Teacher Empowerment Program:

The Teacher Empowerment Program is based on the fundamental understanding

that empowered educators are the foundation of effective and transformative
education. The primary goal of this program is to provide teachers with the tools,
resources, and unwavering support they need to excel in their profession. This, in
turn, increases their ability to positively influence student learning outcomes and
raise overall educational quality.

The principles that guide this program are (1) enhancing teaching effectiveness, (2)
encouraging continuous improvement, (3) boosting teacher confidence, (4)
inspiring teaching innovations, (5) and aligning with global goals.

The Teacher Empowerment Program is, at its core, a strategic investment in the
improvement of education. The program fosters individual growth while also
contributing to the creation of a dynamic, effective, and responsive educational
ecosystem by providing educators with the necessary tools and unwavering
support to thrive in their roles. This, in turn, generates benefits that spread throughout
society, benefiting students, teachers, and the larger community. As a result of the
program, the Educator Skill Building Bundle (ESB Bundle) developed into a
comprehensive resource designed to empower and enrich educators in their
professional journey.

Educator Skill Building Bundle (ESB Bundle)

The "Educator Skill Building Bundle" is a comprehensive material designed to support

educators in enhancing their teaching skills and effectiveness. This is structured
around a two-stage framework that prioritizes building a strong foundation of
awareness before progressing to continuous improvement through feedback and
reflection.

Stage 1: Foundation and Awareness

At the foundation stage, educators are encouraged to engage in self-

assessment to identify their strengths and areas for growth within a specific skill
area. This could involve self-reflection questionnaires, surveys, and guided
introspection.
The goal is to help educators gain awareness of their existing competencies and
the skills they want to develop.
 With self-assessment as the starting point, educators are exposed to sample
materials aims to broaden educators' understanding and perspectives related to
the skill.

The foundation stage also involves workshops or training sessions in the

identified skill area. These interactive sessions provide educators with self-assessment
and research and study on the foundational knowledge, theoretical frameworks,
and practical strategies. This hands-on approach helps educators build a strong
base of understanding and familiarity with the skill.

Stage 2: Practice, Feedback, and Continuous Improvement

This stage encouraged teachers to put their newly acquired skills to use. This
may entail incorporating new strategies, techniques, or approaches into their
lessons. Educators gain first-hand experience and insights into the skill's impact by
experimenting with it in their classrooms.

Furthermore, soliciting feedback on the strategies that have been

implemented provides educators with valuable insights into the effectiveness of
their skill development efforts. Peer observation will facilitate the exchange of
constructive insights and improvement suggestions.
 Educator Skill Building Bundle 3

Focus: Philippine Professional Standard for Teachers Domain 1,

Strand 1.3: Positive use of ICT to facilitate the teaching and
learning process.

Stage 1: Foundation and Awareness

1.1Research and study: Deepening understanding of the specific area with

relevant literature, attending workshops, and exploring best practices. Gain
insights into effective strategies and techniques that can enhance teaching
practice.

Philippine Professional Standard for Teachers Domain 1, Strand 1.3: Positive use of ICT
to facilitate the teaching and learning process.

Table 1: PPST Domain 1, Strand 1.3, proficiency level, and evidence of

practice.

Proficiency Evidence of Practice

Level of
Teacher
Beginner 1.3.1 Show skills in the positive ise of ICT to facilitate the teaching
and learning process
Proficient 1.3.2 Ensure the positive of ICT to facilitate the teaching and
learning process
Highly 1.3.3 Promote effective strategies in the positive use of ICT to
Proficient facilitate the teaching and learning process
Distinguished 1.3.4 Mentor colleagues in the implementation of policies to
ensure the positive use of ICT within or beyond the school.
Teachers can demonstrate their skills in the positive use of Information and
Communication Technology (ICT) to facilitate the teaching and learning process in
several ways:

Table 2: Strategies in the use of ICT in teaching and learning.

1. Integrating Designing lessons that incorporate technology to

Technology into Lesson enhance the learning experience. This includes using
Plans multimedia, educational apps, and online resources
to make lessons more engaging and interactive.

2. Digital Literacy Ensuring that students are digitally literate by teaching

them how to use various digital tools, software, and
online platforms effectively and responsibly.

3. Adaptive Learning Utilizing adaptive learning software and platforms

to tailor instruction to individual student needs,
helping students learn at their own pace and
level.
4. Creating Digital Creating their own digital resources, such as video
Content: tutorials, interactive quizzes, and online study materials,
to supplement traditional teaching materials.

5. Flipped Classroom Implementing the flipped classroom model, where

students learn new content through online materials
at home and use class time for discussions and
practical applications.

6. Online Collaboration Encouraging collaborative learning through online

platforms, enabling students to work on group
projects and share ideas and resources digitally.

7. Providing Timely Using digital tools to provide prompt feedback to

Feedback students, whether through online quizzes, automated
grading, or feedback on assignments submitted
electronically.

8. Digital Assessments Employing online assessment tools for formative and

summative evaluations, enabling teachers to track
student progress more efficiently and analyze results for
improved instruction.
9. Virtual Reality and Exploring the use of virtual reality (VR) and
Augmented Reality augmented reality (AR) to create immersive learning
experiences in subjects such as history, science, and
geography.
 10. Data Analysis Using data analytics to identify trends and patterns
in student performance, helping teachers make
data- driven decisions to enhance their teaching
methods.
11. Online Employing various communication tools (e.g.,
Communication email, messaging apps, discussion forums) to
maintain open and effective communication with
students, parents, and colleagues.
12. Cybersecurity and Educating students about online safety, responsible
Digital Citizenship internet use, and ethical behavior in the digital realm.

13. Professional Actively seeking out professional development

Development: opportunities related to ICT in education and sharing
knowledge and experiences with peers.

14. Problem-Solving Encouraging students to use ICT to solve real-world

problems and promote critical thinking and creativity.

By demonstrating proficiency in these areas, teachers can effectively leverage ICT

to improve the teaching and learning process, preparing students for success in
the digital era.

1.2Self-Assessment: Self-Assessment on the teacher’s level of proficiency with

strengths and weaknesses in the use of ICT to facilitate the teaching and
learning process.

Directions: Place a check in the box as personal assessment in the level of

proficiency in terms of the use of ICT to facilitate the teaching and learning
process.

Table 3: Self-Assessment on the teacher’s level of proficiency with their strengths and
weaknesses in the use of ICT to facilitate the teaching and learning process.

Beginner Proficient Highly Distinguished

Proficient
Strengths Need Improvement
1.3Self-Assessment:
Self-Assessment on the teacher’s level of proficiency with the strategies in the
use of ICT to facilitate the teaching and learning process.

Directions: Place a check in the appropriate column your awareness and

implementation of the strategies in the use of ICT in teaching and learning.
Reflect on your level of awareness and practice of the enumerated strategies.

Table 4: Teacher awareness and implementation of the use of ICT in Teaching and
Learning.

# Positive use of ICT in Teaching and Aware Not Practice Not

Learning Aware Practice
1 Integrating Technology into Lesson
Plans
2 Digital Literacy
3 Adaptive Learning
4 Creating Digital Content:
5 Flipped Classroom
6 Online Collaboration
7 Providing Timely Feedback
8 Digital Assessments
9 Virtual Reality and Augmented Reality
10 Data Analysis
11 Online Communication
12 Cybersecurity and Digital Citizenship
13 Professional Development:
14 Problem-Solving
15 Others you may suggest.
Personal reflection on the level of awareness and practice:
Stage 2: Practice, Feedback, and Continuous Improvement

Practice 2.1: Teachers need to improve his/her proficiency level from beginning to
proficient by ensuring the positive use of ICT in teaching and learning.

In table 4, you have determined your level of awareness and practice of the
recommended strategies in the use of ICT in teaching and learning. In your
reflection, identify the strategies you have failed to practice and develop a plan of
action to practice using the table below.

Directions: Develop a plan of action to 3 least practiced strategies in the use of ICT
in teaching and learning.

Table 5: Action Plan in Practicing other strategies in the use of ICT in Teaching and
Learning.

Project Activity Timeline Resources Person/s Expected

involved Output
Ex.Virtual Research 2nd Quarter  Internet School Utilize VR or
Reality and samples of connection head AR in the
virtual reality.  Computer Research lesson
Augmented Coordinator
Reality Academic
coordinator

1.

2.

3.
Practice 2.2: Improving performance from proficient to highly proficient through
promoting the use of ICT in teaching and learning.

Directions: Develop a plan of action to promote effective teaching and learning

strategies using the table below.

Table 6. Action Plan in Promoting ICT Teaching Strategies

Project Objective Timeline Resources Person/s Expected

involved Output/
MOVs
Ex. Professional To serve 2nd Quarter  Internet School Recognition
Development as connection head as Resource
resource  Computer Research Speaker in
speaker  Materials Coordinator LAC for ICT
for school Academic strategies in
LAC about coordinator Teaching.
ICT
strategies
Peer
Collaboration
Mentorship
Program
Feedback and
Evaluation
Access to
Resources
Curriculum
Design
Professional
Learning
Communities
Practice 2.3: Improving performance from highly proficient to distinguished through
mentoring colleagues in the implementation of policies to ensure the positive use of
ICT within or beyond the school.

Table 7: Teacher Accomplishments in Mentoring Program

Directions: Complete the table presenting your accomplishment in mentoring

strategies.
Strategy Description Objective Activity Output MOVs
Ex. Demonstrate Model best Model ICT Sample Presented School Memo
Excellence practices and strategy that Presentation best Activity
showcase improves with Teachers practices in Design
how learner ICT utilization Attendance
technology performance in Teaching of participants
can enhance and Learning Samle
education presentation
Data analysis
in the
improvement
of learning
Collaborative Collaborate
with colleagues
Planning to plan lessons
or projects that
integrate ICT
effectively.
Show how to
align
technology use
with learning
objectives and
curriculum.

Hands-On Provide
hands- on
Training training
sessions and
workshops to
build ICT skills.
Offer practical
tips and
strategies for
using
technology
tools and
platforms.

Resource Share a curated

list of
Sharing educational
resources, tools,
and platforms
that can
facilitate the
integration of
ICT. Help
colleagues
 discover
valuable
resources for
their subjects or
grade levels.
Classroom Observe your
colleagues in
Observation action, focusing
on how they
use ICT. Offer
insights and
suggestions for
improvement,
emphasizing
positive and
constructive
aspects.

Advocate for Collaborate

with school
Policy leadership and
Alignment administrators
to align ICT
policies with the
best practices
you are
promoting.
Advocate for
resources and
support for ICT
integration.
2.3 Soliciting feedback and continuous improvement.

This peer interaction is intended to facilitate the exchange of constructive insights

and improvement ideas.

Directions: Pair up with a colleague who is working on the same skill. Conduct
classroom teaching and observation using the structured peer observation form
(Table 8). Put a check on the appropriate column for evident (E) or not evident
(NE) and write the evident content presented.

Table 8: Structured Peer Observation Focusing on PPST Strand 1.3

A: ICT Strategies E NE B: Strategies for Improving E NE

Performance in ICT
Integrating Technology into Demonstrate Excellence
Lesson Plans
Digital Literacy Collaborative Planning
Adaptive Learning Hands-On Training
Creating Digital Content: Resource Sharing
Flipped Classroom Classroom Observation
Online Collaboration Advocate for Policy
Alignment
Providing Timely Feedback C: Strategies for
Promoting ICT
Digital Assessments Professional Development
Virtual Reality and Peer Collaboration
Augmented Reality
Data Analysis Mentorship Program
Online Communication Feedback and Evaluation
Cybersecurity and Digital Access to Resources
Citizenship
Professional Development: Curriculum Design
Problem-Solving Professional Learning
Communities
Others you may suggest.
A. B.
Number of evident strategies: Number of evident strategies:
Number of not evident strategies: Number of not-evident strategies:
Reflection: Reflection:
 C.
Number of evident strategies:
Number of not-evident strategies:
Reflection:

Continuous Improvement Plans: Continuous Improvement Plans:

End of Module 3

Congratulations on successfully completing the module of our seminar

workshop! Your hard work and dedication have brought you one step closer to
achieving your goals as an educator. We appreciate your active participation and
commitment to your professional development.

As we move forward, we kindly request that you submit your module

output and provide an evaluation of the module. Your valuable feedback will help
us improve our future sessions and better tailor our content to meet your needs.
Output submission checklist:

Directions: Check the last column, which represents the completion and
submission of the module's required output.

Output Title Check

number
1 Table 3: Self-Assessment on the teacher’s level of proficiency with
their strengths and weaknesses in the use of ICT to facilitate the
teaching and learning process.
2 Table 4: Teacher awareness and implementation of the use of ICT in
Teaching and Learning.
3 Table 5: Action Plan in Practicing other strategies in the use of ICT in
Teaching and Learning.
4 Table 6. Action Plan in Promoting ICT Teaching Strategies
5 Table 7: Teacher Accomplishments in Mentoring Program
6 Table 8: Structured Peer Observation Focusing on PPST Strand 1.3
7 ESBB3 Evaluation

Please take a moment to reflect on your experiences and share your

insights. Your input is important to us. You can submit your module output and
evaluation through the provided evaluation link. (per module/link )

Thank you once again for your enthusiasm and effort. We look forward to
receiving your feedback and watching you continue to thrive in your teaching
journey.

ESBB3 Evaluation

Directions: We would appreciate your feedback on this seminar workshop by

answering the following questions.

1. Was the workshop content relevant and easy to follow?

2. Enumerate your key learnings and takeaways.

3. Discuss the strengths and weaknesses of the module.

4. Would you recommend this workshop to other teachers?

 Disclaimer:

The module provided serves as a valuable guide for teachers on their

journey from novice to expert level of proficiency. While we aim to offer
comprehensive guidance, it is essential to understand that the effectiveness of
this guidance is contingent upon the active and diligent participation of the
workshop participants within their respective school environments.

The successful implementation of the strategies and techniques outlined in

this module relies on each participant's full documentation of the actual activities
conducted in their school stations. This documentation should be carried out in
accordance with established protocols and should be fully signed, approved by
immediate superiors, and corroborated by colleagues within the educational
institution.

We emphasize that this module is a tool to facilitate your professional

growth, but its ultimate impact is shaped by your active engagement,
adaptability, and the unique circumstances in your teaching environment. Your
ability to apply and adapt the strategies to your specific context, obtain the
necessary approvals, and garner support from colleagues will play a crucial role
in your development as an educator.

This module is designed to empower and guide you, but it is your

dedication, collaboration, and the practical application of the concepts within
your school setting that will truly transform you into an expert educator. We wish
you the utmost success in your educational journey and encourage you to make
the most of the resources provided while considering your individual context and
requirements.