Action plan on child protection policy 2021wena henorga
This document outlines the School Child Protection Policy Action Plan for Dulangan National High School for School Year 2021-2022. It details standards, activities, persons involved, budget sources, time frames, and means of verification to ensure the dissemination of information on child protection, responsible parenting, and the prevention of abuse and bullying. Key actions include seminars for teachers and parents, student orientations, updating child protection policies, coordination with government agencies, anti-bullying campaigns, and student education sessions on positive relationships and social-emotional skills. The plan was prepared by the School Guidance Advocate, noted by the Principal, and approved by the Division Child Protection Policy Chairman.
The Mangga Elementary School is requesting participation from the Commander of the Naval Forces Western Mindanao in their upcoming Brigada Eskwela Program from May 20-25, 2019. The school is asking for volunteers to help with minor and major repairs, cleaning, beautifying, and making the school ready for the new school year. Specifically, they are requesting cleaning materials, paints, cement, hollow blocks, plants, gardening tools, and trash cans to use during the program. The school coordinator, Lalane Canaveral, can be contacted at 0905-727-8565 for any inquiries about participating on May 22, 2019.
DepEd MEMORANDUM No. 008 , S. 2023.pptxBryllRegidor1
This DepEd memorandum provides multi-year guidelines for evaluating teachers' performance using the Results-Based Performance Management System aligned with the Philippine Professional Standards for Teachers (RPMS-PPST) over three school years from 2022-2025. The RPMS cycle will include classroom observations, evaluations on indicators divided across the school years, and use different tools for teachers at various stages of their career. The memorandum outlines the implementation process, including scheduling observations, conducting online or alternative assessments as needed, and using evaluations to determine compensation and guide professional development.
The document contains the instructional supervisory plan for Talba Elementary School for 12 months from June 2019 to March 2020. It outlines the weekly activities and responsibilities of the principal and district supervisor, including monitoring classes, providing technical assistance to teachers, attending meetings, and conducting classroom observations and instructional supervision. The plan was prepared by the school principal and approved by the district supervisor on a monthly basis.
This document outlines the LAC (Learning Action Cell) Implementation Plan for the 2022-2023 school year at Kabasalan Science and Technology High School. It includes a schedule of monthly workshops and sessions from November 2022 to June 2023. The workshops will cover topics such as utilizing assessment data to modify teaching practices, the RPMS performance evaluation cycle, developing PISA-style assessments, integrating values in lessons, and characteristics of learner-centered teaching. Each session lists the activity, topic, involved persons, expected outputs, and resources. The implementation plan aims to improve teaching quality and student learning outcomes through teacher collaboration and professional development.
This document provides a summary of the monitoring, evaluation, and adjustment activities for a school from September 2021 to June 2022. It includes:
1) A table showing the physical and financial accomplishments of 20 planned activities across 5 domains of school leadership. 95% of activities were completed and 92,000 of the allocated 92,000 budget was spent.
2) An analysis of quarterly physical accomplishment and funds utilization rates, finding that goals were achieved and budgets optimally used each quarter.
3) Tables showing the status of staff deployment, with 26 teaching and non-teaching positions filled and no new positions created.
Technical Assistance Plan (Instructional supervision)MaestroSonnyTV
This instructional supervisory report outlines coaching objectives and strategies for grade 3 and 4 teachers over the school year. It identifies preparing weekly learning plans, communicating with parents, and improving teaching competence as priorities. The report details that coaching will include facilitating sessions on learning plan preparation, developing a parent communication strategy, conducting classroom observations, and organizing in-service trainings. It expects the strategies will result in approved weekly plans, improved teacher-parent communication, enhanced teaching skills, and improved teaching competence for grade 4 teachers. The coaching will use forms and materials and involve the school head, master teachers, and teachers over the course of the school year.
The document summarizes activities conducted by Carangian Elementary School as part of their values education program and July career month celebration. The school held a career fair to expose students to different professions and help them consider potential career paths. Activities included a student parade wearing costumes of desired future careers, a lecture from TESDA on technical and vocational programs, and a nutrition month cooking competition where students prepared nutritious foods that could also be part of a business. The career fair was intended to encourage students to start planning early for their future careers.
The action plan outlines a reading remediation program for struggling readers at Catagbacan Elementary School from SY 2021-2022. The plan has three phases: 1) Selection and orientation of students and parents, 2) Conducting remedial reading instruction using various activities, and 3) Monitoring and evaluation. The goals are to improve students' reading proficiency through diagnostic testing, multi-level materials, and parent involvement. Activities include pre- and post-testing, phonemic awareness exercises, decoding practice, and home reading. The school aims to enhance reading skills and encourage a love of reading.
List of prioritized topics for school based leanrning action cell (slac0lormieabrao
The document lists 18 topics prioritized for the School-Based Learning Action Cell (SLAC) for the 2021-2022 school year at Cresencio S. Lago National High School in Surigao del Sur, Philippines. The topics include using ICT to create video lessons and interactive materials, designing test questions and performance tasks, providing formative feedback, innovation strategies for struggling learners, and workshops on using online platforms and making computer-aided instructional materials. Target dates for conducting sessions on the topics are to be determined.
This document outlines the homeroom guidance action plan for Tandag Central Elementary School for SY 2021-2022. It details the objectives, activities, timeline and responsibilities for implementing the homeroom guidance program based on DepEd guidelines. Key aspects of the plan include formulating the guidance program, orienting teachers and parents, monitoring implementation, providing intervention for students, and evaluating and modifying the program. The goal is to fully implement the homeroom guidance curriculum and help develop students' personalities through various classroom and extra-curricular activities over the course of the school year.
This document contains technical assistance accomplishment reports and plans from Bro. Andrew Gonzalez Technical High School for the months of January, February, and March 2020. It provides details of technical assistance provided to teachers on their lesson plans, including the areas of concern addressed, level and type of assistance, findings and recommendations. Some common findings across teachers included lessons not relating to real-life experiences and not using ICT. Recommendations focused on integrating real-life situations and examples and using tools like PowerPoint presentations. The reports and plans are signed off by the Head Teacher and EPS-MAPEH of the school.
This document provides an overview of San Nicolas III Senior High School in Bacoor City, Cavite for the years 2019-2022. It discusses the school context, enrollment trends which have increased year over year, academic performance levels across tracks, vaccination rates, and initiatives to improve facilities and the learning environment. The school aims to provide quality education for all while ensuring learner well-being and resilience through compliance with health and safety protocols.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
The three-year plan aims to address 7 priority improvement areas:
1) Repair school buildings to improve physical facilities
2) Procure health supplies and construct handwashing stations to address health crisis
3) Implement a school reading program to increase literacy in English and Filipino
4) Increase ICT integration among teachers
5) Expand online learning opportunities for students
6) Participate in limited face-to-face classes
7) Ensure personnel receive booster shots for COVID safety
The plan outlines activities, outputs, timelines, responsibilities, and budgets to achieve objectives in these priority areas over 2022-2024.
The accomplishment report summarizes the activities of Oanari Anational High School from June to July 2015. It describes improvements in student development through testing, counseling, and extracurricular activities. It also outlines staff development such as workshops attended and training hosted. Initiatives are discussed relating to curriculum development, physical campus improvements, community engagement, and other school operations. The report was prepared by Master Teacher Emilyn Mapalo and approved by Head Teacher Marlyn Fernandez and Principal Cleofe Oliveros.
The document summarizes the minutes of a virtual Learning Action Cell session conducted by the English Department of Cabantian National High School. It discusses the following key points:
1. The session was held virtually on Google Meet on October 25, 2021 and focused on discussing the significance of the PHI-IRI reading assessment and how it can help identify struggling readers and inform teacher instruction.
2. The presenter, Jocel P. Algabre, emphasized how PHI-IRI can assess students' reading levels and comprehension. She also discussed the different components of PHI-IRI including the group screening test and individually administered reading passages.
3. The department head, Dr. Dahl
This document outlines the action plan for a summer remedial reading program at Nungnungan II Elementary School. The plan has three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will be selected and oriented about the program. During implementation, students will be assessed, engaged in reading and numeracy activities, and encouraged to practice at home. Activities include daily reading, sight words, games, and exercises. The final evaluation phase will assess improvements in reading and numeracy proficiency through post-tests. The goal is to increase students' reading and math skills over the three-week program.
School Improvement Plan aligned with MATATAG Agenda.pptxJoeyDinopol1
The document provides guidance on writing a School Improvement Plan (SIP) according to the SIP style guide. It outlines the required parts of the SIP, which include chapters on the DepEd vision, mission, and values; the school's current situation; the plan; and monitoring and evaluation. Each chapter contains details on the necessary content, such as documenting vision sharing activities, presenting data on the school's situation, identifying priority improvement areas, listing solutions to address root causes, and including project monitoring forms. Templates and annexes are referenced to help complete sections like the planning worksheet, annual implementation plan, and project work plan and budget matrix. A timeline at the end requires finalizing the SIP by August 14 and submitting it by August 31
This document provides a summary of policies for Mainaga-San Francisco Elementary School. It outlines the school's objectives to ensure student proficiency, develop interpersonal skills, and allocate resources efficiently. It also discusses attendance policies, counseling services, discipline policies, the dress code, and a commitment to non-discrimination. The handbook aims to help students understand school rules and regulations.
The document outlines an action plan for a reading program at the end of the school year with the following key objectives: 1) orient teachers and parents on the nature and rationale of the reading program; 2) assess students' reading capabilities and place them in appropriate reading classes; 3) plan curriculum and activities to enhance teaching and prepare reading materials; 4) provide interventions to improve reading skills for grades 1-3; 5) monitor implementation of the program; 6) engage parents and stakeholders for support; and 7) evaluate the progress of the program. The plan details activities, timelines, resources and personnel from June to August 2023.
School LAC Plan for school and classroom uses.docxIvyLood1
The document is a School Learning Action (SLAC) Plan submitted by Baring Elementary School for the 2023-2024 school year. It outlines the school's plan to conduct monthly Learning Action Cell (LAC) sessions for teachers to improve teaching competencies. The plan details the objectives, participants, budget, and scheduled activities for the LAC sessions, which will cover topics like instructional strategies, assessment techniques, and developing teaching skills. The goal is to continuously build the capacity of teachers through collaboration and sharing of best practices.
This document outlines an action plan for providing training to teachers at Balbalasang Elementary School and Saltan Primary School in the Eastern Balbalan District on instructional strategies and pedagogies for multigrade classrooms. The plan has three phases: 1) preparatory planning, 2) implementation of a training workshop for teachers, and 3) post-implementation evaluation of training effectiveness. The training aims to equip teachers with knowledge and skills for multigrade instruction, including use of learning resources, blended learning modalities, teaching reading, and instructional techniques. School principals and the Public Schools District Supervisor will oversee monitoring and assessment of training application to improve student learning outcomes.
The document outlines an action plan for implementing a National Learning Camp at Tukuran Central Elementary School. It details the following key tasks over several phases:
1) Preparatory phase includes creating a task force, orienting stakeholders on objectives and guidelines, and assessing learners' needs.
2) Advocacy campaign involves summits and social media posts to promote the learning camp.
3) Camp implementation involves teacher training, implementing scheduled activities for 3-5 weeks while monitoring progress, and conducting daily festivals and competitions.
4) Evaluation includes gathering feedback, documenting outcomes and best practices, and preparing a completion report.
1) This document outlines the Annual Instructional Supervisory Plan of Sta. Lucia Elementary School for SY 2022-2023.
2) The plan aims to enhance teacher competencies in lesson planning, development of quality learning materials, effective learning delivery and assessment, and learning and development.
3) It details the school head's objectives, activities, timelines, and expected outputs to provide support and technical assistance to teachers in these areas through strategies like classroom observations, training, and mentoring.
This document contains the annual learning and development implementation plan of Bangkerohan Elementary School in Northern Samar, Philippines. The plan outlines several teacher training activities, including an inset on differentiated instruction techniques, leadership and management lac sessions, and targeted coaching on self-management and ethics. It also includes benchmarking visits, lac sessions on assessment strategies and monitoring learner progress, and developing professional development goals. The plan's activities aim to strengthen teachers' competencies to better meet the diverse needs of learners and improve learning outcomes.
The document outlines Marbon National High School's action plan for the work immersion of senior high school students for the 2022-2023 school year. It details 13 activities from the pre-planning conference in February-March 2023 to the immersion assessment in May 2023. These activities include identifying partner industries, preparing required documents, conducting orientations, deploying students for their immersion from April 19-May 19, and monitoring their progress. The plan assigns responsibilities to teachers, students, and stakeholders, and provides timelines, budgets, and modes of verification for each activity. It aims to provide students with work experience through the school's partnership with local industries.
Improvement planning in Schools and school quality control planNhomeoArnaisAblando
The document outlines an 8-point School Quality Improvement Plan for a school. It identifies issues in each quality area such as lack of educational supplies and teachers' expertise. Objectives are set to address each issue, along with proposed strategies, activities, timelines, and responsibilities. Progress notes provide updates on actions already taken to work towards the objectives. The plan aims to continuously enhance the school's quality and address challenges identified through self-assessment.
The document provides information and guidelines for conducting a National Learning Camp (NLC). It outlines 10 questions addressing learner placement, camp objectives, and duration. It also includes a sample action plan for implementing the NLC with key tasks, timelines, activities, resources, and expected outputs. The plan covers preparatory work, learner assessment and placement, curriculum planning, resource preparation, implementation and monitoring, stakeholder engagement, teacher training, evaluation and reflection, and other enrichment activities. The overall goal is to provide additional support to learners and improve learning outcomes through a balanced camp experience according to the guidelines.
The document discusses curriculum concepts and the meaning of curriculum and syllabus. It provides various definitions of curriculum from different scholars and describes the key components and types of curriculum, including the formal/official curriculum, hidden curriculum, observed curriculum, experienced curriculum, null curriculum, received/learned curriculum, taught curriculum, vocational curriculum, and academic curriculum. It also discusses the meaning and parts of a syllabus, including the preliminary section, content section, methods and techniques section, and assessment section. Finally, it outlines some of the challenges experienced with Tanzania's previous 1995 Education Policy that led to the development of the 2014 Education and Training Policy.
The document discusses various learning theories in science education including behaviorism and cognitivism. Behaviorism views learning as changes in observable behavior due to environmental conditioning, while cognitivism sees learning as the processing and storage of information in the mind. The cognitive learning theory includes social cognitive theory, which involves interactions between personal, behavioral, and environmental factors, and cognitive behavioral theory.
The document discusses various theories of curriculum and learning, including defining curriculum as the overall plan for content offered by a school. It also examines different types of curriculum, such as the formal/official curriculum, hidden curriculum, and null curriculum. Prominent learning theories covered include behaviorism, which focuses on conditioning, and cognitivism including social cognitive theory examining personal, behavioral, and environmental factors.
The document discusses individualized education programs (IEPs) which help meet the educational needs of students with special needs. An IEP is not a label or extra burden, but rather a tool to provide appropriate services. It benefits students by determining their needs, teachers by providing guidance, and parents through communication. An IEP is prepared by a team and contains elements like the student's current performance, long and short-term goals, and an evaluation plan. Objectives should be specific, measurable, and help students progress from their present level to their annual goals.
Rizal Elementary School in Quirino developed an End-of-Course Action Plan to implement a differentiated supervision program for its teachers over three stages from May to June 2022. The plan involves conducting orientation sessions in the pre-implementation stage to introduce the supervision options and profile teachers. In the implementation stage, instructional supervision will be provided to teachers according to their preferences. Feedback will also be given. Finally, in the post-implementation stage, teacher growth goals and accomplishments will be evaluated, plans made to sustain excellent performance and unattained goals addressed, and rewards provided to teachers.
This document contains a summative assessment of a teacher candidate's practicum from December 2013 to March 2014. It evaluates the candidate across several elements of teaching practice, including initiative, use of feedback, classroom management, lesson planning, instructional strategies, and assessment. The associate teacher provides positive feedback, noting the candidate demonstrated responsibility, engaged students, improved pacing of lessons, and was effective in self-reflection and using assessment to guide instruction. The assessment recommends the candidate for the teaching profession.
Results-Based Performance Management System (RPMS) COT Rubrics .pdfCyrilForro
The document provides an introduction to the PPST-based Classroom Observation Tool (COT), which was developed to assess teacher performance based on the Philippine Professional Standards for Teachers (PPST). The COT indicators are selected from the 21 observable strands in the PPST. It describes the development of the COT, the parts of the rubric, the career stage levels, and the different COT subsets for assessment purposes.
The ARALING PANLIPUNAN ACTION PLAN outlines objectives and activities to improve student and teacher performance in social studies over the 2022-2023 school year. The plan aims to raise student performance in social studies by 75% through close supervision of student work and projects. It also seeks to upgrade teacher competencies by providing opportunities for professional development workshops and graduate studies. Additionally, the plan focuses on fully utilizing instructional materials, establishing community partnerships, and involving parents to strengthen social studies teaching. The various activities are to be implemented between June 2022 and May 2023, evaluated through reports and observations, and involve principals, teachers and students.
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Action Plan NLC Final.pdf
1. Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
KEYTODAC NATIONAL HIGH SCHOOL
School ID: 304604
ACTION PLAN FOR THE IMPLEMENTATION OF THE NATIONAL LEARNING CAMP (NLC) AND OTHER END OF SCHOOL YEAR (OESY)
BREAK ACTIVITIES
KEY TASKS OBJECTIVE TIMELINE ACTIVITIES
RESOURCES
Expected Output
HUMAN MATERIAL FINANCI
AL
Preparatory
Phase
To provide an
overview of the
National
Learning Camp
(NLC) and other
End of School
Year (EOSY)
break activities
objectives,
guidelines,
and
expectations
July 6,
2023
Conduct an
orientation
session for
Teachers.
Teachers Laptop, projector n/a Oriented school teachers
and non- teaching
personnel.
July 10,
2023
Conduct an
orientation
session for
Parents and
stakeholders
(by School level)
School Head
and
Teachers
Laptop, projector n/a Oriented Teachers
Learner
Assessment and
Placement
Identify
learners’ needs,
interests, and
areas requiring
additional
support
July 11,
2023
Administer the
pre-assessment
Teachers Assessment tool
(If assessment
tool from CO is
available if not,
use learners
academic
performance for
the present SY)
n/a Result of assessment
2. Curriculum and
Activity
Planning
Ensure a
balanced and
engaging camp
experience
July 14,
2023
Conduct an
orientation
session and
advocacy
campaign to
parents and
stakeholders by
schools
District
heads/school
heads
Slide deck
Flyers
n/a Oriented parents and
stakeholders
Resource and
Material
Preparation
Organize
Division NLC
TWG
July 10-
21, 2023
Conduct Early
Registration
Teachers Registration
Forms
Parents’ Consent
n/a Registration data
Parents’ Consent
Ensure the
availability of
learning
resources
July 17-
19, 2023
Compile and
curate relevant
teaching
resources
LRMDS
Teachers
Teaching
resources
n/a Compiled and curated
relevant teaching
resources
Prepare class
programs and
classroom
activities
Teachers Printed Materials n/a Class programs and
activities
Teacher
Training and
Professional
Development
Enhance
instructional
practices
July 20-
21, 2023
Organize
collaborative
sessions with
teachers and
instructional
leaders
School leaders,
teachers
Session guides n/a Session guides
Camp
Implementation
and Monitoring
Ensure a
smooth conduct
of the NLC
according to the
guidelines
July 24,
2023
Conduct NLC Kick
off program via
recorida around
the community
Schools
Teachers
PTCA
Vehicles
Sound system
50,000
for
division
wide
budget
Conducted Kick-off
program
July 24-
August
24,
Implement the
NLC according to
the designed
schedule and
curriculum
Learners,
Teachers, School
Head, and other
stakeholders
SARO
Learning
resources
Accordi
ng to
allotted
budget
from RO
Smooth conduct of NLC
Stakeholder
Engagement
Widen support
network for the
NLC
July 24-
August
24, 2023
Collaborate with
local community
organizations,
SGOD,
Teachers, School
n/a 100,000,
00 for
the
List of Stakeholders and
their support
3. businesses, and
volunteers
Head, and other
stakeholders
whole
division
Evaluation and
Reflection
Establish a
basis for
improvement
and future
iteration.
August
25, 2023
Develop a report
summarizing the
NLC outcomes
and
recommendations
Key officials Stationaries 100,000.
00 for
the
whole
division
Summary report and
recommendations
Other tasks
please specify
Recognize the
completers,
volunteers, and
other persons
involved
August
25, 2023
Conduct
recognition
ceremony
Learners,
Teachers, School
Head, and other
stakeholders
Certificates,
medals, tokens
200,000.
00 for
the
whole
SK
division
Successful conduct of
NLC
Prepared By:
ABEGAIL L. SAVARIZ JOY N. SARNO JENILYN D. BALLARTA
Science Coordinator Mathematics Coordinator English Coordinator
ROSITA S. SARNO ANNAMIE C. TICMON JENUS D. NARCISO
TLE Coordinator Filipino Coordinator Aral Pan Coordinator
NOTED::
LUMER B. SUSANA
Head Teacher – I
APPROVED:
LONEY D. BECETE
Principal-I