Domain 4.1 DepEd Memorandum No. 50, s. 2020 DepEd Professional Development Priorities for Teachers and School Leaders for School Year 2020-2023
Quiz by RICHARD BAID
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- Q1
The principal gathers input from teachers and discovers they need significant training in integrating technology into blended learning. Which of the following actions best aligns with the PD priorities under DepEd Memorandum No. 50, s. 2020?
Develop a PD plan focused on enhancing teachers’ skills in using digital tools for online classes while embedding these sessions into Learning Action Cells (LAC).
Encourage individual teachers to explore digital learning tools independently and discuss their learnings in informal meetings.
Focus primarily on psychosocial training for learners while addressing blended learning challenges later
Organize a one-time seminar on digital literacy with external speakers to train all teachers.
30s - Q2
Teachers report high levels of stress due to adapting to new teaching modalities. How should the school address this while adhering to DepEd Memorandum No. 50, s. 2020?
Integrate mental health and psychosocial support training into the LAC sessions and encourage peer discussions.
Focus on academic PD sessions first, as addressing well-being can wait until after the first semester.
Ask teachers to complete a self-care plan independently, to be monitored monthly by the principal.
Schedule mandatory weekly counseling sessions for teachers to address stress.
30s - Q3
The principal wants to evaluate the impact of the PD program on teachers’ competencies and student outcomes. Which strategy is most aligned with the memorandum’s guidelines?
Rely on informal teacher feedback gathered during monthly meetings.
Use the Results-Based Performance Management System (RPMS) to track changes in teaching practices and student performance.
Use an end-of-year survey to measure teacher satisfaction with the PD program.
Collect student performance data and assume any improvement is due to the PD program
30s - Q4
The school head of Bayanihan High School observes that most teachers are struggling with the shift to blended learning. Students report dissatisfaction with online lessons due to lack of engagement and technical difficulties. What should the school head prioritize in the professional development (PD) program?
Focus on improving classroom management strategies and delay addressing blended learning challenges until next year.
Conduct a one-time webinar on digital literacy to address the most immediate challenges in using technology.
Develop a comprehensive PD plan focused on blended learning strategies, integrating digital tools, pedagogy, and regular LAC sessions for continuous improvement.
Provide teachers with online resources and self-study modules on digital tools, allowing them to explore at their own pace.
30s - Q5
During a staff meeting, several teachers express concerns about burnout due to the demands of remote teaching. How should the school head respond to this situation?
Encourage teachers to independently practice self-care and suggest that they seek professional counseling if necessary.
Conduct a survey to identify specific stressors and then provide optional wellness activities based on the results.
Allow teachers to take additional leave days to recover, prioritizing their mental health over professional development goals.
Integrate psychosocial support and stress management workshops into the LAC sessions, ensuring teachers feel supported while addressing their professional growth.
30s - Q6
After implementing the PD program, the school head wants to assess its impact on teaching practices and student outcomes. Which strategy best aligns with the memorandum’s guidelines?
Analyze attendance data from PD sessions to determine how engaged teachers were during the program.
Conduct end-of-year interviews with teachers to gather qualitative feedback about the PD sessions.
Use RPMS tools to evaluate how the PD program improved teaching practices and its impact on student learning outcomes.
Evaluate student performance in the recent quarterly exams to measure the impact of PD on learning outcomes.
30s - Q7
The school head wants to enhance the implementation of the PD program by engaging external stakeholders. What should the school head prioritize?
Collaborate with LGUs and NGOs to provide funding and technical expertise for teacher training sessions, ensuring alignment with DepEd priorities.
Focus on internal resources and avoid relying on stakeholders to ensure the school’s independence.
Request donations of laptops and other tools for teachers without explicitly integrating stakeholder input into the PD program.
Invite external speakers for occasional seminars without involving them in long-term planning or execution.
30s - Q8
Principal Mrs. Villanueva notices that teachers struggle with integrating ICT tools into their lessons for blended learning. She plans a professional development program to address this issue. Which steps should she take?
I. Conduct training sessions on Learning Management Systems (LMS) and ICT tools.
II. Incorporate ICT-focused discussions in Learning Action Cell (LAC) sessions.
III. Partner with local NGOs or organizations to provide additional ICT training and resources.
IV. Require all teachers to take self-paced online ICT training without support.
V. Evaluate teacher progress regularly and adjust the training program as needed.
I, II, IV, V
I, II, III, V
II, III, IV
I, III, IV
30s - Q9
Principal Mr. Ramirez wants to prioritize teacher and student well-being in his school’s professional development programs. What steps should he take?
I. Include mental health awareness in teacher training programs.
II. Conduct regular psychosocial support sessions through LAC activities.
III. Focus solely on student mental health programs, excluding teacher support.
IV. Collaborate with local mental health professionals to offer wellness programs.
V. Distribute self-help materials for teachers on stress management.
I, II, IV
II, III, IV
I, II, III, V
I, IV, V
30s - Q10
Principal Mr. David finds that teacher evaluations are inconsistent across evaluators despite the use of standardized tools. How should he address this issue?
Select all that apply:
I. Conduct calibration training for evaluators to standardize their understanding of PPST and evaluation criteria.
II. Require evaluators to perform joint evaluations for discussion and alignment.
III. Use RPMS-aligned professional development programs to enhance evaluators’ skills.
IV. Distribute the evaluation rubrics and assume evaluators will understand them independently.
V. Monitor evaluation outcomes and provide feedback to evaluators as needed.
I, II, III, V
I, II, IV, V
I, III, IV, V
II, III, IV
30s - Q11
Principal Mrs. Cruz plans to improve her school’s PD programs by engaging stakeholders. Which actions should she take?
Select all that apply:
I. Partner with LGUs to secure funding for teacher training.
II. Collaborate with NGOs to provide blended learning and digital tool training.
III. Involve stakeholders in planning PD programs to align with school needs.
IV. Rely solely on internal resources for all PD activities.
V. Invite external experts to deliver occasional seminars without integrating their input into long-term plans.
II, III, IV
II, III, V
I, II, III
I, III, V
30s - Q12
Principal Mr. Reyes has implemented a year-long PD program on blended learning. He now needs to evaluate its impact. Which actions should he take?
Select all that apply:
I. Use RPMS tools to assess changes in teacher performance.
II. Gather feedback from teachers on the relevance and effectiveness of the training.
III. Monitor student academic performance for evidence of improvement.
IV. Conduct classroom observations to see how teachers apply what they’ve learned.
V. Forego formal evaluation and plan the next PD based on informal observations.
I, II, V
I, II, III, IV
II, III, IV
I, III, IV, V
30s - Q13
Principal Mr. Cruz conducted a baseline survey to evaluate the ICT competency of his teachers. The table below shows the results.
ICT Competency % of Teachers Proficient % of Teachers Needing Improvement
Basic Use of LMS 50% 50%
Creating Multimedia Lessons 40% 60%
Integrating ICT in Pedagogy 35% 65%
Troubleshooting ICT Issues 25% 75%
Based on the data, which actions should Mr. Cruz prioritize in his professional development program?
Start with troubleshooting ICT issues, as this area has the highest percentage of teachers needing improvement.
Focus on LMS and multimedia lesson creation, as they are foundational for ICT integration.
Organize a comprehensive program addressing all areas equally to ensure no gap is left.
Begin with integrating ICT into pedagogy, as it directly impacts classroom instruction.
30s - Q14
The graph below shows teacher self-assessment results before and after a professional development program on blended learning strategies.
Teacher Self-Assessment Results (Percentage of Proficient Teachers):
Competency Before Training After Training
Planning Blended Lessons 30% 70%
Executing Blended Lessons 40% 65%
Assessing Student Learning 25% 60%
Based on the data, what is the best next step for the school head?
Organize peer coaching for executing blended lessons to further improve this area.
Provide advanced training for teachers who have already achieved proficiency.
Conduct follow-up training focused on planning and assessing blended lessons.
Consider the program successful and move on to other priorities.
30s - Q15
The table below shows average student performance in blended learning environments before and after a PD program:
Subject Average Score Before PD Average Score After PD Change
Mathematics 70% 75% +5%
Science 72% 80% +8%
English 68% 77% +9%
What conclusion can the school head draw, and what should be the next step?
The PD program was effective; consider replicating it for other areas.
Focus on Mathematics, as it showed the least improvement.
Conduct a deeper analysis to identify specific factors contributing to the improvement.
Organize another round of PD focused solely on Science and English.
30s