Republic of the Philippines

Department of Education

FORM R.1 Professional Development Program/Course Recognition Application Form

INSTRUCTIONS: Input the necessary details. Indicate N/A if not applicable. DO NOT ABBREVIATE.

LEARNING SERVICE PROVIDER PROFILE

Learning Service Provider SANTOL ELEMENTARY SCHOOL

Complete Office Address BARANGAY SANTOL, BINALBAGAN, NEGROS OCCIDENTAL

Contact Person RESURRECION V. PRAT Mobile No. 09214007529
Telephone No. N/A Email Address Resurrecion.prat@deped.gov.ph
NEAP Authorization Number N/A
National Educators Academy of the Philippines

Version April 2021 Page 1

PROGRAM PROFILE
You will need to complete the following components to describe the program you would like to be recognized.
REVISITING 21ST CENTURY EDUCATION: DELIVERING KNOWLEDGE AND SKILL IN THE NEW RPMS IN
1
Title COMPLIANCE WITH THE PHILIPPINE PROFESSIONAL DEVELOPMENT STANDARDS FOR TEACHERS
(PPST) FOR PROFESSIONAL DEVELOPMENT
Education is universally acknowledged as the most important factor in any culture. It improves people's
social, political, economic, and cultural life and is essential to the development of resilient and advanced
civilizations. Teachers continued professional development is critical to the effectiveness of the educational
process. As a result, for teachers to be competent and successful educators, it is always vitally required for
them to receive adequate educational and professional preparation. Thus, it is accepted that improving the
teacher education process requires in-service teacher training programs. Mokeira [1] defines it as planned
courses to enhance students' knowledge, skills, and interests in both academics and the workplace.

The 2024 School-Based Mid-Year In-Service Training for Teachers will be conducted in compliance with
the Division Memo No. 004, s.2024. The Department wants to finish the entire cycle of integrating the PPST
indicators into teachers’ performance by SY 2023-2024.

The comprehensive conduct of INSET training aims to familiarize teachers with the most recent RPMS
Manual; gain a clear understanding of RPMS tools; enable them to design implementation strategies as well as
a strategic framework to provide support mechanisms at the school level; Contextualize strategies, activities
2 and materials based on MELCs suited to the group of learners under frustrations and non-numerates level;
Rationale
and the engagement of external and internal stakeholders in community development and craft research
innovations suited for teaching-learning process.

Literacy and Numeracy skills as one of the topics, are essential for pupils to develop their abilities in the
curriculum. Teachers support pupils by identifying their literacy and numeracy capabilities building on their
strengths and developing their areas of needs. The curriculum makes it clear that every learning area requires
both literacy and numeracy skills, and present opportunities for the pupils to develop them.

Through in-service training programs, teachers can acquire new knowledge and teaching strategies that
will increase their efficiency in the classroom. In-service training places teachers at the center of any efforts to
improve the educational environment.

The Santol Elementary School, District of Binalbagan I, School Head, and twenty teachers are scheduled
to participate in a five-day training program aimed at enhancing their professional growth. This training will
assist teachers with developing the necessary knowledge, abilities, and attitudes as outlined in the
Developmental Plan and the Electronic Self-Assessment Test (ESAT).

Professional Development Programs/Courses Recognition Application Form Page 2

 Terminal Objective:
By the end of the program, participants will be able to:

Improve teachers’ professional growth and development by improving of teachers' skills to

adopt to the 21st century learners.

Enabling Objectives:

a. To evaluate the school’s progress on the implementation of 12-week curriculum from grades 1-
3.
b. To identify teachers’ intervention strategies for struggling learners in adjusting in their learning
environment.
c. To ensure that mental health is prioritize in the school setting.
d. Identify appropriate strategies and activities in numeracy and literacy for lesson planning.
e. Contextualize strategies, activities, and materials base on MELCs suited to the group of
3 learners under frustration and non-numerates level and relating in the context of the foremost
Program Description
local environment, culture, and resources.
f. To apply range of teaching strategies to develop critical and creative thinking, as well as other
higher-order thinking skills.
g. Apply different strategies that promotes literacy and numeracy skills in lesson planning.
h. Identify and apply different approaches and strategies in IP education in the Philippines.
i. Recognize Personal Development understanding for teachers’ growth.
j. Apply culturally appropriate teaching strategies to address the needs of learners from the
indigenous groups.
k. Plan and craft research innovations to improve professional development.
l. To identify the component of a Result-Oriented Teaching Model and reflect on individual
teaching practices.
m. Revisit Republic Act (RA) No. 4670 or the Magna Carta for Public School Teachers
n. Revisit the RPMS Cycle and gather the necessary RPMS tools and documents based on ESAT
result and parts II-IV of the IPCRF.
o. To plan and prepare for the 2nd Quarter.
4
Professional Development (State the DepEd Professional Development Priorities this program covered or DM 50 s. 2020 and/or
Priorities other emerging needs of the teachers/school.)

Professional Development Programs/Courses Recognition Application Form Page 3

  Domain 1 Content Knowledge and Pedagogy 1.5 Leading colleagues in reviewing, modifying and
expanding the range of teaching strategies that promote critical and creative thinking, as well
as other higher-order thinking skills.
 Domain 1 Content Knowledge and Pedagogy, PPST strand 1.4, use a range of teaching
strategies that enhance learner achievement in literacy and numeracy skills.
 Domain 2. Learning Environment, PPST Strand 2.1, effective teaching strategies that ensure
and secure learning environments.
 Domain 2 Learning Environment 2.1 Applying comprehensive knowledge of and acting as a
resource person for, policies, guidelines and procedures that relate to the implementation of
safe and secure learning environments for learners.
 Domain 2 Managing School Operations and Resources 2.2 Managing finances adhering to
policies, guidelines and issuances in allocation, procurement, disbursement, and liquidation
aligned to the school plan.
 Domain 3. Diversity of Learners Strand 3.5 Learners from indigenous groups, 3.5.2 Adapt and
use culturally appropriate teaching strategies to address the needs of learners from indigenous
groups.
 Domain 4. Curriculum and Planning, PPST Strand 4.5, contextualization of MELCs
 Domain 7. Personal Growth and Professional Development. 7.4.2 Develop a personal
professional improvement plan based on reflection of one’s practice and ongoing professional
learning.
5
Target Participant Participants POSITION Career Stage Subject area Grade level 6
PRC Program (For Non-DepEd
ANGELINE L. ARELLANO T-1 PROFICIENT ALL SUBJECTS KINDER Accreditation LSPs)
JEAN KYNLIE A. LOTERIO T-1 PROFICIENT ALL SUBJECTS KINDER No.
PATRICIA B. MESA T-1 PROFICIENT ALL SUBJECTS G-1
ARMIN L. ABOGADOR T-1 PROFICIENT ALL SUBJECTS G-1
GRACE E. DORIMON T-1 PROFICIENT ALL SUBJECTS G-1
ARACELI S. CAUNTAO T-1 PROFICIENT ALL SUBJECTS G-2
NELVA E. LABRADOR T-2 PROFICIENT ALL SUBJECTS G-2
LIEZEL B. BOCA T-1 PROFICIENT ALL SUBJECTS G-3
CEDIE C. LORCA T-1 PROFICIENT ALL SUBJECTS G-3
AL RASHID A. EGCA T-1 PROFICIENT ALL SUBJECTS G-3
REMIA B. YU T-1 PROFICIENT ALL SUBJECTS G-4
ROWENA E. ALISAN T-1 PROFICIENT ALL SUBJECTS G-4
JOAN ROSE P. ESONG T-1 PROFICIENT ALL SUBJECTS G-5
JEAN HEART LIMSON T-1 PROFICIENT ALL SUBJECTS G-5
RENELLE JOHN P. MICABEL T-1 PROFICIENT ALL SUBJECTS G-5
JEANNY J. DELA CRUZ T-1 PROFICIENT ALL SUBJECTS G-6

Professional Development Programs/Courses Recognition Application Form Page 4

 GIRLIE R. NOQUIANA T-3 PROFICIENT ALL SUBJECTS G-6
RODAN D. ESONG T-1 PROFICIENT ALL SUBJECTS RELIEF
KESTER G. CASUYON T-1 PROFICIENT ALL SUBJECTS RELIEF
RODOLFO S. LABIOS T-1 PROFICIENT ALL SUBJECTS RELIEF
RESURRECION V. PRAT P-1 DISTINGUISHED PRINCIPAL
SHERNIE E. GELERA ADOF II ADOF II
TOTAL PARTICIPANTS M-8 F-14 TOTAL: 22
7
Modality In-person/Face to Face Modality 8
Indicative Date of Implementation JANUARY 24-26 & JANUARY 29-30, 2024

LIST OF TOPICS

9 10
Course Title
1 Evaluating 12-week curriculum
implementation
2 Teachers’ intervention strategies
for struggling learners
3 Mental health in the school
setting.
4 Strategies in promoting literacy
and numeracy
5 Contextualize Lesson Plan
6 Teaching strategies for critical
and creative thinking, as well as
other higher-order thinking
skills
7 Culturally appropriate teaching
strategies to address the needs
of learners from the indigenous
groups.
8 Approaches in IP education in
the Philippines
9 Research and Innovations
11 12 13
Professional Standards Covered Schedule Modality
Domain 5 Assessment and Reporting, Strand 5.1.2 DAY 1: JANUARY Face-to-Face Modality
Design, selection, organization, and utilization of 24,2024
assessment strategies
Domain 2. Learning Environment, Strand 2.6.2 DAY 1: JANUARY Face-to-Face Modality
Management of learner behavior 24,2024
Domain 3. Diversity of Learners, Strand 3.4.2 Learners DAY 1: JANUARY Face-to-Face Modality
in difficult circumstances 24,2024
Domain 1 Content Knowledge and Pedagogy, PPST DAY 2: JANUARY Face-to-Face Modality
strand 1.4, use a range of teaching strategies that 25,2024
enhance learner achievement in literacy and numeracy
Domain 4. Curriculum and Planning DAY 2: JANUARY Face-to-Face Modality
PPST Strand 4.5, contextualization of strategies, 25,2024
activities and materials based on MELCs
Domain 1 Content Knowledge and Pedagogy, PPST DAY 2: JANUARY Face-to-Face Modality
strand 1.5, Applying range of teaching strategies to 25,2024
develop critical ang creative thinking, as well as higher
order thinking skills
Domain 3. Diversity of Learners DAY 3: JANUARY Face-to-Face Modality
Strand 3.5 Learners from indigenous groups, 3.5.2 Adapt 26,2024
and use culturally appropriate teaching strategies to
address the needs of learners from indigenous groups.
Domain 3. Diversity of Learners DAY 3: JANUARY Face-to-Face Modality
Strand 3.5 Learners from indigenous groups, 3.5.2 Adapt 26,2024
and use culturally appropriate teaching strategies to
address the needs of learners from indigenous groups.
Domain 7. Personal Growth and Professional DAY 3: JANUARY Face-to-Face Modality

Professional Development Programs/Courses Recognition Application Form Page 5

 Development. 7.4.2 Develop a personal professional 26,2024
improvement plan based on reflection of one’s practice
and ongoing professional learning.
10 Results-Oriented Teaching: Domain 7. Personal Growth and Professional DAY 4: JANUARY Face-to-Face Modality
Planning and delivering a Development. 7.4.2 Develop a personal professional 29,2024
Successful Lesson. improvement plan based on reflection of one’s practice
and ongoing professional learning.
11 Republic Act (RA) No. 4670 or Domain 7. Personal Growth and Professional DAY 4: JANUARY Face-to-Face Modality
the Magna Carta for Public Development. 7.4.2 Develop a personal professional 29,2024
School Teachers improvement plan based on reflection of one’s practice
and ongoing professional learning.
12 Performance planning and Domain 7. Personal Growth and Professional DAY 4: JANUARY Face-to-Face Modality
commitment review Development, PPST Strand 7.5, Professional 29,2024
Crafting IPCRF Development-PPST

13 Plan and prepare for the 1st Domain 4. Curriculum and Planning, Strand 4.1.3 DAY 5: JANUARY Face-to-Face Modality
Quarter. Planning and management of teaching and learning 29,2024
process
Add more rows to add courses.
ACTIVITY DESIGN
Provide a detailed description of each of the topics.
REVISITING 21ST CENTURY EDUCATION: DELIVERING KNOWLEDGE AND SKILL IN THE NEW RPMS IN
14
Activity Title COMPLIANCE WITH THE PHILIPPINE PROFESSIONAL DEVELOPMENT STANDARDS FOR TEACHERS (PPST) FOR
PROFESSIONAL DEVELOPMENT
The proposed 5-day training program is for the professional development of 20 teachers and School Head of Santol
Elementary School, District of Binalbagan I which targets is to study about the implementation of the Results-Based
Performance Management System; contextualize strategies, activities and materials based on MELCs suited to the group of
15
Course Description learners under frustrations and non-numerates level; Evaluation of learners’ progress in the 12-week curriculum
implementation, and provide strategies in promoting literacy and numeracy. This training will help teachers improve their
knowledge, skills, and attitude they need as reflected in the Professional Development (PD) Priorities for Teachers for SY
2023-2024.
22
Resource
16 18 20
Duratio 17 Session 19 Assessment 21 Person/
Topic Methodology Outputs
n Objectives Strategies Learning
Facilitator
1 60 Evaluation of To evaluate the Teachers will improve their The learning 12-week Mrs. Liezel B.
minutes learners’ school’s progress performance in terms of outcomes will be curriculum status Boca
progress in the on the instructional tactics as well assessed through the report assessment

Professional Development Programs/Courses Recognition Application Form Page 6

 12-week implementation as learners' numeracy and pre-test and post-test of pre and post-
curriculum of 12-week literacy abilities. The assessment tools test.
implementation curriculum from facilitator will discuss and
grades 1-3. analyze the statistics or
status report of the 12-week
curriculum implementation
and determine whether it
was successful.
2 60 Teachers’ To identify and The professional The learning Reflection/ Mrs. Joan Rose
minutes intervention implement development activities that outcomes will be Journal to list P. Esong
strategies for teachers’ the teachers will improve assessed through the down all the
struggling intervention teachers’ skills and intervention suitable
learners to strategies for knowledge in terms of strategies interventions for
adjust in their struggling implementing numeracy implemented by the struggling
learning learners in and literacy by means of teachers for learners.
environment. adjusting in their 12-week curriculum struggling learners.
learning implementation and Runt
environment. Assessment. The
Facilitators will interpret
and evaluate the pre and
post assessment results of
12-week curriculum
implementation and Runt
Assessment. Teachers will
identify and provide
intervention if possible.
3 60 Mental Health To ensure that The facilitator will present The learning Reflection/ Mrs. Patricia M.
minutes of teachers and mental health is the presentation entitled outcomes will be Journal Lastimoso
learners in the prioritize in the “Mental Health of teachers assessed through
school settings school setting and learners in the school strengthening mental
settings” and the teachers health and well-being
are required to provide of teachers and
reflection about the topic learners.
being presented.
4 60 Strategies in The training will be in Face- Providing pre-test to Pre-test Mrs. Araceli S.
minutes promoting to-Face modality and the the participants to Post-test Cauntao
literacy and trainer will be assigned to evaluate their prior M&E (Literacy)
numeracy
Professional Development Programs/Courses Recognition Application Form Page 7
 the teachers/speaker using knowledge and Detailed Lesson
PowerPoint presentation in discussing the Plan Mr. Jean Heart
the ICT room of Santol presentation using Limson
Elementary School and discovery approach (Numeracy)
various activities will be
and post-test at the
provided to the
end of the
participants.
presentation. A
monitoring and
evaluation tool will be
utilized by the
participants at the end
of the discussion.
5 120 Contextualize Contextualizing The training will be in Face- Providing pre-test to Pre-test Mr. Rodolfo S.
minutes Lesson Plan strategies, to-Face modality and the the participants to Post-test Labios
activities, and trainer will be assigned to evaluate their prior M&E
materials base on the teachers/speaker using knowledge and Contextualized
Most Essential PowerPoint presentation in
discussing the MELC
Learning the ICT room of Santol
presentation using
Competencies Elementary School and
(MELC) suited to various activities will be discovery approach
the group of provided to the and post-test at the
pupils under participants. end of the
frustration and presentation. A
non-numerates. monitoring and
evaluation tool will be
utilized by the
participants at the end
of the discussion.
6 60 Teaching Apply different The training will be in Face- Providing pre-test to Reflection/ Mr. Renelle P.
minutes strategies for strategies that to-Face modality and the the participants to Journal Micabel
critical and promotes literacy trainer will be assigned to evaluate their prior
creative and numeracy the teachers/speaker using
thinking, as well
knowledge and
skills in lesson PowerPoint presentation in
as other higher- discussing the
planning. the ICT room of Santol
order thinking presentation using
Elementary School and
skills various activities will be discovery approach

Professional Development Programs/Courses Recognition Application Form Page 8

 provided to the and post-test at the
participants. end of the
presentation. A
monitoring and
evaluation tool will be
utilized by the
participants at the end
of the discussion.
7 60 Culturally Apply culturally The training will be in Face- Providing pre-test to Reflection/ Mrs. Angeline
minutes appropriate appropriate to-Face modality and the the participants to Journal L. Arellano
teaching teaching trainer will be assigned to evaluate their prior
strategies to strategies to the teachers/speaker using
address the
knowledge and
address the PowerPoint presentation in
needs of learners discussing the
needs of learners the ICT room of Santol
from the presentation using
from the Elementary School and
indigenous indigenous various activities will be discovery approach
groups. groups. provided to the and post-test at the
participants. end of the
presentation. A
monitoring and
evaluation tool will be
utilized by the
participants at the end
of the discussion.
8 60 Approaches in IP Identify and The training will be in Face- Providing pre-test to Reflection/ Cedie C. Lorca
minutes education in the apply different to-Face modality and the the participants to Journal
Philippines approaches and trainer will be assigned to evaluate their prior
strategies in IP the teachers/speaker using knowledge and
education in the PowerPoint presentation in
discussing the
Philippines. the ICT room of Santol
presentation using
Elementary School and
various activities will be discovery approach
provided to the and post-test at the
participants. end of the
presentation. A
monitoring and

Professional Development Programs/Courses Recognition Application Form Page 9

 evaluation tool will be
utilized by the
participants at the end
of the discussion.
9 60 Personal Recognize The training will be in Face- Providing pre-test to Reflection/ Al Rashid A.
minutes Development Personal to-Face modality and the the participants to Journal Egca
understanding Development trainer will be assigned to evaluate their prior
for teachers’ understanding the teachers/speaker using
growth
knowledge and
for teachers’ PowerPoint presentation in
discussing the
growth. the ICT room of Santol
presentation using
Elementary School and
various activities will be discovery approach
provided to the and post-test at the
participants. end of the
presentation. A
monitoring and
evaluation tool will be
utilized by the
participants at the end
of the discussion.
180 Research and Plan and craft The training will be in Face- Providing pre-test to Research Ms. Jocelyn
minutes Innovations research to-Face modality and the the participants to Innovation/Plan Dionisio
innovations to trainer will be assigned to evaluate their prior (SPEAKER)
improve the teachers/speaker using knowledge and
professional PowerPoint presentation in
discussing the
development. the ICT room of Santol
presentation using
Elementary School and
various activities will be discovery approach
provided to the and post-test at the
participants. end of the
presentation. A
monitoring and
evaluation tool will be
utilized by the
participants at the end
of the discussion.

Professional Development Programs/Courses Recognition Application Form Page 10

 60 Results- To identify the The training will be in Face- Providing pre-test to Reflection/ Nelva E.
minutes Oriented component of a to-Face modality and the the participants to Journal Labrador
Teaching: Result-Oriented trainer will be assigned to evaluate their prior
Planning and Teaching Model the teachers/speaker using knowledge and
delivering a and reflect on PowerPoint presentation in
discussing the
Successful individual the ICT room of Santol
presentation using
Lesson. teaching Elementary School and
practices. various activities will be discovery approach
provided to the and post-test at the
participants. end of the
presentation. A
monitoring and
evaluation tool will be
utilized by the
participants at the end
of the discussion.
120 Performance Discuss the RPMS The training will be in Face- Providing pre-test to RPMS Portfolio Mrs.
minutes planning and walkthrough to-Face modality and the the participants to RPMS Tools Resurrecion V.
commitment trainer will be assigned to the evaluate their prior Developmental Prat
Supplemental
review teachers/speaker using knowledge and Plan
documents and
Crafting IPCRF PowerPoint presentation in discussing the Core Behavioral
Creating tools. the Gymnasium of Santol presentation using Competencies.
developmental Elementary School and discovery approach ESAT
plan and Revisit the RPMS various activities will be and post-test at the
Behavioral Cycle and gather provided to the participants. end of the
competencies and collect the presentation. A
require RPMS monitoring and
evaluation tool will be
tools and
utilized by the
Documents based participants at the end
on ESAT result of the discussion.
and parts II-IV of
the IPCRF.
Extend guidelines
for managing and

Professional Development Programs/Courses Recognition Application Form Page 11

 assessing
teachers’
performance
using the
remaining 18
RPMS indicators.
60 2ND Quarter To plan and The training will be in Face- Providing pre-test to N/A Mrs.
minutes MOOE plan and prepare for the to-Face modality and the the participants to Resurrecion V.
preparation 2nd Quarter. trainer will be assigned to evaluate their prior Prat
the teachers/speaker using knowledge and
PowerPoint presentation in
discussing the
the ICT room of Santol
presentation using
Elementary School and
various activities will be discovery approach
provided to the and post-test at the
participants. end of the
presentation. A
monitoring and
evaluation tool will be
utilized by the
participants at the end
of the discussion.
Add more rows to add sessions.

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.

Professional Development Programs/Courses Recognition Application Form Page 12

Sign off by the Program/Course Manager or its equivalent
Program Manager CEDIE C. LORCA
Signature
Date JANUARY 8, 2024
This Form R.1 is not valid if not signed.

Required Attached Documents:

Detailed Course Design

Sample Learning Resources (Modules, Worksheets, etc.)
Sample Session Guides
Sample Assessment Tools
CVs of Primary, Secondary, or Alternate Resource Persons
Budget Estimate Form

Professional Development Programs/Courses Recognition Application Form Page 13