Workshop on Work Application Project

Day 3 – February 10, 2023

SDO Navotas Semestral Break Competency Upskilling
Extravaganza On Curriculum, Instruction, Assessment and Social
Emotional Learning (SEL)
 Topic Overview

Day 1 Day 2 Day 3

• Introduction to Classroom-based • Themes and Topics for • Identifying Outputs and

Work Application Project
• Definition and background of
Classroom-based Work Application
Project
• Importance of Classroom-based
Work Application Project in
teaching and learning
• Steps involved in Planning and
Implementing Classroom-based
Work Application Project
Classroom-based Work
Application Project
• Brainstorming session to identify
relevant themes and topics
• Using current events, real-life
scenarios, and local and global
issues as themes and topics
• Creating Effective Classroom-
based Work Application Project
• Creating project objectives,
activities, and tasks
• Developing a project timeline and
schedule
Outcomes of WAP
• Assessment and Evaluation of
Classroom-based Work
Application Project
• Discussion on the assessment
and evaluation process
• Evaluating the effectiveness of
the project in promoting student
learning
• Wrap Up and Ways forward
 Session Outline – Day 2
Activity Time
• Attendance Check/Energizer 15 minutes
• Recap of the Morning Lecture Session from the Subject Matter 30 minutes
Experts
Identifying Outputs and Outcomes of WAP 60 minutes
• Understanding the difference between outputs and outcomes
• Identifying specific project deliverables
• Evaluating the results of the project

Assessment and Evaluation of Classroom-based Work 60 minutes

Application Project
• Planning and design of assessment and evaluation tools
• Measuring student progress and achievement
• Developing and using rubrics for project evaluation
• Presentation of WAP Exemplars 30 minutes
• Open Forum/Clearinghouse 30 minutes
• Review of Agreements/Wrap Up 15 minutes
 Objectives

A. Recognize the difference between outputs and outcomes in a work

application project for teachers.
B. Assess the results of the project and determine its impact on
teachers and students.
C. Plan and design effective assessment and evaluation tools for
measuring student progress and achievement.
D. Track student progress and determine their level of achievement.
E. Develop and apply rubrics for evaluating the success of the
project.
Attendance Check
Recap
 Output VS Outcome
Sample Project Scenario: "The Classroom Technology Upgrade Project"
The Classroom Technology Upgrade Project was initiated by a school district
to improve technology resources in the classrooms. The goal of the project
was to provide students and teachers with access to the latest technology
tools to support learning and teaching.
Statements:
1. The purchase of new computers and software for the classrooms
2. Improved student engagement in classroom activities
3. Increased teacher productivity in using technology for teaching and
assessment
4. The installation of new technology infrastructure in the classrooms
5. Enhanced student achievement in subjects that use technology tools
6. Increased teacher confidence in using technology for teaching.
 Output or Outcome
Identify if the following characteristics refer to OUTPUT or OUTCOME.

1. Tangible results of a project's activities

2. Longer-term effects of a project
3. Examples: products, services, or results that can be seen,
touched, or measured
4. Examples: changes in attitudes, behaviors, or circumstances
that result from a project
5. Focus on what was delivered
6. Focus on what was achieved
7. Short-term results
8. Long-term results
9. Direct results of a project's activities
10.Indirect results of a project's activities
Distinguishing Between Outputs and Outcomes
Outputs
Tangible results of a project's
activities
Examples: products, services, or
results that can be seen, touched, or
measured
Focus on what was delivered
Short-term results
Direct results of a project's activities
Outcomes
Longer-term effects of a project
Examples: changes in attitudes,
behaviors, or circumstances that
result from a project
Focus on what was achieved
Long-term results
Indirect results of a project's activities
 Case Study

1. Read the case of Mr. Santiago.

2. Before reading, be guided by the following previewing
question:
a. How did Mr. Santiago benefit from attending a professional
development training workshop on curriculum and assessment, and
how did he apply this learning to his work application project in history
class?
b. How did Mr. Santiago measure and evaluate the results of his work
application project, and what were the outcomes he achieved in
terms of increasing student engagement and understanding of
history?
 Case Study

A teacher named Mr. Santiago has been teaching history for over
10 years and is passionate about making the subject interesting
for his students. He recently attended a professional
development training workshop on curriculum and assessment,
where he learned about the difference between outputs and
outcomes.
After the workshop, Mr. Santiago wanted to implement what he
learned in his class and started working on a work application
project. The goal of the project was to increase student
engagement and understanding of history. He wanted his
students to not only learn about the past, but also to understand
its relevance to the present and future.
 Case Study

Mr. Santiago started by identifying the outputs and outcomes of

the project. For outputs, he listed the tangible results that would
be produced, such as student projects, presentations, and
research papers. For outcomes, he identified the changes he
wanted to see in his students, such as increased engagement
and deeper understanding of history.
He then developed a plan for measuring the outputs and
outcomes. He decided to use a rubric to evaluate the quality of
the student projects, presentations, and research papers. He also
decided to conduct surveys and have one-on-one conversations
with his students to gather their feedback and gauge their level of
engagement and understanding of history.
 Case Study

After implementing the plan, Mr. Santiago was able to

successfully evaluate the results of the project. He found that the
majority of his students had produced high-quality projects and
presentations, and their research papers showed a deeper
understanding of history. The surveys and feedback from
students also confirmed that their engagement and
understanding of the subject had increased.
Overall, Mr. Santiago was pleased with the results of the project.
By correctly identifying the outputs and outcomes of the project
and having a plan in place to measure and evaluate them, he
was able to successfully increase student engagement and
understanding of history.
 Discussion

1. How did Mr. Santiago benefit from attending a professional

development training workshop on curriculum and
assessment, and how did he apply this learning to his work
application project in history class?

1. How did Mr. Santiago measure and evaluate the results of

his work application project, and what were the outcomes
he achieved in terms of increasing student engagement
and understanding of history?
 Discussion

1. What was the goal of Mr. Santiago's work application

project?
a. To improve his teaching skills in history
b. To increase student engagement and understanding of
history
c. To create a new curriculum for history
d. To grade student projects based on effort, not quality

How did defining the goal of Mr. Santiago's work application

project impact the overall success of the project?
 Discussion

2. How did Mr. Santiago identify the outputs and outcomes of the
project?
a. By using standardized tests
b. By conducting surveys and one-on-one conversations with
students
c. By listing tangible results of the project and desired changes
in students
d. By relying on anecdotal evidence from his own observations

How did Mr. Santiago's understanding of outputs and outcomes

inform his approach to the work application project?
 Discussion

3. What tools did Mr. Santiago use to measure and evaluate the
outputs and outcomes of the project?
a. Standardized tests
b. Surveys and one-on-one conversations with students
c. Grading student projects based on effort
d. Anecdotal evidence from his own observations

What strategies can teachers use to effectively measure

and evaluate the outputs and outcomes of a work
application project in the classroom?
Aligning WAP goals to Outputs and Outcomes

Steps in Aligning Work Application Project Goals, Objectives,

Outputs, and Outcomes:
1. Identify the project goal: Start by defining the overall goal of the
work application project. This goal should be clear, specific, and
concise.
2. Determine project objectives: Based on the project goal, determine
2-3 objectives that will help achieve the goal. Objectives should be
specific, measurable, and achievable.
3. Identify outputs: Determine the tangible results that will be
produced as a result of the project. These are the outputs of the
project.
4. Identify outcomes: Determine the changes you want to see as a
result of the project. These are the outcomes of the project.
Aligning WAP goals to Outputs and Outcomes

Steps in Aligning Work Application Project Goals,

Objectives, Outputs, and Outcomes:
5. Align objectives and outputs: Align the objectives with the
outputs by making sure that each objective is directly linked to
an output.
6. Align outcomes and outputs: Align the outcomes with the
outputs by making sure that each outcome is directly linked to
an output.
Exercise: Aligning Work Application Project (Literacy
Oriented) Goals, Objectives to Outputs and Outcomes

Step 1: Define the WAP project goal

1. Ask the teacher participants to work in small groups and
define a goal for their Literacy Oriented Work Application
Project (WAP).
2. The goal should be clear and specific, focusing on improving
literacy skills among students.
3. Example goal: To improve students' reading comprehension
skills in the third grade by using interactive and engaging
teaching methods.
Exercise: Aligning Work Application Project (Literacy
Oriented) Goals, Objectives to Outputs and Outcomes

Step 1: Define the WAP project goal

1. Ask the teacher participants to work in small groups and
define a goal for their Literacy Oriented Work Application
Project (WAP).
2. The goal should be clear and specific, focusing on improving
literacy skills among students.
Example goal: To improve students' reading comprehension
skills in the third grade by using interactive and engaging
teaching methods.
Exercise: Aligning Work Application Project (Literacy
Oriented) Goals, Objectives to Outputs and Outcomes

Step 2: Identify Objectives

1. Based on the goal, the teacher participants should now identify 2-3
objectives for their WAP.
2. Objectives should be SMART (specific, measurable, achievable,
relevant, and time-bound) and related to the goal.
Example objectives:
• Increase the average reading comprehension score of third-grade
students by 10% in 6 months.
• Develop and implement at least 2 interactive teaching methods to improve
students' reading comprehension skills by the end of the school year.
• Foster a love for reading among at least 80% of third-grade students by
the end of the school year.
Exercise: Aligning Work Application Project (Literacy
Oriented) Goals, Objectives to Outputs and Outcomes

Step 3: Align Objectives to Outputs

1. Each objective should now be aligned with a specific output.
2. An output refers to a tangible result or product of the WAP, such as a new
teaching method, a lesson plan, a reading program, etc.
• Example outputs:
1. Increase the average reading comprehension score of third-grade students by
10% in 6 months. - Improved reading comprehension assessment tool.
2. Develop and implement at least 2 interactive teaching methods to improve
students' reading comprehension skills by the end of the school year. - 2
Interactive lesson plans for teaching reading comprehension skills.
3. Foster a love for reading among at least 80% of third-grade students by the
end of the school year. - A reading program that encourages students to read
more outside of class.
Exercise: Aligning Work Application Project (Literacy
Oriented) Goals, Objectives to Outputs and Outcomes

• Step 4: Align Outputs to Outcomes

1. Each output should now be aligned with an outcome.
2. An outcome refers to a change in the situation, behavior, or attitude of
the students as a result of the WAP.
• Example outcomes:
1. Improved reading comprehension assessment tool - Increased student
motivation and engagement in reading and better understanding of
reading comprehension skills.
2. 2 Interactive lesson plans for teaching reading comprehension skills -
Improved student performance in reading comprehension tests.
3. A reading program that encourages students to read more outside of
class - Increased student confidence in reading and enjoyment of
reading as a leisure activity.
Exercise: Aligning Work Application Project
Goals, Objectives to Outputs and Outcomes
Exercise template

Goal:

Objectives Outputs Outcomes

 Evaluation and Assessment Plan

• An evaluation and assessment plan is a systematic and

comprehensive strategy for determining the effectiveness and
success of a project, program or intervention.
• This plan outlines the methods, tools, and techniques that will
be used to assess the progress, impact, and outcomes of the
project.
• The goal of an evaluation and assessment plan is to determine
if the project is meeting its objectives and goals, and to identify
areas for improvement and modification.
 Evaluation and Assessment Plan

• The plan typically includes the criteria for evaluation, the data
collection methods, the instruments used for data collection, the
timeline for data collection and analysis, and the reporting
procedures for the results.
• The evaluation and assessment plan is an essential component
of any successful project and helps to ensure that the project is
on track and making progress towards its objectives.
 Case Study 2

Before reading the case, please find answer on the question

below:
1. What methods did Miss Sefil use to ensure that her evaluation
and assessment plan was comprehensive and effectively
measured the success of her project?
 Case Study

Miss Sefil was a dedicated and passionate second-grade teacher. She had
a class of 30 students, and a few of them struggled with reading. Despite
her efforts to help them, they remained frustrated and uninterested in
reading. Miss Sefil wanted to change this and was determined to find a
solution.
One day, she attended a professional development workshop on curriculum
and assessment, where she learned about the importance of evaluation and
assessment plans in work application projects. She was inspired and
decided to apply what she learned to her class.
Miss Sefil started by defining the problem she wanted to address. She
identified the students who were struggling with reading and wanted to find a
way to increase their motivation and interest in the subject. She then
researched various best practices and strategies for teaching frustrated
readers.
 Case Study

Next, she developed a project title: "Bringing the Joy of Reading to

Struggling Readers". Her project goals were to increase student
motivation and interest in reading and to improve their reading skills.
Her project objectives were specific, measurable, and aligned with her
project goals. She wanted her students to be able to read fluently and
comprehend what they read by the end of the project.
Miss Sefil then created a list of activities she would be conducting to
achieve her project objectives. She planned to use a variety of
teaching methods, such as small-group reading sessions, one-on-one
coaching, and interactive reading games. She also planned to
regularly assess her students' reading skills to monitor their progress.
 Case Study

To measure the success of her project, Miss Sefil created an

evaluation and assessment plan. She included a variety of
assessment tools, such as standardized tests, reading fluency
assessments, and observation checklists. She also decided to
conduct surveys and collect feedback from her students and their
parents to gauge their level of engagement and interest in reading.
Miss Sefil's evaluation and assessment plan was thorough and well-
thought-out. She had a clear understanding of what she wanted to
achieve with her project and how she would measure the results. She
was confident that her plan would help her reach her project goals and
bring the joy of reading to her struggling students.
 Case Study

How did Miss Sefil determine if her Work Application Project

on teaching frustrated readers was successful?
a) Through observations of the students
b) Through assessments and evaluations
c) Through student feedback
d) All of the above
 Case Study

What was the main goal of Miss Sefil's evaluation and

assessment plan in her Work Application Project?
a) To measure the effectiveness of the project
b) To improve the students' reading skills
c) To get a good grade from her supervisor
d) To make the project more fun
 Case Study

What methods did Miss Sefil use in evaluating the

success of her Work Application Project?
a) Formal assessments
b) Student self-evaluations
c) Parent-teacher conferences
d) All of the above
 Case Study

What was the basis for the assessment results in Miss Sefil's
Work Application Project?
a) The students' reading abilities
b) The students' engagement in the lessons
c) Both A and B
d) d) None of the above
How often did Miss Sefil assess the students in her Work
Application Project?
a) Weekly
b) Monthly
c) Quarterly
d) Bi-annually
Steps in Developing the Evaluation and
Assessment Plan

Step 2: Identify Step 7:

Step 1: Step 4:
the key Step 3: Choose Continuously
Determine the Determine the Step 5: Develop Step 6: Design a
stakeholders the appropriate monitor and
purpose and timeline for a data reporting and
who will be evaluation and adjust the
goals of the conducting collection and dissemination
involved in the assessment evaluation and
evaluation and evaluations and analysis plan plan
evaluation methods assessment plan
assessment plan assessments
process as necessary.
Steps in Developing the Evaluation and
Assessment Plan
1. Determine the goals of the evaluation and assessment
plan
The first step in creating an effective evaluation and assessment
plan is to determine the goals of the plan. This involves
identifying what you want to achieve through the assessment and
what information you hope to gather from it.
2. Identify the evaluation methods
Once you have determined the goals of your evaluation and
assessment plan, you need to identify the methods you will use
to gather the data. Some common methods include standardized
tests, surveys, student self-evaluations, and observations.
Steps in Developing the Evaluation and
Assessment Plan
4. Determine the assessment instruments
Next, you need to determine the assessment instruments that you will
use. These may include quizzes, essays, projects, or performance
tasks. The instruments should be aligned with the goals of your
evaluation and assessment plan and should measure the intended
outcomes.
5. Determine the timeline
Determining the timeline for your evaluation and assessment plan is
important for ensuring that the data is collected in a timely and
organized manner. Consider when the assessments will be given and
how often. You may also want to consider how long the assessment
process will take, including grading and analyzing the data.
Steps in Developing the Evaluation and
Assessment Plan

5. Consider the impact on the students

It is important to consider how the evaluation and assessment
process will impact the students. This may include how the
assessments will be used to inform instruction and how students
will be involved in the process.
6. Evaluate and analyze the data
Finally, once the data has been collected, you need to evaluate
and analyze it to determine if the project was successful. This
involves examining the data and determining if the intended
outcomes were achieved.
List of Assessment and Evaluation Methods
and Instruments for WAP
Qualitative - provides rich, detailed descriptions Quantitative - provides numerical results that can
and insights into a person's experiences, attitudes, be used to make statistical comparisons, draw
perceptions, and beliefs. conclusions, and make generalizations.
Classroom observation Multiple choice tests
Student interviews Short answer tests
Student self-reflection Standardized tests
Open-ended questionnaires Pre- and post-tests
Focus group discussions Performance tasks
Portfolio assessment Rubrics
Teacher anecdotal notes Surveys
Parent-teacher conferences Checklists
Peer evaluations Scales
Exercise: Identifying Appropriate Evaluation and Assessment
Methods and Instruments for Work Application Project
Instructions:
1. Read the description of the Work Application Project (WAP) below:
Title: Improving Literacy Skills of Struggling Readers in Grade 3
Problem: The students in grade 3 are having difficulty with their literacy skills. Many of them are
struggling with reading, writing, and comprehension.
Objective: To improve the literacy skills of the grade 3 students, specifically in the areas of
reading, writing, and comprehension.
2. Based on the description of the WAP, identify two appropriate evaluation and assessment
methods and instruments that could be used to determine the success of the project. One
method should be qualitative and the other should be quantitative.
3. Write down the methods and instruments you have chosen and explain why they are
appropriate for the WAP.
4. Share your answers with your peers and compare your choices with theirs. Discuss the
benefits and drawbacks of each method and instrument, and see if you can come to a
consensus on which ones would be the most effective for the WAP.
Other elements of the Classroom-based
WAPs
Materials and Resources:
(List the materials, tools, and resources that will be needed to carry out the
project)

Budget:
(Estimate the cost of the materials, tools, and resources that will be needed
to carry out the project)

Project Partners and Stakeholders:

(Identify the key partners and stakeholders that will be involved in the
project, such as students, parents, school administrators, community
organizations, etc.)
 Materials/
Resources
1. What materials are necessary
for the project activities?
2. How will the materials be
obtained or sourced?
3. What is the estimated cost of
the materials?
4. Can the materials be reused
or recycled after the project?
5. Are there alternative materials
that can be used to reduce
the cost?
Budget
1. What is the estimated total cost
of the project?
2. What is the source of funding
for the project?
3. Are there any potential
sponsors or donors for the
project?
4. What are the contingencies for
unexpected expenses?
5. How will the budget be
managed and monitored during
the project implementation?
Project Partners
and
Stakeholders
1. Who are the key stakeholders
involved in the project?
2. How will the stakeholders be
engaged and informed about the
project progress?
3. What is the role and responsibilities
of the stakeholders in the project?
4. How will conflicts among
stakeholders be addressed and
resolved?
5. How will the project partners and
stakeholders be acknowledged and
recognized for their contributions?
Exercise: Identifying Proper Considerations in Materials/Resources, Budget,
Project Partners, and Stakeholders for a Work Application Project

Instructions: Read each statement and determine whether it is a valid or invalid

consideration in identifying Materials/Resources; Budget; Project Partners and Stakeholders
for a Work Application Project. Write "Valid" or "Invalid" next to each statement
1. The budget should only include what is necessary for the project to be successful.
2. The project should have the support of the community and local government.
3. The project partners should have the same goals as the project.
4. The project should only use materials and resources that are readily available.
5. The project stakeholders should be consulted during the planning phase of the project.
6. The project should be planned without considering the budget.
7. The project partners should only be organizations.
8. The project budget should only be based on estimates and should not be revised as needed.
9. The project materials and resources should only be purchased from a single supplier.
10. The project stakeholders should only be limited to those who will directly benefit from the
project.
 Putting it All Together: Drafting a
Classroom-based Work Application Project
Instructions for Accomplishing the Classroom Work Application Project Template:

1. Fill in your name, grade level, subject, and date on the top of the template.
2. In the Background of the Problem section, provide a brief description of the problem or challenge
that you aim to address with the Work Application Project. Make sure to include the specific
context and situation that you are addressing.
3. In the Applied Best Practice/Research-Based Strategy section, indicate the best practices or
research-based strategies that you will be using to address the problem or challenge. This
section should include a brief explanation of the methods you will use and why they are
appropriate for the problem or challenge at hand.
4. In the Project Title section, come up with a brief and descriptive title for your Work Application
Project. This should be a concise statement that captures the main goal or objective of the
project.
5. In the Project Goals section, list down the broad and overall aspirations of your project. These
should be general statements that describe what you hope to achieve with the project.
 Putting it All Together: Drafting a
Classroom-based Work Application Project
Instructions for Accomplishing the Classroom Work Application Project Template:

6. In the Project Objectives section, list down the specific, measurable

outcomes or results that you aim to achieve with the project. These
should be specific and tangible goals that can be assessed or evaluated
to determine if the project was successful.
7. In the Project Activities section, list down the various activities that you
will be conducting to achieve your project objectives. These should be
described in detail and include a description of the tasks that need to be
completed for each activity.
8. In the Project Tasks section, list down the specific tasks that need to be
completed for each project activity. Make sure to include the steps
involved and any deadlines or timelines associated with each task.
9. In the Project Timeline and Schedule section, create a timeline or
schedule that shows when each project task will be completed and how
long it will take to complete. You can use a table or chart to visualize the
timeline and schedule.
 Putting it All Together: Drafting a
Classroom-based Work Application Project
Instructions for Accomplishing the Classroom Work Application Project Template:

10. In the Outputs section, list down the specific outcomes or results
that you expect to see from the project. These should be directly
related to the project activities and objectives and should be
measurable and quantifiable.
11. In the Outcomes section, list down the broader or more indirect
benefits or outcomes that you expect to see from the project.
These may include changes in behavior, attitudes, or knowledge,
and should be related to the project goals.
12. In the Evaluation and Assessment Plan section, include the
methods and tools that will be used to evaluate and assess the
outputs and outcomes of the project. This should include a
description of the methods, tools, and instruments you will use, as
well as the criteria or standards you will use to evaluate the results.
 Putting it All Together: Drafting a
Classroom-based Work Application Project
Instructions for Accomplishing the Classroom Work Application Project Template:

10. In the Outputs section, list down the specific outcomes or results
that you expect to see from the project. These should be directly
related to the project activities and objectives and should be
measurable and quantifiable.
11. In the Outcomes section, list down the broader or more indirect
benefits or outcomes that you expect to see from the project.
These may include changes in behavior, attitudes, or knowledge,
and should be related to the project goals.
12. In the Evaluation and Assessment Plan section, include the
methods and tools that will be used to evaluate and assess the
outputs and outcomes of the project. This should include a
description of the methods, tools, and instruments you will use, as
well as the criteria or standards you will use to evaluate the results.
 Putting it All Together: Drafting a
Classroom-based Work Application Project
Instructions for Accomplishing the Classroom Work Application Project Template:

14. In the Materials and Resources section, list the materials, tools,
and resources that will be needed to carry out the project. This
should include a description of each item, as well as an estimate of
the cost or budget for each item.
15. In the Budget section, estimate the cost of the materials, tools, and
resources that will be needed to carry out the project. This should
include a breakdown of the costs for each item and a total
estimated budget for the project.
16. In the Project Partners and Stakeholders section, identify the key
partners and stakeholders that will be involved in the project, such
as students, parents, school administrators, community
organizations, etc. This should include a description of each
partner or stakeholder, as well as a description of the role they will
play in the project.
 Putting it All Together: Drafting a
Classroom-based Work Application Project
Criteria Excellent (5) Good (4) Satisfactory (3) Needs Unsatisfactory (1)
Improvement (2)
Background of the Clearly and Adequately Briefly mentions Merely alludes to Does not mention
Problem succinctly explains explains the the problem or the problem or the problem or
the problem or problem or challenge challenge challenge
challenge challenge

Applied Best Clearly and Adequately Mentioned the Does not mention Does not
Practice/Research- effectively demonstrates the use of best the use of best demonstrate the
Based Strategy demonstrates the use of best practices or practices or use of best
use of best practices or research-based research-based practices or
practices or research-based strategies strategies research-based
research-based strategies strategies
strategies
Project Title Brief and Adequate title that Title is Title is vague and Title is not
descriptive title reflects the project somewhat not relevant to the descriptive or
that accurately relevant to the project reflective of the
reflects the project project project
 Putting it All Together: Drafting a
Classroom-based Work Application Project
Criteria Excellent (5) Good (4) Satisfactory Needs Unsatisfactory
(3) Improvement (1)
(2)
Project Goals Clearly and Adequately listed Mentioned but Not clearly listed Not listed
accurately listed not clearly
defined

Project Objectives Clearly and Adequately listed Mentioned but Not clearly listed Not listed or not
accurately listed with some not clearly or not all all outcomes are
with specific and specific and defined or not outcomes are measurable
measurable measurable all outcomes measurable
outcomes outcomes are measurable
Project Activities Clearly and Adequately listed Mentioned but Not clearly listed Not listed or not
accurately listed with some details not clearly or not enough enough details
with sufficient defined or not details
details enough details
 Putting it All Together: Drafting a
Classroom-based Work Application Project
Criteria Excellent (5) Good (4) Satisfactory Needs Unsatisfactory
(3) Improvement (1)
(2)
Project Tasks Clearly and Adequately listed Mentioned but Not clearly listed or Not listed or not all
accurately listed with some specific not clearly not all steps are steps are
with specific and and measurable defined or not all measurable measurable
measurable steps steps steps are
measurable
Project Timeline and Clearly and Adequately shows Mentioned but Not clearly shown Not shown or not all
Schedule accurately shows when each task will not clearly or not all tasks tasks have a
when each task will be completed and defined or not all have a timeline timeline
be completed and how long it will take tasks have a
how long it will take timeline

Outputs Clearly and Adequately listed Mentioned but Not clearly listed or Not listed or not
accurately listed with some details not clearly not enough details enough details
with sufficient defined or not
details enough details
 Putting it All Together: Drafting a
Classroom-based Work Application Project
Criteria Excellent (5) Good (4) Satisfactory Needs Unsatisfactory
(3) Improvement (1)
(2)
Outcomes Clearly and Adequately listed Mentioned but Not clearly listed Not listed or not all
accurately listed with some specificnot clearly or not all results results are
with specific and and measurable defined or not are measurable measurable
measurable results results all results are
measurable
Evaluation and Clearly and Adequately Mentioned the Does not mention Does not outline
Assessment Plan effectively outlines outlines the methods and the methods and the methods and
the methods and methods and tools tools that will be tools that will be tools that will be
tools that will be that will be used used to evaluate used to evaluate used to evaluate
used to evaluate to evaluate and and assess the and assess the and assess the
and assess the assess the outputs and outputs and outputs and
outputs and outputs and outcomes of the outcomes of the outcomes of the
outcomes of the outcomes of the project project project
project project
 Putting it All Together: Drafting a Classroom-
based Work Application Project
Criteria Excellent (5) Good (4) Satisfactory Needs Unsatisfactory
(3) Improvement (1)
(2)
Materials and Adequate and Some materials, Limited No clear materials, No materials, tools,
Resources: appropriate tools, and materials, tools, tools, and and resources are
materials, tools, and resources are and resources resources are identified and listed,
resources are identified and are identified and identified and and there is no
identified and listed, listed, and a rough listed, and there listed, and there is budget estimate
and a detailed estimate of the is no budget no budget estimate provided.
budget estimate is budget is provided. estimate provided.
provided. provided.
Partners and Key partners and Some partners and A few partners The key partners No partners and
Stakeholders stakeholders are stakeholders are and stakeholders and stakeholders stakeholders are
identified and listed, identified and are identified and identified are identified and listed.
and a clear plan for listed, but there is listed, but there inadequate and
involving them in limited information is no information lacking, requiring
the project is about how they will about how they significant
provided. be involved in the will be involved in improvement and
project. the project. additions.
 Agreements
The ways forward for the training on WAP would be as follows:

1. Teachers will be given 7 days to work on the WAP proposal.

2. School heads, assistant principals, master teachers, and head teachers will
be performing a school-level evaluation of the WAPs using the rubric.
3. After the school-level evaluation, the list of checked WAPs will be transmitted
to the Division Office.
4. A Google Drive will be created for a repository of evaluated WAPs for easy
access and sharing.
5. Supervisors in charge will conduct follow-up meetings for the presentation of
quality assured WAPs.
6. Immediate implementation of classroom-based WAPs is highly desired to
achieve the desired outcomes and results.
Survey on Perceptions and Attitudes towards Work Application Projects (WAP) in
Improving Teaching Practices and Professional Development in SDO Navotas

Please answer this survey form: https://tinyurl.com/SurveyWAPTeachers

The purpose of this survey is to gather information about teachers'

perceptions and attitudes towards the use of Work Application Projects (WAP)
in improving their teaching practices and enhancing their professional
development. Your responses will be used to understand how WAP can be
effectively integrated into instruction and what support teachers may need in
the future. Your participation in this survey is completely voluntary and all
responses will be kept confidential.