The document outlines an Individual Development Plan (IDP) for teachers in the Philippines for the school year 2023-2024, detailing strengths, development needs, action plans, and required resources. It emphasizes professional development goals, effective teaching strategies, classroom management techniques, and core behavioral competencies. The plan aims to enhance teacher effectiveness and promote a supportive learning environment through various instructional strategies and professional growth opportunities.

1. Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
INDIVIDUAL DEVELOPMENT PLAN FOR S.Y. 2023-2024
Strengths Development Needs
Action Plan
Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies
Applied knowledge of
content within and
across curriculum
teaching areas (PPST
1.1.2)
Set professional
development goals
based on the Philippine
Professional Standards
for Teachers (PPST
7.5.2)
Engage and participate
in different professional
development goals for
teachers.
Take programs or
courses like Master's
Degree or Doctorate
Degree. Attend in
webinars, seminars, and
or trainings that will
contribute to professional
development goals based
on PPST.
Year-round Learning and
Developmental
Team, School Head,
Master Teacher,
Teachers,
Stakeholders,
School
Fund/MOOE,
Personal Fund
Used a range of
teaching strategies
that enhance learner
achievement in literacy
and numeracy skills
(PPST 1.4.2)
Managed classroom
structure to engage
learners, individually or
in groups, in
meaningful exploration,
discovery and hands-on
activities within a range
of physical learning
environments (PPST
2.3.2)
Enrich skills and
strategies in managing
classroom structure and
activities.
Set clear expectations.
Maximize the use of
school facilities and
classroom-based
instructions to engage
the learners in different
learning environment.
Year-round School Head,
Master Teacher,
Teachers, Learners,
Stakeholders,
School
Fund/MOOE
Applied a range of
teaching
strategies to develop
critical
and creative thinking,
Managed learner’s
behaviour
constructively by
applying positive and
non-violent discipline
Provide realistic and
helpful illustrations of
practices in managing
learner’s behavior
through proper
Act and live as a role
model of positive
behavior. Identify the
reason behind the
learner's behavior and
Year-round School Head,
Master Teacher,
Teachers, Learners,
Guidance Councilor

2. as well
as other higher-order
thinking
skills (PPST 1.5.2)
to ensure learning
focused environments
(PPST 2.6.2)
communication and non-
violent action to ensure a
learning-focused
environment.
communicate properly
with well-modulated
voice to avoid
miscommunication and
misinterpretation.
Planned, managed and
implemented
developmentally
sequenced teaching
and learning
processes to
meet curriculum
requirements
and varied teaching
contexts (PPST 4.1.2)
Used differentiated,
developmentally
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests and
experiences (PPST
3.1.2)
Acquire knowledge,
strategies and techniques
on applying teaching
strategies to provide
differentiated instruction
to learners.
Attend
trainings/seminars/
webinars on
Differentiated
Instruction. Searching
and downloading online
materials and learning
new strategies in
providing differentiated
activities for learners
with special needs.
Year-round School Head,
Master Teacher,
Teachers, PPST
Resource Packages,
Learners,
Stakeholders,
School
Fund/MOOE and
Personal Fund
B. Core Behavioural Competencies
Self-Management Results Focus Achieve results with
optimal use of time and
resources most of the
time.
Set clear expectations.
Value and practice time
management to be better
and accomplish task in
the alloted time frame.
Year-round School Head,
Master Teacher,
Teachers, Learners
Professionalism and
Ethics
Innovation Foster new ideas,
processes and suggests
better ways to do things.
Collegial discussions to
share and improve skills.
Attend trainings or
seminars. Coaching
sessions.
Year-round School Head,
Master Teacher,
Teachers, Learners,
Stakeholders,
School
Fund/MOOE, and
Personal Fund
Teamwork Self-Management Prioritize tasks and
schedules to achieve
goals.
Set clear and achievable
long-term and short-term
goals. Break down larger
goals into smaller,
manageable tasks to
Year-round School Head,
Master Teacher,
Teachers, Learners

3. maintain focus and
motivation.
Service Orientation Professionalism and
Ethics
Makes personal sacrifices
to meet the
organization's needs.
Prepare checklists of the
task that needs to be
done. Set time frame to
have time management
and prioritize the
organization's needs.
Year-round School Head,
Master Teacher,
Teachers, Learners
Teamwork Applies negotiation
principles in arriving at
win-win agreements.
Work collaboratively and
set proper
communication.
Year-round School Head,
Master Teacher,
Teachers, Learners
and Stakeholders
Service Orientation Initiate activities that
promote advocacy for
men and women
empowerment.
Support Gender and
Development Trainings
or Programs. Provide
Gender Sensitivity
Awareness in the school
community.
Year-round School Head,
Master Teacher,
Teachers, Learners,
Stakeholders,
School
Fund/MOOE, and
Personal Fund