Professional Documents
Culture Documents
2023)
I. Profile
In 2018, the Programme for International Student Assessment (PISA) results suggested that most Filipino students need more time to be
ready for life after school. These areas of learners’ poor performance were interestingly identified in an analysis of teachers’ performance in
the Teacher Development Needs Study (TDNS, 2014). The poor assessment results for Filipino learners, therefore, necessitate a reform
initiative directed at supporting the strengthening of teachers’ subject knowledge and pedagogy to improve learner performance.
To assist in this reform initiative, the National Educators Academy of the Philippines (NEAP) and the Research Center for Teacher Quality
(RCTQ) collaborate to develop Professional Learning Packages (PLPs) in Mathematics, Science, and English/Reading for teachers in grades 7
and 8, and grades 9 and 10.
● address the appropriate indicators in the Philippine Professional Standards for Teachers (PPST indicators 1.5.2 and 1.5.3), the Philippine
Professional Standards for School Heads (PPSSH indicator 3.2.2), and the Philippine Professional Standards for Supervisors (PPSS
indicator 3.1.2).
● Philippine Professional ● Enhance teachers’ ● Provide technical assistance Provide technical assistance and
Standards for competencies in in integrating Basic SOLO instructional leadership support in
Teachers (PPST performing SOLO- Framework into the teaching implementing the teacher’s
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indicators 1.5.2 and based pedagogy. and learning process. workplace application plan that
1.5.3), the incorporates effective SOLO-based
Philippine pedagogy.
Professional ● Improve teaching ● Provide technical assistance
Standards for strategies and to teachers to incorporate
School Heads practices that promote effective SOLO-based
(PPSSH indicator the development of pedagogy on the following:
3.2.2), and the higher order thinking
Philippine a. instructional / lesson
skills of the learners.
Professional plan,
Standards for b. strategies,
Supervisors (PPSS
indicator 3.1.2). c. methods,
d. techniques, and
e. tactics.
● Provide appropriate
instructional leadership
support strategies on HOTS-
PLPs for continuous
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improvement of the teaching-
learning process on various
levels [division, district,
school, and or learning
center].
IV. Implementation Plan [the WAP must be implemented within 6 months after the training]
Provide technical assistance and instructional leadership support in implementing the teacher’s workplace application plan that
incorporates effective SOLO-based pedagogy.
1. [e.g. conduct [e.g. review the [e.g. during classroom [e.g. increased teacher’s [e.g. identify the names]
classroom instructional plan on observation] efficiency in employing
observation] integration of SOLO SOLO framework in the
framework] teaching and learning
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process]
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Prepared by (name and position): Signature Date
*for school head: reviewed by the PSDS, **approved by the Chief EPS of CID
*for supervisor: reviewed by the CID Chief and **approved by the ASDS or SDS