The document outlines Ma. Phee Bernadette T. Dumalag's workplace application plan for an advanced disaster risk reduction and management (DRRM) training program. The plan includes the program's objectives of enhancing participants' DRRM knowledge, skills, and attitudes. It also details activities over the training's duration aimed at developing school-based risk assessments, DRRM plans and policies, emergency response protocols, and post-disaster support. The expected outcomes are for participants to gain expertise in conducting comprehensive disaster preparedness, response, and community collaboration to strengthen school and community resilience.

1. WORKPLACE APPLICATION PLAN
I. Profile
Name Ma. Phee Bernadette T. Dumalag
Office and
Position
Burgos Elementary School
Head Teacher 3
Title of PD
Program
Empowering Schools to Prepare for And Respond
to Disasters Through Advanced DRRM Training
Date of
Delivery
November 24-25, 2023
PD Program
Provider
DepEd-Alicia East District
Name of
Immediate
Supervisor
Nelson A. Agaoid
Office and
Position
Alicia East District
Principal II/District In-Charge
II. Background and Rationale of WAP
Schools stand at the heart of communities, housing a precious population of children and young adults. Yet, when disaster
strikes, these very sanctuaries can become vulnerable pockets of chaos. Recognizing this critical role, the initiative "Empowering
Schools to Prepare for and Respond to Disasters through Advanced DRRM Training" emerges. Its rationale is grounded in the
belief that equipping schools with robust knowledge and skills in Disaster Risk Reduction and Management (DRRM) can
significantly boost their resilience and response capabilities. This, in turn, translates to protecting vulnerable lives, minimizing
educational disruption, and fostering a culture of preparedness within the broader community.
The initiative's background builds upon existing DRRM efforts, acknowledging their successes while identifying gaps in current
approaches. Often, existing programs offer basic disaster awareness and evacuation drills. While valuable, these lack the depth
and dynamism needed to navigate diverse disaster scenarios and effectively manage post-disaster situations. Advanced DRRM
training fills this void by delving deeper into risk assessment, mitigation strategies, emergency response protocols, and post-
disaster rehabilitation. This empowers schools to become proactive hubs of resilience, not just passive recipients of disaster
consequences.

2. By focusing on schools, the initiative harnesses their inherent strengths. Teachers, with their dedication and pedagogical
expertise, can become effective DRRM educators, cascading knowledge down to students and families. Students, in turn, become
agents of change, promoting preparedness within their homes and communities. This ripple effect ensures that the benefits of
DRRM training extend far beyond the school walls, creating a web of informed and capable individuals ready to face any disaster.
In conclusion, empowering schools through advanced DRRM training is not simply about protecting buildings and books. It's
about safeguarding lives, fostering resilience, and empowering communities to face the ever-present threat of disasters. By
investing in the knowledge and skills of educators and students, we build a future where schools stand not just as centers of
learning, but as bastions of hope and preparedness in the face of adversity.
III. Expected Indicators (anchored on the PD Program Goals)
Professional Standards PD Program Goals Indicators (Subtask) Application Objective
Philippine Professional
Standards for Teachers
(PPST): Domains 7
(Community
Engagement), Strand 7.4
(DRRM), Indicators 7.4.1-
7.4.4
 Enhance the
knowledge, skills, and attitudes
of school personnel in advanced
DRRM concepts and practices
 Strengthen the capacity of
schools to conduct
comprehensive risk
assessment, develop mitigation
plans, implement emergency
response protocols, and manage
post-disaster rehabilitation
 Promote the integration of
DRRM into school curricula and
activities
 Increased percentage
of school personnel
with advanced DRRM
training
 Improved quality of
school DRRM plans
and policies
 Enhanced student
knowledge and
participation in
DRRM activities
 Reduced school
vulnerability to
disasters and
improved response
capabilities
Participants will
demonstrate the ability
to:
 Conduct
comprehensive
school-based risk
assessment
 Develop and
implement
effective DRRM
plans
 Lead emergency
response and
evacuation
procedures

3.  Foster a culture of
preparedness and resilience
within the school community
 Facilitate post-
disaster
psychosocial
support and
rehabilitation
 Integrate DRRM
into teaching and
learning activities
 Promote
community
engagement in
DRRM initiatives
IV. Implementation Plan
Application Objective (it must be aligned with the PD Program Goals)
The program is designed to provide school personnel with in-depth knowledge, specialized skills, and practical strategies to
enhance their ability to respond effectively and efficiently to a wide range of disasters and emergencies. Going beyond the
foundational concepts of basic Disaster Risk Reduction and Management (DRRM) training, this program equips participants with
advanced skills and techniques necessary for comprehensive preparedness, efficient response, and community collaboration.
At the end of the training, participants will gain the advanced skills and knowledge needed to enhance their school's resilience,
contribute to effective disaster response, and ensure the safety and well-being of their learners, staff, and broader community.

4. Specific Task Activities Timeline
Expected Outcome/
MOVs
Learning
Facilitator
•Present the DRRM and CC
agreed definitions according to
RA. 10121- Philippine Disaster
Risk Reduction and
Management Act of 2010, the
2009 UNISDR Terminology on
Disaster Risk Reduction, the
Intergovernmental Panel on
Climate Change (IPCC), and the
United Nations Framework
Convention on Climate Change
(UNFCCC);
•Gain understanding and right
application of the DRRM and
CC related terminologies; and
•Be able to formulate a DRRM-
CCAM plan for their respective
schools based on their
understanding of the DRRM and
CC concepts and terminologies.
(LECTURE)
The module on DRRM and CC
Terminologies presents the
definitions according to the Philippine
Disaster Risk Reduction and
Management Act of 2010, the 2009
UNISDR Terminology on Disaster
Risk Reduction, the
Intergovernmental Panel on Climate
Change (IPCC), and the United
Nations Framework Convention on
Climate Change (UNFCCC).
60 minutes DRRM-CCAM (i.e.
climate change
adaptation and
mitigation) plans for
their respective schools.
MA. PHEE
BERNADETTE
T. DUMALAG
•Understand the processes
involved in Student-led School
Watching and Hazard Mapping;
and,
•Simulate the school-watching
(Simulation/Mock Drills/Lecture)
•Conducting DRRM activities in
schools are important since it teaches
it maximizes DRR participation
60 minutes The Student-led School
Watching activity;
Identify the guidelines
in Conducting DRRM
activities, Multi- hazard
KENNEDY L.
ISIDRO

5. and hazard mapping activity
•Share insights and experiences
pertinent to student-led school
watching and hazard-mapping
activity
among learners which leads to
enhanced DRR skills.
•The Student-led School Watching
activity is a mechanism for learners
to identify hazards in their schools
from their own perspective. The result
s from this activity complements the
school hazard map that already
exists.
•Multi- hazard drills in schools are
simulations of how schools will react
or respond to a combination of two or
more hazards. The drill necessitates
the participation of the entire school
community where observations are
documented to improve the gaps in
their protocols.
drills in schools or
simulations of how
schools will react or
respond to a
combination of two or
more hazards
•To discuss the different steps
in contingency planning for
Basic Education
•To draft a contingency plan for
their respective area/division.
(Workshop)
Contingency planning is a process of
projecting scenario of natural or
human induced hazard and at the
same time delineating specific
strategies to address capacity gaps in
relation to the identified hazard. It
also involves delineating specific roles
to key actors together with the
timeframe.
60 minutes Comprehensive School
DRRM Contingency
Plan
JOEL J.
LUMADAY

6. •Identify the different Education
in Emergencies (EiE) supplies
and how they are different from
ordinary education supplies
•Discuss the concepts and
strategies involved in making
EiE supplies timely and
relevant
•Make their own (EiE) supplies
list and logistics plan.
(Lecture)
•Education in Emergencies (EiE)
supplies are necessary to provide
continuity of learning during
disasters or emergencies
•EiE supplies and logistics is different
form supplies and logistics during
normal times as emergency
situations require fast (time element)
and responsive (will serve the
emergency needs of recipients)
supplies delivery to schools, teachers
and learners who need them
•Innovative approaches and
strategies should be undertaken to
make EiE supplies and logistics
reliable and responsive
60 minutes •EiE supplies and
logistics is different
form supplies and
logistics during normal
times as emergency
situations require fast
(time element) and
responsive (will serve
the emergency needs of
recipients) supplies
delivery to schools,
teachers and learners
who need them
•Crafted innovative
approaches and
strategies to make EiE
supplies and logistics
reliable and responsive
SAMMY E.
ORIA
•Understand how psychological
first aid (PFA) sessions are
being conducted
•Acquire necessary skills in
conducting PFA to be shared
and practiced in his/her AOR
•Assess the psychosocial
situation of the affected
individuals to be able to make
referrals, if necessary
School heads and teachers, and
though they have limitations on
handling specialized issues on mental
health, can be trained as frontline
responders to address psychosocial
issues in their area of responsibility.
60 minutes At the end of the
session, the
participants shall form
a pool of trained as PFA
frontline responders.
MARITES R.
DELA CRUZ

7. Facilitate the return to
normalcy of the affected
individuals
•Share their ideas on what
constitutes “safe school”;
•Familiarize themselves with
the Global Comprehensive
School Safety Framework and
DepEd’s localization of it
through the Comprehensive
Disaster Risk Reduction and
Management in Education
Framework (DO 37, s. 2015), as
well as other DepEd DRRM-
CCAM policies;
•Gain understanding on the
implementation of DO 37 and
other DRRM and CCAM
policies; and
•Enhance their DRRM-CCAM
Plan by further categorizing
them into the 3 pillars of the
Comprehensive School Safety
Framework.
•All school heads/principals and
DRRM team members should be
aware of DO 37, s. 2015 and all other
DRRM and CC related policies of
DepEd. The said DO contributes in
the achievement of desired education
outcomes, namely, access, quality
and governance. • It is important that
all schools anchor their risk
reduction and resilience building
initiatives on the Comprehensive
DRRM in Education Framework as
per DO 37, s. 2015.
•It is imperative for risk reduction
and resilience building that schools
move towards implementing a
comprehensive school safety plan,
one that integrates the four key
thematic areas of RA 10121 and the
three pillars of the CSS Framework,
as reflected in DO 37, s. 2015.
•
60 minutes •A DRRM-CCAM Plan
should be developed by
schools annually, with
appropriate budget
support. The Plan
should reflect
localization of DRRM
and CC related policies
of DepEd.
JUN M.
MARQUEZ
•Discuss the different steps
involved in resource
mobilization;
•Resources are needed in every
program or project. These can be
60 minutes Resource Mobilization
Plan-In the conduct of
DRRM work in the
WILSON S.
NALAPO

8. •Identify the different
organizations/entities in their
areas of responsibility who can
be potential or are actual
partners of their
divisions/regions in DRRM; and
Come up with a resource
mobilization plan for their area
of responsibility
human, technical, financial or even
social resources
•Sometimes, the resources we need
are not within our own resources pool
and this calls us to tap into others’
resources to implement our
projects/programs
•A sound resource mobilization plan
is necessary to mobilize the needed
resources. Central to this plan is the
strategic objective.
•There are several steps involved in
resource mobilization which help
acquire the resources needed in order
to implement each one’s respective
DRRM programs
•In the conduct of DRRM work in the
regional, division and school levels,
partnership with different
organizations- private, government
(local and national), NGOs/INGOs
and even church-based organizations
and community-based organizations
is strongly advised.
regional, division and
school levels,
partnership with
different organizations-
private, government
(local and national),
NGOs/INGOs and even
church-based
organizations and
community-based
organizations is
strongly advised.
•Explain the basic 3 elements of
exposure (Aperture, Shutter
Speed, and ISO)
Use the application with the lecturer,
then on your own. Explore the
following ideas: Aperture, Shutter
60 minutes •Application of the
theory to phone
photography, eventually
JOELLA
MARIEL D.
DE GUZMAN

9. •Understand depth of field, and
camera shake, and apply these
concepts to real-life
photography
•Recall the workings of a
camera
• Understand when and
how to use flash
•Assess when to use HDR
•Composing a photo with the
rule of thirds
•Apply to phone photography
Speed, ISO, Focal Length, and
distance from subject.
creating an exceptional
documentation/reports
Prepared by: Signature Date
MA. PHEE BERNADETTE T. DUMALAG
Head Teacher III
Reviewed by: Signature Date
JESUS D. ANTONIO
SGOD Chief
Approved by: Signature Date
RACHEL R. LLANA, PhD, CESO V
Schools Division Superintendent