Republic of the Philippines

Department of Education

Enclosure A
LIST OF AUTHORIZED SERVICE PROVIDERS

Service Provider Beneficiaries Professional Standards Covered

Title of the Qualifications and
(Name of DSP Brief Description
Course Course Criteria
or LSP) Target Career Stage PPST PPSSH PPSS
The five (5) day online training Strand 3.1
course for Regional Trainers (3.1.2)
focuses on the use of Strand 3.2
supplementary reading materials (3.2.2)
and the different instructional Strand 3.6
Research Triangle strategies in supporting literacy (3.6.2)
Training on the
Institute (RTI) domain skills development Master Strand 4.2
Use of
International/ABC+: through the use of Trainers and (4.2.2)
Supplementary
Advancing Basic supplementary reading Regional Strand 4.3
Reading Materials
Education in the materials. The participants shall Trainers (4.3.2)
(Regional Trainers)
Philippines be able to define and model Strand 4.4
different instructional strategies (4.4.2)
for effective use of Strand 5.4
supplementary reading (5.4.2)
materials, and ensure application Strand 5.5
of these through developing a (5.5.2)

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Grow. Empower. Transform.

 plan to improve lesson Strand 1.4
preparation and delivery. (1.4.2, 1.4.3)
Strand 1.6
(1.6.2, 1.6.3)
Strand 1.7
(1.7.2, 1.7.3)
Strand 2.3
(2.3.2, 2.3.3)
Strand 2.4
(2.4.2, 2.4.3)
Strand 3.1
Training on the
(3.1.2, 3.1.3)
Use of K-3 Teachers Proficient and
Strand 3.2
Supplementary from Region 5 Highly
(3.2.2, 3.2.3)
Reading Materials and Region 6 Proficient
Strand 4.1
(K-3 Trainers)
(4.1.2, 4.1.3)
Strand 4.4
(4.4.2, 4.4.3)
Strand 4.5
(4.5.2, 4.5.3)
Strand 6.2
(6.2.2, 6.2.3)
Strand 7.3
(7.3.2, 7.3.3)
Strand 7.4
(7.4.2, 7.4.3)
Strand 3.1
(3.1.2)
Strand 3.2
The five (5) day Online Training
(3.2.2)
Course for Regional Trainers and
Strand 3.6
Teachers focuses on the domains
(3.6.2)
Improving Early of literacy and the instructional
Strand 4.2
Grade Literacy in strategies that can be used in
(4.2.2)
School and at bridging languages, facilitating (Proficient)
Strand 4.3
Home (Regional oral language discussion, and
(4.3.2)
Trainers) practicing students in language
Strand 4.4
domains to improve their literacy
Master (4.4.2)
skills. The participants shall be Trainers and Strand 5.4
able to recognize the importance
Regional (5.4.2)
of various learning modalities
Trainers Strand 5.5
and how they can implement the
(5.5.2)
K-3 literacy strategies to ensure
Improving Early Strand 1.4
learning continuity and transition K-3 Teachers
Grade Literacy in Proficient and (1.4.2, 1.4.3)
from school to at home learning. from Region 5
School and at Highly Strand 1.6
and Region 6
Home (K-3 Proficient (1.6.2, 1.6.3)
Teachers) Strand 1.7
 (1.7.2, 1.7.3)
Strand 2.3
(2.3.2, 2.3.3)
Strand 2.4
(2.4.2, 2.4.3)
Strand 3.1
(3.1.2, 3.1.3)
Strand 3.2
(3.2.2, 3.2.3)
Strand 4.1
(4.1.2, 4.1.3)
Strand 4.4
(4.4.2, 4.4.3)
Strand 4.5
(4.5.2, 4.5.3)
Strand 6.2
(6.2.2, 6.2.3)
Strand 7.3
(7.3.2, 7.3.3)
Strand 7.4
(7.4.2, 7.4.3)
Training of School By the end of this training,
Heads and Public participants will be able to
Schools District implement a project initiative
Supervisors on using instructional supervision
School Heads Domain 1
Instructional practices grounded on the idea of Domain 1 (1.1 1.2
(SHDs) and (1.1 1.2 1.3)
Supervision and the school as a learning 1.7)
Public Schools Domain 3
Early Literacy organization to improve student Domain 4 (4.1 4.2
District (3.1)
Instructional performance with particular 4.5 4.6)
Supervisors Domain 4
Strategies, School focus on literacy in the early Domain 5 (5.3)
(PSDS) (4.1 4.3 4.4)
Climate/Culture, grades.
SEL, and ▪ Make a shared vision of
Wellbeing – Batch a school fostering a
1 culture of continuous
learning and growth
Training of School
that will be used as a
Heads and Public
guide in developing
Schools District
LACS and supervisory
Supervisors on
plans School Heads Domain 1
Instructional Domain 1 (1.1 1.2
▪ Design supervisory plan (SHDs) and (1.1 1.2 1.3)
Supervision and 1.7)
for school Public Schools Domain 3
Early Literacy Domain 4 (4.1 4.2
heads/teachers to District (3.1)
Instructional 4.5 4.6)
engage in a dialogue Supervisors Domain 4
Strategies, School Domain 5 (5.3)
that covers the (PSDS) (4.1 4.3 4.4)
Climate/Culture,
following topics: (1)
SEL, and
constructs of learning
Wellbeing – Batch
climate (school,
2
classroom, home or
 different learning
settings), learning
conditions and
instructional strategies
that support their own
social and emotional
competencies and that
of their students; (2) the
interdependencies
between learning
climate, SEL and
literacy learning; (3)
positive discipline
through collaborative
problem solving and the
Positive Discipline for
Everyday Teaching
(PDET)
▪ Implement a LAC that
improves literacy for
Kindergarten to Grade 3
levels
Domain 1:
1.1,1.4, and
GURO21 Course 1:
1.5 Domain
Facilitating the
Teachers Proficient 3: 3.1, 3.3,
Development of
3.4, and 3.5
21st Century Skills
Domain 7:
7.2, 7.3,7.5
Domain 1:
Excellence in School Leadership
1.1,1.4, and
for Southeast Asia (eXCELS) is a
GURO21 Course 2: 1.5 Domain
suite of courses for school heads Highly
Higher Order Teachers 3: 3.1, 3.3,
to develop their competencies in Proficient
Thinking Skills 3.4, and 3.5
SEAMEO Innotech areas of instructional leadership,
Domain 7:
instructional supervision,
7.2, 7.3,7.5
disaster and risk management,
Domain 3:
peace and culture advocacy and
TEACHeXCELS Proficient 3.1,3.2,3.4,3.5,3.8
health programs management.
Domain 4: 4.4
Domain 3:
Highly
SUPEReXCELS 3.1,3.2,3.4,3.5,3.8
School Heads Proficient
Domain 4: 4.4
Distinguished: Domain 1:
School Heads 1.1,1.2,1.7
PEACeXCELS
or individually Domain 2:
as courses 2.1,2.2,2.3,2.4,2.5,2.6
 applicable for Domain 4:4.4
all SH Domain 5:5.1
regardless of Domain 1:
their career 1.1,1.2,1.7
stage (1 or 2 or Domain 2:
LEADeXCELS
3 or 4) 2.1,2.2,2.3,2.4,2.5,2.6
Domain 4:4.4
Domain 5:5.1
Domain 1:
1.1,1.2,1.7
Domain 2:
HEALTHeXCELS
2.1,2.2,2.3,2.4,2.5,2.6
Domain 4:4.4
Domain 5:5.1
This online training program is Domain 1:
Safeguarding
proposed to equip participants 1.2, 1.2.2,
Education:
with useful and relevant teaching 1.3, 1.3.2,
Education
and learning strategies that they 1.4, 1.4.2,
Continuity
can apply in their classroom. Domain 4:
Planning and the
Twenty first century teaching 4.1, 4.1.2,
Whole- School
requires approaches that actively 4.2, 4.2.2,
Approach
meets the demands of digital 4.3, 4.3.2,
Innovation in
natives (students that are familiar 4.4, 4.4.2,
Education
with computers and other 4.5, 4.5.2
advanced technologies at an Domain 1:
early age) (Scott, 2015), thus, this 1.2, , 1.2.2,
training is designed to update 1.3, 1.3.2,
teachers of the current trends and 1.4, 1.4.2
technologies available that may Domain 2:
Southeast Asian
revolutionize the way education 2.4, 2.4.2
Institute of Innovation in
is delivered in the classroom. Teacher Proficient Domain 4:
Educational Training, Education
They will also be able to acquire 4.3, 4.3.2,
Inc. (SEAIETI)
information about up-to-date 4.5, 4.5.2
applications that are useful for Domain 7:
teachers and may simplify their 7.3, 7.3.2,
day to day tasks. Since the world 7.4, 7.4.2, 7.5
is in ‘New Normal,’ this training 7.5.2
will be delivered through an Domain
online modality using advanced 1:1.2, 1.2.2,
technological tools. Even so, 1.3.2, 1.4,
participants of this training will 1.4.2
Education in the
experience activities on different Domain 2:
Virtual
educational applications and 2.4, 2.4.2
Environment
software. They will also emerge Domain 4:
in the endless possibilities of 4.1, 4.1.2,
various technologies and will be 4.2, 4.2.2,
equipped with new ideas to 4.3, 4.3.2,
 integrate in the classroom. It will 4.4, 4.4.2,
be very useful for teachers’ 4.5, 4.5.2
development and will help them
adapt to the ‘New Normal.’
Classroom Domain 2:
Management: 2.3, 2.3.2,
Uncovering 2.4, 2.4.2
Deeper Layers of Domain 3:
Learning and 3.1, 3.1.2,
Supporting 3.1, 3.3.2
Students with Domain 4:
Learning 4.1, 4.1.2,
Disabilities 4.2, 4.2.2
Domain 1:
Demofest on 1.2, 1.2.2, 1.3
Educational ,1.3.2, 1.4.2
Innovations, Domain 2:
Technology and 2.4, 2.4.2
Classroom Domain 4:
Management 4.2, 4.2.2,
Global Filipino 4.3, 4.3.2,
Teachers 4.4, 4.4.2,
4.5, 4.5.2
This program combines academic
courses and training done in
PNU and JEL. The program has 8
academic courses that lead to a
diploma (certificate).
Total of 20
Each 3-unit course is delivered in Teachers indicators in
a 54-hour combined academic the PPST for
classes and training in PNU and (Non- Phase 1 - All
Job Embedded Learning. Each specialists are priority
Customized course supports development of teachers who strands for
Philippine Normal Diploma Program 2-3 NEAP priority indicators have been 2020-2023
Career Stage 1-4
University for Non-Specialists from PPST. JEL is supported by a teaching Phase 1 one-
Phase 1 portfolio, RPMS outputs and subjects not year
IPCRF ratings are samples of job- aligned with training
embedded learning outputs. their training (Gateway
Each course (combined academic for the last Assessment
with training and JEL) has an five years.) to
embedded assessment to signify receive
attainment of the NEAP priority Diploma)
indicators. A gateway assessment
will be given at the end of the
program.
The following are the PNU
customized programs for Non-
Specialists:

Master’s
1. Master ng Sining sa
Edukasyon Pangwika sa
Filipino
2. Master of Arts in
English Language
Education
3. Master of Arts in
Reading Education
4. Master of Arts in
Mathematics Education
(Streams: with
Specialization in
Elementary School
Teaching, with
Specialization in
Secondary School
Teaching, with
Specialization in College
Teaching)
5. Master of Arts in
Science (Streams: with
Specialization in
Chemistry, with
Specialization in
Physics, with
Specialization in
Integrated Science, with
Specialization in
Biology)
6. Master of Arts in
Counseling
7. Master of Arts in Values
Education
8. Master of Arts in Social
Science Education
9. Master of Arts in Early
Childhood Education
10. Master of Arts in
Educational Assessment
and Evaluation
11. Master of Arts in
Educational Leadership
and Management
 12. Master of Arts in
Education with
Specialization in
Curriculum and
Instruction

Doctorate
1. Doctor of Philosophy in
English Language
Education
2. Doctor of Philosophy in
Reading Education
3. Doktor ng Pilosopiya sa
Edukasyong Pangwika
sa Filipino
4. Doctor of Philosophy in
Mathematics Education
5. Doctor of Philosophy in
Science Education
6. Doctor of Philosophy in
Counseling
7. Doctor of Philosophy in
Curriculum and
Instruction
8. Doctor of Philosophy in
Educational Leadership
and Management

This program combines academic

courses and training done in
PNU. The program has 8
Total of 20
academic courses that lead to a
Teachers indicators in
diploma (certificate). Each 3-unit
the PPST for
course is delivered in a 54-hour
(Specialists Phase 1 - All
combined academic classes and
are teachers priority
training in PNU.
who have strands for
Customized BSEd/BEED/ 2020-2023
The following are the PNU
Program for Certificates in Career Stage 1-4 Phase 1 one-
customized programs for
Specialists Phase 1 teaching year
Specialists:
degrees training
aligned with (Gateway
Master’s
the subjects Assessment
1. Master ng Sining sa
they are to
Edukasyon Pangwika sa
teaching.) receive
Filipino
Diploma)
2. Master of Arts in
English Language
Education
 3. Master of Arts in
Reading Education
4. Master of Arts in
Mathematics Education
(Streams: with
Specialization in
Elementary School
Teaching, with
Specialization in
Secondary School
Teaching, with
Specialization in College
Teaching)
5. Master of Arts in
Science (Streams: with
Specialization in
Chemistry, with
Specialization in
Physics, with
Specialization in
Integrated Science, with
Specialization in
Biology)
6. Master of Arts in
Counseling
7. Master of Arts in Values
Education
8. Master of Arts in Social
Science Education
9. Master of Arts in Early
Childhood Education
10. Master of Arts in
Educational Assessment
and Evaluation
11. Master of Arts in
Educational Leadership
and Management
12. Master of Arts in
Education with
Specialization in
Curriculum and
Instruction

Doctorate
1. Doctor of Philosophy in
English Language
Education
 2. Doctor of Philosophy in
Reading Education
3. Doktor ng Pilosopiya sa
Edukasyong Pangwika
sa Filipino
4. Doctor of Philosophy in
Mathematics Education
5. Doctor of Philosophy in
Science Education
6. Doctor of Philosophy in
Counseling
7. Doctor of Philosophy in
Curriculum and
Instruction
8. Doctor of Philosophy in
Educational Leadership
and Management
This program is 432 hour
program for School heads to
support their: Total of 20
Executive Program ▪ Consolidation of indicators in the
for Career Stage 2 practice from career Schools Career Stage 2 PPSSH for Phase 1
and 3 of School stage 2 (possibly P1 and Heads and 3 - All priority
Heads Phase 1 P2) indicators of
▪ Provision for PPSSH
progression to career
stage 3 (possibly P3)
This program is 432 hour
program for School heads to
Total of 10
support their:
indicators
Executive Program ▪ Consolidation of
in the PPSS
for Career Stage 2 practice from career Proficient and
for Phase 1
and 3 of stage 2 (possibly EPS 2 Supervisors Highly
- All
Supervisors Phase and EPS2) Proficient
priority
1 ▪ Provision for
indicators
progression to career
of PPSS
stage 3 (possibly Chiefs
of division)