Professional Regulation Commission

APPLICATION FOR ACCREDITATION OF CPD PROGRAM

CPD COUNCIL OF/FOR PROFESSIONAL TEACHERS

Part I. General Information

Name of Provider: SDO CITY OF BALIWAG
Accreditation No.: PTR-2024-525 Expiration Date: May 29, 2027
Contact Person: JAYVEE N. MAGLONZO Designation: ADMINISTRATIVE OFFICER II-
CONCURRENT EPS II-HRDs
Contact No.:09176770729 E-mail add.:[email protected] Date of Application: October 16,
2024
Proposed Program:

Conference Seminar Online Learning

Convention Workshop Educational/Study
Tour /
Forum Training Program Others:
_____________
Title of the Program: Higher Order Thinking Skills- Professional Learning Packages ( HOTS-PLP) for Mathematics,
Science, and English and the Structure of Observed Learning Outcomes (SOLO)
Date to be offered: November 27-29, 2024 Duration: 24 hours Time: 8:00 am-
4:00 pm
Venue and Address: TARCAN ELEMENTARY SCHOOL No. of times program to be conducted: 1
Course Description: The HOTS-PLP Training is designed to equip educators with the knowledge, tools, and
strategies necessary to foster higher-order thinking skills (HOTS) in students across Mathematics, Science, and
English subjects. The course is anchored in the Structure of Observed Learning Outcomes (SOLO) taxonomy,
which provides a structured framework for understanding and assessing students' progression in learning.
Objectives: To develop teachers’ ability to design assessment that promotes critical thinking,
creativity, problem-solving, and analytical reasoning.
Number of Target Participants: 28 Registration fee to be collected: NONE
Part II. Acknowledgment
I hereby certify that the above information written by me are true and correct to the best of my knowledge
and belief. I further authorize PRC and other agencies to investigate the authenticity of all the documents
presented.

I am agreeing to the PRC Privacy Notice and giving my consent to the collection and processing of my
personal data in accordance thereto.

JAYVEE N. MAGLONZO
(Signature Over Printed Name)
ADMINISTRATIVE OFFICER II-CONCURRENT EPS II-HRDs
Position
October 16, 2024
Date
Part III. Assessment
Regulation Division: Cash Division:
Assessed by : ___________________ Amount : ___________ O.R. No.:
Date : ___________________ ____________
Remarks : ___________________ Date : ____________________
Issued by : ____________________

CPDD-02
Rev. 04
June 29, 2020
Page 3 of 3
Part IV. Action taken by the CPD Council

Approved for _____ credit units Accreditation No. _______________

Deferred pending compliance ____________________________________
_ ___________________________________________________________
Disapproved due to ____________________________________________
____________________________________________________________

_____________________________
Chairperson

____________________________ _____________________________
Member Member
Date:____________________

PROCEDURE FOR ACCREDITATION OF CPD PROGRAM

Step 1. Secure application form at Regulations Division of any of the PRC Regional Offices or
download at
PRC website (www.prc.gov.ph).
Step 2. Fill-out Application Form and attach supporting documents listed hereunder. Provide one (1)
set for receiving copy.
Step 3. Proceed to Regulations Division of any of the PRC Regional Offices for checking and
assessment.
Step 4. If the assessment is favorable, pay prescribed fee of One Thousand Pesos (₱ 1,000.00) per
program offering. Government agencies and instrumentalities offering CPD Programs free of
charge, do not have to pay a fee. If not favorable, go back to Step 3.
Step 5. Submit Application Form with attached supporting documents and photocopy of official receipt
to
Regulations Division of any of the PRC Regional Offices, at least fifteen (15) working days
prior to
offering.
Step 6. Follow-up the application ten (10) working days after submission at CPD Division (Central
Office),
telephone numbers (+632) 8810-84-15 (PRC-PICC), or email at
[email protected]
CHECKLIST OF REQUIREMENTS
Supporting Documents
[ ] Instructional Design as prescribed by the relevant Board.
[ ] Program of Activities showing time/duration of topics/workshop and resource persons with
position
and office, and evaluation period.
[ ] Evaluation method or tool that measures the learning gained by the participants specific and
appropriate to course objectives set
[ ] Resume of resource persons relevant to CPD program applied for.
[ ] Photo copy of valid Professional Identification Card of resource persons if registered
professional.
Otherwise, submit photocopy of government-issued or company Identification Card.
[ ] Valid Special Temporary Permit if the resource person is a foreigner and if engagement is more
than
three (3) days or there is physical contact with patients in the case of medical and allied
professions.
[ ] Breakdown of expenses for the conduct of the CPD program.

CPDD-02
Rev. 04
June 29, 2020
Page 2 of 3
[ ] For Online Learning, Declaration of Minimum Technical Requirements (e.g. Operating System,
Processor, Memory, Browser, Internet Connection, etc.)

Additional Requirements
[ ] Short brown envelope for the Certificate of Accreditation
[ ] One (1) set of metered documentary stamps worth Twenty-Five Pesos (₱ 25.00) each to be
affixed to
the Certificate of Accreditation. (Available at PRC Customer Service and PRC Regional Offices)
[ ] Soft copy of the Application including supporting attachments in PDF format saved in flash drive.
Note:
1. Application for accreditation should be filed 15 working days before the offering of the
program/training.
2. Representative/s filing application/s for accreditation and claiming the Certificate of Accreditation on
behalf of the applicant must present a letter of authorization and valid identification cards of both the
authorized signatory and the representative. In the case of national organizations with
chapters/councils, endorsement from the national board.
3. The period for processing the application is 10 working days, subject to the stipulations in these
guidelines.
4. If additional requirement/s is/are needed, a period of another 10 working days is given to submit the
same. Failure to comply within the period shall be construed as abandonment of application and the
prescribed fee shall be forfeited in favor of the government.
5. The CPD Council shall have the right to specify additional requirements if deemed necessary and
appropriate.

CPDD-02
Rev. 04
June 29, 2020
Page 3 of 3
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON
SCHOOLS DIVISION OF CITY OF BALIWAG

This

Certificate of Recognition
is presented to

Ana Maria S. Pahati

as

Participant
in the

In-Service Training on Higher Order Thinking Skills- Professional Learning

Packages ( HOTS-PLP) for Mathematics, Science, and English and the
Structure of Observed Learning Outcomes (SOLO)
with reference to Regional Memorandum No.598, s. 2024,
at Tarcan Elementary School
on November 27-29, 2024
with PRC Program Accreditation No: PTR-____-____-____
and Approved Credit Units of ____

Given this 29th day of November 2024

at Tarcan Elementary School

JAYVEE N. MAGLONZO ANA MARIA S. PAHATI

SDO City of Baliwag, CPD Focal Person Principal II

SDO_BALIWAG_INSET_11_001.et.al
No. Of Rendered Hours: 24

Address: Baliwag North District Compound, J.Buizon St. Poblacion, City of Baliwag, Bulacan
Contact Number: (044) 816-6041
Email Address : [email protected]
Training Matrix
(No REQUIRED TEMPLATE but must have the following important details)

Date and Time No. Of Topic Resource Person

Hours/Minutes
DAY 1
8:00-9:00 60 minutes Registration
Preliminaries
Opening Program
Messages
Purpose/Overview
9:00-10:30 90 minutes SOLO and HOTs in Irene Valerie P.
the Classroom ( PLP Cuizon
Session 2A ) (Head Teacher –
Virgen delas Flores
High School)
10:30-12:00 90 minutes SOLO and HOTS in Irene Valerie P.
the classroom (PLP Cuizon
Session 2B) (Head Teacher –
Virgen delas Flores
High School)
12:00-1:00 Health Break
1:00-2:30 90 minutes SOLO and HOTS Edbrailyn SJ.
in the Classroom Lustado
(PLP Session 2C) (Master Teacher I,
Tarcan ES)
2:30-3:00 30 minutes Health Break
3:00-4:30 90 minutes Irene Valerie P.
HOTS in Practice: Cuizon
Professional (Head Teacher –
learning package in Virgen delas Flores
Science
High School)
4:30-5:00 30 minutes Checking the
Understanding,
Wrap-Up, and
Evaluation
Day 2
8:00-9:00 60 minutes
Preliminaries
Recap of
the previous day’s
discussion

9:00-10:00 60 minutes HOTS in Classroom: Edbrailyn SJ.

Professional Lustado
Learning Package in (Master Teacher I,
English Tarcan ES)
10:00-10:30
10:30- 12:00 90 minutes HOTS in Classroom: Edbrailyn SJ.
Professional Lustado
Learning Package in
Math
 (Master Teacher I,
Tarcan ES)
12:00-1:00 Health Break
1:00-2:00 60 minutes Supporting HOTS in Edbrailyn SJ.
the Classroom Lustado
Though Learning (Master Teacher I,
Approaches Tarcan ES)
2:00-4:30 180 minutes HOTS in Practice Irene Valerie P.
Practice Writing Cuizon
items using the Edbrailyn SJ.
SOLO Framework Lustado
4:30-5:00 30 minutes Wrap-Up,
Reminders,
Evaluation
Day 3
8:00-9:00 60 minutes Management of
Learning
9:00-12:00 180 minutes Continuation Irene Valerie P.
HOTS and SOLO in Cuizon
Practice Edbrailyn SJ.
Lustado
12:00-1:00 Health Break
1:00-3:00 120 minutes Presentation of
HOTS and SOLO
Assessment
3:00-4:00 60 minutes Awarding of
Certificates and
Closing Program
4:00-5:00 60 minutes Wrap-Up and End-
of-Program
Evaluation
 Professional Regulation Commission

TEMPLATE FOR INSTRUCTIONAL DESIGN OF PROPOSED CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROGRAM

CPD Council for PROFESSIONAL TEACHERS

I. Course/Program Title: Higher Order Thinking Skills- Professional Learning Packages ( HOTS-PLP) for Mathematics,
Science, and English and the Structure of Observed Learning Outcomes (SOLO)

II. Course/Program Brief Description:

The INSET on Higher-Order Thinking Skills (HOTS) and the Structure of Observed Learning Outcomes (SOLO) for
teachers aims to enhance educators' understanding of promoting deep learning and critical thinking in their classrooms.
Participants will explore the key principles of HOTS and how they can be integrated with the SOLO taxonomy to assess
and encourage various levels of cognitive engagement. Through interactive workshops and collaborative discussions,
teachers will learn effective instructional strategies that foster higher-order thinking and methods for designing
assessments that align with both HOTS and SOLO frameworks. The program will emphasize practical applications,
allowing teachers to create engaging learning experiences that challenge students to analyze, evaluate, and create. By the
end of the training, participants will have a comprehensive understanding and toolkit of resources and techniques to
implement HOTS and SOLO effectively, ultimately enriching their teaching practices and enhancing learners' learning
outcomes.

III. Proposed PQF level: Level 6

IV. Particular Continuing Professional Competency/ies: Indicator 1.5.2: Apply a range of teaching strategies to develop critical and
creative thinking and other higher-order thinking skills.

CPDD-PTR-02
Rev. 00
November 22, 2017
Page 9 of 4
V. Content Details:

Area of CPD Activity

(Ethics = 5 CUs Assessment
Sub-Topics and Time Require
Professional Development Expected Learning Activities to Achieve Strategies
Allotment for every topic ments/
= 40 CUs Outcomes Learning Outcomes including,
(in hours) Outputs
in a compliance period) Assessment Tools

Every sub-topic has its own (What can the participant do (Engagement of the (tool measuring the ***
learning objectives and after the program?) participants in the course) learning outcomes of evidenc
outcomes. (Can be demonstrated after (Groupings, presentations, the participants) e of
the program; specific and etc.) learning
measurable) (group work, quiz,
etc)

*** manner of
assessment
SOLO and HOTs in the Understand multitasking and Reflective Journal Share practices and Submitte
Classroom PLP Session 2A its effect on one’s reflections d
90 Minutes performance reflectio
n journal
SOLO and HOTs in the Understand the Bloom Key questions and Evaluation of Submitt
Classroom PLP Session 2B Taxonomy and how it can worksheet Worksheet ed
90 Minutes help teachers develop Higher Activity
Order Thinking Skills. Sheet
SOLO and HOTs in the Participants will be able to Accomplished and Evaluation of Submitt
Classroom PLP Session 2C explain how the SOLO completed Group Output Output and ed
90 Minutes Framework is applied in and Worksheet Worksheet Work
the teaching and learning Sheet
process.
and
Group
Output
HOTS in Classroom: Explore strategies for Key questions and Evaluation of Submitt
Professional learning fostering inquiry-based worksheet Worksheet ed
package in Science learning, encouraging Activity
90 Minutes students to ask questions, Sheet

CPDD-PTR-02
Rev. 00
November 22, 2017
Page 2 of 4
 conduct experiments, and
seek solutions to real-
world problems.
HOTS in Classroom: Gain a clear Key questions and Evaluation of
Professional learning understanding of higher- worksheet Activity Sheet 1
package in English order thinking Skills Submitt
60 Minutes (HOTs) and how they ed
relate to Bloom’s Activity
Taxonomy (analysis,
Sheet
evaluation, creation).
HOTS in Classroom: Learn to design math Key questions and Evaluation of Submitt
Professional learning lessons incorporating worksheet Worksheet 2 ed
package in Math HOTs by embedding Activity
60 Minutes complex problem-solving, Sheet
real-world applications,
and open-ended tasks.
Supporting Classroom Comprehensive Key questions and Evaluation of Submitt
Teaching through understanding of various worksheet Worksheet ed
Learning Approaches learning approaches, such Activity
60 Minutes as constructivist, inquiry- Sheet
based, collaborative,
experiential, and
differentiated instruction.
HOTS in Practice Explore SOLO-based items Sample Test Items using Evaluation of the Submitt
Practice Writing items by critically writing and HOTS and SOLO Test Items ed Test
using the SOLO rationalizing sample items. Framework Items
Framework Create assessment using
180 minutes HOTs and SOLO
Framework.

VI. Financial Projection:

A. Expected Number of Participants: 35
B. Proposed Charge per Participant: AM Snacks- Php. 50.00
Lunch- Php. 100.00
PM Snacks- Php. 50.00
Total: Php. 200, 00/participant

CPDD-PTR-02
Rev. 00
November 22, 2017
Page 3 of 4
 C. Relevant Details in Support of the Financial Viability of the Program

Venue/Meals: 21,000

ANA MARIA S. PAHATI

Printed Name and Signature of Official Proponent
Principal II
Position
DepEd Tarcan Elementary School
Proposing Agency/Association

CPDD-PTR-02
Rev. 00
November 22, 2017
Page 4 of 4
 IN-SERVICE TRAINING FOR TEACHERS

Higher Order Thinking Skills- Professional Learning Packages ( HOTS-PLP) for

Mathematics, Science, and English and the Structure of Observed Learning
Outcomes (SOLO)

PRE-TEST

1. Which of the following statements best reflects critical thinking?

A. Memorizing facts to recall them later.

B. Using information to form a judgment based on evidence.
C. Understanding concepts by reading the textbook.
D. Repeating a known solution to solve a problem.

2. In which situation is problem-solving being applied?

A. Identifying the capital cities of different countries.

B. Using an algorithm to solve a math equation you’ve already learned.
C. Designing a plan to reduce traffic congestion in a busy city based on traffic flow data.
D. Writing an essay summarizing the events of a historical period.

3. Which of the following represents evaluation as part of Bloom’s Taxonomy?

A. Describing the structure of a plant cell.

B. Identifying a theme in a novel.
C. Comparing two scientific theories to determine which is more valid based on evidence.
D. Listing the parts of a computer.

4. What approach would best exemplify creativity in solving a problem?

A. Following standard procedures to solve a physics problem.

B. Memorizing the steps of an experiment.
C. Inventing a new device that combines solar and wind energy to generate power.
D. Recalling how a previous experiment was done.

5. Which method would best assess a student’s ability to analyze information?

A. Asking them to list the steps in a process.

B. Having them classify the pros and cons of a given strategy.
C. Asking them to define new vocabulary words.
D. Testing their ability to recall basic definitions from a chapter.

6. Creative thinking involves:

A. Copying ideas from others
B. Developing new and original solutions to problems
C. Following a set pattern of thinking
D.Recalling past events

7. Which question would best assess a student’s ability to synthesize ideas?

A. What are the main characters in this story?

B. How can you combine the theories we’ve discussed to create a new approach to solving this
 problem?
C. Can you summarize the main argument of this article?
D. What are the steps to follow when conducting this experiment?

8. Higher-order thinking skills are most often applied when students:

A. Recall specific dates and facts
B. Perform a task by following a given procedure
C. Analyze data and draw conclusions
D. Repeat information without modification

9. Which is NOT an example of higher-order thinking?

A. Designing a new experiment
B. Evaluating the strengths and weaknesses of a theory
C. Simply repeating definitions from memory
D. Developing a creative solution to a real-world problem
10. Which of the following strategies best promotes higher-order thinking?
A. Encouraging rote memorization
B. Using multiple-choice questions exclusively
C. Asking students to justify their opinions with evidence
D. Focusing solely on recall tasks
11. What does SOLO stand for?
A. Standard Outcomes for Learning Objectives
B. Student-Oriented Learning Outcomes
C. Structure of Observed Learning Outcomes
D. Systematic Organization of Learning Outcomes
12. What is the first level of the SOLO taxonomy?
A. Unistructural
B. Multistructural
C. Pre-structural
D. Relational
13. At which SOLO level do students show no real understanding and might use irrelevant
information?
A. Unistructural
B. Multistructural
C. Pre-structural
D. Relational
14. Which of the following represents a unistructural response?
A. Discussing one idea or fact in isolation.
B. Providing multiple unrelated facts.
C. Analyzing relationships between concepts.
D. Evaluating an argument based on evidence.
15. How can a teacher encourage extended abstract thinking in students?
A. By asking them to apply their learning to unfamiliar situations or create new theories.
B. By providing them with additional reading material.
C. By focusing on rote memorization of terms.
D. By asking for the recall of factual information.
16. What characterizes the relational level in the SOLO taxonomy?
A. The student offers an incorrect response with little relevance.
B. The student connects several ideas and explains the relationships between them.
 C. The student describes several unrelated facts.
D. The student makes an abstract connection between different concepts.
17. What should a teacher focus on to help students reach the relational level of the SOLO
framework?
A. Assign tasks that encourage comparing, contrasting, and making inferences.
B. Provide more facts for students to memorize.
C. Limit the scope of tasks to simple, single ideas.
D. Emphasize the quantity of information students can recall.
18. At the multi structural level, learners:
A.Fail to understand any part of the task
B. Understand several parts but do not connect them
C. Integrate knowledge from various domains
D. Create new knowledge
19. Which student response would be classified as pre-structural in SOLO taxonomy?
A. A response that includes one relevant idea but lacks depth.
B. A response that lists many ideas but does not connect them.
C. A response that is irrelevant or contains misconceptions.
D. A response that shows connections between multiple ideas.

20. How can a teacher move students from the multistructural to relational level?

A. By asking students to memorize more facts.

B. By encouraging students to analyze the connections between different ideas.
C. By providing simpler tasks that require fewer cognitive skills.
D. By giving more factual information about the topic.

Key to Correction
1. B 11. C
2. C 12. C
3. C 13. C
4. C 14. A
5. C 15. A
6. B 16. B
7. B 17. A
8. C 18. A
9. C 19. C
10. C 20. B
 IN-SERVICE TRAINING FOR TEACHERS

Higher Order Thinking Skills- Professional Learning Packages ( HOTS-PLP) for

Mathematics, Science and English and the Structure of Observed Learning
Outcomes (SOLO)

POST-TEST
1. Which of the following best defines higher-order thinking?
A. Memorizing facts and figures
B. Understanding concepts without applying them
C. Analyzing, evaluating, and synthesizing information
D. Learning by repeating information
2. Which of the following is a component of higher-order thinking?
A. Blindly following instructions
B. Critically evaluating information
C. Memorizing a large number of facts
D. Avoiding complex problems
3. Which of the following activities involves higher-order thinking?
A. Designing an experiment to test a hypothesis
B. Listing the planets in the solar system
C. Recalling the definition of terms
D. Matching vocabulary words to their meanings
4. Which skill is essential for critical thinking?
A. Memorizing and recalling facts
B. Identifying biases and evaluating evidence
C. Accepting information at face value
D. Following a set process without question
5. Which question encourages analysis, a higher-order thinking skill?
A. What is the capital of Japan?
B. How do the elements of a story’s plot contribute to its theme?
C. How many sides does a triangle have?
D. When did World War II end?
6. What is the primary goal of evaluation in higher-order thinking?
A.To recall information quickly
B. To follow instructions precisely
C. To judge the validity of ideas or arguments based on evidence
D. To memorize factual information
7. Which of the following tasks involves synthesis, a higher-order thinking skill?
A. Combining ideas from different sources to create an innovative solution
B. Memorizing a list of terms
C. Identifying similarities between two stories
D. Repeating instructions verbatim
8. Higher-order thinking skills are typically required when students are asked to:
A. Solve complex, open-ended problems
B. Memorize and recall specific facts
C. Complete tasks by following a fixed set of instructions
D. Match vocabulary words to their definitions
9. Which of the following activities involves application, a higher-order thinking skill?
A. Solving a real-world problem using knowledge from previous lessons
 B. Reciting a passage from memory
C. Writing a list of vocabulary words
D. Recalling the dates of major historical events
10. What distinguishes higher-order thinking from lower-order thinking?
A. It involves the memorization of facts
B. It is simpler and more direct
C. It requires analyzing, synthesizing, and evaluating information
D. It focuses on rote recall and repetition

11. What does the SOLO taxonomy primarily assess?

A. The amount of knowledge a student has.
B. The quality and depth of understanding in student responses.
C. The number of correct answers a student gives.
D. The length of a student’s written response.

12. 2. At which SOLO level do students show no real understanding and might use
irrelevant information?
A. Unistructural
B. Multistructural
C. Pre-structural
D. Relational

13. Which of the following represents a unistructural response?

A. Discussing one idea or fact in isolation.
B. Providing multiple unrelated facts.
C. Analyzing relationships between concepts.
D. Evaluating an argument based on evidence.

14. At which SOLO level do students begin to see the relationships between multiple
concepts?
A. Pre-structural
B. Multistructural
C. Relational
D. Extended abstract

15. A student lists facts without making connections between them. Which SOLO
level does this represent?
A. Pre-structural
B. Unistructural
C. Multistructural
D. Relational

16. What characterizes the relational level in the SOLO taxonomy?A. The student
offers an incorrect response with little relevance.
B. The student connects several ideas and explains the relationships between them.
C. The student describes several unrelated facts.
D. The student makes an abstract connection between different concepts.

17. Which of the following responses is indicative of the extended abstract level in
the SOLO taxonomy?
 A. The student applies knowledge to a new context, synthesizing and theorizing
beyond what was taught.
B. The student recalls several facts about a topic.
C. The student identifies one key idea but does not explain it further.
D. The student makes superficial connections between two concepts.

18. A teacher asks students to apply their understanding of ecosystems to propose

solutions for environmental issues. This task aims to assess which SOLO level?
A. Pre-structural
B. Multistructural
C. Relational
D. Extended abstract

19. Which SOLO level requires students to synthesize ideas from different
disciplines or topics?
A. Unistructural
B. Multistructural
C. Relational
D. Extended abstract
20. What should a teacher focus on to help students reach the relational level of the
SOLO framework?
A. Assign tasks that encourage comparing, contrasting, and making inferences.
B. Provide more facts for students to memorize.
C. Limit the scope of tasks to simple, single ideas.
D. Emphasize the quantity of information students can recall.

Key to Correction
1. C 11. B
2. B 12. C
3. A 13. A
4. B 14. C
5. B 15. C
6. C 16. B
7. A 17. A
8. A 18. D
9. A 19. D
10. C 20. A
 Professional Regulation Commission

RESUME OF RESOURCE PERSON

CPD COUNCIL OF/FOR PROFESSIONAL TEACHER

Principal Alternate Substitute

Part I. Personal Circumstances

Name: IRENE VALERIE POLINIO - CUIZON Nickname:

Residence Address: BLK 12 A LOT 04 PEARL ST. Contact Details

NORTHVILLE SUBDIVISION VIRGEN DELAS Landline No.:
FLORES HIGH SCHOOL Mobile No. 1:
Business Address: VIRGEN DELAS FLORES HIGH Mobile No. 2:
SCHOOL Email Add.: [email protected]
LUYONG ST. ALIDO PH I VIRGEN DELAS
FLORES BALIWAG CITY BULACAN
Nationality/Citizenship:
Note: The CPD Council shall be informed of any change/s on resource person/s at least 10 days
before the CPD program offering. Substitute resource person may submit this duly accomplished
form three (3) days from the completion of the CPD program.
Part II. Track Record
Specialization Sub-Specialization
Major
Competency
SCIENCE BIOLOGY
Areas
Relevant Seminars/Training Programs Relevant Seminars/Training Programs Attended
Conducted in the last five (5) years in the last five (5) years
Date Title of the Program Date Title of the Program
ROLL-OUT ON THE HIGHER ORDER
Januar THINKING SKILLS PROFESSIONAL
y 24-
LEARNING PACKAGES ( HOTS-PLPs)FOR
25
,2024 ENGLISH ,SCIENCE AND MATHEMATICS (
ESM )
July 3-
2024 CENTRAL LUZON ASSEMBLY OF
5,
2024 EDUCATION LEADERS
REGIONAL TRAINING FOR DEPARTMENT
August
HEADS ON DIVERSE LEADERSHIP ROLES
20-23,
2024
AND EFFECTIVE INSTRUCTIONAL
STRATEGIES
Februar
BI-ANNUAL PUBLIC SECONDARY SCHOOL
y 14-16
,2024 PRINCIPAL ASSOCIATION
Major Achievements, Citations, Recognition and Awards
Date Title Awarding Body
PROJECT SCIENCE HUB
November
Division Search for Innovation SDO – Bulacan
18 ,2022
Education
Regional 3rd place Outstanding
October 2015 Regional Science Fair
Research Teacher

CPDD-17
Rev. 00
June 29, 2020
Page 19 of 26
 Best in Talent for Mr and Miss
September 2009 SDO-Bulacan
DepED 2009
Part III. Education and Employment
Educational Name of Inclusive
Address Degree Earned
Background School/University Dates
MSU -IIT Tibanga , Iligan City 2001 BSE-Biology
College

Baliuag University Gil Carlos , Baliwag 2015 MA-Educational

City Management
Post- Gil Carlos , Baliwag 2015- 30 units-
Graduate Baliuag University City present Educational
Management

Position Agency/Company Inclusive Dates

Part-time STEM
Work National University 2022- 2023
Teacher
Experience:
Department Head DepEd 2023-Present
Five (5) most
Teacher III DepEd 2014-2023
recent

Part IV. Other Relevant Information

Profession/s LET License 0751197 Issued 04/02/2 Valid 02/14/202
No. on: 002 until: 8

AIPO Membership National/Chapter Position Date

Other Major Affiliations

National/Chapter Position: Date
(Professional, Civic)

I hereby certify that the above information written

by me are true and correct to the best of my [Electronically paste here your scanned
knowledge and belief. I further authorize PRC and PRC ID for professionals or other
other agencies to investigate the authenticity of all the government-issued or company ID]
documents presented.

I am agreeing to the PRC Privacy Notice and

giving my consent to the collection and processing of
my personal data in accordance thereto.

IRENE VALERIE P. CUIZON

Signature Over Printed Name
_________________________
Date

CPDD-17
Rev. 00
June 29, 2020
Page 2 of 2
 Professional Regulation Commission

RESUME OF RESOURCE PERSON

CPD COUNCIL OF/FOR PROFESSIONAL TEACHER

Principal Alternate Substitute

Part I. Personal Circumstances

Name: EDBRAILYN SJ. LUSTADO Nickname: Allen

Residence Address: 1016 La Rosa Santiago St., Contact Details

Sto. Cristo, Baliwag, Bulacan Landline No.: (044)798-3056
Business Address: Tarcan Elementary School Mobile No. 1: 0932-3350-835
P. Cruz St.,Tarcan, Baliag, Bulacan Mobile No. 2:
Email Add.:
[email protected]
Nationality/Citizenship: Filipino
Note: The CPD Council shall be informed of any change/s on resource person/s at least 10 days
before the CPD program offering. Substitute resource person may submit this duly accomplished
form three (3) days from the completion of the CPD program.
Part II. Track Record
Specialization Sub-Specialization
Major
Competenc
FILIPINO
y Areas
Relevant Seminars/Training Programs Relevant Seminars/Training Programs Attended in
Conducted in the last five (5) years the last five (5) years
Date Title of the Program Date Title of the Program
SLAC Session on Activation and
School-Based Training of Teachers on the
August 21, Installation of Philippine July 2-6,
MATATAG Curriculum for Kindergarten,
2024 National Public Key 2024
Grades 1,4 and 7
Infrastructure (PNPKI) Accounts
Online District Cascading of the
“Be Internet Awesome” Program: January District Training on Early Language
March 15-17,
Phase III Program 24-25, Literacy and Numeracy (ELLN) Focusing on
2023
Implementation in The Schools 2024 Science of Reading
Division of Bulacan
June 30 -
Division Training Workshop on Digital
July 2,
Enhancement for New Normal Instruction
2023
July 30 – AKLATECH 3.0 - Training-Workshop on
August 3, Interactive Digital Technologies for
2022 Personalized Learning
Major Achievements, Citations, Recognition and Awards
Date Title Awarding Body
Baliwag South District
2023 Outstanding ICT Teacher 2023
Baliwag South District
Baliwag South District
2022 Outstanding ICT-A Coordinator 2022
Baliwag South District
Baliwag South District Outstanding
2022 Baliwag South District
Webinar Management Team 2022
Part III. Education and Employment

CPDD-17
Rev. 00
June 29, 2020
Page 21 of 26
Educational Inclus
Background Name of School/University Address ive Degree Earned
Dates
Brgy. Guinhawa, City
Bulacan State University 2008-
College of Malolos, Bulacan,
2012
– Main Campus
3000
Master of Arts in
San Marcelino St,
Technological University 2014- Industrial Education,
Ayala Blvd, Ermita,
of the Philippines 2016 major in Administration
Manila, 1000 and Supervision
Post-
Capitol View Park, 32 units in Doctor of
Graduate La Consolacion Philosophy in Education
Catmon Rd, City of 2018-
University of the 2019
major in Educational
Malolos, Bulacan Leadership and
Philippines
3000 Management
Position Agency/Company Inclusive Dates
Master Teacher I DepEd - Tarcan ES April 8, 2024 - Present
Work June 1, 2018 – April 7,
Experience: Teacher III DepEd - Sta. Barbara ES
2024
Five (5) Teacher I DepEd - Sta. Barbara ES
Jan. 9, 2014 - June 30,
most recent 2018

Part IV. Other Relevant Information

Profession/s LET License 1160407 Issued 12/18/2 Valid 2/2/2027
No. on: 012 until:

AIPO Membership National/Chapter Position Date

Other Major Affiliations

National/Chapter Position: Date
(Professional, Civic)
Baliwag Public Elementary January 9,
Schools Teachers' Association, SDO City of Baliwag Member 2014 -
Inc. (BAPESTA) Present
City of Baliwag Secondary and
Elementary School Paper October 2,
Advisers’ Association
SDO City of Baliwag Secretary
2024
(CBSESPAA)

I hereby certify that the above information written by me are

[Electronically paste here your scanned
true and correct to the best of my knowledge and belief. I further PRC ID for professionals or other
authorize PRC and other agencies to investigate the authenticity government-issued or company ID]
of all the documents presented.

I am agreeing to the PRC Privacy Notice and giving my

consent to the collection and processing of my personal data
in accordance thereto.

EDBRAILYN SJ. LUSTADO

Signature Over Printed Name
Date: October 4, 2024

CPDD-17
Rev. 00
June 29, 2020
Page 2 of 2
Consolidated PRC ID
TYPE OF ACTIVITY:

SEMINAR/ LEARNING
WORKSHOP/ SESSIONS IN
EDUCATIONAL OTHERS (Please
FORUM THE
CONVENTION TOUR Specify)

CPD COUNCIL/S THIS APPLICATION IS SUBMITTED: PROFESSIONAL TEACHERS

DATE: November 27-29, 2024

VENUE/PLATFORM: TARCAN ELEMENTARY SCHOOL/ FACE-TO-FACE

TARGET NO. OF PARTICIPANTS: 35

BREAKDOWN OF EXPENSES:

EXPENSE ITEMS DETAILS OF THE EXPENSES AMOUNT

1. Online Platform N/A N/A

2. Venue

3. Meals AM Snack 50.00x 35- 1,750 5, 250.00

1,750X 3 Days= 5,250.00
Lunch- 100.00 x 35 = 3,500 10,500.00
3,500 X 3 Days = 10, 500.00
PM Snacks 50.00 x 35= 1,750 5,250.00
1,750X 3 Days= 5,250.00
4. Honoraria
a. Speaker (or panel of
experts)
N/A
b. Facilitator
N/A N/A
c. Moderator/Master of
Ceremony

d. Secretariat

5. Itemized materials (e.g. N/A N/A

hand book/handouts,
certificates, pencil and
papers, seminar kits, ink
for printers)

6. Advertising expenses N/A N/A

7. Transportation N/A N/A

a. Speaker/s
 b. Staff

8. Accommodation (for the (included already in the venue and meals for
speaker) 393 paxs)

9. Processing Fee N/A N/A

(Accreditation Fee)

10. Supplies and Equipment (included already in the itemized materials)

11. Laboratory N/A N/A

12. VAT (12%) N/A N/A

13. Entrance Fees (for N/A N/A

museum,
heritage/historical sites,
cultural centers, exhibits,
geographical sites, other
sites, etc. )

14. Tour guide/Facilitator’s N/A N/A

fee

15. Miscellaneous (Please N/A N/A

specify)

TOTAL EXPENSES: 21,000

Note: For any of the listed expenses not applicable to the applied program, Not Applicable
or N/A shall be indicated.