Republic of the Philippines

Department of Education
MIMAROPA REGION
DIVISION OF ROMBLON
DISTRICT OF ROMBLON

TRAINING NEEDS ASSESSMENT

I. Teacher’s Profile

Full Name: _________________________________

Employee Number: __________________________

School: [Short answer]

Position/Designation: ________________________

Grade Level/s Taught: [Checkboxes]

o Kindergarten

o Grade 1

o Grade 2

o Grade 3

o Grade 4

o Grade 5

o Grade 6

Subject Area/s Taught: [Checkboxes]

o General Elementary (Self-contained)

o Mathematics

o Science

o English

o Filipino

o Araling Panlipunan
 o MAPEH

o EPP

o Edukasyon sa Pagpapakatao (ESP)

o Mother Tongue

o Special Education

o Kindergarten

o Others: [Short answer]

Years of Teaching Experience:

o 0-3 years

o 4-7 years

o 8-11 years

o 12-15 years

o 16-20 years

o More than 20 years

Highest Educational Attainment:

o Bachelor's Degree

o Units in Master's Degree

o Master's Degree

o Units in Doctorate Degree

o Doctorate Degree

Email Address: _____________________________

Assessment Instructions

Please rate your TRAINING NEEDS for each indicator. Put numbers 1-4 before each indicator as
indicated by the scale below.

1 - Low Priority: I feel confident in this area and require minimal or no training

2 - Medium Priority: I would benefit from some training in this area, but it's not urgent

3 - High Priority: I need significant training in this area to improve my teaching practice

4 - Critical Priority: This is an urgent training need that should be addressed immediately

Note: Higher numbers indicate greater training needs. This will help us prioritize the most
critical areas for the District INSET 2025 program.

PPST DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY

Content Knowledge and Its Application

 1.1.1 Demonstrate content knowledge and its application within and across curriculum
teaching areas. [Scale 1-4]

 1.1.2 Integrate relevant scholarly works and ideas to enrich the learning content. [Scale
1-4]

 1.2.1 Apply effective teaching strategies that promote critical and creative thinking skills.
[Scale 1-4]

 1.2.2 Use a range of teaching strategies that enhance learner achievement in literacy
and numeracy skills. [Scale 1-4]

 1.3.1 Apply positive use of ICT to facilitate the teaching and learning process. [Scale 1-4]

 1.3.2 Use appropriate strategies for teaching within and across curriculum areas,
including mother tongue-based multilingual education (MTB-MLE) where appropriate.
[Scale 1-4]

 1.4.1 Apply a range of teaching strategies to develop critical and creative thinking, and
higher-order thinking skills. [Scale 1-4]

 1.4.2 Apply developmentally appropriate and culturally sensitive teaching strategies to

address diverse learner needs. [Scale 1-4]

 1.5.1 Research on best practices using a range of sources, including action research, to
improve teaching and learning. [Scale 1-4]
  1.5.2 Apply knowledge of research findings to enhance teaching practice and student
learning. [Scale 1-4]

PPST DOMAIN 2: LEARNING ENVIRONMENT

Safe and Conducive Learning Environment

 2.1.1 Establish safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines, and procedures. [Scale 1-4]

 2.1.2 Maintain an environment that promotes fairness, respect, and care to encourage
learning. [Scale 1-4]

 2.2.1 Maintain supportive learning environments that nurture and inspire learners to
participate, cooperate, and collaborate in continued learning. [Scale 1-4]

 2.2.2 Establish learning environments that respond to the aspiration of the school
community and stakeholders. [Scale 1-4]

 2.3.1 Manage classroom structure to engage learners individually and in groups in

meaningful exploration, discovery, and hands-on activities within a range of physical
learning environments. [Scale 1-4]

 2.3.2 Create a stimulating and relevant learning environment where learners develop
21st century skills. [Scale 1-4]

 2.4.1 Support learners in managing their own learning and behavior in safe, secure, and
organized learning environments. [Scale 1-4]

 2.4.2 Establish and maintain appropriate discipline strategies to promote positive

behaviors and accountability in the classroom and school community. [Scale 1-4]

PPST DOMAIN 3: DIVERSITY OF LEARNERS

Learning Facilitation

 3.1.1 Implement teaching strategies that are responsive to the diverse characteristics
and experiences of learners. [Scale 1-4]

 3.1.2 Ensure that the learning environment is responsive to learner diversity. [Scale 1-4]

 3.2.1 Use differentiated strategies to address the strengths and needs of all types of
learners. [Scale 1-4]

 3.2.2 Adapt and modify teaching strategies, resources, and assessment to address the
individualized educational needs of learners with special needs. [Scale 1-4]
PPST DOMAIN 4: CURRICULUM AND PLANNING

Curriculum Development

 4.1.1 Design, plan, and implement teaching and learning activities that support learner
achievement of curriculum requirements. [Scale 1-4]

 4.1.2 Select, develop, organize, and use appropriate teaching and learning resources,
including ICT, to address curriculum requirements. [Scale 1-4]

 4.2.1 Develop and implement effective lesson plans that integrate a wide range of
teaching and learning materials from local, national, and global sources. [Scale 1-4]

 4.2.2 Set achievable and challenging learning outcomes that are relevant to learners.
[Scale 1-4]

 4.3.1 Design and adapt learning programs that develop the practical knowledge and
skills needed by learners for life and work. [Scale 1-4]

 4.3.2 Contextualize and enrich the curriculum in relation to local, regional, and global
realities. [Scale 1-4]

PPST DOMAIN 5: ASSESSMENT AND REPORTING

Assessment Strategies

 5.1.1 Design, select, organize, and use a variety of diagnostic, formative, and summative
assessment approaches to address learning goals. [Scale 1-4]

 5.1.2 Ensure that assessment is aligned with learning competencies and standards.
[Scale 1-4]

 5.2.1 Systematically monitor and evaluate learner progress to optimize learning

opportunities. [Scale 1-4]

 5.2.2 Provide timely, accurate, and constructive feedback to improve learner

performance. [Scale 1-4]

 5.3.1 Use assessment data to inform and modify teaching and learning programs. [Scale
1-4]

 5.3.2 Use assessment data to enhance teacher practices and programs. [Scale 1-4]

 5.4.1 Communicate promptly and clearly the learners' progress to parents or guardians,
and other stakeholders. [Scale 1-4]
  5.4.2 Collaborate with other teachers, parents, and stakeholders to support learner
achievement and improvement. [Scale 1-4]

PPST DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT

Community Linkages

 6.1.1 Establish learning environments that respond to the aspiration of the community.
[Scale 1-4]

 6.1.2 Use community resources to enhance teaching and learning. [Scale 1-4]

 6.2.1 Actively participate in appropriate professional organizations at the local, national,

and global levels. [Scale 1-4]

 6.2.2 Build relationships with parents/guardians and wider school community to

enhance student learning. [Scale 1-4]

PPST DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

Personal Growth

 7.1.1 Reflect on personal teaching practices and beliefs to improve teaching and
learning. [Scale 1-4]

 7.1.2 Improve personal teaching practice by using self-assessment and feedback from
students, peers, and superiors. [Scale 1-4]

 7.2.1 Develop personal professional development plans based on reflection of practices,

needs, and impact on learners. [Scale 1-4]

 7.2.2 Actively participate in professional networks to update knowledge and skills. [Scale
1-4]

 7.3.1 Engage in self-directed lifelong learning that recognizes it as a core value of the
teaching profession. [Scale 1-4]

 7.3.2 Manifest enthusiasm, flexibility, integrity, and commitment in the practice of the
teaching profession. [Scale 1-4]

 7.4.1 Adhere to professional ethics and demonstrate professional and ethical behavior.
[Scale 1-4]

DEPED CORE COMPETENCIES

1. Results Focus

 Consistently deliver high-quality work and achieve targets. [Scale 1-4]

 Show persistence in accomplishing challenging tasks. [Scale 1-4]

 Take accountability for outcomes and make adjustments for continuous improvement.
[Scale 1-4]

2. Personal Effectiveness

 Manage time efficiently to meet deadlines. [Scale 1-4]

 Demonstrate resilience under pressure and maintain composure in challenging

situations. [Scale 1-4]

 Practice self-reflection and continually develop knowledge and skills. [Scale 1-4]

3. Communication

 Express ideas clearly and concisely in both oral and written communication. [Scale 1-4]

 Actively listen and respond appropriately to others' perspectives. [Scale 1-4]

 Adapt communication style to different audiences and purposes. [Scale 1-4]

4. Interpersonal Effectiveness

 Build and maintain positive working relationships with colleagues. [Scale 1-4]

 Collaborate effectively in teams and contribute constructively to group goals. [Scale 1-4]

 Manage conflicts professionally and work toward mutually beneficial resolutions. [Scale
1-4]

5. Thinking Skills

 Analyze information critically to identify patterns and draw logical conclusions. [Scale 1-
4]

 Generate creative solutions to problems and challenges. [Scale 1-4]

 Make sound decisions based on careful consideration of relevant information and

potential impacts. [Scale 1-4]

Priority Training Needs

Top Training Needs

  From the competencies listed above, please identify your top three priority training
needs:

1.

2.
___________________________________________________________________________
3. _____________________________________________________________________

Preferred Training Formats

 Which training format(s) would be most effective for your professional development?
(Select up to 3) [Checkboxes]

o Face-to-face workshops with hands-on activities

o Online/virtual training with interactive components

o Blended learning (combination of face-to-face and online)

o Peer coaching/mentoring from master teachers

o Action research focused on elementary classroom challenges

o School-based Learning Action Cells (LAC) sessions

o Professional Learning Communities (PLCs) with fellow elementary teachers

o Self-paced modules with practical applications

o Demonstration teaching with feedback

o Instructional coaching

o Others: [Short answer]

Preferred Duration

 What is your preferred duration for training sessions? [Multiple choice]

o Half-day sessions (3-4 hours)

o Full-day sessions (6-8 hours)

o 2-3 consecutive days

o Weekly sessions spread over a month

 o Monthly sessions throughout the school year

o Others: [Short answer]

Schedule Preferences

 When would you prefer training to be scheduled? [Checkboxes]

o Weekdays after school hours

o Weekdays during school hours (with substitution)

o Saturdays

o During semestral break

o During summer vacation

o Others: [Short answer]

Thank You Message

Thank you for completing this Training Needs Assessment. Your input is extremely valuable in
designing professional development programs that address your specific needs as an educator.
The results will be used to develop targeted INSET programs with corresponding CPD units for
2025 that will enhance teaching and learning in Romblon District schools. Please ensure you've
submitted your most critical training priorities to help us create relevant and impactful
professional development opportunities.

Signed:

FRANCO M. RICO
Principal III/District Coordinating Principal