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The Learning and Development Needs Assessment Report of - School - District

This document summarizes the results of a Learning and Development Needs Assessment (LDNA) conducted in two school districts in the Philippines. Several data collection tools were used including an electronic self-assessment, classroom observations, and questionnaires. The assessment found that while teachers had moderate to high levels of capability in most competencies related to curriculum, planning, assessment and reporting, many had low to moderate capability in applying knowledge of content and using a range of teaching strategies. Overall, the LDNA identified development needs that could help strengthen teachers' skills and practices.

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Ernie Lahaylahay
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83% found this document useful (6 votes)
3K views8 pages

The Learning and Development Needs Assessment Report of - School - District

This document summarizes the results of a Learning and Development Needs Assessment (LDNA) conducted in two school districts in the Philippines. Several data collection tools were used including an electronic self-assessment, classroom observations, and questionnaires. The assessment found that while teachers had moderate to high levels of capability in most competencies related to curriculum, planning, assessment and reporting, many had low to moderate capability in applying knowledge of content and using a range of teaching strategies. Overall, the LDNA identified development needs that could help strengthen teachers' skills and practices.

Uploaded by

Ernie Lahaylahay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 8

DepEd Learning and Development System For L&D System Trial Only

(First Edition) Basic Education Sector Transformation Program (BEST)


Chapter III: L&D Needs Assessment
Appendices

The Learning and Development Needs Assessment Report


of ____________________________ School
__________ District
(Title for School LDNA Report)

DISTRICT CONSOLIDATED REPORT


on Learning and Development Needs Assessment Report
(___________ DISTRICT)
(Title for District LDNA Report)
I. Background and Rationale

II. Objectives of the LDNA

The main objective ____________________________.


It also aimed to answer the following specific objectives;

1.
2.
3.
4.
5.
III. Methodology
Design
This research involves ___________________________________.
Environment
Division of Cebu Province/district/school is one of the large
_______________.
Respondent
The teachers of the six pilot schools were the respondents of the study,
which is composed of the following:
Table 1 . The Number and Percentage of the Respondents according to their
position.
Position No. of Teachers Percentage
Teacher I
Teacher II
Teacher III

LDNA Appendix III-F…Page 1 of 8


DepEd Learning and Development System For L&D System Trial Only
(First Edition) Basic Education Sector Transformation Program (BEST)
Chapter III: L&D Needs Assessment
Appendices

Master Teacher I
Master Teacher II
TOTAL

As shown in the Table 1, there were a total of ____ teachers _________.

Table 2. The frequency and percentage distribution of the respondents according


to their Grade level.

F %

TOTAL RESPONDENTS 100%

As indicated in Table 2, _________________________________


(Please kamo nay sumpay as your interpretation based on the given data and
please give also your interpretation to all tables).
Instrument
The school use electronic self-assessment tool (e-SAT) and classroom
observation tool (COT) based on the Philippine Professional Standard for
Teachers / Result-based Performance Management System (PPST / RPMS).

It also employs questionnaires, supplemented by interview during the


post conference in order to gather information about the teachers’ extent of
learning and development needs in the different objectives of the key result areas
(KRA’s) such as KRA 1_____________________________________________.

In the electronic self- assessment tool (e-SAT), there are _________.

In the Classroom Observation Tool (COT), _____________________.

In the Post-Conference, questionnaires are _________________.

IV. Limitations of the LDNA

In spite of ______________________________________________.

LDNA Appendix III-F…Page 2 of 8


DepEd Learning and Development System For L&D System Trial Only
(First Edition) Basic Education Sector Transformation Program (BEST)
Chapter III: L&D Needs Assessment
Appendices

V. Assessment Results

The gathered data were interpreted using the different tools and were
presented below.

Table 3. The Electronic Assessment Result of the two Consolidated Report


(Level of Capability).
TOTALRANK
(H+VH
COMPETENCIES LOW MODERATE HIGH VERY HIGH
Minglanilla Dumanjug Total Minglanilla Dumanjug Total Minglanilla Dumanjug Total Minglanilla Dumanjug Total

KRA 1 Content Knowledge & Pedagogy


1.1 Applied knowledge of
content within and across 14 9 23 79 53 132 28 39 67 9 7 16 83 4.5 238
curriculum teaching areas
1.2 Used a range of teaching
strategies that enhance learner
18 13 31 78 51 129 26 39 65 10 5 15 80 8.5 240
achievement in literacy and
numeracy skills.
1.3 Applied a range of the
teaching strategies to develop
critical and creative thinking as 21 7 28 74 56 130 25 36 61 10 8 18 79 10 237
well as other higher order
thinking skills.
KRA 2 Learning Environment and Diversity of Learners
2.1 Managed classroom
structure to engage learners,
individually or in groups in
meaningful exploration, 19 11 30 75 61 136 25 28 53 13 8 21 74 11 240
discovery and hands-on
activities within a range of
physical learning environments.
2.2 Managed learner behaviour
constructively by applying
positive and non-violent 15 15 30 76 54 130 31 32 63 11 7 18 81 7 241
discipline to ensure 2learning
focused environments.
2.3 Used differentiated
developmentally appropriate
learning experiences to address
14 5 19 82 58 140 26 38 64 9 7 16 80 8.5 239
learners’ gender, needs,
strengths, interests and
exp[eriences
KRA 3 Curriculum and Planning
3.1 Planned, managed and
implemented develop[mentally
sequenced teaching and
15 7 22 83 52 135 21 44 65 13 5 18 83 4.5 240
learning processes to meet
curriculum re4quirements and
varied teaching contexts
3.2 Particioated in collegial
discussions that use teacher
15 12 27 83 47 130 25 40 65 8 9 17 82 6 239
and learner feedback to enrich
teaching practice
3.3 Selected, developed,
organized and used appropriate
teaching and learning 19 10 29 75 53 128 24 33 57 14 14 28 85 3 242
resources, including ICT, to
address learning goals
KRA 4 Assessment and Reporting
4.1 Designed, selected,
organized and used diagnostic, 16 17 33 77 53 130 25 28 53 12 8 20 73 12 236
formative and summative

LDNA Appendix III-F…Page 3 of 8


DepEd Learning and Development System For L&D System Trial Only
(First Edition) Basic Education Sector Transformation Program (BEST)
Chapter III: L&D Needs Assessment
Appendices

assessment strategies
consistent with curriculum
requirements
4.2 Monitored and evaluated
learners’ progress and
15 12 27 72 54 126 34 36 70 10 6 16 86 1.5 239
achievement using the learner
attainment care
4.3 Communicated promptly
and clearly the learners’ needs
progress and achievement to 15 11 16 72 57 129 35 34 69 9 8 17 86 1.5 231
key stakeholders includng
parents and barangays
220
195 129 315 926 649 1575 325 427 388 128 92
Total
131.
16.33 10.75 26.25 77.16 54.08 27.08 35.58 32.33 10.66 7.66 18.33
Average 25

Based on the data gathered as can be seen in Table 3, there


were____________________________________________________________.

Table 4. The Electronic Assessment Result of the two Consolidated Report


(Level of Priority).

TOTALRANK
(V+VH
COMPETENCIES LOW MODERATE HIGH VERY HIGH
Minglanilla Dumanjug Total Minglanilla Dumanjug Total Minglanilla Dumanjug Total Minglanilla Dumanjug Total

KRA 1 Content Knowledge & Pedagogy


1.1 Applied knowledge of
content within and across 30 8 38 26 46 72 21 45 66 6 8 14 80 10.5 190
curriculum teaching areas
1.2 Used a range of teaching
strategies that enhance learner
32 12 44 26 43 69 19 46 65 4 6 10 75 12 188
achievement in literacy and
numeracy skills.
1.3 Applied a range of the
teaching strategies to develop
critical and creative thinking as 29 9 38 28 49 77 22 44 66 8 8 16 82 7 197
well as other higher order
thinking skills.
KRA 2 Learning Environment and Diversity of Learners
2.1 Managed classroom
structure to engage learners,
individually or in groups in
meaningful exploration, 33 9 42 22 43 65 23 48 71 3 7 10 81 8.5 188
discovery and hands-on
activities within a range of
physical learning environments.
2.2 Managed learner behaviour
constructively by applying
positive and non-violent 30 12 42 23 33 56 31 54 85 7 8 15 100 1 198
discipline to ensure 2learning
focused environments.
2.3 Used differentiated
developmentally appropriate
learning experiences to address
28 10 38 18 39 57 25 53 78 6 8 14 92 2 187
learners’ gender, needs,
strengths, interests and
exp[eriences
KRA 3 Curriculum and Planning
3.1 Planned, managed and 29 9 38 25 38 63 21 52 73 3 8 11 84 4 185
implemented develop[mentally
sequenced teaching and
learning processes to meet
curriculum re4quirements and

LDNA Appendix III-F…Page 4 of 8


DepEd Learning and Development System For L&D System Trial Only
(First Edition) Basic Education Sector Transformation Program (BEST)
Chapter III: L&D Needs Assessment
Appendices

varied teaching contexts


3.2 Particioated in collegial
discussions that use teacher
28 9 37 24 41 65 24 50 74 2 7 9 83 5.5 185
and learner feedback to enrich
teaching practice
3.3 Selected, developed,
organized and used appropriate
teaching and learning 30 11 41 20 37 57 21 48 69 6 14 20 89 3 187
resources, including ICT, to
address learning goals
KRA 4 Assessment and Reporting
4.1 Designed, selected,
organized and used diagnostic,
formative and summative
31 14 27 22 35 57 22 51 73 4 6 10 83 5.5 167
assessment strategies
consistent with curriculum
requirements
4.2 Monitored and evaluated
learners’ progress and
31 14 45 21 37 58 21 49 70 4 6 10 80 10.5 183
achievement using the learner
attainment care
4.3 Communicated promptly
and clearly the learners’ needs
progress and achievement to 20 14 34 22 39 61 19 52 71 3 7 10 81 8.5 176
key stakeholders includng
parents and barangays
Total 351 131 464 277 480 757 269 592 861 56 93 149
Average 29.25 10.92 38.66 23.08 40 63.08 22.42 49.33 71.75 4.66 7.75 12.42

As shown in Table 4, the top three (3) most priority of the competencies of
teachers ______________________________________________________.

Table 5. The Classroom Observation Result _____________________.


ORGANIZING DEVELOPING APPLYING CONSOLIDATING INTEGRATING

TOTAL

Table 5 shows Teachers’ Level of Performance in the


classroom____________________________________________________.

Table 6: Consolidation of COT-RPMS Results of MSHS Master Teachers (Highly


Proficient Group) Level Summary Per indicator and Total Number and Percent
Equivalent.

LDNA Appendix III-F…Page 5 of 8


DepEd Learning and Development System For L&D System Trial Only
(First Edition) Basic Education Sector Transformation Program (BEST)
Chapter III: L&D Needs Assessment
Appendices

Based on the COT-RPMS results of the four highly


____________________________________________________________.
Table 7: Consolidation of COT-RPMS Results of MSHS Teachers I-III (Proficient
Group) Level Summary Per indicator and Total Number and Percent Equivalent.

Based on the COT-RPMS results of the ___________________


Figure 1: Consolidation of COT-RPMS Results of Cadulawan Elementary School
Teachers I-III (Proficient Group) Level Summary Per indicator and Total Number
and Percent Equivalent

This shows that majority of the teachers considered this objective as their
level of priority; These are the indicators are 3.1, 4.1 and 4.3.

Summary of Teachers' COT Result


90

80

70

60

50

40 1
30

20

10

0
Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator
1.1 On the other hand, COT – RPMS – PPST results shows ___________
1.2 1.3 2.1 2.2 2.3 3.1 3.3 4.1

Focus Group Discussion

LDNA Appendix III-F…Page 6 of 8


DepEd Learning and Development System For L&D System Trial Only
(First Edition) Basic Education Sector Transformation Program (BEST)
Chapter III: L&D Needs Assessment
Appendices

Based on the Focus Group Discussion, it is ______________________.

VI. Summary of Findings


The following are the findings of the study.

1. Teachers of the ______________________________________________.

2. The top three priority needs of teachers as indicated in the assessment

results are as follows:

2.1 .

2.2 .

2.3 .

VII. Conclusions
From the findings of the study, it can be concluded that the

________________________________________________________________

_______________________________________________________________.

VIII. Recommendation (This are just samples for your guide)


Based on the findings, the Learning and Development Team of Cebu
Province Division is offering the following recommendations:

1. School Learning and Development Plan should be develop in order to


address teachers’ needs according to these priorities;
a. planning, managing and implementing developmentally sequenced
teaching and learning process to meet the curriculum requirements;
b. using differentiated developmentally appropriate learning
experiences to address learners’ gender, needs, strengths,
interests and experiences;
c. gain more knowledge on content as well as their ability to integrate
content across teaching learning areas; and
d. develop their capability to manage learners and to employ
constructive and non-violent discipline.

LDNA Appendix III-F…Page 7 of 8


DepEd Learning and Development System For L&D System Trial Only
(First Edition) Basic Education Sector Transformation Program (BEST)
Chapter III: L&D Needs Assessment
Appendices

2. The priority needs of teachers should be included as one of the topics in


the School LAC Session.
3. Identified Top three priority needs of teachers of _________________.
4. Learning and Development program based on the findings of the study
should be conducted.
IX. Appendices

Attach relevant information or documents to support the LDNA Report, such as:
the approved LDNA Plan; LDNA Performance and Competency Gap Summary
Worksheet; templates, forms and correspondence; attendance sheets; videos and
pictures, if applicable.

Prepared by:

______________________________

Reviewed by:

__________________________________
Contents Noted:

____________________________________

Submitted to:

__________________________________
Division Office HRD

LDNA Appendix III-F…Page 8 of 8

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