Republic of the Philippines

Department of Education

STA RITA ELEMENTARY SCHOOL

PINAMALAYAN WEST DISTRICT
PINAMALAYAN, ORIENTAL MINDORO

SCHOOL PLAN FOR PROFESSIONAL DEVELOPMENT

(SPPD) of the
STA RITA ELEMENTARY SCHOOL
Pinamalayan West District
Annual Development Plan For School Year: 2015-2016
Region/Division: Region IV, Division of Oriental Mindoro
Date SPPD is accomplished:
1. The Context
a. National Thrust and School Development Goals for Human Resource Development

We dream of Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and contribute
meaningfully to building the nation. As a learner-centered public institution,
the Department of Education continuously improves itself to better serve its
stakeholders.

To protect and promote the right of every Filipino to quality, equitable, culturebased, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment
Teachers facilitate learning and constantly nurture every learner;
Administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happen; and
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners

The adoption of the Kto 12 curriculum is in response to the need to improve the
competitiveness of our countrys graduates as the ten-year basic education cycle is seen
as inadequate for work and higher education. ______________________________
_________________________

b.Data Analysis of Student Learning Needs

The NAT Result of Sta Rita Elementary School for school year 2013-2014 as shown in the
table below signifies higher than the 75% proficiency level as targeted by the Department of
Education.
English
79.59
Filipino
75.64
Math
90.45
Science
79.5
Hekasi
83.14
MPS
81.66
95
90
85
80
75
70
65
English

Filipino

Math

Science

Hekasi

MPS

a.Data Analysis of target clienteles professional development strengths and needs

Below are the tables illustrating the strengths and professional development needs of the
teachers based on the schools consolidated NCBTS-TNA and IPPD results:
SUMMARY RESULTS OF SCHOOL NCBTS
TNA

Overall Result
H
Av
Pct.
PS
e.

No. Of Teachers
51
76
%%50 75
85
>8
%
%
%
5%
LE FE
SE
HE

Sco
re
Domain
1

S1
.1
S1
.2
D
1

Domain
2

S2
.1
S2
.2
S2
.3
S2
.4
S2
.5
D
2

Domain
3
Domain
4

S3
.1
D
3
S4
.1
S4
.2
S4
.3

S4
.4
S4
.5
S4
.6
D
4
Domain
5

S5
.1
S5
.2
S5
.3
S5
.4

No. Of Respondents
Teacher actions demonstrate
value for learning
Demonstrates that learning is
of different kinds and from
different sources
Social Regard For Learning
Creates an environment that
promotes fairness
Makes the classroom
environment safe and
conducive to learning
Communicates higher
learning expectations to
each learner
Establishes and maintains
consistent standards of
learners' behavior
Creates a healthy psychological
climate for learning
Learning Environment
Determines, understands
and accepts the learners'
diverse background
knowledge
Diversity Of Learners
Demonstrates mastery of the
subject
Communicates clear learning
goals for the lessons that are
appropriate for learners
Make good use of allotted
instructional time
Selects teaching methods,
learning activities and the
instructional materials or
resources appropriate to the
learners
Recognizes general learning
processes as well as unique
processes of individual learners
Promotes purposive study
Curriculum
Develops and utilizes creative
and appropriate instructional
plan
Develops and uses a variety
of appropriate assessment
strategies to monitor and
evaluate learning
Monitors regularly and provides
feedback on learners'
understanding of content
Communicates promptly and
clearly to learners, parents and
superiors about progress of
learners

D
5
Domain
6

S6
.1
D
6

Domain
7

S7
.1
S7
.2

ICT

S7
.3
D
7
IC
T

Planning, Assessing &

Reporting
Establishes learning
environment that respond to
the aspiration of the community
Community Linkages
Takes pride in the nobility of
teachers as a profession
Builds professional links with
colleagues to enrich teaching
practice
Reflects on the extent of the
attainment of professional
development goals
Personal Growth &
Professional Devt
ICT

IPPD Consolidation
Results

Strand

s11
s12
s21
s22
s23
s24
s25
s31
s41
s42
s43
s44
s45
s46
s47 ict
s51
s52
s53
s54
s61
s71
s72

No. of Teachers Considering the Strand as a

Priority
Objective
Objective Objective
1
2
3
Total
0
0
4
4
2
2
0
0
6
6
0
0
5
5
2
2
0
0
2
2
0
0
1
1
2
2
2
2
4
4
0
0
1
1
1
1
2
2
1
1
0
0
1
1

s73

2.Overall Professional Development Goal for the Region/ Division

In support of the discharge of KRT 2 of the BESRA and as one of the strategic interventions
of the school in successfully carrying out its mission of providing quality holistic education to
its clientele though committed and competent staff, it is the goal of this SPPD to chart the
professional enhancement opportunities for teachers in the areas of teaching diverse kinds
of learners and assessment of learning, specifically:
a. All teachers in the domains of diversity of learners and assessment;
b. English teachers in delivering accurate and updated content knowledge and using
appropriate methodologies, approaches, and strategies ;
c. Mathematics teachers in providing feedback on learners understanding of content;
and
d. Science, MAPEH, and Social Science teacher in competencies in selecting methods,
learning activities and instructional materials or resources appropriate to learners
3.Specific Objectives for each target clientele
Client
Group
1. All
teachers

Priority
Learning
Needs
Teacher
competencies
in:
a) Diversity of
Learners

b) Assessment

2.English
teachers

Specific
Competencies

Develop
competencies
in determining,
understanding
and accepting
the learners
diverse
background
knowledge

Develop
competencies
in developing
and using a
variety of
appropriate
assessment
strategies to
monitor and
evaluate
learning

Objectives

Develop and
further enhance :
- knowledge of
Multiple
Intelligences
Theory and
Learning Styles
Models
- skills in
administering and
interpreting
results of tools
used in
determining MI
and Learning
Styles
-appreciation of
individual
differences of
students
Develop and
further enhance:
-knowledge of
different
assessment tools
and procedures
-skills in
developing
assessment tools
and interpreting,
and using
assessment
results
-appreciation of
the various types
of assessment

Target
Group

No. of
paxs

All
teachers
in the
school
whose
T&D
priority is
on
diversity
of learners

13
pax

All
teachers
in the
school
whose
T&D
priority is
on
assessme
nt

13
pax

tools and
procedures
Develop
competencies
in Curriculum
3.Scienc
e, MAPEH
and
Social
Science
teachers
Develop
competencies
in Curriculum

Develop
competencies
in delivering
accurate and
updated
content
knowledge and
using
appropriate
methodologies,
approaches,
and strategies
Develop
competencies
in selecting
teaching
methods,
learning
activities and
instructional
materials or
resources
appropriate to
the learners
and aligned to
the objectives
of the lesson

5. Math
teachers

Develop
competencies
in Planning,
Assessing, and
Reporting

Develop
competencies
in providing
feedback on
learners
understanding
of content

Develop and
further enhance :
-knowledge of
new content,
strategies, and
trends in the
subject taught
-skills in applying
updated content
and appropriate
strategies in
teaching
-commitment to
deliver accurate
and updated
content
knowledge and
using appropriate
teaching
strategies
Develop and
further enhance:
-knowledge of
learning
competencies in
the learning area
-skills in
translating
learning
competencies to
instructional
objectives
-reflective attitude
in translating
learning
competencies to
instructional
objectives
Develop and
further enhance :
-knowledge on the
principles of
giving and
receiving
feedback on
learners progress
-skills in using
strategies for
giving
feedback/reportin
g progress of
individual learner
-positive attitude
towards providing
timely and
accurate feedback

4. Program Content/ Process, PD activities per Target Groups

English
teachers

2 pax

Science,
MAPEH,
and Social
Science
teachers

8 pax

Math
teachers

2pax

Program
Target
Group
Estimate
A: All teachers
Source
in the school
Addition
R. M
Program
Objective 1:dEnhance
Referenc
Cost
KSAs
of in determining,
al Funds
understanding,
source and
Schedule
accepting the learners background
e
available knowledge
Required
funds
End of Program Output(s):
Enhanced KSAs on MI Theory and Learning
Styles Models ; Skills on administering and interpreting results of tools
All
used in identifying MI and Learning Styles of students; Developed Tools
Teachers
in obtaining information
on different
learning BBB
needs of students
Program
5,200
5,200
December
1a
Foundatio 2008-March
Expected Final Outcome/Success Indicator
n in terms 2009
of
demonstrated
change
in KSAs: Improved teaching andSY
learning
Program
20,800
20,800
2009-2010
practice for diverse kinds
of learners applying the MI theory and Learning
1b
from
Styles Models in own class
teaching-learning activities.
MOOE
Program
39,500
20,000
19,500
LSB-SEF
April 2009
Program Title General
Delivery
Target
1c
fromContent
Mode
Time
MOOE
Frame2009
Program
72,800
72,800
PSBApril-May
Program1a:
Basic Concepts on MI
One-Semester
December
1d
SEF/CDF
Teachers
LAC

Program
5,200and Learning Styles,
5,200
BBB
June2008
2009Sharing of
Tools in Identifying MI
Sessions(e.g.
March
2009
2a
Foundatio October
2009
Surfed/Referen and Learning Styles,
Round
Table
n
ce Materials 20,800
on Applying
MI Theory and Discussion,
Program
20,800
SY 2009-2010
MI and
Learning
2b
fromStyles in Own Demonstration
Learning Styles Teaching-Learning
Teaching,
MOOE
Process
Program
111,300
60,000
51,300 Critiquing,
PSB-SEF FilmOctober 2009
Viewing)
2c
from
(at least 1-hour
MOOE
Program
72,800
72,800 every
PSB-month) June 2009Program
1b:
MI
and
Learning
Division-Led
April-May
2d
SEF/CDF
October
2010
SeminarStyles(Theory/Concept,
Training
2009
English Teachers
Workshop
Program on1,200Tools, Administration
1,200
BBB
June 2009
Understanding
and Interpretation,
3a
Foundatio March 2010
Learners
Appropriate Strategies
n
Diversity
Program
4,800for Specific
4,800 MI and LS)
SY 2009-2010
Program1c:
MI and
Learning
School- Based
April 2009
3b
from
SeminarStyles(Theory/Concept,
Training
MOOE
Workshop
Tools,15,000
Administration
Program on30,000
15,000
LSB-SEF
SY 2009-2010
Understanding
and Interpretation,
3c
from
Learners
Appropriate
MOOE Strategies
Diversity
for
Specific
and LS)
Science, MAPEH, and Soc. Sci.MI
Teachers
Program
3,200
3,200
BBB
June 2009Program1d:
MI and Learning
OneSemesterMarch
June4a
Foundatio
2010
Short-Term
Styles(Theory/Concept, Face-to-Face
October,
n
Credit
Course
Tools,12,800
Administration
Short-Term
2009
Program
12,800
SY 2009-2010
on
Diversity
of
and
Interpretation,
Credit
Course
4b
from
Learners
Appropriate
MOOE Strategies
for Specific MI and LS)
Program
80,000
40,000
40,000
LSB-SEF
SY 2009-2010
4c
from
MOOE
Math Teachers
Target Group A: All teachers in the school
Program
800
800
BBB
June 2009Objective 2: Enhance KSAs in the school developing and using a variety
5a
Foundatio March 2010
of appropriate assessment strategies to monitor and evaluate learning
n
End of Program Output(s): Different assessment tools and
Program
3,200
3,200
SY 2009-2010
procedures for use in assessment of learning
5b
from
MOOE
Expected Final Outcome/Success Indicator in terms of
Program
20,000
10,000
10,000
LSB-SEF
SY 2009-2010
demonstrated change in KSAs: Improved teaching practice in
5c
from
assessment of authentic learning of students
MOOE
Other teachers
Program Title General Content
Delivery
Target
Program
6,000
6,000
BBB
JuneTime
2009Mode
6a
Foundatio March
2010
Frame
n
Program 2a:
Basic Concepts on
One Semester
June 2009 Program
60,000
30,000 of 30,000 LAC
LSB-SEF
Teachers
Assessment
(Round SY 2009-2010
October
6b
fromModes of
Sharing of
Learning,
Table
2009
MOOE
Surfed/Referen Assessment
Discussion,
ce Materials on

(Traditional and Non-

Demonstration

4.Budgetary
Requirements

1.

SPPD
Planners

SPPD Planners:

2.

1.
2.
3.
4.
5.

.
.
.
.
.

APPROVAL

Recommending
Approval:
EMMA M.
RANCE
Principal II and
School T&D
Chair
OSCAR C.
LINGA
APPROVED:

MARIA LUISA D.
SERVANDO,
Ph.D.CESE___
Schools
Division
Superintendent

Date: _____________________