RATIONALE
DepEd Order No. 42, s. 2017 - National Adoption of Philippine Professional Standards for
Teachers (PPST) – the DepEd recognizes the importance of professional standards in the
continuing professional development and advancement of teachers based on the principle of
lifelong learning. It is committed to supporting teachers and taking cognizance of unequivocal
evidence that good teachers are vital to raising student achievement. Quality learning is
contingent upon quality teaching, Hence, enhancing teacher quality becomes of utmost
importance for long-term and sustainable nation-building. (Guide 1)
The Project 2Es (Efficiency and Effectivity) is aligned to DepEd Order No. 42, s. 2017. It is
a project which aims to improve the delivery of teaching services that cover 5 domains of PPST—
Domain 1 – Content knowledge and Pedagogy; Domain 2 – Learning Environment; Domain 3 –
Diversity of Learners; Domain 4 – Curriculum and Planning; and Domain 5 – Assessment and
Reporting. (Guide 2)
The assessment tools used for this study were, for the primary data sources:
a) Analysis of Learner’s Performance for Teacher Professional Development
(Application of Teacher’s “Reflective Thinking” and “Assessment for Learning” Form. – This
form solicits information about learners’ performance using the General Weighted Average
in all subjects taught for the past two to three schools, the teachers computed only the last
2 years’ General Weighted Average of the subject areas they taught.
b) Summary of Individual Learning and Development Needs Assessment Form (use
of the Job Aid).
c) It serves as a guide for identifying the learning needs of teachers that must be
developed specifically in 3 domains- knowledge, skills, and attitude. Data Capture Form for
analysis and Prioritization of KSA for Learning and Non-learning needs (Form 3). This form is
developed by SERG people and it captures the data of teachers’ functional competency
categorized under knowledge gaps, skills gaps, and attitude gaps. Classroom Observation
Tool Results – this tool captures the result of classroom observation (CO). For the secondary
data sources RPMS Electronic Self-Assessment Tool (e-SAT) SY 2020-2021 for Proficient
Teachers (TI-III). RPMS Individual Performance Commitment and Review Form (IPCRF) and
the Teacher’s Professional Development Plan. These assessment tools were used by
teachers and need development depending on his/her knowledge and skill. (Guide 3)
The aim of this project is to find out the specific group of K-G6 teachers in terms of
their identified group needs gaps in teaching competency (performance needs), identify
learning needs (gaps in knowledge, skills, and attitudes) of such groups, identify common
and unique learning needs for the purpose of developing individual and group learning
interventions. The topmost need of Schools Division of Iloilo City teachers is Strand 1.4 – S –
5.3: Strategies for promoting literacy and numeracy specifically on skills which is on “model
a comprehensive selection of effective teaching strategies that promote learner
achievement in literacy and numeracy”. (Guide 4)
Employee participation in learning intervention is an important issue for any
professional practice s well as theory building in resource development (HRD). To be
effective and to achieve the intended outcomes, HRD learning intervention depends first
and foremost on employees’ full participation and engagement. Participation and
completion are preconditions for any such investment to be meaningful, productive, and
fruitful. Effective facilitators of learning are to be responsive, flexible, accessible, have an
overall knowledge of the subject matter taught, have questioning skills, have facilitating
skills, and most of all are receptive to change (Wang, Greg & Wang, Jia, 2020). (Guide 5)
It is highly recommended by the School Head, PMTs, and PDCs to have pieces of
training (virtual/ limited face-to-face), LAC Sessions, Mentoring/Coaching, and Orientation
(virtual/ limited face-to-face) to address the priority learning needs of the teachers. Also,
technical assistance from Monitoring and District Supervisors, Education Program
Supervisors, TPD Coaches, and External/Internal Resource Speakers would be an immense
support to teachers.
It is also recommended that the school SIP Team will include Learning and
Development activities that assess the learning needs of the teachers and be given
appropriate interventions.
LAC Sessions, coaching, mentoring, Focal Group Discussions, and other forms of
technical assistance must be practiced among teachers making the experienced meaningful
ones so that they too will be able to come up with competent standing in their work.