School-Based Management INSET for Teachers

1 | P a g e S c h o o l - B a s e d M a n a g e m e n t ( S B M ) S e m e s t r a l I N S E T f o r T e a c h e r s
SCHOOL-BASED MANAGEMENT (SBM) SEMESTRAL IN-SERVICE TRAINING (INSET)
FOR TEACHERS
Session Title: Program Overview and Leveling of Expectations
Duration of
Session
60 minutes
Key
Understandings
to be
developed
 The School-Based Management (SBM) Semestral In-Service Training
(INSET) will ensure development of teacher competencies for improved
learner performance.
 Clear training objectives will lead the participants to the desired goals.
 Agreed learning expectations will guarantee the participants and
facilitators to work together in achieving their aspirations.
 A set of “House Rules” will support the smooth conduct of the training.
 Sharing of noble ideas can widen the perspectives of participants.
Learning
Objectives
Given training materials, the participants will:
1. value the importance of INSET in the development of teacher
competencies and improvement of learner performance;
2. identify the objectives of the 3-day training;
3. explain the Learning Approach/Methodology used in the training;
4. share expectations of the 3-day training;
5. clarify the details in the schedule of activities;
6. infer the outcomes of the training;
7. agree to the house rules drawn out; and
8. distinguish the value of shared ideas.
Resources Handouts:
Training Matrix (Schedule of Activities)
PowerPoint Presentations:
( To be prepared by the facilitator)
Additional Resources:
Laptop, LCD, assorted cartolina, manila paper, bond paper, meta strips,
pastes, masking tapes, art/colored paper, pencils, pentel pens, colored
pens, crayons, etc.)
Activity
(30 min)
A. One-Minute INSET Story
1. On a piece of paper, creatively draw your INSET story focusing on the
following questions:
• What are you most confident of when attending INSET?
• What do you consider as the most significant objective in an INSET?
• How do you see yourself after the INSET?
Session 0

2. After ten minutes, group yourselves according by levels:
For elementary: by grade level
For secondary: by subject/learning area and or year level
Note: Grouping will depend on the number of teachers
3. In your group, take turns to share your one-minute INSET story until
everyone has shared his/her story.
B. Gain and Give
1. In your group, individually answer the following questions using meta
strips or any available materials/resources.
Pink - What do you want to gain from this training?
Blue - What can you give towards the realization of the
training objectives?
Green - What questions would you like to ask?
2. As soon as you are done with your answers, post your outputs on the
spaces provided.
Analysis
(15 minutes)
After viewing the group outputs, process the responses of the participants:
For responses written on meta strips:
Pink:
Say: “Most of you are saying that you want to ...” (Mention the responses
they want to gain from the training.)
Blue:
Say: “And so you want to...” (Mention their responses). Tell them that
their responses in the blue meta strips will be part of the house rules
during the training.)
Green:
Say: “So you have some questions.” (Read the questions.) “We will try to
address these questions in the course of the training”.
Abstraction
(10 minutes)
The facilitator will present through PowerPoint/Discussion the following:
 Importance of INSET
In-Service Training is a process designed to assist teachers to learn new
skills, knowledge, or attitudes (KSAs). As result, these teachers make a
change or transformation that improves or enhances their performance.
These improvements ensure that teachers and the school organization are
able to do things better, faster, easier, and with higher quality and a better
return on investment.
 The Training Objectives
- Align teacher practices to the National Competency-Based Teacher
Standards as basis in performing their tasks for effective teaching;
- Appraise the performance of teachers and learners for the 1st
and 2nd
Grading Periods; and
- Prepare Individual Plan for Professional Development (IPPD) based on
their identified priority needs.
 Learning Approach/Methodology

The learning activities during the 24-hour Formal Face-to-Face (F3)
Training Program follow the andragogical principles or using Activity,
Analysis, Abstraction, and Application (4 A’s).
 Expected Final Outcomes/Success Indicators
A behavior change in the hearts of teachers who are competent,
committed, passionate, and practitioners of effective teaching.
 Reminders:
Trainees should complete the 24-hour training sessions.
Certificate of Appearance will be given after the completion of the
Formal Face-to-Face (F3) training.
 Schedule of Activities
Time Day 1 Day 2 Day 3
8:00-9:00 Arrival/Registration/Opening
Program
Session 3: The
Competency-Based
Performance
Appraisal for
Teachers (CB-PAST)
Session 5:
Individual Plan
For Professional
Development of
Teachers
9:00-10:00 Session 0:
Program Orientation and
Leveling of Expectations
10:00-10:15 Snacks
10:15-12:00 Session 1:
 The School Goals
 Status of School-Based
Management (SBM) level
of practice
 Teacher performance.
 The school culture
 School Head’s Hour
12:00-1:00 Lunch
1:00-3:00 Session 2. NCBTS Session 4:
Assessment of
Learner’s
Performance for the
First Semester,
School Year 2011-
2012
Session 6 :
Workshop
Evaluation
Closing Program
3:00-3:15 Snacks
3:15-5:00 Home Sweet
Home
5:00-6:00 Debriefing

Concluding
Activity
(5 minutes)
Present the quotation below.
“Be Open to New Ideas”
“Be ready to accept changes and learn about new ideas. You will need to
make sure that you are willing to accept new things and start
incorporating them into your own expert knowledge.”
-Ads by Google-
(Facilitator may opt to look for other activities like: songs, anecdotes, poems,
etc.)

Session Title: The School Head’s Hour
Duration of Session 2 hours
Key understandings
to be developed
 The goals of every school are improved learner performance and
increased participation rate.
 The 1st
Key Reform Thrust (KRT) of the Basic Education Sector Reform
Agenda (BESRA) is School-Based Management (SBM).
 Analysis of the previous accomplishments of teachers as basis for
appropriate actions to improve performance.
 The school culture is built on a foundation of mutual support,
collaboration, collegiality and trust.
Learning Objectives Given the School Report Card and other relevant school records, the
participants will:
 express commitment to the realization of the school goals.
 examine the status of SBM levels of practice
 analyze their accomplishments for the 1st
and 2nd
grading periods;
 integrate the knowledge, skills, and attitudes (KSAs) gained from the
session in their road map to the second semester; and
 give 100% support to the School Head in the improvement of teaching-
learning outcomes and in the implementation of programs and
projects of the school.
Resources Handouts:
School Report Card and other Relevant School Records
(To be prepared by the School Head based on the School Report Card
and relevant school records or other Professional Development
Materials)
Laptop, LCD, assorted cartolina, manila paper, bond paper, meta strips,
pastes, masking tapes, art/colored paper, pencils, pentel pens, colored
pens, crayons, etc.)
Introductory
Activity
(10 minutes)
Present the following quotation:
“To improve is to change. To be perfect is to change often.”
-Winston Churchill-
Ask: What are your reflections about the passage?
Call at least three to five participants to give responses.
Activity
(40 minutes)
Organize the participants into groups of 5-8 members.
Ask them to choose their leader and rapporteur.
Session 1

 h
o
u
r
Task: Discuss in your group using the following guide questions:
 What are the goals of the school and how can you help realize them?
 How is School-Based Management (SBM) practiced in the school?
(Give follow-up questions)
 During the 1st
and 2nd
grading periods, were all the basic
skills/competencies contained in the PELC/PSSLC mastered?
 What have you contributed to the improvement of teaching-learning
outcomes?
 What significant involvement have you done in the implementation of
programs and projects of the school.
Ask participants to write the responses of every question on a manila
paper/meta strips.
Let the rapporteur report their output in the plenary.
Analysis
(20 minutes)
Note: While the group is reporting, the School Head/Facilitator will write on
the board the key words the rapporteurs are presenting in each question
asked. He/she will then mention the commonalities of the responses, and then
asks:
 How do you feel about the presentations given?
 How were the goals of the school accomplished?
 What is your significant contribution in the realization of the school
goals?
 How is the SBM practiced in the school?
 How can you improve the SBM level of practice?
 In a scale of 1-10 where 10 as the highest and 1 as the lowest, rate your
performance for the first two rating periods. How can you improve?
 What is your role in the improvement of teaching-learning outcomes
and in the implementation of programs and projects of the school.
Abstraction
(25 minutes)
The School Head will present through power point/discussion the following:
I. The School Goals
- Improved learner performance
- Increased participation rate
II. School-Based Management (SBM)
- School Improvement Plan (SIP)/
Annual Implementation Plan (AIP)
- SBM levels of practice
III. School Report Card
- Participation rate
- Cohort survival rate
- Completion rate
- Drop-out rate
- Achievement rate
- ALS performance
- School resources

IV. Other relevant school concerns
- Performance of teachers in the 1st
and 2nd
grading periods
- Role of teachers in the improvement of teaching-learning
outcomes and in the implementation of programs and projects
of the school
Application
(20 minutes)
The Road I Take
- Ask each participant to draw his/her road map for the second
semester specifying the different activities he/she would like to do for
the improvement of learner performance.
Concluding
Activity
(5 minutes)
Ask: What have we gained so far?
 Do we have now clear understanding of our goals?
 What do you intend to accomplish for the next Semester?
 What have you included in your road map that will contribute to the
holistic development of your learners?
 Do you think you are in the right direction? Why?
End the session by presenting the quote:
“ What office is there which involves more responsibility, which
requires more qualifications, and which ought, therefore, to be more
honorable than teaching?”
-Harriet Martineau-
Ask participants to reflect how this quotation relates to their learning during
the session.

Session Title: The National Competency-Based Teacher Standards (NCBTS)
Duration of Session 3 hours and 45 minutes
Key understandings
to be developed
 The National Competency Based Teacher Standards (NCBTS) is an
integrated theoretical framework that defines the different dimensions
of effective teaching, where effective teaching means being able to help
all types of students learn the different learning goals in the curriculum.
 The Domain of Diversity of Learners emphasizes the ideal that teachers
can facilitate the learning process in diverse types of learners, by first
recognizing and respecting individual differences, then using knowledge
about students’ differences to design diverse sets of learning activities
to ensure that all students can attain appropriate learning goals.
 Curriculum refers to all elements of the teaching- learning process that
work in convergence to help students attain high standards of learning
and understanding of the curricular goals and objectives. These
elements include the teacher’s knowledge of subject matter, teaching
learning approaches and activities, instructional materials and learning
resources.
 Effective teachers, plan, asses, and report promptly and clearly to
learners, parents, and superiors about the progress of learners.
 Providing for a social and physical environment within which all
students, regardless of their individual differences in learning, can
engage the different learning activities and work towards attaining high
standards of learning.
 The Domain of Community Linkages focuses on the ideal that school
activities are meaningfully linked to the experiences and aspirations of
the students in their homes and communities. Thus the domain focuses
on teachers’ efforts directed at strengthening the links between school
and community activities, particularly as these links help in the
attainment of the curricular objectives.
 Teachers serve as positive and powerful role models of the values of
the pursuit of learning and of the effort to learn, and that the teachers
actions, statements, and different types of social interactions with
students exemplify this ideal.
 The Domain of Personal Growth and Professional Development
emphasizes the ideal that teachers value having a high personal
regard, concern for professional development, and continuous
improvement as teachers.
Session 2

Learning objectives Given NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)
A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS, the
participants will:
 explain the concept of the NCBTS;
 differentiate the role of The Teacher as Facilitator of Learning and as a
learner.
 recognize the value of integrating all the elements of the teaching-
learning process in performing their tasks.
Resources Handouts:
 NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)
A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS
(To be prepared by each facilitator based on the NATIONAL
COMPETENCY-BASED TEACHER STANDARDS (NCBTS)
A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS or
other Professional Development Materials)
Laptop, LCD, Cartolina, Manila paper, bond paper, meta strips, pastes,
masking tapes, art/colored paper, pencils, pentel pens, colored pens,
crayons, etc.)
Introductory
Activity
(10 minutes.)
Present the following quotation:
"Teaching should be such that what is offered is perceived as a valuable gift
and not as a hard duty"
-Albert Einstein-
Ask: What are your reflections about the passage?
Call at least three to five participants to give responses.
Activity
(60 minutes)
 h
o
u
r
Organize the participants into groups of 5-8 members. Ask them to choose
their leader and rapporteur.
Task: Discuss in the groups the following:
 What is the NCBTS?
 Why do we need the NCBTS?
 How can the NCBTS help teachers improve their teaching
competencies?
 What are the seven domains of good teaching?
Ask participants to write the responses of every question on a manila
paper/meta strips.
Let the rapporteur report their output in the plenary.
Analysis
(30 minutes)
Note: While the group is reporting, the facilitator will write on the board the
key words of the outputs presented. He/she will then mention the
commonalities of the responses, and asks the following questions:

1. How do you feel about the presentations given?
2. How were the standards of the NCBTS applied in the school?
3. Do you think NCBTS can help improve the teachers’
performance? Why?
4. Why is it important for teachers to be familiar with the
background knowledge and experiences of the learner?
5. Why is there a need to be concerned about the holistic
development of learners?
6. Why is it important for teachers to demonstrate mastery of
the subject matter?
7. How can teaching methods, learning activities and
instructional materials or resources help improve the
performance of learners?
8. Have you ever evaluated the alignment of assessment and
planning activities to ensure that the teaching-learning
activities are maximally appropriate to the students’ current
knowledge and learning levels?
9. Why is there a need to provide conducive social and physical
environment to the learners, regardless of their individual
differences?
10. Why is it necessary to establish a wholesome learning
environment that respond to the aspirations of the
community?
11. Do you adhere to the ideal that teachers serve as positive and
powerful role models? Explain your answer.
12. Do you support to the ideal that teachers value having a high
personal regard, concern for professional development, and
continuous improvement as teachers? Explain your answer.
Abstraction
(60 minutes)
Give a lecturette or present through power point the following:
I. General introduction to the National Competency-Based Teacher
Standards (NCBTS)
- What is the NCBTS?
- Why Do We Need the NCBTS?
- Who Should Use the NCBTS?
- How Should Teachers Use the NCBTS?
- Is the NCBTS New? How Similar or Different is it?
- What Does Competency-Based Mean?
- How were These Competencies Chosen? How Was the NCBTS
Decided?
- Is the NCBTS Just A List of Competencies? Or is there A Theory
or Framework That Integrates All These Competencies?
- What are the Contrasting Paradigms of Teaching?
- Does the NCBTS Make Teaching More Difficult?

- What If the Teachers Cannot Do This Type of Teaching?
- How Can the NCBTS Help Teachers Improve Their Teaching?
- How Does the NCBTS Define Good Teaching?
- What Are These Seven Domains?
II. The Teacher as Facilitator of Learning
(Teacher Practices Related to the Technical Aspect of the Teaching-
Learning Processes)
Domain 3: Diversity of Learners
Domain 4: Curriculum
Domain 5: Planning, Assessing and Reporting
III. The Teacher as Facilitator of Learning (Teacher Practices that embed
the learning process in appropriate contexts)
Domain 2: Learning Environment
Domain 6: Community Linkages
IV. The Teacher as Learner
Domain 1. Social Regard for Learning
Domain 7. Personal Growth and Professional Development
Application
(60 minutes)
 Using the same grouping, ask the participants to give their
thoughts/reflections about the NCBTS in the context of improving
teacher performance.
 Provide each participant with cartolina, drawing/coloring materials,
pastes, etc. Ask them to give their significant learning/insights about
NCBTS through illustration, article, poster/slogan, etc. incorporating
the 7 domains.
 Share the outputs to the group
 Keep the outputs as portfolio, have them checked by the School Head,
and display them in the classroom upon their return.
Concluding
Activity
(15 minutes)
Ask:
 What have you gained so far?
 Can you now explain the importance of NCBTS in the improvement of
learning outcomes?
 As a Facilitator of Learning, what Teacher Practices that embed the
learning environment?
 As a Learner, what are you expected to do?
(Give participants time to reflect/answer the questions)
End the session by presenting the quote.
“We cannot hold a torch to light another's path
without brightening our own.”
-Ben Sweetland-
Ask participants to reflect how this story relates to their learning during the
session?

Session Title: The Competency-Based Performance Appraisal for Teachers (CB-PAST)
Duration of
Session
4 hours
Key
Understandings
to be
developed
 The Competency-Based Performance Appraisal for Teachers (CB-PAST)
outlines the standards, guidelines, processes, and tools to appraise
teacher’s performance.
 There are two main standards which serve as the basis for the
Competency-Based Performance Appraisal for Teachers (CB-PAST):
 National Competency-Based Teacher Standards (NCBTS)
 Job-Embedded Requirements for Teachers and Master Teachers
 Teachers will be rated based on the following Components and
Performance Standards:
 Instructional Competence - 60%
 Home, School & Community Linkages – 20%
 Personal Growth and Professional Development – 20%
 The Teacher Performance Appraisal follows two processes:
 The Formative Appraisal
 The Summative Appraisal
 The Instructional Competence which takes 60% weight of the performance
standards includes Diversity of Learners, Curriculum Content and
Pedagogy, and Planning Assessing, and Reporting.
Learning
Objectives
Using R-PAST, 1st
and 2nd
Rating Results, and CB-PAST, the participants will:
 discuss comprehensively CB-PAST- its, standards, guiding principles, and
tools;
 interpret the criteria in rating their performance as contained in the CB-
PAST;
 analyze the two processes used in appraising Teachers’ Performance
 appraise teachers’ performance on instructional competence based on the
test results for 1st
and 2nd
grading periods; and
 recognize the significance of CB-PAST in improving their work
performance.
Resources Handouts:
 Competency-Based Performance Appraisal of Teachers CB-PAST
PowerPoint Presentations on:
 Competency-Based Performance Appraisal of Teachers (CB-PAST)
- Standards
- Guidelines
- Processes
Session 3

- Tools
 R-PAST for School Year 2010-2011
 CB-PAST Form 1 for Teachers
 CB-PAST Form 2 for Master Teachers
 1st
and 2nd
Rating Test Results (if available)
 Accomplished Forms 178 for 1st
and 2nd
Grading Periods
 laptop/computer unit
 LCD
 Venn diagram prepared in manila paper (each group will be provided with
this diagram)
 manila paper
 pentel pens
 pairs of scissors
 assorted cartolina
 sheets of bondpaper
 rolls of masking tapes
Management
of Learning
(MOL)
(15 minutes)
Recall, Share, and Show
 Using the same grouping as the previous session, provide each group with
rolled papers containing the NCBTS Domains by drawing lot.
 Let each group create a 2-minute presentation depicting on their insights
of the domain they have drawn. (Presentation could be through songs,
speech choir, radio broadcast, poster, slogan, etc.)
 Let each group present their output in plenary.
Activity I
(60 minutes)
My Personal Teaching Banner
 Organize the participants into groups of 5.
 Provide each member with a blank sheet of bondpaper.
 Let each one create a banner, “My Personal Teaching Banner” containing
the following:
1. Most Memorable Experience
2. Outstanding Accomplishment
3. Highest Performance Rating Received
4. Lowest Performance Rating Received
5. Least Taught Competencies based PELC/PSSLC
6. Most Challenging Experience with the learners
 After accomplishing the banner, each member will take turn in sharing
their Personal Teaching Banner.
 The sharing will be done in carousel moving to the right. It will start from
the member with the least number of teaching experience.
 After all members have shared, the group will consolidate the significant
insights. Write them on the manila paper.
 Let one representative from each group to present the group’s output.
Analysis Ask participants the following questions:

(20 minutes)  How did you feel about the activity?
 What did you discover about yourself after accomplishing your Personal
Teaching Banner?
 How did each member of your group come up with your group output?
 What are your realizations about your job as teachers?
Activity 2
(60 minutes)
1. Organize the participants into 7 groups.
2. Using their Revised Appraisal Standard for Teachers (R-PAST) for School
2010-2011 and CB-PAST Form 1 for Teachers, and Form 2 for Master
Teachers, individually, walkthrough their components and
performance standards.
3. Provide each group with manila paper containing the Venn Diagram.
4. Let each group brainstorm and collaboratively accomplish the diagram
by comparing and contrasting the two Appraisal Forms.
5. Publish the group’s output.
6. Call one representative of each group to report the output.
Analysis
(30 minutes)
Ask the following questions:
1. What are the commonalities and differences of the two Appraisal Forms?
2. How significant is CB-PAST as a tool to appraise your performance?
3. How can CB-PAST help you improve your teaching competencies?
4. Which do you prefer, the R-PAST or CB-PAST? Why?
Abstraction
(30 minutes)
Present the following topics through PowerPoint:
 Competency-Based Performance Appraisal of Teachers (CB-PAST)
- Standards
- Guidelines
- Processes
- Tools
 Components and Performance Standards
- Instructional Competence - 60%
- Home, School & Community Linkages – 20%
- Personal Growth and Professional Development – 20%
Commona-
lities
between
R-PAST
and
CB-PAST
CB-PAST
Observation
s
R-PAST
Observation
s

 The Teacher Performance Appraisal follows two processes:
 The Formative Appraisal
 The Summative Appraisal
 The Instructional Competence which takes 60% weight of the performance
standards includes Diversity of Learners, Curriculum Content and
Pedagogy, and Planning Assessing, and Reporting.
Application
(15 minutes)
 Accomplish the Reflective Journal below.
Concluding
Activity
(10 minutes)
 Present the following quotation:
"All great masters are chiefly distinguished by the power of adding
a second, a third, and perhaps a fourth step in a continuous line. Many a
man has taken the first step. With every additional step you enhance
immensely the value of your first."
-Ralph Waldo Emerson-
My Covenant
As a Professional Teacher,
I will…
________________________________
________________________________
________________________________
I commit to…
________________________________
________________________________
________________________________
_____________ _____________
Teachers’ Signature School Head’s Signature
Date: ____________ Date: _______________

Session Title: Assessment of Learner’s Performance for the First Semester,
School Year 2011-2012
Key Understandings
to be developed
 Learning Assessment provides significant data for appraising learner’s
performance.
 PELC/PSSLC contains the learning competencies to be taught in each
grading period.
 Teachers’ adeptness in using relevant teaching methods, strategies,
and techniques, facilitates effective teaching-learning process.
Learning Objectives Using PELC/PSSLC and other teacher assessment records, the participants
will:
 assess learner’s performance for the first and second grading periods;
 analyze the results of the learner’s performance against the required
learning competencies specified in a certain grading period (1st
)
determine effective teaching methods, strategies, and techniques to
improve the least-learned competencies of learners; and
 adhere to the budgeted competencies provided in PELC/PSSLC per
grading period.
Resources Note: The following shall be prepared by the facilitators.
Handouts:
 Assessment of Learner’s Performance
 Effective Teaching Methods, Strategies, Techniques
PowerPoint Presentations on:
 Importance of Learner’s Performance Appraisal
 Effective Teaching Methods, Strategies, and Techniques
 PELC/PSSLC
 Form IV (1st
and 2nd
Grading Periods)
 Summative/Periodical/Formative Tests
 Phil-IRI, etc.
 Formative Notebooks
 LCD
 manila paper
 pentel pens
Session 4

Management of
Learning (MOL)
(5 minutes)
Down the Memory Lane
 Organize the participants into 5-8 groups.
 Collaboratively in each group, have each participant recall the most
significant learning he/she has about the CB-PAST. Have a group
sharing for 2 minutes.
 Make a one-line advocacy statement illustrating the group’s shared
insights.
 Present it in plenary.
Activity I
(60 minutes)
 Group the participants by subject area/learning area (Secondary) and by
grade/year level (Elementary).
1. Using the PELC/PSSLC and other assessment records, individually,
identify the least learned competencies of the learners in the 1st
grading period.
2. List down all the least learned competencies.
3. Have a group sharing.
4. Write on the manila paper the common least learned competencies of
the learners.
 Share your output in plenary.
Analysis
(20 minutes)
Ask participants the following questions:
 How did you feel about the activity?
 What did you discover after assessing the performance of learners
against the required competencies to be mastered by the learners in
a certain grading period?
 What are the hindering factors for non mastery of the identified
competencies?
 What interventions will you adopt to address those least learned
competencies for the specific grading period?
Activity 2
(60 minutes)
Use the same grouping.
 Using the PELC/PSSLC, individually, identify the learning
competencies/skills not taught for the 2nd grading period.
 List down the learning competencies/skills.
 Have a group sharing.
 Write on the manila paper the common learning competencies/skills
which are not taken up during the 2nd
Grading Period.
 Share your output in plenary.
Analysis
(20 minutes)
 How did you feel about the learning competencies/skills not covered
or taken up during the 2nd
Grading Period?
 What were the hindering factors?
 What will be your next steps to the competencies/skills not taught?
 Why is it important to assess the learner’s performance?

Abstraction
(30 minutes)
Present the following through PowerPoint:
 Importance of Assessing Learner’s Performance
 Effective Teaching Techniques, Strategies, and Methods
Application
(40 minutes)
Individually, let each participant accomplish the template below.
A.
Least Mastered
Learning
Competencies/Skills
Interventions
(teaching methods,
strategies, and techniques,)
Assistance Needed
B.
Learning
Competencies/Skills
Not Taught
Interventions
(action steps
Assistance Needed
Concluding Activity
(5 minutes)
 Present the following quotation:
"Retention is best when the learner is involved."
-Edward Scannell-
University Conference Bureau, Arizona
Note: You may opt to use any activities to conclude the session like songs,
anecdotes, poems, etc.)

Session Title: Individual Plan For Professional Development for Teachers
Key
Understandings to
be Developed
 Professional Development is the process of improving competencies
and work performance through participation in a range of activities
which provide opportunities for growth in knowledge, skills and
attitudes.
 An Individual Plan for Professional Development (IPPD) is a tool that
serves as a guide for the professional’s continuous learning and
development. The IPPD is structured such that every professional
regularly and individually prepares, implements, monitors and
updates the plan.
 Types of Professional Development activities include independent
study, supported learning, collective action and formal programs.
 An IPPD is a guide for teachers to enhance their ability to improve
student learning and a plan for School Heads to enhance their
leadership capacities in order to improve their school performance.
Learning Objectives Given a template and set of instructions, the participants will:
 explain the meaning of professional development and the importance
of IPPD in improving one’s performance;
 identify a range of activities to address the identified priority learning
needs; and
 internalize the value and purpose of honestly accomplishing the IPPD.
Resources Handouts:
 Volume 3 Professional Planning System
 IPPD Guide and Tools
PowerPoint Resources:
(To be prepared by the Facilitators)
 LCD
 manila paper
 pentel pens
Session 5

Introductory
Activity
( 10 minutes )
 Present to the participants this quotation:
“Plan your work for today and every day, then work your plan”
-Norman Vincent Peale-
 Have you undergone any professional development/training?
 Have you tried writing/crafting a plan for professional development
before? How did you do it? If none why?
 Call some participants to give their ideas about the quotation.
Activity
(60 minutes)
Organize the participants into groups of 8 members.
1. Individually, let each participant recall the most recent Professional
Development activity he/she has attended.
2. Let the participants share their experiences and knowledge on
Professional Development.
3. Have the group come up with an output with their common experiences
using the table below.
Professional Development
activity attended
How my needs are addressed
4. Use meta strips and manila paper for the responses and have
them posted.
6. Report their outputs in plenary.
7. Process and synthesize the significant responses of the participants.
Analysis
(15 minutes)
1. How did you feel after attending a professional development?
2. Why do you think there is a need to make plans for one’s professional
development?
Abstraction
(30 minutes)
Have a power point presentation on the following topics:
 What is professional development?
 What is IPPD, its purpose, and importance?
 Types of Professional Development to address the teacher’s needs.
Application
(60 minutes)
 From the identified needs you have done in the previous session,
accomplish an IPPD to plan out activities you must do to address your
needs.
 Explain the steps in accomplishing the IPPD form.
 Have the participants use the IPPD template provided.
 Let participants refer to a sample IPPD in accomplishing the

template.
Note: After the teachers have accomplished the IPPD template, the school
heads shall collect it to summarize IPPD goals and objectives for the crafting
of the School Plan for Professional Development.
Concluding Activity
(5 minutes)
Present this quotation to the participants:
“ To accomplish great things, we must not only act, but also
dream, not only plan but also believe.”
-Anatole France-

Session Title: Workshop Evaluation
Duration of Session: 1 hour
Key Understandings
to be developed
 Honest evaluation of a training program can enhance future training.
Learning Objectives  By the end of the session, the participants should be able to evaluate
the training program.
Resources Handouts:
F3 M&E Form 3: End of the F3 Program Assessment
 meta strips
 manila paper
 pentel pens
 masking tapes
Activity
( 40 minutes)
 Have the participants group into 5 seeing to it that they don’t go the
previous group they once belong.
 Participants will share what they have learned from the training.
- What important learning have I gained from the training?
- In what way can this be of help to me?
 Ask them to list down the learning/insights and skills gained using the
meta strips. Publish their outputs.
 A reporter from each will present their outputs.
Evaluation
(10 minutes)
 Distribute to the participant the F3 M&E Form 3: End of Program
Assessment and ask them to accomplish it honestly.
 Explain that the results will be used to improve future training
programs.
Concluding Activity
(10 minutes)
 Close the activity by thanking the participants for their contributions
and reinforce the need for their ongoing commitment in order to
accomplish the JEL component of the program.
 Present a brief closing parable/quote/statement that will reinforce
the program objectives.
Session 6

School-Based Management INSET for Teachers

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