(Enclosure No.

4 to DM-OUHROD-2024-1576)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

SCHOOL-BASED IN-SERVICE TRAINING (INSET) PLAN

INSTRUCTIONS: Provide the details in the designated spaces as required. Indicate N/A if not applicable. DO NOT ABBREVIATE.
PROPONENT PROFILE

School School ID 306817

CAANAWAN NATIONAL HIGH SCHOOL

School Address CAANAWAN, SAN JOSE CITY, NUEVA ECIJA

School Telephone No. N/A School Email Address 306817@[Link]

jocelyn.santos011@deped.g
Focal person JOCELYN C. SANTOS Email Address Mobile No. 0915 648 7003
[Link]
INSET PROFILE
Give an overview of your proposed PD program by providing the following details.

“Bridging Tradition and Innovation: In-Service Training on Transformative Teaching”

Title

Rationale The proposed professional development (PD) program titled "Bridging Tradition and Innovation: In-Service Training on
Transformative Teaching" is designed to address the evolving educational demands and equip teachers with the necessary skills
to integrate innovative and transformative teaching strategies into traditional classroom practices. This initiative was developed
based on the findings of a Professional Development Needs Assessment conducted at Caanawan National High School last
August, 2024 wherein it was found out that teachers’ professional needs fell under PPST 1.1.2, PPST 1.3.2, PPST 3.4.2. Also, it
was evident in the in the core behavioral competencies needs of teachers focused on Innovation, Orientation and Results Focus.
The following findings served as basis in this training/workshop. Aside from the results of PDNA the school admin and proponent
of this training utilize focus group discussions, surveys, and classroom observations to collect comprehensive data. Fifty-three
(53) teachers participated in this assessment, sharing insights on their instructional practices, challenges in integrating
innovative methods, and their professional development needs. The results revealed a significant demand for training in
technology integration, designing project-based learning activities, and fostering critical and creative thinking among students,
indicating a clear need to bridge traditional teaching approaches with innovative strategies that stimulate deeper learning and
enhance student outcomes.
The assessment results highlighted several key competencies that require further development. First, many teachers
reported difficulty in effectively utilizing digital tools and platforms to support learning, demonstrating the need for professional
development focused on enhancing technological integration in the classroom. Second, there was a notable gap in designing and
implementing project-based learning (PBL) activities, which are known to engage students through real-world applications of
knowledge. The proposed PD program will therefore include training on developing PBL frameworks that align with curriculum
standards and promote student engagement. Third, teachers expressed a need for strategies that cater to the diverse needs of
learners. Differentiated instruction emerged as a key area for improvement, as many teachers are still in the process of learning
how to effectively address various learning styles, abilities, and interests within their classrooms. Lastly, the PDNA underscored
the importance of implementing formative assessment practices that can inform instruction and provide meaningful feedback to
students, thereby facilitating continuous improvement in both teaching and learning.
The proposed PD program aligns with relevant legal bases and educational frameworks set by the Department of
Education (DepEd). In particular, it supports DepEd Order No. 42, s. 2017, which mandates the national adoption and
implementation of the Philippine Professional Standards for Teachers (PPST) to enhance teacher competencies and ensure quality

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 education. Furthermore, the initiative is in accordance with DepEd Memorandum No. 50, s. 2020, which encourages schools to
conduct PD programs that help teachers adopt innovative teaching strategies, especially in light of ongoing educational reforms.
This program also adheres to the principles of the MATATAG Agenda, which emphasizes making the curriculum more relevant
and responsive to the needs of 21st-century learners.
Local and international literature strongly supports the need for continuous professional development that incorporates
innovative teaching methodologies. According to Darling-Hammond et al. (2017), PD programs that focus on active learning,
collaboration, and content-specific strategies significantly improve teacher effectiveness and student learning outcomes.
Similarly, the Organization for Economic Co-operation and Development (OECD) highlights the importance of PD that adapts to
emerging educational trends, such as blended learning and the development of critical thinking skills. In the Philippine context,
Santiago and Roxas (2019) emphasize that PD programs significantly impact teacher motivation and competence, noting that
when teachers are equipped with up-to-date knowledge and methodologies, they become more confident in implementing
diverse and innovative instructional approaches.
In view of these findings, the proposed PD program, "Bridging Tradition and Innovation: In-Service Training on Transformative
Teaching", is essential for addressing the identified professional development needs of teachers. The initiative aims to empower
educators with the skills and knowledge needed to blend traditional teaching practices with innovative strategies. By doing so, it
seeks to enhance the instructional quality and overall learning outcomes at Caanawan National High School, ultimately ensuring
that teachers are well-prepared to meet the diverse and evolving needs of their students

Program Description The primary intention of the proposed professional development (PD) program, “Bridging Tradition and Innovation: In-
Service Training on Transformative Teaching,” is to enhance teachers’ instructional practices by equipping them with the skills
and knowledge to integrate innovative strategies into traditional classroom settings. The program is designed based on the
results of the PDNA, which identified specific areas of improvement, such as technological integration, project-based learning
(PBL), differentiated instruction, and formative assessment practices. These areas are critical in fostering an engaging and
inclusive learning environment that meets the diverse needs of 21st-century learners.
The key content to be delivered in the training includes the effective use of digital tools to support interactive and
collaborative learning, designing and implementing PBL activities that align with the curriculum, strategies for differentiating
instruction to cater to varying student needs, and utilizing formative assessment techniques to provide meaningful feedback and
guide instructional planning. The training will employ a blend of interactive workshops, collaborative sessions, and hands-on
activities/demonstrations that enable teachers to apply newly acquired concepts in real classroom scenarios.
The 53 participants will gain deeper understanding and competence in integrating technology to enhance learning
experiences, structuring PBL lessons that encourage critical thinking and problem-solving, and adopting diverse teaching
strategies that accommodate students’ individual learning styles. Moreover, they will acquire skills in assessment for learning,

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ensuring that their teaching methods are continually refined to optimize student achievement.
By bridging traditional teaching approaches with innovative strategies, this PD program will empower educators to
create more dynamic and student-centered classrooms. As a result, teachers will be better prepared to engage students,
promote higher-order thinking skills, and ultimately improve overall learning outcomes. This initiative will not only strengthen
teachers’ professional competencies but also contribute to the holistic development of students at Caanawan National High
School, ensuring they are equipped with skills relevant to the demands of the modern world.

As a result of the participants’ improved competence and performance, the “Bridging Tradition and Innovation: In-Service
Training on Transformative Teaching” program will contribute to the overall enhancement of instructional quality and student
outcomes at Caanawan National High School. Specifically, teachers’ increased proficiency in integrating innovative teaching
strategies will lead to more dynamic and engaging learning environments, fostering critical thinking, creativity, and problem-
solving skills among students. This improved instructional approach will support the school’s mission of providing high-quality
education that prepares students to be competent, job-ready, and responsible citizens capable of thriving in a rapidly evolving
world. Enhanced teacher competencies will also positively impact the school’s performance in key areas such as student
achievement, participation, and retention, aligning with the broader educational goals outlined in the MATATAG Agenda and
DepEd policies.

The participants will be able to effectively apply innovative teaching strategies and integrate technology into their
lessons to create more interactive and student-centered learning experiences. They will be able to design and implement project-
based learning (PBL) activities that encourage critical thinking and real-world problem-solving, as well as differentiate instruction
to address the diverse needs of their students. Additionally, participants will utilize formative assessment techniques to provide
timely and constructive feedback, enabling them to continuously refine their teaching methods based on student performance
data. Overall, these practices will help teachers enhance student engagement, promote higher-order thinking skills, and
contribute to improved learning outcomes.
Terminal objective: By the end of the PD program, the participants will be able to:

 Utilize digital tools and platforms to create interactive and collaborative learning activities.
 Design project-based learning (PBL) modules that align with the curriculum and promote real-world applications.
 Apply differentiated instructional strategies to address diverse learning styles, abilities, and interests in the classroom.
 Implement formative assessment techniques to monitor student progress and provide meaningful feedback.
 Incorporate innovative teaching strategies that blend traditional and modern methodologies to enhance student

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 engagement.
 Develop lesson plans and instructional materials that integrate the newly acquired teaching strategies and tools.
 Collaborate with colleagues to share best practices and refine teaching approaches based on peer feedback and reflection.

Enabling objectives: Specifically, the participants will be able to:

Topic 1: Creative Teaching Strategies

 Identify and implement at least three creative teaching strategies that promote active student engagement and foster
critical thinking.
 Design lesson plans that incorporate creative techniques, such as storytelling, role-playing, or visual arts, to enhance
learning experiences.
Topic 2: Interdisciplinary Connections
 Develop interdisciplinary lesson plans that integrate content from multiple subjects, demonstrating how different
disciplines can enhance understanding of a central theme or topic.
 Utilize real-world examples to illustrate the interconnectedness of various subjects and promote collaborative learning
among students.
Topic 3: Introduction to Integrative and Innovative Teaching
 Explain the principles and benefits of integrative and innovative teaching methods, distinguishing them from traditional
approaches.
 Create a framework for implementing integrative teaching in the classroom, incorporating innovative practices that align
with curriculum standards.
Topic 4: Professional Growth and Development
 Assess personal teaching practices and identify areas for professional growth based on self-reflection and peer feedback.
 Develop a personalized professional development plan that outlines specific goals, strategies, and resources for continued
growth in teaching effectiveness.
Topic 5: Project-Based Learning (PBL)
 Design and implement a project-based learning activity that encourages students to investigate real-world problems and
develop solutions collaboratively.
 Assess student outcomes based on the effectiveness of the PBL approach, using rubrics and formative assessments to
measure learning progress.

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 Topic 6: Session Assessment in Integrative Teaching
 Create assessment tools that effectively measure student understanding and application of integrative and innovative
teaching strategies.
 Analyze assessment data to evaluate the impact of integrative teaching methods on student learning and identify areas for
instructional improvement.

Professional
E.g., PPST
Standard

Domain/s Strand/s Indicator/s

Focus Professional 1. Content Strand 1.1 1.1.1 Demonstrate content knowledge and its
Standard with Knowledge and application within and/or across curriculum
specific Domain/s, Content knowledge and its application within and
Pedagogy teaching areas.
Strand/s, and across curriculum areas
Indicator/s 1.1.2 Apply knowledge of content within and
across curriculum teaching areas.
1.1.3 Model effective applications of content
knowledge within and across curriculum teaching
areas.

Strand 1.5 1.5.1 Apply teaching strategies that develop

critical and creative thinking, and/or other higher-
Strategies for developing critical and creative
order thinking skills.
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.
1.5.3 Develop and apply effective teaching
strategies to promote critical and creative thinking,
as well as other higher-order thinking skills.

Learning Strand 2.2 2.2.1 Demonstrate understanding of learning

Environment Fair learning environment environments that promote fairness, respect and
care to encourage learning.

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 2.2.2 Maintain learning environments that promote
fairness, respect and care to encourage learning.
2.2.3 Exhibit effective practices to foster learning
environments that promote fairness, respect and
care to encourage learning.

Strand 2.3 2.3.1 Demonstrate knowledge of managing

Management of classroom structure and activities classroom structure that engages learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities within the
available physical learning environments.
2.3.2 Manage classroom structure to engage
learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities
within a range of physical learning environments.
2.3.3 Work with colleagues to model and share
effective techniques in the management of
classroom structure to engage learners, individually
or in groups, in meaningful exploration, discovery
and hands-on activities within a range of physical
learning environments.

Strand 2.4 2.4.1 Demonstrate understanding of supportive

Support for learner participation learning environments that nurture and inspire
learner participation.
2.4.2 Maintain supportive learning environments
that nurture and inspire learners to participate,
cooperate and collaborate in continued learning.
2.4.3 Work with colleagues to share successful
strategies that sustain supportive learning
environments that nurture and inspire learners to
participate, cooperate and collaborate in continued
learning.

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 Strand 2.5 2.5.1Demonstrate knowledge of learning
Promotion of purposive learning environments that motivate learners to work
productively by assuming responsibility for their
own learning.
2.5.2 Apply a range of successful strategies that
maintain learning environments that motivate
learners to work productively by assuming
responsibility for their own learning.
2.5.3 Model successful strategies and support
colleagues in promoting learning environments that
effectively motivate learners to work productively
by assuming responsibility for their own learning.

Curriculum and Strand 4.1 4.1.1 Prepare developmentally sequenced teaching

Planning and learning process to meet curriculum
requirements.
Planning and management of teaching and learning
4.1.2 Plan, manage and implement
process
developmentally sequenced teaching and learning
process to meet curriculum requirements and
varied teaching contexts.
4.1.3 Develop and apply effective strategies in the
planning and management of developmentally
sequenced teaching and learning process to meet
curriculum requirements and varied teaching
contexts.

Strand 4.2 4.2.1 Identify learning outcomes that are aligned

Learning outcomes aligned with learning with learning competencies.
competencies 4.2.2 Set achievable and appropriate learning
outcomes that are aligned with learning
competencies.

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 4.2.3 Model to colleagues the setting of achievable
and challenging learning outcomes that are aligned
with learning competencies to cultivate a culture of
excellence for all learners.

Assessment and Strand 5.1 5.1.1 Demonstrate knowledge of the design,

Reporting selection, organization and use of diagnostic,
Design, selection, organization and utilization of
formative and summative assessment strategies
assessment strategies
consistent with curriculum requirements.
5.1.2 Design, select, organize and use diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements.
5.1.3 Work collaboratively with colleagues to review
the design, selection, organization and use of a
range of effective diagnostic, formative and
summative assessment strategies consistent with
curriculum requirements.

2 Beginning
49 Proficient

Target Participants 2 Highly Proficient

53

Indicative Dates of
Delivery Platform Face to Face Delivery November 25-27, 2024
Implementation

INSET CONTENT DETAILS

Assessment Resource
Session
Duration Topic Methodology Strategies & Outputs Speaker/Subject-
Objectives
Tools Matter Expert

1 State in behavioral List content areas Indicate the Indicate the use Identify concrete Indicate the
terms what essential to attaining activities through of varied outputs (e.g., appropriate resource
9
 participants will the learning which resource formative and recommendations, speakers/subject-
be able to do right objectives (producing speaker will summative lesson exemplars, matter experts who
after a learning the outputs). deliver content assessments proposals, TA plan, will deliver the
session. and engage the and the reflection journal, session.
participants. applicable tools. instructional material,
etc.) that will be
produced by the
Indicate the participants during and
relevant learning by the end of each
resources that will session.
be used to
support the
delivery of
content and the
attainment of the
session
objectives.

2 08:21AM- • Identify and 1. Introduction and Workshops During the Session: JOCELYN C.
9:06AM; apply at least Icebreaker (15 during Training SANTOS
 Brainstorming
9:22AM- three creative minutes) Sessions
Ideas: A list of Master Teacher II/MA
11:37AM teaching Creative Teaching
creative teaching Grad.
strategies to Strategies  Activity:
180 minutes strategies and
enhance student
Introduce the Pre-test and Post how to use them
engagement. Test
session in different
• Design lesson  Understanding objectives subjects.
plans Student Diversity and relevance
 Lesson Plan
incorporating of creative Drafts: Initial
differentiated teaching
 Adjust teaching drafts of lesson
instruction based strategies.
methods to suit plans created in
on students’ Use an
diverse needs.
different learning small groups.
styles and icebreaker,
such as  Peer Feedback
• Use digital tools backgrounds. Forms: Feedback
and multimedia  Use differentiated “Brainstormi
forms evaluating
resources to instruction to ng Wall”
10
create interactive ensure all each group's
and technology- students can where lesson plan for
driven learning succeed. participants clarity and
experiences. discuss their creativity.
• Implement  Innovative Teaching teaching By the End of the
active learning Methods challenges Session:
techniques such and
Apply project-  Final Lesson
as group  expectations.
Plans:
discussions, role- based, inquiry-  Resources:
Completed lesson
playing, or hands- based, and Presentation plans that include
on activities in problem-based slides, Board creative teaching
their classrooms. learning work for strategies,
• Develop and use approaches. listing activities, and
alternative  Encourage critical expectations. assessments.
assessment thinking,
 Instructional
methods to collaboration, and 2. Overview of
Materials: At
evaluate student problem-solving Creative Teaching
least one
learning and skills. Strategies (30
teaching aid (like
performance. minutes) a digital
• Create a  Technology presentation or
supportive and Integration  Activity: visual aid) to
engaging Present key support their
classroom  Utilize digital strategies lesson.
environment that tools and virtual such as
 Recommendatio
fosters student environments for project-based
n List:
participation. interactive learning,
Suggestions on
lessons. differentiated
• Collaborate how to adapt
effectively with  Include instruction, creative
peers, parents, multimedia and strategies for
and community resources and technology different
members to gamification to integration. classroom
support students’ make learning Use specific settings.
learning. classroom

11
• Reflect on and engaging.
adjust their examples to
teaching practices  Active Learning illustrate
based on Strategies each strategy.
feedback and  Engagement
student outcomes. Promote group
 : After
discussions, role- presenting
playing, and each strategy,
hands-on use quick
activities. polls or short
 Link classroom Q&A for
lessons to real- immediate
life applications. feedback on
understandin
 Creative Assessment g.
Techniques  Resources:
Presentation
 Use portfolios, slides, online
performance- quiz tools
based
assessments, and 3. Group Activity:
peer reviews. Designing a Lesson
 Provide Plan (40 minutes)
alternative ways
for students to  Activity:
show their Divide
learning. participants
into small
 Creating an groups. Each
Engaging Learning group will
Environment choose one
strategy and
 Design the design a

12
 classroom layout lesson plan
to encourage that
interaction and incorporates
participation. it.
 Foster a safe and  Engagement
supportive space : Groups
for student discuss and
growth. develop their
plans, and the
 Collaboration and speaker will
Community provide
Engagement guidance as
needed.
 Build  Resources:
partnerships with Lesson plan
parents, other templates,
educators, and Google
community Docs/printed
members. templates for
 Create a strong collaboration.
support system
for students. 4. Group
Presentations and
 Reflective Teaching Peer Feedback (30
Practices minutes)

 Continuously  Activity:
evaluate and Groups
refine teaching present their
methods based on lesson plans.
feedback. Peers use a
 Adapt strategies structured

13
 to meet students'
evolving needs. feedback
form to
 Overall Goal evaluate each
group’s plan
 Create a positive based on
and supportive creativity,
learning engagement,
environment that and
nurtures academic applicability.
success and  Resources:
personal growth. Presentation
slides, peer
feedback
forms.

5. Guided Practice:
Individual Lesson
Planning (30
minutes)

 Activity:
Participants
independentl
y create their
own detailed
lesson plans
incorporating
a strategy of
their choice.
 Engagement
: The speaker
provides one-

14
 on-one
support,
answering
questions and
giving
individualize
d feedback.
 Resources:
Lesson plan
templates,
access to
curriculum
resources.

6. Independent
Practice: Sharing
and Reflection (20
minutes)

 Activity:
Participants
share
highlights of
their lesson
plans with a
partner. Each
pair discusses
potential
improvement
s and
practical
applications.
 Resources:
15
 Presentation
slides,
reflective
journal
prompts.

7. Wrap-Up and
Conclusion (15
minutes)

 Activity:
Speaker
summarizes
the key
points, asks
participants
to share their
biggest
takeaways,
and answers
any final
questions.
Participants
fill out a
short
reflective
survey on
how they
plan to apply
these
strategies in
their
classrooms.
16
  Resources:
Survey forms
(Google
Forms/printe
d),

Formative
Assessments: Online
quizzes, group and
independent
activities, peer
feedback, reflection
surveys
3 01:06PM- Recognize and Interdisciplinary Introduction (15 Workshops  During the Session: RHOMARK D.
02:30PM; explain ways in Connections minutes) during Training JARDIEL
02:50PM- different subjects can Sessions  Brainstorming
Understanding Teacher/MA Grad/with
04:36PM be connected in  Activity: Lists:
Interdisciplinary PhD Units
teaching.
180 minutes Learning
The resource speaker Pre-test and Post A list of creative ways to
 Design  Definition and introduces the Test link different subjects based
Interdisciplinary significance of session objectives on discussions in small
Lesson Plans that interdisciplinar
and the importance groups.
integrates concepts y approaches
from different of interdisciplinary
in education.
disciplines to address connections in  Draft Lesson Plans:
a common theme or  Benefits of teaching.
real-world issue. connecting Initial drafts of
different  Engagement interdisciplinary lesson
 Work effectively subjects to plans created in small
in small groups to enhance Conduct a brief groups that integrate at
brainstorm and student icebreaker where least two subjects.
develop learning.
participants share
interdisciplinary Curriculum their favorite  Peer Feedback
project ideas that Integration subjects and discuss
17
  Strategies for
involve multiple integrating how they see them Forms:
subjects. various connecting.
subjects (e.g., Completed feedback forms
 Implement science, math,  Learning evaluating each group's
Project-Based language arts, Resources: lesson plan, focusing on
Learning that social studies)
clarity and creativity.
encourages students into cohesive
Presentation slides
to explore lessons.
outlining session  By the End of the
interdisciplinary
 Identifying objectives and Session:
topics.
common relevance.
themes and  Finalized Lesson
 Utilize
concepts 2. Overview of Plans:
Technology Tools
across Interdisciplinary
that support
disciplines. Learning (30 Completed lesson plans that
interdisciplinary
teaching and Collaborative minutes) effectively integrate
learning. Learning interdisciplinary
Activity: Present connections, complete with
 Assess  Techniques for
key concepts of objectives, activities, and
Interdisciplinary fostering
interdisciplinary assessments.
Learning to evaluate collaboration
among learning,
student learning highlighting benefits  Instructional
across different teachers from
different and real-world Materials:
subjects within their
subject areas. examples.
interdisciplinary Development of at least one
lesson plans.  Creating team- Engagement: Pause instructional material (e.g., a
teaching digital presentation, graphic
 Share Ideas and for questions and
opportunities
Resources to the check for organizer, or visual aid) to
to support
larger group, understanding support the implementation
interdisciplinar
providing and y projects. through QandA of their lesson plan.
receiving feedback.
Real-World Learning
Applications Resources:
PowerPoint slides,
18
  Examples of
real-world videos
problems that demonstrating
require interdisciplinary
interdisciplinar lessons.
y solutions
(e.g.,
3. Group Activity:
environmental
Identifying
issues, social
justice).
Connections (30
minutes)
 Projects and
case studies Activity:
that illustrate Participants work in
the importance small groups to
of
identify connections
interdisciplinar
between subjects
y approaches.
based on provided
Creative Problem- themes (e.g., climate
Solving change, health).
 Methods for
encouraging Engagement: Each
critical thinking group presents their
and problem- ideas, fostering
solving skills discussion and peer
through feedback.
interdisciplinar
y projects. Learning
 Using project-
Resources:
based learning Worksheets with
to address themes, markers, and
complex large paper for group
questions and notes.
challenges.

19
Assessment
Strategies 4. Guided Practice:
 Developing
Designing a Lesson
assessments Plan (30 minutes)
that evaluate
student Activity: Guide
understanding participants in
across multiple creating a lesson
disciplines. plan that integrates
at least two subjects.
 Formative and
summative
assessment
Engagement:
techniques for Participants draft
interdisciplinar their plans and share
y learning. them in pairs for
feedback. The
Technology
speaker circulates to
Integration
provide guidance.
Tools and resources
for supporting Learning
interdisciplinary Resources: Lesson
teaching and learning plan templates,
(e.g., digital curriculum
collaboration standards, and
platforms, multimedia
examples of
resources).
interdisciplinary
Leveraging lesson plans.
technology to
facilitate 5. Independent
interdisciplinary Practice: Project
projects. Planning (30
Student-Centered minutes)
Learning

20
Strategies for
promoting student Activity:
agency and voice in Participants outline a
interdisciplinary project-based
learning. learning activity that
Encouraging student- incorporates multiple
driven inquiry and subjects.
exploration of topics
that connect various Engagement: Use a
disciplines checklist to help
ensure their project
meets
interdisciplinary
criteria. Participants
submit drafts for
informal feedback.

Learning
Resources: Project
planning templates,
online resources for
project ideas.

6. Sharing and Peer

Feedback (20
minutes)

Activity:
Participants present
their project outlines
to the group and
receive constructive

21
feedback.

Engagement:
Encourage
discussion on each
project, focusing on
strengths and areas
for improvement.

Learning
Resources:
Presentation
guidelines and peer
feedback forms.

7. Conclusion and
Assessment (15
minutes)

Activity: The
speaker summarizes
key takeaways and
asks participants to
reflect on how they
plan to implement
interdisciplinary
connections in their
teaching.

Engagement:
Participants
complete an exit

22
 ticket with one key
takeaway and one
remaining question.

Learning
Resources: Exit
ticket forms (paper
or digital), reflection
prompt

4 08:21AM- •To raise Introduction to Introduction Workshops During the Session: MANUEL V. REYES,
9:06AM; awareness among Integrative and during Training JR.
(15 minutes) 1. Brainstorming
9:22AM- educators about Innovative Teaching Sessions
Lists: Teacher II/MA Grad.
11:37AM the concept of  Activity:
innovative and  Conceptual A collaborative list of
180 minutes The resource
integrative Foundations of Pre-test and Post innovative and
teaching, speaker will
Innovative and Test integrative teaching
introducing the introduce
Integrative Teaching strategies shared in
pedagogical themselves and
small groups,
approaches and outline the
 Definition and highlighting effective
strategies. session
overview of practices.
objectives.
•To emphasize innovative and 2. Draft Lesson
the importance of integrative Discuss the
Plans:
student-centered importance of
teaching.
learning innovative and Initial drafts of
 Historical context
approaches within integrative integrative lesson plans
and evolution of teaching in created in pairs that
innovative and teaching today’s incorporate innovative
integrative
approaches. educational approaches and link
teaching
frameworks, landscape. multiple subjects.
focusing on
 Pedagogical
Approaches and  Engageme 3. Peer Feedback
student nt:
23
engagement, Conduct an Forms:
empowerment, Strategies icebreaker where
Completed feedback
and active participants share
forms assessing the
participation.  Key pedagogical their current
clarity, creativity, and
theories teaching
•To discuss effectiveness of the
supporting practices.
potential lesson plans developed
challenges and innovative and  Learning by peers.
barriers to integrative Resources:
Barrier and Solution
implementing teaching (e.g.,
Presentation Chart:
innovative and constructivism,
slides
integrative experiential A chart listing identified
summarizing
teaching learning). challenges and potential
objectives and
methods,and  Various solutions created during
key concepts.
explore strategies the discussion on
innovative
for overcoming 2. Concept barriers to
teaching
these obstacles. Overview (30 implementation.
strategies (e.g.,
minutes)
project-based By the End of the
learning, inquiry- * Activity: Session:
based learning,
Present the Finalized Lesson
interdisciplinary
definition and Plans:
units). significance of
Completed lesson plans
innovative and
 Student-Centered that effectively
integrative
Learning Approaches integrate innovative and
teaching.
interdisciplinary
 Principles of Introduce various approaches, including
pedagogical learning objectives,
student-centered
approaches and activities, assessments,
learning and its
strategies (e.g., and resources.
significance in project-based
modern 1. Instructional
learning, inquiry-
education. Materials:
based learning).
 Techniques for Development of at least
promoting student  Engageme
one instructional
nt
24
 engagement, Ask participants material (e.g., digital
empowerment, to share their presentation,
and active thoughts on how infographic, or graphic
participation they currently organizer) that supports
(e.g., cooperative integrate subjects their lesson plan and
in their teaching. demonstrates
learning, choice-
innovative teaching
based activities). Use a quick poll
methods.
to assess
 Curriculum Design familiarity with Recommendation
for Integration innovative Reports:
teaching
A report summarizing
 Strategies for strategies.
key takeaways from the
designing •Learning session, including
integrated Resources: recommendations for
curricula that implementing
PowerPoint slides,
align with innovative and
videos
innovative integrative teaching
showcasing
teaching methods. strategies in their
innovative
 Examples of classrooms.
teaching
lesson plans that practices. Presentations of
incorporate Lesson Plans:
multiple subjects 3. Student-
and real-world Centered Brief presentations by
Learning participants showcasing
applications.
Approaches (30 their final lesson plans
minutes) and receiving
 Assessment in
constructive feedback
Innovative and •Activity:
from the group.
Integrative Teaching
Explain the
principles of
 Methods for student-centered
assessing student learning and its
learning in relevance in
integrative innovative

25
 teaching
contexts (e.g., frameworks.
formative Discuss
assessments, techniques for
performance promoting
tasks). student
 Approaches for engagement and
providing empowerment.
feedback that
 Engageme
fosters growth nt
and reflection.
Participants will
 Barriers to brainstorm in
Implementation small groups
about methods
 Common they currently use
to engage
challenges and
students and
barriers educators
share ideas.
face when
implementing •Learning
innovative and Resources:
integrative Handouts with
teaching methods strategies for
(e.g., resistance to student
change, lack of engagement,
resources). examples of
 Discussion of student-centered
potential activities.
misconceptions 4. Guided
about innovative Practice:
teaching Developing
practices. Integrative
Lesson Plans (30

26
 minutes)
 Strategies for
•Activity:
Overcoming Challenges
Guide participants
 Practical in creating a draft
strategies for lesson plan that
addressing incorporates
challenges (e.g., innovative and
integrative
professional
approaches.
development,
collaborative •Engagement:
planning).
Participants will
 Building a work in pairs to
supportive school develop their
culture that lesson plans and
embraces receive feedback
innovation and from peers and
integration. the resource
speaker.
 Technology and
•Learning
Resource Utilization Resources:

 Tools and Lesson plan

technologies that templates,
support sample
innovative and integrative lesson
plans for
integrative
reference.
teaching
practices. 5. Challenges and
 Resources for Barriers
educators to Discussion (30
explore further minutes)
and implement in

27
 their classrooms. •Activity:
Facilitate a
 Real-World discussion on
Applications potential
challenges
Examples of real-world educators face
problems that can be when
addressed through these implementing
teaching approaches. innovative and
integrative
teaching
methods.
•Engagement:
Use breakout
groups to identify
common barriers
and share
experiences. Each
group will report
back to the larger
group.
•Learning
Resources:
Discussion
prompts, a chart
for listing barriers
and potential
solutions.
6. Strategies for
Overcoming
Challenges (20
minutes)

28
•Activity:
Present strategies
for overcoming
challenges in
implementing
innovative and
integrative
teaching
methods.
•Engagement:
Participants will
create an action
plan on how they
can address
identified barriers
in their own
teaching context.
7. Conclusion and
Reflection (15
minutes)
•Activity:
Summarize the
key points
discussed
throughout the
session.
Ask participants
to reflect on their
learning and how
they plan to
implement
innovative and
29
 integrative
strategies.
•Engagement:
Participants
complete an exit
ticket with one
takeaway and one
question.

5 01:06PM- * Understand and Project-Based Introduction (15 Workshops During the Session: SHEILA MARIE D.
02:30PM; determine the Learning minutes) during Training BALURAN
02:50PM- significance of Sessions 1. Brainstorming
Introduction to Teacher III/MA Grad
04:36PM Project Based  Activity: Lists:
Project-Based
Learning (PBL).
180 minutes Learning (PBL)
* Differentiate The resource speaker Pre-test and Post A collaborative list of
Definition and introduces Test innovative PBL strategies
Project from
overview of Project- themselves and generated in small groups,
Project Based
Based Learning.
Learning; outlines the session highlighting effective
Historical context and objectives. practices.
* Compare
evolution of PBL in
Problem Based
Learning from
education. Briefly discuss the 2. Draft Project
Project Based agenda and Outlines:
Significance of PBL
Learning importance of
Benefits of PBL for Project-Based Initial drafts of Project-
*Design a Project student engagement Learning. Based outputs developed in
Based Output. and motivation. pairs, incorporating key
*Recognize the The role of PBL in  Engagement elements such as goals,
impact of PBL in developing 21st- : audience, process, and
the teaching- century skills (critical product.
learning process thinking, Conduct a quick

30
collaboration,
communication). icebreaker where 3. Venn Diagrams:
Differentiating
participants share
Projects from their prior Completed Venn diagrams
Project-Based knowledge of PBL. comparing Problem-Based
Learning Learning and Project-Based
 Learning Learning, illustrating
Characteristics of Resources: similarities and differences.
traditional projects
versus PBL.
Presentation slides 4. Assessment
The process and summarizing session Rubrics:
depth of learning objectives and key
involved in PBL concepts. Draft assessment rubrics
compared to simple created in pairs for
projects. 2. Understanding evaluating the effectiveness
Comparing Project-Based of their designed projects,
Problem-Based Learning (30 focusing on criteria like
Learning (PBL) and minutes) creativity, engagement, and
Project-Based learning outcomes.
Learning  Activity:
5. Reflection Journal
Definitions and
Present the Entries:
frameworks of
definition and
Problem-Based
Learning and Project- significance of PBL, Short reflective entries
Based Learning. highlighting its written in personal journals,
benefits for student summarizing insights gained
Key differences and engagement and skill from discussions and
similarities in development. activities throughout the
structure, objectives,
session.
and outcomes.
 Engagement
Designing a : By the End of the Session:
Project-Based
Output Ask participants to 1. Finalized Project
reflect on and share
31
Elements of effective
project design (goals, experiences where Plans:
audience, process, they felt engaged in
product). a project. Comprehensive project
Strategies for aligning plans that include learning
projects with learning Use a quick poll to objectives, timelines,
objectives and gauge how many assessment strategies, and
standards. have implemented materials needed for
PBL in their implementation.
Examples of
classrooms.
successful PBL
2. Action Plans for
outputs from various
disciplines.
 Learning Implementation:
Resources:
PBL Process and Detailed action plans
Methodology PowerPoint slides, outlining steps for
Steps involved in handouts implementing PBL in
implementing PBL summarizing the key participants' classrooms,
(planning, execution, points. including timelines and
reflection). resources.
3. Differentiating
Techniques for
Projects from 3. Instructional
facilitating student-
Project-Based Materials:
led projects and
ensuring Learning (20
collaboration. minutes) Development of at least one
instructional material (e.g.,
Assessment in PBL  Activity: presentation slides, graphic
Methods for assessing organizers, or infographics)
student learning and Explain the that supports their project
project outcomes in differences between plan and demonstrates
PBL contexts. traditional projects innovative teaching
and PBL, using methods.
The importance of
visual comparisons.
formative
4. Recommendation
assessments and
 Engagement
32
peer evaluations.
: Reports:
Recognizing the
Impact of PBL on
Teaching-Learning Facilitate a group Summary reports that
Process discussion where encapsulate key takeaways
participants list from the session, including
Case studies characteristics of recommendations for
highlighting the traditional projects effective PBL practices and
effectiveness of PBL
versus PBL. strategies to address
in various educational
challenges.
settings.
 Learning
Evidence of improved Resources: 5. Peer Feedback
student outcomes Summaries:
and engagement Comparison charts
through PBL. on slides and Written summaries of
Discussion of handouts. feedback received from
challenges faced by peers on their project
educators when 4. Comparing outlines and assessment
implementing PBL. Problem-Based rubrics, highlighting
Learning and strengths and areas for
Technology and
Project-Based improvement.
Resources for PBL
Learning (20
Tools and platforms minutes) 6. Presentations of
that support project Project Plans:
planning,  Activity:
collaboration, and Brief presentations by
presentation. Present definitions participants showcasing
and frameworks for their finalized project plans,
both Problem-Based receiving constructive
Learning (PBL) and feedback from peers and the
Project-Based resource speaker.
Learning.

Discuss key
33
similarities and
differences.

 Engagement
:

Use a Venn diagram

activity where
participants
collaboratively fill in
similarities and
differences on a
shared document.

 Learning
Resources:

Venn diagram
templates and visual
aids on slides.

5. Designing a
Project-Based
Output (30
minutes)

 Activity:

Guide participants in
designing a Project-
Based output by
outlining key
elements (goals,
34
audience, process,
product).

 Engagement
:

Participants work in
small groups to draft
a project outline
based on a provided
scenario.

 Learning
Resources:

Project design
templates, examples
of successful PBL
outputs, and a
checklist for
effective project
design.

6. Implementation
Process of PBL (30
minutes)

 Activity:

Discuss the steps

involved in
implementing PBL
in the classroom,
35
including planning,
execution, and
reflection.

 Engagement
:

Participants create a
timeline for their
project, identifying
key milestones and
responsibilities.

7. Assessment
Strategies in PBL
(20 minutes)

 Activity:

Explain different
assessment methods
suitable for PBL,
including formative
assessments and peer
evaluations.

 Engagement
:

In pairs, participants
develop an
assessment rubric for
the project they
36
designed.

 Learning
Resources:

Assessment rubric
templates and
examples of
formative
assessment
strategies.

8. Recognizing the
Impact of PBL (10
minutes)

 Activity:

Present case studies

and data showcasing
the impact of PBL
on student learning
and engagement.

 Engagement
:

Encourage
participants to share
how they envision
the impact of PBL in
their own

37
 classrooms.

 Learning
Resources:

Case study
summaries and data
reports.

9. Conclusion and
Reflection (15
minutes)

 Activity:

Summarize the key

points discussed
throughout the
session.

Ask participants to
reflect on their
learning and how
they plan to
implement PBL
strategies.

6 08:21-9:51 [Link] the Session-Assessment Introduction (10 Workshops Assessment Plan CRISTINA F. PABLO
concept of in Integrative minutes) during Training Templates Master Teacher I/MA
90 minutes
integrative Teaching Sessions Grad
teaching and its

38
significance in
contemporary Understanding Activity:
Pre-test and Post
education. Integrative Teaching Test
2. Explore various The resource speaker Participants will create and
types of Definition and key outlines the session submit a detailed
assessment principles of integrative objectives. assessment plan that
methods suitable teaching. includes:
for integrative Provide a brief
teaching. Historical context and overview of Clearly defined learning
evolution of integrative integrative teaching, outcomes.
3. Learn
teaching in education. its definition, and its
techniques to
significance in Chosen assessment methods
align assessment
with learning The significance of contemporary aligned with those
outcomes in integrative teaching in education. outcomes.
integrative fostering critical thinking
teaching and real-world  Engagement Implementation strategies
approaches. application. : for the assessment.
4. Design an
Benefits of Integrative Conduct a quick
effective
Teaching icebreaker to gauge
assessment
method for participants' initial
integrative How integrative teaching thoughts.
teaching based on enhances student
individual engagement and  Learning
teaching contexts. motivation. Resources:

The role of integrative Presentation slides

teaching in developing summarizing
interdisciplinary skills. objectives and key
concepts.
Impact on collaborative
learning and teamwork Handout with
among students. definitions and
significance of
39
Types of Assessment integrative teaching.
Methods for Integrative
Teaching

Overview of formative 2. Understanding

vs. summative Integrative Teaching
assessments. (30 minutes)

Examples of authentic  Activity:

assessments,
performance tasks, and Present detailed
project-based explanations of
assessments. integrative teaching
concepts, principles,
Use of self-assessment and its benefits
and peer assessment in through engaging
integrative contexts. visuals and examples
from various
Aligning Assessment educational contexts.
with Learning
Outcomes  Engagement
:
The importance of
clearly defined learning Facilitate a group
outcomes. discussion where
participants share
Techniques for ensuring experiences related
assessments measure to integrative
intended learning teaching and its
outcomes effectively. impact on learning.

Strategies for creating  Formative

rubrics that reflect both
40
process and product in Assessment:
integrative teaching.
Check for
Assessment Design Understanding:
Techniques After the
presentation, ask
Steps for designing participants to share
effective assessment one benefit of
methods tailored to integrative teaching
specific teaching in pairs and then
contexts. summarize their
discussions.
Incorporating student
input and feedback in the  Learning
assessment design Resources:
process.
PowerPoint slides
Techniques for adapting with visuals and key
assessments for diverse points.
learners and learning
environments. Examples of
successful
Implementing integrative teaching
Assessment in scenarios in different
Integrative Teaching subjects.

Best practices for

administering
assessments in 3. Exploring
integrative teaching Assessment
settings. Methods (30
Analyzing and
41
interpreting assessment minutes)
data to inform
instruction.  Activity:

Strategies for providing Introduce various

constructive feedback to types of assessment
students. methods suitable for
integrative teaching
Reflection and (e.g., formative
Continuous assessments, project-
Improvement based assessments,
peer assessments).
The role of reflection in
improving assessment  Engagement
practices. :

Techniques for assessing Use breakout groups

the effectiveness of to discuss specific
assessment methods and assessment methods
making necessary participants have
adjustments. used in their
contexts. Each group
Building a culture of presents one method
assessment among and its effectiveness.
students to promote
lifelong learning.  Formative
Assessment:
Designing an Effective
Assessment Method for Guided Practice:
Integrative Teaching After discussing
methods, ask groups
Contextual
to identify which
Consideration:
42
Identify the specific assessment method
teaching context (subject they believe fits best
area, grade level, student with integrative
demographics) for which teaching and explain
the assessment will be why.
designed.
 Learning
Assessment Goals: Resources:

Define clear learning Charts or

outcomes that the infographics
assessment aims to summarizing
measure. different assessment
types.
Method Selection:
Handouts detailing
Choose the appropriate examples of various
assessment method (e.g., assessment methods.
project-based
assessment, portfolio,
performance task) based
on the learning outcomes 4. Aligning
and teaching context. Assessment with
Learning Outcomes
Rubric Development: (20 minutes)

Create a rubric that  Activity:

includes criteria aligned
with learning outcomes, Discuss the
ensuring it reflects both importance of
the process aligning assessments
(collaboration, with clear learning
engagement) and product outcomes and
43
(final output). provide techniques
for doing so.
 Implementation
Plan:  Engagement
:
Outline the steps for
administering the Participants engage
assessment, including in a hands-on
timelines and activity to outline
expectations for students. potential learning
outcomes for their
 Feedback courses and consider
Mechanism: how to align these
with assessment
Plan for providing timely methods discussed
and constructive earlier.
feedback to students
based on their assessment  Formative
performance. Assessment:

Check for
Understanding:
Participants write
down one learning
outcome and the
corresponding
assessment method
on sticky notes and
share them with the
group.

 Learning

44
 Resources:

Worksheets for
participants to define
learning outcomes
and identify
appropriate
assessment methods.

5. Designing an
Effective
Assessment Method
(20 minutes)

 Activity:

Instruct participants
on how to design an
effective assessment
method tailored to
their individual
teaching contexts,
integrating the
techniques learned.

 Engagement
:

Participants work
individually or in
pairs to draft an
45
assessment plan,
including the chosen
method, rubric, and
implementation
strategy. The speaker
circulates to provide
guidance.

 Formative
Assessment:

Independent
Practice: After
drafting, participants
exchange their plans
with a partner for
peer review and
feedback.

 Learning
Resources:

Assessment design
templates and rubric
examples.

Guidelines for
providing
constructive
feedback.

46
 6. Conclusion and
Q&A (10 minutes)

 Activity:

Summarize key
takeaways from the
session, emphasizing
the importance of
integrative teaching
and aligned
assessments.

 Engagement
:

Open the floor for

questions and
encourage
participants to share
insights or lingering
concerns about
integrative teaching
and assessment
methods.

7 10:11-11:11 Described and Professional Introduction (10 Reflections Professional Growth JOCELYN T. LEONARDO,
tracked their Growth and minutes) Plan PhD
60Minutes
professional Reflection
A detailed Professional School Principal
growth as DepEd  Activity: Pre-test and Post
Growth Plan that II/Doctorate Degree
Teacher;

47
 Test outlines:
The resource speaker
Reflected on their  Personal
practices that
outlines the strengths and
result in their objectives of the needs.
professional session.
 Specific
growth and
Explain the professional
development; and
importance of goals.
tracking professional  Action steps for
Prepared a growth, reflecting on achieving those
Professional practices, and goals.
Growth Plan based creating a
 Methods for
on reflected Professional Growth tracking progress.
strengths and Plan.
needs and shared Action Item List
it with their  Engagement
Accountability A list of actionable items
: that participants commit
Partner
to following the session,
Conduct an which may include
icebreaker where specific steps they plan
participants share to take in their
their current role and professional
one professional development
goal they have.

 Learning
Resources:

Presentation slides
summarizing
objectives and key
concepts.

Handouts with
48
definitions and
importance of
professional growth.

2. Describing and
Tracking
Professional
Growth (25
minutes)

 Activity:

Present a framework
for tracking
professional growth
as a DepEd Teacher,
including various
competencies and
standards.

 Engagement
:

Participants are
invited to discuss
how they currently
track their
professional growth
in small groups,
sharing tools and

49
methods they use.

 Formative
Assessment:

Check for
Understanding:
Ask participants to
write down two
competencies they
believe are important
for their growth and
share with the group.

 Learning
Resources:

Charts outlining the

competencies
expected from
DepEd Teachers.

Example templates
for tracking
professional growth.

3. Reflecting on
Practices (10
minutes)

50
  Activity:

Guide participants
through a reflective
exercise on their
teaching practices.
Provide prompts to
help them identify
strengths and areas
for development.

 Engagement
:

Use guided
reflection questions
to facilitate
discussion.
Participants can
journal their
reflections and
discuss them in
pairs.

 Formative
Assessment:

Guided Practice:
Ask participants to
share one reflection
with their partner
and receive feedback

51
on their insights.

4. Preparing a
Professional
Growth Plan (10
minutes)

 Activity:

Provide a step-by-
step guide on how to
create a Professional
Growth Plan,
highlighting the
importance of
aligning it with
personal strengths
and needs.

Engagement

Participants will
draft their
Professional Growth
Plans using provided
templates. The
resource speaker will
circulate to offer
assistance and
answer questions.

52
  Formative
Assessment:

Independent
Practice:
Participants will
complete the plan
and then share key
points with an
Accountability
Partner for feedback.

5. Sharing and
Feedback (5
minutes)

 Activity:

Organize a sharing
session where
participants present
their key insights
from their
Professional Growth
Plans to their
Accountability
Partners.

 Engagement

Facilitate a feedback
53
loop where partners
provide constructive
feedback and
suggestions for
improvement.

 Learning
Resources:

Guidelines for
providing
constructive
feedback.

Reflection forms for

participants to note
feedback received.

Conclusion and
Q&A (5 minutes)

 Activity:

Summarize the key

points covered in the
session and highlight
the importance of
ongoing professional
development.

54
  Engagement
:

Open the floor for

any final questions
or thoughts
participants might
have

BUDGET ESTIMATE PLAN

Funding Source How will the Budget Provide details

program be Requirements
on how the
funded?
funds will be
allocated. If
registration,
how much will
be collected in
each course?
Use attached
budget
estimate

55
 template as
reference.

Snacks for AM and

PM for 3 days

2 days of the
training will be Lunch for 3 days
charged to
MOOE and the 44,020.00 Worx Paper/Ink
3rd day will be Materials of
through canteen Speakers
fund
(manila paper,
pen, ID badges,
tape)

MONITORING AND EVALUATION PLAN

This is the form for the M&E Plan following the Kirkpatrick Evaluation Model.

Level of M&E Objectives Methods and Data Sources Schedule of Person/s Support User of M&E
Tools M&E Responsible Needed Data

Results What will be What Who and/or what When will M&E Who will be What resources Who will use the
measured? methods/tools documents will activities be accountable for are needed to data gathered?
will be used to provide data or undertaken? ensuring that implement M&E
collect data? evidence on the M&E activities activities?
indicators? are done?

Behavior Evaluate the - Follow-up - Participant - 1-3 months - M&E Observation - Program
application of surveys responses post-training Coordinator guidelines Administrators
traditional and - Peer - Observation - Participants - Survey tools - Facilitators
innovative observations feedback from
strategies in peers
participants'
56
 teaching
practices.

Learning Assess - Pre- and post- - Quiz results - During and M&E - Quiz - Program
knowledge and assessment - Self-assessment immediately Coordinator preparation Administrators
skills gained in quizzes reflections after the - Facilitator materials - Facilitators
transformative - Self- session - Reflection
teaching assessment templates
methods. summaries

Reaction Measure -Feedback forms Participants’ Immediately - M&E - Access to - Program

participant -post-session feedback forms after the Coordinator survey tools Administrators
satisfaction with surveys - Survey responses session - Facilitator (e.g., Google - Facilitators
the integration of Forms)
traditional and
innovative
teaching
methods.

Declaration:
I hereby declare the information provided in this application is true and
correct and there have been no misleading statements, omission of any
relevant facts nor any misinterpretation made.
I agree with DepEd-National Educators Academy of the Philippines to be
the co-owner of all the data gathered and the copyright of any publication
of the use of these data.

To be signed by the PD Program Proponent/s:

Program Proponent JOCELYN C. SANTOS

Signature

Date 09/30/2024

This Form is not valid if not signed.

57
(Enclosure No. 4 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Monitoring and Evaluation (M&E) Plan Form

This is the form for the M&E Plan following the Kirkpatrick Evaluation Model.

Level of M&E Objectives Methods and Data Sources Schedule of Person/s Support User of M&E
Tools M&E Responsible Needed Data

Level 4 - Assess the - Performance - Student - 3-6 months - M&E - Access to - School
Results overall impact of analysis performance data post-training Coordinator performance Administration
transformative - Teacher - School data - Program
(The degree to - Program impact
teaching on performance Administration - Reporting tools Administrators
which targeted report
student evaluations
outcomes as a
engagement and
result of the
learning
training and
outcomes.
support and
accountability
package.)

Level 3 - Evaluate the - Follow-up - Participant - 1-3 months - M&E Observation - Program
Behavior application of surveys responses post-training Coordinator guidelines Administrators
traditional and - Peer - Observation - Participants - Survey tools - Facilitators
(The degree to
innovative observations feedback from
which
strategies in peers
participants
participants'
apply what they
teaching
learned during
practices.
training when
they are back on
the job. This
can be found
in the
application
objective.)

Level 2 - Assess - Pre- and post- - Quiz results - During and M&E - Quiz - Program
Learning knowledge and assessment - Self-assessment immediately Coordinator preparation Administrators
skills gained in quizzes reflections after the - Facilitator materials - Facilitators
(The degree to
transformative - Self- session - Reflection
which
teaching assessment templates
participants
methods. summaries
acquire the
intended
knowledge,
skills, attitude,
confidence, and
commitment
based on their
participation in
the training.)

Level 1 – Measure -Feedback forms Participants’ Immediately - M&E - Access to - Program

participant -post-session feedback forms after the Coordinator survey tools Administrators
2
 Reaction satisfaction with surveys - Survey responses session - Facilitator (e.g., Google - Facilitators
the integration of Forms)
(The degree to
traditional and
which
innovative
participants find
teaching
the training
methods.
favorable,
engaging, and
relevant to their
jobs.)

Declaration:
I hereby declare the information provided in this application is true and
correct and there have been no misleading statements, omission of any
relevant facts nor any misinterpretation made.
I agree that the DepEd-National Educators Academy of the Philippines to
be the co-owner of all the data gathered and the copyright of any
publication of the use of these data.

To be signed by the PD Program Manager

Program Manager JOCELYN C. SANTOS

Signature

Date September 30, 2024

This Form is not valid if not signed.

3
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8
9
10
 (Enclosure No. 12 to DM-OUHROD-2024-1576)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

SCHOOL-BASED PD PROGRAM WORKPLACE APPLICATION PLAN (WAP)

Name School
Designatio Learning Area
n Specialization

INSET Title

Dates Attended
Indicate the focus KRA (PPST Domain) to which this Learning Action Plan will contribute.
Key Result Area/s
(KRA)

Back in the classroom, the teachers will be able to:

Application Objective

Action Steps/Activities Timeline Indicator/s of Success Support Needed/To be

provided by
 (Identify actions or activities that (Specify the schedule or dates within (Specify what will demonstrate or (Identify resources and/or expert
you will undertake to help attain which you will undertake your validate that you have successfully support needed to undertake
your Application Objective. This shall activities.) applied critical behaviors, e.g., activities and who will provide
be aligned with your regular function output you will be able to produce, them.)
including special assignment.) skills you will be able to demonstrate
documented by an observation
form.)

LEARNING ACTION PLAN TEMPLATE 2

 Prepared by Type name here

Signature Sign here

Date
Type name of immediate
Approved by
supervisor

Signature Sign here

Date

LEARNING ACTION PLAN TEMPLATE 3

(Enclosure No. 8 to DM-OUHROD-2024-1576)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

BUDGET MATRIX

PROFESSIONAL DEVELOPMENT PROGRAM/COURSE TITLE:

“Bridging Tradition and Innovation: In-Service Training on Transformative Teaching”

LEARNING SERVICE PROVIDER: SDO SAN JOSE CITY/CAANAWAN NATIONAL HIGH SCHOOL

DELIVERY PLATFORM: FACE TO FACE

SOURCE OF FUNDS: MOOE

TOTAL TARGETED PARTICIPANTS: 53 TEACHERS ,5 SPEAKERS AND 4 ADMIN PERSONNEL

TARGET DATE/S: NOVEMBER 25-27, 2024 PROPOSED VENUE/LOCATIONS: CAANAWAN

NATIONAL HIGH SCHOOL MULTI PURPOSE
HALL

BUDGET BREAKDOWN PER BATCH

PARTICULARS NO. OF NO. OF UNIT COST TOTAL ESTIMATED
PAX DAYS COST
Snacks AM and PM 62 3 80.00 14,880.00
Lunch 62 3 150.00 27,900.00
Worx Paper/Ink
62 3 10.00 620.00
Materials of Speakers 62 3 10.00 620.00
(manila paper, pen, ID
badges, tape)

Total Estimated Cost per Batch 44,020.00

1
 Declaration:

I hereby declare the information provided

in this application is true and correct and
there have been no misleading statements,
omission of any relevant facts nor any
misinterpretation made.

I am agreeing to the NEAP Privacy Notice

and giving my consent to the collection and
processing of these data in accordance
thereto.

JOCELYN C. SANTOS
__________________________________
Signature of the Program Manager
Over Printed Name

___________9/30/2024______________
Date

2
 Professional Regulation Commission

RESUME OF RESOURCE PERSON

CPD COUNCIL OF/FOR PROFESSIONAL TEACHER

Principal Alternate Substitute

Part I. Personal Circumstances

Name: JOCELYN CUEVAS SANTOS Nickname: JO

Residence Address: Contact Details

BLK. 1 LOT 14 ROSEVILLE SUBDIVISION, SAN Landline No.: 0449603992
JOSE CITY NUEVA ECIJA
Mobile No. 1: 09266246028
Business Address:
Mobile No. 2: 09156487003
CAANAWAN NATIONAL HIGH SCHOOL,
Email Add.:
CAANAWAN JOSE CITY NUEVA ECIJA
jocelyn.santos011@[Link]
Nationality/Citizenship: Filipino
Note: The CPD Council shall be informed of any change/s on resource person/s at least 10 days
before the CPD program offering. Substitute resource person may submit this duly accomplished
form three (3) days from the completion of the CPD program.
Part II. Track Record
Major Specialization Sub-Specialization
Competency
English None
Areas
Relevant Seminars/Training Programs Relevant Seminars/Training Programs
Conducted in the last five (5) years Attended in the last five (5) years
Date Title of the Program Date Title of the Program
01/24- HOTs-PLP 09/09 ALS-SHS Pilot Best Practices Achievements
26,29, -11/ and Strategic Sustainability Planning for SY
2024 2024 2024-2025

12/13- 05/14 Regional Training of Senior High School

17, Division Training on Cross Curricular Integration ,16/ Teachers on Integrative and Innovative
2021 Assessment in SHS Teachers 2024 Teaching

11/4- Competency Enhancement Course in Research Jan. School learning Action cell
23/ - Based Improvements In Teaching and 2024
2021 Learning Modalities

02/22/ 12/15/ School Learning Action Cell

2021 School Learning Action Cell 2020

Major Achievements, Citations, Recognition and Awards

Date Title Awarding Body
0/28/ Circles of Innovators SDO-San Jose City
CPDD-17
Rev. 00
June 29, 2020
Page PAGE 1 of
NUMPAGES 1
2022

Part III. Education and Employment

Educational Name of Inclusive
Address Degree Earned
Background School/University Dates
Wesleyan-University Cabanatuan City 1993-1997 Bachelor of
Philippines Secondary Education
major in English
College

Dr. Gloria D. Lacson Master of Arts in English 2015 English

Foundation Colleges
Post-
Graduate

Position Agency/Company Inclusive Dates

Master Teacher II Caanawan National High School 01/01/2018 to
present
Work
Experience:
Five (5) most
recent

Part IV. Other Relevant Information

Profession/s Teaching License 0265739 Issued 01/03/ Valid 08/03/2027
No. on: 1998 until:

Position Date

Other Major Affiliations

National/Chapter Position: Date
(Professional, Civic)

CPDD-17
Rev. 00
June 29, 2020
Page PAGE 1 of
NUMPAGES 1
 I hereby certify that the above information
written by me are true and correct to the best of
my knowledge and belief. I further authorize
PRC and other agencies to investigate the
authenticity of all the documents presented.

I am agreeing to the PRC Privacy Notice and

giving my consent to the collection and
processing of my personal data in accordance
thereto.

JOCELYN C. SANTOS
Signature Over Printed Name
09/30/2024
Date

CPDD-17
Rev. 00
June 29, 2020
Page PAGE 1 of
NUMPAGES 1
 CPDD-17
Rev. 00
June 29, 2020
Page PAGE 1 of
NUMPAGES 1
 Professional Regulation Commission

RESUME OF RESOURCE PERSON

CPD COUNCIL OF/FOR PROFESSIONAL TEACHER

Principal Alternate Substitute

Part I. Personal Circumstances

Name: RHOMARK D. JARDIEL Nickname: RHOM

Residence Address: BLK. 12 LOT 71 LUMINA Contact Details

SUBDIVISION, CAANAWAN, SAN JOSE CITY
Landline No.:
NUEVA ECIJA
Mobile No. 1: 09455931691
Mobile No. 2:
Business Address:
Email Add.:
CAANAWAN NATIONAL HIGH SCHOOL,
[Link]@[Link]
CAANAWANSAN JOSE CITY NUEVA ECIJA
Nationality/Citizenship: Filipino
Note: The CPD Council shall be informed of any change/s on resource person/s at least 10 days
before the CPD program offering. Substitute resource person may submit this duly accomplished
form three (3) days from the completion of the CPD program.
Part II. Track Record

Major Specialization Sub-Specialization

Competency Business Administration, Public NONE
Areas Administration
Relevant Seminars/Training Programs Relevant Seminars/Training Programs
Conducted in the last five (5) years Attended in the last five (5) years
Date Title of the Program Date Title of the Program
May
Regional Training for Senior High School
04/03/ 1st Quali-Talk: Methods in Doing Qualitative 14-
Teachers on Innovative and Integrative
2024 Research 16,
Teaching Strategies
2024

Janu
ary
02/03/ Project CERT: College Exam Readiness In-Service Training for Teaching and Non-
24-
2024 Tutorial Teaching Personnel
26,
2024

01/25- INSET March Division Training Seminar and Accreditation

26,20 4-11, of Coaches and Officiating Officials in
24 2023 Different Sports Discipline

Febru
ary 6- In-Service Training for Teaching and Non-
8, Teaching Personnel
2023
 Major Achievements, Citations, Recognition and Awards
Date Title Awarding Body
Janua
ry 30, Academic Honors NEUST
2024

Finalist for Best Research Paper

12/2-
4, APCORE 2020 Virtual International APCORE
2020 Conference: “Embracing Change, Forging
Ahead”

Part III. Education and Employment

Educational Name of Inclusive
Address Degree Earned
Background School/University Dates
Central Luzon State Science City of Munoz, 2011- BS Electronics &
University Nueva Ecija 2015 Communications
Engineer
College

Wesleyan University- Cabanatuan City 2016- Master of Arts in

Philippines, 2018 Education Major in
Cabanatuan City Mathematics

Nueva Ecija University Cabanatuan City 2021-

Post-
of Science and 2024
Graduate
Technology
Nueva Ecija University Cabanatuan City 2021 -
of Science and Present
Technology
Position Agency/Company Inclusive Dates
Teacher II Caanawan National High School 08/22/2022 to
present
Work Instructor Nueva Ecija University of Science 08/2021 to
Experience: and Technology 07/2022
Five (5) most
recent Instructor Core Gateway College Inc. 11/09/2015 to
07/15/2021

Part IV. Other Relevant Information

Profession/s Teaching License 1891926 Issued 02/04/ Valid 9/15/2025
No. on: 2022 until:

Position Date
 Other Major Affiliations
National/Chapter Position: Date
(Professional, Civic)
N/A N/A N/A N/A

I hereby certify that the above information

written by me are true and correct to the best of
my knowledge and belief. I further authorize
PRC and other agencies to investigate the
authenticity of all the documents presented.

I am agreeing to the PRC Privacy Notice and

giving my consent to the collection and
processing of my personal data in accordance
thereto.

RHOMARK D. JARDIEL
Signature Over Printed Name
09/30/2024
Date
 Professional Regulation Commission

RESUME OF RESOURCE PERSON

CPD COUNCIL OF/FOR PROFESSIONAL TEACHER

Principal Alternate Substitute

Part I. Personal Circumstances

Name: MANUEL V. REYES, JR Nickname: MANNY

Residence Address: No. 7, Zone 1, Caanawan, San Contact Details

Jose City, Nueva Ecija
Landline No.:
Mobile No. 1: 09751449237
Business Address:
Mobile No. 2:
Caanawan National High School, Brgy. Caanawan,
Email Add.:
San Jose City, Nueva Ecija
[Link]@[Link]
Nationality/Citizenship: Filipino
Note: The CPD Council shall be informed of any change/s on resource person/s at least 10 days
before the CPD program offering. Substitute resource person may submit this duly accomplished
form three (3) days from the completion of the CPD program.
Part II. Track Record
Major Specialization Sub-Specialization
Competency
Mathematics Education None
Areas
Relevant Seminars/Training Programs Relevant Seminars/Training Programs
Conducted in the last five (5) years Attended in the last five (5) years
Date Title of the Program Date Title of the Program
Augu
st
Master Class on Designing MATATAG-
July Capacity Building Training – Workshop in 17,
Ready Science and Math Classes (National
23-25, Strengthening EPP/TLE Educators Skills 24,
Educators Academy of the Philippines &
2024 (Technical Working Committee Member) and
Gokongwei Brothers Foundation)
31,
2024

Nove
mber
26,
2021,
Dece July
mber School Based ICT Training/Webinar 15, Teaching Reading and Mathematics with
10, (Chairperson) 15, Wikharian, Ready, Set Read!
2021, 2024
Febru
ary
17,
2022,
May
10,
2022

Dece Capacity Building and Writeshop on Test

National Seminar on Conflict and Covenant
mber Construction for Accreditation and June
Management Strategies in Dealing with
7, 14, Equivalency (A&E) Mock Paper and Pencil 23,
“Misbehaviours” in the Learning
15, Test for Alternative Learning System 2024
Environment
2023 (Resource Speaker)

June
National Seminar on Strategies in
16,
Promoting Active Class Engagement
2024

Major Achievements, Citations, Recognition and Awards

Date Title Awarding Body
May
27, Math Tiktok Challenge 2022 Champion SDO San Jose City
2022

Part III. Education and Employment

Educational Name of Inclusive
Address Degree Earned
Background School/University Dates
Saint Louis University Baguio City, Benguet 1994-1999 BS Electronics &
Communications
Engineer
College

Core Gateway College, San Jose City, Nueva 2020-2022 Master of Arts in
Inc. Ecija Education Major in
Post- Mathematics
Graduate

Position Agency/Company Inclusive Dates

August 9, 2018 to
Teacher (II) Department of Education
present

Work Executive Technical

Al Reem Hospico LLC. 2006-2016
Experience: Secretary
Five (5) most Computer Maintenance Philippine-Sino Center for Agricultural
recent 2004-2006
Technician Technology

University of Rizal System, Binangonan

Instructor I 2001-2002
Branch

Product Engineer Cypress Semiconductor 2000

Part IV. Other Relevant Information

Profession/s Teaching License 1648874 Issued June Valid Sept. 19,
No. on: 18, until: 2027
2008
 Position Date

Other Major Affiliations

National/Chapter Position: Date
(Professional, Civic)

I hereby certify that the above information

written by me are true and correct to the best of
my knowledge and belief. I further authorize
PRC and other agencies to investigate the
authenticity of all the documents presented.

I am agreeing to the PRC Privacy Notice and

giving my consent to the collection and
processing of my personal data in accordance
thereto.

MANUEL V. REYES, JR
Signature Over Printed Name
09/30/2024
Date
 Professional Regulation Commission

RESUME OF RESOURCE PERSON

CPD COUNCIL OF/FOR PROFESSIONAL TEACHER

Principal Alternate Substitute

Part I. Personal Circumstances

Name: SHEILA MARIE D. BALURAN Nickname: SHEILA

Residence Address: Contact Details

Zone 4, Sto. Tomas, San Jose City, Nueva Ecija Landline No.:
Business Address: Mobile No. 1: 0968 7864 625
Caanawan National High School, Brgy. Caanawan, Mobile No. 2: 0932 581 7518
San Jose City Nueva Ecija
Email Add.:
[Link]@[Link]
Nationality/Citizenship: Filipino
Note: The CPD Council shall be informed of any change/s on resource person/s at least 10 days
before the CPD program offering. Substitute resource person may submit this duly accomplished
form three (3) days from the completion of the CPD program.
Part II. Track Record
Specialization Sub-Specialization
Technical Vocational Livelihood- Agri- Practical Research I
Major Crops Production NC I
Competency Practical Research II
Areas Agri-Crops Production NC II Organic
Inquiries, Investigation & Immersion
Agriculture Production NC II

Relevant Seminars/Training Programs Relevant Seminars/Training Programs

Conducted in the last five (5) years Attended in the last five (5) years
Date Title of the Program Date Title of the Program
Workshop on the Validation of the Rural July
July Workshop on the Validation of the Rural
Farm School Curriculum Guides Aligned to 21-
21-26 Farm School Curriculum Guides Aligned to
the MATATAG Curriculum 26
2024 the MATATAG Curriculum
2024

Regional Training of Senior High School May Regional Training of Senior High School
May
Teachers on Integrative and Innovative 14- Teachers on Integrative and Innovative
14-16,
Teaching 16, Teaching
2024
2024

Octob Post-Public Review Workshop on the Octob Post-Public Review Workshop on the
er 16- Special Curricular Programs Curriculum er 16- Special Curricular Programs Curriculum
20, Guides 20, Guides
2023 2023
Augus Development of Learning Materials for
t 1-4, Grade 9 &10 for Rural Farm Schools
2023

Major Achievements, Citations, Recognition and Awards

Date Title Awarding Body
Septe
mber Regional Winner-Most Outstanding
Civil Service Commission-Regional Office III
10, Government Employee-Pag-Asa Award
2024

Octob
er 5, Regional Most Outstanding Secondary Teacher DepEd Regional Office III
2023

Part III. Education and Employment

Educational Name of Inclusive
Address Degree Earned
Background School/University Dates
Central Luzon State Brgy Bantug, CLSU 1996-1999 BS in Agricultural
University cmpd., Science City of Education
Muñoz, Nueva Ecija
College

Central Luzon State Brgy Bantug, CLSU 2016-2018 Master of Science

University cmpd., Science City of in Aquaculture
Post- Muñoz, Nueva Ecija
Graduate

Position Agency/Company Inclusive Dates

Teacher III Caanawan National High School, June 2, 2017 to
DepEd San Jose City present

Research Assistant Bureau of Fisheries and Aquatic January 2, 2013 -

Resources-National Freshwater December 2015
Work Fisheries Technology Center (BFAR-
Experience: NFFTC)
Five (5) most Part-Time Instructor Central Luzon State University April 2003-
recent December 2009

Trainee/Skilled Farm Hidaka Farm, Kagoshima-shi, Japan February 2010-

Worker through Japan International Trainee & December 2012
Skilled Worker Cooperation
Organization (JITCO)

Part IV. Other Relevant Information

Profession/s Teaching License 0753971 Issued 7/23/2 Valid December
No. on: 002 until: 22, 2026

Position Date
 Other Major Affiliations
National/Chapter Position: Date
(Professional, Civic)

I hereby certify that the above information

written by me are true and correct to the best of
my knowledge and belief. I further authorize
PRC and other agencies to investigate the
authenticity of all the documents presented.

I am agreeing to the PRC Privacy Notice and

giving my consent to the collection and
processing of my personal data in accordance
thereto.

SHEILA MARIE D. BALURAN

Signature Over Printed Name
09/30/2024
Date
 Professional Regulation Commission

RESUME OF RESOURCE PERSON

CPD COUNCIL OF/FOR PROFESSIONAL TEACHER

Principal Alternate Substitute

Part I. Personal Circumstances

Name: CRISTINA F. PABLO Nickname: CRISTINA

Residence Address: Contact Details

569 Old Road, Barangay Caanawan, San Jose City Landline No.:
Nueva Ecija
Mobile No. 1: 09154532124
Mobile No. 2:
Business Address:
Email Add.: [Link]@[Link]
Caanawan National High School, Brgy. Caanawan,
San Jose City Nueva Ecija
Nationality/Citizenship: Filipino
Note: The CPD Council shall be informed of any change/s on resource person/s at least 10 days
before the CPD program offering. Substitute resource person may submit this duly accomplished
form three (3) days from the completion of the CPD program.
Part II. Track Record
Major Specialization Sub-Specialization
Competency
Mathematics Education
Areas
Relevant Seminars/Training Programs Relevant Seminars/Training Programs
Conducted in the last five (5) years Attended in the last five (5) years
Date Title of the Program Date Title of the Program
July School Based Training for Teachers 05/13-
Division Training of Trainers and School
8-12, (MATATAG) Curriculum 17/
2024 Leaders on the MATATAG Curriculum
2024

Division Roll-out on Higher Order Teaching

01/24-
Skills Professional Learning Package
29/
2024 (HOTS-PLP) for Mathematics, English and
Science Teachers
12/01-
Reimagining Education Through Effective
03/
2021 Curriculum Implementation

Major Achievements, Citations, Recognition and Awards

Date Title Awarding Body
Part III. Education and Employment
Educational Name of Inclusive
Address Degree Earned
Background School/University Dates
University of Santo Tomas Espana, Manila 1983 -1988 Bachelor of
Science in
Chemical
College Engineering

Core Gateway Colleges San Jose Ecija 2016 - 2018 Master of Arts in
Inc. Mathematics
Post- Education
Graduate

Position Agency/Company Inclusive Dates

Master Teacher I Caanawan National High School 2023-present
Work
Experience: Teacher Caanawan National High School 2009-2023
Five (5) most College Instructor Core Gateway College Inc. Jan.-Mar./ 2009
recent
Engineer II Laguna Lake Development Authority 1998 - 2001
Production Engineer Francisco Motor Corporation 1992 - 1997

Part IV. Other Relevant Information

Profession/s Teaching License 0990633 Issued 12/04/ Valid 12/19/2026
No. on: 2008 until:

Position Date

Other Major Affiliations

National/Chapter Position: Date
(Professional, Civic)
 I hereby certify that the above information
written by me are true and correct to the best of
my knowledge and belief. I further authorize
PRC and other agencies to investigate the
authenticity of all the documents presented.

I am agreeing to the PRC Privacy Notice and

giving my consent to the collection and
processing of my personal data in accordance
thereto.

CRISTINA F. PABLO
Signature Over Printed Name
09/30/2024
Date
 Professional Regulation Commission

RESUME OF RESOURCE PERSON

CPD COUNCIL OF/FOR PROFESSIONAL TEACHER

Principal Alternate Substitute

Part I. Personal Circumstances

Name: JOCELYN T LEONARDO Nickname: KLENG

Residence Address: Contact Details

657 Gardenia st Rufina Homes II Subd. Malasin San Landline No.:
Jose City Nueva Ecija
Mobile No. 1:09209023748
Business Address:
Mobile No. 2:
Caanawan National High School
Email
Brgy Caanawan San Jose City,Nueva Ecija Add.:[Link]@[Link]@d
[Link]
Nationality/Citizenship: Filipino
Note: The CPD Council shall be informed of any change/s on resource person/s at least 10 days
before the CPD program offering. Substitute resource person may submit this duly accomplished
form three (3) days from the completion of the CPD program.
Part II. Track Record
Specialization Sub-Specialization
Major
Competency Values Education English/ Educational Management
Areas

Relevant Seminars/Training Programs Relevant Seminars/Training Programs

Conducted in the last five (5) years Attended in the last five (5) years
Date Title of the Program Date Title of the Program
09/0 Workshop on the Alignment of
9/24 CSE to Matatag Curriculum
-
09/1
3/24
Regional Training for Matatag Curr. 08/0 Reg’l HOTS PLP’s Training
4/15/
1-
24-
08/0
4/19/
4/20
24
24
05/08 Regional-Drawing Up Blue print
/2023 in KS 4
-
05/12
 /2023
07/12 Region III-TPSLM Module
/2022 Writing
-
07/15
/2022
Major Achievements, Citations, Recognition and Awards
Date Title Awarding Body

Marc Most Outstanding Woman of San Jose City

h (Education) LGU San Jose City
2023

Decem
ber Division Most Outsatnding Secondary School Head SDO San Jose City
2021

Part III. Education and Employment

Educational Name of Inclusive
Address Degree Earned
Background School/University Dates
Central Luzon State Munoz Nueva Ecija 1991- Bachelor in
University 1995 Secondary
Education
College

SJCC San Jose City, Nueva 2010 Master of Arts in

Ecija Education
Post-
Phinma Araullo Cabanatuan City 2021 Doctor of
Graduate
University Philosophy

Position Agency/Company Inclusive Dates

Principal II Caanawan NHS January 2022-
present
Work Principal I San Jose City NHS SHS November 2020-
Experience: December 2021
Five (5) most
recent Principal I Porais HS May 2019-
Novemebr 2020

Part IV. Other Relevant Information

Profession/s Teaching License Issued Valid
No. on: until:

PSSPA Region III Position Date

 Other Major Affiliations
National/Chapter Position: Date
(Professional, Civic)
Soroptimist International

I hereby certify that the above information

written by me are true and correct to the best of
my knowledge and belief. I further authorize
PRC and other agencies to investigate the
authenticity of all the documents presented.

I am agreeing to the PRC Privacy Notice and

giving my consent to the collection and
processing of my personal data in accordance
thereto.

JOCELYN T LEONARDO
Signature Over Printed Name
05/23/2024
Date
EVALUATION OF SPEAKERS
POST TRAINING EVALUATION