(Enclosure No. 6 to Division Memorandum No. ______ s.

2024)

Republic of the Philippines

Department of Education
REGION VIII
SCHOOLS DIVISION OF LEYTE
ALANGALANG I DISTRICT
HINAPOLON ELEMENTARY SCHOOL
Alangalang, Leyte

MULTIGRADE TRAINING WAP Template 3: For School Heads

I. Profile

Name OSCAR D. MATELA JR. Office and Position HINAPOLON ELEMENTARY SCHOOL – TEACHER-IN-
CHARGE

Title of PD Program Upskilling of the Multigrade Date of Delivery AUGUST 26 – 30, 2024 (3:00 – 5:00 pm)
Program in Philippine
Education for Teachers PD Program Provider MULTIGRADE PROGRAM IN PHILIPPINE EDUCATION

Name of Immediate VIVIAN D. SECO Office and Position ALANGALANG I DISTRICT – DISTRICT SUPERVISOR
Supervisor

II. Background and Rationale of WAP:

The multigrade program in Philippine education was established as a strategy to address the unique challenges of small schools, particularly in rural and remote
areas where student enrollment is low and the availability of teachers and resources is limited. In multigrade schools, teachers manage classrooms with students
from different grade levels, creating an inclusive and flexible learning environment. This approach maximizes educational access for children who otherwise
might not attend school due to geographical or economic constraints.
In recognition of these challenges, it is essential for the Department of Education (DepEd) to continuously support and enhance the professional competencies of
multigrade teachers. Upskilling the knowledge and skills of teachers in multigrade schools is crucial for several reasons:

1. Enhanced Pedagogical Strategies: Multigrade teaching requires specialized skills in classroom management, lesson planning, and differentiated
instruction. Teachers must be adept at balancing various learning activities and meeting the diverse needs of their students. Upskilling provides teachers
with modern pedagogical tools to meet these challenges more effectively.
2. Improved Learning Outcomes: A teacher's proficiency in handling multigrade classrooms directly influences students' academic performance. When
teachers are trained in the nuances of multigrade education, they are better equipped to address individual learning gaps and ensure that no student is left
behind.
3. Adaptability to Educational Reforms: With continuous reforms and developments in the Philippine education system, such as the Basic Education
Development Plan 2030 (BEDP 2030) adopted through DepEd Order No. 24, s. 2022, teachers must stay updated. The BEDP 2030 outlines the long-
term strategic direction for improving the quality of education and addressing learning disparities, including those found in multigrade schools.

The BEDP 2030 prioritizes inclusivity and equitable access to education, which directly aligns with the goals of the multigrade program. In order to meet these
ambitious targets, multigrade teachers need access to ongoing professional development that strengthens their instructional capabilities and equips them to meet
the educational demands of their diverse learners.

The role of school heads in multigrade schools is equally critical. Given the complex nature of managing multigrade classrooms, school heads must develop a
Work Application Plan (WAP) to ensure the successful implementation of multigrade education.

In conclusion, the multigrade program plays a vital role in promoting educational equity in the Philippines. However, its success relies on the continuous
development of both teachers' and school heads' skills. Upskilling multigrade teachers ensures that they are capable of delivering high-quality instruction in a
challenging classroom environment. Likewise, school heads must develop and implement a Work Application Plan to effectively manage multigrade schools and
support DepEd’s vision for inclusive and equitable education as outlined in the BEDP 2030 under DepEd Order No. 24, s. 2022. Through these efforts, the
multigrade program can significantly contribute to closing the education gap and achieving quality education for all Filipino learners.

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

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Professional Standards PD Program Goals Indicators (Subtask) Application Objective

Philippine Professional Standards for Teachers (PPSSH)

DepEd Order No. 24, s. 2020

Domain 2. Managing Indicator 2.2.2 Manage Provide the needed financial Prepare budget proposal to back up To allocate budget to finance the
School Operations and finances adhering to policies, allocation for the MPPE the school-based trainings for the school-based training adhering to
Resources guidelines, and issuances in orientation in Hinapolon ES MPPE orientation for the policies, guidelines, and issuance
Strand 2.2 Financial allocation, procurement, Hinapolon ES teachers. in allocation, procurement,
Management disbursement, and liquidation disbursement, and liquidation
aligned with the school plan. aligned with the school plan.

Domain 3. Focusing on Indicator 3.1.2. Assist teachers Review, contextualization, and To provide technical assistance to
Teaching and Learning in the review, implementation of learning Hinapolon ES teachers in the
Strand 3.1. School- contextualization, and standards review, contextualization, and
based review, implementation of learning implementation of learning
contextualization, and standards to make the standards to make the curriculum
implementation of curriculum relevant for relevant for learners.
learning standards learners.
Domain 3: Focusing on Indicator 3.2.2. Provide Provision of technical assistance to To conduct LAC sessions and
Teaching and Learning technical assistance to teachers teachers on teaching standards and Inset and hold classroom
Strand 3.2. Teaching on teaching standards and pedagogies within and across observations using COT for
standards and pedagogies within and across learning areas to improve teaching Hinapolon ES teachers
pedagogies learning areas to improve practice.
teaching practice.
Domain 4: Developing Indicator 4.5.2. Implement Implementation of professional To craft a Learning Action Cell
Self and Others professional development development initiatives to enhance plan, In service trainings for the
Strand 4.5. Professional initiatives to enhance strengths strengths and address performance teachers’ development activities
Development of School and address performance gaps gaps among school personnel.
Personnel; among school personnel.

Domain 5. Building Indicator 5.4.2. Communicate Provide the needed financial Prepare budget proposal to back up To allocate budget to finance the

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Connections effectively in speaking and in allocation for the MPPE the school-based trainings for the school-based training adhering to
Strand 5.4 writing to teachers, learners, orientation in Hinapolon ES MPPE orientation for the policies, guidelines, and issuance
Communication parents, and other stakeholders Hinapolon ES teachers. in allocation, procurement,
through positive use of disbursement, and liquidation
communication platforms, to aligned with the school plan.
facilitate information sharing,
collaboration, and support.

IV. Implementation Plan [the WAP must be implemented within 2 months after the training]

MODALIT NUMBER
NUMBE
Y and TARGET OF PAX TARGET PROPOSE
ACTIVITIES OBJECTIVE OUTPUT R OF
PLATFOR PAX (Breakdown DATES D VENUE
DAYS
M )
Crafting and To craft the Work Approved Face to n/a n/a 5 days May 21, n/a
approval from Application Plan & WAP face 2024
the PSDS & SDS seek the approval of
of the MPPE the PSDS & SDS for its
Work Application implementation
Plan
Crafting of Invite trainers who Office Face to 1 speaker 1 day May 22, HES
Training Matrix have expertise in Order face for every 2024 Principal’s
delivering effective regarding topic Office
training sessions the conduct
based on their area of and
specialization by schedules of
requesting other the MPPE
trained MG Scholars training
and Trainers as
resource speakers for

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 the school-based
training

Approved Conduct orientation Notice of Face to face 4 4 HES 1 day May 25, HES
proposal meeting with Meeting teachers 2024 principal’
presentation Hinapolon ES teachers s office
with Hinapolon LAC Plan Face to face 4 4 HES 1 day August 26 –
ES teacher teachers 30,
Conduct of Working 2024(3:00 –
School Inset & Committees 5:00 pm)
LAC sessions

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

 implement their respective Workplace 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 aligned with the PPSSH.
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 peer
(Aligned with the application identified task) (It represents what is assigned to guide the teacher)
objective, what are the specific predicted or intended to
tasks of a school head to assist happen because of
teachers in enhancing teaching implementing a specific task
competencies by practicing or initiative)
collaborative expertise through
school LACs.

Plan school LAC Activities Identify LAC focal, May 25, 2024 LAC organizational chart Mary Jane C. Gatela
secretary and other LAC plan
teachers to compose the LAC Accomplishment

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 school LAC team Report

Prepared by (name and position): Signature Date

OSCAR D. MATELA JR. June 6, 2024

Teacher III / TIC

*Reviewed by (name and position): Signature Date

VIVIAN D. SECO June 6, 2024

District Supervisor

**Approved by (name and position): Signature Date

MARIZA S. MAGAN EdD, CESO V June 7, 2024

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

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