R.1-PD-SGOD Program-SDO Romblon

Republic of the Philippines Effectivity Date: September 20, 2021
Department of Education Version No. 1

DepEd Complex, Meralco Avenue Revision No.: 00
Pasig City 1600 Page No.: 1 of 35
Reference No.: CO-NEAP-F018
Professional Development Program/Course Recognition Application Form
INSTRUCTIONS: Input the necessary details. Indicate N/A if not applicable. DO NOT ABBREVIATE.
LEARNING SERVICE PROVIDER PROFILE
Learning Service Provider Schools Division Office of Romblon-School Governance and Operations Division (SGOD)
Complete Office Address Capaclan, Romblon, Romblon
Contact Person Hipolito M. Berano Mobile No. 09089297679
Telephone No. N/A Email Address hipolito.berano001@deped.gov.ph
NEAP Authorization Number N/A
Address: 2/F Mabini Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
Email Address: neap.od@deped.gov.ph / askneap@deped.gov.ph
Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017
PROGRAM PROFILE
You will need to complete the following components to describe the program you would like to be recognized.
1Title
SGOD (Strengthening Governance for Optimum Delivery) Program
The quality of education in general, can be measured by various factors both internally and externally. The internal
factors that can affect the quality of education includes infrastructures, quality of curriculum implementation,
effectiveness of learning process, distribution of teachers and many more. The external factors on the other hand,
can affect the quality of education through involvement of parents, local government, the community in general
and more.
In the wider perspective, the quality of education in co-determined by the work performance of school personnel
which includes the teachers and the school head. Creative and innovative behavior embodied in teachers‟
performance is expected to improve the quality of their work, which in turn improves the productivity of the
2Rationale school. Quite a few issues are raised by these factors, and these issues are interconnected with each other.
Therefore, it requires foresight to detect and identify the components which need to be considered/prioritized to
overcome such issues.
In school organizations, school heads are leaders who are responsible for the survival of the organization, for
managing operation and administration of schools, mentoring education personnel, and efficiently utilizing and
maintaining facilities and infrastructure. The school head is the most important factor in improving the quality of
education. Because the principal is a leader who influences subordinates to work to achieve goals and who sets
precedents, leaders must have behavior and leadership style which is consistent, effective, and visible when giving
orders, offering tasks, communicating, encouraging subordinates. Besides the factor of leadership style, another
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factor related to the performance of teachers is the managerial ability of the principal.
A qualified school head shows capable managerial skills in certain ways: (a) using existing resources to provide
adequate support for teachers, materials development, and the maintenance of good facilities; (b) providing
sufficient time for the management and coordination of the instructional process; and (c) communicating regularly
with staff, educators, parents, and the related communities. In other words, the leadership of the school head is
determined by the principal's managerial abilities.
Strategic factors that determine the managerial ability of school head include their level of knowledge of
managerial functions like planning, organizing, implementation, communication, motivation, direction, control,
and supervision. These are basic competencies that a school head must possess. Apparently, the criteria on hiring
a particular school head do not measure how capable the applicants when it comes to managing a school. Thus,
essential training and coaching shall be done in order to hone schools in the basics of managerial functions. Based
from the current data of the SDO, this year, there are about 43 school heads who have one to three years’
experience and below as school head. They are the target recipients of this program as they will the head of the
frontline in delivering the quality basic education expected to the learners. Also, this program will cater Head
Teachers of the Secondary Schools with the same profile.
During the COVID-19 crisis, school heads are expected to be more flexible in managing their school assignment
to keep up with frequently changing guidelines and circumstances. The additional workload due to the
unfamiliar circumstances brought on by the pandemic and the increased collaboration among stakeholders may
require school heads to be more effective leaders. In times of crisis, more than ever, they need time and energy
to concentrate on the immediate challenges.
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Hence, the Schools Governance and Operations Division of the Schools Division Office (SDO) is proposing to
conduct PROJECT SGOD (Strengthening Governance for Optimum Delivery) to give assistance to our school
leaders particularly to make them more equipped, encouraged, supported and their efforts be recognized as they
play a crucial role in ensuring the continuous delivery of quality education to our school children.
Source: 12.pdf (jehdnet.com)
The SGOD Program focused in enhancing managerial leadership on specific concerns of newly
appointed/designated school heads in the Division of Romblon with one to three years and below in the service.
Terminal Objective
STEM STATEMENT/S:
3Program Description
By the end of this Program, participants will be able to enhance knowledge and skill of the newly
hired/designated school heads with one to three years in experience in managerial leadership
Enabling Objectives are the specific objectives that support the Terminal Objective/s.
1. Identify focus area and gain clarity on duties and function as school leader;
2. Craft effective communication to bridge gaps and re-align the school personnel to DepEd goals and
policies;
3. Share experiences on optimizing existing resources and efficiently engage man power in school operations;
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4. Display knowledge on handling people on difficult situations through insightful activities and case
studies;
5. Equip with motivating stories to be a role model of appropriate spirit, words and actions;
6. Execute crafted activities built around problem solving essential for developing emotional intelligence;
7. Promote a sense of ownership across the organization.
Domain 1 Strand 7: Displaying knowledge and understanding of monitoring and evaluation processes and
tools to promote learner achievement
Domain 2 Strand 3: Demonstrating knowledge and understanding of policies, guidelines and issuances on
acquisitions, recording, utilization, repair and maintenance, storage and disposal in managing school facilities
and equipment
Domain 2 Strand 4: Demonstrating knowledge and understanding of laws, policies, guidelines and issuances
on managing school staff
4ProfessionalDevelopment
Priorities Domain 3 Strand 2: Demonstrating knowledge and understanding on teaching standards and pedagogies
within and across learning areas to provide technical assistance to teachers for them to improve their teaching
practice
Domain 4 Strand 6: Identifying strengths, capabilities and potentials of individuals and teams in performing
leadership roles and responsibilities
Domain 4 Strand 8: Rewarding and Recognizing learners, school personnel and other stakeholder for
exemplary performance and/or support
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Domain 5 Strand 5: Involving the community such as parents, alumni, authorities, industries and other
stakeholders, in school programs, projects and activities to gain support for learner development, as well as
school and community improvement
The participants of this program are the 50 schools Heads both in 6PRC (For Non-DepEd
5Target
elementary and secondary including subject area heads with 1-3 years Program LSPs)
Participant
in service and below as school head or subject area head. 24 Female Accreditation
and 26 Male. No.
7Delivery Platform Face-to-face 8Indicative Date of Implementation From 24 October 2022 to 28 October 2022
COURSE LIST
Learning Service Providers can attach one or more courses in a program for recognition. You are required to list courses you are applying for
recognition in the table below and then provide a detailed description of each course on the COURSE DESIGN page.
9Course 10Title 11Professional Standards Covered 12Schedule 13Modality
1 School Head’s Enhancement Domain 1 Strand 7 From 24 October Seminar

Training on Managerial Domain 2 Strand 3 2022 to 28 October
Leadership Domain 2 Strand 4 2022
Domain 3 Strand 2
Domain 4 Strand 6
Domain 4 Strand 8
Domain 5 Strand 5
Add more row to add courses.
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COURSE DESIGN
Provide a detailed description of each of the course by breaking it into discrete sessions. You may create a copy of this page if you have two or
more courses.
14Course Title SCHOOL HEADS’ ENHANCEMENT TRAINING ON SCHOOL GOVERNANCE AND OPERATIONS
The Managerial Leadership training provides the school heads with skills to remain competitive in their field. Equip
15Course Description
themselves with strategies for highly effective communicator and collaborator, to adapt to the ever-changing nature
of educational trends and lead the team with confidence. Choose from a diverse selection of programs to tailor
their experience based on their professional goals.
22Resource
20Assessment
16Duration 17Topic 18Session Objectives 19Methodology 21Outputs Person/ Learning
Strategies
Facilitator
150 School Head as The activity aims to The learning To assess if the At the end of Hipolito M.
minutes Effective Manager provide leadership facilitator will: learning outcomes the activity, the Berano,
principles to develop • discuss and were met, the learning SGOD Chief
The following are the school heads to resource speaker facilitator will
explain the
sub-topics: become effective will use the collect the
• What is an Effective leaders. concepts on how following following
Leader? to become an assessment tools/ outputs:
1 • Honing your Specifically, at the effective school strategies: • Result of the
Leadership Skills end of the session, leader; • pre-test and post- pre- and
• The Effective the participants will • expound test post-tests
Leader: A Good be able to: • self-reflection Worksheets
leadership
Team Player • define a good team and journals
principles and worksheets
player;
• differentiate engage • journal and
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effective leader participants in feedback

from a good workshops and checklist
manager; exercise to
• describe vision and manifest
mission of a leader;
leadership skills
• understand
principles of and values; and
leadership; and • allow participants
explain the qualities to read, ponder
of an effective team and internalize
player readings, articles,
stories and
quotations.
.
90 School-Based Guide the school Discuss and explain Schools self- Accomplished EPS Ringo V.
minutes Management (SBM) heads in the thoroughly the assessment of their sample School Ferriol, SGOD
Basics implementation of different SBM SBM Level of SBM E-Tool Education
SBM particularly in MOVS and how to Practice Program
2
the preparation of prepare them. Supervisor/SBM
MOVs and Coordinator
accomplishment of
the SBM e-tool
120 Effective Fiscal 1. Understand the This session will The session will Participants Frances Joy B.
minutes Management in budget cycle and focus solely on utilize a diagnostic will accomplish Ferriol, AO
3 Schools basic flow of funds to fiscal management test measuring the a template of V/Budget Officer
and from different as one of the main prior knowledge of their learning
sources (DBM, roles of a school the participants on the topic
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Familiarization and Central Office, heads. Basically, about fiscal

understanding the Regional Offices, the session will management and
importance of the Division Offices, and commence by processes. Their
minimum basic Schools); having diagnostic roles and
concepts and 2. test through a responsibilities.
principles Discuss and explain series of questions
of fiscal management the basic concepts, wherein the
systems and principles of fiscal participants will
processes as management and share their
specified in the processes knowledge and
existing Financial the different financial experiences in
Management systems; relation to fiscal
Operations Manual 3. management. After
(FMOM) on the Identify the roles and the sharing, the
school financial responsibilities of the facilitator will
operations as Fiscal School Head as discuss concepts
Managers is Fiscal Manager; and principles on
necessary to ensure 4. fiscal management
that the operational Explain the school and processes. Also,
procedures are financial operations the session will
uniformly and as they relate to emphasize the roles
strictly observed. government financial and responsibilities
systems of school heads and
and processes; and fiscal manager. In
5. the end of the
Relate Planning, session, the
Budgeting & participants will be
Accounting to ensure requested to give
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alignment their reactions on

the session and
what realization
they have come up
with.
120 Cost Assessment on The participants will • Discuss and • Knowledge of • Preparedness Engr. Eucarito
minutes Education Facilities be: explain thoroughly common to Damage V. Gacutno
• guided on the the different education Assessment
This session shall evaluation of education facilities facilities reporting and Engr. Ma. Aiza
discuss the following condition or extent terminologies and terminologies and know-how on M. Moreno
specific topics: of damage on the procedures, categories of Program of
1. Common education facilities qualitative scope of works Works (POW)
terminologies for for the conditions and Familiarity with data
building parts and determination of descriptions, different scope of preparations
4 categories of scope of refurbishing or quantities works quantities as Know-how on
works, 2. replenishment computations, well as the costings the respective
Quantitative and requirements; and and may include of education involved scope
Qualitative Extent of • familiarize familiarity facilities of works
Damage of Facilities different scope of matching game quantities and
3. Costs per quantity works quantities Discuss and explain determination
from respective scope and determine its different scope of of costs
of works, 4. Costing costing/value works and how to
of School Building determine its costs
and Facilities
120 School and At the end of the At the start of the In the beginning of • Participants Erlie R. Berano
minutes Community Linkages session, participants session, the the session, the will submit to Education
5
will be capacitated facilitator will facilitator asked the the program Program
on their roles as management Specialist-II/
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This session will school heads as to distribute participants series team the Social
capacitate school building questionaries to the of questions as accomplished Mobilization and
heads on the partnerships and participants to assessment of their partnership Networking/
fundamentals of establishing linkages. proposal form. Division
assess the current prior knowledge. In
school and Participants will be This will partnership
community linkages, able to identify the partnership and order to assess the assess their Focal Person-
particularly on, the different strategies linkages activities acceptance and understanding Alternate
role of the and approaches of that they are doing understanding of of the topic
community in school community in their respective the participants of and their
operations and engagement and schools. Included in the topics ability to apply
development, strengthening the questionnaire presented, one the concepts
identifying various partnerships. discussed in
are questions about volunteer-
community partners, real-life
and strengthening the number of participant will be situation. The
and sustaining stakeholders of the asked the following questions
partnerships. school, activities questions relating included in
conducted to to the topics the said form
strengthen discussed: will be the
partnership same
1. What questions
engagements, and
resources is most from the
resources generated assessment
needed in your
through partnership strategy
school?
and linkages. After activity. The
answering the form, 2. Who are the output may
the facilitator will possible partners in also be used
by the
ask for volunteers your community
participants in
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from the that may provide their future

participants to these resources? school and
present their community
3. What engagement
answer and throw
activities will you activities.
in some questions
conduct to
as a jump-off point
encourage
for discussion. This
engagement with
exercise will
your identified
determine the prior
partner?
knowledge of the
participants in 4. How will you
terms of building sustain your
partnership and partnership with
establishing your identified
linkages. partner?
Then after, the
facilitator will begin
with an introduction • The same
questions will be
on the topic “School
printed out into
and Community partnership
Linkages proposal form and
Partnership.” The will be distributed
discussion will to the rest of the
mainly revolve participants to be
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around the role of accomplished.

teachers in
establishing school
community
partnerships aimed
at enriching the
learning
environment, as well
as the community’s
engagement in the
educative process.
After establishing
the main point of the
discussion, the
facilitator will
proceed with the
presentation of the
different subtopics
included in this
course such as;
community as a
resource in the
teaching-learning
process, b. the
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school and
community
relationships, c.
parents as teachers’
partners in the
students’ learning
and as stakeholder
of the school, d.
strengthen and
sustain good
relationships with
the
parents/guardians
and the wider
community, e.
building partnership
and establishing
linkages.
• At the end of the

session the
facilitator will
throw in some
questions relating
to the topics
discussed.
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Likewise,
participants will
be asked to craft a
partnership
proposal to assess
their level of
understanding.
format for the
partnership
proposal will be
provided by the
facilitator.
120 R and R (Rewards R & R (Rewards and By the end of the The learning • To assess if At the end of the
minutes and Recognition) Recognition) session, the facilitator will gauge the learning activity, the
System Mechanism participants will be the existing outcomes were participants will
able to: be asked to
knowledge of the met, the
This topic shall • share practices resource submit a
participants about Rewards and
discuss Domain 4, on the conduct of speaker will
school-based Rewards and ask questions Recognition Plan
Strand 4.8 of the
Rewards and Recognition about the which contains
6 Philippine
Recognition; Mechanism in the topic the following:
Professional
• recognize Department by discussed and • Action (This is
Standards for
School Heads
significance of facilitating the game clarify what we’ll do)
Rewards and “Who Wants to be a
concerns of • Persons
(PPSSH) to Recognition in the the Involved (These
emphasize the Principal?” To participants
improvement of people are
importance of the values, team ensure the through an responsible)
sustaining the efforts and participation of open forum. A • Timeframe
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exemplary satisfaction of the everyone, the sample R & R (When this will
performance organization; and participants shall be plan prepared be done?)
and/or continued incorporate divided into five by the • Expected
support of learners, Rewards and participant Output (This is
groups and they
Recognition shall also be what success
teachers and shall assign one presented for look like)
stakeholders Program to the participant per critiquing. Output
School Plan. group to answer Indicator (This
each question. The is how we
winning group shall measure
be given an success)
incentive as a form
of reward. From
this, the facilitator
will briefly process
the activity. After
which, the following
questions will be
asked before the
start of the
discussion proper:
• How do you feel
when your efforts
are being
rewarded?
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• Do you think your

motivation is
affected by the
way you are
treated in the
organization?
Why or why not?
• What practices
your school have
when it comes to
rewarding and
recognizing:
a. Learners
b. Employees
c. External
Stakeholders?
The facilitator will
then proceed to the
plenary discussion
of the topic using a
PowerPoint
presentation. As
part of the
application, a
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Rewards and
Recognition (R & R)
Plan shall be
submitted at the
end of the activity.
90 Utilization of Terminal Objectives: This session will Part of the session The Resource
minutes Research Outputs for At the end of the commence the will be the • In this Person adequate
School Enhancement session, beginning discussion on the concluding session, for this session
school heads are utilization of questions to be ask participants will be the Senior
This topic will capacitated on the research outputs. by the facilitator in will be Education
capacitate beginning utilization of conformance to required to Program
school heads on the research outputs. Questions will be their learnings write a policy Specialist for
Utilization of asked to the about the topic. Brief. This will Planning and
Research Outputs in Enabling Objectives: participants to Specifically, the guide them on Research.
the Division of 1. To discuss the solicit ideas and following are the the proper
7 Romblon possible research to know the level suggested questions utilization of
according to Basic of understanding to be asked: research
Specifically, this Education Research 1. Based from the outputs
on the session.
topic will discuss the Agenda (BERA). topics discussed, available in
following: After which, the what are your their school.
a. Basic Education 2. To identify facilitator will realizations when it This will also
Research Agenda research output discuss the comes to the help the
(BERA). based on the possible research existing practices in school heads
b. Completed completed research according to Basic your school as in enhancing
research = research Education regard to the the school.
output 3. To determine Research Agenda utilization of
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c. When, Where and when, where and (BERA). Research Outputs?

How to utilize how to utilize
Research Output Research Output
d. Writing a Policy
Brief To write a Policy Brief
150 The Role of ICT in Terminal Objectives: In this session, Participants will The output The facilitator for
minutes School Basic beginning school have a workshop on from the this session will
Operations After the session, heads will be the various google session are the be the
beginning school exposed to the basic forms and virtual screen shots of Information
This session will heads will be concepts on various platforms. the virtual Technology
capacitate school equipped with basic platforms for Participants will be platforms of Officer, Nick
heads on the use of knowledge on ICT conduct of grouped into four the group with Stanley M.
ICT on conducting and its use on basic meetings, and each group will all their Mendoza. He will
school operations school operations. conference or be given the members are in be task to deliver
such as meetings, trainings. Among following tasks: the platforms. the topics
conferences or Specifically, the other topics 1. create link from a They will also assigned for this
8 trainings. participants will be involved in this chosen platform submit via e- session and be
Specifically, this able to: session will be the and have all the mail their able to assist
session will focus on 1. manifest learning introduction of members of the created google beginning school
the following: on the basic virtual various google group join in the forms having heads on
1. Basic ICT Tools in platforms through forms such as link. new link. They difficulties not
conducting meetings, using them during google docs, google 2. Give the will also submit limited to the
seminars and the sessions. sheets, google slides participants survey the QR code session
trainings. 2. discuss and share and google forms. form and have them generated.
2. Introduction to significant features of These forms can be create google form Assistance will
google forms, google google forms and useful for easy from it. be rendered to
sheet and google docs how they can assist consolidation of 3. Require those
and google slides schools in their basic data, smooth participants to participants
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3. How to Create operations. submission and make a link and be who

links and QR Code 3. create google formsaving of data and able to create QR experienced
and make a link then ensure safety of Code based from difficulties in
QR of it. documents from the link accomplishing
varuses. Lastly, part the expected
of the session will outputs.
be the introduction
on how to create
link to the certain
google form in order
to have a quick
identification of a
certain task/activity
and the creation of
QR Codes.
90 School Heads’ Role Terminal Objective The session will Based from the The output of Jestoni F. Balog
minutes in Strengthening tackle the session, the the session Project
Student Body At the end of the significant role of identification of will be the Devemopment
Organization session, all school the school heads in logos and the duties commitment Officer I, Youth
heads will be optimizing student and responsibilities statement of Formation
It is indeed empowered and organization’s of each organization each Coordinator,
9 indispensable being a familiarized involvement in will be one of the participant SSG/SPG
school head to be able particularly on the school operations. assessments. Also, towards their Coordinator
to recognize and Student Body Basically, the flow a reflection question support and
discern the basic roles Organizations/Clubs. of the session will will be asked to the how they will
in strengthening student start at introducing participants as be able to
Enabling Objectives an activity regards to their strengthen the
body organizations in
presenting the understanding and involvement of
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school through 1. To identify the different logos realization of the student body
analyzing the school current clubs and /picture of an session organizations
organizations anchored organizations organization letting in school
to the Department of implemented by the the participants operations
Education mandates school and mandated guess the answer.
and determine the by the Department of Upon revealing the
Education correct answer, the
suitable and relevant
2. To encourage the whole group will
activities in most advantageous then start to share
establishing and involvement of the duties and
promoting the school teacher-adviser, function on each
Organization. students and school organization to
heads towards school operations.
School Organizations After the activity, a
3. To understand the series of questions
relationship between will be thrown to
the students, student the participants as
organizations and part of the analysis.
student engagement Next, the session
in improving the will discuss the
learning environment concepts about
and providing student body
opportunities for organization in
growth and schools and the
development. policies and
guidelines
pertaining to them.
Last part of the
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session will be an
expression of
commitment. Each
participant is
requested to make a
commitment
statement on how to
strengthen student
body organization in
school.
90 WASH-In-Schools Terminal Objectives: The facilitator will Part of the session After the The Resource
minutes (WinS): Win for the At the end of the first conduct a will be the Open session, Person for this
Stars session, beginning survey on their Forum to address participants session will be
school heads are expectation about their concerns will be required the Division
capacitated on the the session, the about the topics. to accomplish Focal person of
School WinS facilitator will then and submit the the WASH in
implementation, ask about the result Accomplishment of WinS Schools (WinS).
accomplish the of their WinS School WinS monitoring monitoring tool
monitoring tool and system of the tool and identify the
10
update to the school previous year and let result of their
system. them realized the After the star approach.
result if they deserve accomplishment of
Enabling Objectives: the previous results. the monitoring tool, This will also
1. To discuss the After which the the facilitator will guide them to
basic requirement facilitator will ask about their plan for
and standards of discuss the learning about the improvement
WinS Elements for guidelines of WinS topics being and
School implementation, discussed. sustainability
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implementation. how to properly Following are of their WinS

answer the suggested questions facilities and
2. To make out the monitoring tool and to be asked: implementation
importance of WinS how to upload their 1. After process.
to school monitoring tool to accomplishing the
performance the online Monitoring tool, The
monitoring system what are your participants
3. School plans for after log in using realizations? will be able to
implementation and their school 2. What are your log in and
sustainability. username and plans to improve the access to their
password. WinS account and
Let the participants implementation? identify were to
reflect on the 3. Do you think you upload their
existing reports of can achieve the 3- School system.
their schools and be star approach and •
able to craft a plan able to sustain it for
for the improvement the coming years.
or sustainability of
the program.
120 School Head as This activity aims to The sessions will To assess the The major Jonathan C.
minutes Facilitator capacitate commence by learning of the output of the Lilang,
participants with showing video clips participants, a session is the Senior Education
This session will basics of facilitation on facilitation and demonstration will demonstration Program
11 capacitate the and enhance their allowing be conducted at the of selected Specialist in
beginning school potentials as participants to end of the activity. participants in School
heads to basic facilitators/trainers share and give Select participants facilitation and Management
facilitating skills to assist the existing reactions on what shall act as learning the evaluation Monitoring and
which is essential as facilitators/trainers things which can be facilitator and the results of the Evaluation/NEAP
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the leader of various with the main goal of improved by the audience and audience to the Facilitator and
school activities such producing anotherfacilitator and what resource speakers selected Assessor
as meetings, LAC competent pool who are the things that shall critique and participants
Sessions, etc. will translate into he seemed to be provide technical
action all programs ofgood at. Next will be assistance.
the department that the discussion of
the division ismajor point and
mandate toconcepts in
conceptualize and facilitation which
implement. can be beneficial to
school heads in
leading school
programs.
120 DepEd Writing 101: This seminar- In order to Participants will be
minutes Introduction to Writeshop will determine the level divided into groups
DMOS improve the technical of proficiency of and will be assigned
writing skills of school heads in one type of written
technical writers, terms of technical output. Each
specifically, on and professional participant shall
writing reports, writing, the craft their own
12 correspondence, facilitator will output following the
memoranda, project/ conduct an activity one assigned to
research proposals, called “Spot the their group.
presentations, Not”. In this activity, Participants will be
documents and news the facilitator will given thirty minutes
articles present series of to finish this task.
written output, one Each group shall
At the end of the well-written and the assign one
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
session, participants other one which volunteer to present

will be able to craft needs improvement. their output.
issuances and other Participants will be Output of all the
formal asked to identify participants will be
communication which one from the submitted to the
letters in adherence two presented facilitator for
with the technical output has a checking.
standards and DepEd mistake. After
Manual of Styles. which, the facilitator
will process their
answers one-by-one.
After analysing the

activity, the
facilitator will begin
with the
presentation of the
subtopics. First, an
overview on what
technical writing is
will be presented in
order for the
participants to have
a uniform
understanding of
the main topic for
the session.
Thereafter, the
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
facilitator will
discuss the different
written output that
are usually being
produced by the
department such
issuances,
correspondence,
memoranda,
proposals, and
letters. Included in
the discussion are
the rules and
guidelines to be
followed when
writing each of the
issuances.
The facilitator will
also provide an
overview of DO 30s,
2019 or the DepEd
Manual of Styles in
order for the
participants to have
a clear
understanding of
the writing styles
being used by the
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
department.
At the end of the

session, the
facilitator will
conduct a post-
session activity.
Participants will be
asked to craft their
own written output.
120 Common Mental Terminal Objectives: The first facilitator Part of the session In this session, The Resource
minutes Health and At the end of the will discuss first the will be the participants Person adequate
Psychological session, beginning common mental concluding will be required for the first topic
Problems in School school heads will and psychological questions to be ask to craft a is a school nurse
and in the Workplace know the common problems of by the facilitator in School Mental because they
mental health and learners, of conformance to Health and have first-hand
Management of psychological teachers, their learnings Psychosocial experience and
Burn-out, Work- problems of learners, nonteaching staff, about the topic. Support knowledge about
Related Stress, and teachers, and and stakeholders in Specifically, the Implementation the real
13
Anger. possibly the school and in the following are the Plan. This will problems
Practical stakeholders in workplace. suggested questions guide them of encountered by
Recommendations to school and in the Afterwards to be asked: the activities to students,
Stay Well and workplace and be questions will be 1. Based from the be implemented teachers,
Develop a Positive able to manage it. asked to the topics discussed, in schools to nonteaching
Outlook in School They should also be participants to what are your enhance the staff, and
and in the Workplace able to develop solicit ideas and to realizations when it mental health stakeholders in
programs and know the level of comes to the and school and in the
activities that will understanding on existing issues psychosocial workplace.
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
boost or improve the the session. affecting the mental support of

mental health of his and psychological learners, For the second
clienteles. For the second health of our teachers, topic the best
topic, the facilitator learners, teachers nonteaching Resource Person
Enabling Objectives: will discuss ways and nonteaching staff, and for this is a
1. To discuss the how to prevent and staff, and stakeholders. Psychologist who
common health and manage burn-out, stakeholders? also works in
psychological work-related stress, 2. What are your school and has
problems in school and anger. After plan of actions, the same
and in the which he will ask programs and experiences as
workplace. the participants for activities that will the participants
additional ideas or help enhance and which he can
2. To discuss how to suggestions which improve the mental relate to.
manage burn-out, they see as health and
work related stress, applicable and psychological Lastly for the
and anger. effective also. support of learners, third topic, the
3. To provide teachers, best Resource
practical For the third topic nonteaching staff, Person for this is
recommendation on the facilitator will and stakeholders in also an
how to develop a discuss his the school? experienced
positive outlook in recommendations 3. Do you think you School Head or
school and in the on how to stay well are now capable to previous school
workplace. and how to develop serve as mental and head with a
a positive outlook in psychological health track record of
school and in the advocate to your good governance
workplace. The school? and
facilitator must be a implementation
school head or one of policies,
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
who has already programs, and

experienced being a activities that
school head so that enhance the
he can be able to well-being and
relate first-hand the mental and
based on his own psychological
experiences. health of his
subordinates.
After the three
lectures, the
participants will be
grouped into
5pax/group and
they will prepare an
action plan of the
mental and
psychological health
programs, activities,
and policies they
plan to conduct in
their school and will
be submitted to the
secretariat. Two
randomly selected
groups will be
requested to present
their output for a
maximum of 10
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
mins only.
Terminal Objectives: The facilitator first Part of the session In this session, The Resource
At the end of the will conduct an will be the participants Person adequate
School Head as M&E
session, beginning activity about the concluding will be required for this session
Manager
school heads are story of an elephant questions to be ask to craft a will be the Senior
capacitated on the and the 6 blind by the facilitator in School M&E Education
This topic will
SMEA processes and men. Questions will conformance to Implementation Program
capacitate beginning
tools. be asked to the their learnings Plan. This will Specialist in
school heads on the
participants to about the topic. guide them of School
different forms and
Enabling Objectives: solicit ideas and to Specifically, the the activities to Management
procedures in
1. To discuss the know the level of following are the be Monitoring and
conducting School
concept of Monitoring understanding on suggested questions implemented in Evaluation. Part
Monitoring,
and Evaluation in the session. to be asked: order to guide of their KRA is
Evaluation and
120 schools through sharing Questions will 1. Based from the schools for the ensuring that
14 Adjustment.
minutes of practices in schools consist at least topics discussed, implementation schools and
three. After which, what are your of M&E division offices
Specifically, this topic
the facilitator will realizations when it processes. This conducts M&E
will discuss the 2. To infer the
discuss the comes to the will also assist process in order
following: significance of
concepts, tools and existing practices in school heads to identify
a. What is M&E Monitoring and processes relating to your school as on the issues, concerns,
b. Role of Evaluation processes to SMEA and let the regard to M&E adjustments to challenges and
Schools heads school basic operations participants reflect implementation? be conducted bottlenecks that
in M&E in an open forum on the existing 2. What are your on the AIP of needs to be
c. Forms for
practices done in plan of actions in schools addressed.
M&E 3. To craft Monitoring their schools and be order to enhance especially on
M&E Cycle
and Evaluation Action able to craft an M&E processes in schedules and
Plan for school guide M&E plan to be schools? persons
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
for SMEA implemented in 3. Do you think you involved.

implementation their schools. This are now capable to
will assist school lead SMEA to your
heads in conducting school?
adjustments to the
existing Annual
Implementation
Plans (AIP) and to
include ME in
school AIP.
School Head as Terminal Objectives: The facilitator first Part of the session In this session, The Resource
School DRRM At the end of the will conduct an will be the participants Person adequate
Manager session, school heads activity about concluding will be required for this session
are capacitated on kayang –kaya kung questions to be ask to craft a will be the
This topic will the roles and sama-sama. by the facilitator in School DRRM Project
capacitate school responsibilities of Questions will be conformance to organizational Development
heads on the SDRRM and know asked to the their learnings Chart and Officer II-DRRM
different more about CSS participants to about the topic. review the CSS as Part of their
120 roles and monitoring tool. solicit ideas and to Specifically, the M&E tool. This KRA is ensuring
2
minutes responsibilities of the know the level of following are the will guide them that schools and
SDRRM including in Enabling Objectives: understanding on suggested questions for the division offices
conducting School 1. To discuss the the session. to be asked: implementation conducts
Monitoring, roles and Questions will 1. Based from the order to guide Capacity
Evaluation using responsibilities of consist at least topics discussed, schools for the building and
Comprehensive SDRRM and M&E three. After which, what are your implementation M&E in order to
School Safety (CSS) using CSS the facilitator will realizations when it of School identify issues,
monitoring tool monitoring tools. discuss the comes to the DRRM Team concerns,
concepts, existing practices in CSS M&E tool challenges and
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
Specifically, this topic 2. To adopt the presentation of the your school as processes. This bottlenecks that
will discuss the standardized School Republic Acts, regard to CSS M&E will also use for needs to be
following: DRRM organization. provisions and tool the school addressed.
a. What are the 3. To implement CSS other reference implementation? heads for the
roles and monitoring tool in all relating to the 2. Who are the proper
responsibilities schools. Standardize SDRRM responsible and appointing of
of SDRRM organization. And qualified personnel persons
b. Role of school let the participants for tin organizing involved.
heads in reflect on the the team?
DRRM M&E existing practices 3. Do you think you
c. Form for CSS done in their are implementing
monitoring schools and be able this to your school?
tool to craft SDRRM in
their respective
areas.
Add more row to add sessions.
PROGRAM/COURSE IMPLEMENTATION PLAN
23Funding
HRTD Funds 24Budget The budget will be used solely on participants’ and facilitators’ board
Source
Requirements and lodging, materials and traveling expenses for the facilitators
Monitoring and Evaluation Plan
Methods and Schedule of M User of M and E

Level of M and E Indicators Data Sources Person/s Responsible Support Needed
Tools and E Data
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
25Results 95% Focus Group Reports on FGD July 2023 Questionnaire ASDS
Improved Discussions SMME Section HRDS
performance Results of Online SGOD EPS Google form
on managing Online Satisfactory HRDS Section
school Satisfactory Feedback
operations Feedback
Results of
OPCRF & IPCRF OPCRF & IPCRF
26Behavior 90-95% of Random Survey Reports of July 2023 SGOD Chief Survey SGOD
the 50 Survey SMME Section Questionnaire
participants Checking of PRS Section
applied Accomplishment Reports on Every quarter of
learnings Reports Accomplishment SY 2022-2023
the Report Checking
significantly
affected
positively to
teachers and
learners
27Learning 90% of Pre-test Results in Pre- Before and Program Management Google Form Program
Post-Test Test Post-Test After of the Team Management Team
participants
program
achieved
80% and
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
above scores
in post-test
28Reaction At least 90% Daily Evaluation Evaluation Daily. Every SMME Google Form Program
of the Report Reports end of the Documenter Management Team
participants afternoon Class Manager Evaluation
participated Focus Group Minutes session Forms
all Discussion/
throughout Debriefing
the program
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
Declaration:
I hereby declare the information provided in this application is true and correct and there have been no misleading statements,
omission of any relevant facts nor any misinterpretation made.
Sign off by the Program/Course Manager or its equivalent

Program Manager HIPOLITO M. BERANO
Signature
Date Click here to enter a date.

This Form is not valid if not signed.
Required Attached Documents:

Detailed Course Design
Sample Learning Resources (Modules, Worksheets, etc.)
Sample Session Guides
Sample Assessment Tools
CVs of Primary, Secondary, or Alternate Resource Persons
Budget Estimate Form
Monitoring and Evaluation Plan
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796

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R.1-PD-SGOD Program-SDO Romblon

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Republic of the Philippines Effectivity Date: September 20, 2021

Department of Education Version No. 1

LEARNING SERVICE PROVIDER PROFILE

Complete Office Address Capaclan, Romblon, Romblon

Contact Person Hipolito M. Berano Mobile No. 09089297679

Telephone No. N/A Email Address hipolito.berano001@deped.gov.ph

NEAP Authorization Number N/A

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

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Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Source: 12.pdf (jehdnet.com)

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1 School Head’s Enhancement Domain 1 Strand 7 From 24 October Seminar

Add more row to add courses.

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effective leader participants in feedback

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Familiarization and Central Office, heads. Basically, about fiscal

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alignment their reactions on

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from the that may provide their future

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around the role of accomplished.

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• At the end of the

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Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

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• Do you think your

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c. When, Where and when, where and (BERA). Research Outputs?

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3. How to Create operations. submission and make a link and be who

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implementation. how to properly Following are of their WinS

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Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

session, participants other one which volunteer to present

After analysing the

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

At the end of the

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

boost or improve the the session. affecting the mental support of

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

who has already programs, and

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

for SMEA implemented in 3. Do you think you involved.

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Add more row to add sessions.

PROGRAM/COURSE IMPLEMENTATION PLAN

Monitoring and Evaluation Plan

Methods and Schedule of M User of M and E

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017