(Enclosure No.

4 to DM-OUHROD-2024-1576)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

SCHOOL-BASED IN-SERVICE TRAINING (INSET) PLAN

INSTRUCTIONS: Provide the details in the designated spaces as required. Indicate N/A if not applicable. DO NOT ABBREVIATE.
PROPONENT PROFILE
School Nicasio M. Alvarez II Memorial National High School School ID 303519

School Address Brgy. San Eduardo, Oras, Eastern Samar 6818

09651748691
School Telephone No. School Email Address 303519@deped.gov.ph

Jazmin J. Jongco Email Address jazmin.jongco@deped.gov.p Mobile No. 09393968039

h
Focal person

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 1

INSET PROFILE
Give an overview of your proposed PD program by providing the following details.

Title In-Service Training for Teachers (INSET) cum Midyear Performance and Program Implementation Review for Academic Year 2024-2025
Rationale
The educational landscape is always evolving amidst the varied challenges of technology and the synergy of dynamic changes and growth. To
meet the evolving demands of education and to ensure the best outcomes for our learners, it is essential to provide robust and targeted Professional
Development (PD) programs for teachers. In the pursuit of excellence in providing quality education that will ensure better learning outcomes,
quality professional development program for teachers and school leaders provides the conduct of the In-Service Training for Teachers (INSET) as
stipulated in the implementing guidelines on the school calendar and activities for school year 2024-2025.

INSET refers to a modality of professional development intervention organized at the school level to address and resolve areas of need
identified by the teachers of school leaders to continuously improve their competencies. INSET classes are participatory and should be offered to
small groups to maximize impact on teacher and school leader quality (DM-OUHROD-2024-0037, #2. p1).

In adherence to the MATATAG Curriculum, the Philippine Professional Standards for Teachers (PPSST), the National Reading program of
the Department of Education which are all geared towards enhancing literacy and numeracy skills of learners across the Philippines, supporting
educators with focus on teacher’s learning and development needs and on sharing information on the current DepEd policies and priority programs.

Along with the promotion of classroom based and data driven intervention and research, school management, as mandated, takes its fair share
in intensifying the conduct of mid-year performance review, assessment and evaluation, INSETs and LACs in the furtherance of the delivery of basic
quality education to clientele. By focusing on evidence-based practices and involving all stakeholders, the program seeks to create a more literate and
educated society, ultimately contributing to the overall development and progress of the nation.

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 1. Teachers’ Professional Development Needs

1.1. Identified Needs

Recent RPMS e-SAT and teacher needs assessments which were bases for crafting of the school professional development plan (SPDP) and
other SMEA results indicated that 72% of San Julian NHS teachers needs upskilling on the recent curriculum development and its implementation
which in effect have highlighted several key areas where teachers need additional support and technical assistance in the areas of:

 Curriculum Implementation: Teachers have expressed challenges in effectively implementing the MATATAG curriculum, particularly in
integrating new pedagogical strategies and adapting to the diverse needs of learners.
 Technology Integration: There is a significant gap in digital literacy and the effective use of educational technology among teachers, which
affects their ability to enhance learning experiences.
 Classroom Management: Teachers report difficulties in managing classrooms effectively, which impacts student engagement and learning
outcomes.
 Special Needs Education: With the increasing diversity of student needs, there is a growing demand for training in inclusive education
practices and specialized teaching strategies.

1.2. Data-Driven Insights

A study conducted by the Department of Education (DepEd) in 2023 revealed that 68% of teachers (in Eastern Visayas) feel inadequately
prepared to address the needs of diverse learners. Furthermore, 54% reported insufficient professional development opportunities that align with their
teaching challenges. School-based teacher needs assessments and quarterly SMEA contextualization likewise significantly points out to teacher
pedagogical and andragogical needs. These data points underscore the urgent need for targeted PD programs.

2. Relevant Research

2.1. Impact of Professional Development

Research consistently shows that effective PD programs lead to improved teaching practices and better student outcomes. According to a
meta-analysis by the Learning Policy Institute (2021), high-quality PD programs that are ongoing, collaborative, and content-specific significantly
enhance teachers' instructional practices and student achievement. Literature also shows that effective provision of technical assistance to teachers

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 3

 such as peer coaching and mentoring, job embedded learning and collaborative information sharing and networking is believed as effective and
efficient modalities that enhances teachers individual and professional growth and development.

2.2. Effective PD Characteristics

The research highlights several key characteristics of successful PD programs:

 Job-Embedded Learning: Programs that incorporate practical, classroom-based strategies and real-time feedback are more effective.
 Collaboration: PD that fosters collaboration among teachers and encourages the sharing of best practices leads to more sustainable
improvements.
 Continuous Support: Ongoing support and follow-up are crucial for the long-term application of new skills and strategies.

2.3. Local Context Considerations

A study by the University of the Philippines Visayas (2022) emphasizes the need for PD programs tailored to local contexts, addressing the
unique challenges faced by teachers in Eastern Visayas. Customizing PD programs to local needs ensures relevance and effectiveness. Moreover, the
SMEA reports for the last quarter of SY 2023-2024 highlights the need for teachers for skilling-up capacity building needs anent the phase and
cascade implementation of the MATATAG Curriculum.

3. Legal Basis

3.1. DepEd Mandates

The Department of Education's Republic Act No. 10533 (Enhanced Basic Education Act of 2013) mandates the continuous professional
development of teachers to ensure the effective delivery of the curriculum. This act supports the provision of PD programs as part of the commitment
to improving educational quality.

3.2. National Educational Policy

The 2018 National Education Policy emphasizes the importance of professional growth for teachers as a critical component of educational

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 4

 reform. It advocates for the development of PD programs that are research-based and responsive to teachers’ needs.

3.3. DepEd Order No. 42, s. 2016

DepEd Order No. 42, s. 2016, outlines the guidelines for the implementation of professional development programs for teachers. It stresses
the need for PD initiatives to be aligned with the national educational standards and tailored to address the specific needs of educators.

A key component of the proposed INSET (In-Service Training) program for schools in Eastern Visayas is the urgent need to combat illiteracy
through targeted reading interventions. Recent data indicates that literacy rates in the region remain a significant concern, with many students
struggling to achieve basic reading proficiency. Addressing this challenge is critical, as research shows that early and sustained reading instruction
significantly impacts students' academic success and lifelong learning capabilities. By equipping teachers with advanced strategies and tools for
effective reading instruction, the INSET program aims to enhance literacy outcomes, support struggling readers, and foster a more literate and
informed student population. This focus on improving reading skills not only addresses immediate educational needs but also aligns with national
goals to elevate educational standards and reduce educational disparities.

3.4. DepEd Memorandum No. OUHROD-2024-0037 s. 2024

The general guidelines of DM-OUHROD-2024-0037 also stipulates the conduct of Midyear break which “shall be spent for the conduct of
Performance Review and school-based INSET” and specifically spent in evaluating school performance in the implementation of programs, projects
and activities (PPAs), as well as reviewing performance of teachers and school staff to address concerns “through cooperative effort.” Including the
conduct of school based INSET activities for teacher’s “continued professional development” and the preparation of their instructional materials.

Program Description Describe briefly the proposed PD program/course highlighting its focus content and state in behavioral terms the program objectives.

Results objective: As a result of the participants’ improved competence and performance:

Application objective: Back in the classroom, the participants will be able to:
Terminal objective: By the end of the 3-day training, the participants will be able to:
Enabling objectives: Specifically, the participants will be able to: (state the key knowledge, skills, and attitude participants are expected to gain from

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 5

 the training)

Program Focus Content:

The school-based INSET is a week-long activity done in adherence to the mandate and commitment of DepEd for continues pursuit of
excellence through “continues improvement” (CI) processes and activities in providing quality development programs for educators and “teacher
training interventions” as embodied in the basic education development plan, BEDRA and the Division Education Development Plan (DEDP). This
PD program is a five-day intensive course designed to equip teachers and school staff with effective strategies and techniques for improvement of
teaching and learning and sharing information, curriculum designs, policies and priority programs and updates.

The course content includes evidence-based remediation strategies, diagnostic tools for assessing learning challenges, and practical methods
for improving reading fluency and comprehension and literacy, MATATAG curriculum and other classroom-based and data driven innovations,
interventions and research. Emphasis is placed on developing tailored interventions to meet the diverse needs of students, teachers and staff and
fostering a supportive learning environment in the classroom.

Program Objectives:

 Results Objective: As a result of the participants’ enhanced KRA skills and performance, learners will demonstrate measurable gains in
literacy and numeracy and improved learning outcomes.
 Application Objective: Back in the classroom, the participants will be able to implement instructional techniques, evidence-based
assessment and remediation techniques, and adapt their instructional strategies to address individual learners learning challenges.
 Terminal Objective: By the end of the 5-day training, the participants will be able to design and execute a comprehensive learning
enhancement and intervention plan that incorporates best practices for remediation and improvement, tailored to the specific needs of their
learners.
 Enabling Objectives: Specifically, the participants will be able to:
o Knowledge: Identify and understand key results areas enhancement and instructional skills related to literacy and numeracy,
MATATAG curriculum and assessment and remediation strategies.
o Skills: Apply evidence-based instructional strategies and tools for assessing and addressing learning challenges, assessment tools,
digital literacy skills and differentiated instruction methods.
o Attitude: Develop a positive and proactive approach to attainment of their KRAs, professional development goals, digital literacy

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 skills towards the enhancement of their instructional skills, fostering a supportive learning environment and enhanced learning
outcomes.

Professional Standard PPST (for teachers) PPSSH (for school leaders)

Focus Professional Domain/s Strand/s Indicator/s
Standard with specific
1. Content Knowledge 1.2 Research-based knowledge and principles of teaching 1.2.1 Demonstrate an understanding of research-based
Domain/s, Strand/s, and
and Pedagogy and learning knowledge and principles of teaching and learning.
Indicator/s

Participants Profile:
Specify the target participants based on their career stage, job group, position, subject area, grade level, etc.
Total number of participants, sex and age disaggregation
Total No. of Pax =27, (PMT = 4, teachers= 23)
MT2: Male 0, Female 2 Subtotal = 2
MT1: Male 0, Female 1 Subtotal= 1
Target Participants
T3: Male 1, Female 6, subtotal = 7
T2: Male 1, Female 1, subtotal = 2
T1: Male 3, Female 6, subtotal = 9
LSA: Male 1, Female 4 subtotal =5

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 7

 Indicative Dates of
Delivery Platform Face to Face November 25-29, 2024
Implementation

INSET CONTENT DETAILS

Assessment Resource
Duration Session Objectives Topic Methodology Strategies & Tools Outputs Speaker/Subject-
Matter Expert
1 State in behavioral List content areas essential Indicate the activities Indicate the use of Identify concrete outputs (e.g., Indicate the appropriate
terms what to attaining the learning through which varied formative and recommendations, lesson resource speakers/subject-
participants will be objectives (producing the resource speaker will summative exemplars, proposals, TA matter experts who will
able to do right after a outputs). deliver content and assessments and the plan, reflection journal, deliver the session.
learning session. engage the applicable tools. instructional material, etc.)
participants. that will be produced by the
participants during and by the
Indicate the relevant
end of each session.
learning resources
that will be used to
support the delivery of
content and the
attainment of the
session objectives.

2  Lectures and  Pre-Training  Training Pre-test:

Day 1: Presentations: Quiz: Assess Participants baseline
Overview of the  To familiarize Topic: baseline knowledge on  Basilisa M. Pecayo,
MATATAG participants with 1. Overview of the Overview and salient knowledge on MATATAG curriculum PSDS-Oras East
Curriculum and the MATATAG MATATAG features of the MATATAG District
Frequently Curriculum with Curriculum MATATAG Curriculum
Asked questions focus on the Most Curriculum
(FAQs) and the Overview and salient
Frequently Asked

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 8

 features of the
Policy Questions (FAQs) MATATAG Curriculum Most Frequently  Jazmin J. Jongco,
Guidelines D.O. and stipulations in Asked Questions PIV. HRD Focal
10 s. 2024 the Policy
Guidelines D.O. 10 Most Frequently Asked Policy Guidelines:
s. 2024 Questions DepEd Order No. 10  Perlita T. Colico,
series of 2024 PhD

Policy Guidelines:
DepEd Order No. 10
series of 2024
 To orient teacher
participants on the  Lectures and
Presentations:  Self-reflection  Reflection Paper:
Career Progression
Familiarization and the Personal insights on
of the Career 2. The New Career Career and Personal
Implementing rules Group Discussions:
Progression Progression in Professional
and Regulations Implementing rules
DepEd
Implementing and other issuance and Guidelines of the Development.
rules and on RPMS PPST. Career Progression
Implementing rules and
Regulations and Guidelines of the Career in DepEd
other issuances Progression in DepEd
on RPMS PPST Other Issuances
relative to DepEd
(8 hours) Other Issuances relative
RPMS PPST
to DepEd RPMS PPST
3 Day 2:

Run-through  To refresh 1. Reorientation of the  Lectures and  Strategy  Reflection Paper:  Basilisa M. Pecayo,
with the teachers with the Philippine Presentations: Application: Personal insights on PSDS-Oras East
Domains and domains and Professional Participants PPST and teachers KRA. District
Strands of the Strands of the standards for The PPST implement
Philippine Philippine Teachers (PPST) Domains and strategies in

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 9

 Professional Professional and the Teachers Strands and the their daily
Standards for Standards for KRA KRA of Teachers teachers’ tasks.
Teachers teachers  Jazmin J. Jongco,
(PPST) and the  Re orient teachers Refresh teachers with the PIV. HRD Focal
KRA of with the Key domains and strands of
Teachers Results Areas the PPST and their KRA
(KRA) as teachers  Perlita T. Colico,
PhD
The RPMS  Interactive  Peer
Cycle:  To conduct Workshops: Feedback:  Midyear IPCRF
Performance Midyear 2. Midyear Mid-year Structured peer Results: Customized
Review Performance Performance plans for addressing
performance reviews to
(8 hours) Review. Review
Evaluation provide gaps and identified
Strategic group activity
Workshop feedback on needs improvements.
workshop for Mid-Year
strategy  Peer Feedback:
Performance Review and
application. Collection of feedback
Evaluation.
and TA suggestions.

4 Day 3:  To develop and 1. Preparing Nominee  Lecture  Evaluation  Sample Self-Assessed

The PRIME- refresh Portfolio for presentations: Rubric: Self- rubric: Detailed plans
HRM, PRAISE comprehensive promotion, PRAISE assessment and for implementation in Basilisa M. Pecayo,
and understanding on and “Pasidungog” The PRIME-HRM peer assessment the classroom. PSDS-Oras East District
“Pasidungog” the Merit and Awards Operations Manual of individual  Sketch list of
Program and selection, performance documents/folder to be
Components and MOV The PRAISE
Guidelines Induction and viz-a-vis the prepared for
documents for nominee “Pasidungog”  Jazmin J. Jongco,
(8 hours) promotion PRAISE “Pasidungog”
folder for evaluation Guidelines PIV. HRD Focal
mechanisms of the criteria.
towards PRAISE
HR section of the
division of Eastern

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 10

 Samar
 To orient teachers “Pasidungog” awards  Perlita T. Colico,
on the PRAISE PhD
guidelines and the  Nominee
“Pasidungog” Document
awards and Appraisal:
recognition Sample
program Pasidungog
 Run-through with a Nominee folder.
sample nominee
folder
5 Day 4: 1. Launch Lecture Self-Reflection Activated office 0635  Basilisa M. Pecayo,
The Microsoft personal/individual Presentations individual account PSDS-Oras East
To enhance skills in office 0365 office
Office 0365 District
computer productivity suite.
Office The office 0365 Functional office 0365
technology and the
Productivity productivity suite account
use of office 0365 Explore office 0365 Self-assessment on
productivity tools in account. skills in navigating  Jazmin J. Jongco,
accordance with through office 365 PIV. HRD Focal
DM-OUHROD- Activity
2023-007. workshop:
Navigate through  Perlita T. Colico,
office 0365 PhD
To activate, launch, productivity suite
navigate and environment and
explore office 0365 interface
accounts and 2. Craft WAP
facility Lecture Sample WAP
Presentations

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 11

 To orient teacher The WAP template
trainees on the
Activity
accomplishment of
workshop: Accomplished sample
WAP template.
Workplace Craft and WAP
Self-Reflection
Application accomplish sample
Plan (WAP): Craft sample WAP WAP using office Peer feedback
Crafting, for trainings 0365 productivity
Utilization, attended suite
Implementation Self-assessment
and reporting and peer
assessment on
formulation of
WAP
6 Day 5: To re orient Cascade re-orientation Lecture Strategy  Reflection Paper:  Basilisa M. Pecayo,
HOTS PLP and teachers on the sessions on HOTS PLP Presentations Application: Personal insights on PSDS-Oras East
the National HOTS PLP and and the National Participants HOTS PLP and NMP District
Mathematics National Mathematics Program HOTS PLP and implement
Mathematics (NMP) NMP strategies in .
Program (NMP)
Program incorporating
Re-orient salient Activity HOTS PLP in their  Sample Lesson  Jazmin J. Jongco,
features of HOTS PLP workshop: teaching Exemplar PIV. HRD Focal
and the NMP program
Craft and Self-Reflection Sample lesson scripts on
Craft sample lesson
Scripts in learning area accomplish sample Peer feedback learning area and  Perlita T. Colico,
Craft sample lesson and mathematics to lesson scripts in mathematics PhD
scripts to support support implementation learning area and
implementation of of the NMP mathematics Self-assessment
NMP and peer
assessment on

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 12

 formulation of
teaching exemplars

BUDGET ESTIMATE PLAN

Php600/day/Pax
SDO HRDS Funds Budget
Funding Source (lunch & 2 snacks,
for School INSET Requirements
Php300 materials
MONITORING AND EVALUATION PLAN
This is the form for the M&E Plan following the Kirkpatrick Evaluation Model.

0Level of M&E Objectives Methods and Data Sources Schedule of M&E Person/s Support Needed User of M&E Data
Tools Responsible
Results What will be What methods/tools Who and/or what When will M&E Who will be What resources are Who will use the data
measured? will be used to collect documents will provide activities be undertaken? accountable needed to implement gathered?
data? data or evidence on the for ensuring M&E activities?
indicators? that M&E
activities are
done?

Behavior Assess participants  Surveys: Surveys  Follow-Up Surveys: Measure the application M&E  Follow-Up  Program
KSA on: administered 3 to 6 Surveys distributed to of learned skills and Specialist/Pro Tools: Evaluators: To
months after the participants 3 to 6 knowledge in the gram assess the real-
a. MATATAG training to collect months after the classroom setting. Evaluator: Follow-Up Survey world application
Curriculum, data on how training to assess how Responsible for Platforms: Tools for
Schedule: of the training
participants are they have monitoring the distributing and
b. RPMS-PPST, and determine
implementing the implemented the application of collecting follow-up
PRIME-HRM- strategies and tools learned strategies and  3 Months Post- learned skills surveys (e.g., Google
the effectiveness
PRAISE and in their tools in their Training: and knowledge of the strategies
Forms,
Pasidungog in improving
classrooms. in the SurveyMonkey).
Guidelines, Follow-Up Surveys: teaching

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 13

 classrooms.  Classroom classroom practices.
c. Office 0365 Observations: Distribute to participants setting. This Observation  School
Observations by to collect data on the includes: Protocols: Structured Administrators:
d. WAP trained evaluators or implementation of forms or checklists To understand
implementation  Documentation peers to assess the learned strategies and Managing the for classroom
how well the
and application of new tools in the classroom. distribution and observations.
e. HOTS PLP and training has been
Observations: / strategies and analysis of
NMP Observation notes teaching practices in 4 to 6 Months Post- Follow-Up Observation
integrated into
the participants’ Training: Surveys. and teaching
classroom settings. Interview practices and to
Classroom Coordinating Staff: support ongoing
To gather challenges Observations: Conduct and conducting professional
faced in observations of Classroom Observers: Trained development
implementation participants' classrooms Observations. personnel to conduct needs.
to assess the practical classroom  Policy
application of new Organizing and observations and Makers: To
strategies and teaching facilitating record findings. make informed
practices. Interviews and
decisions about
Focus Groups Interviewers/Focus
future training
 Interviews and 4 to 6 Months Post- with Group Facilitators:
Training: participants. Skilled individuals to programs and
Focus Groups:
conduct interviews support based on
Teachers/ students Interviews and Focus and focus groups. observed
Groups: Conduct behavior changes
interviews or focus Data Collection and and
groups with participants Analysis Tools: implementation
to explore changes in success.
teaching practices and Survey and
challenges in applying Interview Analysis
the training content. Software: Tools like
NVivo for qualitative
Analysis Timeline: data analysis.

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 14

 Within 2 Weeks Post-
Data Collection: Observation
Analyze data from Recording Tools:
Follow-Up Surveys, Digital or physical
Classroom Observations, forms for
and Interviews/Focus documenting
Groups to evaluate observation findings.
changes in behavior and
the effectiveness of the
training in real-world
applications.
Learning Measure participants'  Pre- and Post-  Pre- and Post- Measure the increase in Lead  Assessment  Training
immediate responses Training Tests: Training Tests: knowledge and skills Trainer/Facilit Tools: Facilitators: To
to the training Knowledge tests Assessments acquired during the ator: evaluate the
program. administered administered before training. Responsible for Test Creation Tools: effectiveness of
before and after and after the training implementing Platforms for creating
Schedule: the training in
the training to to measure and evaluating and administering
improving
measure changes knowledge gains the learning Pre- and Post-
Participant in understanding related to reading  Day 1: aspects of the Training Tests,
participants’
Satisfaction: Collect of key concepts. difficulties, M&E including question knowledge and
feedback on overall  Practical diagnostic tools, and Pre-Training Test: activities. This banks and assessment skills.
satisfaction with the Exercises and remediation Administer before the includes: templates.  Curriculum
training, including Role-Playing: strategies. start of the training to Developers: To
the relevance of the Performance in  Practical Exercise establish baseline Designing and Quiz Software: refine the
content, the quality of hands-on activities Scores: Results knowledge levels. administering Tools for conducting training content
the instruction, and and role-playing from hands-on Pre- and Post- Knowledge
the effectiveness of
based on the
scenarios to activities, role-  Day 2: Training Tests. Checkpoints, such as
the materials and effectiveness of
evaluate skill playing, and skill Kahoot! or Quizizz.
resources provided. Knowledge learning
application and demonstrations Conducting
Checkpoints: Conduct outcomes.
mastery of reading during the training, Knowledge Practical Exercise
strategies. evaluating brief quizzes or Checkpoints Materials:
Engagement and participants’ ability knowledge checks to throughout the

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 15

 Motivation: Assess to apply new
how engaging and techniques and assess understanding of training. Activity Guides:
motivating strategies. key concepts covered on Detailed instructions
participants found the  Knowledge Day 1. Overseeing and materials for
sessions, including Checkpoints: Brief practical practical exercises
their perceived value quizzes or  Day 3: exercises and and role-playing
of the training in knowledge checks evaluating scenarios.
addressing their conducted during Post-Training Test: participants’
professional needs. the training to gauge Administer at the end of performance. Evaluation Staff:
understanding and Day 3 to measure
retention of key knowledge gains and Assessors: Trained
concepts in real- understanding of the full staff or facilitators to
time. training content. administer tests and
evaluate practical
Practical Exercises: exercises.
Assess performance in
hands-on activities and  Data
role-playing throughout Analysis
Day 3 to evaluate skill Tools:
acquisition.
Grading Software:
Analysis Timeline: Systems for scoring
tests and practical
 Within 1 Week exercises.
Post-Training:
Analyze results Data Analysis
from the Pre- Software: Tools like
and Post- Excel or SPSS for
Training Tests analyzing pre- and
and Practical post-test results.
Exercises to
determine
knowledge and

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 16

 skill gains.

Reaction Measure participants'  Post-Training  Post-Training Measure participants' Training  Survey and  Training
immediate responses Survey: A Survey: A immediate responses to Coordinator: Feedback Coordinators:
to the training questionnaire structured the training program. Tools: To assess
program. distributed at the questionnaire Responsible for overall
end of the training distributed to Schedule: overseeing the Survey Software:
 Participant satisfaction and
day to gauge participants at the overall Tools like Google
Satisfaction:  Day 1: engagement,
participants' end of the training execution of Forms,
Collect feedback immediate sessions to collect the M&E SurveyMonkey, or
ensuring the
on overall reactions and feedback on their End of Day 1: Distribute activities Microsoft Forms for training meets
satisfaction with satisfaction with overall satisfaction, and collect Feedback related to creating and participants'
the training, the training the relevance of the Forms to gather participant distributing Post- needs.
including the experience. content, and the participants' immediate reactions. This Training Surveys and  Program
relevance of the  Feedback Forms: effectiveness of the reactions to the first includes: Feedback Forms. Designers: To
content, the Quick feedback instruction. day’s sessions. make
quality of the forms that  Feedback Forms: Ensuring the Paper Forms: necessary
instruction, and participants fill out Short, day-end  Day 2: distribution and Printed feedback
the effectiveness adjustments to
at the end of each forms that collection of forms for in-person
of the materials End of Day 2: Distribute improve the
day to provide participants fill out Post-Training collection.
and resources and collect Feedback training
insights into to provide Surveys and
provided. specific sessions immediate reactions Forms to gather Feedback
program based
Data Collection
 Engagement and and activities. to specific sessions, reactions to the second Forms. Staff: on participant
Motivation: including their day's sessions. feedback.
Assess how perceptions of the Coordinating Administrative
engaging and session’s usefulness  Day 3: with Support: Personnel
motivating and engagement. administrative to distribute, collect,
participants found  Session Ratings: End of Day 3: Distribute support staff to and organize
the sessions, Ratings collected at and collect Post-Training manage the feedback forms and
including their the end of each Surveys to assess overall logistics of surveys.
perceived value session regarding satisfaction with the feedback
of the training in the quality of the entire training program,  Data
addressing their including the relevance,

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 17

 quality, and
effectiveness of the
sessions. collection. Analysis
Tools:
presentation, Analysis Timeline: Overseeing the
professional materials, and the analysis of Data Analysis
needs. instructor’s Within 1 Week Post- survey and Software: Software
effectiveness. Training: Analyze and feedback data such as Excel or
compile feedback from to assess SPSS for compiling
the Post-Training participant and analyzing survey
Surveys and Feedback satisfaction. results.
Forms to gauge overall
participant satisfaction
and engagement

Declaration:
I hereby declare the information provided in this application is true and correct and
there have been no misleading statements, omission of any relevant facts nor any
misinterpretation made.
I agree DepEd-National Educators Academy of the Philippines to be the co-owner of
all the data gathered and the copyright of any publication of the use of these data.
To be signed by the PD Program Proponent/s:

Program Proponent PERLITA T. COLICO, PhD

Signature
Date October 16, 2024
This Form is not valid if not signed

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 18

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 19