Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
Session Guide Template
Session Title Driving Impact through School Masterplan for Professional Development
Session Schedule and Day ___ – 1.5 hours
Session Number 10
Duration
Strand 4.4 Performance Management
4.4.2 Implement the performance management system with a team to support the career
Target Philippine advancement of school personnel, and to improve office performance
Professional
Standards
Strand 4.5 Professional development of school personnel
(Domain/s, Strand/s,
and Indicator/s)
4.5.2 Implement professional development initiatives to enhance strengths and address
performance gaps among school personnel
Session Objectives At the end of the session, the participants shall be able to:
1. Analyze how school key data inform professional development and instructional supervision
2. Integrate various professional development mechanisms to support teachers in curriculum
implementation
3. Develop a context-based School Masterplan for Professional Development Plan aligned with
Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
curriculum goals and school needs
Content Outline School Key Data Analysis relevant to Professional Development
(Key topics)
School Masterplan for Professional Development
Formative Assessment
● Observation of engagement in discussions and group activities
Reflection Sheet
Assessments
● Personal takeaways and action points submitted at the end
School Masterplan on Professional Development
● Context-based School Masterplan for Professional Development
Expected Outputs
Resources
References
Linda Darling-Hammond et al., Effective Teacher Professional Development (Palo Alto, CA:
Learning Policy Institute, 2017). [Link]
Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
files/Effective_Teacher_Professional_Development_REPORT.pdf
OECD, TALIS 2019 Results: Teachers and School Leaders as Lifelong Learners (Paris: OECD
Publishing, 2020). [Link]
talis/talis2018participantnotes/TALIS2018_CN_TUR.pdf
World Bank, Transforming Education Through Targeted Instruction and Teacher Support
(Washington, DC: World Bank, 2021).
World Bank, Successful Teachers, Successful Students: Recruiting and Supporting Society's Most
Crucial Profession (Washington, DC: World Bank Group, 2020).
Domingo R. Cueto
Session Developer/
Principal II
Trainer
David P. Jimenez Elementary School
Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
Schedule Content Method and
(Time
Topic
(Discussion/Talking Points) Resources
Distribution)
ANCHOR Slides 1-5 Slide deck
3 minutes
● Welcome the participants.
● Present the session title, objectives and the relevant PPSSH
indicators.
● Briefly review the previous session.
30 minutes Slide 7 Activity – From Gaps to Growth – A Performance Interactive
Management Dilemma in Math Brainstorming /
Gallery Walk
Instructions:
Using the case study of Sta. Cruz National High School, analyze
the teacher and learner data to: Printed case study
a. identify performance gaps based on PMES-PPST Tools (i.e
COT results, e-SAT results, etc.)
b. connect teacher performance gaps with learner
achievement data
School Key Data
c. complete the school key data matrix to describe school
Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
context Matrix
d. propose realistic and doable development actions to
enhance classroom practice
Case Study:
Mr. Luis Hernandez, the newly designated principal of Sta. Cruz National High
School, has committed to developing a comprehensive masterplan for teachers’
professional development. Upon reviewing the school’s performance
indicators, he identified Grade VIII Mathematics as the area with the lowest
student achievement. To understand the underlying causes, he analyzed various
data sources, including the teachers’ profiles and performance records.
The Classroom Observation Tool (COT) results revealed that Mathematics
teachers were performing at Level 5 (Applying) based on the PMES-PPST
indicators, specifically:
● 1.1.2 – Apply knowledge of content within and across curriculum
teaching areas
● 1.4.2 – Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills
Complementing these findings, the e-SAT results showed that most Math
teachers rated their competence in these areas as “Moderate” and marked
them as “High Priority” for professional development. Further insights from a
Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
Focus Group Discussion highlighted teachers’ challenges in integrating
mathematical concepts across disciplines and in adopting teaching strategies
that effectively support numeracy development, particularly among struggling
learners.
These concerns were validated by the Division Achievement Test (DAT) results.
While the average performance of learners in Math indicated an "Average
Mastery" level, a more detailed analysis exposed significant gaps in problem-
solving and computational skills, especially in multi-step problems and real-life
applications.
Despite these challenges, one notable success stood out: the school’s enhanced
Math program—featuring remedial support and strategy-based instruction—
resulted in a 65% improvement in computational skills among struggling Grade
8 learners. This improvement was attributed to the use of strategic content
unpacking, peer tutoring, math games, and regular formative assessments.
These findings will serve as a foundation for crafting targeted professional
development interventions that directly address the identified needs in Math
instruction.
Slide 8: Describing School Key Data for Professional Development
School Key Data Matrix
Key Data What does this tell Development
Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
(Gains or Gaps)? Focus/Action Plan
15 minutes BUILD Slide 9 Identifying School Gains and Gaps Mini-lecture
Professional
What strengths can we recognize from this case? sharing
What concerns or gaps are emerging from both teacher and
learner data?
Slide 10 Identifying Teacher Performance Gaps
● How is the teacher's performance determined?
Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
● What could have led to these results?
● What actions can be proposed?
Slide 11-12 Connecting Teacher Performance Gaps with
Learner Attainment Data
What specific learner needs arise from these teacher gaps?
● How do the current teaching strategies support or limit
mastery learning?
Slide 13 Supporting Teachers to Improve Learning
Outcomes
● How can teachers be supported to enhance their
practice?
● What specific technical assistance mechanisms can be
utilized to support them?
Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
Slide 14 Masterplan for Professional Development
● Professional development must be rooted in concrete data
and actual teacher performance.
● Teacher development must directly align with school
improvement priorities.
● A focused and prioritized approach is essential to ensure
deep, meaningful engagement
● Development programs must be differentiated to address
the diverse needs of teachers.
● Reflective practice must be embedded in all stages of
professional development.
35 minutes CREATE Template for
Slide 15 Workshop: Developing Masterplan for Professional Masterplan for
Development Professional
Development
Using your insights from the previous activities, design a context-based School
Masterplan for Professional Development addressing the needs in your school. This
plan must be anchored on teacher performance data (PMES-PPST, e-SAT, CO results),
learner outcomes, and school priorities. Ensure that your masterplan includes clear
KRAs based on the PPSSH domains, specific objectives, targeted strategies or
activities, realistic timeframes, appropriate venues, intended beneficiaries, key
Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
persons involved, necessary resources, and expected outputs. Focus on creating a
structured and actionable plan that is aligned with actual school realities and
promotes sustainable professional growth.
Masterplan for Professional Development
Key Obje Strat Time Venu Targ Key Reso Expected
Resu ctive egies Fram e et Pers urces Output
lt s / e Bene ons
Area Activ ficiar Invol
(KRA ities
Identi ies ved
Enum Describe the
)
Clearl Indica fy the erate concrete
y te the exact all the results or
Specif Deter List
Identi state speci physi mater deliverables
ya mine the
fy the a fic cal or ials, that
series the peopl
speci meas timeli virtua tools, participants
of speci e
fic urabl ne or l refere are
struct fic respo
doma e and sched locati nces, expected to
ured, group nsible
in time- ule on fundi produce or
releva of for
from boun when wher ng demonstrat
nt, teach initia
the d the e the sourc e at the end
and ers or ting,
Philip profe activit activit es, or of the
sustai perso facilit
pine ssion y will y will digital activity (e.g.,
nable nnel ating,
Profe al be take platfo lesson plans,
profe who suppo
Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
ssion devel ssion imple place, will rting, rms performanc
al opme al ment ensuri direct and neces e
Stand nt devel ed, ng it ly monit sary improvemen
ards goal opme ensuri is bene oring to t,
for addre nt ng acces fit the execu documentati
Schoo ssing interv align sible, from activit te the on).
l a entio ment condu the y, activit
Heads teach ns with cive activit includ y
(PPSS er such the to y ing effec
H) comp as schoo learni based schoo tively.
that etenc LAC l ng, on l
best y gap sessio calen and identi heads
aligns or ns, dar adeq fied ,
with schoo coach and uately needs maste
the l ing, availa resou and r
inten impro traini bility rced. roles. teach
ded veme ng, of key ers,
leade nt ment perso and
rship need oring, nnel. exter
or based or nal
instru on data- exper
ctiona data drive ts.
l n
impro planni
veme ng.
nt
Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
focus.
Conduct a peer feedback session among the participants to
evaluate their draft masterplans.
Each participant will briefly present their plan, highlighting
objectives, strategies, timeline, and expected outputs. Assigned
peers will give respectful, constructive, specific feedback using the
rubric, focusing on alignment with PPSSH, clarity, relevance, and
feasibility. Presenters may ask questions, while reviewers should
note strengths and areas for improvement. Time will be given after
feedback for plan revisions.
10 minutes Deepen Slide 18 Reflect and Connect Printed
reflection cards
● Reflection Prompt: What practices must I improve or start doing to support teachers or a QR code
better in curriculum implementation? linking to a short
digital form
Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
Rubric for Evaluating Masterplan for Professional Development
Component Excellent (4) Proficient (3) Developing (2) Needs Improvement (1)
Key Result Area Clearly aligned Generally aligned with Vague or partial No alignment with PPSSH or
(KRA) with a relevant a PPSSH domain, with alignment with leadership/instructional goals
PPSSH domain some connection to PPSSH, not
and strand, leadership or clearly linked to
reflecting a instruction improvement
high-impact focus
leadership or
instructional
focus
Objectives SMART Objective is Objective is too Objective is unclear,
objective: measurable and time- broad or not immeasurable, or not based on
Specific, bound but lacks clarity time-bound; data
Measurable, in relevance or limited use of
Achievable, specificity to identified data
Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
Relevant, Time- needs
bound; clearly
targets a
teacher
competency or
school need
based on data
Strategies/ Comprehensive, Strategies are Limited Activities are irrelevant,
Activities relevant, and relevant but may lack strategies; only insufficient, or generic
sustainable sustainability or partially aligned
strategies (LAC, clarity in addressing with the
coaching, all gaps objective
training,
mentoring, etc.)
fully address
identified needs
Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
Time Frame Time frame is Time frame is defined Time frame is Time frame is missing, vague, or
clearly defined, and mostly realistic too short, too impractical
realistic, but may overlook broad, or
aligned with the school activities or conflicts with
school calendar, personnel schedules school
and considers operations
availability of
personnel
Venue Venue Venue is identified Venue is poorly Venue not identified or not
(physical/virtual and accessible but described or not suitable
) is clearly may lack full conducive to
identified, consideration of learning
accessible, well- learning needs or
resourced, and resources
conducive to
adult learning
Target Specific group Beneficiaries are Beneficiaries are No clear beneficiaries stated
Beneficiaries of generally identified vague or too
teachers/person but without strong broad
nel clearly data support
identified based
on data-driven
Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
need analysis
Key Persons Roles of all key Most key persons are Few key persons No clear assignment of roles or
Involved persons (e.g., identified, with are mentioned; responsible persons
principal, MTs, generally appropriate roles not well-
coaches, roles defined
external
experts) are
clearly outlined
and appropriate
Resources Resources Most needed Some resources Resources not identified or
(materials, resources are are missing or inadequate
tools, funding, identified; minor gaps not feasible
platforms) are in sufficiency or clarity
well-identified,
sufficient, and
realistic for
implementation
Expected Output Clear, Outputs are defined Outputs are too No clear outputs identified or
measurable, and relevant but may general or lack outputs are irrelevant
and relevant lack measurable direct
deliverables indicators connection to
Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
aligned with activities
objectives (e.g.,
improved
performance,
teaching
artifacts,
documentation)
Rating Scale:
● 36–40 points: Outstanding Plan – Highly strategic, actionable, and impactful; ready for implementation
● 31–35 points: Very Satisfactory – Strong plan with minor improvements needed
● 21–30 points: Satisfactory – Basic framework in place but needs significant refinement
● 11–20 points: Developing – Requires major revisions; foundational components missing
● Below 10 points: Unsatisfactory – Lacks coherence, alignment, or readiness for implementation
