25/11/2025
๐ฟ๐พ๐โ๐๐๐พ ๐๐ฉ๐ง๐๐ฃ๐๐ฉ๐๐๐ฃ๐จ ๐๐๐๐๐๐๐ง ๐พ๐๐ฅ๐๐๐๐ฉ๐ฎ ๐๐๐ง๐ค๐ช๐๐ ๐๐ฌ๐ค-๐ฟ๐๐ฎ ๐๐ฃ-๐๐๐ง๐ซ๐๐๐ ๐๐ง๐๐๐ฃ๐๐ฃ๐
Diffun Central SchoolโIntegrated SPED Center successfully conducted its two-day School-Based In-Service Training for Teachers on November 24โ25, gathering faculty members for a meaningful time of reflection and professional growth. The training aimed to deepen teachersโ understanding of current policies, reinforce essential competencies, and strengthen their commitment to inclusive and responsive education.
The program opened with words of encouragement from two distinguished guests, Dr. Sherly Cainguitan, EPS in English, and Dr. Sebastian Ignacio, who both underscored the crucial role of teachers in shaping learnersโ futures. Their messages served as a reminder that continuous learning is not merely a requirement but a responsibility that moves education forward.
One of the major highlights of Day 1 was the discussion on Policy Guidelines, led by the school principal, Dr. Rhodora M. Blanza, P-III. She presented DepEd Order No. 21, s. 2019 and the K to 12 Guidelines, Annex 5, placing special emphasis on the Inclusive Education Policy Framework for Basic Education. Her session served as both a refresher and a wake-up call, reminding teachers that policies are not just documents but foundations that guide practice, decisions, and the schoolโs shared mission.
The conversation on inclusive education continued with Maโam Marivic S. Aliga, SPET-III, who tackled Understanding the Individualized Educational Plan (IEP) and the Republic Act 11650, also known as the Inclusive Education Act. Her talk highlighted the importance of creating safe, supportive, and adaptable learning spaces for learners with disabilities. She emphasized that inclusion does not happen by accident but through intentional planning, genuine understanding, and consistent commitment from every educator.
Another key topic of Day 1 was the Importance and Manipulation of Manipulative Tools in Mathematics, presented by Maโam Cecil G. Buraga. She demonstrated how hands-on tools, from counters and fraction strips to geometric models, can transform abstract concepts into concrete, engaging experiences for learners. Her session was both practical and encouraging, giving teachers fresh ideas on how to make mathematics more accessible, interactive, and enjoyable.
This was followed by a forward-looking discussion on the 5Es With AI Tools - Teaching Strategy in Science by Dr. Welita I. Garcia, MT-II. She demonstrated how artificial intelligence tools can support teachers in creating learning materials, differentiating activities, and enhancing assessments, showing that technology, when used responsibly, can enrich learning experiences.
On Day 2, the focus shifted to professional performance with the session on the RPMS Mid-Year Review (2nd Phase) facilitated by Master Teachers Dr. Jun U. Edrada (MT I), Dr. Helen Grade C. Libatique (MT II), and Dr. Welita G. Garcia (MT II). They guided teachers through the updated processes, ensuring clarity on expectations and documentation. The session was practical, relatable, and grounded in real school experiences helping teachers feel more confident in navigating the RPMS cycle.
Day 2 also featured Maโam Elma C. Guerrero, who introduced the ACON Teaching Strategy. Her session shed light on how the approach fosters active involvement, critical thinking, organized learning tasks, and nurturing classroom interactions. Teachers appreciated the practicality of the strategy, noting how it can be seamlessly integrated into daily lessons to enhance learner engagement and comprehension.
Rounding off the training was a meaningful discussion on Mental Health, facilitated by Sir Noel Jake Z. Dela Peรฑa, T-III and Bernadette B. Padrigo, T-III. Their session reminded teachers of the importance of self-care, emotional awareness, and creating a healthy balance in the midst of school demands. It was a gentle but necessary pause and a chance for teachers to acknowledge their own needs while continuing to serve their learners with heart and resilience.
Throughout the two days, the atmosphere was warm, collaborative, and grounded in a shared purpose. From the discussions to the reflections, teachers showed eagerness to understand, adapt, and uphold practices that truly make a difference. As the training concluded, the DCSโISC teaching community walked away not just with new knowledge, but with renewed strength and inspiration, ready to embrace the rest of the school year with deeper understanding, stronger unity, and a clearer sense of purpose.
