1-Day Workshop on Reinforcing GAD in the School and Classroom

Angelo A. Unay
Principal 1

Maricar B. Rojas
Program Proponent and Owner GAD Focal Person
09684917262

Cayetano Topacio Elementary School

Gen. F. Yengco St. Poblacion IV-C, Imus City, Cavite

27 Teachers
1 School Clerk
6 Utilities
Target Learners/Participants 1 Administrative Officer
1 School Head
1 Parent Supervisor
Total: 37 Male 11; F: 26

Proposed Implementation Date December 10, 2022 (Saturday)

Cayetano Topacio Elementary School

Proposed Venue
Covered Court
AM and PM snacks:150 x 37 = 5,550.00
Total Proposed Budget Lunch: 150 x 37 = 5,550.00
 Training Kits: 37 x 5 = 1850.00
Token: 1,000.00

TOTAL: 13,950.00
Proposed Continuing Professional NA
Education Credit Units (if any)
Registration Fee (if any) None

I. PROGRAM BACKGROUND AND RATIONALE

Even though men and women have equal access to educational opportunities on paper, gender
disparity persists in both the classroom and the workplace. It is thought that socialization agents'
promotion of gender stereotypes plays a key role in maintaining gender disparities in educational
achievement. In connection to this, Teachers are essential starting points for fostering gender
equality in the classroom and in school in general, because it is known that their attitudes and
instructional strategies have an impact on students' learning.

More so, DepEd Order 32, s. 2017 entitled Gender-Responsive Basic Education (GRBE) Policy
is a mandate designed to ensure that Gender and Development (GAD) is integrated into schools
for the fulfillment of our mission to protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education.

Pursuant to the above-mentioned statutory requirements, it is imperative to empower all the

school personnel on how to apply gender and development in the classroom and in their
respective workplace.

II. PROGRAM DESCRIPTION

The 1-Day Workshop on Reinforcing GAD in the School and Classroom will be conducted on
December 10, 2022, at Cayetano Topacio Elementary School. This is an in-person, lecture cum
workshop activity focusing on GAD in the classroom.

The School GAD Focal Point System shall prepare the training proposal and implementation of
the plan. The capacity building will be facilitated by Dr. Rolando B. Talon Jr, who is expected to
discuss the strategies to incorporate GAD in the classrooms and workplace. After this, there will
be a workshop in crafting lessons plans and action plans to employ their learning from the
training.
 At the end of every session, an online evaluation will be provided to gather feedback from the
participants and be able to respond to issues or concerns, if there are any, immediately. Also,
there will be a debriefing session on the part of the program management team to cater to the
needs of the attendees and to improve some areas of the said activity.

III. PROFESSIONAL DEVELOPMENT PRIORITIES

Domain 3. Diversity of Learners

 Strand 3.1 Learners' gender, needs, strengths, interests and experiences
3.1.2 Use differentiated, developmentally appropriate learning experiences to address
learners' gender, needs, strengths, interests and experiences.
3.1.3 Work with colleagues to share differentiated, developmentally appropriate
opportunities to address learners' differences in gender, needs, strengths, interests and
experiences.

Domain 7. Personal Growth and Professional Development

● Strand 7.2 Dignity of teaching as a profession

7.2.2 Adopt practices that uphold the dignity of teaching as a profession by exhibiting
qualities such as caring attitude, respect and integrity.
7.2.3 Identify and utilize personal professional strengths to uphold the dignity of
teaching as a profession to help build a positive teaching and learning culture within the
school.

● Strand 7.3 Professional links with colleagues

7.3.2 Participate in professional networks to share knowledge and to enhance practice.
7.3.3 Contribute actively to professional networks within and between schools to
improve knowledge and to enhance practice.

IV. TARGET LEARNERS’ DESCRIPTION

The participants are the 27 teaching staff (5 Male and 22 Females), 6 utilities (5 male, 1
female) 1 school clerk (Female), 1 administrative officer (Female), 1 school head (Male), and
1 parent supervisor (female) composed of 11 Male and 26 females in total whose ages are
between 27-51 years old. Thus, this activity gives equal opportunity to all employees regardless
of their status, age, sex and ability.)
 The information regarding the participants shall be kept confidential as indicated in Republic Act
10173-Data Privacy Act of 2012 and shall be used only for the purpose of this training.

V. WORKPLACE DEVELOPMENT OBJECTIVE (WDO)

Impact: Gender-Responsive Basic Education

Organizational Outcome: Utilized at least 5% of MOOE for GAD activities and 90%
accomplishment rate of GPB 2022

Output: Strengthened Implementation of GAD strategies in the classrooms and workplace

Competencies: Exhibit and advocate the use of effective practices to foster learning
environments that promote fairness, respect and care for everyone.
Working with colleagues to share differentiated, developmentally appropriate opportunities to
address learners’ differences in gender, needs, strengths, interest, and experiences.

VI. PROGRAM LEARNING OBJECTIVES

Terminal Objective: At the end of this 1-day workshop, the participants will be able to
incorporate GAD principles and strategies that are applicable in their classroom and workplace.

Enabling Objectives:
Specifically, participants will be able to:
● Appreciate the importance of integrating GAD in their workplace;

● Adopt and apply GAD principles and strategies in their classroom and workplace; and

● Encourage camaraderie among instructors, non-teaching staff, and to foster a positive

teamwork environment that benefits students.

VII. WORK APPLICATION PROJECT AND JOB-EMBEDDED LEARNING

The proponent of this activity shall conduct a follow-through via FGD on strengthening the
implementation of GAD in the classroom
VIII. LEARNING AND DEVELOPMENT NEEDS ASSESSMENT PLAN

Background and Rationale

In order to identify and address the most needed training of the teaching and non-teaching
staff in Cayetano Topacio Elementary School, a Training Needs Assessment (TNA) was
implemented to the teaching and non-teaching staff of Cayetano Topacio Elementary School.
Terminal Objective: To assess the extent of knowledge of the teaching and non-
teaching staff of CTES on GAD in the classroom as basis for the succeeding capability training of
the teaching and non-teaching staff in the next 2-3 years.
.
Enabling Objectives:
1. Assess L and D needs relative to GAD in the classroom Concepts, laws, and tools
2. Design appropriate activities for organization-focused training.

Course Title: 2022 Two-Day Training on Strengthening the implementation of GAD in the
Classroom

Target
Office Position
Participants

Teaching
and non- Cayetano Topacio
Nationally Funded Item and LSB Personnel
teaching Elementary School
staff

Teachers Learning and Development Needs Assessment (LDNA) Result

I. Background Rationale
In order to identify and address the most needed training of the teaching and non-teaching staff in
Cayetano Topacio Elementary School, a Training Needs Assessment (TNA) was implemented to
the teaching and non-teaching staff of Cayetano Topacio Elementary School.

II. Objectives
 Terminal Objective: To assess the extent of knowledge of the teaching and non-teaching
staff of CTES on GAD in the classroom as basis for the succeeding capability training of the
teaching and non-teaching staff in the next 2-3 years.
.
Enabling Objectives:
1. Assess L and D needs relative to GAD in the classroom Concepts, laws, and tools
2. Design appropriate activities for organization-focused training.

III. Methodologies (Process and Tools)

A. Identify competency problems and their learning needs
a. Document Review
RPMS
Individual Development Plans
PPST Competency Assessment Tool (e-sat)
b. Interview with the School Head/Department Head/ Master Teachers/Key teacher to
identify/validate KSA requirements of each PPST competency

B. Validation of the findings of the Document Analysis

Interviews or FGDs may be done to validate and prioritize findings from document
analysis on the learning needs of groups.
Identify common and unique learning needs of groups of teachers

IV. Assessment Results

Learning Competency Rated Low

Domain 3. Diversity of Learners
Strand 3.1.2 – 3.1.3
Domain 7. Personal Growth and Professional Development
Strand 7.3.2-7.3.3

Based on the document review, two of the domains that needs to be addressed are Domain 3.
Diversity of Learners and Domain 7. Personal Growth and Professional Development
V. Findings Conclusions

1. The top priority needs of teachers in gender and development as indicated in the assessment
results are as follows:

Domain 3. Diversity of Learners

 Strand 3.1 Learners' gender, needs, strengths, interests and experiences
3.1.2 Use differentiated, developmentally appropriate learning experiences to address
learners' gender, needs, strengths, interests and experiences.
3.1.3 Work with colleagues to share differentiated, developmentally appropriate
opportunities to address learners' differences in gender, needs, strengths, interests and
experiences.

Domain 7. Personal Growth and Professional Development

 ● Strand 7.2 Dignity of teaching as a profession
7.2.2 Adopt practices that uphold the dignity of teaching as a profession by exhibiting
qualities such as caring attitude, respect and integrity.
7.2.3 Identify and utilize personal professional strengths to uphold the dignity of
teaching as a profession to help build a positive teaching and learning culture within the
school.

● Strand 7.3 Professional links with colleagues

7.3.2 Participate in professional networks to share knowledge and to enhance practice.
7.3.3 Contribute actively to professional networks within and between schools to
improve knowledge and to enhance practice.

VI. Recommendation
Based on the findings, the GFPS of Cayetano Topacio Elementary School is offering the
following recommendations:

 The GFPS should develop a School Learning and Development Plan to address teachers’
needs according to these priorities:
a. using differentiated developmentally appropriate learning experiences to address
learners’ gender, needs, strengths, interests and experiences.
b. Adopt practices that uphold the dignity of teaching as a profession by exhibiting qualities
such as caring attitude, respect and integrity.

Implementation Details

Date
LNA Methods LNA Tools Respondents
Required

July 10,
RPMS result Teachers
2022 Data gathering

Activities Responsible Person/s Timeframe Remarks

A. Planning/Meeting Program Management August 29, 2022 TBD

Team
Facilitators
Program Owner
 B. Crafting of proposals, and Program Owner September 5-6, TBD
memorandum 2022
Facilitators

C. Delivery of the program

Facilitators and PMT
December 10,
Facilitators, Program
2022
Management Team

D. Post conference with the Program Owner

December 14-15,
program management team and
2022
select participants

August 4-5, 2022

Post Activities submission of activity
completion report and other
documents

IX. MONITORING AND EVALUATION PLAN FOR L&D INTERVENTION

Level of Indicators Methods and Data Schedule of Person/s Responsible
M&E Tools Sources M&E
Level 4 Impact of Getting the Performanc July 2024 School Heads and
Outcome Learning impact after a e Review School GFPS
year or two
Level 3 80% shared Monitoring E-SAT February School Heads and
Application their and Evaluation 2023 School GFPS
(Behavior) significant Form
learning not
just
parroting
the title of
session
Level 2 Application Daily M&E After daily M&E Coordinator/
of Learning Monitoring Report session L&D Coordinator
Learning
after 3 and Evaluation
months
Level 1 100% of Analysis of Result of After each Learners/Participants
 Learners’ participants responses Online daily
Reaction have a through online evaluation session
M&E Coordinator/
Strongly evaluation
Program Owner
Agree
evaluation
of the
program

X. RISK ANALYSIS AND MANAGEMENT PLAN

1. Unavailability of the resource person

2. Natural and man-made disaster such as earthquake, typhoon,
fire etc.
Potential Problems
3. Updates on announcement regarding the IATF Health protocols
Severity and Probability = 3
4. Road accidents
1. Overlapping of activities
2. Unpredictable
Likely Causes
3. Unexpected announcement within the given specified time
4. Motor vehicle failure
1. Replacement of facilitator/preparation of alternate
facilitator/reliever
2. Postponement of the scheduled training
Preventive Action
3. Rescheduling and modification of the training based on the
IATF Health Protocols
4. Preventive check-up of vehicles to be used
1. Co-Facilitators
2. Program Owners
Who
3. Program Owners
4. Program owner/s and Office Driver
When Before the delivery
Cost None
Contingent Action 1. Inclusion of reliever/alternate facilitator in the proposal
2. Inclusion in the hotel contract the rescheduling of the training
 3. Inclusion in the hotel contract the adjustment in the date of
training
4. Inclusion of life and travel insurance
Facilitators
Who Program Owner
Participants
When Before the delivery of the program
Cost None

XI. COMMUNICATION AND ADVOCACY PLAN

Objectives Activities Audience Medium Desired Time Responsibility

Result Frame Center
1. Secure Submission SDS Print / The SDS 1 month
approval of training ASDS hard copy and ASDS before
School GAD
from the proposal GFPS approved the
Focal
Division the conduct conduct
SDO GAD
of training of
Focal
training
2. Inform the Publication Teaching Website The target One
target in the and non- group is week
FB group GAD Focal
group division teaching informed before
Person /
regarding website staff School and be the
the memo involved in conduct
training the training of
training

3. Conduct Teaching Formal Participants

the and non- Knowledg are
Actual July 4- GAD Focal
training teaching e or Skill capacitated
conduct of 5, 2022 Person /
within staff transfer of on the
the training
the Learning identified
specified skills
time

XII. LEARNING RESOURCE PACKAGES

1. Slide Decks
2. Session Guides
XIII. LEARNING SERVICE PROVIDERS

Learning Service Providers Role (s) Assigned Sessions Relevant Qualifications

Dr. Rolando B. Talon Jr. Speaker GAD in the EPP/TLE EPS

Classroom
GAD Advocate and
Implementer

XIV. LIST OF MANAGEMENT STAFF WITH CORRESPONDING COMMITTEE

Management Staff Members

Program Manager Mr. Angelo A. Unay

Program Owner Ms. Maricar B. Rojas

Finance Officer Ms. Marienel L. Fernandez

Logistics Officer (including invitation

Ms. Mikee Mharielle E. Diga
and certificates)
M & E Coordinator Mr. Bernardo A. Concepcion
Documenters Ms. Niezel F. Doloiras, Mr. Ian Kenneth M. Balinas
Welfare Officer Ms. Lizeth M. Alfaro
Day 1: Dr. Rolando B. Talon Jr.
Learning Facilitators
Day 2: Maricar B. Rojas
Moderator Mrs. Mae Liza Inahid

XV. TRAINING MATRIX

Facilitator/Resource
Date Time Duration Session/Activity Output
Person
Opening Program
8:45 am -
45 mins Preliminary Mr. Arnaldo Cabrera
9:30 AM
Activities

9:30 am- 60 GAD in the Dr. Rolando B. Talon

 10:30 am minutes Classroom Jr.

10:30 am - 15
Health Break
10:45am minutes
10:45 am- 95 GAD in the Dr. Rolando B. Talon
12:00 NN minutes Classroom Jr.

12:00 am - 60
Lunch Break
1:00 PM minutes
1:00 PM - 120 Dr. Rolando B. Talon
Workshop
3:00 PM minutes Jr.

3:00 PM - 15
Health Break
3:15 PM minutes
3:15 PM - 95 Presentation of
Selected participants
4:30 PM minutes output
December
10, 2022 4:30 PM - 30 Professional
Ms. Cherry B. Untalan
5:00 PM minutes Reflection

XVI. OPENING PROGRAM

Preliminary Activities
● National Anthem
● Prayer
Part I – Opening Program
● CALABARZON March
● Introduction of the Participants
● House Rules
Mr. Angelo A. Unay
Welcome Remarks and Message
Principal I
Learning Facilitators
Part II – Training Proper

CLOSING PROGRAM
Nationalistic Song
AVP
Prayer
Impression Mrs. Cherrylou E. Gasgonia

Challenge Mrs. Analisa G. Supilanas

Response Ms. Niezel F. Doloiras


Distribution of Certificate of
Participation (Social Distancing
should be observed strictly)
Closing Remarks
Mr. Angelo A. Unay
Mrs. Analisa G. Supilanas
Mrs. Juvy T. Camantigue
Ms. Cherry B. Untalan

Mrs. Mae Liza Inahid

Moderator
XVII. TERMS OF REFERENCE

The following are the terms of reference of the involved personnel:

a. Program Manager
a.1. Identifies the members of the program management team who will do the
assigned task.
a.2. Orients the PMT on their roles and responsibilities before the actual delivery of
the program.
a.3. Spearheads the dissemination of memorandum to the target group.
a.4. Manages the preparation of learning resource packages and other learning
materials required for the delivery of the program.
a.5. Taps resource speakers when needed.
a.6. Leads in the conduct of debriefing at the end of each day to address issues and
identify solutions.
a.7. Presents the overall results of the online evaluation after the conduct.
b. Training Manager/Program Owner
c.1. Coordinates efforts with other members of the program management team in the
planning stage.
c.2. Conducts and presides meetings of the PMT on operational matters to give
immediate interventions to issues and concerns.
c.3. Conducts post meetings to check if all components of the program are
completed.
c.4. Leads the consolidation and analysis of the work application project and impact
of learning of the participants.
c.5. Prepares and submits the activity completion report and other necessary
documents.
c. Finance Officer
d.1. Assists the program owner in the preparation of budget (if any).
d.2. Manages all payments after the delivery of the program (if any).
d.3.Manages the reimbursement of expenses related to the conduct of webinar as
approved by the top management (if any).
d. Logistics Officer
e.1. Coordinates with the program owner for logistical requirements of the webinar.
e.2. Ensures the availability of the equipment to be used (e.g. laptop, audio, etc.).
e.3. Prepares the online registration and attendance of the learners/participants.
e.4. Prepares the certificate of participation and recognition.
e. Facilitator/Resource Person

f.1. Conducts webinar sessions.

f.2. Observes the time allocation for each session.
f.3. Observes proper decorum (e.g. speaking one at a time, dress code, no
unnecessary noise).
f.4. Prepares session guide, slide decks, videos, pre-test and post-test and other
learning resource packages necessary in the delivery of the program.
f.5. Ensures provision of electronic materials needed by the participants.
f.6. Checks the readiness of the electronic equipment to be used in the delivery of the
program.
f.7. Attends in the debriefing session through online platform.
 f. QATAME Associate/M&E Coordinator
g.1. Prepares the results of online evaluation (daily and end) and the analysis of the
result.
g.2. Consolidates the QAME results.
g.3. Submits the results to the program owner 20 days after the conduct.
g.4. Leads the debriefing session through online platform.

g. Documenter
h.1. Ensures attendance of participants.
h.2. Keeps the master list of participants.
h.3. Spearheads the registration and checking of attendance of participants.
h.4. Safe keeps the training materials and supplies and monitor the usage.
h.5. Coordinates with the Training Manager.
h.6.Gathers and keep supporting documents for liquidation and reporting purposes.
h.7.Prepares/Consolidates the program completion report following the prescribed
format.
h.8. Takes down minutes of all meetings/debriefing sessions.

Checked and evaluated by the QATAME Associate: Bernardo A. Concepcion

Date: November 10, 2022
Prepared by:

MARICAR B. ROJAS Reviewed:

Teacher I/Program Owner ANGELO A. UNAY
School Head
Checked by:
FELIZ A. TAYAO
EPS/Parent Supervisor Noted by:
JENIELYN A. SADANG
Division GAD Focal Person

Recommending Approval:
IVAN BRIAN L. INDUCTIVO, CESE
Asst. Schools Division Superintendent

Approved:
ROSEMARIE D. TORRES, CESO V
Schools Division Superintendent
 Attachment A

TARGET PARTICIPANTS AND NUMBER OF PARTICIPANTS:

No. Participant Position Unit

1 EPS-LRMDS/Parent SDOIC
Feliz A. Tayao Supervisor

2 Angelo A. Unay Principal I CTES

3 Rosemarie A. Tuason Teacher I CTES
4 Marienel L. Fernandez Teacher I CTES
5 Renelita R. Vidamo Teacher III CTES
6 Lizeth M. Alfaro Teacher I CTES
7 Niezel F. Doloiras Teacher I CTES
8 Marita A. Guieb Teacher II CTES
9 Rosalinda M. Marquina Teacher II CTES
10 Mary Ann M. Pelipas Teacher I CTES
11 Ma. Cecilia L. Apinado Teacher I CTES
12 Ian Kenneth M. Balinas Teacher I CTES
13 Shirley Ma D. Concepcion Teacher I CTES
14 Marichu M. Ybarola Teacher III CTES
15 Karen D. Lozada Teacher I CTES
16 Juvy T. Camantigue Master Teacher I CTES
17 Cherry B. Untalan Teacher I CTES
18 Arnaldo F. Cabrera Teacher I CTES
19 Mae Liza L. Inahid Teacher I CTES
20 Cherrylou E. Gasgonia Teacher I CTES
21 Jenette V. Castro Teacher I CTES
22 Maricar B. Rojas Teacher I CTES
23 Nathaniel C. Pangan Teacher I CTES
24 Rafael E. Domaoal Teacher I CTES
25 Analisa G. Supilanas Master Teacher I CTES
26 Bernardo A. Concepcion Teacher III CTES
27 Rosali F. Algarja Teacher I CTES
28 Maricel C. Pablo Teacher I CTES
29 Monaliza B. Sarmiento Teacher I CTES
30 Mikee Mharielle E. Diga Administrative Officer II CTES
31 Miraflor Estopace School Clerk CTES
32 Maureen Laine M. Barroso LSA CTES
33 Romulo P. Enriques, Jr. Utility/CSU CTES
34 Honorio T. Balisacan Jr. Utility/CSU CTES
35 Roy Marvin R. Bautista Utility/CSU CTES
36 Ray Tonhil V. Diesta Utility/CSU CTES
37 Michael B. Raba Utility/CSU CTES