Implementation of Teachers' Individual Plan for Professional Development: Input to Performance Management Initiatives in The Division of Antipolo City

Abstract

INTRODUCTION

The study assessed the implementation of the teachers' Individual Plan for Professional Development in the Division of Antipolo City for school year 2016-2017. The assessment included different aspects such as, School Goals, District Standards and Assessments, Core Content, Teaching Strategies, Collaborative and Support. Research and development of IPPD such as Teachers' Performance, Reclassification of Teachers, Scholarship Program for University Professional Development, Action Research Conducted by Teachers themselves and Overall NAT Results were also used as basis.

METHODS

To determine the status of implementation of Teachers' IPPD, the descriptive survey method and documentary analysis were used for the study. A total of three hundred twenty (320) teachers from selected secondary schools in the Division of Antipolo City were chosen as respondents of the study through the random sampling technique. The researcher developed validated checklist questionnaires and collected the consolidated division wide reports on the implementation for comparison.

RESULTS

Through Individual assessment of the respondents, the implementation of IPPD with respect to School Goals, DistrictStandards and Assessment, Core Content and Teaching Strategies for the Content Active Learning of New Teaching Strategies, Collaborative and Support was assed. Follow-up and Continuous Feedback and Research and Development was rated as Highly Implemented.Both selected schools in District I and II in the Division of Antipolo City were able to apply the IPPD. There were problems on how the implementation should be done due to inadequacy of resources, time constraint and inability for teachers to collaborate with one another based on their schedule.

DISCUSSIONS

The success of the implementation of IPPD lies on the commitment of the school administrators to assess the needs of the teachers for professional growth. The goal is developing them on what is necessary to meet the quality education or to uplift the standard through effort and support of the Department of Education. Administrators of each school may assess the existing policies in the selection and execution of a needs-based intervention program of teachers. Programs for teacher collaboration at the school level should be intensified through proper consolidation of the teachers' schedule to free time for teachers to develop professionally.