Republic of the Philippines

Department of Education
National Educators Academy of the Philippines

FORM R.2 EVALUATION FORM FOR RECOGNITION OF PD PROGRAMS/COURSES

Professional Development
Program/Course Title
Learning Service Provider
Application Receipt Click here to enter a date.

PART I. CHECKLIST
Check the appropriate box (Present or Not Present) for each indicator.

A. Alignment with the NEAP Professional Development Priorities

Reference PARTIALLY NOT
CRITERION PRESENT PRESENT REMARKS (if any)
No. PRESENT
1. The proposed professional development
program/course responds to at least one
PPST/PPSSH/PPSS domain, strand and indicator
☐ ☐ ☐
identified in the three-year DepEd Professional
Development Priorities (DM 50 s. 2020), and/or
other emerging needs of the Department.

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B. Mapping to the Professional Standards
Reference PARTIALLY NOT
CRITERIA PRESENT PRESENT REMARKS (if any)
No. PRESENT
1. The proposed professional development
program/course identifies the career stage/s and
profile (teacher/school head/supervisor, subject, ☐ ☐ ☐
and/or grade/year level taught) of the target
participants.
2. The proposed professional development
program/course’s terminal objective/s, enabling
objectives and the session objectives are aligned ☐ ☐ ☐
with the indicators of the target participants’
career stage/s.

C. Articulation of Objectives
Reference PARTIALLY NOT
CRITERIA PRESENT PRESENT REMARKS (if any)
No. PRESENT
1. The terminal objective/s is/are articulated
☐ ☐ ☐
according to SMART principles.
2. The enabling objectives are logically articulated
towards the attainment of the terminal ☐ ☐ ☐
objective/s.
3. The session objectives of the professional
development course/program provide clear ☐ ☐ ☐
direction/s in producing outputs.

D. Alignment of the Objectives, Content, and Assessment with the Professional Standards
Reference PARTIALLY NOT
CRITERION PRESENT PRESENT REMARKS (if any)
No. PRESENT
1. The description of objectives, content and the
assessment strategies align with the relevant
☐ ☐ ☐
domain/s, strand/s and indicator/s of the
Professional Standards.

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E. Mechanisms to determine if objectives have been met
Reference PARTIALLY NOT
CRITERIA PRESENT PRESENT REMARKS (if any)
No. PRESENT
1. The proposed professional development
program/course uses congruent assessment
☐ ☐ ☐
strategies that are consistent with the
program/course and aligned with the objectives.
2. An evaluation form about how the participants
felt, and their personal reactions to the training
☐ ☐ ☐
or learning experience is part of the
Course/Program design.
3. The proposed professional development
program/course includes an assessment of
learning through pre-test/post-test measures or ☐ ☐ ☐
specific outputs, and a validation of the
workplace application plan. 

F. Strength of Research Base

Reference PARTIALLY NOT
CRITERIA PRESENT PRESENT REMARKS (if any)
No. PRESENT
1. The proposed professional development
program/course is based on a needs assessment
of the target participants (i.e. through individual ☐ ☐ ☐
development plans (IDPs), DepEd priorities
across levels, least learned skills, etc.)  
2. The rationale for the content, methodologies
and delivery modalities of the proposed
program/course is justified and supported by ☐ ☐ ☐
research literature or theories.

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G. Intended Classroom-level/Workplace Application and Innovation

Reference PARTIALLY NOT

CRITERIA PRESENT PRESENT REMARKS (if any)
No. PRESENT
1. The proposed professional development
program/course provides clear outputs for the
target participants’ workplace environment (e.g. ☐ ☐ ☐
classroom-level, school-level, division-level,
regional-level application).
2. The proposed professional development
program/course develops skills required for
innovation (e.g. by giving participants
☐ ☐ ☐
opportunities to try out new teaching-learning or
coaching strategies and prototype new school- or
management-related tools).

H. Credentials/Expertise of Resource Speakers and Certified Learning Facilitators

Reference PARTIALLY NOT

CRITERIA PRESENT PRESENT REMARKS (if any)
No. PRESENT
1. The Speakers'/Facilitators' CVs reflect their
expertise on the PPST/PPSSH/PPSS domain/s,
☐ ☐ ☐
strand/s and indicator/s covered by the
Program/Course. 
2. The Speaker's/Facilitator's CVs reflect the specific
competency/ies covered in the ☐ ☐ ☐
Speaker's/Facilitator's session/s.

I. Monitoring and Evaluation

Reference PARTIALLY NOT

CRITERIA PRESENT PRESENT REMARKS (if any)
No. PRESENT
1. The proposed professional development
☐ ☐ ☐
program/course has an M&E plan which reflects
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 the four levels of evaluation according to the
Kirkpatrick Model. 

J. Budget and Costing

Reference PARTIALLY NOT
CRITERIA PRESENT PRESENT REMARKS (if any)
No. PRESENT
1. Proposed registration fee or budget per participant
is within the allowable limits according to
☐ ☐ ☐
government budgeting, accounting and auditing
rules and regulations.
2. The attached itemized expenditure reflects the cost
of the professional development program/course ☐ ☐ ☐
vis-à-vis the allowable expenses.

DECISION (PART I)

Yes ☐ No ☐ (return to LSP for

All Criteria Met
appropriate action)

Part II. RATING SCALE

Check the box that corresponds to your rating of each indicator.

J. Soundness of Methodology
Reference REMARKS
(4) (3) (2) (1)
No. CRITERIA (if any)

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 1. The methodologies (e.g.
active learning, ☐ ☐ ☐ ☐
experiential learning or The methodologies The The The
collaborative learning, provide methodologies methodologies methodologies
etc.) stated in the opportunities for provide provide provide no
professional development frequent and opportunities opportunities opportunities
program/course provide varied for occasional for for active
multiple means of engagement with engagement engagement engagement.
engagement to support others (such as with others limited to
the participants in their contributing ideas (excluding personal
learning/professional to group problem- introductions reflection and
development. solving, giving and ice-breaker asking
examples from own activities). questions.
experience to
illustrate a
concept, etc.)
2. The professional
development ☐ ☐ ☐ ☐
program/course The professional The The The
describes how GEDSI development professional professional professional
(Gender Equality, consistently development development development
Disability and Social demonstrates how frequently occasionally does not
Inclusion) has been/will to manage a demonstrates demonstrates demonstrate
be addressed.  learner-friendly how to manage how to management of
and inclusive a learner- manage a a learner-
learning friendly and learner- friendly and
environment. inclusive friendly and inclusive
learning inclusive learning
environment. learning environment.
environment.

K. Use of Principles of Adult Learning

Reference REMARKS
CRITERION (4) (3) (2) (1)
No. (if any)
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 1. The activities or session/s of
the proposed professional ☐ ☐ ☐ ☐
development The activities/ The activities/ The activities/ The activities/
program/course employ adult sessions of the sessions of the sessions of the sessions of the
proposed proposed proposed proposed
learning principles with
opportunities to be active, professional professional professional professional
experiential, social, self- development development development development
directed and goal-oriented.   program/course program/ program/ program/
consistently course course course do not
employ frequently occasionally employ
opportunities to employ employ opportunities
be active, opportunities to opportunities to to be active,
experiential, be active, be active, experiential,
social, self- experiential, experiential, social, self-
directed and goal- social, self- social, self- directed and
oriented. directed and directed and goal-oriented.
goal-oriented. goal-oriented.

L. Use of Recognized Best Practices

Reference REMARKS
CRITERION (4) (3) (2) (1)
No. (if any)
1. The proposed professional
development program/course uses ☐ ☐ ☐ ☐
recognized best learning practices
such as motivational/mood-setting The proposed PD The proposed The proposed The proposed
activities, modeling, multiple consistently PD frequently PD PD does not
checks for understanding, guided uses best uses best occasionally use best
practice and independent practice, learning learning uses best learning
closure with opportunity for
practices. practices. learning practices.
feedback (such as exit slips),
practices.
workplace application plan and on-
site monitoring.

TOTAL POINTS DECISION (PART II)

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 12-16 and with NO 1s and 2s PASSED ☐

Other Scores RETURN TO LSP FOR APPROPRIATE ACTION ☐

Evaluated by:
Evaluator Type here
Signature
Date Click here to enter a date.
This Form R.2 is not valid if not signed.

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