Individual Plan for Professional Development (PPD) deped - [PDF Document] (2023)

January 2009

INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD) GUIDE

I Meaning and Purpose of IPPD What is Professional Development?

Professional development is the process of improving competencies and work performance through the provision of a wide range of opportunities for personal and professional growth in knowledge, skills and attitudes. In the education setting, it is a personal and professional growth process that necessarily integrates the goals of the individual professional with the goals of the school, division and region for better student outcomes. It is based on the nationally accepted standards for competencies specific to the profession.

Professional Development activities range from independent study such as on-line learning, individual action research, personal or structured professional reading; to supported learning such as school visits, peer review or peer observation with a colleague, mentoring and coaching; to collective action such as getting involved in a professional organization, conducting group research, or engaging in group studies, e.g. Learning Action Cell ( LAC) sessions; and to formal programs such as on- site, face to face training, cluster level/school level learning communities, distance or on-line course study, and continuing formal education (e.g. graduate program).

Professional Development in the education system is most successful in an environment which promotes the goals of a school-based management with a strong leadership and support system. It is most likely to succeed when it is embedded in the vision, strategic plan and organizational structure of the school, division and region. Moreover, it must be guided by a purposeful and systematic planning through an INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD).

What is an Individual Professional Development Plan (IPPD)?

An IPPD is a tool that serves as a guide for the professionals continuous learning and development. The IPPD is structured such that every professional regularly and individually prepares, implements, monitors and updates the plan. It is based on the identified development needs revealed by the Training and Development Needs Assessment (TDNA) appropriate for the specific profession and is consistent with the priority development goals of the school, division and region.

What is the purpose of accomplishing an IPPD?

The IPPD is accomplished by the professionals, e.g. School Heads and Teachers, to enable them chart their goals and plan learning activities that enhance their competencies in order for them to work better for the improvement of their school and learners performance. Developing a structured IPPD allows them to practice individual accountability for professional growth and shared responsibility for the entire organizations development.

Guiding Principles

In the process of developing an IPPD, certain considerations may serve as guiding principles:

1. The IPPD must be based on:

the mandated functions and competency standards for the profession

results of training needs assessment

priority development goals of the school, division and region

2. The IPPD goal focuses on improvement of school effectiveness and learning outcomes.3. The IPPD must adhere to the following SMART standards:

Specific and focused on learners and school priorities

Measurable progress and accomplishments through a monitoring and evaluation scheme

Attainable and results-oriented

Relevant strategies appropriately connected to goals and objectives

Time-bound within targets but flexible to afford revisions and updates

4. Development strategies adhere to the andragogical (adult learning) approach and methodology identified to be effective in the attainment of the IPPD goal and objectives.

5. The IPPD process is job-embedded, i.e. inherent to the practice of the profession, and a continuing course of action.

Roles/ Responsi-bilities and Process flow

The IPPD cycle takes off from the completion of the Training and Development Needs Assessment (TDNA) process. The Division T&D Unit specifically the TDNA Working group (TDNAWG) manages the implementation of the IPPD in all schools in the Division. The Division TDNAWG and district supervisors/education supervisors are tasked to orient the School Heads in the development of their IPPD, who will in turn orient their teachers in completing their own. It is the responsibility of the individual Teacher and School Head to follow the instructions in completing the IPPD. There are specific steps in accomplishing the document and are explained in the accompanying IPPD Forms. Generally, the professional sets her/his goal, objectives and identifies the professional activities to be undertaken. The target dates for accomplishing the objectives, the strategies to be used, including possible resources and success indicators are projected in the plan. Since this is a personal professional plan, it is the individuals basic responsibility to monitor his/her IPPD and to make the necessary changes or initiate the review of the plan in consultation with the immediate head. A Self-monitoring check is provided in the IPPD Form and it is recommended to be completed midyear and at the end of the calendar year.

The immediate head contributes to the development of the IPPD by providing inputs prior to the finalization of the plan. He/She reviews the a plan to check for alignment of the objectives to the priority improvement areas indicated in the SIP/AIP. He/She gives technical assistance during the progress of the IPPD implementation by providing and suggesting professional development opportunities. Assistance is also given in reviewing the progress achieved at acceptable intervals and at the end of the IPPD cycle.

The School NCBTS Coordinator is tasked to develop a summary of the teachers accomplishments and their implications to the schools priority improvement areas as indicated in the AIP. The Division TDNAWG and Supervisors have the responsibility of monitoring and evaluating the implementation of the IPPD for School Heads and Teachers. M&E tools are provided for this purpose.

The general process flow for the development of IPPD for School Heads and for Teachers can be seen below.

IPPD Process Flow

TDNAWG

Start-up MeetingUpon the issuance of a memorandum from the SDS, the Division TDNAWG Chair and members hold a Start-up Meeting with the Supervisors in preparation for the Orientation and Completion of IPPD for School Heads and Teachers. The meeting basically focuses on the following:

1. Walkthrough or study the IPPD Guide and the accompanying Tools:

-Form A for Teachers

-Form B for School Heads

2. Clarify the process flow of the IPPD implementation

3. Study the supervisors roles and responsibilities in the implementation, monitoring and evaluation scheme and accompanying tools as an integral component of the IPPD

4. Develop a plan for the field administration of the IPPD. This should consider:

-Schedule for the cluster/district implementation for School Heads and the succeeding school-based implementation for teachers

- Coordinating the monitoring and evaluating the process

- Reproducing the materials for field use

- Administrative tasks associated with the conduct of the IPPD e.g. writing of memos

- Include in the memorandum the documents the participants should bring to the activity: AIP, TDNA individual results, class achievement, etc.5. Summarize the highlights of the days orientation.

Review the agreements that have been made for the administration of the IPPD.

Ensure TDNAWG members and supervisors understand their roles and

responsibilities.

Orientation and Accomplish-ment of IPPD

A. Prior to the actual orientation and completion of the IPPD, it is advisable for the TDNAWG and the Supervisors who are in-charge of the specific cluster or district to conduct a preliminary meeting with the groups of school heads and teachers, who will be asked to accomplish the IPPD. The purpose of the preliminary meeting is to make sure that the important documents needed in the IPPD completion such as the results of NCBTS-TSNA, TDNA for SHs, are made available to the groups for better understanding of the information contained in the documents, e.g. own competency strengths and needs. The meeting could also be an opportunity for the groups to discuss the AIP priority needs for staff development and their school development goals.

B. The IPPD session is conducted first to the group of school heads. This is an orientation on the completion and implementation of IPPD for School Heads. The conduct of the orientation may be guided by the steps outlined below. The same steps are followed in the IPPD orientation for teachers conducted subsequently by the School Heads with the support of the ES/PSDS. It is important to start on time and to observe effective time management as suggested below. The full session is 3 hours exclusive of preliminary activities such as opening program, if any.

Session Guide for the Conduct of the IPPD Orientation (3 hrs)

Warm-up

10 min.

1. Conduct a brief introductory activity that provides an opportunity for participants to greet one another and feel comfortable working together.

Objectives of the session

10 min.

2. Present the objectives of the session. Mention that at the end of the session, the participants will:

be able to explain the meaning of professional development and identify a range of activities to address learning needs

be able