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Planning and Development Proj - Proj Ladders

This document proposes a professional development program called Project LADDERS for secondary school teachers in Santol Cluster, La Union, Philippines. It aims to address low reading levels among Grade 7 students by improving teachers' literacy instruction abilities. The two-part program will build teachers' technical knowledge and pedagogical skills in conducting catch-up lessons, identifying reading difficulties, and using appropriate teaching techniques. The project intends to benefit both teachers and students by refining the teachers' competencies and helping students overcome reading deficits to learn effectively across subjects.

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0% found this document useful (0 votes)

76 views51 pages

Planning and Development Proj - Proj Ladders

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jgorpia

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A Project submitted to DR.

HONORIO BUCCAT
as fulfillment of the of the requirements in
the subject: “Project Planning and
Development”

RACEL S. ORDINARIO
PhD-EDAD

PROJECT LADDERS
A Proposed Staff Engagement, Training and Development of
Secondary School Teachers in Santol Cluster Along Literacy
Instruction
Republic of the Philippines
Don Mariano Marcos Memorial State University
NORTH LA UNION CAMPUS
COLLEGE OF GRADUATE STUDIES
Bacnotan, La Union

EXECUTIVE SUMMARY

Problem Statement: For the past three consecutive school year, prior to
the implementation of the Philippine Informal Reading Inventory (Phil-IRI) for
Grade 7, and the “Bawat Bata Bumabasa Initiative” (3B’s Initiatives), both
mandated program of the Department of Education, the Grade 7 learners of
Santol Cluster, in the Municipality of Santol were yearly tested for their reading
level using the division-wide proposed tool which is the Reading Gates Reading
Assessment Tool. It has been found out from the assessment made that out of
the total population tested, Grade 7 High School entrants’ Reading Speed and
accuracy is largely on the level between Grade 3 to Grade 4 only. That their
Reading Vocabulary Level is on the Grade 1 to Grade 2 only earning an average
of 68.69% from the total population tested. Their Reading Comprehension,
earning an average of 76.70 % from the total population tested was on the
Grade 2 Level only. Alarming enough, that this result has coincided with all
other Secondary Schools in the entire division. Aggravating more to the
problem, is the teachers’ inadequate capacities to make appropriate
intervention activities and use relative pedagogical approaches in order to
bridge these students into their appropriate grade-level curriculum in the
Secondary Education. To best serve our clientele, and to be able to bring out
the best in our teachers, Santol Secondary Cluster need to craft a Professional
Development Program for Literacy Instruction that will address the pressing
problem and at the same time refine teachers’ ability to bring about equitable
and quality education.

Proposed Solution: The Professional Development Program for Literacy

Instruction is a two-part Capacity Building Program for teachers, catering both
the need of teachers along technicalities and knowledge of conducting catch-
up lessons in reading and catering recovery reading activities for students with
reading difficulties. This at the same time will upskill teachers along
1

pedagogical approaches and research-based appropriate teaching techniques

Page

that is relative in meeting learners’ diverse needs and unique abilities.

Final Thoughts and Next Steps: Literacy is an equity and quality issue
of significant importance in the school life and in the entire nation-building
issues. An educated nation is said to be a strong national foundation, and in
order to do so, is to capacitate front liners, teachers specifically in a more
relative approach to teaching and learning. Upskilling teachers in addressing
learning gaps, such as reading deficiencies, will warrant learners’ opportunity
to benefit most from their God-given potentials. Teachers sense of efficacy for
Literacy Instruction is foremostly the duty of school to ensure through
meaningful professional development program. This Project LADDERS, will step
up and make necessary interventions for the recovery of reading deficits
manifested by our high school entrants and at the same time break the subject-
divide in view of refining ability of students to comprehend not only on
literature-based lessons but also become strategic processors of texts in order
to learn better.
2
Page

A. Project Context

Title of the Project

Plan Project “LADDERS”
Learning Augmentation in the Delivery of Developmental
and Enrichment Reading Sessions
(A Proposed Staff Engagement, Training and Development of
Secondary School Teachers of Balaoan Cluster Along Literacy
Instruction)

Name of the
Author/Proponent Racel S. Ordinario
Principal-II
Santol Vocational High School
Cluster Chairman-Santol Secondary Cluster
Region/Division/
District Region I
Division of La Union
Santol Cluster
Municipality of Santol
Name of School/
Participating Schools Santol Vocational High School- Main
Santol Vocational High School -Liguay Annex
Corro-oy National High School
La Union Special School for Culture and Arts
Bay-O Integrated School
Key changes as a result
of this project/Specific This proposed project is a two-way pronged
verifiable indicators of approach revolving around the professional learning
these changes continuum of Philippine Professional Standards for School
Heads and the Philippine Professional standards for
Teachers, in improving both the domains of work of the
3

school head and the domains of responsibilities of the

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teachers that will eventually create a more relative and

For the school heads, as stewards of change, and

as key player in ensuring an enabling and supportive
environment for effective teaching to happen, will be
given the opportunity to further enhance his skills and
competencies in leading strategically, manage school
operations and processes, focus efforts on teaching and
learning and be able to build stronger connections both
inside and outside the school system that will be
contributory to school success.

For the teachers, as key players in the

education al arena, and to build upon the demands of the
21st century skills, will be given ample opportunity to
exercise their competencies along knowledge of content
and pedagogy, create better learning environment and
hone more skills in curriculum planning as well as be able
to lead their learners into a more purposive learning
strategies through various assessments and evaluation.
Target Competency A. School Head’s Competencies:
Improvement 1. School planning and implementation (1.2)
2. Program design and implementation (1.5)
3. Management of staff (2.4)
4. Emerging opportunities and challenges (2.6)
5. Teaching standard and pedagogies (3.2)
6. Learner achievement and other performance
indicators(3.4)
7. Professional development of personnel (4.5)
8. Inclusive practice (5.3)
9. Community Engagement (5.5)
B. Teachers’ Competencies:
4

1. Research-based knowledge and principles of

Page

teaching and learning (1.2)

Current Situation 1. Based on the consolidated result of the of the

reading inventory using the Reading Gates
conducted among Grade 7 learners, in the entire
Division of La Union in school year 2019-2020, it
has been found out that out of 6487 Grade 7
entrants in all the Secondary Schools of La Union,
that their Reading Speed and Accuracy Level was
identified for Grade 3 only, their Reading
Vocabulary is for Grade 1 and their Comprehension
Level is only for Grade 2.
2. Based on the inventory and assessment of the
Learning Action Cell conducted for the entire
school year, reflecting on the training proposals
submitted and implemented, there was very
minimal trainings given to teachers along Reading
Instruction, except for Santol Vocational High
School – Main, which has appropriated 20% of their
Staff Development Program to improving teachers’
ability for Reading Instruction.
3. Based on interview conducted during Professional
5

Development Plan Validation, 92% of the entire

Page

Grade 7 Teachers in the Secondary Cluster, has a

| A Proposed Staff Engagement, Training and Development of Secondary School Teachers in Santol Cluster Along Literac
PROJECT LADDERS
Republic of the Philippines
Don Mariano Marcos Memorial State University
NORTH LA UNION CAMPUS
COLLEGE OF GRADUATE STUDIES
Bacnotan, La Union
very minimal knowledge on how to conduct
Recovery Reading Measures.
4. That 2 out of 5 has religiously monitored and
implemented Reading Programs in their respective
schools for various hindering factors such as lack of
technical knowledge and training or orientation to
conduct it.
5. Based on the Classroom Observation Tools of
Teachers, a large portion/ percentage do not
integrate Reading Comprehension strategies as
means of cross-curriculum integration.
Title of Application Staff Engagement, Training and Development of Public
Project Secondary School Teachers of Santol Cluster Along
Literacy Instruction
Project Objectives 1. To provide Teacher Training and Development
activities along Literacy Instruction
2. To provide teachers with job-embedded coaching
and mentoring activities, which would model data
use and reflective practice, combined with peer
feedback
3. To build teachers’ capacities to understand
students’ weaknesses, develop plans and deliver
appropriate instruction for struggling adolescent
readers
4. To intensify school heads’ capacity to develop,
design and craft Professional Development
Programs for teachers using the Plan-Do-Study-Act
Improvement Model
5. To create a uniform Reading Recovery Program for
the entire Cluster
6. To develop a tool for monitoring and evaluation for
the application and integration of Reading
Instruction in Content-Based Lessons
6

Start Date September. 2021

Page

Length of Project 10 Months

| A Proposed Staff Engagement, Training and Development of Secondary School Teachers in Santol Cluster Along Literac
PROJECT LADDERS
Republic of the Philippines
Don Mariano Marcos Memorial State University
NORTH LA UNION CAMPUS
COLLEGE OF GRADUATE STUDIES
Bacnotan, La Union
September, 2021-June, 2022
First 3 months shall be spent for Segment 1-Phase 1
Training for Recovery Reading program
Next 4 Months shall be spent for Segment 2-Phase 2
Training for Comprehension Strategy Instruction
The last 3 months shall be spent for job-embedded
coaching and mentoring activities along the trainings
received, classroom observation and demo teachings.
Expected Outputs 1. 100% of Grade 7 Teachers shall be trained along
the conduct of Recovery Reading Measures using
Phil-IRI Resources and Dibels Reading Package
2. 100% of Content-Based Teachers from Grade 8-10
shall be capacitated along Reading Comprehension
Instruction
3. Creation of Uniform Reading Program for the entire
cluster
4. Creation of tool for Monitoring and Evaluation of
Reading Program
5. Creation of a modified Classroom Observation Tool
highlighting the integration of Reading Instruction
on Content - Based Lessons
Beneficiaries 57 teachers
5 School Heads
5 administrative Assistants
Success Indicators 1. Reading Profile of Grade 7 Students
2. Accomplishment report on the Recovery Reading
Program
3. Log frame on Staff Development program
4. Classroom Observation Tool for the integration of
Reading Instruction in the teachers’ lesson
5. LAC Proposals and LAC Training Matrix
7
Page

B. Background of the Project:

The importance of grade-level reading cannot be underestimated in

terms of student success in Elementary and Secondary Schools as well as in
Post-Secondary endeavors. A research conducted by Hernandez in 2011,
asserted that the reading performance of students according to their grade-
level expectations, is a strong prediction of High School graduation and
consequently, those who do not read proficiently by the third-grade are four
times likely to drop-out of school. Moreover, with an increased likelihood of
dropping out of school and lacking Post-secondary Education, individuals
without High School Diploma are “more likely to be incarcerated than those
with higher levels of education”. (Lesnick et al. 2010). These factors make
literacy instruction not only an educational issue, but also an equity issue with
far reaching implications in the society.

Literacy being an equity issue of great importance, is not only a burden

for those who are in the field of education. Policy makers as well as politicians
are aware of the importance of reading on grade level. It is the reason why the
policies of NO Child is Left Behind Act of 2002 was incorporated in the
Department of Education and was translated into redefining the guidelines of
the Philippine Informal Reading Inventory (Phil-IRI) to express their intent of
ensuring all children will read on appropriate grade -level is laudable.

Santol Cluster composing of five Secondary Schools namely Corro-oy

National High School Main, La Union Special School for Culture and Arts, Santol
Vocational High School-Main, Santol Vocational High School-Liguay Annex and
Bay-O Integrated School, being advocates of Literacy Instruction and in strong
adherence to the” Bawat Bata Bumabasa Initiatives” of the Department of
Education, has been yearly assessing the reading level and profile of Grade 7
in the Secondary Education, and for two consecutive school years, results show
that based on the Reading Gates Tool used, our Grade 7 learners Vocabulary
Level is for Grade 1, their Reading Speed level is for Grade 3 and their
8
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Comprehension Level is only for Grade 2.

When students reach the Secondary Education Level of the entire Basic
Education Cycle, it is expected that learners are reading already at their grade
level and that reading gaps are already addressed, because the longer students
struggle with reading difficulties, the greater the gaps between these children
and their peers who are successful. It is important to note that early
interventions to address reading gaps are shown to work better than attempts
to address reading deficits later in a child’s educational career. It is perhaps
the reason too that most of the teachers in the Secondary Level lack the
capacities or trainings to cater developmental reading measures because it was
not a part of their career orientation nor their Teacher Induction Program.

In an attempt to provide early interventions, schools and school systems

invest large amount of time and money to ameliorate reading difficulties.
However, although there are many reading intervention programs available
both commercial or department initiated, these programs are mostly targeting
students in Kindergarten through Grade 3. If there are other intervention
programs, there are still part of basal reading intervention programs, and no
specific programs given to address reading deficits in High School Department
whose students are exposed to a more complex reading text. The Synergia or
even the BASA Pilipinas, both Non-Government Organization who were in strong
support of the reading and literacy program of the country were both
concentrated in the Elementary Grades program for reading interventions.
Their programs may involve extensive training for teachers but solely for
Elementary Grades who are responsible for polishing reading intervention for
basal reading.
9

A final option schools pursue, is training classroom teachers to plan and

Page

teach students reading intervention lessons. Teachers are inevitably perceived

School Heads are challenged with meeting the increased demands of

teaching and learning, which becomes difficult in environments filled with
negative undercurrents, such as in the case where students find difficulty in
keeping up with the standard competencies set forth by their different subject
areas, not because they lack the necessary requisite competencies to comply
with, but because they do not have the necessary comprehensions skills and
language proficiency abilities to comprehend and be able to augment their
learning deficiencies. Principals are then expected to lead in bridging these
gaps by capacitating the teachers in addressing these problems through training
and development and model and coach Reading Instruction Strategies that will
promote greater student engagement and learning.

When the Philippine Professional Standards for Teachers was

institutionalized in 2013, through RA 10533 also known as the K to 12 Reforms,
has changed the landscape of teacher quality requirements in the Philippines.
The reform process warrants an equivalent supportive focus on teacher quality.
It articulates what constitutes teacher quality in the K to 12 reforms through a
well-defined domains, strands and indicators that provide measures of
professional learning, competent practice and effective engagement. This set
of standards makes explicit what teachers should know, be able to do and
value to achieve competence, improved student outcomes and eventually
achieve quality education. However, the Philippine Professional standards for
Teachers (PPST), do not explicitly spelled-out standards or mechanics in the
10

teacher’s professional learning continuum program that teachers be a strategic

Page

and creative reading instructor. Although in the PPST, instructional skills of

Wrapping it up, the situation that beset the Santol Cluster Secondary
Teachers as well as School Heads is that the Grade 7 learners they take in year
in and year out have been manifesting a compounded reading skills deficit and
reading gaps which can tantamount to not being able to keep up to the
required set of competencies prepared for Grade 7. If such learning difficulties
can not be addressed, these learners will find it difficult to move-up to their
lessons. To add more to the problem is the teachers lack of orientation to
conduct reading skills remediation, since High School Teachers tacitly assume
that when learners reached the Secondary basic Education, that basal reading
skills are already at a proficient level, and that learners have already
developed necessary study skills brought about with the development of their
comprehension abilities. That is perhaps the reason why most of the content
area teachers’ learning and development programs are focused more on
content area of their subject areas and instructional skills to perform them. If
there are Literacy skills Development being given to teachers, only very
minimal compared to the Elementary Grades teachers. Exasperatingly, is the
insufficient knowledge and will of the Secondary School Heads to focus efforts
on the reading program and conduct school-based training for teachers along
Reading Instruction since resorting to commercial-based reading program or
hiring literacy experts to conduct professional development program along this
note, is indeed costly and do not warrant their allowable school local funds.
11
Page

C. Rationale of the Project Plan

Many teachers both new and old in the service, when a focal group
discussion was made during a LAC session to address the reading difficulties,
were found out not prepared to effectively teach all the components required
for balanced literacy and are also not un prepared and lacking confidence to
plan and deliver student specific reading interventions.

Due to lack of cluster funds to hire literacy experts for professional

coaching and mentoring along reading intervention programs, the final option
participating schools pursue is training classroom teachers to plan for and teach
students reading intervention lessons that is independent of a commercial-
based program but is research-based and proves to be effective.

As educational leaders seek to provide effective professional

development in literacy instruction, it is critical that the programs developed
align with practices that have been identified as effective in changing
classroom practices and improving student achievement. it is important to note
that the 5 participating schools, despite having similar problems encountered,
are unique from each other. Each school’s context is distinctive and the
professional development deployed must be equally unique to fit to needs of
teachers and students.

Santol Cluster through this proposed Project LADDERS plans to embark

on a journey of widely capacitating our teachers through synchronized training
program to be conducted during the monthly Learning Action Cell in the
duration of 10 months using both platform of limited face to face, online
sessions and modular learning packages for school year 2021-2022. This
Capacity Building program primarily aims to enhance teacher’s competence
and capacities to conduct Recovery Reading Instruction to struggling readers
whose literacy level are not within their appropriate grade level and at the
same time enrich teachers’ pedagogical approaches in teaching Content-Based
lessons such as Science, math, TLE, MAPEH and Social Sciences by using
12

Literacy-Based teaching techniques in order to strengthen comprehension skills

Page

of students. The training program is reinforced on the principle of literacy

The entire Capacity- Building Program is a Literacy Professional is a

Literacy Professional Development of Teachers from Grade 7 to Grade 10 of
which is segmented into 2 broad professional learning plans. The grade 7
teachers in all subject areas from the 5 participating schools shall be trained
along conducting Recovery reading Instruction while other segment or group
shall be a professional learning plan for Grade 8-10 teachers in content areas
such as English, math, Science, TLE, MAPEH and Social Sciences along
foundations of comprehension strategy techniques and Literature-Based
pedagogical approaches in view of increasing retention and enhancing
comprehension skills of learners. It is an experimentation on integrating
processes and mixing cross-curriculum integration to make learning more
relative and binding.

Segment 1 of the training program which is prepared for Grade 7 is

focused on Recovery Reading Instruction. The main purpose of this training
program is to capacitate Grade 7 teachers to conduct reading intervention
program to ensure Grade 7 teachers to conduct reading intervention program
to ensure Grade 7 students attain grade level reading proficiency. Although
true enough that there are many factors that influence reading ability in early
grades, it is still up to teachers to provide individualized instruction necessary
to correct the deficits created by negative student factors. It is critical then
for schools and teachers to provide the type of intervention that will allow
13

students to become successful grade level readers. This segment 1 which shall
Page

be called “The Bridge Program” of Project LADDERS, shall be founded along

| A Proposed Staff Engagement, Training and Development of Secondary School Teachers in Santol Cluster Along Literac
PROJECT LADDERS
Republic of the Philippines
Don Mariano Marcos Memorial State University
NORTH LA UNION CAMPUS
COLLEGE OF GRADUATE STUDIES
Bacnotan, La Union
explicit literacy instruction in five areas namely: phonemic awareness, phonics,
vocabulary, fluency and comprehension. Typically, younger students receive
instruction in phonemic awareness and phonics, providing them with skills to
decode and read fluently, as students advance, their literacy instruction
consist of greater time spent working on comprehension and vocabulary.
However, the two years assessment of grade 7 students in reading skills showed
that their fluency level is only for grade 3, vocabulary level is only grade 1 and
comprehension level is only for grade 2, which is very alarming and may posit
that they will find it too difficult to comprehend to a grade 7 textbook and
lesson content since their ability to comprehend is far behind the level
required for them. A student having difficulties in any area of reading
instruction is likely to struggle with reading and comprehending grade level
material. As students age, it can become more challenging to identify the root
cause of the problem because gaps in learning become so great it is hard to
pinpoint which area of literacy is causing the problem, making early
identification of reading difficulties more critical. Therefore, training formally
grade 7 teachers, who have zero knowledge on basal reading techniques on
understanding these 5 pillars of literacy instruction is the foundation for
effective instruction and intervention.

Segment 2 Program which is regarded as the skill-up program will be

called “The Glue Program” for reasons that it will be the gluing agent to paste
the subject divide using comprehension techniques as cross curriculum
integration. Thus, this segment 2 shall be a training program for teachers of
Grade8 to Grade 10 in content area subjects along literacy with special
concentration on comprehension strategy instruction for higher grades.
Teachers under this segment will be coached and mentored by the only
participating school , the Corroo-oy National High School, who have undergone
a 3-year national programs as the pilot school for advance techniques in
reading pedagogies. Teachers shall be formally be trained along Super Six
Comprehension Strategy Instruction susch as making connections, predicting,
questioning, comprehension monitoring, visualizing and summarizing. These
reading comprehension techniques are built upon the foundations of
metacognitive skills and addressing comprehension bumps. Through literacy
14

coaches, it is believed that it will impact variety of positive ways including:

Page

fostering a greater sense of collegiality, increasing knowledge of students

The need for in-service training and staff development program as part
of Continuing Professional development for teachers play an essential role in
successful educational reforms. The use of literacy coaches as part of the
comprehensive professional development program can support changes to
literacy instruction. Coaches can offer teachers non-evaluative feedback on
their instruction, as well as facilitate improved knowledge of research-based
instruction through structured study group, in other words, providing active
learning through collaboration. If coaches are apart of well planned
professional development, and are being supported in their endeavors by
others, and are used to provide feedback on literacy instruction, the dividends
in the classroom could be great.

IV.

D. Objectives of the Project

The Project LADDERS aims on increasing teachers efficacy to remediate

reading gaps that will eventually bring -about improved learning outcomes and
revitalize classroom pedagogical practices through integration of
comprehension strategy instruction for content-based lessons. This project will
tackle two broad segments of training program of which each one will tackle a
set of processes in aim of coaching and mentoring teachers along current
trends in reading pedagogies as a part of cross curriculum integration.

While there are variety of types of learning in which teachers

participate, some Division-Wide initiated, other Regional or National-Based
Training programs, but the LAC session held monthly in schools or cluster of
schools, is still the mostly sought option to better capacitate teachers. Since it
is job-embedded and within the context of school needs, this project will not
only target on spending time to build teachers’ content and pedagogical
15

knowledge, but also to continue with well-planned active learning experiences

Page

for teachers through out the year in order to change teachers’ pedagogical

Project LADDERS is underpinned by the following principles:

1. Teachers are the key elements as Edu-trainers

2. Professional learning is the key to professional revitalization
3. Persistence breeds success
4. Alignment of school process is a collective school responsibility
5. Reading program is every teacher’s integral part of command responsibility
6. Teachers’ self-efficacy are impacted by square factors of vicarious
experiences, verbal persuasion, psychological arousal and mastery experiences.
(Bandura, 1997)

Specifically, the objectives of Project LADDERS is to:

1. Structure LAC implementation to address the common problems of Secondary
Schools in Santol Cluster along learners’ inability top comprehend well on
literature-based and content-based instruction.
2. Capacitate School Heads and School Administrators, coaches and key teachers
cluster-wide beforehand through focal group discussion on a particular area of
teachers’ comprehension strategy instruction and recovery reading instruction
prior to the implementation of monthly LAC Session, making them a part of the
Edu-Trainers.
3. Provide teachers with a structured Learning and Development Program along
Literacy instruction which is job-embedded, would model data use and
reflective practice and combined with peer feedback through their literacy
coaches.
4. Identify School Heads’ capacities to design professional development programs
for teachers using the Plan-Do-Study-Act Improvement Model.
5. To build teachers’ capacities to understand students’ weaknesses, develop
plans and deliver appropriate instruction for struggling readers.
16

6. Retool teachers on research-based current trends in reading pedagogies

Page

V. Strategies

E. Major Activities and Interventions

Target Actions Responsibl Support Target date

Milestones e Person Needed of
Technical Accomplish
ment
Action 1:
Milestone 1:

Designing of Training Needs School Research and 1st Week

Assessment Along Recovery Head Planning October,
Reading Instruction and Division 2021
   Comprehension Strategy SGOD
Instruction for Teachers
School
Peer Leading in Reading
Teacher
Every Teacher is a Reading

Action 2:
Conduct of the Assessment Tool School Research and 2nd Week
to the identified participants of Head Planning October,
Heads

the 5 Secondary schools of Santol Division 2021

Cluster SGOD

Action 3: Literacy EPS for English 2nd Week

and

Conduct VOC (Voice of the Coaches October,

Customer) among teacher Key 2021
Master

participants and accomplishment Teachers

of Purpose Worksheet Statement School
Head
Milestone 2: Action 1: Cluster Learning & 2nd Week
Crafting of Finalization of Training Design, Chairman Development October,
Training Design, LAC Plan, LAC Matrix and Cluster SGOD 2021
Training matrix, necessary Communications Plan Supervisor
Training Plan and Action 2: Cluster Learning & 2nd Week
Communication Submission of the proposed Chairman Development October,
Plan learning and development Cluster SGOD 2021
program for approval and Supervisor
implementation
Action 3: Cluster Learning & 3rd Week
Focal Group Discussion (FGD) and Chairman Development October,
Communication dissemination Cluster SGOD 2021
among School Heads of the 5 Supervisor
participating schools
17

Action 4: Cluster Learning & 3rd Week

Page

Program Orientation for School Chairman Development October,

Heads, Literacy coaches and key Cluster SGOD 2021

Action 3: Cluster HRD Dept. 4th Week

Crafting of Budget Plan and Chairman SGOD October,
Preparation of necessary Cluster 2021
Financial Reports and Vouchers Supervisor
for the approval of activity School
requests Head
ADAS III
Municipal
Treasurer
for the SEF

Action 4: Cluster HRD Dept. 4th Week

Finalization of the Chairman SGOD October,
Implementation Plan Cluster 2021
Supervisor
School
Head

Milestone 4: Action 1: Literacy Cluster November,

Project LADDERS Training Proper on “Identifying Coach Supervisor 2021
Implementation, Reading Gaps and What Recovery Resource EPS for English
Segment1, Phase Reading Instructions Can Do” Speakers QATAME
1 School Coordinator
Heads
Action 2: Literacy Cluster November,
Training Proper on “The Coach Supervisor 2021
Principles and Mechanics of Resource EPS for English
Recovery Reading Instruction Speakers QATAME
through Fluency, Vocabulary School Coordinator
Building and Comprehension Heads
Techniques”

Action 3: Literacy Cluster December,

Training proper on “Phil-IRI and Coach Supervisor 2021
Dibels Reading Technique” Resource EPS for English
Speakers QATAME
18

School Coordinator
Page

Heads
Action 4: Literacy Cluster December,

Action 2: Literacy Cluster February,

Training proper on “First 3 Skills Coach Supervisor 2022
and Pedagogical Approaches in Resource EPS for English
the Comprehension Strategy Speakers QATAME
Instruction” School Coordinator
Heads
Literacy Cluster March, 2022
Action 3: Coach Supervisor
Training proper on “Last 3 Skills Resource EPS for English
and Pedagogical Approaches in Speakers QATAME
the comprehension Strategy School Coordinator
Instruction” Heads
Action 4: Cluster Cluster April, 2022
Crafting of Lesson Exemplars and Head Supervisor
Conduct of DEMO-Teaching on Teacher- EPS for English
the application of Comprehension Participants
Strategy Instruction Literacy
Coaches
School
Heads

Action 5: School Cluster April, 2022

Conduct of Coaching and Heads Supervisor
Mentoring Sessions of Literacy Cluster CID Chief
Coaches to teacher-participants Literacy EPS for English
Coaches
Milestone 6: Action 1 School Cluster April, 2022
Formal Crafting of modified Classroom Heads Supervisor
Integration of Observation Tool, integrating CID
Comprehension comprehension strategy
Strategy instruction as a pedagogical
Instruction in the approach.
classroom School Cluster April-July,
observation as Action 2: Heads Supervisor 2022
part of Implementation and usage of the CID
Supervisory Plan new classroom observation tool
19

Milestone 7: Action Step 1 School Cluster July, 2022

Page

Sustainability Assessment of instructional Heads Supervisor

measures of performance of Senior High CID

F. Schedule of Activities

The activities and processes involved in the implementation plan of Project LADDERS
is the Gantt Chart below:

Activities Months
O N D J F M A M J J A S
1. Getting Organized
(Milestone 1 & 2)
2. VOC
(Milestone 1 & 2)
3. Walk The Process
(Milestone 2 & 3)
4. Identify Priority
Improvement Areas
(Milestone2 & 3)
5. Root Cause Analysis
(Milestones 2 & 3)
6. Generating Solutions
(Milestone 4 & 5)
7. Finalizing
Improvement Plan
(Milestone 6)
8. Pilot Solution
(Milestone 4 & 5)
9. Roll-Out Solutions
(Milestones 4, 5, &
20

6)
10. Check
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Progress

G. Total Project Allocation

BUDGET COST MANAGEMENT PLAN

Activities: Months
October November December January February March April Total
2021 2021 2021 2022 2022 2022 2022

Planning Session
 Focal Group 1,500 1,500
Discussion
 Preparation of 3,000
needed data and 3,000
plans
 Selection and 2,000
assessment of
instructional 2,000
materials to be
used
Key Teachers Training and 12,500.
Orientation
2500.00 2,500.00 2500.00 2,500.00 2500.00
Training Proper 10, 00.00 10,000.00 10,000 10,000 10,000 50,000
 Venue
 Meals and Snack
Core Reading Program 5,000 5000 5,000 15,000
Implementation

BUDGET COST MANAGEMENT PLAN

Activities: Months
May June July, August, October, 2022 and Onwards Total
2022 2022 2022 2022

Planning Session
 Focal Group
Discussion
 Preparation of
needed data
 Selection and
assessment of
instructional 1,500 1,500
21

materials to be
used
Page

Key Teachers Training and 2,500 2,500 5,000

RESOURCE PLAN

Activities Budget Budget Particulars Source of Fund

Requirement
Planning Session 1,500 Snack and meals District /Cluster Fund
 Focal Group
Discussion
3,000
 Preparation of
needed data
 Selection and
assessment of 3,500
instructional
materials to be used

Key Teachers Training and 17,500.00 Meals and hand-outs LGU Support
Orientation School Share through
Local funds
Training Proper 70,000.00 Papers and Reports SEF Fund
 Venue
 Meals and Snack
Core Reading Program 25,000.00 Reading Materials School Local Funds
Implementation
Reading Intervention Program 5,000.00 Representation Cluster Fund
Assessment and Evaluation Expenses

Evaluation and Revalida 10,000.00 Representation Cluster Fund

Expenses.
Cumulative
135,500.00

H. Potential Challenges and Contingency Plan

RISK MANAGEMENT PLAN

Risk Identification Response Strategy Risk Response

Planning
Risk Risk Event Risk Event Potential Strategy Risk Contingency People
category Description Trigger Impact If Risk Managemen Plan responsibl
Event Occurs t Action e
22
Page

ensure
participation
and
compliance
Unable to Insufficient Teachers will Source-out Submit Social Project
proceed to Funds compromise fund Project Marketing LADDERS
the planned the through Proposal To Measures of Team
activities due implementatio agency LGU for the program
to other n of the partnershi appropriate to PTA and
competing remedial p approval and other
activities and reading funding stakeholder
lack of funds sessions due to s
lack of ready
High

reading
resources
Conflict of Too many Unable to Value – Submit Pre-planning Project
schedule activities to proceed with stream /present Session with LADDERS
among pilot attend to the itinerary of analysis Gantt of participating Team
Moderate

schools for activities for task activities School head

project the program
implementation

CHANGE MANAGEMENT PLAN

A. CHANGE IDENTIFICATION

A.1. Type of Change

The project LADDERS is both a process change and a system change
along teachers’ method of teaching reading and developing
comprehension among learners. Process change because it is a capacity
building program for mostly among key teachers who will conduct the
Recovery Reading program. It is a system change at the same time
because it targeted improving systems of conducting Reading programs
and honing Continuous professional development in the context of
collaboration and integration.

A.2. Reason for Change

The main reason for this change is to increase the comprehension level
of students by explicitly teaching them Fluency lessons and increasing
23

their lexicon bank through increased reading lessons and coaching them
Page

comprehension strategies in hope of getting better learning outcomes.

A.3. Change Scope

Initially, this project LADDERS was intended for Language teachers in
Secondary, but since it is not after improving reading strategies ,rather
the manner learners comprehend in their lesson, considering all lessons
require comprehension, it is then decided that all teachers using English
as medium of instruction be included in the program in order to align
pedagogical approaches for more sustainable result.

A.4. Current Status

Currently teachers are still using the old-fashioned way of teaching
comprehension by treating each comprehension skills as a separate
activity and not as an integral part of every lesson they learn. The
problem with the Grade 7 learners to add more, is that their basal
reading capacities are too low compared to their expected Grade level
supposedly. This project LADDERS aims to equip teachers on how to
capacitate their learners as independent readers with unique way of
comprehending through a series of Collaborative training on how to
conduct explicit comprehension instruction in the classroom not only for
literature-based lesson but also for content-based lesson. The program
also offers teaching grade 7 learners fluency lessons and vocabulary
lessons in order to enhance more their comprehension level.

A.5. Future Status

This Project envisions that by the time teachers had been capacitated
along Explicit Comprehension Instruction, teaching Fluency and
Vocabulary lessons. Individual reading sessions will be given to learners
who have extreme low level of reading gaps. Using the Dibels reading
materials, and Phil-IRI resources in accordance to their measured grade
level, children are subject to Reading Recovery Program in aim to
increase their reading capacity level and eventually help them lessen
the reading gaps they are experiencing
24

B. CHANGE SPECIFICATIONS
Page

B.2. Process Change

This established Steering Committee, will identify appropriate materials,
use both ICT prepared materials and printed materials to conduct the Reading
Recovery Program. Conduct a workable schedule or the individualized reading
sessions and finally conduct the Post -test or Reading Gates to identify If
improvements have been made

B.3. People Change

In the process of trying to modify the method of increasing the
comprehension level of learners by capacitating fore mostly the ability of the
teachers to use explicit comprehension instruction anchored on 6 major
comprehension skills. These strategies include, but are not limited to,
previewing and making predictions, evaluating text structure, generating and
answering questions, determining main ideas, using „fix-up‟ strategies,
visualizing, retelling and summarizing. The goal of this Project SMILE is to
provide teaching steps and some teaching examples to provide teachers not
only in English subjects but also in Science, Math, TLE and MAPEH with
sufficient information to allow them to develop their students’ comprehension
skills.
There is also a modification in the manner teachers of content-based
lessons are delivered because they are not only tasked to deliver the content of
their lesson but also to ensure that the ability of students to understand the
lesson is increased so that retention becomes better by employing
comprehension strategies before, during and after the lesson proper while
25

delivering the content of their lesson.

Page

B.4. Information Sharing

Throughout the process of capacitating teachers along Comprehension Strategy
Instruction, policies and procedures on how one’s lesson should be designed using a
particular comprehension strategy is one of the topics in every LAC Session being
conducted monthly. Teachers share information on how students responded on the
new approach and how this strategy was reinforced by other subjects. Teachers
discovered among themselves various ways on how to make lesson easier to digest in
consideration of students’ ability to use these strategies.

C. CHANGE METHODOLOGY
Stakeholders Analysis:
Identifying the levels of participation involved in the change process allows you
to make sure that a variety of interests are taken into account. This will provide the
program with valuable information as to how stakeholders will support the school
initiative towards improvement. Since the new administration of Local Government
Unit is towards looking into the different needs and support system to help schools,
the project team submitted last June, 2021 a proposal to support the 7 session
training of teachers along Explicit Comprehension Instruction. Participants to this
training are identified teachers of 5 secondary school in the municipality. The LGU
approved the proposal slicing an amount of PHP100,000.00 from LSB-SEF fund to
support the meals and training kits of the teachers.

COMMUNICATION PLAN

Communication Plan
Audience Key Delivery Date Length of Location
26

Messages Method Session

Page

Head Deliberation Brainstorming July 2021 4 hours

Teachers on focus for Meeting

Master Project Project August Whole Day Corro-oy

Teachers Closure evaluation 2022 National
School and High School
Head assessment –Senior High
Key School
Teachers Building
per school

I. Monitoring and Evaluation Strategies

To facilitate the monitoring and evaluation of the project, four management

tools and monitoring charts will be utilized in order to clearly gauge thye extent of its
operations.

The Gantt chart shall be utilized in order to check and monitor prepared
activities and to check that timelines are met. Though the Gantt Chart we can assess
how long a project should take and determine the resources needed then plan the
order in which we can complete the tasks in accordance to its dependencies to other
tasks.

The logframe on the other hand, will be utilized to examine the basic logical
framework in relation to the process flow of activities. The logframe is a way of
27

structuring the main elements in a project and highlighting the logical linkages
Page

between them. This will help the organization identify deliverables as to potential

The PERT Chart or the Program Evaluation Review Technique is a planning and
control tool used for defining and controlling the tasks necessary to complete the
project. It will help the organization particularly during the critical path period. Apart
from it will be very helpful in identifying specific activities and milestones through
diagraming a network of activities, it will also give intelligent estimates of time
required for each activity and help pinpoint critical path period.

Finally, the WBS or the Work Breakdown Structure, will help the entire project
management team complete the complex and multi- step structure of workload by
breaking it down into small chunks of work so that workflow can be done
simultaneously. By segmenting into bits of work, the entire project team can lead to
better team productivity and easier project management.
28
Page

1.1 PROJECT TEAM:

RACEL ORDINARIO
CLUSTER
CHARMAN

ARTURO LYNDO
RUTH ESTEBAN DOMINADOR
RAGMAC JR. ORDILLO
TURALBA

THELMA JOCELYN LORNA

AWAS MELITA PESA TABERNERO
OGALE

ARSENIA DEVY ROSE AGNES

JULIE ALIPIO
LALONG CASTANEDA NAVARRO

PROCESS OWNERSHIP

DESIGNATION PERSON-IN -CHARGE

Project Author and Proponent RACEL S. ORDINARIO

Program Chairman P-II- SVHS -MAIN
Project Chairman on Fluency Reading RUTH ESTEBAN
30

P-II- BAY-O IS
Project Chairman on Vocabulary Instruction DOMINADOR TURALBA
Page

P-IV-CNHS

Team Leader- Technical Assistance and ANGELO ARELLANO

Documentation ADAS 2- SVHS- MAIN

1.2 Result of the Reading Assessment Conducted among the Grade 7 Learners Sy 2018-
2019

SPEED AND ACCURACY

READING GATES FOR GRDE 7
SY 2018-2019
1600
1400 1342
1291
1200
1022
1000
797 828
800 696
600
400 269
249 202
200 113
0 23
0
1

grade 2 grade 3 grade 4 grade 5 grade 6 grade 7

grade 8 grade 9 grade 10 grade 11 grade 12
31
Page

READING VOCABULARY LEVEL

READING GATES FOR GRADE 7
SY 2018-2019
2882
3000

2500

2000
1572
1500
1048
1000

500 478
204
0 174
1 56
2 3 20
4 23
5 14 13
6 7 8 9 10 11

READING COMPREHENSION LEVEL

4000
GATES READING FOR GRADE 7
SY 2018-2019
3500

3000

2500

2000
3502
1500

1000
1385
500
765
410 219
0 152 135 30 26 17 14 9
1 2 3 4 5 6 7 8 9 10 11 12

There is a total of 6487 Grade 7 students tested in all the Secondary Schools of La Union, using
the Reading Gates Tool to measure the reading level and profile of the Grade 7 entrants in
High School for school year 2018-2019.

1.3. Targeted School Processes and School Measures for Improvement

32
Page

Curriculum delivery
process
Remedial Instruction
School Measures
process
Intervention Program
procedures Result of Gates Reading
Reading Program process Students' Performance
Score
Failure Rate
Learners

Stakeholders
School Processes

1.4. Purpose Worksheet through Voice of the Customer

PURPOSE WORKSHEET
STATEMENT
Whom Do We Serve? What Opportunities and What customer information do
Problems we face? we need?
Grade 7 Learners in 5 Reading Speed and Accuracy of Reading Gates Result
Secondary Schools in Santol Grade 7 is in Grade 3 and Grade School Year 2018-2019
Cluster who undergo Reading 4 Level
Gates
Reading Vocabulary of Grade 7
is in Grade 1 Level

Reading Comprehension of
Grade 7 is in Grade 2 Level
Purpose Statement: Why do we need to conduct Recovery Reading Instruction to Struggling
Readers o Grade 7?

Specifications Segment 1 Segment 2

Product or Services Remedial Instruction Remedial Instruction Remedial Reading
for fluency for Vocabulary Lesson for
Enhancement Comprehension
Demographics 57 teachers 57 teachers 57 teachers
What they want? A lesson appropriate to A lesson appropriate to A lesson appropriate to
their identified level of their identified level of their identified level of
Reading Readiness Reading Readiness Reading Readiness
33

What will they get? A catch-up lesson to Strategies to improve Explicit –

improve reading one’s ability of word Comprehension
Page

Fluency study and vocabulary Strategies to develop

enhancement one’s understanding of

How will the customer To improve one’s To increase word To acquire fix-up
use the product or automaticity of word analysis and develop strategies when
services? recognition more vocabularies comprehension break
needed for basal down.
reading comprehension

1.5. Improvement Areas Identification Chart

Project: PROJECT LADDERS
Staff Engagement, Training and Development of Secondary School Teachers Along Reading
Instruction
What Specific Reading Intervention program is needed among the grade 7 learners, and Grade
What Comprehension Strategy Instruction do Teachers need in Santol Cluster?

Data Operational Definition and Operations

WHAT Measure How Related Sampling How/

Type Measured Conditions to Notes where to
Record Record?

Remedial Lessons along:

1. Phonemic Ordinal Survey sheet Customer Tally sheet Histogram

Awareness Data according to segmentation Pareto
2. Phonics scheme of sheet Chart
3. Fluency importance
4. Vocabulary and urgency
5. Comprehension with range
of 1-5.
Level of Need Level of Urgency
Remedial Reading Instruction along: 1 2 3 4 5 5 4 3 2 1
1. Lesson in Decoding
2. Word Study or Recognition
3. Reading or Speed & Accuracy
4. Repeated Oral Reading
5. Non-Repetitive Wide Reading
6. Additive Vocabulary Instruction
7. Generative Vocabulary
Instruction
8. Academic Vocabulary Instruction
9. Using Fix-up Strategies
10. Use of Graphic Organizers

This checklist was administered to the teacher-participants in order to identify teachers’

strengths and needs as basis for the training design
34
Page

1.6. Result of the conducted survey through a checklist

LEVEL OF NEED AND URGENCY

30
20
Series5
10 Series3
0 Series1
ng on racy ing ing tion tion tion gies zers
di niti d d c c c ni
co g cu ea ea ru ru ru te
De eco Ac l R e R nst nst nst Stra rga
in r R & a d I I I O
on o e d Or Wi ary ary ary -up hic
e d l l l x p
ss y p te tive abu abu abu Fi ra
Le Stud or S pea ti c c c i ng f G
d ing e e o o o s o
or R R ep e V e V i c V U se
1. W ea d . - ti v ti v m U
n i a e
R 4 No Add ner cad 9. 0 .
2. 1
3. Ge A
5. 6.
7. 8.

Series1 Series2 Series3 Series4 Series5

1.7 Monitoring Tools through the Work Breakdown Structure

WHO
TEACHERS
ORIENTATION
WHERE
SCHEDULE

PROGRAM TOOLS AND

IMPLEMENTATION PROCESSES
35
Page

TRAINING EXPENSES

COST ETIMATES
PROG.
IMOLEMENTATION
BUDGET EXPENSES

SEF
SOURCE OF FUND LGU
MOOE

1.8. Activity Flow

a. General Structure

CLASSROOM
CLUSTER-BASED TRAINING SCHOOL- BASED ORIENTATION IMPLEMENTATION DURING ICL

b. Process Flow
36
Page

SCHOOL CLASSROOM
CLUSTER
LEVEL LEVEL

TEACHERS
SCHOOL
HEAD RESOURCES
PROJECT & TOOLS
LEADER
KEY
STUDENTS
TEACHERS

SECTION PROGRAM
ESSENTIALS
ORIENTATION OF
SECTION HEADS
PREPARATION OF
OVER-ALL TOOLS &
CHAIRMAN MATERIALS
CLUSTER HEAD
ORIENTATION ON
ORIENTATION OF
PROGRAM
KEY TEACHERS
ESSENTIALS

ORGANIZATION AND
ORGANIZATION OF
SECTION MECHANICS
ORGANIZATION OF
SECTION TEAM
ASSIGNMENT
BREAKDOWN
SECTION HEAD

SECURING OF TOOLS MATERIALS

& MATERIALS EVALUATION
37
Page

1.9 Project Essentials: Walk-Through the Process

38
Page

Project Title: Project LADDERS

Project Proponents: All Schools in Santol District
Project Team:
School Heads
Master Teachers and key Teachers
LIteracy Coaches

BACKGROUND: The program that we shall all work-

on together in the Cluster of Santol for the 5
Participating Secondary Schools shall be named
Project LADDERS. It is an acronym that stands for
Learning Augmentation in the Delivery of
Developmental and Enrichment Reading Sessions. It
is a whole-school capacity-building model that will
provide tools and processes because each school
shall use the Continuous Improvement Methodology
as the program progresses so it will enable each
school to build its own individual preferred future
based on a vision that has been developed from a
shared purpose through the work of the teachers in a
school-wide approach to pedagogy.

SCHOOL MEASURE:
School OPCRF
Achievement Rate
Students Performance Score in Reading
Phil-IRI Result
39
Page

VOC
Primary customers identified in this program are the teachers
in the different subject areas who through focal group
discussion, has enumerated problems encountered as they
conduct their classes, secondary customers are the
Administrators and Master Teachers who are burdened in
designing Training matrix and conducting Mentoring and
Coaching Sessions. The final customers in this program are
the students who in turn, their needs to omprehend better in
order to perform better in class shall be the end recipient of
the effects of the Program

VOC
Focal group discussion shall be done in a buddy panel
interview to be able to source out needs and wants of
the customers. it shall be done through a Workshop
which will be represented by all schools through
sampling method. After which, the Affinity Diagram
shall be lay down as basis for scoping.

Scope of the project

Strategic design and capacitate master

design metric
for school
deliver teachers and key
Planning professional teachers as
measure for
professional
for LAC learning Trainers
development

reinforce
identify capacity -
Conduct follow-up building
teachers' with
training LAC mentoring
model with
strategic
needs Session and coaching
40

intervention
material
Page

implementation in evaluation assessment of

delivery of the
learning session
classroom through clinical student
instruction supervision achievement

S-I-P-O-C

Supplies Input Process Output Customer

Administrators Teachers’ needs Designing Training Design Master teachers
TSNA Training Needs Teachers
IPCRF Literacy Coaches

Master Teachers/ Curriculum Guide Delivery of the LAC

Key Teachers Instructional Professional Documentation Teachers
Literacy Coaches Materials Learning Session
Lectures on Conduct Mentoring &
Reading mentoring and Coaching Forms
Strategies Coaching

Teachers DLL Teaching Delivery Students’

Class record process using the achievement Students
Intervention new strategy Scores
materials
Instruction
Materials
41
Page

CURRENT STATE
This program tackles two broad areas of which
each one follows a set of process. it is within
this current state and presently existing
processes as shown in the flow chart below that
Santol Cluster is proposing a new set of process
which follows the Continous Improvement
Methodology.

Area 1 talks about how teachers deliver content-based and literature-based lesson which is as
follows:

formative
preparation assessment/practice generalization
exercises

giving of the motive

guided instruction evaluation
question

unlocking of enrichment activity/

reading of selection
difficulties assignment

Area 2 talks about how school head and Master Teachers as well as key teachers are preparing the
LAC Session and training program.
42
Page

issuance of the establishment

designing of
new policy or of LAC
Training matrix
program Composition

LAC LAC preparation of

documentation Implementation LAC lectures

Problem Identification Process Used

The primordial problem that the Santol Cluster wishes to address is rooted from the question :
Why most of our learners are not performing well in the classroom? It is then break down into
deeper root causes in order for us to be able to really solve the problem. Using the WHY-WHY
Diagram, it is summarized in the table below.

Level 1:

Because the learners Because the learners lack the

cannot comprehend well necessary schemata to
with the lesson. process the lesson given
43
Page

Why learners do not

Why are learners not Why learners cannot
have the skill to process
learning well in class? comprehend well?
information given?

Why students were not

Why students were not
able to integrate reading
taught to master the
comprehension
reading skills necessary
strategies to other
to process information?
subjects?

Because teachers failed to Because teachers did not anchor

give explicit instruction on comprehension strategies on
comprehension strategies. content-based instruction
Level 2:

Because teachers are not fully Because not all teachers are
capacitated on areas of English majors in which this
comprehension strategies strategies are being followed.

Why teachers lack

Why teachers do not
capacity to conduct Why teachers did not
integrate comprehension
explicit instruction on have opportunity to
strategies in the content-
comprehension learn this straategies?
area instruction?
strategies?

Why teachers
Why teachers still fail to
opportunity to
deliver well despite
mentoring and coaching
trainings given?
is limited?

Because there is no Because training given is

sufficient training given not reinforced through
along this area. mentoring and coaching.
44

FUTURE STATE
Page

The program that we shall name is Project

| A Proposed Staff Engagement, Training and Development of Secondary School Teachers in Santol Cluster Along Literac
PROJECT LADDERS
LADDERS. It is a whole-school capacity building
model that will provide tools and processes that
Republic of the Philippines
Don Mariano Marcos Memorial State University
NORTH LA UNION CAMPUS
COLLEGE OF GRADUATE STUDIES
Bacnotan, La Union

CURRICULUM VITAE

PERSONAL DATA:
Name: Racel Soriano Ordinario
Age: 45
Birthdate: June 11, 1975
Birth Place: Santol, La Union
Address: Corro-oy, Santol, La Union
Civil Status : Married
Email Address: racel.ordinario@deped.gov.ph
Mobile Number :

EDUCATION:
Post Graduate Studies:
Don Mariano Marcos Memorial State University
North La Union Campus
College of Graduate Studies
Doctor of Philosophy
Major in Educational Administration (On-Going)

Graduate Studies:

Osias Educational Foundation

Masters of Arts in Education
Major in Educational Management

Tertiary :

Osias Educational Foundation

Balaoan, La Union
BSED Major in English

Don Mariano Marcos Memorial State University

Mid-La Union Campus
Bachelor of Science in Business Administration
45

Major in Management (1994-1996)

Page

Philippine Women’s University

Special Coarse Attended:

National Educator’s Academy of the Philippines

Basic School Management Coarse (2007)

Seameo Innotech
Advance Coarse in Instructional Leadership (2009)
Advance Coarse in Curriculum Leadership (2009)

National Educator’s Academy of the Philippines

3-Year Program on Current Trends In Reading Pedagogies
(2005-2007)

Regional Level, NEAP RO-I

San Fernando City, La Union
Inclusive Education (2017)

Regional Level, NEAP RO-I

San Fernando City, La Union
Mentoring and Coaching (2018)

US Embassy Micro-Coarse
“SUPPORTING ENGLISH TEACHING AND LEARNING THROUGH ONLINE AND
OFFLINE DELIVERY METHODS: A MICRO-COURSE AND VIDEO SERIES FOR
EDUCATORS MANAGING INTERRUPTED FACE-TO-FACE INSTRUCTION IN
THE PHILIPPINES” (2020)
Regional Level, NEAP RO-I
San Fernando City, La Union
Systems Thinking in Management (2020)

US Embassy Micro-Coarse
Teaching English Communicatively
Empowering English Teachers
April-May (2021)

Service Record:

Year Position Office, Entity, Station

June,1999- College Osias Educational Foundation
August,2000 Instructor Balaoan, La Union
September,2000,- College National College of Science and Technology
November, 2000 Instructor San Fernando City, La Union
November, 2000- Teacher 1 Santol Vocational High School
46

July, 2007 Poblacion, Santol, Lq Union

Page

July, 2007-June, Principal 1 Corro-oy National High School

2012 Santol, La Union

AP
PE
NDI
CE
47
Page

BA
SE
LIN
E
RE
48

ADI
Page

| A Proposed Staff Engagement, Training and Development of Secondary School Teachers in Santol Cluster Along Literac
PROJECT LADDERS
NG Republic of the Philippines
Don Mariano Marcos Memorial State University
NORTH LA UNION CAMPUS
COLLEGE OF GRADUATE STUDIES
Bacnotan, La Union

BASELINE
INSET
PLAN
49
Page

| A Proposed Staff Engagement, Training and Development of Secondary School Teachers in Santol Cluster Along Literac
PROJECT LADDERS

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