Master Teachers Professional Development Program 2.0 (MTPDP 2.
0)
Workplace Application Project Plan
Name School and Position
Title of Training Enhancing Assessment Date of Training
Practices: Understanding the July 4 – November 7, 2025
Program Attended (if Implementing Office
Matatag Curriculum
Workplace Application Framework and PISA (of Training
Plan) ENSCIMA Analysis Program)
Name of Immediate
School and Position HEAD TEACHER III
Head
Background and Rationale
The 2022 PISA results reveal significant challenges in the Philippines' education system, particularly in Mathematics,
Reading, and Science. The country ranked 77th out of 81 countries in Reading, 76th in Science, and 74th in Mathematics.
The average scores—355 in Mathematics, 347 in Reading, and 357 in Science—remain well below the OECD average of 472.
These findings highlight the urgent need to enhance teaching and assessment practices to align with global standards and
improve student learning outcomes.
Guided by DepEd Order No. 8, s. 2015 (Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program)
and relevant international studies on assessment and instruction, this Learning Action Cell (LAC) session will focus on
understanding the Curriculum Assessment Framework and analyzing PISA Mathematics items. The session will explore how
global assessment standards can inform local classroom practices and improve student performance.
Key Performance Indicator (KPI):
By the end of the session, participants will demonstrate a deeper understanding of the Curriculum Assessment Framework,
analyze PISA Mathematics items, and apply insights to enhance assessment and instructional strategies in their classrooms.
Purpose:
This LAC session aims to equip teachers with the knowledge and tools to align local assessments with international
benchmarks, integrate effective assessment strategies, and foster critical thinking and problem-solving skills among
students, ultimately working towards improving their performance in national and international assessments.
Expected Performance Improvement
Competencies for PPST Domain, Strand, Expected Improvement in Means of Verification
Development and Indicator Performance and Indicator
Master Teachers Professional Development Program 2.0 (MTPDP 2.0)
⮚ Enhanced Teacher
Proficient Teachers: Domain 5 Lesson Plans and Instructional
Assessment and Materials
5.1.2 Design, select, Reporting Competency in Assessment
organize and use diagnostic, Design process, synthesis, Assessment Tools and Test
formative and summative Strand 5.1 Design, and evaluation. Results
assessment strategies selection, organization
consistent with curriculum and utilization of ⮚ Improved Student LAC Session Documentation
requirements. assessment strategies Performance in Problem-
Solving and Critical Thinking Performance Monitoring and
Coaching Form
⮚ Stronger Alignment of
Classroom Assessments
with Global Standards
⮚ To integrate innovative
Highly Proficient Teachers: Domain 4 Classroom Observation Tool
Develop and apply effective Curriculum and Observation Notes Form
strategies in the planning and Planning teaching strategies that Lesson Exemplar
management of promote critical thinking, Daily Lesson Log/Plan
developmentally sequenced problem-solving, analysis, PMCF
teaching and learning synthesis, and evaluation. LAC Plan
process to meet curriculum
requirements and varied ⮚ To create a supportive
teaching contexts. (PPST learning environment that
4.1.3) encourages collaboration
and active engagement.
⮚ To provide continuous
professional development for
educators to enhance their
teaching practices.
⮚ To develop and apply
effective teaching strategies
Master Teachers Professional Development Program 2.0 (MTPDP 2.0)
to promote critical and
creative thinking, as well as
other higher-order thinking
skills.
Type of JEL Intervention (check the box/es)
Job Expansion Job Rotation Stretch Assignments Informal JEL Activities
Workplace Application
Job Shadowing Special project Committee Work
Plan (WAP)
Briefly describe the intervention (e.g., type of special project, nature of committee and role of learner, etc.), and specify
duration and offices where learner will be assigned, if appropriate. Use one to two paragraphs.
The type of Job-Embedded Learning (JEL) intervention to be implemented is the Workplace Application Project (WAP).
This project aims to enhance teachers' competency in developing critical, creative, and higher-order thinking skills through
instructional supervision, job-embedded learning, and collaborative professional development. It will run for six months
during the 2023-2024 school year, providing continuous support and hands-on training. The Master Teacher and School
Head will mentor teachers, ensuring that strategies are effectively integrated into classroom instruction for immediate
application.
Terminal Objective
State what learner will be able to do by the end of the WAP, following ABCD (Audience-Behavior-Condition-Degree)
guidelines.
By the end of the Workplace Application Project (WAP), students will demonstrate critical and creative thinking through
various classroom activities such as group projects, problem-solving tasks, case analysis, reflective journals, role-playing,
debates, and discussions, achieving 90% accuracy.
WAP Implementation Plan
Learning Objectives Activities Timeline Learning Support/
(What learner will be able to do by the end of a (Activities that learner (Start-end of Facilitator Resources
Master Teachers Professional Development Program 2.0 (MTPDP 2.0)
learning session/ activity) will engage in to meet each activity) (Supervisor or peer (Office order,
each learning assigned to guide information, etc.
objective) learner) needed)
By the end of the learning session, pupils will Case Analysis July 2025 School
enhance their critical thinking skills by to Memorandum
Debate and
participating in activities that promote problem- February
solving, concept analysis, idea synthesis, and Discussion 2024
informed decision-making based on Reflective Journals
observations.
By the end of the learning session, learners will Simulations and Role- July 2024 School
collaborate effectively with peers and actively to Memorandum
Playing
participate in activities that foster critical thinking February
and sustained engagement. Group Projects 2024
Peer Teaching
Prepared by (name and position): Reviewed by (name and position):
Master Teacher I
Public Schools District Supervisor
Concurrence:
Signature Date Immediate Head’s Signature Date
March 13, 2025 March 13, 2025
