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 ELENA ABLAO RELIQUIAS ELEMENTARY SCHOOL School ID 117141

School Address Purok Calachuchi, Sitio Bato, Brgy. Talacagay, Hinoba-an, Negros Occidental

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

Focal person JOHN DENVER S. LUMADAO Email Address [email protected] Mobile No. 09267021255

INSET PROFILE

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 1

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

2024 MID YEAR IN SERVICE TRAINING FOR TEACHERS

Title

Rationale In alignment with the Department of Education’s commitment to enhancing the quality of professional development, Memorandum DM-
OUHROD-2024-0037 outlines the implementation of the In-Service Training (INSET) for Teachers on January 29-30, 2024, as per DepEd
Order No. 22, s. 2023. This initiative underlines the continuous pursuit of excellence in teaching practices by equipping educators with
the knowledge and skills to meet the demands of an evolving educational landscape.

Through INSET, we aim to address specific needs identified by teachers and school leaders to continuously improve their competencies.
The training supports the MATATAG Agenda, which emphasizes accelerated delivery of basic education, learner well-being, and a
positive learning environment. This commitment aligns with key goals to boost literacy, numeracy, and human resource development,
encouraging educators to adapt to new challenges and refine their roles in the teaching profession.

In addition, teachers are encouraged to reflect on their practices and apply insights from the training to enhance instruction, develop
innovative solutions, and contribute to research addressing issues in literacy, numeracy, and resource programming. To address these
demands, this training focuses on:

 Aligning School Programs and Projects with Institutional Goals and Standards
Educators will develop skills to align their teaching objectives with broader institutional goals, ensuring coherence and relevance in
school projects.
 Enhancing Disaster Preparedness for Teacher and Student Resilience
Training will focus on disaster risk reduction and response strategies, equipping teachers to manage crises effectively and foster

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 resilience.
 Developing Achievable Learning Outcomes Aligned with Competencies
Teachers will learn to craft measurable, competency-aligned learning outcomes, improving the clarity and effectiveness of instructional
goals.
 Cultivating Research Capabilities for Data-Driven Decision-Making
Participants will enhance their research skills to support evidence-based decision-making, improving school-based initiatives.
 Upgrading Competencies in Assessment Planning Across Subjects
Teachers will explore varied assessment strategies to effectively evaluate student progress in multiple subject areas.

Finally, teachers are expected to reflect on their practices, apply what they have learned in different sessions, create meaning from the
assessments, such as using the result to further improve instruction and craft researches and innovation to address issues and solve
problems that arise in the field of literacy, numeracy, curriculum, school programs and the like in the long run.

Program Description This 3-day In-Service Training (INSET) and a 2-day Midyear Break is carefully structured to enhance teachers' competencies in key
areas, addressing specific growth needs identified in their Individual Professional Development Plans (IPPD). Designed with both rigor
and relevance, the program integrates a range of interactive activities—including lectures, workshops, group discussions, and hands-on
exercises—to build teachers' capacity to deliver quality education and strengthen their professional skill sets.

The training will center around four primary focus areas. The first, School Programs and Projects Review/Presentation, will guide
teachers in reviewing and presenting school initiatives, ensuring they align with broader institutional goals and objectives. Next,
Disaster Preparedness and Response will equip educators with the skills needed to foster readiness and resilience, enabling both
teachers and students to effectively respond in emergency situations.

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 Another focal point of the training is Setting Achievable Learning Outcomes Aligned with Competencies, where teachers will learn to
create practical and measurable learning goals that enhance instructional clarity and improve student outcomes. Additionally, Research
Capability for School-Based Data-Driven Instruction will develop teachers’ research skills, empowering them to make informed,
evidence-based decisions that drive instructional improvements.

Each topic will be delivered through dynamic PowerPoint presentations, guided discussions, video presentations, journal writing
workshops, and teaching demonstrations. By anchoring the content to teachers' identified development needs, this training ensures that
every session is purposeful and directly supports their continuous professional growth.

The school opted to have a Face to Face Training Modality strictly adhering the health and safety protocols.

Results Objective: As a result of the participants’ improved competence and performance:

 Learners will demonstrate increased engagement, productivity, and ownership of their learning as teachers apply effective
teaching strategies and classroom management techniques to facilitate the teaching and learning process.
 School programs and projects will show measurable improvements in terms of teacher performance, student achievement, and
overall school effectiveness
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 under difficult circumstances.
 Utilize different strategies to develop learners’ literacy and numeracy skills.
 Use ICT to facilitate teaching and learning.

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  Foster a classroom environment that motivates students to take responsibility for their learning.
Terminal Objective: By the end of the 5-day training, the participants will be able to:
 Demonstrate an understanding of research-based knowledge and principles of teaching and learning.
 Demonstrate skills in using ICT to facilitate the teaching and learning process.
 Familiarize/utilize different strategies to develop learners’ literacy and numeracy skills.
 Demonstrate knowledge and skills of successful strategies to maintain learning environments that motivate learners to work
productively.
 Familiarize/utilize different teaching strategies to address the special educational needs of learners in difficult circumstances.
 Uphold professional standards by modeling ethical practices in teaching.
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 (Phil IRI, CRLA, E-RUNT, RMA, MPS, and Summative Test Results).
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.
Use research-based knowledge and principles of teaching and learning to enhance professional practice.
Use of ICT to facilitate teaching and learning process.
Use a range of teaching strategies to enhance learner achievement in literacy and numeracy skills.
Apply a range of successful strategies that maintain a learning environments where students are motivated to work productively
by assuming responsibility for their own learning.
 Plan and deliver teaching strategies that are responsive to the special educational needs of learners in difficult circumstances.
 Review regularly personal teaching practices using existing laws and regulations that apply to the teaching profession and the
responsibilities specified in the Code of Ethics for Professional Teachers.

Professional Standard RPMS – PPST

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 Focus Professional Domain/s Strand/s Indicator/s
Standard with specific
Domain/s, Strand/s, D1: Content 1.2 Research-based knowledge and principles of 1.2.1 Demonstrate an understanding of research-
and Indicator/s Knowledge and teaching and learning based knowledge and principles of teaching and
Pedagogy learning.

1.2 Ensure the positive use of ICT to facilitate the

1.3.2 Positive use of ICT
D2: Learning teaching and learning process.
Environment

1.3 Use a range of teaching strategies that enhance

1.4.2. Strategies in Developing Learners’ Literacy and
learner achievement in literacy and numeracy skills.
Numeracy Skills

D3: Diversity of
2.5.2 Apply a range of successful strategies that
Learners
maintain learning environments that motivate learners
to work productively by assuming responsibility for
their own learning.
2.5 Promotion of purposive learning

3.1.2 Use differentiated, developmentally appropriate

learning experiences to address learners’ gender,
needs, strengths, interests and experiences.

D5: Assessment and 3.1 Learners’ gender, needs, strengths, interests and
Reporting experiences

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 5.1.2 Design, select, organize and use diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements
5.1: Design, selection, organization, and use of
diagnostic, formative, and summative assessment
strategies – Using assessments effectively to inform
teaching decisions.
5.2.2 Monitor and evaluate learner progress and
achievement using learner attainment data.
5.2: Monitoring and evaluation of learner progress
and achievement – Utilizing assessment results to
D7: Personal Growth modify teaching practices.
and Professional
Development
7.2.2: Adopt practices that uphold the dignity of
teaching as a profession by exhibiting qualities such
7.2: Dignity of teaching as a profession as caring attitude, respect and integrity.

Participants Profile:
Target Participants These are the following target participants.

Total number of participants, sex and age disaggregation

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 Teaching Position Sex
Male Female 20-35 36 - 50 51-65
Teacher I 3 3 2 3 1
Teacher II 0 0 0 0 0
Teacher III 1 0 1 0 0
TOTAL 4 3 3 3 1

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

INSET CONTENT DETAILS

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

1 480 minutes 1. Review and assess the School’s Activity: (Discussion  Reflective Checklist JOHN DENVER S.
effectiveness of the Progress in Method) Listening Reflection Journal LUMADAO
school's Educational the Review of previous Teacher-In-Charge
Notes
Programs, Projects, Implementation results of PPAs that are
indicated. The  Discussion
and Activities (PPAs). of the Program Owners
participants will actively -based
Educational
listen while the resource Questionin

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 Programs speakers (School Head) g Development Plan
Projects share the results of PPAs  Q&A
2. Evaluate the school's and Activities implemented. Accomplished
progress in Sessions Templates
(PPAs)  Checklist
implementing the GST/ PhilIRI Analysis: (Collaborative
PPAs to identify Learning) or Rubric Action Plan
CRLA
strengths and areas RMA
Using a template given, for Active Intervention Plan –
for improvement. the participants will Listening
E-RUNT CRLA, RMA, Phil-IRI,
identify the hindering  Developme
 ECCD E-RUNT, etc.
factors that contributed
3. Reflect on the Remedial to the result of PPAs that
nt Plan
significance of these Class/ are implemented and Evaluation
PPAs in contributing NRP/NMP identify the facilitating  Template
to the overall progress Homeroom factors of the PPAs that Completion
and development of Guidance were implemented.  Classroom
the school. MPS/Item Monitoring
Analysis Abstraction: Socratic method:
Form
Least Learned
Skills Answer the following
Classroom reflection questions:
Monitoring 1. What insights did you gain
 DLL / from the presentation of the
results of Programs,
Lesson
Projects, and Activities (PPAs)
Exemplar
implemented in your school?
Summative 2. How do the PPAs discussed
/ Periodical Test reflect the priorities and goals?
3. Based on the template
provided, what are the key
factors that hinder the
successful implementation
of certain PPAs in our school?
4. What facilitating
Factors contributed to
the effective implementation of
the PPAs that were
successfully carried out?

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 9

 Application: Using the
template, make a development
plan on how improve the PPAs
that gained low results.
A. Activity:
1. Have a preliminary activity
wherein the teachers will recall
all their research-based
knowledge and the principles
of teaching and learning.
2. The participants will be
1. Identify the research
grouped into 3 and shall work
based knowledge and on the activity Sheet Prepared
1. Project Plan and
principles of teaching and Budget Matrix
3. Let them list down all the
learning Template
research-based knowledge
2. Use research based Research-based 2. Socratic Crafted Research MILROSE R.
and principles of teaching and
knowledge and Questions CORDOVA
knowledge and principles learning, then compare by Proposal
2 principles of 3. Action Research
240 Minutes of teaching and learning to giving the
teaching and Proposal and
enhance professional learning. (PPST
possible outcomes and
Completed ROMMEL S.
practice outputs of either using those Innovation Output
1.2.2) Template CABALLERO
3. Appreciate this strategies.
4. Innovation
research- based knowledge 4. Presentation and
Output and
processing of outputs
and principles of teaching Outcome Template
B. Analysis Guided Inquiry
and learning 1. The speaker presents the
guide questions
C. Application: Make an
Innovation or Research which
can be utilized in
the school to improve teaching
and learning process.
3 480 Minutes 1. Familiarize Positive use of A. The participants actively Prepared lesson Prepared Lesson MILROSE R.
different ICT tools ICT listen and participate in using CORDOVA

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 the session/discussion of
the Resource Persons
(RPs)/Learning Facilitators
2. Develop a (LFs);
Lesson using B. There will be an open forum ICT
(PPST 1.3.2) to clarify concepts
JOHN DENVER S.
appropriate ICT
LUMADAO
tools that are not clear to the
participants; and
C. Group Activity

4 240 Minutes 1. Identify appropriate Strategies in A. Activity: Crafted intervention Crafted Intervention MARY JUNE
strategies that enhance Developing 1. Self-Reflection: Before we go activities that Activities CORDOVA
learner achievement in Learners’ further, let us first reflect on highlights the
literacy and numeracy skills. Literacy our current practice. As strategies to
2. Apply successful strategies and Numeracy Proficient Teachers, we have develop
that enhance learner Skills our knowledge, skills and learners’ literacy
achievement in literacy and (PPST 1.4.2) attitudes regarding and
numeracy skills. enhancing the learner literacy numeracy skills
3. Develop an intervention and numeracy skills
that enhance learner I know...
achievement in literacy and I do...
numeracy skills. I feel ...
Presentation and processing of
outputs
B. Analysis
Lecturette and Discussion of
the following:
1. Intervention Activities on
Learners’ Literacy Skills
2. Intervention Activities on
Learners’ Numeracy Skills
C. Abstraction
Ask this to the
participants:

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 What's the importance of
Strategies in addressing
learners’ literacy and
numeracy skills?
D. Application
a. Crafting of intervention
activities that highlights
strategies in developing
learners’
literacy and numeracy
skills.
b. Demonstration of
Intervention Activities
5 240 Minutes 1. Identify appropriate Successful A. The participants actively Crafted Lesson Plan Crafted Lesson Plan VIC RODERO
strategies that maintain Strategies that listen and participate in which highlights the
learning environment that Maintain the session/discussion of the strategies to
motivates learners to Learning Resource Persons maintain
work productively by Environment (RPs)/Learning learning
assuming responsibility for that Facilitators (LFs); environment
Motivate
their own learning that motivate the
Learners
B. There will be an open forum learners
to Work
2. Apply successful strategies Productively by to clarify concepts
that maintain learning Assuming that are not clear to the
environment that motivate Responsibility participants; and
learners to work productively for
by assuming responsibility their Own C. Group Activity
for their own learning Learning
(PPST 2.5.2)
3. Develop a plan with
strategies that maintain
learning environment that
motivate learners to work
productively by assuming
responsibility for their own

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 12

 learning
6 240 Minutes 1.Identify hazards and “Disaster Activity: Craft classroom Assessment Tools JARED ZIRAH
risks in the school Awareness and 1. Disaster Awareness Quiz. preparedness and School’s NACION
community. Safety for 2. Evaluate school response plans. Preparedness and
2.Develop a basic Teachers and vulnerability. Response Plan
emergency response plan Students” 3. Present the different
for school. Disaster scenario.
3.Integrate risk reduction 4. Identify local resources
into school curriculum. for disaster response and
recovery.
Analysis:
2. “Disaster Awareness
and Safety for Teachers
and Students”
Guide Questions:
a. What are the potential
hazards and risks in the
school’s location?
b. What are the school’s
strengths and weaknesses
in terms of infrastructure
and safety features?
c. Are there any specific
areas or facilities that are
particularly vulnerable?
d. How can the school’s
vulnerability be mitigated
or reduced?
e. What are the priorities
for improving school safety
and resilience?
Abstraction:
Socratic Question
Self-Reflection

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 a. As a teacher, how
are you going to
effectively perform your task
and
responsibilities?
Application:
Based on your evaluated
school’s vulnerability,
create your own action
plan.
7 240 1. Understand the key Code of Ethics A. Activity: Case Study Signed Panunumpa VIC RODERO
minutes principles of for Begin with a scenario-based Analysis ng Kawani ng
professionalism and Professional discussion or icebreaker on Gobyerno
ethical standards for Teachers professionalism or ethical .
(PPST 6.3.2) challenges. This will get
teaching and non- Role-Play
participants to share experiences
teaching personnel in and engage with the topic.
and out of school Show a short video or present a
premises. case study on ethical dilemmas,
Commitment
2. Develop the ability to prompting participants to think
about real-life issues of
Writing Activity.
analyze and resolve
ethical dilemmas professionalism.
related to professional
B. Analysis:
behavior both within
Facilitate a group discussion to
the school examine the key principles of
environment and in professionalism and work ethics.
the wider community. Focus on how these apply both
3. Foster a positive within and outside the school
attitude towards premises.
consistently Divide participants into small
upholding groups to work on case study
professionalism and analysis involving ethical
dilemmas. Groups will discuss
ethical conduct as
potential solutions and
part of the school’s professional actions to take in
culture. these situations.

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 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.

BUDGET ESTIMATE PLAN

Budget Requirements
Particulars No. of No. of Unit Total Estimated
Funding Participants Days Cost Cost
Meals 8 5 150 6,000.00
Source
School MOOE Supplies

Total 6,000.00

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 15

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

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 16

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

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 17

 development..

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 JOHN DENVER S. LUMADAO

Signature

Date October 25, 2024

This Form is not valid if not signed.

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