This three-year supervision plan is founded on our unwavering dedication to providing a well-rounded education that prepares our students for success in a world that is swiftly changing. By addressing the identified objectives within these key domains, we hope to foster a culture of excellence at Maloma Elementary School, where our students thrive academically and personally, becoming engaged, self-assured, and perpetual learners. This plan lays the groundwork for our school to become a model of educational innovation and excellence in our community. This Three-Year Supervisory Plan seeks to establish a dynamic and supportive instructional leadership environment that empowers teachers, encourages professional development, and improves the overall quality of education. The primary objective of this plan is to establish a dynamic and supportive instructional leadership environment that empowers teachers, fosters their professional development, and improves the quality of education as a whole. By addressing identified needs and capitalizing on existing strengths, the plan fosters a culture of continuous development, ensuring that the school community thrives and achieves its educational objectives (Johnson, 2022). Another objective of the plan is to cultivate a positive and inclusive school culture by implementing efficient feedback mechanisms and promoting collaborative decision-making. Regular feedback channels, such as surveys and one-on-one conversations, will be established, and technology will be used to collect and communicate information efficiently. This approach safeguards data security and privacy while ensuring open and transparent communication. Creating effective feedback mechanisms and promoting collaborative decision-making are vital for cultivating a positive and inclusive school culture. To achieve this, the supervisory plan aims to establish regular feedback channels, including surveys, focus group discussions, and individual conversations, to gather valuable input from faculty members (Smith, 2023). This approach empowers teachers, fosters a sense of ownership in the decision-making process, and addresses potential resistance to change among staff. Furthermore, fostering open communication through collaborative meetings and faculty committees ensures that decisions align with the school's vision and mission (Johnson, 2022). Leveraging technology for data collection and communication enhances efficiency and facilitates evidence-based decision-making (Brown, 2023). Moreover, by addressing concerns related to data security and privacy, the plan ensures the secure and effective utilization of technology in the feedback process (Jones, 2022). In addition, the plan emphasizes the significance of enhancing learning competencies and harmonizing assessments. Teachers will have access to extensive opportunities for professional development in addition to learning objectives that are clear and explicit.

1. Domain
Objectives
LINES OF ACTION/ ACTIVITIES TIME
FRAME
BUDGET
ALLOCATION
KEY PERFORMANCE
INDICATORS
Content Knowledge and
Pedagogy
I. Increase the application
of literacy interventions to
improve the reading levels
of students.
A. Create learner’s profiling based on their
reading performance as determined by
school-initiated tests.
 Identify the right reading skills
profiling assessment tool
 Analyze existing data to categorize
students according to their reading
level and needs.
 Create a reading journal to monitor
students' development.
Year 1
Quarter 1 of
academic
year
NONE Learner’s profile
Profiling assessment tool
Reading Journal
Content Knowledge and
Pedagogy
I. Increase the application
of literacy interventions to
improve the reading levels
of students.
B. Designate school reading specialists in
Grades 1 and 2
 Identify teachers' reading
foundational knowledge.
 Conduct a meeting with the
designated reading specialists to
determine the most effective
intervention to address the diverse
reading needs of students.
 Issue a memorandum to schools
regarding the designation of key
reading teachers and the
implementation of the identified
intervention.
Year 1
Quarter 1 of
academic
year
NONE Designation of school
reading specialists
Memos Issuance
Minutes of meeting with
designated reading
specialist

2. Content Knowledge and
Pedagogy
I. Increase the application
of literacy interventions to
improve the reading levels
of students.
C. Implement Project Developing the Right
Reading Attitude of Pupils (Project DRRAP)
and Project Parents as Partners in Educating
Learners in the New Normal (PAPEL) in order
to enhance students' reading competency and
Project Integrating Comprehension Activities
in the New Normal (I CAN) to improve their
comprehension skills.
 Establish classroom or school-wide
reading interventions Phase 1
 Promote high-quality classroom
instruction using strategies based on
research.
 Continually track literacy instruction
via classroom observations
 Review the reading strategies
employed in the classroom.
 Identify students whose performance
does not match expectations.
 Formulate targeted interventions
according to the needs of slow readers
and frustrated readers.
 Implement a focused solution for
sluggish and frustrated readers
 Allow sufficient time to concentrate on
the skill/area that needs
improvement.
 Evaluate the development of the
students after the allotted time period.
Year 1 and
Year 2
Year-round
NONE Reading interventions,
instructions and
evaluations
Content Knowledge and
Pedagogy  Conduct additional evaluations to
detect any learning difficulties
Year 3 2,000 Reading interventions,
instructions and
evaluations

3. I. Increase the application
of literacy interventions to
improve the reading levels
of students.
 Implement targeted and intensive
interventions
 Implement necessary interventions
based on the outcome of the
evaluation.
Content Knowledge and
Pedagogy
II. Develop numeracy
treatments with an
emphasis on the four
fundamental
mathematical operations
(Key Stage 1) and
problem-solving skills (Key
Stage 2)
A. Create a learner profiling based on the
findings of school-initiated numeracy
assessments.
 Identify the best assessment
instrument to characterize
learners' numeracy skills in the
first phase.
 Analyze existing data to
categorize students according to
their numeracy ability.
 Create a chart to track the
advancement of learners'
numeracy skills.
Year 1
Quarter 1 of
academic
year
NONE Learner’s profile
Profiling assessment tool
Chart Track
Content Knowledge and
Pedagogy
II. Develop numeracy
treatments with an
emphasis on the four
fundamental
mathematical operations
(Key Stage 1) and
problem-solving skills (Key
Stage 2)
B. Designate school numeracy coordinators in
each of the key stages.
 Determine the theoretical
knowledge of teachers in
mathematics.
 Math teachers should reaffirm
their commitment to the
implementation of the school's
numeracy objectives at a meeting.
 Discuss potential school numeracy
coordinators' designation with
them.
Year 1
Quarter 1 of
academic
year
NONE Designation of school
numeracy coodinator
Memos Issuance
Minutes of meeting with
designated reading
specialist

4.  Distribute a school memorandum
concerning school numeracy
coordinators and the
implementation of intervention to
improve the numeracy skills of
students.
Content Knowledge and
Pedagogy
III. Intensify the
implementation of Project
Parents as Partners in
Enhancing Numeracy
Skills(Project PPENS) to
improve the numeracy
skills of students, with an
emphasis on the use of
game-based learning.
A. Engage teachers with game-based learning.
In the implementation of a game-based
learning technique, collect activity
sheets/worksheets, manipulatives, and other
IMs.
 Utilize game-based learning in
mathematics classrooms.
 Using classroom observations,
conduct regular monitoring of the use
of game-based learning to teach
numeracy in math classes.
 Conduct a study of various classroom
numeracy strategies and a sharing of
best practices for enhancing numeracy
abilities.
Year 1-2
Year-round
2,000 Activity
Sheets/Worksheets,
manipulatives and other
Instructional Materials,
Action
Research,Intervention
Innovation
Content Knowledge and
Pedagogy
III. Intensify the
implementation of Project
Parents as Partners in
 Apply additional tests to the students
to discover any learning challenges.
 Implement relevant interventions
based on the outcome of the
evaluation.
Year 1-2
Year-round
2,000 Action
Research,Intervention
Innovation

5. Enhancing Numeracy
Skills(Project PPENS) to
improve the numeracy
skills of students, with an
emphasis on the use of
game-based learning.
Content Knowledge and
Pedagogy
IV. Develop instructional
interventions that
emphasize science
process skills.
A. Create a learner profiling based on the
outcomes of school-initiated evaluations for
student learning .
 Determine the best instrument for
profiling students' science process
skills
 Analyze existing data to categorize
students according to their science
proficiency.
 Create anecdotal records using
checklist/Google Sheets to monitor
students' development.
Year 1
Quarter 1 of
academic
year
NONE Learner’s profile
Profiling assessment tool
Anecdotal records
Content Knowledge and
Pedagogy
IV. Develop instructional
interventions that
emphasize science
process skills.
B. Appoint school science coordinators for
each key stage.
 Determine the teachers' theoretical
understanding of science processes.
 Conduct one-on-one interviews with
teachers to determine their
enthusiasm in science-related
educational programs.
 Discuss potential school science
coordinators' designation with them.
 Issue a school memorandum
concerning school science
coordinators and the implementation
Year 1
Quarter 1 of
academic
year
NONE Designation of school
science coordinator
Memos Issuance
Minutes of meeting with
designated reading
specialist

6. of an intervention to enhance science
process skills.
Content Knowledge and
Pedagogy
IV. Develop instructional
interventions that
emphasize science
process skills.
C. Improve the science process abilities of
students.
 Orient teachers on the application of
HOMO learning in science instruction.
 Collect science instructional materials
to be utilized in learning.
 Continually monitor learning
application in teaching science process
skills via classroom observations
 Conduct a survey of different science
classroom teaching methods and
share best practices for enhancing
science process skills.
Year 1, 2
Year-round
2,000 Activity
Sheets/Worksheets,
manipulatives and other
Instructional Materials,
Action Research,
Intervention Innovation
Content Knowledge and
Pedagogy
IV. Develop instructional
interventions that
emphasize science
process skills.
 Assess the students who are unable to
master the competencies and identify
any potential learning issues.
 Implement necessary interventions
based on the outcome of the
evaluation.
Year 3
Year-round
2,000 Activity
Sheets/Worksheets,
manipulatives and other
Instructional Materials,
Action Research,
Intervention Innovation
Content Knowledge and
Pedagogy
V. Promote a learning
culture with an emphasis
D. Establish a Reward System to recognize LNS
classroom-based best practices and
interventions.
 Categorize criteria, and scope to be
considered for awarding recognition.
1st
Semester
of Year 1
NONE Awarding and Recognition

7. on literacy, numeracy, and
science skills
 The school shall issue a memorandum
to implement and institutionalize the
Rewards System.
 Ensure the credibility of the rewards
process by monitoring the
implementation of the interventions.
Content Knowledge and
Pedagogy
V. Promote a learning
culture with an emphasis
on literacy, numeracy, and
science skills
E. Conduct different LNS activities
 Conduct integrated activities including
Project Katuwang ang SPG sa
Pagkatuto: Pagbasa, Pagbilang at
Pagtuklas (KSP 3Ps) is designed to
instill in students a passion for
reading, math, and science.
 Mathematical and scientific concepts
should be incorporated into the
various National Reading Month
activities.
 Conduct academic contests such as
the Math-Science Fair.
 Observe the implementation of the
LNS PPAs through the respective
school committees.
 Submission of performance reports on
executed PPAs
 Conduct a minimum of one FGD
quarterly to guarantee that PPAs are
carried out.
Year 1,2 4
3
Year-round
2,000
Integrated activities,
contests and events
LNS PPAs implementation
Performance reports
FGD
Learning Environment Year-round 35000 School Watching Team
organization

8. I. Provide a safe, child-
friendly, and healthy
learning environment to
foster meaningful learning
experiences
A. Perform routine maintenance and repairs
on school property.
 Involve the student leaders in
planning and operation
 Mobilize the School Watching Team
 Conduct inspection of school property
 Conduct of Repair and Maintenance of
School Facilities
 Submission of financial/liquidation
reports
 Conduct regular monitoring and
evaluation.
Financial /liquidation
reports
Monitoring and evaluation
sheets
Learning Environment
I. Provide a safe, child-
friendly, and healthy
learning environment to
foster meaningful learning
experiences
B. Provide comprehensive school health
services that promote the well-being and
resilience of students.
 Identify undernourished students
 Establish a school-based feeding
program.
 Encourage parents to vaccinate their
children.
 Sustain SBFP using Gulayan sa
Paaralan Program revenues
 Conduct school fitness programs such
as zumba and athletics.
 Conduct psychosocial and other
health-related programs for students.
 Conduct monitoring and evaluation of
the implementation of health-related
PPAs
Year-round 10000
Nutritional Status of
Learners
Gulayan sa Paaralan
Zumba Activity
Monitoring and Evaluation
of health-related PPAs

9. Community Linkages and
Professional Engagement
I. Develop partnerships
with academic
institutions.
A. Draft and forge Memorandums of
Understanding or Agreement for educational
institutions and other enterprises.
 Partner identification
 Creating and forging a Memorandum
of Understanding or Agreement
 Continue Partnerships with
Educational Institutions
 Identify additional partners
Year 1
1st Semester
100,000 Memos
Minutes of Meetings
MOA
Community Linkages and
Professional Engagement
I. Develop partnerships
with academic
institutions.
B. Prioritize the development of instructional
resources.
 Identification of Needs relative to
teaching and learning/intervention
programs on LNS
 Partner with learning institutions
 Conduct monitoring and evaluation on
the utilization of resources generated
 Sustain resource generation
Year 1, 2 3
Year-round
NONE Priority Needs Report
Partnership Report
Monitoring and Evaluation
Report
List of shared commitment
of school and community
Minutes of meetings/
conferences
Community Linkages and
Professional Engagement
II. Enhance home-school
collaboration on reading
intervention
A. Involve the parents in home-school
collaboration for reading intervention
 Conduct orientation/trainings of
parents on their roles in home-school
collaboration for reading intervention
 Recognize parents’ participation in
home-school collaboration for reading
intervention.
 Affirm a 100% commitment among
parents
1st
Semester
of the Yr 1, 2
NONE Resource generation report
Needs assessment
Acquisition of school
materials
inventory of property
resources
Observation and evaluation

10. Community Linkages and
Professional Engagement
II. Enhance home-school
collaboration on reading
intervention
 Sustain the home-school partnership
on home-school collaboration for
reading intervention
Yrs. 3 NONE Resource generation report
Needs assessment
Acquisition of school
materials
inventory of property
resources
Observation and evaluation
Personal Growth and
Professional Development
I. Capacity-build/re-
capacity-build teachers
with ICT teaching
strategies
A. Organize Professional Learning Community
(PLC)/Learning and Action Community (LAC)
Sessions on ICT teaching strategies.
 Plan the implementation of school-
based training – workshop/LAC
Sessions for the teaching of ICT
teaching strategies.
Quarter 1 NONE Training Proposal
Action Plan
Personal Growth and
Professional Development
I. Capacity-build/re-
capacity-build teachers
with ICT teaching
strategies
 Conduct school-based ICT teaching
strategies training - workshop/LAC
Sessions
Monthly NONE Accomplishment reports
Reflective Practice
Personal Growth and
Professional Development
I. Capacity-build/re-
capacity-build teachers
with ICT teaching
strategies
B. Provide Technical Assistance on ICT
teaching strategies
 Prepare Technical Assistance Plan
 Provide technical assistance to
teachers on LNS Instruction
 Conduct monitoring and evaluation
 Submit Technical Assistance Report
 Conduct FGD/Feedback
Monthly NONE Accomplishment Reports
TA reports
FGD Report
Supervisory reports

11.  Sustain the provision of TA to teachers
Personal Growth and
Professional Development
II. Enhance teachers'
capabilities and potentials
A. Provide aid for the professional
improvement of teachers.
 Encourage teachers to enroll in post
graduate studies
 Assist teachers in applying for
ERF/promotion
Year-round NONE
Certificates of completion,
TOR, Pertinent Papers for
Application for Promotion
Memos
Domain
Objectives
LINES OF ACTION/ ACTIVITIES TIME
FRAME
BUDGET
ALLOCATION
KEY PERFORMANCE
INDICATORS
Content Knowledge and
Pedagogy
I. Increase the application
of literacy interventions to
improve the reading levels
of students.
A. Create learner’s profiling based on their
reading performance as determined by
school-initiated tests.
 Identify the right reading skills
profiling assessment tool
Year 1
Quarter 1 of
academic
year
NONE Learner’s profile
Profiling assessment tool
Reading Journal

12.  Analyze existing data to categorize
students according to their reading
level and needs.
 Create a reading journal to monitor
students' development.
B. Designate school reading specialists in
Grades 1 and 2
 Identify teachers' reading
foundational knowledge.
 Conduct a meeting with the
designated reading specialists to
determine the most effective
intervention to address the diverse
reading needs of students.
 Issue a memorandum to schools
regarding the designation of key
reading teachers and the
implementation of the identified
intervention.
C. Implement Project Developing the Right
Reading Attitude of Pupils (Project DRRAP)
and Project Parents as Partners in Educating
Learners in the New Normal (PAPEL) in order
to enhance students' reading competency and
Project Integrating Comprehension Activities
in the New Normal (I CAN) to improve their
comprehension skills.
Year 1
Quarter 1 of
academic
year
Year 1 and
Year 2
Year-round
NONE
2000
Designation of school
reading specialists
Memos Issuance
Minutes of meeting with
designated reading
specialist
Reading interventions,
instructions and
evaluations

13. II. Develop numeracy
treatments with an
emphasis on the four
fundamental
mathematical operations
(Key Stage 1) and
problem-solving skills (Key
Stage 2)
 Establish classroom or school-wide
reading interventions Phase 1
 Promote high-quality classroom
instruction using strategies based on
research.
 Continually track literacy instruction
via classroom observations
 Review the reading strategies
employed in the classroom.
 Identify students whose performance
does not match expectations.
 Formulate targeted interventions
according to the needs of slow readers
and frustrated readers.
 Implement a focused solution for
sluggish and frustrated readers
 Allow sufficient time to concentrate on
the skill/area that needs
improvement.
 Evaluate the development of the
students after the allotted time period.
 Conduct additional evaluations to
detect any learning difficulties
 Implement targeted and intensive
interventions
 Implement necessary interventions
based on the outcome of the
evaluation.
Year 3
Year-round
Year 1
Year-round
2000
NONE
Reading interventions,
instructions and
evaluations
Learner’s profile
Profiling assessment tool
Chart Track

14. III. Intensify the
implementation of Project
Parents as Partners in
Enhancing Numeracy
Skills(Project PPENS) to
improve the numeracy
skills of students, with an
emphasis on the use of
game-based learning.
A. Create a learner profiling based on the
findings of school-initiated numeracy
assessments.
 Identify the best assessment
instrument to characterize
learners' numeracy skills in the
first phase.
 Analyze existing data to
categorize students according to
their numeracy ability.
 Create a chart to track the
advancement of learners'
numeracy skills.
B. Designate school numeracy coordinators in
each of the key stages.
 Determine the theoretical
knowledge of teachers in
mathematics.
 Math teachers should reaffirm
their commitment to the
implementation of the school's
numeracy objectives at a meeting.
 Discuss potential school numeracy
coordinators' designation with
them.
 Distribute a school memorandum
concerning school numeracy
coordinators and the
implementation of intervention to
Year 1
Year-round
Year 1 and
Year 2
Year-round
NONE
2000
2000
Designation of school
numeracy coordinators
Game-based learning
technique, collect activity
sheets/worksheets,
manipulatives, and other
IMs.

15. IV. Develop instructional
interventions that
emphasize science
process skills.
improve the numeracy skills of
students.
A. Engage teachers with game-based learning.
In the implementation of a game-based
learning technique, collect activity
sheets/worksheets, manipulatives, and other
IMs.
 Utilize game-based learning in
mathematics classrooms.
 Using classroom observations,
conduct regular monitoring of the use
of game-based learning to teach
numeracy in math classes.
 Conduct a study of various classroom
numeracy strategies and a sharing of
best practices for enhancing numeracy
abilities.
 Apply additional tests to the students
to discover any learning challenges.
 Implement relevant interventions
based on the outcome of the
evaluation.
Year 3
Year-round
Year 1
Year-round
Year 1
Year-round
Year 1
NONE
NONE
2000
Additional/Supplementary
tests
Interventions
Learner’s profile
Appointment of school
science coordinators

16. V. Promote a learning
culture with an emphasis
on literacy, numeracy, and
science skills
A. Create a learner profiling based on the
outcomes of school-initiated evaluations for
student learning .
 Determine the best instrument for
profiling students' science process
skills
 Analyze existing data to categorize
students according to their science
proficiency.
 Create anecdotal records using
checklist/Google Sheets to monitor
students' development.
B. Appoint school science coordinators for
each key stage.
 Determine the teachers' theoretical
understanding of science processes.
 Conduct one-on-one interviews with
teachers to determine their
enthusiasm in science-related
educational programs.
 Discuss potential school science
coordinators' designation with them.
 Issue a school memorandum
concerning school science
coordinators and the implementation
of an intervention to enhance science
process skills.
C. Improve the science process abilities of
students.
Year-round
Year 2
Year-round
Year 3
Year-round
Year 1
Quarter 1
NONE
Instructional materials
Classroom observation
evaluation and intervention
Awarding and Recognition

17.  Orient teachers on the application of
HOMO learning in science instruction.
 Collect science instructional materials
to be utilized in learning.
 Continually monitor learning
application in teaching science process
skills via classroom observations
 Conduct a survey of different science
classroom teaching methods and
share best practices for enhancing
science process skills.
 Assess the students who are unable to
master the competencies and identify
any potential learning issues.
 Implement necessary interventions
based on the outcome of the
evaluation.
D. Establish a Reward System to recognize LNS
classroom-based best practices and
interventions.
 Categorize criteria, and scope to be
considered for awarding recognition.
Year-round Integrated activities,
contests and events
LNS PPAs implementation
Performance reports
FGD

18.  The school shall issue a memorandum
to implement and institutionalize the
Rewards System.
 Ensure the credibility of the rewards
process by monitoring the
implementation of the interventions.
E. Conduct different LNS activities
 Conduct integrated activities including
Project Katuwang ang SPG sa
Pagkatuto: Pagbasa, Pagbilang at
Pagtuklas (KSP 3Ps) is designed to
instill in students a passion for
reading, math, and science.
 Mathematical and scientific concepts
should be incorporated into the
various National Reading Month
activities.
 Conduct academic contests such as
the Math-Science Fair.
 Observe the implementation of the
LNS PPAs through the respective
school committees.
 Submission of performance reports on
executed PPAs
 Conduct a minimum of one FGD
quarterly to guarantee that PPAs are
carried out.
Learning Environment
A. Perform routine maintenance and repairs
on school property.
Year-round 35000
School Watching Team
organization

19. I. Provide a safe, child-
friendly, and healthy
learning environment to
foster meaningful learning
experiences
 Involve the student leaders in
planning and operation
 Mobilize the School Watching Team
 Conduct inspection of school property
 Conduct of Repair and Maintenance of
School Facilities
 Submission of financial/liquidation
reports
 Conduct regular monitoring and
evaluation.
B. Provide comprehensive school health
services that promote the well-being and
resilience of students.
 Identify undernourished students
 Establish a school-based feeding
program.
 Encourage parents to vaccinate their
children.
 Sustain SBFP using Gulayan sa
Paaralan Program revenues
 Conduct school fitness programs such
as zumba and athletics.
 Conduct psychosocial and other
health-related programs for students.
 Conduct monitoring and evaluation of
the implementation of health-related
PPAs
Year-round 10000
Financial /liquidation
reports
Monitoring and evaluation
sheets
Nutritional Status of
Learners
Gulayan sa Paaralan
Zumba Activity
Monitoring and Evaluation
of health-related PPAs
Community Linkages and
Professional Engagement
A. Draft and forge Memorandums of
Understanding or Agreement for educational
institutions and other enterprises.
Year 1
1st Semester
100,000
Memos

20. I. Develop partnerships
with academic
institutions.
II. Enhance home-school
collaboration on reading
intervention
 Partner identification
 Creating and forging a Memorandum
of Understanding or Agreement
 Continue Partnerships with
Educational Institutions
 Identify additional partners
B. Prioritize the development of instructional
resources.
 Identification of Needs relative to
teaching and learning/intervention
programs on LNS
 Partner with learning institutions
 Conduct monitoring and evaluation on
the utilization of resources generated
 Sustain resource generation
A. Involve the parents in home-school
collaboration for reading intervention
 Conduct orientation/trainings of
parents on their roles in home-school
collaboration for reading intervention
 Recognize parents’ participation in
home-school collaboration for reading
intervention.
 Affirm a 100% commitment among
parents
Year 1, 2 3
Year-round
Quarter 1
NONE
500
Priority Needs Report
Partnership Report
Monitoring and Evaluation
Report
Resource generation report
Needs assessment
Acquisition of school
materials
inventory of property
resources
Observation and evaluation
Minutes of meetings/
conferences
List of shared commitment
of school and community

21.  Sustainability of the home-school
partnership on home-school
collaboration for reading intervention Year -round
Personal Growth and
Professional Development
I. Capacity-build/re-
capacity-build teachers
with ICT teaching
strategies
A. Organize Professional Learning Community
(PLC)/Learning and Action Community (LAC)
Sessions on ICT teaching strategies.
 Plan the implementation of school-
based training – workshop/LAC
Sessions for the teaching of ICT
teaching strategies.
 Conduct school-based ICT teaching
strategies training - workshop/LAC
Sessions
B. Provide Technical Assistance on ICT
teaching strategies
 Prepare Technical Assistance Plan
 Provide technical assistance to
teachers on LNS Instruction
 Conduct monitoring and evaluation
 Submit Technical Assistance Report
 Conduct FGD/Feedback
 Sustain the provision of TA to teachers
Quarter 1
Monthly
Year-round
Year-round
NONE
NONE
NONE
Training Proposal
Action Plan
Accomplishment Reports
TA reports
FGD Report
Supervisory reports

22. II. Enhance teachers'
capabilities and potentials
A. Provide aid for the professional
improvement of teachers.
 Encourage teachers to enroll in post
graduate studies
 Assist teachers in applying for
ERF/promotion
Certificates of completion,
TOR, Pertinent Papers for
Application for Promotion
Memos