Infographic Posters for School Printing: Making Information Stick

I’ve always struggled to keep school communication engaging. There was a time I tried sending out long memos and PDF files to teachers and students, only to hear back crickets. It felt like trying to explain algebra to someone who’d just woken up from a nap. That’s when I realized: sometimes, visuals speak louder than words.

Infographic posters for school printing changed the game for me. Suddenly, key health messages and emergency info weren’t just floating in emails—they were visible, memorable, and even a little fun.

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Why Infographic Posters Matter

Schools are busy places. Teachers juggle lesson plans, extracurricular activities, and student guidance. Students have homework, projects, and exams. In the middle of all that chaos, vital messages about health, safety, and emergency protocols often get ignored.

Here’s why infographic posters are so effective:

• Quick Visual Learning: Students retain 65% more information from visuals than text alone (source: 3M Research, 2021).

• Accessible for All Ages: Bright, clear graphics can communicate crucial points even to younger students.

• Standardized Messaging: Using official materials ensures consistency in health campaigns like dengue and leptospirosis prevention.

Did you know? Many schools in the Philippines report a higher recall of emergency numbers and health tips simply because posters are prominently displayed on bulletin boards.

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How PAS Supports Schools

The Public Affairs Service (PAS) of DepEd is proactive about keeping students informed. On October 3, 2025, they rolled out a batch of infographic posters on:

1. Dengue Prevention

2. Leptospirosis Prevention

3. Unified Emergency Hotline

The best part? These posters are optimized for standard school printers, making it easy for every school to print enough copies and display them in strategic spots. I remember trying to enlarge a PDF for a bulletin board once—it ended up blurry. With PAS’s ready-to-print versions, that headache disappears.

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Common Challenges and Simple Solutions

Even with excellent resources, schools face hurdles in dissemination. From my experience coordinating school projects, here are common issues and tips to overcome them:

1. Limited Printing Resources

• Tip: Prioritize key locations like main hallways and classrooms with the highest foot traffic.

2. Lack of Awareness Among Staff

• Tip: Send a brief, friendly email highlighting the purpose of the posters and asking staff to check bulletin boards weekly.

3. Poster Damage or Wear

• Tip: Laminate posters or use protective sleeves to increase longevity.

Mini Q&A:

• Q: Can small schools with one printer manage?

• A: Absolutely. Print in batches and rotate display locations if needed.

• Q: Are the posters free to use?

• A: Yes, as long as they remain official PAS materials.

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The 3-Day Poster Experiment

If you want to see the real impact of these posters in your school, try this:

• Day 1: Print and display posters in high-traffic areas.

• Day 2: Ask a few students to recall key messages from memory.

• Day 3: Conduct a quick “poster quiz” or discussion during a homeroom session.

You’ll likely notice that students remember health tips and emergency numbers far more than from emails or announcements. That small experiment made me realize just how underutilized visual communication had been in my own school experiences.

CLICK HERE TO DOWNLOAD THE POSTER

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Encouragement and Reflection

I’ve learned that effective communication in schools isn’t about sending more emails or memoranda—it’s about making information accessible, digestible, and visually engaging. Infographic posters for school printing do exactly that. When I saw students pointing at the dengue poster and explaining the steps to avoid mosquito bites, I realized that the message had truly landed.

So, whether you’re a teacher, school admin, or student volunteer, embrace these visual tools. They aren’t just posters—they’re lifesaving reminders, conversation starters, and educational aids all rolled into one.

Take a moment today to print those PAS posters, display them proudly, and maybe even make a small game out of learning the information. Then come back and share your experience in the comments—what worked, what didn’t, and how students reacted.

What Every Teacher Should Know About NASH FY 2025 Results

I’ll admit it—I once stared at a pile of assessment results and felt like I was reading an alien language. Numbers, percentages, competency levels—it all blurred together. That’s exactly how many aspiring school leaders must have felt when DepEd released Memorandum 097, s. 2025, detailing the results of the National Assessment for School Heads (NASH) FY 2025 Batch 1.

But here’s the thing: these numbers aren’t just statistics. They’re stories of real educators working hard to lead schools effectively. And understanding them can help us see where leadership in schools is thriving—and where it could use a little nudge.

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What Is the NASH and Why It Matters

DepEd’s National Assessment for School Heads (NASH) isn’t just a fancy test. It’s a carefully structured evaluation meant to measure conceptual understanding and situational critical thinking among aspiring school leaders.

A few key facts:

• The NASH aligns with the Philippine Professional Standards for School Heads (PPSSH).

• Batch 1 of FY 2025 had 11,385 takers, with a staggering 99.32% completing the assessment.

• Scores are analyzed using a multi-level system, from item-level responses (0-3) to overall competency scaled from 1 to 100.

Did You Know?
The scoring method, called the Ordinal Partial Credit Model, recognizes partial understanding. So, a “mostly right” answer still earns credit—because leadership isn’t black and white.

Understanding the NASH framework is crucial because it identifies who is ready for leadership roles and who might need additional development—something I wish I’d realized when I first stepped into administration.

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Breaking Down the Results: Who Made the Cut?

Here’s where it gets personal. Seeing numbers like these can feel intimidating—but it’s also an opportunity to reflect.

Of the 11,308 school heads who completed the assessment:

• 25.6% (2,899) met standards across all four PPSSH domains—ready to step into school principal roles.

• 13.3% (1,509) met standards in three domains but require targeted development.

• 61% (6,900) fell into the “With Developmental Areas” category, meaning professional development is needed before advancing.

I remember the first time I faced a professional development plan—I felt exposed, like I was being told, “You’re not ready.” But over time, those PDIs became my roadmap for improvement. Sometimes, failure is just a detour, not a dead-end.

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The NASH Scoring Process Explained (Without the Headache)

The scoring system might sound complicated, but let me break it down in plain terms:

1. Item Level (0-3) – Each question is scored based on correctness and quality.

2. Indicator Level – Scores for specific skills are standardized and converted to a 1–100 scale.

3. Domain Level – A weighted average of indicators, giving a clear view of competency in leadership areas.

4. Overall Score – A combined, normalized score that tells you how ready a candidate is for school headship.

Think of it like baking a layered cake: each layer (item, indicator, domain) contributes to the final flavor (overall competency). Miss one layer, and the cake isn’t perfect—but it can still taste great after adjustments.

Mini Q&A:

• Q: Can someone with developmental areas still become a school principal?
  A: Yes, with Professional Development Interventions (PDIs) and a Work Application Plan certified by the school division superintendent.

• Q: How long do these interventions take?
  A: Typically, three months, but timelines vary based on the domain needing improvement.

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Personal Lessons From Leading Through Assessment

Here’s a story that resonates: a few years ago, I took a leadership assessment for the first time. I barely met two of four competency domains. I’ll admit—I felt defeated. But the structured feedback I received was a revelation. It showed me exactly where I needed to grow.

The same principle applies to the NASH: scores aren’t judgment—they’re guidance. By reflecting on each domain, school heads can pinpoint their weaknesses and tackle them strategically.

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The 3-Day NASH Challenge: Applying Lessons Personally

Inspired by these insights, I created a simple exercise for anyone wanting to grow professionally, whether in education or another field:

The 3-Day Experiment:

• Day 1: Identify one skill area you consistently avoid or struggle with. Write down specific challenges.

• Day 2: Take actionable steps to improve it, even if small—read an article, observe a peer, or draft a plan.

• Day 3: Reflect on what worked and what didn’t. Adjust your strategy and set a goal for continued growth.

Small, intentional steps—like the NASH’s PDIs—lead to measurable improvement over time.

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Why This Matters Beyond the Philippines

Even if you’re not in the Philippines, the lessons are universal: leadership is about continuous development, honest reflection, and targeted practice. Whether you lead a classroom, a team at work, or a community initiative, structured assessment plus actionable feedback can guide you toward success.

And if I can be candid: embracing feedback, especially when it feels critical, is humbling. But every leader I’ve admired has gone through this discomfort. It’s part of growing stronger and wiser.

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Closing: From Numbers to Narrative

I still remember that first pile of assessment scores—frustrating, intimidating, and overwhelming. Yet, with reflection and action, those numbers became my roadmap. DepEd Memorandum 097, s. 2025 isn’t just a list of scores; it’s a story of teachers striving to become the leaders their schools need.

So, here’s my challenge: share your own story of growth—professional or personal—in the comments. Let’s turn numbers into narratives, mistakes into lessons, and assessments into opportunities.

DepEd Announces Mid-School Year Wellness Break for Teachers and Students

☕ When the Classroom Lights Go Off for a While

I’ll admit it — as a teacher, there were days when my brain felt like a chalkboard that’s been erased one too many times. When I heard about DepEd’s mid-school year wellness break, my first reaction was, “Finally, someone gets it.”

We’re not machines. Between checking quizzes, chasing deadlines, and surviving storms (literally and figuratively), our minds need a reset. And for once, the Department of Education seems to be saying the same thing: rest is part of the job.

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🌤 Why DepEd Declared the Wellness Break

The Department of Education (DepEd) officially announced that from October 27 to 30, 2025, all public schools nationwide will observe a mid-school year wellness break for both teachers and students.

According to Education Secretary Sonny Angara, the decision was made to allow recovery time after recent natural disasters and a rise in flu cases. This move also reflects President Bongbong Marcos Jr.’s directive to prioritize teacher welfare and well-being.

“We heard the call of our teachers,” Angara said. “They deserve time to rest and spend with their families. We’ll work better if we feel better.”

That statement alone feels like a collective sigh of relief across classrooms in the Philippines.

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🏫 What Schools Need to Know

DepEd clarified that schools and divisions are given flexibility to adjust their schedules in coordination with their respective Schools Division Offices (SDOs) and Regional Offices (ROs).

Here are the key points every teacher and school leader should know:

• 🗓 Break Duration: October 27–30, 2025

• 📘 Resumption of Classes: November 3, after All Saints’ and All Souls’ Day

• 🎓 INSET Schedule: Schools must still conduct the In-Service Training (INSET) at another date before the end of School Year 2025–2026

• 💰 Paid Reservations: For schools that already paid for INSET venues or meals, these may be rescheduled or repurposed for other professional activities

• 🙋 Voluntary INSET: Teachers who choose to proceed with INSET during the break will not be required to attend another similar training later in the year

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❤️ Why This Break Matters More Than You Think

Let’s be real — teacher burnout is not just a buzzword. It’s a quiet crisis. A 2024 study by the Philippine Institute for Development Studies (PIDS) revealed that over 70% of public school teachers reported feeling mentally and physically exhausted by midyear.

Personally, I’ve felt that creeping fatigue. One time, I found myself grading essays past midnight, my coffee long gone cold. I realized I wasn’t being a good teacher anymore — just a tired one.

That’s when it hit me: Rest isn’t laziness. It’s preparation.

This wellness break is more than just time off; it’s a message that teacher well-being is national concern, not just personal responsibility. When teachers recharge, students learn better. It’s that simple.

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🧘 The 3-Day Self-Recharge Experiment

During this break, try this personal challenge I call “The 3-Day Self-Recharge Experiment.”

Day 1: Digital Detox

• Log out of work chats and email.

• Do one thing purely for joy — read a novel, watch a sunset, or take an afternoon nap guilt-free.

Day 2: Family First

• Cook a meal together or visit relatives you haven’t seen in months.

• Reconnect with life outside the classroom walls.

Day 3: Reflect and Reset

• Write down what teaching moments made you proud this year.

• Plan one personal or professional goal for November onward.

Small acts of recovery can create long-term impact. Remember: You can’t pour from an empty cup.

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📘 The Bigger Picture: What INSET Is For

After the wellness break, DepEd reminds all schools to conduct the required INSET (In-Service Training) — a professional development program that helps teachers and school leaders improve their teaching skills and stay updated with curriculum reforms.

INSET ensures that educators remain adaptable and equipped to deliver quality education — especially as the MATATAG Curriculum continues to roll out across the country.

So yes, the break gives you rest — but INSET gives you growth. Both are equally vital for creating strong, inspired educators.

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🌈 A Well-Deserved Pause

When classes resume on November 3, may every teacher walk back into the classroom feeling a little lighter, more patient, and more inspired.

I used to think rest was a luxury. Now I see it as a necessity — like oxygen for the soul. And maybe, just maybe, this DepEd wellness break will remind us all that taking care of teachers is the first step to taking care of education itself.

So here’s to resting without guilt, growing without burnout, and teaching with renewed joy.

How will you spend your wellness break? Share your thoughts and stories in the comments below — we’d love to hear from you.

A Teacher’s Guide to Classroom Observations Under DepEd’s Multi-Year PMES

☕ When Observation Days Used to Terrify Me

I’ll be honest — the first time I had a classroom observation, I almost spilled my coffee on my lesson plan. It felt like judgment day. My mind raced, my hands trembled, and my once-confident voice suddenly sounded like a shaky radio signal. The word “observation” carried so much weight that I forgot it was supposed to be about growth, not perfection.

Fast forward to this school year, and here we are again — a new DepEd Memorandum (DM No. 089, s. 2025) rolling out fresh guidelines under the Multi-Year Performance Management and Evaluation System (PMES) for teachers from SY 2025–2026 to 2027–2028.

And guess what? This time, it’s not about anxiety — it’s about flexibility.

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🌱 The New Face of Classroom Observations

Under DepEd Memorandum No. 089, s. 2025, teachers are given flexibility in conducting full-period classroom observations.

If your first observation happened during the First or Second Quarter — even before this memo dropped — it still counts as your first full-period classroom observation, as long as:

• It was conducted for a full session;

• The Observation Notes Form was duly accomplished and signed; and

• The schedule was mutually agreed upon by teacher and observer.

That’s a sigh of relief, right? The memo even allows that first observation to happen up to the Third Quarter, while the second one can take place during the Third or Fourth Quarter.

It’s like DepEd finally said, “We see you, teachers. Take your time — just do your best.”

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💡 What “Flexibility” Really Means (Beyond the Paperwork)

I used to think “flexibility” meant bending over backward to meet new requirements. But reading this memo changed that mindset. It’s not about doing more — it’s about doing things smarter and fairer.

Here’s the heart of the update:

• Teachers aren’t required to re-demonstrate indicators (COIs) already shown in earlier observations.

• However, if you want to show improvement or refine your performance, you can opt to re-demonstrate them.

• The timeliness of demonstrating COIs will not be rated for SY 2025–2026.

That last point? Huge. It means the focus shifts from rigid timing to authentic teaching performance.

Did You Know?
DepEd’s Multi-Year PMES aligns with international education standards that emphasize continuous professional growth over one-time evaluation. This mirrors systems in countries like Finland and Singapore — where teacher feedback loops are designed to support, not stress.

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📘 My Turning Point: From Panic to Progress

A few years back, I bombed an observation. I forgot one key learning material, my tech failed, and my students suddenly went full chaos mode. I thought it was the end. But my observer surprised me — she smiled and said, “You did what good teachers do — you adapted.”

That moment changed how I viewed evaluations. They weren’t traps. They were mirrors — showing me both my growth and my grit.

So, when I read about DepEd’s new flexibility clause, I saw a reflection of that same grace — a reminder that progress, not perfection, is the true goal.

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🧭 The 3-Day “Calm & Confident” Observation Challenge

If you’re still anxious about your next observation, try this mini self-challenge before your scheduled day:

Day 1 – Reflect:
Revisit your previous observation notes. What went well? What made you proud? Write down 3 things you want to maintain.

Day 2 – Rehearse:
Run a mini “class preview” — even if it’s just for your pet, your spouse, or a mirror. Practice your opening and transition lines. Confidence grows with repetition.

Day 3 – Reset:
The night before your observation, unplug early. No cramming, no overthinking. Trust that your experience will carry you through. Remember, your goal is connection — not performance.

This simple challenge helped me stop over-preparing and start enjoying teaching again.

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🧩 Classroom Observations Aren’t Tests — They’re Snapshots

When we zoom out, classroom observations are just snapshots of our larger teaching journey. One lesson can’t define a teacher, just like one photo can’t capture a lifetime.

With the flexibility in schedule and demonstration, DepEd is acknowledging something we teachers have known all along: learning and teaching evolve. Some days are masterpieces; others are messy works in progress — and that’s okay.

So next time you see your name on the observation list, take a deep breath. You’ve been preparing for this all along, not through perfect plans but through everyday patience, laughter, and resilience.

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💬 Final Thoughts: From Fear to Freedom

Remember my coffee-spilling story? These days, I still drink that same cup before every observation — but this time, it’s a toast to calm, not chaos.

Flexibility in classroom observations isn’t about lowering standards; it’s about raising understanding. It’s about meeting teachers where they are, not where the paperwork expects them to be.

So, let’s celebrate progress — messy, beautiful, human progress.
And I’d love to hear from you: How do you prepare for classroom observations now that flexibility is part of the plan? Share your story in the comments — because your experience might just be the encouragement another teacher needs.

Over 10,000 Schools at Risk from Floods and Landslides Amid Tropical Storm Ramil

When it rains, it really pours — especially in the Philippines. As Tropical Storm Ramil (international name: Fengshen) lashes the country with strong winds and heavy rains, the Department of Education (DepEd) has raised serious concerns about the safety of thousands of schools sitting in high-risk areas.

According to the DepEd Disaster Risk Reduction and Management Service (DRRMS), more than 10,538 schools across 113 divisions are in danger of flooding, while 12,602 schools in 103 divisions could face rain-induced landslides. That’s not just a number — that’s tens of thousands of classrooms, teachers, and learners who may need urgent support as Ramil continues to drench the archipelago.

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🌀 Ramil’s Wrath: What’s Happening Now

As of 11 a.m. on October 19, 2025, Ramil hovered near Manila Bay, moving west northwest at 15 km/h, packing 65 km/h winds and gusts of up to 90 km/h, according to Pagasa.

Signal No. 2 was raised over Metro Manila, Central Luzon, and parts of Northern Luzon, while Signal No. 1 remained up in several provinces including Cagayan, Ilocos, Batangas, Cavite, and the Mindoro region.

DepEd’s initial report paints a worrying picture:

• 🏫 98 classrooms sustained minor damage

• 🧱 12 had major damage

• 🏚️ 38 were completely destroyed

• 🚰 9 WASH (Water, Sanitation, and Hygiene) facilities were also affected

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🧩 DepEd’s Response: “Safety First, Learning Next”

The department immediately directed schools to coordinate with local government units (LGUs) and disaster councils, activate their School Disaster Risk Reduction and Management (SDRRM) teams, and safeguard learning materials and equipment.

“DepEd remains dedicated to safeguarding the well-being of all learners and personnel,” the report emphasized, urging field offices to document and report incidents via the Incident Management Reporting System (IMRS).

It’s a reminder that education doesn’t stop when the storms come — but safety must come first.

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💭 A Thought to Leave You With

It’s heartbreaking how often we see our schools double as evacuation centers instead of classrooms. As climate change intensifies, we need to invest not just in education, but in resilience — building schools that can withstand the storms of both nature and time.

Maybe someday, “back to school” won’t have to mean “back to rebuilding.” 🌱