Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE
Solsona District
SOLSONA CENTRAL ELEMENTARY SCHOOL
School ID: 100285
PROJECT PROPOSAL
I. TITLE:CONDUCT OF SCHOOL-BASED MIDYEAR IN-SERVICE TRAINING FOR TEACHERS AND STAFF
DATE: FEBRUARY 8-13, 2020
TIME: 7:30 – 5:00
VENUE: SOLSONA CENTRAL ELEMENTARY SCHOOL
___________________________________________________________________________________
II. RATIONALE:
The usual issue of teachers and learners in the delivery of goods in the Pedagogical process rest
on how the teaching learning process is tailored for the best interest of both the teachers and the
learners. Hence as much as learners are being assessed in the competencies set by MELCS, the teachers
are as well assessed based on their performance as set by the standards set for by the RPMS TOOL.
Hence, the following activities are considered;
1. Achievement /Progress Chart, shall give an easier access to the lesson that they are to teach
in class. The learners shall have a visual guide of the finished competencies. They shall have
a concrete guide on the topic that needs enhancement. Further, the teacher maybe able to
visualized remedial lessons in the delivery of the least mastered learning competencies, as
well as to provide advance/intervention classes to fast learners.
2. The activities would include the creation of Budget of Works to those subjects assigned to
each teacher and finally plotting it in matrix type to be posted in their bulletin board which
shall be updated every time competencies has been accomplished; and
3. creating a standard for the assessment on the performance of learners based in DO 31,
s2020 shall also be highlighted to ensure that all the learners shall be given an appropriate
standard for assessment and finally, the alignment of standards for supervision of teachers
based on the RPMS-PPST assessment standard to the new normal.
III. OVERVIEW:
A weeklong In-Service Training (INSET) Plan was designed for teachers in the different grade
levels of Solsona Central Elementary School to address issues and concerns regarding the assessment of
learners in the competencies set by MELCs and how the teachers assess based on their performance as
set by the RPMS TOOL standards in this new normal. A four-hour session every day in a period of five
days was allocated for thorough collaborative discussions, lectures, coaching, and workshop
concentrated on the different updates of teaching and learning as well in this new normal.
Resource speakers from the teaching staff of Solsona Central Elementary School were tasked to
discuss on specific topics.
IV. OBJECTIVES:
The In-Service Training (INSET) aims to:
Provide advance/intervention classes to fast learners and to visualized remedial lessons in the
delivery of the least mastered learning competencies;
Create budget of work to those subjects assigned to each teacher;
Create a standard for the assessment on the performance of learners based from DO 31, s.
2020;
Align standards for supervision of teachers based on the RPMS-PPST assessment standard to the
new normal; and
foster love for teaching and deeper appreciation of one’s culture.
V. EXPECTED OUTPUT:
Teachers shall be knowledgeable on the content/skills that must be taught to the learners based
on the competencies in the Curriculum Guide (MELC)
Teachers shall have indepth knowledge on the proper evaluation of learners with differentiated
needs.
Rubrics and Template Checklist for Assessment and Evaluation of Performances and Outputs
Budget of Work shall have been formulated following a Weeklong Matrix Format
A quarterly Achievement/Progress Chart per Quarter Printed on a Tarpaulin
Chronological Order of Assessment based on what quarter is being measure and the
intervention to be used.
VI. Training Specifications:
Participants Number
Teachers and School Head 17
Speakers 3
Total 20
VII. Training Matrix:
DAY I – December 14, 2020
TIME PROGRAM OF ACTIVITIES SPEAKERS
7:30 Registration of Participants
8:00 Opening Program
Video Presentation
Philippine National Anthem
Prayer
Mrs. Leila Sigrid C. Castueras
Welcome Remarks Miss Jenelyn T. Colobong
Presentation of Participants Mrs. Madelyn A. Baliton
Message
8:30 – Training Proper
12:00 Topic 1 – “Mastering your CG (MELC), Mrs. Lovelia Divine D. De Vera
Mastering the lessons.”
12:00 Noon Break
1:00 – 4:00 Topic 2 – “Assessment and Evaluation” (DO 30, Miss Jenelyn T. Colobong
s. 2020) Mr. Reymart Jay G. Ballesteros
4:00 Self-Reflection/Open Forum
DAY 2 – December 15, 2020
TIME PROGRAM OF ACTIVITIES SPEAKERS
7:30 Registration of Participants
8:00 Opening Program
Video Presentation
Prayer Miss Pilar G. Quitoras
Energizer
8:30 – Training Proper
12:00 Mrs. Leila Sigrid C. Castueras
Topic 3 – “Formulating the Budget of Work”
12:00 Noon Break
1:00-4:00 Topic 4 – “Plotting the Achievement Chart Mrs. Soledad J. Gabriel
(Quarterly)”
4:00 Self-Reflection/Open Forum
DAY 3 – December 16, 2020
TIME PROGRAM OF ACTIVITIES SPEAKERS
7:30 Registration of Participants
8:00 Opening Program
Video Presentation
Prayer Mrs. Michelle M. Valdoz
Energizer
8:30 – Training Proper
12:00 Topic 5 – “RPMS is “IN” in the New Normal” Mrs. Myprimadona R. Ganotisi
12:00 Noon Break
1:00 – 4:00
Workshop
4:00 Self-Reflection/Open Forum
DAY 4 and 5 – December 17-18, 2020
Workshop, Finalization and Presentation of Outputs
Day 1 Day 2 Day 3 Day 4 Day 5
Documenters: Mrs. Mrs. Mary Mrs. Loreta Mrs. Lillibeth N. Mrs. Maritess
Macaria Ann M. Febe Domingo Carino
Edna R. Corpuz Doctolero
Fontanos
VIII. BUDGETARY REQUIREMENT:
Unit Items Quantity Unit Price Source of Total
(Php) Funds (Php)
Training Kit
pc Ballpen 20 6 MOOE 120.00
pc Envelope, A4 20 5.00 100.00
ream Paper, multicopy, A4 1 220 220.00
Materials
pc certificates 20 3.50 MOOE 70.00
Total 510.00
IX. MONITORING AND EVALUATION:
All groups presented their outputs and accepted feedbacks given by others.
Self-reflection
Sharing of experiences and best practices in the realization of goals.
Qualitative monitoring and evaluation can be done through tools such as interviews,
observations, checklists and focus groups regarding the topics/activities.
Prepared by:
MADELYN A. BALITON
School Principal I
Checked and Reviewed by:
SANTIAGO L. BAOEC, EdD.
Education Program Supervisor
Officer In-Charge
Office of the Chief Education Supervisor
Curriculum Implementation Division
APPROVED:
JOANN A. CORPUZ, EdD, CESO VI
Schools Division Superintendent
MAANANTENG ELEMENTARY SCHOOL
Solsona
PROFESSIONAL DEVELOPMENT ACTIVITIES FOR SCHOOL YEAR 2017-2018
MONTH LAC SESSION (Literacy OTHET PROFESSIONAL DEVELOPMENT
From K-3) ACTIVITIES (Other Subject/Grade Level &
Other Professional Development)
SEPTEMBER (7, 14, 21, 28) *The nature of K-3 Revisiting the RTG
learners:
Language Learning, Literacy
Learning, Language Literacy
Relationship
*Phonological Awareness
*Alphabet Knowledge
OCTOBER ( 12) *Teaching Oral language & Strategic Intervention Materials (SIM)
Grammar Construction
NOVEMBER (9,16,23) *Classroom-based Classroom Management
assessment tools for oral
language and grammar
*Bridging decoding
instruction from L1-L3
*Use of sentence frames,
language functions,
Sentence Starters, Signal
Words
DECEMBER (7, 14) Listening and Reading ICT Level of Instruction (from
Comprehension Substitution-Redefinition)
JANUARY (4, 18) Art of Questioning Proper Waste Management
FEBRUARY (1, 8, 15, 22) Formulating Objectives for Organic Farming
a Mtah Lesson Personal Hygiene and Sanitation
MARCH (1, 8, 22) Developing and Assessing How to Improve Pupils’ Discipline
Math Skills
MAANANTENG ELEMENTARY SCHOOL
Solsona
PROJECT PROPOSAL
I. Title: INVENTED SPELLING
Date: August 24, 2017
Time: 3:00 – 5:00 PM
Venue: Maananteng Elementary School
Participants: 16 Teachers
Proponent: Mrs. Madelyn A. Baliton
II. A. Rationale
Invented spelling, sometimes referred to as inventive spelling, is the practice of spelling
unfamiliar words by making an educated guess as to correct spelling based on the writer’s existing
phonetic knowledge. Most educators consider invented spelling to be a developmentally appropriate
step in the process of learning to read and write. According to Charles Read, a linguist, “Learning to spell
is not a matter of memorizing words, but a developmental process that culminates in a much greater
understanding of English spelling than simple relationship between speech sounds and their graphic
representations”. Thus, from a technical perspective, invented spelling is not an instructional technique.
It is merely a natural process that all children use as they are beginning to write. This topic will help
teachers develop the learners’ creativity in writing although there are some disadvantages that should
be given attention.
B. Objectives
1. Develop teachers’ awareness on the importance of invented spelling
a. Explain what invented spelling is
b. Discuss the benefits of allowing learners to use invented spelling
c. Give one’s insights/learnings on invented spelling.
C. Participants
All Maananteng Elementary School Teachers
D. Topics to be discussed:
a. What is Invented Spelling?
b. Advantages and Disadvantages of Allowing Invented Spelling
c. How learners are encouraged in Reading and Writing Using Invented Spelling
E. Performance Indicators
Each participant must be able to develop learners’ ability and skills in reading and writing by
allowing invented spelling in their classrooms with proper guidance so as not to interfere with the
learners’ ability to learn to spell correctly in later years and give one’s insights/learnings on the topics.
Prepared by:
MADELYN A. BALITON
School Principal I
Noted:
OFE ROSAL P. ACOJIDO
Public Schools District Supervisor
MAANANTENG ELEMENTARY SCHOOL
Solsona
PROJECT PROPOSAL
I. Title:
Date: August 24, 2017
Time: 3:00 – 5:00 PM
Venue: Maananteng Elementary School
Participants: 16 Teachers
Proponent: Mrs. Madelyn A. Baliton
II. A. Rationale
It’s a common scene in many elementary classrooms that a learner sits and stares at a blank
paper because they were asked to write and don’t know how to start or they can’t think of the right
words. Whether learners are asked to write a story, answer questions, or practice vocabulary words,
many have difficulty figuring out how to start writing. A sentence frame is a strategy that teachers can
use to help learners with this problem.
B. Objectives
1. Help teachers on how to use sentence frames more interesting
a. Enumerate possible reasons of inauthentic writing
b. Identify better ways of using sentence frames
c. Give some lessons learned in using sentence frames
C. Participants
All Maananteng Elementary School Teachers
D. Topics to be discussed:
a. Advantages and disadvantages between authentic and inauthentic writing
b. Language functions
c. Sentence Frames
d. Sentence Starters
e. Signal Words
E. Performance Indicators
Each participant must be able to enumerate possible reasons of inauthentic writing, identify
ways of using sentence frames and give reflections/insights they gained from the session and apply
them in their teaching-learning instructions.
Prepared by:
MADELYN A. BALITON
School Principal I
Noted:
OFE ROSAL P. ACOJIDO
Public Schools District Supervisor
