action plan

1. (Enclosure No. 6 to DepEd Memorandum No. ______ s. 2023)
Republic of the Philippines
Department of Education
National Educators Academy of the Philippines
MATATAG WAP Template 1: For Teachers
I. Profile
Name LOVELYN M. GARCIA Office and Position DEPARTMENT OF EDUCATION/TEACHER III
Title of PD Programs Master Classes for Grade I Across All
Learning Areas
Date of Delivery November 25-29, 2024
PD Program
Provider
National Educators Academy of the Philippines
in collaboration with Curriculum and Teaching
Strand (BCD and BLD)
Name of Immediate
Supervisor
Gilda F. Valmoria Office and Position Principal I
II. Background and Rationale of WAP:
The "Master Classes for Kindergarten and Grade 1 Teachers" program is a targeted professional development initiative designed
to significantly enhance the teaching skills of kindergarten and Grade 1 educators. The program focuses on evidence-based literacy
instruction, differentiated instruction strategies, classroom management techniques etc.—all crucial elements for fostering a strong

2. foundation for early learning and maximizing learner success. To ensure that these enhanced teaching skills directly translate into
improved pupil outcomes, a Work Application Plan (WAP) is a required component of the program. This plan acts as a bridge, connecting
the professional development experience to tangible improvements in classroom practice and, ultimately, demonstrable gains in pupil
learning.
The workplace application plan has been designed to address the gaps in literacy and numeracy in Grade 3 learners.
The following professional standards/competencies are being addressed in the Training on Master Class for Teachers:
Professional Standards PD Program Goals
(Enumerate the specific goals
based on the identified PPST
indicators)
Indicators (Subtask) Application Objective
Philippine Professional Standards for Teachers
(PPST)
DepEd Order No. 42, s. 2017
Domain 1. Content
Knowledge and Pedagogy;
Strand 1.1 Content
Knowledge and its
application within and
across curriculum areas;
1.1.2. Apply knowledge of
content within and across
curriculum teaching area.
Continuously deepen understanding
and mastery of the content within
the curriculum teaching area,
staying updated with new
developments, research, and best
practices.
Develop strategies to integrate knowledge
from other disciplines into the curriculum
teaching area, fostering interdisciplinary
connections that enrich pupils learning
experiences.
Explore and implement a
range of pedagogical
approaches, methodologies,
and technologies to effectively
deliver content and engage
pupils in learning.
Domain 1. Content
Knowledge and Pedagogy;
Strand 1.1 Content
Knowledge and its
application within and
across curriculum areas;
1.4.2. Used a range of
teaching strategies that
enhance learner achievement
in literacy and numeracy
skills.
Demonstrate a deep understanding
of mathematical concepts and
language structures, employing
diverse strategies to teach reading
and calculation skills, incorporating
real-life applications, using
differentiated instruction to cater to
varying needs and regularly
assessing progress to inform
teaching adjustments, all while
Demonstrate a strong grasp of
mathematical concepts, expertly guide
students in reading strategies, implement
differentiated instructions to address
diverse learners needs in literacy and
numeracy.
Discover and implement deep
understanding of mathematical
concepts and applying diverse
strategies to cater
differentiated learners needs in
literacy and numeracy.
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3. aligning outcomes for each grade
level.
Domain 1, Content
Knowledge, and Pedagogy;
Strand 1.5. Strategies for
developing critical and
creative thinking, as well
as other higher-order
thinking skills;
1.5.2 Apply a range of
teaching strategies to develop
critical and creative thinking,
as well as other higher-order
thinking skills.
Design learning experiences
encourage learners to ask questions,
explore concepts independently, and
engage in meaningful inquiry to
develop critical thinking skills.
Implement differentiated instruction
strategies to accommodate diverse
learning styles and abilities, providing
opportunities for students to engage in
critical and creative thinking at their own
pace and level.
Create a supportive learning
environment where pupils engage
in collaborative discussions, share
perspectives, and construct new
knowledge through dialogue and
debate.
Domain 4. Curriculum and
Planning; Strand 4.1.
Planning and management
of teaching and learning
process;
4.1.2 Plan, manage and
implement developmentally
sequenced teaching and
learning process to meet
curriculum requirements and
varied teaching contexts.
Create lesson plans that are
developmentally sequenced,
aligning with the curriculum
requirements and catering to diverse
teaching contexts.
Adapt teaching methods and materials to
address the diverse learning needs of
students within the classroom.
Collaborate with other teachers
and education professionals to
share best practices, resources,
and strategies for effective
teaching.
Domain 4. Curriculum and
Planning; Strand 4.2.
Learning outcomes aligned
with learning
competencies;
4.2.2 Set achievable and
appropriate learning
outcomes that are aligned
with learning competencies.
Ensure that learning outcomes are
aligned with teaching and learning
standards, as well as with the
specific learning competencies
outlined in the curriculum.
Clearly communicate learning outcomes
to pupils at the beginning of each lesson
or unit to provide them with a clear
understanding of what is expected of
them.
Continuously monitor students'
progress towards learning
outcomes and adjust instructional
strategies or learning outcomes as
needed to ensure that all students
can achieve success.
Domain 5. Assessment and
Reporting, is composed of
five strands: Strand 5.1.
Design, selection,
organization, and
utilization of assessment
strategies;
5.1.2 Design, select,
organize, and use diagnostic,
formative and summative
assessment strategies
consistent with curriculum
requirements.
Develop pre-assessments to gauge
students' prior knowledge, skills,
and misconceptions before
instruction begins, informing
instructional planning.
Choose formative assessment strategies
such as quizzes, discussions, or
observations to monitor student progress
and provide ongoing feedback during
instruction.
Create quarterly summative
assessments that align with
curriculum requirements and
assess students' overall mastery of
learning objectives.
Domain 5: Assessment and
Reporting; 5.2. Monitoring
and evaluation of learner
progress and achievement;
5.2.2. Monitor and evaluate
learner progress and
achievement using learner
attainment data.
Implement regular assessments to
gauge learner progress across
different learning objectives and
topics.
Analyze learner attainment data to
identify trends, strengths, weaknesses,
and areas for improvement in both
individual and group performance.
Continuously monitor learner
progress towards set goals,
regularly revisiting, and adjusting
goals as needed to ensure
continued growth and success.
Domain 5. Assessment and
Reporting; Strand 5.5. Use
5.5.2 Utilize assessment data
to inform the modification of
Develop proficiency in analyzing
assessment data to identify patterns,
Use assessment data to ensure that
teaching practices and instructional
Identify learners who may require
additional support or intervention
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4. of assessment data to
enhance teaching and
learning practices and
programs;
teaching and learning
practices and programs.
trends, and areas for improvement in
teaching and learning practices.
materials are aligned with curriculum
standards and learning objectives.
based on assessment data and
implement targeted strategies to
address their specific learning
needs.
Domain 7. Personal
Growth and Professional
Development; Strand 7.3
Professional links with
colleagues;
7.3.2 Participate in
professional networks to
share knowledge and to
enhance practice.
Participate in conferences,
workshops, and seminars to stay
updated on current trends, research,
and best practices in teaching and
learning.
Engage in online communities, forums,
and social media groups related to
education to share knowledge, exchange
ideas, and seek advice from peers.
Commit to lifelong learning by
seeking out new opportunities for
professional growth and
development, including pursuing
advanced degrees, certifications,
or specialized training programs.
Domain 7. Personal
Growth and Professional
Development; Strand 7.5
Professional development
goals;
7.5.2 Set professional
development goals based on
the Philippine Professional
Standards for Teachers.
Conduct a thorough self-assessment
of current teaching practices,
strengths, and areas for
improvement in alignment with the
Philippine Professional Standards
for Teachers (PPST).
Ensure that professional development
goals are directly linked to the
competencies outlined in the PPST,
focusing on areas such as content
knowledge, pedagogy, assessment, and
professional responsibility.
Participate in collaborative
learning activities with colleagues
to share insights, resources, and
strategies for achieving
professional development goals
aligned with the PPST.
IV. Implementation Plan [the WAP must be implemented within 6 months after the training]
The workplace implementation plan shall start December 4, 2024 to March 31, 2025.
Application Objective [it must be aligned with the PD Program Goals]
Implement Workplace Application Plan (WAP) designed to address the gaps in literacy and numeracy in Grade 3 learners. This will enable school
administrators and teachers to have collaborative expertise (CE) aligned to PPST to enhance and develop the competencies needed to develop.
Specific Task
[minimum of two (2)]
(Aligned with the application
objective, what are the
specific tasks of a teacher to
enhance teaching
competencies
Activities
(Specify activities on the identified task)
Timeline
(Start-end of each
activity)
Expected Outcomes/ MOVs
(It represents what is predicted
or intended to happen as a
result of implementing a
specific task or initiative)
Learning Facilitator
(Immediate Supervisor or peer
assigned to guide the teacher)
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5. Developing and Improving
Innovative Instructional
Materials
 Create educational games that
reinforce learning concepts in a
fun and interactive way.
 Enhance the instructional
materials used in the learning
delivery.
 Create innovative instructional
materials suitable to Grade 3
learners.
 Incorporate multimedia
elements like videos, audio
clips, and animations to make
lessons more engaging and
dynamic.
Start of Third Quarter
to Fourth Quarter of
S.Y. 2024-2025
Availability of Innovative
Instructional Materials
Development of innovative
and engaging materials that
cater to diverse learning
styles and enhance pupil
motivation.
School Principal and Teacher
Employing a range of
teaching methods,
including play-based
learning, to enhance pupil
engagement and learning
outcomes.
 Enhancing play-based
activities suitable to Grade 3
learners during instructional
delivery.
 Assess the literacy and
numeracy skills in Grade 3
after doing the task.
Start of Third Quarter
to Fourth Quarter of
S.Y. 2024-2025
Enhanced Lesson Plan
Increased pupil engagement
and motivation.
School Principal and Teacher
Continuously monitor
pupil progress and adjust
instruction based on
ongoing assessment data.
 Conduct literacy and numeracy
assessment using literacy and
numeracy checklist.
 Analyze the assessment results.
 Immediate intervention
activities after analyzing the
assessment result.
 Conduct monthly evaluation in
Start of Third Quarter
to Fourth Quarter of
S.Y. 2024-2025
Post test results of RMA,
CRLA,EGRA and PHIL-IRI
Develop a clear
understanding of the range
of learning needs within the
School Principal and Teacher
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6. the progress of Grade 3
learners.
classroom.
Sustained Professional
Learning
Attend seminar workshop and enroll to
graduate school.
All Year Round Certificates
Enhances the teacher's
commitment to lifelong
learning and professional
growth.
School Principal and Teacher
Prepared by (name and position): Signature Date
LOVELYN M. GARCIA/TEACHER III
*Reviewed by (name and position): Signature Date
REMEGIA M. FUROG/MASTER TEACHER
II
**Approved by (name and position): Signature Date
GILDA F. VALMORIA/PRINCIPAL I
*for proficient teacher: reviewed by the master teacher or immediate supervisor and **approved by the school head/head
teacher/OIC for schools without school head
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