Program Design Template

I. General Program Information:

Program Title :
Program Description:
Prerequisite Programs:
Duration:
Management Level of
Program
Delivery Mode:
Target Personnel:
Budget Requirements:

Rationale: (state the reason why the program is being provided, relate to the goal of the
SPPD/MPPD)

Objectives: (to be taken directly from the SPPD/MPPD and should relate to the domains/service
areas, strands and performance indicators)

End of Program Outputs:

A. Formal Face-to-Face Component:

B. Job-Embedded Learning (JEL) Component:

Expected Final Outcomes/Success Indicators: (relate to the overall goal of improving work
performance leading to improved learning outcomes)
 II. Program Content Focus

Content Matrix (Plot the scope of program content based on the priority KSAs identified and their
corresponding expected outputs)

Specific Expected
Content Suggested Activity Duration
Objectives Output
Formal Face-to-Face (F3) Component
Knowledge:

Skills:

Attitudes:

Job-Embedded Learning (JEL) Component

Knowledge

Skills

Attitudes

Activity Schedule: (Outline how the program will be generally conducted day-to-day. Write tentative
activity titles)

A. Formal Face-to Face(F3)

B. Job-Embedded Learning (JEL)

Materials: (identify what supplies, materials and equipment will be required to implement the
program e.g. LCD, manila paper, markers etc )

Monitoring and Evaluation: (describe the M&E processes that are to be conducted as part of the
program implementation and identify the specific M&E tools that should be developed)
 Session guide for the Program Designing Orientation for School Heads, Public
Schools District Supervisors and Education Supervisors
Duration of Session
Two days

Key Understandings to be developed

 A Program Design is a conceptual outline that provides the succinct and essential information
relating to a specific professional development program identified in the School Plan for
Professional Development (SPPD) or in the Master Plan for Professional Development (MPPD)
at the region and division level.

 A Program Design takes into consideration the specific needs of the target groups and the
context in which they work. It is a product of collaboration of qualified and competent
educators.
Learning Objectives
 Gain knowledge on Program Designing
 Acquire skills in Program Designing through the development of a program design
 Appreciate the importance of Program Designs for the enhancement of professional
competencies
 Develop an Action Plan for the implementation of Program Designing at the school level
Resources
 Training and Development Program Designing Guide and Tools
 SPPDs from the schools of the participants
 Sample of existing Program Designs
 D-M&E Form 2: Program Design Review/Quality Assurance Tool

Day 1

(To start right after a brief opening program)

Preliminary Activity: “SPPD Mo, i-Patrol Mo!”

- Let the participants stand up and waltz around while the music is playing.

- When the music stops, they are to form groups of four and share their responses to the following
question.

Question 1: Are you happy with the SPPD that was developed for your school? Why? (SH)
Are you happy with the SPPDs that were developed for the schools in your district?
Why? (ES/PSDS)

Repeat the process for each of the following questions

Question 2: What were the facilitating factors that supported the development of your SPPD?
(SH)
What were the facilitating factors that supported the development of the SPPDs in
your district? (ES/PSDS)

Question 3: What were the delaying factors you experienced when developing of your SPPD?
(SH)
What were the delaying factors experienced by the schools in your district when
developing their SPPD? (ES/PSDS)

Question 4: What suggestions can you recommend to further improve the SPPD process and the
tools used to monitor the process? (SH/ES/PSDS)
Activity 1:
1. Group the participants into groups of 5 schools at the maximum, making sure that School
heads and their corresponding ES/PSDSs are in the same group.
2. Each SH presents his/her SPPD to the group while other School Heads and ES/PSDSs write their
comments/suggestions on meta strips focusing on the SPPD components indicated in the
matrix below.
3. At the end of every presentation, ask the participants to post their comments and suggestions
on the matrix provided.
 Content Process M&E of SPPD Recommendation
- Accurately based on the - Steps followed which - Process of M&E - SPPD process
national, regional, and were difficult/easy
division context - People in - Tools/template
- Wide participation and charge of M&E
- Evidence of accurate proper representation - Responsibilities
data analysis of planners - Proper Tools
used - Others
- Very clear program - Use of the manual and
goals and objectives template - Reporting of
M&E Results
- Used Language of - Deviations made
NCBTS competencies
- Helpfulness of the
- Completeness of the SPPD orientation
SPPD
- Length of time for
completion,
refinement and
approval of the
SPPD

4. Ask the groups to select a group secretary to encode/record outputs.

5. Based on the comments and suggestions given and agreed upon, give participants ample time
to refine their SPPDs.

Activity 2:

Familiarizing the participants with the T&D Program Designing Guide and Tools

1. Start the activity by asking participants to draw a question from a box and give an answer to
the question drawn. Sample questions include:

- What insights have you gained during the critiquing of the SPPD?
- What have you learned about the T &D System?
- What have you learned about the T&D planning system?
- What do you know about the SPPD?
- What is a professional development plan?
- What is the use of an M&E tool?
- What is done with data gathered from M&E tools?
- What is the role of a SH in the SPPD process?
 - What is the role of an ES/PSDS in the SPPD process?

2. The following three important questions should be asked and discussed in detail with the
whole group:

- What do we do with the completed SPPD?

- What should be the next steps after an SPPD is approved?
- Who are the personnel involved in implementing the next steps?

3. Provide the participants with an overview of program designing by discussing with them the
following information:
What is a Program Design?
When do we need Program Designs?
Personnel involved in the Program Designing Process
Guiding Principles for Program Designing
The Program Designing Process
Reviewing Existing Program Designs
Adoipting an Existing Program Designs
Adapting an Existing Program Design
Developing New Program Designs
Approval of Program Designs
Quality Assurance of Program Designs and M&E of the process
Future Refinement of the Program Design
Attachments:
- The Program Design Template
- Program Design Orientation for School Heads, PSDS and ESs
- Budget Template
- Monitoring and Evaluation Tools for Program Designing

NOTE: The T&D Program Designing Guide and Tool is the document used to inform this discussion.
You may wish to develop a PowerPoint presentation to support this activity

Day 2

Activity 3
Kapamilya, Kapuso Mo: Look for Them

Organise the participants into four (4) groups using the following steps:
 a. Ask each participant to pick a rolled piece of paper containing e.g. the names of the cast of the
4 popular teleseryes/variety shows, group of animals, flowers, shapes, etc. Upon opening the
rolled paper, the participants would look for their kapamilya/kapuso.

b. Those participants who are not able to find their correct kapamilya/kapuso are asked to
answer questions to review the learning from the previous day and to link to the next activity
which is Program Designing.

Program Designing Proper

a. Assign groups for simulating the development of a program design in particular school

b. Call their attention to the sample Program Designs developed for easier understanding of the
steps for program designing.

c. Allow each group to agree on the most common training need identified in the SPPDs from the
schools of their jurisdiction. An example could be: Assessment, Multiple Intelligences, Mastery
of Subject Matter, Strategies

d. Give participants time to develop a program design

Activity 4
Critiquing of developed Program Designs developed with the use of M&E Tools

1. Allow participants time to critique the developed Program Designs. The following steps may be
used:
a. Organise the participants so that Group 1 &2 joint together and Group 3 joins with Group 4.
b. The developed program design of for one group is given to the partner group for critiquing and
vice-versa.
c. Groups should use D-M&E Form 2: Program Design Review/Quality Assurance Tool to critique
the program design.
d. Following the review of the program design each groups should provide feedback to their
partner group on the quality of the program design developed.

2. Ask the participants the following questions:

- Was it easy or difficult to develop a program design? What made it easy? Difficult?
- Do you think that the Program Design developed by your group really addresses the training
needs of the target clientele? Why or why not?
- Was the M&E tool useful for quality assuring the Program Design?

3. Give the participants ample time to refine the developed Program Designs based on the feedback
from their partner group.
Activity 5
Action Planning for Program Designing at school level

 Discuss the purpose and importance of developing an Action Plan.

● Distribute the Next Steps/Action Plan Matrix

Activity Date Objective People Involved/

Responsible
Preparatory Activities: ES/PSDS
1. Establishing the PDRD- School Head
WG and identifying Teacher-Planners
the program Resource Persons,
designers. if necessary
2. Meeting with Program
Designers
3. Material/Sources
Preparation

Conduct of the Program

Designing:
Program 1

Program 2

Program 3

Program 4

Post Program Designing

Activities
1. Refinement of
Program Designs

2. Quality Assurance of
Program Design

3. Approval of program
Design

- Discuss the parts of the matrix and explain what information needs to be included in each
section.
- Let the School Head, supported by their ES/PSDS prepare their Program Designing Action
Plan using the matrix.
- Ask volunteers to present their Action Plan for sharing purposes.
- Review the key understandings about Program Designing developed.
 - Ask each group submit a copy of their Action Plan to the management for monitoring
purposes.

Closing
PDRD-WG facilitates an appropriate closing activity