TQLR Method: A Simple Guide to Better Listening and Understanding Informative Texts

Listening is one of the most important communication skills, yet many people struggle to remember what they hear. Whether you're a student, teacher, or lifelong learner, improving your listening skills can help you understand lessons, retain information, and participate more confidently in discussions. One effective strategy is the TQLR Method, a proven approach designed to help listeners actively engage with informative texts.

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What Is the TQLR Method?

The TQLR Method is a listening strategy that helps people focus, organize ideas, and remember important information from an informative or argumentative text. Instead of simply hearing words, TQLR encourages active listening through four easy steps:

• T – Tune In
• Q – Question
• L – Listen
• R – Respond

Using these steps makes listening more purposeful and improves comprehension.

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Step 1: Tune In

The first step is to prepare yourself to listen attentively.

Before listening:

• Find a quiet and comfortable place.
• Eliminate distractions such as mobile phones or unnecessary conversations.
• Get your notebook and pen ready for note-taking.
• Focus your attention on the speaker or audio source.

Being mentally prepared helps your brain absorb information more effectively.

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Step 2: Question

Before the speaker begins, ask yourself questions about the topic.

For example:

• What is this topic about?
• What information do I expect to learn?
• Why is this subject important?
• What do I already know about it?

If the title is available, use it to predict the content. Asking questions creates curiosity and gives your brain a purpose while listening.

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Step 3: Listen

Now it's time to listen carefully.

While listening:

• Focus on the speaker's main ideas.
• Identify important facts and supporting details.
• Take short notes on key points.
• Ignore unnecessary distractions.
• Listen with an open mind, even if you disagree with some ideas.

The goal is to understand the message rather than simply hear the words.

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Step 4: Respond

After listening, think about what you learned.

You can respond by:

• Summarizing the information.
• Answering comprehension questions.
• Participating in class discussions.
• Sharing your opinions based on what you heard.
• Connecting the lesson to real-life experiences.

Responding strengthens memory and improves critical thinking.

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Preparing Before You Listen

To make the TQLR Method even more effective:

• Choose a suitable place with minimal distractions.
• Make sure you can hear the speaker clearly.
• Prepare materials for taking notes.
• Follow the TQLR steps in order.
• Stay focused throughout the activity.

Good preparation increases your chances of understanding the entire lesson.

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After Listening

Once the listening activity is finished, review your notes and answer factual questions based on the information presented.

For example, if you listened to a passage about clean air, you may answer questions like:

• What is the main topic?
• What important discoveries were discussed?
• What solutions were suggested?
• What conclusions were presented?

Reviewing immediately after listening improves retention and helps identify areas that need further clarification.

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Benefits of the TQLR Method

The TQLR Method offers several advantages:

• Improves listening comprehension
• Increases concentration
• Encourages active participation
• Strengthens note-taking skills
• Enhances memory retention
• Develops critical thinking
• Builds confidence during discussions

These benefits make it an excellent learning strategy for students of all ages.

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Final Thoughts

Listening is more than simply hearing words—it is an active process that requires attention, curiosity, and reflection. The TQLR Method provides a simple yet effective framework for understanding informative texts and remembering important details. By following the four steps—Tune In, Question, Listen, and Respond—you can become a more attentive listener, improve academic performance, and communicate more effectively in everyday life.

The next time you're attending a lecture, listening to a podcast, or participating in class, try using the TQLR Method and experience the difference active listening can make.

The Subconscious Wishes of Students: 7 Things Every Great Teacher Should Never Overlook

Teaching is more than delivering lessons and checking assignments. Every student enters the classroom carrying unspoken hopes that shape how they learn, behave, and grow. While these wishes may not always be expressed, they influence motivation, confidence, and academic success.

Understanding the subconscious wishes of students helps teachers create a classroom where learning becomes meaningful, engaging, and life-changing. Here are the seven essential needs every educator should recognize.

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1. Belonging: Every Student Wants to Feel Accepted

One of the strongest human needs is the desire to belong. Students perform better when they feel welcomed, included, and valued by both their teacher and classmates.

A classroom that promotes belonging encourages participation, teamwork, and mutual support. Simple gestures like learning students' names, acknowledging their presence, and encouraging collaboration can make every learner feel that they truly matter.

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2. Respect: Every Voice Deserves to Be Heard

Students come from different backgrounds, cultures, beliefs, and experiences. Respect means recognizing these differences without judgment.

When teachers listen carefully, avoid favoritism, and encourage respectful discussions, students gain confidence in expressing their ideas. Respect also teaches learners to appreciate diversity and develop empathy toward others.

A respectful classroom becomes a safe environment where everyone has the opportunity to grow.

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3. Appreciation: Recognition Inspires Growth

Everyone wants to feel appreciated—including students.

Appreciation does not always require awards or certificates. A sincere compliment, positive feedback, or recognition of effort can significantly boost a student's motivation.

By appreciating both small improvements and major achievements, teachers help students develop confidence and a positive attitude toward learning.

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4. Safety: Learning Begins with Security

Students learn best when they feel physically and emotionally safe.

A non-threatening classroom allows learners to ask questions, share ideas, and make mistakes without fear of embarrassment. Teachers who promote kindness, fairness, and understanding create an atmosphere where curiosity thrives.

When students know they are safe, they become more willing to participate and explore new ideas.

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5. Success: Celebrate Every Achievement

Success is not limited to high grades or academic awards. Every learner experiences success differently.

Some students celebrate mastering a difficult concept, while others take pride in speaking confidently during class for the first time. Recognizing these milestones encourages continuous improvement.

Teachers who celebrate progress rather than perfection help students develop resilience and a growth mindset.

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6. Interaction: Learning Happens Together

School is also a place where friendships are built and communication skills are developed.

Group discussions, collaborative projects, and classroom activities allow students to learn from one another while strengthening social relationships. Positive interactions improve teamwork, critical thinking, and emotional intelligence.

An interactive classroom transforms learning into an engaging and enjoyable experience.

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7. Inspiration: Turning Lessons into Lifelong Learning

Great teachers do more than teach subjects—they inspire dreams.

Students become more motivated when they understand how classroom lessons connect to real-life situations. Whether through storytelling, practical examples, or encouraging curiosity, inspiration helps learners discover purpose in education.

An inspired student is more likely to become a lifelong learner who continues seeking knowledge beyond the classroom.

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Final Thoughts

The subconscious wishes of students extend far beyond academic achievement. They seek belonging, respect, appreciation, safety, success, interaction, and inspiration. When teachers intentionally nurture these needs, classrooms become places where students not only gain knowledge but also build confidence, character, and lifelong skills.

Education becomes truly meaningful when students feel seen, heard, respected, and inspired every single day.

Strengthening Teacher Capacity in Risk Assessment, Psychological First Aid, and Homeroom Guidance

Schools today are more than academic institutions—they are communities where children develop resilience, social‑emotional skills, and a sense of belonging. The Department of Education (DepEd) in the Philippines recently issued a memorandum emphasizing mental health and well‑being in schools. The initiative, titled “Building Safe Schools: Strengthening Teacher Capacity in Risk Assessment and Referral, Psychological First Aid, and Homeroom Guidance”, highlights the critical role educators play in safeguarding learners.

For U.S. readers, this resonates with ongoing conversations about student mental health, trauma‑informed teaching, and comprehensive support systems.

LEGISLATIVE FOUNDATIONS: MENTAL HEALTH ACTS SUPPORTING LEARNERS

The memorandum references two landmark laws:

• Republic Act No. 12080 (Basic Education Mental Health and Well‑Being Promotion Act)

• Republic Act No. 11036 (Mental Health Act)

These acts emphasize schools’ responsibility to promote mental health, provide early identification of learners at risk, and ensure timely intervention. While these are Philippine laws, the principles align with U.S. frameworks such as the Every Student Succeeds Act (ESSA) and state‑level mental health initiatives.

THE ROLE OF HOMEROOM GUIDANCE PROGRAMS

DepEd highlights the Homeroom Guidance Program as a preventive and developmental intervention fostering:

• Social‑emotional competencies

• Resilience

• Life skills

For U.S. educators, this mirrors the growing emphasis on Social Emotional Learning (SEL) programs, equipping students with empathy, self‑management, and responsible decision‑making skills.

TRAINING ANNOUNCEMENT: BUILDING SAFE SCHOOLS

The memorandum announces a training session titled: “Building Safe Schools: Strengthening Teacher Capacity in Risk Assessment and Referral, Psychological First Aid, and Homeroom Guidance.”

• Date: July 18, 2026

• Time: 8:00 a.m.

• Platform: DepEd Philippines Facebook Page

This training is designed for public school teachers, school leaders, registered guidance counselors, guidance designates, and other learner support personnel.

TRAINING OBJECTIVES: WHAT EDUCATORS WILL GAIN

The training seeks to:

1. Deepen understanding of risk factors affecting learners’ academic performance, behavior, psychosocial development, and mental health.

2. Strengthen competencies in conducting risk identification, implementing Homeroom Guidance strategies, and providing Psychological First Aid.

3. Foster commitment to empathy, inclusivity, child protection, mental health advocacy, and holistic learner development.

These objectives echo best practices in U.S. schools, where professional development often focuses on trauma‑informed care, restorative practices, and inclusive education.

IMPLEMENTATION GUIDELINES: REGIONAL PROGRAM MANAGEMENT TEAMS

To ensure sustainability, DepEd directs all Regional Offices to organize Regional Program Management Teams (RPMTs). These teams will:

• Oversee regional implementation

• Facilitate training replication

• Coordinate activities

• Monitor program delivery

• Ensure broad participation of teachers and school leaders

This structured approach is similar to how U.S. school districts implement professional learning communities (PLCs) and district‑wide initiatives.

TECHNICAL ASSISTANCE AND SUPPORT

Regional Offices, through guidance counselors and learner support personnel, are tasked with:

• Strengthening risk identification processes

• Enhancing referral mechanisms

• Supporting effective Homeroom Guidance implementation

This mirrors the U.S. model of multi‑tiered systems of support (MTSS), where schools provide layered interventions based on student needs.

PREPARATORY MEETING AND LOGISTICS

An online preparatory meeting for RPMTs is scheduled for July 20, 2026, at 10:00 a.m. via Microsoft Teams (https://bit.ly/Planning_RPMT_Risk-Referral-PFA-HRG. This ensures alignment and readiness before the training rollout.

Participants who complete the training will be entitled to Vacation Service Credits (VSCs) or Compensatory Time‑Off (CTO), recognizing the importance of professional development.

FUNDING AND ACCOUNTABILITY

Training expenses will be charged against local funds, Maintenance and Other Operating Expenses (MOOE), and other available resources, subject to accounting and auditing rules. This accountability framework ensures transparency and sustainability.

GLOBAL RELEVANCE: LESSONS FOR U.S. EDUCATORS

While this memorandum is specific to the Philippines, its themes are globally relevant:

• Mental health advocacy is universal.

• Teacher capacity building is essential everywhere.

• Structured implementation ensures long‑term impact.

For U.S. educators, this initiative offers inspiration to continue strengthening SEL programs, trauma‑informed practices, and community partnerships.

A SHARED COMMITMENT TO SAFE SCHOOLS

The DepEd memorandum is more than an administrative directive—it is a call to action. By equipping teachers with skills in risk assessment, referral, psychological first aid, and homeroom guidance, schools become safer, more inclusive, and more supportive environments.

For U.S. readers, the message is clear: investing in teacher training and learner support systems is not optional—it is essential for building resilient, thriving school communities.

Wellness Campus Program 2026–2027: Building Healthier Schools and Communities

The Department of Education Region VII, in partnership with Nestlé Philippines, has launched the Wellness Campus Program for School Year 2026–2027. This initiative is designed to promote healthy habits among learners, teachers, and parents through nutrition education, physical activity, hygiene awareness, and waste management. It’s more than a school program—it’s a community movement that connects education with wellness.

What Is the Wellness Campus Program?

The Wellness Campus Program integrates health and wellness concepts into the MAPEH learning area (Music, Arts, Physical Education, and Health). It encourages schools to adopt sustainable practices and empowers students to live healthier lives. With strong collaboration between schools, divisions, and communities, the program has consistently produced national‑level recognition for participating learners and teachers.

Key Objectives of the Program

• Nutrition education: Teaching students and parents about balanced diets, portion control, and food labels.

• Physical activity: Encouraging daily exercise through dancercise routines and active play.

• Good hygiene: Reinforcing habits like handwashing and personal cleanliness.

• Waste management: Promoting environmental responsibility and care for the planet.

These objectives align with the seven healthy habits promoted by Nestlé Wellness Campus: nutritious choices, portion management, water and milk consumption, active play, shared meals, hygiene, and environmental care.

Competitions That Inspire Participation

The program isn’t just about lessons—it’s about engagement through contests that make wellness fun and competitive.

1. Dance Masters Competition

Teachers and non‑teaching staff showcase their talent in modern dance using official Nestlé Wellness Campus dancercise music.

• Teams of 18–20 dancers

• Strict guidelines for choreography and video submissions

• National winners receive cash prizes up to Php 50,000

2. Best Implementing School Competition

Schools design impactful wellness initiatives and present them through portfolios.

• Categories: Elementary and Junior High School

• Judging criteria: Planning, execution, effectiveness, and stakeholder engagement

• National winners receive up to Php 150,000 in prize packages

3. Inter‑School and Inter‑Division Competitions

These contests recognize outstanding schools and divisions that excel in program implementation.

• Categories include Hataw Sayaw, Sarap Sustansya Cook‑Off, and Outstanding Division of the Year

• Winners are awarded cash prizes, equipment, and recognition plaques

National and Regional Recognition

At the national level, schools and divisions compete face‑to‑face in Manila, with travel expenses covered by Nestlé Philippines. Winners receive significant prize packages, including laptops, projectors, sound systems, and canteen equipment—all aimed at supporting nutrition and wellness in schools.

At the regional level, divisions and focal persons are recognized for their leadership and program execution. The Best Region of the Year Award highlights regions that demonstrate exceptional performance, with prizes worth up to Php 200,000.

Why This Matters for Global Audiences

Though the program is based in the Philippines, its goals resonate worldwide. In the U.S., educators and parents face similar challenges: childhood obesity, sedentary lifestyles, and the need for stronger school‑community partnerships. The Wellness Campus Program offers a model that blends education with health promotion, showing how schools can become hubs of wellness for families and communities.

How Schools Can Participate

• Conduct division‑level program launches before August 20, 2026

• Implement wellness initiatives throughout the school year

• Submit portfolios and video entries according to contest mechanics

• Engage parents and communities through Facebook groups and PTA sessions

Participation must comply with DepEd’s No Disruption of Classes Policy and the No Collection Policy, ensuring that activities remain inclusive and accessible.

Empowering Schools, Nourishing Families

The Wellness Campus Program 2026–2027 is more than a set of contests—it’s a holistic approach to education that empowers schools to nourish families, strengthen communities, and inspire healthier generations. By combining fun, competition, and practical health education, it sets a benchmark for wellness initiatives that can be replicated globally.

Building Trust in Education Infrastructure: DepEd’s Call for NGO Accreditation

Education infrastructure is more than bricks and mortar—it’s about creating safe, inspiring spaces where learning thrives. The Department of Education (DepEd) in the Philippines has recently issued a Notice of Call for Accreditation inviting Civil Society Organizations (CSOs) and Non‑Government Organizations (NGOs) to participate in the construction of school buildings under the FY 2026 General Appropriations Act.

This initiative highlights the importance of transparency, accountability, and collaboration in educational development. For U.S. readers, it offers a fascinating look at how another country ensures integrity in public‑private partnerships for education.

Why Accreditation Matters in School Construction

Accreditation is not just a bureaucratic step—it’s a safeguard. By requiring NGOs and CSOs to undergo a rigorous process, DepEd ensures that only organizations committed to ethical practices and financial responsibility can take part in building schools.

For audiences familiar with U.S. nonprofit standards, this resonates with the same principles of due diligence, compliance, and accountability that govern partnerships with government agencies.

Key Requirements for Accreditation

DepEd outlines a clear checklist for organizations seeking accreditation. These requirements reflect international best practices in nonprofit governance:

• Application Form: A standardized form ensures consistency in submissions.

• Board Resolution: Organizations must declare their intention, authorize representatives, and disclose their leadership structure.

• Conflict of Interest Statement: NGOs must confirm no close family ties with DepEd officials, preventing favoritism.

• Financial Accountability: Proof of liquidated government funds, if previously received, is mandatory.

• Commitment to Integrity: Organizations pledge to avoid bribery, kickbacks, or improper benefits.

• SEC or CDA Registration: Legal recognition through incorporation documents.

• Audited Financial Statement: At least one year of audited records with a minimum net worth of ₱1,000,000.

Ethical Undertakings: Beyond Compliance

DepEd’s accreditation process goes further than paperwork. It requires NGOs to commit to ethical undertakings that echo global anti‑corruption standards:

• Transparency in Contractor Engagement: NGOs must verify that contractors are legitimate and capable.

• Zero Tolerance for Bribery: Any attempt to solicit bribes must be reported within three days.

• Accountability for Violations: Breaches can lead to suspension or termination of projects, plus civil or criminal action.

This mirrors U.S. practices where nonprofits working with federal grants must comply with strict anti‑fraud and reporting regulations.

The Bigger Picture: Education as a Shared Responsibility

By opening the door to NGOs and CSOs, DepEd acknowledges that education is a shared responsibility. Governments provide funding and oversight, while civil society brings innovation, community trust, and grassroots engagement.

For U.S. readers, this is comparable to how nonprofits collaborate with school districts, foundations, and federal programs to expand access to quality education.

Lessons for Global Audiences

The DepEd accreditation call offers lessons that resonate globally:

• Integrity First: Ethical standards must be non‑negotiable.

• Financial Transparency: Audited statements protect both donors and beneficiaries.

• Community Collaboration: Partnerships strengthen trust and impact.

• Accountability Mechanisms: Clear consequences deter misconduct.

Building Schools, Building Trust

DepEd’s accreditation process is more than a checklist—it’s a framework for building trust. By demanding transparency, accountability, and ethical conduct, it ensures that every classroom built is not just a structure, but a symbol of integrity.

For U.S. readers, this serves as a reminder that whether in Manila or Minneapolis, the principles of nonprofit governance and educational responsibility remain universal.

Streamlining Learner Information System (LIS) Encoding for School Year 2026–2027

Education systems thrive on accurate, timely data. For the Department of Education (DepEd) in the Philippines, the Learner Information System (LIS) is the backbone of enrollment tracking and policy development. Every school year, encoding learner data ensures that programs, resources, and interventions are evidence‑based. For the 2026–2027 Beginning of School Year (BOSY), DepEd has issued clear guidelines to strengthen data integrity and streamline processes.

This blog explores the latest directives, their implications, and why they matter not only locally but also as a model for global education systems.

📊 The Role of LIS in Educational Planning

The LIS is more than just a database. It is:

• Official enrollment tracker ensuring every learner is counted.

• Policy foundation providing evidence for decision‑making.

• Program development tool guiding initiatives like feeding programs, scholarships, and special needs education.

By requiring schools to encode data between July 13, 2026 and September 30, 2026, DepEd ensures consistency across public schools, private institutions, state universities, local colleges, and even overseas schools.

📝 Key Requirements for BOSY 2026–2027

Schools must not only enroll learners but also update profiles with specific tags. These tags capture diverse learner contexts, ensuring inclusivity and targeted support.

Essential Data Tags

• ARAL Program – learners in academic recovery initiatives.

• Alternative Delivery Modes – flexible learning pathways.

• ALIVE Program – Arabic language and Islamic values education.

• Health indicators – height and weight monitoring.

• Citizenship – learner nationality.

• ESC Beneficiaries – private school subsidy recipients.

• Ethnicity and Indigenous Peoples – cultural identity tracking.

• Mother Tongue – linguistic diversity.

• 4Ps Beneficiaries – social welfare program participants.

• Religion – faith affiliation.

• School-Based Feeding Program – nutrition support.

• SHS Voucher Beneficiaries – senior high school subsidy recipients.

• Special Needs Education – learners with disabilities or special needs.

These categories ensure that education policies reflect the realities of learners’ lives, from nutrition to cultural identity.

🎓 Senior High School (SHS) Enrollment Simplified

One of the most notable updates is the one‑time enrollment policy for Senior High School. Regardless of whether a school follows a three‑term or two‑semester calendar, learners will only be enrolled once at the BOSY stage. This eliminates repetitive updates and reduces administrative workload.

Additionally, elective tagging has been strengthened:

• Term 1 electives → tagged during BOSY encoding.

• Terms 2 and 3 electives → tagged during End of School Year (EOSY) updating.

This ensures that learners’ academic choices are properly documented without unnecessary duplication.

🔑 Ensuring Unique Learner Records

Every learner must have one unique Learner Reference Number (LRN). Duplication undermines continuity of records and can distort enrollment statistics. Schools are strictly prohibited from issuing new LRNs to learners who already have one. This measure safeguards data integrity and supports long‑term tracking of educational progress.

🛠️ Support for Schools

DepEd recognizes that not all schools have equal technical capacity. Thus:

• Regional Planning Officers (RPOs) and

• Division Planning Officers (DPOs)

are tasked to provide technical assistance to schools struggling with LIS encoding. They also monitor compliance to ensure that every institution participates fully.

🌍 Global Relevance: Lessons for US‑Based Readers

While these directives are specific to the Philippines, they highlight universal themes in education management:

• Data-driven decision making is essential worldwide.

• Equity in education requires tracking diverse learner needs.

• Technology integration streamlines administration.

For US‑based educators and policymakers, the LIS model demonstrates how centralized systems can balance inclusivity with efficiency. Programs like free lunch initiatives, language support, and special education services benefit from similar data‑driven approaches.

📅 Timeline Recap

• July 13, 2026 → Start of BOSY encoding.

• September 30, 2026 → Deadline for encoding and updates.

• EOSY 2027 → Elective tagging for Terms 2 and 3.

Timely compliance ensures accurate reporting and smooth program implementation.

💡 Why This Matters

Accurate LIS encoding is not just bureaucratic—it directly impacts:

• Funding allocation for schools.

• Program eligibility for learners.

• Policy development for national education.

• Equity and inclusion across diverse communities.

By strengthening LIS processes, DepEd ensures that every learner’s journey is recognized and supported.

Building a Smarter Education System

The BOSY 2026–2027 directives reflect a commitment to data integrity, inclusivity, and efficiency. For educators, administrators, and policymakers, these guidelines are a reminder that education is not just about classrooms—it’s about systems that support learners holistically. Whether in the Philippines or abroad, the lesson is clear: accurate data builds stronger futures.

Complete Guide to NASH PDI Phase 1 and Phase 2: Requirements, Deadlines, Coaching Dynamics, Links, FAQs

In public education, strong school leaders make a massive difference. The National Assessment for School Heads – Professional Development Intervention (NASH-PDI) is a special program designed to give school leaders the exact skills they need to run great schools.

Following the official rules in memo DM-OULS-2026-090 and its recent updates, this program has a clear step-by-step path for school heads. This guide breaks down the rules, important dates, and coaching setups for both Phase 1 and Phase 2 so you can finish the program successfully.

1. Understanding NASH PDI Phase 1 Requirements

Phase 1 focuses on building foundational leadership skills. School heads use a mix of online learning and tests to prove their competencies.

FAQ 1: What are the NASH PDI Phase 1 requirements?

To pass Phase 1, you must complete three specific requirements:

• E-learning: You need to finish the assigned LinkedIn Learning Path or the Alternative E-Learning Path.

• Attendance and evaluation: You must attend the Domain-based sessions and fill out the evaluation forms afterward.

• Domain-based Assessments: You have to get a passing grade on the final domain tests.

FAQ 2: Where can I access the NASH PDI requirements?

All training modules, links, and tests are located on the central NASH PDI Hub. You can access everything through these specific links:

• NASH PDI Hub: https://sites.google.com/deped.gov.ph/nashpdi-participants/nash-pdi-hub-quick-links?authuser=0

• E-Learning (LinkedIn Learning Path): https://sites.google.com/deped.gov.ph/nashpdi-participants/nash-pdi-hub-quick-links?authuser=0

• Alternative E-Learning Path: https://sites.google.com/deped.gov.ph/nashpdi-participants/alternative-e-learning-pathways

• Domain-based Sessions: https://sites.google.com/deped.gov.ph/nashpdi-participants/training-materials-and-recording-of-domain-based-learning-sessions

• Assessment: https://sites.google.com/deped.gov.ph/nashpdi-participants/phase-1-assessment

2. Phase 1 Tracks, Evaluation, and Critical Deadlines

The NASH PDI program has strict timelines. Because the phases follow a strict order, you must finish Phase 1 completely before you are allowed to move on to Phase 2.

FAQ 3: What domains do I need to comply with?

Domains are assigned to participants based on their specific professional category:

• Meeting PPSSH in Three (3) Domains

• With Developmental Areas

FAQ 4: How will I know if I have completed all the NASH PDI Phase 1 requirements?

A Summary of Results for NASH PDI Phase 1 requirements was given to Regional Office (RO) and School Division Office (SDO) NASH PDI focals. Participants may coordinate with their respective RO/SDO focals to check their official status of completion.

FAQ 5: What will be my next steps if I complete Phase 1 requirements?

Participants who have successfully completed all Phase 1 requirements are eligible to immediately proceed to Phase 2. Kindly coordinate with your respective Coaches or RO/SDO focal person to proceed with the Job-Embedded Learning or the Coaching and Mentoring sessions.

FAQ 6: Will I receive a Certificate upon completion of Phase 1 requirements?

Yes. A Certificate of Participation shall be individually issued to Phase 1 completers on or before July 3, 2026.

FAQ 7: What will I do if my name has a remark of Incomplete Phase 1 requirements?

Participants with remarks of Incomplete Phase 1 Requirements are requested to comply with the indicated instructions and address the identified requirements until June 28, 2026.

FAQ 8: What if I didn’t complete the NASH PDI requirements within the deadline?

The deadline shall serve as the final extension for the submission and completion of Phase 1 requirements. Failure to comply within the prescribed period shall render participants ineligible to proceed to Phase 2, and their participation in the NASH-PDI shall be considered forfeited.

3. Moving to Phase 2: Coaching and Mentoring Rules

Once you pass Phase 1, you move away from tests and focus on hands-on leadership improvement.

FAQ 9: Who can serve as my coach?

Qualified coaches include Public Schools District Supervisors (PSDS), Education Program Supervisors (EPS), and Principals II–IV. They must have at least five (5) years of experience as a school head and have completed NEAP coaching training or any equivalent coaching training conducted by the RO/SDO/CSC.

FAQ 10: What is the recommended coach-to-participant ratio?

A 1:1 ratio is strongly encouraged to ensure focused, individualized support for leadership growth. However, if coaching capacity is limited, the SDO may adjust this ratio, provided that the assigned coach comfortably accommodates the additional coaches.

FAQ 11: Where can my coach get the materials needed to help me?

A Coaching Toolkit is provided to all designated coaches through the SDO NASH focal person before Phase 2 begins. Likewise, orientations will be conducted in the CO and RO/SDO level to ensure clarity.

FAQ 12: Can CID and SGOD Chiefs serve as coaches?

Yes. While the primary pool includes PSDS, EPS, and Principals II–IV, CID and SGOD Chiefs may serve as coaches only if the desired pool is exhausted and if they meet the standard qualifications, which include at least five (5) years of experience as a full-fledged school head and completion of NEAP coaching training or any equivalent coaching training provided by the SDO/RO/CSC.