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Republic of the Philippines Department of Education
DepED-EDPITAF-STRIVE Training and Development June 2010
Contents
Guide to ………….………………………………………………………………………………………………….……43
GLOSSARY OF ACRONYMS
BESRA Basic Education Sector Reform Agenda DO Division Office EBEIS Enhanced Basic Education Information System ES Education Supervisor F3 Formal Face-to-Face INSET In-Service Education and Training IRR Implementing Rules and Regulations of RA 9155, December 2007 IPPD Individual Plan for Professional Development JEL Job-embedded Learning KSA Knowledge, Skills and Attitudes LAC Learning Action Cells LEAP Learning Enhancement Action Program 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 NCBTS National Competency-Based Teacher Standards PDM Professional Development Materials PDP Professional Development Planning PDRD Program Designing and Resource Development PDy Program Delivery PSDS Public School District Supervisor QAA-M&E Quality Assurance an Accountability and 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 SIP School Improvement Plan SLE Structured Learning Episode SPPD School Plan for Professional Development T&D Training and Development TDIS Training and Development Information System TEI Teacher Education Institute TOT Training of Trainers UIS Unified Information System WG Working Group Training and Development Resource Development
Training & Development Resource Packages
Training and Development (T&D) Resource Development involves the preparation of resource packages. A T&D Resource Package is an organized compilation of the instructional program and required materials that support the delivery of a specific professional development activity. It contains the program content, the processes and the support materials that are carefully developed following the specifications indicated in its program design.
A T&D Resource Package generally contains the following: I. General Program Design Information such as: title, description, prerequisite programs, duration, management level of program, delivery mode, target personnel, rationale, objectives, end of program outputs, expected final outcomes/success indicators II. The Program Delivery details such as: content and expected outputs, schedule matrix , learning approach and methodology, supplies/equipment/materials III. The Activity Guides IV. Handouts, Readings and PowerPoints V. Monitoring and Evaluation Scheme and Tools
Standards and Guiding Principles for the Development of a T&D Resource Package
The following standards and guiding principles have been developed to inform the resource development process:
Learner and Learning-Focused The resource package targets competency enhancement and change in practice of professionals for improved student learning. Materials integrate the knowledge, skills and attitudes (KSAs) which promote the creation of learning communities The program content and methodology support adult learning and a collaborative learning environment. The learning process promotes continuous professional learning. The instructional program is based on the identified needs and competencies of the target group required for a specific job.
Authority-based The instructional program is based on findings of current research and incorporates innovative strategies and best practices. The resource package is a product of collaboration between qualified and competent educators. Program materials build on existing quality programs and are based on reliable sources
6 Relevant content The resource materials deepen professionals’ knowledge on content, provides them with research-based instructional and assessment strategies to enhance their competencies in improving school performance and students’ learning. The session guides are carefully engineered learning experiences designed to develop the specified competencies of the target professionals. The program content describes the skills or knowledge to be learned in a way that the trainee understands.
Job-embedded methodology/technology The strategy provides opportunity for the professionals to perform the skills or use the knowledge under conditions closely resembling the job. The program uses technology that can be used immediately by the trainees. Materials, strategies and time allotted are adequate for professionals to learn, practice, and apply new concepts and techniques in their current job. The methodology is interactive (i.e. it actively involves the professionals throughout the training.) T&D Resource packages are technology enhanced and cost effective.
Assessment –inclusive The resource package provides materials for professionals to test themselves on the skills and knowledge learned. The Resource package is evaluated and improved for future use
Personnel involved in the T&D Resource Development Process
The Resource Development process is usually done by the PDRD-WG. The membership of the PDRD-WG will vary depending on specific resource requirements and include an expanded pool of master teachers or experts who will be needed to develop more specialized or technical materials for the resource package identified.
The PDRD-WG members are selected in line with the following criteria: . knowledge and expertise in the content area related to the resource package to be developed . adequate knowledge of the target group which is the focus of the resource package . experience in resource development ( e.g. session guide development, module writing) . highly developed writing skills . at least three years experience in their field of expertise . at least a Very Satisfactory (VS) performance rating for each of the last three years . preferably computer literate
Resource Development Guide and Tools Page 7 Technical assistance from educational experts within the cluster, the district/division, the regional or from other sources e.g. TEIs, may be sought to support the work of the PDRD- WG at the different levels. Resource persons or on-call consultants may be required to support highly specialized content areas. The PDRD-WG is responsible for overseeing the monitoring and evaluation of the resource development and the QA Team is responsible for assuring the quality of the completed program resource packages.
The T&D Resource Development Process
As soon as the Program Design is completed, the PDRD-WG will need to make a decision about who will be responsible for the development of the resource package. In making this decision the PDRD-WG would need to take into consideration as the following:
the nature of the program design and the level of complexity required to develop the resource. For example at the school level, some programs such as those designed for a LAC session may require the development of a less complex resource package, while others such as a face-to-face training program may require the development of an extensive resource package.
the availability of experts to develop the program. For example, some schools may have existing expertise to develop a specific resource package among their current staff, while others may not depending on the nature of the program.
the time which will be required to develop the resource package. For example, the development of resource packages by staff at the school level should not adversely affect the teachers’ prime responsibility of teaching.
If the PDRD-WG believes that it can manage the development of the resource package then this group will be tasked to review available training resources for adoption/adaptation or to develop new ones. Available materials may be accessed from the LRMDS Portal http:// lrmds . deped.gov.ph / or from other sources such as the internet.
The available training resource packages may be adopted or adapted for use depending on their suitability. If there are no available materials, the PDRD-WG can proceed to develop the required resource package as specified by the program design. A set of guidelines and template found in the following section may be used to support the development of program resource packages.
If necessary, a request can be made for 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. Resource Packages can be collaboratively developed, if needed, by personnel from both the T&D and LRMD systems.
If the PDRD-WG feels to the need for assistance in the management and development of the resource package then a request, through the SH/SDS/RD, may be made for external support. For example, assistance at the school level may be sought from the cluster, district, division, region or from a service provider.
8 Preliminary Steps in Preparing a T&D Resource Package
1. Study the Program Design together with the T&D Resource Package Template.
The PDRD-WG carefully studies the Program Design and the elements required by the T&D Resource Package Template (see Attachment 1) to examine and familiarize themselves with the specifications that should guide the search for, or development of, the needed resource package. It is important to define the program scope particularly the Content Matrix indicating the knowledge, skills and attitudes (KSAs) that are the focus for the particular program.
The specifications detailed in the Program Design should be considered flexible enough to incorporate any significant new ideas recommended by experts/resource persons who have been invited to provide technical assistance for the resource development.
2. Review available program resource packages.
a. Before closely examining any existing program resource, it is necessary to ensure that there are no restrictions in place regarding its use. It is important to check the copyright details associated with the materials to make sure DepED is able to use and reproduce it if required. If restrictions apply for DepED to utilize the program resource materials, it may not be feasible to consider the resource.
b. If existing program resources are available and can be used by DepED, then the PDRD-WG will need to make a decision as to the suitability of the materials for the intended program. In reviewing the materials the PDRD-WG needs to:
Compare what is described in the program design with what is outlined in the existing resource material under review. Make a decision in terms of their applicability and suitability of the resource material and whether it can be utilized.
If the resource material appears to be suitable, examine it further to see if it incorporates the standards and guiding principles which should be evident in program resources. The M&E tool, RD-M&E Form 2: Program Resource Package Review/Quality Assurance Tool should assist in this process.
c. Based on the review process, a decision is made to either:
Adopt the existing resource package without any changes Adapt the existing resource package and align it to current program requirements Not to use the existing resource and to develop a new resource
Resource Development Guide and Tools Page 9 package
Steps in Adopting, Adapting Existing Resource Materials or Developing a New Resource Package
If an existing resource package is considered suitable of adoption without requiring any further modifications, then the PDRD-WG should review the materials and equipment required to implement the program prepare a budget that will support the program delivery in line with the program specification and appropriated budget indicated in the program design. A template for the budget has been developed and can be found as Attachment 1; and submit the Resource Package, along with the budget to the T&D Chief/Chair for approval prior to its delivery.
If existing program resource package/materials need to be adapted or modified, it is suggested that the steps outlined below are followed. Content from the existing program can be incorporated where appropriate. The same steps are recommended for the development of a new resource package for a specific program.
1. Study and observe the standards and guiding principles. There are set standards and guiding principles for the development of a new program resource package found at the beginning of this guide. Make sure that these standards are met and that the principles are observed in the materials that will be developed.
2. Study the T&D Resource Package Template. Examine the required information and the key elements expected to be included in the Resource Package Template found in Attachment 1. An e-version of the template should be used by the PDRD-WG when developing the resource package and guide the process.
3. Complete the write-up of the specific program resource package which is being developed:
3.1. Write the required General Program Information.
The General Program Information is the same as that in the first section of the Program Design. This contains the Title, Program Description, Prerequisite Program, if any, Duration, Management Level of the Program, Delivery Mode, Target Personnel, Budget Requirements, Rationale, Objectives, End of Program Outputs and Expected Final Outcomes/Success Indicators.
This may be copied en toto and pasted in the required section of the Resource Development Template. There may be some minor refinements made in the course of the development process that need to be adjusted.
3.2. Organize the Detailed Program Content and Expected Outputs Matrix
10 The scope of the Program Design e.g. the Content Matrix is used as the primary reference for the development of this section. This section calls for a sequentially organized conceptualization of the sessions or activities to be conducted and the corresponding specific objectives, subject matter content, duration of activity, expected outputs and resource materials that will support the delivery of each activity/session. This will become the basis of the development of session or activity guides for the program.
3.3. Finalize the Program Schedule Matrix
Review the Activity Schedule found in the Program Design. This time, organize the activity/session titles (as identified in Program Content and Expected Outputs matrix developed in step #3.2) across the matrix. The Program Schedule Matrix guides the facilitators for the time management of the program delivery. The time allotment controls the volume of content that is developed for each session, or vice-versa.
3.4. Describe the instructional approach to be used for the program and on which the resource package is developed with consideration of the following:
3.4.1. Describe the general learning approach and methodology that is used for the program with consideration of the Formal Face-to-Face (F3) and the Job-embedded Learning (JEL) components. The andragogical or adult learning approach, for instance, is widely used for professional development training. The principles of adult learning are used to get intended results for competency-based professional development. The learning principles of constructivism may also be considered in identified professional development activities where these are appropriately used. (See section #4 below for the principles for andragogical and constructivist learning.)
3.5. List the required supplies and materials
There is an initial list of supplies and materials needed to conduct the training found in the Program Design. This may be reviewed and finalized in this section. The list should includes the materials and equipment required to facilitate all sessions (e.g. LCD, manila paper, markers, whiteboard, etc) as well as those needed by the target participants (IDs, training kit, folder, notebook, and pen).
4. Develop the Activity Guides based on andragogical and constructivist principles.
4.1. Activity Guide Templates for Formal Face-to-Face (F3) training and Job-embedded Learning (JEL) are suggested in Attachment 1 of this guide. Generally, the strategies follow the learning approach, which uses the andragogical and constructivist principles of learning.
4.1.1. Andragogy initially defined as "the art and science of helping adults learn," can be traced back to Alexander Kapp, a
Resource Development Guide and Tools Page 11 German grammar teacher who used it to describe Plato’s educational theory in 1833. Malcolm Knowles heard about the term and in 1968 and used it in an article on “Adult Leadership”. Since then, Knowles has become known as the principal expert on andragogy. The term andragogy has taken on a broader meaning since Knowles' first edition. The term currently defines an alternative to pedagogy and refers to learner-focused education for people of all ages. The six assumptions of andragogy as explained in the book, The Adult Learner by Knowles, Holton III, and Swanson published in 1998 are:
Adults need to know why they should learn something. Adults’ self-concept projects new patterns of learning where they become self-directed, taking responsibility for their own learning and the direction it takes. Adults have a lifetime of experience and they want to use what they know and want to be acknowledged for having that knowledge. Adults become ready to learn something when they experience a need to learn it in order to cope more satisfyingly with real-life tasks or problems. Adults are life, task or problem-centered in their orientation to learning. Internal rather than external motivation for learning are more important such as increased job satisfaction, self-esteem and quality of life. 4.1.2 Constructivist learning theory says that all knowledge is constructed from a base of prior knowledge. Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. Below are seven of the principles of constructivism that may be used to guide Trainers/Mentors in engaging adult learners to participate in active learning: Encourage and accept learners’ autonomy and initiative. Use raw data and primary sources for learning, e.g. student test results, lesson plans, examination papers, lesson guides, school improvement plans. For cognitive-based learning, use terms such as classify, analyze, predict, and create. Use learner responses to build lesson concepts, change instructional strategies, and modify content. Encourage learners to engage in dialogue, both with the Trainer/Mentor and with other learners. Encourage learner inquiry by allowing them to ask thoughtful, open-ended questions and to ask questions to each other.
12 Seek elaboration of learner’s initial responses.
4.2. The session guides for the F3 component of the training could be developed to include the following elements: 4.2.1. Identifying Information: Session Title, Duration, Key Understandings, Objectives, and Resources needed for the session.
4.2.2. The body of the session guide contains the suggested conduct of the activities using the 4A’s: Activity, Analysis, Abstraction and Application.
Introductory Activity: This part introduces the session content. Although at times optional, it is usually included to serve as a warm-up activity to give the learners/participants zest for the incoming session and an idea about what it to follow. One principle in learning is that learning occurs when it is conducted in a pleasurable and comfortable atmosphere.
Activity: This is an interactive strategy to elicit adults’ prior learning experience. It serves as a springboard for new learning. It illustrates the principle that learning starts where the learners are. Carefully structured activities such as individual or group reflective exercises, group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be considered in this part of the session.
Analysis: Essential questions are included to serve as a guide for the facilitator in clarifying key understandings about the topic at hand. Critical points are organized to structure the discussions allowing the trainees to maximize interactions and sharing of ideas and opinions about expected issues. Affective questions are included to elicit the feelings of the learners about the activity or the topic. The last questions or points taken should lead the trainees to understand the new concepts or skills that are to be presented in the next part of the session.
Abstraction: This outlines the key concepts, important skills that should be enhanced, the proper attitude that should be emphasized, and ways to improve one’s professional competencies. This is organized as a lecturette that summarizes the learning emphasized from the activity, analysis and new inputs in this part of the session.
Application: This part is structured to ensure the commitment of the trainees to do something to apply their new learning in their own environment. Teachers, for instance, may create a learning structure for trying out a new teaching strategy. For School Heads, a plan to start a specific action where application of new learning is demonstrated.
Resource Development Guide and Tools Page 13 Concluding Activity: This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, parable or a letter that inspires the participants to do something to practice their new learning.
4.3. A Job-embedded Learning (JEL) Contract Template is included as a part of the Resource package. It is a guide for the trainee to outline his/her plans to further implement learning activities in the workplace after a professional development activity. The contract contains the objectives, activities, timeframe; contact time required with the trainee’s JEL Team, resources needed, and the accomplishments and means of verifying outputs. This contract is accomplished by the trainee at the end of the F3 and/or in collaboration with a JEL Adviser. The JEL Adviser is generally a designated trainer of the F3 program and/or the trainee’s immediate supervisor and takes responsibility for supporting the trainees in the implementation of the JEL contract.
The JEL basically flows through six stages: 1. Plan Confirmation with JEL Team 2. Implementation of specific JEL activities 3. Reflection of accomplishments 4. Enhancement of identified KSAs with difficulties 5. Internalization for a job-embedded practice 6. Sharing best practice with others
Further details on JEL can be found in the T&D Systems Operations Manual Volume 5: The Program Delivery System.
4.4 The duration for each section of the session is included in the activity/session guide.
4.5 Notes are provided for the facilitator, whenever needed, at any part of the session guide.
5. Develop Handouts and Support Materials
This portion is organized as a complete set of materials required for the conduct of the program. It includes the development of required handouts for the trainee’s further study of the session content. The handouts should be based on the salient points discussed in the Abstraction part of the session. templates to support the actually delivery of specific activities during the sessions Powerpoint presentations to support the delivery of the sessions.
5.1. For new materials developed, the write-up must be properly documented, i.e. sources or references are acknowledged and quotations lifted are properly cited. If the whole material is used, the author must be
14 written right after the title of the material, including the source.
5.2. Organize the handouts/templates in the order that they are to be used in the sessions.
6. Describe the monitoring and evaluation processes and prepare the tools that are applicable to the program
Monitoring and evaluation processes ensure that quality professional development programs are provided. In this section, describe the M&E processes that are conducted as part of the program.
6.1. Identify and prepare the specific M&E tools that should be used e.g. Participants’ review of program, Facilitators’ review of program, M&E report on the program.
6.2. Provide templates for summarizing results and reporting M&E results.
7. Develop the Line Item Budget All costs associated with the implementation of the program need to be identified. An initial budget estimate was included in the Program Design, but now that the Resource Package is developed, it is necessary to review the budget and ensure that projected costs of all program activities are included. A template for the budget was developed and can be found as Attachment 1. The budget should remain within the allocated and approved funds. If the costs are above the budget allocation it should be clearly indicated in the Budget Requirements section of the Identifying Information and recommendations made as to how the additional funds are to be sourced. 8. Develop the Preface of the Package A preface narrates elements of the resource package such as the purpose of the package and provides an overview of the information it contains. It may also contain information relating to the project that supported its development, an explanation of the perceived users, and an acknowledgment of those who contributed to the development of the resource package. The following may guide the writing of the preface: The primary purpose of the resource package is usually written in fewer than 50 words. This is a description why the package was written not just what it is about, but why it matters.
A brief paragraph to explain the beginnings of the resource development. This could be an opportunity to further present the usefulness of the package.
An outline of the organization of the resource package. This part points out how the different sections would be used and their significance to the program.
Resource Development Guide and Tools Page 15 A discussion of sources and how they were used in this package.
An acknowledgment to those who significantly provided assistance, inspiration, and invaluable contributions in the course of the development of the package.
Technical Enhancement of the Instructional Design of the Resource Package
The technical portions of the materials may be developed to enhance the instructional design, e.g. format and delivery. The PDRD-WG may request technical assistance from personnel from the LRMDS or use of its facility and resources. Enhancement of the resource package may include providing an interactive format for some portions, powerpoint presentations of the lecturette, film clips, animation, visual enhancements and other technical elements of the resource package. Resource packages can be collaboratively developed, if needed, by personnel from both the T&D and LRMD Systems.
Quality Assurance of the Resource Package and Monitoring and Evaluation of the process
It is the responsibility of the PDRD-WG of the school/division/region to ensure the quality of the Resource Package. The PDRD-WG use RD-M&E Form 2 Program Resource Package Review Quality Assurance Tool for this internal review process. Once the PDRD-WG is satisfied with the quality of the program resource package, all members should sign the resource package indicating their endorsement of the package.
The Resource Package is then submitted to the T&D Chief/Chair. The T&D Chief/Chair is responsible for reviewing the Resource Package to ensure its quality. To assist in the review process, the T&D Chief/Chair needs to establish a Quality Assurance (QA) team to review the resource package. The QA team at the Region and Division level consists of members from within the RO or DO or from other agencies such as the TEIs who have expertise relating to the specific content of the package and experience working with the target group identified in the program content. At the school level, the School Head submits the developed resource package to the PSDS/ES for quality assurance The RD- M&E-Form 2, Program Resource Package Review Quality Assurance Tool is used to assist in the QA process.
If the QA results indicate that the resource package is lacking in some essential elements or requires further refinement, the PDRD-WG is asked to further enhance the material.
The M&E processes associated with the development of the resource package are finalized and any recommendations for improvement should be incorporated into future processes. The following M&E Tools for Resource Development have been developed T&D Form 1: Individual Profile Template RD-Form 1: End of Program Resource Package Development Evaluation RD-Form 2: Program Resource Package Review Quality Assurance Tool
16 The Matrix below describes the mechanisms and tools. The tools are found in the in Attachment 2).
What will How it will M&E tool Who will When will How will the be be to be be the results be monitored monitored used responsib monitorin used le for the g take monitorin place g The All T&D-Form PDRD-WG During the PDRD-WG membershi members 1: formation analyzes the p of the of the Individual of the profiles to teams Resource Profile team ensure that responsible Developme Template teams have for the nt team are members with developme asked to relevant nt of provide a experiences. Program personal Recommendatio Resource profile ns based on the Package in outlining analysis are relation to their work made to the level of experience improve future experience s and team s which qualificatio membership individuals ns. and are bring to the included in the team Program Completion Report
At Region, Division and School Levels, profiles are to be entered into the TDIS
Team Team RD-Form PDRD-WG Following End of Program Members’ members 1: End of the Resource perception complete Program completio Package of the the Form Resource n of the Development extent they for End of Package Resource Evaluation successfully Program Developm Package Forms are completed Resource ent developm collated by the the Package Evaluatio ent PDRD-WG and Program Developme n process at reviewed to Resource nt the region, identify how the Package Evaluation division processes can process and school be improved. level A summary of
Resource Development Guide and Tools Page 17 the results are included in the Program Completion Report and recommendatio ns incorporated into future processes
Completed An initial RD-Form PDRD-WG At the The Program Resource review of 2: at the completio Resource Package the Program region, n of a Package is Resource Resource Division Resource refined based Packages is Package and school Package on conducted Review/ level developm recommendatio at the Quality ent ns from the region, Assuranc process review/QA division e Tool Based on the and school results of the level review, a decision is made regarding whether the QA teams program is to be QA teams establishe implemented or are d at the not organized Region, to review Division Recommendatio final and school ns are made to Resource level improve future Packages Resource developed Package at the development Region, processes and Division included in the and school Program levels Completion Report
Future Refinement of the T&D Resource Package
Following the initial implementation of the program, the PDRD-WG reconvenes to review the M&E reports relating to the resource package and its use during the actual delivery of the program. Based on the M&E results, the resource package is adjusted and further refined to enhance its quality.
The PDRD-WG should submit the refined Resource Packages to the T&D Chief/Chair for uploading onto the TDIS and the LRMDS Portal so it can be easily accessed for future reference and shared with others. School level Resource Packages may be submitted through the Division PDRD-WG.
18 Attachment 1: The Training and Development Resource Package Template
Resource Development Guide and Tools Page 19
Republic of the Philippines Department of Education
(Add Title of Program)
Training and Development Resource Package
TEMPLATE
(Add Date e.g. May 2009)
Resource Development Guide and Tools Page 20 PREPARED BY THE TRAINING AND DEVELOPMENT TEAM
School------Division of ______Region ______Name Designation ______Advisers:
Resource Development Guide and Tools Page 21 PREFACE
(This is to written once the Resource Package has been developed. It is the last step in the process.) A preface narrates elements of the resource package such as the purpose of the package and an overview of the information it contains. It may also contain information relating to the project that supported its development, an explanation of the perceived users, and an acknowledgment of those who contributed to the development of the resource package.
Resource Development Guide and Tools Page 22 1. General Program Information: (Copy from Program Design)
Program Title :
Program Description:
Prerequisite Programs:
Duration :
Management Level of Program Delivery Mode
Target Personnel:
Budget Requirements:
Rationale:
Objectives:
End of Program Outputs:
c.A. Formal Face to Face (F3) Component
c.B. Job –Embedded Learning ((JEL) Component
Expected Final Outcomes/Success Indicators:
2. The Program Delivery
Resource Development Guide and Tools Page 23 A. The Program Content and Expected Outputs: (List the activities/modules or sessions that will be conducted. Note the specific objectives which are to be developed, the key understanding to be developed, the duration of the activity and the expected outputs for each activity. Use the Content Matrix from the Program Design as a guide. Identify the resource materials which are required to implement each activity/module/ or session.
No. Activity/ Module/ Session Title Specific Objectives (KSAs) 1.
2.
3.
B. Program Schedule Matrix: (Outline how the program will be structured and develop the Program Schedule matrix. Use the Activity Schedule in the Program Design as a guide e.g. for a training workshop you may complete the following table, develop another template for a different type of mode of delivery e.g. LAC Sessions, coaching.
6.I.A. Formal Face-to-Face (F3) Time Day 1 Day2 AM
AM
PM
PM
6.I.B. Job-Embedded Learning Activities Month 1 Month 2 Week 1
Week 2 Start Meeting
Week 3
Week 4
3. Learning Approach/Methodology for the program (Describe here the learning approach and methodology which will be used to deliver the program. Refer to Step #4 in the Training and Development Resource Development Guide and Tools.)
Resource Development Guide and Tools Page 24 4. Program Supplies/Equipment/Materials (List the supplies/equipment/materials which will be needed to support the implementation for the program. Update the Resource List developed for the Program Design) EXAMPLE : . Meta strips, Manila paper . Marker pens, Chalk, White board markers . Masking tape, Scissors . Computer, LCD . Name tags . Envelopes with paper strips containing NCBTS Domains, strands and indicators (see SLE 3) . Pencils, Ballpoint pens, Note books . Bond papers . Crayons
5. Activity Guides based on andragogical and constructivism principles. See sample - Session Guide Templates - Teaching Demonstration Activity Guide Template - Professional Reading Activity Guide Template - JEL Contract
6. Handouts and Support Materials (include any handouts and support materials needed for the delivery of the program)
Resource Development Guide and Tools Page 25 a) List of Handouts and Support Materials
Session Title of Handout Support Materials No/Title DVD : “------“ Powerpoint Interactive… Matrix on ….
b) Handouts (add all handouts in order of delivery. Use the template below)
c) Support materials (e.g. add copies of all the support materials required for delivery e.g. matrixes, hard copies of Powerpoint presentations)
7. Monitoring and Evaluation
Resource Development Guide and Tools Page 26 (Describe the M&E processes that will be followed and add the M&E tools which will be used. Tools have been developed for monitoring and evaluating the F3 and JEL training programs and can be found in T&D Systems Operations Manual Volume 5: The Program Delivery System, and may be used here if suitable)
Examples of M&E Tools which may be used include:
F3-M&E Form 8: Trainee’s End of F3 Program Assessment (with Consolidation Template) This instrument is used to collect information of the Trainees level of satisfaction with the F3 phase of the training program. All trainees will complete this evaluation at the end of the F3 phase of the training program and the results will be used to inform future delivery of the training program and to enhance Program Management and Trainers future performance. Its consolidated results will be analyzed and used to inform the final F3 Program Completion Report.
F3-M&E Form 10: Rapid Competency Assessment Before and After the F3 Program This instrument is used to collect information of the Trainee’s self-perception of their level of competency before and after their involvement in a F3 training program. Completion of the instrument will be at the beginning of the F3 phase of the program and again at the end of the F3 program. Results will be used to inform future delivery of the training program. Consolidated results will analyzed and used to inform the final F3 Program Completion Report.
JEL-M&E Form 4: Trainee’s End of JEL Evaluation All trainees will complete an evaluation of the JEL phase of the training program at the end of the JEL phase of the training program and the Program Management Staff will be responsible to consolidate results. This will collect information of the Trainees level of satisfaction with the JEL phase of the training program. Results will be used to inform future JEL delivery of the training program, will be analyzed and used to inform the final JEL Program Completion Report.
Resource Development Guide and Tools Page 27 The Activity Guides Sample 1:
Session 1: (Title)
Duration of 00 hours Session Key A Understandings B to be developed C
Learning 1. Discuss Objectives 2. Analyse 3. Apply…
Resources Handouts on … Activity Sheet : » Powerpoint: ,,,, Introductory Activity (Optional) 1. Introduce the activity to the participants by … Ask the participants to … Activity Play any particular song and allow the participants Ask the following Questions : Form 5 groups and have each group do the following: Distribute the materials to the participants: manila paper, metacards, pair of scissors, marking pens, masking tape
After the allotted time for the activity, give instructions
Analysis After the viewing, ask the following questions:
- On Process(skills and values) - On content
1. Using the published outputs of the five groups, ask the following question: 2. Then direct the participants to …
Resource Development Guide and Tools Page 28 Abstraction/ Present the power point to introduce the key understandings, skills and attitudes Generalization developed…
Allow a discussion of each presentation and direct the attention of the participants on how to …
Application Develop a creative presentation that highlights key learning about ….. Write a journal describing….. Develop an action plan demonstrating …..
Concluding 1. Ask the participants to … Activity 2. Ask each group to generate suggestions on how to support … 3. End the session by reviewing the key understandings developed and by citing to the school head/teacher his or her …
Resource Development Guide and Tools Page 29 The Activity Guides Sample 2:
Activity 1: (Title)
Duration of 00 hours Session Objectives of 1. Discuss the teaching 2. Analyse demonstration 3. Apply…
Phases of the Time Method Materials Used Session
I. Session 10 minutes “Balitaan” (for the succeeding PSSLC/PELC (PO) Overview sessions) Lesson Plan (All) Presentation Learning Competency Form 178/TLOC (All except the DT) Learning Objectives Lesson Content Demonstration Teacher
Distribution of Lesson Plans and Form 178 II. Demons 60 minutes Demonstration Teaching Lesson Plan tration Form 178/TLOC Teaching Proper III. Post- 10 minutes Interview Interview Guide Questions Demo (see sample below for Conference Process Observers)
IV. Post- 10 minutes Interview Peer Critiquing Guide Critiquing (refer to ample below for Conference Process Observer)
V. Journal 20 minutes Reflective Writing Journal Writing Guide Writing Questions (see sample below)
VI. Concluding 5 minutes Wrapping Up Activity
Resource Development Guide and Tools Page 30 Interview Guide Questions for Post-Demo Conference 1. How do you feel about the conduct of your demonstration teaching?
2. What do you perceive to be your strengths that contributed to the success of your demonstration?
3. Did you encounter any difficulties in the delivery of the lesson? How did you address these difficulties?
4. What teaching competencies were you able to enhance through your demonstration?
5. What changes would you make to your teaching-learning practice if you were to teach this lesson again?
SAMPLE Peer Critiquing Guide
Teacher’s Professional Students’/Pupils’ Competencies Being Learning LESSON Standards Yes or No Enhanced Competencies (Refer to NCBTS addressed KSAs) 1. Objectives
A. Are the objectives PELC/PSSLC-based?
B. Do the objectives follow the SMART standards?
2. Content
A. Is the lesson content:
accurate? relevant? meaningful? updated? integrative?
B. Are the support instructional materials:
appropriate? adequate? varied? updated?
Resource Development Guide and Tools Page 31 3. Strategies/Activities
A. Are the strategies/ activities: appropriate? engaging? challenging? child-friendly? adaptable?
4. Assessment
A. Is the assessment: valid? authentic? performance- based? 5. Delivery
A. Were the preliminary activities (review, motivation, etc.) undertaken? B. Were the activities properly executed? C. Was the use of instructional time maximized?
6. Classroom Management
A. Is the learning environment: safe? orderly? clean?
7. Recommendations/Agree ment
A. Would you have suggestions for the improvement of a specific part of the lesson? B. Would you adopt/adapt the lesson presented?
Resource Development Guide and Tools Page 32 Journal Writing Guide Questions 1. What concepts were developed during the lesson?
2. What good teaching practices were demonstrated during the lesson?
3. What recommendations would you make to enhance the lesson?
Resource Development Guide and Tools Page 33 The Activity Guides
SAMPLE 3
Title of Reading Material:
Target Competencies (NCBTS-TSNA):
Clientele Group:
Time Duration:
Phases Objective/s Content Time Method/Process Materials Frame Read 1 week The SH/facilitator will Bibliographic (1st wk) distribute reading al entries of materials with Professional questionnaire to the Reading personnel concerned to Materials study for a week. Reflect 2 At the end of the week, Journal hours the reader should Questionna (1st wk) internalize the materials ire read by writing a journal and answering a questionnaire. Relate By the second week, a Portfolio (2nd team composed of five wk) members will share their responses. They have to list down the commonalities and discuss the differences to arrive at a conformity/consensus or make a summary. Reach By the third week, the Ex. out (3rd wk) team members will IMs/CAIMs showcase the significant learning to apply what they have gained from their readings to enhance the target professional competencies. Revisit 4 hours At the end of the fourth Assessmen (4th wk) week, all the personnel t Tool will convene in a plenary to affirm the results and findings of the activity. A self-assessment checklist will be accomplished by each participant.
Resource Development Guide and Tools Page 34 Resource Development Guide and Tools Page 35 Job-Embedded Learning (JEL) Contract Template (Use electronic version when filling the form.)
Learner (Trainee) Name School/Division/Region
Title of F3 Training Date of F3 Training Attended Trainee’s Present Gender Position My JEL Team Immediate Trainer/Coach for JEL Supervisor Priority Competencies Addressed/Goal and Objective for the JEL Specific Competency Areas to improve during the JEL
Resource Development Guide and Tools Page 36 BUDGET TEMPLATE FOR TRAINING AND DEVELOPMENT PROGRAMS (A separate electronic file in excel format is available)
Activity :______Level: Region Venue :______
Division Date :______
Cluster School
Please fill or shade the corresponding mode of Professional Development Delivery
Mentoring Programs Coaching Programs Professional Learning Teams Peer Observation Programs Workshop Accredited Courses Structured Professional Reading Personal Professional Reading Practicum/School Visit Programs On-line Learning Programs External Consultant/Critical Friend Others: Please specify ______
# REQUIRED Cost per Total # ITEM OF EXPENDITURE (e.g. # of pax / Amount Unit/Hour of days units / sets / hr) A. Pre
Implementation Designing / Materials Development Honorarium Materials Travelling
Expenses Fares: Air Land Sea Sub-total Pre
Implementation B.
Implementation Live-IN: Accommodation & Food
Resource Development Guide and Tools Page 37 Live-OUT: Food Training materials Equipment Rental
(Specify)
Streamer/ Banner Reproduction Cost
Allowance Per Diems Honoraria
Travelling Expenses Fares: Air Land Sea Vehicle Rental Terminal Fees Toll Fees Fuel Sub-total Implementation
Total A & B Contingency 10%
GRAND TOTAL
Resource Development Guide and Tools Page 38 APPROVAL SHEET
This Resource Package has been prepared by the following PDRD-WG Members on ______( add date):
______
Reviewed By:
______PDRD-WG Head
Recommending Approval:
______T&D Chief/Chair) Date:
Certifying the Availability of Funds:
______(Finance Officer) Date:
APPROVED:
______Regional Director (for Regional Program Design) Schools Division Superintendent (for Division/School Program Design)
Date:
Resource Development Guide and Tools Page 39 Attachment 2: Monitoring and Evaluation Tools for Resource Development
40 M&E for the T&D Resource Development System
M&E tools are provided to support the resource development process. The following tools are available: T&D-M&E Form 1: Individual Profile Template RD-M&E Form 1: End of Resource Package Development Evaluation RD-M&E Form 2: Program Resource Package Review/ Quality Assurance Tool
The matrix below describes the M&E processes and tools.
What will be How it will M&E tool Who will be When will How will the monitored be to be responsible the results be used monitored used for the monitoring monitoring take place The All members T&D-Form PDRD-WG During the PDRD-WG analyzes membership of the 1: formation of the profiles to of the teams Resource Individual the team ensure that teams responsible Development Profile have members with for the team are Template relevant development asked to experiences. of Program provide a Recommendations Resource personal based on the Package in profile analysis are made relation to the outlining their to improve future level of work team membership experiences experiences and are included in which and the Program individuals qualifications. Completion Report bring to the team At Region, Division and School Levels, profiles are to be entered into the TDIS
Team Team RD-Form PDRD-WG Following the End of Program Members’ members 1: End of completion Resource Package perception of complete the Program of the Development the extent Form for End Resource Resource Evaluation Forms they of Program Package Package are collated by the successfully Resource Developm development PDRD-WG and completed the Package ent process at reviewed to identify Program Development Evaluatio the region, how the processes Resource Evaluation n division and can be improved. Package school level A summary of the process results are included in the Program Completion Report and recommendations incorporated into future processes
Completed An initial RD-Form PDRD-WG at At the The Program Resource review of the 2: the region, completion Resource Package Package Resource Program Division and of a is refined based on Packages is Resource school level Resource recommendations conducted at Package Package from the review/QA the region, Review/ development Based on the division and Quality process results of the school level Assuranc QA teams review, a decision e Tool established is made regarding QA teams are at the whether the organized to Region, program is to be review final Division and implemented or Resource school level not. Packages Recommendations developed at are made to the Region, improve future Division and Resource Package school levels development processes and included in the Program Completion Report.
T&D-M&E Form 1: Individual Profile Template
I PERSONAL DATA Name:
(Surname) (First Name) (Middle Name) Employee Number (If Applicable): Sex: Male Female Date of Birth: Home Address: Contact #: e-mail address: Region: Division: District: Office/School: Address: Current Position: Other Designations:
Highest Educational Attainment:
II. WORK EXPERIENCE (List from most current.) LEVEL e.g. Elem/Sec/ALS MAIN AREA OF RESPONSIBILITY INCLUSI POSITION school, district, division, VE e.g. subjects taught, level supervised region PERIOD
42 Use additional sheet if necessary.
III. TRAINING ATTENDED OVER THE LAST THREE YEARS
Please check training focus and management level for all training attended over the last three years.
Training Focus Training Management Level of Training attended Central Region Division Cluster School over last 3 years () Curriculum
Resource Materials Development
Planning
Management
Policy Development
Research
Other, please specify ______
IV. SIGNIFICANT EXPERIENCES
Identify which of the following areas you consider to be your area(s) of expertise: School Based Management Monitoring and Evaluation Quality Assurance Subject Specialization: ______) Access Education Policy Development Education Planning ICT Learning Resource Materials Development Other, please specify ______Delivery of Training Certified Trainers by NEAP Central NEAP-Region TEI
SEAMEO- INNOTECH Foreign Assisted Projects (FAP) Other, please specify --
List your significant experiences in the identified areas
Use additional sheet if necessary.
V. TRAINING AND DEVELOPMENT EXPERIENCES
Identify which of the following specific areas you consider to be your area(s) of expertise:
Competency Assessment Program Planning
Program Designing Resource Materials Development
Program Delivery Program Management
Monitoring and Evaluation of Training
List your significant experiences in the identified areas
44 Use additional sheet if necessary.
I certify that the information I have given to the foregoing questions are true, complete, and correct to the best of my knowledge and belief.
Date: Signature:
Please submit completed form to Training and Development Division/Unit. Information will be incorporated into the T&D Information System Database.
RD-M&E Form 1: End of Resource Package Development Evaluation
Name of Resource Material Developer: ______Sex: Male: Female: Title of Resource Package Developed: ______Target Personnel Group: ______Please rate how you think the Training & Development Resource Package Development team implemented the following processes involved in the development of the resource package. Please tick the appropriate column for your rating using the scale below. Numerical Rating Interpretation 4 Very High Extent 3 High Extent 2 Low Extent 1 Very Low Extent
To what extent did the developers demonstrate the following? 1 2 3 4 1 Considered the Program Design when developing the Resource Package 2 Examined existing resource materials/packages for the purpose of adoption/adaption 3 Followed the standards and guiding principles in the development of the resource package 4 Conceptualized the context matrix clearly articulating the requirement of the program in relation to: a. activities to be conducted b. specific objectives to be achieved c. key understanding to be developed d. resource materials required 5 Outlined a sequentially organized schedule of activities to support the implementation of the program including both the F3 and JEL Components 6 Articulated in the resource package a clear learning approach and methodology for both the F3 and JEL components 7 Developed session guides, (including accompanying powerpoint presentations and scripts) that clearly outline the conduct of all activities 8 Developed all the necessary handouts and reading materials required for the successful implementation of the program 9 Identified all the materials required to support the delivery of the program 10 Described the monitoring and evaluation process clearly and developed any necessary M&E tools 11 Reviewed and quality assured the Resource Package 12 Enhanced competencies in program resource development 13 Expressed learning gained during the resource development process Do you have other comments/suggestions/recommendations for the improvement of the resource package development process?
Please submit completed form to PDRD-WG. Results should be incorporated into the Program Completion Report
RD-M&E Form 2: Program Resource Package Review/ Quality Assurance Tool
This form is used by both the PDRD-WG and the Quality Assurance Team to support the review and quality assurance of the developed program resource package at the region, division, school levels. The PDRD-WG will use the form to internally review its work before submitting the Program Resource Package for QA, through the T&D Chief/Chair or School Head. The T&D Chief/Chair or School Head will establish a Quality Assurance Team to review the developed program resource package to ensure that it meets the standards set for program resource development.
Rating Guide: Numerical Rating Interpretation 4 Very High Extent 3 High Extent 2 Low Extent 1 Very Low Extent
Use the scale above to assess the Program Resource Package and check the appropriate column for each item.
Standards for Professional Development Materials 1 2 3 4 A. 1. It is accurate in content and reflects the ways in which Int egr knowledge is conceptualized within the domain. ity 2. There is logical and smooth flow of ideas.
46 3. It uses language and symbols of the content domain and its way of representation, and supports learners in developing and using them. 4 It uses the following correctly and appropriately: - - terms and expressions - - symbols and notations - - diagrammatic representation - - graphical representation 5. It assists the learner by identifying and differentiating between different points of view and perspectives presented. 6. It is supported with content that is based on current research and incorporates innovative strategies and best practices. 7. Presentation of factual content is accurate and up-to-date.
8. There are no outdated information, improper use of statistics; inaccurate graphs; over simplified models, examples or simulations. 9. Sources of information are identified and properly referenced.
B. 10. It deepens educators’ content knowledge and enhances Lea rne competencies? r- 11. Learning objectives are made explicit to learners/users. foc us 12. It promotes adult learning principles
13. Content is structured to scaffold learning.
14. The resource package takes into consideration the specific needs of the target group and the context in which they work. C. 15. Clear instructions for use are provided (i.e. purpose, processes, Usa bili intended outcomes are explicit). ty 16. Learning and information design is intuitive (i.e. the user knows what to do and how to do it). 17. The context matrix is clearly conceptualized articulating the activities, specific objectives, key understanding and resource materials required to deliver the program. 18. It has a clear schedule of activities outlined to support the implementation of the program. 19. It includes appropriate follow-up and technical assistance that will support the development of competencies in the work place. 20. The resource package technology enhances the conduct and is cost effective for training purposes D. 21. The learning resource connects to trainees’ personal/local Acc essi knowledge and experience bili - linguistic and cultural experience ty - local (community/geographic) conditions - individual and family circumstances- including, gender, abilities, economic conditions - interest and degree of engagement (in particular addresses differently abled learners) 22. Material is free of ideological, cultural, religious, racial, and gender biases and prejudices. 23. Resource does not confront or embarrass learners in any of the following ways: - require learner to expose personal data which may embarrass them - invade learners’ privacy - unfavourably compare learners’ learning performance with learners’ identity - unfavourably or stereotypically compare family or community characteristics with learners’ identity - unnecessarily or indiscriminately confront cultural beliefs or practices E. 24. The session guides, including accompanying powerpoints and scripts, Pro are clear and logically sequenced visi on 25. All the necessary handouts and reading materials required for the of successful implementation of the program have been developed Su ppo rt Ma teri als D.26. 26. The resource package reflects a product of group effort among Co qualified and competent educators. lla bo rat ive De vel op me nt G. 27. The resource package provides monitoring and evaluation scheme Pro and tools visi on for M &E What are your comments/suggestions/recommendations for the improvement of the resource package?
48 Name:______
Position: ______
Date: ______
Results should be shared with the Program Resource Development Working Group and inform the development of the Program Completion Report Acknowledgements
to
Region VI Region VII Region VIII Violenda Gonzales, AO-V Emiliano Elnar, Jr. Div Chief Alejandra Lagumbay, P-II Lydia Antang, Asst. Div Chief Milagros Villanueva, ES-II Adelma Rabuya, PSDS Editha Segubre, ES-II Churchita Villarin, ES-II Ma. Lita Veloso, P-I Renato Ballesteros, ES-II Leah Apao, ES-II Jovena Amac, HT-III Aylen Tuvilla, ES-II Luz Jandayan, ES-II Amelita Pitalgo, ES-II 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 Corazon Mohametano, PSDS Lilibeth Laroga, P-I Imelda Valenzuela, P-III Regie Sama, P-II Ma. Lileth Calacat, P-I Carlos Balanquit, PSDS Susan Severino, HT-IV Helconida Bualat, P-1 Nedy Tingzon, P-I Joyce Aringo, P-II Remigio Arana, MT-I Noe Hermosilla, P-I Juna Flores, HT III Casiana, Caberte, PSDS Cristina Zaragoza, TIC DepED- EDPITAF T&D Coordinator
Jonathan F. Batenga
Project STRIVE T&D Technical Advisers
Louise A. Quinn Twila G. Punsalan International Technical Adviser National Technical Adviser
The Project STRIVE 2 Training and Development Component Members who developed the standards, processes and tools of the PDRD System Operations Manual, Volume 4