1. 2014 Mid-Year Assessment & In-
Service Training for Teachers
Sta. Magdalena National High School
Sta. Magdalena, Sorsogon
October 20 – 24, 2014

2. Legal Basis
 DepEd Order No. 18, s. 2014 – School Calendar for SY 2014
- 2015

3. Making Schools Effective

4. INSET TRAINING MATRIX
Republic of the Philippines
Department of Education
Region V – Division of Sorsogon
STA. MAGDALENA NATIONAL HIGH SCHOOL
Sta. Magdalena, Sorsogon
2014 Mid – Year Assessment & In – Service Training for Teachers
October 20 – 23, 2014
Time Day 1 Day 2 Day 3 Day 4
8:00 – 8:30 Registration
1.4 Managing the Classroom with
Disruptive Students – E. Fungo
1.5 Cultivating Creativity Inside the
Classroom with the Use of
Technology – R. Postrado
Session Topic 3 : School Child
Protection Policy
3.1 Adopting the SMNHS Student
Code of Conduct & Disciplinary
Rules & Procedures – C. De Vera &
J. Fortin
Mid – Year Assessment by
Department
8:30 – 9:30 Opening Program
9:30 – 10:00
Break
10:00 – 11:30
What Effective Schools Do:
An Overview - M. Arevalo
Session Topic 2 : The Organization
as a Catalyst of Change
2.1 Dealing with Organizational
Change – I. Honasan
Session 4: DepEd Promotion
Scheme
4.2 Discussing DepEd Issuances – T.
Sabalboro
Mid – Year Assessment by
Department
Break
1:00 – 2:00
Session Topic 1: The School as a
Zone of Peace
1.1 Handling Conflicts & Disruptive
Behavior – E. Meteoro
2.2 Administrative Concerns &
Updates – I. Honasan
4.2 Devising Curriculum
Innovations –
Mathematics – R. Furio
Science – J. De Vera
Filipino – D. Balangitan
English – L. Jao
Presentation of Output by
Department & Closing Program
2:00 – 3:00
1.2 Working with Students Who
Have Learning Difficulties – C.
Guanizo
2.3 Enhancing Emotional
Intelligence & Multiple Intelligences
– E. Gayanes
3:00 – 4:00
1.3 Promoting Positive & Non-
Violent Discipline – E. Meteoro
2.4 Internalizing Anger & Stress
Management – M. Anonuevo
4.3 Writing an Action Research – C.
De Vera

5. What Effective Schools
Do: An Overview
As Presented by Ms. Maria Teresita F. Arevalo
Principal II

6. The Seven Correlates of Effective
Schools
 In 1991, Lawrence W. “Larry”Lezotte published Correlates of Effective
Schools: The First and Second Generation, describing the "7 Correlates of
Effective Schools“.
 Lezotte’s research was in response to the 1996 controversial Coleman’s Report
which concluded that family background, not the school, is the major
determinant of student achievement.
 Between 1974 and 1976, Lezotte and Wilbur B. Brookover conducted studies
at eight Michigan elementary schools, identifying characteristics of schools
that were improving or declining. A notable finding was that "staff in the
declining schools had low opinions of their students' abilities, while the staff
in the improving schools had high opinions of students’ abilities.

7. The Seven Correlates of Effective
Schools
 Instructional Leadership
 Clear and Focused Mission
 Safe and Orderly Environment
 Climate of High Expectations
 Frequent Monitoring of Student Progress
 Positive Home-School Relations
 Opportunity to Learn and Student Time on Task

8. Re-envisioning the Seven
Correlates of Effective Schools

9. In the beginning, the Pencil Maker spoke
to the pencil saying,
"There are five things you need to know
before I send you out into the world.
Always remember them and you will
become the best pencil you can be."

10. You will be able
to do many great
things, but only
if you allow
yourself to be
held in
Someone's
hand.

11. You will experience a painful
sharpening from time to time, but
this is required if you are to become
a better pencil.

12. You have the
ability to
correct any
mistakes you
might make.

13. The most
important
part of you
will always
be what's
inside.

14. No matter what the condition, you
must continue to write. You must
always leave a clear, legible mark no
matter how difficult the situation.

15. The pencil
understood,
promising to
remember, and
went into the
box fully
understanding its
Maker's purpose.

16. Now replacing the place of the pencil
with you; always remember them and
never forget, and you will become the
best person you can be.

17. You will be able to
do many great
things, but only if
you allow yourself
to be held in God's
hand. And allow
other human
beings to access
you for the many
gifts you possess.

18. You will experience a painful sharpening
from time to time, by going through
various problems, but you'll need it to
become a stronger person.

19. You will be able to correct mistakes
you might make or grow through them.

20. The most
important part
of you will
always be
what's on the
inside.

21. On every surface you walk, you must
leave your mark. No matter what the
situation, you must continue to serve
God in everything.

22. Everyone is like a pencil...
created by the Maker for a unique and special
purpose.
By understanding and remembering, let us proceed
with our life on this earth having a meaningful
purpose in our heart and a relationship with God
daily.

23.  Lezotte’s Effective Schools research, aimed to prove that
schools could have a significant positive impact on their
students’ academic achievement regardless of other
circumstances.
 In line with the Seven Correlates, our school re-envisions
to:

24. Be a Caring and Nurturing Environment
(Safe and Orderly Environment)

25. A Caring & Nurturing
Environment Is Not
Like This….
Student versus student

26. Or Like This….
Teacher versus
Student

27. Or Like This….
Teacher versus
Teacher

28. And Like This….
Principal versus
Student

29. In an effective school,
there is an orderly and
systematic atmosphere,
which is free from the
threat of physical,
emotional and
psychological harm. The
school climate is not
oppressive and is
conducive to teaching and
learning.

30. To create a climate of safety, Lezotte’s
research showed:
 All the adults, but most particularly teachers, must accept that they
are on duty, all the time, everywhere, during school hours. If there’s a
place in the school or a time in the day when students perceive that
there is no adult on duty, that’s a nomination for a trouble spot.
 Rules must be enforced with absolute consistency across all teachers
and administrators in the school. Inconsistency will quickly undercut
and destroy the orderly environment of a school. Students will be
quick to pick up on inconsistent enforcement and be quick to cry
"unfair."

31.  Student engagement is
important all along the
learning path, but
becomes especially
significant at the
middle grades and
secondary school levels.

32. Be A Believer that Every Student Can
Learn(Climate of High Expectation)

33. The Difference between high standard
and high expectation
 High standards are those externalities that we ask
students to meet, i.e., graduation requirements,
getting high scores in NAT.
 An expectation is the internal belief that the
adults have, that the kids can and will meet those
higher standards. Expectations are crucial.

34. Dear Teacher….
Just because I am a slow
learner, you are not
patient with me. Do you
really think that I could
not learn in my own pace?
You only love the bright
students… 

35. Dear Teacher….
I may not be good
in academics but I
am good in this….

36. Dear Teacher….
You expected me
to fail in my tests,
so I did…

37. Effective schools expect
students to succeed.
Because of that, students
at these schools learn
more. Teachers give more
praise, remedial
instruction, and
opportunity for classroom
participation. Students in
turn found the lessons
more interesting and
approachable.

38. Teachers at effective schools
genuinely believe that every kid
has the raw materials to be a
successful student. In a
practical sense, this means,
that effective teachers make a
conscious effort to give equal
opportunity for all students to
respond during class, provide
thoughtful feedback, and are
willing to re teach concepts
that students have not
mastered.

39. Theory that Supports the “ Climate of
High Expectations”
 Expectancy theory proposes that an individual will decide to behave or act in a
certain way because they are motivated to select a specific behavior over other
behaviors due to what they expect the result of that selected behavior will be. In
essence, the motivation of the behavior selection is determined by the desirability
of the outcome.
 Expectancy theory is about the mental processes regarding choice, or choosing. It
explains the processes that an individual undergoes to make choices. In the study
of organizational behavior, expectancy theory is a motivation theory first proposed
by Victor Vroom of the Yale School of Management.
 "This theory emphasizes the needs for organizations to relate rewards directly to
performance and to ensure that the rewards provided are those rewards deserved
and wanted by the recipients."

40. Have A Relatable Leader (Instructional
Leadership)

41. Don’ts for Leaders
Discount others' emotions and
perspective
Failing leaders just don't pick up on or
value other people's signals. Or, if they
do, they don’t care, all demonstrating
a fundamental lack of empathy. This
emotional intelligence skill relates
directly to social awareness. One
cannot be a good leader without
empathy, period.

42. Don’ts for Leaders
Miss key organizational clues,
norms, decision networks and
politics
These types of "leaders" are mostly
clueless and leading in name
only. They somehow landed a
leadership title, most likely by
accident, circumstance, timing or
favoritism. They have very little
emotional intelligence in terms of
self-awareness and organizational
awareness.

43. Don’ts for Leaders
Blame others for outcomes
Author Jim Collins is right in asserting
that great leaders look "in the mirror"
when things go wrong and "out the
window" applauding others when things
go right. In fact, when things go
wrong, it is about the leader since
that’s who is responsible for the culture
and the success of their team. Holding
people accountable for their
performance is important; blaming
them for mistakes or failures is a non-
starter.

44. Don’ts for Leaders
Avoid dealing with and resolving
conflicts
Failing leaders avoid dealing with
conflicts, fail to provide constructive
feedback, and duck key relationship
issues. They often think, "If I ignore it,
it will go away."' Sometimes it does, but
rarely. More commonly the conflict
grows exponentially until it's a toxic,
smelly mess. No team can be functional
without the ability to resolve their
inevitable and necessary conflicts.

45. Don’ts for Leaders
Isolate self and/or team from
others in the organization.
These are the lone wolves who
think they — or them and their
team — can do the job better than
everyone else. They believe they
are in it alone, that no one
understands them and that, if
anyone interferes with them, it
will dilute their agenda, work or
image. Failing leaders divide and
try to conquer.

46. In an effective school, the
principal is a “ leader of
leaders”. He or she is not
an authority figure, but
also a “coach, partner,
and cheer leader”. A
leader of leaders does not
operate in a top-down
authority structure, but
realizes that the best
solutions come from a
collaborative effort.

47. It is also the principal’s
duty to assess data about
school effectiveness and
implement strategies to
address areas that need
improvement.

48. Kinds of Leadership Styles
Laissez-Faire
A laissez-faire leader lacks direct supervision of employees and fails
to provide regular feedback to those under his supervision. Highly
experienced and trained employees requiring little supervision fall under
the laissez-faire leadership style. However, not all employees possess
those characteristics. This leadership style hinders the production of
employees needing supervision. The laissez-faire style produces no
leadership or supervision efforts from managers, which can lead to poor
production, lack of control and increasing costs.

49. Kinds of Leadership Styles
Autocratic
The autocratic leadership style allows managers to make decisions
alone without the input of others. Managers possess total authority and
impose their will on employees. No one challenges the decisions of
autocratic leaders. Countries such as Cuba and North Korea operate
under the autocratic leadership style. This leadership style benefits
employees who require close supervision. Creative employees who thrive
in group functions detest this leadership style.

50. Kinds of Leadership Styles
Participative
Often called the democratic leadership style, participative
leadership values the input of team members and peers, but the
responsibility of making the final decision rests with the participative
leader. Participative leadership boosts employee morale because
employees make contributions to the decision-making process. It causes
them to feel as if their opinions matter. When a company needs to make
changes within the organization, the participative leadership style helps
employees accept changes easily because they play a role in the process.
This style meets challenges when companies need to make a decision in a
short period

51. Kinds of Leadership Styles
Transactional
Managers using the transactional leadership style receive certain
tasks to perform and provide rewards or punishments to team members
based on performance results. Managers and team members set
predetermined goals together, and employees agree to follow the
direction and leadership of the manager to accomplish those goals. The
manager possesses power to review results and train or correct
employees when team members fail to meet goals. Employees receive
rewards, such as bonuses, when they accomplish goals.

52. Kinds of Leadership Styles
Transformational
The transformational leadership style depends on high levels of
communication from management to meet goals. Leaders motivate
employees and enhance productivity and efficiency through
communication and high visibility. This style of leadership requires the
involvement of management to meet goals. Leaders focus on the big
picture within an organization and delegate smaller tasks to the team to
accomplish goals.

53. Be Mission & Vision Driven (Clear &
Focused Mission)

54. The DepEd Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.

55. The DepEd Mission
To protect and promote the right of every Filipino to quality, equitable,
culture-based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

56. “Vision animates, inspires,
transforms purpose into
action”, says Warren
Bennis. An effective
principal must uphold
vision for the school and
clearly articulate it to
stakeholders. An
effective mission
emphasizes innovation
and improvement in
providing learning for all –
students and educators of
all background.

57. Teachers should translate
this mission so that it’s
pertinent to how they
teach in classes. When
the teaching is designed
with the mission in mind,
it becomes easier to
identify gaps and address
deficiencies. The school
begins operating as one
effective organism instead
of a loose network of
individuals with their own
agenda.

58. Stand and deliver
by Sara Grace C. Fojas
October 3, 2014
Teachers get mad. They throw chalk (or whiteboard markers), even dusty erasers,
when students come in unprepared, get low scores, cheat, or sleep in class. Students
cause them headaches because after checking hundreds of exam papers, they still
find a way to get them upset. No matter how strict they are, however, teachers never
give up on their students. They try their hardest even with the most stubborn of
students. They want their students to grow, to learn. They even give unsolicited
advice, even about personal stuff. That’s how important the students are to them. No
professional worker will be where they are today if not for the patience, dedication,
and sacrifice of the teachers. And for that, we all say, thank you.
Then there are the exceptional ones. This year, Diwa Learning Systems and Bato
Balani Foundation recognizes yet another batch of outstanding teachers through its
Many Faces of the Teacher search. They recently awarded five exceptional teachers in
Davao City, to celebrate them and their noble profession. Every teacher, in fact,
deserves the same accolade. #HappyTeachersMonth!

59. Stand and deliver
by Sara Grace C. Fojas
October 3, 2014
Tribe’s Teacher
No wild river, no high mountain, no armed rebel can douse Jinglebert P. Collado’s fire
for teaching. The 34-year-old from Davao del Norte could have accepted a teaching
post near his house, with good compensation and urban comfort, yet he chose to stay
in far flung Kapalong, Davao del Norte, considered a “red zone area” in Mindanao. At
present, he is one of the Alternative Learning System (ALS) teachers in Dibabawun II
Elementary School.
“I saw that there was a great need for education in these areas and I learned to treat
these people as family. It’s hard because the school is far from our home. Aside from
the P300 one-way fare, I also have to walk an hour and a half, then cross a river. But
when you know that you are able to help because of what you do, the sacrifices and
risks are all worth it,” muses Jinglebert.

60. It is not only the education of the learners that Jinglebert considers, but also the food they eat for
the day, and the school materials they need to help them learn. Sometimes, on his own, from his
own pocket, he has to bring these things to the learning center. His students consist of not just
children, but families in the tribe. His oldest student is a 90-year-old tribesman whom he teaches to
read and to write.
“I never thought of how much salary I should be paid. At times, I get scared of the snakes, or that I
might drown in the river, or get caught in a military encounter. I choose to teach tribes because I
want them to have the education they rightfully deserve. I choose to face these challenges,” says
Jinglebert.
Seeing the eyes and faces of these children who are eager to learn relieves him of the physical
hardships of trekking. More rewarding are the gratitude and happiness of the parents.
Or every time his students would say, “Sir, salamat po at marunong na akong sumulat at bumasa
(thank you, Sir, I know now how to read and write.)”

61. The Story of a Teacher
Nicholas Sparks said in his novel The Notebook that “Every great story starts with great love.”
And the story of Lou Sabrina S. Ongkiko is the story of her great love for teaching.
“I tell stories because I want to change the perception of public schools. We may lack a lot of
things but we are rich in stories of creativity, of love, of hope,” she says.
Coming from a middle-class family, Teacher Sab, as her students fondly call her, graduated from
Ateneo de Manila University with a degree in BS Biology and obtained her Master’s Degree and
Post-Graduate Degree from The University of Melbourne in Australia and the National Institute of
Education in Singapore respectively. Despite her background, Teacher Sab made the
unconventional decision to teach science to the Grade 6 pupils of Culiat Elementary School, a
public school in Quezon City.

62. Influenced by her father who taught her the meaning of service, the value of simplicity, and
choosing to look at the bright side of life, Teacher Sab wanted to serve and channel her love
through teaching. To her, a teacher should be the embodiment of love and light. She should do
her best to help change the lives of her students. She believes that her success is their success.
“I grew up from the stories of my father of service and hope. Every time he comes home, aside
from his pasalubong, he would bring home stories that I was always excited to hear and inspired
me to become a teacher. His stories influenced me and started me on the path to service to
help,” says the 29-year-old educator.
Outside teaching, Teacher Sab is an inspirational speaker. She gets invited to give talks in local
TeDEx events, commencement exercises, leadership fora, and conferences. She is also a head
teacher at “Teachables Inc.,” a group committed to support and empower teachers all around the
country. She strives to create a community of teachers who mutually support each other and
encourage each other with their love for teaching. She also aims to provide her fellow teachers
an avenue to tell their own stories so that society may see them in a more inspiring and positive
light.

63. Walk the Extra Mile in Tracking Student
Performance(Frequent Monitoring of Student’s
Progress)

64. Lezotte’s research into
the values of effective
schools found that
students who were
regularly tested on their
academic progress were
more successful than
those who weren’t.

65. Teachers should assess
the students’ learning
more holistically and less
formally than
standardized exams –
relying less on multiple
choices and giving more
attention to portfolios and
presentations. Students
should be encouraged to
monitor themselves by
keeping progress charts
and revisiting graded
assignments.

66. Common Forms of Assessment Used in
School
Formative Assessment
 Assessment is the use of a variety of
procedures to collect information
about learning and instruction.
 Formative assessment is commonly
referred to as assessment for
learning, in which the focus is on
monitoring student response to and
progress with instruction. Formative
assessment provides immediate
feedback to both the teacher and
student regarding the learning
process.
Summative Assessment
 Summative assessment is commonly
referred to as assessment of learning, in
which the focus is on determining what
the student has learned at the end of a
unit of instruction or at the end of a grade
level (e.g., through grade-level,
standardized assessments).
 Summative assessment helps determine to
what extent the instructional and learning
goals have been met. Formative and
summative assessment contribute in
different ways to the larger goals of the
assessment process.

67.  In effective schools, student academic progress is
measured frequently using a variety of assessment
procedures. Results are used to improve both individual
student performance and instruction.

68. Promote Engaged-Time-on-Task(Provide
the Opportunity to Learn)

69. Students tend to learn
the things they spend
most of the time.
Teachers at effective
schools are aware of
limited instructional
time so they make the
most of it.

70. What students want from
their teachers?
We want teachers who are chill and
lenient
I was initially surprised by how many students
used the word “chill” to describe their best
teachers and I initially discounted the answer
wrongly assuming that students meant teachers
who allow them to sleep in class, don’t have high
expectations, or are easy. After hearing chill
mentioned several times by several different
students, I pressed the students further for what
they meant.
Teachers need to realize that we have our own
lives and their class is not the only one we
take.
Like, if we can’t complete a homework
assignment for a good reason, the teacher
should understand and not just give us a zero.
Ms. XYZ looks at her tests and if a bunch of
students miss the same question, she doesn’t
count it against us. She teaches it again. I wish
all teachers did this.
Chill teachers work with us
We want teachers who make
class engaging, interesting,
captivating and fun.
This was the run-away winner.
Students used words like variety, creative, hands
on, participation, fun, and real to describe the
best lessons.
I want the subject to connect to my life.
I like the classes where we (students and
teachers) are equals and share the
responsibility for learning.
Allow us to participate in the learning.
Make the class fun. Allow us to move around
and be active.
I like the classes where we play games that
help us learn.
Let us use technology.

71. What students want from
their teachers?
We want teachers who relate
to us
This differed from relating the subject to
the students’ lives and instead focused on
the relationship between students and
teachers.
Personable
Understand who we are
Ask about me
Teachers who take the time to get to
know who I am
We want teachers who are
enthusiastic.
While this answer definitely correlates
to the top answer, it seemed as if
students were referring as much to the
teacher’s personality as they were to
the lesson.
Students used words like passionate,
energetic, exciting and committed to
describe enthusiastic teachers.
We can tell when a teacher doesn’t
want to be here.
Teachers who love their subject.
Ms. XYZ meets us at the door with a
smile. She’s excited to see us and
teach us.

72. What students want from
their teachers?
We want teachers who are
knowledgeable of the subject
matter.
Teachers who have the knowledge bring
the subject alive.
Ms. XYZ can explain it so well because
she is so knowledgeable.
Ms. XYZ knows [her subject] inside-out
You can tell when they don’t know
because they can’t answer your
questions and they just read from their
textbook.
She always is correcting herself the
next day.
We want teachers who
make sure we learn
Students used words like helpful,
clear, and feedback.
Teachers need to be patient.
Show us, take the time to explain
and if necessary re-explain.
Make sure we get it before moving
on.
Let us know how we’re doing
Wants us to do well and is willing
to make sure we do well
Work with us

73. What students want from
their teachers?
We want teachers who don’t lecture.
Several students also answered with what the best
teachers don’t do: lecture. As a matter of fact, avoid
excessive lecturing would have been the 3rd ranked
answer. While the students recognized the role of direct
instruction in learning, they differentiated between the
good and the bad.
Teachers can lecture, but they can’t lecture for
the entire class (our classes our 90 minutes)
and expect us to learn.
We want to be taught. Don’t just worksheet
and read off of a PowerPoint.
The worst is when a teacher just uses a pre-
made PowerPoint.
Teacher X lectures a lot, but she involves us in
the lecture. It’s lively and she uses lots of
stories. She makes it real.
I hate the cookie-cutter lessons. Lecture,
worksheet, read from the book, answer
questions from the book. Repeat.
We want teachers who
are respectful
Students referred to respectful
teachers as those who listen, care,
communicate, positive,
approachable and nice.

74. Bring the School Closer to the Community
(Positive Home-School Relationship)

75. The most effective
schools have authentic
partnership with parents.
At the most basic level,
teachers and staff must be
able to rely on parents to
get their children to
school on time and
regularly, and parents
must be assured that their
children are entering a
safe and caring place.

76. According to Lezotte, effective
schools go beyond purely
academic matters when it
comes to bridging home and
school. In the most effective
relationship between home and
school, parents and other
community agencies work
together to address problems
that are not uniquely school-
based. Drug use, bullying and
gang activity are all serious
problems where the school can
contribute to the solution, but
the school can’t solve alone.