LAC ans Final.Enclosure

1. (Enclosure No. 5 to DM-OUHROD-2024-1576)
Republic of the Philippines
Department of Education
National Educators Academy of the Philippines
FIVE-MONTH LEARNING ACTION CELL (LAC) PLAN
INSTRUCTIONS: Provide the details in the designated spaces as required. Indicate N/A if not applicable. DO NOT ABBREVIATE.
LAC PROPONENT PROFILE
School
San Jose City National High School
School ID 300800
Department (Learning Area) English Department
School Telephone No.
None
School Email Address 300800@deped.gov.ph
Focal Person Diwata D. Duran Email Address diwata.duran@deped.gov.ph Mobile No. 09338680674
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 1

2. LAC CONTENT PROFILE
Give an overview of your proposed PD program by providing the following details.
Title
Transforming English Teaching: A Five-Month LAC Plan for Literacy Enhancement, ICT Integration, and Inclusive Teaching Practices
Rationale The recent evaluation of teacher performance using the Performance Management and Evaluation System (PMES) has revealed
significant professional development needs among English teachers. Notably, 18 out of 23 English teachers received low ratings in
two key Philippine Professional Standards for Teachers (PPST) indicators:
 PPST INDICATOR 1.4.2. Use a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills
 PPST Indicator 1.3.2 – Ensure the positive use of ICT to facilitate the teaching and learning process
 PPST Indicator 3.3.2 – Design, adapt, and implement teaching strategies that are responsive to learners with disabilities,
giftedness, and talents
These results indicate a pressing need to improve teacher competence in effectively integrating information and communication
technologies (ICT) in the classroom and in designing inclusive, differentiated instruction that caters to diverse learner needs.
This concern is further validated by alarming national data. In the 2024 Functional Literacy, Education, and Mass Media Survey
(FLEMMS), presented during a Senate basic education committee hearing, it was revealed that over 18 million junior high school
graduates are considered functionally illiterate. These individuals struggle with comprehension and the practical application of literacy
skills—essential competencies for academic and lifelong success. Additionally, the Philippine Statistics Authority (PSA) has revised its
parameters for functional literacy, resulting in a more accurate and concerning assessment: a larger proportion of junior high school
graduates are now identified as having serious challenges in understanding and using written information.
Source: GMA Integrated News. (2024, April 23). Over 18M Filipino high school graduates can't comprehend — 2024 PSA study.
GMA News Online. https://www.gmanetwork.com/news/topstories/nation/944513/over-18m-filipino-high-school-graduates-can-t-
comprehend-2024-psa-study/story/
Given these findings, it is imperative to strengthen the capacity of English teachers to address literacy deficits by:
1. Enhancing ICT Integration – Providing hands-on training and resources to support the meaningful use of technology in
developing 21st-century literacy skills.
2. Promoting Inclusive Education – Equipping teachers with strategies to effectively reach learners with diverse needs, including
those with disabilities, giftedness, and learning gaps.
3. Improving Literacy Instruction – Enabling teachers to apply varied, research-based approaches that improve comprehension,
vocabulary, critical thinking, and overall learner achievement in literacy.
Through focused and collaborative Learning Action Cell (LAC) sessions, English teachers will be given the opportunity to reflect on
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 2

3. current practices, share successful strategies, and co-develop solutions aimed at improving student literacy outcomes. This initiative is a
vital step toward ensuring that no learner is left behind in the pursuit of functional literacy and quality education.
Program Description The conduct of "Transforming English Teaching: A Five-Month LAC Plan for Literacy Enhancement, ICT Integration, and
Inclusive Teaching Practices" aims to elevate the quality of English instruction by strengthening teachers’ competencies in reading
literacy development, effective use of technology in the classroom, and inclusive teaching and learning practices. This initiative seeks to
empower teachers with practical, research-based strategies and approaches that promote student engagement and foster equitable
learning environments.
Through interactive lecturettes, hands-on workshops, and reflective practice in the LAC sessions, the 23 English teachers will gain
deeper insights and understanding of reading literacy tailored to diverse learners, digital resource integration, and responsive teaching
approaches. The program ultimately aims to empower teachers to deliver differentiated, inclusive, and technology-supported instruction
aligned with the curriculum standards and 21st-century skills.
Results Objective:
The English teachers will have improved classroom observation rating and enhanced lesson planning and implementation through a
broader repertoire of evidence-based teaching strategies on reading literacy, ICT integration, and inclusive classroom practices to
strengthen professional competency and better support diverse student learning needs.
Application Objectives:
 Enhance teachers' skills in designing innovative proposals through the application of effective reading strategies.
 Develop teachers’ capacity to model and teach responsible digital behavior aligned with curriculum goals.
 Strengthen teachers' ability to design effective English language lessons that integrate appropriate educational technology tools.
 Equip teachers with the skills to identify and document individual learners’ strengths, challenges, and learning preferences.
 Align lesson objectives and activities with best practices for supporting learners with disabilities, giftedness, and talents.
Terminal Objectives:
By the end of the PD program, the participants will be able to:
 Craft innovative reading proposals to address literacy gaps among learners.
 Design a curriculum integration map that effectively integrates digital etiquette and safety across teaching and learning activities.
 Create a detailed lesson plan that integrate a specific educational technology tool (e.g., Quizziz, Padlet, Flip, Google Classroom) to
enhance English language learning.
 Compile a learner profile portfolio that highlights students’ unique abilities and learning needs and preferences.
 Develop a detailed lesson plan incorporating responsive teaching strategies that address the needs of learners with disabilities,
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 3

4. giftedness, and talents.
Focus Professional
Standard with specific
Domain/s, Strand/s,
and Indicator/s
Professional
Standard
PPST INDICATOR 1.4.2. Use a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills
PPST INDICATOR 1.3.2. Ensure the positive use of ICT to facilitate the teaching and learning process
PPST INDICATOR 3.3.2. Design, adapt and implement teaching strategies that are responsive to
learners with disabilities, giftedness and talents
Domain/s Strand/s Indicator/s
1.Content Knowledge
and Pedagogy
3. Diversity of
Learners
1.4 Strategies for promoting literacy and numeracy
1.3.Positive use of ICT
3.3 Learners with disabilities, giftedness and talents
1.4.2 Use a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills.
1.4.3 Evaluate with colleagues the effectiveness of
teaching strategies that promote learner achievement
in literacy and numeracy
1.3.2 Ensure the positive use of ICT to facilitate the
teaching and learning process.
1.3.3 Promote effective strategies in the positive use of
ICT to facilitate the teaching and learning process.
3.3.2 Design, adapt and implement teaching
strategies that are responsive to learners with
disabilities, giftedness and talents.
3.3.3 Assist colleagues to design, adapt and
implement teaching strategies that are responsive to
learners with disabilities, giftedness and talents.
Target Participants
Participants Profile:
Level Male Female Total
Beginning 0 0 0
Proficient 2 18 20
Highly Proficient 0 3 3
Head Teacher 1 0 1
Total 3 21 24
Delivery Platform Face-to-face
Indicative Period of
Implementation
July – November 2025
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 4

5. LAC CONTENT DETAILS
Date of
Conduct &
Duration
Session
Objectives
Topic Methodology
Assessment
Strategies &
Tools
Outputs
Resource
Speaker/Subject-
Matter Expert
LAC
1
July 2025
01:30 pm-
01:50 pm
01:50 pm –
02:50 pm
1. Enhancing
Literacy Skills
Through
Innovative
Reading
Strategies
 ACTIVITY
Priming
Activity
/Engagement:
“VOWEL
TEAMS”
- The learning
facilitator will
conduct a fun
and creative
activity
involving
vowel sounds.
- Processing of
the activity
will be done
through a
questioning
 ANALYSIS
Lecturette
and
- Simple
reading
games during
the session.
- Interactiv
e discussion
and
innovative
 Innovative
Reading
Proposal
 Learning Action
Plan
AIBEJIL A.
CASIÑO,PhD
Teacher III
Doctor of Philosophy,
Major in
Educational
Management
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 5

6. 02:50 pm –
03:10 pm
03:10 pm –
04:40 pm
 Discuss and
differentiate
the following:
Basic Literacy
and
Functional
Literacy
 Provide
sample
innovative
reading
strategies
 Craft innovative
reading
proposals to
address
 Levels of Literacy
Introduction to the
three literacy levels
-Implication to
Education
Key principles of
innovative reading
strategies in
enhancing literacy
skills
Varied Innovative
Reading Strategies
Collaborative
Discussions
Relate to
Innovate
The learning
facilitator will
discuss and
differentiate the
following: Basic
Literacy and
Functional
Literacy and
innovative
reading
strategies
 Health
Break
- The
participants
will be given
uninterrupte
d health
break
 ABSTRACTION
Create to
Innovate
Workshops:
reading
strategies
presentation
- Collaborat
ive Activity
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 6

7. 04:40 pm –
05:00 pm
literacy gaps
among learners
 Reflect on the
implications
and
significance of
innovation in
improving
functional
literacy
The
participants will
craft innovative
reading
proposals to
address literacy
gaps among
learners.
 APPLICATION
Innovation for
Literacy
The
participants will
compose a
written
reflection on
how innovation
contributes to
the
improvement of
functional
literacy.
- Summariz
ation and
reflection
LAC
2
July 2025
01:30 pm-
01:50 pm
2. Click with
Care: Promoting
Digital Etiquette
and Safe Online
Practices for
Responsible Use
of Online
Platforms and
 ACTIVITY
Priming Activity
/ Engagement:
“CYBER
BINGO”
-The facilitator
will hand out
- Simple
game during
the session.
- Curriculum Integration
Map
-Learning Action Plan
CASSANDRA JOY
G. JULIAN
Teacher III
Master of Arts in
Education (English)
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 7

8. 01:50 pm –
02:50 pm
ICT Tools in the
Classroom
 Explain the
importance of
digital
etiquette and
online safety
 Promote safe
and
responsible
use of online
platforms and
ICT tools.
 Importance of
Digital Etiquette
and Online
Safety
 ICT tools in the
classroom-Best
Practices
- Online
platforms that
bingo cards
with safety tips
like “Don’t
share your
password” or
“Report
cyberbullying.”
She’ll read out
facts or
examples, and
players will
mark the
matching
square. The
first to complete
a line shouts
“Safe Surfer!”
 ANALYSIS
Lecturette
and
Collaborative
Discussions
[insert catchy
title max of 3
words, e.g.
SOLO in Action!]
Interactive
discussion on
digital etiquette
and online
Safety
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 8

9. 02:50 pm –
03:10 pm
03:10 pm –
04:40 pm
 Design a
curriculum
integration
map that
effectively
integrates
digital
etiquette
and safety
across
teaching
and
are being
used in the
classroom
- Highlights of
using ICT
properly in the
classroom
setting
The learning
facilitator will
discuss the
following topics:
-Digital
Etiquette
-Online Safety
 Health
Break
- The
participants
will be given
uninterrupte
d health
break
 ABSTRACTIO
N
[insert catchy
title max of 3
words, e.g.
SOLO in Action!]
Workshops:
The
participants will
design a
curriculum
- Collaborat
ive Activity
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 9

10. 04:40 pm –
05:00 pm
learning
activities.
 Promote a
culture of
respect,
responsibility,
and
awareness in
digital spaces
through
written
reflection
integration map
that effectively
integrates
digital etiquette
and safety
across teaching
and learning
activities
 APPLICATIO
N
Your Learnings,
Your Quotation!
The learning
facilitator will
be instructing
the participants
to formulate
their own
quotation and
remember all
the concepts
discussed to
come up with a
“simple”
reflection on
the proper use
of ICT in the
classroom.
- Summariz
ation and
reflection
LAC September  ACTIVITY - Simple - Detailed lesson plan WILFRED G. TAJA
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 10

11. 3 2025
01:30 pm-
01:50 pm
01:50 pm –
02:50 pm
3. Transformati
ve Teaching:
Selecting and
Applying
EdTech Tools
for Effective
English
Language
Teaching
 Introduce the
Educational
Technology in
English
Language
 Educational
Technology in
English
Language
Teaching
Priming
Activity /
Engagement:
“Tech
Toolbox”
Icebreaker
-The
participants
share one tech
tool they’ve
used and how
it
helped/hinder
ed learning)
 ANALYSIS
Lecturette
and
Collaborative
Discussions
[insert catchy
title max of 3
words, e.g.
SOLO in Action!]
-The learning
EdTech
games during
the session.
- Interactiv
e discussion
and live demo
of EdTech
tools
integrating a specific
educational technology
tool
-Learning Action Plan
Teacher III
Master of Arts in
Education major in
English
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 11

12. 02:50 pm –
03:10 pm
Teaching and
the roles of ICT
in
transformative
teaching
 Demonstrate
how to
navigate and
use one
selected
EdTech tool
(e.g., Quizziz,
Padlet, Canva,
or Google
Classroom) to
design an
English
language
learning
activity.
-Definition and
importance of
EdTech in ELT
-Role of ICT in
transformative
teaching
-Introduction to tools
like Quizziz, Padlet,
Canva, Google
Classroom, Nearpod,
etc.
-Classification of
tools based on
instructional purpose
(assessment,
collaboration,
content creation,
feedback)
facilitator will
introduce the
topic
Educational
Technology in
English
Language
Teaching
using
Mentimeter or
Padlet
- Lecturette with
live tool demos -
Collaborative
discussions -
Group analysis
of tools using
rubric
(engagement,
accessibility,
learning
alignment)
Health Break
-The
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 12

13. 03:10 pm –
04:40 pm
 Create a
detailed lesson
plan that
integrate a
specific
educational
technology tool
(e.g., Quizziz,
Padlet, Flip,
Google
Classroom) to
enhance
English
language
learning.
participants
will be given
uninterrupte
d health
break
 ABSTRACTION
[insert catchy
title max of 3
words, e.g.
SOLO in Action!]
Workshops:
-The
participants
will create a
detailed
lesson plan
that integrate
a specific
educational
technology
tool (e.g.,
Quizziz,
Padlet, Flip,
Google
Classroom) to
enhance
English
- Collaborat
ive Activity
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 13

14. 04:40 pm –
05:00 pm
Reflect on how
ICT
transformed
instructional
design and
delivery
language
learning.
 APPLICATION
[insert catchy
title max of 3
words, e.g.
SOLO in Action!]
-The
participants will
compose a
written
reflection
exploring the
impact of ICT
on instructional
design and
delivery,
focusing on key
changes and
personal
observations.
- Summariz
ation and
reflection
LAC
4
October
2025
01:30 pm-
01:50 pm
4. Recognizing
Differences:
Understandi
ng Learners
with
Disabilities,
Giftedness,
and Talents
 ACTIVITY
-Priming
Activity /
Engagement:
“Walk in My
Shoes”
-The learning
facilitator will
- Simple
games related
to recognizing
individual
differences
- Learner profile portfolio
highlighting students’
unique abilities, learning
needs and preferences
-Learning Action Plan
LYKA P. ROCERO
Teacher I
Master of Arts in
Education (English)
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 14

15. 01:50 pm –
02:50 pm  Define and
differentiate
learners with
disabilities,
giftedness,
and talents.
 Analyze the
impact of
disabilities,
and talents on
- Introduction to
Learner Diversity
- Key concepts of
Learners with
Disabilities,
Giftedness, and
Talents.
-The impact of
recognizing
learner
lead a fun
and creative
activity
designed to
engage
participants
in recognizing
and
understandin
g the diverse
needs of
learners with
disabilities,
giftedness,
and special
talents.
 ANALYSIS
Lecturette
and
Collaborative
Discussions
[insert catchy
title max of 3
words, e.g.
SOLO in Action!]
-Interactive
discussion on
learner
diversity
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 15

16. learning and
classroom
dynamics.
 Determine the
key
responsibilitie
s of teachers
in fostering an
inclusive and
supportive
classroom
environment.
differences on
student self-
esteem and
identity, peer
relationships,
equity and
inclusion.
-The teacher’s
role in creating
an inclusive and
positive learning
environment.
The resource
speaker will
discuss the
following
topics:
-An
introduction
to learner
diversity Key
concepts
related to
learners with
disabilities,
giftedness,
and talents
-How
recognizing
learner
differences
affects self-
esteem,
identity, peer
relationship,
and
inclusion.
-The
teacher’s role
in building
an inclusive
and
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 16

17. 02:50 pm –
03:10 pm
03:10 pm –
04:40 pm
 Compile a
learner profile
portfolio that
highlights
students’
unique
abilities and
learning needs
and
preferences.
supportive
learning
environment.
 Health
Break
- Participant
s will be
given
uninterrup
ted health
break
concepts.
 ABSTRACTION
[insert catchy
title max of 3
words, e.g.
SOLO in Action!]
Workshops:
 The
participants
will compile
a learner
profile
portfolio that
highlights
students’
unique
abilities and
- Collaborat
ive Activity
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 17

18. 04:40 pm –
05:00 pm
 Appreciate the
importance of
recognizing
diverse
learners in
promoting
inclusive
education
through
written
reflection
learning
needs and
preferences.
 APPLICATION
[insert catchy
title max of 3
words, e.g.
SOLO in Action!]
The
participants will
compose a
written
reflection on
the importance
of recognizing
diverse learners
in promoting
inclusive
education.
- Summariz
ation and
reflection
LAC
5
November
2025
01:30 pm-
01:50 pm
5. Empoweri
ng Every
Learner:
Responsiv
e
Strategies
and
Approach
es to
 ACTIVITY
-Priming Activity
/Engagement:
“All About Me”
-The learning
facilitator will
lead a fun and
- Simple
game that
promotes self-
awareness,
creativity,
and peer
appreciation
 Detailed lesson plan
incorporating
responsive teaching
strategies that address
the needs of learners
with disabilities,
giftedness, and talents
 Learning Action Plan
HAZZELLE O.
DUMALE
Teacher I
Master of Arts in
Education (English)
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 18

19. 01:50 pm –
02:50 pm
support
learners
with
Disabilitie
s,
Giftedness
, and
Talents
Understand
key concepts,
and principles
related to
inclusive
teaching
practices
Explore
- Key concepts
and principles of
inclusive
teaching
practices
- Using classroom-
based strategies
and approaches
creative activity
to engage the
learners. The
activity will
help them
express their
interests,
strengths,
dreams, and
family using
pictures, words,
or symbols.
This will
promote self-
awareness,
creativity, and
peer
appreciation,
and will serve
as a starting
point for the
session.
 ANALYSIS
Lecturette
and
Collaborative
Discussions
[insert catchy
-Interactive
discussion on
responsive
strategies and
approaches to
support all
kinds of learner
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 19

20. 02:50 pm –
03:10 pm
classroom-
based
strategies and
approaches to
effectively
support and
engage
students with
disabilities,
giftedness, and
talents
Develop
inclusive lesson
plans and
classroom
activities that
provide
appropriate
accommodation
s and
enrichment
opportunities
for learners
with
disabilities,
giftedness, and
talents
to effectively
support and
engage students
with disabilities,
giftedness, and
talents
-Tools and
techniques for
implementing
instruction for
students with
exceptionalities
-Incorporating
Technology in
instruction
title max of 3
words, e.g.
SOLO in Action!]
- The
learning
facilitator
will talk
about: The
main ideas
behind
inclusive
teaching
Classroom
strategies to
support and
involve
students
with
disabilities,
giftedness,
and talents
Tools and
methods for
teaching
students
with special
needs
effectively.
 Health
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 20

21. 03:10 pm –
04:40 pm
Develop a
detailed lesson
plan
incorporating
responsive
teaching
strategies that
address the
needs of
learners with
disabilities,
giftedness, and
talents
 Express
appreciation for
the importance
Break
- Participant
s will be
given
uninterrup
ted health
break
-
 ABSTRACTION
[insert catchy
title max of 3
words, e.g.
SOLO in Action!]
Workshops:
-The
participants will
develop a
detailed lesson
plan
incorporating
responsive
teaching
strategies that
address the
needs of
learners with
disabilities,
giftedness, and
- Collaborat
ive Activity
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 21

22. 04:40 pm –
05:00 pm
of using
responsive
strategies to
support diverse
learners in their
reflections
talents.
 APPLICATION
[insert catchy
title max of 3
words, e.g.
SOLO in Action!]
The
participants will
compose a
reflection to
express their
understanding
and
appreciation of
how responsive
strategies
effectively
support diverse
learners.
- Summariz
ation and
reflection
BUDGET ESTIMATE PLAN
Funding Source How will the
program be
funded?
Budget
Requirements
Provide details
on how the
funds will be
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 22

23. allocated. If
registration,
how much will
be collected in
each course?
Use attached
budget
estimate
template as
reference.
MONITORING AND EVALUATION PLAN
This is the form for the M&E Plan following the Kirkpatrick Evaluation Model.
Level of M&E Objectives Methods and
Tools
Data Sources Schedule of
M&E
Person/s
Responsible
Support Needed User of M&E
Data
Results Assess the
broader impact of
the training on
student learning
outcomes,
classroom
performance, or
the achievement
of institutional
goals
 Survey and
self-
assessment
tools
 Classroom
Observation
Tool
 Student
Feedback
 Focused Group
Discussions
 Pre- and post-
training
assessments
 Training
Records
 Teacher
Performance
Data
 Student
Performance
Data
 School
Performance
Data
 Student
Feedback
 Daily
Participants
Evaluation
 (After
Session
Delivery)
1 month after
training
 School Head
 Department
Heads
 Teachers
M&E Coordinator
 Assessment
forms/templat
e
 Survey Tools
(Offline/Online
Platforms)
Classroom
Observation Tool
 Division
 School
Head
 Departmen
t Heads
 Teachers
 Learners
Behavior Assess how well
participants are
implementing
 Survey and
self-
assessment
 Training
Records
 Teacher
 Daily
Participants
Evaluation
 School Head
 Department
Heads
 Assessment
forms/templat
e
 Division
 School
Head
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 23

24. what they
learned in their
actual teaching
practice or work
environment
tools
 Classroom
Observation
Tool
 Student
Feedback
 Focused Group
Discussions
Performance
Data
 Student
Performance
Data
 School
Performance
Data
 Student
Feedback
 (After
Session
Delivery)
1 month after
training
 Teachers
M&E Coordinator
 Survey Tools
(Offline/Online
Platforms)
Classroom
Observation Tool
 Departmen
t Heads
 Teachers
 Learners
Learning Evaluate the
extent to which
participants have
acquired new
knowledge,
developed
relevant skills,
and
demonstrated
positive changes
in attitude
following the
training session."
 Pre- and post-
training
assessments
 Hands-on
activity rubric
 Participant
reflection forms
 Training
Records
 Teacher
Performance
Data
 Student
Performance
Data
 School
Performance
Data
 Student
Feedback
 Daily
Participants
Evaluation
 (After
Session
Delivery)
 1 month
after
training
 School Head
 Department
Heads
 Teachers
 M&E
Coordinator
 Assessment
forms/templat
e
 Survey Tools
(Offline/Online
Platforms)
 Classroom
Observation
Tool
 Division
 School
Head
 Departmen
t Heads
 Teachers
 Learners
Reaction Gauge the
effectiveness of
the training in
terms of
participant
satisfaction,
engagement, and
perceived
relevance.
 Survey and
self-
assessment
tools
 Classroom
Observation
Tool
 Student
 Training
Records
 Teacher
Performance
Data
 Student
Performance
Data
 School
 Daily
Participants
Evaluation
 (After
Session
Delivery)
1 month after
 School Head
 Department
Heads
 Teachers
M&E Coordinator
 Assessment
forms/templat
e
 Survey Tools
(Offline/Online
Platforms)
Classroom
Observation Tool
 Division
 School
Head
 Departmen
t Heads
 Teachers
 Learners
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 24

25. Feedback
 Focused Group
Discussions
Performance
Data
Student Feedback
training
Declaration:
I hereby declare the information provided in this application is true and
correct and there have been no misleading statements, omission of any
relevant facts nor any misinterpretation made.
I agree with DepEd-National Educators Academy of the Philippines to be the
co-owner of all the data gathered and the copyright of any publication of the
use of these data.
To be signed by the PD Program Proponent/s:
Program Proponent Type here
Signature Sign here
Date Type here
This Form is not valid if not signed.
PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 25