Action-Plan-In-Araling-Panlipunan2017-2018.docx
•Download as DOCX, PDF•
0 likes•46 views
This document outlines the action plan for Araling Panlipunan (social studies) at an elementary school for the 2017-2018 school year. It identifies four priorities: learner development, teacher development, curriculum development, and physical facilities. Under learner development, it plans activities like a student government leadership training and quiz bee. Teacher development focuses on seminars and masters degree programs. Curriculum development aims to enhance the K-12 curriculum guide. Physical facility goals include classroom instruction with multimedia and feeding/gardening programs. Key players, timelines, expected outputs and funding sources are provided. The overall plan is to promote leadership, upgrade learning, and create a conducive educational environment through these various strategies and activities.
Report
Share
Report
Share
Recommended
Action-Plan-In-Araling-Panlipunan.docx
This document outlines the action plan for Pao-o Annex Elementary School in Santa Maria, Laguna for the 2023-2024 school year. It identifies priorities and objectives in learner development, teacher development, and physical facilities. For learner development, it plans a quiz bee competition and leadership training for students. For teacher development, it supports teachers pursuing master's degrees and attending seminars. For physical facilities, it aims to equip classrooms with multimedia projectors, continue the school feeding program, and implement a school garden project. The action plan involves teachers, students, parents, and local government and aims to promote leadership, performance, and professional growth while improving learning facilities and nutrition.
Action plan in math
This document outlines the Department of Education Region III Central Luzon's action plan for mathematics for the 2016-2017 school year. It details six pupil development projects aimed at improving mathematics proficiency, including Project GIM to master multiplication tables, Project ESEM to raise proficiency levels, and Project ALL NUMERATES to master the four fundamental operations. It also covers staff development through in-service teacher training, curriculum development through creating instructional materials, and improving physical learning environments. The overall goals are to enhance teacher competence and student achievement in mathematics.
Competencies and professional development needs of kindergarten teachers
The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan. by Phoebe L. Gallego and Manuel E. Caingcoy 2020. Competencies and professional development needs of kindergarten teachers. International Journal on Integrated Education. 3, 7 (Jul. 2020), 69-81. DOI:https://doi.org/10.31149/ijie.v3i7.491. https://journals.researchparks.org/index.php/IJIE/article/view/491/476 https://journals.researchparks.org/index.php/IJIE/article/view/491
Isr 6. february 2022
This is the Instructional Supervisory Report for the month of February 2022 of Maitim Elementary School, Municipality of Amadeo, Schools Division Office of Cavite Province. This ISR may be used as reference and may vary from one schools division office to another.
action plan IPCRF 2017-2018.docx
The file is a plan for the series of activities to be undertaken for the attainment of objectives for IPCRF.
School LAC Plan for school and classroom uses.docx
The document is a School Learning Action (SLAC) Plan submitted by Baring Elementary School for the 2023-2024 school year. It outlines the school's plan to conduct monthly Learning Action Cell (LAC) sessions for teachers to improve teaching competencies. The plan details the objectives, participants, budget, and scheduled activities for the LAC sessions, which will cover topics like instructional strategies, assessment techniques, and developing teaching skills. The goal is to continuously build the capacity of teachers through collaboration and sharing of best practices.
Professional Education 2 The Teaching Profession
This document discusses the Philippine Professional Standards for Teachers (PPST). It provides an overview of the objectives and topics to be discussed, including DepEd Order #42 which nationally adopted and implemented the PPST. The PPST aims to set clear expectations for teachers across career stages and domains of professional practice. It describes the seven domains that comprise the standards: content knowledge and pedagogy; learning environment; diversity of learners; curriculum and planning; assessment and reporting; community linkages and engagement; and personal growth. The standards define four career stages for teachers from beginning to distinguished practice.
Isp 7. march 2022
This document outlines the monthly instructional supervisory plan for Maitim Elementary School in March 2022. It includes three key objectives: 1) Maintaining school effectiveness and people effectiveness by leading strategically through research training and proposal submissions; 2) Performing instructional supervision through document analysis and classroom observations to achieve learning outcomes; 3) Enhancing teachers' practice and professional learning through institutionalizing faculty development activities. The plan details the strategies, timelines, targets, and expected outputs to accomplish the objectives and improve school performance under the leadership of the school head and master teacher.
Recommended
Action-Plan-In-Araling-Panlipunan.docx
This document outlines the action plan for Pao-o Annex Elementary School in Santa Maria, Laguna for the 2023-2024 school year. It identifies priorities and objectives in learner development, teacher development, and physical facilities. For learner development, it plans a quiz bee competition and leadership training for students. For teacher development, it supports teachers pursuing master's degrees and attending seminars. For physical facilities, it aims to equip classrooms with multimedia projectors, continue the school feeding program, and implement a school garden project. The action plan involves teachers, students, parents, and local government and aims to promote leadership, performance, and professional growth while improving learning facilities and nutrition.
Action plan in math
This document outlines the Department of Education Region III Central Luzon's action plan for mathematics for the 2016-2017 school year. It details six pupil development projects aimed at improving mathematics proficiency, including Project GIM to master multiplication tables, Project ESEM to raise proficiency levels, and Project ALL NUMERATES to master the four fundamental operations. It also covers staff development through in-service teacher training, curriculum development through creating instructional materials, and improving physical learning environments. The overall goals are to enhance teacher competence and student achievement in mathematics.
Competencies and professional development needs of kindergarten teachers
The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan. by Phoebe L. Gallego and Manuel E. Caingcoy 2020. Competencies and professional development needs of kindergarten teachers. International Journal on Integrated Education. 3, 7 (Jul. 2020), 69-81. DOI:https://doi.org/10.31149/ijie.v3i7.491. https://journals.researchparks.org/index.php/IJIE/article/view/491/476 https://journals.researchparks.org/index.php/IJIE/article/view/491
Isr 6. february 2022
This is the Instructional Supervisory Report for the month of February 2022 of Maitim Elementary School, Municipality of Amadeo, Schools Division Office of Cavite Province. This ISR may be used as reference and may vary from one schools division office to another.
action plan IPCRF 2017-2018.docx
The file is a plan for the series of activities to be undertaken for the attainment of objectives for IPCRF.
School LAC Plan for school and classroom uses.docx
The document is a School Learning Action (SLAC) Plan submitted by Baring Elementary School for the 2023-2024 school year. It outlines the school's plan to conduct monthly Learning Action Cell (LAC) sessions for teachers to improve teaching competencies. The plan details the objectives, participants, budget, and scheduled activities for the LAC sessions, which will cover topics like instructional strategies, assessment techniques, and developing teaching skills. The goal is to continuously build the capacity of teachers through collaboration and sharing of best practices.
Professional Education 2 The Teaching Profession
This document discusses the Philippine Professional Standards for Teachers (PPST). It provides an overview of the objectives and topics to be discussed, including DepEd Order #42 which nationally adopted and implemented the PPST. The PPST aims to set clear expectations for teachers across career stages and domains of professional practice. It describes the seven domains that comprise the standards: content knowledge and pedagogy; learning environment; diversity of learners; curriculum and planning; assessment and reporting; community linkages and engagement; and personal growth. The standards define four career stages for teachers from beginning to distinguished practice.
Isp 7. march 2022
This document outlines the monthly instructional supervisory plan for Maitim Elementary School in March 2022. It includes three key objectives: 1) Maintaining school effectiveness and people effectiveness by leading strategically through research training and proposal submissions; 2) Performing instructional supervision through document analysis and classroom observations to achieve learning outcomes; 3) Enhancing teachers' practice and professional learning through institutionalizing faculty development activities. The plan details the strategies, timelines, targets, and expected outputs to accomplish the objectives and improve school performance under the leadership of the school head and master teacher.
Group-1-Ed404-C.D-Mon-5.30-8.30PM (1).pptx
This document discusses teacher professional development. It begins with definitions of professional development as continuing education and career training to help teachers develop new skills and advance their careers.
It then outlines the legal bases for teacher professional development in the Philippines, including DepEd priorities for 2020-2023 focusing on upskilling teachers, the Continuing Professional Development Act of 2016, and the Philippine Professional Standards for Teachers.
Issues with current teacher professional development are discussed, such as opportunities not meeting teacher needs, lack of school support, underutilization of budgets, and difficulties for teachers to attend training due to responsibilities and financial constraints. Related local studies on the impact and attitudes towards professional development are also summarized.
Training Design for DepEd Cluster-Based INSET 2024
A training design for cluster-based/school-based virtual and face-to-face IN-Service Training (INSET) for elementary school teachers
gulayan sa paaralan ACTION PLAN.docx
The Republic of Philippines Department of Education has created an action plan for their Gulayan sa Paaralan (School Garden) program for the 2021-2022 school year. The plan has four main objectives: 1) Organize Gulayan sa Paaralan Officers; 2) Conduct seminars and workshops; 3) Integrate the garden program into school curricula; and 4) Monitor and evaluate existing school gardens in Buhangin District. The strategies to achieve these objectives include electing garden officers, holding lectures to teach techniques, and improving existing school gardens. School coordinators will implement the activities between April 2022 and March 2023, utilizing self-help funding and submitting a narrative report. The expected outcome is successful school
lac10.docx
This document summarizes a Learning Action Cell (LAC) session held at Acereda Integrated School on using a range of teaching strategies to enhance literacy and numeracy skills. The session aimed to help teachers strengthen these fundamental skills among learners. It discussed how literacy and numeracy expand opportunities and the teacher standards from DepEd Order No. 42. All teachers attended and actively engaged in discussions. The session highlighted integrating literacy and numeracy across subjects to raise standards. Teachers committed to promoting these skills through quality instruction to help learners succeed. The objectives of exploring effective teaching strategies were fully achieved.
DO_s2017_042-1.pdf
This document outlines the Philippine Professional Standards for Teachers. It includes 7 domains that define teacher quality, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers with descriptors for beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers. Finally, it provides details on the strands and indicators for each domain at different career stages.
Do s2017 042
This document outlines the Philippine Professional Standards for Teachers. It discusses the 7 domains that define teacher quality in the Philippines, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers - and provides indicators for each domain and strand for the different career stages. The overall document provides a framework for teacher standards and professional development in the Philippines.
DO_s2017_042-1 PPST.pdf
This document outlines the Philippine Professional Standards for Teachers. It discusses the 7 domains that define teacher quality in the Philippines, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers - and provides indicators for each domain and strand for the different career stages. The overall document provides a framework for teacher standards and professional development in the Philippines.
ppst DO_s2017_042-1.pdf
The document outlines the Philippine Professional Standards for Teachers, which were developed to define teacher quality in the Philippines. It describes the standards across 7 domains that teachers are required to demonstrate, including: 1) content knowledge and pedagogy, 2) learning environment, 3) diversity of learners, 4) curriculum and planning, 5) assessment and reporting, 6) community linkages and professional engagement, and 7) personal growth and professional development. Collectively, the 7 domains comprise 37 strands that refer to more specific dimensions of teacher practice. The standards were created to complement education reforms and articulate what constitutes teacher quality in the K-12 system.
PPS HUMAN RESOURCE.docx
The Pualas Primary School Human Resource Development Plan has three objectives for the 2023-2024 school year:
1. Improve teachers' knowledge, skills, and attitudes for their jobs through orientations, training, coaching and mentoring.
2. Improve school effectiveness and teachers' well-being by applying professional ethics codes during evaluations.
3. Enhance teacher development through career planning guidance, training, classroom observations, and self-assessments to help teachers reach their maximum potential from beginning teachers to distinguished teachers.
hIPPOCAMPUS LEARNING PARTNERSHIP PROGRAM FOR AFFORDABLE SCHOOLS
Hippocampus Learning Centres provides high quality preschool education and aims to transform lives through education. They have over 100 preschool centres operational across India and an experienced management team. Their preschool program is based on international best practices and focuses on holistic development through activities, teacher training, and using materials tailored for cognitive, linguistic, physical, socio-emotional, and creative growth. Hippocampus monitors performance and provides support to help children learn and ensure teacher and school success.
SIP-TEMPLATE-2023-NEW MAGSAYSAY INTEGRATED SCHOOL
The document provides information about New Magsaysay Integrated School, including its enrollment trends, access to education, and academic performance over the past six years. Enrollment has fluctuated between 135-150 students but increased over the past two years due to new building construction. The net enrollment rate is around 100% but was unstable in previous years. The school aims to maintain a zero dropout rate but experienced a slight increase in 2021-2022 possibly due to the pandemic's economic impact. Academic performance, as measured by general weighted average, has varied between years.
High Quality And Ongoing Professional Development
The staff at St. Helen Elementary School receives ongoing professional development aligned with the school improvement plan, including district-wide training, subject-area meetings, and conferences. This includes training to help teachers support economically disadvantaged students and improve reading skills. Data is used to determine development priorities and monitor progress. Professional development is research-based, collaborative, and aligns with curriculum and equity standards to improve student achievement.
Standards for-teachers (1)
The document outlines the 7 domains and their strands that define the Philippine Professional Standards for Teachers. These standards describe the expectations for teachers' knowledge, practice, and professional engagement. The 7 domains are: 1) Content Knowledge and Pedagogy, 2) Learning Environment, 3) Diversity of Learners, 4) Curriculum and Planning, 5) Assessment and Reporting, 6) Community Linkages and Professional Engagement, and 7) Personal Growth and Professional Development. The standards aim to improve student learning outcomes and quality education in the Philippines.
Professional standards-for-teachers-in-the-philippines
Philippine Professional Standards for Teachers.The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives. As a framework of teacher quality, the National Competency-Based Teacher Standards (NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009. It emerged as part of the implementation of the Basic Education Sector Reform Agenda (BESRA), and was facilitated by drawing on the learning considerations of programs, such as the Basic Education Assistance for Mindanao (BEAM), the Strengthening Implementation of Visayas Education (STRIVE) project and the Third Elementary Education Project (TEEP).
The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices.
Domain 1, Content Knowledge and Pedagogy,
Domain 2, Learning Environment
Domain 3, Diversity of Learners,
Domain 4, Curriculum and Planning
Domain 5, Assessment and Reporting
Domain 6, Community Linkages and Professional Engagement
Domain 7, Personal Growth and Professional Development
Career stages
Career Stage 1 or Beginning Teachers
Career Stage 2 or Proficient Teachers
Career Stage 3 or Highly Proficient Teachers
Career Stage 4 or Distinguished Teachers
To properly reference this document, please use the following format:
Philippine National Research Center for Teacher Quality (2016). Philippine Professional Standards for Teachers; August, 2016. Manila, Philippines.
Courtesy from:
*Nationally-validated Version. Finalized, TEC Workshop, August 4-5 2016 © PNU and UNE
Kicd chief executive officer speech-mombasa-dec-6-2017
The document summarizes the ongoing curriculum reforms in Kenya led by the Kenya Institute of Curriculum Development. It discusses the shift from a content-focused to competency-based curriculum to better prepare students with 21st century skills. A pilot of the new early years education curriculum was conducted in 470 schools across Kenya and received positive feedback from teachers, parents, and students. The full implementation of the competency-based curriculum will be rolled out progressively through 2025.
Sip mes-3
The School Improvement Plan (SIP) of Malabon Elementary School (MES) for School Years 2019-2022 aims to address three Priority Improvement Areas (PIAs), namely: 1) High Dropout Rate, 2) Low Literacy Rate in English and Filipino, and 3) Poor Physical Facilities. The SIP outlines general objectives and solutions to reduce the dropout rate to 0% by 2022, decrease the number of struggling readers based on assessment results, and repair windows and improve toilet facilities by certain target years. Progress will be monitored using a Project Monitoring Form to track accomplishments, issues, and recommended actions for initiatives launched under the Annual Implementation Plan.
ALCARAZ-GOENALYN-N.-INSTRUCTIONAL-SUPERVISION.pptx
The document discusses instructional supervision, which aims to improve teaching practices and student learning through guidance, direction, and professional development support for teachers. It outlines the goals of instructional supervision as providing feedback, diagnosing issues, helping teachers develop skills, and maintaining a positive attitude. Approaches include directive supervision for teachers needing help, collaborative supervision where teachers support each other, and self-directed supervision for experienced teachers. Strategies involve gathering data through observations and interviews, conferencing, and providing memos or letters about performance. The role of school leaders is to be visible, communicate effectively, and provide resources and instructional support to teachers.
Analyzing the Effectiveness of In-Service Training (Inset) and Its Impact on ...
It is important to teachers entering into the profession of teaching to engage in high quality professional development opportunities like teacher training programs and in service practices to ensure the quality and effectiveness of teaching. Although applicants begin to become familiar with such chances before the entry of theirs into profession, the test of theirs with those opportunities maturates once they go into the profession. Nevertheless, to
what degree the professional development opportunities are already developed is still being studied. It's commonly recognized that appropriate professional development opportunities
lead to the transformation of habits and beliefs in a good manner. Nevertheless, developing programs detached from the practitioners' perspectives will be badly based as in-service
teacher perspectives can help develop the ensuing opportunities better. This research paper aims at describing the impact of in service training activities for professional advancement of teachers in India. Using close-ended questions, experience and perception of teachers (n=150, m=100, f=50), whom availed the chance getting in service training, were definitely accomplished. Results of the study revealed the beneficial effect of in service
training programs plans on the Professional Advancement of Teachers. The study also revealed the good perception of teachers relating to the professional development of theirs.
It recommended the in service training programs to be created in line with the topic instead of common.
Appreciate-the-importance-of-In-service-Education-for-Teachers-EDUC-203.pptx
In-service teacher education refers to ongoing professional development programs for teachers. It aims to enhance and maintain teacher effectiveness by updating their knowledge, skills, and teaching approaches. In-service education is important for allowing teachers to learn new teaching methods and stay current in their field. It also enables teachers to better understand students' needs and learning styles. The objectives of in-service programs include improving subject knowledge, developing teaching skills, fostering positive attitudes, and promoting lifelong learning among teachers.
school-development-plan-2015-2018.pdf
The document outlines the school development plan for Windermere Primary School from September 2015 to August 2018. It identifies five key issues to address:
1) Developing leadership and management of the school.
2) Improving the quality of teaching, learning, and assessment.
3) Improving pupils' personal development, behavior, and welfare.
4) Improving pupil outcomes by raising standards and progress.
5) Improving and developing the early years foundation stage provision.
For each key issue, it lists specific outcome targets and actions to be taken to achieve the targets over the three-year period. The plan was created based on input from Ofsted, staff, governors, parents
More Related Content
Similar to Action-Plan-In-Araling-Panlipunan2017-2018.docx
Group-1-Ed404-C.D-Mon-5.30-8.30PM (1).pptx
This document discusses teacher professional development. It begins with definitions of professional development as continuing education and career training to help teachers develop new skills and advance their careers.
It then outlines the legal bases for teacher professional development in the Philippines, including DepEd priorities for 2020-2023 focusing on upskilling teachers, the Continuing Professional Development Act of 2016, and the Philippine Professional Standards for Teachers.
Issues with current teacher professional development are discussed, such as opportunities not meeting teacher needs, lack of school support, underutilization of budgets, and difficulties for teachers to attend training due to responsibilities and financial constraints. Related local studies on the impact and attitudes towards professional development are also summarized.
Training Design for DepEd Cluster-Based INSET 2024
A training design for cluster-based/school-based virtual and face-to-face IN-Service Training (INSET) for elementary school teachers
gulayan sa paaralan ACTION PLAN.docx
The Republic of Philippines Department of Education has created an action plan for their Gulayan sa Paaralan (School Garden) program for the 2021-2022 school year. The plan has four main objectives: 1) Organize Gulayan sa Paaralan Officers; 2) Conduct seminars and workshops; 3) Integrate the garden program into school curricula; and 4) Monitor and evaluate existing school gardens in Buhangin District. The strategies to achieve these objectives include electing garden officers, holding lectures to teach techniques, and improving existing school gardens. School coordinators will implement the activities between April 2022 and March 2023, utilizing self-help funding and submitting a narrative report. The expected outcome is successful school
lac10.docx
This document summarizes a Learning Action Cell (LAC) session held at Acereda Integrated School on using a range of teaching strategies to enhance literacy and numeracy skills. The session aimed to help teachers strengthen these fundamental skills among learners. It discussed how literacy and numeracy expand opportunities and the teacher standards from DepEd Order No. 42. All teachers attended and actively engaged in discussions. The session highlighted integrating literacy and numeracy across subjects to raise standards. Teachers committed to promoting these skills through quality instruction to help learners succeed. The objectives of exploring effective teaching strategies were fully achieved.
DO_s2017_042-1.pdf
This document outlines the Philippine Professional Standards for Teachers. It includes 7 domains that define teacher quality, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers with descriptors for beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers. Finally, it provides details on the strands and indicators for each domain at different career stages.
Do s2017 042
This document outlines the Philippine Professional Standards for Teachers. It discusses the 7 domains that define teacher quality in the Philippines, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers - and provides indicators for each domain and strand for the different career stages. The overall document provides a framework for teacher standards and professional development in the Philippines.
DO_s2017_042-1 PPST.pdf
This document outlines the Philippine Professional Standards for Teachers. It discusses the 7 domains that define teacher quality in the Philippines, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers - and provides indicators for each domain and strand for the different career stages. The overall document provides a framework for teacher standards and professional development in the Philippines.
ppst DO_s2017_042-1.pdf
The document outlines the Philippine Professional Standards for Teachers, which were developed to define teacher quality in the Philippines. It describes the standards across 7 domains that teachers are required to demonstrate, including: 1) content knowledge and pedagogy, 2) learning environment, 3) diversity of learners, 4) curriculum and planning, 5) assessment and reporting, 6) community linkages and professional engagement, and 7) personal growth and professional development. Collectively, the 7 domains comprise 37 strands that refer to more specific dimensions of teacher practice. The standards were created to complement education reforms and articulate what constitutes teacher quality in the K-12 system.
PPS HUMAN RESOURCE.docx
The Pualas Primary School Human Resource Development Plan has three objectives for the 2023-2024 school year:
1. Improve teachers' knowledge, skills, and attitudes for their jobs through orientations, training, coaching and mentoring.
2. Improve school effectiveness and teachers' well-being by applying professional ethics codes during evaluations.
3. Enhance teacher development through career planning guidance, training, classroom observations, and self-assessments to help teachers reach their maximum potential from beginning teachers to distinguished teachers.
hIPPOCAMPUS LEARNING PARTNERSHIP PROGRAM FOR AFFORDABLE SCHOOLS
Hippocampus Learning Centres provides high quality preschool education and aims to transform lives through education. They have over 100 preschool centres operational across India and an experienced management team. Their preschool program is based on international best practices and focuses on holistic development through activities, teacher training, and using materials tailored for cognitive, linguistic, physical, socio-emotional, and creative growth. Hippocampus monitors performance and provides support to help children learn and ensure teacher and school success.
SIP-TEMPLATE-2023-NEW MAGSAYSAY INTEGRATED SCHOOL
The document provides information about New Magsaysay Integrated School, including its enrollment trends, access to education, and academic performance over the past six years. Enrollment has fluctuated between 135-150 students but increased over the past two years due to new building construction. The net enrollment rate is around 100% but was unstable in previous years. The school aims to maintain a zero dropout rate but experienced a slight increase in 2021-2022 possibly due to the pandemic's economic impact. Academic performance, as measured by general weighted average, has varied between years.
High Quality And Ongoing Professional Development
The staff at St. Helen Elementary School receives ongoing professional development aligned with the school improvement plan, including district-wide training, subject-area meetings, and conferences. This includes training to help teachers support economically disadvantaged students and improve reading skills. Data is used to determine development priorities and monitor progress. Professional development is research-based, collaborative, and aligns with curriculum and equity standards to improve student achievement.
Standards for-teachers (1)
The document outlines the 7 domains and their strands that define the Philippine Professional Standards for Teachers. These standards describe the expectations for teachers' knowledge, practice, and professional engagement. The 7 domains are: 1) Content Knowledge and Pedagogy, 2) Learning Environment, 3) Diversity of Learners, 4) Curriculum and Planning, 5) Assessment and Reporting, 6) Community Linkages and Professional Engagement, and 7) Personal Growth and Professional Development. The standards aim to improve student learning outcomes and quality education in the Philippines.
Professional standards-for-teachers-in-the-philippines
Philippine Professional Standards for Teachers.The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives. As a framework of teacher quality, the National Competency-Based Teacher Standards (NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009. It emerged as part of the implementation of the Basic Education Sector Reform Agenda (BESRA), and was facilitated by drawing on the learning considerations of programs, such as the Basic Education Assistance for Mindanao (BEAM), the Strengthening Implementation of Visayas Education (STRIVE) project and the Third Elementary Education Project (TEEP).
The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices.
Domain 1, Content Knowledge and Pedagogy,
Domain 2, Learning Environment
Domain 3, Diversity of Learners,
Domain 4, Curriculum and Planning
Domain 5, Assessment and Reporting
Domain 6, Community Linkages and Professional Engagement
Domain 7, Personal Growth and Professional Development
Career stages
Career Stage 1 or Beginning Teachers
Career Stage 2 or Proficient Teachers
Career Stage 3 or Highly Proficient Teachers
Career Stage 4 or Distinguished Teachers
To properly reference this document, please use the following format:
Philippine National Research Center for Teacher Quality (2016). Philippine Professional Standards for Teachers; August, 2016. Manila, Philippines.
Courtesy from:
*Nationally-validated Version. Finalized, TEC Workshop, August 4-5 2016 © PNU and UNE
Kicd chief executive officer speech-mombasa-dec-6-2017
The document summarizes the ongoing curriculum reforms in Kenya led by the Kenya Institute of Curriculum Development. It discusses the shift from a content-focused to competency-based curriculum to better prepare students with 21st century skills. A pilot of the new early years education curriculum was conducted in 470 schools across Kenya and received positive feedback from teachers, parents, and students. The full implementation of the competency-based curriculum will be rolled out progressively through 2025.
Sip mes-3
The School Improvement Plan (SIP) of Malabon Elementary School (MES) for School Years 2019-2022 aims to address three Priority Improvement Areas (PIAs), namely: 1) High Dropout Rate, 2) Low Literacy Rate in English and Filipino, and 3) Poor Physical Facilities. The SIP outlines general objectives and solutions to reduce the dropout rate to 0% by 2022, decrease the number of struggling readers based on assessment results, and repair windows and improve toilet facilities by certain target years. Progress will be monitored using a Project Monitoring Form to track accomplishments, issues, and recommended actions for initiatives launched under the Annual Implementation Plan.
ALCARAZ-GOENALYN-N.-INSTRUCTIONAL-SUPERVISION.pptx
The document discusses instructional supervision, which aims to improve teaching practices and student learning through guidance, direction, and professional development support for teachers. It outlines the goals of instructional supervision as providing feedback, diagnosing issues, helping teachers develop skills, and maintaining a positive attitude. Approaches include directive supervision for teachers needing help, collaborative supervision where teachers support each other, and self-directed supervision for experienced teachers. Strategies involve gathering data through observations and interviews, conferencing, and providing memos or letters about performance. The role of school leaders is to be visible, communicate effectively, and provide resources and instructional support to teachers.
Analyzing the Effectiveness of In-Service Training (Inset) and Its Impact on ...
It is important to teachers entering into the profession of teaching to engage in high quality professional development opportunities like teacher training programs and in service practices to ensure the quality and effectiveness of teaching. Although applicants begin to become familiar with such chances before the entry of theirs into profession, the test of theirs with those opportunities maturates once they go into the profession. Nevertheless, to
what degree the professional development opportunities are already developed is still being studied. It's commonly recognized that appropriate professional development opportunities
lead to the transformation of habits and beliefs in a good manner. Nevertheless, developing programs detached from the practitioners' perspectives will be badly based as in-service
teacher perspectives can help develop the ensuing opportunities better. This research paper aims at describing the impact of in service training activities for professional advancement of teachers in India. Using close-ended questions, experience and perception of teachers (n=150, m=100, f=50), whom availed the chance getting in service training, were definitely accomplished. Results of the study revealed the beneficial effect of in service
training programs plans on the Professional Advancement of Teachers. The study also revealed the good perception of teachers relating to the professional development of theirs.
It recommended the in service training programs to be created in line with the topic instead of common.
Appreciate-the-importance-of-In-service-Education-for-Teachers-EDUC-203.pptx
In-service teacher education refers to ongoing professional development programs for teachers. It aims to enhance and maintain teacher effectiveness by updating their knowledge, skills, and teaching approaches. In-service education is important for allowing teachers to learn new teaching methods and stay current in their field. It also enables teachers to better understand students' needs and learning styles. The objectives of in-service programs include improving subject knowledge, developing teaching skills, fostering positive attitudes, and promoting lifelong learning among teachers.
school-development-plan-2015-2018.pdf
The document outlines the school development plan for Windermere Primary School from September 2015 to August 2018. It identifies five key issues to address:
1) Developing leadership and management of the school.
2) Improving the quality of teaching, learning, and assessment.
3) Improving pupils' personal development, behavior, and welfare.
4) Improving pupil outcomes by raising standards and progress.
5) Improving and developing the early years foundation stage provision.
For each key issue, it lists specific outcome targets and actions to be taken to achieve the targets over the three-year period. The plan was created based on input from Ofsted, staff, governors, parents
Similar to Action-Plan-In-Araling-Panlipunan2017-2018.docx (20)
Training Design for DepEd Cluster-Based INSET 2024
Training Design for DepEd Cluster-Based INSET 2024
hIPPOCAMPUS LEARNING PARTNERSHIP PROGRAM FOR AFFORDABLE SCHOOLS
hIPPOCAMPUS LEARNING PARTNERSHIP PROGRAM FOR AFFORDABLE SCHOOLS
Professional standards-for-teachers-in-the-philippines
Professional standards-for-teachers-in-the-philippines
Kicd chief executive officer speech-mombasa-dec-6-2017
Kicd chief executive officer speech-mombasa-dec-6-2017
ALCARAZ-GOENALYN-N.-INSTRUCTIONAL-SUPERVISION.pptx
ALCARAZ-GOENALYN-N.-INSTRUCTIONAL-SUPERVISION.pptx
Analyzing the Effectiveness of In-Service Training (Inset) and Its Impact on ...
Analyzing the Effectiveness of In-Service Training (Inset) and Its Impact on ...
Appreciate-the-importance-of-In-service-Education-for-Teachers-EDUC-203.pptx
Appreciate-the-importance-of-In-service-Education-for-Teachers-EDUC-203.pptx
Recently uploaded
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Recently uploaded (20)
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
Action-Plan-In-Araling-Panlipunan2017-2018.docx
- 1. Republic of the Philippines DEPARTMENT OF EDUCATION Region ___ SCHOOLS DIVISION OF _____________________________ ___________________ ELEMENTARY SCHOOL Action Plan In Araling Panlipunan School Year 2017-2018 Priorities of Action Program of Project Objectives Strategies and Activities Key Players Time Frame Fund Expected Output A.Learners Development SPG Brigada Bayanihan Araling Panlipunan Quiz Bee Conducting School Leadership Training Promote leadership to the young mind leaders. Promote high performance of the child. Develop potential leaders SPG involvement in Brigada Bayanihan Quiz Bee should be conducted from Grades I- VI Teachers I pupils initiative Turo mo, Babasa ako teachers Pupils Principal Pupils Teachers principal Teachers SPG officers Feb-March 2017 August 2017 September 2017 LGU’s MOOE LGU’s PTA Group involvement were done properly Quiz Bee Conducted successfully The training was conducted accordingly. B.Teachers Development Attending Master’s Degree To upgrade learnings and professionals growth Attended Masters Degree of the Teachers Shamy Cabardo Lalaine Verania Marirtes Avila Hayacinth love Padilla June- March Individual Expense Permitted and Complied
- 2. Attending Seminars To uplift and update to the new trends of learning Teachers are needed to upgrade in learnings. Joan Del Rosario Teachers Oct 2017 Inset Individual Expense Teachers Attended Seminars C.Curriculum Development Enhancing the curriculum Guide in K to 12 and BEC Enhance the curriculum Guide used in K to 12 and BEC task card Monitor and upgrade the curriculum Teachers Oct-2017 Inset MOOE Individual Expense The curriculum guide was be made specific and appropriate D.Physical Facilities Special Programs and Projects Classroom Instructuring Using Multimedia Projector and other New Trends Materials Feeding Program Gulayan Sa Paaralan Conducive to learning aside Use/implement the new trend materials in teaching learning process approach Support school Feeding Program Implement gulayan sa paaralan project Upgrade the learning of the child through using multimedia facilities Continuous implementation Of School feeding Program Lessen the scarcity of foods Teachers ICT coordinator pupils Teachers PTA’s pupils Teacher PTA’s pupils June- March July-March July-March MOOE Stakeholders Canteen shares Division shares MOOE PTA’s fund Well Equipped to the new trend materials Decreased severely wasted pupils Increased food production Prepared by: _________________ AP Coordinator