Potensyal Guide Book 2006

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POTENSYAL: Building the 21st Century School System

Table of Contents

Potensyal: Building The 21st Century School System . . . . . . . . . . . . . . . . . . . . . . . . .

General Program Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Phases of Potensyal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Phase 1: Pre-selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Categories of Potensyal

Category 1: 21st Century School Leadership . . . . . . . . . . . . . .

Category 2: ICT Adoption for Teachers . . . . . . . . . . . . . . . . . .

Category 3: PiL Online Community Membership . . . . . . . . . .

Category 4: Division and School Documentation . . . . . . . . . . .

Phase 2: Verification and Validation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Phase 3: The 21st Century School System Finals . . . . . . . . . . . . . . . . . . . . . . .

Phase 4: Realizing Potensyal! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Summary of Potensyal Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Program Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Potensyal Search Disclaimers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

List of Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Appendices

Appendix 1: For School Principals, Teachers, and ICT Managers

Appendix 1-1: Online Registration and Lesson Plan Submission . . .

Appendix 1-2: 21st Century Leadership Course Output Format . . . . . .

Appendix 1-3: ICT Infrastructure Survey for High Schools . . . . . . . .

Appendix 1-4: Digital Literacy Assessment and Evaluation . . . . . . . .

Appendix 1-5: Community Support Summary . . . . . . . . . . . . . . . . . . .

Appendix 1-6: Suggested Planning Template for Schools . . . . . . . . . .

Appendix 2: For The Division Superintendent and the Division Leadership Team

Appendix 2-1: Division Tally Sheet for the 21st Century School Leaders

Appendix 2-2: Division Tally Sheet for ICT Adoption for Teachers . . . .

Appendix 2-3: Potensyal Division Leadership Team Information . . . . . .

Appendix 2-4: ICT Infrastructure Survey for Divisions . . . . . . . . . . . .

Appendix 2-5: Suggested Planning Template for Divisions . . . . . . . . .

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POTENSYAL

Potensyal is an initiative launched by Microsoft Philippines

through its Partners in Learning (PiL) program to support the

Schools First Initiative of the Department of Education.

Potensyal begins with a search for divisions, schools, andteachers who have exhibited leadership, innovation, openness

to technology, and the drive to further people empowerment.

It then continues by building strong partnerships with the goal

of transforming the education system through the realization of

potential.

Potensyal is a comprehensive approach that addresses directly

student teaching and learning and the institutions behind the

educational system to facilitate 21st Century School System.

The Potensyal program is divided into two (2) independent

categories: (a) Potensyal: Building The 21st Century School

System and (b) The Philippine Innovative Teachers Leadership

Awards (ITLA).

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A. Potensyal: Building The 21st Century School System

The search recognizes divisions and high schools that have displayed a nurturing

environmental system that improves the teaching and learning process.

The search has four (4) phases.

i. The first phase (Pre-selection) sets the minimum requirements for building

the 21st Century School system. It involves a quantitative measurement of the

adoption and integration of the division and schools of specific PiL programs.

Thirty (30) of these divisions will be chosen as finalists and move on to the

second and third phases as well as gain an initial Technology and Training

Grant worth approximately two million pesos (PhP 2,000,000.00). The

deadline for submission of entries is on August 31, 2006 .

ii. The second phase (Verification and Validation) involves the Potensyal

team’s visiting of probable winning divisions to discuss possible

improvements of their entries prior to the third phase, establish working

relationships, as well as to verify and validate submitted entries. During this

phase, improvements and modifications on the existing submitted

documentation are encouraged.

iii. The third phase (The 21st Century School System Finals) allows the thirty

(30) division finalists to showcase their respective plans and assess their

capability to proceed to the next phase. The representatives of the division

will convene in a weeklong, exclusive gathering to determine which divisionswill move on to the next phase. Three (3) of these divisions will move on to

the fourth and final phase.

iv. The fourth phase (Realizing Potensyal) involves the roll-out of the

Technology and Training Grants to the top three (3) division winners

totaling approximately ten million pesos (PhP 10,000,000.00) for each

division in two- or three-year engagements in cooperation with the PiL Team.

B. The Innovative Teachers Leadership Awards (ITLA)

Already in its third year, the search recognizes public school teachers who have

successfully integrated Information and Communication Technology (ICT) in teaching

and learning that effectively impacts on developing knowledge workers and life-long

learners.

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POTENSYAL:BUILDING THE 21st CENTURY SCHOOL SYSTEM

Program Mechanics

General Program Requirements

Team Composition: The Potensyal Division Leadership Team

It is recommended that a team of at least five (5) or more individuals be formed as part of

the core team. Should the division be chosen as one of the top 30 division finalists, five (5)

team members from each division will be invited to attend the 21st Century School System

Finals.

The core team will be called the Potensyal Division Leadership Team. The search requires

the Division Superintendent, Assistant Superintendent, Division ICT Coordinator, the

Division Training Manager/Human Resources Manager (in charge of Human Resource

Development), and the High School Principal (of the best performing school or pilot

school) to be part of the core team.

The Potensyal Division Leadership Team will select the best High School and High

School Principal in his/her division to represent the division’s pilot school during the 21st

Century School System Finals.

In addition, the Division Superintendent should appoint a Potensyal Document Manager,an individual within the division who will manage all Potensyal related documents and

will act as the point person between the division and the PiL Potensyal Program

Representatives.

Miscellaneous Information: The Potensyal Welcome Kit

A Potensyal Welcome Kit was sent to all divisions in the country. The Potensyal Welcome

Kit contains, in addition to other items, documents and materials essential in assisting the

division’s success in the contest. They are as follows:

1. Contest Mechanics and Program Guidelines

The Potensyal Welcome Kit contains this document as well as other

information pertinent to the contest.

2. Potensyal Starter CD (5 copies)

The Potensyal Starter CD contains information about Potensyal, PiL

programs, videos, the PiL Curriculum, and other information. In addition, the

Potensyal Starter CD contains the Digital Literacy Course that can be used by

participating Teachers within the division to successfully comply with some

of the requirements of the search.

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3. The 21st Century School System CD (5 copies)

This CD contains the required 21st Century Leadership Course which the

Division School Principals need to complete to successfully comply with the

search requirements.

Contact Information: For Technical and General Questions

Website: www.pil.ph

Contact Numbers: (02) 886-5002 and (02) 886-5003

Email: [email protected]

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The Phases of Potensyal

PHASE 1: Pre-Selection

Phase 1 is primarily a quantitative measurement of the adoption and integration of the

division and the schools within that division of specific Partners in Learning (PiL)

programs. This phase will determine a total of thirty (30) divisions. The top ten (10)

divisions from each region - Luzon, Visayas, and Mindanao - will be selected to complete

the search. Successful completion of Phase 1 primarily includes the largest number of

participants within the division who have completed the requirements for The 21st Century

School Leadership category for Principals, the requirements for ICT Adoption category

for Teachers, the requirements for PiL Teacher Online Community Membership category,

and the submission of required Division and School Documentation.

Pointing System for Categories under Phase 1:

CATEGORY 1: 21st Century School Leadership ( 30 Points)

CATEGORY 2: ICT Adoption for Teachers ( 20 Points)

CATEGORY 3: PiL Online Community Membership ( 30 Points)

CATEGORY 4: Division and School Documentation ( 20 Points)

——————

(100 Points)

Pointing System used for Categories 1 to 3:

Since the divisions within Luzon, Visayas, and Mindanao vary in sizes and number

of school principals and teachers, the scoring system will reflect these deviations in

sizes. The scoring system will use a combination of the percentage of technology

adoption based on the number of participants within the division and their relative

number as compared with other registered schools/principals/teachers in other

divisions to promote fairness and equality.

Pointing System used for Category 4:

The completeness of the submitted required documents will be the basis for the

pointing system used in the Division and School Documentation Category. The

qualitative aspect of the documents will be judged in the succeeding Phases of The

21st Century School System. However, it is very highly recommended that the

documents submitted be as innovative, sustainable, and purpose-driven as possible

since they will form the basis for judgment during the succeeding Phases of the

search.

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The Categories of Potensyal

CATEGORY 1: The 21st CENTURY SCHOOL LEADERSHIP (30 Points)

This category is based on the number of Elementary and High School Principals within

the division that has successfully completed all the requirements for The 21st Century

Leadership Course and has registered at the www.pil.ph website as Principal within that

division.

High School Principals are required to accomplish the prescribed ICT Infrastructure

Survey within their respective schools. It is not required for Elementary Principals to

accomplish the ICT Infrastructure Survey to comply with this category.

Course Description: The 21st Century School Leadership Course

The online training course is aimed at improving the skills of school leaders

by looking at the changes in education during the 21st century. The workshop

materials were co-authored by Microsoft and Professor Bransford from the

internationally renowned University of Washington. The workshop, divided

into four (4) modules with discussions led by experienced educators, covers

a range of topics from the changing schools and students, new horizons, new

teaching proposals, and leadership in the 21st century to cope with the

changing environment and students.

The format for the output requirements for The 21st Century School

Leadership Course can be found at Appendix 1-2 of this document.

Survey Description: ICT Infrastructure Survey

The ICT Infrastructure Survey is an ICT infrastructure assessment tool that

determines the current ICT capacity of the school. The ICT Infrastructure

Survey covers a wide variety of topics ranging from ICT facilities, personnel

and student usage, sustainability, and other matters relating to Information

and Communication Technology. As such, it is recommended that the High

School Principal assign the ICT Manager and/or Faculty/Staff in charge og

ICT equipment to perform this Survey. The ICT Manager should then visit

and consult the other Faculty and Staff within the School to help complete

the Survey.

The ICT Infrastructure Survey is also a needed requirement for the Division

and School Documentation Category and can serve as requirement fulfillment

for the ICT Infrastructure Survey if the Division Superintendent chooses the

school as the pilot for The 21st Century School System.

A copy of the ICT Infrastructure Survey for High Schools can be found at

Appendix 1-3 of this document.

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Notes

For Elementary and High School Principals in the division wishing to participate in

this search, there are several ways to gain compliance in The 21st Century School

Leadership Category. They are as follows:

1. The Potensyal Welcome Kit was sent to your respective division in May

2006. The welcome kit contains copies of The 21st Century Leadership

Course that you can duplicate and use to comply with this requirement.

2. Instructor-led Trainings on The 21st Century Leadership Course are being

conducted around the country until June 30, 2006. Training schedules will

be posted at the www.pil.ph website. Also, please inquire at your division if

there are any posted schedules there.

Registering at the www.pil.ph Website

Please visit the www.pil.ph website to join the PiL Online Community. Directions

on how to join can be found at Appendix 1-1 of this document.

Compliance of Requirements

The High School Principals of the division must have completed The 21st Century

Leadership Course. Upon completion, the Principals must submit the requiredoutput to the Division’s designated Potensyal Document Manager along with the

duly accomplished ICT Infrastructure Survey for High School.

The Elementary School Principals of the division must have completed The 21st

Century Leadership Course. Upon completion, the Principals must submit the

required output to the Division’s designated Potensyal Document Manager.

Whenever possible, a hard copy (printed document) and a soft copy (saved on a CD

and/or diskette) of the documents should be submitted.

The division shall document and record information relating to the number ofElementary and High School Principals who have successfully completed The 21st

Century School Leadership Course along with its requirements. In addition, the

division shall document and record information relating to the submission of the

ICT Infrastructure Survey for High School from the High School Principals. The

ICT Infrastructure Survey is not a requirement for Elementary School Principals.

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A Sample Division Tally Sheet for The 21st Century School Leaders can be

found at Appendix 2-1 of this document, which includes a training report, and/or

any validating documents.

Deadline of Submission

On or before August 31, 2006 for The 21st Century School Leadership Course

On or before August 31, 2006 for ICT Infrastructure Survey for High Schools

CATEGORY 2: ICT ADOPTION FOR TEACHERS (20 Points)

This category is based on the number of Elementary and High School Teachers within the

division who have successfully completed or trained under any of the following Microsoft

PiL courses:

1. Digital Literacy Course

The Digital Literacy Course can be found on the Potensyal Starter CD, which

was delivered along with the Potensyal Welcome Kit to all the divisions. It

is an introductory course for teachers who are new to ICT. It is considered a

minimum requirement for the ICT Adoption for Teachers Category.

2. Innovate/Foundation Course

The Innovate/Foundation Course is considered a premier cornerstone in ICT

Adoption for Teachers. The course covers productivity software tools using

Microsoft Of fice needed by the teachers in implementing ICT in teaching and

learning.

3. Fusion/Peer Coaching Course

The Fusion/Peer Coaching Course is also considered a premier cornerstone in

ICT Adoption for Teachers. Whereas Innovate deals with technology training,

the Fusion/Peer Coaching Course discusses integrating ICT in teaching and

student learning and uses peer coaching as a vehicle for continued teacher

training and developing a community of teachers with a shared purpose.

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4. Other Recognized MS/PiL Trainings

Any ICT training received using the PiL Curriculum such as any SMART

School’s Training, Peer Coaching of Innovative Teachers Leadership Awards

(ITLA) finalists and their trained mentors, as well special PiL Courses such

as VB.NET, PiL Technical help Desk, and MS Networking Coursesconducted from November 4, 2003 to August 31, 2006 will qualify as

fulfillment for Teachers participating in this category.

Notes

For divisions and schools wishing to include their teachers and instructors into the

search, there are several ways to gain the ICT Adoption for Teachers Category

compliance. They are as follows:

1. Training schedules will be posted at the www.pil.ph website for instructor-led

Innovate and Fusion Courses. Also, please inquire at your division of fice for

any announced training schedules near you.

2. For the basic Digital Literacy Course, training can be achieved via online

self-paced training. The training materials can be found in the Potensyal

Starter CD (from the Potensyal Welcome Kit given to all the divisions) and

can be downloaded from http://www.microsoft.com/citizenship/giving/

programs/up/digitalliteracy/default.mspx. A required output will be given for

each teacher wishing to comply with the ICT Adoption for Teachers Category

using the Digital Literacy Course.

Please refer to Appendix 1-4 for the output format.


The division shall document and record information relating to the number of

Teachers who have successfully trained in any of the above courses. Documents

include but are not confined to certificates of completion, attendance sheets from

training/seminar recognized by the program, certification of passing a Microsoft

technology exam, etc.

A Sample Division Tally for ICT Adoption for Teachers can be found at Appendix 2-2 of this document, which includes a training report, and/or any

validating documents.


On or before August 31, 2006 for the ICT Adoption for Teachers/Training

Compliance

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Verification Requirements

Should the division be selected as part of the Top 30 Division finalists, verification

of ICT Adoption for Teachers will be required. Documentation will be reviewed by

the Potensyal Team visiting the division and will be validated with the Potensyal

Team’s own records. The Potensyal Team, regarding this and other requirements of

the contest, may conduct selected interviews with teachers who have undergone theDigital Literacy Course.

CATEGORY 3: PiL ONLINE COMMUNITY MEMBERSHIP (30 Points)

This category is based on the number of Elementary and High School Teachers within the

division who have gained membership in the PiL Website and have successfully uploaded

their sample lesson plans or bodies of work.

Description of the PiL OnLine Community Membership

The PiL Online Community connects educators, administrators, students, and

parents through technology. For educators, it is a teacher community site where they

can share teaching and learning experiences through the Innovative Teachers Portal.

It is also a valuable source of ideas on how to better use technology as a teaching

tool. The PiL Community is the online embodiment of the PiL education ecosystem

where everyone is both the learner and educator, innovating the role of technology

in education and bringing closer together educators across the country.

Directions for PiL Online Community Membership


on how to join the PiL Online Community can be found at Appendix 1-1.

Description of Sample Lesson Plan/Body of Work

For purposes of this search, a lesson plan is a written guide for teaching plans in

order to achieve intended learning outcomes. It provides specific definition and

direction on learning objectives, equipment, instructional media material

requirements, and the conduct of training. A lesson plan abstract will be required

along with the body of work.

Procedures for Submitting the Lesson Plan/Body of Work


on how to submit a Lesson Plan/Body of Work can be found at Appendix 1-1-2 of

this document.


On or before August 31, 2006 for the Lesson Plan/Body of Work

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CATEGORY 4: DIVISION AND SCHOOL DOCUMENTATION (20 Points)

This category requires the Division to submit documents required for all phases of the

search. The documents should be as complete as possible. These documents will be used

during Phase 3 of the search should the Division and the pilot High School (selected by

the Division Superintendent) be accepted as part of the Top 30 Division Finalists. It is

recommended that all documents be properly completed, well thought-of, and properly

presented. They will form part of the criteria for selecting the top three (3) Division

winners of the search.

The Division should present documents that cover the following areas:

A. Potensyal Division Leadership Team Information

These documents provide the PiL Potensyal Team with background informa-

tion about the Division Leadership Team.

A format for the Division Leadership Team Information can be found at

Appendix 2-3 of this document, which includes a suggested template of each

Division Leadership Core Member’s resume.

B. ICT Infrastructure Survey for Divisions


determines the current ICT capacity of the Division. The Survey covers a

wide variety of topics ranging from ICT facilities, personnel usage, sus-

tainability, and other matters relating to Information and Communication

Technology (ICT). As such, it is very highly recommended that the Division

Superintendent assign the ICT Manager and/or Faculty/Staff in charge of ICT

equipment to perform this Survey. The ICT Manager should then visit and

consult the other Faculty and Staff within the Division to help complete the

Survey.

A copy of the ICT Infrastructure Survey for Divisions can be found at

Appendix 2-4 of this document entitled ICT Infrastructure Survey for

Divisions.

For the School, it is recommended that the High School Principal consult

with his/her respective academic team, human resources manager (for

professional development), and the faculty/staff responsible for ICTequipment within the school.

A copy of the ICT Infrastructure Survey for Schools can be found at

Appendix 1-3 of this document entitled ICT Infrastructure Survey for

Schools.

Completing both the Division and School ICT Infrastructure Survey will

assist both groups in formulating a very concrete plan that will be the basis

for the Leadership on Information and Communication Technology Adoption

portion of The 21st Century School System search.

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C. Leadership on Information and Communication Technology Adoption

These documents provide the PiL Potensyal Team with a very clear under-

standing of what the Division and School plan to do in implementing ICT

interventions within the Division and School system. The following plansare required from the division:

Division Documents

A. General Strategic Division Plan

The General Strategic Division Plan is a detailed document that discusses

proposed strategies to improve the general performance of the Division in

delivering and achieving its stated purpose(s). For purposes of differentiation,

this is a general improvement plan.

B. Strategic ICT Infrastructure Plan

The Strategic ICT Infrastructure Plan is a detailed document that discusses

Information and Communication Technology (ICT) implementations or

improvement strategies that the division proposes in order to increase its

effectiveness in delivering and achieving its stated purpose(s). For purposes

of differentiation, this is a plan that generally discusses current and proposed

physical infrastructure plans that deal directly with improvements on ICT.

C. Professional Development Plan

The Professional Development Plan is a detailed document that discusses

the human resource capability building strategy that the division proposes to

implement in order to empower its human resources to effectively perform

under the ICT capability it currently has and what it will implement in the

future.

Depending on the currently developed plans that the Division may already

have, the Division Leadership Team may submit three (3) detailed individual

plans or one (1) comprehensive plan that incorporates all three (3) plans. The

presented documents must clearly explain the relationship of the plans to the

Division’s Main Goals, Purpose(s), Mission, Vision, and Objectives.

It is highly recommended that all plans made be specific, measurable, results-

oriented, and time-bound (SMART). The suggested Planning Template can

be found at Appendix 1-6 of this document.

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Along with the Division Documents, the Division Leadership Team should select its

showcase/pilot school and include that school’s High School Principal as a core team

member. The Division Leadership Team should then assist the School in creating and

presenting the following documents. They are as follows:

School Documents

A. ICT Enabled Learning

These documents require the school’s teacher(s)/team/curriculum

developer(s) to clearly demonstrate the teaching and learning of students with

the use of Information and Communication Technology within the delivery of

the lesson plan. Submission of samples of student outputs is also welcome if

applicable.

The school should submit at least two (2) Lesson Plans/Bodies of Work made

by the teacher/team/curriculum developer that clearly exemplify the proper

use of technology in student teaching and learning.

The format of the Lesson Plan/Body of Work can vary depending on the

preferences of the teacher(s)/team/curriculum developer(s).

If there are student works associated with the lesson (if any), please attach

the sample student output along with the student’s information (Name,

Section, Subject, Activity Name, and Description of Work).

B. ICT Infrastructure Survey


determines the current ICT capacity of the School. The survey covers a wide

variety of topics ranging from ICT facilities, personnel and student usage,

sustainability, and other matters relating to Information and Communica-

tion Technology. As such, it is recommended that the High School Principal

assign the ICT Manager and/or Faculty/Staff in charge of ICT equipment to

perform this survey. The ICT Manager should then visit and consult the other

Faculty and Staff within the School to help complete the survey.

A copy of the ICT Infrastructure Survey for Schools can be found at


C. Community Support

The Community Support documentation lists down all the partnerships that

the School has established which directly affect the school’s primary goal of

student teaching and learning.

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The document should contain PTAs, NGOs, Cooperatives, Foundations,

Alumni, Universities, Corporations, etc. that have either donated, funded,

co-funded, or have partnered with the School in order to support the school’s

primary objective.

The documentation should include only external agencies that have had a

partnership relationship with the School for the last 10 years. In addition, the

School must have documents such as deeds, letters, plaques, etc. that could

verify the relationship.

A format for Community Support Listing and Description can be found at


Common types of Community Support Partnerships would be those that help

increase the school’s capability to instruct students through interventions in

infrastructures and capability building.

D. Leadership on Information and Communication Technology Adoption

These documents provide the PiL Potensyal Team with a very clear under-

standing of what the School plans to do in implementing ICT interventions

within the school system. The following plans are required from the School:

School Documents

1. School Improvement Plan (SIP)

The School Improvement Plan (SIP) is a detailed document that discusses

proposed strategies to improve the general performance of the School in

delivering and achieving its stated purpose(s). It is your School Improvement

Plan based on the Schools First Initiative. For purposes of differentiation, this

is a general school improvement plan.

2. Strategic ICT Infrastructure Plan

The Strategic ICT Infrastructure Plan is a detailed document that discusses

ICT implementations or improvement strategies that the School proposes

in order to increase its effectiveness in delivering and achieving its stated

purpose(s). For purposes of differentiation, this is a plan that generally

discusses current and proposed physical infrastructure plans that deal directly

with improvements on ICT.

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3. Professional Development Plan

The Professional Development Plan is a detailed document that discusses

the human resource capability building strategy that the School proposes to

implement in order to empower its human resources to effectively performunder the ICT capability it currently has and what it will implement in the

future.

Depending on the currently developed plans that the School may already

have, the School Principal and/or his/her designated team may submit three

(3) detailed individual plans or one (1) comprehensive plat that incorporates

all three (3) plans. The presented documents must clearly explain the rela-

tionship of the plans to the School’s Main Goals, Purpose(s), Mission,

Vision, and Objectives.

It is highly recommended that all plans made be specifi

c, measurable, results-oriented, and time-bound (SMART). The suggested Planning Template can

be found at Appendix 1-6 of this document.


Deadline

Submission of Documents by the School to the Division must be on or before

August 31, 2006.

Submission of Documents by the Division to the Potensyal Team must be on

or before September 8, 2006.

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PHASE 2: Validation and Selection (1.5 Months))

During this Phase, members of the PiL Potensyal Team will be visiting promising

Divisions and Schools to establish good working relationships and to verify documents

and entries submitted.

At this Phase, it is suggested that Divisions continue to improve and refine the plans that

they have already submitted.

PHASE 3: The 21st Century School System Finals

Phase 3 is a qualitative measurement of how sustainable, innovative, and attainable the

division plans are. In addition, a huge portion for determining the Top 3 Division winners

will involve their group output during the one-week event. Additional information will be

provided to the Top 30 finalists.

REQUIREMENT 1: School Documentation (2) 25%

REQUIREMENT 2: Division Plan 25%

REQUIREMENT 3: Realizing Potensyal 50%

————-

100%

PHASE 4: Realizing Potensyal!

The Top 3 Division winners will work with the PiL/Potensyal Team to implement and

execute their respective 21st Century School System Plans. These division winners will

each receive Training and Technology Grants approximately worth ten million pesos

(PhP 10,000,000.00) invested in two- or three-year engagements.

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TOTAL: 100 POINTS

21st Century School Leadership: 30 POINTS

Points based on the number of High School Principals within the Division who have successfully

completed and submitted all the requirements for The 21st Century School Leadership Course, reg-

istered at the www.pil.ph website, and submitted the ICT Infrastructure Survey for High Schools.

Deadline: August 31, 2006 (21st Century School Leadership Course Requirements)

Deadline: August 31, 2006 (ICT Infrastructure Survey for High Schools)

ICT Adoption for Teachers: 20 POINTS

Points based on the number of Teachers within the Division who have successfully completed or

trained under any of the Microsoft/PiL recognized courses.

Deadline: August 31, 2006

PiL Online Community Membership: 30 POINTS

Points based on the number of Teachers within the Division who have gained membership on

the PiL website and have successfully uploaded their Sample Lesson Plans/Bodies of Work.

Deadline: August 31, 2006

Division and School Documentation: 20 POINTS

Points based on the completeness of Division and School Documents.

DIVISION A. Potensyal Division Leadership Team Information B. ICT Infrastructure Survey for Divisions C. Leadership on ICT Adoption for the Division

1) General Strategic Division Plan 2) Strategic ICT Infrastructure Plan 3) Professional Development Plan Or

One (1) comprehensive plan that incorporates all three (3) plans

D. Division Tally Sheet for the 21st Century School Leaders (w/ Training Report and/or Validating Document) E. Division Tally Sheet for ICT Adoption for Teachers (w/ Training Report and/or Validating Document)

SCHOOL A. ICT Enabled Learning (2 ICT Enabled Lesson Plans) B. ICT Infrastructure Survey for High Schools

C. Community Support Documentation

D. Leadership on ICT Adoption for the School

1) School Improvement Plan (SIP) 2) Strategic ICT Infrastructure Plan 3) Professional Development Plan Or

One (1) comprehensive plan that incorporates all three (3) plans

Deadline: August 31, 2006 (Submission of all Documents to the Division)Deadline: September 8, 2006 (Submission of the Division to the Potensyal Team)

Summary of Potensyal Requirements

17




PROGRAM CHECKLIST

Potensyal:21st Century School System Search

A. 21st Century School Leadership

1. Have all the schools in the Division been informed of the Potensyal:

Building The 21st Century School System and The Innovative Teachers

Leadership Awards?

Note

It is recommended that copies of this document be given to all the schools

in the Division as soon as possible even before the arrival of the PotensyalWelcome Kit.

2. Have all the Elementary and High School Principals in your Division

completed the 21st Century Leadership Course? Have all the Elementary and

High School Principals in your Division registered at the www.pil.ph

website? Have all the High School Principals in your Division accomplished

the ICT Infrastructure Survey for Schools?

Notes

The Potensyal Welcome Kit contains five (5) copies of the 21st Century

Leadership Courses. These 21st Century Leadership Courses can be

duplicated and given to each Elementary and High School Principal in the

Division. It is recommended that copies of the 21st Century Leadership

Courses be given to all the Schools in the Division as soon as possible.

This document contains the output format for course completion of the 21st

Century Leadership Course and the ICT Infrastructure Survey for High

Schools.

Elementary and High School Principals participating in the 21st Century

School System should accomplish these forms as soon as possible.

There are 21st Century School Leadership instructor-led trainings being

conducted around the country. For those divisions interested in instructor-led

training programs for this course, please visit the www.pil.ph website, call

(02) 886-5002 and (02) 886-5003, or email at [email protected].

3. Have all the interested Elementary and High School Principals submitted the

necessary outputs needed to complete the 21st Century Leadership Course?

18




Notes

The High School Principals should submit the 21st Century Leadership

Course and the ICT Infrastructure Survey for High Schools through the

assigned Potensyal Document Manager.

The Elementary School Principals should only submit the 21st Century

Leadership Course requirements to the Potensyal Document Manager.

The Division should submit a list of all Principals within the Division who

have completed all the requirements for the 21st Century School Leadership

Category. Use the Division 21st Century Leadership Tally Sheet.

The Principal should register at the www.pil.ph as soon as possible.

B. ICT Adoption for Teachers

1. Have all the Teachers in the Division been informed of the Potensyal:

Building The 21st Century School System and The Innovative Teachers

Leadership Awards?

Note

It is recommended that the all the School Principals within the Division

inform all the Teachers of the programs within their respective schools assoon as possible. It is suggested that the Principal post this document on their

respective teacher bulletin boards.

2. Does the Division have a list of all the Teachers within the Division who has

completed any Microsoft/PiL recognized training course?

Note

The Division should have a list of all Teachers within the Division who have

completed all the requirements for the ICT Adoption for High School

Teachers Category. Please use the Division ICT Adoption for School

Teachers Tally Sheet.

3. There are several ways for Divisions and Schools with Teachers wishing to

participate in the ICT Adoption for Teachers Category.

a. Training schedules will be posted at the www.pil.ph website for

instructor-led Innovate and Fusion Courses.

19




There are 21st Century School Leadership instructor-led trainings

being conducted around the country. For those divisions interested

in instructor-led training programs for this course, please visit the

www.pil.ph website, call (02) 886-5002 and (02) 886-5003, or

email at [email protected].

b. For the basic Digital Literacy Course, training can be achieved via

online self-paced training. The training materials can be found on

the Potensyal Starter CD (from the Potensyal Welcome Kit given to

all the divisions) or can be downloaded from the website at http://

www.microsoft.com/ citizenship/giving/programs/up/digitalliteracy/

default.mspx. A required output will be given for each teacher wish-

ing to comply with the ICT Adoption for Teachers Category using

the Digital Literacy Course. Appendix 3 of this document provides

the necessary output for the Digital Literacy Course.

C. Community Membership

1. Have all the Elementary and High School Teachers been informed of the

Potensyal: Building The 21st Century School System and The Innovative

Teachers Leadership Awards?

2. Have all the interested Teachers registered and successfully uploaded their

Sample Lesson Plans/Bodies of Work at the www.pil.ph website?

Note

The Potensyal Team will inform the Division regularly on the performance

of their Division with regard to the Community Membership of High School

Teachers in the Division.

D. Documentation

1. Has the division prepared all the documents needed for the Potensyal:

Building The 21st Century School System search? They are the following:

Division

A. Potensyal Division Leadership Team Information

B. ICT Infrastructure Survey for Divisions

C. Leadership on ICT Adoption for the Division

20




1) General Strategic Division Plan

2) Strategic ICT Infrastructure Plan

3) Professional Development Plan

Or

One (1) comprehensive plan that incorporatesall three (3) plans

D. Division Tally for the 21st Century School Leaders Sheet

(w/ Training Report or Validating Document)

E. Division Tally for ICT Adoption for Teachers Sheet

(w/ Training Report or Validating Document)

School

A. ICT Enabled Learning (2 ICT Enabled High School Lesson Plans)

B. ICT Infrastructure Survey for High SchoolsC. Community Support Listing, Description, and Documentation

D. Leadership on ICT Adoption for the School

1) School Improvement Plan (SIP)

2) Strategic ICT Infrastructure Plan

3) Professional Development Plan

Or

One (1) comprehensive plan that incorporates

all three (3) plans

21




Potensyal Search Disclaimers

The Search

Potensyal: Building the 21st Century School System is a Search for Divisions, Schools,

and Teachers who have exhibited leadership, innovation, openness to technology, and

the drive to further people empowerment. It is geared at building strong partnerships

with the goal of transforming the education system through the realization of potential.

The Organizer

Potensyal: Building the 21st Century School System Search is a project of Microsoft

Philippines being implemented through its Partners in Learning initiative and its

implementing partners. The two organizing bodies and their partners will hereon be

named as “Organizer”.

The Participants

The Search is open to all public high schools under Department of Education’s 176

Divisions representing 17 regions. All qualified contestants will hereon be named as

“Participants”.

Contest Duration

The Search is open until September 8, 2006. After this date, entries will no longer be

accepted by the Potensyal Team. The event will culminate in the contest finals and

awarding ceremonies slated to happen in October 2006.

Prize Awards

The Top 3 Divisions (one each from Luzon, Visayas, and Mindanao) will each receive

PhP 10 million worth of technology and training grants. The next Top 27 Divisions will

each receive PhP 2 million worth of technology and training grants. All prize awards

will be given in two- to three-year engagements in cooperation with the PiL-Potensyal

Team.

Once all contract of engagements are signed between the Organizer and the winning

Divisions, the contract shall become legally binding and enforceable by and/or against

the Divisions involved in accordance with its terms and approved plans.

In case of change in the Division’s leadership (i.e., Division Superintendent), the ap-

proved terms and plans during the time of winning and signing of contract shall be

enforceable. No changes in the plans should be carried out except upon the signed ap-

proval of the Organizer prior to the implementation of any change in the plan.

Judging

The Organizer has the sole right to designate the persons who shall constitute the

Board of Judges in all phases and categories of the Search. The decision of the Board

of Judges and the Organizer shall be final and irrevocable.

22




Intellectual Property Issues

Pursuant to RA 8293 (Intellectual Property Code of the Philippines), all entries must

be accompanied by the Participant’s written attestation and consent provided herein to

abide by the rules of the Search acknowledged before a Notary Public.In submitting entries, the Participant represents and warrants that the learning materi-

als/lessons are his/her own and that he/she has absolute ownership of all intellectual

property rights thereto.

In submitting student works, the Participant represents and warrants that the sample

works are from students who are directly under his/her Division and are not copied or

borrowed from students under some other Division’s jurisdiction.

The Participants shall retain the copyright of their original works but should agree that

the work they have submitted to the Potensyal Team will be shared to other Divisions

should they win in the Search.

Upon submission of entries attested to be original, the Organizer shall be exempt from

any and all liability in the event that the claimed original work is said to infringe the

intellectual property rights of other Divisions, teachers, authors, or some other entities.

The Organizer reserves the right to conduct investigations regarding complaints on

infringement of Intellectual Property Rights.

The Organizer reserves the right to disqualify Participants and revoke all titles, awards,

and prizes given if found guilty of plagiarism, falsification of documents, and behavior

unbecoming of a teacher/leader during and after the course of the Search.

Moreover, the Participant likewise undertakes to indemnify the Organizer for any andall damages, fees, costs and expenses that the Organizer may incur by reason of the

infringement by the Participant of the intellectual property rights of another.

Legal Disclaimer

The Organizer will conduct the Search in good faith to help promote better education

for the country. In no event, however, will the Organizer assume responsibility for

disputes resulting from changes in the event and Search schedules, event venues, prize

awards, Search mechanics, or other failures or delays caused by any reason beyond

the Organizer’s reasonable control, including without limitation to any act of God, any

acts of government or any common enemy, the elements, inclement weather, earth-quakes, floods, hurricanes, fires, epidemics, riots, labor unrest, or failures or delays in

transportation, communications, or equipment. Participants assume their own risks in

fulfilling the search requirements and all activities related to their joining the contest.

By entering this Search, the Participants must have fully read and understood the rules

of the competition and the legal disclaimer set forth in this document and have agreed,

accepted, and must abide thereby.

23




LIST OF APPENDICES

Appendix 1: For School Principals, Teachers, and ICT Managers

Appendix 1-1: Online Registration and Lesson Plan Submission Directions

Appendix 1-2: 21st Century Leadership Course Output Format

(per Participating Principal)

Appendix 1-3: ICT Infrastructure Survey for High SchoolsAppendix 1-4: Digital Literacy Assessment and Evaluation

(per Participating Teacher)

Appendix 1-5: Community Support Summary

Appendix 1-6: Suggested Planning Template for School Improvement Plan,

Strategic Infrastructure Plan, and Professional Development Plan

(or Comprehensive Plan)

Appendix 2: For The Division Superintendent

and the Potensyal Division Leadership Team

Appendix 2-1: Division Tally Sheet for the 21st Century School Leaders

(w/ Training Report and other validating documents)

Appendix 2-2: Division Tally Sheet for ICT Adoption for Teachers

Appendix 2-3: Potensyal Division Leadership Team Information (w/ Resume)

Appendix 2-4: ICT Infrastructure Survey for Divisions

Appendix 2-5: Suggested Planning Template for School Improvement Plan,Strategic Infrastructure Plan, and Professional Development Plan

(or Comprehensive Plan)

24



Potensyal: Building The 21st Century School System

Appendix 1-1Online Community Registration and Lesson Plan Submission



2

Appendix 1-1 : Online Community Registration

Step2

Step3 Step4

PiL Online Community Membership Registration Procedure

To register, visit www.pil.ph/community.

If you are a member of the PiL Online Community,

use your Username and Password to access your

account. If you forgot your username and/or pass-

word use the forgot password text link. If you are

not yet a member, select your role, e.g., Teacher or

Principal and click on the Sign Up button.

This online form will be displayed.

Fill out the online form. Click on the Step 2 >> button to continue.

Step1



Step

5

Step

6

Step7 Step8

You may choose one from the suggested

account names provided.

Click on the Step 3 >> button to continue.

Please take note of your Username and

Password and click on the Continue button.

Specify your Region where your school is located.


2




Step9 Step10

Step

11

Step12

Use the dropdown menu to locate your Region. Click on the Step 3b >> button to continue.

Specify your DepED Division where your

school is located.

Click on the Step 3c >> button to continue.

2




Step13 Step14

Step15 Step16

Fill out the online form.Use the dropdown menu to locate your School. If

you cannot locate your school temporarily choose

an entry to continue the registration process. Please

send an email request with the Region, Division,

and complete School Name (for inclusion to the

web database) to [email protected].

Fill out the online form completely.Click on the Step 4 >> button to continue.

2




Step17 Step18

Once you have successfully completed your

online registration, you will be asked to

build your online portfolio.

There is an option to build your online portfolio

later on. Please take note of your Username

and Password so that you can access your PiL

account.

Step19

If you click on the Build Now >> button,

you will be redirected to the Main Page of

your PiL Account.

3



3

Appendix 1-1-2 : Lesson Plan Submission

Step1

Step2

Step3

Step4

My Portfolio

To update your portfolio, i.e., Lesson Plans and Professional Development,visit http://www.pil.ph/community and key in your Username and Password.

From the left navigation of your account’s

Main Page, click on My Portfolio.

Update your Profile by clicking on the edit button.

This online form will be displayed.Fill out the online form and click on the save button.




Step5

Upon saving your entries, this page will

be displayed. You may edit your Profile by

following the same procedure.

3



3


Step1

Step2

Step3

Step4

Professional Development

Once you are logged in, you can update the information of yourProfessional Development page by clicking on the My Portfolio link.

When this page is displayed, click on the

Manage My Professional Development

text link.

Click on the Add new entry button to continue.

Update your entries by using the displayed

online form.

Click on the Save entry button to complete the process.



3


Step1

Step2

Step3 Step4

My Lessons

Once you are logged in, you can add entries toyour lessons by clicking on the My Portfolio link.

When this page is displayed, click on the

Manage My Lessons text link.

Click on the add new lesson button to continue.

Provide information about your lesson using the

displayed online form, then click on the save

button to continue.

A pop-up window will appear, click the

OK button to continue.



3


Step

5

Step

6

Step

7 Step

8

Provide information about your lesson using

the next online form, then click on the save

button to continue.

To attach your file (e.g., Word, Excel, PowerPoint

documents), click on the Upload File(s) text link.

A page will pop-up and prompt you to

browse/locate your file from your computer.Click the Browse button to continue.



3

Appendix 1-1-2: Lesson Plan Submission

Step9

Step10

Step11

Step12

Choose the file that you wish to upload

and click on the Open button. The file path and filename of the file you

selected will be displayed on the text box.

Click on the save button to continue.



button to continue.



3

Appendix 1-1-2: Lesson Plan Submission

Step13 Step14

Step15

Step16



button to continue.

Provide information about your lesson

using the next online form, then click on

the save button to continue.








Step

17

Once you have successfully completed this process, the

My Lessons section of your PiL account will display

brief information about the lesson you submitted. Please

note that you have to make your lesson available to the

Public by clicking on the Public text link.

3



Appendix 1-221st Century School Leadership Course




Appendix 1-2 : 21st Century School Leadership Course

4

21st Century Action Plan Format(Sample Format Only)

I. Identifying Information

Name of Principal:

School Name:

Division:

II. Summary of Insights

A. Course Module 1

B. Course Module 2

C. Course Module 3

D. Course Module 4

III. Background and Rationale

In this Section, the Principal should provide the rationale and justification of the action plan

- it should clearly and convincingly establish the problems, needs, or opportunities it wants

to address. It should also explain how the plan supports the objectives and intent of the PiL

- Potensyal Program.

IV. Key Result Areas

Refer to the programs or services that have been identified by the school.

V. Objectives

Refer to the two- to three-year objective(s). The objectives should be specific, measurable,

attainable, realistic and time-bound.

The action plan should indicate what it wants to achieve at the end of each year.

VI. Critical Activities

Refer to detailed things that need to be done to achieve the objectives set.

VII. Expected Outputs

Refer to what will be achieved as a result of the critical activities.

VIII. Timeframe

Refers to when the activity is going to be done.

IX. Resource Requirements and Source

Refer to sources of funding and needed resources.



Appendix 1-2 : 21st Century School Leadership Course

4

Attestation of Originality

I hereby declare that I have read and fully understood the rules of Potensyal: Building the

21st Century School System Search. Thus, I have accepted the rules and agree to abide

thereby.

I hereby swear that all materials and documents included in my Division’s entry

submitted to the Potensyal Search were designed and produced solely by my Division

and the Potensyal Division Leadership Team under it. I also understand that if it is

determined that any of the materials included in our entry infringe on the Intellectual

Property Rights of others or if proven that my Division has falsified any document, all

titles, prize awards, and other benefits given by the Organizer shall be revoked and I may

be subject to further legal action.

I also certify that all information in this application is correct and complete. The

signatures appearing hereon are genuine. I authorize you to obtain information as you

may require concerning any statement made in this application and the source which may

inquire from are authorized to provide any information relative to this application.

Name of Participant:

Signature of Participant:

Date:

TIN #:

Residence Certificate #:

Date and Place of Issue:

Name of Witness:

Signature of Witness:

Date:

TIN #:





Appendix 1-3ICT Infrastructure Survey For High Schools




This ICT Survey will help the High School and the Potensyal ICT Team in determining

the needed interventions that can be applied to improve the ICT programs within the High

School.

It is very highly recommended that the assigned ICT Manager and/or Faculty/Staff

assigned to perform this Survey thoroughly and properly complete the Survey in as

detailed a manner as possible.

Remember, the more detailed and accurate the Survey is, the more it can help the School

and the Potensyal ICT Team plan for improvements within your School.

PLEASE ANSWER THE SURVEY AS COMPLETELY AND AS

HONESTLY AS POSSIBLE!!!

Section 1: Demographics

This Section provides necessary information on the number of potential users there are on a

given High School. Specific information on the number of students, teachers, support staff, and

administrators will be asked.

When conducting the Survey, the ICT Manager should perform this portion of the Survey in

cooperation with the individual (most likely principal or HRD Head) who knows the human

resources population of the School and the number of students being served in that School.

Section 2 - 6: Computer Facilities

These Sections involve an exact assessment of the computer facilities available within the

organization. The ICT Manager should conduct this portion of the Survey.

Section 7 - 8: ICT Usage of Students, Teachers, Administrators, and Support Staff

These Sections involve a summarized assessment on the ICT usage of facilities of the

personnel within the School and goes into specific details in analyzing exact usage, expertise,

and frequency and averag time of use.

For these Sections, the ICT manager should perform the Survey by individually assessing allthe personnel by group and by determining summarized data before filling out the forms on

these Sections.

It is highly suggested that the ICT Manager perform this portion of the Survey by completing

all the questions in these Sections by group before going to the next group.

Appendix 1-3 : ICT Infrastructure Survey For High Schools

4



Section 9: Access to ICT

This Section determines the actual use of all individuals within the School of ICT equipment

during non - school hours.

For this Section, the ICT Manager should perform the Survey by individually assessing

individuals within the organization who use ICT during non-school hours and who may have

ICT facilities at home.

Section 10: Professional Development

This Section determines the number of individuals within your organization that has received

training in ICT. For this Section, the ICT Manager should consult with the Human Resources

Manager and/or Principal of the School to determine the number of individuals who have

received training in ICT.

Section 11: ICT Planning & Expenditure

This Section determines if ICT within schools are actively and deliberately planned upon and

given importance.


4




4

This Information and Communication Technology (ICT) Infrastructure Survey is an assessment tool that

can be used by your planning team in developing a comprehensive strategic plan that will incorporate and/

or improve the ICT capability of your school. Furthermore, the assessment is prescriptive to the school

conducting it since it provides the group assessing the ICT Infrastructure with pertinent information

regarding the effective use of ICT in Schools.

Please use this form to complete all the sections as completely and accurately as possible.

1. Demographic Information

This Section of the Survey covers the demographic data of the school being surveyed.

Please fill out the necessary forms as accurately as possible.

1. Name of High School2. Address

3. Division4: High School Principal

1.1) Number of Administrators, Teachers, and Support Staff

Administrators refer to Of fice and/or Academic Heads, Supervisors, and those holding authority

in a particular of fice. Teachers are individuals who directly instruct students as part of their

primary function. Support Staff are individuals who are under department heads and/or are

charged with assisting individuals perform their department functions. For individuals with mixed

roles, please count them only once and use the rank that has the higher position. Ex. Academic

Head with Teaching Loads count towards Administrators and not on both Administrators and

Teachers.

Position Number AdministratorsTeachersSupport Staff

Total:

1.2) Student Demographics

High School Students

School

Year 2003-

2004

# of

Classes per Year

Level

School

Year2004-

2005

# of

Classes per Year

Level

School

Year2005-

2006

# of

Classes per Year

Level

1st Year Students2nd Year Students3rd Year Students4th Year Students

Totals:



2. Computers and Peripherals

This Section determines the number of working computers and peripherals found in your School,

the specifications of these computers, where they are located, and for what primary purpose they

are being used for within the School. This Section also determines miscellaneous technologies

available in your School that can be used for purposes of ICT teaching and learning.

Please do not include in the count the computers and peripherals that are permanently broken.

2.1) How many working computers does your School have? (It is suggested that the School’s

ICT Equipment Manager perform this portion of the Survey.)

Batch Number of

Computers

Specifications by CPU Model, RAM, Hard Disk Size, Graphics

Card Model & Ram, and Operating System Installed

* If the computer is a laptop, tablet pc, or a specialized computer, please indicate under the

specifications category.

Example of a completely filled entry:

Batch: Number of

Computers

Specifications by CPU Model, RAM, Hard Disk Size,

Graphics Card Model & Ram, and Operating System Installed

1 5Pentium 4, 3.0 Ghz, 512 Ram, 40 gig. HD, Nvidia 5200 w/ 64mb Video Ram, Windows XP

Professional

2 1Pentium 4. 4.0 Ghz, 1mb Ram, 1 - 200 gig HD, 1 - 80 gig HD, Nvidia 7200 w/ 128mb Ram,

Windows 2003 Enterprise Server 3 30 Pentium 2 Celeron, 500 mhz, 128mb, 20gig HD, Nvidia Pro+ w/ 16mb ram, Windows 98

Total 36

2.2) Of the total computers you have recorded in 2.1, where are they located and what are

they primarily used for? (It is suggested that the School’s ICT Equipment Manager

perform this portion of the Survey.)

Locations: Computer Laboratory, Principal’s Of fice, Guidance Of fice, Faculty

Room, Science Laboratory, etc.

Functions: (1) - Student’s Machine (2) - Teacher Machine (3) Administrative/

Of fice Machine. (If the machine has primarily more than one purpose,

please indicate in the function portion by indicating the users.

# of Computers: Please indicate the number of computers available on the

location specified.


4



Comments: Indicate Common Use and/or special cases.


Location Function(s) Number of

ComputersComments

1. Principal’s Of fice 3 1 HS Principal’s Computer 2. School Library 1,2 5 Teacher and Student Research

3. Computer Laboratory 1 30 1 Computer for Instructor Use

Total: 36

Please accomplish the form below:


ComputersComments

Total:

2.3) What peripherals do you have and where are they located in the School? (It is suggested

that the School’s ICT Equipment Manager perform this portion of the Survey.)

Peripherals are electronic devices that you can attach to computers for added functionality.

Some examples are Printers, Scanners, Video Cameras, (sound card w/) speakers, etc.

Please also indicate if the computer peripherals are portable or are usually moved from

one location to another.

Example of a completely filled form:

Peripherals Quantity LocationHP 2100 Laser Jet Printer 2 Computer LaboratoryHP Scanner 3000 1 Computer LaboratoryToshiba MX 2100 LCD Projector 1 MoveableGeneric Computer Speakers 30 Computer Laboratory

Epson Dot Matrix Printer 5 Teacher’s Faculty Room


Peripherals Quantity Location


4



2.4) Miscellaneous ICT Equipment

This Section covers a listing of miscellaneous electronic devices that the School has

which directly or indirectly communicates learning to the students in one form or

another. Examples of these devices include Televison Sets, Sound Systems, Over-head

Projectors, and the like.

Miscellaneous ICT Equipment Quantity Location

3. Software Applications Used

This portion of the assessment covers the typical software applications and/or operating system

applications used by the Students, Teachers, Administrators, and Support Staff of the School. (It

is suggested that the School’s ICT Equipment Manager perform this portion of the survey.)

3.1) What applications are commonly installed and used on the student computers?

Please be specific.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

3.2) What applications are commonly installed and used on the Teacher machines? What

educational software does your School have? Please list them all and be specific.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

3.3) What applications are commonly used on the different of fice machines? Please bespecific.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

4. Networking Environment

This portion of the Survey discusses the scope of network connectivity of your School’s ICT


4



Infrastructure. (It is suggested that the School’s ICT Equipment Manager perform this portion

of the Survey.)

4.1) Are the computers in your School networked? ___ Yes ___ No

Is the entire School networked? ___ Yes ___ No

Are the computers used for teaching students networked? ___ Yes ___ No

Are the computers used in the of fices networked? ___ Yes ___ No

5. Internet Connectivity

This portion of the Survey discusses the internet connectivity within your School system.

(It is suggested that the School’s ICT Equipment Manager perform this portion of the Survey.)

5.1) Does your school have internet connectivity? ___ Yes ___ No

If yes, how is it supported? _______________________________________________

5.2) What type of internet connection does your School primarily use (Dial-Up Modem,

DSL, ADSL, or Others) and what is its fastest connection rate (56kbps, 128 kbps, 12

Mbps, etc.)?

Connection Type: ____________________________ Connection Speed: __________

5.3) Who can use the internet connection in your School? Please check all the groups that can

access the internet connection in your School.

____ Students ____ Teachers _____ Administrators ____ Support Staff

5.4) How can the internet connection in your School be accessed? Please check the School

areas that the internet connection can be accessed from.

By all the computers in the School: ___ Yes ___ No

(If yes, move to Item 5.5 of this Section)

Only in the computer laboratory: ___ Yes ___ No

Only in the School Of fices: ___ Yes ___ No

Only in _______________________:

5.5) Does your School have a website? ___ Yes ___ No

What is your School’s website? ____________________________________________

5.6) Does your School have a primary email account? ___ Yes ___ No

What is the primary email account of your School? ____________________________

How often is the School’s primary email account used?

____ Regularly ____ Often ____ Sometimes ____ Rarely ____ Never


4



6. Technical Support

This portion of the Survey discusses the technical support sources within the School system as well the

support capabilities of the School in maintaining its ICT Infrastructure. (It is suggested that the School’s

ICT Equipment Manager perform this portion of the Survey.)

6.1) What are the main sources of ICT Technical Support currently used in your School?

School’s own ICT Support Staff: _____

School’s own Teaching Staff: _____

Other school(s): _____

Computer Supplier of School: _____

Community Support: _____

Others: _____

Does your School find that their current technical support system can deal with most

technical problems encountered? ____ Yes ____ No

Does the School require more support in terms of professional development of in-house

staff or more technical support from outside sources?

__ More professional development __ More Technical Support from outside sources

7. General ICT Use in the School

7.1) This portion of the Survey determines the general adoption and use of ICT in the

School system. It is suggested that the School’s ICT Equipment Manager perform

this portion of the Survey by going through each of fice and individually askingAdministrators, Teachers, and the Support Staff of their computer usage information.

For the Student’s case, only students that have classes involving the actual use of

computers in their respective subjects (if any) should be considered when tabulating

for the number of people using computers as part of their daily routine portion.

Total Number of Individuals per Group

This part of the table refers to the total number of individuals in specific positions and

the total number of Students currently in the School (School Year 2005-2006). Please

use the information gathered in Section 1 of this Survey to complete this data.

Frequency of Use

This is the averaged frequency of a given group’s computer usage. The School’s ICT

Equipment Manager should visit each group and determine the group’s frequency in

using computers during the course of their work.

0 - Never - The group never has any opportunity or use for computers.

1 - Seldom - The group rarely or seldom has any opportunity to use

computers.


5



2 - Often - The group requires the computer to be used often specially

during special occasions.

3 - Regularly - The group requires the computer to be used ever day.

Time Spent on Computers per Week

This is the averaged actual time spent of specific groups on computers in a given week.

0 - No Computer Time

1 - 1 - 2 hours per week

2 - 3 – 4 hours per week




Please fill out this form:

Position

Total

Number of

Individuals

per Group

Frequency of Use Time Spent on Computers per Week

0 1 2 3 0 1 2 3 4 5Administrators

TeachersSupport Staff

Students

Example of a form properly filled out and their explanations:

Position

Total

Number of

Individuals

per Group


0 1 2 3 0 1 2 3 4 5AdministratorsHigh School

Principal1 - - 1 - - - - 1 - -

Personnel Of ficer 1 - - 1 - - - - 1 - -Registrar 1 - - 1 - - - - 1 - -Teachers 20 10 5 5 - - 5 5 - - -Support Staff Secretary 3 - - - 3 - - - - 3 - Clerks 7 - - - 7 - - - 7 - - Janitors 5 5 - 0 - 5 - - - - -Students 2000 1500 - 500 - 1500 500 - - - -


5




5

* Please take note that the total number of individuals per group matches the total numbers

provided in the frequency of use and the time spent on computers per week category.

The filled table above means:

- Of the 20 Teachers in the School, 10 do not use the computers, 5 use it seldom for 1-2hours a week, and 5 use it often for 5-8 hours a week.

8. ICT in Teaching and Learning

This Section of the Survey measures the School’s faculty on ICT usage in teaching and

learning.

It is highly suggested that subject area teachers per subject perform Items 8.1-8.3 in

groups as they involve teaching practices related to their specific subject area as well as

individual and group work characteristics. Items 8.1-8.3 are related questions since they

deal with different indicators but assess components in teaching and learning per subject

area. Please be as thorough and complete as possible as the results of this portion cansignificantly help teachers in the proper use of ICT in Teaching and Learning.

8.1) Teachers in Lessons/Learning Preparation

This Section covers lesson plans and researching that the Teachers perform in the creation

of their learning materials. This also includes the usage of ICT on the enrichment of

existing lesson plans.

Subject Area

This column contains the subjects that are taught to high school students.

Number of Faculty per subject matter

This column lists down the number of teachers assigned to teaching specific subject

areas.

Lesson Preparation and Enrichment Methods

The Lesson Plan preparation column determines the general method(s) in which

the Teacher(s) in the subject area perform the creation of his/her lesson plans aswell as the management and maintenance of the content created.

The majority of the subject area teacher’s lesson preparation/research methods

should be the one listed.

1 - INTERNET - Internet Assisted Research & Lesson Preparation

This ranking refers primarily with the use of the internet in

addition to locally available resources in conducting lesson

plan preparation.



2 - LOCAL - Locally Installed Research Materials

This ranking refers to research of Lessons & Lesson Content

using locally available materials and resources such as books

in the school library, software locally installed on the computer

(e.g. Dictionary Software, Reference Materials, etc.), fellow

teachers, and other resources found within the school.

3 - INDIVIDUAL - Individual Expertise in Lesson Plan Creation Only

Refers to the creation of lessen content relying almost completely

on the teacher’s expertise and experience in the subject matter.

Note: If your school and/or teaching group does not have any internet access

available, then answers for this table will be confined to only Local or

Individual Resources.

ICT Use

The ICT Use table determines the amount of Internet Utilization of themajority of the subject area teachers in researching for their lessons.

F - Frequently

The teaching group uses the internet whenever possible/applicable and

uses it often for researching lessons and lesson topics.

S - Sometimes

The teaching group uses the internet sometimes and/or infrequently for

researching certain lesson topics.

N - Not Used The teaching group generally does not use the internet for researching

lessons.

Note: If the majority of the Teachers use local or individual resources in

Lesson Preparation Methods, then ICT utilization is automatically set

to N or Not Used.

Software Use

The Software Use column determines the actual software commonly used by

each subject area group in order to create the Lesson Plan/Body of Work.

Note: If the group generally does not use any software, please type NO on the

table.

Lesson Plan Preparation and ICT Comments

This column provides space for comments with regard to the Faculty per Subject,

Lesson Plan Preparation, ICT Usage, and Software Use that the ICT Manager

may want to include in the Survey.


5



Subject Matter

# of

Faculty

per

Subject

Matter

Genieral Lesson Plan Preparation

and Enrichment of ICT UsageSoftware Use Comments

1 ICT 2 ICT 3 ICT #1. Mathematics2. Science3. English4. Filipino5. Makabayan

TLE/ICT Social Studies Values Education MAPEH

6. ______________ Total:

Example of a properly filled form for this portion of the assessment:

Subject Matter

# of

Faculty

per

Subject

Matter

General Lesson Plan Preparation and

Enrichtment of ICT UsageSoftware Use Comments

1 ICT 2 ICT 3 ICT #1. Mathematics 4 - - 2 N 2 N 2 Excel2. Science 4 - - 1 N 3 N 1 Excel

3. English 3 - - 3 N - - 3Powerpoint

and Word4. Filipino 3 - - - - 3 N No Word

5. Makabayan TLE/ICT 3 2 F 1 N - - 3 MS Of fice Social Studies 1 - - - - 1 N No None Values Education 1 - - - - 1 N No None MAPEH 1 - - - - 1 N No None

6. ________________ Total: 20

This means:

- Of the 4 Math Teachers, 2 use Local Resources and do not use the internet, 2

use individual expertise to create and/or enrich lesson plans, and 2 out of 4 use

Excel.

- Of the 4 Science Teachers, 1 uses local resources, 3 use individual expertise to

create and or enrich lesson plans, none use the internet and 1 uses excel.

- Of the 3 ICT teachers, 2 use the internet frequently, 1 uses local resources

and does not use the internet; 3 use MS Of fice.

8.2) Teachers and Students with the Actual Lesson

This portion of the Survey discusses the average use of ICT Equipment and other learning

devices during the actual delivery of lessons in the classroom and/or laboratory.


5



Note: This Section only discusses ICT use in actual classroom situations in

a given week and SHOULD NOT include normal/regular classroom

daily routine.

ICT Equipment Use in Actual Lesson

0 - None (Lessons are almost always conducted using traditional school

materials)

1 - Teacher Demonstration w/ Computer and Projector

2 - Teacher Demonstration w/ other learning devices (e.g., Miscellaneous

ICT Equipment, Learning Aids, etc.)

3 - Teacher conducts a class in a laboratory with student computers

Frequency of Instruction

This part of the table measures the frequency of Instruction that the subject area

groups perform using ICT and/or special instructional devices in delivering student

instruction.

(N)ever Lessons are never conducted using ICT and/or special

instructional devices in delivering student instruction.

(S)ometimes Lessons are sometimes conducted using ICT and/or special


(F)requently Lessons are frequently conducted using ICT and/or special


(A)lways Lessons are always conducted using ICT and/or special


Time Allotment per week

This part of the table discusses how long these kinds of lessons are conducted

on average by the subject area groups in a given week.

A - Never

B - Between 40 minutes to 60 minutes

C - Between 61 minutes to 120 minutes

D - 120 minutes or more


5




# of

Faculty

per

subject

Iict (ICT) Equipment Use / (F)requency of Instruction /

(T)ime (A)llotment per week

ICT

E 3F T

ICT

E 2F

t

T

ICT

E 1F T

ICT

E 0F

t

T

1. Mathematics2. Science3. English4. Filipino5. Makabayan

TLE/ICTSocial StudiesValues Education

MAPEH6. _______________

Total:

Example of a properly filled form:

# of

Faculty

per

subject

Iict (ICT) Equipment Use / (F)requency of Instruction /

(T)ime (A)llotment per week

ICT

3F T

ICT

2F

t

T

ICT

1F T

ICT

0F

t

T

1. Mathematics 4 - - - - - - 4 S B - - -

2. Science 4 - - - - - - - - - 4 N A

3. English 3 - - - - - - - - - 3 N A

4. Filipino 3 - - - - - - - - - 3 N A

5. Makabayan TLE/ICT 3 3 F B - - - - - - - - -

Social Studies 1 - - - - - - - - - 1 N A

Values Education 1 - - - - - - - - - 1 N A

MAPEH 1 - - - - - - - - - 1 N A

6. ________________ Total:

This means:

- Of the 4 Math Teachers, 4 use a computer w/ a projector in at least one session per

week.

- Of the 3 ICT Teachers, 3 use a computer laboratory in at least one session per week.

8.3) This section discusses the teacher groups’ commonly used software, their relative

expertise on that software, the level of ICT used in conducting classes, and their systems

of information and content management.

Software Used

This part of the table discusses the commonly used software of the teachers groups

in performing their assigned tasks, which include teaching, and student records and

lesson plan management.


5



Please write down the specific software application commonly used by the

subject area teachers on the corresponding section.

Software Expertise

This part of the table discusses their general skill on the application(s) that

they are using.

0 - No expertise

Does not know how to use applications

1 - Basic Knowledge

Knows how to use the application’s Basic Functions

2 - Moderate Knowledge

Knows how to use the application’s Basic Functions as well

as some data processing functions

3 - Expert

Knows all about the applications Functions, Features, and Uses

4 - Master

Can teach others with regard to application’s Uses, Functions,

and Features

ICT Level of Use in Teaching and Learning

0 - No Use of ICT

1 - Basic Use

As a presentation and/or documentation device only.

2 - Integrated

In addition to using ICT as a presentation/documentation device,

Teachers use ICT to make the lesson more interesting. Educators

can readily integrate ICT in lessons, providing learners with a tool to

manage information, identify and solve problems and present original

ideas.

3 - Developed

ICT access is extended beyond the classroom. Educators actively use

ICT to access real world environments and institutions in order to

identify and solve authentic and challenging real-life problems.


5




# of

Faculty

per

Subject

Software

UsedSoftware Expertise

ICT Level of Use in

Teaching and Learning

SE

0

SE

1

SE

2

SE

3

SE

4 0 1 2 3


TLE/ICT Social Studies Values Education

MAPEH6. ________________

Total:


# of

Faculty

per subject

Software


ICT LEVEL OF USE in

Teaching & Learning

SE

0

SE

1

SE

2

SE

3

SE

40 1 2 3

1. Mathematics 4 Excel - 3 1 - - - 4 - -2. Science 4 Excel - 4 - - - 4 - - -3. English 3 Word 3 - - - - 3 - - -4. Filipino 3 Word 3 - - - - 3 - - -5. Makabayan

TLE/ICT 3 MS OFFICE - - - 3 - - 3 - - Social Studies 1 NONE 1 - - - - 1 - - - Values Education 1 NONE 1 - - - - 1 - - - MAPEH 1 NONE 1 - - - - 1 - - -

6. ________________ Total: 20

8.4) Teacher Information Management and Opinions on ICT Use in Teaching in Learning

Information Management

1 - Information such as lesson plans and student records are saved on theTeacher’s Notebook

2 - Information such as lesson plans and student records are saved on a

portable storage device such as a disk or a USB drive.


computer in the computer laboratory.


computer in the Teacher’s Faculty room or equivalent.

5 - Information such as lesson plans and student records are saved on

a computer often used by the teacher AND on another networked

machine (for networked schools only.


5



Teachers’ Opinion

This table lists the group’s opinion on the impact on the use of ICT and other learning

devices on student outcomes/ student learning vs. instruction without the use of ICT

and other learning devices.

1 - Type of lesson execution greatly facilitates student learning vs. normal

methods of instruction.

2 - Type of lesson execution facilitates some advantages on student

learning vs. normal methods of instruction.

3 - Unsure

4 - Type of lesson does not greatly differ from traditional methods of

instruction.


# of

Faculty per

Subject

Teacher Information Management

Teachers’ Opinion on the

Use of ICT in Teaching andLearning

1 2 3 4 5 1 2 3 4


TLE/ICT Social Studies Values Education

MAPEH6. _______________

Total:

An example of a properly filled out form for this Section:

# of

Faculty

per

Subject

Teacher Information ManagementTeachers Opinion on the Use of

ICT in Teaching and Learning

1 2 3 4 5 1 2 3 41. Mathematics 4 2 2 - - - - 4 - -2. Science 4 - 3 1 - - - 4 - -3. English 3 - 3 - - - - 3 - -4. Filipino 3 - 3 - - - - - 3 -5. Makabayan - -

TLE/ICT 3 - - 3 - - 1 2 - - Social Studies 1 1 - - - - - - 1 - Values Education 1 1 - - - - - - 1 - MAPEH 1 1 - - - - - - - 1

6. ________________ Total: 20

This means:

- Of the 4 Math Teachers, 2 record their lessons and student records on their

record book or lesson plan notebook, 2 record their lessons on a disk and/or

portable device, 4 believe that using ICT during lessons will help improve the

student learning process.


5



- Of the 3 ICT Teachers, 3 store their records and lesson plans at a computer, 1

greatly believes and 2 believe that using ICT during lessons will help improve

the student learning process.

8.5) ICT in Work and Work Procedures (FOR ADMINISTRATOR AND SUPPORT STAFF)

This table discusses their general skill on the application(s) that they are using.

0 - No expertise


1 - Basic Knowledge



Knows how to use the application’s Basic Functions as well

as some data processing functions3 - Expert


4 - Master

Can teach others with regard to the application’s Uses, Functions,

and Features

ICT Level of Use in Teaching and Learning

0 - No Use of ICT

1 - Basic Use

For documentation and printing of document device only

2 - Integrated


Of fice Workers and Administrators use ICT to solve problems, process,

and manipulate data within the computer to achieve and/or determine

results.)

3 - Developed

ICT access is extended beyond the of fice. Of fice Workers activelyuse ICT to access real world environments and institutions in order to

identify and solve authentic and challenging real-life problems.


6




# of

Admin /

Support

Staff per

Group

Software


ICT LEVEL OF USE in

Of fice & Work Related

Activities

Administrator andAdministrator Groups

SE0

SE1

SE2

SE3

SE4

0 1 2 3

1.2.3.4.

Support Staff by Group


# of

Admin /

Support

Staff per

Group

Software


ICT LEVEL OF USE in


Activities

Administrator and

Administrator Groups

SE

0

SE

1

SE

2

SE

3

SE

40 1 2 3

1. High School Principal 1 None 1 - - - - 1 - - -2. Personnel Of ficer 1 Word - 1 - - - - 1 - -3. Registrar 1 MS Of fice - - 1 - - 1 - -

Support Staff by Group: Clerk 5 Word 0 5 - - - 0 5 - - Janitor 5 None 5 - - - - 5 - - - Secretaries 5 MS Of fice 1 4 - - - 1 4 - -

This means:

- The High School Principal does not use any software.

- The Registrar uses MS of fice with some moderate knowledge and uses it for

encoding and printing of documents. Of the 5 secretaries, 1 does not use the

computer, 4 use the MS Of fice with some basic knowledge for printing and

encoding documents.

8.6) Information Management for Administrators and Support Staff


1 - Documents are typewritten (using a typewriter) and stored on a filing

cabinet.

2 - Documents are saved on a portable storage device such as a disk or a

USB drive.

3 - Documents are saved on a computer in the computer laboratory.


6



4 - Documents are saved on a computer in the of fice.

5 - Documents are saved on a computer often used by the individual AND

on another networked machine (for networked schools only).

Opinion

This part of the table lists the group’s opinion on the impact on the use of ICT in the

workplace.

1 - ICT greatly facilitates work in the of fice.

2 - ICT facilitates work in the of fice.

3 - Unsure. I do not know.

4 - ICT does not facilitate work in the of fice.


# of

People

per

Group

Information ManagementOpinion on the Use of ICT in

Day to Day Of fice Work

Administrators 1 2 3 4 5 1 2 3 4

1.2.3.4.5.

Support Staff

________________ Total:

Example of a properly filled out form:

# ofPeople

per

Group



Administrators 1 2 3 4 5 1 2 3 41. High School Principal 1 1 - - - - 1 - - -2. Registrar 1 - - - 1 - 1 - - -

Support Staff Secretaries 5 1 1 - 3 - 3 2 - -

________________ Total:


6



This means:

- The High School Principal does not save information of computers but

believes that ICT will greatly facilitate work procedures in the of fice.

- The Registrar saves his/her documents in the computer at the of fice and

greatly believes that ICT will greatly facilitate work procedures in the of fi

ce.

- Of the 5 Secretaries, 1 does not save documents on the computer, 1 saves on a

disk, and 3 save their documents on the of fice computer; 3 greatly believe in

ICT in facilitating Work Procedures, and 2 believe in ICT facilitating work.

9. Access to ICT

This Section determines the ability of individuals to access ICT resources while outside the

school and/or outside school hours.

9.1) How many current members of the School have access to computers at home?

(Machines owned by Administrators, Teachers, and Staff or loaned by the School tothe individual.) Please write the number. If you are unsure about the exact number,

please write down the lowest number of machines per category you are sure of and

write unsure on the space beside the number of the group category.

School Administrators: _____ __________________

Teachers: _____ __________________

Support Staff: _____ __________________

9.2) Are your school’s ICT facilities available during out of school hours? __ Yes __ No

If yes, to whom is it available?

____ Pupils ____Staff ____ Local Community ____ Administrators

9.3) Is there an ICT Resource Center (Internet Café, Computer Rentals Shop, etc.) with

internet access within walking distance from your School? ___ Yes ___ No

10. Professional Development

10.1) Current status on ICT Training/Professional Development in the School

This table contains quantitative data on the number of ICT related trainings the School has

received for all of its members mapped according to their specific work. Please note that if the

individual has received similar or equivalent training, please indicate it on the correct training

category.

Total #

This table refers to the number of individuals within the category.


6



Training Categories

DL Refers to the number of individuals who have taken a

computer fundamentals class or a Digital Literacy (DL) or itsequivalent.

FD Refers to the number of individuals who have taken a

Foundation ICT Course. Foundation ICT Courses are practical

courses that instruct individuals on basic computer usage such

as word processing, electronic spreadsheets, presentations,

internet basics, etc. An example of a foundation course would

be the MS Pil Innovate Courses, MS Of fice Courses, or its

equivalent.

ADMIN Refers to the number of Administrators who have taken

advanced courses on specific applications that they use to

improve their productivity in performing their administrative

tasks involving ICT. Examples would be courses on ICT for

School Administrators, Advanced MS Of fice, or the like.

TEACH Refers to the number of Teachers who have taken courses that

effectively integrate Foundation ICT courses with student

teaching and learning. Courses like the Pil Fusion/Peer

Coaching that center on “Teaching with Technology” concepts

or its equivalent.

TECH Refers to the number of individuals (usually technical SupportStaff) who have taken courses on Network Management,

Basic Computer Troubleshooting and Repair, Network

Administration, etc.

MISC Refers to the number of individuals who have taken courses

in ICT that do not fit the descriptions above. They include

but are not confined to computer programming courses, web

design, or other specialized computer applications.

Comments

This part of the table refers to Professional Development comments and

suggestions based on category results.


6



TOTAL # DL FD ADMIN TEACH TECH MISC Comments

Administrators:

1.High School

Principal2.

Total:TEACHERS:

1. Mathematics2. THE3. English4. Filipino5. Makabayan

TLE Social Studies Values Education MAPEH

10.Total:Support Staff

1. Tech. Support Staff

Grand Total:

11. ICT Planning and Expenditures

11.1) Does your School’s yearly budget include expenditures in ICT? ___ Yes ___ No

If yes, how much budget do you spend per year on ICT improvements?

PhP ( ) or ( ) % of your school’s operating budget.

Does your School have a designated person with authority who takes charge of improvements

in ICT?

Does your School Improvement Plans include a strategy for improving, implementing,

evaluating, and reviewing the ICT components in your School?

CONGRATULATIONS AND THANK YOU FOR COMPLETING

THE ICT INFRASTRUCTURE SURVEY!

ALL SPECIFIC INFORMATION PERTAINING TO YOUR

DATA WILL BE KEPT CONFIDENTIAL BY THE POTENSYAL

EVALUATING TEAM!


6




Appendix 1-4Digital Literacy Teacher Assessment and Evaluation



DIGITAL LITERACY ASSESSMENT AND COURSE EVALUATION

Please photocopy these evaluation forms for each teacher completing the Digital Literacy Course.

Answer the following questions based from what you have learned in this curriculum. Write your

answers on the given answer sheet.

COMPUTER BASICS

1. What are the Operating Systems that you were able to use?

2. What are the different Software Applications that you are familiar with?

3. Give at least 5 examples of Input, Output, and Storage devices.

4. Give at least 5 websites that you frequently access.

5. What are the different ways to start a program in Windows XP?

THE INTERNET AND THE WORLD WIDE WEB

1. What type of internet connection do you have in your School? What is the available

bandwidth?

2. What are the different Search Engines that you were able to use to gather information from the

internet?

3. Given the following website, explain each of the elements of this web

address: http://www.microsoft.com/citizenship/giving/programs/up/digitalliteracy

4. What is your email address? Explain the elements in your own email address.

PRODUCTIVITY PROGRAMS

1. On what situations do you use a Word Processor, Spreadsheet, Presentation, and Database

Program?

2. Where do you apply the Format Painter Tool?3. Create a formula to compute for the equivalent grades of your students’ exams based on your

grading system.

4. Which key on the keyboard enables you to input numeric data easier and faster?

5. What are the different outputs that can be produced in using Presentation Programs?

COMPUTER SECURITY AND PRIVACY

1. How do you protect your files from being corrupted?

2. How would you describe a strong password?

3. What are the different options to update your Operating System?

DIGITAL LIFESTYLES

1. What digital media devices do you have?

2. What do you think is the purpose of the Speech Recognition technology?

COMMENTS/FEEDBACK

How would you assess the Digital Literacy Curriculum as a learning tool?

Appendix 1-4 : Digital Literacy Teacher Assessment and Evaluation

6



DIGITAL LITERACY ASSESSMENT

ANSWER SHEET(One Answer Sheet per Teacher)

Name

Address

Tel. No. Email

School

Division

COMPUTER BASICS

1. ____________________________________________________________________________

____________________________________________________________________________

2. ____________________________________________________________________________

____________________________________________________________________________

3. ____________________________________________________________________________

____________________________________________________________________________

4. ____________________________________________________________________________

____________________________________________________________________________

5. ____________________________________________________________________________

____________________________________________________________________________

THE INTERNET AND THE WORLD WIDE WEB

1. ____________________________________________________________________________ ____________________________________________________________________________

2. ____________________________________________________________________________

____________________________________________________________________________

3. ____________________________________________________________________________

____________________________________________________________________________

4. ____________________________________________________________________________

____________________________________________________________________________

PRODUCTIVITY PROGRAMS

1. ____________________________________________________________________________

____________________________________________________________________________

2. ____________________________________________________________________________

____________________________________________________________________________

3. ____________________________________________________________________________

____________________________________________________________________________

4. ____________________________________________________________________________

____________________________________________________________________________

5. ____________________________________________________________________________

____________________________________________________________________________


6



COMPUTER SECURITY AND PRIVAC Y

1. ____________________________________________________________________________

____________________________________________________________________________

2. ____________________________________________________________________________

____________________________________________________________________________

3. ____________________________________________________________________________

____________________________________________________________________________

DIGITAL LIFESTYLES

1. ____________________________________________________________________________

____________________________________________________________________________

2. ____________________________________________________________________________

____________________________________________________________________________ 3. ____________________________________________________________________________

____________________________________________________________________________

COMMENTS/FEEDBACK

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________ _______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________


6





I hereby declare that I have read and fully understood the rules of Potensyal: Building the21st Century School System Search. Thus, I have accepted the rules and agree to abide

thereby.














Date:

TIN #:



Name of Witness:


Date:

TIN #:

Residence Certifi

cate #:Date and Place of Issue:

7




Appendix 1-5Community Support



Appendix 1-5: Community Support

Community Support

(You may use this form to complete the Community Support documentation)

High School Principal

High School NameAddress

Division

Community Partner Type Description Year

1. Smart Telecommunications 1,2Gave 10 machines and Trained 20 People under the

SmartSchool Program.2005

2. Congressman Juan Santos 2 Gave 5 Masteral Scholarships to 5 Teachers. 2003

Community Partner

Name of the organization, entity, individual the organization initiated or had a

partnership with.

Types of Support

1 Infrastructure (refers to direct investments made to the physical improvement of the

school. Ex. Computer Lab, Building, Classrooms, Computers, etc.)

2 Capacity Building (refers to investments made to the human resources of the school.

Ex. Training, Scholarships, etc.)

3 Others (refers to other investments not directly related to either infrastructure or

Capacity Building.

Brief Description

Please provide a brief description with regard to the exact nature and support given by

the community partner.

Year

The year in which the partnership was initiated.

7



Community Support Summary

Community Partner Type Description Year

.

7

Appendix 1-5: Community Support



Appendix 1-6Planning Template for Schools




POTENSYAL

Proposal Format1

Prospective Program Partners are requested to

submit their proposals, in accordance with the agreements made with Microsoft Philippines, using the attached format.

The attachment requires prospective partners to provide

the information relevant to the proposed program or project. All

proposals should be supportive of the intent and objectives of the

PiL program.

Approved programs and projects will formally commence with the signing of

the _____________________________ and Program Plan of Action (PPOA)

between the prospective program partner, Microsoft Philippines, and its

designated Grant Administrator (PBSP or CLC).

1 Applies to programs and projects intended for Microsoft Philippines under its Partners in Learning Program

Appendix 1-6: Planning Template for Schools

7



Name of Organization

Project Title

Proposal

I. IDENTIFYING INFORMATION

Project Title:

Project Duration

Start-Up Date:

Completion Date:

Program Partner

Name of Institution:

Address/Contact Numbers:

Contact Person/Designation:

Number and Type of Beneficiaries: (e.g., 200 public high school teachers)

Total Project Cost:

Counterpart: (Cash and Cash value of In kind/Services)

Amount Requested from PiL:

II. RATIONALE

In this Section, the prospective partner should provide the rationale and justification of the

proposed project. The prospective partner should clearly and convincingly establish the

problems, needs, or opportunities it wants to respond through the proposed program or

project. It should also explain how the proposed program or project supports the objectives

and intent of the PiL Program.

III. PROGRAM/PROJECT DESCRIPTION

The prospective partner has to describe in detail the proposed program or project. What are

the components? How does it intend to operationalize the various components of the proposed

program or project? What are the implementation strategies which the prospective partner

intends to employ in carrying out the proposed program or project.

IV. PROGRAM/PROJECT OBJECTIVES

Multi-year programs/projects should explicitly state its terminal objectives, i.e., “What does

the project or program intend to achieve after two (2) or more years of implementation?”


7



Example: At the end of 3 years, the project should have achieved the following

objectives: (1) trained at least 600 public high school teachers on the

application of MOS in teaching English, Science, and Math; and (2) at least 6

public high schools were able to develop and implement ICT curriculum.

Then the proponent is expected to break down the objectives and targets annually.

The proposal should indicate what it wants to achieve at the end of each year.

All Objectives should indicate clear KEY RESULTS/OUTPUTS with corresponding targets –

both in terms of quality and quantity. All objectives should be SMART: Specific, Measurable,

Attainable, Realistic, and Time-Bound.

V. BENEFICIARY DESCRIPTION

This Section describes the target beneficiaries of the proposed program or project. This section

should be consistent with the information provided in Section II. Rationale and Justification.

This Section should provide the benchmark or baseline information that are needed to measure

the results and impact of the proposed program or project.

VI. PROPONENT DESCRIPTION

This Section allows the prospective partner to describe its organization, programs, expertise,

and capabilities that will help PiL better appreciate the institutional readiness to implement the

proposed program or project with Microsoft Philippines.

For transparency and accountability, this Section should also contain information on the

following:

- governance structure

- accounting and financial management system

This Section should also help PiL determine any institution building or organizational

development intervention that is necessary for the prospective partner to effectively carry out

the proposed program or project.


7



VII. WORK PLAN

Key Result

AreasObjectives Activities

Expected

OutputsTime Frame Budget Source

Person

Responsible

Refer to the programs or

services that

have been

identified by

the Division

Refer to

the two- to

three-year

objective(s).The

objectives

should be

specific,

measurable,

attainable,

realistic, and

time-bound

Refer to

detailedthings that

need to be

done to

achieve the

objectives

set

Refer to

what will be

achieved as

a result of

the activity

Refers to

when the

activity is

going to be

done

Refers to

how much

is needed

to run the

activity

Refers to

where will

the monies

be sourced

out

Refers to

the people

responsible

for the

activity

VIII. BUDGET

Budget Items Particulars Amount

TotalCounterpart PiL

The proposal should also indicate the schedule of fund releases based on the proposed annual

work plan.

Conditions and requirements for fund release shall be subject to discussion and agreement with

the prospective partner and PiL and shall be stated later in the Program Plan of Action.

IX. MONITORING AND EVALUATION

The prospective partner shall be required to submit mid-year and annual narrative and financialreports to the PiL. Program Completion Report shall be required at the end of the program or

project completion.

This will be for discussion with prospective partner upon submission of the proposal.

Agreements shall be stated later in the Program Plan of Action.


7




7




thereby.














Date:

TIN #:



Name of Witness:


Date:

TIN #:Residence Certificate #:




Appendix 2-1Division Tally Sheet for the 21st Century

School Leadership Course




(You may use this form to complete your tally)

Name of Division

Name of Division Superintendent


Name of Principal and School

21st Century

Leadership

Training (1 - Self

Trained or

2 - Instructor Led)

Completed

Output

Membership

Registration

1. Mr. Juan Santos

Juan Delos Santos High School √ √ √

2. Mrs. Maria Reyes

Reyes Elementary School √ √ √

Total: 2 2 2



21st Century

Leadership

Training (1 - Self

Trained or

2 - Instructor Led)

Completed

Output

Membership

Registration

Total:

Appendix 2-1: Division Tally Sheet for the 21st Century School Leadership Course

8




21st Century

Leadership

Training (1 - Self

Trained or 2 -

Instructor Led)

Completed OutputMembership

Registration

Total:

Appendix 2-1: Division Tally Sheet for the 21st Century School Leadership Course

8



Appendix 2-2Division Tally Sheet for ICT Adoption For Teachers





8

(You may use this form to complete your tally.)

Name of Division

Name of Division Superintendent


School and Teacher DL InnovateFusion/Peer

Coaching

Other PiL

Courses

Membership

RegistrationJuan Delos Santos High School: 1. Juan Reyes √ √ 2. Ms. Pinay Santos √Reyes Elementary School 1. Jojo Maderal √ √ 2. Jepoy Asunta √ √

Total: 2 2 1 2



Coaching

Other PiL

Courses

Membership

Registration




Coaching

Other PiL

Courses

Membership

Registration

Total:


8



Appendix 2-3Potensyal Division Leadership Team Information





8

Potensyal Division Leadership Team Information

(You may use this form to complete your Team information)

Name of Division

Address

Team Members

THE POTENSYAL DIVISION LEADERSHIP TEAM

Name Designation Contact Information

Landline No.: ________________________________

Cellphone No.: ______________________________

E-mail Address: ______________________________

Landline No.: ________________________________

Cellphone No.: ______________________________

E-mail Address: ______________________________

Landline No.: ________________________________

Cellphone No.: ______________________________

E-mail Address: ______________________________

Landline No.: ________________________________

Cellphone No.: ______________________________

E-mail Address: ______________________________

Landline No.: ________________________________

Cellphone No.: ______________________________

E-mail Address: ______________________________



Please provide a resume for each Potensyal Division Leadership Team Member.

The suggested format are as follows:

Name of Person Address and Contact Information

Division Designation Position In The Division

Listing of

Education Attained

Educational Attainment - Date

School Attained From

Other Academic Information

Listing of

Teaching and Work

Experience

Position

Name Of Institution That You Worked For

Brief Listing Of Duties In That Position

Other

Relevant

Experience

(List Relevant Experiences Here Related To Schools And

Divisions)

Additional

Experience(List Additional Experience Here)

Professional

Af filiations (List Af fi

liations, Memberships, Etc. Here)

Accomplishments (List Accomplishments Here)


8



Appendix 2-4ICT Infrastructure Survey For Divisions




This ICT Survey will help the Division and the Potensyal ICT Team in determining the needed

interventions that can be applied to improve the ICT programs within the Division.

It is very highly recommended that the assigned ICT Manager and/or Faculty/Staff assigned to

perform this Survey thoroughly and properly complete the Survey in as detailed a manner as

possible.

Remember, the more detailed and accurate the Survey is, the more it can help the School and

the Potensyal ICT Team plan for improvements within your School.

PLEASE ANSWER THE SURVEY AS COMPLETELY AND AS

HONESTLY AS POSSIBLE!!!

Section 1: Demographics

This Section provides necessary information on the number of potential users there are on agiven Division. Specific information on the number of Students, Teachers, Support Staff,

and Administrators will be asked.

When conducting the Survey, the ICT Manager should perform this portion of the Survey

in cooperation with the individual who knows the human resources population of the Division.

Section 2 - 6: Computer Facilities

These Sections involve an exact assessment of the computer facilities available within the

organization.

The ICT Manager should conduct this portion of the Survey.

Section 7 - 8: ICT Usage of Administrators and Support Staff

These Sections involve a summarized assessment on the ICT Usage of facilities of the

personnel within the Division and goes into specific details in analyzing the exact usage,

expertise, and frequency and average time of use.

For these Sections, the ICT Manager should perform the Survey by individually assessing all

the personnel by group and determining summarized data before filling out the forms in these

Sections.

It is highly suggested that the ICT Manager perform this portion of the Survey by completing

all the questions in these Sections by group before going to the next group.

Section 9: Professional Development

This Section determines the number of individuals within your organization that has received

training in ICT.

For this Section, the ICT Manager should consult with the Human Resources Manager and/or

Superintendent of the Division to determine the number of individuals who have received

training in ICT.

Appendix 2-4: ICT Infrastructure Survey For Divisions

9



Section 10: ICT Planning and Expenditure

This Section determines if ICT within the Division is actively and deliberately planned upon

and given importance.

ICT INFRASTRUCTURE SURVEY FOR DIVISIONS

This Information and Communication Technology (ICT) Infrastructure Survey is an assessment tool that

can be used by your planning team in developing a comprehensive strategic plan that will incorporate and/

or improve the ICT capability of your School. Furthermore, the assessment is prescriptive to the School

conducting it since it provides the group assessing the ICT Infrastructure with pertinent information

regarding the effective use of ICT in Schools.

It is recommended that the Division Superintendent assign the Division’s ICT Manager to perform this

Survey. The ICT Manager should go around the different of fices and conduct data gathering interviews

with each Section that he/she may not be fully aware of.

The ICT Infrastructure Survey is also a needed requirement for the Division and School Documentation

Category and can serve as requirement fulfillment for the ICT Infrastructure Survey should the Division

be chosen as a finalist in the Potensyal: 21st Century School System search.

Please use this form to complete all the Sections as completely and accurately as possible.

1. Demographic Information:

This Section of the Survey covers the demographic data of the School being surveyed.

Pleasefi

ll out the necessary forms as accurately as possible.

1. Name of Division2. Address3. Division Superintendent

Personnel Performing this Survey

Please indicate in this Section the individual primarily responsible for accomplishing this survey

and other individuals who assisted in the Survey.

Name of Personnel Position in the Division Contact Number 1.2.3.4.5.

Number of Administrators and Support Staff

This Section groups all the individuals in your Division in terms of position.

Administrators refer to Of fice Heads, Supervisors, and those holding authority in a particular


9




9

of fice. Support Staff are individuals who are under department heads and/or are charged with

assisting individuals perform their department functions.

Position Number AdministratorsSupport Staff

Total:

2. Computers and Peripherals

This Section determines the number of working computers and peripherals found in your

Division, the specifications of these computers, and where they are located.

Please do not include in the count the computers and peripherals that are permanently broken.

2.1) How many working computers does your Division have? (It is suggested that the

Division’s ICT Equipment Manager perform this portion of the Survey.)

Batch Number of

Computers



* If the computer is a laptop, tablet pc, or a specialized computer, please indicate under the

specifications category.


Batch Number of

Computers



1 5Pentium 4, 3.0 Ghz, 512 Ram, 40 gig. HD, Nvidia 5200 w/ 64mb Video Ram, Windows XP

Professional

2 1 Pentium 4. 4.0 Ghz, 1mb Ram, 1 - 200 gig HD, 1 - 80 gig HD, Nvidia 7200 w/ 128mb Ram,Windows 2003 Enterprise Server 3 30 Pentium 2 Celeron, 500 mhz, 128mb, 20gig HD, Nvidia Pro+ w/ 16mb ram, Windows 98

Total 36

2.2) Of the total computers you have recorded in 2.1, where are they located? (It is suggested

that the Division’s ICT Equipment Manager perform this portion of the survey.)

Locations

This table determines the location of computers within the division. (Ex. Superintendent’s

Of fice, Human Resources Of fice, Guidance Of fice, Record’s Of fice, Training Lab, etc.)



Number of Computers

This table determines the number of computers found on the location specified.

Example of a completely filled entry :

Location Number of

Computers1. Superintendent’s Of fice 12. Human Resources Of fice 13. Division Training Laboratory 20Total: 22



Computers

Comments

Total:

2.3) What peripherals do you have and where are they located in the Division? (It is suggested

that the Division’s ICT Equipment Manager perform this portion of the Survey.)

Peripherals are electronic devices that you can attach to computers for added functionality.

Some examples are Printers, Scanners, Video Cameras, (sound card w/) speakers, etc.

Also, please indicate if the computer peripherals are portable or are usually moved from

one location to another.

Example of a completely filled form:


HP 2100 Laser Jet Printer 2 Superintendent’s Of fice, HRM Of ficeHP Scanner 3000 1 Computer LaboratoryToshiba MX 2100 LCD Projector 1 MoveableGeneric Computer Speakers 30 *All Machines*Epson Dot Matrix Printer 5 1 per Administrative Of fice


9





3. Software Applications Used

This portion of the assessment covers the typical software applications and/or operating system

applications installed and used by the Administrators and Support Staff of the Division? (It is

suggested that the School’s ICT Equipment Manager perform this portion of the Survey.)

3.1) What applications are commonly installed and used on machines used by the

Administrators? Please be specific. ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

3.2) What applications are commonly installed and used on machines used by the Support

Staff? Please be specific. ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

4. Networking Environment

This portion of the Survey discusses the scope of network connectivity of your Division’s ICT

infrastructure. (It is suggested that the Division’s ICT Equipment Manager perform this portion

of the Survey.)

4.1) Are the computers in your Division networked? ___ Yes ___ No

Is the entire Division networked? ___ Yes ___ No

5. Internet Connectivity

This portion of the Survey discusses the internet connectivity within your division system. (It is

suggested that the Division’s ICT Equipment Manager perform this portion of the Survey.)

5.1) Does your division have internet connectivity? ___ Yes ___ No


9



5.2) What type of internet connection does your Division primarily use (Dial-Up Modem,

DSL, ADSL, or Others) and what is its fastest connection rate (56kbps, 128 kbps, 12

Mbps, etc.)?

Connection Type: _______________________________ Connection Speed: _____

5.3) Who can use the internet connection in your School? Please check all the groups that can

access the internet connection in your School.

_____ Administrators ____ Support Staff

5.4) How can the internet connection in your School be accessed? Please check the school

areas that the internet connection can be accessed from.

By all the computers in the Division: ___ Yes ___ No

(If yes, move to Item 5.7 of this Section)

Please indicate the of fices that can access the internet: __________________________

5.6) Does your Division have a website? ___ Yes ___ No

What is your division’s website? ___________________________________________

5.7) Does your Division have a primary email account? ___ Yes ___ No

What is the primary email account of your Division? ___________________________

How often is the Division’s primary email account used?

____ Regularly ____ Often ____ Sometimes ____ Rarely ____ Never

6. Technical Support

This portion of the Survey discusses the technical support sources within the Division as well the

support capabilities of the Division in maintaining its ICT Infrastructure. (It is suggested that the

Division’s ICT Equipment Manager perform this portion of the Survey.)

6.1) What are the main sources of ICT Technical Support currently used in your Division?

Division’s own ICT Support Staff: _____

Computer Supplier of School: _____ Others: _____

Does your Division find that their current technical support system can deal with most

technical problems encountered? ____ Yes ____ No

Does the Division require more support in terms of professional development of in-

house staff or more technical support from outside sources?

___ More professional development __ More Technical Support from outside sources


9



7. General ICT Use in the Division

This portion of the Survey determines the general adoption and use of ICT in the Division. It

is suggested that the Division’s ICT Equipment Manager perform this portion of the Survey by

going through each of fice and individually asking Administrators and the Support Staff of their

computer usage information.

Total Number of Individuals per Group*

This part of the table refers to the total number of individuals in specific positions and

the total number of Students currently in the School (School Year 2005-2006). Please

use the information gathered in Section 1 of this Survey to complete this data.

Frequency of Use

This is the averaged frequency of a given group’s computer usage. The School’s ICTEquipment Manager should visit each group and determine the group’s frequency in

using computers during the course of their work.

0 - Never - The group never has any opportunity or use for

computers.

1 - Seldom - The group rarely or seldom has any opportunity to use

computers.

2 - Often - The group requires the computer to be used often

specially during special occasions. 3 - Regularly - The group requires the computer to be used ever day.

Time Spent on Computers per Week

This is the averaged actual time spent of specific groups on computer on a given week.

0 - No Computer Time

1 - 1 - 2 hours per week






9




Position / Of fice

# ofPeople

per

Group


0 1 2 3 0 1 2 3 4 5

Administrators:

Support Staff:

Example of a form properly filled out and their explanations:

* Please take note that the total number of individuals per group matches the total numbers

provided in the frequency of use and the time spent on computers per week category.

Position / Of fice

# of

People

per

Group


0 1 2 3 0 1 2 3 4 5

Administrators:

1Division

Superintendent1 1 - - - 1 - - - - -

2 English Supervisor 1 - 1 - - - - 1 - - -3 ICT Manager 1 - - - 1 - - - - 1 -

4Human Resources

Manager 1 - - 1 - - - - 1 - -

5 Division Doctor 1 1 - - - 1 - - - - -

Support Staff:1 Secretaries 4 - - 2 2 - - - 2 2 -2 Clerks 5 - - 5 - - - 1 2 2 -3 Nurse 1 1 - - - 1 - - - - -4 Janitors 5 5 - - - 5 - - - - -


9



This means:

- The Division Superintendent does not use computers.

- The English Supervisor seldom uses the computer and spends 3-4 hours a

week on it.

- Of the 4 secretaries, 2 often use it and 2 regularly use it; 2 spend 5-8 hours and

2 spend 9-12 hours on the computer.

8. ICT in Work and Work Procedures

8.1) This Section refers to the software, software expertise, and the level of ICT use the

Administrators and Support Staff have in the Division. In addition, this Section also

handles the information management system of these individuals.

* Refers to individual Administrators and Support Staff who use (or should be using)

ICT in the process of their work. Please refer to Section 7 of this Survey for the

specific number of Administrators and Support Staff.

Software Used

This part of the table discusses the commonly used software of the Administrators and

Support Staff of the division.

Please write down the specific software application commonly used by the Administrators

and Support Staff at the corresponding column.

Software Expertise

This part of the table discusses their general skill on the application(s) that they are

using.

0 - No expertise


1 - Basic Knowledge



Knows how to use the application’s Basic Functions as well as some

data processing functions

3 - Expert


4 - Master

Can teach others with regard to application’s Uses, Functions, and

Features


9



ICT Level of Use at Work

0 - No Use of ICT

1 - Basic Use

As a presentation and/or documentation device only.

2 - Integrated


the individual can use ICT to solve complex work related problems,

process work related information, and use them to create solutions.

Administrators and the Support Staff can readily integrate ICT into

how they work to make it more effective and ef ficient.

3 - Developed

ICT access is extended beyond the of fice. Individuals actively use ICT

to identify and solve authentic and challenging real-life work

situations.

Please fill out this form completely:

# of

Admin /

Support

Staff per

Group

Software


ICT Level of Use

in Of fice and Work

Related Activities

Administrator and

Administrator Groups:

SE

0

SE

1

SE

2

SE

3

SE

40 1 2 3

1.

2.

3.4.

Support Staff by Group:


9




# of

Admin /

Support

Staff per

Group

Software


ICT LEVEL OF USE in


Activities

Administrator and

Administrator Groups:

SE

0

SE

1

SE

2

SE

3

SE

40 1 2 3

1. Division Superintendent 1 None 1 - - - - 1 - - -2. Personnel Of ficer 1 Word - 1 - - - - 1 - -3. Registrar 1 MS Of fice - - 1 - - 1 - -

Support Staff by Group: Clerk 5 Word 0 5 - - - 0 5 - - Janitor 5 None 5 - - - - 5 - - -Secretaries 5 MS Of fice 1 4 - - - 1 4 - -

This means:

- The Division Superintendent does not use any software.

- The Registrar uses MS of fice with some moderate knowledge and uses it for

encoding and printing of documents. Of the 5 secretaries, 1 does not use the

computer, 4 uses MS Of fice with some basic knowledge for printing and

encoding documents.

8.2) Information Management for Administrators and Support Staff


1 - Documents are typewritten (using a typewriter) and stored in a filingcabinet.

2 - Documents are saved on a portable storage device such as a disk or a

USB drive.

3 - Documents are saved on a computer in the computer laboratory.

4 - Documents are saved on a computer in the of fice.

5 - Documents are saved on a computer often used by the individual AND

on another networked machine (for networked schools only).

Opinion

This table lists the group’s opinion on the impact of ICT use in the workplace.

1 - ICT greatly facilitates work in the of fice.

2 - ICT facilitates work in the of fice.

3 - Unsure. I do not know.

4 - ICT does not facilitate work in the of fice.


10




101


# of

People

per

Group



1 2 3 4 5 1 2 3 4

Administrators1.2.3.4.5.

Support Staff

_______________

Total:

An example of a properly filled out form for this Item:

# of

people

per group



1 2 3 4 5 1 2 3 4Administrators

1. High School Principal 1 1 - - - - 1 - - -2. Registrar 1 - - - 1 - 1 - - -

Support Staff Secretaries 5 1 1 - 3 - 3 2 - -

________________ Total:

This means:

- The Division Superintendent does not save information on computers but

believes that ICT will greatly facilitate work procedures in the of fice.

- The Registrar saves his/her documents in the computer at the of fice and

greatly believes that ICT will greatly facilitate work procedures in the of fice.

- Of the 5 secretaries, 1 does not save documents on the computer, 1 saves on a

disk, and 3 save their documents on the of fice computer; 3 greatly believe in

ICT in facilitating work procedures, and 2 believe in ICT facilitating work.

9. Professional Development

9.1) Current status on ICT Training/Professional Development in the division:

This table contains quantitative data on the number of ICT related trainings the division has

received for all of its members mapped according to their specific work along with their



assessment on their confidence levels as well as comments (if any) regarding professional

development per each group.

Total #

This part of the table refers to the number of individuals within the category.

Training Categories

DL Refers to the number of individuals who have taken a

computer fundamentals class or a Digital Literacy (DL) or its

equivalent.

FD Refers to the number of individuals who have taken a

Foundation ICT Course. Foundation ICT Courses are practical

courses that instruct individuals on basic computer usage suchas word processing, electronic spreadsheets, presentations,

internet basics, etc. An example of a foundation course would

be the MS PiL Innovate Courses, MS Of fice Courses, or its

equivalent.

ADMIN Refers to the number of Administrators who have taken

advanced courses on specific applications that they use to

improve their productivity in performing their administrative

tasks involving ICT. Examples would be courses on ICT for

School Administrators, Advanced MS Of fice, or the like.

TEACH Refers to the number of Teachers who have taken courses thateffectively integrate Foundation ICT Courses with student

teaching and learning. Courses like the PiL Fusion/Peer

Coaching that center on “Teaching with Technology” concepts

or its equivalent.

TECH Refers to the number of individuals (usually Technical

Support Staff) who have taken courses on Network

Management, Basic Computer Troubleshooting and Repair,

Network Administration, etc.

MISC Refers to the number of individuals who have taken coursesin ICT that do not fit the descriptions above. They include

but are not confined to computer programming courses, web

design, or other specialized computer applications.

Comments

This part of the table refers to Professional Development comments and suggestions

based on category results.


10




10


DL FD ADMIN TEACH TECH MISC Comments

Administrators

1.Division

Superintendent

2.

Total:

Support Staff

1.Tech. Support

Staff

Grand Total:

10. ICT Planning and Expenditures

10.1) Does your Division’s yearly budget include expenditures in ICT? ___ Yes ___ No

If yes, how much budget do you spend per year on ICT improvements?

PhP ( ) or ( ) % of your Division’s operating budget.

Does your Division have a designated person with authority who takes charge of improvements in ICT?

Does your Division Improvement Plans include a strategy for improving, implementing, evaluating and

reviewing the ICT components in your School?

CONGRATULATIONS AND THANK YOU FOR COMPLETING

THE ICT INFRASTRUCTURE SURVEY!

ALL SPECIFIC INFORMATION PERTAINING TO YOUR

DATA WILL BE KEPT CONFIDENTIAL BY THE POTENSYAL

EVALUATING TEAM!



Appendix 2-5Planning Template for Divisions




(This is a sample format only)

POTENSYAL

Proposal Format1

Prospective Program Partners are requested to

submit their proposals, in accordance with the agreements

made with Microsoft Philippines, using the attached format.

The attachment requires prospective partners to providethe information relevant to the proposed program or project. All

proposals should be supportive of the intent and objectives of the

PiL program.

Approved programs and projects will formally commence with the signing of

the _____________________________ and Program Plan of Action (PPOA)

between the prospective program partner, Microsoft Philippines, and its

designated Grant Administrator (PBSP or CLC).

1 Applies to programs & projects intended for Microsoft Philippines under its Partners In Learning Program

Appendix 2-5: Planning Template for Divisions

1



Name of Organization

Project Title

Proposal

I. IDENTIFYING INFORMATION

Project Title:

Project Duration

Start-Up Date:

Completion Date:

Program Partner

Name of Institution:

Address/Contact Numbers:

Contact Person/Designation:

Number and Type of Beneficiaries: (e.g., 200 public high school teachers)

Total Project Cost:

Counterpart: (Cash and Cash value of In kind/Services)

Amount Requested from PiL:

II. RATIONALE

In this Section, the prospective partner should provide the rationale and justification of the

proposed project. The prospective partner should clearly and convincingly establish the

problems, needs, or opportunities it wants to respond through the proposed program or

project. It should also explain how the proposed program or project supports the objectives

and intent of the PiL Program.

III. PROGRAM/PROJECT DESCRIPTION

The prospective partner has to describe in detail the proposed program or project. What are

the components? How does it intend to operationalize the various components of the proposed

program or project? What are the implementation strategies which the prospective partner

intends to employ in carrying out the proposed program or project.

IV. PROGRAM/PROJECT OBJECTIVES

Multi-year programs/projects should explicitly state its terminal objectives, i.e., “What does

the project or program intends to achieve after two (2) or more years of implementation?”

Example: At the end of 3 years, the project should have achieved the following

objectives: (1) trained at least 600 public high school teachers on the

application of MOS in teaching English, Science, and Math; and (2) at least 6

public high schools were able to develop and implement ICT curriculum.


10



Then the proponent is expected to break down the objectives and targets annually.

The proposal should indicate what it wants to achieve at the end of each year.

All Objectives should indicate clear KEY RESULTS/OUTPUTS with corresponding targets –

both in terms of quality and quantity. All objectives should be SMART: Specific, Measurable,Attainable, Realistic, and Time-Bound.

V. BENEFICIARY DESCRIPTION

This Section describes the target beneficiaries of the proposed program or project. This section

should be consistent with the information provided in Section II. Rationale and Justification.

This Section should provide the benchmark or baseline information that are needed to measure

the results and impact of the proposed program or project.

VI. PROPONENT DESCRIPTION

This Section allows the prospective partner to describe its organization, programs, expertise,

and capabilities that will help PiL better appreciate the institutional readiness to implement the

proposed program or project with Microsoft Philippines.

For transparency and accountability, this Section should also contain information on the

following:

- governance structure

- accounting and financial management system

This Section should also help PiL determine any institution building or organizational

development intervention that is necessary for the prospective partner to effectively carry out

the proposed program or project.

VII. WORK PLAN

Key Result

AreasObjectives Activities

Expected

OutputsTime Frame Budget Source

Person

Responsible

Refer to the

programs or

services thathave been

identified by

the Division

Refer to

the two- to

three-year

objective(s).

The

objectivesshould be

specific,

measurable,

attainable,

realistic, and

time-bound

Refer to

detailed

things that

need to bedone to

achieve the

objectives

set

Refer to

what will be

achieved asa result of

the activity

Refers to

when the

activity isgoing to be

done

Refers to

how much

is neededto run the

activity

Refers to

where will

the monies be sourced

out

Refers to

the people

responsiblefor the

activity


1



VIII. BUDGET

Budget Items Particulars Amount

TotalCounterpart PiL

The proposal should also indicate the schedule of fund releases based on the proposed annual work plan.

Conditions and requirements for fund release shall be subject to discussion and agreement with the

prospective partner and PiL and shall be stated later in the Program Plan of Action.

IX. MONITORING AND EVALUATION

The prospective partner shall be required to submit mid-year and annual narrative and financial

reports to the PiL. Program Completion Report shall be required at the end of the program or project

completion.

This will be for discussion with prospective partner upon submission of the proposal. Agreements shall

be stated later in the Program Plan of Action.


1




1




thereby.














Date:

TIN #:



Name of Witness:


Date:

TIN #:





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