(Enclosure No. 6 to DepEd Memorandum No. ______ s.
2023)
Republic of the Philippines
Department of Education
National Educators Academy of the Philippines
I. Profile
Name Office and Position Master Teacher I
MARIA LOVELLA L. GONZAGA
Title of PD Programs Date of Delivery JUNE 27, 2025
"Advancing Educational Leadership: Retooling PD Program Provider Department of Education Schools Division of
Master Teachers for Effective Management of Baybay City
MATATAG Schools"
Name of Immediate Office and Position BUTIGAN ES / HEAD TEACHER III
Supervisor
ARLENE D. BACALSO
II. Background and Rationale of WAP:
Background The education landscape in the Philippines is evolving rapidly, especially with the government’s commitment to provide quality education
through reforms under the Department of Education (DepEd). A key focus of this reform agenda is the establishment of MATATAG Schools. These
schools are part of a strategic initiative to provide equitable, accessible, and high-quality education across the country, with the vision of creating institutions
that are stable, resilient, and have strong educational foundations.
The MATATAG School Framework has been developed to address the challenges facing the Philippine education system. This includes concerns
about teacher quality, student learning outcomes, infrastructure, and the overall governance and management of schools. Master teachers, who are
veteran educators with significant experience and expertise, are critical to the success of this framework. However, despite their extensive teaching
experience, many master teachers still face challenges in managing the dynamic and often complex environments of MATATAG schools, which
require not just instructional skills but also strong leadership, administrative capabilities, and effective management [Link] the evolving
needs of MATATAG schools, retooling master teachers is crucial to ensure that they are well-equipped to handle these leadership roles and
manage the schools effectively. This retooling would involve enhancing their leadership skills, knowledge of educational management, and capacity
for implementing reform strategies that align with the MATATAG framework.
Rationale:
The success of MATATAG schools relies heavily on strong leadership, and master teachers, with their deep understanding of classroom teaching and
student needs, are well-positioned to assume these roles. However, to be effective leaders in the context of MATATAG schools, they must possess a
more comprehensive skill set that includes:
1. Leadership and Management Skills – While master teachers are experts in teaching, they may not have received formal training in
educational leadership or school management. Retooling them would help develop their ability to effectively lead teams, make data-driven
decisions, and manage school resources efficiently.
2. Innovation and Reform Implementation – Educational reforms under the MATATAG framework require a deep understanding of new
policies, teaching methodologies, and assessment strategies. Master teachers will need to be equipped with tools to support the
implementation of these reforms, fostering an environment of continuous improvement.
3. Community Engagement – As schools play a central role in their communities, master teachers need to be adept at engaging with parents,
local government units, and other stakeholders to ensure that the school’s educational objectives are supported and aligned with local needs.
4. Professional Development – Continuous professional growth is vital for master teachers to stay updated with best practices and evolving
trends in education. Retooling them ensures they remain competent and capable of leading MATATAG schools toward success.
To achieve these objectives, an integrated professional development program will need to focus on leadership, school management, data-driven
decision-making, and community collaboration. This will enable master teachers to take on roles that go beyond their traditional classroom
responsibilities and contribute significantly to the broader goals of the MATATAG program.
The legal bases for advancing educational leadership and retooling master teachers for effective management of MATATAG schools are rooted in
several laws, policies, and executive orders, including:
1. Republic Act No. 9155 (Governance of Basic Education Act of 2001) – This law provides the foundation for decentralizing the
governance of basic education, allowing schools to have more autonomy in managing their operations. It emphasizes the importance of school
heads (which includes master teachers) in effective management, leadership, and governance.
2. Republic Act No. 10533 (Enhanced Basic Education Act of 2013) – This act strengthened the K-12 education system in the Philippines.
It emphasizes the development of teachers and school leaders, highlighting the importance of professional growth, training, and leadership
skills for educators, particularly in ensuring the effectiveness of educational reforms.
3. Department of Education (DepEd) Order No. 32, s. 2013 (The Implementation of the K to 12 Basic Education Program) – DepEd
Order No. 32 provides the framework for implementing the K-12 curriculum in schools. Effective leadership is necessary to ensure that
teachers and school heads are aligned with the program's goals, and that schools are adequately managed and supported throughout its
implementation.
4. DepEd Order No. 42, s. 2017 (School Leadership Framework) – This order sets the guidelines for improving school leadership, aiming to
enhance the capacity of school leaders (including master teachers) to implement educational reforms effectively. It promotes leadership
competencies and professional growth opportunities for educators to better manage schools.
5. Executive Order No. 174, s. 2014 (Institutionalizing the Career Executive Service for Education) – This Executive Order created the
career executive service in education, aiming to professionalize and improve the leadership in schools by ensuring that school administrators,
including master teachers, are capable of handling the complexities of modern educational environments.
6. Republic Act No. 10912 (Continuing Professional Development Act of 2016) – This law mandates the continuous professional
development of teachers and school leaders. It establishes the framework for retooling master teachers, ensuring that they remain current
with emerging trends in education, management, and leadership.
The combination of these laws and policies provides a strong legal and institutional framework for retooling master teachers to meet the demands of
leadership and management in MATATAG schools. By advancing their professional development, the education system can build a cadre of capable
leaders who are equipped to drive the success of the MATATAG school program and achieve the broader goals of Philippine education reform.
III. Expected Indicators [anchored on the PD Program Goals]
The following professional standards/competencies are being addressed in the Training on MATATAG Curriculum for Teachers:
Professional Standards
Philippine Professional Standards for Teachers
PD Program Goals Indicators (Subtask) Application Objective
(PPST)
DepEd Order No. 42, s. 2017
Domain 4: Curriculum Collaboration To enhance the collaboration and Facilitate Regular To Develop and
and Planning Expertise (CE) leadership capabilities of master Collaborative Implement
teachers in fostering a Meetings Collaborative
professional learning community Practices
Domain 5: Assessment and engaging various
and Reporting stakeholders effectively.
To develop the instructional
Instructional supervision skills of master
Domain 7: Personal and Supervision (IS) teachers, enabling them to
Professional Growth provide effective guidance, To Enhance
feedback, and professional Conduct Teacher
growth opportunities to teachers Regular Performance
Domain 8: Educational under their supervision Classroom through
Leadership Observations Targeted
and Provide Feedback
Constructive
Domain 9: Professional Work Action Plan Feedback
Ethics To develop a structured and
actionable plan that outlines To Ensure
specific steps and Effective
responsibilities for the effective Create a Detailed Implementatio
implementation of MATATAG Work Action Plan n of MATATAG
school objectives, focusing on with Clear Roles Goals Through
improving leadership, and Timelines a Workplace
instructional practices, and Action Plan
overall school management.
IV. Implementation Plan [the WAP must be implemented within 6 months after the training]
Application Objective [it must be aligned with the PD Program Goals]
To Develop and Implement Collaborative Practices
Specific Task Activities Timeline Expected Outcomes/ Learning
[minimum of two (2)] (Specify activities on the identified (Start-end of each activity) MOVs Facilitator
(Aligned with the application task) (It represents what is (Immediate
objective, what are the predicted or intended to Supervisor or
specific tasks of a teacher to happen as a result of peer assigned to
improve learning outcomes. implementing a specific guide the
task or initiative) teacher)
Pre-Training Activities Collaborative Reflection Exercise Teachers submit a short
Activity: Ask participants to reflect on reflective response via an
their current collaborative practices by online form or during an
answering questions such as: "How do in-person session.
you currently collaborate with
colleagues?" or "What challenges do
you face in working collaboratively?"
Purpose: To help participants
recognize the importance of
collaboration and identify areas where
they can improve before the training
begins
Training Activities Collaborative Group Projects Groups present their
Activity: During the training, divide project outcomes to the
teachers into small groups to work on a entire training group,
collaborative project (e.g., designing a showing their
lesson plan, creating a school-wide collaboration process and
initiative, or problem-solving a school final product.
management issue). Each group will
collaborate, share ideas, and use -
collective decision-making.
Purpose: To practice collaborative
skills in a real-world context and
develop
teamwork strategies for
implementation in schools.
Post- Training Activities Collaborative Action Plan Teachers submit their
Activity: After the training, participants action plans to facilitators
create an action plan for implementing for feedback and
collaborative practices within their guidance, ensuring they
schools. This could include strategies have concrete steps to
for improving teacher collaboration, take toward
forming professional learning implementation
communities, or developing
collaborative teaching methods.
Purpose: To ensure that teachers
apply what they learned in the
training to foster collaboration in
their school environments
Application Objective [it must be aligned with the PD Program Goals]
To Enhance Teacher Performance through Targeted Feedback
Pre-Training Activities Self-Assessment of Teaching Teachers submit their self-
Practices assessment responses via an
Activity: Ask teachers to complete a online platform or in-person
self-assessment survey or reflective session for review by
journal about their current teaching facilitators.
practices. Questions could include:
"What are your strengths as a
teacher?" and "What areas of your
teaching do you feel need
improvement?"
Purpose: To help teachers become
aware of their strengths and areas for
growth, setting the stage for receiving
and acting on targeted feedback during
the training.
Training Activities Feedback Role-Playing and Peer Teachers provide written or
Observations verbal reflections on the
Activity: During the training, engage feedback they received
teachers in role-playing exercises where during peer observations or
role-playing, and trainers
they practice giving and receiving
assess the quality of
constructive feedback in a controlled,
feedback shared in the
supportive environment. Additionally, activities the GIYA and COT
conduct peer observation sessions where tool.
teachers observe each other’s teaching
and provide targeted, actionable
feedback using the GIYA and COT tool
Purpose: To provide teachers with
hands-on experience in delivering and
receiving specific feedback that can
improve their teaching practice.
Post- Training Activities Create an Action Plan for Feedback Teachers submit their
Implementation action plans to facilitators
Activity: After the training, teachers for review, ensuring they
create an action plan for incorporating outline specific strategies
regular feedback into their teaching for using feedback to
practices. This could include setting up improve their
peer observation schedules, requesting performance.
feedback from students, or seeking
feedback from supervisors on specific
teaching techniques.
Purpose: To ensure that teachers
implement regular feedback
loops to enhance their teaching
performance over time.
Application Objective [it must be aligned with the PD Program Goals]
To Ensure Effective Implementation of MATATAG Goals Through a Workplace Action Plan
Pre-Training Activities School Readiness Survey and Initial Stakeholder Survey Results: A documented
Consultation summary of the survey data
highlighting stakeholders'
readiness, knowledge gaps, and
concerns.
Training Activities Creating a Workplace Action Plan Based on 1. Action Plan Submission
MATATAG Goals Review
What to Verify:
The submitted action plan
should clearly outline the goal,
actions, timelines, resources,
accountability, and evaluation
metrics based on the MATATAG
principles.
Verification Method:
Action Plan Rubric: Facilitators
will use a detailed rubric to
assess whether the action plan
meets the MATATAG criteria.
The rubric will assess the
following elements:
Specificity: Does the action plan
clearly define the goal and the
necessary steps to achieve it?
Measurability: Are there
quantifiable indicators (e.g.,
metrics, targets) to measure
progress?
Achievability: Are the actions
realistic given the resources and
timeline?
Time-bound: Are there
deadlines or milestones for
each action step?
Actionability: Are the steps
clear, actionable, and feasible?
Goal-specific: Is the goal well-
defined, aligning with
organizational or team
priorities?
How It Works:
Review Checklist: Facilitators
can assess whether each part of
the plan aligns with the
MATATAG principles.
Outcome: Participants will be
required to revise and resubmit
the action plan if it does not
meet the necessary criteria.
Post- Training Activities Implementing the MATATAG Action Plan Action Plan Submission
in the Workplace
What to Verify: Each
participant or group
submits a completed
action plan template
that outlines how they
plan to achieve a
workplace goal based
on MATATAG
principles.
Verification Method:
The facilitator will
review the action plans
to ensure they meet
the criteria of
MATATAG
(Measurable,
Achievable, Time-
bound, Actionable,
Goal-specific).
Prepared by (name and position): Signature Date
MARIA LOVELLA L. GONZAGA
Master Teacher I
Reviewed by (name and position): Signature Date
RITCHEL MARIE B. VILLAMOR EdD
CID Chief
Recommending Approval (name and position): Signature Date
JOSEMILO P. RUIZ EdD,CESE
Schools Division Superintendent
Recommending Approval (name and position):
JOSEMILO P. RUIZ EdD,CESE
Assistant Schools Division Superintendent
Approval by (name and position): Signature Date
MANUEL P. ALBANO PhD, CESO V
Schools Division Superintendent