Professional Development Capability Program for SecondaryTeachers

1. Republic of Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
District of Bien Unido
Pres. Carlos P. Garcia Technical Vocational School of Fisheries & Arts
Puerto San Pedro, Bien Unido, Bohol
INSTRUCTIONAL DESIGN
Mid – Year INSET for Teachers of Pres.
Carlos P. Garcia Technical Vocational
School of Fisheries Arts
Puerto San Pedro, Bien Unido. Bohol
March 15-19, 2021
Prepared by : Michael G. Hormachuelos, Ph.D.
Date Submitted : March 8, 2021

2. Republic of Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
District of Bien Unido
Pres. Carlos P. Garcia Technical Vocational School of Fisheries & Arts
Puerto San Pedro, Bien Unido, Bohol
I. Program Brief Description
Program Proponent DepEd PCPGTVSFA –District of Bien Unido
Michael G. Hormachuelos,Ph.D.
Program Owner DepEd PCPGTVSFA –District of Bien Unido
Michael G. Hormachuelos,Ph.D. –SchoolHead
Target Learners/Participants 71 Teachers
Numberof Batches
ProposedImplementationDate
1
March 15-19, 2021
Proposed Venue/DeliveryModality Online – FacebookLive/YoutubeStreaming/Zoom
Total ProposedBudget 51,050.00
ProposedContinuingProfessionalEducationCredit
Units(if any)
N/A
RegistrationFee (if any) N/A
II. Program Background and Rationale
The Mid-Year INSET is a very helpful venue for our teaching personnel to see the
gaps that needs to be addressed so as to better adjust the strategies and interventions
needed to accomplish the desired learning outcomes and goals for all our learners in the
school. As such, the Mid -Year INSET plays a vital role in plugging the identified gaps in
terms of the teachers’ knowledge, skills and attitude.
In response to the priority learning needs of teachers with regards to the
implementation of the school learningcontinuityplan in this time of the new normal amidst
the COVID 19 pandemic, the School Learning & Development team hereby devises this
instructional design to addressthe identified learninggaps of teachersbased on the School
Plan for Professional Development (SPPD) and the results of the quarter 1 and quarter 2
School Monitoring, Evaluation, & Evaluation (SMEA).
As such, the desired teacher competencies needed to effectively and efficiently carry
out the programs, projects and activities of the school continuously needs attention for
timely and proactive professional help so as to bridge existing gaps the soonest possible
time, hence this INSET.
Indeed, it is the mandate of the school leadership to continuously work for raising
the quality of its personnel so as to better serve our main clients – the learners. Moreover,
our teaching personnel must be given all the necessary tools and strategies to further
develop, hone, and improve their knowledge, skills and attitude for them to overcome
whatever concerns, issues, gaps and problems they face that may hinder the realization of
the desired learning outcomes of our learners. After all, it is really true that the quality of
our learners cannot exceed the quality of our teachers.

3. III. Program Description
This is a five-day In – Service Training for the high school teachers of Pres. Carlos P.
Garcia Technical Vocational School of Fisheries and Arts. This shall be conducted on March
15 – 19, 2021 via online platforms (Facebook/YouTube/Zoom) for the delivery since in
person attendance is still highly discouraged by our local IATF in the Municipality of Bien
Unido in observance of the healthand safety protocols being prescribed by the Department
of Health during this COVID 19 pandemic.
IV. Target Learners’ Description
The target participants for this INSET are all the seventy one (71) Junior High and
Senior High school teachersof Pres. Carlos P. Garcia Technical Vocational School of
Fisheries and Arts.
V. Workplace Development Objectives (WDO)
 Impact – Improved quality of teachers
 Organizational Outcome – Improved capacity to deliver cost-effective, delivery-
efficient, quality-assured and proactive Learning & Development programs at the
school level.
 Outputs – Draft of adjusted Curriculum Implementation Matrix (CIM) in response to
the school based assessment of the Quarter 1 and Quarter 2 BELCP/School LCP
implementation: draft of LARF (LearnersAt Risk of Failure) Instructional Action Plan
for Quarter 3 and Quarter 4.
 Competencies
 Crafting a Curriculum Implementation Matrix (CIM) per teacher
specialization taking into account adjustments and changes to the school
calendar as well as the undelivered/not completed competencies inquarter
1 and 2 as outlined in the BELCP/School LCP Implementation
 Developing a LARF (Learners At Risk of Failure) Instructional Action Plan
for Quarter 3 and Quarter 4 to ensure that the LARF will catch upwith the
desired learning outcomes congruent to the BELCP/School LCP.
 Crafting action plans to addressCIGPS on mental wellness and well-being,
Gender & Development and financial literacy among teachers.
VI. Program Learning Objectives
The Program aims to:
a. Guide teachers in coming up with a proactive response in addressing the
CIGPs based on the mid-year assessment of the BELCP/School LCP implementation
by crafting an adjusted Curriculum Implementation Matrix (CIM) per
specialization taking into account the needed adjustments as to the

4. undelivered/not completed competencies in quarter 1 and 2 taking into account
the changes made in the school calendar for school year 2020 – 2021.
b. Explain the need for teachersto come up with a Learners At Risk of Failure
(LARF) Instructional Action Plan for Quarter 3 and Quarter 4 to ensure that the LARF
will eventually catch up with the desired learning outcomes as envisioned in the
BELCP/School LCP.
c. Address concerns,issues, gaps, and problems on mental wellness and well-
being, curriculum and instruction, Gender & Development,financial literacy among
teachers.
VII. Workplace Application Project or Job-Embedded Learning
Learning Goal Current Status Learning Strategies Required Resources Key Performance
Indicators
Tobeableto craftCIM
for Q3-Q4
Basic Level of
Proficiency
Craftingof CIM for Q3-
Q4
Mentor Numberof quality
CIM’sfor Q3-Q4
Tobeableto craft
MentalWellnessAction
Planfor Q3-Q4
Basic Level of
Proficiency
Craftingof Mental
WellnessAction Plan
for Q3-Q4
Mentor Numberof quality
MentalWellnessAction
Plansfor 2021
Tobeableto craft
classGAD Action Plan
for Q3-Q4
Basic Level of
Proficiency
Craftingof classGAD
Action Plan for Q3-Q4
Mentor Numberof qualityclass
GAD Action Plans for
Q3-Q4
Tobeableto craft
FinancialActionPlan
for 2021
Basic Level of
Proficiency
Craftingof Financial
Action Plan for 2021
Mentor Numberof quality
FinancialActionPlans
for 2021
Tobeableto craft
LARF Action Plan for
Q3-Q4
Basic Level of
Proficiency
Craftingof LARF Action
Planfor Q3-Q4
Mentor Numberof quality
LARF Action Plansfor
Q3-Q4
VIII. Detailed Activity Implementation Plan
Content Objectives Suggested
Activities
Duration Expected Outputs
Curriculum
Implementation
Matrix (CIM)
Thesessionaimsto:
a. explainthe purposeandelementsof
the Curriculum ImplementationMatrix
(CIM)as a planto addresscurriculum
CIGPs basedon the mid-year
assessmentof the BELCP/SLCP.
b. discussthe rolesand responsibilities
of the teacherin makingsurethat the
CIM is proactive andresponsive to the
identifiedcurriculumCIGPsinQ1& Q2.
Lectureand
discussion
Workshop
(IndividualActivity)
2 - 3 Hours SMART - Quality
Curriculum
ImplementationMatrix
(CIM)

5. c. determinethebest possibleaction
steps to effectively and efficiently
addressthe identifiedcurriculum CIGPs
in Q1& Q2.
Wellness&Well-
being
Thesessionaimsto:
a. explainthe purpose,elementsand
importanceofwellnessandwell-being
in the life of teachersandits relationto
achievingthegoalsof the
BELCP/SLCP.
b. discussbest possibleactionsteps for
teachersto makesurethat they
maintaintheirpersonalwellnessand
well-being
Lectureand
discussion
Workshop
(IndividualActivity)
2-3 hours SMART-Quality
Wellness& Well-being
Action Planfor 2021
GenderAnd
Development
Thesessionaimsto:
a. explainthe purpose,elementsand
importanceofGAD andits relationto
achievingthegoalsof the
BELCP/SLCP.
b. discussbest possibleactionsteps for
teachersto makesurethat they
implementGADcompliantactionsin
their classes.
Lectureand
discussion
Workshop
(IndividualActivity)
2-3 hours QualityGAD Action
Planfor Q3& Q4
BasicFinancial
Literacy
Thesessionaimsto:
a. explainthe purpose,elementsand
importanceofbasic financialliteracyin
the life of teachersandits relationto
achievingthegoalsof the
BELCP/SLCP.
b. discussbest possibleactionsteps for
teachersto financiallyplanfor their
future.
Lecture and
discussion
Workshop
(IndividualActivity)
2-3 hours SMART Financial
Action Planfor 2021
LearnersAtRiskof
Failure(LARF)Catch
Up Plan
Thesessionaimsto:
a. explainthe purposeandelementsof
the LARF Action Plan to address
competencygapsamongtheidentified
learnersbasedon the mid-year
assessmentof Q1and Q2.
b. discussthe rolesand responsibilities
of the teacherin makingsurethat the
LARF Action Plan is proactive and
Lectureand
discussion
Workshop
(IndividualActivity)
2 – 3 Hours SMART-Quality
LearnersAt Riskof
Failure(LARF)Catch
Up Plan

6. responsive to the learningstyles,
situationsand circumstancesofthe
identifiedlearnersinQ1& Q2.
c. determinethebest possibleaction
steps to effectively and efficiently
addressthe identified competencygaps
for the LARFs to catchupin Q3& Q4
IX. FINANCIAL REQUIREMENTS
ITEM OF EXPENDITURE # REQUIRED
(e.g. # of pax / units
/sets /hr
COST PER
UNIT/HOUR
TOTAL # of DAYS AMOUNT
Food
10 - Facilitators/Co-Facilitators
7 – Program ManagementTeam
12 - DepartmentHeads(JHS/SHS)
3 – QATAMEStaff
32 180 3 17,280.00
CellphoneLoad
76 – Teachers(SHS/JHS)
76 300 22,800.00
Materials:
Velum Paper (short, white) 2 reams 400 800.00
White Folder
10 long
10 short
20 pcs
20 pcs
7.5
6
150.00
120.00
Printer Ink
Black
Cyan
Magenta
Yellow
2 bottle
1 bottle
1 bottle
1bottle
350
350
350
350
700.00
350.00
350.00
350.00
TOTAL 42,900.00
X. LEARNING RESOURCES
Since the INSET will be conducted online, so all learning resources will be soft copies (in PDF
format) provided through a link so that all learners will have an access. The following are the
list of the learning resources:
 Basics of Crafting a Curriculum Implementation Matrix (Online link will be provided to the
learners)
 Basics of Crafting a LARF Catch Up Plan
 Basics of Financial Literacy
 Basic Guide To Wellness and Wellbeing
 GAD Handbook

7.  CIM Template
 LARF Catch Up Plan Template
 Session Evaluation Questionnaires (via google forms)
XI. MONITORING AND EVALUATION PLAN
Levels of M
and E
Indicators Methods &
Tools
Data
Sources
Schedule of
M & E
Person/s
Responsible
Resources User of
M & E
Level 4.
Results
Level 3.
Behavior
Level 2.
Learning
Level 1.
Reaction
* Awaiting inputs from the M & E team.

8. XII. APPROVAL SHEET
This program has been prepared by:
MICHAEL G. HORMACHUELOS, Ph.D.
Secondary School Principal – PCPGTVSFA
March 8, 2021
Endorsed by:
RAINELDA B. GALULA, Ph.D.
PSDS – Bien Unido District
Recommending Approval:
DESIDERIO V. DELIGERO
Chief SGOD
Certifying as to the Availability of Funds:
SHERALL BLESS AVENIDO
Bookkeeper III-PCPGTVSFA
Fund Source: School MOOE (INSET Budget Allocation)
GABINA F. LADARAN, CPA
Accountant III – SDO Bohol
APPROVED:
BIANITO A. DAGATAN EdD, CESO V
Schools Division Superintendent

9. PROGRAM DESIGN CHECKLIST
District of Bien Unido
ELEMENTS REMARKS
1. Program Title
2. Background and Rationale
3. Program Description
4. Profile of target participants
5. Workplace Development Objectives (WDO)
6. Terminal and enabling objectives
7. Detailed activity design
8.Follow-through Job Embedded Learning
(JEL) or Workplace Application Project (WAP)
9. Monitoring and Evaluation
10. Budget Requirements
11. Learning Resources

10. BUDGET TEMPLATE FOR LEARNING AND DEVELOPMENT PROGRAMS
Activity :Mid Year School-BasedIn-service Training Level: Region
Venue :Pres.CarlosP.Garcia TVSFA Division
Date :March 15-19, 2021 District
School
Please fill orshade the correspondingmode of Professional DevelopmentDelivery.
MentoringPrograms CoachingPrograms
ProfessionalLearningTeams PeerObservationPrograms
Workshop AccreditedCourses
StructuredProfessional Reading Personal Professional Reading
Practicum/School VisitPrograms On-line LearningPrograms
External Consultant/Critical Friend Others:Please specify__________________
ITEM OF EXPENDITURE
# REQUIRED
(e.g. # of pax /
units / sets / hr)
Cost per
Unit/Hour
Total #
of days
Amount
A. Pre Implementation
Designing/Materials Development 80 5.00 5 2,000.00
Sub-total Pre Implementation 2,000.00
B. Implementation
Live-Out:
Food (Meals+Snacks) 80 150.00 5 60,000.00
Trainingmaterials 80 50.00 4,000.00
Venue Retal 80 50.00 4,000.00
Sub-total Implementation 68,000.00
Total A & B 70,000.00
Contingency Allowance 10,000.00
Grand Total 80,000.00
Preparedby:
MICHAEL G. HORMACHUELOS
Secondary School Principal I

11. F3-M&E Form 3:End of the F3 Program Assessment
Respondent Type: Trainee Trainer Program Manager
Name (Optional): ____________________________ Sex: Male Female
Program Title: ________________________ Date: ______________
Please assess the effectiveness of the entire F3 component of the program according to the indicators below.
Please refer to the following rating scale:
4-Strongly Agree (SA); 3-Agree (A); 2-Disagree (D); 1-Strongly Disagree (SD)
After the conduct of the F3 component of the program,
I believe that …
Rating
1
SD
2
D
3
A
4
SA
A. Program
Planning,
Management and
Preparation
1 the training program was delivered as planned
2 the training program was managed efficiently
3 the training program was well-structured
B. Attainment of
Objectives
4 the program objectives were clearly presented
5 the session objectives were logically arranged
6 the program and session objectives were attained
C. Delivery of
Program Content
7 program content was appropriate to trainees ‘roles and
responsibilities
8 content delivered was based on authoritative and reliable
sources
9 new learning was clearly presented
10 the session activities were effective in generating learning
11 adult learning methodologies were used effectively
12 management of learning was effectively structured e.g.
portfolio, synthesis of previous learning, etc.
D. Trainees’
Learning
13 trainees were encouraged to consider how ideas and skills
gained during the training could be incorporated into their
own practices
14 contribution of all trainees, both male and female, were
encouraged
15 trainees demonstrated a clear understanding of the
content delivered
E. Trainers’
Conduct of
Sessions
16 the trainers’ competencies were evident in the conduct of
the sessions
17 teamwork among the trainers and staff was manifested
18 trainers established a positive learning environment
19 training activities moved quickly enough to maintain
trainees’ interest

12. F. Provision of
Support Materials
20 training materials were clear and useful
21 multi-media presentations supported the flow of the
sessions
22 the resources provided were appropriate to trainees’
needs
G. Program
Management
Team
23 Program Management Team members were courteous
24 Program Management Team was efficient
25 Program Management Team was responsive to the needs
of trainees
H. Venue and
Accommodation
26 the venue was well lighted and ventilated
27 the venue was comfortable with sufficient space for
program activities
28 the venue had sanitary and hygienic conditions
29 mealswerenutritiousandsufficientin quantity andquality.
30 the accommodation was comfortable with sanitary and
hygienic conditions
I. Overall 31 I have the knowledge and skills to apply the new learning
32 I have the confidence to implement the JEL contract
Please provide your honest response to each of the following questions:
What do you consider your most significant learning from the program?
What changes would you suggest to improve similar programs in the future?
Briefly describe what you have learned and how it will help you with your work.
What further recommendations do you have?

13. F3-M&E Form 3:End of the F3 Program Assessment
Consolidation Template
Collate the accomplished F3-M&E Form 3: End of the F3 Program Assessment, and review the results.
Separate results should be consolidated for each respondent type e.g. Trainees. Trainers and Program
Managers. Use the table below to consolidate the results for the quantitative items.
Note: The scoring and consolidation can be efficiently done using MS Excel.
Use the scale below to interpret mean rating for each item of the assessment:
3.5 to 4.0 = (SA) Strongly Agree
2.5 to 3.4 = (A) Agree
1.5 to 2.4 = (D) Disagree
1.0 to 1.4 = (SD) Strongly Disagree
Qualitative results should also be summarized below.
Tally (T) Frequency (e) (f) Mean
Rating
a b c d
Items SD D A SA SD
Tx1
D
Tx2
A
Tx3
SA
Tx4
a+b+c+d SD+ D
+ A+
SA
e/f
Ex. llll
III=8
llll
II =
7
0x1=0 0x2=0 8x3=24 7x4=28 24+28=
52
7+8= 15 52/15=
3.47
A Program Planning/Management/Preparation
1
2
3
B Attainment of Objectives
4
5
6
C Delivery of Program Content
7
8
9
10
11
12

14. D Trainees’ Learning
13
14
15
E Trainers Conduct of Sessions
16
17
18
19
F Provision of Support Materials
20
21
22
G Program Management Team
23
24
25
H Venue and Accommodation
26
27
28
29
30
I Overall
31
32
Summary of Qualitative Responses
What do you consider your most significant learning from the program?
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15. 
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What changes would you suggest to improve similar programs in the future?
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Briefly describe what you have learned and how it will help you with your work.
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What further recommendations do you have?
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16. Program Title: (Add title of program)
Facilitator(s): (Add names of the Facilitators/trainers and their positions)
Location and
venue:
(Write the city and the actual venue e.g. Cebu, EcoTech)
Duration: (Include duration of the F3 phase )
Date: (include dates for F3)
No of
Participants:
Males (Add No.) Female (Add No.) Total (Add Total
)
Attendance List (Include as Attachment 1)
Program
Objectives
At the end of the program the participants will have
 (Add objectives from the program design/resource package)


Program
Schedule
(Include as Attachment 2)
Key Results  (Identify the key results from the conduct of the program taking in to
consideration the F3 phase)


Resources
Materials
(Identify the resources required to conduct the program e.g. Title of the
Resource Package, Operations Manual)
F3-M&E Form 6:F3 ProgramCompletionReportTemplate
(Please use electronic version)

17. M&E Analysis After reviewing the F3-M&E results from the program write a narrative
analyzing the results. This should include
 Results from the participants evaluation of the program
 Results from the facilitators review of the program
 Results from the program managers review of the program
 Strengths and areas for improvement should be identified in this
section
(Include as Attachment 3 a copy of the F3-M&E Results)
General
Comments and
Issues
Encountered
In this section make any general comments about the program and identify any
issues encountered in relation to:
 its delivery (during the F3 phase)
- trainers/facilitators
- participants
- content of program
- delivery strategies
- training materials
-
 its management (during the F3 phase)
- prior to delivery
- during the F3 phase
Recommendations In this section discuss any recommendations you may have to improve future
programs. Include suggestions for refining the Resource Package
Program Report Attachments
Attachment 1: Program Attendance List
(Insert here)
Attachment 2: Program Schedule of Activities
(Insert here)
Attachment 3: M&E Results
(Insert here)