Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE

CIGPs TOWARDS EDUCATION BREAKTHROUGHS AND EMBRACING MATATAG CURRICULUM

CONCERNS,
Proposed
ISSUES, GAPS Cause of Proposed Time Frame to
AREAS Preventive
AND PROBLEMS Occurrence Corrective Action Resolve/Address
Measures
(CIGPs)
I. TEACHING-LEARNING DELIVERY
A. Lesson Preparation and Limited or low- Budget Allocation from Year-round  Establish a
Presentation quality constraints MOOE maintenance
technology Obsolete Upgrading the and upgrade
materials that technology available plan for
could lead to technology technology
time consuming materials materials to
and can hinder prevent them
teachers' ability from
to create becoming
dynamic and outdated.
engaging lessons.  Collaborate
with private
sector
organizations
to provide
technology
materials
and
resources to
 school.
 Implement
policies and
initiatives to
ensure that
technology
resources
are
distributed
more
equitably
among
classes.

B. Classroom Management Managing *Lack of active Regular parent- Year-round  Parental

student behavior involvement and teacher Involvement
and addressing engagement from conferences and
discipline parents in their Establish user- Engagement
problems can be children's friendly  Parent
a significanteducation and communication Awareness of
challenge, behavior platforms Behavior
especially when management can Implement a Issues
there is a lack of contribute to systematic  Behavioral
support fromdiscipline behavior reporting Intervention
parents. problems. system Teams
*Parents may not Establish behavior
be fully aware of intervention teams
their child's
behavior issues at
school.
*Mental health
and Special Needs
C. Teaching Strategies Implementation *Teachers struggle LAC Sessions Year-round Comprehensive
of differentiation to adapt their Presentation of Teacher Training
teaching teaching methods Effective Teaching
 technique to to meet diverse strategies
accommodate the student needs. Demonstration
diverse learning * Teachers often Teaching
needs, interests, have limited time
and abilities of to prepare and
students in the deliver lessons.
classroom. * Limited access to
educational
materials,
technology, or
support
* Managing a
classroom with
students at
different ability
levels and with
varying needs can
be challenging.
* Even if teachers
are trained in
differentiation,
there is
inconsistencies in
its application
across different
classrooms or
grade levels.
D. Learning Resources Limited or low- Budget Allocation from Year-round  Establish a
quality constraints MOOE maintenance
technology Obsolete Upgrading the and upgrade
materials that technology available plan for
could lead to technology technology
time consuming materials materials to
and can hinder prevent them
teachers' ability from
 to create becoming
dynamic and outdated.
engaging lessons.  Collaborate
with private
sector
organizations
to provide
technology
materials
and
resources to
school.
 Implement
policies and
initiatives to
ensure that
technology
resources
are
distributed
more
equitably
among
classes.

II. ASSESSMENT
A. Assessment Strategies and Misalignment * Teachers feel
Tools between pressure to cover a
assessment tools, broad range of
instructional content, which
goals, and can lead to rushed
curriculum instruction and
standards, assessments that
resulting in do not align well
assessments that with the depth and
 do not accurately breadth of the
measure what curriculum.
students have *
learned.
B. Results of The results of
Summative/Periodical Tests test analyses
Analyses may reveal gaps
in performance
among students
with disabilities
or from
marginalized
backgrounds,
highlighting the
need for inclusive
and equitable
educational
practices.
III. HUMAN RESOURCE MANAGEMENT
A. Training Needs Analyses
B. Training Needs of Teachers
IV. FISCAL/FINANCIAL RESOURCES AND MANAGEMENT
A. Source of Fund – Generating
Resources
B. Implementation Strategy
C. Liquidation/Financial
Statement Presentation
V. COMMUNICATING ACCOMPLISHMENT & ACHIEVEMENT TO STAKEHOLDERS
A. Communication Strategy
B. Feedback Mechanism

COACHING AND MENTORING PLAN

(Addressing CIGP Priorities for Performance Towards a Community of Practice and Excellence)
 Name of Identified Need/s Objectives Target Strategies Pool of Experts Expected
Coachee/ (Based from IDP, PPST Dates needed (if Output/Result
Mentee Indicators, TIP, KRA, necessary)
/Position Classroom
Observation Results
etc.)
Teacher X The school head does To retool the September- Accomplishment of the Human Resource: Established
not have an established school head on December, locally developed self- CID Chief assessment
Teacher Y assessment the new trends of 2023 assessment tool that CID EPSs/PSDS strategies,
mechanisms and learning diagnoses school heads’ processes and
Teacher Z processes which assessment in the assessment skills systems of the
impacts the teachers’ current education school head
capabilities in assessing landscape. Provision of technical validated by the
learning outcomes assistance on the new concerned
based on the result of trends of assessing EPS/PSDS
my constant monitoring learning outcomes
as the PSDS of the area. focusing on written School-based
works and performance portal/manageme
tasks nt system
containing
Conduct of weekly validated
hybrid coaching complete
sessions that highlight assessment tools
the new trends of for all grade
learning assessment in levels.
the current education
landscape

Accomplishment of
Reflective Journal
documenting the pieces
of information gained
and ways forward of the
 school head

Prepared by: Checked and Reviewed by:

___________________________________ JERRY G. TABRILLA EdD

School Head Public Schools District Supervisor

APPROVED:
URSINO C. PASCUA
Chief Education Supervisor