Good Shepherd Montessori School Antipolo Campus extends the educational experience developed through Good Shepherd’s long work in Pasig into a new school environment for children, teachers and families in Antipolo City.
The campus serves as a pilot school and possible supervised practicum site for selected SEELS-supported teacher formation, literacy development and school-improvement activities. The partnership honours the vision carried forward by Dr. Maria Lourdes Chua and Dr. Rey Chua while building systems suited to the needs of the Antipolo community.
GSMS Antipolo is not presented as a copy of an older campus. It is a new setting where the experience, values and institutional memory of Good Shepherd can be translated into systems appropriate for a growing school community.
The partnership with SEELS PH ETD allows selected teacher-development programmes to connect with classroom observation, literacy preparation, mentoring, curriculum implementation and quality assurance. School operations remain under GSMS leadership, while SEELS supports the agreed training and professional-development process.
GSMS Antipolo determines school policies, learner admission, staffing, campus operations and available practicum capacity. SEELS PH ETD supports the agreed teacher-formation curriculum, resources, mentoring and quality-assurance process. Regular school enrolment and teacher-development participation are separate pathways.
Dates, fees and inclusions are announced per batch. Confirm the current written announcement before registering.
Young learner development, multilingual classrooms, five-step lesson planning, teaching resources, portfolio work and microteaching for educators working with children.
Child development, oral language, prepared environment, sound awareness, beginning reading and writing, and systematic phonics.
Practical preparation for Filipino and English literacy, with both languages treated as equally valuable for learning, communication and participation.
Practical support for teachers using systematic synthetic phonics and selected Jolly Classroom App features in home, tutorial-centre and school settings.
Training dates, app access, subscriptions, materials and inclusions are confirmed for each batch. Participation does not by itself confer official Jolly trainer status unless separately authorised and expressly stated.
When conditions allow, selected participants may connect training outputs with observation, assisted teaching, microteaching and supervised demonstration.
Study learner readiness, classroom routines, language use, materials and the wider conditions that influence teaching.
Carry out an approved lesson, small-group activity or teaching task under clear supervision and safeguarding conditions.
Review learner work, mentor feedback and written reflection before planning the next teaching response.
Begin with a learner, classroom, staffing or school-development need that can be clearly described.
Join the formation that matches the need and develop a common understanding among teachers and school leaders.
Use approved demonstrations, assisted teaching or classroom implementation with defined roles and safeguards.
Use learner evidence, mentor feedback, teacher reflection and school review to guide the next improvement cycle.
Qualified participants may progress from introductory training into a longer Digital Montessori Education Specialist pathway that connects child development, Montessori practice, literacy, digital learning, school systems and supervised application.
Any internship, project assignment or school-based responsibility is confirmed separately according to readiness, mentor availability, school priorities and written approval.
Participants seeking broader English-language teaching preparation may apply separately to the online programme offered by SEELS Teachers Academy in Japan.
The 24-Hour TEYL Philippine Variant and the 120-Hour TESOL have separate enrolment, assessment, requirements and certificates.
Strengthen classroom practice, literacy support, observation and shared school routines.
Build a supervised and evidence-based foundation before taking on greater responsibility.
Join an appropriate announced batch and contribute to selected school or community education activities.
Learn structured and child-safe ways to support literacy and learning outside regular school hours.
GSMS teachers, teaching assistants, teacher candidates, education graduates and invited partner educators may join programmes that match their preparation and the requirements of the announced batch.
The shared options include the TEYL Philippine Variant, Montessori Language and Jolly Phonics, Ginto at Pilak ng Wika, and Jolly Phonics and Jolly Classroom App Training Support. Confirm the current written announcement.
The campus holds DepEd Region IV-A permits to operate for Kindergarten No. K-754, s. 2026; Grades 1–6 No. E-755, s. 2026; and Grades 7–10 No. S-756, s. 2026.
Qualified participants may be considered when learner schedules, safeguarding, consent, mentor availability and school capacity allow. Every placement and practice arrangement is confirmed separately in writing.
No. Training and supervised practice do not guarantee a teaching position. GSMS and any receiving institution independently manage vacancies, interviews, demonstrations, appointments and employment conditions.
Email info@seels.ph and identify whether the inquiry concerns teacher development, supervised practicum or regular GSMS school orientation. These are handled as separate pathways.
State clearly whether your inquiry concerns a training programme, possible practicum participation, employment interest or regular GSMS school admission so it can be directed appropriately.