Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF STO. TOMAS CITY
DOÑA TIBURCIA CARPIO MALVAR ELEMENTARY SCHOOL

LEARNING AND DEVELOPMENT NEEDS

ASSESSMENT OF TEACHERS

Date of Assessment: July 11, 2025

Source Data:
 Consolidated Individual Development Plan (IDP) Submissions
 Teachers Training Assessment Survey

Target Group: Teaching personnel identified for professional capacity building

based on performance evaluation and self-articulated growth areas.

I. Executive Summary

The document outlines various development needs for teachers, along with
indicators, percentages, number of teachers involved, and their respective ranks,
as of July 11, 2005. Based on the results of the PPST indicators, the data
highlights priority areas for teacher development and support. The lowest
performance was observed in PPST 3.4.2 (44%, 24 teachers), which emphasizes
the need to plan and deliver responsive teaching strategies for learners in
difficult circumstances such as geographic isolation, illness, displacement, or
child labor. Similarly, PPST 3.3.2 (42%, 23 teachers) revealed challenges in
designing and implementing strategies for learners with disabilities, giftedness,
and talents. Classroom management and learner motivation under PPST
2.5.2 (41%, 22 teachers) also require strengthening. Core teaching
competencies such as content application across curriculum areas (PPST 1.1.2,
37%, 20 teachers), enhancing literacy and numeracy skills (PPST 1.4.2, 33%, 18
teachers), and the effective use of ICT in teaching (PPST 1.3.2, 31%, 17
teachers) need further improvement. Additionally, indicators on adapting
responsive learning programs (PPST 4.3.2), upholding teacher professionalism
(PPST 7.2.2), and maintaining nurturing learning environments (PPST 2.4.2) all
scored 30% (16 teachers), showing equal attention is necessary in these
domains. Overall, the results underscore the need for targeted capacity-building
initiatives that address inclusivity, learner-centered approaches, professional
values, and the integration of ICT to elevate teacher competence and learner
outcomes. The results of the PPST indicators clearly emphasize the areas where
teachers need the most support—particularly in addressing diverse learner
needs, enhancing core teaching competencies, and upholding professional
practices. These findings serve as a guide for targeted interventions and
capacity-building initiatives that will strengthen teacher effectiveness and
ultimately improve learner outcomes. By working together to address these
gaps, we can ensure a more inclusive, responsive, and nurturing learning
environment for all learners.

Address: San Miguel, Sto Tomas City, Batangas

Telephone No.: 09171239537
Email Address: donatiburciacarpiomalvarelem@gmail.com
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF STO. TOMAS CITY
DOÑA TIBURCIA CARPIO MALVAR ELEMENTARY SCHOOL

II. Background and Rationale

The effectiveness of professional development initiatives for teachers relies

heavily on a clear understanding of their current needs. This assessment draws
on two key sources of information:

1. Classroom Observation Results – offering an objective, external lens

on teaching performance as measured against established professional
standards.
2. Individual Development Plans (IDPs) – reflecting teachers’ own
insights into their strengths, areas for improvement, and professional
growth goals.

By integrating these two complementary perspectives, the assessment provides

a more comprehensive and validated picture of teacher development needs. This
dual approach ensures that professional learning interventions not only address
identified performance gaps but also resonate with teachers’ personal growth
aspirations.

In doing so, it promotes both relevance and meaningful impact, ultimately

enhancing student learning outcomes and overall academic achievement.

III. Detailed Analysis of Learning and Development Needs

The following objectives, elucidated through observed performance and

frequently corroborated by IDP submissions, represent the core learning and
development imperatives of the teaching faculty:

A. Top Priority Needs (Highest Percentage of Teachers Requiring

Capacity Building & Frequently Cited in IDPs)

1. PPST 3.4.2. Planned and delivered teaching strategies that are

responsive to special needs of learners to the special educational needs
of learners in difficult circumstances, including geographic isolation,
chronic illness: displacement due to armed conflict, urban, resettlement
or disaster; child abused and child labor practices.

Number of Teachers in Need (Observation): 24

Percentage (Observation): 44%
Rank (Observation): 1
Detailed Need (Observation & IDP):

The high percentage indicates that many teachers face challenges in addressing
the unique needs of learners affected by geographic isolation, chronic illness,
displacement due to armed conflict or disasters, urban resettlement, child

Address: San Miguel, Sto Tomas City, Batangas

Telephone No.: 09171239537
Email Address: donatiburciacarpiomalvarelem@gmail.com
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF STO. TOMAS CITY
DOÑA TIBURCIA CARPIO MALVAR ELEMENTARY SCHOOL
abuse, and child labor practices. These conditions often disrupt learners’ access
to education, leading to irregular attendance, learning loss, and psychosocial
distress. Teachers, in turn, may lack sufficient training, contextualized materials,
or strategies to respond effectively to such complex and sensitive circumstances.
A closer look suggests that while teachers may be implementing general
strategies for instruction, differentiation, flexibility, and inclusivity remain
limited.

2. PPST 3.3.2 Designed, Adapted and Implemented teaching strategies

that are responsive to learners with disabilities, giftedness and talents.

Number of Teachers in Need (Observation): 23

Percentage (Observation): 42%
Rank (Observation): 2

Detailed Need (Observation & IDP):

The observation data indicate that many teachers are still developing
competencies in effectively addressing the needs of learners with disabilities,
giftedness, and talents. While teachers demonstrate awareness of learner
diversity, instructional practices remain largely generalized, with limited
evidence of systematic differentiation or adaptation. This finding suggests that
classrooms may not yet be fully inclusive or optimized for learners with
exceptional needs.

A major challenge observed is the limited use of Individualized Education Plans

(IEPs) or customized strategies that respond to learners with specific disabilities.
For example, students requiring visual, auditory, or mobility support may not be
consistently provided with appropriate accommodations or assistive
technologies. Similarly, while some gifted learners receive additional or more
challenging tasks, these are not always sustained, structured, or aligned with
their advanced learning pace and abilities.

3. PPST 2.5.2 Applied a range of successful strategies that maintain

learning environments that motivate learners to work productively by
assuming responsibility of their own learning.

Number of Teachers in Need (Observation): 22

Percentage (Observation): 41%
Rank (Observation): 2

Detailed Need (Observation & IDP):

The observation suggests that while teachers are able to manage classrooms,
many struggle to consistently apply strategies that foster learner autonomy,
motivation, and responsibility for learning. Traditional teacher-centered
approaches remain dominant, limiting opportunities for learners to engage
in self-directed tasks, collaborative learning, and reflective practices. This gap

Address: San Miguel, Sto Tomas City, Batangas

Telephone No.: 09171239537
Email Address: donatiburciacarpiomalvarelem@gmail.com
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF STO. TOMAS CITY
DOÑA TIBURCIA CARPIO MALVAR ELEMENTARY SCHOOL
highlights the need for professional development focused on learner-centered
pedagogies, goal-setting strategies, formative assessment techniques, and the
integration of active learning approaches to sustain motivation and productivity.

B. Moderate Priority Needs

4. PPST 1.1.2 Applied knowledge of content within and across

curriculum teaching areas.

Number of Teachers in Need (Observation): 20

Percentage (Observation): 37%
Rank (Observation): 4

Detailed Need (Observation & IDP):

The results show that some teachers face challenges in effectively applying
content knowledge across curriculum areas, leading to limited integration of
concepts and real-life applications. While subject mastery is evident in most
cases, opportunities to connect lessons to interdisciplinary themes and learners’
experiences are not fully maximized. This indicates the need for continuous
professional development in curriculum integration, contextualization, and
higher-order thinking strategies to help learners see meaningful links across
different subject areas.

5. PPST 1.4.2.Used a range of teaching strategies that enhance learners

achievement in literacy and numeracy skills.

Number of Teachers in Need (Observation): 18

Percentage (Observation): 33%
Rank (Observation): 5

Detailed Need (Observation & IDP):

The observations indicate that teachers utilize strategies to develop literacy and
numeracy, but these approaches are often limited in variety and consistency.
Many still rely on traditional drill-and-practice methods, with fewer instances
of interactive, localized, and learner-centered activities that promote deeper
understanding. This gap suggests the need to strengthen teachers’ capacity in
using innovative and differentiated strategies—such as games, problem-solving
tasks, and real-life applications—to improve learner mastery and engagement in
foundational skills.

C. Lower Priority Need (Still requiring attention)

6. PPST 1.3.2 Ensured Positive use of ICT to facilitate the teaching and
learning process.

Address: San Miguel, Sto Tomas City, Batangas

Telephone No.: 09171239537
Email Address: donatiburciacarpiomalvarelem@gmail.com
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF STO. TOMAS CITY
DOÑA TIBURCIA CARPIO MALVAR ELEMENTARY SCHOOL
Number of Teachers in Need (Observation): 17
Percentage (Observation): 31%
Rank (Observation): 6

Detailed Need (Observation & IDP):

Teachers show efforts in integrating ICT in lessons, but usage remains basic and
limited, often confined to presentations rather than interactive or learner-driven
applications. This indicates a need for training in innovative and purposeful ICT
integration to enhance engagement, collaboration, and independent learning.
7. PPST 4.3.2 Adapted and implemented learning programs that
ensures relevance and responsiveness to the needs of the learners.
Number of Teachers in Need (Observation): 16
Percentage (Observation): 30%
Rank (Observation): 7

Detailed Need (Observation & IDP):

While teachers adapt learning programs to address learner needs, adjustments

are often generalized rather than tailored, limiting their effectiveness. There is a
need to strengthen skills in contextualization, curriculum adaptation, and
learner-centered design to ensure programs are truly responsive and relevant to
diverse learners.

8. PPST 7.2.2. Adopted practice that uphold the dignity of teaching as a

profession by exhibiting qualities such as caring. , attitude, respect and
integrity

Number of Teachers in Need (Observation): 16

Percentage (Observation): 30%
Rank (Observation): 7.2

Detailed Need (Observation & IDP):

Most teachers demonstrate professionalism and positive values, but

observations reveal inconsistencies in consistently modeling caring, respect, and
integrity in classroom interactions. Strengthening values-based practice and
reflective professionalism is needed to ensure that all teachers uphold the
dignity of the profession and serve as role models for learners.

IV. Proposed Learning and Development Interventions

Address: San Miguel, Sto Tomas City, Batangas

Telephone No.: 09171239537
Email Address: donatiburciacarpiomalvarelem@gmail.com
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF STO. TOMAS CITY
DOÑA TIBURCIA CARPIO MALVAR ELEMENTARY SCHOOL
Given the clearly identified needs, a phased and multi-modal professional
development plan is recommended, with strong emphasis on practical
application and collaborative learning approaches.

V. Recommendations for Implementation

Based on the comprehensive analysis of learning and development needs from

individual development plans the main intervention modality will be structured
Collaborative Expertise through Learning Action Cell (LAC) sessions.
1. Prioritized LAC Session Scheduling:

A. (Immediate Focus - based IDP Goals):

Percentage
of Teachers
LAC Session Title Addressed Objective Needing Rank
Capacity
Building

Planned and delivered teaching

strategies that are responsive to the
special educational needs of
Teaching with
learners in difficult circumstances,
Care: Reaching
including: geographic isolation; 44% 1
Learners in Difficult
chronic illness; displacement due to
Circumstances”
armed conflict, urban resettlement
or disasters; child abuse and child
labor practices.

Designed, adapted and

Teaching for All: implemented teaching strategies
42% 2
Adapting to Unique that are responsive to learners with
Needs disabilities, giftedness and talents.

Applied a range of successful 41% 3

strategies that maintain learning
environments that motivate learners
From Compliance to work productively by assuming
to Ownership: responsibility for their own learning
Building Self-

Address: San Miguel, Sto Tomas City, Batangas

Telephone No.: 09171239537
Email Address: donatiburciacarpiomalvarelem@gmail.com
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF STO. TOMAS CITY
DOÑA TIBURCIA CARPIO MALVAR ELEMENTARY SCHOOL
Directed Learners

Recommendation: It is recommended that these four LAC sessions be

prioritized and scheduled at the outset. Given their critical importance and the
significant number of teachers needing capacity building in these areas,
consideration should be given to repeating them or offering follow-up sessions.
Their strong alignment with IDP goals is also expected to encourage greater
teacher engagement.

B. (Immediate Focus - based IDP Goals):

Percentage
of Teachers
LAC Session Title Addressed Objective Needing Rank
Capacity
Building

Strengthening
Applied knowledge of content within
Content Knowledge
and across curriculum teaching 37% 4
for Deeper
areas
Learning

Teaching Smarter:
Used a range of teaching strategies
Raising Literacy
that enhance learner achievement 33% 5
and Numeracy
in literacy and numeracy skills.
Outcomes

Recommendation: These two LAC sessions will begin after the completion of
the most priority sessions, allowing teachers to strengthen their foundational
skills before advancing to these areas that further enhance classroom
effectiveness.

C. Ongoing based on IDP Goals

LAC Session Title Addressed Objective Percentage Rank

of Teachers
Needing

Address: San Miguel, Sto Tomas City, Batangas

Telephone No.: 09171239537
Email Address: donatiburciacarpiomalvarelem@gmail.com
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF STO. TOMAS CITY
DOÑA TIBURCIA CARPIO MALVAR ELEMENTARY SCHOOL
Capacity
Building

Empowering Ensured the positive use of ICT to

Learning Through facilitates the teaching and learning 31% 6
ICT process

Adapted and implemented learning

programs that ensures relevance
Adapting Learning and responsiveness to the needs of
30% 7
to Learners’ Needs the learners.

Adopted practice that uphold the

Modeling dignity of teaching as a profession
Professionalism in by exhibiting qualities such as 30% 7.2
the Classroom caring. , attitude, respect and
integrity

Recommendation: It is recommended that this LAC session be conducted as

needed or embedded within broader professional development programs across
the school year (e.g., quarterly), given its significant role in fostering positive
learners outcome for many teachers."

2. LAC Session Design Principles

 Direct Alignment: Each session’s content and activities must directly

address the specific sub-competencies and performance indicators of its
corresponding COT objective, based on identified gaps from classroom
observations and teacher self-assessments in IDPs.
 Practical and Action-Oriented: Sessions will prioritize the sharing of
strategies, tools, and best practices that teachers can immediately apply
in the classroom. Activities will be interactive and contextualized,
incorporating quick brainstorming, peer exchanges, and micro-practice
exercises relevant to the school’s setting.
 Collaborative Learning: Teacher participation will be maximized
through structured, peer-focused activities (e.g., Think-Pair-Share for
problem-solving, Jigsaw for exploring resources, Hot Seat for case-based
discussions) to strengthen shared learning and collective problem-solving.
 Expert Facilitation: Internal teacher leaders, master teachers, or
identified subject matter experts from within the school or district will
serve as facilitators. Their practical insights will ensure that sessions
remain relevant, credible, and grounded in real classroom challenges.

Address: San Miguel, Sto Tomas City, Batangas

Telephone No.: 09171239537
Email Address: donatiburciacarpiomalvarelem@gmail.com
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF STO. TOMAS CITY
DOÑA TIBURCIA CARPIO MALVAR ELEMENTARY SCHOOL
 Concise Pre- and Post-Work: Optional short pre-session readings (e.g.,
brief articles or case studies) and post-session reflection prompts may be
provided to enrich learning without adding undue workload

3. Strategic Rollout and Integration with IDPs

 Consistent Frequency: LAC sessions will be scheduled monthly to

sustain continuous professional growth across the school year.
 Strong IDP Linkage: Teachers will be encouraged to record their
attendance and capture key takeaways from each session in their IDPs,
ensuring alignment with personal growth targets.
 Flexible Delivery: Select sessions may be offered at different times or
organized by subject groups to accommodate teachers’ varied schedules.
 Mandatory Attendance for Priority Needs: Teachers identified in
observations as requiring capacity-building in certain areas will be strongly
encouraged—or required—to attend targeted sessions aligned with their
IDP goals.

4. Monitoring and Feedback Loop for Effectiveness

 Real-Time Feedback: At the end of each session, a short digital

feedback form (2–3 questions) will be used to capture participants’
satisfaction, relevance, and perceived usefulness.
 IDP Integration: Teachers will be encouraged to update their IDP
reflections after each session, documenting newly acquired strategies and
intended applications.
 Follow-Up Observations: Supervisors will align future classroom
observations with the objectives of recent LAC sessions to evaluate the
application of new strategies in practice.
 Peer Sharing Opportunities: Future sessions will include brief segments
where teachers can share experiences, successes, and challenges in
applying strategies from earlier sessions.

5. Resource Allocation and Support

 Protected Time: Specific time blocks will be secured in the school

calendar for LAC sessions to avoid conflicts with core teaching
responsibilities.
 Facilitator Support and Recognition: LAC facilitators will be
acknowledged and supported through professional development
opportunities or appropriate recognition of their contributions.

Data Table for the LDNA of Teachers:

Development Indicator Percentag No. of

Rank
Needs e Teachers
PPST 3.4.2 Planned and delivered teaching 44% 24 1
strategies that are responsive to

Address: San Miguel, Sto Tomas City, Batangas

Telephone No.: 09171239537
Email Address: donatiburciacarpiomalvarelem@gmail.com
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF STO. TOMAS CITY
DOÑA TIBURCIA CARPIO MALVAR ELEMENTARY SCHOOL
the special educational needs of
learners in difficult circumstances,
including: geographic isolation;
chronic illness; displacement due to
armed conflict, urban resettlement
or disasters; child abuse and child
labor practices.
Designed, adapted and
implemented teaching strategies
PPST 3.3.2 42% 23 2
that are responsive to learners with
disabilities, giftedness and talents.
Applied a range of successful
strategies that maintain learning
environments that motivate
PPST 2.5.2 41% 22 3
learners to work productively by
assuming responsibility for their
own learning.
Applied knowledge of content
PPST 1.1.2 within and across curriculum 37% 20 4
teaching areas.
Used a range of teaching strategies
PPST 1.4.2 that enhance learner achievement 33% 18 5
in literacy and numeracy skills.
Ensured the positive use of ICT to
PPST 1.3.2 facilitate the teaching and learning 31% 17 6
process.
Adapted and implemented learning
programs that ensure relevance
PPST 4.3.2 30% 16 7
and responsiveness to the needs of
all learners.
Adopted practice that uphold the
dignity of teaching as a profession
PPST 7.2.2 by exhibiting qualities such as 30% 16 7.2
caring. , attitude, respect and
integrity.

Prepared by: Noted:

FLORDELIZA P. PALOMENO MARIA TERESA A. MALVEDA

L and D Coordinator School Principal I

Review and Quality Assured by:

EDWIN C. MIRANDA EdD

Public Schools District Supervisor

Address: San Miguel, Sto Tomas City, Batangas

Telephone No.: 09171239537
Email Address: donatiburciacarpiomalvarelem@gmail.com
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF STO. TOMAS CITY
DOÑA TIBURCIA CARPIO MALVAR ELEMENTARY SCHOOL
Recommending Approval:

EDWARD D. GARCIA
Assistant Schools Division Superintendent

Approved:

NEIL G. ANGELES, CESO VI

Schools Division Superintendent

Address: San Miguel, Sto Tomas City, Batangas

Telephone No.: 09171239537
Email Address: donatiburciacarpiomalvarelem@gmail.com