This document outlines the RPMS (Results-Based Performance Management System) cycle used to evaluate teachers in the Philippines. It describes the four phases: (1) Performance Planning and Commitment where teachers create development plans; (2) Performance Monitoring and Coaching where teachers receive ongoing feedback; (3) Performance Review and Evaluation where teachers are assessed and given final ratings; and (4) Performance Rewarding and Development Planning where new goals are set. Principals and department heads act as raters, evaluating teacher portfolios and providing coaching throughout the process to help teachers improve.
The document discusses monitoring and evaluating learner progress and achievement using learner attainment data. It defines monitoring as the continuous use of data to track learner progress through various forms, while evaluation refers to the periodic use of assessments to judge learner achievement. Learner attainment data comprises the evidence and results from various assessments used to monitor and evaluate progress. The document provides examples of tools that can be used like progress charts, portfolios, checklists and rubrics to more effectively track learner performance. It describes how portfolios in particular can provide holistic evaluations of learners' work and be used for self-reflection.
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
DepEd MEMORANDUM No. 008 , S. 2023.pptxBryllRegidor1
This DepEd memorandum provides multi-year guidelines for evaluating teachers' performance using the Results-Based Performance Management System aligned with the Philippine Professional Standards for Teachers (RPMS-PPST) over three school years from 2022-2025. The RPMS cycle will include classroom observations, evaluations on indicators divided across the school years, and use different tools for teachers at various stages of their career. The memorandum outlines the implementation process, including scheduling observations, conducting online or alternative assessments as needed, and using evaluations to determine compensation and guide professional development.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
List of prioritized topics for school based leanrning action cell (slac0lormieabrao
The document lists 18 topics prioritized for the School-Based Learning Action Cell (SLAC) for the 2021-2022 school year at Cresencio S. Lago National High School in Surigao del Sur, Philippines. The topics include using ICT to create video lessons and interactive materials, designing test questions and performance tasks, providing formative feedback, innovation strategies for struggling learners, and workshops on using online platforms and making computer-aided instructional materials. Target dates for conducting sessions on the topics are to be determined.
This document is a mid-year review form for teacher Jefferson B. Torres. It evaluates his performance over the rating period based on key result areas (KRAs) like content knowledge and pedagogy, learning environment and diversity of learners, and curriculum and planning. Each KRA has objectives with timelines, weights, means of verification, and ratings. The form contains the ratings and remarks from both the ratee (Mr. Torres) and rater (Principal Luisito de Guzman). It will be used to assess Mr. Torres' performance at the mid-year point and identify any areas for improvement in the second half of the rating period.
Department of Education (Philippines) School Governing Council (SGC) Orientation and Conference. SGC Legal Basis, Roles, Duties and Responsibilities and Functions. Basic Concepts of the SGC: Shared Accountability, Shared Commitment, and Shared Responsibility.
SGC Stakeholders: Internal and External Stakeholders
This document outlines the RPMS (Results-Based Performance Management System) cycle used to evaluate teachers in the Philippines. It describes the four phases: (1) Performance Planning and Commitment where teachers create development plans; (2) Performance Monitoring and Coaching where teachers receive ongoing feedback; (3) Performance Review and Evaluation where teachers are assessed and given final ratings; and (4) Performance Rewarding and Development Planning where new goals are set. Principals and department heads act as raters, evaluating teacher portfolios and providing coaching throughout the process to help teachers improve.
The document discusses monitoring and evaluating learner progress and achievement using learner attainment data. It defines monitoring as the continuous use of data to track learner progress through various forms, while evaluation refers to the periodic use of assessments to judge learner achievement. Learner attainment data comprises the evidence and results from various assessments used to monitor and evaluate progress. The document provides examples of tools that can be used like progress charts, portfolios, checklists and rubrics to more effectively track learner performance. It describes how portfolios in particular can provide holistic evaluations of learners' work and be used for self-reflection.
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
DepEd MEMORANDUM No. 008 , S. 2023.pptxBryllRegidor1
This DepEd memorandum provides multi-year guidelines for evaluating teachers' performance using the Results-Based Performance Management System aligned with the Philippine Professional Standards for Teachers (RPMS-PPST) over three school years from 2022-2025. The RPMS cycle will include classroom observations, evaluations on indicators divided across the school years, and use different tools for teachers at various stages of their career. The memorandum outlines the implementation process, including scheduling observations, conducting online or alternative assessments as needed, and using evaluations to determine compensation and guide professional development.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
List of prioritized topics for school based leanrning action cell (slac0lormieabrao
The document lists 18 topics prioritized for the School-Based Learning Action Cell (SLAC) for the 2021-2022 school year at Cresencio S. Lago National High School in Surigao del Sur, Philippines. The topics include using ICT to create video lessons and interactive materials, designing test questions and performance tasks, providing formative feedback, innovation strategies for struggling learners, and workshops on using online platforms and making computer-aided instructional materials. Target dates for conducting sessions on the topics are to be determined.
This document is a mid-year review form for teacher Jefferson B. Torres. It evaluates his performance over the rating period based on key result areas (KRAs) like content knowledge and pedagogy, learning environment and diversity of learners, and curriculum and planning. Each KRA has objectives with timelines, weights, means of verification, and ratings. The form contains the ratings and remarks from both the ratee (Mr. Torres) and rater (Principal Luisito de Guzman). It will be used to assess Mr. Torres' performance at the mid-year point and identify any areas for improvement in the second half of the rating period.
Department of Education (Philippines) School Governing Council (SGC) Orientation and Conference. SGC Legal Basis, Roles, Duties and Responsibilities and Functions. Basic Concepts of the SGC: Shared Accountability, Shared Commitment, and Shared Responsibility.
SGC Stakeholders: Internal and External Stakeholders
The document outlines an action plan for implementing a National Learning Camp at Tukuran Central Elementary School. It details the following key tasks and timeline:
1) A preparatory phase from July 3-7 involving creating a task force, orienting stakeholders, and assessing learners' needs.
2) Advocacy campaigns throughout July to promote the learning camp.
3) Teacher training from July 13-15 to enhance instructional practices.
4) Implementing the 3-5 week camp from July 17-August 25, including monitoring, activities, and stakeholder engagement.
5) Evaluating and reflecting on the camp from August 11-24 to establish best practices.
The document summarizes the development and key features of the Philippine Professional Standards for Teachers (PPST). It discusses how the PPST was developed through extensive consultation, validation studies, and focus group workshops involving over 10,000 educators. The PPST establishes clear expectations for teachers across four career stages and provides the framework for teacher quality in the Philippines. It covers seven domains related to content knowledge, learning environment, diversity of learners, curriculum, assessment, community engagement, and professional development.
INDIVIDUAL LEARNING MONITORING PLAN 1.docxLaarniApawan1
The document contains individual learning monitoring plans for two learners, Bryan Austine Pangan and Rea C. Gammad, in Grade 6. It outlines their needs in English, intervention strategies provided by their teacher such as online reading sessions and activity sheets, monitoring dates, and assessment of progress. The plans are noted by the school principal and prepared by an adviser to track and support the learners' English skills development through a modular learning modality.
The document outlines guidelines and processes for providing technical assistance to schools. It describes technical assistance as a process aimed at professional help and guidance for improvement. The objectives are to describe technical assistance, analyze processes for providing it, demonstrate readiness in applying guidelines, and appreciate adherence to standards. The technical assistance mechanism involves assessing needs, planning, implementation, monitoring, evaluation, and adjustment. Key steps include organizing provider teams, assessing school needs, designing plans relevant to recipients, implementing plans, and verifying the process with documents. Crucial technical assistance areas for strengthening school-based management are also listed.
The document discusses techniques for conducting item analysis to improve test items and instruction. It defines item analysis as a process that examines student responses to individual test items to assess item quality and identify areas for improvement. Item analysis provides valuable information for revising weak items, emphasizing areas of content students struggle with, and gaining insight into student understanding. The document outlines key item analysis statistics like difficulty, discrimination, and reliability, which measure item and test quality. It also describes the typical steps to performing item analysis, including calculating statistics, evaluating items, and revising tests.
- The document outlines guidelines for the Department of Education's National Learning Camp (NLC) program, which aims to support learning recovery through voluntary summer programs.
- The NLC includes Enhancement Camps for advanced learners, Consolidation Camps to reinforce skills, and Intervention Camps for students struggling with literacy and numeracy. It will start with Grades 7-8 and expand over time.
- Teachers will receive training and collaborative support. Assessment will be used for placement and to measure learning gains. The guidelines cover implementation structures, roles, and incentives to support the NLC goals of improving outcomes and strengthening teaching capacity.
This document provides instructions for administering reading assessments for grades 1 through 3. It outlines which subtests to administer based on the number of letters, words or sentences read correctly. Notes indicate that total scores and reading profiles are automated, to review for errors, and to add details about the child's state or reading behaviors in the remarks column.
This document provides guidance for a mid-year in-service training for school heads and teachers in Cadiz City, Philippines. It discusses the importance of Learning Action Cells (LACs) as stipulated in Department of Education Order 35, and provides instructions for participants to: design a template for an LAC plan based on assessed needs; discuss policy statements; classify topics for LAC sessions; identify participant roles; design concept maps for implementation processes and evaluation tools. The training aims to improve teaching and learning through collaborative learning sessions where teachers solve shared challenges in groups facilitated by LAC leaders.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
This document outlines the School Monitoring, Evaluation and Adjustment (SMEA) Plan for the 2021-2022 school year for a school in Mabalacat City, Pampanga. It details the plan across four domains: 1) Leading Strategically, 2) Managing School Operations and Resources, 3) Focusing on Teaching and Learning, and 4) Developing Self and Others. For each domain, it lists the objectives, major outputs, suggested activities, performance indicators, and timeline. The plan aims to monitor progress, evaluate outcomes, and make adjustments to ensure the school's strategic plans and operations align with its vision and support improved teaching, learning, and performance.
Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Yea
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
The document describes a Teacher Induction Program implemented in Tagbina District II, Surigao del Sur, Philippines in 2012. The program was designed to enhance the competence of new teachers through lectures, self-assessments, reflections and evaluations. It strengthened their values, commitment and dedication according to national teaching standards. The program was led by District In-Charge Wilma Premarion and involved district administrators, master teachers and other teachers as facilitators. Thirty-seven new teachers completed the program and received certificates of completion. The program was one of only two districts in Surigao del Sur to hold a completion ceremony for their induction program that year.
This document outlines 25 performance indicators used to evaluate and report on the status of education systems. The indicators measure factors like enrollment rates, promotion and graduation rates, repetition and dropout rates, literacy rates, and student-teacher ratios. They are tools that identify how close or far education systems are from objectives, problematic situations, and meeting policy concerns by comparing values to standards.
1. The document is an accomplishment report from the Division of City Schools of San Carlos City, Pangasinan for the months of June and July 2016. It outlines key result areas, strategies, success indicators, timelines and those responsible for quality management, assessment, technical assistance to schools and ICT literacy training.
2. Activities included monitoring school implementation of programs like Brigada Eskwela and Oplan Balik Eskwela, organizing task forces for national and regional assessments, preparing lists of room examiners, and conducting an ICT literacy training workshop.
3. The report provides details on orientations held, exams administered, criteria developed and budgets allocated to complete monitoring and evaluation activities over
The document contains class schedules for various sections of Grade 1 and Grade 2 students at San Francisco Elementary School for the 2013-2014 school year. Each section schedule outlines the time allotted, learning areas covered, and teachers. The schedules show that classes run for 6-7 hours daily and include subjects like English, Math, Filipino, Araling Panlipunan, MAPEH, and recess. Remedial instruction is also provided for 90 minutes each day. The schedules were submitted by teachers and approved by the school principal and district supervisor.
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
- The document outlines the Department of Education's "Matatag" agenda to implement a National Learning Camp (NLC) program to support learning recovery among students in public schools in the Philippines.
- The NLC will be a voluntary 3-5 week program held during the summer break aimed at improving student learning outcomes and strengthening teacher competence through collaborative training.
- Students will be placed into Enhancement, Consolidation, or Intervention camps based on pre-assessments. The camps will focus on different skills and subject areas depending on student needs.
- Teachers will undergo training and participate in collaborative sessions to enhance their teaching practices and support students. Assessments will be conducted before, during
The document outlines the orientation for the implementation of the National Learning Camp (NLC). It discusses the background and rationale for the NLC, which aims to address learning loss due to the pandemic through voluntary summer learning programs. The orientation covers general guidelines such as the scope, definitions, aims and policies of the NLC. It also discusses the learning focus, class schedules, teacher training and support provided. The NLC will have enhancement, consolidation and intervention camps targeting different learner needs in a 3-5 week program to benefit students nationwide.
The document outlines an action plan for implementing a National Learning Camp at Tukuran Central Elementary School. It details the following key tasks and timeline:
1) A preparatory phase from July 3-7 involving creating a task force, orienting stakeholders, and assessing learners' needs.
2) Advocacy campaigns throughout July to promote the learning camp.
3) Teacher training from July 13-15 to enhance instructional practices.
4) Implementing the 3-5 week camp from July 17-August 25, including monitoring, activities, and stakeholder engagement.
5) Evaluating and reflecting on the camp from August 11-24 to establish best practices.
The document summarizes the development and key features of the Philippine Professional Standards for Teachers (PPST). It discusses how the PPST was developed through extensive consultation, validation studies, and focus group workshops involving over 10,000 educators. The PPST establishes clear expectations for teachers across four career stages and provides the framework for teacher quality in the Philippines. It covers seven domains related to content knowledge, learning environment, diversity of learners, curriculum, assessment, community engagement, and professional development.
INDIVIDUAL LEARNING MONITORING PLAN 1.docxLaarniApawan1
The document contains individual learning monitoring plans for two learners, Bryan Austine Pangan and Rea C. Gammad, in Grade 6. It outlines their needs in English, intervention strategies provided by their teacher such as online reading sessions and activity sheets, monitoring dates, and assessment of progress. The plans are noted by the school principal and prepared by an adviser to track and support the learners' English skills development through a modular learning modality.
The document outlines guidelines and processes for providing technical assistance to schools. It describes technical assistance as a process aimed at professional help and guidance for improvement. The objectives are to describe technical assistance, analyze processes for providing it, demonstrate readiness in applying guidelines, and appreciate adherence to standards. The technical assistance mechanism involves assessing needs, planning, implementation, monitoring, evaluation, and adjustment. Key steps include organizing provider teams, assessing school needs, designing plans relevant to recipients, implementing plans, and verifying the process with documents. Crucial technical assistance areas for strengthening school-based management are also listed.
The document discusses techniques for conducting item analysis to improve test items and instruction. It defines item analysis as a process that examines student responses to individual test items to assess item quality and identify areas for improvement. Item analysis provides valuable information for revising weak items, emphasizing areas of content students struggle with, and gaining insight into student understanding. The document outlines key item analysis statistics like difficulty, discrimination, and reliability, which measure item and test quality. It also describes the typical steps to performing item analysis, including calculating statistics, evaluating items, and revising tests.
- The document outlines guidelines for the Department of Education's National Learning Camp (NLC) program, which aims to support learning recovery through voluntary summer programs.
- The NLC includes Enhancement Camps for advanced learners, Consolidation Camps to reinforce skills, and Intervention Camps for students struggling with literacy and numeracy. It will start with Grades 7-8 and expand over time.
- Teachers will receive training and collaborative support. Assessment will be used for placement and to measure learning gains. The guidelines cover implementation structures, roles, and incentives to support the NLC goals of improving outcomes and strengthening teaching capacity.
This document provides instructions for administering reading assessments for grades 1 through 3. It outlines which subtests to administer based on the number of letters, words or sentences read correctly. Notes indicate that total scores and reading profiles are automated, to review for errors, and to add details about the child's state or reading behaviors in the remarks column.
This document provides guidance for a mid-year in-service training for school heads and teachers in Cadiz City, Philippines. It discusses the importance of Learning Action Cells (LACs) as stipulated in Department of Education Order 35, and provides instructions for participants to: design a template for an LAC plan based on assessed needs; discuss policy statements; classify topics for LAC sessions; identify participant roles; design concept maps for implementation processes and evaluation tools. The training aims to improve teaching and learning through collaborative learning sessions where teachers solve shared challenges in groups facilitated by LAC leaders.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
This document outlines the School Monitoring, Evaluation and Adjustment (SMEA) Plan for the 2021-2022 school year for a school in Mabalacat City, Pampanga. It details the plan across four domains: 1) Leading Strategically, 2) Managing School Operations and Resources, 3) Focusing on Teaching and Learning, and 4) Developing Self and Others. For each domain, it lists the objectives, major outputs, suggested activities, performance indicators, and timeline. The plan aims to monitor progress, evaluate outcomes, and make adjustments to ensure the school's strategic plans and operations align with its vision and support improved teaching, learning, and performance.
Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Yea
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
The document describes a Teacher Induction Program implemented in Tagbina District II, Surigao del Sur, Philippines in 2012. The program was designed to enhance the competence of new teachers through lectures, self-assessments, reflections and evaluations. It strengthened their values, commitment and dedication according to national teaching standards. The program was led by District In-Charge Wilma Premarion and involved district administrators, master teachers and other teachers as facilitators. Thirty-seven new teachers completed the program and received certificates of completion. The program was one of only two districts in Surigao del Sur to hold a completion ceremony for their induction program that year.
This document outlines 25 performance indicators used to evaluate and report on the status of education systems. The indicators measure factors like enrollment rates, promotion and graduation rates, repetition and dropout rates, literacy rates, and student-teacher ratios. They are tools that identify how close or far education systems are from objectives, problematic situations, and meeting policy concerns by comparing values to standards.
1. The document is an accomplishment report from the Division of City Schools of San Carlos City, Pangasinan for the months of June and July 2016. It outlines key result areas, strategies, success indicators, timelines and those responsible for quality management, assessment, technical assistance to schools and ICT literacy training.
2. Activities included monitoring school implementation of programs like Brigada Eskwela and Oplan Balik Eskwela, organizing task forces for national and regional assessments, preparing lists of room examiners, and conducting an ICT literacy training workshop.
3. The report provides details on orientations held, exams administered, criteria developed and budgets allocated to complete monitoring and evaluation activities over
The document contains class schedules for various sections of Grade 1 and Grade 2 students at San Francisco Elementary School for the 2013-2014 school year. Each section schedule outlines the time allotted, learning areas covered, and teachers. The schedules show that classes run for 6-7 hours daily and include subjects like English, Math, Filipino, Araling Panlipunan, MAPEH, and recess. Remedial instruction is also provided for 90 minutes each day. The schedules were submitted by teachers and approved by the school principal and district supervisor.
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
- The document outlines the Department of Education's "Matatag" agenda to implement a National Learning Camp (NLC) program to support learning recovery among students in public schools in the Philippines.
- The NLC will be a voluntary 3-5 week program held during the summer break aimed at improving student learning outcomes and strengthening teacher competence through collaborative training.
- Students will be placed into Enhancement, Consolidation, or Intervention camps based on pre-assessments. The camps will focus on different skills and subject areas depending on student needs.
- Teachers will undergo training and participate in collaborative sessions to enhance their teaching practices and support students. Assessments will be conducted before, during
The document outlines the orientation for the implementation of the National Learning Camp (NLC). It discusses the background and rationale for the NLC, which aims to address learning loss due to the pandemic through voluntary summer learning programs. The orientation covers general guidelines such as the scope, definitions, aims and policies of the NLC. It also discusses the learning focus, class schedules, teacher training and support provided. The NLC will have enhancement, consolidation and intervention camps targeting different learner needs in a 3-5 week program to benefit students nationwide.
Final School learning Recovery Plan of Upper GabrielaGemmaviDulnuan2
This document outlines Villa Pascua E/S's Learning Recovery and Continuity Plan for SY 2022-2023. It discusses the following key points:
- The LRCP model is adapted from DepEd Region 2 and SDO Quirino's plans with priority areas of instruction/assessment, teacher training, and learning support materials.
- The plan's objectives include improving literacy/numeracy skills through various reading and math programs, enhancing teacher competencies, and developing contextualized learning resources.
- Other details covered include the school profile, curriculum/learning modalities, class programming, assessment, and guidelines on teacher workload for face-to-face classes.
- The overall goal is to
The document discusses localization and contextualization in teaching. It defines localization as adapting the curriculum to local conditions and relating content and teaching methods to the local environment. Contextualization means developing skills and knowledge in students by presenting new concepts in meaningful, real-life contexts. The K-12 curriculum allows schools to localize and contextualize lessons based on their educational and social contexts. Localization maximizes available materials and anchors teaching to learners' lives. It also encourages using local problems and strategies to address issues. Localization and contextualization can enrich all learning areas while respecting diversity.
The document provides a project initiative plan to improve literacy among grades 1-3 students at Sta. Maria Magdalena Elementary School. The plan involves implementing structured literacy instruction and a project called SMMES-GPP that includes tutorial sessions. Over the course of the school year, teachers will receive coaching on literacy strategies and assess student progress through regular evaluations. The goal is for all students to become instructional or independent readers.
National Learning Recovery Plan by ASec. G.H. Ambat.pptxvaldezjw
The LRCP is DepEd's three-year plan from 2022-2023 to address learning loss and continuity due to the pandemic. It prioritizes recovering lost learning, developing teachers, and student well-being. The plan aligns with international frameworks and focuses on health and safety, curriculum and resources, national reading and math programs, organizational development, stakeholder engagement, and financing. Schools will use various learning resources while regional and division offices will monitor and evaluate progress. The goal is to get all students back on track towards the objectives of the Basic Education Development Plan 2030.
The BE-LCRP of Roma Elementary School aims to address learning loss from the pandemic through remediation programs and ensure students' well-being. It will assess students to identify learning gaps, provide targeted instruction, and train teachers. The plan operationalizes a 3-phase approach from July 2022-2023 focusing on professional development, health/safety, and learning support. It outlines strategies for intervention, stakeholder engagement, and monitoring/evaluation to help students catch up academically while supporting their mental health.
The document discusses Project EASE, a program developed in the Philippines to address the problem of high dropout rates in public secondary schools. It aims to provide an alternative learning system using self-learning modules for students who cannot regularly attend classes due to socioeconomic factors like poverty, employment needs, and disabilities. The objectives of Project EASE are to improve the effectiveness of instructional delivery, extend secondary education to more out-of-school youth and adults, and develop a competency-based curriculum. To avail of the program, students must be referred by their class adviser and pass tests to assess their reading, writing and math abilities as well as coping skills.
The National Learning Camp (NLC) is part of the Department of Education's National Learning Recovery Program which aims to close learning gaps and help students attain learning standards. The NLC consists of enhancement camps, consolidation camps, and intervention camps designed based on student learning needs. Enhancement camps provide advanced students greater depth and complexity, consolidation camps provide practice and application of concepts, and intervention camps help students achieve foundational skills. The NLC utilizes various resources and assessments to place students in the appropriate camps and support teacher professional development.
The document outlines guidelines for National Learning Camp (NLC) programs in the Philippines, including Enhancement Camps, Intervention Camps, and Consolidation Camps. It describes the purpose, duration, grade levels, learning areas, and other details of each camp. It also discusses learner placement, teaching resources, assessment, orientation activities, capability building, and monitoring and evaluation of the NLC programs. The overall goal is to provide voluntary learning recovery programs during school breaks to benefit K-12 learners through enrichment, remediation, and consolidation of learning competencies.
The document provides guidelines for the implementation of the National Learning Camp (NLC) program in the Philippines. It outlines four types of camps - Enhancement Camp, Intervention Camp, Consolidation Camp, and Remedial Classes. It describes the purpose, duration, grade levels, learning areas, and other details for implementing each camp. It also discusses learner placement, teaching resources, assessment, orientation activities, and monitoring and evaluation of the NLC program.
The TPS 2015 Charter represents the school's strategic plan over the next year. It aims to [1] enable each learner to achieve success and potential, [2] provide a positive and inclusive learning environment, and [3] maintain a culturally responsive school that respects diversity. The charter outlines strategic goals in national standards achievement, teaching practices, vision and values, and meeting learner needs. It establishes annual targets and improvement plans focused on literacy, numeracy, learning support, and innovative pedagogy.
The document outlines the Learning Continuity Plan for Bactas Elementary School for SY 2021-2022. It provides an overview of the school profile, including enrollment numbers, number of teachers, facilities and resources. It analyzes class categories based on internet connectivity and tools available to teachers and learners. The plan details implementation strategies such as reviewing and enhancing the previous plan, capacity building for teachers, and preparation of self-learning modules and worksheets. The objectives, activities, timeline and responsibilities are outlined to ensure continued quality education amidst the challenges of the pandemic.
The document outlines Nabangka National High School's learning continuity plan for the 2021-2022 school year. Due to the ongoing COVID-19 pandemic, the school will continue implementing modular distance learning using printed modules. The plan discusses improved methods for module distribution and retrieval, scheduling of alternative work arrangements for teachers, and emphasizing student and teacher wellness through guidance programs. New approaches to subject cycling, class programming, assessment, and learning resources are also introduced to enhance the continuity of instruction while prioritizing safety.
The Balanti-an Elementary School Basic Education-Learning Continuity and Recovery Plan outlines strategies to address learning losses from the pandemic. It details (1) accomplishments from the previous school year including enrolment data and effective practices, (2) issues identified such as learning gaps and facility needs, and (3) the operational plan for the upcoming school year focusing on learning recovery, health and safety, teacher professional development, and stakeholder partnerships to support academic success. Monitoring and evaluation mechanisms are in place to track progress and make adjustments to the plan.
This document outlines the continuity plan for basic education at Safa Extension for the 2021-2022 school year. It provides details on the learner context including enrollment numbers, the teacher context with 14 teachers participating in training, and the school context regarding the curriculum, assessment schedule, and facilities. The community context notes the majority of students come from 4 barangays. Gaps and needs are identified along with preparation activities. Plans are outlined to ensure access, efficiency, governance, and quality of education with objectives, strategies, timelines, and resources. The school is committed to connecting learning to students' lives and maintaining a positive learning environment.
This document provides a summary of education programs and progress in the GSC South District for the third quarter of 2022. It reports on target outputs and indicators for various programs like basic education, support for schools and learners, and human resource development. It finds that most targets were met or exceeded, with high retention, completion and learning proficiency rates. It also outlines stories of impact, such as increased special education enrollment and the adoption of a reading program. Areas needing assistance are requested, such as additional teachers, funding and training to further support inclusive education.
2017 Universal Education District Contacts Meetingvthorvthor
The document discusses universal education and designing instruction to meet the needs of all students. It addresses teaching grade level standards, using universal design for learning principles, ensuring access to informational texts, and considering the instruction, curriculum, environment, and learner when planning universally designed education. Key aspects that were highlighted include aligning IEPs with grade level standards, assessing cognitive complexity, and defining inclusion according to Florida statute.
The Kingston City School District is proposing a restructuring that merges some administrative positions and expands support. Specifically:
- Two assistant superintendent positions will be merged into one new "Deputy Superintendent" position each for curriculum and business functions.
- Three director positions will be replaced with new assistant superintendent positions for humanities, STEM, and special education. Each will have additional director/assistant director support.
- This restructuring aims to better support teachers, principals, and students by streamlining some roles and increasing specialized academic support.
_GenSan TOT Sessions 1 Overview and General Guidelines copy.pptxBryanJuanichAnimo
The document outlines guidelines for DepEd's National Learning Camp (NLC) program, which aims to improve learner outcomes and strengthen teacher competence through summer learning camps. It will be implemented for Grades 7-8 in 2022-23, focusing on English, Science, and Math. The camps include Enhancement, Consolidation, and Intervention groups. Teachers will receive training through collaborative expertise sessions. The NLC aims to support learning recovery after disruptions to education from the pandemic.
Similar to National-Learning-Camp 2024 deped....pptx (20)
4. 0%
50%
SY 2017-2018
(ELLNA Grade 4)
27.07 %
Mathematics
17.57 %
Mathematics
36.37 %
English
13.0
45 %
Mathematics
Low proportion of students at the end of primary achieving at least a minimum proficiency
level (Early Language, Literacy, Numeracy Assessment, and National Assessment Tests)
100%
56.03 %
English
17.69 %
English
SY 2017-2018
(NAT Grade 7)
SY 2017-2018
(NAT Grade 11)
Source: Bureau of Education Assessment (as of Aug 2022)
National Large-scale Assessment Results
5. 0%
50%
PISA 2018
Reading: cannot
read and
understand a
short, age-
appropriate text
by age 10
72 % failed to
reach basic
proficiency levels
in Math, Science
and Reading
Philippines
ranked lowest
(Reading) and
second lowest
(Math and
Science) among
79 countries
81 % did not have
“some basic
mathematical
knowledge”
87 % did not reach
the level of “limited
understanding of
scientific concepts of
fu5nctional science
facts
TIMSS 2019
Low performance of Filipino students in international assessments
Sources: World Bank (2021); PISA (2018); TIMSS (2019)
100%
91% not
proficient in
International Large-scale Assessment Results
10. The purpose is two-fold:
Improve learner
outcomes
Strengthen teacher
competence to teach
better
11. DepEdOrder No. 13,s. 2018
• Implementing Guidelines
on the Conduct of
Remedial and
Advancement Classes
During Summer for the K to
12Basic Education Program
• Remedial class for
students who failed in 1-2
learning areas
Summer Classes
DepEdOrder No. 25, s. 2022
• Enrichment classes for
Grade 1to Grade 1
1learners
who got a 75-79 grade in
any learning area
• Remedial class for students
who failed in 1-2 learning
areas
End-of-school year
Classes
REPEALEDPOLICIES
13. ❖to be implemented in all
public elementary and
secondary schools
nationwide
❖for Kindergarten to Grade 1
2
❖with phased
implementation starting
2022-2023 EOSY break
S
S
C
CO
OP
P
E
E
14. The NLC is encouraged
to be adopted in
private schools, HEIs,
SLUCs, & TVIs offering
basic education.
S
S
C
CO
OP
P
E
E
19. DEFINITIO
SC
N
OP
O
EFTERMS
REMEDIALCLASS
• is a voluntary learning
program for learners who
did not meet expectations
in terms of attaining the
learning competencies
required of a particular
learning area.
21. POLICYS
S
C
T
O
A
P
T
E
EMENT
DepEd recognizes that
learners need to be supported
to address the learning loss.
DepEd is
supporting
taking cognizance
committed to
teachers and
of
unequivocal evidence that
good teachers are vital to
raising student achievement.
Quality
learning is
contingent
upon quality
teaching.
22. GUIDING
PRINCIPLES
Every learner
has the right to
learn.
Teaching must
be rigorous and
relevant.
Purposeful
assessment
drives teaching
and affects
learning.
Whole school
approach to learning
raises quality and
standards across the
entire school.
Teaching
respects
learners’
diversity.
Engaged learners
are motivated,
inspired, and
willing to invest
effort in learning.
GUIDINGPRINCIPLES
28. ❖ a voluntary three- to five-
week learning recovery
program
❖ designed to benefit K to 1
2
learners in public elementary
and secondary schools
GENERAS
LC
G
O
U
PE
IDELINES
32. Enhancement Camp
Intervention Camp
Consolidation Camp
GENERALGUIDELINES
2022-2023
EOSYbreak
expanded to other grade levels &learning areas
Succeeding EOSYbreaks
Schools are not precluded from conducting enhancement,
consolidation, and/or intervention activities in other grade levels
alongside the phased implementation of the NLC to support learning
recovery across grade levels.
Grades 7and 8 (ESM)
35. REMEDIAL
CLASS
GENERALGUIDELINES
Highly encouraged for learners
who:
❖ are in other grade levels
❖ need greater support,
specifically those who did
not meet expectations
based on their academic
performance in the SY
immediately preceding the
EOSY break
36. GENERALGUIDELINES
Incoming Grade 12learners who need to undertake
work immersion in the succeeding semester shall
be allowed to take one or two subjects in advance
to reduce their academic load and give more
attention to their work immersion.
41. Provide updates to parents or legal guardians on their
children’s learning progress.
Feedback to Parents
42. A Certificate of
Completion shall be
awarded to all learners
who fulfill the
requirements of the
camp.
Certificate of
Completion
Completion
43. A Certificate of
Recognition shall be
awarded to teachers
who have rendered
their service in the
implementation of the
NLC.
Certificate of
Recognition
Completion
44. 47
to assist
learners in
• Designed
advanced
enriching their current
knowledge, skills, and
understanding of grade-
level learning
competencies.
• Involves developing
area
the
depth, breadth, and
complexity of learners’
knowledge, skills and
understanding.
Learning Focus
Enhancement
45. 48
Consolidation
to assist
learners in
• Designed
advanced
enriching their current
knowledge, skills, and
understanding of grade-
level learning
competencies.
• Involves developing
area
the
depth, breadth, and
complexity of learners’
knowledge, skills and
understanding.
Provides further
practice and application
of grade-level learning
competencies.
Learning Focus
Enhancement
46. 49
Consolidation
Intervention
Learning Focus
Enhancement
Utilizes structured,
targeted, and evidence-
based approaches to
support high-needs
learners who are yet to
grasp fundamental
literacy and/or
numeracy skills such as
reading, writing and /or
arithmetic.
to assist
learners in
• Designed
advanced
enriching their current
knowledge, skills, and
understanding of grade-
level learning
competencies.
• Involves developing
area
the
depth, breadth, and
complexity of learners’
knowledge, skills and
understanding.
Provides further practice
and application of grade-
level learning competencies.
.
47. 50
Kto 3learners Grades 4 to 1
2learners
Concentrates on the
development of
literacy and
numeracy skills
Learning Focus
To be offered in all learning areas with
particular emphasis on STEM-R (Science,
Technology, Engineering, and Mathematics
– Reading).
48. 51
STEMDISCIPLINES
Learning Focus
READING
STEM disciplines and Reading shall go hand in hand as the former require
the interpretation of technical texts, content-specific vocabulary, critical
thinking, and the ability to clearly communicate these complex concepts to
others verbally and in writing (Kaczmarek, 2016) while allowing learners to
gain skills in problem-solving, exploratory learning, and critical thinking
(SEAMEO, 2023).
49.
50. Duration: 3weeks
Duration: 5 weeks
Class Schedule
Enhancement Intervention Consolidation
Commences one (1) week after the end of the EOSYrites
3 days structured and targeted T-L engagement and
2 days collaborative sessions among teachers
51. • Duration: 5 days teacher-learner engagement for 5 weeks
• Schools may decide to implement a blended distance
learning delivery modality (BLDM) which shall not exceed
two (2) days except during emergencies or crises.
• Distance learning shall focus on supplementary activities
to deepen learners’ understanding of the lesson.
• Teachers shall participate in the LACsessions while
learners are in distance learning.
Class Schedule for Remedial Classes
Remedial Classes and
Organized classes for Grade 1
2learners
52.
53. Education Program
Supervisors (EPS),
Public Schools
District Supervisors
(PSDSs), School
Heads (SHs), and
department heads
shall provide
technical
assistance to
teachers as
needed.
TEACHERTRAININGAND SUPPORT
Capacitate
teachers on
Content,
Pedagogical
Knowledge, and
Skills required for
the NLC, guided by
the PPSTDO 42, s.
2017.
PPST
55. ✔ Planning and
reviewing teaching
COLLABORATIVEEXPERTISE
✔ Sharing effective
teaching
approaches and
strategies
✔ Preparing teaching
materials
✔ Discussing other
teaching-related
concerns
Goal: Enhance teaching and learning process and promote continuous
professional development among educators.
57. JOB-EMBEDDEDLEARNING
Teachers can:
✔ address real-time challenges
✔ refine their teaching methods
✔ increase their efficacy in addressing the
diverse needs of learners
Job Embedded Learning
59. Before
✔ Conducted prior to
the start of the NLC
✔ Basis for camp
placement
Pre-assessment
During After
A
A
S
sS
se
Es
S
s
S
m
M
e
E
n
N
t T
60. Before
✔ Conducted prior to
the start of the NLC
✔ Basis for camp
placement
Formative
Assessment
✔ Administered
throughout the
learning camp
✔ Conducted
individually or in
groups
✔ Key focus shall be on
identifying learners’
needs and strengths
✔ Can be informal
Pre-assessment
During After
A
A
S
sS
se
Es
S
s
S
m
M
e
E
n
N
t T
61. Before
Formative
Assessment
✔ Conducted prior to
the start of the NLC
✔ Basis for camp
placement
✔ Administered
throughout the
learning camp
✔ Conducted individually
or in groups
✔ Key focus shall be on
identifying learners’
needs and strengths
✔ Can be informal
Pre-assessment
During After
Summative
Assessment
✔ Administered at the end of the
learning camps through a
post-assessment
✔ Evaluates learner’s learning
achievement gained through
the camp
✔ Typically more formal
A
A
A
S
S
sS
S
se
E
Es
S
S
s
S
S
m
M
M
e
E
E
n
N
N
t T
T
62. Remediation classes
subjects enrolled in
advance by an incoming
Grade 12learner
A
A
A
S
S
sS
S
se
E
Es
S
S
s
S
S
m
M
M
e
E
E
n
N
N
t T
T
DO 8, s. 2015, Policy
Guidelines on Classroom
Assessment for the K to
12 Basic Education
Program or any future
policy on assessment and
grading
64. ASSIGNINGNLCTEACHERS
Preference shall be given to teachers with
willingness, commitment, excellence, and
specialized in their respective learning areas.
Participation of teachers in the
NLC is voluntary.
School heads shall identify
prospective teachers who shall
handle specific learning areas in
the respective camps.
Teachers shall be selected
based on competence to
effectively deliver the learning
content and skills of the NLC.
66. INCENTIVIZINGNLCTEACHERS
Teachers involved in these NLRP-related EOSY break
activities shall be granted vacation service credits for
the services rendered during the NLC.
✔ One workday of vacation service credit shall be
granted per accumulated eight hours of service
rendered, as certified by their respective school
heads.
✔ The number of service credits authorized is
exclusive of the fifteen (15) days maximum
vacation service credits allowed as stipulated in
DO 53, s. 2023 (Updated Guidelines on the Grant of
Vacation Service Credits to Teachers).
67. FUNDSOURCES
For the public schools, funds for the conduct of NLC
activities, including other National Learning
Recovery Program (NLRP)-related EOSY break
activities shall be sourced, as appropriate, from, but
not limited to, Program Support Funds (PSF) for
NLRP.
The PSF Guidelines shall provide
guidance the allowable expenditures
relative to the NLC implementation.
74. NOCOLLECTIONPOLICY
The DO 19, s. 2008, No Collection Policy in All
Public Elementary and Secondary Schools, shall
be applied in the implementation of the NLC.
Under no circumstance shall a learner or
teacher be required to shoulder the undue
financial burden or be compelled to pay for
teaching-learning materials or any activity in
place of any performance task or project in any
learning area.
