This intensive In-Service Training (INSET) brought together dedicated educators from secondary schools across SDO Passi City. The two-day event focused on innovative teaching strategies, curriculum enhancement, and fostering a collaborative learning environment. Participants engaged in dynamic workshops and insightful discussions, aimed at elevating the quality of education within our schools. Simulations/Interactive Workshops: Hands-on sessions covering new pedagogical approaches. Expert-Led Discussions: Insights from seasoned professionals on current educational trends. Collaborative Planning: Opportunities for teachers to share best practices and develop joint initiatives. Professional Development: A commitment to continuous learning and skill enhancement for all attendees.EMPOWERING EDUCATORS FOR EXCELLENCE
SECONDARY SCHOOLS ON THE GO STRENGTHENING TEACHERS THROUGH MEANINGFUL IN-SERVICE TRAININGThe conduct of the In-Service Training (INSET) for Teachers brought together secondary school educators in a meaningful professional learning experience aimed at strengthening teaching practices, collaboration, and continuous professional growth. Dr. Nelson P. Palma, Principal IV of Passi National High School and Principal-In-Charge of the District, warmly welcomed the participants and emphasized the importance of the training in supporting teachers as they respond to the evolving needs of learners and the demands of the education sector. In his welcome message, Dr. Palma underscored that INSET provides teachers with an opportunity to enhance their knowledge and skills, share effective practices, and learn from one another. He encouraged participants to actively engage in the sessions and maximize the training as a venue for professional development and collaboration. Adding to the organized start of the activity, Mrs. Mary Jo Aliento, Head Teacher III of MPANHS, facilitated the attendance check and led an engaging activity that encouraged participants to interact and actively participate in the training. Meanwhile, Dr. Ramonit Belascuain, Principal III of EMSNHS, presented the House Rules, reminding participants of the guidelines necessary to ensure a productive, respectful, and well-organized training environment. The opening activities set a positive tone for the INSET, highlighting the shared commitment of secondary school educators to continuous learning and professional excellence. Through collaboration, active participation, and purposeful professional development, “Secondary Schools on the Go” continues to embody the spirit of educators moving forward together—equipped with new knowledge, strengthened by collaboration, and committed to providing quality education for every learner.
DAY 1 SNAPSHOTS
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CHAMPIONING TEACHERS IN PREVENTING VAWC EMPOWERING EDUCATORS THROUGH THE 4RS OF PROTECTIONIn the quiet spaces of classrooms, teachers often become the first to notice when something is not right with a learner. A sudden change in behavior, an unexplained injury, or a hesitant response may be more than just an ordinary concern—it may be a call for help. Recognizing this crucial role, the In-Service Training for Teachers featured a timely and significant lecture on Violence Against Women and Children (VAWC), empowering educators to become more vigilant advocates for protection and prevention. The session, “Championing Teachers in Preventing VAWC: A Lecture on the 4Rs,” was led and presented by Jay-R I. Bolivar, MHA, RSW, RM, CWCPS, Medical Social Worker of the Medical Social Work Division, DVPSMDH. Bolivar emphasized the importance of the 4Rs—Recognize, Respond, Report, and Refer—as practical guideposts for teachers who may encounter learners experiencing violence, abuse, neglect, or other forms of vulnerability. More than simply identifying signs of abuse, the discussion highlighted the importance of knowing what to do next. Teachers were reminded to respond with sensitivity, observe proper reporting procedures, and connect individuals in need with the appropriate professionals and support services. For educators, the message was clear: awareness can save lives, but informed action can make a lasting difference. The lecture also emphasized that preventing VAWC is not the responsibility of a single individual or office. It requires a community of adults who are willing to listen, recognize warning signs, protect vulnerable individuals, and act through proper channels. As teachers returned to their classrooms, the lessons from the session extended beyond professional development. They carried with them a renewed understanding of their role as protectors, listeners, and advocates for the welfare of every learner. In the continuing pursuit of safe and nurturing schools, empowered teachers stand as an important line of defense. Through the 4Rs, they are better prepared not only to teach—but also to recognize, respond, report, and refer when protection is needed most.
Sometimes, the most powerful response to someone who is struggling is not an immediate solution, but a willingness to listen. This message took center stage during Session 2 of the In-Service Training for Teachers, which focused on Therapeutic Communication—a meaningful approach that emphasizes empathy, active listening, understanding, and purposeful interaction. The session was facilitated and presented by Normelita L. Toledo, EdD, Principal I of Passi National High School Annex, who guided the participants in exploring how effective communication can create a safe and supportive environment for learners and colleagues. Through the session, teachers were reminded that communication goes beyond exchanging words. The way educators listen, respond, and acknowledge the feelings of others can influence how learners perceive themselves and their willingness to seek help. Therapeutic communication encourages individuals to communicate with empathy, respect, patience, and understanding. For teachers, these skills are especially valuable when dealing with learners who may be facing personal, emotional, academic, or social challenges. Toledo emphasized the importance of being an attentive listener and creating opportunities for individuals to express themselves without fear of immediate judgment. A simple conversation, when approached with genuine concern, can open a door to understanding and support. The session also reinforced the teacher's role not only as an instructor but as a trusted adult and compassionate listener within the school community. As educators continue to navigate the diverse needs of learners, therapeutic communication provides an important reminder: sometimes, helping begins with listening. Session 2 ultimately left participants with a deeper appreciation of communication as a tool for connection, understanding, and care—skills that can make the classroom a more responsive and nurturing space for every learner.WHEN LISTENING BECOMES A FORM OF CARE THERAPEUTIC COMMUNICATIO N HIGHLIGHTS THE POWER OF MEANINGFUL CONNECTION
Nicasio S. Frio, EdD, CESO V, Schools Division Superintendent, emphasized the importance of fostering understanding and good harmony among teachers and within the entire school community. He highlighted that a positive working environment is strengthened when educators respect one another, communicate openly, and extend understanding amid the different responsibilities and challenges they face. Frio underscored that cooperation and mutual support among teachers are essential in creating a school culture where everyone can work effectively toward a common purpose. Differences in perspectives and experiences, when approached with respect and understanding, can become opportunities for collaboration rather than conflict. He also emphasized that teachers are welcome to visit the Schools Division Office whenever they have concerns related to their welfare and professional needs. He conveyed that the Division Office remains open, accessible, and supportive of its teachers and learners, providing a venue where concerns may be communicated and appropriate assistance may be sought. The message reflects the importance of maintaining open communication and a culture of care within the education community. By making teachers and learners feel heard, valued, and supported, the school system can foster stronger relationships and a more positive environment for everyone. Frio's message serves as a reminder that education is a collective endeavor. Beyond programs and academic responsibilities, the strength of a school community lies in people who choose to understand, respect, cooperate, and support one another. Through genuine teamwork, open communication, and mutual understanding, teachers and school personnel can help create an environment where harmony strengthens collaboration and collaboration lead to meaningful learning for every learner.A HARMONIOUS SCHOOL COMMUNITY BEGINS WITH UNDERSTANDING, RESPECT, AND THE WILLINGNESS TO WORK TOGETHER.
The session was led by Atty. Humility Mae A. Frio, Attorney III of the Legal Office, Schools Division Office of Passi City, who provided participants with important insights on maintaining safety, responsibility, and professionalism within both physical and digital school spaces. The discussion emphasized that the safety and welfare of learners and teachers must remain a shared priority. Participants were reminded to exercise caution and responsibility when engaging through social media, online platforms, and other digital channels, particularly in protecting privacy, maintaining respectful communication, and avoiding actions that may cause harm or conflict. Atty. Frio also highlighted the importance of knowing how to properly handle cases and concerns that may arise in the school or online environment. Teachers and school personnel were encouraged to respond appropriately, observe proper procedures, document concerns when necessary, and coordinate with the appropriate school authorities and offices rather than handling sensitive cases on their own or making premature conclusions. The session reinforced that responding to concerns requires calmness, confidentiality, fairness, and adherence to established policies and procedures. Proper handling of cases not only protects the rights and welfare of those involved but also helps maintain trust within the school community. Beyond policies and procedures, the discussion underscored the role of teachers in creating a safe, inclusive, and motivating environment where learners feel protected, respected, and confident to participate in meaningful learning. As technology continues to shape education, responsible digital engagement becomes a shared responsibility among teachers, learners, parents, and school personnel. By promoting safety, understanding proper procedures, and fostering respectful relationships, the school community can ensure that digital spaces remain avenues for learning, connection, and empowerment rather than sources of harm. The session served as a timely reminder that protecting learners and teachers begins with awareness, responsible action, and a commitment to creating a safe school community for all.“FOSTERING A SAFE AND MOTIVATING ENVIRONMENT AND RESPONSIBLE DIGITAL ENGAGEMENT
HE 4RS IN THE PREPARATION OF INCIDENT REPORT AND INTERVENTION PLANResponding to school-related concerns requires more than immediate action. It calls for accurate documentation, careful assessment, appropriate intervention, and a clear understanding of the steps needed to protect and support learners. These were highlighted during the session on “The 4Rs in the Preparation of Incident Report and Intervention Plan,” facilitated by Julieta Pachejo, Education Program Supervisor, School Governance and Operations Division (SGOD), Schools Division Office of Passi City. The session provided participants with practical guidance on the importance of properly documenting incidents and developing appropriate Intervention Plans based on the needs and circumstances of the learners involved. The session provided participants with practical guidance on the importance of properly documenting incidents and developing appropriate Intervention Plans based on the needs and circumstances of the learners involved. Pachejo emphasized that proper documentation is an essential part of responding to cases in school. An Incident Report should present relevant facts clearly and objectively, while an Intervention Plan should identify appropriate actions and support mechanisms to address the concern and promote the learner's welfare. The discussion also underscored the importance of following established procedures when handling cases. Teachers and school personnel were encouraged to exercise confidentiality, objectivity, sensitivity, and professionalism, ensuring that the rights and welfare of learners remain at the center of every intervention. Through the 4Rs, participants were reminded of the importance of having a systematic approach in responding to concerns—from recognizing the situation and responding appropriately to reporting and referring cases to the proper authorities or offices when necessary. The session strengthened teachers' understanding that effective case management is a shared responsibility. Accurate reports and well- planned interventions help schools make informed decisions, provide appropriate assistance, and create a safer and more supportive environment for learners. Ultimately, the session emphasized that proper documentation is not merely paperwork—it is an important tool for protection, accountability, and meaningful intervention. Equipped with the right knowledge and procedures, teachers can respond to cases with greater confidence, care, and professionalism.
DAY 2 SNAPSHOTS
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GIVING OF CERTIFICATES
GIVING OF CERTIFICATES
GIVING OF CERTIFICATES
SIMULATION/ APPLICATION
