Developing Training and Development Program Designstdis.deped.gov.ph/uploads/assets/Program Design...

Republic of PhilippinesDepartment of Education

Pilot Version

DepED-EDPITAF-STRIVETraining and Development

June 2010

GUIDE AND TOOLS

Region, Division and School Levels

The Training and Development (T&D) System Operations Manual, in five volumes, was developed and validated in Regions VI, VII and VIII, Divisions of Negros Occidental,

Bohol/Tagbilaran and Northern Samar, through the AusAID-funded project STRIVE (Strengthening the Implementation of Basic Education in Selected Provinces of the Visayas),

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

Development Program-Technical Working Group (TEDP-TWG), and the National Educators Academy of the Philippines (NEAP).

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

Volume 1 – The Training and Development System Framework Volume 2 – The Training & Development Needs Assessment (TDNA) System

Volume 3 - The Professional Development Planning (PDP) SystemVolume 4 – The Program Designing and Resource Development (PDRD) SystemVolume 5 – The Program Delivery (PDy) System

Contents Developing Training and Development Program Designs, …………………………………………..……….……..1

- What is a Program Design? , p1- When do we need Program Designs? , p1- Personnel involved in the Program Designing Process, p2 - Guiding Principles for Program Designing, p3- The Program Designing Process, p4- Reviewing Existing Program Designs, p4- Adopting Existing Program Designs , p5- Adapting an Existing program Design , p5- Developing New Program Designs, p6- Quality Assurance of Program Designs and Monitoring and Evaluation of the Process, p8 - Approval of Program Designs, p9- Future Refinement of a Program Design, p9

Attachment 1: Training and Development Program Designing Template………………………… .…………..10

Attachment 2: Session Guide for the Program Design Orientation for School Heads, Public School District Supervisors and Education Supervisors ……………………………………………………… ………………16

Attachment 3: Budget Template……………………………………………………………………………………………………22

Attachment 4: Monitoring and Evaluation Tools for Program Designing ………………………………………..25

Acknowledgment ……………………………………………………………………………………………..…………………………34

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

Developing Training and Development Program Designs

To support the provision of effective professional development it is necessary to have quality Program Designs. This document aims to outline the process for reviewing existing Program Designs to assess their appropriateness for supporting the provision of professional development activities. It also outlines the process for developing new Program Designs.

What is a Program Design?

A Program Design is a conceptual outline that provides succinct and essential information for a specific professional development program. It delineates the scope and general requirements of the program, i.e. its objectives, program content, duration, implementation strategy and projected cost.

A Program Design generally includes the following key information: Program Title General program information such as Program Description, Prerequisite

Program, Duration, Management Level, Target group , Budget Requirements Rationale, Objectives and Competencies on focus Program Content Focus which includes content matrix and activity schedule Material Requirements M&E Process Costs associated with the delivery of the program

There are three basic purposes of the Program Design. These are to: provide a conceptual outline for the priority professional development

programs identified in the SPPD/MPPD provide the basis for the development of an accompanying professional

development resource package serve as an executive summary of the professional development program

that can be evaluated for funding.

When do we need Program Designs?

Program Designs are required whenever there is a plan to conduct a professional development activity. The call for program designs is generally triggered by the approval of School Plan for Professional Development (SPPD) at the school level and Master Plans for Professional Development (MPPD) at the region and division levels. The SPPD/MPPD identifies the specific programs which are to be implemented and are the basis on which Program Designs are identified or developed. The SPPD/MPPD also sets out the timeline for the implementation of specific programs. Once the SPPD/MPPD has been approved, the process for identifying and reviewing existing Program Designs or developing new Program Designs should commence in line with the established timeline for implementation.

Personnel involved in the Program Designing process

Program Design Guide and Tools Page 1

Regional Level

At the regional level, the T&D Chief is responsible for overseeing the Program Designing process. The T&D Chief needs to be familiar with the Regional MPPD and be aware of the programs, which are to be implemented, and the proposed timeline. In as much as the programs identified in the MPPD vary in terms of the target groups, its content and its methodology, the T&D Chief has to recommend the formation of different Program Design and Resource Development Working Groups (PDRD-WGs) in accordance with the requirements of the specific program.

It is expected that the membership of the PDRD-WG would consist of people who have experience in program designing, working with the specific target group, and relevant content expertise. Technical assistance from the central office or other teacher training institutions may be sought to support the work of the PDRD-WG. Additional members of the PDRD-WG may be required at various stages of the program designing process to support specific activities such as the development of the budget and identifying monitoring and evaluation processes.

For program designs, which may need technical expertise outside of DepED, a decision may be made to out-source the process to a Service Provider. This will be dependent on budget availability and would need approval from the appropriate authorities. If out-sourced, the Service Provider would be expected to use the processes outlined in this document and the provided template for Program Designs.

When establishing a PDRD-WG, the T&D Chief should use the following criteria in recommending the program designers: PDRD-WG members should:

have at least three years experience in their field of expertise have at least a Very Satisfactory (VS) performance rating for each of the

last three years have knowledge and expertise in the content area related to the program

to be designed have knowledge of the target group which is the focus of the program

design have experience in program designing ( e.g. developing plans for

professional development) have highly developed writing skills preferably computer literate

It is important to make sure that some members of the PDRD-WG are computer literate so the program design can be produced electronically using the Program Designing Template found in Attachment 1

The T&D Chief is responsible in recommending to the Regional Director the formation of the PDRD-WG and to seek the necessary memorandum to activate the group.

The T&D Chief also oversees the monitoring and evaluation of the program design process. This involves monitoring and evaluation of the Program Design teams and the processes followed, and the quality assurance of the completed program designs


Division Level

Similar PDRD-WGs are established and activated at the division level under the leadership and direction of the T&D Chair following approval from the Schools Division Superintendent (SDS).

The Division T&D Team is also responsible in providing orientation and technical assistance to the ES/PSDS and Cluster Leads School Heads for program designing at the school level. A two-day orientation program is recommended with structured sessions guided by andragogical principles of learning. A sample of a two-day program is found in Attachment 2.

School Level

The School Head will determine the capability of the school to manage the program designing process. It is important that the school has Program Designers who possess the required criteria for the task. If the school is able, the School Head, with technical support from the ES/PSDS, will lead in the process of developing the program designs for the identified programs in the SPPD. However, if the school does not have the capability to develop the required program designs, it may request external expertise. The ES/PSDS is responsible in providing technical assistance and the monitoring and evaluation of the designing process.

Guiding Principles for Program Designing

The PDRD-WG is responsible for the provision of high quality program designs to support the implementation of scheduled professional development programs as outlined in the SPPD/MPPD. To ensure quality, the following guiding principles should be considered in the process of designing professional development programs.

Program designs articulate the professional development goals set out in the SPPD/MPPD leading to enhanced competencies and work performance that result in improved students’ learning.

Program designs are based on findings of current research and incorporate innovative strategies and best practices leading to improved student learning.

Program designs take into consideration the specific needs of the target group and the context in which they work.

Effective professional development program designs incorporate appropriate informal structures and tools for job-embedded learning and continuing technical assistance.

Program designs are the product of collaboration between qualified and competent educators.

Program designs are user friendly, technology- enabled and cost effective. Program designs build on existing quality designs. Monitoring and evaluation of program designs make use of multiple sources

of information to guide improvement and demonstrate their quality and effectiveness.

The Program Designing Process


With the guiding principles in mind, the PDRD-WG is responsible for providing a program design for a specific program as directed by the T&D Chief/ Chair/School Head. The following are essential preliminary tasks which need to be completed prior to commencing the actual development of the program design:

1. Study the SPPD/MPPD thoroughly.

The PDRD-WG is to carefully study the relevant sections of the SPPD/MPPD to familiarize themselves with the objectives and the competencies of the specific program that is to be enhanced by the program design. The details provided in the SPPD/MPPD will form the basis for the program design.

2. Identify existing professional development Program Designs.

One of the guiding principles in the program designing processes is that program designs should build on existing quality designs. It will therefore be important for the PDRD-WG to identify existing designs, which may support the implementation of the professional development program. Known existing designs may have been identified in the SPPD/MPPD. The PDRD-WG members may also be aware of similar or related program designs that can be availed for the purpose of the program being designed. Sources of program designs include those that have been developed by DepED, TEIs, NGOs, Foreign Funded Projects and other service providers. An additional source of existing designs is the Portal of the Learning Resource Materials Development System (LRMDS). This contains a web-based databank of available professional development materials and can be accessed at http:// lrmds . deped.gov.ph /

3. Review existing program designs

If existing program designs are available, the PDRD-WG reviews the designs and decides on their usefulness in line with the requirement of the specific program design. The process for reviewing these materials is outlined in the section on Reviewing Existing Program Designs. This process includes checking the conditions associated with their use to ensure that DepED has permission to use and reproduce them.

4. Manage development of new program designs.

If no existing program designs are available, it is the PDRD-WG’s responsibility to manage the development of a new program design. This requires the PDRD-WG to follow the process outlined in the section Developing New Program Designs.

Reviewing Existing Program Designs

The following steps are generally followed in reviewing existing program designs:1. Before closely examining any existing program designs, it is necessary to

ensure that there are no restrictions in place regarding their use. It is important to check the copyright details associated with the designs to make sure DepED is able to use and reproduce them if required. If restrictions apply and the Department cannot readily utilize the program design, it may not be feasible to consider the design


http://lrmds.deped.gov.ph/

2. If existing program designs are available and can be used by DepED, then the PDRD-WG needs to review the program designs before making a decision in terms of their applicability and suitability in relation to the program which is described in the SPPD/MPPD. The PDRD-WG will need to:

compare what is describe in the SPPD/MPPD and what is outlined in the existing program design under review,

review the program designs to see if it has incorporated the guiding principles which inform program designs, and

make a decision as to whether the existing program design can be utilized and if so the level of modification that would be required.

The review should focus on similarities and relevance of the existing program designs to the program identified in the SPPD/MPPD in terms of:

Program Objectives Competencies to be enhanced Target Group Management Level Program Description Mode of Delivery Content (F3 and JEL) M&E Processes

3. Based on the review process, a decision is made to either:

adopt the existing program design without any changes adapt the existing program design to align it to current program

requirements ; or develop a new program design

Adopting an Existing Program Design

If an existing program design is available and found to be suitable for a program identified in the SPPD/MPPD without requiring any changes, then the PDRD-WG needs to:

identify the materials and equipment required to implement the program prepare a budget that will support the program design in line with the program

specification and appropriated budget indicated in the SPPD/MPPD. A template for the budget has been developed and can be found as Attachment 3; and

submit the Program Design, along with the budget to the T&D Chief/Chair.

Adapting an Existing Program Design

If an existing program design needs to be adapted, it is suggested that the steps outlined in the section on Developing New Program Designs are followed. Information from the existing program design should be incorporated into the new program design and the necessary adaptation made.

Developing New Program Designs


The development of any new program design would take into consideration the guiding principles for program designing as described in the preceding section. A template has been developed that identifies the key elements expected to be included in a program design and can be found in the Attachment 1. This template should be completed electronically and used as a guide in providing the needed information to develop a program design.

In the course of the designing process, consideration should be given to the current allocation of funds to support the program as identified in the SPPD/MPPD. Program designs should aim to stay within the existing budget. Suggested steps to support the development of new program designs using the recommended template are outlined below.

Step 1a: Complete the general program information for the specific program which is being designed.

Complete the general program information required on the Program Design template. The majority of information required in this section can be taken directly from the SPPD/MPPD.

Step 1b. Identify the Program Delivery Mode.

In identifying the program delivery mode, two major components of the program are considered. The first is the Formal Face-to-Face (F3) training and the other is the Job-Embedded Learning (JEL).Various types of delivery modes may be considered for the F3 component. They could be a short-term or long term face-to-face training cum workshops, or levelled training with Training of Trainers (TOT) as the first level and cluster training as the second level.

The JEL is the training component that takes place in the workplace of the trainees. It is a structured system, with a set of procedures and accompanying tools, which supports the trainee’s further training in the real work setting. It is focused on trying out new learning that could be integrated into the trainee’s practice of work. The delivery mode may use learning strategies such as mentoring or coaching, hands-on practice with supervision, demonstration-observation, structured professional reading or internet surfing, learning circles, consultation, dialogue and other job-embedded learning modes that maximizing learning opportunities of trainees while at the same time sustaining quality and effectiveness of program delivery. The JEL is discussed in more detail as an integral part of the professional development program in Volume 5, Operations Manual for the T&D Delivery System.

Step 2: Write the program rationale

State the reason why the program is being developed. Relate the rationale to the goal of the SPPD/MPPD.

Step 3: Write the objectives, the end of program output(s) and the expected final outcomes/success indicators to be met by the program


This section can be taken directly from the SPPD/MPPD and should relate to the domains/service areas, strands and performance indicators.

Step 4: Develop the Program Content Focus and Activity Schedule

In developing the content focus, substantial description of the program is provided. The focus or scope of the program content and objectives are plotted in a matrix based on the KSAs prioritized. Suggested activities are identified and the duration of each activity provided. In completing the content matrix, provide sufficient details so that the resource developers have a very clear and concise picture of what is expected to be achieved.

The content matrix also incorporates the expected output as a result of enhancement of the KSAs. These outputs may be instruments, tools, checklists or action plans that will help the trainee in any specific follow up activities which are to be completed in the work place. These outputs are to be utilized as an essential part of the JEL program to support the incorporation of new learning into work practices.

Area/ Domain

Specific Objectives

Content Suggested Activity

Duration Expected Output

Formal-Face-to Face (F3) Component Knowledge:Skills:Attitudes:

Knowledge:Skills:Attitudes:

Job-Embedded Learning (JEL) ComponentKnowledge:Skills:Attitudes:

Knowledge:Skills:Attitudes:

The next step is to develop a general activity schedule that outlines how the whole program will be spread through the identified duration of the program. Tentative titles of activities may be assigned to a particular schedule. Usually, this activity schedule is a required section of a training proposal to be funded.

The details of the program content and activity schedule are dependent on the mode of delivery chosen and will be developed further during the resource development phase. For example if the program is to be delivered through a workshop, a day-to-day schedule showing the activity sequence and duration of sessions will be provided. However, if the mode of delivery is through a coaching program, there is a need to identify the number of coaching sessions and corresponding time requirements, the


expected focus during specific sessions and in-between sessions, and the duration over which the coaching sessions would take place.

All the support resources that are required for the successful implementation of the program e.g. session guides, handouts, readings, PowerPoint presentations, are developed as part of the development of the resource packages process described in a separated document entitled the Training and Development Resource Development Goal and Tools. The T&D Chief/Chair will be responsible for managing the development of resource packages and is encouraged to utilize the services provided by the LRMD Instructional Design Team to assist with the development and production of the resources.

Step 5: Identify the materials required to implement the program

Make a basic list of all the supplies and materials that will be required in order for the program to be successfully implemented. This includes the materials and equipment required to facilitate all activities (e.g. LCD, manila paper, markers, whiteboard, etc) as well as those needed by the target participants (folder, notebook, pen).

Step 6: Develop the monitoring and evaluation processes that will support the program

Monitoring and evaluation processes are identified as part of the program design to ensure quality professional development programs are provided. In this section, describe the M&E processes that are to be conducted as part of the program implementation. Identify the specific M&E tools that should be developed e.g. Participants review of program, Facilitators review of program, M&E report on the program.

Step 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 SPPD/MPPD, but now that the final program design is being developed, it is necessary to review the budget and ensure that projected costs of all program activities are included. A template for the budget has been developed and can be found as Attachment 3. If the program design requires funds above those allocated in the SPPD/MPPD, 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.

Quality Assurance and M&E of Program Designs

It is important that the program design is reviewed by the PDRD-WG to ensure that it is aligned with the SPPD/MPPD and that all the necessary information is provided to support the successful development of the training and development resource package. The PDRD-WG uses D-M&E Form 2: Program Design Review/Quality Assurance Tool for this internal review process. Once the PDRD-WG is satisfied with the quality of the program design, all members should sign the program design indicating the PDRD-WGs endorsement.


The Program Design is then submitted to the T&D Chief/Chair. The T&D Chief/Chair is responsible for reviewing the Program Design to ensure quality of the program design. To assist in the review process, the T&D Chief/Chair needs to establish a Quality Assurance (QA) team to review the program design. 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 program design and experience working with the target group identified in the program design. At the school level, the School Head submits the developed program designs to the PSDS/ES for quality assurance. The same tool used in the internal review process will be utilized to assist in the QA process.

If the QA results indicate that the program design is lacking in some essential elements or requires further refinement, the PDRD-WG is asked to further enhance the program design.

The following tools have been developed to support the monitoring and evaluation and quality assurance of the Program Designing process:

T&D-M&E Form 1: Individual Profile TemplateD-M&E Form 1: End of Program Designing EvaluationD-M&E Form 2: Program Design Review/Quality Assurance Tool

The Matrix that describes the M&E mechanism and tools can be found in Attachment 4

Approval of Program Designs

After the Program Designs had been quality assured, those that were developed at the School level are endorsed by the School Heads to the Schools Division Superintendent thru the Division PDRD-WG for approval to proceed with its implementation and to justify the use of the school MOOE funds. The Division PDRD-WG secures copies of school-developed program designs for uploading onto the TDIS. Quality program designs may also be recommended for inclusion onto the LRMDS Portal. At the Division level, program designs are endorsed by the Division PDRD-WG to the SDS through the Division T&D Chair for certification as to the availability of funds and approval to implement. Moreover, copies of program designs are uploaded onto the TDIS and to the LRMDS Portal. At the regional level, the PDRD-WG endorses the Program Design to the Regional T&D Chief who will submit this to the Regional Director for funding and approval. All approved program designs are to be properly endorsed for inclusion in the TDIS and in the LRMDS Portal.

Future Refinement of a Program Design

Following the initial implementation of the program, the PDRD-WG teams responsible for the development of the Program Design and the Resource Package are reconvened to review the M&E reports relating to the program. Based on the M&E results, the Program Design and the Training and Development Resource Package are adjusted and further refined to enhance its quality.

A final responsibility of the T&D Chief at the regional level and the T&D Chair at the division level is to ensure that the approved and refined Program Designs and


Professional Development Resource Packages are included on the TDIS and in the LRMDS Portal. In this way, they can be easily located and accessed for future reference and shared with others.


Attachment 1: The T&D Program Design Template


Republic of PhilippinesDepartment of Education

-DATE-


-Program Title-

Program Design Template

I. General Program Information:

Program Title : (from SPPD/MPPD)Program Description: (based on SPPD/MPPD) Prerequisite Programs: (identify any prerequisites or related programs which will follow)Duration: (outline the period of time which it will take to implement the Formal

Face-to-Face (F3) program e.g. 2 days=16 hrs), and the Job-embedded Learning (JEL) component (e.g. 20 hours over a period of 2 months)

Management Level of Program

(e.g. school based/cluster based/division based/regional based)

Delivery Mode: Describe Formal Face-to-Face (F3) [e.g. 3-day training cum workshop] and Job-embedded Learning (JEL) components of the program (e.g. mentoring, coaching, LAC session, teaching demonstration)

Target Personnel: (from the SPPD/MPPD, including the number of paxs e.g. 50 School Heads )

Budget Requirements: (use the budget template provided to calculate the costs)

Rationale: (state the reason why the program is being provided, relate to the goal of the SPPD/MPPD)

Objectives: (to be taken directly from the SPPD/MPPD and should relate to the domains/service areas, strands and performance indicators)

End of Program Outputs:

A. Formal Face-to-Face Component:

B. Job-Embedded Learning (JEL) Component:

Expected Final Outcomes/Success Indicators: (relate to the overall goal of improving work performance leading to improved learning outcomes)


II. Program Content Focus

Content Matrix (Plot the scope of program content based on the priority KSAs identified and their corresponding expected outputs)

Specific Objectives Content Suggested Activity Duration Expected

OutputFormal Face-to-Face (F3) Component Knowledge:

Skills:

Attitudes:

Job-Embedded Learning (JEL) ComponentKnowledge

Skills

Attitudes

Activity Schedule: (Outline how the program will be generally conducted day-to-day. Write tentative activity titles)

A. Formal Face-to Face(F3)

B. Job-Embedded Learning (JEL)


Materials: (identify what supplies, materials and equipment will be required to implement the program e.g. LCD, manila paper, markers etc )

Monitoring and Evaluation: (describe the M&E processes that are to be conducted as part of the program implementation and identify the specific M&E tools that should be developed)


APPROVAL SHEET

This Program Design 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:


Attachment 2: Sessions Guide for the Program Designing Orientation for School Heads, Public School District Supervisors and Education Supervisors


Session guide for the Program Designing Orientation for School Heads, Public Schools District Supervisors and Education Supervisors

Duration of Session

Two days

Key Understandings to be developed

A Program Design is a conceptual outline that provides the succinct and essential information relating to a specific professional development program identified in the School Plan for Professional Development (SPPD) or in the Master Plan for Professional Development (MPPD) at the region and division level.

A Program Design takes into consideration the specific needs of the target groups and the context in which they work. It is a product of collaboration of qualified and competent educators.

Learning Objectives

Gain knowledge on Program Designing Acquire skills in Program Designing through the development of a

program design Appreciate the importance of Program Designs for the enhancement of

professional competencies Develop an Action Plan for the implementation of Program Designing at

the school level Resources Training and Development Program Designing Guide and Tools

SPPDs from the schools of the participants Sample of existing Program Designs D-M&E Form 2: Program Design Review/Quality Assurance Tool

Day 1

(To start right after a brief opening program)

Preliminary Activity: “SPPD Mo, i-Patrol Mo!” - Let the participants stand up and waltz around while the music is playing.

- When the music stops, they are to form groups of four and share their responses to the following question. Question 1: Are you happy with the SPPD that was developed for your

school? Why? (SH) Are you happy with the SPPDs that were developed for the

schools in your district? Why? (ES/PSDS)

Repeat the process for each of the following questions

Question 2: What were the facilitating factors that supported the development of your SPPD? (SH)

What were the facilitating factors that supported the development of the SPPDs in your district? (ES/PSDS)

Question 3: What were the delaying factors you experienced when developing of your SPPD? (SH)

What were the delaying factors experienced by the schools in your district when developing their SPPD? (ES/PSDS)


Question 4: What suggestions can you recommend to further improve the SPPD process and the tools used to monitor the process? (SH/ES/PSDS)

Activity 1:1. Group the participants into groups of 5 schools at the maximum, making

sure that School heads and their corresponding ES/PSDSs are in the same group.

2. Each SH presents his/her SPPD to the group while other School Heads and ES/PSDSs write their comments/suggestions on meta strips focusing on the SPPD components indicated in the matrix below.

3. At the end of every presentation, ask the participants to post their comments and suggestions on the matrix provided.

Content Process M&E of SPPD

Recommendation

- Accurately based on the national, regional, and division context

- Evidence of accurate data analysis

- Very clear program goals and objectives

- Used Language of NCBTS competencies

- Completeness of the SPPD

- Steps followed which were difficult/easy

- Wide participation and proper representation of planners

- Use of the manual and template

- Deviations made

- Helpfulness of the SPPD orientation

- Length of time for completion, refinement and approval of the SPPD

- Process of M&E

- People in charge of M&E

- Proper Tools used

- Reporting of M&E Results

- SPPD process

- Tools/template

- Responsibilities

- Others

4. Ask the groups to select a group secretary to encode/record outputs.

5. Based on the comments and suggestions given and agreed upon, give participants ample time to refine their SPPDs.


Activity 2:

Familiarizing the participants with the T&D Program Designing Guide and Tools

1. Start the activity by asking participants to draw a question from a box and give an answer to the question drawn. Sample questions include:

- What insights have you gained during the critiquing of the SPPD?- What have you learned about the T &D System?- What have you learned about the T&D planning system?- What do you know about the SPPD?- What is a professional development plan?- What is the use of an M&E tool?- What is done with data gathered from M&E tools?- What is the role of a SH in the SPPD process?- What is the role of an ES/PSDS in the SPPD process?

2. The following three important questions should be asked and discussed

in detail with the whole group:- What do we do with the completed SPPD?- What should be the next steps after an SPPD is approved?- Who are the personnel involved in implementing the next steps?

3. Provide the participants with an overview of program designing by discussing with them the following information:

What is a Program Design? When do we need Program Designs? Personnel involved in the Program Designing Process Guiding Principles for Program DesigningThe Program Designing ProcessReviewing Existing Program DesignsAdoipting an Existing Program Designs Adapting an Existing Program Design Developing New Program DesignsApproval of Program DesignsQuality Assurance of Program Designs and M&E of the process Future Refinement of the Program DesignAttachments:

- The Program Design Template- Program Design Orientation for School Heads, PSDS and ESs- Budget Template - Monitoring and Evaluation Tools for Program Designing

NOTE: The T&D Program Designing Guide and Tool is the document used to inform this discussion. You may wish to develop a PowerPoint presentation to support this activity


Day 2

Activity 3Kapamilya, Kapuso Mo: Look for Them

Organise the participants into four (4) groups using the following steps:a. Ask each participant to pick a rolled piece of paper containing e.g. the

names of the cast of the 4 popular teleseryes/variety shows, group of animals, flowers, shapes, etc. Upon opening the rolled paper, the participants would look for their kapamilya/kapuso.

b. Those participants who are not able to find their correct kapamilya/kapuso are asked to answer questions to review the learning from the previous day and to link to the next activity which is Program Designing.

Program Designing Proper

a. Assign groups for simulating the development of a program design in particular school

b. Call their attention to the sample Program Designs developed for easier understanding of the steps for program designing.

c. Allow each group to agree on the most common training need identified in the SPPDs from the schools of their jurisdiction. An example could be: Assessment, Multiple Intelligences, Mastery of Subject Matter, Strategies

d. Give participants time to develop a program design

Activity 4Critiquing of developed Program Designs developed with the use of M&E Tools

1. Allow participants time to critique the developed Program Designs. The following steps may be used:a. Organise the participants so that Group 1 &2 joint together and Group 3

joins with Group 4. b. The developed program design of for one group is given to the partner

group for critiquing and vice-versa.c. Groups should use D-M&E Form 2: Program Design Review/Quality

Assurance Tool to critique the program design. d. Following the review of the program design each groups should provide

feedback to their partner group on the quality of the program design developed.

2. Ask the participants the following questions:- Was it easy or difficult to develop a program design? What made it

easy? Difficult?- Do you think that the Program Design developed by your group really

addresses the training needs of the target clientele? Why or why not?- Was the M&E tool useful for quality assuring the Program Design?


3. Give the participants ample time to refine the developed Program Designs based on the feedback from their partner group.

Activity 5Action Planning for Program Designing at school level

Discuss the purpose and importance of developing an Action Plan.● Distribute the Next Steps/Action Plan Matrix

Activity Date Objective People Involved/ Responsible

Preparatory Activities:1. Establishing the PDRD-

WG and identifying the program designers.

2. Meeting with Program Designers

3. Material/Sources Preparation

ES/PSDSSchool HeadTeacher-PlannersResource Persons, if necessary

Conduct of the Program Designing:Program 1

Program 2

Program 3

Program 4

Post Program Designing Activities1. Refinement of

Program Designs

2. Quality Assurance of Program Design

3. Approval of program Design

- Discuss the parts of the matrix and explain what information needs to be included in each section.

- Let the School Head, supported by their ES/PSDS prepare their Program Designing Action Plan using the matrix.

- Ask volunteers to present their Action Plan for sharing purposes.- Review the key understandings about Program Designing developed.- Ask each group submit a copy of their Action Plan to the management

for monitoring purposes.

Closing PDRD-WG facilitates an appropriate closing activity


Attachment 3: Budget Template


BUDGET TEMPLATE FOR TRAINING AND DEVELOPMENT PROGRAMS(A separate electronic file in excel format is available)

Activity :________________________ Level: RegionVenue :________________________ DivisionDate :________________________ 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 __________________

ITEM OF EXPENDITURE

# REQUIRED(e.g. # of pax / units / sets /

hr)

Cost per Unit/Hour

Total # of days

Amount

A. Pre Implementation Designing / Materials Development Honorarium Materials Travelling Expenses Fares: Air Land Sea

Sub-total Pre Implementation

B. Implementation Live-IN:

Accommodation & Food 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


Designation:

Date:

Designation:

Date:

Designation:

Date:

Prepared by: Prepared by: Prepared by:

Attachment 4: Monitoring and Evaluation tools for Program Designing


M&E for the T&D Program Designing System

M&E tools are provided to support the program designing process. The following tools are available:

Tools for Program Designing:T&D-M&E Form 1: Individual Profile TemplateD-M&E Form 1: End of Program Designing EvaluationD-M&E Form 2: Program Design Review/Quality Assurance Tool

The matrix below describes the M&E process and tools

What will be monitored

How it will be monitored

M&E tool to be used

Who will be responsible for the monitoring

When will the monitoring take place

How will the results be used

The membership of the team responsible for the development of the Program Design in relation to the experiences and expertise which individuals bring to the team.

All members of the Program Designing Team are asked to provide a personal profile outlining their work experiences and qualifications.

T&D-M&E Form 1: Individual Profile Template

PDRD-WG During the formation of the Program Designing Team

The PDRD- WG analyzes profiles to ensure that members have the relevant experience and expertise to support the program design process.

Profiles are to be entered into the TDIS database of Program Designers at the Region, Division and School levels.

Team Members perception of the extent they successfully completed the designing process

Program Designing Team members will individually complete the End of Program Designing Evaluation

D-M&E Form : 1 End of Program Designing Evaluation

PDRD- WG Following the completion of the Program Designing process

End of Program Evaluation Forms are collated by the PDRD-WG and reviewed to identify how the processes can be improved.

A summary of the results are included in the Program Completion Report and the recommendations are incorporated in future processes

Completed Program Designs

The Program Designing Team and a QA Team will review and quality assure the completed Program Designs at the region, division and school levels

D- M&E Form 2: Program Design Review/ Quality Assurance Tool

Program Designing Team and a QA Team at the region, division and school level

At the completion of a program design

The Program Design is refined based on recommendations from the review/QA. Based on the review, a decision is made regarding whether the program is to be implemented or not.Recommendations are made to improve future program designing processes and included in the Program Completion Report.


T&D-M&E Form 1: Individual Profile Template

I PERSONAL DATAName:

(Surname) (First Name) (Middle Name)

Employee Number (If Applicable): Sex: Male FemaleDate 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.)

POSITION MAIN AREA OF RESPONSIBILITY e.g. subjects taught, level supervised

LEVEL e.g. Elem/Sec/ALS school, district, division,

region

INCLUSIVE

PERIOD

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 over last 3 years ()

Central Region Division Cluster School

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


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


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.

Name of Program Designer: _________________________Sex: Male Female

Title of the Program Design: _____________________________________________

Target Personnel Group: ________________________________________________

As a member of the Program Designing Team please rate how you think the team implemented the following processes involved in the development of the program design. Please tick the appropriate column for your rating using the scale below.

Numerical Rating Interpretation


D-M&E Form 1: End of Program Designing Evaluation

4 Very High Extent3 High Extent2 Low Extent1 Very Low Extent

To what extent did the Program Designing Team implement/demonstrate the following?

1 2 3 4

1 Examined existing Program Designs for the purpose of adoption/ adaption

2 Supplied adequate general program information for identifying the Program Design

3 Aligned the rationale of the Program Design to the MPPD/SPPD goal4 Considered the objectives in the MPPD/SPPD when developing the

Program Design objectives5 Provided adequate details in the Program Design in relation to:

a. the delivery mechanism to be employed (e.g. F3 and JEL)b. how the program will be facilitated

6 Provided sufficient information in the Program Content Matrix for both the F3 and JEL components in relation to:

a. specific objectivesb. content (KSAs)c. suggested activitiesd. duration of activities

7 Outlined a clear schedule of activities for the F3 and JEL components 8 Described detailed information regarding the materials required to

implement the program9 Outlined the M&E details of the program with a clear description of the

M&E process to be employed10 Itemized the budgetary requirements accurately for the implementation

of the Program Design 11 Enhanced competencies in the program designing process 12 Expressed commitment to apply the learning gained in program

designing in future similar activities13 Expressed willingness to transfer the technology learned to others

Do you have other comments/suggestions/recommendations for the improvement of the program designing process?


Please submit completed form to PDRD-WG. Results should be incorporated in the Program Completion Report

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 designs at the region, division and school level. The PDRD-WG will use the form to internally review its work before submitting the Program Design 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 design to ensure that it meets the standards set for program designs.

Rating Guide:Numerical Rating Interpretation

4 Very High Extent3 High Extent2 Low Extent1 Very Low Extent

Use the scale above to evaluate the Program Design by checking the appropriate columnTo what extent …….. 1 2 3 41 does the program design build on quality program design concepts?2 do the rationale, objectives and competencies identified in the

program design relate to current demands in education as stipulated in the SPPD/MPPD?

3 does the program design take into consideration the specific need of the target group and the context in which the work in identifying:

a. the delivery mode (formal and job-embedded)?b. innovative strategies?c. research-based practices?

4 does the Program Content Matrix provide sufficient information in relation to the KSAs to be developed for:

a. the F3 program delivery?b. the JEL program delivery?

5 is the content described in the program design:a. logically sequenced?b. accurately presented?c. sufficiently covered?

6 is the schedule of activities:a. logically organizedb. an accurate reflection of required resources needed to

successfully implement both the formal face-to-face and job-embedded learning components of the program?

7 have the required support materials been accurately identified?8 has an accurate budget for the program been prepared?9 is the program design a product of collaboration between qualified


D-M&E Form 2: Program Design Review/Quality Assurance Tool

and competent educators?10 is the program design user friendly, technology enabled and cost

effective?11 does the suggested job-embedded learning (JEL) component

encourage the engagement of participants in applying their learning from the face-to-face (F3) training in their daily work?

12 does the JEL promote opportunities for collaborative learning in the workplace?

13 does the JEL include an appropriate time frame adequate to complete expected accomplishments/outputs?

14 does the JEL provide a flow of activities for JEL implementation?15 does the JEL identify means of verifying accomplishments and

outputs?

Do you have any comments/suggestions/recommendations for the improvement of the Program Design:

A. Formal Face-to-Face (F3) Design:

B. Job-Embedded Learning (JEL) Design

Name: _____________________________________

Position: ____________________________________

Date: _______________________________________

Results should be used when developing the Program Completion Report


Acknowledgements

to

Region VI Region VII Region VIIIViolenda Gonzales, AO-V Emiliano Elnar, Jr. Div Chief Alejandra Lagumbay, P-IILydia Antang, Asst. Div Chief Milagros Villanueva, ES-II Adelma Rabuya, PSDSEditha Segubre, ES-II Churchita Villarin, ES-II Ma. Lita Veloso, P-IRenato Ballesteros, ES-II Leah Apao, ES-II Jovena Amac, HT-IIIAylen Tuvilla, ES-II Luz Jandayan, ES-IIAmelita Pitalgo, ES-II

Negros Occidental Bohol/Tagbilaran Northern SamarMarsette Sabbaluca, ES-I Debra Sabuero, P-I Nimfa Graciano, ES-IMichell Acoyong, ES-I John Ariel Lagura, P-I Cristito Eco, P-IIICorazon Mohametano, PSDS Lilibeth Laroga, P-I Imelda Valenzuela, P-IIIRegie Sama, P-II Ma. Lileth Calacat, P-I Carlos Balanquit, PSDSSusan Severino, HT-IV Helconida Bualat, P-1 Nedy Tingzon, P-IJoyce Aringo, P-II Remigio Arana, MT-I Noe Hermosilla, P-IJuna Flores, HT III Casiana, Caberte, PSDSCristina Zaragoza, TIC

DepED- EDPITAF T&D Coordinator

Jonathan F. Batenga

Project STRIVE T&D Technical Advisers

Louise A. QuinnInternational Technical Adviser

Twila G. PunsalanNational 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


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