(Enclosure No. 4 to DepEd Memorandum No. 044, s.

2023)

Republic of the Philippines

Department of Education
National Educators Academy of the Philippines

Detailed Professional Development Program Design Form

INSTRUCTIONS: Provide the details in the designated spaces as required. Indicate N/A if not applicable. DO NOT ABBREVIATE.

PROFESSIONAL DEVELOPMENT (PD) PROGRAM PROVIDER PROFILE

PD Program
DEPED – CABIBIHAN NATIONAL HIGH SCHOOL
Owner

Complete Office Brgy. Cabibihan Tagkawayan, Quezon

Address 4321
Office Telephone Office Email
N/A 308038@deped.gov.ph
No. Address

PD Program Email
AUGUSTINE S. GONZALES augustine.gonzales@deped.gov.ph Mobile No. 09399018909
Manager Address

PD PROGRAM PROFILE
Give an overview of your proposed PD program by providing the following details.

IN-SERVICE TRAINING (INSET) FOR TEACHERS WITH A THEME “ENHANCING TEACHERS’ COMPETENCE:
Title
FOSTERING ETHICS, EFFECTIVE INSTRUCTION, AND RESEARCH-DRIVEN PRACTICE”
School Head, Teachers and Non-Teaching personnel of Cabibihan National High School shall design and implement
Rationale the professional development (PD) program aligned with NEAP programs and curriculum teaching that support the
MATATAG Curriculum. The proposed PD program must address the results of competency-based professional
 development needs assessments of the school.

With this, Cabibihan National High School will conduct In-Service Training (INSET) for Teachers with a theme
“Enhancing Teachers’ Competence: Fostering Ethics, Effective Instruction, and Research-Driven Practice on June 11 &
13, 2025. This activity is to support legal basis for mandatory Continuing Professional Development (CPD) in the
Philippines, the Republic Act No. 10912, also known as the Continuing Professional Development Act of 2016.

The significant results of the Professional Development Needs Assessment of Cabibihan National High School
teachers revealed specific target competencies for development, aligning with the theme "Enhancing Teacher Competence:
Fostering Ethics, Effective Instruction, and Research-Driven Practice." Key areas identified for improvement include
deepening understanding of the Professional Code of Ethics for Teachers, enhancing instructional competencies through
effective assessment and evaluation strategies, and developing research skills to inform teaching practices. Additionally,
teachers expressed the need for clarity on service credits and effective class program management. These findings
informed the design of the INSET program, which aims to address these needs and foster a culture of continuous
improvement, ethics, and research-driven practice among teachers.

The proposed In-Service Training (INSET) program for teachers is supported by relevant DepEd issuances.
Specifically, DepEd Memorandum No. 44, s. 2023 provides interim guidelines for the quality assurance and monitoring
and evaluation of the National Educators Academy of the Philippines core programs, emphasizing the importance of
professional development for teachers. Additionally, the DepEd's commitment to enhancing teacher quality and promoting
a culture of continuous improvement is reflected in various policies and guidelines. These legal bases underscore the need
for targeted professional development initiatives like this proposed INSET program, which aims to enhance teacher
competence and ultimately improve student learning outcomes.

Relevant literature validates the identified professional development needs and selected key contents of the INSET
program. Research emphasizes the importance of teacher professional development in enhancing instructional quality and
student learning outcomes (Darling-Hammond et al., 2017). Studies also highlight the significance of teacher ethics
(Campbell, 2003) and research-driven practice (Biesta, 2007) in promoting effective teaching. Furthermore, effective
assessment and evaluation strategies, such as those informed by Bloom's Taxonomy (Bloom, 1956), are essential for
improving student learning. The selected methodologies for the INSET program, including interactive workshops and
collaborative activities, are also supported by research as effective approaches to teacher professional development
(Guskey, 2002). These findings provide a strong foundation for the proposed INSET program, which aims to enhance
teacher competence and promote a culture of continuous improvement.

Program The In-Service Training (INSET) program for teachers aims to enhance teacher competence and promote a culture of
Description continuous improvement, ethics, and research-driven practice. The program will cover key areas such as the Professional
Code of Ethics for Teachers, effective assessment and evaluation strategies, research skills, and class program
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 management. Through interactive workshops and collaborative activities, participants will gain knowledge and skills to
apply ethical principles, design effective assessments, conduct research, and manage their teaching loads effectively. This
program will benefit teachers by enhancing their instructional competencies, fostering a culture of ethics and
professionalism, and improving their overall teaching practice and student learning outcomes.
The INSET includes the discussion of the following topics:
Session 1: Service Credit Guidelines
Session 2: Revisiting Professional Code of Ethics for Teachers
Session 3: Blooms Taxonomy/Multi-Dimensional Type of Test
Session 4: Research and Innovation
Session 5: Class Program (Teaching Load and Ancillaries)
Results objective:
As a result of the In-Service Training (INSET) for Teachers with a theme: “Enhancing Teachers’ Competence:
Fostering Ethics, Effective Instruction, and Research-Driven, it is expected that 100% of participants will enhance
competency, improve teaching practices, and ultimately lead to better learning outcomes and a more supportive learning
environment for students.
Application objective:
Back in the workplace, participants will be able to apply a new knowledge and skills in their daily work,
demonstrating improved teaching practices, assessment, research, and professional ethics.
Terminal objective:
Program
Objectives By the end of the training, the participants will produce an actionable plan or output, such as assessment tool, or
teaching portfolio, that demonstrates the application of new competencies in teaching practices, ethics, assessment,
research, and classroom management.
Enabling objectives:
Specifically, the participants will be able to:
1. Understand and apply the guidelines of the service credits.
2. Demonstrate commitment to upholding Professional Code of Ethics.
3. Design and develop effective assessments using Bloom’s Taxonomy.
4. Apply research skills to identify areas of improvement and innovate teaching practices.
5. Effectively manage teaching loads and ancillary responsibilities.
Professional Standard PPST
Target
Domain/s Strand/s Indicator/s
Professional
Standard with 1. Content 1.2. Research-based knowledge and 1.2.2. Use research-based knowledge and
specific Knowledge and principles of teaching and principles of teaching and learning to

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 Domain/s, Pedagogy learning enhance professional practice.
Strand/s, and 1.2.3. Collaborate with colleagues in the
Indicator/s conduct and application of research to
enrich knowledge of content and
pedagogy.

4. Curriculum and 4.1.2. Plan, manage and implement

Planning 4.1. Planning and management of developmentally sequenced teaching and
teaching and learning process learning process to meet curriculum
requirements and varied teaching
contexts.
4.1.3. Develop and apply effective strategies in
the planning and management of
developmentally sequenced teaching and
learning process to meet curriculum
requirements and varied teaching
contexts.

5. Assessment and 5.1.2. Design, select, organize and use

Reporting 5.1. Design, selection, organization diagnostic, formative and summative
and utilization of assessment assessment strategies consistent with
strategies. curriculum requirements.
5.1.3. Work collaboratively with colleagues to
review the design, selection, organization
and use of a range of effective diagnostic,
formative and summative assessment
strategies consistent with curriculum
requirements.

6.3.2. Review regularly personal teaching

6. Community
practice using existing laws and
Linkages and 6.3. Professional ethics regulations that apply to the teaching
Professional
profession and the responsibilities
Engagement
specified in the Code of Ethics for
Professional Teachers.
6.3.3. Discuss with colleagues teaching and

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 learning practices that apply existing
codes, laws and regulations that apply to
the teaching profession, and the
responsibilities specified in the Code of
Ethics for Professional Teachers.

Professional Standard PPSH

1. Leading 1.4. Research and Innovation 1.4.4. Promote a culture of research to facilitate
Strategically data-driven and evidence-based
innovations to improve school
performance and foster continuous
improvement.

2. Managing School 2.4. Management of Staff 2.4.2. Manage staffing such as teaching load
Operations and distribution and grade level and subject
Resources area assignment in adherence to laws,
policies, guidelines and issuances based
on the needs of the school.

3. Focusing on 3.5. Learning Assessment 3.5.2. Provide technical assistance for teachers
Teaching and in teaching learning assessment tools,
Learning strategies and results consistent with
curriculum requirements to ensure
accountability in achieving higher
learning outcomes.

4. Developing Self and 4.3. Professional Network 4.3.4. Lead and organizing professional
Others networks to provide colleagues
opportunities to maximize their potential
and enhance their practice.

Participants Profile:
Target Cabibihan National High School Personnel:
Participants ❖ School Head: Career stages 3 & 4
❖ Teachers: Career stages 3 & 4 (proficient and highly proficient teachers)
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 ❖ Non-Teaching
1 School Number of batches
Head per implementation
(if applicable):
1 batch only
1 Master
Teacher
Total number of Number of
Once
target participants: implementations:
13
Number of 17 School Head, Master
Teachers
participants per Teacher, Teachers & Non-
batch: Teaching
2 Non-
Teaching
Indicative Dates of
Delivery Platform Face-to-Face June 11 & 13, 2025
Implementation

PD PROGRAM DESIGN
Resource
Sessio
Duration Topic Session Objectives Methodology Outputs Speaker/Subject-
n No.
Matter Expert
30 Minutes PRE-TEST  Administer pre-test INSET Participants answer the  Results of the
among INSET pre-test pre-test PMT
Day 1 participants
8:30 – 9:00
AM
1 120 Service  Understand the Activity:  Developed an
Minutes Credit DepEd guidelines Participants will engage in action plan for AUGUSTINE S.
Guidelines on granting group discussions and implementing GONZALES
Day 1 vacation service documentation exercises to service credit Head Teacher II
9:00 – credits to teachers understand and apply DepEd guidelines
11:00 AM  Identify eligible guidelines on granting vacation  Created a
activities that can be service credits to teachers. documentation
credited for service Analysis: template for
credits analyze the DepEd guidelines, service credits
 Learn the classify activities as eligible or  Demonstrated
procedures for ineligible for service credits, and a clear
documenting and review sample documents to understanding
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 approving service ensure completeness and of DepEd
credits accuracy guidelines and
 Apply guidelines in Abstraction: procedures.
school-based Summarize key points, discuss
scenarios best practices, and identify
common challenges related to
implementing DepEd's service
credit guidelines.
Application:
Apply the service credit
guidelines to school-based
scenarios and develop an action
plan for implementation,
communication, and accurate
documentation
2 180 Revisiting  Explain the key Activity:  Action plan for
Minutes Professional principles of the Group discussion and review of applying the FELOMINA M.
Code of professional code of DepEd's Professional Code of Code of Ethics ESTABADEZ
Day 1 Ethics for ethics for teachers. Ethics for Teachers. of how it JHS – Master Teacher I
11:00 – Teachers  Identify the Analysis: upholds in
12:00 NN importance of Identifying ethical issues, daily teaching
ethics in teaching analyzing consequences, and practices
1:00 – 3:00 practice. relating to personal  Reflective
PM  Analyze how the experiences. journal on
Abstraction: personal and
code of ethics
Summarizing key points, professional
applies to
discussing ethical principles, values and
classroom
and emphasizing professional behaviors
management and values.  Group
student Application: presentation of
relationships. Developing action plans, the case study
 Discuss ways to reflective journal, and sharing analysis and
promote a culture best practices. proposed
of ethics and solutions
professionalism in
the school.

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3 240 Research and  Understand the Activity:  Research
Minutes Innovation importance of Brainstorming, research title/proposal JESSICA R. MAGDATO
research in teaching methodology workshop, and  Innovation JHS – Teacher II
Day 1 and learning group discussion. action plan/
3:00 – 5:00  Identify areas of Analysis: Proposal FELOMINA M.
PM improvement in Identifying research gaps  Action plan for ESTABADEZ
teaching practices Abstraction: Summarizing key implementing SHS – Master Teacher I
Day 2  Apply research skills concepts, research frameworks, research and
8:00 – to gather and and innovation strategies. innovation
10:00 AM analyze data Application: Developing
 Develop innovative research title/proposals,
solutions to address innovation project plans, and
identified areas for action plans.
improvement
240 Bloom’s  Understand Bloom’s Activity:  Assessment
Minutes Taxonomy/ Taxonomy and its Bloom's Taxonomy workshop, tasks that JULIE ANN E.
Revisiting application in group discussion, and target different ALCANTARA
Day 2 Muti- education assessment tool review. cognitive levels JHS – Teacher II
10:00 – Dimensional  Familiarize with Analysis:  Rubrics for
12:00 NN Assessment multi-dimensional Analyzing assessment assessing FELOMINA M.
Tools assessment tools questions, identifying cognitive performance ESTABADEZ
4 1:00 – 3:00  Develop skills in levels, and case study analysis.  MDAT Type of SHS – Master Teacher I
PM creating effective Abstraction: Test
assessments that Understanding cognitive levels,
cater to different assessment frameworks, and
cognitive abilities best practices.
Application: Creating
assessment tasks, designing
rubrics, and developing
assessment plans.
60 Class  Understand and  Lecture, group discussion,  balanced and
Minutes Program manage teaching and hands-on exercise. manageable AUGUSTINE S.
(Teaching loads and ancillary class program/ GONZALES
5 Day 2 Load and responsibilities teaching load Head Teacher II
3:00 – 4:00 Ancillaries) effectively, creating a plan.
PM balanced class
program.
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 30 Minutes POST-TEST  Administer post-  INSET Participants answer  Results of the
Day 2 test among INSET the post-test post-test PMT
4:00 – 4:30 participants
PM
PD Program Management Team
PD Program Management Team Name
a. Program Manager AUGUSTINE S. GONZALES – Head Teacher II
b. Learning Manager FELOMINA M. ESTABADEZ – Master Teacher I/PD Program
ISAGANI H. MATIBAG – Head Teacher II
c. Resource Speaker/Subject-Matter Expert FELOMINA M. ESTABADEZ – Master Teacher I
JESSICA R. MAGDATO – Teacher II
JULIE ANN E. ALCANTARA – Teacher II
d. M&E Coordinator CONCEPCION B. OREÑA – JHS Teacher II/Evaluation
ACHILLE D. DELOS SANTOS – SHS Teacher II/Documents Needed
JONARD L. VILLAMARZO – JHS Teacher II/picture
e. Documenter CHINA M. MAGSINO – SHS Teacher II/program
MARIA DOLORES S. MARGALLO – JHS Teacher I/MC
f. Secretariat MELODY G. VENERAYAN – JHS Teacher II/Narrative
ROSE ANNE P. GONZALES – SHS Teacher II/Attendance
g. Welfare Officer MA. CRISTINA T. BARTOLOME – JHS Teacher/Health
JAY V. MAGISTRADO – SHS Teacher II/Stage Design
h. Logistics Officer ARNEL B. PEÑA – JHS Teacher/Physical
BABY ROSE B. GARCIA – SHS Teacher I/Tarpapel
i. Finance Officer JOHN PAUL S. STA. MINA – ADAS II/Sound System/TV
REBECCA M. AN – COS/Mike

Declaration:
I hereby declare the information provided in this application
is true and correct and there have been no misleading
statements, omission of any relevant facts nor any
misinterpretation made.

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I agree that the DepEd-National Educators Academy of the
Philippines to be the co-owner of all the data gathered and
the copyright of any publication of the use of these data.
To be signed by the PD Program Manager

Program Manager AUGUSTINE S. GONZALES

Signature
Date May 15, 2025

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