(Enclosure No. 7 to DepEd Memorandum No. ______ s.

2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

WORKPLACE APPLICATION PLAN: EMPOWERING EDUCATORS: INNOVATIVE APPROACHES TO INCLUSIVE TEACHING

I. Profile

Name of Learner THANIE BLESS NIÑA A. NADAL Office and Position Sab-ahan Integrated School, Teacher I

Title of PD Programs Empowering Educators: Innovative Date of Delivery November 27-29, 2024
Approaches to Inclusive Teaching

PD Program DepEd – Schools Division of Bais City

Provider

Name of Immediate GERON A. OCAT Office and Position Head Teacher I

Supervisor

II. Background and Rationale of WAP:

In support of the implementation of the K to 12 Basic Education Program, the Department of Education (DepEd) remains
steadfast in its mission to provide quality, equitable, and inclusive education for all learners. This commitment is reflected in
various policy guidelines, such as DepEd Order No. 42, s. 2017, which institutionalizes the Philippine Professional Standards
for Teachers (PPST), and DepEd Order No. 8, s. 2015, outlining the Policy Guidelines on Classroom Assessment. These
initiatives emphasize the importance of equipping teachers with the competencies needed to foster learner-centered
classrooms and promote lifelong learning skills.

Despite these efforts, challenges persist in ensuring consistent implementation of inclusive and innovative teaching
strategies. Reports from classroom observations and learner assessments reveal that many educators still struggle to
address higher-order thinking skills, classroom behavior management, and the needs of learners with difficulty in
remembering and concentrating. Similarly, gaps in multi-sensory teaching approaches and effective assessment methods
highlight the need for continuous teacher capacity building. In DepEd – Schools Division of Bais City, educators face similar
challenges, particularly in managing diverse classrooms and aligning teaching practices with the developmental needs of
their learners. To address these issues, targeted in-service training programs are necessary to empower teachers with
practical tools and strategies for improving student outcomes.

This training program, Empowering Educators: Innovate Approaches to Inclusive Teaching, focuses on five critical areas: (1)
Classroom Discipline to establish a conducive learning environment in line with DepEd Order No. 55, s. 2013 (Child Protection
Policy); (2) Test and Table of Specification Construction to enhance assessment practices and ensure alignment with DepEd
Order No. 8, s. 2015 (Classroom Assessment Policy Guidelines); (3) Higher-Order Thinking Skills (SOLO Model) to develop
learners' critical and analytical thinking as mandated by DepEd Order No. 21, s. 2019 (Policy Guidelines on the K to 12 Basic
Education Program); (4) Teaching Learners with Difficulty in Remembering and Concentrating to support inclusive education
as highlighted in DepEd Order No. 72, s. 2009 (Inclusive Education Program); (5) Multi-Sensory Skills to promote
differentiated and engaging teaching methodologies.

This training seeks to strengthen teachers’ capacity to:

Address the diverse needs of learners through inclusive and developmentally appropriate teaching strategies.
Develop reflective and evidence-based practices that align with the PPST strands and indicators for effective and efficient
delivery of lessons.
Foster a culture of continuous improvement and innovation in teaching and learning practices.

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To ensure the successful implementation of this training program, participants will craft a Workplace Application Plan (WAP)
outlining specific strategies for applying the acquired competencies in their respective schools. The WAP will serve as a
roadmap for enhancing instructional practices, improving classroom management, and ultimately achieving better learning
outcomes. Through this initiative, DepEd aims to reinforce its vision of nurturing resilient, critical-thinking, and future-ready
learners, while empowering teachers to meet the demands of the 21st-century classroom.

Expected Performance Improvement

Competencies for Development Key Results Area(s) Expected Improvement in Means of Verification
Performance Indicator
Pre-Implementation Activities IPCRF for Teachers I-III: Institutionalized the Reviewed copy of the latest
PPST Domain 1: Content Knowledge implementation of SOLO- HOTS TQs, Lesson Plans
Review of the most recent practices and Pedagogy Standards
relative to the topics learned from the Applied a range of teaching strategies to Learning Action Cell (LAC)
Professional Development Program develop critical and creative thinking skills Institutionalized the Plan
as well as other higher order thinking skills. implementation of Multi-
Sensory Approach Letter- request
Formulate plans for the conduct of Letter- reply
activities derived from the learnings on IPCRF for Teachers I-III: School Memo on the conduct
the PD Programs attended, PPST Domain 2: Learning Environment of LAC Session
“Empowering Educators: Innovative Manage classroom structure to engage
Approaches to Inclusive Teaching: learners, individually or in groups, in
meaningful exploration, discovery and Finalized LAC Plan
hands-on activities within a range of
physical learning environments.
Submit letter request to the school head
for the approval of the LAC Session (LAC
Session on the Application of SOLO-
PPST Domain 3: Diversity of Learners
HOTS in the crafting of Formative and
Use differentiated, developmentally
Summative Assessments, Application of
appropriate learning experiences to address
Different type of Multi-Sensory
learners' gender, needs, strengths, interests
Approach)
and experiences.

IPCRF for Teachers I-III:

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 PPST Domain 5: Assessment and
Reporting
Design, select, organize and use diagnostic,
formative and summative assessment
strategies consistent with curriculum
requirements.
Implementation Activities: IPCRF for Teachers I-III: Improve teachers’ competencies LAC Plan with supporting
in the development and documents
Integrate Multi-Sensory Approach in the PPST Domain 1: Content Knowledge formulation of questions aligned
crafting of formative assessment during and Pedagogy with the SOLO- HOTS Standards. Class observation rating, sheet
the delivery of lessons (in the LP) as well Applied a range of teaching strategies to with notes, Lesson plan
as the crafting of test questions for the develop critical and creative thinking skills
quarterly assessments. Quarterly examination test
as well as other higher order thinking skills papers with QA Tool

Conduct LAC Session on the Integration IPCRF for Teachers I-III:

of Multi-Sensory Approach in the Improve teachers’ competencies
crafting of formative assessment during PPST Domain 2: Learning Environment in the development and
the delivery of lessons (in the LP) as well formulation of questions aligned
as the crafting of test questions for the with the Multi-Sensory Approach
Manage classroom structure to engage
quarterly assessments.
learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of
Conduct of Class observation, Quality physical learning environments.
assurance of quarterly test questions
PPST Domain 3: Diversity of Learners
Use differentiated, developmentally
appropriate learning experiences to address
learners' gender, needs, strengths, interests
and experiences.
IPCRF for Teachers I-III:
PPST Domain 5: Assessment and
Reporting
Design, select, organize and use diagnostic,
formative and summative assessment
strategies consistent with curriculum
requirements.
Post- Implementation Activities: IPCRF for Teachers I-III:
LAC Completion report
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Crafting of Accomplishment Report PPST 1 Domain: Content Knowledge Copies of Quality- assured TQs
and Pedagogy
Applied a range of teaching strategies to Copies of Quality- assured
develop critical and creative thinking skills Lesson Plans
as well as other higher order thinking skills Class observation results

IPCRF for Teachers I-III: PPST Domain

2: Learning Environment

Manage classroom structure to engage

learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments.

IPCRF for Teachers I-III: PPST Domain

3: Diversity of Learners
Use differentiated, developmentally
appropriate learning experiences to address
learners' gender, needs, strengths, interests
and experiences.

IPCRF for Teachers I-III:

PPST Domain 5: Assessment and
Reporting
Design, select, organize and use diagnostic,
formative and summative assessment
strategies consistent with curriculum
requirements.
Type of Intervention

/ Committee Work Job Shadowing / Informal JEL Activities (please Others (please specify)

Job Expansion Special Project specify

Job Rotation Stretch Assignments / WAP Implementation

Brief Description of the Intervention:

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 The learner will organize and coordinate (Committee Work) a series of activities to discuss and collaborate (Informal JEL Activities) with
other Learning Resource Facilitators and the Program Management Team, ensuring the effective and efficient implementation of the activities outlined
in the Workplace Application Plan (WAP) (WAP Implementation) and monitoring their progress within 3 months (duration) in the division (office).

Application Objective:

By the end of the Work Action Plan (WAP),

Audience (A): Teachers

Behavior (B): will be able to design and implement formative and summative assessments

Condition (C): using the SOLO taxonomy to align tasks with various cognitive levels and effectively incorporate Higher Order Thinking Skills (HOTS),
with access to appropriate training and resources

Degree (D): with at least 80% of the assessments demonstrating alignment with SOLO taxonomy principles and fostering HOTS.

Learning Objectives Activities Timeline Learning Facilitator Support/Resources

(What learner be able to do by the (Activities that learner will (Start to end of each (Immediate Supervisor or (Office order, information,
end of an activity/learning session engage in, to meet each activity) peer assigned to guide etc. needed)
learning objective) learner)

will be able to design and deliver  LAC sessions, Class 3rd Quarter – SY Learners, Teachers,  Letter-communications
lessons with the integration with demonstrations. 2024-2025 Mentors, and Immediate
SOLO taxonomy and multisensory Supervisor.
approach.

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Prepared by (name and position): Signature Date

THANIE BLESS NIÑA A. NADAL

Teacher I

*Reviewed by (name and position): Signature Date

GERON A. OCAT
Head Teacher I

*Approved by (name and position): Signature Date

BERNADETTE A. SUSVILLA EdD, CESO

VI
Schools Division Superintendent

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