Assessment of Kablacan Integrated School Teachers in Individual Plan for Professional Development: Basis for Enhanced Activities for Teachers

Abstract

INTRODUCTION

Department of Education Order 32, series of 2009 mandated the National Adaptation and Implementation of NCBTS-TSNA and IPPD for all teachers. Individual Plan for Professional Development is a tool that serves as a guide for teachers' continuous learning and development within a calendar year. It is a structured way that every professional teacher, where they regularly and individually prepare, implement, monitor and update the plan. Developing a structured Individual Plan for Professional Development allows the teachers to practice individual accountability for professional growth and shared responsibility for the entire organization's development. It defines the desired practice of effective teaching. It also sets performance indicators classified in appropriate domains and strands that guide teacher professional development. Hence, processes and tools are continuously developed to support the teachers' enhancing for their competencies and professional development. The NCBTS-Teacher's Strengths and Training Need Assessment (TSNA) Tool is a self-assessment tool that enables teachers to identify their professional strengths and developmental needs. It is a formative process that encourages teachers to take personal responsibility for theirown growth and professional advancement with the goal of promoting student learning.

METHODS

Data Gathering Method used in research, it utilized the result of the 2017-2018 IPCRF data specifically the Core Behavioral Competencies and Core Skills Competencies Rating of the 27 teachers, nine (9) junior high school teachers and fifteen (15) elementary teachers including the Master teacher, Headteacher and the School head from Kablacan Integrated School, West Maasim District, Division of Sarangani. It was consolidated to compute the general average of each competency. A letter was sent to the school head to affirm the conduct of the study.

RESULTS

According to the results depicted, core behavioral competencies with high average rate are Self-Management, Professionalism, and Ethics, Teamwork, Service Orientation, Innovation. On the other hand, the Core Skills competencies such as Oral Communication, Written Communication, and Computer/ICT Skills result shows that Computer/ICT Skills is the competency needed to be strengthened.

DISCUSSIONS

Kablacan Integrated School teachers IPPD results show that out of 9 Core Competencies, ICT skills demonstrates low average rate. It shows each teacher's priority needs that may be considered for the school-based capacity building activities, like mentoring, coaching, LAC sessions, and training among others. (DO. 32. S. 2019). With this, researchers suggested that teachers should undergo in enhanced activities that will cater teacher's need such as Computer Literary Camp "Guru Ako, Sa Makabagong Mundo", in order teachers to embrace the demands of the 21st century learners and making teaching-learning process successful and interesting for students and the SEAMEO INNOTECH or Southeast Asian Ministers of Education Organization Innovation and Technology Programs which provides innovative and technology-oriented learning services for an emerging world. It was proven helpful in countrieslike Brunei and Thailand (http:// thailand.prd.go.th/ewt_news.php.nid=2185&filename=index).