PRC CPD Provider Tarlac City Application

Professional Regulation Commission
APPLICATION FOR ACCREDITATION AS LOCAL CPD PROVIDER
CPD COUNCIL OF/FOR PROFESSIONAL TEACHERS
/ New Renewal Accreditation No.:

Expiry Date:
Part I. Applicant Information

Name of Applicant/Provider:
TARLAC CITY SCHOOLS DIVISION
Classification:
Firm/Partnership/Corporation / Government Institution/Agency Professional Organization
Individual/ Single Proprietorship Academic Institution Cooperative & NGO
Address:
Office Telephone No.: (045) 982-4514 Fax No.: NONE

E-mail Address: [email protected] Website, if available: https://depedtarlaccity.com/
Contact Person: Landline No: none

STEPHEN TRACY E. TABAMO,PhD Mobile No.: 09985586305
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.
__________________________________
STEPHEN TRACY E. TABAMO, PhD
(Signature Over Printed Name)
SENIOR EDUCATION PROGRAM SPECIALIST-HRD
Position
MAY 10, 2024
Date
Part III. Assessment and Review
Regulation Division: Cash Division:
Assessed by : ___________________ Amount : ___________ O.R. No.: ______________
Date : ___________________ Date : ____________________
Remarks : ___________________ Issued by : ____________________
Reviewed by:
_______________________________
Chief, Regulation Division
Date: ________________
Part IV. Action taken by the CPD Council
Approved Accreditation No. __________________

Deferred pending compliance ______________________________________
______________________________________________________________
Disapproved due to ______________________________________________
______________________________________________________________
______________________________
Chairperson
____________________________ ____________________________
Member Member
Date____________________
CPDD-01-A
Rev. 05
June 29, 2020
Page 1 of 3
PROCEDURE FOR ACCREDITATION AS CPD PROVIDER (LOCAL)
Step 1. Secure Application Form at Regulation Division of any of the PRC Regional Offices, or download at PRC website
(www.prc.gov.ph).
Step 2. Fill-out Application Form and comply the required documents. (Please provide one (1) set for receiving copy).
Step 3. Proceed to Regulation Division of any of the PRC Regional Offices for review and assessment.
Step 4. Pay prescribed fee (In cash, Postal Money Order, Manager’s Check or Bank Draft payable to Professional Regulation
Commission) of Five Thousand Pesos (₱ 5,000.00). No applicable fees for government agencies and instrumentalities.
Step 5. Submit Application Form with attached supporting documents and photocopy of the Official Receipt to Regulation
Division of any of the PRC Regional Offices.
Step 6. Verify your application after 14 working days from time of submission at CPD Division by calling telephone number
(+632) 8810-84-15 (PRC-PICC) or email at [email protected].
CHECKLIST OF REQUIREMENTS
SUPPORTING DOCUMENTS
Individual/Single Proprietor Firm/Partnership/Corporation Government Institution/Agency
[ ] Valid Professional ID Card of the [ ] Company Profile with Mission, [ ] Copy of charter or Republic
proprietor which shall be of the Vision, Core Values and if any, Act establishing the agency
same profession that he/she is list with details of previous [ ] Three-Year Annual Plan of
applying for. training programs conducted proposed CPD Programs
[ ] Resumé which include, among [ ] List of officers with valid [ ] Instructional Design for the
others, relevant educational Professional ID Card (if first program
background, current employment, licensed professional) [ ] Office Order or its equivalent
profession, principal area of [ ] List with details and photographs from the head of Agency
professional work and number of of with captions of training appointing its officer to
years in the practice of the equipment and facilities manage the CPD program
regulated profession [ ] Three-Year Annual Plan of and activities
[ ] Profile which include proposed CPD Programs
Mission, Vision, Core Values and [ ] Instructional Design for the first
if any, a list with details of program
previous training programs and [ ] Appointment paper from the
activities conducted managing partner authorizing
[ ] List with details and photographs the subject partner to manage
with captions of training CPD programs; or Board
equipment and facilities Resolution/Secretary’s
[ ] Three-Year Annual Plan of Certificate of a Corporation
proposed CPD Programs authorizing an officer to
[ ] Instructional Design for the first manage CPD Programs
program [ ] Authenticated SEC Certificate of
[ ] Authenticated DTI Certificate of Registration and Articles of
Registration Incorporation or Partnership
[ ] Original Copy of NBI Clearance and their respective By-laws
[ ] Authenticated BIR Certificate of [ ] Authenticated BIR Certificate of
Registration and Tax Clearance Registration and Tax Clearance
[ ] Affidavit of Undertaking (Annex [ ] Mayor’s or Business Permit
“B-3”) [ ] Affidavit of Undertaking (Annex “B-
[ ] Mayor’s or Business Permit 3”)
[ ] Notarized copy of JVA or MOU or [ ] Notarized copy of JVA or MOU
MOA, if applicable or MOA, if applicable
RENEWAL
[ ] Three-Year Consolidated Report to include the following:
( ) List of CPD programs and activities for the last three (3) years
( ) Updated list with details and photographs with captions of training equipment and facilities
( ) Audited Financial Report
[ ] Three-Year Annual Plan of proposed CPD Programs with the corresponding Instructional Design
[ ] Updated General Information Sheet for Corporation or Partnership
[ ] Amended Articles of Incorporation or Partnership and their respective By-laws, if there are changes
[ ] Appointment paper from the managing partner authorizing the subject partner to manage CPD programs; or Board
Resolution/Secretary’s Certificate of a Corporation authorizing an officer to manage CPD programs; or Office
Order or its equivalent from the Head of Government Agency appointing its officer to manage the CPD programs, if
there are changes
[ ] Affidavit of Undertaking (Annex “B-3”)
CPDD-01-A
Rev. 05
June 29, 2020
Page 2 of 3
Additional Requirements:
[ ] Short brown envelope for the Certificate of Accreditation
[ ] Two (2) sets 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 documents in PDF format saved in flash drive.
Note:
1. 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.
2. The period for processing the application is 14 working days.
3. If additional requirement/s is/are needed, a period of 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.
4. The Articles of Incorporation/Partnership shall include as one of its purposes the training and development of professionals;
or in the case of commercial or industrial, provides for the training and development of its own professionals.
5. The CPD Council shall have the right to specify additional requirements if deemed necessary and appropriate.
CPDD-01-A
Rev. 05
June 29, 2020
Page 3 of 3
1
}
REPUBLIC OF THE PHILIPPINES
CONGRESS OF THE PHILIPPINES H. No. 10732
Third Regular Session S. No. 2191
REPUBLIC ACT NO. 9155
AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE

FOR BASIC EDUCATION, ESTABLISHING AUTHORITY
AND ACCOUNTABILITY, RENAMING THE DEPARTMENT
OF EDUCATION, CULTURE AND SPORTS AS THE
DEPARTMENT OF EDUCATION, AND FOR OTHER
PURPOSES
Be it enacted by the Senate and House of Representatives of the
Philippines in Congress assembled:
SECTION 1. Short Title. – This Act shall be known as the
"Governance of Basic Education Act of 2001."
SEC. 2. Declaration of Policy. – It is hereby declared the

policy of the State to protect and promote the right of all citizens
to quality basic education and to make such education accessible
to all by providing all Filipino children a free and compulsory
education in the elementary level and free education in the high
school level. Such education shall also include alternative learning
systems for out-of-school youth and adult learners. It shall be the
goal of basic education to provide them with the skills, knowledge
and values they need to become caring, self- reliant, productive
and patriotic citizens.
The school shall be the heart of the formal education system.

It is where children learn. Schools shall have a single aim of
providing the best possible basic education for all learners.
Governance of basic education shall begin at the national

level. It is at the regions, divisions, schools and learning centers
— herein referred to as the field offices — where the policy and
principle for the governance of basic education shall be translated
into programs, projects and services developed, adapted and offered
to fit local needs.
132
2
The State shall encourage local initiatives for improving

the quality of basic education. The State shall ensure that the
values, needs and aspirations of a school community are reflected
in the program of education for the children, out-of-school youth
and adult learners. Schools and learning centers shall be
empowered to make decisions on what is best for the learners
they serve.
SEC. 3. Purposes and Objectives. – The purposes and

objectives of this Act are:
(a) To provide the framework for the governance of basic

education which shall set the general directions for educational
policies and standards and establish authority, accountability and
responsibility for achieving higher learning outcomes;
(b) To define the roles and responsibilities of, and provide

resources to, the field offices which shall implement educational
programs, projects and services in communities they serve;
(c) To make schools and learning centers the most

important vehicle for the teaching and learning of national values
and for developing in the Filipino learners love of country and
pride in its rich heritage;
(d) To ensure that schools and learning centers receive the

kind of focused attention they deserve and that educational
programs, projects and services take into account the interests of
all members of the community;
(e) To enable the schools and learning centers to reflect

the values of the community by allowing teachers/learning
facilitators and other staff to have the flexibility to serve the needs
of all learners;
(f) To encourage local initiatives for the improvement of

schools and learning centers and to provide the means by which
these improvements may be achieved and sustained; and
3
(g) To establish schools and learning centers as facilities

where schoolchildren are able to learn a range of core competencies
prescribed for elementary and high school education programs or
where the out-of-school youth and adult learners are provided
alternative learning programs and receive accreditation for at
least the equivalent of a high school education.
SEC. 4. Definition of Terms. – For purposes of this Act,

the terms or phrases used shall mean or be understood as follows:
(a) Alternative Learning System - is a parallel learning

system to provide a viable alternative to the existing formal
education instruction. It encompasses both the non-formal and
informal sources of knowledge and skills;
(b) Basic Education - is the education intended to meet

basic learning needs which lays the foundation on which
subsequent learning can be based. It encompasses early childhood,
elementary and high school education as well as alternative
learning systems for out-of-school youth and adult learners and
includes education for those with special needs;
(c) Cluster of Schools - is a group of schools which are

geographically contiguous and brought together to improve the
learning outcomes;
(d) Formal Education - is the systematic and deliberate

process of hierarchically structured and sequential learning
corresponding to the general concept of elementary and secondary
level of schooling. At the end of each level, the learner needs a
certification in order to enter or advance to the next level;
(e) Informal Education - is a lifelong process of learning

by which every person acquires and accumulates knowledge,
skills, attitudes and insights from daily experiences at home, at
work, at play and from life itself;
(f) Integrated Schools - is a school that offers a complete

basic education in one school site and has unified instructional
programs;
4
(g) Learner - is any individual seeking basic literacy skills

and functional life skills or support services for the improvement
of the quality of his/her life;
(h) Learning Center - is a physical space to house learning

resources and facilities of a learning program for out-of-school
youth and adults. It is a venue for face-to-face learning activities
and other learning opportunities for community development and
improvement of the people's quality of life;
(i) Learning Facilitator - is the key-learning support person

who is responsible for supervising/facilitating the learning process
and activities of the learner;
(j) Non-Formal Education - is any organized, systematic

educational activity carried outside the framework of the formal
system to provide selected types of learning to a segment of the
population;
(k) Quality Education - is the appropriateness, relevance

and excellence of the education given to meet the needs and
aspirations of an individual and society;
(l) School - is an educational institution, private and

public, undertaking educational operation with a specific age-
group of pupils or students pursuing defined studies at defined
levels, receiving instruction from teachers, usually located in a
building or a group of buildings in a particular physical or cyber
site; and
(m) School Head - is a person responsible for the

administrative and instructional supervision of the school or
cluster of schools.
CHAPTER 1
GOVERNANCE OF BASIC EDUCATION
SEC. 5. Principles of Shared Governance. – (a) Shared
governance is a principle which recognizes that every unit in the
education bureaucracy has a particular role, task and
5
responsibility inherent in the office and for which it is principally

accountable for outcomes;
(b) The process of democratic consultation shall be observed

in the decision-making process at appropriate levels. Feedback
mechanisms shall be established to ensure coordination and open
communication of the central office with the regional, division
and school levels;
(c) The principles of accountability and transparency shall

be operationalized in the performance of functions and
responsibilities at all levels; and
(d) The communication channels of field offices shall be

strengthened to facilitate flow of information and expand linkages
with other government agencies, local government units and
nongovernmental organizations for effective governance;
SEC. 6. Governance. – The Department of Education,

Culture and Sports shall henceforth be called the Department of
Education. It shall be vested with authority, accountability and
responsibility for ensuring access to, promoting equity in, and
improving the quality of basic education. Arts, culture and sports
shall be as provided for in Sections 8 and 9 hereof.
SEC. 7. Powers, Duties and Functions. – The Secretary of

the Department of Education shall exercise overall authority and
supervision over the operations of the Department.
A. National Level
In addition to his/her powers under existing laws, the

Secretary of Education shall have authority, accountability and
responsibility for the following:
(1) Formulating national educational policies;
(2) Formulating a national basic education plan;
(3) Promulgating national educational standards;

6
(4) Monitoring and assessing national learning outcomes;
(5) Undertaking national educational research and studies;
(6) Enhancing the employment status, professional

competence, welfare and working conditions of all personnel of
the Department; and
(7) Enhancing the total development of learners through

local and national programs and/or projects.
The Secretary of Education shall be assisted by not more

than four (4) undersecretaries and not more than four (4) assistant
secretaries whose assignments, duties and responsibilities shall
be governed by law. There shall be at least one undersecretary
and one assistant secretary who shall be career executive service
officers chosen from among the staff of the Department.
B. Regional Level
There shall be as many regional offices as may be provided

by law. Each regional office shall have a director, an assistant
director and an office staff for program promotion and support,
planning, administrative and fiscal services.
Consistent with the national educational policies, plans and

standards, the regional director shall have authority,
accountability and responsibility for the following:
(1) Defining a regional educational policy framework which

reflects the values, needs and expectations of the communities
they serve;
(2) Developing a regional basic education plan;
(3) Developing regional educational standards with a view

towards benchmarking for international competitiveness;
7
(4) Monitoring, evaluating and assessing regional learning

outcomes;
(5) Undertaking research projects and developing and

managing regionwide projects which may be funded through official
development assistance and/or other funding agencies;
(6) Ensuring strict compliance with prescribed national

criteria for the recruitment, selection and training of all staff in
the region and divisions;
(7) Formulating, in coordination with the regional

development council, the budget to support the regional
educational plan which shall take into account the educational
plans of the divisions and districts;
(8) Determining the organization component of the divisions

and districts and approving the proposed staffing pattern of all
employees in the divisions and districts;
(9) Hiring, placing and evaluating all employees in the

regional office, except for the position of assistant director;
(10) Evaluating all schools division superintendents and

assistant division superintendents in the region;
(11) Planning and managing the effective and efficient use

of all personnel, physical and fiscal resources of the regional office,
including professional staff development;
(12) Managing the database and management information

system of the region;
(13) Approving the establishment of public and private

elementary and high schools and learning centers; and
(14) Performing such other functions as may be assigned

by proper authorities.
8
C. Division Level
A division shall consist of a province or a city which shall

have a schools division superintendent, at least one assistant
schools division superintendent and an office staff for programs
promotion, planning, administrative, fiscal, legal, ancillary and
other support services.

standards, the schools division superintendents shall have
authority, accountability and responsibility for the following:
(1) Developing and implementing division education

development plans;
(2) Planning and managing the effective and efficient use

of all personnel, physical and fiscal resources of the division,
including professional staff development;
(3) Hiring, placing and evaluating all division supervisors

and schools district supervisors as well as all employees in the
division, both teaching and non-teaching personnel, including
school heads, except for the assistant division superintendent;
(4) Monitoring the utilization of funds provided by the

national government and the local government units to the schools
and learning centers;
(5) Ensuring compliance of quality standards for basic

education programs and for this purpose strengthening the role
of division supervisors as subject area specialists;
(6) Promoting awareness of and adherence by all schools

and learning centers to accreditation standards prescribed by the
Secretary of Education;
(7) Supervising the operations of all public and private

elementary, secondary and integrated schools, and learning
centers; and
9

D. Schools District Level
Upon the recommendation of the schools division

superintendents, the regional director may establish additional
schools district within a schools division. Schools districts already
existing at the time of the passage of this law shall be maintained.
A schools district shall have a schools district supervisor and an
office staff for program promotion.
The schools district supervisor shall be responsible for:
(1) Providing professional and instructional advice and

support to the school heads and teachers/facilitators of schools
and learning centers in the district or cluster thereof;
(2) Curricula supervision; and

E. School Level
There shall be a school head for all public elementary schools

and public high schools or a cluster thereof. The establishment of
integrated schools from existing public elementary and public
high schools shall be encouraged.
The school head, who may be assisted by an assistant school

head, shall be both an instructional leader and administrative
manager. The school head shall form a team with the school
teachers/learning facilitators for delivery of quality educational
programs, projects and services. A core of non-teaching staff shall
handle the school's administrative, fiscal and auxiliary services.

standards, the school heads shall have authority, accountability
and responsibility for the following:
10
(1) Setting the mission, vision, goals and objectives of the

school;
(2) Creating an environment within the school that is

conducive to teaching and learning;
(3) Implementing the school curriculum and being

accountable for higher learning outcomes;
(4) Developing the school education program and school

improvement plan;
(5) Offering educational programs, projects and services

which provide equitable opportunities for all learners in the
community;
(6) Introducing new and innovative modes of instruction

to achieve higher learning outcomes;
(7) Administering and managing all personnel, physical

and fiscal resources of the school;
(8) Recommending the staffing complement of the school

based on its needs;
(9) Encouraging staff development;
(10) Establishing school and community networks and

encouraging the active participation of teachers organizations,
non-academic personnel of public schools, and parents-teachers-
community associations;
(11) Accepting donations, gifts, bequests and grants for

the purpose of upgrading teachers'/learning facilitators'
competencies, improving and expanding school facilities and
providing instructional materials and equipment. Such donations
or grants must be reported to the appropriate district supervisors
and division superintendents; and
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The Secretary of Education shall create a promotions board,

at the appropriate levels, which shall formulate and implement a
system of promotion for schools division supervisors, schools
district supervisors, and school heads. Promotion of school heads
shall be based on educational qualification, merit and performance
rather than on the number of teachers/learning facilitators and
learners in the school.
The qualifications, salary grade, status of employment and

welfare and benefits of school heads shall be the same for public
elementary, secondary and integrated schools.
No appointment to the positions of regional directors,

assistant regional directors, schools division superintendents and
assistant schools division superintendents shall be made unless
the appointee is a career executive service officer who preferably
shall have risen from the ranks.
CHAPTER 2
TRANSFER OF CULTURAL AGENCIES
SEC. 8. Cultural Agencies. – The Komisyon ng Wikang
Pilipino, National Historical Institute, Record Management and
Archives Office and the National Library shall now be
administratively attached to the National Commission for Culture
and the Arts (NCCA) and no longer with the Department of
Education. The program for school arts and culture shall remain
part of the school curriculum.
CHAPTER 3
ABOLITION OF THE BUREAU OF PHYSICAL EDUCATION AND
SCHOOL SPORTS
SEC. 9. Abolition of BPESS. – All functions, programs and
activities of the Department of Education related to sports
competition shall be transferred to the Philippine Sports
Commission (PSC). The program for school sports and physical
fitness shall remain part of the basic education curriculum.
12
The Bureau of Physical Education and School Sports

(BPESS) is hereby abolished. The personnel of the BPESS,
presently detailed with the PSC, are hereby transferred to the
PSC without loss of rank, including the plantilla positions they
occupy. All other BPESS personnel shall be retained by the
Department.
CHAPTER 4
SUPPORT AND ASSISTANCE OF OTHER GOVERNMENT
AGENCIES
SEC. 10. The Secretary of Education and the Secretary of
Budget and Management shall, within ninety (90) days from the
approval of this Act, jointly promulgate the guidelines on the
allocation, distribution and utilization of resources provided by
the national government for the field offices, taking into
consideration the uniqueness of the working conditions of the
teaching service.
The Secretary of the Department of Education shall ensure

that resources appropriated for the field offices are adequate and
that resources for school personnel, school desks and textbooks
and other instructional materials intended are allocated directly
and released immediately by the Department of Budget and
Management to said offices.
SEC. 11. The Secretary of the Department of Education,

subject to civil service laws and regulations, shall issue appropriate
personnel policy rules and regulations that will best meet the
requirements of the teaching profession taking into consideration
the uniqueness of the working conditions of the teaching service.
SEC. 12. The Commission on Audit, in the issuance of audit

rules and regulations that will govern the utilization of all
resources as well as the liquidation, recording and reporting
thereof, shall take into account the different characteristics and
distinct features of the department's field offices, its organizational
set-up as well as the nature of the operations of schools and
learning centers.
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CHAPTER 5
FINAL PROVISIONS
SEC. 13. Governance in the ARMM. – The Regional
Education Secretary for the Autonomous Region in Muslim
Mindanao (ARMM) shall exercise similar governance authority
over the divisions, districts, schools and learning centers in the
region as may be provided in the Organic Act without prejudice
to the provisions of Republic Act No. 9054, entitled "An Act to
Strengthen and Expand the Organic Act for the Autonomous
Region in Muslim Mindanao, Amending for the Purpose Republic
Act No. 6734, entitled 'An Act Providing for the Autonomous
Region in Muslim Mindanao, as amended.'"
SEC. 14. Rules and Regulations. – The Secretary of

Education shall promulgate the implementing rules and
regulations within ninety (90) days after the approval of this Act:
Provided, That, the Secretary of Education shall fully implement
the principle of shared governance within two (2) years after the
approval of this Act.
SEC. 15. Separability Clause. – If for any reason, any

portion or provision of this Act shall be declared unconstitutional,
other parts or provisions hereof which are not affected thereby
shall continue to be in full force and effect.
SEC. 16. Repealing Clause. – All laws, decrees, executive

orders, rules and regulations, part or parts thereof, inconsistent
with the provisions of this Act, are hereby repealed or modified
accordingly.
SEC. 17. Effectivity Clause. – This Act shall take effect

fifteen (15) days following its publication in at least two (2)
newspapers of general circulation.
Lapsed into law on August 11, 2001 without the President's

signature, pursuant to Sec. 27(1), Article VI of the Constitution.
TARLAC CITY SCHOOLS DIVISION SIX-YEAR HUMAN RESOURCE MANAGEMENT DEVELOPMENT (HRMD) PLAN
FYs 2023-2028
VISION:
Tarlac City Schools Division is the leading SDO in Region III that exemplifies strategic Human Resource Management Development (HRMD) Program
contributing significantly to quality, accessible, relevant and truly liberating basic education for all its learners through its empowered, efficient, innovative and futures
thinking personnel led by Tarlaqueno educators and leaders.
MISSION:
Tarlac City Schools Division implements need-based and responsive programs, projects and activities for the professional growth and development of all
TCSD personnel towards the highest level of excellence for good governance and efficient public service aligned with the existing policies and guidelines of the
Department of Education and the Civil Service Commission (CSC) Memorandum Circulars.
CORE VALUES: Passion, Innovation, Competence, Accountability, Resiliency, Futures Thinking
TERMINAL OBJECTIVES:
1. Teaching, teaching-related, and non-teaching personnel in the schools, learning centers and Division Office are equipped with globally relevant skills and
competencies toward better service to stakeholders;
2. Functional Divisions, schools and learning centers adhere to HRMD-related statutory requirements in the delivery of responsive, equitable and accessible
quality basic education;
3. Instructional Leaders are transformative, innovative and futuristic in implementing DepEd programs, projects and activities toward the attainment of DepEd
outcomes
MAJOR STRATEGIES:
1. Provide technical support to School Leaders in the alignment of teacher development plans to SDO HRMD Plans to ensure implementation of sustainable
HRMD services and development of globally competent TCSD Personnel;
2. Adopt transformative and globally relevant human resource practices for a progressive and more efficient service delivery while engaging with partners and
key stakeholders;
3. Implement inclusive and innovative L & D activities for teachers, school heads, and supervisors aligned with Education 4.0 and in accordance with the
NEAP evaluation and recognition; and
4. Observe strict adherence to the existing policies and guidelines relative to recruitment, selection, and appointment issued by the Department of Education
and Civil Service Commission.
PROGRAM ROAD MAP: PHYSICAL TARGET AND RESOURCE REQUIREMENTS (2023-2028)
KRA 1: RECRUITMENT, SELECTION, PLACEMENT, and INDUCTION
To assist the Human Resource Merit Promotion and Selection Board (HRMPSB) in the process of evaluation, assessment, interview, and
OBJECTIVE: other validation strategies including orientation of the newly-hired employees on work ethics, benefits, financial management, and other
relevant information
PROGRAMS, PHYSICAL TARGET

PROJECTS, 2023 2024 2025 2026 2027 2028
ACTIVITIES
Title: Operation of HR Operation of HR Operation of HR Operation of HR Operation of HR Operation of HR Processes
Processes based on Processes based Processes based Processes based Processes based on based on CSC and DepEd
CSC and DepEd on CSC and DepEd on CSC and DepEd on CSC and DepEd CSC and DepEd Guidelines and in
Guidelines and in Guidelines and in Guidelines and in Guidelines and in Guidelines and in adherence to Citizens’
adherence to adherence to adherence to adherence to adherence to Charter/ PRIME HRM/ ISO
Citizens’ Charter/ Citizens’ Charter/ Citizens’ Charter/ Citizens’ Charter/ Citizens’ Charter/ Standards
PRIME HRM/ ISO PRIME HRM/ ISO PRIME HRM/ ISO PRIME HRM/ ISO PRIME HRM/ ISO
Standards Standards Standards Standards Standards
Target Personnel Unit; PSB; Personnel Unit; Personnel Unit; Personnel Unit; Personnel Unit; PSB; Personnel Unit; PSB;
Participants: Teaching, Nonteaching PSB; Teaching, PSB; Teaching, PSB; Teaching, Teaching, Nonteaching Teaching, Nonteaching and
and teaching-related Nonteaching and Nonteaching and Nonteaching and and teaching-related teaching-related personnel
personnel teaching-related teaching-related teaching-related personnel
personnel personnel personnel
Budget: Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable
Timeline: Jan-Dec Jan-Dec Jan-Dec Jan-Dec Jan-Dec Jan-Dec

Title: Assessment of Assessment of Assessment of Assessment of Assessment of Assessment of Applicants
Applicants submitted Applicants Applicants Applicants Applicants submitted submitted documents prior
documents prior to submitted submitted submitted documents prior to to ranking; Posting of
ranking; Posting of documents prior to documents prior to documents prior to ranking; Posting of qualified applicants subject
qualified applicants ranking; Posting of ranking; Posting of ranking; Posting of qualified applicants to go through selection
subject to go through qualified qualified qualified subject to go through process
selection process applicants subject applicants subject applicants subject selection process
to go through to go through to go through
selection process selection process selection process
Target PSB PSB PSB PSB PSB PSB

Participants:
Title: Orientation of Orientation of Orientation of Orientation of Orientation of Orientation of Applicants
Applicants on the Applicants on the Applicants on the Applicants on the Applicants on the on the Hiring Guidelines
Hiring Guidelines Hiring Guidelines Hiring Guidelines Hiring Guidelines Hiring Guidelines
Target Teaching/ Non- Teaching/ Non- Teaching/ Non- Teaching/ Non- Teaching/ Non- Teaching/ Non-Teaching
Participants: Teaching Personnel Teaching Personnel Teaching Personnel Teaching Personnel Teaching Personnel Personnel
Timeline: April 2023 April 2024 April 2025 April 2026 April 2027 April 2028
Title: Induction Program for Induction Program Induction Program Induction Program Induction Program for Induction Program for
Newly Hired for Newly Hired for Newly Hired for Newly Hired Newly Hired Newly Hired Teaching,
Teaching, Teaching, Teaching, Teaching, Teaching, Nonteaching Personnel
Nonteaching Nonteaching Nonteaching Nonteaching Nonteaching
Personnel Personnel Personnel Personnel Personnel
Target Newly Hired Teaching/ Newly Hired Newly Hired Newly Hired Newly Hired Teaching/ Newly Hired Teaching/ Non-
Participants: Non-Teaching Teaching/ Non- Teaching/ Non- Teaching/ Non- Non-Teaching Teaching Personnel
Personnel Teaching Personnel Teaching Personnel Teaching Personnel Personnel
Budget: 131,000.00 - SARO 50,000.00 - MOOE 50,000.00 - MOOE 50,000.00 - MOOE 50,000.00 - MOOE 50,000.00 - MOOE
Timeline: February 2023 February 2024 February 2025 February 2026 February 2027 February 2027
Title: Personnel Action on Personnel Action Personnel Action Personnel Action Personnel Action on Personnel Action on
Recruitment, on Recruitment, on Recruitment, on Recruitment, Recruitment, Recruitment, Selection,
Selection, Selection, Selection, Selection, Selection, Appointment, Promotion,
Appointment, Appointment, Appointment, Appointment, Appointment, Retirement, Transfer, ERF
Promotion, Promotion, Promotion, Promotion, Promotion, Upgrading and
Retirement, Transfer, Retirement, Retirement, Retirement, Retirement, Transfer, Reclassification, and
ERF Upgrading and Transfer, ERF Transfer, ERF Transfer, ERF ERF Upgrading and Conversion.
Reclassification, and Upgrading and Upgrading and Upgrading and Reclassification, and
Conversion. Reclassification, Reclassification, Reclassification, Conversion.
and Conversion. and Conversion. and Conversion.
Target Teaching, Teaching- Teaching, Teaching, Teaching, Teaching, Teaching- Teaching, Teaching-
Participants: Related, and Non- Teaching-Related, Teaching-Related, Teaching-Related, Related, and Non- Related, and Non-
Teaching Personnel and Non-Teaching and Non-Teaching and Non-Teaching Teaching Personnel Teaching Personnel
Personnel Personnel Personnel
Budget: N/A N/A N/A N/A N/A N/A
Timeline: January-December January-December January-December January-December January-December January-December
(acted upon 7th day (acted upon 7th (acted upon 7th (acted upon 7th (acted upon 7th day (acted upon 7th day after
after receipt) day after receipt) day after receipt) day after receipt) after receipt) receipt)
KRA 2: PERFORMANCE MANAGEMENT
OBJECTIVE: To strengthen the culture of performance and accountability of every employee in the division through tracking individual improvement and
efficiency according to specific mechanisms, criteria and processes of RPMS
PROJECTS,
2023 2024 2025 2026 2027 2028
ACTIVITIES
Title: Crafting of Localized Implementation of Implementation of Assessment and Research/ Innovation Revision of Localized
Systems, Policies and Developed Localized Systems, Review of the Proposal and Systems, Policies and
Guidelines in the Localized Systems, Policies and Implementation of Implementation for Guidelines in the
Implementation of Policies and Guidelines in the Localized Systems, evidence-based Implementation of
Performance Guidelines in the Implementation of Policies and Revisions and Policy Performance Management
Management Systems Implementation of Performance Guidelines in the Recommendations in Systems (PMS)
(PMS) Performance Management Implementation of the Localized
Management Systems (PMS) Performance Systems, Policies and
Systems (PMS) Management Guidelines in the
Systems (PMS) Implementation of
Performance
Management Systems
(PMS)
Target HRD, PRU Schools HRD, PRU Schools HRD, PRU Schools HRD, PRU Schools HRD, PRU Schools HRD, PRU Schools Division
Participants: Division Policy-Review Division Policy- Division Policy- Division Policy- Division Policy-Review Policy-Review Committee
Committee Review Committee Review Committee Review Committee Committee
Budget: none none none none none none
Timeline: Apr - June Year Round Apr - June January - March January – March January – March
Title: Orientation on RPMS Presentation and Presentation and Presentation and Presentation and Presentation and Validation
Guidelines Validation of Validation of Validation of Validation of of IPCR/OPCR Scores
IPCR/OPCR Scores IPCR/OPCR Scores IPCR/OPCR Scores IPCR/OPCR Scores Provision of Technical
Provision of Provision of Provision of Provision of Assistance
Technical Technical Technical Technical Assistance
Assistance Assistance Assistance
Target 1. School Heads School Heads School Heads School Heads School Heads School Heads
Participants: 2. EPSvrs/PSDSs
3. Teachers
Budget: none none none none none None
Timeline: Apr-May Apr-May Apr-May Apr-May Apr-May Apr-May
Title: Individual and Unit Conduct of Regular Conduct of Regular Conduct of Regular Conduct of Regular Conduct of Regular
Assessment (review Performance Performance Performance Performance Reviews Performance Reviews
of the KRAs, Reviews using the Reviews using the Reviews using the using the IPCR using the IPCR Indicators,
mandates, roles and IPCR Indicators, IPCR Indicators, IPCR Indicators, Indicators, Coaching Coaching Form and IPPD;
responsibilities vis-à- Coaching Form Coaching Form Coaching Form Form and IPPD; DMEA Form
vis quarterly and IPPD; DMEA and IPPD; DMEA and IPPD; DMEA DMEA Form
accomplishments) Form Form Form
Target SDO Personnel SDO Personnel SDO Personnel SDO Personnel SDO Personnel SDO Personnel
Participants:
Budget: Mid-Year: 126,000 Mid-Year: 126,000 Mid-Year: 126,000 Mid-Year: 126,000 Mid-Year: 126,000 Mid-Year: 126,000
Year End: 126,000 Year End: 126,000 Year End: 126,000 Year End: 126,000 Year End: 126,000 Year End: 126,000
Timeline: Quarterly Quarterly Quarterly Quarterly Quarterly Quarterly

July and Dec July and Dec July and Dec July and Dec July and Dec July and Dec
KRA 3: PROFESSIONAL GROWTH AND DEVELOPMENT
OBJECTIVE: To implement need-based professional and competency development projects, programs and activities to level up career stages of personnel
in the schools, learning centers, and in the division office
PROJECTS,
2023 2024 2025 2026 2027 2028
ACTIVITIES
Title: Survey on Survey on Survey on Survey on Survey on Survey on Professional and
Professional and Professional and Professional and Professional and Professional and Competency Development
Competency Competency Competency Competency Competency Needs of individual
Development Needs Development Development Development Development Needs personnel in the schools
of individual Needs of individual Needs of individual Needs of individual of individual division: Teachers, School
personnel in the personnel in the personnel in the personnel in the personnel in the Leaders, Non-Teaching
schools division: schools division: schools division: schools division: schools division:
Teachers, School Teachers, School Teachers, School Teachers, School Teachers, School
Leaders, Non- Leaders, Non- Leaders, Non- Leaders, Non- Leaders, Non-
Teaching Teaching Teaching Teaching Teaching
Target All TCSD Employees: All TCSD All TCSD All TCSD All TCSD Employees: All TCSD Employees:
Participants: Regular Plantilla Employees: Regular Employees: Regular Employees: Regular Regular Plantilla Regular Plantilla positions,
positions, personnel Plantilla positions, Plantilla positions, Plantilla positions, positions, personnel personnel under contracts of
under contracts of personnel under personnel under personnel under under contracts of service/ job orders and LGU-
service/ job orders and contracts of service/ contracts of service/ contracts of service/ service/ job orders and funded employees
LGU-funded employees job orders and LGU- job orders and LGU- job orders and LGU- LGU-funded employees
funded employees funded employees funded employees
Timeline: December December December December December December

Title: Improvement of Improvement of Improvement of Improvement of Improvement of Improvement of Teacher
Teacher and School Teacher and Teacher and Teacher and Teacher and School and School Head Quality
Head Quality Through School Head School Head School Head Head Quality Through Through Advancement of
Advancement of Quality Through Quality Through Quality Through Advancement of Supervisors’ Professional
Supervisors’ Advancement of Advancement of Advancement of Supervisors’ Practice
Professional Practice Supervisors’ Supervisors’ Supervisors’ Professional Practice
Professional Professional Professional
Practice Practice Practice
Target Education Program Education Program Education Program Education Program Education Program Education Program
Participants: Supervisors and Public Supervisors and Supervisors and Supervisors and Supervisors and Public Supervisors and Public
Schools District Public Schools Public Schools Public Schools Schools District Schools District Supervisors
Supervisors District Supervisors District Supervisors District Supervisors Supervisors
Budget: HRD Fund HRD Fund HRD Fund HRD Fund HRD Fund HRD Fund
Timeline: May May May May May May
Title: School Heads INSET School Heads School Heads School Heads School Heads INSET School Heads INSET
Program (SHIP on INSET Program INSET Program INSET Program Program (SHIP on Program (SHIP on Futures
Futures Thinking) (SHIP on Futures (SHIP on Futures (SHIP on Futures Futures Thinking) Thinking)
Thinking) Thinking) Thinking)
Target School Heads of Public School Heads of School Heads of School Heads of School Heads of Public School Heads of Public
Participants: Elementary and Public Elementary Public Elementary Public Elementary Elementary and Elementary and Secondary
Secondary Schools and Secondary and Secondary and Secondary Secondary Schools Schools
Schools Schools Schools
Budget: 710,000.00 710,000.00 710,000.00 710,000.00 710,000.00 710,000.00
Timeline: Apr and Aug Apr and Aug Apr and Aug Apr and Aug Apr and Aug Apr and Aug
Title: Futures Thinking Futures Thinking Futures Thinking Competency- Competency-Based Competency-Based
Training Program for Training Program Training Program Based Training for Training for Teachers Training for Teachers
Teachers for Teachers for Teachers Teachers
Target Teachers Teachers Teachers Teachers Teachers Teachers

Participants:
Budget: 2,600,000 – INSET Fund 2,600,000 – INSET 2,600,000 – INSET 2,600,000 – INSET 2,600,000 – INSET Fund 2,600,000 – INSET Fund
Fund Fund Fund
Title: Capacity-Building for Capacity-Building Capacity-Building Capacity-Building Capacity-Building for Capacity-Building for Non-
Non-Teaching for Non-Teaching for Non-Teaching for Non-Teaching Non-Teaching Teaching Personnel on
Personnel on Personnel on Personnel on Personnel on Personnel on Transformative Leadership,
Transformative Transformative Transformative Transformative Transformative Critical Thinking,
Leadership, Critical Leadership, Critical Leadership, Critical Leadership, Critical Leadership, Critical Facilitation, Hard and Soft
Thinking, Facilitation, Thinking, Thinking, Thinking, Thinking, Facilitation, Skills, Global Technical
Hard and Soft Skills, Facilitation, Hard Facilitation, Hard Facilitation, Hard Hard and Soft Skills, Skills
Global Technical and Soft Skills, and Soft Skills, and Soft Skills, Global Technical
Skills Global Technical Global Technical Global Technical Skills
Skills Skills Skills
Target Non-Teaching Non-Teaching Non-Teaching Non-Teaching Non-Teaching Non-Teaching Personnel
Participants: Personnel Personnel Personnel Personnel Personnel
Budget: 100,000 100,000 100,000 100,000 100,000 100,000

Title: 2023 Division 2023 Division 2023 Division 2023 Division 2023 Division 2023 Division Education
Education Innovation Education Education Education Education Innovation Innovation Conference
Conference Innovation Innovation Innovation Conference
Conference Conference Conference
Target SDO Personnel, SDO Personnel, SDO Personnel, SDO Personnel, SDO Personnel, SDO Personnel, Teachers
Participants: Teachers and School Teachers and Teachers and Teachers and Teachers and School and School Leaders
Leaders School Leaders School Leaders School Leaders Leaders
Budget: 15,000.00 15,000.00 15,000.00 15,000.00 15,000.00
Timeline: October October October October October October
KRA 4: REWARDS AND RECOGNITION
OBJECTIVE: To promote a sense of family and community by providing opportunities to reward and celebrate accomplishments of our most
valuable organizational resource: the human capital of TCSD
PROJECTS,
2023 2024 2025 2026 2027 2028
ACTIVITIES
Title: Launching and Implementation of Implementation of Implementation of Implementation of Implementation of
Implementation of LEGACY Awards LEGACY Awards LEGACY Awards LEGACY Awards LEGACY Awards
LEGACY Awards Program Program Program Program Program
(Leaders in Excellent
Governance and
Altruistic Character
Yearning)
Target Teaching/Teaching- Teaching/Teaching- Teaching/Teaching- Teaching/Teaching- Teaching/Teaching- Teaching/Teaching-
Participants: Related/Non-Teaching Related/Non-Teaching Related/Non-Teaching Related/Non- Related/Non- Related/Non-Teaching
Personnel Personnel Personnel Teaching Personnel Teaching Personnel Personnel
Budget: 130,000.00 130,000.00 130,000.00 130,000.00 130,000.00 130,000.00
Timeline: January - March Jan - Dec Jan - Dec Jan - Dec Jan - Dec Jan - Dec
KRA 5: EMPLOYEES’ WELFARE PROGRAM
OBJECTIVE: To design and implement programs, projects, and activities that would promote and sustain wellness and welfare of employees irrespective
of gender orientation/preference and status of employment: prospect retirees, senior citizens, solo parents, and PWD employees

PROJECTS,
2023 2024 2025 2026 2027 2028
ACTIVITIES
Title: Implementation of Implementation of Implementation of Implementation of Implementation of Implementation of
Gender and Gender and Gender and Gender and Gender and Gender and
Development PAPs Development PAPs Development PAPs Development PAPs Development PAPs Development PAPs
Target Teaching/Teaching- Teaching/Teaching- Teaching/Teaching- Teaching/Teaching- Teaching/Teaching- Teaching/Teaching-

Participants: Related/Non-Teaching Related/Non-Teaching Related/Non-Teaching Related/Non- Related/Non- Related/Non-Teaching
Personnel Personnel Personnel Teaching Personnel Teaching Personnel Personnel
Budget: at least 5% of MOOE at least 5% of MOOE at least 5% of MOOE at least 5% of MOOE at least 5% of MOOE at least 5% of MOOE
Title: Implementation of Implementation of Implementation of Implementation of Implementation of Implementation of
Program for Senior (PRABO: PWD and (PRABO: PWD and Program for Senior (PRABO: PWD and (PRABO: PWD and
Citizens/PWD Retirees’ Activities for Retirees’ Activities Citizens/PWD Retirees’ Activities Retirees’ Activities
Employees Better Opportunities) for Better Employees for Better for Better
Opportunities) (PRABO: PWD and Opportunities) Opportunities)
(PRABO: PWD and Retirees’ Activities
Retirees’ Activities for for Better
Better Opportunities) Opportunities)
Target Prospect Retirees, SC Prospect Retirees, SC Prospect Retirees, SC Prospect Retirees, Prospect Retirees, Prospect Retirees, SC
Participants: and PWD personnel and PWD personnel and PWD personnel SC and PWD SC and PWD and PWD personnel
personnel personnel
Budget: 1% of MOOE 1% of MOOE 1% of MOOE 1% of MOOE 1% of MOOE 1% of MOOE
Title: Crafting of Wellness Implementation of Implementation of Assessment and Research/ Innovation Revision of (TCSD WAVE:
Program (TCSD WAVE: (TCSD WAVE: Review of TCSD Proposal and Work Attitude, Values
Work Attitude, Work Attitude, WAVE Implementation for Enhancement Program)
(TCSD WAVE: Work Values Values evidence-based
Attitude, Values Enhancement Enhancement (TCSD WAVE: Work
Enhancement Program) Program) Attitude, Values
Program) Enhancement
Program)
Target SDO Personnel, SDO Personnel, SDO Personnel, SDO Personnel, SDO Personnel, SDO Personnel, Teachers
Participants: Teachers and School Teachers and Teachers and Teachers and Teachers and School and School Leaders
Leaders School Leaders School Leaders School Leaders Leaders
Budget: 15,000.00 15,000.00 15,000.00 15,000.00 15,000.00 15,000.00

KRA 6: SUCCESSION AND EXIT
OBJECTIVE: To implement the succession plan that would ascertain the readiness and availability of potential employees to assume leadership roles in
the future, and the exit plan that gives appreciation/recognition for the services of retirees, transferees, and promotees
PROJECTS, 2023 2024 2025 2026 2027 2028
ACTIVITIES
Title: Capacity-Building Capacity-Building Capacity-Building Capacity-Building Capacity-Building Capacity-Building Program
Program for Potential Program for Program for Program for Program for Potential for Potential Leaders in the
Leaders in the SDO Potential Leaders Potential Leaders Potential Leaders Leaders in the SDO SDO
in the SDO in the SDO in the SDO
Target SDO Employees SDO Employees SDO Employees SDO Employees SDO Employees SDO Employees Occupying
Participants: Occupying Key Occupying Key Occupying Key Occupying Key Occupying Key Key Positions with Potentials
Positions with Positions with Positions with Positions with Positions with in Leadership
Potentials in Potentials in Potentials in Potentials in Potentials in
Leadership Leadership Leadership Leadership Leadership
Budget:
Timeline: April April April April April April
Professional Regulation Commission
TEMPLATE FOR INSTRUCTIONAL DESIGN OF PROPOSED CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROGRAM
CPD Council for PROFESSIONAL TEACHERS
I. Course/Program Title: School-based Training on the MATATAG Curriculum Implementation for Kindergarten, Grade 1, Grade 4, and Grade 7
II. Course/Program Brief Description:
The Training on MATATAG Curriculum for teachers and school leaders shall be delivered at various governance levels including National Core Trainer Orientation (ONCT), National
Training of School Leaders (NTSL), Regional Training of School Leaders (RTSL), Division Training of School Leaders (DTSL), and School-Based Management Training Program
(SBMTP).
The ONCT is implemented by a team of experienced educators and experts in curriculum development, learning delivery, and assessment, particularly for Kindergarten, Grade 1,
Grade 4, and Grade 7. They are responsible for providing the necessary training and guidance to the core trainers who will disseminate the curriculum and appropriate pedagogical
approaches to educators nationwide. This team ensures that the core trainers have a thorough understanding of the curriculum and are equipped with the knowledge and skills to
effectively implement training in their respective regions, school divisions, and schools.
The NTSLs shall be conducted by the National Core of Trainers. The Regional Team of Trainer-School Leaders shall be participated by Regional CLMD, HRDD, QAD, Division CID
and SGOD chiefs, Regional and Division Education Program Supervisors, Public Schools District Supervisors, NEAP-R Focal and Specialists, SGOD HRD and Specialists, Division
M&E SEPS and EPS II. The NTSLs builds the capability of school leaders, equipping them with the necessary skills and knowledge aligned with the overarching educational priorities
and goals set by the MATATAG Curriculum, likewise, it also aims to provide school leaders across regions and divisions during the Regional Training of School Leaders and Division
Training of School Leaders.
The training rollout of the MATATAG Curriculum using the SBMTP to be implemented by the school heads is more effective, efficient, and responsive to the needs of teachers.
Through their quality leadership and management, the Department of Education (DepEd) will upskill and reskill quality teachers and “holistic learners who are steeped in values,
equipped with 21st-century skills, and able to propel the country to development and progress” (DepEd Order No. 42, s. 2017). This is consonant with the DepEd’s vision of producing
“Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation” (DO
No. 36, s. 2013) along with the MATATAG Agenda.
By conducting national training on the MATATAG curriculum according to the levels of governance, school leaders and the education system can foster effective leadership,
encourage collaboration and networking, and ensure that school leaders are competent to enable the teachers to move forward to bring about positive change and eventually
improve learning outcomes.
III. Proposed PQF level: Level 6
CPDD-PTR-02
Rev. 00
November 22, 2017
Page 1 of 24
IV. Particular Continuing Professional Competency/ies:
TARGET PROFESSIONAL STANDARDS

PPST Targets Domain Strand Indicator
Philippine Domain 1: Content 1.1. Content knowledge and its 1.1.2. Apply knowledge of content within and across curriculum areas
Professional knowledge and application within and across 1.1.3. Model effective applications of content knowledge within and across curriculum areas
Standards for Pedagogy curriculum areas
Teachers 1.2 Research-based knowledge 1.2.2 Use research-based knowledge and principles of teaching and learning to enhance professional practice.
and principles MT:1.2.3 Collaborate with colleagues in the conduct and application of research to enrich knowledge of content
and pedagogy
1.5. Strategies for developing 1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order
critical and creative thinking thinking skills.
MT:1.5.3 Develop and apply effective teaching strategies to promote critical and creative thinking, as well as
other higher-order thinking skills.
Domain 3. 3.3. Learners with disabilities, 3.3.2. Design, adapt and implement teaching strategies that are responsive to learners with disabilities,
Diversity of giftedness and talents giftedness and talents.
Learners
4.1. Planning and management of 4.1.2 Plan, manage and implement developmentally sequenced teaching and learning process to meet
Domain 4. teaching and learning process curriculum requirements and varied teaching contexts.
Curriculum and MT:4.1.3 Develop and apply effective strategies in the planning and management of developmentally sequenced
Planning teaching and learning processes to meet curriculum requirements and varied teaching contexts.
4.2. Learning outcomes aligned with 4.2.2 Set achievable and appropriate learning outcomes that are aligned with learning competencies.
learning competencies; MT:4.2.3 Model to colleagues the setting of achievable and challenging learning outcomes that are aligned with learning
competencies to cultivate a culture of excellence for all learners.
4.5 Teaching and learning resources 4.5.2 Select, develop, organize and use appropriate teaching and learning resources, including ICT, to address learning
including goals.
MT: 4.5.3 Advise and guide colleagues in the selection, organization, development and use of appropriate teaching and
learning resources, including ICT, to address specific learning goals)
Domain 5: 5.1. Design, selection, organization 5.1.3. Work collaboratively with colleagues to review the design, selection, organization and use of a range of effective
Assessment and and utilization of assessment diagnostic, formative and summative assessment strategies consistent with curriculum requirements.
Reporting strategies
5.2. Monitoring and evaluation of 5.2.2. Monitor and evaluate learner progress and achievement using learner attainment data
learner progress and achievement 5.2.3. Interpret collaboratively monitoring and evaluation strategies of attainment data to support learner progress and
achievement
5.4 Strand Communication 5.4.2. Communicate effectively in speaking and in writing to teachers, learners, parents, and other stakeholders through
positive use of communication platforms, to facilitate information sharing, collaboration, and support.
Domain 7. Personal 7.3 Professional links with 7.3.3 Contribute actively to professional networks within and between schools to improve knowledge and enhance practice
Growth and colleagues
CPDD-PTR-02
Rev. 00
November 22, 2017
Page 2 of 24
Professional 7.5 Professional development goals 7.5.3 Reflect on the Philippine Professional Standards for Teachers to plan personal professional development goals and
Development assist colleagues in planning and achieving their own goals.

PPSSH Domain Strand Indicator
Targets Domain 1. Leading 1.5. Program Design and 1.5.2 Implement programs in the school that support the development of learners
Strategically Implementation
1.7 Monitoring and Evaluation 1.7.2 Utilize available monitoring and evaluation processes and tools to promote learner achievement.
Philippine process and tools 1.7.3 Design supplemental monitoring and evaluation tools following standard processes to promote earner achievement.
Professional Domain 3. Focusing 3.2. Teaching standards and 3.2.2 Provide technical assistance to teachers on teaching standards and pedagogies within and across learning areas to
Standards for on Teaching and pedagogies improve their teaching practice.
Learning 3.2.3 Engage school personnel such as master teachers, head teachers, department heads in providing technical assistance
School Heads to teachers on teaching standards and pedagogies within and across learning areas to improve their teaching practice.
3.5 Learning Assessment 3.5.2 Provide technical assistance to teachers in using learning assessment tools, strategies, and results consistent with
curriculum requirements to ensure accountability in achieving higher learning outcomes.
Domain 4: 4.1 Personal and Professional 4.1.2 Set personal and professional development goals based on self-assessment aligned with the Philippine Professional
Developing Self and development Standards for School Heads.
Others
4.3 Professional networks 4.3.2 Participate in professional networks to upgrade knowledge and skills to enhance practice.
4.3.3. Engage actively in professional networks within and across schools to advance knowledge, skills, and practice.
Domain 5. Building Strand 5.3 Inclusive practice 5.3.1 Demonstrate knowledge and understanding of inclusive practices, such as gender sensitivity, physical and mental
Connections health awareness, and culture responsiveness to foster awareness, acceptance, and respect.

PPSS Domain Strand Indicator
Targets Domain 1. Supporting 1.1 Curriculum Implementation 1.1.2 Support curriculum implementation through the management of programs, projects and activities aligned with curriculum
to Curriculum standards.
Philippine Management and
Professional Implementation
Standards for 1.5 Learning Resource Management 1.5.2 Apply relevant processes to support learning resource management in divisions/districts, schools/or learning centers
Supervisors
Domain 2: 2.2 Technical Assistance Provision 2.2.2 Adopt and implement appropriate technical assistance modalities to divisions/districts/schools and/or learning centers
Strengthening Shared based on quality assurance and evaluation results.
Accountability
2.2.3 Mentor and coach colleagues in providing efficient and effective technical assistance to a targeted cluster of
divisions/districts/schools and/or learning centers based on quality assurance, and monitoring and evaluation results.
Domain 3: Fostering a Strand 3.1 Support for Instructional 3.1.2 Apply appropriate instructional leadership support strategies to help divisions/districts/schools and/or learning centers with
Culture of Continuous Leadership the continuous improvement of the teaching-learning process.
Improvement
3.1.3 Mentor and coach colleagues in adapting relevant instructional leadership support strategies to address the harmonized
needs of clusters of divisions/districts/schools and/or learning centers.
CPDD-PTR-02
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November 22, 2017
Page 3 of 24
Domain 4: Developing Strand 4.1 Learning and Development 4.1.2 Ensure the delivery of different learning and development interventions to support divisions/districts/schools and/or
Self and Others learning centers.
Strand 4.2 Professional Networks 4.2.2 Participate actively in professional networks to enhance knowledge and skills in improving practice.
4.3 Personal and Professional 4.3.2 Set achievable personal and professional development goals based on the Philippine Professional Standards for
Development Supervisors.
V. Content Details:
Area of CPD Activity

(Ethics = 5 CUs
Sub-Topics and Time Professional Development = 40 Activities to Achieve Learning Assessment Strategies including,
Allotment for every topic (in CUs Expected Learning Outcomes Assessment Tools
Requirements/Outputs
Outcomes
hours) in a compliance period)
CPDD-PTR-02
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November 22, 2017
Page 4 of 24
S1: The General Shape of the Professional Development • understand the INTRODUCTION: Evaluation of Accomplished Accomplished Worksheet 1
MATATAG Curriculum context of the Greet/Welcome pax, Worksheet 1 (Reflection) using a (Reflection)
rubric
(1 hour) MATATAG K to 10 introduce yourself, session
Program title, objectives, and outline.
• describe the
curriculum revision ACTIVITY: Hot Air Balloon
process and factors Retrospective
which guided the
revisions 1. Explain the mechanics
• identify the salient of the Hot Air Balloon
features of the Retrospective.
MATATAG Curriculum
• reflect on the 2. Using colored
aspirations and ways metacards, ask the
forward of the participants to write
MATATAG Curriculum their answers about
the four questions
posted on the screen
(word or phrase)
Orange or yellow: Hot
air
Blue: sunny skies,
Brown: sandbags
Gray: dark clouds
ANALYSIS
1. To process the
activity, raise guide
questions to the
participants. Ask
some participants to
share their answers
to the plenary.
2. Close the analysis
activity by reminding
the participants that
failure to align
instructional practices
with curriculum
standards can lead to
a lack of clarity in
educational
outcomes such as
misalignment of
learning objectives
and inconsistent
classroom practices.
CPDD-PTR-02
Rev. 00
November 22, 2017
Page 5 of 24
ABSTRACTION
1. Play the recorded

video which discusses
the following contents:
a. Context of the
MATATAG K
to 10
Curriculum
b. Curriculum
Revision
Process
c. Factors which
Guided the
Revision
d. Salient
Features of
the
MATATAG
Curriculum
e. Ways
Forward and
Aspirations of
the
MATATAG
Curriculum
2. To check the
participants’
understanding, the
video has been
spliced per key
content. Elicit answers
from the participants
on the provided
questions.
APPLICATION: My
Learning Journey
1. In two minutes, ask

the participants to
write down what they
have learned at every
stage of the general
shape of the
MATATAG
Curriculum?
CPDD-PTR-02
Rev. 00
November 22, 2017
Page 6 of 24
2. The participants may
opt to share their
answers using the
online interactive
platform PADLET or
the printed worksheet.
3. Provide the mechanics
in using the PADLET
and show the QR
Code for the activity.
4. After 2 minutes,
present the PADLET
interface then read the
live responses of the
participants.
CLOSING
1. Wrap up the session

by going back to the
Hot Air Balloon
Retrospective and
relate it to the key
contents of the
MATATAG
Curriculum.
2. Share the quote to the
participants about
“A good curriculum is not

about covering content; it's
about creating experiences
for students to engage with
and make meaning of the
content." - Grant Wiggins
CPDD-PTR-02
Rev. 00
November 22, 2017
Page 7 of 24
S2: 21st Century Skills in the Professional Development • classify discipline – INTRODUCTION: Evaluation of 21st Century Assessment/Technical
MATATAG Curriculum specific competencies Greet/Welcome pax, 21st Century Assessment/Technical Assistance/Instructional Supervision
Assistance/Instructional Supervision Strategies vis-à-vis the chosen
(1 hour 30 minutes) according to the four introduce yourself, session Strategies vis-à-vis the chosen learning competency
(4) domains of 21st title, objectives, and outline. learning competency
Century Skills
Framework; ACTIVITY
• design assessment 1. Ask the participants to

/technical assistance/ go to mentimeter.com
instructional and use the code
supervision strategies 1934 5597. Using the
requiring the pictures shown , they
integration of the 21st will guess the 21st
Century Skills; and Century Skills
mentioned in the
• appreciate the need to MATATAG
recognize and Curriculum.
determine the
integration of 21st ANALYSIS
Century Skills vis-à-vis 1. Ask how many have/
the MATATAG have not accessed
Curriculum the mentimeter?
2. Call participants to
share their
experience while
accessing
mentimeter.
3. Ask whether our
students will have the
same experience as
we had.
4. Emphasize that in
today’s fast-paced
and changing world,
it is becoming
increasingly
important to have a
deeper knowledge of
21st Century Skills.
ABSTRACTION
1. Discuss the four (4)

Domains which
comprise the 21st
Century Skills
Framework, namely: CPDD-PTR-02
Rev. 00
November 22, 2017
Page 8 of 24
a. Information,
Media, and
Technology
Skills;
b. Learning and
Innovation
Skills;
c.
Communicati
on Skills, and
d. Life and
Career Skills.
APPLICATION
1. Present the four (4)

domains of the 21st
Century Skills with the
skills, competencies,
values and attributes.
2. Project a specific
competency taken
from the subject-
specific Curriculum
Guides.
3. Let them determine
the domain of the
projected competency.
4. Call participants to
share their thoughts,
learnings, realizations
and or insights
regarding 21st
Century Skills.
CLOSING

by presenting key
ideas about the topic
and by asking them if
the objectives set
were met.
Let them watch a video titled
Lessons From Geese
Walkthrough of [Learning Professional Development ● Explain the Salient Features of Refer to Grade Level-/ Evaluation of Accomplished Reflection Paper
Area] Shaping Paper the Learning Area Shaping Learning Area-specific PD Accomplished Reflection Paper
(2 hours 15 minutes) Paper Design CPDD-PTR-02
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● Share one’s appreciation on the
importance of the Shaping
Paper to the teaching and
learning process.
Quarter 1 Curriculum Professional Development Refer to Grade Level-/
Standards and Unpacking/ Learning Area-specific PD
Clustering of Learning Design
Competencies
(3 hours 15 minutes)
Quarter 2 Curriculum Professional Development Refer to Grade Level-/
Standards and Learning Area-specific PD
Unpacking/Clustering of Design
Learning Competencies
S6/S7: MATATAG Professional Development • define Instructional INTRODUCTION: Evaluation of Reflective Journal
Curriculum: Instructional Design Framework Greet/Welcome pax, Reflective Journal
Design Framework (IDF); introduce yourself, session
(1 hour 30 minutes) • identify the different title, objectives, and outline.
components of the
Instructional Design ACTIVITY
Framework (IDF); and 1. Form 5 groups
• express appreciation 2. Provide each group
of the importance of with a copy of the
Instructional Design as anticipation guide
a foundation for 3. Present the mechanics
designing learning of the activity
opportunities using the
reflective journal. ANALYSIS
1. Process the responses
of the participants.
2. Allow group discussion
to enrich the
conversation.
ABSTRACTION
1. Present and discuss
the:
a. Overview and
foundations of the
instructional design
framework
b. Fundamental
principles directing
successful
instructional design,
4 C’s
CPDD-PTR-02
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c. Key elements for the
development of an
appropriate teaching
and learning
process, 4 I’s and 4
E’s
d. Significance of the
curriculum,
Teaching
(Pedagogy) and
assessment in the
IDF
e. Adopting reflective
practices to improve
teaching and
learning process
f. Better
understanding of the
K to 10 Instructional
design as articulated
in the reflection
paper
APPLICATION
1. Ask the participants to
complete the reflection
journal template.
2. By pairs, the
participants will share
briefly their reflections.
CLOSING
1. Read the quotation
shown in the slide.
MATATAG (Learning Area) Professional Development Refer to Grade Level-/

IDF Pedagogy and Learning Area-specific PD
Assessment Design
MATATAG (Learning Area) Professional Development Refer to Grade Level-/
Walkthrough of Learning Learning Area-specific PD
Resources Design
(2 hours)
S8/S9: Integrating 21st Professional Development ● identify the key principles of INTRODUCTION: Evaluation of Reflection Notes through a Short
Century Skills in Classroom- effective assessment; Greet/Welcome pax, Reflection Notes through a Short Note or Message
Note or Message
based Assessment introduce yourself, session
(1 hour 45 minutes) title, objectives, and outline.
CPDD-PTR-02
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● list down suggested strategies
for integrating the 21st century ACTIVITY
skills in classroom assessment; Classroom Genie
and
1. Present the Stress Check Slide
● discuss formative assessment and tell the participants to look
instructional resource (FAIR) at both dolphins and find more
integrating 21st century skills in than one or two differences.
the context of MATATAG 2. Instruct the participants to think
curriculum; and of one thing about assessing
students that they find
share a reflection on the key challenging or confusing and
principles and importance of would like the genie's help
integrating 21st century skills in with?
classroom assessment
ANALYSIS
3. Ask questions about the activity
and gather responses from the
participants.
4. Highlight some points that lead
to the idea of the session which
is the implementation of
classroom assessments that
seamlessly integrate 21st-
century skills.
ABSTRACTION
5. Ask participants to raise an

item:
g. green = true
h. red = false
6. Encourage participants to share
their understanding of
classroom assessment for each
item.
i. formative and summative
assessment
j. interconnected nature of
teaching, learning, and
assessment
k. importance of assessment in
enabling teachers to monitor
students' progress over time
l. self- and peer assessment
m. assessment principles
i. Alignment with Curriculum CPDD-PTR-02
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ii. Validity
iii.Reliability and Consistency
iv. Fairness and Inclusivity
v. Manageability for Learners and
Teachers
vi. Variety in Assessment Methods
vii. Transparent and
Ongoing Assessment Process
viii. Effective Use of
Feedback
7. Show different samples of PISA
items and explore these
samples together and reflect on
how 21st century skills can be
effectively incorporated into the
instructional strategies and
assessment practices.
8. Discuss DO No. 8, s. 2015:
Embracing the Zone of
Proximal Development,
Glaser's Model vs. Bloom's
Taxonomy and their
implications for Assessing
Developmental Levels.
9. Discuss 21st Century Skills:
Anchored on DepEd Vision,
and give specific examples and
how these are integrated into
Classroom Assessment
Practice:
n. Multi-dimensional
Assessments:
o. Portfolio Assessments
p. Collaborative Assessments
q. Real-world Problem Solving
r. Holistic Development
s. Preparation for Future
Challenges
t. Learner-Centered Approach
u. Continuous Improvement
10. Discuss and display key points
about and key steps in using
Formative Assessment
Instructional Resource (FAIR).
11. Tell them to use this link to
access samples of FAIR for
each learning area – English,
CPDD-PTR-02
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Science, and Mathematics:
https://bit.ly/FAIR_Samples
APPLICATION
12. Ask participants to revisit their

outputs from the sessions on
unpacking learning
competencies, formulating
learning objectives, determining
21st-century skills, and
understanding pedagogy and
assessment.
13. Ask them to analyze their
learning objectives and
teaching strategies to identify
which 21st-century skills can be
targeted within the context of
their subject area.
14. Ask them to review their
previously identified
assessment methods. With
reference to the identified 21st-
century skills, they will modify
their assessment strategies.
15. Participants will use the
provided worksheet template to
document their analysis and
modifications.
16. Ask them that they will share
their insights and key
takeaways from the activity.
CLOSING
17. Ask them to write a short note

or message to the Classroom
Genie, summarizing what you
gained from the session and
expressing your gratitude.
Show quote from Carol Ann
Tomlinson and thank them.
CPDD-PTR-02
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S9/S10: Classroom Practices Professional Development • Differentiate inclusion, INTRODUCTION: Evaluation of List of types of accommodations and
to Promote Inclusion for inclusive education, Greet/Welcome pax, introduce List of types of accommodations and modifications for learners with
modifications for learners with disabilities
Special Needs Education types of disability and yourself, session title, disabilities
Learners (SNED) how they impact objectives, and outline.
(1 hour 30 minutes) students’ learning
experiences. ACTIVITY
1. Organize seven groups.
• Identify equitable 2. Each group will be given
learning opportunities an envelop containing a
through classroom task to be done and they
accommodations and will also be assigned to
modifications in an an area in the room to
inclusive classroom. perform the task.
3. After the task, the
• Appreciate the participants will be asked
activities to promote to return to their seats.
inclusive education.
ANALYSIS
1. Processing questions will
be asked through padlet.
2. Summarize the
responses and provide
insights to the group.
ABSTRACTION
1. Present and discuss:
a. Inclusive Education
b. Universal Design for
Learning
c. Modification/
Accommodation.
2. Encourage participants
to share their thoughts
and insights about the
concepts.
APPLICATION
1. Provide mechanics of
the activity
2. Flash on screen the
scenarios
3. Provide inputs on the
responses
CLOSING
1. Provide a synthesis of
the session
CPDD-PTR-02
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November 22, 2017
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Flash on screen the quote,
“Inclusion is not just about
changing the education
system: It’s about changing
attitudes, attitudes, values,
teaching strategies and
perceptions towards diversity.”
CPDD-PTR-02
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November 22, 2017
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S10/S11: Collaborative Professional Development • analyze situations INTRODUCTION: Evaluation of
Expertise illustrating Greet/Welcome pax,
(2 hours) collaborative introduce yourself, session
expertise. title, objectives, and outline.
• acknowledge the ACTIVITY

value of diversity in How’s your LAC?
teaching styles and
perspectives within a 1. Flash and read the
team. question. Pause for at
least 5 seconds and
• practice collaborative call from the group to
expertise through share their answer.
review and 2. Affirm their responses
improvement of a and reactions and
lesson exemplar. connect it to the
review of DO no. 35,
s. 2016
ANALYSIS
1. Flash and read the
question. Pause for
at least 5 seconds
and call from the
group to share their
answer.
a. What are the
topics
delivered
during LAC
sessions?
b. How are the
topics chosen
when
conducting
LAC
sessions?
2. Read the scenario or
ask a participant to
read the scenario
then call a random
participant from the
registration list.
Enrich the processing
by allowing the group
to pitch in ideas.
ABSTRACTION CPDD-PTR-02
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November 22, 2017
Page 17 of 24
1. Discuss the
characteristics of a
“Visible Teacher” of
John Hattie. Ask them
if they possess the 8
mind frames.
2. Present a timetable
that can be used in
conducting CE
through LAC.
APPLICATION
1. Read the activity

instructions and
provide the template.
CLOSING

by having a quick
reflection with the help
of emojis.
2. Read the question and
call one or two
participants to share
their insight.
3. Provide 5 summary
points to end the
session.
4. Present the session
objectives and confirm
with the participants if
all objectives were
achieved.
CPDD-PTR-02
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November 22, 2017
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S11/S12: Class Observation Professional Development • Revisit the nature of INTRODUCTION: Evaluation of Demonstration Teaching
in the Context of MATATAG classroom Greet/Welcome pax, Demonstration Teaching
Curriculum observation, its introduce yourself, session
(1 hour 45 minutes) protocols, tools and title, objectives, and outline.
key players;
• Review some of the ACTIVITY
classroom 1. Read instructions
observable indicators 2. Encourage
relative to the participants to share
implementation of their experiences
MATATAG
Curriculum; and ANALYSIS
• Refine the prepared 1. Synthesize
lesson plan based on participant’s
the indicators experiences to the
presented leading to literature on classroom
demonstration observation.
teaching.
ABSTRACTION
1. Present and discuss
the important points of
classroom observation
2. Present sample
indicators observed
during classroom
observation.
3. Review prepared
lesson plans or
exemplars and identify
which indicators are
present.
4. After each
presentation and
processing of sample
indicators,
APPLICATION
1. Discuss the
demonstration
teaching mechanics
2. Provide adequate time
for final preparation
and actual conduct of
the demonstration
teaching.
CLOSING
CPDD-PTR-02
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November 22, 2017
Page 19 of 24
1. Show references used
in the discussion
Close with the statement,
“mananatili tayong MATATAG,
maraming salamat po!”
S12/S13: Management of Professional Development ● discuss the significant INTRODUCTION: Evaluation of accomplished Work Application Plan
School-based Professional roles of school leaders in Greet/Welcome pax, accomplished Work Application Plan (WAP)
(WAP)
Development Programs leading and managing introduce yourself, session
(1 hour 30 minutes) School-Based title, objectives, and outline.
Professional
Development Programs ACTIVITY
to improve teacher Keepin’ My Memory On
practice;
1. Read the instructions
● integrate the concept and and distribute the
elements of the whole- template. Make sure
school approach to that each participant
curriculum planning and has a copy of the
its link to teachers’ MSBPDP Session
ongoing professional Template A: Keepin’
learning, articulating the My Memory On.
effect size and its impact 2. Ask them to share
on learning outcomes; their answers in
triads.Call participants
● discuss the to share their insights.
Implementation
Strategies for the ANALYSIS
Conduct of School-Based 1. Call participants to
Training on the answer the
MATATAG Curriculum; processing questions.
2. Write key concepts
● develop a WAP capturing mentioned by the
the general concepts of participants on the
MATATAG Curriculum white board or sheets
articulating a doable of manila paper.
school-based
professional development ABSTRACTION
plan for teachers on the 1. Discuss effect size
MATATAG Curriculum; and the relationship
and between variables or
the difference between
● display willingness to groups.
implement the WAP to 2. Discuss DepEd
improve learning policies and the issues
outcomes. the agency faces.
3. Facilitate group
processing
CPDD-PTR-02
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November 22, 2017
Page 20 of 24
a. Human
Carousel
b. Paper
Carousel
My Story
4. Ask participants to
individually
accomplish the
MSBPDP Template B:
My Story.
5. Ask them to share
their responses in
groups and note
common roles and
responsibilities in the
conduct of the
activities, processes,
and programs at the
school level.
6. Process the activity by
asking them to share
usual concerns or
challenges and
proposed solutions to
support our schools so
they can effectively
implement these PD
activities
7. Discuss the
significance of the
whole-school
approach
8. Discuss the school-
based PD programs
such as:
a. InSET
b. LAC
c. CE
9. Discuss the TPDC
Framework.
Thumbs Up, Thumbs Down,

and Thumbs Straight”
10. Ask them to show a
thumb up/down for the
suggested strategies CPDD-PTR-02
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Page 21 of 24
appropriate in their
school context in
implementing the
Training on MATATAG
Curriculum for K147.
11. After performing the
activity, solicit from the
participants best
practices and
suggestions doable in
their respective
contexts.
It’s a WAP Wrap!

12. Organize the
participants by 5's.
13. Provide each one of
them with a copy of
the caselet.
14. Engage each
participant to read the
caselet provided.
15. Let the participants
answer some
questions about the
caselets in their
groups.
16. Call some participants
to share their answers
in plenary.
Work Application Plan (WAP)

17. Discuss the content of
the WAP template
APPLICATION
WAP’s Up!
1. Provide each
participant with a WAP
template.
2. Ask them to complete
the WAP template and
share it with their
partner.
CLOSING
CPDD-PTR-02
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November 22, 2017
Page 22 of 24
by asking them if the
objectives set were
met.
2. Share a quote and
thank them.
S13/14: Creating Excellent Professional Development ● discuss the important INTRODUCTION: Evaluation of Commitment Paper
and Powerful Learning elements in creating an Greet/Welcome pax, introduce Commitment Paper
Facilitation excellent and powerful yourself, session title,
(1 hour 45 minutes) learning Facilitation; objectives, and outline.
● demonstrate ways on ACTIVITY

effective learning facilitation; 1. By pair, answer and
and discuss answer to the
posted questions
● express commitment to
apply the tips in learning ANALYSIS
facilitation of the MATATAG 1. Post processing question.
curriculum. 2. Call participants to answer.
ABSTRACTION
1. Present and discuss:
a. Elements in
presentation
b. Facilitating learning
c. Presenting content
d. Using technology
effectively
e. Managing oneself
f. Tips for an excellent
and powerful
presentation
g. Facilitating conditions
APPLICATION
1. Provide the mechanics.

2. Read the flashed
commitment and follow the
mechanics
CLOSING
1. Read the quote, “Erase

the board of your
achievements and allow
yourself to be a beginner
again.” - Steve Jobs CPDD-PTR-02
Rev. 00
November 22, 2017
Page 23 of 24
VI. Financial Projection:
A. Expected Number of Participants: 1130 PAX
B. Proposed Charge per Participant: FREE
C. Relevant Details in Support of the Financial Viability of the Program:
Venue/Meals:3,000,3000.00
Materials: 300, 300.00
Travel Expense (TEV): NONE
STEPHEN TRACY E. TABAMO, PhD

Printed Name and Signature of Official Proponent
SENIOR EDUCATION PROGRAM SPECIALIST
Position
DEPARTMENT OF EDUCATION –TARLAC CITY SCHOOLS DIVISION
Proposing Agency/Association
CPDD-PTR-02
Rev. 00
November 22, 2017
Page 24 of 24

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Professional Regulation Commission

APPLICATION FOR ACCREDITATION AS LOCAL CPD PROVIDER

CPD COUNCIL OF/FOR PROFESSIONAL TEACHERS

/ New Renewal Accreditation No.:

Part I. Applicant Information

Office Telephone No.: (045) 982-4514 Fax No.: NONE

Contact Person: Landline No: none

Approved Accreditation No. __________________

REPUBLIC ACT NO. 9155

AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE

SEC. 2. Declaration of Policy. – It is hereby declared the

The school shall be the heart of the formal education system.

Governance of basic education shall begin at the national

The State shall encourage local initiatives for improving

SEC. 3. Purposes and Objectives. – The purposes and

(a) To provide the framework for the governance of basic

(b) To define the roles and responsibilities of, and provide

(c) To make schools and learning centers the most

(d) To ensure that schools and learning centers receive the

(e) To enable the schools and learning centers to reflect

(f) To encourage local initiatives for the improvement of

(g) To establish schools and learning centers as facilities

SEC. 4. Definition of Terms. – For purposes of this Act,

(a) Alternative Learning System - is a parallel learning

(b) Basic Education - is the education intended to meet

(c) Cluster of Schools - is a group of schools which are

(d) Formal Education - is the systematic and deliberate

(e) Informal Education - is a lifelong process of learning

(f) Integrated Schools - is a school that offers a complete

(g) Learner - is any individual seeking basic literacy skills

(h) Learning Center - is a physical space to house learning

(i) Learning Facilitator - is the key-learning support person

(j) Non-Formal Education - is any organized, systematic

(k) Quality Education - is the appropriateness, relevance

(l) School - is an educational institution, private and

(m) School Head - is a person responsible for the

responsibility inherent in the office and for which it is principally

(b) The process of democratic consultation shall be observed

(c) The principles of accountability and transparency shall

(d) The communication channels of field offices shall be

SEC. 6. Governance. – The Department of Education,

SEC. 7. Powers, Duties and Functions. – The Secretary of

In addition to his/her powers under existing laws, the

(1) Formulating national educational policies;

(2) Formulating a national basic education plan;

(3) Promulgating national educational standards;

(4) Monitoring and assessing national learning outcomes;

(5) Undertaking national educational research and studies;

(6) Enhancing the employment status, professional

(7) Enhancing the total development of learners through

The Secretary of Education shall be assisted by not more

There shall be as many regional offices as may be provided

Consistent with the national educational policies, plans and

(1) Defining a regional educational policy framework which

(2) Developing a regional basic education plan;

(3) Developing regional educational standards with a view

(4) Monitoring, evaluating and assessing regional learning

(5) Undertaking research projects and developing and

(6) Ensuring strict compliance with prescribed national