This document outlines a peer coaching program for teachers at Cogon High School Evening Class. [1] The program aims to develop teachers' skills in integrating technology into their lessons through peer mentoring and project-based learning. [2] Over several months, experienced teachers will mentor other teachers on using technology tools and designing ICT-integrated lesson plans and activities. [3] Progress will be measured by submissions of lesson plans, student work, and teacher portfolios demonstrating their new skills.
This document discusses the National Philosophy of Education in Malaysia and the Philosophy of Teacher Education. It aims to develop students holistically through education that nurtures their intellectual, spiritual, emotional, and physical well-being based on faith and obedience to God, to produce knowledgeable and skilled citizens who contribute to society. It also discusses the importance of teachers upholding noble character and progressive scientific views, as well as embracing national aspirations and cultural heritage, to ensure students' development and maintain a united, democratic, progressive and disciplined society.
The document presents a set of 12 generic competences (A) and 12 specific competences (B) for adult learning professionals. The competences were identified by analyzing existing job descriptions, educational programs, and literature. They were then modeled with input from experts and stakeholders. The competences cover areas like needs assessment, course preparation, facilitation, evaluation, counseling, program development, management, and administration. The set of competences is intended to provide a common framework that can be adapted for different roles and contexts within the adult learning sector.
1) The organizational chart outlines the roles and responsibilities for implementing technology at Mission CISD, with the Board of Trustees and Superintendent at the top and teachers responsible for integrating technology in their classrooms.
2) The professional development plan has three phases: analyzing STaR Chart data to identify weaknesses, training teachers on available technology resources, and having experienced teachers model effective technology integration strategies.
3) Progress will be evaluated using STaR Chart data, walkthroughs, lesson plans, staff development attendance, and ensuring access to technology resources.
The document outlines a 3 phase technology professional development plan for educators with the goal of better preparing faculty to implement specific technologies appropriately for curricular needs. Phase 1 involves an introduction to the STaR chart analysis and technologies like SMART boards and student response devices. Phase 2 supports ongoing team-based professional development planning and training opportunities. Phase 3 ensures proper accountability and support for technology integration through meetings, co-teaching lessons, and the teams becoming more self-sufficient.
The ACTA programme focuses on facilitating learning and equips participants with skills to develop and deliver competency-based training programmes. The programme consists of 6 competency units that can be completed individually or together to obtain a full ACTA certification. Course fees are subsidized for company-sponsored participants. Upon completing all units, participants will be qualified to assess trainees' competency levels and facilitate classroom training.
The document provides a facilitator's guide for a 120-minute CareerLaunch session with the following key points:
- The session is divided into two lessons: CareerLaunch Program Foundation and Action Plan.
- Lesson 1 focuses on introducing the CareerLaunch program materials and activities through icebreakers, exercises, and videos. This includes exploring the program's 11 core competencies.
- Participants will develop an action plan to implement the CareerLaunch program at their Club by the end of the session.
- Materials provided include participant guides, quick reference guides, and access to the CareerLaunch website for career exploration and resources.
Punjab-Skill Training for Employment PotentialPunjab Infotech
The document outlines Punjab-Skill Training for Employment Potential (P-STEP), an initiative in Punjab, India to increase employability of students. P-STEP is a 100-hour co-curricular program conducted during college hours focusing on soft skills, communication skills, and IT skills. Three training partners were selected through a bidding process to deliver the training. The program will be rolled out in two phases targeting 26 colleges initially and then the remaining 29 colleges as infrastructure is developed. Progress will be monitored regularly through various levels of oversight.
Edld 5352 technology action plan troy gragg iiitgragg
This document outlines a technology action plan for a school that received a rating of "Developing" on a survey. The plan includes several professional development activities to improve teacher skills with technology:
- Smartboard training sessions for beginners and experienced teachers to learn how to use the Smartboard software and develop lessons.
- Training on the C-Scope curriculum, which the district will adopt, to learn how to use and apply the program effectively.
- An information session on the StaR Chart survey to explain how the data is used to organize funding for technology.
The plan will be evaluated based on survey data and implemented based on funding approval to improve teacher technology skills and benefit students.
This document discusses the National Philosophy of Education in Malaysia and the Philosophy of Teacher Education. It aims to develop students holistically through education that nurtures their intellectual, spiritual, emotional, and physical well-being based on faith and obedience to God, to produce knowledgeable and skilled citizens who contribute to society. It also discusses the importance of teachers upholding noble character and progressive scientific views, as well as embracing national aspirations and cultural heritage, to ensure students' development and maintain a united, democratic, progressive and disciplined society.
The document presents a set of 12 generic competences (A) and 12 specific competences (B) for adult learning professionals. The competences were identified by analyzing existing job descriptions, educational programs, and literature. They were then modeled with input from experts and stakeholders. The competences cover areas like needs assessment, course preparation, facilitation, evaluation, counseling, program development, management, and administration. The set of competences is intended to provide a common framework that can be adapted for different roles and contexts within the adult learning sector.
1) The organizational chart outlines the roles and responsibilities for implementing technology at Mission CISD, with the Board of Trustees and Superintendent at the top and teachers responsible for integrating technology in their classrooms.
2) The professional development plan has three phases: analyzing STaR Chart data to identify weaknesses, training teachers on available technology resources, and having experienced teachers model effective technology integration strategies.
3) Progress will be evaluated using STaR Chart data, walkthroughs, lesson plans, staff development attendance, and ensuring access to technology resources.
The document outlines a 3 phase technology professional development plan for educators with the goal of better preparing faculty to implement specific technologies appropriately for curricular needs. Phase 1 involves an introduction to the STaR chart analysis and technologies like SMART boards and student response devices. Phase 2 supports ongoing team-based professional development planning and training opportunities. Phase 3 ensures proper accountability and support for technology integration through meetings, co-teaching lessons, and the teams becoming more self-sufficient.
The ACTA programme focuses on facilitating learning and equips participants with skills to develop and deliver competency-based training programmes. The programme consists of 6 competency units that can be completed individually or together to obtain a full ACTA certification. Course fees are subsidized for company-sponsored participants. Upon completing all units, participants will be qualified to assess trainees' competency levels and facilitate classroom training.
The document provides a facilitator's guide for a 120-minute CareerLaunch session with the following key points:
- The session is divided into two lessons: CareerLaunch Program Foundation and Action Plan.
- Lesson 1 focuses on introducing the CareerLaunch program materials and activities through icebreakers, exercises, and videos. This includes exploring the program's 11 core competencies.
- Participants will develop an action plan to implement the CareerLaunch program at their Club by the end of the session.
- Materials provided include participant guides, quick reference guides, and access to the CareerLaunch website for career exploration and resources.
Punjab-Skill Training for Employment PotentialPunjab Infotech
The document outlines Punjab-Skill Training for Employment Potential (P-STEP), an initiative in Punjab, India to increase employability of students. P-STEP is a 100-hour co-curricular program conducted during college hours focusing on soft skills, communication skills, and IT skills. Three training partners were selected through a bidding process to deliver the training. The program will be rolled out in two phases targeting 26 colleges initially and then the remaining 29 colleges as infrastructure is developed. Progress will be monitored regularly through various levels of oversight.
Edld 5352 technology action plan troy gragg iiitgragg
This document outlines a technology action plan for a school that received a rating of "Developing" on a survey. The plan includes several professional development activities to improve teacher skills with technology:
- Smartboard training sessions for beginners and experienced teachers to learn how to use the Smartboard software and develop lessons.
- Training on the C-Scope curriculum, which the district will adopt, to learn how to use and apply the program effectively.
- An information session on the StaR Chart survey to explain how the data is used to organize funding for technology.
The plan will be evaluated based on survey data and implemented based on funding approval to improve teacher technology skills and benefit students.
Copy of Copy of Template to Download_ Copy of Orientation on the Pilot Implem...EricElloremo2
This document provides information about an orientation for the pilot implementation of the Induction Program for Beginning Teachers (IPBT) or Enhanced Teacher Induction Program. It outlines the roles and responsibilities of different organizations in implementing the program from the national to regional to division levels. It also describes the timeline and requirements for beginning teachers to complete the IPBT over three years, including completing coursebooks, assessments, and portfolio requirements with mentor guidance.
This document provides an orientation on the pilot implementation of the Induction Program for Beginning Teachers (Enhanced Teacher Induction Program) for the school year 2021-2022. It outlines the procedures, roles, and responsibilities of different stakeholders involved in the program from the national, regional, division, and school levels. The program aims to provide guidance to beginning teachers through mentoring, completion of coursebooks, and other support activities over the first three years of teaching.
This document provides an orientation on the pilot implementation of the Induction Program for Beginning Teachers (IPBT), also known as the Enhanced Teacher Induction Program. It outlines the procedures, timelines, roles and responsibilities for rolling out the program from the national, regional, division and school levels. Key aspects of the program include mentoring beginning teachers through coursebooks and modules, monitoring their progress, and issuing certificates upon completion of requirements for each year of the three-year program.
This document provides details of a 5-day Mid-Year In-Service Training program for teachers at Quirico G. Manzano Memorial National High School. The program aims to cover 7 domains of the Philippine Professional Standards for Teachers, with topics including the RPMS process, research and innovation, teaching strategies, technology in education, differentiated instruction, mental health issues, and financial literacy. The program will be delivered face-to-face and include presentations, activities, and assessments to evaluate teacher learning and develop outputs like lesson plans.
From Bato National High School, Division of Davao del Sur, here is a presentation on the attachments in the IPCR for SY 2023-2024 for the easy tracking of TeacherI-III, presented by Nahara A. Gallogo, Master Teacher I
Under the SESDP Component 2, ICT4E developments have been achieved in collaboration with MOES. Key developments include:
1) Defining ICT4E in both global and Lao contexts to identify how it can be operationalized within MOES implementing units.
2) Integrating ICT into the pre-service teacher training curriculum through the STEP program and in-service trainings to improve instructional quality.
3) Developing a conceptual framework to guide the design, implementation, and monitoring of ICT4E initiatives with the goal of increasing student learning outcomes.
This document outlines the School Monitoring and Evaluation Adjustment (SMEA) Plan for Don Quirino Sulit Elementary School for the 2022-2023 school year. The plan includes 5 programs that involve gathering and evaluating results from programs and activities, reporting these results quarterly to stakeholders through meetings and other channels, disseminating reports on adjustments to the SMEA, and reporting midyear and end-of-year performance results from assessments. The goal is to monitor and evaluate the school's performance and adjust its plans accordingly through ongoing stakeholder collaboration and reporting.
This document summarizes a briefing meeting for the Teaching Teachers for the Future project at Griffith University. It includes an agenda for the meeting which covers an introduction to the project, its components and focus areas, key deliverables around research and evaluation, and plans for future actions. The project involves seconding educators to universities to help develop ICT curriculum and pedagogy in teacher education programs, with a focus on English and math. Evaluation will assess changes to curriculum and teachers' ICT capacity through surveys. The research component will include developing innovation plans, collecting case studies of significant changes, and registering research projects on the project network.
INSET-Enclosure No.8- PROGRAM DESIGN TEMPLATE.docxRoseLimaMagbanua
The document provides details of a proposed 5-day Mid-Year In-Service Training (INSET) for teachers at Caningay National High School. The training aims to familiarize teachers with the RPMS process, enhance awareness of key DepEd memoranda and programs, promote safe learning environments, and develop skills in areas like gender-responsive teaching and the use of technology. It includes a rationale, objectives, topics, schedule, and monitoring plan. The training will cover 7 domains of the Philippine Professional Standards for Teachers through various lectures, activities and assessments.
The document outlines the pilot implementation of the Enhanced IPBT (Instructional Peer-Based Training) program for beginning teachers in the Department of Education. It details that (1) lists of beginning teachers with 1-3 years of experience will be established and mentors identified, (2) orientations will be conducted for implementers, school heads, mentors and beginning teachers from June to July 2022, and (3) the program will be implemented starting June 2022 with progress monitoring and data gathering.
Continuous professional development for secondary education teachers to adopt...Up2Universe
This document outlines a continuous professional development (CPD) program for secondary education teachers to help them adopt next-generation digital learning platforms. The CPD program was implemented across eight European countries as part of the Up2University project. The three module CPD program aimed to empower teachers to integrate student-centered teaching methods and technology. Initial results from Greece found that teachers found the first module helpful and applicable to their teaching, and would recommend it to others. The conclusions note that large-scale CPDs require a flexible approach when implemented across multiple countries.
E learning at eggs 2011 week two presentationClaire Amos
1. The document outlines an e-learning plan for EGGS in 2011, with the goals of improving student engagement and learning relationships through integrating ICT strategies.
2. Teachers will develop e-learning action plans using an inquiry process to identify strategies like Moodle, Google Sites, and Mahara to meet student learning outcomes.
3. Progress and challenges will be shared online through blogs and wikis to inform colleagues of e-learning opportunities.
This study aimed to explore the implementation of the 2013 curriculum in vocational schools, Banten in terms of the readiness and quality of the learning tools that have been prepared. A total of 957 respondents from 2017 to 2018, consisting of four cities and three districts in Banten Province were involved in the training and mentoring program, namely vocational teachers and vice-principals in the curriculum field. Data were collected using questionnaire sheets, FGD notes, and observation check dates. The data obtained are analyzed and interpreted based on the specified categories. The results showed that: 1) Teacher readiness for learning tools in the components a) Core Competencies (CC) and Basic Competencies (BC) analysis of 45.31%, b) Program mapping of 38.37%, learning plan preparation of 39.45% and c) Learning evaluation of 36.78%; 2) The quality of lesson plan (LP) the science lesson plan analysis instrument (SLPAI) based is divided into two groups. The category "Quality" in the instructional program and instructional plan aspects, and the category "Moderate" in the instructional media and assessment and others aspects; and 3) The difficulty of learning device components, including authentic assessment, use of methods, literacy approaches, and lesson planning. The implementation of training, mentoring, and supervision programs are adjusted to the experience of vocational teachers taking into account the teacher's involvement in the implementation of the curriculum, age, and school readiness.
The document provides instructions for teachers to complete a self-assessment tool as part of the Results-Based Performance Management System (RPMS) for the 2021-2022 school year. The self-assessment tool has three parts: demographic information, objectives related to teaching standards, and core behavioral competencies. Teachers are asked to rate their capability and priority for development on various teaching objectives. They also indicate which behavioral competencies they demonstrated. The results will guide teachers' performance and professional development goals.
The document summarizes a research project called CCC-M (Creating, Collaborating and Computing in Math) from 2013-2017 that aimed to enhance teachers' capacity to integrate technology into math teaching and improve student success. It involved collaboration between a university and school board. Key aspects included teacher professional development, communities of practice, lesson study, and using student data to evaluate progress. The project engaged teachers in hands-on technology training and video reflection of lessons to develop skills in areas like formative assessment and problem solving.
This document outlines the timeline, physical outputs, resources, and technical working committees for various programs and projects with the strategic goals of:
1) Decreasing the simple drop-out rate by 1.9% by 2028 through remedial reading programs and partnership with ISAT-U Miagao Campus.
2) Maintaining the number of graduates enrolled in Grade 1 five years ago through the "Miscellaneous Mo, Sagot Ko" program providing free school supplies.
3) Increasing the percentage of learners attaining nearly proficient English and numeracy levels in key stage 2 through parenting training programs in partnership with alumni.
4) Improving the percentage of Grade 12 learners attaining
1) The document outlines the Homeroom Guidance Action Plan for the City of Balanga National High School for SY 2022-2023. The plan aims to implement homeroom guidance as part of the school's guidance and counseling program to promote the holistic development of students.
2) Key aspects of the plan include formulating homeroom guidance objectives and activities, orienting teachers and stakeholders, monitoring implementation, and evaluating the program's effectiveness. Activities will be carried out during pre-implementation, implementation, and post-implementation stages throughout the school year.
3) Expected outcomes include familiarizing teachers and students with homeroom guidance, fully implementing the guidance curriculum, improving teaching competence, and modifying
1) The document outlines a professional development plan for teachers at Booker Junior High/High School to improve their technology skills and integration of technology into lessons.
2) The plan includes an initial needs assessment where teachers evaluate their skills with various programs. It also includes individualized, small group, and online training throughout the year.
3) Progress will be evaluated through lesson plans, observations, student performance on assessments, and teachers re-evaluating their skills at the end of each semester. The overall goal is to help teachers become proficient in using available technology.
This document outlines an IPCRF development plan with the following elements:
1. Strengths, development needs, learning objectives, and an action plan are identified for improving functional competencies related to teaching strategies, use of language, and community engagement.
2. A focus on being results-oriented is identified as a development need under core behavioral competencies. An action plan to participate in team-building activities and set clear goals is outlined.
3. A timeline from August 2022 to July 2023 and resources needed including speakers, supervisors, and colleagues are specified to support implementing the plans.
Copy of Copy of Template to Download_ Copy of Orientation on the Pilot Implem...EricElloremo2
This document provides information about an orientation for the pilot implementation of the Induction Program for Beginning Teachers (IPBT) or Enhanced Teacher Induction Program. It outlines the roles and responsibilities of different organizations in implementing the program from the national to regional to division levels. It also describes the timeline and requirements for beginning teachers to complete the IPBT over three years, including completing coursebooks, assessments, and portfolio requirements with mentor guidance.
This document provides an orientation on the pilot implementation of the Induction Program for Beginning Teachers (Enhanced Teacher Induction Program) for the school year 2021-2022. It outlines the procedures, roles, and responsibilities of different stakeholders involved in the program from the national, regional, division, and school levels. The program aims to provide guidance to beginning teachers through mentoring, completion of coursebooks, and other support activities over the first three years of teaching.
This document provides an orientation on the pilot implementation of the Induction Program for Beginning Teachers (IPBT), also known as the Enhanced Teacher Induction Program. It outlines the procedures, timelines, roles and responsibilities for rolling out the program from the national, regional, division and school levels. Key aspects of the program include mentoring beginning teachers through coursebooks and modules, monitoring their progress, and issuing certificates upon completion of requirements for each year of the three-year program.
This document provides details of a 5-day Mid-Year In-Service Training program for teachers at Quirico G. Manzano Memorial National High School. The program aims to cover 7 domains of the Philippine Professional Standards for Teachers, with topics including the RPMS process, research and innovation, teaching strategies, technology in education, differentiated instruction, mental health issues, and financial literacy. The program will be delivered face-to-face and include presentations, activities, and assessments to evaluate teacher learning and develop outputs like lesson plans.
From Bato National High School, Division of Davao del Sur, here is a presentation on the attachments in the IPCR for SY 2023-2024 for the easy tracking of TeacherI-III, presented by Nahara A. Gallogo, Master Teacher I
Under the SESDP Component 2, ICT4E developments have been achieved in collaboration with MOES. Key developments include:
1) Defining ICT4E in both global and Lao contexts to identify how it can be operationalized within MOES implementing units.
2) Integrating ICT into the pre-service teacher training curriculum through the STEP program and in-service trainings to improve instructional quality.
3) Developing a conceptual framework to guide the design, implementation, and monitoring of ICT4E initiatives with the goal of increasing student learning outcomes.
This document outlines the School Monitoring and Evaluation Adjustment (SMEA) Plan for Don Quirino Sulit Elementary School for the 2022-2023 school year. The plan includes 5 programs that involve gathering and evaluating results from programs and activities, reporting these results quarterly to stakeholders through meetings and other channels, disseminating reports on adjustments to the SMEA, and reporting midyear and end-of-year performance results from assessments. The goal is to monitor and evaluate the school's performance and adjust its plans accordingly through ongoing stakeholder collaboration and reporting.
This document summarizes a briefing meeting for the Teaching Teachers for the Future project at Griffith University. It includes an agenda for the meeting which covers an introduction to the project, its components and focus areas, key deliverables around research and evaluation, and plans for future actions. The project involves seconding educators to universities to help develop ICT curriculum and pedagogy in teacher education programs, with a focus on English and math. Evaluation will assess changes to curriculum and teachers' ICT capacity through surveys. The research component will include developing innovation plans, collecting case studies of significant changes, and registering research projects on the project network.
INSET-Enclosure No.8- PROGRAM DESIGN TEMPLATE.docxRoseLimaMagbanua
The document provides details of a proposed 5-day Mid-Year In-Service Training (INSET) for teachers at Caningay National High School. The training aims to familiarize teachers with the RPMS process, enhance awareness of key DepEd memoranda and programs, promote safe learning environments, and develop skills in areas like gender-responsive teaching and the use of technology. It includes a rationale, objectives, topics, schedule, and monitoring plan. The training will cover 7 domains of the Philippine Professional Standards for Teachers through various lectures, activities and assessments.
The document outlines the pilot implementation of the Enhanced IPBT (Instructional Peer-Based Training) program for beginning teachers in the Department of Education. It details that (1) lists of beginning teachers with 1-3 years of experience will be established and mentors identified, (2) orientations will be conducted for implementers, school heads, mentors and beginning teachers from June to July 2022, and (3) the program will be implemented starting June 2022 with progress monitoring and data gathering.
Continuous professional development for secondary education teachers to adopt...Up2Universe
This document outlines a continuous professional development (CPD) program for secondary education teachers to help them adopt next-generation digital learning platforms. The CPD program was implemented across eight European countries as part of the Up2University project. The three module CPD program aimed to empower teachers to integrate student-centered teaching methods and technology. Initial results from Greece found that teachers found the first module helpful and applicable to their teaching, and would recommend it to others. The conclusions note that large-scale CPDs require a flexible approach when implemented across multiple countries.
E learning at eggs 2011 week two presentationClaire Amos
1. The document outlines an e-learning plan for EGGS in 2011, with the goals of improving student engagement and learning relationships through integrating ICT strategies.
2. Teachers will develop e-learning action plans using an inquiry process to identify strategies like Moodle, Google Sites, and Mahara to meet student learning outcomes.
3. Progress and challenges will be shared online through blogs and wikis to inform colleagues of e-learning opportunities.
This study aimed to explore the implementation of the 2013 curriculum in vocational schools, Banten in terms of the readiness and quality of the learning tools that have been prepared. A total of 957 respondents from 2017 to 2018, consisting of four cities and three districts in Banten Province were involved in the training and mentoring program, namely vocational teachers and vice-principals in the curriculum field. Data were collected using questionnaire sheets, FGD notes, and observation check dates. The data obtained are analyzed and interpreted based on the specified categories. The results showed that: 1) Teacher readiness for learning tools in the components a) Core Competencies (CC) and Basic Competencies (BC) analysis of 45.31%, b) Program mapping of 38.37%, learning plan preparation of 39.45% and c) Learning evaluation of 36.78%; 2) The quality of lesson plan (LP) the science lesson plan analysis instrument (SLPAI) based is divided into two groups. The category "Quality" in the instructional program and instructional plan aspects, and the category "Moderate" in the instructional media and assessment and others aspects; and 3) The difficulty of learning device components, including authentic assessment, use of methods, literacy approaches, and lesson planning. The implementation of training, mentoring, and supervision programs are adjusted to the experience of vocational teachers taking into account the teacher's involvement in the implementation of the curriculum, age, and school readiness.
The document provides instructions for teachers to complete a self-assessment tool as part of the Results-Based Performance Management System (RPMS) for the 2021-2022 school year. The self-assessment tool has three parts: demographic information, objectives related to teaching standards, and core behavioral competencies. Teachers are asked to rate their capability and priority for development on various teaching objectives. They also indicate which behavioral competencies they demonstrated. The results will guide teachers' performance and professional development goals.
The document summarizes a research project called CCC-M (Creating, Collaborating and Computing in Math) from 2013-2017 that aimed to enhance teachers' capacity to integrate technology into math teaching and improve student success. It involved collaboration between a university and school board. Key aspects included teacher professional development, communities of practice, lesson study, and using student data to evaluate progress. The project engaged teachers in hands-on technology training and video reflection of lessons to develop skills in areas like formative assessment and problem solving.
This document outlines the timeline, physical outputs, resources, and technical working committees for various programs and projects with the strategic goals of:
1) Decreasing the simple drop-out rate by 1.9% by 2028 through remedial reading programs and partnership with ISAT-U Miagao Campus.
2) Maintaining the number of graduates enrolled in Grade 1 five years ago through the "Miscellaneous Mo, Sagot Ko" program providing free school supplies.
3) Increasing the percentage of learners attaining nearly proficient English and numeracy levels in key stage 2 through parenting training programs in partnership with alumni.
4) Improving the percentage of Grade 12 learners attaining
1) The document outlines the Homeroom Guidance Action Plan for the City of Balanga National High School for SY 2022-2023. The plan aims to implement homeroom guidance as part of the school's guidance and counseling program to promote the holistic development of students.
2) Key aspects of the plan include formulating homeroom guidance objectives and activities, orienting teachers and stakeholders, monitoring implementation, and evaluating the program's effectiveness. Activities will be carried out during pre-implementation, implementation, and post-implementation stages throughout the school year.
3) Expected outcomes include familiarizing teachers and students with homeroom guidance, fully implementing the guidance curriculum, improving teaching competence, and modifying
1) The document outlines a professional development plan for teachers at Booker Junior High/High School to improve their technology skills and integration of technology into lessons.
2) The plan includes an initial needs assessment where teachers evaluate their skills with various programs. It also includes individualized, small group, and online training throughout the year.
3) Progress will be evaluated through lesson plans, observations, student performance on assessments, and teachers re-evaluating their skills at the end of each semester. The overall goal is to help teachers become proficient in using available technology.
This document outlines an IPCRF development plan with the following elements:
1. Strengths, development needs, learning objectives, and an action plan are identified for improving functional competencies related to teaching strategies, use of language, and community engagement.
2. A focus on being results-oriented is identified as a development need under core behavioral competencies. An action plan to participate in team-building activities and set clear goals is outlined.
3. A timeline from August 2022 to July 2023 and resources needed including speakers, supervisors, and colleagues are specified to support implementing the plans.
Project-based learning (PBL) is a student-centered pedagogical approach that utilizes real-world projects to help students gain knowledge and skills. It acknowledges that learning occurs through social activities and experiences. PBL provides opportunities for students to develop skills like collaboration, problem-solving, and digital literacy that are important for succeeding in a world of increasing complexity and technology. By engaging in flexible learning activities involving research and interaction, PBL helps prepare students to be lifelong learners and globally competitive in the 21st century. The document then provides examples of online tools and virtual classrooms that can support PBL approaches in the classroom.
Project-based learning (PBL) is an instructional approach that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks. PBL references theories that support experiential and hands-on learning. It provides opportunities for students to gain skills like collaboration, critical thinking, and problem solving that prepare them for further education and careers in a changing world. The document provides examples of technology tools that can support PBL approaches in the classroom by facilitating research, collaboration, and assessment of student work.
A computer system consists of hardware, software, and peopleware working together. Hardware refers to the physical components of the computer such as the system unit, keyboard, mouse, and monitor. The system unit houses the central processing unit (CPU), memory, ports, and power supply. Software includes operating systems, applications, and programming languages. There are different categories of computers including mainframes, minicomputers, and microcomputers. Computer networks connect multiple computers so they can share resources, files, and peripheral devices.
Dengue prevention control ro7 presentationbenchhood
This document provides regional data on dengue cases and prevention efforts in Central Visayas, Philippines. It reports dengue incidence data from 2012 and 2013, including the number of cases and deaths in each division. The primary vector of dengue virus, Aedes aegypti, is described in detail, including its life cycle, morphology, breeding habits, and role in epidemics. The document outlines a plan for regional larvicide drives using temephos to target and eliminate Aedes aegypti larvae in water containers, with the goal of reducing dengue transmission.
This document provides a lesson on using functions in Excel formulas to simplify calculations. It introduces common functions like SUM, AVERAGE, MAX, and MIN. It explains how to use these functions to add up ranges, find averages, and locate the largest or smallest value in a range. The document also discusses displaying and printing formulas, and troubleshooting common error values like #REF! and #NAME? that may occur in formulas.
This document provides instructions for creating a PowerPoint presentation. It discusses getting familiar with the PowerPoint workspace, adding and formatting text on slides, inserting pictures and other elements, choosing and applying themes, and preparing a presentation for delivery. The final sections cover previewing the presentation, checking for spelling errors, collecting comments from reviewers, and printing handouts for audience members. The overall purpose is to guide users through the basic steps of assembling and refining their first PowerPoint presentation.
02 microsoft office word 2007 (bullets and numbering)benchhood
The document discusses creating and formatting lists in Microsoft Word 2007. It describes how to create single-level and multi-level lists using bullets and numbers. It provides instructions for changing list styles, formatting bullets and numbers separately from text, working with paragraphs in lists, and pasting lists. The document also explains that list levels are determined by indentation, not physical spacing from the margin.
This document discusses different types of printers and how to install local and network printers. It covers inkjet, laser, thermal, and impact printers. For local USB or wireless printers, Windows will usually detect them automatically, but older models may require manual installation. For network printers, you can either share a printer connected to one computer or connect the printer directly to the network as a standalone device. The installation process involves adding the printer in Devices and Printers and selecting whether it's a local, shared, or network printer.
This document provides instructions for customizing charts in Microsoft Excel 2007. It describes how to change the style and colors of a chart, format titles and individual columns, and add the chart to a PowerPoint presentation. The steps outlined include selecting a chart style to change colors, using themes to apply different color schemes, formatting titles by changing text fill or font, adding effects like shadows to columns, and copying the chart into a PowerPoint slide. The goal is to give the chart a more polished, professional design suitable for presentations.
02 microsoft office word 2007 (bullets and numbering)benchhood
This document discusses creating and formatting lists in Microsoft Word 2007. It covers creating simple and multilevel lists using bullets and numbers. It also describes how to change list formatting, such as switching between bullets and numbers, modifying bullet styles, and adjusting list indentation. The document provides instructions for tasks like adding paragraphs within list items and combining lists when pasting.
This document provides a lesson on using functions in Excel formulas to simplify calculations. It introduces common functions like SUM, AVERAGE, MAX, and MIN. It explains how to use these functions to add up ranges, find averages, and locate the largest or smallest value in a range. The document also discusses displaying and hiding formulas, and troubleshooting common error values like #REF! and #NAME? that may occur in formulas.
1. Republic of the Philippines
Department of Education
Region VII, Central Visayas
COGON HIGH SCHOOL EVENING CLASS
San Jose St., Cogon District, Tagbilaran City
PEER COACHING PROGRAM
Orientation Of Mentees
January 22, 2013
2. Goal Statement
Coaching is increasingly being recognized as
important in development.
It is acknowledged by many in the field of education
in response to the basic training in integrating
technology to become active and effective in
teaching.
3. Goal Statement
This will be resulting to an individual plan for
professional development on different learning areas
using 21st century skills.
On this regard, accomplishment would rather be
achieved thru working hand in hand, cooperative and
collaborative to become proficient Global Filipino
Teachers.
4. Goal Statement
Cogon High School Evening Class is a model night
high school with an upgraded physical facilities and
compe-tent teachers producing morally
upright, skillful citizens and servant leaders of the
community.
Aims to provide quality education and life skills to
self-employed and working students with emphasis
in values formation through a
curriculum, academically skillful teachers, and
supportive stakeholders.
5. Goal Statement
This program focus on enhancement, development
and progression enable to adapt change where
incapacity in using modern technique become more
functional and useful especially in their performance
based activities inside and out of the classroom as well
as for the students to acquire the consistent and
essential information that promotes higher order
thinking skills through the use of ICT tools.
6. Goal Statement
Students from Grade 7 and second to fourth year
level will fully develop their participation, functionality
by doing projects using ICT-integration known as
Project Based Learning in order for them to accept a
new challenge, a journey to live life to the fullest as
responsible citizen with the help of the stakeholders
of the community.
7. Goal Statement
The realization of this program will starts on January
up to July 2013 after the planning and final
communication to the higher authority. One month
will be given to coaches (Proficient GFT Teachers)
for the preparation for training and the rest of the
period will be utilize for the operation.
8. Goal Statement
Online collaboration/communication thru Facebook
group or other means of communication after class
hours or during vacant periods for inquiries and
follow-ups will be observe. This will be scheduled
every Saturday from 8:00 to 11:00 and o’clock
(depending on the availability of the teachers
involved. Since Cogon High School is an evening
class the schedule will not be interrupted.
9. Measuring Progress
In monitoring and supervising for the progress of
the program, all the trainees must be check for the
availa-bility of their time in attending the peer
coaching session parting about the ICT-integration.
10. Measuring Progress
So that everybody will completely learn the new ICT
tools on how to apply in every subject taught. The
Project Base Learning implementation with the
involvement in the community and other
collaborative and cooperative strategies in their
projects both the teachers and students and the
stakeholders will be taken.
11. Measuring Progress
Call a special meeting for the initial reports to be presented by
the documentation of the activities intact in CD’s or USB. Hard
copies of ICT-integrated learning activities be measured on
21st century and presented in a portfolio type. On the other
hand, Soft copy will be will be uploaded at a PIL site to be
shared to other teachers in the neighboring areas and the rest
of the Department of Education, Tagbilaran City Schools
Division hopefully.
12. Measuring Progress
As regular monitoring is concern, proper coordination of the
principal/school head must be always connected so that follow-
ups will be directly incapacitated in every second and an hour.
To stay away from any trouble/problems make sure that the
action taken must be permitted from the Schools Division
Superintendent as legal bases or an agreement for any
presentation they made outside and inside the premises of the
school enable to look into the progress of the program.
13. Time Schedule:
Every Saturday from 8:00 to 11:00 o’clock
(depending on the availability of the teachers
involved. Since Cogon High School is an evening
class the schedule will not be interrupted. Online
collaboration/communication thru Facebook group
or other means of communication after class hours
or during vacant periods for inquiries and follow-ups.
14. Time Schedule:
In the month of April and May changes will be
observe due to the starting of enrolment and in that
case maybe the schedule will be from Mondays to
Fridays.
15. Our norms are:
•Be professional, be time conscious.
•A thorough coaching on ICT tools shouldn’t missed
up
•Mentees there always. immediately the
so be should inform
trainers/coaches
for any hindrance/obstacles so that special
mentoring
•Proper coordination with the SDS and School
Principal given.
will be
in all activities must be open always.
•All necessary programs and high speed internet
connec-
tion are available for online sessions and that you
have
set up your own personal account.
16. Our norms are:
•Check all the paraphernalia's before submitting the
required materials/output (flash drive or written
outputs)
•Back-ups or copy of all files must be ready.
•Strictly submit the outputs in time.
•ICT integration should be emphasized.
•For Face to Face sessions be sure to log-in
the attendance sheet.
17. PEER COACHING TRAINING PROGRAM
Period No. Activity Persons Requirements
of Involved
Days
January
List of Mentees
11-12, Peer Coaching Training GFT Coach and
in the
2013 2 Workshop of Coaches and the GFT
respective
Mentors Mentors
schools.
Orientation of Mentor about GFT Mentors
January Mentors’
1 the program with their three and the three
19, 2013 Journal
mentees. (3) Mentees
Coaching session of the Mentor GFT Mentors Report on
January
1 and the Mentees on Module 1 and the three Progress of the
26, 2013
of the GFT Program. (3) Mentees Mentoring.
18. PEER COACHING TRAINING PROGRAM
Coaching session of the
GFT Mentors Report on
February Mentor and the Mentees on
1 and the three Progress of the
2, 2013 Module 2 of the GFT
(3) Mentees Mentoring.
Program.
Identifying 2 topics for the
Learning
next session, Planning how to
February The Three (3) Activity/Check
1 integrate ICT in the topic,
9, 201h Mentees Lists/ Lesson
Design a Lesson Plan and
Plan
materials.
February
11-22,
2013 Teaching the subject matter Students
The Three (3)
10 where ICT is being integrated. outputs/portfol
Mentees
Collective students output. io
19. PEER COACHING TRAINING PROGRAM
March GFT Mentor Teacher and
Evaluation, Submission of
1- 2 and the Three students
ICT Integration evidences
2, 2013 (3) Mentees Portfolio
Teachers and
Students
March GFT Mentor
Submission of teachers and Portfolio,
8-9, 2 and GFT
students portfolio Mentors’
2013 Coach
journal and
reports
GFT Peer
March
Coach,
11-14, 4 Selection period All outputs
Mentors and
2013
CBE
20. The immediate goal of this is to enable teachers to
use the accompanying lessons and challenges as
scaffolds in con-ducting successful ICT-based
lessons.
There are 2 modules which will able you to learn on
this training. Tools that will guide you in integrating
technology in your classroom then the rest of the
modules will be given to you by the next training
schedule.
21. Period No. Activity Persons Requirements
of Involved
Days
January
List of Mentees
11-12, Peer Coaching Training GFT Coach and
in the
2013 2 Workshop of Coaches and the GFT
respective
Mentors Mentors
schools.
Orientation of Mentor about GFT Mentors
January Mentors’
1 the program with their three and the three
19, 2013 Journal
mentees. (3) Mentees
Coaching session of the Mentor GFT Mentors Report on
January
1 and the Mentees on Module 1 and the three Progress of the
26, 2013
of the GFT Program. (3) Mentees Mentoring.
22. Coaching session of the
GFT Mentors Report on
February Mentor and the Mentees on
1 and the three Progress of the
2, 2013 Module 2 of the GFT
(3) Mentees Mentoring.
Program.
Identifying 2 topics for the
Learning
next session, Planning how to
February The Three (3) Activity/Check
1 integrate ICT in the topic,
9, 201h Mentees Lists/ Lesson
Design a Lesson Plan and
Plan
materials.
February
11-22,
2013 Teaching the subject matter Students
The Three (3)
10 where ICT is being integrated. outputs/portfol
Mentees
Collective students output. io
23. March GFT Mentor Teacher and
Evaluation, Submission of
1-2, 2 and the Three students
ICT Integration evidences
2013 (3) Mentees Portfolio
Teachers and
Students
March GFT Mentor
Submission of teachers and Portfolio,
8-9, 2 and GFT
students portfolio Mentors’
2013 Coach
journal and
reports
GFT Peer
March
Coach,
11-14, 4 Selection period All outputs
Mentors and
2013
CBE
24. March GFT Mentor Teacher and
Evaluation, Submission of
1-2, 2 and the Three students
ICT Integration evidences
2013 (3) Mentees Portfolio
Teachers and
Students
March GFT Mentor
Submission of teachers and Portfolio,
8-9, 2 and GFT
students portfolio Mentors’
2013 Coach
journal and
reports
GFT Peer
March
Coach,
11-14, 4 Selection period All outputs
Mentors and
2013
CBE
25. Complete the challenges especially the last
challenge. You are also required to submit
journals at the end of each day.
We sincerely hope that you continue to advance
the use of technology in our schools by creating
communities of learning through peer mentoring
and using this program as your guide.
THANK YOU & GOOD LUCK!!!