SD_Management of School-based PD Programs.pptx

TRAINING ON THE
MATATAG CURRICULUM
Venue : Kapitbayan Elementary School
Date : July 5, 2024
1

TRAINING ON THE
MATATAG CURRICULUM
Venue : Kapitbayan Elementary School
Date : July 5, 2024
2
K, G1, G4, G7 TEACHERS, AND SCHOOL LEADERS

MATATAG Curriculum Training | 2024
Session 12
Management
of School-Based Professional
Development Programs
3
Leonard S. Evangelista

Domain 2. Managing School Operations and Resources
- Strand 2.2 Financial Management
● Indicator 2.2.2 Manage Finances adhering to
policies, guidelines, and issuances in
allocation, procurement, disbursement, and
liquidation aligned with the school plan
(for teachers’ professional development).
4
Domains, Strands, and Indicators of PPSSH
(DepEd Order No. 24, s. 2020)
PROFESSIONAL STANDARDS ADDRESSED

Domain 3 Focusing on Teaching and Learning
- Strand 3.1 School-based review, contextualization and
implementation of learning standards
●
Indicator 3.1.2 Assist teachers in the review,
contextualization and implementation of learning
standards to make the MATATAG Curriculum
relevant for learners
5

Domain 4 Developing Self and Others
- Strand 4.5 Professional development of school personnel
● Indicator 4.5.2 Implement professional development
initiatives to enhance strengths and address
performance gaps among school personnel.
● Indicator 4.5.3 Monitor and evaluate the
implementation of professional development
initiatives in enhancing strengths and in
addressing performance gaps among school
personnel.
6

7
Domain 5. Building Connections
Strand 5.4 Communication
Indicator 5.4.2. Communicate effectively in speaking
and in writing to teachers, learners, parents, and other
stakeholders through positive use of communication
platforms, to facilitate information sharing,
collaboration, and support.

Domain 7 Personal Growth and Professional
Development
-Strand 7.4 Professional reflection and learning to improve
practice
● Indicator 7.4.2 Develop a personal
professional improvement plan based on
reflection of one’s practice and ongoing
professional learning
8
Domains, Strands, Indicators of PPSSH

Session Flow
Roles of School Leaders in Leading and
Managing School-Based PD Programs
Effect Size and Its Intervention Requirement
9
Whole-School Approach
School-Based PD Programs
Implementation Strategies for the Conduct of School-
Based Training on the MATATAG Curriculum
Work Application Plan (WAP),RTIP, DTIP, and CSBPDP

Session Objectives
At the end of the session, participants will be able to:
• discuss the significant roles of school leaders in leading
and managing School-Based Professional Development
Programs to improve teacher practice;
• integrate the concept and elements of the whole-school
approach to curriculum planning and its link to teachers’
ongoing professional learning, articulating the effect size
and its impact on learning outcomes;
10

• discuss the Implementation Strategies for the Conduct of
School-Based Training on the MATATAG Curriculum;
• develop a WAP capturing the general concepts of MATATAG
Curriculum articulating the a doable school-based
professional development plan for teachers on the MATATAG
Curriculum; and
• display willingness to implement the WAP to improve
learning outcomes.
11
Session Objectives

For 5 minutes, please
accomplish the “Keepin’
My Memory On” the
template provided.
13
Instructions

MATATAG Curriculum Training | 2024 14
Keepin’ My Memory On
I experienced/practiced being (specify your role)
__________________during
(what PD program)_____________________________________________which
helped me (enhanced competencies) _________________________________.
Thus, (state the result) ______________________________________________.

● Form a triad with your
seatmates A, B, C.
● Start with A, then take
turns in sharing your
answers.
15
Instructions

In sharing with your
teammates, what
struck you the most
about the roles you
performed during the
training?

When was the last time you
either managed, implemented,
or participated in a school-
based PD program?
How was your experience?

In leading, managing, or
implementing a school-based
professional development
program, what do you think
are the critical factors that we
need to consider?

What is Effect Size and Why Does It Matter?
Effect size tells you how meaningful the
relationship between variables or the
difference between groups is. It indicates the
practical significance of a research outcome.
20

What is Effect Size and Why Does It Matter?
A large effect size means that a research
finding has practical significance, while a
small effect size indicates limited practical
applications.
The larger the effect size, the greater the
impact of an intervention.
21

Effect Size
● According to Hattie, an appropriate goal of
schooling (in his words) is for students to
achieve at least a year’s worth of learning for
a year’s input.
● To achieve this, we are looking at an effect
size of 0.4.
22

Data Sets Effect Size
Reducing class size 0.21
Collaborative Teacher Efficacy 1.57
Student Retention 0.32
Discovery-Based Teaching 0.21
Humor 0.04
Strategy to integrate with prior knowledge 0.93
effort 0.78
metacognitive strategies 0.60
worked examples 0.52
classroom discussion (students having fun) 0.82
- John Hattie, 2015

- John Hattie, 2015
24
Data Sets Effect Size
Spaced vs Mass Practice 0.60
working memory strength 0.50
teacher performance pay 0.05
homework 0.29
decreasing disruptive behavior 0.34
classroom management 0.35
whole-school improvement programs 0.28
external accountability systems 0.31

Currently, the Effect Size of introducing CE and making it a
focus of teacher professional development to bring about
change in student learning is 1.57, according to John Hattie, as
shared by John Pegg in his talk to CT, NEAP and TECS teams.
The implications of this figure are huge and cannot be
ignored!
25
Effect Size

There is an issue!!!
DepEd has good policies. In particular DepEd Order No. 35,
s. 2016 concerning LAC is consistent with best educational
thinking internationally. The Policy on using LACs has been
in the Philippines for years before this DepEd Order.
However, few if any tangible improvements are evident.
Consider PISA and NAT results.
What might have gone wrong?
26

27
Bureau of Human Resource and Organizational
Development
Performance of learners
in the overall test in the
three 21st
Century Skills in
NATG10 2020 and NATG10
2023 shows an increasing
trend.
However, the MPS in both school
years did not reach the minimum
proficiency level (NP: 50-74%).
How do learners’ overall performance in the NATG10
compare from 2020 to 2023?
21st Century Skills 2020 2023
Percentage
Increase/Decrease
Trend
Problem Solving 41.50 44.53 3.03
Information Literacy 39.90 43.56 3.66
Critical Thinking 36.80 41.11 4.31
Percentage Point Increase in Mean Percentage Scores (MPS)

28
Development
Performance of learners in
the overall test in the three
21st
Century Skills in NATG12
2019 and NATG12 2023
shows an increasing trend
However, the MPS in both school years
did not reach the minimum proficiency
level (NP: 50-74%).
How do learners’ overall performance in the NATG12
compare from 2019 to 2023?
21st Century Skills 2019 2023
Percentage
Increase/Decrease
Trend
Problem Solving 36.45 39.91 3.46
Information Literacy 34.43 43.33 8.90
Critical Thinking 34.62 39.76 5.14
(Low Proficient: 25-49%)
Percentage Point Increase/Decrease in Mean Percentage Scores (MPS)

29
Is cohesive and collaborative action
by a school community that is being
strategically and continually
constructed to improve student
learning, behavior and wellbeing.

30
🔥 Training on Higher-Order Thinking Skills PLP 30
Every school has
different needs and
starting points.

31
a framework that can be used to
assess what exists, create a plan to
address gaps and identify measures
of progress.

32
An overarching
supportive, safe
and inclusive
school culture
A whole school approach
includes:

33
School-based programs
in and out of the
classroom that focus on
social emotional
learning and respect for
differences
includes:

34
School policy that
prioritizes, monitors
and reports on progress
for all students, with a
focus on eliminating
disparities
includes:

35
School partnerships to
bring community
programs and resources
into the school setting, to
augment school capacity
and address families’ needs
beyond the classroom.
includes:

36
School partnerships to
bring community
programs and resources
into the school setting, to
augment school capacity
and address families’ needs
beyond the classroom.
includes:

Note: The Pilot in 35 schools focused on Grade 4
and Grade 7 offers leadership in schools, a
chance to practice and learn about a ‘whole-
school’ approach to curriculum in Grade 4 and/or
Grade 7 prior to working with more/all Grades in
coming years.
37
Whole-School Approach to Curriculum Planning

A whole-school approach to curriculum planning
requires school stakeholders to be involved, to
trust and become a part of the way forward.
School stakeholders will be at developmentally
different places in willingness and capacity to be
involved in a ‘whole-school’ approach.
38

Purpose:
To ensure that there is a cohesive and
consistent curriculum offered throughout
each school in each Grade and in each
subject.
39

To operationalize this,
school leaders need to:
 support fully the long-term change-
management challenge involved;
 have a clear vision for the approach;
 possess some curriculum expertise themselves;
40

To operationalize this,
school leaders need to:
 allocate time for this initiative;
 ensure teachers have the needed time to plan
appropriately and implement the program; and
 be prepared to sustain staff efforts over time.
41

In order to do this, schools need to:
● Officially adopt the need for a coordinated, whole-
school approach to curriculum planning;
● ensure that curriculum planning is not left to
individual teachers in isolation but is a collective
effort involving teams of teachers and oversighted
by School Heads;
42

In order to do this, schools need to:
● develop thoughtfully Learning Action Cells (LACs)
established in a way that enable teams of teachers to
meet, discuss and plan learner learning, curriculum
delivery and assessment practices; and
● support strongly the development of collaborative
expertise groupings throughout the school.
43

Benefits for learners:
1. MAXIMIZED LEARNING:
• A whole-school approach provides
students with a knowledge-rich
curriculum that incrementally
introduces new material.
• It connects it to previous learning and offers ample practice
opportunities.
• This approach is particularly valuable for building depth of
knowledge students need for advanced topics.
44
Photo taken from: https://www.philstar.com/headlines/2019/05/02/1914414/overworking-public-
school-teachers-can-erode-teaching-quality-state-think-tank

2. EQUITY IN EDUCATION:
• All students, regardless of the
class they are in, should receive the
same rich learning opportunities.
• A whole-school approach enables
teachers to reduce disparities in education and agree on:
○ What content to teach,
○ How to teach it, and
○ How to assess student learning.
45
Photo taken from: https://mb.com.ph/2023/5/3/dep-ed-beefs-up-training-
programs-for-teachers-school-leaders

3. EFFECTIVE TEACHING:
With access to shared curriculum
teachers can spend less time on:
Figuring out what to teach,
More time, focusing on how
to teach effectively, and
Tailoring instruction to meet
individual student needs.
46
Photo taken from: https://web.facebook.com/photo.php?fbid=745354564299686&set=pb.100064754464538.-
2207520000&type=3

Benefits for teachers :
1. BUILDING EXPERTISE
• Shared, high-quality curriculum materials and a common
instructional approach enable teachers to improve their
classroom practice significantly.
• Teachers can discuss problem, learn from one another, and
refine curriculum materials collaboratively, enhancing their
teaching skills.
47

Benefits for teachers :
2. REDUCED PLANNING LOAD
• Teachers with access to a shared bank of high-quality curriculum
materials for all subjects spend less time sourcing or creating materials.
• This reduced individual planning load allows teachers to concentrate on
other critical aspects of their roles, such as building relationships with
students.
48

KEY ELEMENTS
SHARED SCHOOL VISION
School leaders should collectively agree on why,
what, and how they are implementing this
approach, using a clear vision as a guiding anchor.
49
Photos taken from: https://web.facebook.com/photo/?fbid=718367593652688&set=pcb.718370566985724

DETAILED AND SEQUENCED
CURRICULUM MATERIALS
Schools should have curriculum maps and unit
plans that provide a structured framework for
teaching, ensuring that knowledge and skills
become increasingly sophisticated over time.
50
KEY ELEMENTS

AGREED INSTRUCTIONAL
APPROACH
An agreed-upon instructional approach defines
what effective teaching looks like in the classroom. It is
often codified in documents like instructional
playbooks.
51
KEY ELEMENTS

CURRICULUM
EXPERTISE
Curriculum leaders should
be well-trained and capable of
overseeing the implementation
of the curriculum approach.
52
KEY ELEMENTS

PROFESSIONAL LEARNING
Ongoing professional learning is crucial for teachers to
improve their teaching quality and consistency.
○ Teachers need professional learning opportunities closely aligned
with the school’s curriculum approach.
○ This training should be connected to classroom practice and help
teachers implement the curriculum effectively.
○ Instructional coaching can play a vital role in translating
knowledge acquired through training into actual classroom
practice.
53
KEY ELEMENTS

INDUCTING NEW TEACHERS
• New teachers should be provided with robust induction
programs that introduce them to the school’s curriculum
approach, instructional methods, and specific curriculum
materials.
• Pairing new teachers with mentors can guide them
through these processes can help them integrate
smoothly into the school’s educational framework.
54
KEY ELEMENTS

IN SUMMARY
55
The main practical ideas of implementation
revolve around the importance of
collaborative, structured curriculum planning,
the provision of high-quality materials.
The benefits this approach offers to both
students and teachers.
Strong leadership, clear vision, and ongoing
professional development are vital
components of successful implementation.
1
2
3

INSET refers to a modality of
professional development intervention
organized either at the school
(school-based INSET) or
division/district level (cluster-based
INSET) to address and resolve areas of
need identified by the teachers or
school leaders to continuously improve
their competencies.
In-Service Training for Teachers

INSET classes are
participatory and should
be offered to small groups
to maximize impact on
teacher and school leader
quality.
In-Service Training for Teachers

59
Learning Action Cell (LAC)
(DO No. 35, s. 2016)

“Learning Action Cell is a group of
teachers who engage in
collaborative learning sessions
to solve shared challenges
encountered in the school
facilitated by the school head or a
designated LAC leader.”
60
(DO No. 35, s. 2016)

Theoretical Framework
61
Community of practice with collaborative planning,
problem-solving, and action implementation
Improved teacher's content knowledge, pedagogical skills,
assessment strategies, and professional ethics
Student learning and holistic development
(DO No. 35, s. 2016)

Composition of a Learning Action Cell
62
LAC Leader
(Principal/School Head)
LAC Members
(Teachers)
LAC Resource
Person (s)
External/Internal
LAC Documenter
(Any Member)
LAC Facilitator
(Principal/SH/MT
Member)
Figure 2. Composition of Learning Action Cell (LAC)

“The greatest influence on student
progression in learning is having
expert, inspired and passionate
teachers and school leaders working
together to maximize the effect of
their teaching on all students in their
care.” - John Hattie, 2015
COLLABORATIVE EXPERTISE (CE)

“There is a role for the
system : to provide the
support, time, and
resources for this to
happen.”
- Hattie, J. 2015
Collaborative Expertise (CE)

COLLABORATIVE EXPERTISE (CE)
The concept of COLLABORATIVE
EXPERTISE in education concerns
addressing the need to improve student
learning outcomes by reducing within-school
variability in teacher effectiveness.
65

COLLABORATIVE EXPERTISE MOVING FORWARD
Highlights the need to shift the education narrative towards
COLLABORATION,
EXPERTISE, AND
EVIDENCE-BASED IMPROVEMENT
This shift is critical if we, at the Department of Education, wish
ultimately, to lead schools, leaders, and teachers to help attain better
learning outcomes for learners.
66

Development
Improved Learning Outcomes for Students
-Three Fundamental Ideas
1. Most effective learning occurs when you
begin teaching where the learner is at.
2. Learning is consistent with the way brain
learns supported by cognition research.
3. Teachers, in a school, work as a team.
67

Development
Summary of Three Ideas
• Quality teaching can be promoted by three ideas evidenced by
teachers:
1. Knowing their subject and how it can be taught, and
where to start;
2. Using knowledge of how the brain learns to guide
teaching approaches to support student learning; and
3. Working to establish and utilize collaborative
expertise to facilitate greater coherence in learning
across their school.
68

69
TPDC
Framework

70
Customized School-Based Professional Development Programs Plan (CSBPDP)
(Adapted: Training and Development (Tan D) , Volume 3 and TPDC Framework)

71

72

73

74

75

76

Implementation Strategies for
the Conduct of School-Based
Training on the MATATAG
Curriculum

Thumbs Up, Thumbs Down,
Thumbs Sideway
Instructions:
Show a thumbs up if the
option is possible. Thumbs
down, if you believe it’s not.
Thumbs sideway, if unsure.

Thumbs Up, Thumbs Down, Thumbs Sideway
Are you ready?
Game na ba kayo?

1. Maximizing the loading
of other teachers per
learning area from other
grade levels not involved in
the initial phase of the
training

2. Engaging SK
members to take
charge of the class
while the teachers are
in the training

3. Scheduling a half-day
training for K,1,4, and 7
teachers totaling 40 hours
to ensure that the regular
classes will continue
without disruption

4. Letting the most
active parents handle
the class and visit the
class now and then to
see whether the learners
are intact inside the
classroom.

5. Taking turns by a batch of
Grade 4 or Grade 7 teachers,
maximizing the loading of
other batches of teachers not
yet involved in the scheduled
training (e.g. Batch 1/Week 1-
English, Science, Math, Batch
2/Week 2- Filipino, AP, Values
Education, Batch 3/Week 3-
TLE/HELE, MAPEH)

6. Shorten the class and
let the learners go
home so as not to
distract the attendance
of the teachers in the
training.

7. Maximizing the loading
of relieving (special)
teacher in the training-
program

8. Tap the barangay
officials to organize
sports activities for the
learner to engage in.

9. Hiring substitute
teachers, subject to the
availability of funds.

10. Ask the school head
to merge classes with the
ALS learners.

Based on the Joint DepEd Memorandum dated
December 20, 2023, School Heads are
expected to employ the suggested strategies
they find applicable to their school context in
implementing the Training on the MATATAG
Curriculum for K, 1, 4, and 7.
Joint DepEd Memorandum
dated December 20, 2023

1. Maximizing the loading of other teachers per
learning area from other grade levels not involved
in the initial phase of the training
2. Scheduling a half-day training for K, 1, 4, and 7
teachers totaling 40 hours to ensure that the
regular classes will continue without disruption
Suggested strategies appropriate in their school
context in implementing the Training on MATATAG
Curriculum for K147.
(Joint DepEd Memorandum dated December 20, 2023)

3. Taking turns by a batch of Grade 4 or Grade 7
teachers, maximizing the loading of other batches of
teachers not yet involved in the scheduled training
(e.g. Batch 1/Week 1- English, Science, Math, Batch
2/Week 2- Filipino, AP, Values Education, Batch 3/Week
3- TLE/HELE, MAPEH)

4. Maximizing the loading of relieving (special)
teachers who are not in the training-program
5. Hiring substitute teachers, subject to the
availability of funds.
6. Tapping teacher applicants for voluntary
services during the duration of the training
program

Work Application Plan (WAP)
in the Context of MATATAG Curriculum

Significance of MATATAG Curriculum
To articulate the general shape of the MATATAG
Curriculum and to ensure its full implementation, all
the participants of the training (teachers and school
leaders) shall develop a Work Application Plan
(WAP).

Workplace Development Objectives (WDOs)
Impact/Goal Results Objective
Outcome
(back in the workplace)
Application Objectives
(per job group)
WAP
Output
(end of the training)
Terminal Objectives
(per job group)
Learning
(major learning blocks)
Enabling Objectives
(per job group)
Session Objectives

KIRKPATRICK MODEL OF EVALUATION
WAP

Program Design
Impact/Goal
Outcome
Output
Learning
(major learning
blocks)
Results Objective
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
School Leaders
(Chiefs, PSDSs and EPSs, School Heads)
implement their Workplace Application Plan
(WAP) vis-à-vis the PPSS or the PPSSH and as
responsible members of the PMT/ME and/or
resource persons/trainers at the
Region/Division/School levels.

Impact/Goal
Outcome
Output
Learning
(major learning
blocks)
Results Objective
(per job group)
Terminal Objectives
(per job group)
Enabling Objectives
(per job group)
Teachers
implement their respective Workplace
Application Plan (WAP) articulating their
required competencies to be developed
and/or enhanced using school LACs
through Collaborative Expertise (CE)
aligned with the PPST.
Program Design

WAP Template

WAP’s Up!
1. Individually, accomplish the WAP template.
2. Share your accomplished WAP in a triad.

For Teachers
Work Application Plan

Presentation and Critiquing

Session Objectives
At the end of the session, participants will be able to:
• discuss the significant roles of school leaders in leading
and managing School-Based Professional Development
Programs to improve teacher practice;
• integrate the concept and elements of the whole-school
approach to curriculum planning and its link to teachers’
ongoing professional learning, articulating the effect size
and its impact on learning outcomes;
112

• discuss the Implementation Strategies for the Conduct of
School-Based Training on the MATATAG Curriculum;
• develop a WAP capturing the general concepts of
MATATAG Curriculum articulating the a doable school-
based professional development plan for teachers on the
MATATAG Curriculum; and
• display willingness to implement the WAP to improve
learning outcomes.
113
Session Objectives

Development
Brain-Based Learning
John Pegg
The SiMERR National Research Centre
Chief Investigator:
University of New England
Australia

References
● RA 9155 Governance of Basic Education Act of 2001
● RA 11713 Excellence in Teacher Education Act of 2022
● D.O. 83, s. 2012 “Implementing Guidelines on the Revised School-Based Management Framework, Assessment Process and Tool
(APAT)”
● D.O. 35, s. 2016 “The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development
Strategy for the Improvement of Teaching and Learning”
● D.O. No. 11, s. 2019 Implementation of the NEAP Transformation
● D.O. 024, s. 2020 “National Adoption and Implementation of the Philippine Professional Standards for School Heads”
● DM No. 44, s. 2023 “Interim Guidelines for Quality Assurance of NEAP Core Programs”
● Paul V. Bredeson (2000) The school principal's role in teacher professional development, Journal of In-Service Education, 26:2, 385-
401, DOI: 10.1080/13674580000200114
● Competency-Based Learning and Development Management System in The Civil Service Commission
● © UNESCO 2005 ISBN: 92-803-1278-2 (Education Policy Series 3)
● https://theeducationhub.org.nz/instructional-leadership-and-why-it-matters/
● John Pegg, 2024
● John Hattie, 2015
● https://wholeschoolapproach.lerenvoormorgen.org/en/
● https://www.futureswithoutviolence.org/the-whole-school-approach/
● https://www.scribbr.com/statistics/effect-size/
● https://assessment.tki.org.nz/Using-evidence-for-learning/Working-with-data/Concepts/Effect-size
115

116
🔥 Training on Higher-Order Thinking Skills PLP 116
“He who learns but
does not think, is lost!
He who thinks but
does not learn is in
great danger.”
-Confucius

Program Management Team
Curriculum and Teaching Strand
Bureau of Curriculum Development
Bureau of Learning Delivery
Bureau of Education Assessment
Bureau of Alternative Education
Bureau of Learning Resources
Human Resources and Organizational
Development Strand
National Educators Academy of the Philippines
(NEAP)
Professional Development Division
Quality Assurance Division
Session Guide and Presentation
Deck Developer/s
NEAP
Dir. Leah B. Apao
MATATAG CURRICULUM TRAINING RESOURCE PACKAGE

SD_Management of School-based PD Programs.pptx

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