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For Teachers

TABLE of CONTENTS
IPPD Guide
•
GUIDE and TOOLS
Meaning and Purpose of IPPD 1
• Guiding Principles
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•
 Roles and Responsibilities of TDWG 2
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INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD) GUIDE

I
Meaning What is Professional Development?
and
Purpose of  Professional
performancedevelopment is the process
through the provision of improving
of a wide range of competencies andpersonal
opportunities for work
IPPD 
and professional growth in knowledge, skills and attitudes. In the education
setting, it is a personal and professional growth process that necessarily integrates
the goals of the individual professional with the goals of the school, division and
region for better student outcomes. It is based on the nationally accepted
standards for competencies specific to the profession.

Professional Development activities range from independent study such as on-line

learning, individual action research, personal or structured professional reading; to
supported learning such as school visits, peer review or peer observation with a
colleague, mentoring and coaching; to collective action such as getting involved in
a professional organization, conducting group research, or engaging in group
studies, e.g. Learning Action Cell ( LAC) sessions; and to formal programs such as
on- site, face to face training, cluster level/school level learning communities,
distance or on-line course study, and continuing formal education (e.g. graduate
program).

Professional Development in the education system is most successful in an

environment which promotes the goals of a school-based management with a
strong leadership and support system. It is most likely to succeed when it is
embedded in the vision, strategic plan and organizational structure of the school,
division and region. Moreover, it must be guided by a purposeful and systematic
planning through an INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD).

What is an Individual Professional Development Plan (IPPD)?

An IPPD is a tool that serves as a guide for the professional’s continuous learning
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3. The IPPD must adhere to the following SMART standards:

Specific and focused on learners and school priorities
•

Measurable progress and accomplishments through a

•

monitoring and evaluation scheme

Attainable and results-oriented
•

•
Relevant strategies appropriately connected to goals and
objectives
Time-bound within targets but flexible to afford revisions and
•

updates
4. Development strategies adhere to the andragogical (adult learning)
approach and methodology identified to be effective in the attainment of 
the IPPD goal and objectives.
5. The IPPD process is job-embedded, i.e. inherent to the practice of the
profession, and a continuing course of action.

 The IPPD cycle takes off from the completion of the Training and Development
Roles/ Needs Assessment (TDNA) process. The Division T&D Unit specifically the TDNA
Responsi- Working group (TDNAWG) manages the implementation of the IPPD in all schools
bilities and in the Division. The Division TDNAWG and district supervisors/education
Process supervisors are tasked to orient the School Heads in the development of their
flow IPPD, who will in turn orient their teachers in completing their own.

It is the responsibility of the individual Teacher and School Head to follow the

instructionsand
document in completing
are explained the IPPD.
in theThere are specificIPPD
accompanying stepsForms.
in accomplishing
Generally, the
the
professional sets her/his goal, objectives and identifies the professional activities
to be undertaken. The target dates for accomplishing the objectives, the strategies
to be used, including possible resources and success indicators are projected in
the plan. Since this is a personal professional plan, it is the individual’s basic
responsibility to monitor his/her IPPD and to make the necessary changes or
initiate the review of the plan in consultation with the immediate head. A Self-
monitoring check is provided in the IPPD Form and it is recommended to be
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completed midyear and at the end of the calendar year.
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IPPD Process Flow

School Level:
Division Level: District /Cluster Level: School Head gives orientation to
SDS issues a Memorandum to the Supervisors convene and
teachers on the development
Training and Development orient School Heads within
(T&D) TDNAWG to commence their respective districts/ of the IPPD
the development of IPPDs for clusters and guide them to Teachers develop their IPPDs
 
SHs and Teachers, specifying accomplish their IPPDs and track own progress
among others, structure, Supervisor and SH monitor
functions, and general process, IPPD implementation process
resources and responsibilities SHs develop their IPPDs and
track their own progress
T&D Chair convenes the Division Supervisors monitor IPPD
TDNAWG and supervisors for implementation process School Head provides technical
the start-up meeting and assistance in the teachers’

preparatory activities for the Supervisors

assistanceprovide
in SHs’technical
self- self- monitoring their IPPDs
progress
IPPD
monitoring their IPPDs’
progress. SH/ NCBTS Coordinator
TDNAWG provides technical summarizes
assistance to and observe Supervisors summarize IPPD accomplishments of teachers
process of SHs and teachers Evaluation Form A of at year-end to inform the AIP
IPPD implementation Cluster SHs adjustment on teacher
TDNAWG analyses M&E Reports Supervisors submit SHs IPPD development priorities for the
of Supervisors and make Cluster Midyear and end next year.
necessary recommendations to year Reports to Division SH submits to Supervisors IPPD
DEDP TDNAWG Midyear Report
D-TDNAWG submits M&E Report
to R-TDNAWG

TDNAWG Upon the issuance of a memorandum from the SDS, the Division TDNAWG Chair
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7/15/2019 Individual Plan for Professional Development (PPD) deped

and
responsibilities.

Orientation
and A. Prior to the actual orientation and completion of the IPPD, it is advisable for the
Accomplish  TDNAWG and the Supervisors who are in-charge of the specific cluster or
ment of  - district to conduct a preliminary meeting with the groups of school heads and
teachers, who will be asked to accomplish the IPPD. The purpose of the
IPPD
preliminary meeting is to make sure that the important documents needed in
the IPPD completion such as the results of NCBTS-TSNA, TDNA for SHs, are
made available to the groups for better understanding of the information
contained in the documents, e.g. own competency strengths and needs. The
meeting could also be an opportunity for the groups to discuss the AIP priority
needs for staff development and their school development goals.

B. The IPPD session is conducted first to the group of school heads. This is an
orientation on the completion and implementation of IPPD for School Heads.
 The conduct of the orientation may be guided by the steps outlined below. The
same steps are followed in the IPPD orientation for teachers conducted
subsequently by the School Heads with the support of the ES/PSDS. It is
important to start on time and to observe effective time management as
suggested below. The full session is 3 hours exclusive of preliminary activities
such as opening program, if any.

  Session Guide for the Conduct of the IPPD Orientation (3 hrs)

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Warm-up
10 min. 1. Conduct a brief introductory activity that provides an opportunity for
participants to greet one another and feel comfortable working together.

Objectiv

es of the
session 2. session,
Present the
the participants
objectives ofwill:
the session. Mention that at the end of the
10 min. •be able to explain the meaning of professional development and
identify a range of activities to address learning needs
•be able to state the purpose and focus of the IPPD
•have experienced the process of accomplishing an IPPD
•understand their expected roles and responsibilities in implementing
the IPPD at the school level and at the Division/District level

3. For School Heads’, stress that they are expected to be able to conduct a
similar orientation session (with the assistance of the NCBTS
Coordinator and the ES-1/PSDS-in-charge) for their teachers in their
own schools.

Activity
30 min. 4. Facilitate an activity to elicit sharing of prior experience and knowledge on
Professional Development. This may be done through the use of meta
strips for participants’ responses to the following:
• Write anything you know about Professional Development in one
statement.
•
Cite the most recent professional development activity attended.
• Express how these activities have addressed your most urgent
professional development needs.
• Question: “ Have you tried writing a professional development
plan before?”
• Explain the significance of a professional development plan in your
own words.

5. Process and synthesize the most significant responses of the participants.

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 a 9. Explain the steps one after another as described in the IPPD Form and
7/15/2019 illustrateIndividual
each Planstep
forby citing Development
Professional the sample(PPD)cases
deped and the Sample of 

90min. accomplished IPPD intended for the group. (See separate sample IPPDs for
 Teacher and for School Head.)
Monitoring A. Self-Monitoring
 The steps of the Forms
for both PLANare basically the same as enumerated below. It is
of the IPPD important for the facilitators to make sure that the group is focused on one
step at a time. Each step should be understood clearly before the
 The IPPD has to be implemented
participants are allowed astoplanned. During
work on their own.the
It isimplementation
also good to have phase,
the teacher or volunteers
the schooltohead
sharewho
theiraccomplished
work as samples thefor
IPPD conducts
others to learn afrom.
self-review
to follow-up his/her own and
Facilitators progress
TDNAWG in should
implementing
be able tothe
guideplan, carefully
individual looking at
participants
closely.
how the objectives are being accomplished, and the timeframes set in the IPPD.
a. Setting the Goal
b. Deriving
 The IPPD is a self-monitoring Objectives
tool. fromindividual
It requires the Goal responsibility in keeping
track of one’s progress c. and
Deciding on the Professional
accomplishments at anyDevelopment
point within Strategies
the time frame
d. Tapping Possible Resources(Human and Material)
set for each objective.e.The general rule is that the individual professional is the
Setting the Time Frame
most responsible person for tracking
f. Identifying her/his
Success own growth. He/She must keep in
Indicators
mind the professional competencies targeted
- professional to be enhanced. In the case of 
competency
teachers, they may check their- school/learners’
progress against the list of competencies listed in
performance
the NCBTS-TSNA Tool.
10. The Goal formulation is the anchor for the rest of the entries in the IPPD
Proforma. It is therefore important for everyone to be able to properly set
this at the onset before proceeding to complete the IPPD. It might be good
to ask
For School Heads, onemay
they volunteer to share
use the theSchool
List of goal formulated before moving
Heads Performance on to the
Indicators.
next steps.
(Discussion and understanding of the list of competencies for School Heads should
be done during the preliminary meeting that is held prior to actual completion of 
the IPPD. It11.
mayWhenalsothe
begroup has completed
helpful the IPPD,
for individual SHs ask a volunteer
to keep a copy to of
share
thishis/her
list for
output.
regular reference such as in self-monitoring of IPPD.) It is important for them to
determine whether the activities they have done so far have contributed to the
enhancement 12.of
Lettheir
others express their insights gained from the activity.
competencies.
13. Challenge them to review their accomplishments and update their plans
Monitoring
Closing hasafter
to be done regularly.
a quarter The
through the following Self-Monitoring
Self-Monitoring Check
Check at the back may
of their be
IPPD
useful
10 min in monitoring the IPPD progress. This is found at the back section of the
Proforma.
IPPD Proforma to be accomplished at midyear and at the end of calendar year.
14. Remind the participants to sign the commitment at the last page of the
Self-MonitoringIPPD Tool(See
Check- and thank
chart the participants for their active involvement.
below):

1. Am I15. Supervisors
aware collect the accomplished
of my professional development
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IPPD of SHs
goal andinobjectives?
their cluster.(Write
School
10/25
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Objectives Time Accomplishments

of 
Set the Professional Development Specific NCBTS/SLEL
yea Activities Done Competencies enhanced
r
A.
Mid

End

B.
Mid

End

C.
Mid

End

B. Monitoring and Evaluation of the IPPD Process and Outputs

1. There are three areas that may be monitored and evaluated related to the
IPPD. These are (a) the process followed in accomplishing the IPPD and the
level of collaboration between team members; (b) Teachers/SHs perception of 
the extent they successfully completed the IPPD planning process; and (c) the
accomplished IPPD. There are M&E Tools that have been prepared and are
suggested to be used for each of these areas. The first two (Forms 1 and 2) are
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IPPD Tool (FORM A)

INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD)

For Teachers

Directions Preliminary Meeting

for
Accomplish
-ing the Prior to the actual completion of the IPPD, it is advisable to conduct a preliminary
IPPD meeting where your group is given the opportunity to study and discuss information
Proforma from the documents and reports pertinent to your school and professional needs. The
following documents will be needed for your study: (1) Individual NCBTS-TSNA result
accompanied by a copy of the NCBTS-TSNA Tool or any document that contains the list
of domains, strands, performance indicators and KSAs, (2) The portion of the AIP on
Priority Improvement Areas, (3) Any official records available that give information
about your learners’ performance and learning needs (e.g. achievement test results,
class records, EMIS, Form 1)

Setting the Goal

Read the instructions carefully and provide the information needed in accomplishing the
IPPD. Guided by the steps below and based on the information you have studied during
the preliminary meeting, write the information needed in the charts below. These will
help you formulate your GOAL for professional development. You will need to complete
the IPPD Proforma where you will write the goal you have formulated. You will also fill
up the appropriate columns: (I) Learning objectives, (II) Strategies,(III) Resources, (IV)
 Timeframe, and (V) Success indicators.

Formulating the Goal

 To formulate your goal, focus on enhancing your teaching and learning to improve
student outcomes by reviewing the following:
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My school’s priority for 

staff development 

My school’s priority for 

curriculum implementation
& instructional delivery 
 Are my professional development needs related to any of my school’s priority 
improvement areas? Yes____ No____ 

C. Student/Pupil learning needs

1. Focus on the Quality and Relevance section of the AIP.
2. Study the priority improvement area on Learners’ Performance.
3. Look at the area on Performance Indicators (i.e. drop-out rate, failure
rate).
4. Determine your own learners’ achievement results based on any
available records.
5. Based on your review of student/pupil learning needs write the
information needed in the chart below.

My school’s priority 
improvement need based on
learners’ performance (Copy 
from the AIP)
My school’s priority 
improvement need for learners
based on performance
indicators (Copy from the AIP)
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M l l ’ d i
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In formulating objectives, it is foremost to consider the competencies you should

develop to help achieve your goal as revealed by your NCBTS-TNA result. In the same
example above regarding the Science teacher, the objectives that may be derived from
the goal set are as follows:

Objectives:
A. To improve my competencies in using varied strategies in teaching diverse
learners
B. To gain more content knowledge and skills in Science teaching
C. To acquire knowledge and skills in providing learning activities that respond
to demands of the community

II. Deciding on the Professional Development Methods/Strategies

 To help you achieve your objectives, there is a need to choose carefully appropriate
methods/strategies. You may take note of the following considerations. It may be
helpful also if you know the types of development strategies such as the ones below.

It is important, however to write more specific professional activities you intend to

engage in to achieve your objectives. Examples are: “Attend a District training on
Multiple Intelligence”; “Surfing reading materials on Science teaching in the internet”

1. Independent action
- Online training
– Learning a new technology
– Conduct of an action research (individual)
– Structured professional reading
– Personal professional reading

2. Supported action
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S h l i it
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It is advisable to specify the Person(s)’ names when you write them in the
appropriate IPPD column.

B. Material Resource
Material resource may include Professional Development Modules that can be

availed at the Divison

Foreign-Funded or in
Projects District Office, or
your school Teachers
nearby Sourcebooks available
school, Training from
packages
containing lesson guides may also be helpful to help you learn and enhance your
KSAs.
 Teaching Materials that may be downloaded from the Internet can help you
enhance your teaching competencies. You may have to learn to use technology
in the classroom especially if this is available in your school or district.

C. Logistics

Funding
know thefor training
sources to and development
tap in is not always
your community, you mayeasy
try to find.soHowever,
doing in if you
collaboration with your teachers’ group and School Head.

IV. Setting the Time-Frame

 The IPPD time frame is for a period of one schoolyear. This may coincide with the
development of the school’s AIP. The time frame you will set for yourself actually

depends
based onon
theyour determination,
urgent anddevelopment
and prioritized commitmentneeds.
to do something about your goal

What is important in setting the time frame is that it is realistic and doable. The dates
you will write in your IPPD should be like a clock with an alarm to remind you of your
responsibility for yourself and your learners.

V. Identifying Success Indicators

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Th t l f i di t (1) S i di t f h d
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Self- Self-Monitoring Check (To be completed at mid year and end of calendar
Monitorin year )
g Check 
TEACHER'S INDIVIDUAL
3. Am I always PLAN FOR
conscious of my professional PROFESSIONAL
development DEVELOPMEN
goal and objectives?
(Write your objectives in the first column.)
  School Year : __________
4. What(Write
Name of Teacher: have activities
I accomplished so far?
you have done and the specific NCBTS competencies that Position:
have
  School: been enhanced in the appropriate columns.)
District: Division

Professional Development Goal: Time

Objectives Set
of 
Accomplishments
the Professional Development Specific NCBTS Competencies
yea Activities Done enhanced (Strands)
r Time
Objectives Methods/Strategies Resources
A. Frame Succe
Mid (When do I
What NCBTS
(What competencies
enhance?) will I (What professional
undertake to achieveactivities will I
my objective? (What resources?)
access will I do to expect to have
accomplished the competencies would
  have enhanced?
activities?)
A.
  End
 

B.
B. Mid

 
End

C.
C.
Mid

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 7/15/2019 Individual Plan for Professional Development (PPD) deped

TEACHER'S INDIVIDUAL PLAN for PROFESSIONAL DEVELOPMEN

  School Year : __2008-2009

Name of Teacher: Liza B. Prado Position:

  School:  Tugatog High School District: Division

Professional Development To enhance my teaching competencies in providing learning activities for diverse learners and to u
Goal:  improve my learners’ academic performance in Science.

  Objectives Methods/Strategies Resources Time

Frame
Succe
(When do I
What NCBTS
(What competencies will I (What professional activities will I (What will I do to expect to have
competencies would I
enhance?) undertake to achieve my objective? access resources?) accomplished
  have enhanced?
the activities?)
  Register in the October 2008,
• Attend district training program on
A. To improve my competencies in District/cluster training Semestral Break Knowledge and Skills in
  Multiple intelligences
using varied strategies in teaching on MI teaching for diverse learne
diverse learners • On-line study about MI Surf Internet lesson Once a week 2nd  (Strand 3.1)
guides on MI Semester
• Attend training on Science Content in Request INSET Summer INSET Increased Competencies i
B. To gain more content Division Funds, SEF 2009; mastery of the content and
knowledge and skills in Science • Attend Short-term course Scholarship Grants Saturday classes skills in teaching Science
  teaching from LGU, DepEd 2nd Semester (Strands 4.1& 4.4)
Attend LAC Session to study DepED Request Master Monthly from Increased Teacher
digital lessons in Science for HS Teachers/DSS as Sept- Feb Proficiency Result in
resource persons Science (Strand 4.1)
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C T i k l d d E i it j t L kf il bl 1 2S t d f E h d t i i
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A summary of the results will be

included in the Activity
Completion Report and
recommendations incorporated
into future processes

3. The SHs/Dept Heads (for teachers)

accomplished IPPD ES1/PSDS will Form 3: IPPD Following the • SHs and Dept  will consolidate key finding to
review completed Review Tool completion of the Heads inform School Planning for
IPPD of SHs at teachers’ IPPD at Professional Development
the cluster level Form 4: Summary the school level • ES1/PSDS/AS (SPPD)
Template of IPPD and SHs at the DS
SHs and Dept Goal/Objectives cluster level TDWG/PSDS prepare a report
Heads will review for submission to the Division
teachers’ IPPD at T&D Chair. T&D Chair will
school level identify key recommendations
and include in Activity
Completion Report for the
conduct of the IPPD for SHs

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7/15/2019 Individual Plan for Professional Development (PPD) deped

FORM 1: IPPD PROCESS OBSERVATION GUIDE

SCHOOL Observed:_________________________________________________ 
NAME OF PROCESS OBSERVER : _____________________________________ 
DATE: ______________________ 
VENUE: _____________________ 
PARTICIPANTS NAME: (Attached Attendance Sheet)

DIRECTION: Observe the process involved in the activities associated with the development of the IPPD.
If the activity is accomplished, write YES in the appropriate column, if not, write NO. Rate the level of 
collaboration between participants in completing the various activities using the rating scale below:

RATING SCALE: (1) Low (2) Moderate (3) Average (4) High

LEVEL OF
ACCOMPLISHED
ACTIVITIES COLLABORATION
Yes or No
1 2 3 4
I. Development of an understanding of the IPPD and its purpose
a. Conduct of a warm up activity to start the
session
b. Discussion on how to further develop oneself as
a professional to improve performance of one’s
duties and responsibilities.
c. Presentation of the objective of the IPPD
workshop and explanation of the meaning of IPPD,
its purpose and guiding principles.
d. Explanation regarding the accomplishment of 
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 Do you have any comments regarding the IPPD process?

 Do you have other comments/suggestions/recommendations for the improvement of the IPPD process?

Process Observer:

 ___________________________________ 
Signature Over Printed Name

 ___________________________________ 
Designation

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FORM 2: End of IPPD Planning Evaluation

 Name: _______________________________

 Please rate how you feel about the IPPD planning session relative to the following processes involved in the
accomplishment of the IPPD. Please tick the appropriate column for your rating using the scale below.
Rating Guide:
 Numerical Interpretation Description
Rating
4 Very High Extent In a very significant way
3  High Extent In a meaningful way
2  Low Extent In a limited way only
1 Very Low Extent Not in any meaningful way

IPPD Accomplishment Rating Scale

To what extent do you feel: 1 2 3 4
1 the following documents were used in the analysis and development of 
the context of your IPPD?
a. TDNA results: NCBTS-TSNA/NSHPI

 b.
c. SIP/AIP
Student Performance Data
2 the formulation of IPPD overall goal was based on the results of the
analysis of the current development needs of the school and learners?
3 the IPPD goal was taken into consideration in formulating the
objectives?
4 the formulation of program objectives was based on your own
 professional need and the learning needs of your school learners?
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5 d i i b h i h d d i ii b d h
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FORM 3: Review of the Accomplished IPPD

This form has been developed to support a Review Process of the accomplished Individual Plan for 
 Professional Development (IPPD). The School Head and Department Heads/Coordinators should review

the IPPDthe
evaluate completed by the teachers
extent standards while the
were followed inTDWG Chair/ES1/PSDS should review the IPPD of SHs to
its accomplishment.

Rating Guide:
 Numerical Interpretation Description
Rating
4 Very High Extent In a very significant way
3 High Extent In a meaningful way
2 Low Extent In a limited way only
1 Very Low Extent Not in any meaningful way

Use the scale above to evaluate the extent to which the accomplished IPPD adheres to the
 following standards:

To what extent …….. 1 2 3 4

1. does the IPPD focus on the mandated functions, competency standards
for the profession and the development priorities of the school, national
goals and thrusts?
2. does the IPPD goal focus on improvement of school effectiveness and
learning outcomes?

3. does the IPPD adhere to the following SMART standards:

• S pecific and focused on learners and school priorities?
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7/15/2019 Individual Plan for Professional Development (PPD) deped

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7/15/2019 Individual Plan for Professional Development (PPD) deped

Form 4: Template for Summarizing IPPD Goal/Objectives

Summary of the Teachers’/School Heads IPPD Priorities based on objectives set

IPPD Objectives Set Based on Competency Domains/Strands

Names 1.1 1.2

Totals

Directions: (1) List the names of teachers/school heads who accomplished their IPPD. (2) Write the competency number identification
corresponding to the objectives set in the IPPD, on the top row of the succeeding columns. (3) Enter the 3 prioritized objectives of each
teacher/SH
objectives ininthe
theIPOD
proper column.
form. Labeldoes
The number the not
entries withprioritization.
indicate O1, O2, O3 indicating the number
(4) Count the IPPD objective of an
of entered individual
objectives perteacher/SH
column andbased
write on
thisset
in
the totals. This information will be useful for the planners of the School Plan for Professional Development (SPPD).

IPPD Package: Form B for School Heads 20

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IPPD Package: Form B for School Heads 21

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