Part of the requirements in GURO21 Course 1 is the crafting of one's professional development plan (PDP). This document is an example of such which contains my plans for personal and professional development which will further ripple its influence to the academe.

1. PROFESSIONAL DEVELOPMENT PLAN
Name and School:Carlo O. Casumpong, Mabini National High School Specialization/Subjects Handled:English,Science InvestigatoryProject
Required Competencies
(1)
Type & Specific Professional
Intervention
(2)
Significance of the Activities
(3)
Requirements
(4)
Potential Barriers
and Solutions
(5)
Deepens and broadens
knowledge on what to teach.
Continuing Professional
Education
Endorsement of Massive Open
Online Courses (MOOCs) to
teachers in their respective
subject areas or specialization
To continually supportthrust
for lifelonglearningand make
sure that there is constant
learning,unlearning,and
relearningundertaking.
a. School-based Memorandum
remindingMaster Teachers to
supporttheir teachers in CPE
through MOOCs
b. Enrollment in the following
sites:
Canvas - www.canvas.net
University of the Philippines
Open University -
www.model.upou.edu.ph
a. Barrier - Apprehension of some
teachers who are already in the
seasoned stage.
Solution - Offer opportunities for them
to see the importance of CPE. One way
is to lead them in shared governance
of the school and ask them to do CPE
in order to efficiently perform the task.
b. Barrier - Unavailability of MOOCs for
some subjectareas.

2. c. Date (whenever the MOOCs
open)
Solution - If some subjectareas do not
have MOOCs, lead them to take either
professional or pedagogical CPE
courses which arereadily availablein
the two sites mentioned.
Understands education
trends, policies,and curricula.
Re-echo on Trends and Updates
Project PAT Pinuno at Guro)
a. The school principal and
teachers are in regular
conference or session to discuss
trends and updates in terms of
educative governance,
curricular developments, and
other related matters.
To promote shared leadership,
commitment, and
accountability amongthe
primary internal stakeholders of
the academe.
a. School-based memorandum on
regular faculty conference
b. DepEd Orders for the
information dissemination.
a. Barrier - Time Constraints dueto
sudden changes in schedule.
Solution - The activities should be
weighed in terms of degree and
feasibility in order to determine
whether the regular conference is
more important than the other. If it is
not possibleto followthe regular
schedule, in some isolated instances,
flexibility should beapplied.
b. Barrier - Motivation of teachers in
listeningto very technical terms that
are a jargon in educational
management may flicker.
Solution - Provideinteresting activities
to sustain attention.Break down the
concepts into chunks of information.
Further, use graphic organizers to aid

3. linkingof information and the creation
of mental images.
Keeps oneself updated on
local,regional,national,and
global developments.
Faculty Bulletin or Faculty
Journal
Pintig Guro
a. Establishment of the official
faculty publication that
regularly publishes gazettein
bi-monthly basis.
b. Training for Pintig Guro.
To make relevant and
significantupdates to teachers
on local,regional,national,and
global developments.
a. Letter of Permission duly
approved by the school principal
b. Poolingof editorial board and
staff
c. Printingor publication of
relevant articles onlineand on
Pintig Guro Wall Publication
d. Budgetary requirements for
the wall publication and bi-
monthly printingof articles
a. Barrier - Comprehensiveness of
scope of education across different
levels of proximity.
Solution - To aid the readingof
articles,the writer shall simplify the
write-ups makingsure that the
contents are simplified whilestill
upholdingits soul.
b. Barrier - Budget may influence
constraints or challenges in printing
Solution - The Pintig Guro shall be
printed in A4 size in order to allowthe
utilization of school'snumerous paper
printers.Moreover, the articles shall
be well-selected to limitthe number of
pages, trimming into a newsletter
format.
Knows the students. Diagnostic Assessment
Mag-aaral Kita | Kilala Kita
To determine the learning
styles and needs, and
intelligences of the students,
a. School Order on the conduct of
diagnostic assessment
a. Barrier - Complexity of tasks in the
subjectdepartment level.

4. a. All teachers are enjoined to
craft a departmentalized
diagnostic assessment along
with assessment of learning
styles, needs, and intelligences.
b. Training for contemporary
diagnostic assessment
makingclear the path of
teachers in the teaching-
learningprocess.
b. Subject Department
Memorandum regardingthe S.O.
c. Crafted diagnostic assessment
d. Downloaded assessmenton
learningstyles and needs, and
multipleintelligences tool.
e. Budgetary requirements for
ink,paper, and mimeographing
cartridge
Solution - Assignment and division of
tasks with the Master Teacher or
CurriculumSubjectArea Head as the
resourceevaluator.
b. Barrier - Not enough amount of ink
and number of reams of paper for
mimeographing.
Solution - Create onlinediagnostic
assessmentvia either MicrosoftForms,
Google Forms, and/or Survey Monkey.
Uses effective teachingand
learningstrategies.
Learning Action Cell
Panturong Gabay
a. The Master Teacheror
Curriculum Subject Head will
lead the conduct of Learning
Action Cell (LAC) as a
collaborative effort and as a
form of providing technical
assistance (TA).
To provide technical
assistance among the
teachers and to share new
teaching-learning strategies.
a. School Order on the conduct of
LAC
b. Subject Department
Memorandum regardingthe S.O.
c. Minutes of LAC conferences,
meetings, and sessions
d. Budgetary requirements for
materials to be used
a. Barrier - Difficulty in scheduling
Solution - The scheduleshall be
predetermined upon the creation of
class programso that,as much as
possible,no classes will bedisrupted.
b. Barrier - Time Constraints
Solution - Providemaximum time
allotment per resource speaker or

5. trainer in the matters of training-type
LAC.
Assesses and give feedback
on how students learn.
Specific Assessment
Methodologies
PAEAN (Pushing Assessment
and Evaluation as an
Achievement Now)
a. Creation of PAEAN that has
two meanings: (1) to recognize
all achievements, from little to
big, and (2) pushing assessment
and evaluation as an
achievement now (as the
project title).
To strengthen students'
performance and holistic
development through
meaningful and authentic
assessment.From which,
specific and honestevaluation
shall bedone.
a. ProjectDesign for PAEAN
b. TrainingMethodology and
Matrix
c. Budgetary requirements for
the materials to be used
a. Barrier - Technicality of new
concepts, though foundational ideas
were taught in the professional
education programs.
Solution - The too-technical concepts
should be broken down into chunks of
information for better understanding.
b. Barrier - The assessmentmethods
may become too general.
Solution - After the plenary session,
breakout sessions should bedone
where the teachers will convene in
their respective subjectdepartments.
Partner with parents,
caregivers,and guardians.
Advisers' Training on Partnering
with Parents, Caregivers, and
Guardians
Magka-akbay TAYO
a. Training-workshop of class
advisers on proper handling and
To equip teachers, especially
class advisers,with necessary
interpersonal skills in reporting
scholastic and behavioral
performance of the learners to
their parents, caregivers,
and/or guardians.
a. School-based Memorandum
for the Magka-akbay TAYO
b. TrainingDesign and Matrix
a. Barrier - Difficulty of scheduling
Solution - Set a specific datewhere
class advisers can meet for the
conduct of the activity.Better if itwill
be conducted duringstudent-

6. dealing with parents,
caregivers, and guardians in
terms of evaluative reporting.
b. Stressing the major role of
these key stakeholders.
c. Budgetary requirements for
the materials and possible
resourcespeaker
d. Workshop outputs
organized activities where teachers are
not primarily involved.
b. Barrier - Unwillingness of teachers
who believe that they already have
such skill.
Solution - Stress out that teachers also
need to relearned the already-
acquired concepts.
Involves the community to
help students learn.
Stakeholders' Conference
Externally Internal: Internally
External
a. Conduct of internal and
external stakeholders' meetings
where teachers areinvolved.
To promote shared governance
for the holisticdevelopment of
the learners.
a. Letter of Invitation for Key
Stakeholders
b. Activity Design and Matrix
c. Minutes of the Conference
d. Memorandum of
Understanding(when possible)
a. Barrier - Unavailability of certain key
stakeholders
Solution - Push through with the
identified date as longas other key
stakeholders commit themselves to
attend the conference. Just ensure
that the invitation will bedone at least
two weeks before the schedule.
Encourages respect and
diversity.
Virtual Seminar on Inclusive
Education
To upskill teachers on ways to
exemplify inclusiveeducation in
classes.
a. School-based Memorandum on
the Colors of the Wind
a. Barrier - Intermittent Internet
connectivity among some teachers

7. Colors of the Wind: A Virtual
Seminar on Inclusive Education
a. Supervise a virtual seminar
on upholding inclusive
education.
b. Activity Design and Matrix
c. Notes from the Seminar
d. Budgetary requirement for the
Resource Speaker's honorarium
or plaque
e. Internet connectivity
Solution - Allowthem to utilizethe
numerous Internet facilities of the
school.Those who identified
themselves as teachers who have
problems with Internet at home shall
be fairly assigned to respective offices
or hallsin order to promote health and
safety.
Knows oneself and others. Mental Health Activity
Daily Morning Ritual and Bi-
daily TikTok-influenced Dance
Exercise.
a. Conduct of morning rituals
with inspirational messages. In
addition, dance exercises shall
be done in the morning and in
the afternoon.
To promote and support the
mental well-being of the
teaching and non-teaching
personnel of the school.
a. School Order on Mental Health
Activity
b. Assignment of ritual and dance
leaders per month (shall bein
order of grade level)
c. Videos or photos of compliance
(if only possible)
a. Barrier - Absence of power supply
duringscheduled or unscheduled
power interruptions.
Solution - Devise a time for self-
reflection and interpersonal skill
activity through the school personnel
Messenger group chats or Viber
groups.
Practices human goodness in
lifeand in work.
Mirroring Inward Aura
Project Salamin
a. Use the metaphor of mirror
to give time for the school
To providereflective time or
period for the school personnel
to develop a sense of good.
a. ProjectDesign
b. Announcements and
information dissemination
a. Barrier - Difficulty in the
conformance of teachers especially if
they are busy.

8. personnel to have time for
reflection every 3:00 in the
afternoon.
Solution - Allowthem to gradually
attain and learn the routine set at 3:00
PM.
Masters teaching practice. Learning Action Cell
Panturong Gabay
a. The Master Teacheror
Curriculum Subject Head will
lead the conduct of Learning
Action Cell (LAC) as a
collaborative effort and as a
form of providing technical
assistance (TA).
To provide technical
assistance among the
teachers and to promote
mastery of curriculum content
and pedagogy.
a. School Order on the conduct of
LAC
b. Subject Department
Memorandum regardingthe S.O.
c. Minutes of LAC conferences,
meetings, and sessions
d. Budgetary requirements for
materials to be used
a. Barrier - Difficulty in scheduling
Solution - The scheduleshall be
predetermined upon the creation of
class programso that,as much as
possible,no classes will bedisrupted.
b. Barrier - Time Constraints
Solution - Providemaximum time
allotment per resource speaker or
trainer in the matters of training-type
LAC.
*Required competencies are adapted from Southeast Asia Teachers Competency Framework (SEA-TCF).
**I'm also taking my colleagues in this plan to also ripple the professional developments with others.
Learner’sSignature: CARLO O. CASUMPONG Reviewed/Approved by: CHUCHIE FERRANDO-YOG
TeacherI School Principal III

9. THE VENN OF A PERSON
A Salient Body and a Rational Soul
Crafting the Professional Development Plan made me think a lot of times as to would it
depict me, as a professional teacher, or would I include my colleagues in my aspiration to
grow. I understood that the output is regarded as a personal plan, yet I also assert that
growing together will make our school more productive and at its best.
I utilized the 12 teacher competencies from four essential competencies as devised and
approved by Southeast Asian Ministers of Education Organization. From which, I was able to
cite specific intervention programs with project titles of activities to ensure the SMART
feature of my output.
Foremost activity is already ascertained as a code for all professional teachers in the
Philippines; that is continuing professional education or CPE. I believe that CPE, now
commonly known as Continuing Professional Development (CPD), can be acquired not just
through formal graduate education but also through non-formal education such as school-
based trainings, learning action cells and massive open online courses or MOOCs.
Aside from CPE, intervention activities may also happen by simply performing the tasks,
at hand. Often, it is through experiences and the learnings that come with it where most
significant concepts can be acquired. For example, by partnering with internal and external
stakeholders, all school personnel will learn things that are usually not present in resource
materials, formal and non-formal trainings.
Furthermore, school-based re-echo and trainings are also indicated since they allow us
to learn from our colleagues. In the PDP that I devised, I stated information dissemination
sessions with the school principal, focusing on trends in education specifically on current
curriculum implementation of the Department of Education.
Therefore, it is with pride that I present the professional development plans that do not
just include me, as a professional teacher but also bring my colleagues in the realm of
learning. In this manner, we interdependently help and nurture holistic learners. If the Venn
in us is nurtured, we surely can also influence the salient bodies and rational souls of our
learners.