Republic of the Philippines

Department of Education
REGIONAL OFFICE NO. VIII (EASTERN VISAYAS)
Government Center, Candahug, Palo, Leyte
_______________________________________________________________________________

(Add Title of Program)

Training and Development

Resource Package

TEMPLATE

(November 17, 2016)

 PREPARED BY THE TRAINING AND DEVELOPMENT TEAM

School---------------------------------------------------------
Division of ___________________________________ Region ________________

Name Designation
________ ______________
________ ______________
________ ______________
________ ______________
Advisers:
 PREFACE

(This is to written once the Resource Package has been developed. It is the last step in the
process.)

A preface narrates elements of the resource package such as the purpose of the package and
an overview of the information it contains. It may also contain information relating to the
project that supported its development, an explanation of the perceived users, and an
acknowledgment of those who contributed to the development of the resource package.
1. General Program Information: (Copy from Program Design)

Program Title :

Program Description:

Prerequisite Programs:

Duration :

Management Level of
Program
Delivery Mode

Target Personnel:

Budget Requirements:

Rationale:

Objectives:

End of Program Outputs:

A. Formal Face to Face (F3) Component

B. Job Embedded Learning ((JEL) Component

Expected Final Outcomes/Success Indicators:

2. The Program Delivery

A. The Program Content and Expected Outputs:

(List the activities/modules or sessions that will be conducted. Note the specific objectives which
are to be developed, the key understanding to be developed, the duration of the activity and the
expected outputs for each activity. Use the Content Matrix from the Program Design as a guide.
Identify the resource materials which are required to implement each activity/module/ or session.

No. Activity/ Specific Content Duration Expected Output Resource

Module/ Objectives Hr/min. of the activity/ Materials
Session Title (KSAs) session
1. -Session Guide -
Handout
-PowerPoint
-Activity Sheet
-Video clip

2.

3.

B. Program Schedule Matrix:

(Outline how the program will be structured and develop the Program Schedule matrix. Use the
Activity Schedule in the Program Design as a guide e.g. for a training workshop you may complete
the following table, develop another template for a different type of mode of delivery e.g. LAC
Sessions, coaching.

A. Formal Face-to-Face (F3)

Time Day 1 Day2 Day3 Day4. . .
AM

AM

PM

PM

B. Job-Embedded Learning Activities

Month 1 Month 2 Month 3 Month 4...
Week 1

Week 2 Start Meeting

Week 3

Week 4
3. Learning Approach/Methodology for the program
(Describe here the learning approach and methodology which will be used to deliver the program.
Refer to Step #4 in the Training and Development Resource Development Guide and Tools.)

4. Program Supplies/Equipment/Materials
(List the supplies/equipment/materials which will be needed to support the implementation for the
program. Update the Resource List developed for the Program Design)

EXAMPLE :
Meta strips, Manila paper
Marker pens, Chalk, White board markers
Masking tape, Scissors
Computer, LCD
Name tags
Envelopes with paper strips containing NCBTS Domains, strands and indicators
(see SLE 3)
Pencils, Ballpoint pens, Note books
Bond papers
Crayons

5. Activity Guides based on andragogical and constructivism principles.

See sample
- Session Guide Templates
- Teaching Demonstration Activity Guide Template
- Professional Reading Activity Guide Template
- JEL Contract
 6. Handouts and Support Materials
(include any handouts and support materials needed for the delivery of the program)

a) List of Handouts and Support Materials

Session No/Title Title of Handout Support Materials

DVD : ------
Powerpoint
Interactive
Matrix on .

b) Handouts (add all handouts in order of delivery. Use the template below)

Handout Title :_________________________________________________

Author : ______________________________________________________

Source/Year : ___________________________________________________

(Develop Handout Here)

c) Support materials (e.g. add copies of all the support materials required for delivery e.g.
matrixes, hard copies of Powerpoint presentations)
 7. Monitoring and Evaluation
(Describe the M&E processes that will be followed and add the M&E tools which will be used. Tools
have been developed for monitoring and evaluating the F3 and JEL training programs and can be
found in T&D Systems Operations Manual Volume 5: The Program Delivery System, and may be
used here if suitable)

Examples of M&E Tools which may be used include:

F3-M&E Form 8: Trainees End of F3 Program Assessment (with Consolidation Template)

This instrument is used to collect information of the Trainees level of satisfaction with the
F3 phase of the training program. All trainees will complete this evaluation at the end of
the F3 phase of the training program and the results will be used to inform future delivery
of the training program and to enhance Program Management and Trainers future
performance. Its consolidated results will be analyzed and used to inform the final F3
Program Completion Report.

F3-M&E Form 10: Rapid Competency Assessment Before and After the F3 Program
This instrument is used to collect information of the Trainees self-perception of their level
of competency before and after their involvement in a F3 training program. Completion of
the instrument will be at the beginning of the F3 phase of the program and again at the end
of the F3 program. Results will be used to inform future delivery of the training program.
Consolidated results will analyzed and used to inform the final F3 Program Completion
Report.

JEL-M&E Form 4: Trainees End of JEL Evaluation

All trainees will complete an evaluation of the JEL phase of the training program at the end
of the JEL phase of the training program and the Program Management Staff will be
responsible to consolidate results. This will collect information of the Trainees level of
satisfaction with the JEL phase of the training program. Results will be used to inform future
JEL delivery of the training program, will be analyzed and used to inform the final JEL
Program Completion Report.
The Activity Guides
Sample 1:

SESSION GUIDE Template

Session 2: Structure in Providing Technical Assistance and Competencies of
Technical Assistance (TA) Providers
Duration of Session 3.5 hours (210 minutes)
Key Understandings to be Effective management requires a well-organized Technical
developed Assistance (TA) mechanism structure. It must be carefully
designed and implemented to ensure that the technical
assistance provided can really address the identified needs
of the clients towards the achievement of the clients goals.
The suggested structure for the implementation of the TA
Mechanism with clear functions, responsibilities, and
required competencies should be made known to all
members of the team.
Learning Objectives 1. Articulate the structures, functions and responsibilities of TA
(3 mins.) providers and clients
2. Identify the competencies of TA providers
3. Simulate on giving technical assistance
4. Appreciate the importance of giving TA
Resources Handouts on Technical Assistance (TA) Handbook
Activity Sheet : Observation Template
Powerpoint:
1. Structure in Providing Technical Assistance
2. Competencies of Technical Assistance (TA) Providers

Introductory Activity Choose a partner and discuss your TA practices in your

(3 mins.) respective stations
Activity
TAra na!
(45 mins.)
Form six (6) groups and have each group do the
following:
Group 1, 2 & 3 will role-play on giving TA
Group 4, 5 & 6 will serve as process observers. Group 4
will observe Group 1; Group 5 will observe Group 2;
Group 6 will observe Group 3
Note:
Distribute the materials to Group 4, 5 & 6: activity sheet, manila
paper, meta cards, pair of scissors, marking pens, masking tape
30 mins. preparations & presentations (10 mins./group)
15 mins. reporting (5 mins./group)
Analysis After the group activity, ask the following questions:
(20 mins.) 1. What did you feel about the activity?
2. What did you observe on the group presentations considering
the different functions, responsibilities and competencies
(skills) depicted by the TA Providers?
 3. What did you observe on the group presentations considering
the different functions and responsibilities depicted by the
Clients?
4. How did the activity made you realize the essence of giving
technical assistance?
5. As a TA Provider, how do you see yourself giving technical
assistance?
Abstraction/ Present the PowerPoint to introduce the key
Generalization understandings, skills and attitudes developed in Chapter 2:
(110 mins.) Structure In Providing Technical Assistance and Chapter 3:
Competencies Of Technical Assistance (TA) Providers
Effective management
requires a well-organized
Technical Assistance
(TA) mechanism
structure. It must be
carefully designed and
implemented to ensure
that the technical
assistance provided can
really address the
identified needs of the
clients towards the
achievement of the
clients goals. Eventually,
it is so desired that the
results of providing TA
can be a valid source for
management to make
data-driven decisions.
The suggested structure
for the implementation
of the TA Mechanism
with clear functions,
responsibilities, and
required competencies
should be made known
to all members of the
team.
In order to deliver Technical
Assistance (TA) in a more
effective and efficient
manner, TA providers have
to develop the following
competencies:
1. Data Gathering Skills These
skills require the TA provider to
be computer literate particularly
in management information
system, internet surfing, word
processing, spreadsheets, and
PowerPoint presentations. Also,
the he/she should be research-
oriented in order to gather
authentic data needed to
identify areas that need TA.

2. Skills on Identifying and

Prioritizing TA Needs These
skills require appraisal and
analytical expertise in probing
and interpreting data so that a
TA provider can identify and
prioritize improvement areas
that need TA.

3. Facilitation Skills These

skills include: listening skills,
observing skills, questioning
skills, attending skills,
integrating skills, processing
skills, and communication skills
(LOQAIPC). These skills are
utilized in all the steps and
processes in providing TA.

4. Skills in Giving and Receiving

Feedback These skills would
greatly help both the TA
provider and the clients in
increasing their ability to see
themselves as others see them.
Feedback has to be given
immediately for it to be relevant,
timely and effective.

5. Coaching Skills Coaching is

a series of one-on-one
exchanges between the TA
provider and the client or
learner focused on performance
or performance-related topics. It
is a process that enables
learning and development to
occur and improve performance.
Coaching would require the
application of the other
behavioral skills already
mentioned previously. For an
effective coaching, the TA
provider should be able to adapt
to the various needs of the
learner.

6. Monitoring and Analysis of

TA Progress This is the ability
to check on the process and
progress of the TA provided
according to standards set and
offer recommendation for
adjustments. Moreover, the TA
provider should know how to
segmentize the data as to grade
level, subject areas, and other
forms of data segmentation. The
TA provider should be also well
versed on data characterization.

7. Evaluating Technical
Assistance Results This is the
ability to evaluate the overall
impact or results of TA provided.
 Eventually, the results of the all
TA provide information for
decision making at the division
level and recommendations for
policy formulation at the
regional level.

Application
(25 mins.) Huwag mahihiyang magTAnong

In the same group, answer the questions flashed on the screen.

The group that raised their flaglet first will be the one to answer
question. The group that garnered the most number of correct
answers will be declared WINNER.
1. Which skill that would greatly help both the TA provider and the
clients in increasing their ability to see themselves as others see
them?
2. Give three (3) functions and responsibilities of a Client?
3. Which competency is the ability to evaluate the overall impact or
results of TA provided?
4. _______is a series of one-on-one exchanges between the TA
provider and the client or learner focused on performance or
performance-related topics.
5. What skills that include: listening skills, observing skills,
questioning skills, attending skills, integrating skills, processing
skills, and communication skills (LOQAIPC)?
6. Which competency of a TA Provider that check on the process
and progress of the TA provided according to standards set and
offer recommendation for adjustments?
7. Which from among the competencies of TA Provider require
appraisal and analytical expertise in probing and interpreting
data so that a TA provider can identify and prioritize
improvement areas that need TA?
8. Which of the Facilitation Skills that synthesize or summarize
points or ideas?
9. From among the Division TA Core Team composition, who
reports directly to the SDS by providing him/her updated
data on the provision of TA of each district, cluster, or
schools?
10. What does DFTACTs stand for?
Concluding Activity A video clip presentation on TA
(4 mins.)

Prepared by:
1. MARITA P. SENOLOS, SEPS (Calbayog City Division)
2. MERIAM M. GUALDRAPA, SEPS (Tacloban City Division)
3. ZALDY A. TABUGOCA, P1 (Samar Division)
 The Activity Guides
Sample 2:

Teaching Demonstration Activity Guide Template

Activity 1: (Title)

Duration of Session 00 hours

Objectives of the 1. Discuss

teaching 2. Analyse
demonstration 3. Apply

Phases of the Time Method Materials Used

Session
I. Session Overview 10 minutes Balitaan (for the succeeding sessions) PSSLC/PELC (PO)

Presentation Lesson Plan (All)

Learning Competency
Learning Objectives Form 178/TLOC (All except the
Lesson Content DT)
Demonstration Teacher

Distribution of Lesson Plans and Form 178

II. Demonstration 60 minutes Demonstration Teaching Lesson Plan
Teaching Proper Form 178/TLOC
III. Post-Demo 10 minutes Interview Interview Guide Questions (see
Conference sample below for Process
Observers)

IV. Post-Critiquing 10 minutes Interview Peer Critiquing Guide

Conference (refer to ample below for Process
Observer)

V. Journal Writing 20 minutes Reflective Writing Journal Writing Guide Questions

(see sample below)

VI. Concluding 5 minutes Wrapping Up

Activity
Interview Guide Questions for Post-Demo Conference
1. How do you feel about the conduct of your demonstration teaching?

2. What do you perceive to be your strengths that contributed to the success of your
demonstration?

3. Did you encounter any difficulties in the delivery of the lesson? How did you address these
difficulties?

4. What teaching competencies were you able to enhance through your demonstration?

5. What changes would you make to your teaching-learning practice if you were to teach this
lesson again?

SAMPLE Peer Critiquing Guide

Teachers Professional
Competencies Being Students/Pupils Learning
LESSON Standards Yes or No
Enhanced Competencies addressed
(Refer to NCBTS KSAs)
1. Objectives
A. Are the objectives
PELC/PSSLC-based?
B. Do the objectives follow the
SMART standards?
2. Content
A. Is the lesson content:
accurate?
relevant?
meaningful?
updated?
integrative?

B. Are the support

instructional materials:
appropriate?
adequate?
varied?
updated?

3. Strategies/Activities
A. Are the strategies/
activities:
appropriate?
engaging?
challenging?
child-friendly?
adaptable?

4. Assessment
A. Is the assessment:
valid?
authentic?
performance-based?
5. Delivery
 A. Were the preliminary
activities (review,
motivation, etc.)
undertaken?
B. Were the activities properly
executed?
C. Was the use of instructional
time maximized?

6. Classroom Management
A. Is the learning
environment:
safe?
orderly?
clean?

7. Recommendations/Agreement
A. Would you have
suggestions for the
improvement of a specific
part of the lesson?
B. Would you adopt/adapt the
lesson presented?

Journal Writing Guide Questions

1. What concepts were developed during the lesson?
2. What good teaching practices were demonstrated during the lesson?
3. What recommendations would you make to enhance the lesson?
The Activity Guides
SAMPLE 3

Professional Reading Activity Guide Template

The 5 Rs (Read, Reflect, Relate, Reach out, Revisit)

Title of Reading Material:

Target Competencies (NCBTS-TSNA):

Clientele Group:

Time Duration:

Phases Objective/s Content Time Method/Process Materials

Frame
Read 1 week The SH/facilitator will distribute Bibliographical
(1st wk) reading materials with entries of
questionnaire to the personnel Professional
concerned to study for a week. Reading
Materials
Reflect 2 hours At the end of the week, the Journal
(1st wk) reader should internalize the Questionnaire
materials read by writing a
journal and answering a
questionnaire.
Relate By the second week, a team Portfolio
(2nd wk) composed of five members will
share their responses. They
have to list down the
commonalities and discuss the
differences to arrive at a
conformity/consensus or make
a summary.
Reach out By the third week, the team Ex. IMs/CAIMs
(3rd wk) members will showcase the
significant learning to apply
what they have gained from
their readings to enhance the
target professional
competencies.
Revisit 4 hours At the end of the fourth week, Assessment
(4th wk) all the personnel will convene Tool
in a plenary to affirm the
results and findings of the
activity. A self-assessment
checklist will be accomplished
by each participant.
 Job-Embedded Learning (JEL) Contract Template
(Use electronic version when filling the form.)

Learner (Trainee) Name School/Division/Region

Title of F3 Training Date of F3 Training

Attended
Trainees Present Gender
Position
My JEL Team Immediate Trainer/Coach for JEL
Supervisor
Priority Competencies
Addressed/Goal and
Objective for the JEL
Specific Competency
Areas to improve during
the JEL
 BUDGET TEMPLATE FOR TRAINING AND DEVELOPMENT PROGRAMS
(A separate electronic file in excel format is available)

Activity :________________________ Level: Region

Venue :________________________ Division
Date :________________________ Cluster
School

Please fill or shade the corresponding mode of Professional Development Delivery

Mentoring Programs Coaching Programs

Professional Learning Teams
Workshop
Structured Professional Reading
Practicum/School Visit Programs
External Consultant/Critical Friend
Peer Observation Programs
Accredited Courses
Personal Professional Reading
On-line Learning Programs
Others: Please specify __________________

# REQUIRED
(e.g. # of pax / Cost per Total #
ITEM OF EXPENDITURE Amount
units / sets / Unit/Hour of days
hr)
A. Pre Implementation
Designing / Materials Development
Honorarium
Materials
Travelling Expenses
Fares: Air
Land
Sea

Sub-total Pre Implementation

B. Implementation
Live-IN:
Accommodation & Food
Live-OUT:
Food
Training materials
Equipment Rental (Specify)

Streamer/ Banner
Reproduction Cost
 Allowance
Per Diems
Honoraria

Travelling Expenses
Fares: Air
Land
Sea
Vehicle Rental
Terminal Fees
Toll Fees
Fuel

Sub-total Implementation

Total A & B
Contingency 10%

GRAND TOTAL

Prepared by:

Prepared by: Prepared by:

Designation: Designation: Designation:

Date: Date: Date:
 APPROVAL SHEET

This Resource Package has been prepared by the following PDRD-WG Members on
________( add date):

______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________

Reviewed By:

_____________________________
PDRD-WG Head

Recommending Approval:

_____________________________________
T&D Chief/Chair) Date:

Certifying the Availability of Funds:

_____________________________________
(Finance Officer) Date:

APPROVED:

_______________________________________
Regional Director (for Regional Program Design)
Schools Division Superintendent (for Division/School Program Design)

Date: