boards - Digital/Video Cam w/ tripod - Opaque projector - Cutter , Binder, Comb binder - Organizers - Trolleys - Cabinets/Bookshelves - Storage space (lockable)

Training Room ( at least 150 sq.m) equipped with the ff: - Sound system and microphones/lapel phones - Presentation laptop and LCD Projector - 60 chairs - 10 six-seater conference tables - TV Monitor (large screen) - Cabinets with locks for storage - Rostrum - 2 White boards - Projector Screens - Rest room facilities - Stand-by generators

ICT Room (at least 50 sq.m) with computer tables and chairs - ICT Facility for TDIS - Laptops/computers - Internet access - Computer Printers

Mess Hall (at least 130 sq. m) Dormitory (at least 300 sq. m) to accommodate 4-5 pax/room


Technologies (Programs & Products)

“The T&D System Framework as described in DepED Order No. 30, s. 2009, shall be used for the operations of the T&D service area. The Operations Manual contained in five volumes will be used to guide the operations of the T&D as a core service area of the NEAP-R.”

- DepED Order 111, s. 2009

Training & Development Needs Assessment System

- Operations Manual - TDNA Processes - TDNA M&E Tools /Templates

Professional Development Planning System

- Operations Manual - Planning Processes and M&E Tools /Templates - IPPD, SPPD, MPPD

Program Designing and Resource Development System

- Operations Manual - Standards, Processes - M&E Tools/Templates - Program Design & Resource Materials Development - Existing Program Designs

- Existing Training Resource Packages - Catalogue of PDMs

Program Delivery System - Operations Manual - PDy Processes and Standards (for Program Management, Conduct of

Formal training and job-embedded learning activities) - Professional Development Programs for various clientele

- Job embedded learning Plan Templates and Guidelines

- Job-Embedded Learning Advising Handbook - Training of Trainers for region and division programs - Pool of Certified Trainers - M&E Tools/Templates

T&D Information System - TDNA Info System: Database of NCBTS-TSNA, TDNASH, Organizational

TDNA - PDP, PDRD, PDy Info System: Data base of Various Training Programs ,

Designs, Resource packages, Program Management, evaluation of training programs

- T&D Personnel Info System: Trainees, Trainers/Resource experts Capability Building Program for T&D Regional and Division Managers and

Implementers on: - TDNA and PDP Systems - PDRD System - PDy System - Job-Embedded Learning (JEL) Advising - QA-M&E of T&D

Management of School-Based T&D for Supervisors and SHs Training Programs for Various Clientele: Teachers, School Heads,

Educational Leaders at the Division and Regional Levels Standards and processes for certifying Trainers for regional and division

demand programs Standards and processes for accrediting Service Providers for regional &

division demand programs


11.0 Partnerships and Advocacy

11.1. Partnerships

Partnerships are created for a common goal where two or more people or institutions work together, share the benefits, and work demands on an agreed basis. They agree to work together because they have complimentary knowledge and skills, which can become very cost-effective as people become more efficient in certain aspects of their work. In partnerships, there is access to a wider pool of knowledge, skills and contacts and there is sharing of resources. Partnerships also provide moral support and allow for more creative ideas and strategies in attaining the partnership goal.

The Regional and Division T&D Offices have the TEIs as their partner. The TEIs’ can offer an ‘outsider’s perspective on the T&D systems presently being implemented that can help inform future enhancements of the systems. Their faculty experts can provide assistance in the development work and quality assurance of the system’s outputs. Hence, both the Department of Education and the TEIs must bear the responsibility for partnerships of learning and working together for a common goal, i.e. improved learners’ outcomes. There are TEIs designated as Centers of Training (COT) and State Universities and Colleges (SUCs) that have accredited programs in teacher education in the Regions and Divisions. They have teaching and research facilities constituting a graduate school and professional schools for the training and development of in-service education personnel. While DepED benefits from the resources of the TEIs, it does provide the site for pre-service teachers to ‘practice’ their NCBTS teaching competencies. It also provides TEI’s with direct access to the teaching and learning environment and information on the current teaching and learning situation in the field that can help inform the enhancement of the pre-service programs. Faculty members are engaged with teachers, school heads and educational managers and therefore ‘stay in touch’ with the realities of the school situation where their clients (e.g. pre-service students) will eventually be based.

The DepED NEAP-R and selected TEI-COTs and SUCs forged a Memorandum of Understanding (MOU) in support of the operations of, but not limited to, Training and Development (T&D) as a core service area of NEAP-R in Regions VI and VIII. The MOU serves as a facilitating document toward establishing a partnership to provide an exchange of supportive services between the DepED Region and the Teacher Education Institution Centers of Training (TEI-COTs) and SUCs located in the Region, with an aim to sustain the Department of Education regional operations of the Training and Development System. The MOU also allows the Schools Division Superintendent (SDS) of the Divisions where the partner SUCs are located, to enter into contracts or agreements involving specific activities with said TEIs (See Appendix D for a copy of the pre-signed MOU.)

11.2. Advocacy The T&D System Framework aims to bring about changes to current practices and to remove barriers that currently exist in relation to access and participation in quality professional development. The successful introduction, utilization and sustainability of the T&D system will require a sustained community advocacy program, which will explain to stakeholders the changes that are being promoted by the system and how these will ultimately benefit them. An Advocacy Plan (See sample in Appendix E) will necessarily be developed to support the adoption of the T&D system with the following considerations:


The plan considers how it will introduce the various features of the system to stakeholders so that all

educational personnel are fully aware of the changes that are being implemented, and the

implications of these to their own practices. Once people are familiar with the T&D system, advocacy

efforts will need to focus on ensuring that people know how to make full use of the various

components of the system and how to access professional development opportunities, which

address their learning needs. Advocacy measures will also be required to ensure the system is

sustained and strengthen to cater for ongoing and emerging needs.

During each of the work phases of the T&D system, the advocacy plan identifies key messages that

will target specific audiences explaining the innovations and benefits of the T&D system. These

messages would outline details relating to current T&D policies, the different components described

within the system, and the range of resources and processes in place to support the provision of

relevant, quality professional development.

A range of strategies should be identified in the plan to ensure the advocacy messages on to the

T&D System reaches a maximum number of people in a way that clearly relays the necessary

information. Champions will need to be found to advocate at the central, regional division and

school level adopting advocacy strategies such as soliciting meetings with stakeholders, providing

progress reports on developments and achievements, using local channels, radio broadcast, and

newspapers, and facilitating conferences between and among the educational stakeholders.

A comprehensive advocacy plan will ensure the T&D System is widely accepted by all stakeholders

and well accessed by users. It will facilitate collaborative partnership and will create new

opportunities for genuine engagement and dialogue among educational stakeholders resulting in a

concerted effort to improve the quality of, and access to, effective professional development.

12.0 Sustainability

The sustainability of the T&D system is essential if the goals of BESRA are to be achieved and the education system is to be strengthened. A vibrant and functional T&D system is needed if human resources are to be continuously developed in order to support the ever-changing demands of the society. The identification of organizational structures, the establishment of processes, the development of tools, and the setting up of a T&D Information System to support each of the T&D systems across all levels provide a strong foundation for the sustainability of the system. The incorporation of the M&E and quality assurance processes within each of the T&D subsystems further strengthens its sustainability through the mechanisms for ongoing review and refinement. A suggested calendar for the implementation of the major critical processes of the T&D System is found in Appendix F. It provides a picture of a 5-year plan towards full operations of the TDNA, PDP, PDRD and the PDy Systems at the school, division and regional levels.


Appendices


Appendix A. NCBTS Framework and Standards

NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS) A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS September 2006 Department of Education -Excerpts- GENERAL INTRODUCTION TO THE NCBTS What is the NCBTS? The 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. Why Do We Need the NCBTS? Filipino teachers often get mixed signals about what it means to be an effective teacher. For example, they may have been taught definitions of good teaching by teacher educators in their pre-service education that seem to be different from what their principals and supervisors expect in their schools. Or teachers are taught new teaching approaches that seem inconsistent with the Performance Appraisal System. What is worse is when teachers who have the reputation of being ineffective teachers are promoted to higher ranks. The NCBTS provides a single framework that shall define effective teaching in all aspects of a teacher’s professional life and in all phases of teacher development. The use of a single framework should minimize confusion about what effective teaching is. The single framework should also provide a better guide for all teacher development programs and projects from the school-level up to the national level. Who Should Use the NCBTS? Anyone who is interested in improving teaching practices should refer to the NCBTS. Thus, teacher education institutions shall use the NCBTS to design and implement effective pre-service teacher education curricula. The PRC shall refer the NCBTS in designing the Licensure Exam for Teachers. Organizations and agencies that implement in-service education for teachers (INSET) shall refer to the NCBTS in developing their interventions. Award-giving bodies shall refer to the NCBTS in defining their criteria for outstanding teachers. The DepED shall use the NCBTS in formulating its hiring, promotion, supervision, and other policies related to the teaching profession. It shall also use the NCBTS to guide its INSET programs for teachers. Most important, individual teachers in all the public elementary and high schools all over the country shall use the NCBTS for their professional development activities. How Should Teachers Use the NCBTS? Teachers can use the NCBTS in many ways:

• As a guide to reflect on their current teaching practices • As a framework for creating new teaching practices • As a guidepost for planning for professional development goals • As a common language for discussing teaching practices with other teachers

The best way to begin using the NCBTS is to use the competency-based framework as the guide for thinking critically about whether the teacher’s current practices are helping students attain the learning goals in the curriculum.


A teacher can use the various elements of the NCBTS to determine whether their different actions and strategies as teachers are effective in helping their students learn the desired curriculum objectives. Thus, the NCBTS can be used as a self-assessment tool. It is most likely that in using the NCBTS, a teacher will see herself as demonstrating some dimensions of effective teaching, but not others. As all teachers aim to be more effective facilitators of student learning, the NCBTS can then serve as a framework for revising current practices or for developing new teaching practices that would make teaching more effective. In other words, the NCBTS can cue the teacher about what she should be doing, in case she finds her current practice less than ideal. This self-assessment can help teachers plan for their professional develop in the short-term and in the long-term. For example, using the NCBTS the teacher can be aware of her strengths as a teacher and ensure that she becomes more consistent in demonstrating her strengths. At the same time, she can plan on professional development strategies so that she can improve on her weaknesses. Thus, the NCBTS can help each Filipino teacher become a better teacher, and assist each teacher to continuously think about improving professional to become even better and better as facilitators of student learning. With the NCBTS all Filipino teachers also share a common vocabulary for discussing their teaching practice, for defining their ideals as teachers, for negotiating and creating strategies to improve their practice, and for addressing their various stakeholders regarding the improvement of the teaching profession. Is the NCBTS New? How Similar or Different is it? Many of the specific items under the NCBTS are not new. This is because many ideas about good teaching have been practiced for some time now. But what is “new” about the NCBTS is that these ideas have been integrated into a singular integrated framework. In addition, there are actually relatively “new” ideas that the NCBTS is emphasizing. For example, the idea of “competency-based” standards is a relatively new idea in teacher development in the Philippines, which is being emphasized in the NCBTS. What Does Competency-Based Mean? Basically, competency-based means that the standards or criteria for characterizing good teaching are defined in terms of what the teacher is competent to do. So instead of defining good teaching practice in terms of the teacher’s credentials, LET scores, grades in graduate school, degrees, personality traits, and so on, we look at what the teacher can do competently. In the NCBTS, good teaching is being defined in terms of those practices that help students learn better. So the NCBTS is concerned with whether teachers are competent in helping students learn. How Were These Competencies Chosen? How Was the NCBTS Decided? The competencies in the NCBTS were derived from (a) educational theories and empirical research on characteristics learning environment and teaching practices that lead to effective student learning, and (b) documented successful practices and programs of schools, divisions, regions, and educational reform projects in different parts of the country. A technical working group was set up to study what types of classroom learning experiences were associated with high levels of student learning in the Philippines. Then the teaching practices associated with these learning experiences were defined. These practices were then organized and then presented in a series of national, zonal, and sectoral consultations for validation and finalization. The bulk of the participants in the consultation were teachers and master teachers, so we can be sure that actual classroom teachers validated these competencies. But there were also school heads, principals, supervisors, superintendents and other division officials, regional directors and other regional officials, representatives from academe, teacher education institutions, NGOs and other government agencies like the CHED, PRC, CSC, and NEDA, among others.


Is the NCBTS Just A List of Competencies? Or is there A Theory or Framework That Integrates All These Competencies? The NCBTS does not adhere to a single educational theory. Indeed, it is a balanced framework that adopts assumptions of different educational theories. But underlying this framework is a core set of assumptions about teaching that is significantly different from the traditional conceptions of teaching. For example, the NCBTS articulates a view of ideal teaching that is closely linked to new paradigms about effective learning. So the qualities of the good teacher are not defined in an abstract technical sense, because teaching is not viewed as a technical process. Instead, the NCBTS defines a new paradigm of teaching where the teacher is viewed as a knowledge professional who is responsible for facilitating learning in variety of learners and learning environments. This view also emphasizes the technical knowledge of teacher, but more important, it emphasizes the essential link between teachers’ knowledge and students’ learning. Therefore, teachers’ knowledge and skills are meaningful, useful, and effective only if they help students learn within their learning environment. This makes the process of teaching essentially complex and problematic in that it has to be suited to varieties of learners and learning environments. So teaching is not a one-strategy-fits all undertaking. Instead, it means choosing among a variety of strategies and maybe even creating new strategies, all with the goal of helping learners learn. Therefore, good teaching requires the teacher’s active involvement in designing, redesigning, and evaluation of the learning experiences of students. Thus, the image of the good teacher is one who is constantly reflecting about how best to help different types of learners learn. The teacher is not a mere implementer of pre-defined or prescribed sets of actions. Instead, the teacher is an active agent engaged in higher level thinking about how to help the students learn. This high level thinking processes involved in teaching necessarily refer to factors in the learning context. So the definition of good teaching needs to be closely linked to the contexts in which they will be agents of learning in students. Teaching processes never occur in a vacuum; that teachers will always aim to be effective within their actual contexts; and the contexts can provide constraints as well as opportunities for effective student learning. We can say express the theme of this new paradigm of teaching as follows: “Teaching involves the reflective acquisition and application of complex and problematic technical knowledge to facilitating student learning in actual contexts.” We can summarize this new paradigm by comparing it to the traditional views, as shown in the following table: Table 1. Contrasting the Paradigms of Teaching

The Traditional View The NCBTS View

Teaching is a technical process, and the good qualities of this technical process are well defined.

Teaching is facilitating learning, and the qualities of good teaching are defined in terms of whether students learn or not.

Teacher knowledge is technical knowledge applicable to all learners and contexts.

Teacher knowledge is essentially complex and problematic; applicability varies across learners and contexts.

Teaching involves consistent application of technical knowledge.

Teaching involves reflective and flexible application of technical knowledge in ways that best bring about student learning.

Effective application of teacher knowledge dependent on prerequisite inputs in teaching environment.

Effective teaching is determined within the limits and opportunities found in the learning environment.

Does the NCBTS Make Teaching More Difficult? Actually, NO. Teachers have always been expected to help all their students learn given the constraints in the learning environment. So there’s nothing new here. The NCBTS has simply articulated this expectation so that it is clear to all concerned.


What If the Teachers Cannot Do This Type of Teaching? The NCBTS is not just a standard against which teachers will be evaluated. More important, the NCBTS is a guide for helping teachers become more effective teachers or more effective facilitators of student learning. In other words, the NCBTS takes a developmental perspective about teaching standards. The framework provides concrete guideposts to help teachers become better and better. Actually, the NCBTS assumes that teachers themselves are interested in improving their practice. It disagrees with the stereotype that Filipino teachers are not interested or motivated to change and improve their teaching. How Can the NCBTS Help Teachers Improve Their Teaching? First, the NCBTS makes certain assumptions about improving teaching. In particular, the NCBTS assumes that:

• Individual teachers have various types and levels of motivation to improve their teaching in ways that better enhance student learning.

• Individual teachers have different capabilities to constantly improve their teaching for better student learning. • Individual teachers have diverse ranges of opportunities to pursue their motivations and raise their capabilities

to teach better, in whatever situations they are. • The process of improving teacher is an individual process, but this is sustained and enhanced when the efforts

are collaborative and synergistic among communities of teachers. • Individual teachers may develop improved teaching practice for enhanced student learning, but the full impact

on student learning is best achieved by integrated and cumulative improved efforts of many teachers. • The qualities of good teaching for enhanced student learning are found in individual teachers, but such

qualities are strengthened and valued more when it is supported by communities of teachers and educators. These assumptions point to the understanding that teachers themselves are the most important agents in the improvement of their teaching. But their personal efforts are enhanced when groups of teachers work together to improve their teaching and when the immediate and larger work environment supports the efforts of the teachers. Therefore, the NCBTS shall ensure that all the stakeholders in the teachers’ work environment (i.e., the principal/school head, supervisors, superintendents, community, parents, etc.) would marshal all their efforts to support the improvement of the teachers’ practices to be in better alignment with the NCBTS. How Does the NCBTS Define Good Teaching? The competency-based teacher standards are organized hierarchically. The “basic” level categories of the standards are seven domains. A domain is defined as a distinctive sphere of the teaching-learning process, and is also a well-defined arena for demonstrating positive teacher practices. Each domain is defined in terms of a principle of ideal teaching associated with enhanced student learning. Under each domain, there are strands. Strands refer to more specific dimensions of positive teacher practices under the broad conceptual domain. At the lowest level of the hierarchical organization, under the strands, specific indicators are defined. These indicators are concrete, observable, and measurable teacher behaviors, actions, habits, actions, routines, and practices known to create, facilitate, and support enhanced student learning. The domains, strands, and indicators may be characterized in terms of the following dimensions:

• Nature/quality: This dimension refers to question, “How well are the essential qualities or critical features demonstrated/observed in the positive teacher practices?”

• Frequency, consistency and appropriateness: This dimension refers to the questions, “How often is the ideal teaching practice demonstrated?”, “Is the demonstration appropriate to the particular teacher-learning process?”, and “Is the teacher consistent in demonstrating this ideal?”

• Self-awareness: This dimension refers to the question, “Is the teacher aware or mindful of the premises, rationale, nature, and effects of the demonstrated teacher-learning process?”


What Are These Seven Domains? The seven domains are:

1) social regard for learning 2) learning environment 3) diversity of learners 4) curriculum 5) planning, assessing, and reporting 6) community linkages 7) personal growth and development

Each domain will be defined in greater detail in the later parts of this guide. But it is important to know that the seven domains are closely connected to each other in very meaningful ways, and that the seven domains is best understood a constituting an integrated whole as shown in the figure below. To understand how the seven domains comprise an integrated whole, it would help to see the seven domains as falling under two broad categories. The middle domains 2, 3, 4, 5, and 6 [the shaded areas] represent standards referring to “The Teacher as Facilitator of Learning,” whereas the two outer domains 1 and 7 [the unshaded areas] represent standards referring to “The Teacher as Learner.” The middle domains can further be divided into two sub-categories. The innermost domains 3, 4, and 5 [the darker shaded areas] represent the specific teacher practices related to the technical aspects of the teaching-learning processes, whereas the other domains 2 and 6 [the lighter shaded areas] represent the specific teacher practices that embed the learning process in appropriate contexts. We can discuss the integration of the seven domains from the inside going out. At the center of the series of domains [the dark shaded areas] are the technical aspects of the teaching-learning process. The domains of The Diversity of Learners (3), Curriculum (4), and Planning, Assessing, and Reporting (5) refer to what may be called good teaching strategies, and are very closely related to each other. These domains express the new paradigm on teaching shown in the Diagram below. The diagram also explains the links between the next to outer domains [the light shaded areas]: The Learning Environment (2) and Community Linkages (6). The two domains refer to the teaching practices that attempt to situate or at least link the teaching-learning process to appropriate contexts: the immediate physical, psychological and the social context of the classroom, and the larger socio-cultural, economic, political, and historical context of the community. In other words, Domains 2 and 6 provide the context for Domains 3, 4, and 5. Domains 2 and 6 can either constrain or expand the options for Domains 3, 4, and 5.

DOMAIN 1: SOCIAL REGARD

FOR LEARNING

DOMAIN 2: THE LEARNING

ENVIRONMENT

DOMAIN 3: THE DIVERSITY

OF LEARNERS

DOMAIN 4: CURRICULUM

DOMAIN 5: PLANNING,

ASSESSING & REPORTING

DOMAIN 6: COMMUNITY

LINKAGES

DOMAIN 7: PERSONAL GROWTH & PROFESSIONAL

DEVELOPMENT


Together, Domains 2, 3, 4, 5, and 6 represent the full range of teacher practices that relate to effectively facilitating learning. On the other hand, the two outermost domains [the unshaded areas] represent the important teacher practices that relate to the teacher as learner. Domain 1 represents the ideal that the teacher serves as a model of all the positive values associated with learning, and Domain 7 represents the behaviors that demonstrate the teachers’ actual aspirations to continue learning as a professional teacher. These two domains are not distinct and separate from those five domains related to facilitating learning. Instead, the teachers’ personal demonstration of the values and activities of learning make the teachers more credible and effective facilitators of learning in students. Indeed, Domains 1 and 7 can be the domains that fuel and drive teacher development in the other five domains. NCBTS Domains, Strands and Performance Indicators: NCBTS Domain 1- SOCIAL REGARD FOR LEARNING

Strand 1.1 Teacher’s Actions Demonstrate Value for Learning Indicators: 1.1.1 Implements school policies and procedures 1.1.2 Demonstrates punctuality 1.1.3 Maintains appropriate appearance 1.1.4 Is careful about the effect of one’s behavior on students Strand 1.2 Demonstrate that Learning is of Different Kinds and from Different Sources Indicator: 1.2.1 Makes use of various learning experiences and Resources

NCBTS Domain 2- LEARNING ENVIRONMENT

Strand 2.1 Creates an Environment that Promotes Fairness Indicators: 2.1.1 Maintains a learning environment of courtesy and respect for different learners (e.g.

ability culture, gender) 2.1.2 Provides gender-fair opportunities for learning 2.1.3 Recognizes that every learner has strengths

Strand 2.2 Makes the Classroom Environment Safe and Conducive to Learning Indicators: 2.2.1 Maintains a safe and orderly classroom free from distractions 2.2.2 Arranges challenging activities in a given Physical environment 2.2.3 Uses individual and cooperative learning activities to improve capacities of learners for

higher learning Strand 2.3 Communicates Higher Learning Expectations to Each Learner Indicators: 2.3.1 Encourages Learners to Ask Questions 2.3.2 Provides Learners with a Variety of Learning Experiences 2.3.3 Provides Varied Enrichment Activities to Nurture the Desire for Further Learning 2.3.4 Communicates and Maintains High Standards of Learning Performance Strand 2.4 Establishes and Maintains Consistent Standards of Learners’ Behavior Indicators: 2.4.1 Handles behavior problems quickly and with Due respect to Children’s Rights 2.4.2 Gives timely feedback to reinforce appropriate Learners’ behavior

2.4.3 Guides individual learners requiring development of appropriate social and learning behavior

2.4.4 Communicates and enforces school policies and procedures for appropriate learner behavior

Strand 2.5 Creates a Healthy Psychological Climate for Learning Indicators: 2.5.1 Encourages free expression of ideas from Learners 2.5.2 Creates stress-free environment 2.5.3 Takes measure to minimize anxiety and fear of the teachers and/or subject


NCBTS DOMAIN 3- DIVERSITY OF LEARNERS

Strand 3.1 Determines, Understands and Accepts the Learners’ Diverse Background Knowledge And Experience

Indicators: 3.1.1 Obtains information on the learning styles, multiple intelligences and needs of learners 3.1.2 Designs or selects learning experiences suited to different kinds of learners 3.1.3 Establishes goals that define appropriate Expectations for all learners 3.1.4 Paces lessons appropriate to needs and Difficulties of learners 3.1.5 Initiates other learning approaches for learners whose needs have not been met by usual

Approaches 3.1.6 Recognizes multi-cultural background of Learners when providing learning opportunities 3.1.7 Adopts strategies to address needs of Differently-abled learners 3.1.8 Makes appropriate adjustments for learners of different socio-economic backgrounds

NCBTS DOMAIN 4- CURRICULUM

Strand 4.1 Demonstrates Mastery of the Subject Indicators: 4.1.1 Delivers accurate and updated content knowledge using appropriate methodologies,

approaches and strategies 4.1.2 Integrates language, literacy and quantitative skill development and values in her/his

subject area 4.1.3 Explains learning goals, instructional procedures and content clearly and accurately to

students 4.1.4 Links the current content with past and future lessons 4.1.5 Aligns with lesson objectives the teaching methods, learning activities and instructional

materials or resources appropriate to learners 4.1.6 Creates situations that encourage learners to use high order thinking skills 4.1.7 Encourages and sustains learners’ interests in the subject by making content meaningful

and relevant to them 4.1.8 Integrates relevant scholarly works and ideas to enrich the lesson as needed 4.1.9 Integrates content of subject area with other disciplines

Strand 4.2 Communicates Clear Learning Goals for the Lessons that are Appropriate for Learners

Indicators: 4.2.1 Sets appropriate learning goals 4.2.2 Understands the learning goals

Strand 4.3 Make Good Use of Allotted Instructional Time Indicators: 4.3.1 Establishes routines and procedures to maximize instructional time 4.3.2 Plans lessons to fit within available instructional time Strand 4.4 Selects Teaching Methods, Learning Activities and the Instructional Materials or Resources

Appropriate to the Learners and Aligned to Objectives of the Lesson Indicators: 4.4.1 Translate learning competencies to Instructional objectives

4.4.2 Selects, prepares, and utilizes Technology and other instructional materials appropriate to the learners and the learning objectives

4.4.3 Provides activities and uses material which fit the learners’ learning styles goals and culture

4.4.4 Uses a variety of teaching approaches and techniques appropriate to the subject matter and the learners

4.4.5 Utilizes information derived from assessment to improve teaching and learning 4.4.6 Provides activities and uses materials which involve learners in meaningful learning Strand 4.5 Recognizes General Learning Processes As Well As Unique Processes of Individual Learners Indicator: 4.5.1 Designs and utilizes teaching methods that take into account the learning process Strand 4.6 Promotes Purposive Study Indicator: 4.6.1.Cultivates good study habits through appropriate activities


Strand 4.7. Demonstrates skills in the use of ICT in teaching and learning Indicator 4.7.1 Utilizes ICT to enhance teaching and learning

NCBTS DOMAIN 5: PLANNING, ASSESSING AND REPORTING

Strand 5.1 Develops and Utilizes Creative and Appropriate Instructional Plan Indicators: 5.1.1 Shows proofs of instructional planning

5.1.2 Implements instructional plan 5.1.3 Demonstrates ability to cope with varied teaching milieu

Strand 5.2 Develops and Uses A Variety Of Appropriate Assessment Strategies To Monitor And Evaluate Learning

Indicators: 5.2.1 Prepares formative and summative tests in line with the curriculum 5.2.2 Employs non-traditional assessment techniques (portfolio, journals, rubric, etc.) 5.2.3 Interprets and uses assessment results to improve teaching and learning 5.2.4 Identifies teaching-learning difficulties and possible causes and takes appropriate action

to address them 5.2.5 Uses tools for assessing authentic learning

Strand 5.3 Monitors Regularly and Provides Feedback on Learners Understanding of Content Indicators: 5.3.1 Provides timely and accurate feedback to learners to encourage them to reflect and

monitor their own learning growth 5.3.2 Keeps accurate records of grades/ Performance levels of learners

Strand 5.4 Communicates Promptly and Clearly to Learners, Parents and Superiors about Progress of Learners

Indicators: 5.4.1 Conducts regular meetings with learners and parents to report learners’ progress 5.4.2 Involves parents to participate in school activities that promote learning

NCBTS DOMAIN 6: COMMUNITY LINKAGES

Strand 6.1 Establishes Learning Environment That Respond to the Aspiration of The Community Indicators: 6.1.1 Involves community in sharing accountability for learners’ achievement

6.1.2 Uses community resources (human, material) to support learning 6.1.3 Uses the community as a laboratory for learning 6.1.4 Participates in community activities that promote learning 6.1.5 Uses community networks to publicize school events and achievements 6.1.6 Encourages students to apply classroom learning to the community

NCBTS DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

Strand 7.1 Takes Pride in the Nobility of Teaching As A Profession Indicators: 7.1.1 Maintains stature and behavior that upholds the dignity of teaching 7.1.2 Allocates time for personal and professional development through participation in

Educational seminars and workshops, reading educational materials regularly and engaging in Educational research

7.1.3 Manifests personal qualities like enthusiasm, flexibility and caring attitude 7.1.4 Articulates and demonstrates one’s personal philosophy of teaching

Strand 7.2 Builds Professional Links with Colleagues to Enrich Teaching Practice Indicators: 7.2.1 Keeps abreast with recent developments in education 7.2.2 Links with other institutions and organizations for sharing best practices

Strand 7.3 Reflects on the Extent of the Attainment Of Professional Development Indicators: 7.3.1 Reflects on the quality of his/her own teaching 7.3.2 Improves teaching performance based on feedback from the mentor, students, peers,

superiors and others 7.3.3 Accepts personal accountability to learners’ achievement and performance

7.3.4 Uses self-evaluation to recognize and enhance one’s strength and correct one’s weaknesses


Appendix B. NATIONAL COMPETENCY – BASED STANDARDS FOR SCHOOL HEADS (NCBS- SH)

(Enclosure to DepED Order No. 32, s. 2010)

Key Domains of School Heads’ Competencies Based on the Core Principle and a review of literature on principal performance, the following domains of practice were identified as important for school heads to be effective.

School Leadership Effective leadership is the core of every successful school. This domain emphasizes that effective school leaders collaboratively create a vision and establish a climate for teachers, non-teaching personnel and learners to reach their highest level of achievement. They follow the leadership framework of a transformational leadership of owning, co-owning and co-creating. They use data-base and analysis of best practices in education, society and country in order to be responsive and proactive in changing schools to prepare children for the future in which they will live.

Instructional Leadership Education reforms have created an urgent need for strong emphasis on the development of instructional leadership skills. This domain covers those actions in instructional leadership (e.g. assessment for learning, development and implementation, instructional supervision and technical assistance that school heads take or delegate to others to promote good teaching and high level learning among pupils/students.

Creating a Student-Centered Learning Climate The domain requires that effective school leaders set high standards and create high expectations for learners at the same time recognizing their achievements. It also includes creating opportunities to make learners functionally literate. They create a learner – centered, safe and healthy environment that supports continuous learning and sharing of knowledge.

HR Management and Professional Development Effective school leaders develop the skills and talents of those around them. This domain includes the nurturing and supporting of a learning community that recruits teachers based on NCBTS and promotes the continuous growth and development of personnel based on IPPD and SPPD. They recognize individual talents and assign responsibility and authority for specific tasks and appraise the staff based on competency standards..

Parent Involvement and Community Partnership Effective school heads engage in shared decision making with the community in achieving universal participation, completion and functional literacy. This domain covers parent and other stakeholders involvement to raise learners’ performance. This also includes responsibility for promoting positive image of the school thereby establish sustainable linkages with other sectors.

School Management and Operations This domain covers the critical role school heads play in managing the implementation and monitoring of their schools’ improvement plan/annual implementation plan. They are responsible for the generation, mobilization and are accountable for the utilization of funds and other resources. They also use ICT in the management of their daily operations.

Personal and Professional Attributes and Interpersonal Effectiveness Effective school leaders are models of professionalism and ethical and moral leadership. This domain includes the development of pride in the nobility of the teaching profession. School leaders also project integrity by promoting and supporting an environment where teachers, non-teaching staff and learners adhere to do “what is right.” They also express themselves clearly and possess effective writing and presentation skills


Key Domains and Competency Strands The NCBS-SH is an integrated theoretical framework that defines the different dimensions of being an effective school head. An effective school head is one who can implement continuous school improvement, who can produce better learning outcomes among its pupils/students and who can help change institutional culture among others. The NCBS-SH Domains are distinctive areas which will guide school heads to be effective. Each domain is based on the functions expected of school heads, Under each domain are competency strands and the competency strand is broken down into a number of performance indicators. Performance indicator points to the abilities, attitudes and underpinning knowledge which lead to competent performance. The Figure below shows the schematic presentation of the Integrated Domains with the competency strands under each domain.

CORE PRINCIPLE

School heads are competent, committed

and accountable in providing access to quality and relevant

education for all through transformational

leadership and high degree of professionalism

Domain 1 SCHOOL LEADERSHIP

Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO)

Data-based Strategic Planning

Conflict management

Building High Performance Teams

Coordinating the Work of Others Domain 7 PERSONAL & PROFESSIONAL

ATTRIBUTES and INTERPERSONAL EFFECTIVENESS

Professionalism

Communication

Interpersonal Sensitivity

Fairness and Integrity

Domain 2 INSTRUCTIONAL LEADERSHIP

Assessment for Learning

Developing Programs &/or Adapting Existing Programs

Implementing Programs for Instructional Improvement

Domain 3 CREATING A STUDENT CENTERED LEARNING

CLIMATE

Setting high social & academic expectations

Creating school environments focused on the needs of the

learner

Domain 6 SCHOOL MANAGEMENT AND DAILY OPERATIONS

Managing Daily Operations

Fiscal Management

Use of technology in the

Management of Operations

Domain 4 HR MANAGEMENT AND

PROFESSIONAL DEVELOPMENT

Creating a Professional Learning Community

Recruiting and Hiring

Instructional Supervision

Managing Performance of

teachers and Staff

Domain 5 PARENT INVOLVEMENT AND COMMUNITY PARTNERSHIP

Parental Involvement

External Community

Partnership


Guiding Principles in the Framing of the NCBS -SH The following are the principles which guided the framing of the NCBS-SH.

• Function - based. The competencies are based on school head functions as stated in RA 9155, related laws and DepEd policies.

• Responsive. Competencies are applicable in any range of context: big or small school, city or rural school, culturally divergent groups.

• Impartial. These are applicable to any school head regardless of position item, gender, age, experience and other personal circumstances

• Coherent. These are clear and logical.

• Valid. All performance indicators are research-and experience-based.

CORE PRINCIPLE School heads are competent, committed and accountable in providing access to

quality and relevant education for all through transformational leadership and high degree of professionalism.

DOMAINS AND COMPETENCY STRANDS

INDICATORS

DOMAIN 1. SCHOOL LEADERSHIP

1.A. Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO)

Involves internal and external stakeholders in the drafting of the school vision, mission, goals and objectives for co-ownership

Expresses ownership and personal responses to the identified issues

Aligns goals and objectives with the school vision and mission

Communicates the school VMGO clearly

Explains the school vision to the general public

Revisits and ensures that school activities are aligned with the school VMGO

1.B. Data-based Strategic Planning

Establishes BEIS/SIS and baseline data of all performance indicators

Involves all internal and external stakeholders in developing SIP/AIP

Utilizes data, e.g. BEIS/SIS, SBM assessment, TSNA, and strategic planning in the development of SIP/AIP

Aligns the SIP/AIP w/ national, regional and local education thrusts and policies

Communicates effectively SIP/AIP to internal and external stakeholders

1.C. Problem Solving

Resolves problems at the school level

Assists teachers and students to understand the problem and identify possible solutions

Assists concerned parties in choosing solutions through a dialogue

Addresses the causes of the problem rather than the symptoms

Explores several approaches in handling problems

1.D. Building High Performance Teams

Involves stakeholders in meetings and deliberations for decision making,

Provides opportunities for growth to develop members to be team players

Defines roles and functions of each committee

Monitors and evaluates accomplishment of different committees/teams

Gives feedback on the team’s performance using performance – based assessment tool

Establishes a system for rewards and benefits for teachers and staff

1.E. Coordinating with Others

Collaborates with concerned staff and other stakeholders on the planning and implementation of programs and projects

Ensures proper allocation and utilization of resources (time, fiscal, human, IMS, etc.)

Provides feedback and updates to stakeholders on the status of progress and completion of programs and projects

Mobilizes teachers/staff/stakeholders in sustaining a project


1.F. Leading & Managing Change

Assists teachers to identify strengths and growth areas through monitoring and observation

Introduces innovations in the school program to achieve higher learning outcomes

Monitors and evaluates the implementation of change programs included in SIP/AIP

Observes and applies multi-tasking in giving assignments

Advocates and executes plans for changes including culture change in the workplace

Empowers teachers and personnel to identify, initiate and manage changes

DOMAIN 2. INSTRUCTIONAL LEADERSHIP

2.A. Assessment for Learning

Manages the processes and procedures in monitoring student achievement

Ensures utilization of a range of assessment processes to assess student performance

Assesses the effectiveness of curricular/co-curricular programs and / or instructional strategies

Creates & manages a school process to ensure student progress is conveyed to students and parents/guardians regularly

2.B. Developing Programs &/or Adapting Existing Programs

Uses research, expertise, and/or other vehicles to assist in developing and implementing a coherent and responsive school-wide curriculum

Addresses deficiencies and sustains successes of current programs in collaboration with the teachers. Learners and stakeholders

Develops a culture of functional literacy

2.C.

Implementing Programs for Instructional Improvement

Manages the introduction of curriculum initiatives in line w/ DepEd policies (e.g. BEC, Madrasah)

Works with teachers in curriculum review

Enriches curricular offerings based on local needs

Manages curriculum innovation and enrichment with the use of technology

Organizes teams to champion instructional innovation programs toward curricular responsiveness

2.D. Instructional Supervision

Prepares an instructional supervisory plan

Conducts Instructional Supervision using appropriate strategy

Evaluates lesson plans as well as classroom and learning management

Provides timely, accurate and specific feedback in a collegial manner to teachers regarding performance

Provides technical assistance / expertise and instructional support to teachers

DOMAIN 3. CREATING A STUDENT - CENTERED LEARNING CLIMATE

3.A. Setting high social & academic expectations

Benchmarks school performance

Establishes and models high social and academic expectations for all Creates an engaging learning environment Participates in the management of learner behavior within the school and other

school related activities done outside the school Supports learners’ desire to pursue further learning Recognizes high performing learners and teachers and supportive parents and

other stakeholders

3.B. Creating school environments focused on the needs of the learner

Creates and sustains a safe, orderly, nurturing and healthy environment

Provides environment that promotes use of technology among learners and teachers


DOMAIN 4. HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT

4.A. Creating a Professional Learning Community

Builds a community of learners among teachers

Assesses and analyzes the needs and interests of teachers and other school personnel

Aligns the School Plan for Professional Development (SPPD) with the Individual Plan for Professional Development (IPPD) and identified needs of other school personnel

Includes the SPPD in the SIP/AIP

Mentors and coaches employees and facilitates the induction of new ones

Recognizes potential of staff and provides opportunities for professional development

Ensures the school development plan objectives are supported with resources for training and development programs

Prepares, implements, and monitors school-based INSET for all teaching staff based on IPPD

Monitors and evaluates training efficiency and effectiveness

4.B. Recruitment & Hiring

Utilizes the basic qualification standards and adheres to pertinent policies in recruiting and hiring teachers / staff

Creates a School Selection and Promotion Committee and trains its members

Recommends better ways and means to improve recruitment, hiring and performance appraisal of teachers

4.C.

Managing Performance of Teachers and Staff

Assigns teachers and other personnel to their area of competence

Assists teachers and staff in setting and resetting performance goals

Monitors and evaluates performance of teaching and non-teaching personnel vis-a-vis targets

Delegates specific tasks to help manage the performance of teaching and non-teaching personnel

Coaches deputized staff as needed on managing performance

Creates a functional school-based performance appraisal committee

Assists and monitors the development of of IPPD of each teacher

DOMAIN 5. PARENT INVOLVEMENT & COMMUNITY PARTNERSHIP

5.A. Parental Involvement

Establishes school and family partnerships that promote student peak performance

Organizes programs that involve parents and other school stakeholders to promote learning

Conducts dialogues, fora, training of teachers, learners and parents on the

welfare and performance of learners

5.B. External Community Partnership

Promotes the image of the school through school summit, State of the School Address (SOSA) cultural shows, learners’ project exhibits, fairs, etc.

Conducts dialogues and meetings with multi-stakeholders in crafting programs and projects

Participates actively in community affairs

Establishes sustainable linkages / partnership with other sectors, agencies and NGOs through MOA/ MOU or using Adopt a School Program policies

DOMAIN 6. SCHOOL MANAGEMENT AND OPERATIONS

6.A. Managing School Operations

Manages the implementation, monitoring and review of the SIP/AIP and other action plans

Establishes and maintains specific programs to meet needs of identified target groups

Takes the lead in the design of a school physical plant and facilities improvement plan in consultation with an expert/s


Allocates/prioritizes funds for improvement and maintenance of school physical facilities and equipment

Oversees school operations and care and use of school facilities according to set guidelines

Institutionalizes best practices in managing and monitoring school operations thereby creating a safe, secure and clean learning environment

Assigns / hires appropriate support personnel to manage school operations

6.B. Fiscal Management

Prepares a financial management plan

Develops a school budget which is consistent with SIP/AIP

Generates and mobilizes financial resources

Manages school resources in accordance with DepEd policies and accounting and auditing rules and regulations and other pertinent guidelines

Accepts donations, gifts, bequests and grants in accordance with RA 9155

Manages a process for the registration, maintenance and replacement of school assets and dispositions of non-reusable properties

Organizes a procurement committee and ensures that the official procurement process is followed

Utilizes funds for approved school programs and projects as reflected in SIP/AIP

Monitors utilization, recording and reporting of funds

Accounts for school fund

Prepares financial reports and submits / communicates the same to higher education authorities and other education partners

6.C. Use of Technology in the Management of Operations

Applies Information Technology (IT) plans for online communication

Uses IT to facilitate the operationalization of the school management system

(e.g. school information system, student tracking system, personnel information system)

Uses IT to access Teacher Support Materials (TSM), Learning support Materials (LSM) and assessment tools in accordance with the guidelines

Shares with other school heads the school’s experience in the use of new technology

DOMAIN 7. PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS

7.A. Professionalism

Manifests genuine enthusiasm and pride in the nobility of the teaching profession

Observes and demonstrates desirable personal and professional (RA 6713 & Code of Ethics RA 7836) behaviors like respect, honesty, dedication, patriotism and genuine concern for others at all times

Maintains harmonious and pleasant personal official relations with superiors, colleagues, subordinates, learners, parents and other stakeholders

Recommends appointments, promotions and transfers on the bases of merit and needs in the interest of the service

Maintains good reputation with respect to financial matters such as the settlement of his/her debts, loans and other financial affairs

Develops programs and projects for continuing personal and professional

development including moral recovery

and values formation among teaching

and non-teaching personnel

7.B. Communication Communicates effectively both in speaking and writing to staff and other stakeholders

Listens to stakeholders’ needs and concerns and responds appropriately in consideration of the political, social, legal and cultural context

7.C. Interpersonal Sensitivity

Interacts appropriately with a variety of audiences

Demonstrates ability to empathize with others


Appendix C. Architectural Design of the Unified Information System (UIS)


Appendix D. Memorandum of Understanding on DepED and TEI Partnership

to Support the Operations of the T&D

MEMORANDUM OF UNDERSTANDING KNOW ALL PERSONS BY THESE PRESENTS: This Memorandum of Understanding (MOU) is executed by and between: Department of Education (DepED) Regional Office VIII represented by the Regional Director, and State Universities and Colleges with accredited Teacher Education Programs, represented by their Presidents WITNESSETH WHEREAS, this Memorandum of Understanding (MOU) serves as a facilitating document toward establishing a partnership to provide an exchange of supportive services between the DepED Region VIII, Eastern Visayas, and State Universities and Colleges with accredited Teacher Education Programs located in the Region, with an aim to sustain the operations of the DepED - National Educators Academy of the Philippines (NEAP-Region VIII), with Training and Development (T&D) as its initial core service area; WHEREAS, all of the provisions of this MOU are subject to mutual agreement of the parties, to the availability of appropriate resources at the DepED and at each institution, and to review by the Regional Office Director of DepED and by the Heads of the SUCs who are signatories of this MOU. Parties to this MOU have the right to any future addendum or revision by informing the partner in writing six months prior to intended implementation of agreed change; WHEREAS, the SUCs with accredited Teacher Education Programs are deeply committed to DepED Region VIII in providing support to activities related to human resource development of in-service personnel. Partners Background: DepED Region VIII Through RA 9155, Governance Act of Basic Education, the DepED Regional level is mandated to be responsible in the implementation of programs for the professional development office of all regional personnel pursuant to the national policies and standards and to implement and manage region-wide staff development programs. The DepED Region VIII, enabled by DepED Orders 30, 32 and 111, all with series 2009, is currently intensifying the improvement of competencies and work performance of its human resource with the establishment of the National Educators Academy of the Philippines in the Region (NEAP-Region VIII). The establishment of NEAP in the Region aims to provide a decentralized system of human resources development and management that serves as a hub for quality assurance and accountability to address the peculiar and diverse cultural learning needs at the region and its target clientele resulting in the maximization of resources. The NEAP-Region VIII has for its initial core service area the operations of a functional and integrated T&D System guided by a set of standards, structures, processes, and tools for quality outcomes.

The SUCs with accredited Teacher Education Programs The SUCs with accredited Teacher Education Programs have a mandate to assist DepED Region VIII in its human resource training endeavors for quality outcomes. These institutions carry out professional upgrading and accreditation of their undergraduate and graduate degree programs including in-service training programs for teachers, school managers and educational leaders, to assure quality professional continuing education. The SUCs with accredited Teacher Education Programs, through their programs in instruction, research, extension services and community linkages, have continuously demonstrated social responsibility by sharing their physical


resources and human expertise for the continuing professional development of in-service education personnel. Long Term Objective: To formally establish ongoing collaboration between the DepED Region VIII and the SUCs with, accredited Teacher Education Programs, both parties agree in this joint endeavor to support the operations of the NEAP-Region VIII, with the T&D system as its core service area particularly the critical processes described in the Operations Manuals relating to the major components of the T&D system as follows: :

Training & Development Needs Assessment (TDNA) System

Professional Development Planning (PDP) System

Program Designing and Resource Development (PDRD) System

Program Delivery (PD) System and to support the development and operations of the other service areas of the NEAP-Region VIII as follows:

Competency Assessment

Quality Assurance-Monitoring & Evaluation and Accreditation (QA-ME-A)

Research and Development

Succession Planning and Programming

Production of Professional Development Materials (PDMs)

Proposed Collaborative Partnership Activities: By formalizing this collaborative partnership, initially through this memorandum of understanding, formal additional agreements for specific activities shall be done by both parties. Signed agreements/contracts shall contain more specific and permanent basis for expected outputs such as Terms of Reference (TOR) for individuals/groups involved and necessary entitlements for the following but not limited to, proposed projects/activities:

TDNA and Competency Assessment: - Data Gathering, M&E and Research on T&D Needs and Competency Assessment for Teachers, School Heads, and Regional and Division Education Leaders and non-teaching personnel

PDP and Succession Planning and Programming: - Conduct and Review of Professional Development Plans at the region, division and school levels, including succession planning and programming

PDRD and Production of PDMs: - Development/Production and Review of Training Program Designs and Resource Packages/Materials for trainers, teachers, school heads, educational leaders and non-teaching personnel

PD and Research: - Conduct of and research on pre-service and in-service teacher training and development activities that are

school-based, e.g. job-embedded learning (JEL); field-study courses - Conduct of and research on delivery of needs-based formal training programs for various clientele - Conduct and evaluation of scholarship programs, short-term in-service trainings including post-training

activities - Advising/Mentoring trainees of job-embedded learning (JEL)

Quality Assurance- Monitoring & Evaluation and Accreditation of T&D programs/ activities By this presents the Regional Director of the DepED Region VIII hereby authorizes the Schools Division Superintendent (SDS) of the Divisions where the partner SUCs are located, to enter into contracts or agreements involving specific activities mentioned above with said SUCs.


Sustainability of Partnership To ensure a continuous partnership between and among the parties concerned, there will be a meeting of the DepED and TEIs’ officials every quarter or as often as necessary, to set directions, deliberate and evaluate collaborative activities. A designated key person of each institution shall be involved, in a more or less permanent capacity, to represent the institution head and/or participate in such meetings. The DepED Regional Director (RD) or Assistant Regional Director (ARD) shall initiate the calls for the meetings through the T and D Division Chief. The meeting shall be presided by RD/ARD/NEAP-Regional Executive DIrector and in their absence by the T and D Division Chief. The Regional T&D Division Chief and T&D Center Chair, being the key persons in the NEAP-Regional T&D operations shall be expected to always attend the meetings. The President of each SUC shall designate the Vice-President for Academic Affairs or Dean of College of Education as the permanent alternate in his/her absence to represent the institution. The parties hereto may agree to accept other SUCs with accredited Teacher Education Programs interested in joining the partnership as stipulated in this MOU. Effectivity

This MOU shall take effect upon signing by all the Parties concerned and shall continue to be in effect until the parties mutually decide to terminate this understanding. IN WITNESS HEREOF, the Parties have voluntarily signed this Memorandum of Understanding on _______ in ________. _____________________________ ____________________________ President, Visayas State University President, University of Eastern Philippines Baybay, Leyte Catarman, Northern Samar Date: _______________2010 Date: _______________2010 ______________________________ ___________________________ President, Leyte Normal University President, Naval State University Tacloban City, Leyte Naval, Leyte Date: _______________2010 Date: _______________2010 __________________________ _____________________________ President, Samar State University President, Palompon Institute of Technology Catbalogan Samar Palompon, Leyte Date: _______________2010 Date: _______________2010 ____________________________ __ _____________________________ President, Eastern Visayas State President,Southern Leyte State University University Tacloban City, Leyte Sogod, Southern Leyte Date: _______________2010 Date: _________________2010


____________________ Regional Director Department of Education Region VIII Date: _________________ Signed in the presence of: ________________________________ ________________________________

NOTARY ACKNOWLEDGEMENT

BEFORE ME, A NOTARY PUBLIC for and in the Province of _________________, personally appeared the following with their Residence Certificates:

Name Res. Cert. No. Issued at Issued On __________________ ___________ ________ _________ __________________ ___________ ________ _________ __________________ ___________ ________ _________ __________________ ___________ ________ _________ __________________ ___________ ________ _________ __________________ ___________ ________ _________ __________________ ___________ ________ _________ Known to me and to me known to be the same persons who executed the foregoing contract instrument, and they acknowledged to me that the same is their free and voluntary act and deed of the entities they respectively represent. This instrument relates to a Memorandum of Understanding (MOU) consisting of _____ pages having been signed by all the parties and witnesses. WITNESS MY HAND AND SEAL on the date, year, and place above written.

_________________________

NOTARY PUBLIC

Doc. No. __________ Page No. __________ Book No. __________ Series of ________


Appendix E. Advocacy Plan for the NCBTS and the T&D System

Framework Adoption (2007-2009)

(Developed during the Joint Workshop of the TEDP-TWG, NEAP and STRIVE T&D Component on November 7 – December 1 2008 at the Kimberly Hotel, Manila)

INTRODUCTION

The Advocacy Plan for the NCBTS and the T&D System Adoption is a guide to information dissemination regarding the reforms in Pre and In-Service programs of DepED to specific types of audiences at different phases of the development initiatives.

The development initiatives, while primarily address development of teachers (pre and in-service), include the formation of a unified standards-based training and development system that will be able to address capability building requirements of DepED’s human resource.

Thus, the Advocacy Plan supports both the adoption of the NCBTS and the unified standards-based training and development system. The Advocacy Plan had been structured following the development phases of the T&D systems requirements to the period when the appropriate policy cover is issued to institute the application of NCBTS with the associated unified standards-based training and development system. ASSUMPTIONS:

Current Situation:

Currently, DepED is pursuing reforms both in policies and systems to install NCBTS and a unified T&D System to improve/influence the pre-service and in-service programs. These reforms on teacher development are pursued to address the current situation such as:

I. Application of teacher standards

Very slow progress in the adoption of NCBTs across levels

II. System and procedures:

Weak coordination and collaboration among relevant DepED units and various training providers in developing a unified T&D program. This also implies an absence of a central coordinating unit responsible for T&D.

Absence of :

a) An appropriate and standard structure for T&D

b) The capability building opportunities for managers and implementers of the T&D systems and programs

c) A Continuous Professional Development Program that is strategic and based on NCBTS-TSNA results

d) Follow-up mechanism to ensure application of learning from training

III. Support for NCBTS and T&D:

Minimum management support to implement NCBTS as indicated by slow progress of NCBTS adoption in the field (E.g. Non-issuance of policies / guidelines re: the application of NCBTS ; allocation of regular funds that promotes application of NCBTS)

Inadequate technical assistance and support from central/ region/division management relevant to the application of NCBTS through the T&D activities

(E.g. Coaching of teachers by supervisors in applying the NCBTS in daily instruction; Technical assistance of the Region to the division in applying NCBTS in instructional supervision)


Inadequate resource support from external and internal stakeholders

(External: School boards/LGUs; NGOs; Civic organizations/individuals; Academic institutions. Internal: PTAs; Teachers themselves; School officials)

Desired Results:

Given the current situation and the call for reform, the aim of advocacy therefore is to have the NCBTS fully accepted, utilized as a basis for the provision of quality continuing professional development by stakeholders which will result to improved learning outcomes. Specifically, the advocacy should be able to;


1.1. Secure the DepED Order for the nationwide roll-out of the NCBTS

1.2. Promote awareness in the utilization of NCBTS

1.3. Encourage teachers to apply the standards in their teaching practice

II. Fragmented system and procedures:

2.1. Establish the NCBTS as the unifying framework for all continuous and strategic professional development activities for teachers

2.2. Create appropriate structure and capability building for T&D implementers

2.3. Enhance coordination and collaboration of the bureaus and various providers of T&D programs

2.4. Install the Job-embedded learning mechanism to ensure application of learning from training

III. Support for NCBTS and T&D

3.1. Secure the DepED Order for the nationwide roll-out of the NCBTS

3.2. Gain adequate support from and engagement of external internal stakeholders

3.3. Develop positive attitude through in-depth orientation of internal/external stakeholders

3.4. Guide educational leaders in assisting teachers in the application of the standards for improved teaching practices

GENERAL ADVOCACY CHANNELS / STRATEGIES

The advocacy strategies provided in this plan were identified based on the type of audience and the advocacy agenda at each phase, from development of the T&D Systems to actual roll-out and adoption of the NCBTS. This is to ensure that messages are packaged in the “language” that can be best understood by each audience type and consequently gain the attention required. Generally, the advocacy program will employ the use of appropriate advocacy channels to advocate NCBTS to the various stakeholders and beneficiaries. The following table provides the general approaches in dealing with specific sectors:

I. Internal Audience

Type of Audience Strategy / Channels

DepED Central: (Entire DepED)

DepED Secretary

Undersecretary and Assistant Secretary for Programs & Projects

Under Secretary for Regional Operations

USEC and ASEC for Finance

Directors of all 3 Bureaus

Solicit the participation of the Bureau Directors, the NEAP in a consultative meeting

Presentations during ManCom, ExeCom, FinCom, ProgCom,

Invite Regional key personnel in Design Workshops

Periodic updating of the RD and ARD re: progress of work which includes submission of progress reports


HR / Personnel Department

NEAP

OPS

Regional key personnel

Regional management headed by Regional Directors

Regional Chiefs and supervisors

Regional supervisors in-charge of M&E

Regional Physical Facilities Unit (for Infra dev)

Regional Planning Unit

Regional ICT coordinator

Region HR / Personnel Department

Solicit attendance to small group meetings and consultative processes

Presentations during ExeCom

Presentations during ManCom Meetings

Involving Regional/Division key personnel in Design Workshops

Soliciting attendance to orientations and fora

Involving key personnel in the designing and piloting processes

Soliciting participation to a Turn-Over Ceremony

Distributing newsletters

Orientation and Walkthrough

Field validation

Division key personnel

Division management headed by the SDS

Division supervisors

District supervisors

Division HR / Personnel Department

School Level personnel:

School heads

Teachers

Orientation on proper utilization of NCBTS procedures and tools

Relevant Associations

Association of Secondary School Principals (NAPSSHI)

All related prof teachers association such as:

Association of Elementary School Principals (PESPA)

Private Schools Administrators Association of the Phil (PRISAAP)

Association of Regional Directors

Association of SDSs (PASS)

Association of District Supervisors (PSDSA)

Association of Ed. Supervisors (PAES)

PAFTE

SUCTEA

NOPTI

National Conventions of Prof Teacher

Organizations

Educators Congress and other fora

II. External Audience

Type of Audience Strategy / Channels

Local Government Units (LGUs):

School boards

Invite identified audience to the formal turn-over of the facility to DepED region (e.g. Ribbon cutting event)

Consultative meeting

Orientation

Forum

Flyers re: T&D and RELC

Relevant Associations

Parents’ Association (PTAs)

Other Relevant Government Agencies

CSC

PRC

CHED

NEDA


Relevant Academic Institutions

TEIs

DOST – SEI (for the RTCs they manage)

ADVOCACY PLAN: Phase 1: TRAINING AND DEVELOPMENT SYSTEMS DESIGN STAGE

SITUATION: At present, the DepED through the TEDP-TWG in collaboration with STRIVE 2 is developing a system for the provision of quality in-service professional development programs for teachers based on the NCBTS Framework. The NCBTS-based Training and Development (T&D) System that is being designed is aimed at addressing the current fragmented approach to teacher development as indicated by the following:

The NCBTS is not widely accepted and used as a basis for the designs of the different components of the T and D Systems (e.g. TDNA, PDP PDRD,PDy,)


Absence of :

a. An appropriate and standard structure for designing the T&D Systems

b. A Continuous Professional Development Program that is strategic and based on NCBTS-TSNA results

c. A Follow-up mechanism or Job Embedded Learning (JEL) to ensure application of learning from Formal Face-to-Face (F3) training

ADVOCACY AGENDA:

At this stage, there is a need to engage the Bureaus, the NEAP and the current training and development providers in order to build a strong working relationship among themselves, consequently adopting a unified approach to designing the different components of the T and D System for teacher development based on the NCBTS Framework. Advocacy at this stage should be able to:

establish the NCBTS as the basis for designing the different components of the T&D System for teachers.

encourage the adoption of a unified approach in designing the different components of the T&D System.

To achieve the objectives of the advocacy, there is a need to communicate the following:

The Framework of the NCBTS.

The utilization of the NCBTS Framework in informing the designs of the different components of the T&D System for teachers

Benefits of adopting the unified approach to designing the different systems of the T&D System


TARGET RESULTS (Facilitating factors to be obtained from audience)

MESSAGE/s TARGET OF MESSAGE

CHANNELS / STRATEGIES TIMING

The NCBTS is used as the basis for designing the different components of the T&D Systems for teachers.

The Framework of the NCBTS The use NCBTS to inform the designing of the different components of the T&D Systems for teachers

Bureau Directors NEAP Regional Director Regional Chiefs ES-II SDS ASDS/ES in-charge of INSET

Solicit the participation of the Bureau Directors, the NEAP in a consultative meeting


Invite Regional/Division key personnel in Design Workshops

A unified approach in designing the different components of the T&D systems is adopted.

Benefits of adopting the unified approach to designing the different components of the T&D Systems

Usec. for Programs Bureau Directors NEAP Regional Directors Regional Chiefs ES-II SDS ASDS/ES in-charge of INSET

Solicit attendance to small group meetings and consultative processes

Presentations during ExeCom


Involving Regional/Division key personnel in Design Workshops

Phase 2: PILOT AND FINALIZATION OF THE T&D SYSTEMS

SITUATION: Despite the encouraging results of the pilot run of the developed components of T and D System (e.g. TDNA), the educational leaders in the Region and the Division lack the interest and initiative to expand the applicability of the system beyond the pilot schools/divisions. This situation is attributed to the following:

Very limited information about the existence of the NCBTS during the pilot stage

Limited involvement of Regional/Division key personnel in the pre-piloting stage contributing to the status quo of low level of awareness on NCBTS as well as on their role in teacher development among themselves

Absence of a unified structure for T&D at all levels.

ADVOCACY AGENDA:

At the pilot stage, there is a need to engage the Regional/Division key personnel in the process to secure their commitment and support for the various activities. This will eventually lead to their active involvement in ensuring a wider range of implementation of the piloted and refined system.

Advocacy at this stage should be able to:

Raise the level of awareness of Region/Division key personnel on the use of NCBTS and their roles and responsibilities in the professional development of teachers

To achieve the objectives of the advocacy, there is a need to communicate the following:

Roles and Responsibilities of the Region/Division/School key personnel in the professional development of teachers

The purpose and importance of pilot-testing a system

Utilization of the results of the pilot-testing for full implementation of the system




CHANNELS / STRATEGIES

TIMING

Increased level of awareness of Region/Division key personnel on use of NCBTS and their roles and responsibilities in the professional development of teachers

Roles and Responsibilities of the Region/Division/School key personnel in the professional development of teachers

The purpose and importance of Pilot-testing

RD Regional Chiefs SDS ES PSDS School Heads PTA LGU

Holding consultative meetings

Soliciting attendance to orientations and forums

Involving key personnel in the designing and piloting processes

Phase 3: TURN-OVER OF THE T&D SYSTEMS TO the Central/Region/Division DEPED

SITUATION: Currently, there is a very slow progress in the adoption of the NCBTS Framework and in the implementation of the piloted and refined NCBTS-based components of the T&D System even after such were handed over to the STRIVE Regions with both pilot and non-pilot divisions due to the following:

Lack of the sense of ownership among the SDSs of non-STRIVE divisions

Minimum management support to implement NCBTS as indicated by slow progress of adopting NCBTS-based T&D System components in the field (E.g. Non-issuance of policies / guidelines re: the application of NCBTS ; allocation of regular funds that promotes application of NCBTS)


(E.g. Coaching of teachers by supervisors in applying the NCBTS in daily instruction; Technical guidance of the Region to the division in applying NCBTS in instructional supervision)

ADVOCACY AGENDA:

At this stage, there is a need to encourage ownership and maximum support of the implementation of the different components of the T&D System for teachers as early implementers.

Advocacy at this stage should be able to:

Gain acceptance and commitment to roll-out the different components of the T&D System for teachers within the Region/Division

To achieve the advocacy objectives, there is a need to communicate the following: The frameworks of the different aspects of the T&D Systems Benefits of adopting the systems Strategies and mechanisms in rolling out the systems




CHANNELS / STRATEGIES TIMING

Acceptance and commitment to roll-out the different components of the T&D Systems within the Region/Division are gained

The frameworks of the different components of the T&D Systems Benefits of adopting the systems Strategies and mechanisms in rolling out the systems

RD SDS

Presentations during ManCom meetings

Soliciting participation to a Turn-Over Ceremony

Distributing newsletters

Phase 4: NATIONWIDE VALIDATION OF THE OUTPUTS (E.G. T&D SYSTEMS)

SITUATION: At this phase of the project, very limited areas would have been oriented and have implemented by the T&D System. The systems were validated only for Target Divisions of Project Strive in the Visayas. While the system maybe applicable to the STRIVE Divisions, it is necessary to determine its applicability to non- STRIVE Divisions for national implementation.

ADVOCACY AGENDA:

Objectives of the Phase (results desired): To establish validity/applicability of T&D System for teachers at the national level.

Advocacy Message: Need to have a national standardized T&D system based on NCBTS framework. Benefits derived from the T&D System by the implementing agency i.e. Region and

Division and its teacher clientele which will result to an improved performance of learners How the NCBTS and the T&D System contribute to the achievement of BESRA’s goals.




TIMING

Expanded validity/applicability of the T&D System for teachers beyond the STRIVE Regions

Benefits derived from the T&D System based on the NCBTS Framework How the NCBTS and the T&D System contribute to the achievement of BESRA’s goals.

Secretary, USEC, ASEC, Directors of Bureaus, NEAP, RDs, SDSs, SHs, All relevant academic institutions and prof. associations

- ExeCom Meeting for Approval of Activity and Budget

- Orientation and

Walkthrough

- Field validation

As soon as each pilot version of the different components of the T&D System is refined

Phase 5: DEVELOPMENT OF POLICY COVER FOR SYSTEMS ROLL-OUT AND ADOPTION OF THE NCBTS

SITUATION: In this stage of the project, although there is a validated T&D system for teachers, very few educational leaders, take the initiative to implement the system without a policy cover.

ADVOCACY AGENDA:

Objectives of the Phase (results desired): To obtain an enabling policy cover from the Secretary of Education to roll-out the T&D

System for teachers that is NCBTS –based that is consequently endorsed to the field through proper channels.

Advocacy Message: Clear policy for the proper implementation and adoption of the T&D System that is NCBTS-

based including guidelines for systems operations, tools and resources.



MESSAGE/s TARGET OF MESSAGE CHANNELS / STRATEGIES

TIMING

Obtained Dep ED Order implementing the national roll-out of the T&D System for Teachers that is NCBTS-based

Framework of T&D System (Rationale, Structure, Standards, TORs, processes and tools)

Entire Department of Education system, other relevant agencies (CSC, PRC, CHED,NEDA) All relevant academic institutions and teacher prof. associations

ExeCom FinCom ProgCom ManCom National Conventions of Prof Teacher Organizations Educators Congress and other fora

As soon as the final version of the T&D system and /or its components is prepared.

Phase 6: SYSTEMS ROLL-OUT AND ADOPTION OF THE NCBTS

SITUATION: There were nationwide orientations on NCBTS which cascaded to the regions, divisions and schools but its impact was minimal because of the absence of support resources, guidelines and system and no provision for the proper utilization of the NCBTS.

ADVOCACY AGENDA:

Objectives of the Phase (results desired): To provide support resources, guidelines, and system for the proper utilization of the

NCBTS Advocacy Message: Importance of enhancing the competencies of teachers through an NCBTS needs-based

system for professional development


MESSAGE/s TARGET OF MESSAGE CHANNELS / STRATEGIES

TIMING

Strategic dissemination of NCBTS

Importance and benefits derived from enhancing the competencies of teachers through an NCBTS needs-based system for professional development

Entire Department of Education system, other relevant agencies (CSC, PRC, CHED,NEDA) All relevant academic institutions and teacher prof. associations

ExeCom FinCom ProgCom ManCom (Central Office, Region and Division) National Conventions of Prof Teacher Organizations Educators Congress and other teachers fora

- As soon as the

final version of the T&D system for teachers and /or its components is prepared for roll-out.

- As soon as the Region/Division has determined its readiness to roll-out.

Easy access of support materials

Accessibility of support materials

Entire Department of Education system, other relevant agencies (CSC, PRC, CHED,NEDA) All relevant academic institutions and teacher prof. associations LGU, PTCA, NGO,

- Reg./Div ExeCom

- Orientation on how to access support materials


Proper utilization of NCBTS procedures and tools

Effective utilization of NCBTS procedures and tools

Entire Department of Education system, other relevant agencies (CSC, PRC, CHED,NEDA) All relevant academic institutions and teacher prof. associations LGU, PTCA, NGO

- Reg./Div ExeCom

- Orientation on proper utilization of NCBTS procedures and tools

Ways to actively involve the stakeholders identified

Strategies for the Roll-out

RD, SDS - Consultative meeting

- Orientation - Forum

Comments from TEDP/NEAP 1. Inclusion of messages in the advocacy materials .

2. Engage the technical assistance of a Consultant for Advocacy

3. Engage media as a channel to advocacy

RELC INFRASTRUCTURE DEVELOPMENT

SITUATION: Currently there is an absence of a Training and Development Center in Regions 6, 7 and 8. The Regional Directors are aware that STRIVE has it as deliverable to develop a T&D Center in each of the 3 regions through refurbishment and procurement of appropriate equipment. In addition, the NEAP has developed a framework to regionalize NEAP that makes T&D as a core service area with corresponding infrastructure requirement. Moreover, personnel in the regions have minimum understanding of how the RELC is envisioned to operate, the structure and systems required to make it functional, and how the NEAP in the Region integrates in the whole development scheme. Sustainability is also a concern in the development of the RELC.

ADVOCACY AGENDA:

Thus, it is envisioned that through advocacy, the regions will be able to obtain the following: Region management will proactively engage in the entire development of the RELC A regional strategic plan is in placed to map-out the staffing, operations, and maintenance of

the RELC. Appropriate regional teams are set-up by the Regional Director to participate in the

development of the RELC. Participation of regional teams in the development of the T&D Center (infrastructure) NEAP’s recognition of the T&D Center as an integral part of theNEAP in the Region, including its

recognition of it as an infrastructure model to support the operations of NEAP-R. Stakeholders commitment to utilize and sustain the RELC through a policy converting the RELC

to NEAP-R Advocacy Message: Benefits of the RELC Framework for the operations of the RELC, including its functional response to the

requirements of the REA Infrastructure Plan of the RELC Resource mobilization plan of T&D which includes the RELC





TIMING

Region management will proactively engage in the entire development of the T&D Center

A regional strategic plan is in placed to map-out the staffing, operations, and maintenance of the T&D Center.

Appropriate regional teams are set-up by the Regional Director to participate in the development of the T&D and NEAP-R.

Benefits of the T&D Center Framework for the operations of the T&D Center, including its functional response to the requirements of the NEAP-R

Infrastructure Plan of the T&D Center

NEAP

Regional Director

Assistant Regional Director

Regional Chiefs

Consultative discussions during the designing of the T&D Center

Periodic updating of the RD and ARD re: progress of work which includes submission of progress reports

Invitation to NEAP and regional management to monitor development milestones

Participation of regional teams in the development of the T&D Center and NEAP-R (infrastructure)

Framework for the operations of the T&D Center, including its functional response to the requirements of the NEAP-R

Infrastructure Plan of the NEAP-R

Regional Chiefs

Regional Physical Facilities Unit

Invitation to consultative workshops to establish the guidelines and process of infra development and validate the Infrastructure Plan the NEAP-R

NEAP’s recognition of the T&D Center as an integral part of the NEAP-R, including its recognition of it as an infrastructure model to support the operations of NEAP-R:

a) Inclusion of the RELC infra in the REA Operational Framework as a model

b) Commitment to utilize and support operations of the T&D Center and NEAP-R

Framework for the operations of the NEAP-R, including its functional response to the requirements of the NEAP-R

Documentation of the development of the T&D Center and NEAP-R

USec for Programs and Projects

NEAP management

Invitation to NEAP to participate in the consultative discussions re: designing of the NEAP-R

Invitation to NEAP management to monitor development milestones

Invite USec and NEAP to the formal turn-over of the T&D Center facility to DepED region (e.g. Ribbon cutting event)


Stakeholders commitment to utilize and sustain the T&D Center through the endorsement of a resource mobilization plan of the T&D Center

Benefits of T&D Center

Functions of the T&D systems and the T&D Center

Regional Chiefs

Education Supervisors (Division and Districts)

LRM team/s

Non-STRIVE SDSs

Various associations

Invite identified audience to the formal turn-over of the facility to DepED region (e.g. Ribbon cutting event)

Flyers re: T&D and NEAP-R

Turn-over of the T&D Center

Attachment 1 : Correlation of Current Situation to the Desired Results

CURRENT SITUATION DESIRED RESULTS


Very slow progress in the adoption of NCBTs across levels

1.1. Secure the DepED Order for the nationwide roll-out of the NCBTS Promote awareness in the utilization of NCBTS

1.2. Encourage teachers to apply the standards in their teaching practice

II. Fragmented system and procedures:


Absence of :

a) An appropriate and standard structure for T&D

b) The capability building opportunities for managers and implementers of the T&D systems and programs

c) A Continuous Professional Development Program that is strategic and based on NCBTS-TSNA results

d) Follow-up mechanism to ensure application of learning from training

2.1. Establish the NCBTS as the unifying

framework for all continuous and strategic professional development activities for teachers

2.2. Create appropriate structure and capability building for T&D implementers

2.3. Enhance coordination and collaboration of the bureaus and various providers of T&D programs

2.4. Install the Follow-up mechanism or JEL to ensure application of learning from training

III. Support for NCBTS and T&D:

Minimum management support to implement NCBTS as indicated by slow progress of NCBTS installation in the field (E.g. Non-issuance of policies / guidelines re: the application of NCBTS ; allocation of regular funds that promote application of NCBTS)


(E.g. Coaching of teachers by supervisors in applying the NCBTS in daily instruction; Technical guidance of the Region to the division in applying NCBTS in instructional supervision)

Inadequate resource support from external and internal stakeholders

(External: School boards/LGUs; NGOs; Civic organizations/individuals; Academic institutions. Internal: PTCAs; Teachers themselves; School officials)

3.1. Secure the DepED Order for the

nationwide roll-out of the NCBTS

3.2. Gain adequate support from and engagement of external/internal stakeholders

3.3. Develop positive attitude through in-depth orientation of internal / external stakeholders

3.4. Guide educational leaders in assisting teachers in the application of the standards for improved teaching practice


Appendix F: Indicative Calendar for T&D Major Processes Toward Full Operation in Five Years Year 1

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Jan Feb March April May June July August Sept October Nov. Dec

School Level NCBTS-TSNA

IPPD (For Yr-2)

SPPD (For Yr-2)

Division TDNASH

Region

Year 2

School Level Program Designing and Resource Development

IPPD Q2 Review

Conduct of F3 (INSET) programs

▪IPPD Q2 Review

▪ SPPD Q2 Review

Job-Embedded Learning Activities (Year-round)

▪ IPPD Q3 Review ▪ SPPD Q3 Review

Conduct of F3 (INSET) programs

IPPD (For Yr-3)

SPPD (For Yr-3)

Division Div-Organizational TDNA Division MPPD ( For Yr. 3-5 Training)

Program Designing and Resource Development

Conduct of F3 & TOT programs

Region Reg-Organizational TDNA Regional MPPD (For Yr. 3-5 Training)

Program Designing and Resource Development


Year 3

School Level In Full operations with the SAME SCHEDULE as in Year 2 IPPD (For Yr-4)

SPPD (For Yr-4)

Division JEL Activities and Advising (Year-round)


MPPD Mid-Year Review

▪Technical Assistance and Monitoring and Evaluation (Year-round) ▪Program Designing and Resource Development

Region JEL Activities and Advising (Year-round)


MPPD Mid-Year Review

▪Technical Assistance and Monitoring and Evaluation (Year-round) ▪Program Designing and Resource Development

Year 4

School Level In Full operations with the SAME Activities as in Year 2 NCBTS-TSNA

IPPD (For Yr-5)

SPPD (For Yr-5)

Division In Full operations with the SAME Activities as in Year 2 plus Year 3 TDNASH

Region In Full operations with the SAME Activities as in Year 2 plus Year 3

Year 5

School Level IPPD (For Yr-6)

SPPD (For Yr-6)

Division Div-Organizational TDNA Division MPPD ( For Yr. 6-8 Training)

Region Reg-Organizational TDNA Regional MPPD (For Yr. 6-8 Training)


Acknowledgements

to

The Project STRIVE 2 Training and Development

Component Members who developed the standards, processes and tools

of the T&D System Framework & Operations Manual, Volume 1

Region VI Region VII Region VIII

Corazon Polohan, Div. Chief Milagros Villanueva, ES-II Alejandra Lagumbay, P-II

Violenda Gonzales, AO-V Flordeliza Sambrano, ES-II Rita Dimakiling, ES-II

Editha Segubre, ES-II Churchita Villarin, ES-II Adelma Rabuya, PSDS

Gabriel Pintor, P-III Belen Zanoria, ES-I Ma. Lita Veloso, P-I

Grecia Bataluna, ES-I Jovena Amac, HT-III

Nimfa Bongo, P-III

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

Zorahayda Albayda, P-III Lilibeth Laroga, P-I Imelda Valenzuela, P-III

Nelson Bedaure, P-II Ma. Lileth Calacat, P-I Carlos Balanquit, PSDS

Regie Sama, P-II Helconida Bualat, P-1 Nedy Tingzon, P-I

Eulalia Gargaritano, HT IV Rosanna Villaver, P-I Noe Hermosilla, P-I

Susan Severino, HT-IV Remigio Arana, MT-I

DepED- EDPITAF T&D Coordinator

Jonathan F. Batenga

Project STRIVE T&D Technical Advisers

Louise A. Quinn

International Technical Adviser

Twila G. Punsalan

National Technical Adviser

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