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Republic of the Philippines

Department of Education
REGION VII, CENTRAL VISAYAS
SCHOOLS DIVISION OF CEBU PROVINCE
DISTRICT OF PORO
ESPERANZA ELEMENTARY SCHOOL

LEARNING AND DEVELOPMENT

PROGRAM DESIGN

MID-YEAR PERFORMANCE
REVIEW AND EVALUATION
(MPRE) AND SCHOOL-BASED IN-
SERVICE TRAINING (INSET)
FOR TEACHERS

DATE: January 24-26 and January 29-30, 2024

VENUE: Esperanza Elementary School
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Esperanza, Poro, Cebu
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Program Design Template

I. General Program Information/Proposal Brief:

Program Title: FIVE-DAY MID-YEAR PERFORMANCE REVIEW AND EVALUATION

(MPRE) AND SCHOOL-BASED IN-SERVICE TRAINING (INSET) FOR
TEACHERS
Program Owner: Dr. Senen Priscilo P. Paulin, CESO V, Schools Division
Superintendent-Cebu Province Division
Program Managers: Cherry L. Estrera, School Principal
_________________________,SHRD Coordinator
Target Participants: 17 Teachers, 1 School Head and 1 Non-Teaching Personnel
Proposed Implementation January 24-26 and January 29-30, 2024
Date:
Proposed Venue: Esperanza Elementary School –Esperanza, Poro, Cebu
Prerequisite Programs: None
Duration: 5 Days
Management Level of DepEd – SDO Cebu Province thru Poro District
Program:
Delivery Mode: Face-to-Face with strict observance of health protocols
Funds /Total Proposed School MOOE FUNDS (use the budget template provided to calculate
Budget: the costs)
Proposed CPE credit units N/A
(if any):
Registration Fee N/A
(if any):

II. Program Background and Rationale

The Department of Education is committed to enable the teachers to continuously upgrade their
knowledge, skills and competencies considering that these improve teaching-learning and
instructional practices which thoroughly enhance teachers’ performances and competency levels.
Therefore, teacher development has been repeatedly urged upon in order to help learners acquire
21st-century abilities and make education more receptive to the demands of a knowledge-based
society. With the abundance of conferences, courses/programs, and published materials supporting
it, the idea of teaching as a life-long learning process is gaining ground. Professional development,
usually referred to as in-service training, is the process of building the necessary knowledge-base
and abilities teachers require to carry out their role effectively. This entails not just acquiring fresh,
theoretical teaching concepts and recommendations but also practicing and trying them and figuring
out how to improve their usability in specific teaching contexts. Further, teachers' professional
development must include constant reflection, assessment, and analysis of their own practices since
these activities can help them create new teaching theories and perform better. Teachers'
professional growth is mostly dependent on their ability to be critical, introspective about their
teaching experiences, and motivated to bring about change and improvement.

To support this thrust and to address the ongoing need of teachers to evaluate their
performance and be given the most up-to-date knowledge base and skill sets, this training program is
hereby developed.

End of Program Outputs:

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By the end of the activity, the participants will be able to submit the following outputs:

a) Mid-Year Performance Review Form

b) Reading Remediation Plan
c) At least one (1) instructional material for reading remediation
d) Learning Tasks aligned with the SOLO levels
e) Reflection Sheets in identified topics
f) Mid-Year RPMS Portfolio; and
g) Action Research Proposals

Outcomes/Success Indicators:

The participants are capacitated on the emerging pedagogies required of a teacher thereby
maintaining their instructional competence so as to guarantee positive results in the teaching-
learning process.

III. Program Description:

This is a formal face-to-face training that will run for 5 days for all teachers, school heads and
non-teaching personnel of Esperanza Elementary School , Poro District. It will be comprised of
lectures and workshops for the selected topics. The first two (2) days shall be spent evaluating the
school's progress in the implementation of the educational programs, projects and activities, as well
as reviewing the performance of teachers and the school staff to address concerns through
cooperative effort. In addition, the last three (3) days shall be devoted to the conduct of the school-
based INSET activities for the teachers' continued professional development and the preparation of
their Instructional Materials (IMs). Health protocols shall be strictly observed. Outputs shall be
submitted for consolidation and reporting purposes.

The proponents further propose that meal allowance and transportation allowance (residence
is at least 15km away from the school) shall be allocated for the participants subject to the
availability of funds of the school and the usual accounting and auditing procedures.

IV. Target Participants’ Description

Target participants are the following:

A. ELEMENTARY
No. Name Teacher School Head Non-Teaching Personnel

ESPERANZA ELEMENTARY SCHOOL

1 Marie Eve A. Romero /
2 Evelyn O. Pesquera /
3 Philma C. Rosauro /
4 Mary Shine T. Paga /
5 Pretche C. Suralta /
6 Queenevev C. Dagoy /
7 Pamela B. Rosauro /
8 Lyn M. Rosauro /
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9 Catherine T. Nudalo /
10 Eva G. Bangi /
11 Judy Lou R. Poligrates /
12 Adonesa C. Labajo /
13 Jana Liza E. Cabreros /
14 Norelyn Vallejo /
15 Alfie J. Borlasa /
16 Raymond D. Roluna /
17 Ires Donasco /
18 Chrismie G. Trago /
19 Cherry L. Estrera /

TOTAL 17 1 1

V. Workplace Development Objectives (WDO)

Learning Required Key Performance

Learning Current Strategies Resources Indicators
Goals Status
n/a n/a n/a n/a n/a

VI. Program Learning Objectives

Purpose/s:

To address the ongoing need for teachers to reflect on their performance and be given the most
up-to-date knowledge base and skill sets that would enable them to improve their current practice.

Objectives:

At the end of the program, the participants are expected to have:

a) Assessed current teaching practice and performance as outlined in DM No. 008 series of 2023;
b) Evaluated mid-year performance in the implementation of educational programs, activities,
and projects;
c) Demonstrated understanding on SOLO (Structure of Learning Outcomes) and HOTS-PLPs
(Higher-Order-Thinking Skills-Professional Learning Packages (HOTS-PLPs for English,
Science and Math Teachers) in the teaching-learning process, National Learning Camp, Catch-
Up Fridays including the crafting of action research proposals;
d) Explained the salient points of the Policy Guidelines on the Implementation of the
Comprehensive Sexuality Education (DepEd Orcer No. 31, s. 2018), Child Rights Policy:
Adopting the Rights-Based Education Framework in Philippine Basic Education (DepEd Order
No. 31, s. 2022), DepEd Child Protection Policy (DO No. 40, s. 2012), Safe Spaces Act (RA No.
11313 and the different learner-centered teaching approaches and strategies for learners’
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holistic development;
e) Developed a deeper understanding and appreciation of Inclusive Programs, especially in
eliminating barriers that prevent learners from reaching greater heights through accessible
and quality education;
f) Gained a deeper understanding of reading remediation strategies and techniques;
g) Developed instructional materials for reading remediation; and
h) Articulated and displayed professional standards of handling slow/struggling readers.

II. Program Content Focus/Detailed Activity Implementation Plan

Content Matrix (Plot the scope of program content based on the priority KSAs identified and their
corresponding expected outputs)

Day 1 (January 24, 2024) WEDNESDAY

Knowledge: Articulate the salient points of the recent RPMS-PPST Tools
Skill: Familiarize the RPMS-PPST Tools
Attitude: Display honesty in assessing one’s performance
Suggested Speaker/
Topic/Content Time Duration Output
Activity Facilitator
Registration/ 8:00 – 9:00 1 hour Raymond R.
Preliminaries/Opening Jana Liza C.
Program Pamela R.
Queenevev
D.
New RPMS Guide  Lecture 9:00 – 11:00 2 hours Cherry L. Reflection
(DepEd Memo No. 008 Estrera Sheet
series of 2023)

Review of the IPCRF

In-Depth Look into the  Lecture 11:00 – 12:00 1 hour Eva G. Reflection
PPST Indicators and Its Bangi Sheet
Corresponding Tools
LUNCH 12:00 – 1:00
In-Depth Look into the  Lecture 1:00 – 2:00 1 hour Eva G. Reflection
PPST Indicators and Its Bangi Sheet
Corresponding Tools
(continuation)
Mid-Year Performance  Professional 2:00 – 3:00 1 hour Cherry L. Reflection
Review Reading Estrera Sheet
Mid-Year
Review
Form

Preparation of MOVs for  Workshop 3:00 – 5:00 2 hours Eva G. MOVs

Mid-Year Performance Bangi Portfolio on
Evaluation different
KRAs
Day 2 (January 25, 2024) THURSDAY
Knowledge: Identify the school’s progress in the implementation of the educational programs,
activities, and projects.
Skill: Assess mid-year performance in the implementation of educational programs, activities,
and projects.
Attitude: Express interest in assessing the school’s performance in the implementation of
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educational programs, activities, and projects.

Suggested Speaker/
Topic/Content Time Duration Output
Activity Facilitator
Management of Learning 8:00 – 9:00 1 hour Evelyn P.
(MOL)/Preliminaries Adonesa L.
Lyn R.
Preparation of MOVs for Workshop 9:00 – 12:00 3 hours Eva G. MOVs
Mid-Year Performance Bangi Portfolio on
Evaluation (Continuation) different
KRAs
LUNCH 12:00 – 1:00
Revisit and Evaluation of  Workshop 1:00 – 3:00 2 hours Alfie G. MOVs
PPAs  Professional Borlasa
Refer to: RM No. 273 Reading
series of 2020 and RM No.
141 series of 2021
Strategic Planning on the  Workshop 3:00 – 5:00 2 hours Cherry L. MOVs
Implementation of  Lecture Estrera
Educational Programs,
Activities, and Projects

Day 3 (January 26, 2024) FRIDAY

(for Secondary)
Knowledge: Articulate the different SOLO levels that measure learners’ understanding and
knowledge acquisition of a particular learning competency
Skill: Demonstrate understanding on the underlying contexts of SOLO and HOTS in the
Classroom including the supporting HOTS in the Classroom through Learning Approaches, HOTS
in Practice, Workplace Application Plan, Forcing the Forces and Professional Learning Community
in Schools
Attitude: Appreciate the value of persistence in writing learning tasks aligned with the SOLO
levels
Suggested Speaker/
Topic/Content Time Duration Output
Activity Facilitator
Management of 8:00 – 8:30 30 minutes
Learning
(MOL)/
Preliminaries
HOTS-PLPs  Lecture 8:30 – 9:00 30 minutes Journal Entry
Walkthrough
SOLO and  Lecture/ 9:00-10:30 1 hour and Journal
HOTS in the Workshop 30 minutes Entry/
Classroom Worksheets/
MOVs
Supporting  Lecture/ 10:30-11:30 1 hour Journal
HOTS in the Workshop Entry/
Classroom Worksheets/
through MOVs
Learning
Approaches
HOTS in  Lecture/ 11:30-12:00 30 minutes Journal
Practice Workshop Entry/
Worksheets/
MOVs

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LUNCH 12:00 – 1:00

HOTS in  Lecture/ 1:00-2:00 1 hour Identified Journal
Practice Workshop Resource Entry/IMs/
Speaker MOVs
Workplace  Lecture/ 2:00-3:00 1 hour Identified Journal
Application Workshop Resource Entry/
Plan Speaker Worksheets/
MOVs
Facing the  Lecture/ 3:00-4:00 1 hour Identified Journal
Forces Workshop Resource Entry/
Speaker Worksheets/
MOVs
Professional  Lecture/ 4:00-5:00 1 hour Identified Journal
Learning Workshop Resource Entry/
Community in Speaker Worksheets/
Schools MOVs

For Elementary

Knowledge: Cite and explain relevant data as to realization of inclusive education programs,
targets and standards in the teaching-learning process
Skill: Assess the effectiveness and efficiency of the filed implementers in implementing policies,
programs and projects towards the realization of inclusive education programs, targets and
standards
Attitude: Recognize issues and concerns for appropriate interventions and technical assistance
thereby eliminating barriers that prevent learners from reaching greater heights through
accessible and quality education

Suggested Speaker/
Topic/Content Time Duration Output
Activity Facilitator
Management of Learning 8:00 – 8:30 30 Eva G.
(MOL)/Preliminaries minutes Alfie B.
Judy Lou P.
Chrismie T.
Inclusive Education in the  Lecture 8:30 – 9:10 40 Evelyn O. Journal
Philippines (Walkthrough) minutes Pesquera Entry

Inclusive Education  Lecture/ 9:10 – 9:50 40 Marie Eve Journal

Program and Practices Workshop minutes A. Romero Entry/
Worksheets
/MOVs
Worksheets
/MOVs
Leading and Managing  Lecture/ 9:50-10:30 40 Mary Journal
Inclusive School Workshop minutes Shine T. Entry/
Paga Worksheets
/MOVs

Tagging of Learners in  Lecture/ 10:30-11:10 40 Catherine Journal

Inclusive Program Workshop minutes T. Nudalo Entry/
Worksheets
/MOVs
Worksheets
/MOVs

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Provision of Accessibility  Lecture/ 11:10-11:50 40 Philma C. Journal

Towards Inclusive Workshop minutes Rosauro Entry/
Education Worksheets
/MOVs
LUNCH 1:00- 5:00
Developing Foundational  Lecture/ 1:00- 5:00 5 hours Judy Lou /MOVs
Skills in Mathematics Workshop Poligrates
Eva G.
Bangi
Cherry L.
Estrera
Day 4 (January 29, 2024) MONDAY
Knowledge: Cite examples of reading difficulties and corresponding reading interventions and
techniques.
Skill: Discuss the remedial reading strategies appropriate for struggling readers
Attitude: Appreciate the value of persistence in implementing reading remediation strategies and
techniques.

Suggested Speaker/
Topic/Content Time Duration Output
Activity Facilitator
Management of Learning 8:00 – 8:30 30 Mary Shine
(MOL)/Preliminaries minutes P.
Ires D.
Marie Eve
R.
Philma R.
Walkthrough on DM 001,  Lecture 8:30 – 9:30 1 hour Adonesa Journal
s. 2024 (Implementation of Labajo Entry
Catch-Up Fridays)
Reading Remediation and  Lecture/ 9:30-10:30 1 hour Pretche C. Journal
Intervention Workshop Suralta Entry/
Worksheets
/MOVs
Understanding Reading  Lecture/ 10:30 – 12:00 1 hour Queenevev Journal
Instruction Workshop and 30 C. Dagoy Entry/
minutes Worksheets
/MOVs
LUNCH 12:00 – 1:00
Development of  Lecture 1:00 – 5:00 4 hours Judy Lou IMs/
Instructional Materials for  Workshop R. MOVs
Struggling Readers Poligrates

Day 5 (January 30, 2024) TUESDAY

Knowledge: Explain the significance of the different learner-centered teaching approaches and
strategies for learners’ holistic development including the underlying concepts of Early Language
Literacy and Numeracy (ELLN), Policy Guidelines on the Implementation of the Comprehensive
Sexuality Education (DepEd Order No. 31, s. 2018), Child Rights Policy: Adopting the Rights-
Based Education Framework in Philippine Basic Education (DepEd Orcer No. 31, s. 2022), DepEd
Child Protection Policy (DepEd Order No. 40. S. 2012) and Safe Spaces Act (RA No. 11313)

Skill: Demonstrate competence and understanding on the different learner-centered teaching

approaches and strategies for learners’ holistic development including the underlying concepts of
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Early Language Literacy and Numeracy (ELLN), Policy Guidelines on the Implementation of the
Comprehensive Sexuality Education (DepEd Order No. 31, s. 2018), Child Rights Policy: Adopting
the Rights-Based Education Framework in Philippine Basic Education (DepEd Orcer No. 31, s.
2022), DepEd Child Protection Policy (DepEd Order No. 40. S. 2012) and Safe Spaces Act (RA No.
11313)

Attitude: Display critical thinking skills in maximizing full potentials as regards the different
learner-centered teaching approaches and strategies for learners’ holistic development including
the underlying concepts of Early Language Literacy and Numeracy (ELLN), Policy Guidelines on
the Implementation of the Comprehensive Sexuality Education (DepEd Order No. 31, s. 2018),
Child Rights Policy: Adopting the Rights-Based Education Framework in Philippine Basic
Education (DepEd Orcer No. 31, s. 2022), DepEd Child Protection Policy (DepEd Order No. 40. S.
2012) and Safe Spaces Act (RA No. 11313)
Suggested Speaker/
Topic/Content Time Duration Output
Activity Facilitator
Management of Learning 8:00 – 8:30 30 Catherine
(MOL)/Preliminaries minutes N.
Norelyn V.
Pretche S.
Walkthrough on the Policy  Lecture 8:30-9:30 30 Lyn M. Journal/
Guidelines on the minutes Rosauro MOVs
Implementation of the
National Learning Camp
and Early Language
Literacy and Numeracy
(ELLN)
Learner-Centered  Lecture 9:30-11:00 1 hour Pamela Journal/
Teaching Approaches and  Workshop and 30 Rosauro MOVs
Strategies minutes
Policy Guidelines on the  Lecture 11:00-12:00 1 hour Raymond Journal/
Implementation of the R. Dalaguit MOVs
Comprehensive Sexuality
Education (DepEd Order
No. 31, s. 2018)
LUNCH 12:00 – 1:00
Rights-Based Education  Lecture/ 1:00 – 2:30 1 hour Cherry L. Journal/
Framework in Philippine Workshop/ and 30 Estrera MOVs
Basic Education (DepEd Guided minutes
Order No. 31, s. 2022) Learning

DepEd Child Protection  Lecture 2:30-4:00 1 hour Jana Liza Journal/

Policy (DO No. 40, s. 2012)  Guided and 30 E. MOVs
Safe Spaces Act ( RA No. Learning minutes Cabreros
11313)
Closing 4:00-5:00 1 hour
Program/Distribution of
Certificates of
Participation/Recognition

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BUDGET TEMPLATE
BUDGET TEMPLATE FOR TRAINING AND DEVELOPMENT PROGRAMS
(A separate electronic file in excel format is available)
Activity MID-YEAR PERFORMANCE REVIEW AND EVALUATION (MPRE) AND
SCHOOL-BASED IN-SERVICE TRAINING (INSET) FOR TEACHERS
Level: Central Office
Region
Division
Venue Esperanza Elementary School- Esperanza, Poro,Cebu Cluster
Date January 24-26, 2024 and January 29-30, 2024 School X
Please fill or shade the corresponding mode of Professional Development Delivery
x Mentoring Programs x Coaching Programs
x Professional Learning Teams x Peer Observation Programs
x Workshop Accredited Courses
Structured Professional Reading Personal Professional Reading
x Practicum/School Visit Programs On-line Learning Programs
x External Consultant/Critical Friend Others: Please specify ________________________

Cost Total
# REQUIRED
per #
ITEM OF EXPENDITURE (e.g. # of pax/ Amount
Unit/ of
units/sets/hr.)
Hour days
A. Pre Implementation
Designing / Materials Development -
Materials (tarpaulin poster) -
Travelling Expenses
Sub-total Pre Implementation -
B. Implementation
Live-In: (lodging, food & accommodation) N/A
Day 0 (accommodation) N/A
Day 1 N/A
Day 2 N/A
Day 3 N/A
Day 4 N/A
Day 5 N/A
Projector N/A
Venue N/A
Streamer/Banner 1 500.00 500.00
Allowance
Per Diems 19 200 5 19,000.00

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Transportation - - - -
Honoraria - - N/A
Sub-total Implementation
Total A & B 19,500.00
Contingency (Service Fee) = 10% 500.00
GRAND TOTAL 20,000.00

Prepared:

Division/
Name Designation
Section Signature

School HRD Coordinator Poro District

CHERRY L. ESTRERA School Principal Poro District

Availability of Funds Certification:

ROMEO A. GO, CPA Division Accountant Accounting

Date: January 15, 2024

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APPROVAL SHEET

This Program Design for the MID-YEAR PERFORMANCE REVIEW AND

EVALUATION (MPRE) AND SCHOOL-BASED IN-SERVICE TRAINING (INSET)
FOR TEACHERS has been prepared by the following District Training Team
Members on January 15, 2024:

Name Designation Division/Section

School HRD Coordinator Poro District

CHERRY L. ESTRERA School Principal Poro District

Noted:

EDWINA M. CAMPOMAYOR
Public Schools District Supervisor

Certifying Availability of Funds:

ROMEO A. GO, CPA

Division Accountant

Reviewed:

LOUIE G. MONTEROSO
SEPS-HRD

Approval Recommended:

VICTOR A. YBAŃEZ, DM, EdD, PhD, CESE

OIC-Assistant Schools Division Superintendent

Approved:

SENEN PRISCILO P. PAULIN, CESO V

Schools Division Superintendent

Address: DepEd Cebu Province, IPHO Bldg., Sudlon, Lahug, Cebu City
Telephone Nos.: 032-2556405
Email Address: cebu.province@deped.gov.ph ; depedcebuprovince@yahoo.com
Website: www.cebuprovince.deped.gov.ph

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