Republic of the Philippines
Department of Education
Schools Division of Cebu Province
TUBOD NATIONAL HIGH SCHOOL
Areas of Concern CIGP/s
1. School Based Gaps in the capacity of school
Management administrators, teachers, and parents
to effectively participate in SBM
processes can hinder its successful
implementation. This includes
training needs related to governance,
financial management, and
collaborative decision-making.
1.1 Classroom Issues may arise due to limited
Instruction resources, such as outdated
textbooks, insufficient classroom
materials, or a lack of technology.
These resource constraints can hinder
the delivery of effective instruction
REGION VII - CENTRAL VISAYAS
School Monitoring and Evaluation Tool
Cause of Occurrence
Resistance to change among
staff members can impede
capacity building efforts.
Some teachers or
administrators may be
reluctant to adopt new
approaches or technologies,
particularly if they perceive
them as threatening or
disruptive to established
practices.
Insufficient resources, such
as outdated textbooks,
inadequate technology, or a
lack of teaching materials,
can hinder teachers' ability
to deliver engaging and
Proposed Corrective Time Frame to Proposed Preventive Measures
Actions Resolve
Start by conducting a Whole year round Conduct regular and proactive
comprehensive needs needs assessments to identify
assessment to identify emerging training needs and
the specific areas where priorities among educators and
capacity building is school leaders. By staying ahead of
needed. This could potential gaps, schools can
involve surveys, anticipate areas requiring capacity
interviews, or focus building and plan accordingly.
groups with teachers,
administrators, and
other stakeholders to
gather insights into
their training needs and
priorities.
Allocate sufficient Whole year round Encourage teachers to adopt flexible
resources to classrooms instructional approaches that
to support effective accommodate the diverse needs,
instruction, including interests, and learning styles of
up-to-date textbooks, students. Provide support and
technology tools, and resources for differentiated
 and limit opportunities for hands-on
learning experiences.
1.2 Curriculum Concerns may be raised about an
Management overcrowded curriculum that
attempts to cover too much content
within a limited timeframe. A
curriculum that is overly packed can
lead to superficial learning, reduced
depth of understanding, and
increased stress for both teachers and
students.
1.3 Learning Delivery
1.4 Learning Resources Concerns may be raised about the
effective instruction. A lack
of resources may also restrict
teachers' ability to
implement hands-on or
experiential learning
activities.
Structural constraints within
the education system, such
as mandated instructional
hours or rigid scheduling
requirements, may limit
teachers' flexibility in
adapting the curriculum to
meet the needs of their
students. This lack of
flexibility can contribute to
an overcrowded curriculum
by constraining teachers'
ability to prioritize content
or adjust pacing as needed.
Preferences among teachers
teaching materials. instruction, project-based learning,
Ensure equitable and other student-centered
distribution of approaches that empower students
resources across to take ownership of their learning.
schools and classrooms
to address disparities
and promote quality
education for all
students.
Encourage Whole year round Conduct a thorough needs
interdisciplinary assessment to identify the
approaches to educational needs, priorities, and
curriculum design that goals of students, teachers,
promote connections administrators, and other
across subject areas stakeholders. Use data-driven
and foster holistic approaches, such as student
understanding. Explore achievement data, surveys, and
opportunities to focus groups, to inform curriculum
integrate content from development and decision-making.
different disciplines and
create meaningful
learning experiences
that transcend
traditional silos.
The shift towards digital Whole year round Forge partnerships with local
 cost and affordability of learning
resources for schools, educators, and
families. High-priced textbooks,
subscription-based digital platforms,
and specialized instructional materials
can create financial barriers that limit
access to educational opportunities
for students and educators.
1.5 Assessment of Learning
Problems may arise in effectively
integrating technology into
assessment practices to enhance
engagement, accessibility, and
efficiency. Challenges such as
technical glitches, connectivity issues,
or limited access to digital devices
may hinder the implementation of
technology-enhanced assessments
and create inequities in assessment
opportunities among students.
and students for specific learning platforms and businesses, foundations, and
learning resources, formats, online resources has community organizations to secure
or brands may influence introduced new costs donations, grants, or sponsorships
purchasing decisions and associated with to support the acquisition of
contribute to cost technology learning resources. Engage
considerations. Educators infrastructure, software community stakeholders in
may prioritize quality, licensing fees, and supporting educational initiatives
relevance, and alignment ongoing subscription and advocating for equitable access
with curriculum standards costs. The adoption of to high-quality resources for all
when selecting resources, digital resources may students.
but these factors can come require investments in
with higher costs compared devices, internet
to alternative options. connectivity, and
professional
development to
support
implementation, adding
to the overall cost of
learning resources.
Issues may occur due to Ensure schools have Whole year round Ensure schools have sufficient
technology-related sufficient technology technology infrastructure, including
challenges in assessment infrastructure, including hardware, software, and internet
administration, such as hardware, software, and connectivity, to support technology-
technical glitches, internet connectivity, to enhanced assessment practices.
connectivity issues, or support technology- Invest in reliable and up-to-date
limited access to digital enhanced assessment technology resources that can
devices. Technological practices. Invest in accommodate the diverse needs of
barriers can disrupt reliable and up-to-date students and educators.
assessment processes, technology resources
undermine data integrity, that can accommodate
and create inequities in the diverse needs of
 access to assessment students and educators.
opportunities.

2. Learning Outcomes for

the 1st Quarter

3. Partnership and
Linkages

4. LARDOs

5. Other Related
Activities

6. Student Development
Program

Answer the following:

Best Practices that which ought to be replicated and adopted
Leveraging technology tools and resources to enhance instruction, facilitate personalized learning, and expand access
_______________________________________________________________________________________________________________________________________________________
Collaborating
to educationalwith colleagues and participating in professional learning communities to share resources, and expertise.
content.
_______________________________________________________________________________________________________________________________________________________
Providing timely and constructive feedback to students and engaging in reflective practices to continuously improve teaching
_______________________________________________________________________________________________________________________________________________________
effectiveness and student learning outcomes.
Classroom Management (Empasis on student discipline, orderliness, physical environment, and cleanliness)
Established clear and consistent expectations for behavior and conduct in the classroom.
_______________________________________________________________________________________________________________________________________________________
Foster a supportive and respectful classroom culture that values cooperation, empathy, and conflict resolution skills.
_______________________________________________________________________________________________________________________________________________________
Establish clear procedures and routines for transitions, materials management, and classroom organization.
_______________________________________________________________________________________________________________________________________________________

Teaching Strategy ( Emphasis on critical content, preparation, DLP/LP and delivery of lesson )
_______________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________
Forging Stakeholders (Emphasis on PTA Partnership, Brgy Collaboration, LGU etc. )
_______________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________

Admin Supervision (Technical Assistance of MTs and support needed for teachers / students)
_______________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________

Support of Non-Teaching Personnel for the desired related outcomes ( Emphasis on school improvement, student development , facilities etc.)
_______________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________
Name of Teacher: JANICE MAE R. RABILLAS
Grade Level Handled:GRADE 10 AND GRADE 12
Subject Handled: HE -COOKERY