Professional Learning and Development

E-IPCRF Division Monitoring

In reference to DM-OSEC-OUHRODI-2026-0001, please be informed that the deadline for the online submission of accomplished Teachers' e-IPCRFs for SY 2025–2026 has been extended until 30 September 2026.

The Online e-IPCRF System is now accessible at https://eipcrf.deped.gov.ph

2023-2026 No. of Trained Personnel.xlsx

Accomplishment (No. of Trained Personnel per Year)

The data on the number of trained personnel from 2023 to 2026 show a generally strong performance of the Schools Division Office in implementing professional development and capacity-building initiatives. In 2023, the Division trained 595 personnel, exactly meeting its physical target of 595 or 100% accomplishment. This increased substantially in 2024, reaching 1,702 trained personnel against a target of 1,380, equivalent to 123% accomplishment. The upward trend continued in 2025, when 2,868 personnel were trained compared with the target of 2,700, resulting in 106% accomplishment. For 2026, the Division has already trained 1,217 personnel against a target of 887, representing 137% accomplishment, the highest percentage recorded during the four-year period. These results indicate that the Division has consistently met or exceeded its training targets, demonstrating strengthened implementation of professional development programs and responsiveness to the learning and development needs of its personnel.

TPDTA: Tracker for Professional Development Training and Activities

TPDTA is used to monitor the status of the proposed PPAs.

2026

PTR-2024-654-13308

CPD credits: 15.00

PTR-2024-654-13558

CPD credits: 15.00

The training aims to discuss facilitation skills and learning management standards in the context of a training, share effective strategies in managing participants’ behavior during facilitation, and explain how learning resource materials are developed and utilized based on quality standards.

Participants are select master teachers whose names can be viewed through tinyurl.com/DivisionFaciSkills.

The activity aims to develop a professional development program based on the needs assessment conducted.

Participants are Education Program Supervisors, Public Schools District Supervisors, and select LRP writers.

The training aims to evaluate the effectiveness of the Revised Grades 6, 9, and 10 Curriculum Training Program, identify the strengths, gaps, and emerging needs encountered during the implementation of the revised curriculum, providing a basis for targeted technical assistance and continuous professional development interventions, and develop a post-training action plan that outlines appropriate coaching, mentoring, Learning Action Cell (LAC) sessions, classroom monitoring, and other support mechanisms to sustain the effective implementation of the revised curriculum in schools.

Participants are select schoolheads whose names can be viewed through tinyurl.com/PostPlanning2026

Upcoming Trainings

2025

Training of grades 2, 3, 5, and 8 teachers on the revised k to 12 Curriculum program

The activity aims to (1) demonstrate understanding of Revised K to 12 Curriculum for Grades 2, 3, 5, and 8; (2) apply the instructional design framework, varied pedagogies, and assessment strategies in implementing the Revised K to 12 Curriculum, and (3) develop Workplace Application Plan for Revised K to 12 Curriculum implementation. The Program Management Team and other details can be viewed via tinyurl.com/TARGETnumber2358.

Human Resources Merit Promotion and Selection Board (HRMPSB) Assessor Training: Deepening on Initial Evaluation and PPST Assessment

The activity aims to:

a. discuss the salient points of EO 174 and the reclassification process,

b. evaluate the achievement of the qualification and performance requirements of applicants,

c. apply the increments table, rubric, and formula in computing the scores on Education, Training, and Experience (ETE), and Performance,

d. simulate the assessment of Classroom Observable Indicators (COI) and Non-Classroom Observable Indicators (NCOI), and

e. apply the S.T.A.R approach in conducting the BEI.

Participants are select School Heads and the training matrix can be viewed via tinyurl.com/ECPparticipants.

PTR-2024-654-8005

Credit Units: 15.00

Capacity Building of Key Stage 1 Teachers on Learning Recovery in Literacy and Numeracy

PTR-2024-654-8297

Credit Units: 15.00

The activity aims to (a) provide master teachers with opportunities for continuous learning, and greater contributions to educational leadership and curriculum implementation; (b) share the Work Application Plan (WAP) implementation milestones and initial gains; and (c) share best practices on implementing WAP.

Participants are Master Teachers who attended MTPDP 2.0 last February 2023.

Capacity Building on Quality Assurance of Professional Development Programs for Teachers and School Leaders

The activity aims to

a. revisit the guidelines and processes for PD program development stipulated in DM 44, s. 2023,

b. discuss the quality standards for the PD program proposal and learning resource materials, and

c. quality-assure the PD program proposal for teachers and/or school leaders aligned with NEAP priorities and adherent to DM 44, s. 2023.

Participants are 109 Schoolheads, 10 Public Schools District Supervisors and 11 Education Program Supervisors.

The activity aims to demonstrate competencies in responsible operations, strategic goal-setting, and resilience under pressure.

Participants are select Administrative Assistants, Administrative Aides and Administrative Officers. The list of participants and training matrix can be viewed via tinyurl.com/PROGRESSparticipantsv2

PTR-2024-654-12381

Credit Units: 11.00

Designing and Development of a Learning Resource Package for Key Stage 4 Teachers Aligned with the Revised K to 12 (MATATAG) Curriculum

The activity aims to design a professional development program for Key Stage 4 teachers and develop learning resource package (LRP). Participants are select Schoolheads and SGOD Personnel who will serve as writers.

ESHDP Colloquium: Strengthening School Leadership for the Revised K to 12 (MATATAG) Curriculum

The activity aims to (a) provide opportunities for continuous learning and greater contributions to educational leadership; (b) present the Work Application Plan (WAP) implementation milestones; and (c) share best practices on implementing WAP.

Participants are 2023 NQESH Passers and M&E SEPS who attended ESHDP last May 5-9, 2025.

Designing and Development of a Learning Resource Package (LRP) on Values Formation and Curriculum Integration Aligned with the Revised K to 10 (MATATAG) Curriculum for Sports Coaches

The activity aims to (a) discuss the results of the needs assessment conducted, (b) design a needs-based professional development program focusing on values formation and curriculum integration, and (c) develop a learning resource package (LRP).

Participants are select Schoolheads who will serve as writers.

2024

The colloquium aims to evaluate participants’ application of learning (Level 3 of Kirkpatrick’s Monitoring and Evaluation Model) through the implementation of Workplace Application Plans (WAPs).

RESULTS OF THE MATATAG CURRICULUM COLLOQUIUM

The colloquium aims to evaluate participants’ application of learning (Level 3 of Kirkpatrick’s Monitoring and Evaluation Model) through the implementation of Workplace Application Plans (WAPs).

2023

Division Rollout of Higher Order Thinking Skills Professional Learning Packages (HOTS-PLPs) for English, Science, and Mathematics Teachers

Objectives

The training aims to:

support teachers in understanding HOTs and in reflecting these skills in their respective classroom practices through the development of HOTs items/questions for Science, Mathematics, and English subjects;
help teachers in performing pedagogy and assessment practices that promote HOTs; and guide master teachers in their mentoring roles in schools with a focus on helping beginning teachers.

MOVs

Key Learning

Doing all the necessary works related to the SOLO and HOTS framework help teachers improve teaching strategies. As facilitator of learning, learners will be more efficient and effective in engaging learning experiences. Plan of action is very important to implement the SOLO framework as well as the monitoring of the conduct of activity.

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