Republic of the Philippines
Department of Education
CORDILLERA ADMINISTRATIVE REGION
SCHOOLS DIVISION OF MOUNTAIN PROVINCE
BANAO NATIONAL HIGH SCHOOL-
BANAO, BAUKO, MOUNTAIN PROVINCE
WORKPLACE APPLICATION PLAN
SY 2024-2025
Name BAUDER P. LANGKIA Office and Position BANAO NHS
Title of PD Programs Technical Assistance on the Date of Delivery MARCH 12-14, 2024
Implementation of Data-Driven PD Program Provider MPSDO
Intervention.
Name of Immediate PIO D. ECUAN- OIC Assistant Schools Office and Position MPSDO-OIC ASDS
Supervisor Division Superintendent
II. Background and Rationale of WAP:
The purpose of implementing the Workplace Application Plan (WAP) is to address the identified competency gaps
among teachers, specifically in enhancing numeracy skills among learners and correlating key concepts of lessons to other
teaching areas. The WAP is a strategic response to the observed challenges in the teaching-learning process, which have
been noted to significantly affect the academic performance of learners.
Over the past school years, classroom observations have revealed that 8 out of 13, have been struggling, to
effectively teach numeracy skills, apply cross-disciplinary teaching methods and apply strategies that could develop critical
and creative thinking to learners. This has resulted in learners having a difficulty in comprehending the curriculum, as
evidenced by their low Mean Percentage Scores (MPS) during periodical tests. On the quarterly analysis conducted by the
school head very low scores during periodical examination resulted to low quarterly GWA in the different learning areas.
Table below shows the comparative GWA for SY 2022-2023 and SY 2023-2024.
Table 1: Comparative GWA General Weighted Average
Learning Area SY 2022-2023 2023-2024
English 84.39 83.15
Science 82.96 82.08
Filipino 84.34 84.69
Math 85.34 83.81
Araling Panlipunan 86.24 86.84
Edukasyon sa Pagpapakatao 87.03 86.71
Technology Livelihood Economics 86.87 86.77
MAPEH 86.88 88.20
Overall GWA 85.50 85.28
Source: Banao Administrative Office
This data is consistent to the result of the Classroom Observation for Teachers. School Head and Master Teacher found
out that there are some Classroom Observable Indicators that were not mastered by the teachers. It is also parallel with the
Individual Professional Development Plan of teachers that under IPCRF indicator 1,2 & 3 are the most identified weakness of
teachers.
Table 2: Consolidated IPCRF Rating of Teachers SY 2023-2024
Rating/Number
of Teachers
Observable Indicators
5 6 7
1. Applied knowledge of content within and across curriculum teaching areas. 8 3 2
2. Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. 7 3 3
3. Applied a range of teaching strategies to develop critical and creative thinking as well as other higher order thinking skills. 7 3 3
4. Managed classroom structure to engage learners individually or in groups in meaningful exploration discovery and hands-on activities within a range of
learning environment. 13
5. Managed learner behavior constructively by applying positive and non-violent discipline to ensure learning -focused environment. 2 10
6. Used differentiated developmentally appropriate learning experiences to address learners’ gender, needs, strengths, interests and experiences. 5 8
7.Planned, managed and implemented developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts. 13
2
8. Selected developed organized and used appropriate teaching and learning resources including ICT, to address learning gaps. 4 9
9. Designed, selected, organized and used diagnostic, formative and summative assessment strategies consistent witt 13
The WAP aims to address these competency gaps by providing Technical Assistance and SLAC for improving teaching
practices. It will focus on enhancing teachers' abilities to apply knowledge of content within across curriculum learning areas,
to teach numeracy skills and to integrate key concepts across different teaching areas and applied range of teaching
strategies to develop critical and creative thinking as well as other hinger thinking skills. By doing so, it is expected that
teachers will be better equipped to cater to the diverse learning needs of their students, particularly those who are
disadvantaged.
The current performance level on the RPMS-COT for Proficient Teacher Indicator 1, 2 and 3 which are Applied knowledge
of content within and across curriculum teaching areas and used range of teaching strategies that enhance learner
achievement in literacy and numeracy skills and applied range of teaching strategies to develop critical and creative thinking
as well as other hinger thinking skills indicates a need for improvement. The low Mean Percentage Scores of learners during
periodical tests highlight the urgency of addressing these competency gaps. The WAP, therefore, is not just an initiative for
improvement but a necessary intervention to ensure quality education for all learners.
III. Expected Performance Improvement
Competencies for Key Result Area (s) Expected Improvement in Means of Verification
Development performance indicator
IPDP-Functional Reviewed weekly DLL by the
Competencies MT and SH
1. Applied knowledge of PPST Domain 1: 100% of the teachers are TA report by the SH and MT
Content knowledge and competent in applying
content within and across Minutes of meeting during
Pedagogy knowledge of content within
curriculum teaching areas. and across curriculum DLL evaluation and feedback.
teaching areas.
3
2. Used a range of teaching PPST Domain 1: 100% of the teachers can Reviewed weekly DLL by the
strategies that enhance Content knowledge and provide range and MT and SH
learner achievement in Pedagogy appropriate teaching
strategies that enhance
literacy and numeracy. TA report by the SH and MT
learner achievement in
literacy and numeracy skill. Minutes of meeting during
DLL evaluation and feedback.
3. Applied range of teaching PPST Domain 1: 100% of the can apply range Reviewed weekly DLL by the
strategies to develop critical Content knowledge and of teaching strategies to MT and SH
and creative thinking as well Pedagogy develop critical and creative
thinking as well as other
as other hinger thinking skills TA report by the SH and MT
higher thinking skills.
Minutes of meeting during
DLL evaluation and feedback.
Type of Intervention
Committee Work Jo shadowing Informal JEL Activities (Please Others
specify)
Job expansion Special Project WAP Implementation
Job rotation Stretch Assignments
4
IV. Implementation Plan
The Workplace Application Plan (WAP) will involve two key activities to address the identified competency gaps
among teachers. Firstly, there will be the provision of Technical Assistance to teachers after checking their Daily Lesson Log
(DLL) and after formative classroom observation. This activity aims to provide targeted support to teachers by reviewing
their lesson plans, identifying areas for improvement, and offering guidance and resources to enhance their teaching
practices. Through this process, teachers will receive personalized feedback and recommendations to bridge the gaps in
their instructional strategies.
Secondly, the WAP will incorporate the establishment of School Learning Action Cells (SLAC) as a platform for
collaborative learning and professional development. These SLAC sessions will invite demonstration teachers who have
exhibited exemplary practices in addressing the identified gaps. During these sessions, the demonstration teachers will
share their effective teaching strategies, showcase practical examples, and provide insights on how to integrate key
concepts across different teaching areas. The SLAC sessions will serve as a forum for teachers to engage in reflective
discussions, exchange ideas, and learn from each other's experiences.
These activities will be conducted for the whole duration of the fourth quarter. To determine the effectiveness of the said
intervention 3rd quarter MPS will be compared to the 4 th quarter MPS of learners. Likewise, to teachers, improvement on their
rating scores under COT indicator 1 and 2.
V. Application Objective
Learning Activities Timeline Expected Learning Facilitator
Objectives( what learner (Activities that learner will ( Start-end of each Outcomes/MOV’s (Immediate Supervisor or
be able to do by the end of an engage in to meet each learning activity peer assigned to guide
activity/learning session
objective) learner)
To capacitate teachers Review the Daily Lesson Every Thursday Reviewed DLL with
on teaching strategies Plan and Friday of the feedback of SH.
on improving week School Head
numeracy and literacy (August - Master Teacher
skills of learners, Provide TA before the November 2024) TA Report
applying knowledge of delivery of the plan.
content across Every last Friday of
5
curriculum teaching the Month (August
areas and applying Monthly Evaluation and to November) Minutes of Meeting with
range of teaching Feedbacking of DLL attendance and photo
strategies to develop documentation
critical and creative Conduct SLAC
thinking as well as a. On the Innovative tool
other hinger thinking for DLL planning. 1st of August 2024
skills SLAC activity Request School Head
b. Applying knowledge Master Teacher
of content across SLAC Accomplishment
curriculum teaching Report with attendance
areas After 1st and 2nd and photo
c. applying range of Quarter documentation
teaching strategies to (September-
develop critical and December 2024)
creative thinking as well
as other hinger thinking
skills
d. Improving numeracy
and literacy skills of
learners, applying
knowledge of content
across curriculum
teaching.
Conduct of COT Quarterly Observation sheet School Head
(September and Rating Sheet Master Teacher
November)
6
Demonstration Teaching
particularly on teaching 1st Quarter and 2nd Observation sheet Master Teacher
strategies that enhance Quarter
numeracy skill of Accomplishment Report
learners and skill of with attendance and
teacher to apply photo documentation
knowledge of content
across curriculum
teaching areas and
applying range of
teaching strategies to
develop critical and
creative thinking as well
as other hinger thinking
skills
Consolidated MPS and
Assess the progress of Preparation of MPS and Every after GWA
General Weighted GWA Quarterly Exam School Head
Average of learners (September and Comparative report of Master Teacher
December) MPS and GWA for the 2
quarters
Prepared by Signature
BAUDER P. LANGKIA
School Head
7
Reviewed by Signature
PIO D. ECUAN
OIC-Assistant Schools Division Superintendent
Approved by Signature
BENILDA M. DAYTACA EdD, CESO V
Schools Division Superintendent
