Republic of the Philippines: Bepartment of ducation REGION IV - A (CALABARZON) SCHOOLS DIVISION OF IMUS CITY 2024 IN-SERVICE TRAINING (INSET) PROPOSAL Title: School In-Service Training on Renewing Commitment and Improvement of Delivery of Basic Education * Aida C. Bellon, School Head (09498855022) Program Proponent and Owner © Ms. Liliana C. Anog, LAC Focal | Person (09275095257) © 31 Faculty Members ise | Pe] © 7 Administrative Staff Target Learners/Participants © 1 School Head See aaa aoe © 39 Persons © One (1) Batch Qu Number of Batches and Proposed ( pay Implementation Date tem ON ean © Gen, Juan Castafieda Senior High School, ICT Room Ve 1 7 Proposed Venue (1) * Anabu II-A, city of Imus, Cavite Food: © Lunch: Php300 x 39pax= 11,700 * Snack (2) Php250x39= 9,750 Total Proposed Budget Materials: Php100x39= 3,900 Total = 25,350.00 Proposed Continuing Professional z ce Education Credit Units (if anyy | NONE a Registration Fee (if any)3 NONEPROGRAM BACKGROUND AND RATIONALE One of the department's program trusts is the K to 12 Basic Education Program which would cater to lifelong learning for our students. In line with this, teachers being the front liners must be equipped with the necessary tools to manage and execute a meaningful learning process for our students. Since students are our main clientele, teachers must be connected to and derived from working with students and understanding their behavior. Gen, Juan Castaneda Senior High School is dedicated to integrating the continuous improvement of its staff into the principles, goals, and processes of Philippine education. With this, the program owner proposed for three-day In-Service Training aiming to reach education’s goal. Anent to this, revisiting the result of the Self Assessment Tool (SAT) will give the opportunity faculty members of Gen. Juan Castaneda Senior High School to be familiarized in using a range of teaching strategies that enhance leaner achievement in literacy and numeracy (PPST Indicator 1.4.2) and applying knowledge of content within and across curriculum teaching areas. (PPST Indicator 1.1.2) This in-service training aims to initiate a process of improvement in the school and | its staff, particularly in adapting and managing change, conducting workshops in instructional materials development, and adapting and using culturally appropriate teaching strategies to address the needs of learners from indigenous groups (PPST Indicator 3.5.2.) This training is also important in empowering and sustaining the continuous improvement of teachers, who play a crucial role in nation-building. Through quality teachers, the Philippines can develop holistic learners who are steeped in values, ‘equipped with 21st-century skills, and able to propel the country to development and progress. This aligns with the Department of Education vision (DepEd Order No. 36, s. 2013) indicated in the Philippine Professional Standard for Teachers (PPST). ‘The changes brought about by various national and global frameworks such as the K to 12 Reform and the ASEAN integration, globalization, and the changing character of the 21st-century leamers necessitate improvement and adaptability of education and a call for the rethinking of the current teacher standards, H ¢ eenatedIl. PROGRAM DESCRIPTION 2024 In-Service Training of Gen. Juan Castafieda Senior High School is a three-day training workshop wherein the topics can enhance the capability, capacitate, and strengthen their skills in applying knowledge of content within and across curriculum teaching areas and using a range of teaching/strategies that enhance learners’ achievement. Confident in setting achievable and appropriate learning outcomes that are aligned with learning competencies. Attendees for this are twenty-five (25) teachers facilitated by Master Teachers and two. (2) administrative staff. All are fully vaccinated. They are required to bring two copies of the COVID-19 VACCINATION CARD. They must not have any symptoms related to Covid 19 or exposure to possible Covid 19 patients. ‘This is a three-day training workshop divided into three sessions first will be the discussion on teaching strategies, and the assessment tool, the second will be an allotted workshop wherein the simulation will be put into practice, and a demonstration teaching for the third day. This will be held at Gen. Juan Castafteda Senior High School, ICT Room. Reassure that health protocol will be observed as required by AITP. The school has the sole responsibility if anything happens. Time on Task Policy is | carried out and proper adjustments so that no session will be affected by the absence | of the teachers. The activity is strictly voluntary, and the safety of participants is | ensured and the responsibility of the School Head. | ‘The school Parent Supervisor, Dr. Richard R. David III will be notified by sending an | invitation program where he can monitor the [N-SERVICE training accordingl Ill. PROFESSIONAL DEVELOPMENT PRIORITIES, Domain 1 Content Knowledge and Pedagogy - Strand 1: Applied Knowledge of content within and across the curriculum = Strand 2: Used a range of teaching strategies that enhance leamer achievement IV. TARGET LEARNERS’ DESCRIPTION Male Female |. ‘TOTAL I ul 21 32/Teachers and Staff See the attached list in our appendixes. All the nationally funded teaching and non-teaching staff, and locally funded staff will follow as the second batch.v. vo. WORKPLACE DEVELOPMENT OBJECTIVE (WDO) + Impact: Efficient and effective delivery of quality education + Organizational Outcome: Competent and credible teachers in applying the content within and across the curriculum (PPST Indicator 1.1.2) Output: Well-competent teachers and instructional tools ‘Competency: Able to deliver content knowledge and Pedagogy (Domain 1.1) PROGRAM LEARNING OBJECTIVES Terminal Objective: By the end of the training, the participants would be initiating a process of improvement in the school and its staff, particularly in adapting and managing change in facilitating skills and using a range of teaching strategies. Enabling Objectives: ‘+ Participate in the activity during a session of in-service training. ‘© Craft assessment tool applying teaching strategy. ‘© Give and discuss plans for applying knowledge within and across the curriculum, © Apply the knowledge earned in answering the tasks; and ‘* Strengthen camaraderie and support system through initiated activities. WORK APPLICATION PROJECT AND JOB-EMBEDDED LEARNING The end in-service training would not just end by providing a certificate. The proponents will continue to provide technical assistance to the teachers in the continuity of applying knowledge of the content within and across the curriculum teaching areas. Confident in facilitating skills through a range of teaching strategies that enhance learners’ achievement. The implementation of the enhanced skill will be applied as soon as needed in the workplace, particularly for the learners’ benefit,‘VII. LEARNING AND DEVELOPMENT NEEDS ASSESSMENT PLAN Background and Rationale ‘This three-day in-service training aims for teachers to be equipped with the necessary tools to manage and execute the meaningful learning processes of our learners. Continuing professional development keeps teachers up to date on new research and on how students learn, emerging technology tools for the classroom, and new curriculum resources Anent to this, revisiting the result of the Self-Assessment Tool (SAT) will give the opportunity faculty members of Gen. Juan Castaneda Senior High School to be familiarized in using a range of teaching strategies that enhance learner achievement in Titeracy and numeracy (PPST Indicator 1.4.2) and applying knowledge of content within and across curriculum teaching areas. (PPST Indicator 1.1.2) This in-service training aims to initiate a process of improvement in the school and its staff, particularly in adapting and managing change, conducting workshops in instructional materials development, and adapting and using culturally appropriate teaching strategies to address the needs of learners from indigenous groups (PPST Indicator 3.5.2.) This training is also important in empowering and sustaining the continuous improvement of teachers, who play a crucial role in nation-building. Through quality teachers, the Philippines can develop holistic learners who are steeped in values, equipped with 21st- century skills, and able to propel the country to development and progress. This aligns with the Department of Education vision (DepEd Order No. 36, s. 2013) indicated in the Philippine Professional Standard for Teachers (PPST). ‘The changes brought about by various national and global frameworks such as the K to 12 Reform and the ASEAN integration, globalization, and the changing character of the 21st- century learners necessitate improvement and adaptability of education and a call for the rethinking of the current teacher standards. The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the reform initiatives on teacher quality from pre-service education to in- service training, It articulates what constitutes teacher quality in the K to 12 Reform through well-defined domains, strands, and indicators that provide measures of professional learning, competent practice, and effective engagement. This set of standards makes explicit what teachers should know, be able to do, and value to achieve competence, improved student learning outcomes, and eventually quality education. It is founded on teaching philosophies of —_earmer-centeredness, lifelong learning, and inclusivity/inclusiveness, among others. The professional standards, therefore, become @ public statement of professional accountability that can help teachers reflect on and assess their own practices as they aspire for personal growth and professional development. Terminal Objective: By the end of the training, the participants would be initiating a process of improvement in the school and its staff, particularly in adapting and managing change in facilitating skills and using a range of teaching strategies. Enabling Objectives: © Participate in the activity during a session of in-service training. * Craft assessment too! applying teaching strategy. * Give and discuss plans for applying knowledge within and across the curriculum. Apply the knowledge eamed in answering the tasks; and‘+ Strengthen camaraderie and support system through initiated activities. Course Ti Strands: Domain 1 Content Knowledge and Pedagogy 1: Applied Knowledge of content within and across the curriculum 2: Used a range of teaching strategies that enhance leaner achievement ‘Target Participants Office Position lease see the attached names of | Gen. Juan Castafieda the participants SHS #090 Anabu II-A, Imus City, Cavite ‘Vel. Nos.((46) 456 5752 l 1 (046)418-1083 | Date Required | LNA Methods LNA Tools Respondents : Qs wr" January 22 NIA NA NA Jo whe pert Implementation Details we Activities Bi ‘Timeframe Pee ‘A. Planning/Meeting Program October 23, 2023 Management Team | November 14, B. Crafting proposals and Program Owner | 2023 memorandum C. Collection of all the training | Program Owner | December 4~ 8, materials and retrieval of LRP | and resource 2023 speaker D. Delivery of the program Resource persons |/January 8 ~ 12, 7 2024 E, Post Activities; submission of | Program owner | January 31, 2024 activity completion report and other documentsIX. MONITORING AND EVALUATION PLAN FOR L&D INTERVENTION Level of | Indicators | Methods Data, ‘Schedule of Person/s M&E and Tools | Sources | M&E Responsible Level4 | Impact of | Getting the | Module 1 | A year or two | Learners/Participants Outcome | learning | impact PST after its Project Owner after ayear | Resource | implementation ortwo | Package Level 3 | Application | Monitoring |” Work | After three | Learners/Participants Application | ofleaming | and | application | months of School Head (Behavior) | after three | Evaluation | Form | application | Program Owner months | Form ‘Level2 | Aftereach [~ Focus | Debriefing {~ Duringthe | M&E Coordinator Leaming | sessionof | Group Forum debriefing | Program Owner PMT the Seminar | Discussion Level! | Aftereach | Evaluation | Resultof | Aftereach | Learners/Participants Learners’ | sessionof | and focus | Evaluation | session | M&E Coordinator / Reaction | the training-} group Program Owner workshop | discussion X. LEARNING RESOURCE PACKAGES List down leaming resource materials: 1. Session guide 2. Slide decks 3. Handout and reading materials 4, Template in crafting Guidelines XI. RISK ANALYSIS AND MANAGEMENT PLAN Potential Likely | p | Preventive! wa. | wren | Cost | Contingent Problems Causes ‘Action Action | Who | When Cost Unavailabitity | 3 | Emergency | 3 | Replacement | Substitute | Before | None | Provision ofa | Program | Before ofthe ‘cases such OfLF | speaker | the memorandum | Owner | the resource a tobe | delivery of agreement | Substitute | conduct person accidents, provided between the | resource | ofthe illnesses, by the resource | person} activity equally resource person, important : personXI. COMMUNICATION AND ADVOCACY PLAN ‘Objectives ‘Activities ‘Audience | Medium | Desired Result Time Frame 1, Inform the target group regarding the training Publication inthe school website, FB Page and Group Teachers | Website | The target ‘One week before the conduct ofthe training School Head Subject Group Head 2. Conduct the training within the specified time ‘The actual conduct of ‘the ‘raining ‘Teachers | Orientation Seminar Face to Face ensuring Health Protocol iy 13 — 14,2023, Subject Group Heads XIII. LEARNING SERVICE PROVIDERS Leaming Service Providers Role @ [Assigned S&ssions Relevant Qualifications IDR. LYDIA S. VILLANUEVA Module 1 PPST Package 2015 Graduate of Doctor of Philosophy major in Language ‘Member Division QATAME Association 15 years as Head of Language Department in Imus Institute from 2000 - ‘T years as Master Teacher (2016 to present) Liliana C. Anog Module 2 PPST Package (2020) Science Graduate of Masteral Major in Science Division Module Evaluator Member of Division (Club Teachers ‘Tyears as Master Teacher (2016 to present) ‘Michael B. Barias FACILITATOR | 5e7siop, Design IEC Graduate of Masteral ‘Mojor in Information ‘Technology Ambassador Advocate Gladys F. Guirre, PRD. “Teaching Strategies PHD. Biology, Dela Salle University agar A. Rivera Jeramie G. Buensuceso Team Leader Training Workshop (2020) years Graduaie of Masteral Major in Science Division Module Evaluator Member of Division Science Club Teachers as Master Teacher (201610 present) Graduate of Doctor of Philosophy major Administration 'SMEA Coordinator 4 years Master TeacherXIV. LIST OF MANAGEMENT STAFF WITH CORRESPONDING COMMITTEE Program Management Structure | Management Staff Members i Program Manager ‘Aida C. Bellon ‘Assistant Program Manager| Lilima C. Anog. Training Managers Dr. Lydia 8. Villanueva Logistic Offivers Neil A. Catapang Welfare Officers Paulene Aila C. Bellon / Ronnah De Guzman Finance Officer | Mark Phillip Echon M&E Coordinator Dr. Lydia S. Villanueva / Dr. Jeramie G. HEHE Buensuceso Documenter/Secretariat Cherie C. Logatoc /Kazeil Ann A. Sallegue Gncluding certificates) John Michael Del Rosario / Katrina P. Sulit | Learning Facilitator Lydia 8. Villanueva/ Liliana C. Anog Edgar A. Rivera / Michael B. Barias/ Gladys F. Guirre XV. TRAINING MATRIX Date Time | Duration Session, | Output | Facilitator/Reso 4 urce Person 30 mins | 30mins. | Registration | Attendance Jeramie G. Sheets Buensuceso & Team January 22, | 8:00-8:30 | 30mins. | Opening Program Dr. Gladys F. 2024 Guirre & Team 8:30 = 9: 60 mins. Module TPPST | Acquired/re- | Dr. Lydia S. Package acquired Villanueva knowledge content, knowledge 9:30~ 10:00 | 30 mins HEALTH BREAK, ‘Module 2 PPST ‘Expand Liliana C. Anog 10:00 — 60 mins Package 2 current work 12:00 by providing ‘more examples 12:00-1:00| 60 mins LUNCH BREAK ICT Tategration Apply | Micheal B. Barias 1:00-3:00 | 60 mins different IT ‘AppsJanuary 23, | 8:00-8:30 | 30mins. | Opening Program Dr. Gladys F. 2024 irre & Tear $:30—10:00 | 60mins | Sharingoftheir | Mentor | Liliana C. Anog classroom beginning practices _| _ teachers 30 mins COFFEE BREAK / SNACK _| 10:30 3-00 | 300 mins Workshop Crafted Subject Group assessment tool Heads 8:00-8:30 | 30mins. | Opening Program Dr. Gladys F. January 24, te Guirre & Team 2024 | 830-1130] 180mins | Demonstration | Innovation of | Subject Group Teaching | Practices. Heads 11:30— 1:00 [90 mins LUNCH BREAK 1:00=2:00 | 60mins |~ Feedbacking [Ensure that teaching practices are aligned with the curriculum 2:00-3:00 | 60mins | Closing Program | Certificate of | Edgar Rivera and Participation _| Group Team XVI. OPENING PROGRAM ‘National Anthem: AVP Prayer Dr. Gladys F. Guirre Greetings and Presentation of Ms. Liliana C. Anog Participants Welcome Remarks Aida C. Bellon. House Rules Jeramie G. Buensuceso Inspirational Message Dr. Ricardo R. David III Program Mechanics Dr. Lydia S. Villanueva Orientation / Training Proper ‘Master of Ceremonies John Michael Del Rosario CLOSING PROGRAM Nationalistic Song ‘AVP ye Edilyn B, Suan Impression — | Adrian U. Bugay Challenge . Ricardo R. David IIL Response ‘Mark Jayson M. Campafia Photo Opportunities All Master Teachers, School Head, Parent Distribution of Certificates Supervisor Closing Remarks Dr. Lydia S. Villanueva Master of Ceremonies Kazelle Anne A. SallegueXVII. TERMS OF REFERENCE PROGRAM MANAGER 1. Identifies staff for the program F Quersees the learning fecilitator inthe review of program design and walkthrough the resource package 3+ Oricots leaning fciltators and other staff on ther roles and responsibiliies during te aewal delivery of the program during the preparatory meeting Speatheads in the dissemination of Memorandum announcing the participants and learning facilitators ‘Manages in the preparation of resources and materials required forthe delivery of the program ‘Taps resource persons when needed in the delivery of the program Be at the venue at least before the start ofthe program to make sure the smooth flow of registration of participants, signages are displayed in strategic places Ensures that leaming facilitators are ready forthe sessions and delivered as planned “Establishes a conducive Ieaming environment by welcoming the participants, building the credibility of the facilitators daring the activity 10. Conducts debriefing at the end of each day to address issues, identity solutions and assign responsibilies for the succeeding day 1). Presents the overall results of the online program evaluation during the final debriefing tothe Program ‘Management Team 12, Leads in crafting the Activity Completion Report (ACR) sees TRAINING MANAGER/PROGRAM OWNER 4, Coordinates effort with other members ofthe management team all initiatives inthe planning phase 2. Conducts and presides meetings ofthe PMT on operational matters to give immediate interventions to issues and concems 3. Conducts post meeting to check iall components of the program are completed 4. Ensures submission of reports to the authorized person FINANCE OFFICER J. _Speatheads in the procurement processes of resources and materials 2. Assists the program manager in the preparation of the budget proposal and other related documents 3: Oversees the efficient allocation of funds and timely release as well as documentation for liquidation 4. Ensures availability of resources such as food, venues and materials 5. Manages the reimbursement of travel expenses of PMT/ learning facilitators and of any remuneration of costs associated with the participation of the program 6. Manages the program funds disbursements during liquidation process 7. Prepares and submits financial report to the program proponent LOGISTICS OFFICER 1. Coordinates with training manager for logistical requirements of the trani 3. Ensures availability of vehicles when needed 4. Provides personnel to attend to emergency errands pertaining to logistical concerns 5: Ensures availability and serviceability of taining facilities including multimedia projectors, sound system, audio and peripherals, FACILITATORS 1, Conduct assigned sessions using the session guides given, 2. Responsible forthe partcipants® learning. 3. Ensure provision of training materials to participants, QATAME OFFICER 1. Prepares M & E/QAME Plan and submits the same to the Program Manager. 2. Ensures thatthe QAME Processes such as the gathering (through monitoring tools and FGD) analysis of procedures. 3. Consolidates QAME results and submit. Teport to the Program Manager. 4. Oversees the entire QAME process of the program,Provides input i. results of the QAME during the debriefing Ensures that debriefing happens at the end of the day. Prepares the consolidated graphical analysis of QAME results ofthe training and report during the closing program. may DOCUMENTERS |. Ensure attendance of participants, Keep the master list of participants Spearhead the registration and checking of attendance of participants. Safe keep the training materials and supplies and monitor the usage Coordinate withthe Training Manager. Gather and keep supporting documents for liquidation and reporting purposes. Prepare/Consolidate the program completion report following the prescribed format. ‘Take down minutes ofall meetings/debriefing sessions, MEDICAL OFFICER |. Assists the participants in matters of health concer, such as assessment of blood pressure and other health complaints even beyond training hours. Provides medicines for common ailments. Referrals of medical cases to proper health authorities oF institutions. Rrovides feedback tothe Training Manager regarding the health complaints ofthe participants Attends the debriefing sessions. Does related tasks. Prepared by; AIDA 'C. BELLON Noted: School Head DR. RICARDO R. DAVID IIL Education Program Supervisor / Parent Supervisor HO. Pre Checked and evaluated: Wao! Saket IVAN HONORPETTE A. MIJARES EPS If G Recommending Approval: IVAN BRIAN L. INDUCTIVO, CESWE Asst, Schools Division Superintendent. Approved: HOMER N. MENDOZA Asst. Schools Division Superintendent Officer-in-Charge Office of the Schools Division Superintendent Accelerate Learner's Achievement with Excellence and Humility = .:. Adress: 090 Anabu I-A, City of mus, Cavite ED Telephone No: (046)456-5752 /(046)418-1083 -mal: genivancastaneds2016@yahoo.com MATATAG mate” Website: http:/icastanedashs weebly.com/ Tf 9 cons ruinsAnnex LIST OF THE PARTICIPANTS No. NAME POSITION 1 BELLON, AIDA CABRERA Principal 2 ‘ANOG, LILIANA CARAYUGAN “Master Teacher 3_|_BARIAS, MICHAEL BARTOLOME ‘Master Teacher I 4 BERCES, MABEL LABAJO Teacher I 3_| BUENSUCESO, JERAMIE GACUTAN Masier Teacher I 6 "AGPALO, BERNADETTE Teacher I 7_|CAMET, MARC ARIES MAGTALAS Teacher II |_| CAMPANA, MARK JAYSON MENDOZ ‘Teacher Ii [3 CATAPANG, NEIL ATERCION “Teacher I 10_|_DAYAG, MARK DAVID GONZALES “Teacher Ik 0 DE GUZMAN, RONNAH, Teacher 1 12_| BURLAZA, ARLENE SAQUISAME "Teacher I 13_|_ DEL-ROSARIO, JOHN MICHAEL “Teacher I 14 | ECHON, MARK PHILIP ACESICO | Special Science Teacher 5. MACUTAY, ERICA Teacher Il 16 ‘GUIRRE, GLADYS FAUNI ‘Master Teacher I 17 LANTACO, WENDELL EMPIC Teacher I 18_|__ LOGATOC, CHERIE LECAROS Teacher I 19 SULIT, KATRINA “Teacher I 20 ‘TUTANES, FEA “Teacher I 21 'MAZO, GEMMA VOLANTE. ‘Teacher T 22 RIVERA, EDGAR AZURA Master Teacher I 23 | SALLEGUE KAZELLE ALFONSO __| ~ Special Science Teacher Ey ‘SUAN, EDILYN “Teacher IL 25 ‘WALENCIA, PATRICK DM “Teacher I 26_|_VILLANUEVA, LYDIA SAPITANAN ‘Master Teacher I 27 TERFE, EVER ‘Administrative Assistant I 28 ‘MELO, RONA ROSE Clerk 30. BELLON, PAULENE AILA C LSA | 31 OBANA, ABEGAIL TSA 32_|__ CALUBAYAN, FRANCIS SABAS “Teacher T 33_|__ PASTRANA, BENEDICTO CJR. LSA 34 TUSAY, JENICA ‘Special Science Teacher I 35 Reyes, Jose a 36 Than, Shirk 37 Satingin, Lito 38 ‘Gange, Jorge Javante, Nelson