The document provides information about the DepEd's vision, mission, core values, and plans for implementing the K to 12 program, including senior high school.
The key points are:
1. DepEd's vision is for passionate, competent Filipinos who can realize their potential and contribute to nation-building. Its mission is to provide quality, equitable education for all.
2. The K to 12 reform will be implemented in 4 phases from 2010 to 2023, culminating in universal implementation of senior high school.
3. DepEd is assessing internal capacity and market demands to determine the infrastructure plan for senior high school, which will be implemented nationwide in School Year 2016-2017. Key policy decisions
An update on PUSD's Master Plan survey, presented at the October 8. 2015 Special Board Meeting by Associate Superintendent of School Support Services Mercy Santoro.
Project OneEducational SystemBinder1. Describe the nature .docxwkyra78
Project One
Educational System
Binder
1. Describe the nature of the project that you accomplished.
2. Describe and explain how you used any relevant data to complete your project. (Data could come from research, assessment results, the input from colleagues, parents and/or community members, etc.)
3. What were the financial considerations within the project? What political forces influenced the nature of the project? What cultural aspects of your work setting influenced the project?
4. Using the State learning standards, district goals, and/or community expectations as benchmarks evaluate the effectiveness of your project for improving the educational system where you work.
5. Make specific recommendations for improving upon what you accomplished.
6. Submit a plan for monitoring the impact of your project.
I. Overview
Co-teaching is designed to meet the educational needs of students with diverse learning options. It allows teachers to focus on more intense and individualized instruction in the general education setting for students with special needs. However not all schools have the ability to effectively co-teach and co-plan. Schools are not equipped to offer professional support and co-planning sessions for general education and special education teachers. Not many schools understand effective co-teaching models.
My role is to research effective co-teaching models and present this information to staff during an in-service training.
II. Relevant Data
a. Research co-teaching strategies with documented effectiveness by locating at least 5 recent journal articles.
b. Survey present teachers across two schools (building-wide) and determine what types of co-teaching is implemented in the respective classrooms.
c. Survey student and teacher feedback regarding the effectiveness of present co-teaching design.
d. Assist co-teachers with co-planning sessions and differentiation strategies.
III. Diverse Educational Setting
a. Different grade levels – High school grades 9-12
b. Different disciplines – core content areas (English, Math, Science, History)
c. Work with diverse student populations – General Education, Special Education Students and English Language Learners
IV. ISLLC Standards
a. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
b. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by ensuring management of the organization, operation and resources for a safe, efficient and effective learning environment.
...
An update on PUSD's Master Plan survey, presented at the October 8. 2015 Special Board Meeting by Associate Superintendent of School Support Services Mercy Santoro.
Project OneEducational SystemBinder1. Describe the nature .docxwkyra78
Project One
Educational System
Binder
1. Describe the nature of the project that you accomplished.
2. Describe and explain how you used any relevant data to complete your project. (Data could come from research, assessment results, the input from colleagues, parents and/or community members, etc.)
3. What were the financial considerations within the project? What political forces influenced the nature of the project? What cultural aspects of your work setting influenced the project?
4. Using the State learning standards, district goals, and/or community expectations as benchmarks evaluate the effectiveness of your project for improving the educational system where you work.
5. Make specific recommendations for improving upon what you accomplished.
6. Submit a plan for monitoring the impact of your project.
I. Overview
Co-teaching is designed to meet the educational needs of students with diverse learning options. It allows teachers to focus on more intense and individualized instruction in the general education setting for students with special needs. However not all schools have the ability to effectively co-teach and co-plan. Schools are not equipped to offer professional support and co-planning sessions for general education and special education teachers. Not many schools understand effective co-teaching models.
My role is to research effective co-teaching models and present this information to staff during an in-service training.
II. Relevant Data
a. Research co-teaching strategies with documented effectiveness by locating at least 5 recent journal articles.
b. Survey present teachers across two schools (building-wide) and determine what types of co-teaching is implemented in the respective classrooms.
c. Survey student and teacher feedback regarding the effectiveness of present co-teaching design.
d. Assist co-teachers with co-planning sessions and differentiation strategies.
III. Diverse Educational Setting
a. Different grade levels – High school grades 9-12
b. Different disciplines – core content areas (English, Math, Science, History)
c. Work with diverse student populations – General Education, Special Education Students and English Language Learners
IV. ISLLC Standards
a. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
b. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by ensuring management of the organization, operation and resources for a safe, efficient and effective learning environment.
...
1SIP BEDP 2030 by DepEd Planning Service Director Roger Masapol.pptxberiniaedeno
Adopted through DepEd Order No. 24, s. 2022
It Shall
Serve as blueprint in the next decade in formulating, implementing, coordinating, monitoring plans, programs and projects
Provide strategic roadmap for the Department to follow in improving the delivery and quality of basic education
Address the immediate impacts of pandemic on education and anticipate the future of education and introduce innovation in fostering resiliency and embedding the rights of children in education
All offices and units in all governance levels shall align their policies, plans and programs with the BEDP
The BEDP shall be a living document, serving as guide to all DepEd units and offices in their operational programming
Excellent Teachers For High-performance Schoolsnoblex1
Teacher quality has been one of the most hotly debated education policy issues over the past ten years. Central to the discussions are strategies to align teacher education and professional development programs at colleges and universities with the reform of K-12 education.
In many states, public officials have joined K-12 and postsecondary education leaders to restructure teacher preparation and professional development programs under the auspices of statewide K-16 initiatives. And yet, according to a national commission on teaching, America is still a very long way from realizing that future.
Colleges and universities often have been criticized for contributing to the deficiencies of K-12 schools. Year in and year out, schools of education produce graduates who staff the great majority of our nation's classrooms, with usually significant prowess. At the same time, schools of education are assigned much of the blame for all that is imperfect or lacking in K-12. Common sense suggests that there is plenty of blame to go around and that schools of education can only do what their profession and their universities permit them to do. That said, much stands in the way of their becoming what they must be to produce uniformly excellent teachers for reformed high-performance schools.
It is disappointing that higher education in general has had so little involvement in the contemporary school reform initiatives, thus, begging the question of the relationship of higher education to the K-12 enterprise and the consequences thereof for teacher education.
Work in the states is being supported by a number of national initiatives aimed at reforming the teaching profession, from recruitment to initial preparation, to the transition of the beginning years of teaching, and throughout continuing professional development. These national blueprints for achieving quality in teacher education serve to involve interested states as partners in the design and implementation of effective strategies and programs.
This policy brief will examine state-level strategies aimed at incorporating quality teacher education and professional development programs as part of new state K-16 or P-16 systems. It includes analyses of critical components that contribute to the success of the initiatives. The brief concludes with suggestions of what more could be done to strengthen the preparation and development of quality teachers within states' P-16 paradigms.
The new initiative has identified five goals:
1. To improve student achievement from preschool through postsecondary educa-tion;
2. To help students move smoothly from one education system to another;
3. To ensure that all students who enter postsecondary education are prepared to succeed;
4. To increase access and success of all students in postsecondary education, especially from minority and low income groups;
Source: https://ebookscheaper.com/2022/05/25/excellent-teachers-for-high-performance-schools/
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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1SIP BEDP 2030 by DepEd Planning Service Director Roger Masapol.pptxberiniaedeno
Adopted through DepEd Order No. 24, s. 2022
It Shall
Serve as blueprint in the next decade in formulating, implementing, coordinating, monitoring plans, programs and projects
Provide strategic roadmap for the Department to follow in improving the delivery and quality of basic education
Address the immediate impacts of pandemic on education and anticipate the future of education and introduce innovation in fostering resiliency and embedding the rights of children in education
All offices and units in all governance levels shall align their policies, plans and programs with the BEDP
The BEDP shall be a living document, serving as guide to all DepEd units and offices in their operational programming
Excellent Teachers For High-performance Schoolsnoblex1
Teacher quality has been one of the most hotly debated education policy issues over the past ten years. Central to the discussions are strategies to align teacher education and professional development programs at colleges and universities with the reform of K-12 education.
In many states, public officials have joined K-12 and postsecondary education leaders to restructure teacher preparation and professional development programs under the auspices of statewide K-16 initiatives. And yet, according to a national commission on teaching, America is still a very long way from realizing that future.
Colleges and universities often have been criticized for contributing to the deficiencies of K-12 schools. Year in and year out, schools of education produce graduates who staff the great majority of our nation's classrooms, with usually significant prowess. At the same time, schools of education are assigned much of the blame for all that is imperfect or lacking in K-12. Common sense suggests that there is plenty of blame to go around and that schools of education can only do what their profession and their universities permit them to do. That said, much stands in the way of their becoming what they must be to produce uniformly excellent teachers for reformed high-performance schools.
It is disappointing that higher education in general has had so little involvement in the contemporary school reform initiatives, thus, begging the question of the relationship of higher education to the K-12 enterprise and the consequences thereof for teacher education.
Work in the states is being supported by a number of national initiatives aimed at reforming the teaching profession, from recruitment to initial preparation, to the transition of the beginning years of teaching, and throughout continuing professional development. These national blueprints for achieving quality in teacher education serve to involve interested states as partners in the design and implementation of effective strategies and programs.
This policy brief will examine state-level strategies aimed at incorporating quality teacher education and professional development programs as part of new state K-16 or P-16 systems. It includes analyses of critical components that contribute to the success of the initiatives. The brief concludes with suggestions of what more could be done to strengthen the preparation and development of quality teachers within states' P-16 paradigms.
The new initiative has identified five goals:
1. To improve student achievement from preschool through postsecondary educa-tion;
2. To help students move smoothly from one education system to another;
3. To ensure that all students who enter postsecondary education are prepared to succeed;
4. To increase access and success of all students in postsecondary education, especially from minority and low income groups;
Source: https://ebookscheaper.com/2022/05/25/excellent-teachers-for-high-performance-schools/
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. DepED Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the
nation.
As a learner-centered public institution,
the Department of Education
consistently improves itself
to better serve its stakeholders.
-2013
3. DepED Mission
To protect and promote the right of every Filipino to
quality, equitable, culture-based and complete basic
education where:
Students learn in a child-friendly, gender-
sensitive,
safe and motivating environment
Teachers facilitate learning and constantly
nurture every learner
-2013
4. Administrators and staff, as stewards of the
institution,
ensure an enabling and supportive environment
for effective learning to happen.
Family, community and other stakeholders are
actively engaged and share responsibility for
developing life-long learners.
-2013
5. DepED Core Values
Maka-
Diyos
Maka-
tao
Maka-
kalikasan
Maka-
bansa
Pananampalatay
a
Pagdama at
pag-unawa sa
damdamin ng iba
Pagpapahalaga
sa kalikasan
Pananagutang
panlipunan
Pag-asa Paggalang
Pangangalaga
ng kapaligiran
Pagkakapantay
-pantay ng
lahat ng tao
Pagmamahal Kabutihan
Pagmamalasak
it sa kabutihan
ng nakararami
Espirituwalidad
Pagmamalasakit
sa kapwa
-2013
6.
7.
8.
9. PHASED IMPLEMENTATION OF K
TO 12
Phase 1:
Laying the
Foundations
Phase 2:
Modeling and
Initial
Migration
Phase 3:
SHS Roll-
out
Phase 4:
Completion
of Reform
October 2010-May
2012 June 2018-May 2023
June 2016-May 2018
June 2012-May 2016
Universal Kinder
Implementation
Enactment of
Universal
Kindergarten
Law
Migration of
Grade 1 and 7
(roll forward)
SHS Modeling
Enactment of K
to 12 Basic
Education Law
Complete migration
of K to 12 basic
education
curriculum
Complete migration to
new elementary
curriculum including
Grades 5 and 6
Grades 11 and 12
implementation in
public schools
K to 12
Basic Education Program
Social Development Committee—Cabinet Level Meeting/
August 15, 2011
10. Transition
•The DepED, the CHED and the TESDA shall formulate the
appropriate strategies and mechanisms needed
to ensure smooth transition from 10 TO K to 12 cycle.
• The strategies may cover changes in:
-physical infrastructure
- manpower
- organizational and structural concerns
- bridging models linking grade 10 competencies,
-entry requirements of new tertiary curricula, and --
_partnerships between the government and other entities.
11. Transition
•Modeling for senior high school will be implemented
in selected schools to simulate the transition
process and provide concrete data for the transition
plan.
•DepEd shall engage in partnerships with HEI and
TVIs for the utilization of the latter’s human and
physical resources.
12. Transition
The faculty of HEIs and TVIs allowed to
teach students of secondary education
shall be given priority in hiring for the
duration of the transition period.
13.
14. RA No. 10533 or Enhanced Basic
Education Act : full enhancement and
lengthening of Basic Education in the
country
School Year 2016-2017 – official
implementation of SHS nationwide
Core Curriculum and Tracks
- Academic
- Technical-Vocational-Livelihood
- Sports and Arts
15. FY 2015 BUDGET PLANNING CYCLE
& PRE-PLANNING FOR SHS
The Department was able to start
transitioning into a more strategic,
bottom-up budgeting approach for FY
2014
By the end of 2013 – Preparations and
planning were done in the Central,
Regional and Division Offices
January – April 2014 – plan
consolidation and budget requirements
SHS Planning Guide – starting point and
input for Regions and Divisions to go
through the DepED Planning Process for
FY 2015
16. GEARING UP FOR SHS IMPLEMENTATION
Conduct internal and external
assessment to ensure proper
understanding of supply and
demand
Assessments’ important
factors: internal & absorptive
capacities and market realities
Assessments are the
foundation of the
Infrastructure Plan
17. 5 POLICY DECISIONS
1. SHS Curriculum – Technical Panels,
Programs & Projects
- will be finalized by November
- will provide specific on:
a. number of hours for the core
curriculum
b. Curriculum by track
c. Strands per track
d. Facility requirements
e. Equipment requirements
18. 5 POLICY DECISIONS
2. Non-DepED SHS Guidelines - Programs
and Projects
- will guide the non-DepED
schools in transitioning to SHS or
in their decision to offer SHS
- will guide partnership creation and
pave way for clear arrangements with
with potential external providers
19. 5 POLICY DECISIONS
3. Voucher Policy – Finance and
Administrations
- will be the DepED’s mechanism
to implement publicly funded and
privately managed SHS
- allow the DepED to utilize available
capacity in non-DepED schools instead
of immediately building more schools
during the transition years from 2016-
2020
20. 5 POLICY DECISIONS
4. Grade 10 Certificate, Grade 12
Certificate/Diploma and TESD
Implications– EXECOM and ProgCom
- will affect demand for SHS and is still
being reviewed
21. 5 POLICY DECISIONS
5. Criteria for locating DepED SHS-
Regional Operations
- will depend on whether the SHS will
be an existing school or in a new school
- Factors to consider:
a. Internal capacity of the school
b. Strategic location, accessibility,
commute time, and distance
c. Potential partnerships and potential
demand creation
d. Whether certain existing schools
can still accommodate more
enrolment
22. 5 POLICY DECISIONS
e. Locating potential new school sites
f. Faculty availability
g. Facility requirement and revisiting
classroom
23. INTERNAL AND EXTERNAL ASSESSMENTS
Primary objectives:
1. To start creating operational plan
at the regional/division level for
elements we can determine now
2. To provide tools in creating
demand projections and
necessary supply for SHS
provision
3. To start actively engaging external
stakeholders, who are crucial
partners in implementing SHS
33. OTHER DATA & ACTION STEPS
Refer to ASEC Reynaldo D. Laguda’s letter to ICT Coordinators
(next slide)
34.
35. BUILDABLE SPACE
Table C of Gov’t. Elementary School Profile for the EBEIS, is
the buildable space viable for building SHS? Can each school
still absorb incremental enrolment?
Identify a list of existing schools with buildable space that are
viable for SHS placement while considering factors like
present enrolment, classroom deterioration, disaster risks,
etc.
36. Table C6. BUILDABLE SPACE FOR ADDITIONAL 7x9 CLASSROOMS,
SY 2012-2013 (As of March 31, 2013)
Does the school have available buildable space for additional 7x9
classrooms on a vacant lot?
Yes No
If Yes, how many additional 7x9 classrooms can be
constructed? ________
BUILDABLE SPACE FOR ADDITIONAL 7x9 CLASSROOMS (Table C6)
Indicate the number of 7x9 classrooms that can be constructed in the available space
in the school site.
37. POTENTIAL NEW SCHOOL SITES
Are there potential new school sites where the Department can
build SHS? Are these areas optimal and in good proximity to
our learners?
Tabulate the following data
<read>
Include points if the speaker wants to elaborate.
<read>
Include points if the speaker wants to elaborate.
4 major core values of the department that all stakeholders can relate to and be accountable for.
The words or phrases below each value are components, reiterations of the above value.
