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 AMONTAY ELEMENTARY SCHOOL School ID 116864

School Address BARANGAY AMONTAY, BINALBAGAN, NEGROS OCCIDENTAL

School Telephone No. N/A School Email Address [email protected]

Focal person MICAH R. TABANO Email Address [email protected] Mobile No. 09452978897

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 1

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

Project "AMONTAY" Aiming for Manageable and Objective-driven trainings Needed by Teachers And school Head all Year-round
Title

Project AMONTAY: Aiming for Manageable and Objective-driven trainings Needed by Teachers And School Head all Year-round is
based on a competency-based professional development needs assessment, utilizing the Self-Assessment Tool (SAT) mandated by
DepEd. This ensures the program aligns with both personal growth needs and institutional goals for enhancing teaching practices and
student outcomes (Department of Education [DepEd], 2017).
The need for In-Service education of teachers cannot be underestimated. It is a necessity in enhancing work performance and
motivation of teachers in the field. Absence of in-service training of teachers will retard professional growth of teachers as well as
“missing gaps” between demands and actual achievement levels.
The program follows the framework of the PPST, which includes seven domains and 37 strands that guide the continuous
professional development of teachers. It addresses competencies like content knowledge, learning environment, and professional
growth, ensuring teachers meet the evolving demands of quality education (DepEd, 2017). It is anchored in DepEd Order No. 42, s.
2017, which institutionalizes the PPST and emphasizes the need for continuous teacher development. It also aligns with DepEd policies
Rationale
on inclusive education, classroom assessment, and professional ethics, ensuring legal and educational relevance (DepEd, 2017; DepEd,
2015).
The 3- day school based In- Service Training and 2-day MPRE topics for teachers are based on their E-SAT result and which 3 of the
competencies are mostly and commonly needed by the teachers and it will engage all teachers of Amontay Elementary School in a
seminar workshop that will increase in- depth knowledge of the innovative teaching methods in the new normal, the use of ICT and
social media in teaching learning process, Development of different strategies and how to develop research and innovation in teaching.
This will contribute to the development of their profession and gain deepened understanding of the nature of their work as well as their
workplace and their accountability as a DepEd personnel. Also, this training will contribute to their personal and professional growth in
finding essential ingredients in improving and assessing their skills and knowledge as a teacher. Furthermore, this training will be
conducted in a formal face to face while observing health and safety protocols.

Terminal Objectives:
Program Description
By the end of the program, participants will be able to:

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 2

 • Understand the importance of the RPMS tools and PPST Resource Package in advancing the teachers’ professional
development and growth for a more effective, timely and high- quality provision of teaching.
• Improve the knowledge, comprehension, and appreciation of personal finance management among teachers.
• Create choose, arrange, and employ curriculum- aligned diagnostic, formative and summative assessment strategies.
• Demonstrate knowledge on policies, guidelines, and procedures that provide safe and secure learning environments.
• Promote mental health and raise awareness on related issues among teachers and learners by providing psychosocial support
services and activities to increase the mental resilience of learners and teachers in times of COVID- 19 Pandemic.
• Enhance teacher professionalism when carrying out official tasks and fostering a high ethical standard in public service.
• Identify the goals, objective and parts of a research and innovation paper.
• Identify emerging opportunities and challenges in addressing the needs of learners, school personnel and other stakeholders.
• Develop and apply effective strategies in the planning and management of developmentally sequenced teaching and learning
process in varied teaching context.

Application objective: Back in the classroom, the participants will be able to:
• Implement differentiated, research-based instructional strategies that address the diverse learning needs of students, including
those with disabilities, giftedness, and talents.
• Utilize assessment data to make informed adjustments to their teaching practices, improving student learning outcomes.
• Foster a classroom environment that motivates students to take responsibility for their learning.

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

• Evaluate the school’s progress in the implementation of educational programs, projects, and activities, using evidence-based
assessment tools.
• Review the teachers' performance based on the IPCRF (Individual Performance Commitment and Review Form) for SY 2023-2024
and the 1st Semester of SY 2024-2025.
• Apply research-based knowledge and principles of teaching and learning to improve professional practice and instructional
strategies.
• Design, adapt, and implement teaching strategies that are responsive to the needs of learners with disabilities, giftedness, and
talents, fostering inclusivity in the classroom.
• Apply a range of strategies that create a learning environment where students are motivated to take responsibility for their own
learning, in line with principles of Self-Determination Theory.

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 3

 • Utilize assessment data effectively to modify teaching and learning practices, ensuring continuous improvement in student
performance.
• Adopt practices that uphold the dignity of teaching as a profession, exhibiting qualities such as a caring attitude, respect, and
integrity, as outlined in the Code of Ethics for Professional Teachers.

Professional Standard RPMS - PPST

Domain/s Strand/s Indicator/s

D1: Content 1.2 Research-based knowledge and principles of 1.2.1 Demonstrate an understanding of research-
Knowledge and teaching and learning based knowledge and principles of teaching and
Pedagogy learning.

2.5.2 Apply a range of successful strategies that

D2: Learning 2.5 Promotion of purposive learning maintain learning environments that motivate learners
Environment to work productively by assuming responsibility for
Focus Professional
their own learning.
Standard with specific
Domain/s, Strand/s,
and Indicator/s
D3: Diversity of 3.1 Learners’ gender, needs, strengths, interests and 3.1.2 Use differentiated, developmentally appropriate
Learners experiences learning experiences to address learners’ gender,
needs, strengths, interests and experiences.

3.3 Learners with disabilities, giftedness and talents 3.3.2 Design, adapt and implement teaching strategies
that are responsive to learners with disabilities,
giftedness and talents.

D5: Assessment and 5.1: Design, selection, organization, and use of 5.1.2 Design, select, organize and use diagnostic,
Reporting diagnostic, formative, and summative assessment formative and summative assessment strategies
strategies – Using assessments effectively to inform consistent with curriculum requirements
teaching decisions.

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 4

 5.2: Monitoring and evaluation of learner progress 5.2.2 Monitor and evaluate learner progress and
and achievement – Utilizing assessment results to achievement using learner attainment data.
modify teaching practices.

D7: Personal Growth 7.2: Dignity of teaching as a profession 7.2.2: Adopt practices that uphold the dignity of
and Professional teaching as a profession by exhibiting qualities such
Development as caring attitude, respect and integrity.

Participants Profile:
Specify the target participants based on their career stage, job group, position, subject area, grade level, etc.

Total number of participants, sex and age disaggregation

Teaching Position Sex

Male Female 20-35 36 - 50 51-65
Target Participants Teacher I 0 7 6 1 0
Teacher II 0 0 0 0 0
Teacher III 0 1 1 0 0
TOTAL 0 8 7 1 0

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 5

 Indicative Dates of
Delivery Platform Formal Face –to- Face November 25 – 29, 2024
Implementation

INSET CONTENT DETAILS

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

1 1. Identify what is 1.What is This will be pretest and posttest

IPED and enhance Indigenous conducted in face- activity will be given
November to- face modality.
90 teacher’s knowledge People Education to the participants to
25, 2024 Powerpoint will be
Minutes and understanding and Indigenous evaluate their
about IKSPs. Knowledge used. Various learnings in the
(AM)
Systems and activities will be topic. A monitoring
provided to the
Practices (IKSPs). and evaluation tool
participants.
will also be utilized
by the participants Contextualized and
Indigenized Lesson Mary Joy P.
2. Embark on a Plan Empase
2.
transformative
Contextualization
journey, delving into
90 and
a diverse array of
Indigenization of
Minutes topics ranging from
design to
curriculum
assessment
alignment and
strategies and

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 6

 Indigenous People differentiated
Education. instruction.

A. Activity: pretest and posttest 3. Familiarize

1. Self-Reflection: activity will be given with the key
1. Familiarize with the concepts on
key concepts on
to the participants to
Before we go learners’
learners’ gender, evaluate their gender, needs,
further, let us
needs, strengths, learnings in the strengths,
interests and first reflect on
topic. A monitoring interests and
experiences. our current experiences.
and evaluation tool
practice. As
2 will also be utilized
2. Understand the Proficient 4. Understand
concepts that by the participants the concepts
November Teachers, we
facilitate deeper Differentiated have our that facilitate
25, 2024 appreciation of the Ma. Milagrosa
Teaching Strategies knowledge, deeper
180 indicator and help Mesa
(PM) (PPST 3.1.2) appreciation of
Minutes deliver the lessons skills and
the indicator
that are responsive to attitudes and help
learner diversity. regarding the deliver the
use of lessons that
differentiated are responsive
1. Develop Lesson Plan to learner
strategies to
with differentiated, diversity.
address learner
developmentally
diversity
appropriate learning
strategies to address I know... Develop Lesson Plan
learners need I do... with differentiated,
I feel ... developmentally
appropriate learning

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 7

 strategies to address
Presentation learners need
and processing
of outputs

B. Analysis
Lecturette and
Discussion of the
following:
1. Differentiated
Instruction
Based on
Learners’
Interests
2. Differentiated
Instruction
Based on
Learners’
Gender
3. Differentiated
Instruction
Based on
Learners’
Experiences
4. Differentiated
Instruction
Based on
Learners’ Needs
& Readiness

C. Abstraction

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 8

 Ask this to the
participants:

What's the
importance of
Differentiated
instruction in
addressing
learners
needs?

D. Application
a. Crafting of
Lesson
Plan which
highlights
differentiat
ed
instruction
Class Demonstration
showing Differentiated
instruction

A. The
3 Provide all participants
personnel the will learn
November ability to deal with first aid Jernie S. Rondin
240 Demontsrate how to
26, 2024 minor injuries to Emergency First specific to
Minutes conduct first aid LDRRMO-
offer practical care Aid at Work the school
(AM) for the more Department Head
environment
serious injuries and focusing on
illnesses. playground
accidents,

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 9

 sports
activities and
common
medical
conditions.
They will do
hands-on
activities.

Activity: Divide
participants into small
groups and assign
emergency scenarios
(e.g., burns, fractures,
head injuries). Have
them take turns acting
as responders and
patients.

Goal: Develop
problem-solving skills
and boost confidence
in recognizing injuries
and responding
accordingly.

4 2. Define what Activity: Provide

is Literacy Literacy and short workshops on
November 120 and evidence-based Literacy and
Numeracy Joan T. Lozada
26, 2024 minutes Numeracy Programs literacy strategies Numeracy Programs
Skills. like guided reading,
(PM)
close reading, or

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 10

 3. What are reciprocal teaching.
the Demonstrate each
programs strategy and have
that support teachers practice
Numarcy
with sample texts.
and Literacy
skills Goal: Equip
enhanceme teachers with fresh,
nt.
research-backed
4. Appreciate
techniques to
the
importance
support diverse
of reading and
enhancing comprehension
Numeracy skills.
and Literacy
skills.

A. The participants
1. Identify the actively listen
research- and participate
based in the
knowledge session/discussi
and on of the
4 Research-based Resource Crafted Lesson Plan
principles of Persons
teaching
knowledge and which highlights the
(RPs)/Learning
November 120 and principles of Facilitators strategies to maintain
Lesson Plan Diane Jovenes
26, 2024 Minutes learning teaching and (LFs); learning environment
2. Use learning. (PPST B. There will be an that motivate the
(PM) open forum to learners
research- 1.2.1)
clarify concepts
based that are not
knowledge clear to the
and participants;
principles of and
C. Group Activity
teaching

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 11

 and
learning to
enhance
professional
practice
3. Appreciate this
research-based
knowledge and
principles of teaching
and learning

Participants will be able

to draft an Innovation
Proposal
Activity: Begin with a
presentation or video
overview of current
5. Identify trends in educational
4 what is innovation, such as
Innovation. personalized learning,
November technology integration,
27, 2024 6. How to craft and project-based
learning.
(AM) Innovation Goal: Set the stage for
240 paper. Crafting of innovation by helping Participants will craft Crafted Innovation
Jocelyn Elijan
Minutes Innovation Paper participants understand and Innovation Paper Paper Manuscript
what's currently
transforming education
7. Know the and what might inspire
importance their paper.
of having Activity: In small
Innovation groups, have
at school. participants identify
specific challenges in
their school or
educational setting that
need addressing. Use
sticky notes to write

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 12

 challenges, then group
similar themes together
on a board.

Goal: Clarify the "pain

points" that the
innovation paper could
aim to solve or improve
upon, creating a focused
foundation for
innovative ideas.
A. Activity:
1. Let the
participants
take the
1. Identify assessment pretest
strategies consistent prepared by
with the curriculum the Facilitator
requirements
2. Design, select, 2. Ask the
organize and use participants
5 Assessment their prior
diagnostic, formative
Strategies knowledge
and summative Crafted Assessment
November 120 Consistent with about Ma. Khulyn C.
assessment strategies formative and Tools per Learning Assessment Tools
27, 2024 Minutes Curriculum Alvarez
consistent with Requirements summative Areas
(PM) curriculum (PPST 5.1.2) assessment
requirements strategies
5. Develop an
Assessment Tool 3. Let the
consistent with participants
curriculum list down the
requirements strategies they
are utilizing in
their classes to
assess
learners

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 13

 B. Analysis:
Lecturette:
a. Discussion of
the Different
Assessment
strategies
consistent
with
Curriculum
requirements

C. Abstraction:
Let the participants
answer the following
questions:
a. What is the
importance of
assessment to
teachers and
students?
b. How are we
going to make
the
assessment
meaningful
and consistent
with the
curriculum
requirements
or standard?

D. Application:
Craft an assessment
tool based on your
area of specialization
and grade level which

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 14

 will be utilized for the
3rd and 4th Quarter.

A. Activity: pretest and posttest

Begin with a scenario- activity will be given
based discussion or
icebreaker on
to the participants to
professionalism or evaluate their
ethical challenges. This learnings in the
will get participants to topic. A monitoring
share experiences and
and evaluation tool
engage with the topic.
Show a short video or will also be utilized
1. Dignity of Teaching as present a case study on by the participants
a Profession ethical dilemmas,
3. Develop the ability to Professionalism & prompting participants
analyze and resolve Work Ethics of to think about real-life
6
120 ethical dilemmas Teaching and issues of
November
minutes related to professional Non-Teaching professionalism. Elaine Lahaylahay
27, 2024
behavior both within Personnel (in and
(PM) B. Analysis:
the school Out of the School
Facilitate a group
environment and in Premises)
discussion to examine
the wider community. the key principles of
professionalism and
work ethics. Focus on
how these apply both
within and outside the
school premises.
Divide participants into
small groups to work on
case study analysis
involving ethical
dilemmas. Groups will

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 15

 discuss potential
solutions and
professional actions to
take in these situations.

C. Abstraction
Present a brief lecture
input on the code of
ethics and professional
standards for school
personnel.
Guide participants to
create a mind map
outlining key aspects of
professionalism,
categorized into in-
school and out-of-school
contexts.

D. Application
Organize a role-playing
activity where
participants enact how
they would handle
specific ethical or
professional dilemmas.
Close with a
commitment-writing
activity, where
participants outline how
they will apply the
lessons learned to
maintain
professionalism in their
roles.

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 16

 1. Review and assess the School’s Progress Activity: (Discussion • Reflective Checklist
effectiveness of the in the Method) Listening Reflection Journal
school's Educational Implementation of Review of previous AIP JE
Notes Micah R. Tabano
Programs, Projects, the Educational and the 6-Year
Indicative Plan where • Discussion-
and Activities (PPAs). Programs Projects
and Activities PPAs are indicated. based
The participants will Development Plan
(PPAs) Questioning
actively listen while • Q&A Sessions Accomplished
2. Evaluate the school's the resource speakers
progress in (School Head) share • Checklist or Templates
implementing the the educational PPAs Rubric for
PPAs to identify implemented. Active
strengths and areas Listening
Analysis:
for improvement. • Development
(Collaborative
Learning) Plan
7 3. Reflect on the Evaluation
480 Using a template
November significance of these given, the participants • Template
28, 2024 minutes
PPAs in contributing will identify the Completion
to the overall progress hindering factors of
and development of the PPAs that are not
the school. conducted or
implemented and
identifying the
4. Crafting of AIP, APP,
facilitating factors of
Work Financial Plan and the PPAs that were
MAF for F.Y 2025. implemented

Abstraction: Socratic
method:
Answer the following
reflection questions:
1. What insights
did you gain
from the
presentation

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 17

 on the
Educational
Programs,
Projects, and
Activities
(PPAs)
implemented
in your
school?
2. How do the
PPAs
discussed
reflect the
priorities and
goals?
3. Based on the
template
provided, what
are the key
factors that
hinder the
successful
implementatio
n of certain
PPAs in our
school?
4. What
facilitating
factors
contributed to
the effective
implementatio
n of the PPAs
that were
successfully
carried out?

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 18

 Application: Using
the template, make a
development plan on
how to implement the
PPAs that were not
carried out.
Activity:
1. Let the teachers
rate their performance
for the 1st semester of
S.Y. 2024-2025.

Analysis:
2. Review and reflect
on one’s performance
2. Revisit the IPCRF based on their mid-
Teachers’ year IPCRF Rating. Mid-year IPCRF
Performance (Based Guide Question: Rating of Teachers
8 3. Review one’s Accomplished
480 performance on the IPCRF 2023- a. What are your
November RPMS Tools,
2024 and the 1st KRAs with Micah R. Tabano
29, 2024 Adjusted IPCRF-DP
minutes Semester of 2024- lower score? Summary of
2025) Higher score?
2. Develop a list of MOVs Teachers Mid-year
b. What are the
needed for each IPCRF Rating
hindering
indicator
factors?
c. What are the
facilitating
factors?
d. What are your
ways to
improve and
reach your
desired IPCRF
rating at the

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 19

 end of the
school year?

Abstraction:
Socratic Question
Self-Reflection
a. As a teacher,
how are you
going to
effectively
perform your
task and
responsibilities
?

Application:
Accomplish your mid-
year IPCRF rating

BUDGET ESTIMATE PLAN

Budget Requirements
Particulars No. of No. Unit Total
Participants of Cost Estimated
Funding Days Cost
Meals 8 5 1, 10,
Source
School MOOE 263.02 104.17
Supplies 8 0 0

Total 10,
104.17

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 20

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 Tools Schedule of Person/s Support Needed User of M&E Data
M&E Responsible
Results Measure the Analysis of student performance End of each Subject Teachers, Data collection tools, School Head,
impact of the data (Periodical Tests results, grading Monitoring and access to student Teachers, M&E
professional project outputs), comparison of pre- period and at Evaluation (M&E) performance Committee, District
development and post-training results, student the Committee, records, assistance Supervisor
program on feedback surveys. conclusion of School Head from M&E team for
student the school data analysis.
outcomes, year.
specifically
focusing on
improvements
in student
performance
and
engagement.
Behavior Assess how well Monthly Observation tools, School Head,
School Head,
teachers apply Classroom observations, peer classroom peer evaluation Teachers, M&E
Instructional
newly acquired evaluations, teacher self-reflection observations, forms, teacher Committee,
Coaches, M&E
knowledge and logs, student feedback on teaching midyear and reflection templates, Instructional
Committee.
skills in the methods. end-year training for Supervisors.
classroom and evaluations. observers on

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 21

 how it conducting effective
translates into classroom
changes in observations.
teaching
practices and
student
engagement.
Learning Measure the
degree to which At the start
participants and Assessment tools,
have gained conclusion of skills evaluation
Pre- and post-training assessments, M&E Committee, Trainers, M&E
new knowledge, the training, rubrics, access to
practical demonstrations, skill- Trainers, School Committee, School
skills, and with follow- professional
based evaluations, reflective Head. Head, Teachers.
competencies up development
journals.
from the assessments materials.
professional quarterly.
development
program.
Reaction Gauge
participants'
satisfaction
with the
Immediately
training
after the
program, Survey tools,
training
including the Post-training satisfaction surveys, facilitation guides
program and M&E Committee, Trainers, School
relevance of focus group discussions, open- for focus groups,
at regular Trainers, School Head, M&E
content, ended feedback forms. feedback collection
intervals Head. Committee,
effectiveness of forms.
during the
delivery, and
school year
overall
for follow-up.
usefulness to
their
professional
development..

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 22

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 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 MICAH R. TABANO

Signature

Date OCTOBER 16, 2024

This Form is not valid if not signed.

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 23