(Enclosure No. 4 to DepEd Memorandum No. 044, s.

2023)

Republic of the Philippines

Department of Education
National Educators Academy of the Philippines

Detailed Professional Development Program Design Form

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

PROFESSIONAL DEVELOPMENT (PD) PROGRAM PROVIDER PROFILE

PD Program
DEPED – CABIBIHAN NATIONAL HIGH SCHOOL
Owner

Complete Office Brgy. Cabibihan Tagkawayan, Quezon

Address 4321
Office Telephone Office Email
N/A 308038@[Link]
No. Address

PD Program Email
AUGUSTINE S. GONZALES [Link]@[Link] Mobile No. 09399018909
Manager Address

PD PROGRAM PROFILE
Give an overview of your proposed PD program by providing the following details.

IN-SERVICE TRAINING (INSET) FOR TEACHERS WITH A THEME “ENHANCING TEACHERS’ COMPETENCE:
Title
FOSTERING ETHICS, EFFECTIVE INSTRUCTION, AND RESEARCH-DRIVEN PRACTICE”
School Head, Teachers and Non-Teaching personnel of Cabibihan National High School shall design and implement
Rationale the professional development (PD) program aligned with NEAP programs and curriculum teaching that support the
MATATAG Curriculum. The proposed PD program must address the results of competency-based professional
 development needs assessments of the school.

With this, Cabibihan National High School will conduct In-Service Training (INSET) for Teachers with a theme
“Enhancing Teachers’ Competence: Fostering Ethics, Effective Instruction, and Research-Driven Practice on June 11 &
13, 2025. This activity is to support legal basis for mandatory Continuing Professional Development (CPD) in the
Philippines is Republic Act No. 10912, also known as the Continuing Professional Development Act of 2016.

The significant results of the Professional Development Needs Assessment of Cabibihan National High School
teachers revealed specific target competencies for development, aligning with the theme "Enhancing Teacher Competence:
Fostering Ethics, Effective Instruction, and Research-Driven Practice." Key areas identified for improvement include
deepening understanding of the Professional Code of Ethics for Teachers, enhancing instructional competencies through
effective assessment and evaluation strategies, and developing research skills to inform teaching practices. Additionally,
teachers expressed the need for clarity on service credits and effective class program management. These findings
informed the design of the INSET program, which aims to address these needs and foster a culture of continuous
improvement, ethics, and research-driven practice among teachers.

The proposed In-Service Training (INSET) program for teachers is supported by relevant DepEd issuances.
Specifically, DepEd Memorandum No. 44, s. 2023 provides interim guidelines for the quality assurance and monitoring
and evaluation of the National Educators Academy of the Philippines core programs, emphasizing the importance of
professional development for teachers. Additionally, the DepEd's commitment to enhancing teacher quality and promoting
a culture of continuous improvement is reflected in various policies and guidelines. These legal bases underscore the need
for targeted professional development initiatives like this proposed INSET program, which aims to enhance teacher
competence and ultimately improve student learning outcomes.

Relevant literature validates the identified professional development needs and selected key contents of the INSET
program. Research emphasizes the importance of teacher professional development in enhancing instructional quality and
student learning outcomes (Darling-Hammond et al., 2017). Studies also highlight the significance of teacher ethics
(Campbell, 2003) and research-driven practice (Biesta, 2007) in promoting effective teaching. Furthermore, effective
assessment and evaluation strategies, such as those informed by Bloom's Taxonomy (Bloom, 1956), are essential for
improving student learning. The selected methodologies for the INSET program, including interactive workshops and
collaborative activities, are also supported by research as effective approaches to teacher professional development
(Guskey, 2002). These findings provide a strong foundation for the proposed INSET program, which aims to enhance
teacher competence and promote a culture of continuous improvement.

Program The In-Service Training (INSET) program for teachers aims to enhance teacher competence and promote a culture of
Description continuous improvement, ethics, and research-driven practice. The program will cover key areas such as the Professional
Code of Ethics for Teachers, effective assessment and evaluation strategies, research skills, and class program
management. Through interactive workshops and collaborative activities, participants will gain knowledge and skills to
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 apply ethical principles, design effective assessments, conduct research, and manage their teaching loads effectively. This
program will benefit teachers by enhancing their instructional competencies, fostering a culture of ethics and
professionalism, and improving their overall teaching practice and student learning outcomes.

The INSET includes the discussion of the following topics:

Session 1: Service Credit Guidelines
Session 2: Revisiting Professional Code of Ethics for Teachers
Session 3: Blooms Taxonomy/Multi-Dimensional Type of Test
Session 4: Research and Innovation
Session 5: Class Program (Teaching Load and Ancillaries)
Results objective:
Program
Objectives As a result of the In-Service Training (INSET) for Teachers with a theme: “Enhancing Teachers’ Competence:
Fostering Ethics, Effective Instruction, and Research-Driven, it is expected that 100% of the participants will be able to
contribute to the development of a more effective, efficient, and ethical teaching force.
Application objective:

Back in the workplace, participants will be able to apply the knowledge and skills gained from the INSET program
to enhance their teaching practices, promote a culture of ethics and professionalism, and improve student learning
outcomes. They will be able to design effective assessments, integrate research-driven practices, and manage their
responsibilities more efficiently, ultimately leading to improved instructional quality and student achievement.
Terminal objective:

By the end of the training, the participants will gain the knowledge, skills, and competencies necessary to enhance
their teaching practices, promote ethics and professionalism, and improve student learning outcomes. They will be
equipped to apply new strategies, methods, and approaches in their daily teaching practice.
Enabling objectives:

Specifically, the participants will be able to:

1. Understand the concept of service credit, its application, and how it can be utilized to advance their careers and
enhance their professional development.
2. Promote ethical teaching practices, professionalism, and integrity among educators, ensuring a positive and
respectful learning environment for students.
3. Equip teachers with the knowledge and skills to design and develop assessments that measure various levels of
cognitive skills and promote higher order thinking among students.
4. Integrate research-driven practices and innovative approaches into teaching methods, enhancing instructional
quality, promoting student engagement, and fostering a culture of continuous improvement in education.
5. Enable teachers to effectively manage their teaching responsibilities, prioritize tasks, and balance workload,
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 ultimately enhancing their productivity, job satisfaction, and overall teaching effectiveness.
Professional Standard PPST
Target
Domain/s Strand/s Indicator/s
Professional
Standard with 1. Content 1.2. Research-based knowledge and 1.2.2. Use research-based knowledge and
specific Knowledge and principles of teaching and principles of teaching and learning to
Domain/s, Pedagogy learning enhance professional practice.
Strand/s, and 1.2.3. Collaborate with colleagues in the
Indicator/s conduct and application of research to
enrich knowledge of content and
pedagogy.

4. Curriculum and 4.1.2. Plan, manage and implement

Planning 4.1. Planning and management of developmentally sequenced teaching and
teaching and learning process learning process to meet curriculum
requirements and varied teaching
contexts.
4.2.3. 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.

5. Assessment and 5.1.2. Design, select, organize and use

Reporting 5.1. Design, selection, organization diagnostic, formative and summative
and utilization of assessment assessment strategies consistent with
strategies. 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.

6.3.2. Review regularly personal teaching

6. Community
practice using existing laws and
Linkages and 6.3. Professional ethics regulations that apply to the teaching
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 Professional profession and the responsibilities
Engagement specified in the Code of Ethics for
Professional Teachers.
6.3.3. Discuss with colleagues teaching and
learning practices that apply existing
codes, laws and regulations that apply to
the teaching profession, and the
responsibilities specified in the Code of
Ethics for Professional Teachers.

Professional Standard PPSH

1. Leading 1.4. Research and Innovation 1.4.4. Promote a culture of research to facilitate
Strategically data-driven and evidence-based
innovations to improve school
performance and foster continuous
improvement.

2. Managing School 2.4. Management of Staff 2.4.2. Manage staffing such as teaching load
Operations and distribution and grade level and subject
Resources area assignment in adherence to laws,
policies, guidelines and issuances based
on the needs of the school.

3. Focusing on 3.5. Learning Assessment 3.5.2. Provide technical assistance for teachers
Teaching and in teaching learning assessment tools,
Learning strategies and results consistent with
curriculum requirements to ensure
accountability in achieving higher
learning outcomes.

4. Developing Self and 4.3. Professional Network 4.3.4. Lead and organizing professional
Others networks to provide colleagues
opportunities to maximize their potential
and enhance their practice.

Participants Profile:

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 Cabibihan National High School Personnel:
❖ School Head: Career stages 3 & 4
❖ Teachers: Career stages 3 & 4 (proficient and highly proficient teachers)
❖ Non-Teaching
1 School Number of batches
Head per implementation
Target (if applicable):
Participants 1 batch only
1 Master
Teacher
Total number of Number of
Once
target participants: implementations:
13
Number of 17 School Head, Master
Teachers
participants per Teacher, Teachers & Non-
batch: Teaching
2 Non-
Teaching
Indicative Dates of
Delivery Platform Face-to-Face June 11 & 13, 2025
Implementation

PD PROGRAM DESIGN
Resource
Session
Duration Topic Session Objectives Methodology Outputs Speaker/Subject-
No.
Matter Expert
30 PRE-TEST  Administer pre-test INSET Participants answer  Results of the
Minutes among INSET the pre-test pre-test PMT
participants
1 120 Service  Understand the Activity:  Developed an
Minutes Credit DepEd guidelines Participants will engage in action plan for AUGUSTINE S.
Guidelines on granting group discussions and implementing GONZALES
vacation service documentation exercises to service credit Head Teacher II
credits to teachers understand and apply DepEd guidelines
 Identify eligible guidelines on granting  Created a
activities that can be vacation service credits to documentation
credited for service teachers. template for
credits Analysis: service credits
 Learn the analyze the DepEd  Demonstrated a
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 procedures for guidelines, classify activities clear
documenting and as eligible or ineligible for understanding of
approving service service credits, and review DepEd guidelines
credits sample documents to ensure and procedures.
 Apply guidelines in completeness and accuracy
school-based Abstraction:
scenarios Summarize key points,
discuss best practices, and
identify common challenges
related to implementing
DepEd's service credit
guidelines.
Application:
Apply the service credit
guidelines to school-based
scenarios and develop an
action plan for
implementation,
communication, and
accurate documentation
2 180 Revisiting  Reiterate the Activity:  Action plan for
Minutes Professional importance of ethics Group discussion and review applying the Code FELOMINA M.
Code of in teaching of DepEd's Professional Code of Ethics ESTABADEZ
Ethics for profession of Ethics for Teachers.  Reflective journal JHS – Master Teacher I
Teachers  Familiarize Analysis: on personal and
participants with the Identifying ethical issues, professional
DepEd’s Professional analyzing consequences, and values and
Code of ethics for relating to personal behaviors
teachers experiences.  Group
 Discuss the Abstraction: presentation of
application of ethical Summarizing key points, the case study
in teaching practices discussing ethical principles, analysis and
 Reflect on personal and emphasizing proposed
professional values professional values. solutions
and behavior Application:
Developing action plans,
reflective journal, and
sharing best practices.
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3 240 Research and  Equip participants Activity:  Research
Minutes Innovation with knowledge and Brainstorming, research title/proposal JESSICA R. MAGDATO
skills on research methodology workshop, and  Innovation action JHS – Teacher II
and innovation in group discussion. plan
education, Analysis:  Action plan for FELOMINA M.
promoting critical Identifying research gaps implementing ESTABADEZ
thinking, problem- Abstraction: Summarizing research and SHS – Master Teacher I
solving, and a key concepts, research innovation
culture of frameworks, and innovation
innovation. strategies.
Application: Developing
research title/proposals,
innovation project plans, and
action plans.
Bloom’s  Understand Bloom’s Activity:  Assessment tasks
Taxonomy/ Taxonomy and its Bloom's Taxonomy that target JULIE ANN E.
Revisiting application in workshop, group discussion, different cognitive ALCANTARA
Muti- education and assessment tool review. levels JHS – Teacher II
Dimensional  Familiarize with Analysis:  Rubrics for
Assessment multi-dimensional Analyzing assessment assessing FELOMINA M.
Tools assessment tools questions, identifying performance ESTABADEZ
 Develop skills in cognitive levels, and case  MDAT Type of SHS – Master Teacher I
4 240 creating effective study analysis. Test
Minutes assessments that Abstraction:
cater to different Understanding cognitive
cognitive abilities levels, assessment
frameworks, and best
practices.
Application: Creating
assessment tasks, designing
rubrics, and developing
assessment plans.
5 60 Class  Understand and  Lecture, group  balanced and
Minutes Program manage teaching discussion, and hands-on manageable class AUGUSTINE S.
(Teaching loads and ancillary exercise. program/ GONZALES
Load and responsibilities teaching load Head Teacher II
Ancillaries) effectively, creating a plan.
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 balanced class
program.
30 POST-TEST  Administer post-  INSET Participants  Results of the
Minutes test among INSET answer the post-test post-test PMT
participants

PD Program Management Team

PD Program Management Team Name
a. Program Manager AUGUSTINE S. GONZALES – Head Teacher II
b. Learning Manager FELOMINA M. ESTABADEZ – Master Teacher I
ISAGANI H. MATIBAG – Head Teacher II
c. Resource Speaker/Subject-Matter Expert FELOMINA M. ESTABADEZ – Master Teacher I
JESSICA R. MAGDATO – Teacher II
JULIE ANN E. MAGDATO – Teacher II
d. M&E Coordinator CONCEPCION B. OREÑA – JHS Teacher II
ACHILLE D. DELOS SANTOS – SHS Teacher II
JONARD L. VILLAMARZO – JHS Teacher II
e. Documenter CHINA M. MAGSINO – SHS Teacher II
MARIA DOLORES S. MARGALLO – JHS Teacher I
f. Secretariat MELODY G. VENERAYAN – JHS Teacher II
ROSE ANNE P. GONZALES – SHS Teacher II
g. Welfare Officer MA. CRISTINA T. BARTOLOME – JHS Teacher
JAY V. MAGISTRADO – SHS Teacher II
h. Logistics Officer ARNEL B. PEÑA – JHS Teacher
BABY ROSE B. GARCIA – SHS Teacher I
i. Finance Officer JOHN PAUL S. STA. MINA – ADAS II
REBECCA M. AN – COS

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.

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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 AUGUSTINE S. GONZALES

Signature
Date May 15, 2025

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