School Learning Recovery and Continuity Plan (SLRCP)

School Year 2022-2023

(Final Template for Schools)

Introduction

[State here the difficulties or challenges of the school upon resumption of the face-to-face classes. Keep in mind
that this School Learning Recovery and Continuity Plan for SY 2022-2023 is your school’s plan of activities to be conducted
to overcome the difficulties and/or challenges of the school.]

Situationer
[Describe the current situation of the school. Use the following documents as reference:]
1. School Report Card
2. EOSY 2021-2022 Literacy Level
3. Phil-IRI Post Test

I. Learning Remediation and Intervention

[Describe in this section briefly the processes undertaken by the school in coming up with the baseline information
or data for crafting the remediation and intervention activities for literacy or numeracy, the teachers’ teaching competence
as well as the interventions crafted or utilized by the school. ]

[The school may also mention in this section the efforts exerted by stakeholders in setting the baseline or
reference for the school.]

A. Literacy Level

[ This section is intended for the remediation and intervention initiatives of the school for the literacy
level (i.e. reading, numeracy, and other skills of the core subject areas.]

[The school may use their EOSY 2021-2022, Phil-IRI 2021-2022 Posttest Results and the First Quarter
Assessment Results of SY 2022-2023, to formulate their Literacy Action Plan.]

LITERACY ACTION PLAN

Teacher : ________________________________________ Position : _____________ School Head: _________________________
School : __________________________________________________________ District : __________________________________
Subject Area: ____________________ Grade Level: ____________ Section : _________________________________________

Time Frame Budget and

Development Person
Objective Activities Beginning Ending Source of
Area(s) Responsible
Date Date Funds
1.
2.

Prepared by: Reviewed by: Noted by:

_____________________________ _____________________________ ____________________________

Teacher School Head DIC

APPROVED:

EDGARDO V. ABANIL, Ph.D. CESO VI

SDS

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 Literacy Action Plan Formulation Guide:

This Literacy Action Plan is a responsibility of the subject and/or grade level teacher and the
school head.

If the teacher or school head is in need of technical assistance in the crafting or

implementation of the plan, it is an item for Professional Development Needs of the teachers and/or
school head. Such need is an entry in the Professional Development Needs in the last item of the
School Learning Recovery and Continuity Plan.

1. Development Area – This is where you describe the learning competency, learning outcome, or
learning area activity or processes where the learners are generally manifesting low performance.
Be specific. Use actual observations not speculations.

2. Objective – Be specific. State the results you want learners and the teachers to achieve for the
identified development area within the time frame set.

3. Activities – Describe the activities by clearly indicating the procedure(s) or process(es) to be

conducted. If criteria in the conduct of procedure(s) or process(es) are required, state them clearly
but briefly.

4. Time Frame – Indicate the date the activity will begin as well as the date when the activity is
expected to be finished.

5. Budget and Source of Funds – State the item or expenses needed for the activity and its budgetary
requirement. State also the prospective source of funds.

6. State the name of the person responsible for the conduct of the activity.

B. Teachers’ Teaching Competence

[The summarized Classroom Observation Tool (COT) of the RPMS, in terms of Features of Practice for
each teaching indicator falling under level 1, 2 and 3 shall be used in this section.]

[The teacher shall formulate his/her School Teachers’ Action Plan for each teaching indicator falling
under 1, 2 or 3 levels. The School Head shall also formulate his/her Technical Assistance and/or Monitoring and
Evaluation mechanisms to determine the course of action of the teacher concerned to improve his/her teaching
competence.]

TEACHERS’ DEVELOPMENT ACTION PLAN

School Name : _______________________________________ School ID: __________ District: ______________
Teacher: ___________________________________________ Position : _____________________________

Indicator Level
KRA With Low Features Development Action Plan of TA and/or M&E of School Budgetary
of Practice
of Practice Teacher Head Requirements
(1, 2 or 3)

Prepared by: Reviewed by: Noted by:

_____________________________ _____________________________ ____________________________

Teacher School Head DIC
APPROVED:

EDGARDO V. ABANIL, Ph.D. CESO VI

SDS

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 Teacher’s Development Action Plan Formulation Guide

1. KRA with Low Features of Practice – Indicate in this column the KRA where the teacher manifested
low feature of practice based on the entries of the COT;

2. Indicator Level of Practice – Only features of practice marked under indicators 1, 2 or 3 as shown
in the teacher’s COT;

3. Development Action Plan of Teacher – The school head must ask from the concerned teacher how
he/she plan to improve the observed feature of practice with very low level. The teacher must
consider the most feasible course of action requiring the shortest time requirement such that by the
next quarter, such very low feature of practice should have improved.

4. TA and/or M&E of School Head – This is where the school head shall indicate his/her Technical
Assistance and/or Monitoring and Evaluation activities to assist the teacher.

5. Budgetary Requirements and Source of Funds – Indicate in this column the expense item (i.e.
supplies, meals and snacks, reproduction cost, etc.), cost and source of funds.

C. School Literacy and Teaching Interventions

[The entries of the teachers in their Literacy Action Plans and their Development Action Plan together with the
Technical Assistance and Monitoring and Evaluation Plans shall be the references for the crafting of the most appropriate
interventions that can be crafted and implemented at the school level. The school head may seek the assistance of the
School Planning Team to craft the intervention(s) that can be implemented at the school.]

[School heads within the district may also form partnership with schools having similar needs in order to craft
interventions that can be formulated and implemented at the district level or by the Division Office. In such cases, the
concerned school heads should inform the Office of the Schools Division Superintendent of their plan and request the
assistance from the Curriculum Implementation Division or School Governance and Operations Division.]

School Intervention Plan

School : _________________________________ School ID: ___________ District: _______________________________

School Head : _______________________________________ Position : _______________________________________

Budgetary
Intervention Person
Intervention Activity Objectives Beneficiary(ies) Target Date(s) Requirement and
Outputs Responsible
Source of Funds

Prepared by: Reviewed by: Noted by:

_____________________________ _____________________________ ____________________________

Teacher School Head DIC

APPROVED:

EDGARDO V. ABANIL, Ph.D. CESO VI

SDS

School Intervention Plan Formulation Guide

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 The School Intervention Plan serves to address the gaps in literacy among learners as well as
in teaching competence among teachers.

1. Intervention Activity – Indicate here the title of the activity and the set of procedure or processes
involved.

2. Objectives – Indicate here the expected outcome(s) of the intervention activity(ies). The outcomes
could be behavioral manifestation of the beneficiaries, conditions of the school or district to be
achieved among others.

3. Intervention Outputs – Indicate here the desired results from the beneficiaries at the end of or
during the activity.

4. Beneficiaries – These are the target recipients of the outlined intervention activity.

5. Target Date(s) – Indicate here the starting and ending dates of the intervention activity(ies).

6. Person Responsible – Indicate here the program or activity owner. If a speaker or resource person
shall be invited as in the case of seminars or workshops, indicate the name of the speaker or
resource person.

7. Budgetary Requirement and Source of Funds – Indicate here the expense item (i.e. supplies,
meals and snacks, honorarium, reproduction costs, etc.) required for the intervention activity as
well as the source of funds.

II. Support for Learners and Personnel’s Health, Safety and Wellness
[This section is intended for the school to outline their preparatory activities for determining the learners’
and personnel’s health condition, threats to safety and wellness upon resumption of the face to face classes. The
baseline height, weight of the learners and their BMI as well as the summary of the Physical Examination Report
of the Health and Nutrition Section should be included in this section.]

[The school efforts or programs, project or activities to promote, sustain and/or support the learners’ and
personnel’s health, safety and wellness within and outside the school premises should also be included in this
section in a form of an action plan. These programs, project or activities may include but not limited to School-
Based Feeding Program, School-Initiated Feeding Program for the Severely Wasted and Wasted Learners,
Gulayan sa Paaralan Plus, Zumba Teachers, etc.]

[The Nutritional Status Report is the most fundamental reference of the school in determining the
current health condition of the learners. This will serve various purposes in the effort to support learners’ health,
safety and wellness.]

[Consultation or technical assistance provided by the Health and Nutrition Section of the SGOD
translated into project or activity in school is also a very good point of discussion in this section.]

NUTRITIONAL STATUS REPORT

Baseline ([month]) SY 2022-2023

BODY MASS INDEX (BMI)

Learners
Grade Severely
Enrolment Weighted Wasted Normal Overweight Obese
Levels Wasted
No % No % No % No % No % No %
K M
F
Total
Grade 1 M
F
Total
Grade 2 M

4|Page
 F
Total
Grade 3 M
F
Total
Grade 4 M
F
Total
Grade 5 M
F
Total
Grade 6 M
F
Total
Grade 7 M
F
Total
Grade 8 M
F
Total
Grade 9 M
F
Total
Grade 10 M
F
Total
Grade 11 M
F
Total
Grade 12 M
F
Total
Total M
F
Total

Prepared by: Reviewed by: Noted by:

_____________________________ _____________________________ ____________________________

Teacher School Head DIC

APPROVED:

EDGARDO V. ABANIL, Ph.D. CESO VI

SDS

In the formulation of the Nutritional Status Report, the school may ask a copy of the most current NSR
prepared by the Health and Nutrition Section of the SGOD. The Nurse assigned to the district keeps a copy of all
NSR of the schools in that district.

To establish the support mechanism(s) of the school to support the health, safety and wellness of the
learners of the school is to develop the appropriate action plan. The action plan will serve to outline the efforts of
the school towards supporting the health, safety and wellness of the learners at the school level.

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 LEARNERS’ HEALTH, SAFETY AND WELLNESS ACTION PLAN
_______________________________ School
____________________________ District

Grade
Level,
Health
Budgetary Person(s) QAME
Program/Project Condition Time Success
Objectives Activities Requirement in- in-
Title and No of Frame Indicator(s)
s Charge Charge
Proposed
Beneficiarie
s

Note: A separate action plan should be prepared for each set of beneficiaries.
Prepared by: Reviewed by: Noted by:

_____________________________ _____________________________ ____________________________

Teacher School Head DIC

APPROVED:

EDGARDO V. ABANIL, Ph.D. CESO VI

SDS

Learners’ Health, Safety and Wellness Action Plan formulation guide:

1. Program/Project Title – give the brief title of the program or project of the school for the identified
beneficiary-learners (i.e. School-Based Feeding Program, Sports and Athletic Events, Health
InfoDrive, etc.).

2. Objectives – give the clear target of the program or project (in column 1). Be specific in stipulating
the objectives of the program or project.

3. Grade Level, Health Condition and Number of Proposed Beneficiaries – The grade level of the
learner-beneficiaries for whom the program or project is intended for. These beneficiaries may be
grouped according to their nutritional status, health deficiencies, etc.

4. Activities – Describe in this column the specific activities to be undertaken by the school or by the
beneficiaries to attain the objectives and the success indicators (column 6).

5. Time Frame – Enter the starting and ending date of the program or project. The time frame will
help determine the effectiveness of the program or project to be conducted.

6. Success Indicators – Describe in this column the behavioral manifestations of the learners and
conditions to be satisfied by the learners or teachers. Describe the success indicators clearly but
briefly.

7. Budgetary Requirements – Enter in this column the amount needed to conduct the activities of the
program or project. Indicate also the source of funds to be used.

8. Person(s) in-Charge – Enter in this column the names and positions of the person(s) in-charge of
the program or project implementation.

9. QAME (Quality Assurance Monitoring and Evaluation) in-Charge – Enter in this column the school
personnel who will conduct the quality assurance and monitoring and evaluation of the conduct of
the program or project. This QAME will help determine the quality of the implementation of the
program or project.

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 PERSONNEL’S HEALTH, SAFETY AND WELLNESS ACTION PLAN
_______________________________ School
____________________________ District

No and
Health
Time
Program/Project Condition of Success Budgetary Person(s) in- QAME in-
Objectives Activities Fram
Title Personnel Indicator(s) Allocation Charge Charge
e
Beneficiarie
s

Note: A separate action plan should be prepared for each set of beneficiaries.

Personnel’s Health, Safety and Wellness Action Plan formulation guide:

1. Program/Project Title – give the brief title of the program or project of the school for the identified
beneficiary-learners (i.e. School-Based Feeding Program, Sports and Athletic Events, Health
InfoDrive, etc.).

2. Objectives – give the clear target of the program or project (in column 1). Be specific in stipulating
the objectives of the program or project.

3. Number and Health Condition of Proposed Beneficiaries – The proposed beneficiaries for whom
the program or project is intended for may be grouped according to their health conditions, health
deficiencies, etc.

4. Activities – Describe in this column the specific activities to be undertaken by the school or by the
beneficiaries to attain the objectives and the success indicators (column 6).

5. Time Frame – Enter the starting and ending date of the program or project. The time frame will
help determine the effectiveness of the program or project to be conducted.

6. Success Indicators – Describe in this column the behavioral manifestations of the personnel and
conditions to be satisfied by them at the end of the program or project. Describe the success
indicators clearly but briefly.

7. Budgetary Requirements – Enter in this column the amount needed to conduct the activities of the
program or project. Indicate also the source of funds to be used.

8. Person(s) in-Charge – Enter in this column the names and positions of the person(s) in-charge of
the program or project implementation.

9. QAME (Quality Assurance Monitoring and Evaluation) in-Charge – Enter in this column the school
personnel who will conduct the quality assurance and monitoring and evaluation of the conduct of
the program or project. This QAME will help determine the quality of the implementation of the
program or project.

7|Page
III. Professional Development of Teachers
[This section shall contain the individual action plan of teachers as well as that of the school in providing for
professional development of teachers. The following baseline information/data can be used as reference for the action plan
of the school and of the teachers: ]
A. Individual Teacher’s Development Needs (Part IV of the IPCRF of Teachers)
B. Feature of Practice of Teachers with Teaching Indicators of 3, 2 or 1 from the Classroom Observation Tool of
the RPMS;
C. Observed/Claimed Difficulties of Teachers in Teaching Reading Skills
D. Observed/Claimed Difficulties of Teachers in Teaching Numeracy or Mathematics Skills
E. Observed/Claimed Difficulties of Teachers in Teaching Science Skills
F. Difficulties of Teachers in Pedagogical Approaches

[The action plan of the teachers and that of the school should indicate specific activities to be conducted within a
specific time span.]

A. Teacher’s Development Needs

[This section shall contain the consolidated action plans of teachers based on the Part IV of their IPCRF
of SY 2021-2022. The following conditions must be observed in the crafting of the Individual Teacher
Development Needs:

1. The interventions indicated for each learning objective in the KRA where the teachers need
development, must be stated clearly with a specific timeline and resources needed.

2. The teacher concerned should indicate clearly the manner of the sought intervention (i.e. dialogue
with school head or master teacher, conference, training workshop, specialized training program,
etc.).

3. The teacher should identify the office, institution or person(s) to provide for or assist in the conduct
of the intervention.

4. The source of the resource(s) needed in the implementation of the intervention(s) must be clearly
stated.

5. School heads should assist teachers in the crafting of their Individual Teacher Development Needs.

Individual Teacher Development Needs Action Plan

_______________________ School
_______________________ District

Teacher: _________________________ Position: ___________________ Grade: _______ Section: ___________

Office or Person(s) to Budgetary

Learning
Development Needs Specific Provide or Assist in the Requirements
Objectives of Timeline
KRA Objective Interventions Conduct of and Source
Teachers
Intervention(s) of Funds

Prepared by: Reviewed by: Noted by:

_____________________________ _____________________________ ____________________________

Teacher School Head DIC

APPROVED:

EDGARDO V. ABANIL, Ph.D. CESO VI

SDS

8|Page
 Individual Teacher Development Needs formulation guide:

1. Development Needs and KRA Objective – Enter in this column the Development Needs as
indicated in the Part IV of the teachers’ IPCRF. Indicate also the KRA number and the objective of
that KRA related to the development needs.

2. Learning Objectives of Teachers – Enter in this column the Learning Objectives to be achieved as
indicator of development. This is also found the Part IV of the teachers’ IPCRF.

3. Specific Interventions – Enter here the teachers’ selected intervention to serve for the his/her
development needs. Describe the intervention clearly but briefly.

4. Office or Person(s) to Provide or Assist in the Conduct of Intervention(s) – Enter in this column the
person (i.e. fellow teacher, school head, subject area specialist, etc.) whom the teacher is
expecting to assist him/her in the conduct of the intervention(s) the teacher have selected.

5. Timeline – Enter in this column the starting and ending date of the implementation of the selected
intervention to serve for the development needs of the teacher.

6. Budgetary Requirements and Source of Funds – Enter in this column the items or services that the
teacher intends to acquire or utilize for his/her development needs. Enter also the source of funds
to cover the budgetary requirements.

B. Teacher’s Action Plan on Teaching Indicators with Low Level

Feature of Practice
[This section shall contain the teacher’s plan to improve on the teaching indicators with feature of
practice considered as low level (i.e. Level 1, 2 or 3) as shown in the Classroom Observation Tool. Teachers
should clearly outline how they can improve their teaching practices on those teaching indicators rated as Level 1,
2 or 3 in terms of practice.]

Individual Teacher Action Plan on Improving Teaching Indicators

with Low Level of Practice
Budgetary
Domain, KRA and Specific Course(s) of Office or Person(s) Requirements
Timeline
Teaching Indicator(s) Action to Assist and Source of
Funds

Reviewed by: Noted by:

_____________________________ ____________________________
School Head DIC

APPROVED:

EDGARDO V. ABANIL, Ph.D. CESO VI

SDS

Individual Teacher Action Plan on Improving Teaching Indicators with Low Level of Practice

9|Page
 1. Domain, KRA and Teaching Indicator(s) – Enter in this column the Domain, Key Results Area and Teaching
Indicators thereof which is shown in the Classroom Observation Tool to have garnered the low level of 1, 2 or 3.

2. Specific Course(s) of Action – Enter in this column the intervention that the teacher have chosen to help improve
his/her teaching indicator(s) in the KRA and Domain which was rated to as having the level of 1, 2 or 3 as shown
in the COT of the teacher.

3. Office or Person(s) to Assist – Enter in this column the office or institution as well as the name of the person(s)
with whom the teacher expected to assist him/her in the implementation of his chosen intervention(s) or course(s)
of action.

4. Timeline – Enter in this column the starting and ending date of the implementation of the Specific Course(s) of
Action.

5. Budgetary Requirements and Source of Funds – indicate in this column the items to be procured with its
corresponding price. Enter also the source of funds for the Specific Course(s) of Action(s) to be implemented.

C. Teacher’s Action Plan on Difficulties in Teaching Reading

Skills
[This section shall contain the consolidation of action plan of teachers who encountered difficulties in
teaching reading skills among learners. The consolidation shall maintain the clear statement of proposed
interventions of teachers. Teachers may seek assistance from co-teachers or the school head in the crafting of
their individual action plan using the following template:]

Action Plan on Difficulties in Teaching Reading Skills

_______________________ School
_______________________ District

Teacher: _________________________ Position: ___________________ Grade: _______ Section: ___________

Challenges or Identified/ Proposed Intervention Timeline Budgetary Success Remarks

Difficulties in Perceived Strategies Instructiona Requirement Indicator
Teaching Causes l Materials and Source of
Reading Funds

Reviewed by: Noted by:

_____________________________ ____________________________
School Head DIC

APPROVED:

EDGARDO V. ABANIL, Ph.D. CESO VI

SDS

Action Plan on Difficulties in Teaching Reading Skills formulation guide:

1. Challenges or Difficulties in Teaching Reading - the teacher must clearly describe his/her challenges or
difficulties encountered in his/her class in teaching reading. Teachers must avoid speculations in
this column. They must describe the difficulty or challenge encountered and the reason why it is
difficult or challenging for the teacher.

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 2. Identified/ Perceived Causes - this is where the teacher may consider all forms of gathering
information to determine the possible reason(s) of such difficulty or challenge. The reason(s) may
include the learners learning gap or the teacher’s inability to apply content knowledge in teaching
reading.

3. Proposed Intervention – This column is divided into two sub-columns: strategies and instructional
materials. The teacher, being responsible for overcoming the difficulty or challenge, must look for
possible interventions. She may review literature or published studies. Or she may refer to experts,
his/her colleagues or school head or subject area specialists in order to be guided on the most
appropriate or possible intervention(s). And in order to apply the intervention(s), the teacher must
translate them into appropriate teaching strategies – suited to the cognitive level of her learners.
And in order to facilitate transfer of learning, the teacher must translate the intervention(s) into
instructional materials to aid the instruction.

4. The Timeline must indicate how long will the teacher use the intervention to achieve the success
indicator. The timeline must be appropriately set to facilitate measuring whether or not the chosen
intervention is effective. So the timeline must indicate the starting and ending date of the utilization
of the chosen intervention.

5. For the Budgetary Requirement, the teacher must consider the materials he/she must secure in
order to prepare for the utilization of her chosen teaching strategy as well as the instructional
materials he/she must develop or acquire.

D. Difficulties and/or Challenges of Teachers in Teaching

Numeracy or Mathematics Skills
[This section shall contain the difficulties and/or challenges encountered by teachers in teaching
numeracy or Mathematics skills. The teacher, being the primary school personnel who is responsible to develop
numeracy and mathematics skills among learner, should be the first person to address these difficulties and/or
challenges. Thus, in order to clearly outline the course(s) of action to be undertaken by the teacher, an action
plan should be formulated to record and guide the teacher in determining and implementing the chosen
intervention(s) to overcome the difficulties and/or challenges encountered.]

Action Plan on Difficulties/Challenges in Teaching Numeracy or

Mathematics Skills
_______________________ School
_______________________ District

Teacher: _________________________ Position: ___________________ Grade: _______ Section: ___________

Challenges or Identified/ Proposed Intervention Timeline Budgetary Success Remarks

Difficulties in Perceived Strategies Instructiona Requirement Indicator
Teaching Causes l Materials and Source of
Reading Funds

Reviewed by: Noted by:

_____________________________ ____________________________
School Head DIC

APPROVED:

EDGARDO V. ABANIL, Ph.D. CESO VI

SDS

11 | P a g e
 Action Plan on Difficulties/Challenges in Teaching Numeracy or Mathematics Skills formulation guide:

6. Challenges or Difficulties in Teaching Reading - the teacher must clearly describe his/her challenges or
difficulties encountered in his/her class in teaching numeracy or mathematics skills. Teachers must
avoid speculations in this column. They must describe the difficulty or challenge encountered and
the reason why it is difficult or challenging for the teacher.

7. Identified/ Perceived Causes - this is where the teacher may consider all forms of gathering
information to determine the possible reason(s) of such difficulty or challenge. The reason(s) may
include the learners learning gap or the teacher’s inability to apply content knowledge in teaching
reading.

8. Proposed Intervention – This column is divided into two sub-columns: strategies and instructional
materials. The teacher, being responsible for overcoming the difficulty or challenge, must look for
possible interventions. She may review literature or published studies. Or she may refer to experts,
his/her colleagues or school head or subject area specialists in order to be guided on the most
appropriate or possible intervention(s). And in order to apply the intervention(s), the teacher must
translate them into appropriate teaching strategies – suited to the cognitive level of her learners.
And in order to facilitate transfer of learning, the teacher must translate the intervention(s) into
instructional materials to aid the instruction.

9. The Timeline must indicate how long will the teacher use the intervention to achieve the success
indicator. The timeline must be appropriately set to facilitate measuring whether or not the chosen
intervention is effective. So the timeline must indicate the starting and ending date of the utilization
of the chosen intervention.

10. For the Budgetary Requirement, the teacher must consider the materials he/she must secure in
order to prepare for the utilization of her chosen teaching strategy as well as the instructional
materials he/she must develop or acquire.

E. Observed/Claimed Difficulties of Teachers in Teaching Science

Skills

[This section shall contain the difficulties and/or challenges encountered by teachers in teaching numeracy or
Mathematics skills. The teacher, being the primary school personnel who is responsible to develop numeracy and
mathematics skills among learner, should be the first person to address these difficulties and/or challenges.
Thus, in order to clearly outline the course(s) of action to be undertaken by the teacher, an action plan should be
formulated to record and guide the teacher in determining and implementing the chosen intervention(s) to
overcome the difficulties and/or challenges encountered.]

Action Plan on Difficulties/Challenges in Teaching Numeracy or

Mathematics Skills
_______________________ School
_______________________ District

Teacher: _________________________ Position: ___________________ Grade: _______ Section: ___________

Challenges or Identified/ Proposed Intervention Timeline Budgetary Success Remarks

Difficulties in Perceived Strategies Instructiona Requirement Indicator
Teaching Causes l Materials and Source of
Numeracy or Funds
Mathematics
Skills

Reviewed by: Noted by:

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 _____________________________ ____________________________
School Head DIC

APPROVED:

EDGARDO V. ABANIL, Ph.D. CESO VI

SDS

Action Plan on Difficulties/Challenges in Teaching Numeracy or Mathematics Skills formulation guide:

1. Challenges or Difficulties in Teaching Reading - the teacher must clearly describe his/her challenges or
difficulties encountered in his/her class in teaching numeracy or mathematics skills. Teachers must
avoid speculations in this column. They must describe the difficulty or challenge encountered and the
reason why it is difficult or challenging for the teacher.

2. Identified/ Perceived Causes - this is where the teacher may consider all forms of gathering information to
determine the possible reason(s) of such difficulty or challenge. The reason(s) may include the learners
learning gap or the teacher’s inability to apply content knowledge in teaching numeracy or mathematics
skills.

3. Proposed Intervention – This column is divided into two sub-columns: strategies and instructional materials.
The teacher, being responsible for overcoming the difficulty or challenge, must look for possible
interventions. She may review literature or published studies. Or she may refer to experts, his/her
colleagues or school head or subject area specialists in order to be guided on the most appropriate or
possible intervention(s). And in order to apply the intervention(s), the teacher must translate them into
appropriate teaching strategies – suited to the cognitive level of her learners. And in order to facilitate
transfer of learning, the teacher must translate the intervention(s) into instructional materials to aid the
instruction.

4. The Timeline must indicate how long will the teacher use the intervention to achieve the success
indicator. The timeline must be appropriately set to facilitate measuring whether or not the chosen
intervention is effective. So the timeline must indicate the starting and ending date of the utilization of
the chosen intervention.

5. For the Budgetary Requirement, the teacher must consider the materials he/she must secure in order to
prepare for the utilization of her chosen teaching strategy as well as the instructional materials he/she
must develop or acquire.

F. Difficulties of Teachers in Pedagogical Approaches

[This section shall contain the difficulties and/or challenges encountered by teachers in pedagogical approaches
(i.e. Contructivism or the Constructivist Approach, Collaborative Approach, Inquiry-Based Approach, Integrative
Approach and Reflective Approach). The teacher, being the primary school personnel who is responsible to
understand and practice these pedagogical approaches, should be the first person to address these difficulties
and/or challenges. Thus, in order to clearly outline the course(s) of action to be undertaken by the teacher, an
action plan should be formulated to record and guide the teacher in determining and implementing the chosen
intervention(s) to overcome the difficulties and/or challenges encountered.]

Action Plan on Difficulties/Challenges in Pedagogical Approaches

_______________________ School
_______________________ District

Teacher: _________________________ Position: ___________________ Grade: _______ Section: ___________

Challenges or Identified/ Interventions to Master the Timeline Budgetary Success Remarks

Difficulties in Perceived Pedagogical Approaches Requirement Indicator

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 Utilizing Causes Modality of Modality of and Source of
Pedagogical Acquisition Mastery Funds
Approaches

Reviewed by: Noted by:

_____________________________ ____________________________
School Head DIC

APPROVED:

EDGARDO V. ABANIL, Ph.D. CESO VI

SDS

Action Plan on Difficulties/Challenges in Utilizing Pedagogical Approaches formulation guide:

1. Challenges or Difficulties in Utilizing Pedagogical Approaches - the teacher must clearly describe his/her
challenges or difficulties encountered in his/her class in using pedagogical approaches. Teachers
must avoid speculations in this column. They must describe the difficulty or challenge encountered
and the reason why it is difficult or challenging for the teacher.

2. Identified/ Perceived Causes - this is where the teacher may consider all forms of gathering
information to determine the possible reason(s) of such difficulty or challenge. The reason(s) may
include the learners learning gap or the teacher’s inability to apply content knowledge in teaching
reading.

3. Interventions to Master the Pedagogical Approaches – This column is divided into two sub-columns:
Modality of Acquisition and Modality of Mastery. The teacher, being responsible for overcoming the
difficulty or challenge, must look for possible interventions. She may review literature or published
studies. Or she may refer to experts, his/her colleagues or school head or subject area specialists
in order to be guided on the most appropriate or possible intervention(s). She may also undertake
special trainings, post-graduate studies among others. And in order to master the pedagogical
approaches, the teacher must apply the newly acquired theoretical framework of pedagogical
approaches. These various activities can offer a range or possibilities by which the pedagogical
approaches can be mastered.

4. The Timeline must indicate how long will the teacher use the intervention to achieve the success
indicator. The timeline must be appropriately set to facilitate measuring whether or not the chosen
intervention is effective. So the timeline must indicate the starting and ending date of the utilization
of the chosen intervention.

5. For the Budgetary Requirement, the teacher must consider the materials he/she must secure in
order to prepare for the acquisition and utilization of the pedagogical approaches. Enter in this
column the price for each of the stipulated items to be acquired and the source of funds.

Prepared by: Reviewed by: Noted by:

_____________________________ _____________________________ ____________________________

Teacher School Head DIC

APPROVED:

EDGARDO V. ABANIL, Ph.D. CESO VI

SDS

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