Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

MATATAG WAP : For School Heads

I. Profile

Name AILEN M. VALDEZ Office and Position KIAYAP ELEMENTARY SCHOOL-

TEACHER III

Title of PD Programs Training on MATATAG Curriculum for Date of Delivery August 2024- January 2025
Teachers
PD Program National Educators Academy of the
Provider Philippines in collaboration with Curriculum
and Teaching Strand (BCD and BLD)

Name of Immediate ERIEL L. NAPILA Office and Position MAITUM1 DISTRICT

Supervisor
P-II

II. Background and Rationale of WAP:

The Department of Education has pursued its education reform, the MATATAG: Bansang Makabata, Batang Makabansa Agenda, which
sets the new direction of the agency and stakeholders in resolving basic education challenges. In pursuing such reform in the basic
education curriculum, it is imperative to understand the current context and setting. Doing so will allow the Department to recognize the
existing and expected realities and, consequently, adopt appropriate measures to realize its vision, hence making the MATATAG
Curriculum, which is responsive and attuned to the dynamic changes that come into play in the society (General Shaping Paper,
MATATAG Curriculum 2023).
The MATATAG Curriculum focuses on foundational skills and embedding peace competencies, building more resilient schools and
classrooms, strengthening inclusive education programs, advocating for teachers’ additional benefits, and providing professional
development programs, among others. The aim is to create a more effective and impactful educational experience for Filipino learners.
The Training on MATATAG curriculum is rooted in the fundamental importance of ensuring that teachers and school leaders are fully
equipped with the knowledge, understanding, and skills necessary to effectively implement the curriculum. Teacher quality is vital in
raising learner achievement. However, teachers alone cannot bring about substantive changes without effective leadership.

In addition, DepEd Order No. 24, s. 2022 or the Adoption of the Basic Education Development Plan 2030 (BEDP 2030) outlines the
priorities of the department in addressing the immediate and long-term concerns confronting basic education: access, equity, quality,
and resiliency. Quality is designed to address the quality of education through various strategic means such as but not limited to
upskilling and reskilling of teachers and school leaders.

To articulate the general shape of the MATATAG Curriculum and to ensure its full implementation, all school heads shall develop a
Work Application Plan (WAP) articulating the Customized School-Based Professional Development Plan (CSBPDP) (Adapted: SPPD,
T&D Volume 3 and TPDC Framework) integrating the concepts and elements of the whole-school approach to ensure quality teaching
and learning though embedding more deeply Learning Action Cells (LACs) by practicing Collaborative Expertise (CE).

The PD Program [School-Based Training on MATATAG Curriculum] provides the school heads with an opportunity to:

 address the appropriate indicators domains, strands, and indicators in the Philippine Professional Standards for School Heads
(PPSSH) in the effective and efficient delivery of the MATATAG Curriculum through the intensification of School LACs through the
Collaborative Expertise (CE).

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The following professional standards/competencies are being addressed in the Training on MATATAG Curriculum for Teachers:

Professional Standards PD Program Goals Indicators (Subtask) Application Objective

Philippine Professional Standards for School

Heads (PPSSH)
DepEd Order No. 24, s. 2020

Domain 1. Leading Indicator 1.4.3 Collaborate with teachers in Identify relevant research To improve student learning
Strategically Collaborate with school translating research findings findings from conducted or outcomes and foster
personnel in the conduct into actionable innovations existing studies. continuous school
Strand 1.4 of research and that directly improve improvement through
Research and utilization of findings in classroom practices, student Implement action research- evidence-based practices.
Innovation facilitating data-driven outcomes, and overall based teaching strategies.
and evidence-based school performance. To evaluate and adjust
Monitor and assess the effect innovations based on their
innovations to improve of innovations on classroom
school performance. effectiveness in improving
performance. learners’ performance

Strand 1.5 Indicator 1.5.4 Design and implement a Conduct a needs assessment To develop a structured PD
Program Design and Lead and empower comprehensive professional to identify gaps in teaching program that directly
Implementation school personnel in development program that practices and school addresses the needs of
designing and addresses school needs, performance. teachers and the school.
implementing needs- encourages teacher growth, - Develop a PD program plan - To create a sustainable
based programs in the and improves student that includes clear objectives, and measurable professional
school that support the learning outcomes. timelines, and resource development system that
development of allocation. fosters teacher growth and
learners. - Identify experts, trainers, and student achievement.
resources for effective - To ensure that PD
program implementation. programs contribute to long-
- Ensure alignment of PD term school performance
activities with school improvements by targeting
improvement goals and DepEd key areas of need.
priorities.
- Monitor the implementation
of PD activities and adjust as

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 needed.

Strand 1.7 Indicator 1.7.2 Improve Teaching Quality: Implement regular feedback To promote continuous
Monitoring and Utilize available Equip teachers with the mechanisms to adjust teaching improvement in student
evaluation processes monitoring and skills and resources to strategies based on M&E learning by identifying gaps,
and tools evaluation processes assess and adapt their results. strengths, and areas for
and tools to promote teaching to maximize further intervention.
learner achievement learner outcomes.
Ensure that teachers and
Utilize tools such as formative school leaders regularly
Increase Learner assessments, summative tests, review student progress and
Achievement: Implement and student performance data adjust instructional methods
processes that monitor and to track learners’ achievement
accordingly.
support individual learner consistently.
progress, improving overall
achievement levels.
Domain 2. Managing Indicator 2.2.3 Exhibit Ensure Accountability and Budget Allocation Planning: To establish a system that
School Operations efficient and effective Transparency: Adherence to Create a budget allocation manages school finances
and Resources practices in the financial policies and plan that ensures funds are efficiently and in compliance
Strand 2.2 Financial management of procedures to maintain distributed according to school with policies, while
Management finances consistently transparency priorities and are compliant supporting the overall
adhering to policies, with policies. school improvement plan.
guidelines and Efficient Resource
issuances in allocation, Adherence to Procurement Allocate resources
Utilization: Allocate and use
procurement, Procedures: Follow proper Strategically: Ensuring that
school resources effectively
disbursement and procurement processes. financial resources are
to support school
liquidation aligned with allocated in a way that
development plans and Ensure funds are disbursed to supports key priorities such
the school plan educational the right areas in a timely as instructional needs,
manner, following proper student programs, and
channels to prevent delays teacher development.
that could affect school
operations.

Strand 2.5 2.5.3 Enhance Disaster Develop and Implement To ensure that the school is
School safety for Work with the wider Preparedness: Equip school Disaster Preparedness Plans: prepared to manage
disaster school safety for staff and students with the emergencies, reduce risks,
preparedness, disaster preparedness, knowledge, skills, and Conduct Risk Assessments: and bounce back from
mitigation and mitigation and resiliency strategies to effectively adversity with minimal
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resiliency to maintain continuous prepare for various types of Emergency Drills and Training: disruption to learning and
delivery of instruction. disasters (e.g., earthquakes, well-being
floods, fires,) Strengthen Partnerships:
Foster collaborations with local
Improve Risk Mitigation government units (LGUs),
Practices disaster management offices,
and community organizations
Increase Safety Awareness to coordinate disaster
and Collaboration response and recovery efforts.

Domain 3. Focusing Indicator 3.1.3. Work Ensure Alignment with the Conduct School-Based To ensure that the learning
on Teaching and with teams in the standards of the MATATAG Learning Standards Review: standards are not just
Learning conduct of review, curriculum and guide implemented as a top-down
Strand 3.1. School- contextualization, and teachers in understanding Facilitate regular school-based directive, but are
based review, implementation of and implementing national reviews of national learning meaningfully adapted to fit
contextualization, learning standards to learning standards while standards, involving teachers the local context while still
and implementation assist teachers in ensuring that the teaching and school leaders in maintaining alignment with
of learning standards making the curriculum content meets the assessing how these standards the national education
relevant for learners. prescribed competencies. are applied in the school’s goals.
curriculum and classroom
practices. Professional Support teachers in refining
Enhance Instructional
Development in Curriculum their instructional methods
Practices: Equip teachers
Implementation: to improve student learning
with the skills and strategies
outcomes through the use of
to effectively deliver content Provide ongoing professional
a curriculum that integrates
that is both relevant and development to support local content with national
aligned with the teachers in delivering the standards..
contextualized learning MATATAG curriculum
standards. effectively, focusing on
pedagogical strategies that
Promote Continuous ensure engagement and
Improvement: Foster a achievement of learning
culture of ongoing review outcomes.
and refinement of teaching
practices, ensuring
continuous alignment with
evolving student needs and
national standards.
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Domain 3: Focusing Indicator 3.2.3 Promote High-Quality Facilitate self-assessment and To ensure quality in
on Teaching and Teaching: Ensure that peer review processes where Teaching.
Learning Engage school personnel teachers meet and uphold teachers can reflect on their
such as masters, head professional teaching alignment with these Promote Active and
Strand 3.2. Teaching teachers and standards that support standards and identify areas Inclusive Learning:
standards and department heads in effective instruction and for growth.
providing technical Teachers will employ a
pedagogies positive student outcomes. range of pedagogical
assistance to teachers Train teachers on a variety of
on teaching standards evidence-based pedagogies, strategies that actively
Implement Evidence-Based engage all students, making
and pedagogies within including student-centered
Pedagogies: Equip teachers learning accessible to
and across learning approaches (e.g., inquiry-
with knowledge of and skills diverse learners with
areas to improve their based learning, differentiated
in using research-based different needs.
teaching practice. instruction, collaborative
instructional strategies that
learning). Support Continuous
cater to diverse learning
needs. Provide strategies for effective Improvement in Teaching
classroom management, Practices.
Enhance Instructional focusing on creating a positive,
Competence: Develop inclusive learning environment
teacher capacity in that fosters student
planning, delivering, and engagement and participation.
assessing lessons that meet
both the teaching standards Promote SLAC where teachers
and the needs of learners. can collaborate, share best
practices, and engage in
Foster Continuous reflective discussions about
Professional Growth: pedagogies and teaching
Encourage ongoing standards.
professional development to Encourage peer mentoring and
keep teachers updated on coaching within the school to
evolving pedagogical trends foster a culture of shared
and improve their learning and improvement.
instructional practice.
Strand 3.3 Indicator 3.3.3 Enhance Teacher Implement structured systems Foster Professional Growth:
Teacher Performance Effectiveness through for providing teacher Help teachers use feedback
Feedback Collaborate with school meaningful feedbacks on performance feedback, such as to identify areas for
personnel in effectively their instructional practices classroom observations, peer development and take
using validated and promote professional reviews, and student actionable steps to improve
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 feedback obtained from growth to improve teaching evaluations. their instructional methods,
learners, parents and quality. ultimately enhancing the
other stakeholders to Ensure feedback processes are learning environment for
help teachers improve regular and consistent, students.
Foster a Culture of
their performance. involving both formal and
Continuous Improvement:
informal observations. Promote Accountability and
Create a school environment
Reflection
where ongoing feedback is Fostering Reflective Practice:
part of professional practice, Improve Teaching Quality
encouraging reflection and Encourage teachers to engage and Student Outcomes
adaptation of teaching in self-reflection based on
methods. feedback received, helping
them to identify areas for
growth and to set professional
development goals.
. Promote the use of self-
assessment tools and
reflective journals as part of
the feedback process.
Facilitate peer mentoring
programs where experienced
teachers support colleagues in
improving specific teaching
practices.
Establish follow-up procedures
to monitor progress in areas
where improvement is needed,
providing additional support or
adjustments as necessary.

Domain 4: 4.2.2 Foster self-assessment Teachers use diverse To regularly reflect on the
Developing Self and among teachers regarding instructional strategies that effectiveness of their
Others Apply professional their content knowledge and reflect an understanding of teaching methods and
reflection and learning its relevance to curriculum content and how students best content knowledge
Strand 4.2. goals. learn that content. application through student
Professional assessments and peer
Reflection and Teachers demonstrate the
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Learning ability to adapt lessons based feedback.
Develop teachers’ ability to on student needs and
continuously improve their curriculum demands.
content delivery methods
based on student feedback
and learning outcomes.
Strand 4.5. Indicator 4.5.2. Enhance Existing Strengths: Improvement in the specific Develop individualized PD
Implement professional skills or knowledge areas plans for teachers based on
Professional development initiatives Identify and further develop identified as performance their specific strengths and
Development of to enhance strengths the existing strengths of gaps. This can be measured areas for improvement,
School Personnel and address school personnel, through classroom ensuring that each teacher’s
performance gaps empowering them to excel observations, feedback, and growth is aligned with their
among school personnel. in areas where they already self-assessment. personal and school-wide
perform well. goals.
Active Participation in PD
Address Performance Gaps: Activities such as SLAC and Organize SLAC Sessions
Goal: Focus on bridging the INSET , Based on Teachers Needs
gaps in performance. Assessment:
Implement Follow-up
Promote Collaborative Application of New Skills in the Support and Coaching
Professional Growth Classroom.

Strand 3.5 3.6.3 Engage the wider Foster collaboration among Increased Parental and Engage Parents and
Learning assessment school community in school staff, parents, ,and Community Involvement. Families in School Life:
maintaining a learner- community organizations to
friendly, inclusive and contribute to creating a Improved Student Well-Being: Create formal and informal
healthy learning learner-friendly and opportunities for parents to
. participate in their child’s
environment. inclusive environment.
Classroom environments that education, including regular
Create a Safe, Inclusive, and reflect diversity, promote communication channels,
Healthy Environment: inclusion, and accommodate volunteer opportunities, and
different learning styles and community-building events.
Ensure that all students, needs, with staff and Develop Partnerships with
regardless of background or community actively engaged Local Community
ability, feel safe, supported, in supporting students with Organizations.
and valued. special needs.
. .

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 Strengthen Inclusive
Practices.

Enhance Student and

Community Engagement
Domain 5. Building Indicator 5.3.2. Enhance Teachers' Increased Use of Inclusive Design and Implement
Connections Understanding of Inclusive Teaching Strategies. Inclusive Lesson Plans:
Exhibit inclusive Education.
Strand 5.3 practices, such as Teachers consistently employ Create lesson plans that
Inclusive Practice gender sensitivity, Deepen teachers' differentiated instructional incorporate multiple means
physical and mental knowledge of inclusive strategies, ensuring all of engagement,
health awareness, practices, ensuring they students are engaged and able representation, and
acceptance and respect. understand the principles of to participate fully in lessons. expression to accommodate
inclusion and the all students, including those
importance of with learning disabilities or
accommodating diverse Positive Classroom Climate. language challenges.
learners.
The classroom environment is Build a Safe and Supportive
inclusive, with students Learning Environment.
Develop Differentiated
respecting each other’s Create a classroom
Instruction Strategies:
differences and working atmosphere where every
together cooperatively. student feels safe, included,
Equip teachers with the
skills to differentiate and respected. Ensure
instruction based on classroom policies and
students' varied learning practices prevent exclusion
needs, abilities, and or discrimination.
interests.

IV. Implementation Plan [the WAP must be implemented within 6 months after the training] August 2024- January 2025
To ensure the success of the Work Application Plan (WAP), the following step-by-step implementation plan outlines the key milestones,
responsible parties, resources needed, and timeline. This plan is designed to meet the requirement of full implementation within six
months post-training.

V. Application Objective [it must be aligned with the PD Program Goals]

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The objective of this Work Application Plan (WAP) is to apply the knowledge and skills acquired through the Professional Development
(PD) Program in a manner that directly supports and aligns with the program’s core goals. By implementing this WAP, our team aims to
contribute to school’s strategic priorities by enhancing teachers’ skills, processes, or functions directly addressed by the PD program.

Specific Task Activities Timeline Expected Outcomes/ Learning Facilitator

MOVs
[minimum of two (2)] (Specify activities on the (Start-end of each activity) (Immediate Supervisor or
(Aligned with the application identified task) (It represents what is peer assigned to guide the
objective, what are the specific predicted or intended to teacher)
tasks of a school head to assist happen as a result of
teachers in enhance teaching implementing a specific task
competencies by practicing or initiative)
collaborative expertise through
embedding more deeply school
LACs.

Monitoring by Walking Improved learners Imelda O. Manlangit

Around performance/result of
Instructional Supervision August 2024-April 2025
reading assessment/MPS
Class Observation
Mentoring and Coaching
Collaborative Expertise

Provision of Teachers Mentoring and Coaching Improved learners Ailen M. Valdez

Professional Development performance/result of
Collaborative Expertise August 2024-April 2025 Imelda O. Manlangit
Program reading assessment/MPS
School Learning Action
Cell

In-Service Training of October 24-27, 2024 Strengthened teachers’ Ailen M. Valdez

Teachers competence in literacy
Imelda O. Manlangit
instruction / Project
Implementation Plan
MPRE

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 Oct. 28-29, 2024

Prepared by: AILEN M. VALDEZ Signature Date:

T-III August 9. 2024

Reviewed by: Signature Date

ATTY. NELYN B. FRINAL, CESO VI

Approved by: Signature Date

RUTH L. ESTACIO PhD, CESO V

*for School Heads: reviewed by the Assistant Schools Division Superintendent (ASDS) **approved by the Schools Division Superintendent (SDS)

*MATATAG WAP for School Heads Template 3A: CSBPDP with articulation of School-Based Training on the MATATAG Curriculum for Teachers

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