Comprehension ExaminationsSpecialization Courses(Doctoral Level)Item number 1.

How to formulate an action plan?

Sample action plan

Positive Learning Environment- ActionPlanPositive Learning Environment-Action PlanIntroduction:Having a positive learning environment implemented in my classroom I will increase academic achievement, decrease problem behaviors, improve social skills, thus leading to a more high quality instruction.Goal:To have a safe and comfortable learning environment for my students to connect and maintain good rapport with the teacher and with other students, to which my students will demonstrate a positive classroom and efficient learning.Building a Positive Learning Environment through Connectedness:When connecting to my students I need to know how they are doing in the classroom, the community and at home; thus understanding their feelings and obtaining a better understanding of whom my students are to effectively teach them based upon certain academic needs.To connect to my students I will: Incorporate other areas of interest for my students to be more interested; such as, art, science, math, etc. Create a process that engages my student and facilitates to their academic achievement. Create and provide students with activities to be actively involved in, such as the activity Fan or through guest speakers and health fairs. Promote open communication, trust, and caring among my students. Set expectations for my students so that they can understand the seriousness of my teaching, yet allowing room for fun and enjoyment, if my expectations are met. Communicate regularly with other teachers to discuss my students academic progress, accomplishments and targets for improvements. Communicate with families to give clear information about my expectations for my students.Implementing connectedness for my students through these criteria helps my students connect through similar personalities and allows me, the teacher, to get a better understanding of whom my students are. Also through connectedness my students will become stronger, both emotionally and socially, through group collaboration.Building a Positive Learning Environment through Rapport:Having good rapport with my students creates an environment in which I can connect one on one with my students and allow them to be comfortable in doing so. This creates an opportunity for me to get to know my students better and cater to their individual needs.When building rapport with my students I need to: Be able to build connections daily. Be approachable on a face-to-face interaction. Be respectful, mindful, and have a positive attitude toward my students. Engage and allow my students to demonstrate and be actively involved in activities, such as the activity Storytelling. Have a safe and comfortable learning environment.Building rapport with my students allows me to have a more open and fun learning space for the students. It also allows my students to be efficient and positive in the classroom.Building a Positive Learning Environment through Classroom Management:Having classroom management is the main key to having a safe and efficient classroom, my students must be able to understand and apply the classroom expectations that have been implemented in order for the classroom to run with ease and safety.When managing my classroom I will: State goals clearly and firmly to address to my students the seriousness of my expectations. Allow students to self govern themselves when coming up with rules for the classroom; such as through the activity Rhyme Rule. Remind and reinforce expectations by allowing my students to demonstrate how our classroom should be when learning and participating in an activity. Set up model routine behaviors through class participation. Handle misbehavior by maintaining a safe and orderly classroom and allowing students to recognize and fix their own mistakes.

Item number 2.When managing my classroom these criteria will help keep my students orderly and safe when learning and participating in activities. When handling misbehavior my students will understand their misbehavior and have the access to go and take a time away from the class in order to establish better knowledge of the classroom expectations.

Makes an informed judgment about the range of evidence a learner may produce to demonstrate their competence to meet the assessment criteria. This is a role and responsibilities of the assessor. To maintain objectivity, best practice is to ensure assessors should not also be the specific programme tutor. Where this is not possible, centres should discuss acceptable options with their External Quality Assurer. It must be 15% of the working time and needs wise judgment is essential in the evaluation process. Discuss acceptable options with the External Quality Assurer. The External Quality Assurance (EQA) plays a vital role in school management. They are involved in the managing process whereby the comparison of care against predetermined standards is guaranteed to lead to action to implement changes, and ensuring that these have produced the desired improvement. Quality assurance systems consist of a variety of mechanisms that build on each other. As a result, they evolve as a system. A change in any one of the functions naturally has repercussions on the others. It must be 15% of the working time and a second opinion is a must in quality assurance. Carries out assessments in accordance with CYQ specifications and correctly completes all compulsory assessment documentation. CYQ stands for Central YMCA Qualifications. The aim of this qualification is to recognise the skills, knowledge and competence required for an individual to work unsupervised as a personal trainer. This includes being able to offer one-to-one training, baseline assessment, nutritional advice and progressive programming which is specific to the individual needs of a client. It must be 10% of the working time and quality standards are the guiding principles of assessment. Ensures evidence provided by learners is sufficient to meet CYQ requirements. To achieve and maintain approved centre status a centre must provide evidence that the following systems are in operation:1. Management. To maintain overall responsibility for all operations (programme delivery, assessment, and internal quality assurance) and provide support to learners and the centre team (tutors, assessors, IQAs).2. Human resources. To ensure the quality of programme delivery, assessment and internal quality assurance.3. Programme delivery. To ensure that learner learning is high quality.4. Internal Quality Assurance. To quality assure the assessment process ensuring consistency between members of the assessment team.5. Assessment. To ensure the quality of practice and procedures.6. Physical resources. Evidence includes: Health and safety procedures, including risk assessments, Appropriate physical environment and equipment, Teaching aids and Learning resources.It must be 10% of the working time and sufficiency of evidence is a requirement. Provides objective feedback to the learner about performance and achievement. Being in a classroom without knowing the direction for learning is similar to taking a purposeless trip to an unfamiliar city. Teachers can set objectives to ensure that students' journeys with learning are purposeful. When teachers identify and communicate clear learning objectives, they send the message that there is a focus for the learning activities to come. This reassures students that there is a reason for learning and provides teachers with a focal point for planning instruction. Providing feedback specific to learning objectives helps students improve their performance and solidify their understanding.Setting objectives and providing feedback work in tandem. Teachers need to identify success criteria for learning objectives so students know when they have achieved those objectives (Hattie & Timperley, 2007). Similarly, feedback should be provided for tasks that are related to the learning objectives; this way, students understand the purpose of the work they are asked to do, build a coherent understanding of a content domain, and develop high levels of skill in a specific domain. In this chapter, we present classroom practices for setting objectives and providing feedback that reassure students that their teacher is focused on helping them succeed. There are four recommendations for classroom practice with regard to providing feedback:1. Provide feedback that addresses what is correct and elaborates on what students need to do next.2. Provide feedback appropriately in time to meet students' needs.3. Provide feedback that is criterion referenced.4. Engage students in the feedback process.It must be 10% of the working time and feed backing is important in performance-achievement check. Devises and agreeing an assessment action plan with the learner as appropriate.Why is this component important? A schoolwide literacy action plan is an essential blueprint for improving student achievement. An effective plan requires the skillful use of data about student performance, literacy needs and expectations in the school and community, school capacity to support literacy development, current teaching practices, and effectiveness of the literacy program. To generate change, leaders must actively use a literacy action plan to guide decision making around instruction, programming, and resource allocation.Essential Components of an Effective Literacy Action PlanAn effective schoolwide literacy plan guides action on many levels, focusing multiple activities toward increasing students' reading, writing, and thinking skills. A comprehensive literacy action plan has action steps related to five key areas: Strengthening Literacy Development Across the Content Areas; Literacy Interventions for Struggling Readers and Writers; School Policies, Structures, and Culture for Supporting Literacy; Building Leadership Capacity; and Supporting Teachers to Improve Instruction.Action Plan Goals for Literacy Development Across Content AreasGoalTime LineAction StepsPerson(s) ResponsibleResourcesEvidence of Success

Activate subject area/grade-level discussions on reading and writing strategiesSchool yearSchedule time for department meetingsContent area team leadersTime on restructured daysDepartment minutes

Share effective strategies in faculty meetingsTeachers, literacy team membersPlanning timeFaculty agendas

Include one strategy in each monthly faculty newsletterPrincipalTeacher suggestions and feedbackMonthly newsletters

GoalTime LineAction StepsPerson(s) ResponsibleResourcesEvidence of Success

Locate and use a variety of texts in subject areasSummer School yearAssess and catalog available texts in subject areasMedia specialist and department chairsSummer stipends, printingList of texts

Form a partnership with Newspapers in Education (NIE)English chairTime to make contactsAgendas of meetings; NIE resources in classrooms

Expand classroom libraries related to contentPrincipal and local school councilTime and budget for purchasing booksNumber of libraries and books

Explore options for subscribing to electronic text databasesPrincipalSubscription feePurchase of database

It must be 10% of the working time and action plan is an output of program development.

Completes all relevant assessment forms and returning them to the internal quality assurer/Centre Contact. All paperwork is signed and agreed by the assessor and the learner once the assessment is complete. All assessment paperwork should be accurately completed, signed and dated where indicated If an IQA or EQA is present they will also need to sign the evidence that they have sampled where indicated Original copies should be given to the learner and copies of the relevant documents should be kept by the centre (see website for Record keeping Guidance)The external quality assurer will inform the approved centre in advance of the planned activity in order to agree the scope of the visit and the quality assurance and sampling activities that will take place. In order to do this, access to information on a centre's activities is necessary to: confirm that assessment decisions are regularly sampled through formative and summative internal quality assurance practice to ensure the accuracy of assessment decisions against the national standards.It must be 10% of the working time and documentation is an official protocol. Providing feedback to the internal quality assurer. The learner should be given the assessment result first, and then given supporting written feedback. Written feedback should be mapped to the performance criteria and be clear enough for the learner to understand once they have left the assessor and the assessment environment. Tell the learner whether they have passed or referred using clear language, e.g. `you have not achieved all of the criteria to pass today `. Do not ask the learner `how do you think you have done? ` as you may then face telling a learner who thought they have done well that they have referred Written feedback should relate to the performance criteria and clearly reflect the decision with reasons Feedback should be given in a quiet area Sensitivity should be shown to a referred learnerIt must be 10% of the working time and feed backing is a need. Upholding the standards of the unit/qualification.Criteria for Appointment of Tutors, Assessors and Internal Quality Assurers All Levels: Current occupational competence with relevant experience and qualifications in the fitness sector or appropriate field Hold appropriate teaching and assessing qualifications (at Level 2 and 3, the separation of the roles of Tutor and Assessor is encouraged to avoid potential conflict of interest) Hold appropriate Internal Quality Assurance qualifications where relevant Further information regarding specific CYQ requirements for centre staff can be found on the CYQ website.

Please note: The work or judgments of un-certificated assessors or internal quality assurers must be checked, authenticated and countersigned by an appropriately qualified assessor and/or IQA Appropriately qualified IQAs must sample an increased ratio of un-certificated assessors assessment decisions to ensure correct decisions or judgments are made.

Management of Units and Qualifications Centres must endeavour to show the following: Active involvement of senior management to ensure that the quality of programme delivery, assessment and internal quality assurance is maintained Authorization and allocation of human resources with roles and responsibilities clearly defined in relation to programme delivery, assessment and internal quality assurance Time allocation for regular team meetings between all staff involved in the delivery, assessment and internal quality assurance of the units and qualifications Details of any formal collaboration with other centres and/or associated satellite sites defining responsibilities, to ensure accountability and quality control Arrangements for the provision of appropriate Continued Professional Development (CPD) activities for tutors, assessors and IQAs to ensure the achievement and maintenance of the highest possible standards Effective structure and time management of the specific programmes delivered to promote opportunity for learner achievement. This requires the provision of a planned and detailed scheme of work aligned to the unit or qualification syllabus It should incorporate information regarding how and when formative and summative assessment will take placeIt must be 10% of the working time and standards are the basis.

Item number 3.

The 1987 Philippine Constitution, ARTICLE XIV is known as EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS. The State must provide quality education for all and does everything to reach out the farthest community to educate each citizen of the country for free as much as possible. Provision for formal and informal education in all kinds of citizen must be offered to respond to the needs of each individual and the society. All educational institutions public, private, sectarian or non-sectarian must include the study of constitutions and religion to promote nationalism, patriotism and inculcate values. Teaching and non-teaching personnel have their own role to be educator on their own way. Everybody is free to choose the course to be taken up in college as long as it is within its ability and capacity.

With these declared policies, the State is mandated to provide a system of education for the Filipino children and the youth. The kind of education that is envisioned in the Constitution is "quality education, a "complete, adequate, and integrated system of education relevant to the needs of the people and society," and the State must ensure that all citizens can access this envisioned system of education (Article XIV, Section 1, and Article XIV, Section 2, Sub-section 1). To achieve these goals, the Constitution (Article XIV): 1. mandates the State to provide for a free public elementary and secondary education; 2. mandates the State to provide scholarship grants, student loan programs, subsidies and other incentives to deserving and poor students; 3. requires all educational institutions to include the study of the Constitution in their curricula, inculcate patriotism and nationalism, foster love for humanity, promote respect for human rights and the appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, and encourage critical and creative thinking; 4. mandates the State to manage and regulate, reasonably, all educational institutions; 5. orders the State to take into account regional and sectoral needs; 6. gives academic freedom to all institutions of higher learning; 7. ensures the right of all citizens to select a profession or course of study, subject to fair, reasonable and equitable academic requirements; 8. mandates the State to enhance the right of teachers to professional advancement; 9. mandates the State to give the highest budgetary priority to education; 10. provides that Filipino is the national language of the Philippines; 11. makes English and Filipino as the official languages; 12. mandates the State to give priority to research and development and innovation and to protect the rights of scientists, inventors, artists and other gifted citizens to their intellectual property rights; 13. mandates the State to preserve and enrich the Filipino national culture based on the principles of unity in diversity and free expression; 14. designates the State as patron of the arts and letters. 15. mandates the State to protect the rights of indigenous cultural communities and to use these rights as inputs for national plans and policies; 16. requires the State to support researches and studies on the arts and culture; 17. mandates the State to promote physical education and sports programs in order to instill self-discipline and foster teamwork and excellence for the development of a healthy and alert citizenry.Teacher Education and Training.To ensure that the enhanced basic education program meets the demand for quality teachers and school leaders, the DepEd, CHED, and TESDA shall conduct teacher education and training programs, in collaboration with relevant partners in government, academe, industry, and non-governmental organizations. Such professional development programs shall be initiated, conducted and evaluated regularly throughout the year to ensure constant upgrading of teacher skills. Teacher education and training programs shall include, but shall not be limited to: In-service Training on Content and Pedagogy.DepEd teachers who will implement the enhanced basic education curriculum but have not undergone pre-service education that is aligned with the enhanced basic education curriculum shall be trained to meet the content and performance standards of the enhanced basic education curriculum. The DepEd shall ensure that private educational institutions shall be given the opportunity to avail of such training. Training of New Teachers.New graduates of the Teacher Education curriculum not aligned with the enhanced basic education curriculum shall undergo additional training, upon hiring, to upgrade their competencies and skills to the content and performance standards of the new curriculum. Furthermore, the CHED, in coordination with the DepEd and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in these TEIs will meet the necessary quality standards for new teachers. Duly recognized organizations acting as TEIs, in coordination with the DepEd, CHED, and other relevant stakeholders, shall ensure that the curriculum of these organizations meets the necessary quality standards for trained teachers. For purposes of this subparagraph, the termduly recognized organizations acting as TEIsrefers to organizations, other than schools or HEIs, contracted out by the DepEd during the transition and for a fixed period, to provide teacher training for purposes of retooling the graduates of the Teacher Education curriculum, and only in such areas where there is a shortage of trained teachers. Training of School Leadership.Superintendents, principals, subject area coordinators, and other instructional school leaders shall likewise undergo workshops and training to enhance their skills on their roles as academic, administrative, and community leaders. Training of Alternative Learning System (ALS) Coordinators, Instructional Managers, Mobile Teachers, and Learning Facilitators.ALS coordinators, instructional managers, mobile teachers, and learning facilitators shall likewise undergo workshops and training to enhance their skills on their roles as academic, administrative, and community leaders.

Item number 4.

Proposed Emergency Program- This is an optional solution for some unexpected situation that might face in the first day of school like inadequacy of books, teachers and facilities. An assessor or principal is obliged to make plans or the so called Proposed Emergency Program to accommodate and prevent the inconveniency that will occur at the start of school days.In 15 available classrooms with 1000 pupils/students, it will have an average of 67 students per classroom. This number is out of the standard limits in a classroom and too much crowded to have a conducive learning environment. If we will see it in a real perspective of our education status in our country, this is a common and natural phenomenon in thousands of public schools.We can employ the "shifting scheme" mandated by the Department of Education (DepEd). Freshmen and seniors attend class from 5:30 a.m. to noon, while sophomores and juniors take over from 1:00 p.m. to 7:15 p.m... While in elementary, a class with 67 students can be divided into two. Approximately will be in the morning session while the other half will take the afternoon sessions. It can be 6:00 a.m.-12:00 a.m. and 1:00 p.m.-6:30 p.m.Parents or guardians should be well-informed about the time schedule of their child and the school should strictly follow the mandated time of class hours once it is implemented. Another alternative class pattern can be the weekdays shift wherein the first half pupils are selected for Monday, Tuesday, and Wednesday while the other half are selected for selected for Thursday, Friday, and Saturday with the schedule time of 6:00 a.m.-6:00 p.m. respectively.In this case, textbooks should not be brought home by the students. These books shall be distributed only in class when it is needed to be used. Teachers should collect it all after the books are use. Furthermore, teachers should facilitate the equal sharing of textbooks in each student in class. Assignments or homeworks, should not rely on textbooks since students are not allowed to take home these textbooks.

Item number 5.

In school officials.