.

Republic of the Philippines

Department of Education (DepEd)
Region VIII – Eastern Visayas
Division of Leyte –Dulag North District
121334 SAN JOSE CENTRAL SCHOOL
Dulag, Leyte
Name/Title of Three Day School-Based Training on Gender & Development for San Jose Central
Activity School Teaching Personnel
IDENTIFYING INFORMATION
Proponent Unit MA. CRISTINA A. SERVANDO
PRINCIPAL 1
DULAG NORTH DISTRICT
Duration Three Days exclusive of travel time
Indicative date of November 27-29,2023
Implementation
In response to the provision of DepEd Order No. 32, s. 2017, “Gender-
Responsive Basic Education Policy”, which set forth the realization of
international and national commitments and action plans on gender and equality
and women empowerment, the San Jose Central School shall conduct this GAD
Capacity Building Seminar as part of the school’s annual GAD activity as per
mandate also by Philippine Commission on Women-National Economic and
Rationale Development Authority-Department of Budget and Management (PCW-NEDA-
DBM), “Preparation of Annual GAD Plans and Budgets (GPB) and
Accomplishment Reports (AR) to Implement the Magna Carta for Women”.
This GAD activity shall constitute at least five percent (5%) of the total
MOOE budget appropriations authorized under the Annual Appropriations Act
(GAA).

Program/ Training As part of the school’s annual Gender and Development Program (GAD) and
Course Objectives the provision of DepEd Order No. 32, s. 2017, “Gender-Responsive Basic
Education Policy”, this training aims to:
a. making women’s as well as men’s concern and experiences an integral
dimension of the design, implementation, monitoring and evaluation of
policies, programs and projects in all social, political, civil, and economic
spheres so that woman and men benefit equally.
b. engage the employees and empower them to continuously improve the
delivery of its services by identifying gaps in the areas of work; and
c. formulates strategies to achieve its targets and objectives
effectively and efficiently
Professional Personnel Groups Sub-Priority Learning
Development Needs
Priorities/Alignmen Teachers PPST Domain 1 Strand 1.1
t to Priority Content, Knowledge and Applied Knowledge of
Strands(Strand Pedagogy content within and across
Competency) curriculum teaching areas.
Used research-based
knowledge and principles
of teaching and learning to
enhance professional
practice.
 Displayed proficient use of
Mother Tongue, Filipino
and English to facilitate
teaching and learning.
Use effective verbal and
non-verbal classroom
communication strategies
to support learner
understanding,
participation, engagement,
and achievement
PPST Domain 2 Strand 2.1
Learning Environment Established safe and
secure learning
environments to enhance
learning through the
consistent implementation
of policies guidelines and
procedures.
Maintained learning
environments that
promote fairness, respect,
and care to encourage
learning.
Maintained learning
environments that nurture
and inspire learners to
participate, cooperate and
collaborate in continued
learning.
Applied a range of
successful strategies that
maintain learning
environments that
motivates learners to work
productively by assuming
responsibility for their
own learning.
PPST Domain 3: Designed, adapted, and
Diversity of Learners, implemented teaching
Curriculum and Planning, strategies that are
& Assessment and responsive to learners with
Reporting disabilities, giftedness, and
talents.
Adapted and used
culturally appropriate
teaching strategies to
address the needs of
learners from indigenous
groups.
Adapted and implemented
learning programs that
ensure relevance and
responsiveness to the
needs of all learners.
Utilized assessment data to
 inform the modification of
teaching and learning
practices and programs.
PPST Domain 4 Strand 4
Community linkages and Maintained learning
Professional Growth and environments that are
Professional Development responsive to community
contexts.
Reviewed regularly
personal teaching practice
using existing laws and
regulations that apply to
the teaching profession
and the responsibilities
specified in the Code of
Ethics for Professional
Teachers.
Complied with and
implemented school
policies and procedures
consistently to foster
harmonious relationship
with learners, parents, and
other stakeholders.
Applied a personal
philosophy of teaching that
is learner-centered.
Adopt practices that
uphold the dignity of
teaching as a profession by
exhibiting qualities such
as, caring attitude, respect,
and integrity.
Set professional
development goals based
on the Philippine
Professional Standards for
Teachers.
Performed various related
works/ activities that
contribute to the teaching
learning profession.
Quality Assurance & Monitoring & Evaluation Plan
Monitoring
Evaluation Trainee’s End of F3 Program Assessment (with Consolidation Template)

This instrument is used to collect information of the Trainee’s Level of

satisfaction with the F3 phase of the training program. All trainees will complete
this evaluation at the end of the F3 phase of the training program and the results
will be used to inform future delivery of the training program and to enhance
Program Management and Trainers future performance. Its consolidated results
will be analyzed and used to inform the final F3 Program Completion Report.
 Rapid Competency Assessment Before and After the F3 Program

This instrument is used to collect information of the trainee’s self-

perception of their Level of Competency before and after their involvement in a
F3 Training Program. Completion of the instrument will be the beginning of the
F3 phase of the program and again at the end of the F3 program. Results will be
used to inform future delivery of the training program. Consolidated results will
be analysed and used to inform the final F3 Program Completion Report.

Target Proficient Teachers

Participants’ Highly Proficient Teachers
Profile
Delivery Flatform Face to Face

Number of Hours 24 Hours

List of Resource Ma. Cristina A. Servando, Principal 1

Persons/Learning Renato
Facilitators Eva S. Noblejas, MT 1/ GAD

Program Course 3-Day School -Based Gender and Development Training (GAD) and Child Protection Policy
Design (CPP)
Session 1 : What is Gender & Development
Session 2 : Salient Features of RA 7192
Session 3 : Magna Carta for Women
Session 4 : GAD Man-Woman Differences
Session 5: Sexual Harassment
Session 6 : Gender Differences in Society Gaps: Gender Differences in Various Spheres in Life
Session 7 : VAWC RA 9262
Session 8 : Film Showing
Session 9 : Sharing of Reactions/Insights about the film
Session 10 : Sharing Real Life Situations

DO 32, s.2017 – Gender-Responsive Basic Education Policy, 1987 Philippine Constitution,

Republic Act (RA) No. 9710 or the Magna Carta of Women (MCW), RA 10533 or the Enhanced
Basic Education Act of 2013, and the Philippines’ International Human Rights Commitments to the
Declaration of Human Rights (UDHR), Convention on the Elimination of All Forms of
Discrimination Against Women (CEDAW), and the Convention of the Child on the Elimination of
All Forms of Discrimination Against Women (CEDAW), and the Convention on the Rights of the
Child (CRC)

(Please see attached template – Attachment A, Attachment B)

Program Funding Source How will the Budget Provide details

Implementation program Requirements on how the
Plan Funded? funds will be
allocated
As stipulated on
MOOE 5% of GAD Fund the AIP C.Y.
2023
(Please see attached template – Attachment C)

Item Unit Cost Required No. Required No. Amount

Expenditure of Pax of Days
 Food 200.00 35 3
Tarpaulin 610.00
Notebooks 25.00 35
sign pen 35.00 35
Specialty 120
paper
Bond paper 220
ink 300
Token for 400
speakers
Construction 300.00 1 ream
Paper
GRAND Php
TOTAL
Expected Output Enhanced Teachers’ KSA in developing and using appropriate strategies in the
integration of GAD in the different learning areas.
List of PROGRAM MANAGEMENT TEAM (PMT)
Management Staff Tasks/Roles during
PMT Members
with Pre-Delivery Actual Delivery Post Delivery
Corresponding Program *Finalizes *Collaborates with *Facilitates post-
Committee Manager: composition and PMT to ensure intervention de-brief
mobilizes PMT smooth flow of with PMT to discuss
Ma. Cristina A. and team of registration post-intervention
Servando learning service * Partners with evaluation and
providers PMT’s in ensuring discuss improvement
(resource all learning and areas
persons, etc.) delivery materials *Leads in crafting the
*Orient learning are ready for their intervention
service providers use Completion report in
and PMT on their *Supervises and collaboration with
terms of reference evaluation is PMT
*Collaborates conducted. *Ensures complete
with Finance *Collaboration with inventory of materials
Committee to the Learning and other related
ensure purchase Manager QATAME documents
requests and fund Coordinator and *Coordinates with
disbursements Documented in Finance Officers to
are in order ensuring that ensure that all
*Oversees intervention is financial reports are
preparation of documented, prepared and
learning monitored and financial obligations
resources, evaluated are settled.
supplies and *Conducts end of
other delivery the day meeting
logistics with the teaching
*Accomplishes staff to address
Pre-Program issues, and plan for
Delivery Checklist succeeding days
with the
assistance of
QAME
Coordinator.
Learning
Managers:
Renato
*Ensures that
the
intervention is *Collaborates *Prepares and *Analyzes results of
earned out as with program maintain conducive learning evaluation in
detailed design Manager in the learning collaboration with
in collaboration review of environment by QATAME Coordinator
with learning intervention facilitating *Participates in post-
facilitators and design and unfreezing, intervention debrief
resource walkthrough of expectation and and presents learning
persons. the learning norm- setting evaluation
*Monitors resource package activities (including *Prepares report on
learning *Ensures that use of gender fair intervention
progress of activities, and socially highlights,
Participants, mechanisms and inclusive language) observations, insights
collaborates resources needed *Monitors the and
with learning to support delivery of sessions recommendations
facilitators and learning according to related to learning
resource management are intervention design management and
persons to planned and and use of effective submits to PM for
ensure that prepared presentation and inclusion in the
emerging facilitation skills intervention
learning needs *Facilitates completion.
are addressed, management of
and facilitates learning activities
management of and schedules and
learning as needed
activities. *Participates in or
facilitates end of
day debriefing
sessions
*Ensures that level
2 (learning
Logistics
Officer:

____________ *Coordinates with *Checks that the *Prepares report on

*Ensures the Learning Manager session hall are critical incidents
quality, on intervention always merely for related to Logistics
adequacy and logistic use and conducive and submits to PM for
availability of requirements. to learning inclusion in the
facilities, *Coordinates with *Checks that Intervention
equipment, Program Manager equipment, Completion report.
supplies and and Welfare technology support,
materials, Officer on etc. are always
vehicles and Facilities and available when
other resources meal needed.
to support the requirements of *Participates in end
successful PMT and LSP’s. of day debriefing
implementatio sessions
n of the L and D
intervention.
Finance Officer:

Alma *Assists program *Reimburses travel *Liquidate all fund

 manager in the and other related disbursement and
*Oversees all preparation of the expenses prepare financial
finance related budget proposal associated with report as input to
concerns of the and other needed participation of Intervention
L&D financial PMT and LPS learn Completion report
intervention documents *Oversees efficient *Compiles feedback
including the *Ensures allocation all and critical incidents
efficient availability of disbursements related to
allocation and funds for venue, against budget to interventions
timely release meals and other support liquidation financial management
of funds as well logistics *Participates in and submit to PMT as
as the *Initiates end-of-day input to the
documentation procurement debriefing sessions. Intervention
for liquidation. processes of Completion report.
resources, *Follows up status of
materials and payment for suppliers
relevant services and external learning
and follows up services providers
fund *Participate in post
disbursement intervention debrief
with appropriate
offices.
QAME *Collaborates * Applies process *Analyzes level 1
Coordinator: with PMT in observations and evaluation results and
ensuring that pre- prescribed tools to prepares report for
___________ delivery monitor and presentation during
processes and evaluate post-intervention
Implements the standards are intervention debrief
L&D delivered delivery *Assist LM in
intervention *Assists the *Prepares daily analyzing Level 2
QAME plan in Program Manager QATAME report evaluation results
collaboration in Accomplishing and submits to PM *Prepares Post-
with the PMT the Pre- for discussion intervention QATAME
Intervention during the end-of- report and submits to
Delivery Checklist day debriefing PM for inclusion in
sessions the intervention CR
*Administers Level *Assist PM in
1 post-session and accomplishing
post-intervention Intervention Closure
evaluation Checklist
*Assist Learning *Participates in post
Manager in debriefing sessions
administering Level
2 evaluation
*Participates in
end-of-day
debriefing sessions
Learning
Facilitators:
*Facilitate *Attends pre- *Applies effective *Prepares and
learning delivery meeting presentation and submits facilitator’s
session and/or and collaborates facilitation insight and
deliver session with Program techniques in recommendations to
content Manager and conducting be included in the
according to Learning Manager assigned sessions Intervention
design and in the review of based on the L&D Completion report.
collaborate intervention design *Compiles feedback
with the design and *Responds to and critical incidents
Learning walkthrough of learners’ questions related to learning
Manager to the learning and concerns management and
ensure that resource package. during session submits to PM as
planned *Manages input to intervention
learning *Collaborates challenging Completion report
objectives are with Learning learning situations *Participates in post
met and Manager in *Ensures the intervention debrief.
emerging reviewing profile outputs and
learning needs and needs of learning objectives
are addressed. participants are met by the end
*Collaborates of assigned sessions
*Ma. Cristina A. with Program *Provides feedback
Servando Manager to to learning
*Renato ensure that Manager and
*Eva physical set up of Program Manager
*Alma session halls is the critical
appropriate to incidents and
planned learning participates in end-
sessions. of-day de-briefing
*Collaborates sessions
with Program
Manager to
ensure that all
delivery and
learning materials
as well as
equipment,
supplies, etc. are
available and
good quality.
 Participates in pre-  Attend to registration  Assists the Program
Secretariat delivery meeting needs Manager in preparing
with PMT to run of learners. the
Mary Jeane through detailed  Intervention
intervention design Completion Report
and identify needed
secretariat support.

Assists in the Ensures that learners  Compiles feedback and

reproduction of fill up attendance sheets critical incidents related
learning resource everyday to secretariat support
materials. Ensures and submits to Program
that all needed Manager as input to
materials, and Intervention Completion
equipment needed to Report.
provide effective and Participates in post-
efficient secretariat invention debrief.
support are available
and in good quality.
Documenter
Participates in pre- Documents session Prepares summary of
delivery meeting with proceeding including proceedings. Participates
the PM to run through activities, inputs, in post-intervention
activity learners’ responses, and debrief.
implementation plan outputs of participants
and identify needed in end-of-day debriefing
documentation session
support
Prepared by:
____________________
GAD Coordinator
Noted:
MA. CRISTINA A. SERVANDO
School Head
Initial Assessment and Evaluation:

GLENDA A. JO JENNIE D. VILLASIN

Principal-In-charge SEPS-HRD

Reviewed and Quality Assured by:

FELICIDAD T. ESPINOSA
Chief,CID

Recommending Approval:

ROBERTO N. MANGALIMAN, PhD, CESE

Assistant Schools Division Superintendent

Approved:

MARIZA S. MAGAN, EdD, CESE

Schools Division Superintendent
 Republic of the Philippines
Department of Education (DepEd)
Region VIII – Eastern Visayas
Division of Leyte –Dulag North District
121334 SAN JOSE CENTRAL SCHOOL
Dulag, Leyte

PROGRAM COURSE DESIGN & RESOURCE PACKAGE TEMPLATE

Attachment A
Training Title THREE DAY SCHOOL-BASED TRAINING ON GENDER AND DEVELOPMENT FOR SAN JOSE CENTRAL SCHOOL
Training/Course This is a 24-hour Formal Face to Face training session for S.Y. 2022-2023 which focuses on Gender and Development (GAD) on
Description Gender Mainstreaming or a strategy for: making women’s as well as men’s concern and experiences an integral dimension of the
design, implementation, monitoring and evaluation of policies, programs and projects in all social, political, civil, and economic
spheres so that woman and men benefit equally
Duration Topic Session Objective Methodology Assessment Outputs Resource
Strategies Person/Learning
Facilitator
1 2 hours What is Gender *Know about Gender and 4 As
and Development itself
Development
2 2 hours Salient Features *Promoting the integration of 4 As
of RA 7192 woman as full and equal
partners of men in
development and nation
building and for other purposes
3 2 hours Magna Carta for *Eliminate discrimination 4As
Woman against woman by recognizing,
protecting, fulfilling and
promoting the rights of Filipino
women, especially those
marginalized.
4 2 hours GAD Man- *Appreciate the differences 4 As
 Woman between a man and a woman
Differences
5 2 hours Sexual *Know the most common form 4 As
Harassment of sexual harassment in the
workplace
6 2 hours Gender *Know the gender gap as to 4 As
Differences in social, Political, intellectual,
Society emotional,etc
Gender Gaps:
Gender
Differences in
Various Spheres
in Life
7 2 hours VAWC RA 9262 Understand VAWC RA 9262 4 As
8 3 hours Film Showing 4 As
9 3 hours Sharing of
reaction/insights
about the film
and sharing Reflection
about real life
situations
10 3 Hours Sharing Real
Life Situations

BUDGET PROPOSAL TEMPLATE

(Attachment C)
Item Expenditure Unit Cost Required No. of Pax Required No. of Days Amount
Food (Lunch with snacks) 3
Tarpaulin
Notebooks
Specialty paper
Sign pen
Bond paper
ink
Token for speakers
Construction Paper
Grand Total
Prepared by: Noted:
______________________ MA. CRISTINA A. SERVANDO GLENDA A. JO
GAD Coordinator School Head Principal-In-Charge

Approved:

MARIZA S. MAGAN, EdD, CESE

Schools Division Superintendent
 Republic of the Philippines
Department of Education (DepEd)
Region VIII – Eastern Visayas
Division of Leyte –Dulag North District
121334 SAN JOSE CENTRAL SCHOOL
Dulag, Leyte

Program Training Title: THREE DAY SCHOOL-BASED TRAINING ON GENDER AND DEVELOPMENT FOR SAN JOSE CENTRAL SCHOOL
Venue: San Jose Central School Dulag North District Dulag, Leyte
Date: November 27-29,2023

TRAINING MATRIX
SCEDULE
TIME Day 1- November 27,2023 Day 2-November 28, 2023 Day 3-November 29, 2023
7:30-7:40 Registration
Preliminaries Preliminaries
7:40-8:00 Opening Program
8:00-10:00 What is Gender and Development Sexual Harassment

10:00-12:00 Salient Features of RA 7192 Gender Differences in Society Film Showing

Gender Gaps: Gender Differences Arlene M. Ramos
in Various Spheres in Life

12:00-1:00 LUNCH BREAK

1:00-3:00 Magna Carta for Woman Sharing of reaction/insights about the film
VAWC RA 9262 and sharing about real life situations
3:00-5:00 GAD Man-Woman Differences

Prepared by: Noted:

__________________ MA. CRISTINA A. SERVANDO GLENDA A. JO
GAD Coordinator School Head Principal-In-Charge

Approved:
MARIZA S. MAGAN, EdD, CESE
Schools Division Superintendent
 LIST OF PARTICIPANTS/FACILITATORS
No. NAME MAL FEMALE Position Title School Office Career Stage Subject Grade
E Area Level
1
2
3
4
5
6
7
8

Summary:
Male: Female: Total:
 Republic of the Philippines
Department of Education (DepEd)
Region VIII – Eastern Visayas
Division of Leyte –Dulag North District
121334 SAN JOSE CENTRAL SCHOOL
Dulag, Leyte

MONITORING AND EVALUATION PLAN TEMPLATE

(Attachment B)
Levels of M Methods and Schedule of
Indicators Data Sources Person/s Responsible Resources User M & E Data
&E Tools M&E
Number of teachers fully Classroom Ratings Sheets, Quarterly Advisers, Master M&E Advisers, Master
applies the GAD program observations Master checklists, Teacher, School Head Template Teacher, School Head
Results head teachers’
checklists
Number of teachers Learning Toolkit Master checklists, Monthy/ Advisers, Master M&E Advisers, Master
Behavior
adopting the GAD and head teachers’ Quarterly Teacher, School Head Template Teacher, School Head
CPP checklists
Number of teachers Learning Toolkit Pre-test & Post- Immediately Teachers, facilitator, M&E Advisers, Master
Learning comprehend the GAD and Test results after sessions TWG, ICT Coordinator Template Teacher, School Head
CPP
Number of participants Post Observation Satisfaction Immediately Teachers, facilitator, M&E Advisers, Master
Reaction
liked the program Conference Survey after sessions TWG, ICT Coordinator Template Teacher, School Head