Junior High School Science Teacher’s Training
Various research and international assessments pointed out that Filipino students seem to be lacking competencies in terms of understanding and applying scientific concepts in real life scenarios, critical thinking, and undertaking scientific research. There is also the lack of the necessary equipment to allow students to experiment and understand science at work. Many Science teachers also raised the need to be trained in teaching branches of science that are not their specialization. This motivated Security Bank Foundation, Inc. and De La Salle Philippines (DLSP) to develop and implement a training program for Junior High School Science teachers.
Program Partners:
De La Salle Philippines (DLSP)
De La Salle University – Dasmarinas
Security Bank Foundation, Inc. (SBFI)
Competencies to be trained
21st Century Instruction – developing critical and creative thinking as well as other higher-order thinking skills
Lesson Plan Development – planning and management of daily teaching and learning processes
Effective Student Assessment – organization and use of diagnostic, formative and summative assessment strategies
Stakeholder Engagement – Facilitating involvement of community stakeholders in the education process
Annual Themes/Focus
Each of the training years will involve teachers undergoing transformation from themselves then using their enhanced skills to transform the greater school community.
Year I – Transforming the Self
Developing one’s competencies in implementing model lesson plans to address pressing learning gaps of handled students
Year II – Transforming the School
Becoming a mentor to other Science teachers in the school to develop and implement model lesson plans for their students
Year III – Transforming the Community
Leading internal and external school stakeholders to develop and implement school-wide action plans to improve academic performance of students in Science
Training Benefits
- Dedicated Mentoring courtesy of De La Salle Instructors
- Continuing Professional Development (CPD) Units / Professional Regulation Commission (PRC) Units
- Post-Training Certificates
- Per Training Session
- Per Year
- Completion of 3 Years
- Membership to an Academic Fellowship of Science Teachers
Eligibility Requirements
- Master Teacher / Highest Ranking Teacher / Department Head
- Teaching Science
- From School with SBFI School Building
- Has 5 or more remaining years of service
- Stable internet connection
Application Requirements
Note: Please be ready to upload the following in PDF / JPEG:
- Professional Regulation Commission ID card
- Any government issued ID that specifies your birthdate
- Sample Lesson Plan
- Essay
As a Science teacher, you navigate a dynamic academic landscape filled with opportunities and challenges that shape the learning journey of your students. In a thoughtful response of approximately 300 words, reflect on your teaching practice. Describe the hurdles or challenges of a Science teacher and determine the areas where you aspire to grow and improve as a Science educator.
In-Person Training on July 22-26, 2024 at De La Salle University Dasmariñas, Cavite
Accommodation: The Bay Leaf Hotel Cavite, General Trias, Cavite
SBFI will shoulder the following in-person training expenses:
- Hotel accommodation
- Land, air, and sea transportation
- Travel insurance
- Meals
Training Dates and Topics
Year I Transforming the Self
| DATE | ACTIVITY |
|
In-Person Training |
|
| JULY 22- 26, 2024 |
Biology
Chemistry
Physics
|
|
Online Sessions |
|
| AUGUST 16, 2024 | Improving Student Mastery of Competencies covered by Standardized Tests |
| SEPTEMBER 13, 2024 | Incorporating Relevant and Effective Performance Tasks to Improve Student Performance |
| OCTOBER 11, 2024 | Designing Appropriate Student Performance Rubrics/Rating System |
| NOVEMBER 15, 2024 | Fostering a Collaborative Learning Environment inside and outside the Classroom |
| JANUARY 17, 2025 | Maximizing Information and Communications Technologies for Student Works/Tasks |
| FEBRUARY 14, 2025 | Teaching Students on Study Habits to Improve their Academic Performance |
| MARCH 14, 2025 | Immediately Adjusting Lesson Plans based on Current Student Performance |
| APRIL 11, 2025 | Better Capturing, Analyzing, Reporting, and Sharing Data on Student Performance |
| MAY 16, 2025 | Identifying Opportunities for Further Lesson Plan Improvement |
Year II – Transforming the School
| DATE | TOPICS |
| JUN 2025 |
In-Person Training (Venue TBA)
|
| JUL 2025 | Developing Assessments of that Capture Learning Level |
| AUG 2025 | Designing Formative Interventions with Fellow Teachers |
| SEP 2025 | Designing a Monitoring System for Formative Interventions |
| OCT 2025 | Integrating 21st Century Skills in Formative Interventions |
| NOV 2025 | Mentoring other teachers in obtaining valuable student feedback |
| JAN 2026 | Troubleshooting Action Plans / Model Lesson Plan/s |
| FEB 2026 | Designing Feedback Mechanism with Teachers to Guide Action Plan / Lesson Plan Implementation |
| MAR 2026 | Interpreting Qualitative and Quantitative Feedback |
| APR 2026 | Output / Report Generation and Presentation |
Year III – Transforming the Community
| DATE | TOPICS |
| JUN 2026 |
In Person Training:
|
| JUL 2026 | Interpreting and Communicating Schools’ Previous Performance |
| AUG 2026 | Aligning with Stakeholders on Learning Improvement Program |
| SEP 2026 | How to Talk and Cascade: Developing a Stakeholder Engagement Plan for Learning Improvement |
| OCT 2026 | Mentoring stakeholders for Effective Implementation |
| NOV 2026 | Providing Support / Mechanisms for Effective Implementation |
| JAN 2027 | Creating a Constructive Feedback Mechanism |
| FEB 2027 | Designing Assessments that Reflect Plan Effectiveness |
| MAR 2027 | Tweaking and Adjusting Learning Improvement Plan |
| APR 2027 | How to Work with DepEd in Plan Replication / Enhancement Process |