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LEARNING ACTION CELL TOOLKIT

An Implementation Guidebook

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''''''''''''Learning'Action'Cell'Toolkit:''An'Implementation'Guidebook''ISBN'12345678910''©'2018'BEST'Program'''First'Edition''Published'by:'''''''''Unit'14D,'14th'Floor,''Marco'Polo'Business'Office,''Sapphire'Road,'Ortigas,'Pasig'City'1605'Philippines'www.best.org.ph'

Lead'Offices:''Dr.'Marilette'R.'Almayda,'Director,'Bureau'of'Learning'Delivery'Dr.'John'Arnold'Siena,'Director,'National'Educators'Academy'of'the'Philippines'''Writers:''Dr.'Rosalina'Villaneza'(Lead)]'Claire'Barcelona,'Reyna'Joyce'Barutu,'Leah'Bautista,'Dr.'Angelina'Buaron,'Nerio'Benito'Eseo,'Doris'Esmero,'Abdul'Aziz'Iya,'Jerry'Jimmy,'Emma'Luberanes,' Dr.' Victoria' Mangaser,' Dr.' Victoria' Mayo,' Alea' Anne' Macam,' Joan' Protacio,'Giovanna'Raffinan,'and'Patrick'Jay'Veril'''

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Lorna&Dig&Dino&Undersecretary'for'Curriculum'and'Instruction'Department'of'Education'

'''Premium' to' realizing' the' Department' of' Education’s' vision' to' continuously' improve' as' a'learning_centered'institution'is'the'continuing'professional'development'and'advancement'of'teachers'who'are'tasked'to'deliver'basic'education'to'the'students,'our'stakeholders.'Quality'teaching'results'to'quality'learning,'thus,'as'an'institution'of'learning,'it'is'an'utmost'important'to'enhance'teacher'quality'based'on'the'principle'of'lifelong'learning.''''One' of' the' mechanisms' to' support' professional' development' of' teachers' is' through' the'institutionalization'of'DepED'Order'35,'series'of'2016'otherwise'known'as'the'“The$Learning$Action$Cell$ as$a$K$ to$12$Basic$Education$Program$School<Based$Continuing$Professional$Development$Strategy$for$the$Improvement$of$Teaching$and$Learning”,'that'aims'to'develop'and'support'successful'teachers'by'nurturing'their'knowledge,'attitudes,'and'competencies'in'terms'of'curriculum,'instruction,'and'assessment'in'their'work'stations.''Moreover,'alongside'this'policy'is'the'approval'of'the'accreditation'of'the'National'Educators'Academy'of' the'Philippines' (NEAP)'as'service'provider' for'CPD' for' teachers.'This' include'granting'LACs'as'creditable'activity'for'CPD''which'means'that'by'attending'and'facilitating'LACs,' teachers' can' earn' CPD' units' which' they' can' use' to' meet' the' requirements' of'Professional'Regulation'Commission'(PRC)'for'the'renewal'of'teacher’s'license.'''These' two' policies' are' now' operationalized' and' developed' through' this' LAC' Toolkit:' An'Implementation' Guidebook' which' presents' the' step_by_step' process' of' implementing' the'LACs'in'your'work'stations.'This'LAC'toolkit'covers'activities'for'pre_LAC,'during'LAC,'and'post' LAC'which' are'presented' into'nine' (9)' readable,' realistic,' and'user_friendly' resource'booklets.'We'hope'that'this'LAC'toolkit'will'guide'your'school'in'the'planning,'implementing,'monitoring,'and'evaluating'your'LACS.'''It' is'our'hope' that' your'motivation' to'actively'participate' in'LACs' is'not'only' contingent' to'compliance' or' CPD' units' but' as' your' self_commitment' to' continually' improve' oneself' to'contribute'to'the'achievement'of'DepED’s'vision,'mission,'and'goals.'''Let'us'all'move'one'with'love…in'the'service'of'the'Filipino'children!'''Thank'you!'

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'CONTENTS'

'''''''''''''''''''''''''''''''''''''''''''Page'

' ' '' Book&1:&Learning&Action&Cell&Overview&and&Content&Guide& '

' ' '

'''''''Pre_'LAC'Activities'

Book&2:&&Setting&Up&LAC&Implementation&Plan& '

LAC'Planning'Process' '

Identifying'Needs'and'Topics' '

Organizing'Learning'Groups'and'Identifying'of'Learning'Goals' '

' '

' '

Book&3:&Establishing&LAC&Culture&and&Norms& '

Collaborative'Learning'and'Skills' '

Selection'Protocols'for'Learning'Facilitator,'Coach,'and'Mentor' '

Roles'and'Responsibilities' '

Setting'Up'of''Resources' '

Establishing'LAC'Time' '

' '

Book& 4:& Menu& of& SchoolJBased& Professional& Development& Learning&Activities&

'

'During'LAC''

'Book&5:&Implementing&the&LAC&Plan&&

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'Pre_,'During'and'Post'–'LAC'Activities''

'''Book&6:&Monitoring&and&Evaluating&LAC&Activities&

'

'Post' LAC'Activity''

'Book&7:&Evaluating&School&PLC&Practices&

'

'Pre' and'Post' LAC'Activity''

'Book&8:&Accrediting&LAC&Activities&for&CPD&Units&

'

' Book&9:&LAC&Tools&and&Templates& '

TABLE&OF&CONTENTS&

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Coach'

'a' classroom' teacher,' school' head,' district' head,' and'division'supervisor'who'has'the'content'knowledge'and'advanced'skills'in'a'certain'skill'and'can'be'responsible'for'helping'other'teachers'in'the'school'to'improve'their'teaching'skills'and'competencies''

Coaching'

'a'learning'approach'for'adults'that'is'used'to'improve'a'peer’s'skill'or'practice''

Group'Facilitator'

'a'teacher'who'is'a'member'of'a'LAC'group'or'learning'group'who'is'assigned'to'facilitate'a'learning'discussion.'A' group' facilitator' may' not' necessarily' be' the' more'knowledgeable'person'in'the'group.''

'Learning' Facilitator' or'LAC'Facilitator'

'a' classroom' teacher,' master' teacher,' school' head,'district' head,' or' division' supervisor' who' has' an'advanced'content' knowledge'and/or' pedagogical' skills'in'a'certain'topic'or'competency''

'LAC'or'Learning'Activity''

'school_based' learning' activities' teachers' embark' in' to'improve'their'practices.'LAC'activities'can'take'form'of'any' learning' modalities' such' as' structured' group'learning'sessions,'one_on_one'learning'sessions,'or'self_managed' learning' sessions,' or' multi_school' learning'sessions.'''''

LAC'Group' or' Learning'Group'

a'group'of'teachers'that'have'a'common'learning'goal,'and'that'participates'in'learning'activities'to'achieve'their'goal.' A' LAC' group' is' composed' of' a' LAC' facilitator,'group'facilitator,'and'LAC'members.''''

LAC'Member'

'teachers'who'engage' in'a' learning'activity'with'a'LAC'facilitator,'group'facilitator,'mentor,'or'coach'facilitating'a'professional'discussion.''''

Mentoring'

a'one_to_one'relationship'between'a'more'experienced'and' a' less' experienced' teacher' which' is' based' on'encouragement,' constructive' comments,' openness,'mutual'trust,'respect'and'a'willingness'to'learn'and'share''

DEFINITION&OF&CRITICAL&TERMS*&

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Mentor'

a'person'who'has'a'strong'understanding'of'the'learning'areas' in' which' they' are' trained' in' terms' of' content'knowledge' and' pedagogy.' They' possess' the' requisite'knowledge,' skills' and'values' that' support' the' teaching'and'learning'process.''''

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*TO&BE&COMPLETED&WHEN&FINALIZED&''''''''''''''''''''''''''''''''''''''''

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'''''''AIP' ' Annual'Improvement'Plan'

APP' ' Annual'Procurement'Plan'

ASDS' Assistant'Schools'Division'Superintendent'

AUSAID' Australian'Aid'

BEST' ' Basic'Education'Sector'Transformation'

CID' Curriculum'Implementation'Division'

CLMD' ' Curriculum'and'Learning'Management'Division'

CO' ' Central'Office'

COP' ' Communities'of'Practice'

CPD'' ' Continuing'Professional'Development'

DepED''' Department'of'Education'

DFAT' ' Department'of'Foreign'Affairs'and'Trade'

EFA' ' Education'For'All'

EGRA' Early'Grade'Reading'Assessment'

EGMA' Early'Grade'Mathematics'Assessment'

ELLN'' ' Early'Language,'Literacy,'and'Numeracy' '

ELNA' ' Early'Language,'Literacy,'and'Numeracy'Assessment'

EPS' ' Education'Program'Supervisor'

FGD' ' Focused'Group'Discussion'

HRDD'' Human'Resources'Development'Division'

HRTD' ' Human'Resource'Training'and'Development'

ICT' ' Information'Communication'Technology'

IE'' ' Inclusive'Education'

INSET'' In_service'Training'

IPCRF'' Individual'Performance'and'Commitment'Review'Form'

KPI'' ' Key'Performance'Indicators'

LAC'' ' Learning'Action'Cell'

LF' ' Learning'Facilitator'

LRDMS' Learning'Resource''

MOOE'' Maintenance'and'Other'Operating'Expenses'

NAT'' National'Achievement'Test'

NEAP' ' National'Educators'Academy'of'the'Philippines'

GLOSSARY&OF&ACRONYMS&

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NCBTS_TSNA'National' Competency_Based' Teachers' Standards' –' Teacher' Strengths' and'

Needs'Analysis'

Phil_IRI' Philippine'Informal'Reading'Inventory'

PIR' ' Performance'Implementation'Review'

PLC'' ' Professional'Learning'Communities'

PPST' ' Philippine'Professional'Standards'for'Teachers'

PRC'' ' Professional'Regulations'Commission'

PRIMALS' Pedagogical'Retooling'in'Mathematics'and'Languages'

PRODED' Program'for'Decentralized'Education'Development'(PRODED)'

PSDS'' Public'Schools'District'Supervisor'

RBMS_SAT' Results'Based'Management'System_Self_Assessment'Tool'

RO' ' Regional'Office'

SBM' ' School_Based'Management'

SDO' ' Schools'Division'Office'

SDS' ' Schools'Division'Superintendent'

SEDIP'' Secondary'Education'Development'and'Improvement''Project'

SEPS' ' Senior'Education'Program'Specialist'

SG'' ' Session'Guide'

SIP' ' School'Improvement'Plan'

SRC' ' School'Report'Card'

SWOT'' Strengths,'Weaknesses,'Opportunities,'Threats'

TA' ' Technical'Assistance'

TEEP'' ' Third'Elementary'Education'Project'

UNESCO' United'Nations'Educational,'Scientific,'and'Cultural'Organization' '

USAID'' United'States'Agency'for'International'Development'

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''''''''

The'Learning&Action&Cell' '(LAC)'Toolkit' is'a'resource'material' that'aims'to'operationalize'DepED'order'35,'s'2016'and'guide'school'heads'and'teachers'in'planning,'implementing,'and'assessing' their' school_based'professional' development'activities.'Developed'by' the'Basic'Education'Sector'Transformation'(BEST)'and'the'Department'of'Education'(DepED),'this'LAC'toolkit'combines'policies'and'memos'issued'by'DepED,'baseline'study'conducted'by'BEST,'and'the'innovations'and'best'practices'gathered'in'the'field'to'come'up'with'a'comprehensive,'user_friendly,'and'updated'guidelines'on'LAC.'''This' LAC' Toolkit' comprises' nine' (9)' booklets' that' describes' the' step_by_step' process' in'implementing'pre_LAC'activities,'during'LAC'activities,'and'post_LAC'activities.'These'are'the'following'booklets:''''Setting&Up&LAC&Implementation&Plan&&This'section'provides'an'overview'of'the'planning'process'that'the'school,'district,'or'division'can' follow' when' developing' LAC' implementation' plan.' The' section' also' presents' the'components'of'an'effective'LAC,'provides'insights'on'identifying'professional'development'needs'and'topics,'enumerates'key'roles'and'responsibilities'vis'a'vis'LAC'planning'process,'and'prescribes'a'LAC'implementation'template.''''Establishing&Culture&and&Norms&&This'section' introduces' the'concept'of'collaborative' learning'and'skills'such'as'mentoring,'coaching,'and'feedback'giving,'that'facilitators,'mentors,'or'coaches'need'when'engaged'in''LACs.' It' also' features' the' processes' of' selecting' and' identifying' LAC' resources' and'establishing'LAC'schedule'and'frequency.'''Menu&of&SchoolJbased&Professional&Development&Learning&Activities&&This'section'presents'a'variety'of'professional'development'activities'from'where'the'school'heads'and'teachers'can'choose'from.'It' includes'description'of' the' learning'modalities'that'are'grouped'into'four:'(1)'group'learning'activities,'(2)'one_on_one'learning'activities,'and'(3)'supported' self_managed' learning' activities]' and' (4)' multi_school' learning' activities.' It' also'provides'insights'on'how'school'heads'and'teachers'identify'learning'modalities'that'best'suit'their'schools.''&Implementing&LAC&Plan&&This'section'describes'the'processes'that'take'place'in'a'typical'LAC'session'or'a'facilitated'group'learning'activity.''&&&&&

CONTENT&&GUIDE&

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Monitoring&and&Evaluation&of&LAC&&This'section'provides'an'overview'of'how'LACs'are'monitored'and'evaluated,'features'tools'on'documenting,'reporting,'and'evaluating'LAC'activities,'and'identifies'key'officials'who'will'lead'in'the'monitoring'and'evaluation'processes.''&Evaluating&PLC&Practices&&This'section'presents'a'process'and'tool'which'can'help'school'heads'and'teachers'evaluate'their' school’s' PLC' practices' or' culture.' It' features' the' elements' of' a' school_based' PLC'activities' and' describes' the' step_by_step' process' in' evaluating' PLC' practices' using' the'prescribed'tool.''''Accrediting&LAC&Activities&for&CPD&units&&This' section'describes' the'process'and' the' timelines' schools,' divisions,'and' regions' shall'follow'as'outlined'by'NEAP'to'accredit'school'LAC'activities'for'CPD'credit'units.'''&&LAC&Tools&and&Templates&'All' the' prescribed' tools' that' the' school' can' use' for' pre_LAC,' during' LAC,' and' post' LAC'activities'are'found'in'this'section.'' '

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&&&&&&

&OVERVIEW&''

Understanding+the+Learning+Action+Cell+'The'institutionalization'of' teacher'professional' learning'communities'(PLCs)' in'schools'has'been'significantly'considered'as'a'contributing'factor'towards'individual'teachers’'professional'development'(Goldman'&'Popp,'2016).'Hord,'1997'in'Stoll,'Bolam,'McMahon,'Wallace,'and'Thomas' (2006),'defines'PLCs'as'a' community'of' teachers'and'administrators' in'a' school'whose'goal'is'to'enhance'their'teaching'practice'to'improve'students’'learning'by'continuously'sharing'their'practices'and'learning'with'each'other.''Through'PLCs,'individual'professional'growth'of' teachers' is' achieved,'which' then' contributes' to' the'overall' school' improvement'(Brilman,'1995'as'cited'in'Filion,'Koffi'and'Ekionea,'2015).'In'schools,'PLCs'are'innovation'to'improve' teachers’'mastery'of' the'content' subjects'and' instructional' practices' ' ' (DuFour'&'DuFour,'2012,'p.3).''Likewise'research'studies'also'reveal'that'PLCs'can'potentially'impact'students’'achievement' in'a' “powerful'and'positive'way”' ' (DuFour'&'DuFour,'2012,'p.3).' In'many' countries,' established' professional' learning' communities' have' been' identified' as' a'potent'strategy'for'school'change'and'improvement'(White,'2012).'''In'the'Philippines,'the'establishment'of'teacher'PLCs'is'legalized'and'standardized'through'the'Department'of'Education'Order'No.'35,'s.'2016'entitled'“The'Learning'Action'Cell'as'a'K'to'12'Basic'Education'Program'School_Based'Continuing'Professional'Development'Strategy'for'the'Improvement'of'Teaching'and'Learning”.'Under'this'order,'the'Department'emphasizes'its' support' to' the' continuing'professional' development'activities' through' the' school_based'Learning'Action'Cell' (LAC)' to'help' teachers' improve' their' teaching'and' learning'practices'(Department'of'Education,'2016).'''The' Learning' Action' Cells' (LACs)' is' DepEd’s' primary' mechanism' for' the' professional'development'of'teachers.'It' is'defined'as'“a'group'of'teachers'who'engage'in'collaborative'learning' sessions' to' solve' shared' challenges' encountered' in' the' school' facilitated'by' the'school' head'or'a'designated'LAC' leader”' (DepEd'Order'26,' 2016).'Essentially,'LACs'are'purposeful,'school_based,'and'cost_efficient'professional'development'activities'which'aim'to'continuously' improve'teachers’'pedagogical'skills,' instructional'strategies,'and'assessment'practices,' which' in' turn,' will' result' in' students’' improved' academic' achievement.' This' is'reflected'in'the'framework'below.''''

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'''''''''''''''''The'process'of'LACs'is'anchored'in'the'framework.'The'community'of'practice,'which'in'this'case' is' LACs,' is' a' mechanism' for' teachers' to' collaborate,' plan,' solve,' problems,' and'implement'action,'which'in'turn'improve'teachers’'pedagogical'skills,'instructional'practices,'and'assessment'practices,'which'ultimately'results'in'enhanced'student'learning.'''LACs'was'introduced'in'the'Philippines'as'a'professional'development'activity'implemented'from'the'school' level' to'the'regional' level'by'the'Ministry'of'Education'(now'Department'of'Education)'in'1985.'The'early'application'of'school_level'LACs'principles'was'supported'by'the' Program' for' Decentralized' Education' Development' (PRODED),' the' Third' Elementary'Education'Project'(TEEP),'and'Secondary'Education'Development'and'Improvement'Project'(SEDIP)'(UNESCO'ISO'2006).' 'Over'the'years,'with' innovations'embarked'by'DepEd'and'other'non_government'agencies'supporting'DepEd'schools,'LACs'has'evolved'into'a'more'structured'and'relevant'professional'development'activity.''In'2015,'DepEd'released'a'policy'in'support'of'LACs'in'the'early'grades.''Department'of'Education'Order'12'series'2015'entitled'“Guidelines'on'the'Early'Language,'Literacy,'and'Numeracy'(ELLN)'Program:'Professional'Development'Component”'is'a'policy'of'school_based'Learning'Action'Cells'and'mentoring'to'support' the' implementation' of' a' literacy' and' numeracy' program' from' Kinder' to' Grade' 3'

teachers.''''The' direction' of' teachers’' professional'development'program'is'outlined'in'Department'of'Education'Order'42'series'2017'entitled'“National'Adoption' and' Implementation' of' the' Philippine'Professional'Standards'for'Teachers”.'Teachers’'personal' and' professional' development' needs'are' determined' through' the' Philippine'Professional' Standards' for' Teachers' (PPST),'which' is' a' compendium' of' competencies' that'constitute'teacher'quality'in'the'context'of'the'K'to'12' reform.' LACs' serves' as' a' venue' to' deliver'professional'development'programs'of'DepEd'for'teachers'to'help'attain'higher'career'stage'along'the'PPST.'Alongside'the'issuance'of'this'policy'is'

DepEd’s' initiative' to' ' qualify' teachers’' participation' in' LACs' as' points' to' earn' Continuing'Professional'Development'(CPD)'units.'This'means'that'by'attending'and'facilitating'LACs,'teachers'can'earn'CPD'units'which'they'can'use'to'meet'the'requirements'of'Professional'Regulation' Commission' (PRC)' for' the' renewal' of' teacher’s' license' as' stipulated' in' the'Continuing'Professional'Development'(CDP)'Act'of'2016.'

Improved teacher’s content knowledge, pedagogical skills, assessment strategies, and professional ethics

Student learning and holistic

development

Community of practice with collaborative planning, problem solving, and action-implementation

Essentially, LACs are purposeful, school-based, and cost-efficient professional development activities which aim to continuously improve teachers’ pedagogical skills, instructional strategies, and assessment practices.

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'The'policies'enable' teachers’'motivation'and'participation' in'LAC,'but'as'caveat,' teachers’'active'involvement'in'LAC'should'not'just'be'attributed'as'compliance'to'a'mandate'but'it'is'part' of' their' self_commitment' in' continually' improving' oneself' ' and' in' contributing' to' the'improvement' of' peers' professionally' to' in' turn' contribute' to' the' achievement' of' DepEd’s'vision,'mission,'and'goals.''''''References:'

•' Department'of'Education'Order'No.'83,'s.'2012,' “Implementing'Guidelines'On'The'Revised'School_Based'Management' (SBM)' Framework,' Assessment' Process' And'Tool'(APAT)”'

•' Department'of'Education'Order'No.'12,'s.'2015,'“Guidelines'on'the'Early'Language,'Literacy'and'Numeracy'Program:'Professional'Development'Component”''

•' Department'of'Education'Order'No.'35,'s.'2016,'“The'Learning'Action'Cell'as'a'K'to'12' Basic' Education' Program' School_Based' Continuing' Professional' Development'Strategy'for'the'Improvement'of'Teaching'and'Learning”'

•' Department'of'Education'Order'No.'44,'s.'2015,'“Guidelines'on'the'Enhanced'School'Improvement'Planning'(SIP)'Process'and'the'School'Report'Card'(SRC)'

•' Department'of'Education'Order'No.'35,'s.'2016,'“The'Learning'Action'Cell'as'a'K'to'12' Basic' Education' Program' School_Based' Continuing' Professional' Development'Strategy'for'the'Improvement'of'Teaching'and'Learning”''

•' Department' of' Education' Order' No.' 42,' s.' 2017,' “National' Adoption' and'Implementation'of'the'Philippine'Professional'Standards'for'Teachers”'

•' DuFour,' R.' (2010).'Learning$ by$ doing$ :$ A$ handbook$ for$ professional$ learning$communities$at$work'(2nd'ed.).'Bloomington,'Ind.:'Solution'Tree'Press.'

•' Stoll,'Louise,'Ray'Bolam,'Agnes'McMahon,'Mike'Wallace,'and,'Sally'Thomas'(2006).'Professional' Learning' Communities:' A' Review' of' the' Literature.' ' Journal' of'Educational'Change'(2006)'DOI'10.1007/s10833_006_0001_8'

•' Professional'Regulation'Commission'Resolution'No.'1032,'s.'2017'•' UNESCO'Regional'Office' for'Education' in'Asia'and' the'Pacific,'1985.'Manual'Co_

operation'for'Schools'Development.'Bangkok,'Thailand.'

•' LAC' Starter' Guide' for' LAC' Leaders.' Basic' Education' Sector' Transformation' with'Department'of'Education,'2016.'

•' Philippine' Professional' Standards' for' Teachers.' Department' of' Education' and'Teacher'Education'Council,'2017.'

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Setting up LAC Implementation Plan

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LAC&PLANNING'

'&Section&Overview&&Planning'for'continuous'professional'growth'of'teachers'is'essential.'Premium'to'an'effective'Learning'Action'Cell'program'is'a'well_designed'planning'exercise'where'teachers'and'the'school'head'collaborate.'In'this'stage,'the'school'shall'clearly'define'their'goals'and'targets,'identify'specific'students’'and'teachers’'needs,'and'establish'culture'and'norms.'This'section'gives'an'overview'of'the'planning'process,'present'the'components'of'an'effective'LAC,'and'guide'the'schools'and'the'teachers'in'developing'their'LAC'Implementation'Plan.''''

&The&Planning&Process&&The' planning' process' for' Learning' Action' Cell' requires' several' activities' that' need' to' be'conducted'by'key'actors.''In'this'stage,'the'school'shall'be'able'to'assess'the'professional'and'growth'needs'of'the'teachers,'identify'topics'based'on'needs,'establish'LAC'culture'and'norms,'select'appropriate'learning'modalities,'and'develop'monitoring'and'evaluation'process.'The'framework'below'provides'step_by_step'process'of'developing'a'LAC'plan.'''

''''''''''''''

Gather'and'Assess

What%are%the%professional%development%needs%of%

teachers%based%on%DepED%prescribed%tools%%(ie%RPMSG

SAT,%IPCRF,%Leanring%Assessments)?

Establish'Culture'and'Norms''

What%are%the%shared%values%and%vision%of%the%school?%%How%do%teachers%

learn%from%ot%the%experience%of%thier%peers?

Identify'and'Define

What%are%the%possible%topics%based%on%the%teachers'%needs?%What%are%the%learning%goals/outcomes?%

Develop'LAC'

Implementation'Plan

What%are%the%most%effective%ways%to%meet%teachers’%need?%

Who%should%teachers%be%working%with,%when,%and%toward%what%end?

How%many%LAC%groups%will%be%formed?%When%and%where%are%LACs%conducted?%What%are%the%modalities%that%will%be%used%during%the%conduct?%What%

resources%are%needed?%

DevelopProgress'Monitoring'and''Evaluation'PlanHow%will%we%know%if%we%are%

meeting%our%goals?How%will%we%evaluate%success?%

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STEP&1.&Gather&and&Assess&&The'first'step'in'the'LAC'planning'process'is'gathering'and'assessing'the'professional'needs'of'the'teachers.'The'school'head'or'the'LAC'leader'shall'lead'in'this'exercise'through'the'use'of'DepED'prescribed'assessment'tools'such'as:'''

1.' Results_based' Performance' Management' System' –' Self' Assessment' Tools' for'Teachers'(RMPS_SAT)'

2.' Individual'Performance'Commitment'and'Review'Form'(IPCRF),''3.' National'Competency_Based' Teachers' Standards' –' Teachers' Strength'and'Needs'

Analysis'(NCBTS_TSNA)''4.' Philippine'Professional'Standard'for'Teachers'(PPST)''

'Results'of'teacher'and'student'assessments'can'also'be'used'such'as:''

5.' Test'of'English'Proficiency'for'Teachers'and'Process'Skill'Test''6.' National'Achievement'Test''7.' Early'Grade'Reading'Assessment''8.' Early'Language,'Literacy'and'Numeracy'Assessment''9.' Philippine'Informal'Reading'Inventory'&

&After'collating'all'teachers’'and/or'student'data,'the'school'shall'analyze'and'assess'the'needs'that'shall'be'prioritized'for'LACs.''&Step&2:&Establish&Culture&and&Norms&&Much'of' the'success'of'effective' learning'communities'such'as'LACs,'are'driven'by'values'and'culture'that'the'group'builds'together.'The'LAC'leader'shall'lead'in'establishing'culture'and' norms'within' the'LAC'groups' before' the' conduct' of' the'LAC' sessions.' This' includes'forming' LAC' groups,' agreeing' on' LAC' schedule' and' frequency,' determining' learning'modalities,'setting'up'of'resources,'and'determining'shared'values,'vision,'and'expectations.'The'school’s'LAC'culture'is'reflective'of'their'LAC'implementation'plans.''&Step&3.&Identify&and&Define&&The'assessment'of'all'the'teachers’'needs'shall'be'identified'and'translated'into'LAC'topics'to'be' spread' out' throughout' the' school' year.' All' LAC' topics' shall' clearly' define' teachers’'learning'outcomes'and'indicators'of'learning.'Remember'that'all'learning'outcomes'must'be'measurable'so'that'at'the'end'of'the'year'the'school'will'be'able'to'evaluate'progress.'''&Step&4:&Develop&LAC&Implementation&Plan&&The'LAC'Implementation'Plan'shall'be'developed'once'the'groups'are'formed,'the'topics'are'identified,' and'norms'and' culture'are'established.'A'prescribed' LAC' Implementation'Plan'template'(see'Annex'A)'can'be'used'in'developing'the'LAC'program.''&Step&5:&Develop&Progress&Monitoring&and&Evaluation&Plan&&Monitoring' is'essential' in'determining' the'success'of' the' implementation'of'LAC.'The'LAC'Leader' shall' initiate' clear' plans' to' quality' assure,' monitor,' and' assess' teachers’' learning'activities.'Plans'for'progress'monitoring'shall'be'considered'throughout'LAC'implementation.'''A'suggested'Monitoring'and'Evaluation'tool'(see'Annex'B)'can'be'reviewed'during'the'LAC'planning'process.''&

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The'LAC'leader'and'the'members'shall'agree'on'how'the'LAC'sessions'will'be'evaluated.''The' results' of' the' evaluation' shall' be' used' to' enhance' the' LAC' plan' for' next' year’s'implementation.'Prescribed'evaluation'tools'(see'Annexes'B_G)'can'be'reviewed'during'the'LAC'planning'process'to'ensure'alignment.''''Who&are&involved&in&the&planning&process?&&

&Developing'an'effective'LAC' implementation'plan' involves'collaboration'of' the'LAC' leader'and'the'members.'In'the'planning'process,'roles'and'responsibilities'of'every'one'are'identified'and'key'tasks'are'assigned.'The'table'below'shows'the'different'levels'of'LAC'groups'and'the'key'task'per'level.'''

Steps& School&level&LAC&& District&level&LAC& Division& level&LAC&&

&

Gathering& and&Assessing&Professional&Development&Needs&&

Lead:'Principal'/'School'head'/'Teacher_in_charge'

CoJLead:&Subject'Coordinator'/'Department'Head'

Lead:' PSDS' /'Program'Supervisors''CoJlead:&Assigned'Principal'/' School' head/'Teacher_in_charge&

Lead:'ASDS'

CoJLead:'Assigned' CID'/HRDD'

&

Identifying&Topics&and&Defining& Learning&Goals&and&Outcomes'&

Lead:'Principal'/'school'head'/'teacher_in_charge'

Lead:' PSDS' /'Program'Supervisors''CoJlead:&Assigned'Principal'/' School' head/'Teacher_in_charge'

Lead:'ASDS'

CoJLead:'Assigned' CID'/HRDD'

&

Establishing& Culture&and&Norms&

Lead:'Assigned'LAC'facilitator'/' principal' /' school' head' /'teacher_in_charge''

Lead:' Assigned'LAC' facilitator' /'District' Supervisor'/'Principal'

Lead:' Assigned'LAC' facilitator' /'HRDD'/'CID'

&

&

Developing& LAC&Implementation&Plan&

Lead:'Principal'/'school'head'/'teacher_in_charge' /' teacher)' /'Assigned'LAC'facilitator'

Documenter:& Assigned' LAC'member'

Monitor:' Assigned' LAC'member'

&

Lead:' Assigned'LAC' facilitator' /'District' Supervisor'/'Principal'

'

Lead:'ASDS'

CoJLead:'Assigned' CID'/HRDD'

&

&

Developing& Progress&Monitoring& and&Evaluation&Plan&

'

Lead:'Principal'/'school'head'/'teacher_in_charge' /' teacher)' /'Assigned'LAC'facilitator'

CoJlead:& Assigned' LAC'member&

'

Lead:' PSDS' /'Program'Supervisors''CoJlead:&Assigned'Principal'/' School' head/'Teacher_in_charge'

'

Lead:' Assigned'LAC' facilitator' /'HRDD'/'CID'

'

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At'the'end'of'the'planning,'the'school'shall'be'able'to'develop'the'LAC'Implementation'Plan.'It'is'crucial'that'the'plan'be'sent'to'the'Human'Resources'Development'Department'of'the'Schools'Division'Office'sixty'(60)'days'prior'to'implementation'for'CPD'accreditation.''&&Key&Understanding:&&&Planning'an'effective'LAC'program'entails'several'processes'that'require'commitment'from'each'member.'It'is'important'that'in'every'step'of'the'planning'process'all'the'members'are'heard'and'consulted.'An'effective'LAC'implementation'plan'is'a'result'of'collaboration,'shared'vision,'and'commitment'of'everyone'to'continuously'improve'their'profession'through'LACs.''''& &References:&&DepEd'Order'No.'12,'s.'2015''Guidelines'on'the'Early'Langauge,'Literacy,'and'Numeracy'Program:'Professional'Development'Component'DepEd'Order'No.'35,'s.'2016'.The+Learning+Action+Cell+As+A+K+to+12+Basic+Education+

Program+ School=Based+ Continuing+ Professional+ Development+ Strategy+ for+ the+Improvement+of+Teaching+and+Learning.'

DepEd'Order'No.'53,'s.'2013.'+Rationalization+Plan+for+DepEd.+Learning+Action+Cell+(LAC)+Guidelines+''''''''''''''''''''''''''''''''

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IDENTIFYING&NEEDS&AND&TOPICS''

&Section&Overview&'This'section'describes'how'schools'will' identify'teachers’'professional'development'needs,'organize'teachers'according'to'their'professional'development'needs,'and'plan'their'learning'activities'for'the'school'year.'''&It' is' important'for' the'teachers'and'the'school'head'to'set'a'LAC'strategic'objective'that' is'aligned'with'the'School'Improvement'Plan'(SIP)'to'underpin'the'LAC'activities.'This'strategic'objective'should'support'the'specific'goal'for'student'performance'stated'in'the'SIP'and'should'guide'the'identification'of'priority'of'teacher’s'professional'development'needs'and'the'LAC'topics'to'realize'the'SIP'targets.''&Tools&to&Identify&Teacher&Professional&Development&Needs&&&&Identifying'teachers’'professional'development'needs'is'the'first'step'that'schools'and'districts'need'to'do'in'planning'their'LACs.'The'conduct'of'a'thorough'and'consultative'assessment''helps'schools'understand'their'teachers’'professional'development'needs.'''The'needs'are' identified'with'reference'to'the'professional' teacher'standards'set'for'one’s'career'stage.'These'needs'could'be'captured'through'different'forms' like'self_assessment'tools,' classroom' observation' results,' critical' reflections,' surveys,' research_based' teacher'development' needs,' students’' assessment' results.' Existing' documents' can' help'map' out'professional'development'needs'of'teachers,'like:''''

•' National' Competency_Based' Teachers' Standards' _' Teachers' Strength' and' Needs'Analysis'(NCBTS_TSNA)'

•' Consolidated' report'of' the'analysis'of' the'Individual'Performance'Commitment'and'Review'Form'(IPCRF)'and'professional'development'needs'of'school'personnel'

•' Instructional'supervisory'report'of'instructional'leaders'

•' Results' of' student' assessments' (i.e.,' NAT,' Phil' IRI,' EGRA,' ELNA)' and' teachers'assessment'(i.e.'Test'of'English'Proficiency'for'Teachers'and'Process'Skill'Test)'

•' Philippine'Professional'Standard'for'Teachers'(PPST)'''&Analyzing&Teacher&Professional&Development&Needs&&'The'school'head'or'the'LAC'leader'meets'the'teachers'or'LAC'members'to'review'relevant'documents'gathered.'S/he'shall'be'guided'in'analyzing'professional'development'needs'of'teachers'by'following'the'process'below:'''

1.' The'school'head'reminds'the'teachers'or'LAC'members'to'bring'available'documents'they'have'in'the'meeting.'''

2.' If'the'group'is'big,'the'school'head'can'divide'the'members'into'sub_groups'according'to'their'grade'level,'key'stage,'learning'area,'or'a'combination'of'these.'A'facilitator'should'be'assigned' to' facilitate'discussion' in'his/her'sub_group.'Each'sub'group' is'asked'to'review'the'documents'using'the'Needs&Assessment&Activity&Sheet&(Annex'H)'as'suggested'in'the&LAC'Starter'Guide'to'analyze'their'professional'needs.''

3.' After'going'through'the'documents'and'answering'the'questions'found'in'the'second'column' of' the' Needs' Assessment' Activity' Sheet,' the' facilitator' of' the' sub_groups'categorizes' similar' responses' to' come_up' with' a' list' of' professional' development'

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needs.'In'their'groups,'they'are'to'prioritize'their'needs'by'ranking'them'from'the'most'to' least' important.'The'basis'for'prioritization'could'be'in'terms'of'urgency'of'need,'time'needed'in'addressing'the'need,'interest'or'in'whatever'way'agreed'upon'by'the'members'of'the'group.''

4.' The'school'head'or'LAC'leader'then'compares'the'categories'or'lists'across'each'sub_groups'have'generated.' 'He/she' identifies' similar' and'unlike'categories'across' the'group.''''

'''

Organizing&Learning&Groups&and&Identification&of&Learning&Goals&&&Every'teacher'and'school'head'must'be'part'of'Learning'Action'Cells'(LACs).'LACs'shall'be'formed'primarily'according'to'the'prioritized'needs.'In'addition,'the'number'of'teachers'in'a'school' or' cluster' of' schools,' and' teachers’' learning' style' play'a' factor' in'determining' the'number'of'learning'groups.''In'general,'the'formation'of'LACs'shall'be'but'not'limited'to'key'stages,'grade'levels,'learning'areas,'DepEd'programs,'by'school'size'or'by'clusters.''''

School_based'Learning'Groups''''•' Key+Stages.+Refer' to'DepEd’s' key' stages' in' the'K' to'12' curriculum.'Key'Stage'1'

consists'of'kinder'to'grade'3.'Key'Stage'2'consists'of'grades'4' to'6.' 'Key'Stage'3'consists'of'grades'7'to'10.'Key'Stage'4'consists'of'grades'11'to'12.'In'small'or'medium'schools,'all'teachers'in'a'key'stage'can'form'one'learning'group.''

•' Grade+Levels.$Refer' to' teachers’' grade' level' teaching'assignments' (e.g.,' grade'1,'grade'7,'etc.).'In'big'schools,'teachers'of'the'same'grade'level'can'form'one'learning'group.''''

•' Learning+Areas.$Refer'to'academic'subjects'in'the'K'to'12'curriculum'(e.g.,'English,'Mathematics,' Science,' Filipino,' Mother' Tongue,' etc.).' In' big' schools,' teachers'handling'the'same'subject'can'form'one'learning'group.'''$

•' Programs.+ Refer' to' any' programs' to' support' teaching' and' learning' (e.g.,' ELLN,'PRIMALS,' Indigenous' People' Education,' Continuous' Improvement,' inclusive'education,'positive'discipline)'

•' Individual+or+Self=Managed.+Refers'to'teachers'who'prefer'to'study'a'topic'on'their'own'first,'and'then'with'a'partner'or'a'peer'group.''+

•' Pair+ or+ Partner+ Meet=up.+ Refers' to' one_on_one' teacher' pairing' for' mentoring' or'coaching'activities.' 'Teachers'can'both'be'a'member'of'a'bigger' learning'group' in'addition'to'their'one_on_one'activities.&

'Multi_school'Learning'Groups''''•' Multigrade+Schools.+Refer'to'schools'with'teachers'who'handle'a'combination'of'two'

to'three'grades'in'a'class'(e.g.,'kinder'and'grade'1]'grade'1'and'2]'grade'1'to'3,'etc.).$•' Clustered+Schools.+Refer'to'a'group'of'small'and'medium'size'schools'that'cluster'

together'on'the'basis'of'having'the'same'professional'development'needs.''$+The'school'head'or'the'LAC'leader'uses'the'priority'list'in'the'Teacher'Needs'Assessment'Activity'Sheet'to'determine'the'learning'groups'and'their'members.'He/she'shall'be'guided'in'determining'this'by'following'process'below:''

1.' The'school'head'or'LAC' leader'uses' the'priority'needs' in'organizing'LAC' learning'groups'and'in' identifying'group'members.' 'Organizing'learning'groups'according'to'professional' development' needs'makes' LAC' relevant' and' responsive' to' teachers’'need.' Teachers' can' have'multiple' learning' group'membership,' however,' the' LAC'leader'would'need'to'carefully'arrange'schedules,'or'apply'different'learning'modalities''''

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2.' The'school'head'facilitates'a'whole'school'discussion'to'identify'the'members'of'each'subgroup.' In' big' schools,' the' school' head' may' assign' a' teacher' to' facilitate' the'discussion.''

3.' In'each'subgroup,'the'members'can'choose'a'facilitator'whose'main'role'is'to'facilitate'the'completion'of'the'LAC'Implementation'Plan.''

4.' Upon'determining' the'members'of'a' learning'group,' the'group’s' facilitator'will' then'proceed'with' planning' their' group’s' learning' plans'using' the' LAC' Implementation&Plan&Template'found'(Annex'A).''

&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

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Identifying&topics&for&discussion&in&LAC&&&&The' topics' teachers'will' discuss' in' their' LAC' groups'may'be'determined'by' the' teachers'themselves'under'the'general'guidance'of'the'school'head'or'LAC'Leader.'Teachers'can'use'results'of'which'should'assist'the'LACs'in'listing'their'priority'areas'of'learning.'''Special' emphasis' must' be' made' on' some' key' features' of' the' K' to' 12' Basic' Education'Program.'It'is'important'that'teacher_identified'topics'are'consistent'with'the'following'broad'areas'of' discussion' that' enliven' the' features' of' the'K' to' 12'Basic' Education'Program'as'articulated' in'Republic'Act'No.'10533,' the'Enhanced'Basic'Education'Act' of' 2013,' and' in'various'policies'of'the'Department'of'Education.'Some'ideal'topics'for'LAC'sessions'are:''

'LAC&Instructional&Design&on&Suggested&Topics&&Topic& Description&&&&Teaching& Content&and& Pedagogy& /&Designing&Effective&Instruction&

By'studying'the'K'to'12'Basic'Education'Curriculum,'teachers'will'be'able' to' prepare' better' for' lessons' and' will' be' more' confident' in'designing' effective' instruction.' The' teachers' are' able' to' implement'developmentally_appropriate' teaching' methods' that' respect' the'individual'differences'of' the' learners' in'terms'of' learning'styles'and'needs.' Additionally,' teachers' can' jointly' craft' learning' goals' in'collaboration'with'their'students.'Content'and'performance'standards'and'learning'competencies'must'be'mastered'by'teachers'so'they'can'plan' lessons,'deliver' instruction'effectively,'and'assess' the' learning'''that'resulted'from'their'teaching.'''Teachers' can' collaboratively'plan'weekly' lessons' during' the'LACs'and'these'can'be'implemented'for'the'specified'period'of'time,'after'which,'teachers'can'share'their'experiences'to' improve'subsequent'lessons.'''While'boosting'teachers'own'creative'and'critical'thinking,'their'skills'in'developing'teaching_learning'materials'and' translating'curriculum'content' into'relevant' learning'activities'also'grows.'Student' learning'will' improve' because' teachers' will' be' more' systematic' and' better'contextualized'to'the'learning'needs'of'students.'''

Assessment& and&Reporting&

Every' teacher' should' understand' how' to' implement' the' learner_centered' assessment' policies' for' K' to' 12' Curriculum.' Discussions'about'the' lessons'should'necessarily' include'ways'in'assessing'the'learning'of' students' and'how' data' from' formative' assessment' can'improve' subsequent' lessons.' It' is' also' important' to' utilize' the'assessment'results'to'inform'instruction'and'improve'student'learning.''''Assessment' provides' teachers' and' learners' with' the' necessary'feedback' about' learning' outcomes.' This' feedback' informs' the'reporting'cycle'and'enables'teachers'to'continually'select,'organize'and'use'sound'assessment'processes.''''

21st& Century&Skills&and&ICT&Integration&in&Instruction&

Bringing'21st'century'skills'into'the'teaching'and'learning'situation'is'a'central' feature'of' the'K' to12'Basic'Education'Program.'Teachers'must' enrich' lessons' with' simple' integration' strategies' utilizing'Information' and' Communications' Technology' (ICT)' that' are'developmentally'appropriate.' Instruction'and'assessment'processes'

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can' be' made' more' collaborative' with' ICT,' which' teachers' can'implement'with'the'tools'and'equipment'available'in'their'schools.'''''

Curriculum&Contextualization,&Localization& and&Indigenization&

Curriculum'contextualization'is'the'process'of'matching'the'curriculum'content' and' instructional' strategies' relevant' to' learners.' Student'diversity'requires'that'teachers'always'consider'individual'differences'in'lesson'planning'and'implementation.'Teachers'identify'and'respond'to'opportunities'to'link'teaching'and'learning'in'the'classroom'to'the'experiences,'interest,'and'aspirations'of'the'wider'school'community'and'other'key'stakeholders.'''By' linking'new'content' to' the' local' experiences' that' are' familiar' to'students,'learning'will'be'more'efficient'for'and'relevant'to'them.'The'localization'of'curriculum'is'essential'feature'of'the'K'to'12'Curriculum.'The' teacher’s' guide' and' learner’s' materials' may' be' modified' to'accommodate'the'unique'contexts'of'a'particular'locality.'''Deepening' curriculum' contextualization' through' indigenization' is'essential'for'school'communities'that'have'cultural'practices'that'are'different' from' the'majority' of' people' in' the' same' locality.'Providing'spaces'for'unique'cultures'in'the'K'to'12'Basic'Education'Program'is'a' key' strategy' for' student' inclusion' and' ensuring' relevance' of'education'processes' for'all' learners.'Teachers'and'school' systems'must'make' sure' that' the'members' of' the' community'participate' in'indigenization'processes,'so'that'the'curriculum'will'be'accurate'and'faithful'to'the'culture'in'considerations.'''

Learners&Diversity' Teachers'need'to'be'continually'attuned'to'diversity'of'learners'and'learners'needs.'It'is'the'central'role'of'teachers'to'establish'learning'environments'that'are'responsive'to'the'uniqueness'and'differences'of' each' learner' in' the' classroom.' It' underscores' the' importance'of'teachers’' knowledge' and' understanding' of,' respect' for,' learner’s'characteristics'and'experiences.'Diversity'emanates'from'a'variety'of'factors' such' as' gender,' community' membership,' religious' beliefs,'family'configurations'and'special'learning'needs.''

Student&Inclusion' 'The'Student' Inclusion'as'possible'LACs' topic'focuses'on' Inclusive'Education' (IE)' as' a' process' of' strengthening' the' capacity' of' the'education' system' to' reach' out' to' all' learners' and' can' thus' be'understood'as'a'key'strategy'to'achieve'the'Education'for'All'(EFA)'goals.''

'It' focuses'on'raising'Teacher’s'knowledge'and'capability' to'combat'discriminatory'attitudes,'creating'welcoming'communities,'building'an'inclusive' society' and' achieving' education' for' all' (UNESCO' Policy'Guidelines'on'Inclusion'in'Education,'2009'p.'8).'''

Special& Curricular&Programs'

The'Special'Curricular'Programs'as'LAC'topic'address'children'with'special' needs' differ' in' their' exceptionality' which' entails' varied'instructional'approaches.''The'Teachers'knowledge'play'significant'role' in'the'development'of'learners'with'special'needs.''

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'Enhancement' and' enrichment' of' curriculum' is' based' on' learners’'intellectual' capability,' critical' thinking' skills,' and' reflective' thinking'skills'in'order'to'develop'them.''

Emerging&&concerns& affecting&teaching& and&learning& from&Instructional&Supervision.'

The'LACs'may'also'serve'as'avenue'to'discuss'teachers'and'schools'emerging' and' urgent' issues' or' concerns' affecting' teaching' and'learning' from' the' Instructional' Supervision' conducted' by' school'heads.'This'may'include'DepEd'releases,'Key'Performance'Indicators'(KPI),' best' practices' and' other' concerned' deemed' urgent' and'relevant'to'the'delivery'of'quality'education.'''

+&&&References:&

D.O.'12,'s.'2015'D.O.'35,'s.'2016'BASA'PILIPINAS'Learning'Action'Cell'Facilitator’s'Guide'BEST'LAC'Starter'Guide'for'LAC'Leaders''

''''''''''''''''''''''''''''''''

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''''''''''''''''''

Establishing Culture and Norms

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& & 'Section&Overview&&This'section' introduces' the'concept'of'collaborative' learning'and'skills'such'as'mentoring,'coaching,'and'feedback'giving,'that'facilitators,'mentors,'or'coaches'need'when'engaged'in''LACs.' A' summary' showing' the' similarities' and' difference' of' the' three' activities' is' also'presented' at' the' last' part' of' the' section.' Lastly,' the' selection' protocol' to' be' a' learning'facilitator,'coach,'and'mentor'is'detailed.'''The'skills'and'selection'protocol'described'in'this'section'shall'aid'school'heads'in'selecting'their'schools’'learning'facilitators,'mentors,'or'coaches.'&&&Collaborative&Learning&and&Skills&&&Collaborative&Learning&'Collaborative' learning' is' an'educational' approach' that' involves'group'of' teachers'working'together' to' achieve' common' learning' goals.' In' PLCs,' teachers' engage' in' collaborative'learning'when'they'capitalize'on'one'another’s'knowledge'in'order'to'learn'something'new,'offer' and'solve' instructional' issues'and'challenges,'and' improve' instructional'practices.' In'collaborative'learning'there'is'collective'learning'among'teachers'(Stoll'et'al.,'2006).'This'is'usually'done'in'small'groups'so'that'all'teachers'are'given'the'time'and'opportunity'to'reflect'on'their'current'practices,'share'their'practices'through'modeling'or'demonstrating,'develop'appropriate'teaching_learning'materials,'discuss'their'challenges'and'successes'in'trying'out'an'instructional'strategy'or'approach,'and'offer'solutions'to'their'current'challenges.''''Facilitating&Adult&Learning&&Adults' learn' differently' from' children.' This' is' a' principle' that' learning' facilitators' should'consider' in' conducting' professional' development' activities' in' a' collaborative' learning'environment.'In'the'process'of' learning,'adults'bring'with'them'a'rich' life'experiences,'and'have'a'wide'range'of'skills'and'knowledge'to'share'and'contribute'to'the'learning'activities.'''Malcolm'Knowles,'an'adult'educator' in'the'1960s,' identified'the'following'characteristics'of'adult'learners:'

•' Adults$are$ autonomous$and$ self<directed.'Adults' learn'best'when' they'are' actively'involved' in' the' learning'process.' This'means' that' in' the' professional' development'

activities,' the' learning' facilitators' should'provide'opportunities'where'adult' learners'

discover'new'knowledge'and'skills,'rather'than'being'directed'what'to'understand.''

•' 'Adults$bring$with$ them$ rich$experiences$ related$ to$ their$ life,$ roles,$and$work.$ ' This'means' that'adult' learners'need'to'connect' their' learning'activities' to' their'everyday'

activities.' In' this' way,' they' will' be' able' to' find' the' learning' activities' relevant' and'

interesting.'$•' Adults$ are$ goal<oriented.$ Adult' learners' know' their' professional' needs.' They' find'

learning'programs'with' clearly' defined'elements' relevant' and' interesting'which'will'

help'them'achieve'their'goals.'$•' Adults$are$relevancy<oriented.$Learning'must'be'directly'applicable'to'their'work'and'

daily' activities.' In' a' professional' development' program,' theories' and' concepts'

discussed'must'be'closely'linked'to'the'learners’'actual'work'and'practice.'$

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•' 'Adults$are$practical.$Learners’'focus'on'the'application'of'new'learning,'therefore,'the'focus'of' the'professional' development'activities' should' be'more' than' theories'and'

concepts'but'more'on'how'these'can'be'applied'in'their'work'and'activities.'$•' Adult$learners$need$to$be$shown$respect.$Learning'facilitators'should'acknowledge'that'

adult' learners' are' capable' of' sharing' and' learning.' They' should' be' constructively'

creating'new'knowledge'with'the'learning'facilitators.'$'' 'Active&Listening&+ +Learning'facilitators'of'LACs'should'be'active'listeners'in'facilitating'learning'among'a'group'of' adult' learners.' Active' listening' is' a' communication' technique'which' involves' structured'listening'and'responding'of'the'listener'to'the'speaker'to'achieve'mutual'understanding.''In'the'process'of'active'listening,'the'listener'fully'attends'to'what'the'speaker'is'saying,'then'repeats'in'his/her'own'words'the'important'details's/he'wants'to'emphasize.'The'listener'can'paraphrase,' clarify,' and' reflect' on' the' information' received.' Active' listening' is' a' popular'technique'because'it'helps' listeners'to'fully'concentrate'on'the'information'being'received,'and'it'prevents'misunderstanding'because'of'the'open'communication'between'the'speaker'and'the'listeners.'

'Mentoring&and&Coaching&'Teachers' learn'to' improve'their'practice'from'participating' in'group'learning'activities,' they'also' benefit' from' engaging' from' one_on_one' mentor_mentee' partnerships.' The' National'English'Proficiency'Program'(NEPP)'defines'mentoring'as'a'journey'and'a'relationship'which'gives'people'the'opportunity'to'share'their'professional'and'personal'skills'and'experiences,'and' to' grow' and' develop' in' the' process.' It' is' a' one_to_one' relationship' between' a'more'experienced'and'a'less'experienced'teacher'which'is'based'on'encouragement,'constructive'comments,'openness,'mutual'trust,'respect'and'a'willingness'to'learn'and'share.'A'deliberate'pairing'of'a'more'skilled'or'experienced'person'with'a'lesser'skilled'or'experienced'one,'with'the' agreed_upon' goal' of' having' the' less' experienced' person' grow' and' develop' specific'competencies.'''Coaching'is'a'learning'approach'for'adults'that'is'used'to'improve'a'peer’s'skill'or'practice'(Rush'and'Shelden,'2005'in'Aikens'and'Akers,'2011).'''Below'are'the'following'key'characteristics'of'coaching:'

•' Coaching'is'a'one_to_one'or'small'group'conversation'which'is'targeted'towards'the'

learners’'development'through'self_awareness'and'sense'of'responsibility.'Although'

the' coach' facilitates' the' learning,' the' coachee' directs' his/her' learning' through'

questioning,'active'listening,'and'challenges'in'a'nurturing'environment'(Christian'van'

Nieuwerburgh,'2012).'

•' Coaching' is' task' oriented.' The' focus' of' coaching' is' on' concrete' tasks,' relevantly'

related' to' the' coachee’s' personal' work.' Examples' of' these' are' managing' more'

effectively,'speaking'more'articulately,'and'learning'how'to'think'strategically.'In'this'

scenarios,'an'expert,'who'is'the'coach,'should'be'capable'of'teaching'the'coachee'to'

develop'these'skills.''

•' Coaching'is'short_term'and'maybe'only'for'a'short'period'of'time'as'this'may'depend'

on'the'task'the'coach'and'the'coachee'are'undertaking.''

•' Coaching'is'performance'driven.&The'purpose'of'coaching'is'to'improve'the'individual's'performance'on'the'job.'This'involves'either'enhancing'current'skills'or'acquiring'new'

skills.' Once' the' coachee' successfully' acquires' the' skills,' the' coach' is' no' longer'

needed.''

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•' Coaching'does'not'require'design.&Coaching'can'be'conducted'almost'immediately'on'any' given' topic.' If' an' organization' seeks' to' provide' coaching' to' a' large' group' of'

individuals,' then'certainly'an'amount'of'design'is' involved'in'order'to'determine'the'

competency'area,'expertise'needed,'and'assessment' tools'used,'but' this'does'not'

necessarily'require'a'long'lead_time'to'actually'implement'the'coaching'program.''

'Who'is'considered'to'be'a'mentor'or'coach?''A'mentor'is'a'person'who'has'a'strong'understanding'of'the'learning'areas'in'which'they'are'trained'in'terms'of'content'knowledge'and'pedagogy.'They'possess'the'requisite'knowledge,'skills'and'values'that'support'the'teaching'and'learning'process.''''Feedback&Giving&'Feedback' is' always' meant' to' be' positive' since' its' goal' is' to' encourage' continued' good'performance'or'to'improve'current'performance'or'situation.'It'is'never'meant'to'criticize'or'offend.'When'good' feedback' is'given' it' builds' trust,'establishes'open'communication'and'rewards'good'performance.'''Below'are'some'key'characteristics'of'feedback'giving:''

1.' Feedback$ should$ be$ focused$ on$ the$ action$ or$ behavior$ and$ not$ the$ person.$ The'observer'should'be'objective'with'the'details'of'the'action'and'behavior.'The'observer'can'start'with'the'general'observations,'then'details'these'through'specific'examples.'''

2.' Feedback$should$be$specific$rather$than$general.'The'observer'can'cite'the'particular'situation'including'the'time,'place'and'occasion'so'that'the'observant'will'be'able'to'recall'the'situation.'''

3.' Feedback$should$be$a$two<way$communication.$The'observant'should'also'be'given'the'opportunity' to'explain' and'offer' ideas,' listen' actively,' use'body' language,' and'paraphrase'key'points.'''

4.' Feedback$should$include$both$the$positive$and$negative$actions$of$the$observant.$The'purpose'of'the'feedback'giving'is'to'reinforce'the'positive'behaviors'and'performance,'and'improve'areas'that'need'to'be'strengthened.''

'5.' Feedback$should$be$under$the$foundation$of$mutual$respect$and$confidentiality.$The'

observer'and'observant'should'establish'a' relationship'based'on' respect'and' trust.'Their'feedback'giving'exercise'must'be'between'the'two'of'them,'without'intermediary,'and'that'the'discussions'must'not'be'disclosed'to'parties'not'involved'in'the'exercise.''

'''''''''''''

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The'difference'between'mentoring'and'coaching'is'summarized'in'Table'1.''Table'1'Elements& Mentoring& Coaching&1.'Focus' focused'on'developing'the'

mentee’s'career'

focused' on' developing'

and' improving' coachee’s'

targeted' knowledge' and'

skills'

2.'Relationship'of'people' the'mentor'is'always'more'

experienced'and'qualified'

than'the'mentee''

'the'coach'is'an'expert' in'the' skill' and' competency'being'targeted'to'learn'by'the'coachee'''

3.'Time' ongoing' relationship' that'

can' last' for'a' long'period'

of'time'

relationships' are'

contracted' for' specific'

periods' of' time' or' when'

targeted' skills' and'

competencies'are'learned'

by'the'coachee'

4.'Approach' positive'and'encouraging' positive'and'encouraging'

5.'Process'of'Learning' sessions' can' be' more'

informal' and' meetings'

can' take' place' as' the'

needs'arise'

sessions' can' be' more'

structured' in' nature' and'

meetings' can' be'

scheduled' on' a' regular'

basis'

6.'Learning'Direction' agenda' is' set' by' the'mentee,' with' the' mentor'providing' support' and'guidance'to'prepare'them'for'future'roles'

agenda' is' set' by' the'

coachee,'with'the'focus'to'

be'agreed'between'coach'

and' coachee' across' a'

learning' series' and' at'

each'session'

'&&Selection&Protocols&of&a&Learning&Facilitator,&Coach,&and&Mentor&&&1.'Who'can'be'a'Learning'Facilitator'(LF)?'

•' a'classroom'teacher,'master'teacher,'school'head,'district'head,'or'division'supervisor'

who''

•' has'an'advanced'content'knowledge'and/or'pedagogical'skills'in'a'certain'topic'

or'competency]''

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•' has'attended'a' training'or' seminar'at' the'national,' regional,' division'or'any'

accredited'or'recognized'service'provider'that'aims'to'enhance'the'knowledge,'

skills'and'attitude'of'teachers'to'increase'their'level'of'performance]'

•' is'committed'to'conduct'follow'through'activities'to'the'learning'activities'such'

as'classroom'observation.''

2.'Who'can'be'a'Coach?'

•' a'classroom'teacher,'school'head,'district'head,'and'division'supervisor'who''

•' has'the'content'knowledge'and'advanced'skills'in'a'certain'skill]'

•' can'be' responsible' for'helping'other' teachers' in'the'school' to' improve' their'

teaching'skills'and'competencies'

3.'Who'can'be'a'Mentor?&'•' a'Master'teacher'or'higher'who''

•' has'reached'career'stage'3'as'a'Highly'Proficient'Teacher'in'PPST'and''

!' who'consistently'displays'a'high'level'of'performance'in'their'teaching'

practice'

!' who' manifests' an' in_depth' and' sophisticated' understanding' of' the'

teaching'and'learning'process'

!' who'has'a'high'education_focused'situation'cognition,'more'adept' in'

problem'solving,'and'optimizes'opportunities'gained'from'experience]'

!' who'provides'support'to'colleagues'in'their'professional'development,'

as'well'as'work'collaboratively'with'them'to'enhance'the'learning'and'

practice'potential'of'their'colleagues.''

•' is' recognized' in' school' as' someone' who' has' an' advanced' knowledge' in'

school’s'pedagogy'and'content'knowledge]''

•' who'has'served'as'a' learning'facilitator' in'different' learning'activities'or'has'

served'as'a'trainer'in'in_service'training'activities]''

•' has'shown'an'evidence'of'excellent'interpersonal'skills'and'a'commitment'to'

participate'in'professional'development''

•' is'responsible'for'helping'other'teachers'in'the'school'to'improve'their'teaching'

skills'and'competencies]'

•' who'has'the'time'for'one_one_one'and'face'to'face'discussion'with'the'regular'

feedback'session'with'the'mentee.''

•' '

Roles&and&Responsibilities'

Who'are'involved'in'learning'activities'and'what'are'their'roles'and'responsibilities?'

'Key&Players& Before&learning&activity&

Roles& and&Responsibilities&

During&learning&activity&Roles&and&Responsibilities&

After& learning&activity&Roles& and&Responsibilities&

School&head&

•' Leads'in'the'development'of'a'learning'activity'plans'and'integrates'such'in'the'SIP'/AIP'/APP]'

•' Organizes'learning'groups'at' the' beginning' of' each'school' year' and' ensures'that' each' learning' group'

•'Oversees' the'implementation' of' the'learning'activities]''

•' Agrees' with' learning'activities' peers' on' how' to'observe' or' monitor'application'of'learning]''

•'Provides' feedback'and' submits'learning' activity'Progress'Reports'to'District'and'Schools'Division'Office''•'Adapts' and' shares'learning' activity'

Page%|%31%%%

has' identified' topics' and'learning'activities]'and''

•' Mobilizes' resources' for'the' conduct' of' learning'activities]'

'

•' Provides' feedback' and'guidance'to'the'teachers]''

•' Gathers' evidences' of'implementation' or'application'of'learning]'

•' Meets' with' facilitator' to'decide' on' next' learning'activities' topic' and' to'prepare'or'plan'for'the'next'session]''

•' Monitors' the' learning'activities' implementation'vis_à_vis' the' school'learning'activity'plan.''

''

best' practices' from'other' schools,'thereby' developing'a' culture' of'collaboration' and'continuous'improvement]''•''Ensures' the'monitoring' of'learning' activity'sessions' and'related' activities'and'evaluating'their'impact' on' teacher'professional'development,'quality' teaching,'and' pupil'achievement]'''

Learning&facilitator+&

•' Convenes' the' learning'activity'team'meetings]''

•' Assigns'a'documenter'on'rotation'basis]'''

•' Provides' technical'assistance' in' the'development' of' the'learning' activity' plan,'timetable' of' team'meetings,' and' other'activities'

•' Invites' external' resource'persons'when'necessary]''

''

•' Checks' and' monitors'attendance' of' members'and' submission' of'materials' and' sees' to' it'that' team'meetings' start'and'end'on'time,'and'that'the' learning' objectives'are'achieved]'

•' Encourages' active'engagement' and'participation'of'members]''

•' Serves' as' resource'person'on'specific'topics]'

•' Prepares'his/her'session'plan' that' identifies' the'topic,' objectives,'materials,' and' outline' of'activities]'

•' Ensures' that' the' venue'and' equipment' are'available'and' ' ' prepares'the' necessary' learning'materials]''

•' Runs' and' facilitates' the'session' based' on' the'plan'and'ensures'that'the'agreed' norms' of'behavior' are' observed'and'that'the'objectives'of'the'session'are'achieved.'

'

•' Reports' regularly'to' learning' activity'leader' on' learning'activity'progress]''

•' Conduct'classroom'observation' to'assess' whether'the'teachers'apply'what' they' learned'in'learning'groups]'

•' Facilitates' post_learning' activity'wherein' the'teachers' report' to'the' group' the'success' or' failure'of' the' strategies'discussed' during'their' learning'activities.''

'

Mentor& •' Discusses' and' identify'with' the' mentee' the'learning' areas' which' will'

•' Establishes' the' direction'of'learning'phase'with'the'mentee.''

•' Monitors' the'mentee’s'activities.''

•' Keeps' a' progress'chart' to' document'

Page%|%32%%%

be' focused' on' in'mentoring.'

•' Arranges' schedule' and'venue' for' mentoring'session.'

•' Agrees' with' the' mentee'the'objectives,' behaviors,'and'norms'to'be'observed'during' the' mentoring'sessions.''

•' Guides' and' support' the'mentee' towards' change'of'practice.''

•' Keeps'a'progress'note'of'the'changes' in'mentee’s'practice.''

the'changes'in'the'mentee’s'practices.''

•' Prepares'materials,'resources,' and'activities' for' the'next' mentoring'session.''

Coach& •' Discusses' and' identify'with' the' coachee' the'learning'objectives'he/she'wants' to' achieve' at' the'end'of'the'learning'period.''

•' Arranges' schedule,'venues,' and' other'arrangements'for'the'''

•' Organizes' learning'activities'which'will' have'the' coachee' achieve'their'set'objectives.''

•' Provides' constructive'feedback' to' help' the'coachee' develop'targeted' skills,' and'suggest'ways'on'how' to'improve.''

•' Keeps' a' progress'chart' to' document'the'changes'in'the'coachee’s'practices.''

•' Prepares'materials,'resources,' and'activities' for' the'next' coaching'session.'

Learning&peers''

•' Develops' personal'professional' development'plans]'

•' Attends' learning' activity'meetings' regularly' and'participates' actively' in'LAC'sessions]'''

•' Prepares'to'share'in'each'learning'activity'session]''

•' Prepares' and' submits'documents' or' materials'as' needed' and' brings'materials' relevant' to' the'topic]''

•' Observes' agreed' norms'of'behavior]''

•' Captures' evidences' of'implementation]''

•' Reflects' on' the'implementation' of' the'learning'activities'

•'Applies' the'instructional'strategies' and'approach'discussed' in' their'LAC' sessions' to'their' instructional'practices]'•'Monitors' own'progress' in' relation'to' the' learning'activity'plan]'•'Allows' learning'activity' leader' and'facilitator' to'observe' how' the'learning' was'applied]''•'Reports' the'success'or'failure'of'the' strategies' and'approaches' agreed'with' the' learning'groups]'and'•'Provides' the'learning' activity'leader' with'evidences' of'application' of'learning.'

'Documenter& ' •' Documents' learning'

activity' proceedings'•' Helps' the' learning'activity' leader' and'

Page%|%33%%%

following' the' template'agreed'upon]'

•' Keeps' records' of'attendance'and'output'of'members]'

•' Devices' innovative' and'efficient' ways' to'document' and'synthesize' the'agreements' during' the'learning' activity'sessions]'

•' Provides' the' information'on' the' progress' of' the'learning' activity' and' the'insights' of' the' teachers'about'student'learning]''

•' Takes'down'minutes'and'captures' the' processes'in' the' learning' activity]'and''

•' Gathers' evidences' of'implementation' (e.g.,'individual'plans,'etc.).''

'

facilitator' in'writing'the' progress'reports' to' be'submitted' to' the'District,' Schools'Division,'Regional,'and'Central'Office]''

'

External&Resource&Speaker&

•' Coordinates' with' the'learning'activity'Facilitator'on' materials' and'equipment' to' be' used'during'the'session]'

•' Shares'current'trends'on'topics' assigned' and'facilitates' delivery' of' the'topic]''

•' Facilitates' the' activities'during'the'session,'which'may' include' workshops'and'demonstrations]''

•' Mentors' or' coaches'teachers' on' content' and'pedagogies' for' a'particular'lesson'unit'

•'Helps' the' learning'activity' plan'subsequent' action'based' on' the'session]'•' Implements' agreed'means' of'verification' to'monitor' the'application' of'strategies' or'approaches' in' the'teachers’'instructional'strategies.''

+++++What&are&the&roles&and&responsibilities&of&the&offices&or&levels?&&'

Governance&Level&&

Before&learning&activities&Roles&of&Different&Offices&

During&learning&activities&Roles&of&Different&Offices&

After&learning&activities&Roles& of& Different&Offices&&

School&& •' plan,' implement,' document'and' evaluate' learning'activities'

•' share' with' and' adapt'learning'activity'practices'from' other' schools'thereby' developing' a'

•' submit' school' &'learning' centers' LAC'plans'to'SDO'HRTD''

Page%|%34%%%

•' integrate' learning' activities'in'the'school’s'SIP/AIP'

•' mobilize' resources' for' the'conduct'of'learning'activities''

culture' of' collaboration'and' continuous'improvement'

&

•' submit' to' NEAP' thru'SDO'HRTD''''the'list'of'teachers' and'Teaching' personnel'issued' Certificate' of'Participation' with'corresponding' credit'units'on'or'before'15th'of'January'

•' submit' Completion'Report' to'SDO'HRTD'for' evaluation' and'consolidation' every'15th' of' the' following'month' using' PRC'Template'H.''

•' provide' feedback' to'the'district'and'division'

•' communicate' LAC'successes' to'stakeholders'

&District& and&Division&Office&&

•' ensures' that' all' schools'under'their'supervision'have'conducted' and' submitted'learning'activity'plans'

•' Based' on' learning' activity'plans,' identify' resource'persons'or'experts'who'can'potentially' support' the'learning'activities'in'schools''

•' monitor,' evaluate,'provide' TAs' on' conduct'of'learning'activities'

•' publish' and' promote'effective' interventions'generated' from' learning'activities'through'learning'activity'conferences''

•' endorse' to' NEAP' the'list' of' teachers' and'teaching' personnel'issued' Certificate' of'Participation' with'corresponding' credit'units'on'or' before' the'15th'of'January''

•' submit' Consolidated'Completion' Report' of'all' LAC' Sessions'conducted' for' the'Calendar' Year' to'NEAP'cc:'RO'HRTD'

•' scale_up' and' adopt'effective' LAC'strategies/LAC' good'practices'and'promote'communities' of' good'practice'

•' incentivize' effective'LAC'practices'

'Regional&Office&&

•' create' content' and'resources' for' learning'activities’'use'

•' Complement' national'policies'with' regional' level'policies'applicable' to' local'context'

&

•' monitor' and' evaluate'LACs,' Dis' LACs' and'DivLACs'

•' provide' technical'assistance' to' school'divisions' on' scaling' up'good'practices'

&

•' submit'to'NEAP'the'list'of' teachers' and'teaching' personnel'issued' Certificate' of'Participation' with'corresponding' credit'units'on'or'before'15th'of'January''

•' showcase' successful'interventions' through'

Page%|%35%%%

Regional' LAC'conferences'

•' incentivize' effective'LAC' with' awards' and'citations&

'Central&Office&'

•' create'policies'on' learning'activities''

•' create' content' and'resources' for' learning'activities'use'

'''

'

•' monitoring' and'evaluation' of' LACs,'DisLACs,' DivLACs' and'RLACs'

•' provide' technical'assistance' to' districts,'divisions'and'regions'

•' communicate' LAC'successes' to'stakeholders'

'

•' incentivize' effective'LAC' with' awards' and'citations&

'

&'References'''Aikens,'Nikki,'and'Lauren'Akers'(2011).'Background'review'of'existing'literature'on'coaching.'Final'report.'Mathematica'Policy'Research.'Washington,'DC''Department' of' Education' (2010).' Learning' Partnership' Program' Manual.' USAID' –' Education'Quality'and'Access'for'Learning'and'Livelihood'Skills'Project.''Department' of' Education' (2012).' Guidelines' on' the' Early' Language,' Literacy,' and' Numeracy'Program:'Professional'Development'Component''Department'of'Education'(2016).''The'learning'Action'Cell'as'a'K_12'Basic'Education'Program'School_based'Professional'Development'Strategy'for'the'Improvement'of'Teaching'and'Learning.''Stoll,'Louise,'Ray'Bolam,'Agnes'McMahon,'Mike'Wallace,'and,'Sally'Thomas'(2006).'Professional'Learning'Communities:'A'Review'of'the'Literature.''Journal'of'Educational'Change'(2006)'DOI'10.1007/s10833_006_0001_8''Simpson,'M.' (2014).'Unlocking'Potential:'7'Coaching'Skills'That'Transform'Individuals,'Teams'and'Organizations,'Grand'Harbor'Press.'University' of' Greenwich' (2013).' The' Mentor' Handbook.' A' Practical' Guide' for' VET' Teacher'Training.'European'Centre'for'the'Development'of'Vocational'Training''http://schools.nyc.gov/NR/rdonlyres/EC6D30FF_B47B_4ACB_8480_

4FC10DE122FB/0/MentorGuide20112012.pdf'

'''''''''''

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Setting&Up&of&Resources&&Section&Overview&'

One'of' the' key' features'of' an'effective'LAC' facilitation' is' the' idntification'and'selection'of'appropriate' resources.' These' resources' could'be' internal' or' external'manpower,' learning'materials,'funds,'or'facilities'that'should'be'able'to'support'in'facilitating'LAC'among'teachers.'A'good'selection'of'resources'is'very'important'because'it'can'effectively'facilitate'interaction'among'teachers'during'the' learning'process'and'deepen' teacher’s'LAC'experiences'while'meeting'different'learning'needs.''This'section'will'guide'the'LAC'team'in'identifying'the'type'of'resources'they'need,'gathering'available' DepED' prescribed' materials' and' web_based' resources,' availing' funds,' and'assessing'materials'that'they'can'use'as'reference'when'conducting'LAC'session.''&&How&to&identify&resources&needed?&&&Resources'should'be' identified'and'selected'during'the'school'LAC'planning'stage.' In'the'LAC'plan,'list'down'all'the'needed'resources'on'each'LAC'identified'topics'and'include'it'in'the'LAC'plan' template.'The'LAC'Leader'or'School'Head'shall' take' the' lead' in' identifying'needed'resources,'ensuring'availability'and'sustainability'as'stated'in'DepED'Order'35,'but'it'does'not'limit'the'school'to'gather'suggestions'and'inputs'from'the'teachers'on'appropriate'resources'needed'for'the'conduct'of'LAC.''&&What&type&of&resources&to&tap&when&conducting&LAC?&&There'are'different'types'of'resources'that'are'needed'to'effectively'conduct'a'LAC'session.'These'are'the'following:'''

1.' Experts' –' this' is' a' resource' that' the' school' may' engage' in' such' as' an' internal'specialist'or'an'external'resource'speaker'who'is'very'knowledgeable'to'the'identified'

LAC'topic.'''''

'2.' Learning& Materials' –' these' are' resources' that' can' be' developed' or' are' readily'

available'that'the'LAC'facilitator'will'use'as'reference'in'the'conduct'of'LAC.'There'are'

a'wide'variety'of'learning'materials'that'may'be'looked'into'when'preparing'for'LAC'

such'as'textbooks,'reference'books,'curriculum'guides,'INSET'materials,'web_based'

resources,'multimedia,'among'others.''

'3.' Fund'–' this' resource'will'be'used'when'purchasing'materials'such'as'meta'cards,'

bond' papers,' photocopying' of' handouts,' payment' for' the' resource' speakers,' and'

snacks'for'the'participants.''

'4.' Facilities'–' resources' include'conducive'venue' for' the'conduct'of'LAC,'equipment'

such'projector,'wifi'connection,'printer,'laptop,'among'others.'''

Where&to&get&these&resources?&&It'is'crucial'that'resources'are'identified'during'the'LAC'planning'as'some,'such'as'learning'materials,'may'incur'time'when'preparing'for'a'LAC'session.''The'Department'of'Education'has'wide'variety'of'readily'available'learning'materials'that'are'free,'downloadable,'printable'and' shareable.' Moreover,' there' are' also' web_based' resources' available' that' the' LAC'facilitator'may'use'as'reference.'''

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1.' Learning&Resource&Portal' –' is' a'web' based' catalogue'and' repository'of' DepED'approved' learning,' teaching' and' professional' resources.' It' functions' as' a'

clearinghouse'where' it'provides' information'about' the' location'of' learning'materials'

and'allows'users'to'access'directly'digitized'version'of' these'resources.'Curriculum'

guides'and'other'learning'materials'can'be'downloaded'in'this'site.'You'may'visit'the'

LR'Portal'here:'https://lrmds.deped.gov.ph/&&

2.' INSET& Materials& –& these' are' handouts' and' guides' prepared' by' DepED'Central/Region/Division'for'the'conduct'in_service'trainings.'A'LAC'topic'on'deepening'

what'you'have'learned'in'the'INSET'may'be'included'in'your'LAC'plan.'&&

3.' Maintenance&and&Other&Operating&Expenses'–'the'budget'for'the'School'LAC'shall'come'from'the'MOOE'and'other'external'grants,'provided'that'only'expenses'allowed'

under' the' MOOE' may' be' included,' subject' to' existing' accounting' rules' and'

regulations.''

'4.' Other&webJbased&references'–''internet'has'a'wide'range'of'resources'and'tools'that'

you'can'explore'and'use'as'reference'for'your'LACs.'However,'because'anyone'can'

upload'information'in'the'net,'some'information'may'be'inaccurate,'outdated,'biased,'

distorted,'or'misinformed.'In'selecting'references'in'the'web,'use'the'criteria'checklist'

(Annex' I).' The' Learning' Resource' portal' has' prescribed' assessment' tool' in'

determining'appropriateness,'currency,'and'accuracy'of'web_based'resources.'&

&How&to&develop&learning&materials&&When'good'content' is'matched'with'appropriate' learning'material,'even' the'most'complex'concepts'become'understandable'and'readable.'When'preparing'for'a'LAC'session,'crucial'to'the'efficacy'of'the'conduct'is'the'selection'of'appropriate'learning'materials.'However,'there'are'instances'that'the'specific'learning'material'that'a'facilitator'needs'is'not'available'or'is'too'broad'to'be'used'for'the'LAC'session.'When'this'happens,'it'is'suggested'that'the'facilitator'develops'or'contextualizes'materials'to'fit'to'the'identified'LAC'topic.'''It'is'important'that'the'content'is'aligned'to'the'learning'objectives'of'the'specific'LAC'topic'when' developing' materials.' Contextualization' is' the' process' of' matching' content' and'instruction' strategies' to' make' them' more' relevant' to' the' learners.' Localization' and'indigenization'are'the'two'levels'of'contextualization'that'teachers'can'explore'when'matching'web_based'materials' to' the' learners’'needs.'Localization' is' the'process'of' relating'content'specified' in' the' LAC' topic' to' local' information' and' materials' in' the' learners’' community.'Indigenization'on'the'other'hand'refers'to'the'deepening'the'sourced_out'materials'in'relation'to'bio_geographical,'historical,'and'socio_cultural'context'of'the'learners’'community.'''LACs'is'the'most'cost_effective'form'of'continuing'professional'development'if'the'teachers,'LAC' facilitators,' and' school' head' know' where' to' get' appropriate' resources.' As' a' LAC'facilitator,'it'is'important'that'he/she'identifies'and'select'verified'learning'resources,'draft'a'proposed'budgetary'requirement,'and'list'down'school'facilities'that'may'be'required'for'the'conduct'of'your'LAC'session.'The'school'head'should'be'able'to'help'you'not'just'identifying'and'selecting'but'also'ensuring'that'these'resources'are'available'when'the'LAC'session'is'conducted.'''&References&Department' of' Education' (2009).'Guidelines' and' Processes' for' LRDMS' Assessment' and'Evaluation.''

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Establishing&LAC&Time&&&Rationale&/&Overview&&Establishing'LAC'schedule'and' frequency' is'an' important'decision' that' the'school'should'agree'on.'Making' time' for' LAC' is' not' just' critical,' but' it' also' shows' how' much' a' school' values' continuing'professional'development'of' teachers.'However,'because'of' the'diversity'of'teaching'conditions'and'overlapping'activities,'some'schools'find'it'difficult'to'schedule'LACs.'''This' section' will' guide' you' with' your' LAC'members' in' determining' appropriate' LAC' schedule' and'frequency.'It'is'crucial'that'the'schedule'and'frequency'are'discussed'and'agreed'upon'by'the'teachers'and'the'school'head'and'that'the'agreements'should'be'aligned'to'the'annual'LAC'plan.''&

Who&should&decide&LAC&schedule&and&frequency?&&

The' school' head' and' the' teachers' shall' agree' on' the' schedule,' length,' and' frequency' of' the' LAC'session.'During'the'annual'LAC'plan,'the'schedule'and'frequency'shall'be'included'in'the'development'of' LAC' culture' and' norms' from'which' team'members'will' agree' on.'The' agreed'schedule' shall' be'printed'and'posted'on'the'teacher’s'table'or'be'included'in'the'teacher’s'class'program.'

What&are&the&possible&LAC&schedule&and&frequency?&

There'is'a'need'to'prioritize'LACs'because'of'its'value'as'a'mechanism'for'the'continuing'professional'development' of' teachers'who' are' tasked' to' deliver' basic' education,'which' is' the' core' business' of'DepED.'Activities' that'do'not'support'this'mandate'must'not'take'priority'over'the' learning'needs'of'students.'Schools'shall'not'use'LAC'sessions'for'administrative'meetings,'which'should'be'scheduled'separately' from' LAC' sessions.' Higher' priority' should' also' be' given' to' LAC' sessions' over' other'extracurricular'activities.''

DepeED'Order'35'strongly'recommends'that'LAC'session'shall'be'done'one'to'two'hours'weekly'or'a'minimum'of'twice'a'month.'The'schedule'and'frequency'will'depend'on'many'factors'such'as'the'school'size,'school'type,'shifting,'among'others.'''

Another'major'determinant'of'the'frequency'of'the'LAC'sessions'is'the'amount'of'time'that'they'will'need'to'attain'their'learning'objectives'for'the'year,'individually'and'as'a'group.'This'amount'of'time'should'be'spread'across'the'year'and'would'then'guide'how'much'time'they'need'to'devote'to'learning'activities'and'how'frequently'they'need'to'meet.''

&What&are&the&strategies&to&establish&common&time&among&teachers?&&&Having' a' common' time' for' LAC' is' one' of' the' main' challenges' that' a' school' encounters' when'determining'LAC'schedule'and'frequency.'Below'are'some'suggestions'that'your'school'can'adopt:'''Shortened&Period.&The'teachers'can'shorten'class'period'by'10'minutes'for'a'40_minute'class'and'20'minutes'for'a'60_minute'class'to'have'ample'time'to'conduct'LAC'during'the'afternoon.'''''Parallel&scheduling.'Schedule'common'LAC'time'by'assigning'specialists'(music,'art,'etc.)'to'provide'lessons'to'students'across'an'entire'grade'level'when'LAC'is'conducted.''

Shared& classes.' Combine' students' across' different' grade' levels' or' classes' into' one' class' for'instruction.'While'one'teacher'or' team'instructs' the'students,'the'other'member'of' team'engages' in'LAC'session.'(small'schools)'

Modular&Approach.&Teams'of'non_teaching'staff'members'or'parents'coordinate'activities'that'require'supervision�of'students'rather'than'instructional'expertise'while'teachers'engage'in'LAC.''

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Approved&Weekend&LAC&Time.&DepED'Order'9,'s2005'states'that'school_based'program'such'as'LAC' can' be' held' on'weekend' provided' that' the'SDO'approves' the' proposed' schedules.'The' LAC'participants'can'earn'service'credits'when'attending'a'weekend'schedule.''

&''''''''''''''''''''''''''''''''''''''''''''''''''

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''''''''''

'''''''''''''''''''''''''

'''''''''''''' '

Menu of School-Based Professional Development Learning

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SCHOOLJBASED&PROFESSIONAL&DEVELOPMENT&MODALITIES'&&Overview&&This'section'presents'a'variety'of'professional'development'activities'from'where'the'school' heads' and' teachers' can' choose' from.' Aside' from' the' description' and' the'implementing' steps' for' each' activity,' this' section' also' allows' school' heads' and'teachers'to'identify'learning'modalities'that'best'suit'their'schools'based'on'the'profile'and'learning'goals'of'the'teachers,'available'resources,'and'the'number'of'teaching'personnel.'Schools'that'implement'a'variety'of'professional'learning'modalities'make'them'more' responsive' to' the' different' learning' needs' and' goals' of' their' teachers.'Topics'that'are'discussed'among'teachers'in'a'learning'group'should'not'depart'from'those'identified'in'the'LAC'Implementation'Plan.'These'topics'could'cover'curriculum'issues,'least'learned'competencies,'instructional'strategies,'assessment'practices.''The' school_based' professional' development' learning' modalities' presented' in' this'section'are'categorized'into'four'groups:'(1)'group'learning'activities,'(2)'one_on_one'learning'activities,'and'(3)'supported'self_managed'learning'activities]'and'(4)'multi_school' learning' activities.' Each' group' is' presented'with' different' learning' varieties'''and'provided'with' the'strengths'and' limitations'of'each'variety' to'guide'schools' in'selecting'learning'modalities'that'best'suit'their'context.'''''1.&SchoolJbased&group&learning&activities&&School_based'group'learning'activities'are'types'of'professional'development'activities'where'teachers'are'grouped'based'on'a'certain'criterion,'e.g.,'learning'goals,'subject'matter,'grade'level,'and,'career'stage,'etc..'These'group'learning'activities'may'have'a' facilitator' who' leads' the' discussion' and' identifies' methodologies' toward' the'achievement'of'learning'goals.'In'other'activities,'the'groups'may'be'self_directed'and'self_managed'whose'members'agree'on'learning'goals'and'their'strategies'to'achieve'them.''''1.1+Facilitated+Group+Learning+

'

•' What'is'this?''Facilitated' group' learning' is' a' type' of' group' learning' activity' whereby' a'facilitator,'or'a'more'knowledgeable'other,'leads'a'group'of'teachers'towards'achieving'common' learning'goals.'This' is' the' typical'LAC'session' that'most'public'schools'in'the'Philippines'practice.'The'facilitator'leads'the'session,'and'in' the'process,' involves'all'participants' into'knowledge'building'and'problem'solving.'This' type'of'group' learning'activity'benefits'both' the' facilitators'and'teachers'as'everyone'brings'with'them'richness'of'their'experiences'about'the'topic'to'be'discussed.'''

•' How'does'this'happen?''Before' the' actual' facilitated' group' learning,' the' facilitator' can' check' the'common'learning'needs'of'the'participants,'and'will'then'design'methodologies'

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which'will' help' teachers' achieve' their' learning' goals.' The' topic'may' be' an'identified'least'learned'skill'of'students,'or'a'topic'most'teachers'have'difficulty'to'teach.'In'cases'when'ready_made'session'guides'are'available,'the'facilitator'will'merely'prepare'the'materials'needed'in'the'session.''During' the' facilitated' group' learning,' the' facilitator' leads' the' discussion'and'provides'additional'input'on'the'topic'identified.'The'facilitator'then'involves'the'teachers' by' allowing' them' to' share' their' experiences,' suggestions,' and'recommendations.' Altogether,' members' of' the' facilitated' learning' team'including'the'facilitator,'determine'and'agree'if'the'learning'goals'are'achieved.''The'process'of'facilitated'team'learning'involves'activities'before,'during,'and'after'the'activity.'The'process'following'this'type'of'learning'activity'is'described'in'Box'1.''Box'1.'Procedure'in'conducting'Facilitated'Group'Learning'''Procedure& and&approximate& block& of&time&

Task&description&&

Before'learning'session''Before'the'meeting' The' facilitator' reminds' group'members' or' mentees' to'

bring'materials' (e.g.,' teachers’'uide,' learners’'material,'curriculum' guide,' lessons' prepared,' instructional'materials'developed'and'used,'samples'of'student'work)'to'the'upcoming'learning'session.''The'facilitator'reminds'group'members'to'prepare'a'short''testimony'that'they'will'share'to'the'group.'Testimonies'should' reflect' what' they' did' in' their' class,' how' the'students' learned,' challenges' encountered,' success' or'failure'of'a'strategy.'

'Learning'session'proper''''Sharing'of'experiences'(30'minutes)'

The'facilitator'organizes'the'group'members'to'share'in'pairs' or' groups' their' experiences' and' reflections'pertaining'to'the'new'strategy,'activities,'and'approaches'they'have'tried.'Their'experience'should'be'related'to'the'previous'learning'session.'Together,'the'members'of'the'learning' team' process' the' groups’' insights' and' key'lessons'learned,'and'discuss'how'instructional'practices'could'improve.'''

Presentation' of' new'topic'(30'minutes)'

The'facilitator'presents'a'new'topic'through'an'activity,'lecture,'or'workshop.'''''

Application'activity'(50'minutes)'

Group'members' engage' in' an' activity' to' demonstrate'acquisition' of' skill' or' knowledge' presented.' Activities'they' could' perform' include' materials' development,'demonstration'teaching,'preparation'of'lessons,'revision'or'improvement'of'existing'lesson'plan.'''

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'What'to'do'next'(10'minutes)'

The'group'plans'specific'activities'to'apply'their'learning'in' their' classroom' (e.g.,' classroom' observations,'mentoring' activities),' and' identify' what' they' need' to'present' in' the' next' learning' session' to' assess' the'outcome'of'their'instruction.''

Next'steps' The'group'confirms'the'dates'for'next'learning'session.''

After'learning'session''Implementation'' After' the' facilitated' group' learning,' the' teachers'

apply' what' they' learned' in' their' classroom' and'evaluate'whether'the'strategies'share'to'them'work,'or'do'not'work,'in'their'classroom'instruction.''

'After'the'facilitated'group'learning,'the'teachers'apply'what'they'learned'in'their'classroom'and'evaluate'whether'the'strategies'shared'to'them'work,'or'do'not'work,'in'their'classroom'instruction.'They'go'back'to'their'learning'groups'and'report' the'success,'or' failure,'of' the'strategy.'Together,' the'members'of' the'learning'team'plan'again'for'the'improvement'of'their'instructional'practices.''

•' Who'are'involved?'''

"' School$Head.'The'school'head'plays'a'vital'role' in'choosing' teachers'who'can'serve'as'learning'facilitators'in'the'school.'From'a'list'of'learning'

facilitators,' the' school' head' determines' learning' groups' where' the'

learning'facilitators'can'be'assigned.'It' is'also'the'responsibility'of'the'

school'head'to'ensure'that'teachers'are'grouped'based'on'their'common'

learning'goals,'profiles,'and'interest.'

"' School$ LAC$ Coordinator.' Oversees' all' the' learning' activities' in' the'school'level.'He'or'she'can'be'a'master'teacher'or'any'teacher'who'has'

the'capability'in'managing'the'learning'activities.'The'coordinator'is'also'

responsible'in'the'consolidation'of'the'documentation'reports.''

"' Learning$Facilitator.'Learning'facilitators'are'teachers'whose'knowledge'and'skills'are'advanced'compared'to'most'of'the'teachers.'This'could'

be'because'of'the'training'they'attended,'the'graduate'studies'they'are'

pursuing,' and' other' professional' development' activities' they' have'

participated'in.'''

"' Learning$Members.'In'a'facilitated'team'learning,'the'learning'members'are' the' group' of' teachers' who' have' the' same' learning' goals,'

preferences,'and'profile.''

"' Documenter.'The'documenter' is'a'member'of' the'group'who' records'highlights' of' the' discussions,' group' output' and' insights,' as' well' as'

agreements'reached.''

'

•' When'is'this'option'appropriate?'

This'type'of'learning'activity'suits:'''

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"' any'school' type'with' teachers'who'can'potentially'become'a' learning'facilitator'whose'expertise'match'learning'needs'identified'by'teachers.''

"' schools' without' master' teachers,' but' have' a' more' knowledgeable'teacher.'''

''

•' What'are'the'advantages?''This'professional'learning'modality:'

"' provides' an' avenue' for' teachers' who' have' attended' seminars' and'training' to'share'what' they'have' learned' to' their' fellow' teachers'who'

would'benefit'from'learning'a'new'material]'and'

"' allows' teachers' to' learn' something' new' from' someone' who' is'considered'a'more'knowledgeable'other.''

'

•' What'are'the'limitations?'''This'type'of'learning'activity'might'not'work'in'schools'where:''

"' exposure'of'teachers'to'training'is'limited]'and,'"' teachers'are'of'the'same'rank,'career'stage,'or'skill'level.'''

1.2+Peer+Learning++

•' What'is'this?''Peer'learning'is'another'type'of'group'learning'modality'that'allows'teachers'of'the'same'learning'and'interest'to'learn'together'by'collective'problem'solving,'discussion' of' ideas,' and' sharing' of' experiences.' A' peer' learning' group' is'usually'self_managed'and'self_directed,'which'means'that'the'members'of'the'groups' take' charge' in' building' new' knowledge' collectively.' One' important'aspect'of'peer'learning'is'that'it'requires'everyone'to'share'their'experiences'with'other'members'of'the'team'(Sims'and'Sims'2006).'Exposure'to'peers'with'the'same'learning'goals'and'expectations'is'a'vital'source'of'learning'(Kayes'and'Burnet'2006).''

•' How'does'this'happen?'

Before'the'peer'learning'session,'the'topic'to'be'discussed'should'be'identified'in' the' PLC' individual' and' school' plans.' The' discussion' points' in' the' peer'learning'activities'are'usually'topics,'problems,'and'experiences'that'everyone'can'relate'to.'An'example'of'a'topic'that'can'be'discussed'during'peer'learning'are'strategies'to'help'students'understand'word'problems.'''During'the'peer'learning,'the'facilitator,'who'is'also'a'member'of'the'team,'leads'and'maintains'proper' flow'of'discussion'and'sharing'of' ideas.'Each'member'shares' to' the' group' their' ideas' by' relating' some' experiences,' suggesting'instructional'approaches,'or'discussing'key'concepts'which'they'think'can'help'solve' the' problem.' ' At' the' end' of' the' peer' learning' session,' the' facilitator'

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synthesizes'the'suggestions'and'recommendations'based'on'the'discussion.'The'process'of'peer' learning' involves'activities'before,'during,'and'after' the'activity.'The'process'following'this'type'of'learning'activity'is'described'in'Box'2.'''Box'2.'Procedure'in'conducting'Peer'Learning''Procedure& and&approximate& block& of&time&

Task&description&&

Before'peer'session''Before'the'meeting'' A' facilitator' reminds' group' members' about' the' slated'

schedule'for'peer'learning'session,'and'the'topic'that'will'be' discussed' (e.g.,' interpreting' Phil' IRI' results' and'reading'interventions).''''

During'peer'session''Presentation' of' a'problem'

The'facilitator'introduces'the'topic'the'group'will'discuss,'reminds'them'how'and'why'the'topic'was'identified,'and'outlines'the'expected'outcome'of'the'session.'''The' facilitator' reminds' the' group' of' norms' agreed' in'previous'sessions,'or'the'group'sets'the'guidelines'they'need'to'observe'amongst'themselves.''''

Reflect'' Group'members'reflect'their'current'practices'in'relation'to' the' topic'or'problem'and' the' facilitator'manages'the'discussion.'''

Share'' Group'members'share'their'experiences,'practices,'and'perspectives' about' the' topic' or' problem,' and' the'facilitator'manages'the'discussion.'''

Collaborate'' Group'members'contribute' ideas'to'solve'a'problem'or'construe'new'ideas'about'a'topic.'They'come'up'with'an'agreement'on'their'course'of'action.'''

Next'steps' The' facilitator' summarizes' the' discussion' and'agreements.'The'group'confirms'the'dates'for'next'learning'session.''

After'peer'session''Implementation'' The' teachers' apply' what' they' learned' and' evaluate'

whether'the'course'of'action'agreed'among'them'worked'or' work.' Teachers' document' their' experience' and'insights'in'their'LAC'journal.''

'After'the'peer'learning'session,'the'teachers'apply'what'they'learned'in'their'classroom'instruction'and'evaluate'whether'the'strategies'shared'to'them'work,'or'do'not'work.'They'go'back'to'their'learning'groups'and'report'the'success,'

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or' failure,' of' the' strategy.' Together,' the'members' of' the' learning' team'plan'again'for'the'improvement'of'their'instructional'practices.'''

•' Who'are'involved?'''"' School$Head.'The'school'head'oversees'the'organization'of'peer'learning'teams.'The'school'head'is'also'responsible'in'ensuring'that'teachers'are'

grouped'based'on'the'same'learning'levels'and'interests.''

"' School$ LAC$ Coordinator.$ The' coordinator' monitors' the' conduct' of' the'session'and'report'the'progress'or'any'identified'gap'to'the'School'Head.'

"' Peer$Learning$Facilitator.$The'peer'learning'facilitator'is'also'a'member'of'the'learning'team.'The'assigned'facilitator'manages'each'session'to'allow'

everyone'to'experience'handling'discussions'and'suggestions.''

"' Peer$Learning$Group.'This'is'composed'of'teachers'with'the'same'learning'objectives'and'goals,'and'who'are'open'to'collaborating'with'others'to'learn'

new'instructional'strategies'and'approaches.'''

'

•' When'is'this'option'appropriate?'

This'type'of'learning'activity'is'suitable'in:'''"' schools'where'teachers'are'of'the'same'level'and'rank]'and,'"' schools'where'teachers'have'developed'mutual'trust'and'openness'in'discussing'their'instructional'challenges.'

'

•' What'are'the'advantages?''This'professional'learning'modality:'

"' benefits' teachers' who' learn' through' listening' to' others’' experience,'suggestions'and'questions]''

"' deepens' teachers’' understanding' of' content' through' collaboration,'clarifications'and'active'learning]'and,'

"' addresses'teachers’'answers'to'common'issues'in'instruction.''

•' What'are'the'limitations?'''This'type'of'learning'activity'might'not'work'in'schools'where:'

"' mutual'trust'and'respect'is'not'yet'established'amongst'teachers]'and,''"' there'is'no'teacher'or'master'teacher'who'can'be'a'learning'facilitator''

'''C.+Study+Group+ +' ' ' '

•' What'is'this?''A'study'group'is'a'type'of'group'learning'activity'whereby'teachers'identify'a'topic'they'are'not'familiar'with,'and'committed'themselves'to'understand'the'

Page%|%47%%%

topic'by'studying'together.'Oftentimes,'they'all' learn'together'a'specific'topic'using'materials' and' references,' both' individually' and' together,' and'achieve'their'learning'goals'through'collaborative'discussion.''''

•' How'does'this'happen?'

Prior'to'the'scheduled'study'group,'the'team'should'identify'and'plan'learning'goals.' These' learning' goals' are' then' communicated' to' each' member.'Together,' the'members' prepare' for' the' topic' by' looking' for' references' and'individually'studying'ahead.''During' the' study'group,' a' pre_assigned'member' of' the' group' facilitates' the'study'group'by'allowing'members'to'share'how'they'understand'the'topic.'The'discussion' happens' when' other' members' of' the' team' clarify' concepts' and'ideas,'or'when'others'share'to'the'group'how'they'understand'the'topic.'The'group'then'comes'up'with'a'collective'understanding'of'the'topics'using'their'reference'materials.' The' process' of' study' group' session' involves' activities'before,'during,'and'after'the'activity.'The'process'following'this'type'of'learning'activity'is'described'in'Box'3.''Box'3.'Procedure'in'conducting'Study'Group''Procedure& and&approximate& block& of&time&

Task&description&&

Before'study'group'session''Before'the'meeting'' A' facilitator' reminds'group'members'of' the' topic' to'be'

discussed.' The' facilitator' reminds' the' members' to'prepare'for'the'study'session'by' looking'for'references'(from' the' internet,' audio' visual' or' print)' and' studying'ahead.''''The'teacher'studies'or'reads'the'references'gathered'on'her'own.'

During'study'group'session''Presentation'of'a'topic' The'facilitator'introduces'the'topic'the'group'will'discuss,'

reminds'them'how'and'why'the'topic'was'identified,'and'outlines'the'expected'outcome'of'the'session.'''The' facilitator' reminds' the' group' of' norms' agreed' in'previous'sessions,'or'the'group'sets'the'guidelines'they'need'to'observe'amongst'themselves.''''

Share'' Group' members' share' what' they' have' learned' and'gathered'from'their'self_study.'''

Synthesize'' The'facilitator'summarizes'the'key'concepts'learned.'The'group'confirms' the' topic'and' the'date'of' the'next'learning'session.''

After'study'group'session''

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Implementation'' The' teachers' apply' what' they' learned' and' evaluate'whether'the'course'of'action'agreed'among'them'worked'or' work.' Teachers' document' their' experience' and'insights'in'their'LAC'journal.''

'After' the'study'group'session,' the' teachers'apply'what' they' learned' in' their'classroom'instruction'and'record'their'experience'and'insights.'They'go'back'to'their'learning'groups'and'report'the'success,'or'failure,'of'the'strategy.''''

•' Who'are'involved?''"' School$ Head.' The' school' head' oversees' the' formation' of' peer' learning'teams.'The'school'head'is'also'responsible'in'ensuring'that'teachers'are'

group'based'on'the'same'learning'levels'and'interests.''

"' School$ LAC$ Coordinator.$ The' coordinator' monitors' the' conduct' of' the'session'and'reports'progress'or'any'identified'gap'to'the'School'Head'the.'

"' Peer$Learning$Facilitator.$The'peer'learning'facilitator'is'also'a'member'of'the'learning'team.'The'assigned'facilitator'manages'each'session'to'allow'

everyone'to'experience'handling'discussions'and'suggestions.''

"' Peer$Learning$Group.'These'are'teachers'with'the'same'learning'objectives'and'goals,'and'who'are'open'to'collaborating'with'others'to'learn'a'topic.''

Members'who'agree' to'meet' regularly' in'a'study' group' should' organize'

sessions'at'the'same'location'and'time.'This'way,'individual'members'can'

have'the'time'to'properly'prepare'prior'to'the'meeting.'It'is'best'not'to'have'

more'than'2_3'hours'at'a'time'for'a'study'group.'The'group'session'should'

not'be' long'enough'that'members'tend'to'socialize'more,'and'not'be' too'

short'to'be'rushed.'

"' Documenter.' The' documenter' is' a' member' of' the' group' who' records'highlights' of' the' discussions,' group' output' and' insights,' as' well' as'

agreements'reached.''

'

•' When'is'this'option'appropriate?'

This' learning' activity' is' appropriate' in' a' school' where' there' is' no' identified'learning'facilitator.'''

•' What'are'the'advantages?''This'kind'of'learning'modality:'

"' benefits' teachers' who' learn' unfamiliar' content' knowledge' or'instructional'and'assessment' strategies' through' self' and'group' study'

using'references]'and,''''

deepens' teachers’' conceptual' understanding' of' a' subject' or' topic'through'collaboration'and'clarifications'with'peers.'

'

•' What'are'the'limitations?'''In'this'type'of'learning'activity:'

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'"' teachers'need'to'be'able'to'access'relevant'and'up_to_date'references.'"' teachers'need'to'study'on'their'own'first'to'be'able'to'contribute'to'peer'discussions.'''

&SchoolJbased&oneJonJone&learning&activities&&School_based'one_on_one' learning'activities'are' types'of'professional'development'modalities'that'take'into'consideration'the'preference'of'teachers'to'learn'through'one_on_one'interaction'with'a'mentor.'Activities'undertaken'require'an'experienced'teacher'with' mentoring' and' coaching' skills.' The' teacher_mentor' or' coach' models' an'instructional' or' assessment' strategy' inside' a' classroom' or' conduct' classroom'observation'activities'with'a'mentee.''''2.1.+ Formal+Classroom+Observation+Visits+'

1.& What'is'this?''Formal'classroom'observation'visit' is'a' type'of'one_on_one' learning'activity,'whereby' a' mentor' who' is' knowledgeable' in' a' specific' subject' matter,'instructional'or'assessment'strategy'''observes'a'mentee'who'needs'to'learn'a'specific'strategy'or'subject'matter.'''

2.& How'does'this'happen?''Formal'classroom'observation'visits'involve'three'stages'–'the'pre_observation'conference,' observation,' and' post_observation' conference.' In' the' pre_observation'conference,'the'mentor'discusses'and'agrees'with'the'mentee'a'specific'strategy'or'content'area'that'the'mentor'will'focus'the'observation'on.'This'could'already'be'pre_identified'in'a'LAC'planning'activity,'or'after'holding'a' group' learning' activity.' It' should' be' indicated' in' the' mentee’s' individual'learning' plan,' or' agreed' upon' by' the' mentor' and'mentee' from' a' previous'classroom' observation' visit.' The' mentor' and' mentee' then' agree' on' the'schedule' and' time' of' the' classroom' observation.' Prior' to' the' classroom'observation,'the'mentor'should'try'to'understand'the'mentee’s'prior'knowledge'about'the'topic.'This'can'be'achieved'by'reviewing'the'mentee’s'lesson'plan.'''In' the' observation' phase,' the' mentor' sits' at' the' back' of' the' classroom' to'document' the' learning' activities' taking' place' with' respect' to' the' focused'strategy'of' the'observation.'Mentors'can'use'a'TeachingJLearning&Scan' to'capture' the' teaching' and' student' activities' taking' place.' If' the'mentor' is' a'principal,'the'school’s'prescribed'observation'form'can'be'used'(e.g.,'STAR).'The'mentor'should'not'in'any'instance'interrupt'the'teaching_learning'activities'at'any'point'of' lesson.'It' is'advisable''for'the'mentor'to'as'much'as'possible'observe'the'delivery'of'one'whole'lesson.''''A'post_observation'conference'follows'a'class'observation.'It'is'encouraged'to'hold'post_observation'conference'after'the'class'observation'or'a'time'within'

Page%|%50%%%

the'same'day'the'observation'was'scheduled.'To'make'the'post_observation'non_threating,'effective,'and'motivating,'the'learning'facilitator'can'be'guided'by'the'following'feedback'protocols:''

•' The'feedback'is'descriptive'rather'than'judgmental]'•' The'feedback'is'focused'on'actions'or'events'that'took'place'rather'than'the'person]'

•' The'feedback'intends'to'help'the'mentee'improve'rather'than'dwell'on'his/her'weaknesses]'

•' The'feedback'is'an'opportunity'for'the'mentee'to'learn]'•' The' mentor' or' coach' gives' information' that' does' not' overload' the'mentee]'

•' The'mentor'or'coach'uses'easy'to'understand'the'language]'•' The'mentor'or'coach'ends'the'session'with'a'positive'note]'and,'•' The' mentor' or' coach' should' approach' feedback' giving' as' a'developmental'process'rather'than'an'evaluative'process.''

'A'suggested'structure'of'a'post_observation'conference'is'described'in'Box'4.''Note:'demonstration'video'''Box'4.'Process'of'post_observation'conference'in'a'formal'observation'visit'

' Approximate'number'of'minutes''

Preliminary&&

The'mentor'or'coach:'

1.' congratulates'the'mentee'2.' reminds' the' mentee' of' the' focus' of' the'

observation''

3.' assures' the' mentee' of' the' confidentiality' of'

their'discussion'

'

1'minute'

&Processing&&&

The' mentor' or' coach' goes' through' the' process' of'active' listening' and' feedback' giving.' The'mentor' or'coach'begins'by'asking'the'mentee'what'he/she'feels'and'thinks'about'what'happened'in'the'class'focusing'on' the' specific' approach' or' skill' of' the' observation.'The' mentor' records' in' his/her' Teaching_Learning'Scan'without'sharing'his/her'personal'comments'and'generates' the'mentee’s' opinion' by' asking' reflective'questions.'Below'are'the'following'guide'questions'for'this'part'of''feedback'giving'process.'Questions'may'vary' depending' on' the' agreed' focus' of' the'observation:$'

10_12'minutes''

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•' How' do' you' feel' about' the' conduct' of' your'teaching' and' the' participation' of' your'

learners?'

•' What' are' your' thoughts' with' how' the' class'went?''

•' What' do' you' think' went' well?' Why' do' you'think'so?'

•' In'what'part'of'the'activity'of'your'lesson'did'you'develop'the'skill'that'we'have'agreed'for'

you' to' focus' on?' How' did' you' develop' the'

skill?''

•' Were'you'able' to'cater' the'diverse'needs'of'your'learners?'How?'

•' What'do'you'think'did'not'happen'as'planned?'Why'do'you'think'so?&

•' What' came' to' your'mind'when' this' situation'occurred?'

•' Based' from' the'situation,'what'do'you' really'want' to' happen' to' achieve' better' result' and'

100%'participation'from'the'pupils?'Why?'

The'mentor'or'coach'affirms'the'views'of'the'mentee.'

The'following'prompts'can'be'used:'

•' “I'agree'when'you'said'…”''•' “I'think'you'are'right...”'•' “I'know'that'you’re'in'the'right'track...”'•' “Sure,' you’re' absolutely' right' when' you' say'that…”'

•' “I' understand' that' and' you’re' definitely'correct...”'

•' “I'see'that'you’re'doing'right'when'you...”'''

The'mentor'or'coach'then'starts'the'process'of'giving'

feedback' stating' the' areas' of' strengths' first.' The'

mentor' or' coach' can' be' guided' by' the' following'

prompts:'

'

•' One'of'your'commendable'practices'is…'•' One'of'your'strengths...'

The' mentor' or' coach' allows' the' mentee' to' share'

his/her'thoughts'about'the'comments.''

The'mentor'or'coach'then'provides'his/her'feedback'

on'areas'of' improvement'with'concrete'and'specific'

Page%|%52%%%

details.'During'this'part,'the'mentor'or'coach'has'the'

option' to' allow' the'mentee' to' reflect' on'what' areas'

he/she'needs'to'improve'on'or'directly'provide'specific'

comments' and' suggestions' for' improvement.' The'

mentor'or'coach'can'also'choose'to'do'both'options.''

In' allowing' the' peer' to' reflect' on' his/her' areas' for'

improvement,'the'following'questions'can'be'used:''

•' What'do'you'think'are'some'of'the'areas'which'you'can'still'improve'on?''

•' Is' there' any' practice/approach' you' want' to'think'can'still'be'changed?'Why?'

•' If'you'were'to'teach'this'lesson'again,'which'learning'episode/s'will'you'adopt/modify?'How'

would'you'do'it'differently'next'time?'

•' What' learning' competencies/strategies' were'you' able' to' enhance' through' your'demonstration?'

•' Do'you'think'this'is'effective?'Why?'•' So,' when' can' I' see' all' these' ways' and'strategies'you'mention?'

•' Can'you'suggest'ways'or'strategies'from'what'you’ve' learned' in' our' learning' activities' to'

make'your'activities'interesting'and'effective?'

The' learning' facilitator' affirms' the' reflections' of' the'

mentee.'When'there'are'other'areas'of'improvement'

not'mentioned,' the'mentor' or' coach' should' provide'

his/her'feedback.'The'following'prompts'can'be'used'

when'giving'a'suggestion'or'recommendation:'

•' I'also'noticed'that'you….'This'practice'can'be'improved'by....'

•' I'can'further'help'you'improve….'

•' Perhaps'you'could'try...'next'time'•' “Do'you'think'that'…'this'would'really'suit'the'learners'in'your'class?”'What'do'you'think'of'

this'suggestion?'

•' “Perhaps'you'could'try'what'you'think'is'best'…'next'time.'

•' Do'you'think'this'could'work'in'your'class?”'''

Note:$ In$ some$ schools,$ teacher<mentors$ do$ not$suggest,$ recommend$ or$ prescribe.$ Rather,$ $ the$teacher$reflects$on$the$result$of$the$students’$activities$and$ from$ that$ result$ she$ can$draw$ suggestion$ as$ to$

Page%|%53%%%

what$she$will$do$next$time$to$improve$the$result$of$her$learning$activities.$$'Closing&''

The'Learning'Facilitator:''

•' summarizes' the' suggestions' or'

recommendations' that' his/her' peer' would' do'

next'time'

•' suggests' that' the' agreed' suggestions' or'recommendations' drawn' from' the' discussion'

be'the'focus'of'the'next'observation''

•' sets'the'schedule'of'the'next'observation''•' thanks'his/her'peer'and'reminds'him/her'of'the'confidentiality'of'their'discussion'

•' lets'his/her'peer'sign'the'agreement'form.'

2'minutes''

'Both'the'mentor'and'mentee'should'record'their'agreements'in'a'journal.'They'should'refer'to'the'journal'on'their'next'classroom'observation.'Likewise,'the'mentor'should'keep'a'record'of'her'Teaching_Learning'Scan.'He/she'should'refer' to' her' journals' and' compiled' Scans'when' assessing' his/her'mentee’s'progress'and'deciding'whether'future'guidance'is'still'required.''''''

4.' Who'are'involved?''

'"' School$Head.'The'School'Head' is' responsible' for'pairing'a'mentor'or'coach' to'a'mentee.' In'pairing,' the'school'head'considers' the' level'of'

pedagogical'or'content'knowledge'of'teachers.'The'school'head'should'

assign'a'mentor'or'coach'who'is'more'knowledgeable'about'a'particular'

strategy'or'subject'matter,' to'a' teacher'with' limited'knowledge'or'skill'

about'it.'The'pairing'of'mentor_mentee'can'be'irrespective'of'their'grade'

level' assignment,' rank,' age,' or' length' of' service,' and' in' some' cases'

subject'assignment,'when'the'primary'considerations'are'teachers’'level'

of'knowledge'and'skills.''

The' school' head' meets' the' Learning' Facilitator' first' to' explain' the'purpose'of'the'learning'activity,'expectations'and'tasks.'He'then'meets'the'mentor'or'coach'and'mentee' to'explain' the'same.'The'mentor'or'coach'and'mentee'should'accept'and'agree'on'the'pairing'arrangement.'''In'a'school,'the'school'head'could'form'more'than'one'mentor_mentee'pair,'depending'on'the'skill'profile'and'professional'needs'of'teachers.''The'purpose'of'the'classroom'observation'is'for'the'learning'facilitator'and'her'peer' to'openly'discuss'a'particular'approach,'skill,'or'content'area.'Unless,'the'school'head'is'the'mentor,'he/she'is'discouraged'to'participate'in'the'observation'to'respect'the'confidentiality'between'the'learning'facilitator'and'her'peer.'''

"' Mentor$or$coach.'Teachers'who'had'gained'knowledge'on'a'particular'approach,'skill,'or'content'area'through'participation'in'training'or'formal'

education'could'be'a'mentor.' In'addition' to'facilitation'skills,'a'mentor'

Page%|%54%%%

should'have'mentoring'or'coaching'skills.'In&the&PPST&career&stages,&a&mentor&or&coach&should&at&the&very&least&demonstrate&proficient&teacher& indicators]' however,' in' cases' when' a' beginning' teacher'possess'a'specialized'skill,'he/she'can'assume'the'role'of'a'coach' in'

that'aspect.''Classroom'observation'visits'take'place'in'the'context'of'

learning'from'a'mentor'or'coach'who'knows'a'strategy'that'is'unfamiliar'

to' the'mentee.'The'mentor'or'coach'could'have'gained'knowledge'or'

skill' from'his/her' participation' in' training'or' formal' studies' (e.g.,' short'

courses).'''

'"' Mentee.'Teachers'whom'the'school'head'identified'as'having'the'need'to' improve' on' a' particular' instructional' or' assessment' practice' or' to'

further'understand'a'topic.&'

5.' When'is'this'option'appropriate?'

This'type'of'learning'activity'suits:'''A' school' type' where' there' are' teachers' who' qualify' as' a'mentor' or'coach,' or' master' teachers' who' are' knowledgeable' in' a' particular'approach,'skill'or'content'area'''

6.' What'are'the'advantages?'

'In'this'kind'of'learning'modality:''

"' formal' classroom' observation' visit' provides' teachers' with' technical'support' from' a' knowledgeable' peer' in' a' non_threatening' learning'

environment'through'one_on_one'interaction]'

"' formal'classroom'observation'visit'allows'teachers'to'follow'through'and'reinforce'application'of'strategies'learned'from'group'facilitated'learning'

activities]''

"' mentor'or'coach'and'mentee'maintains'mutual'trust'and'confidentiality'between'them]'

"' schools' may' form' more' than' one' mentor' or' coach_mentee' pair,'depending'on'the'skill'profile'and'professional'needs'of'teachers]'and,'

"' mentor'or'coach'can'accommodate'a'new'mentee,'should'the'learning'goal'of'his/her'current'mentee'is'achieved.'

"' The'mentor_mentee'roles'of'the'teachers'may'reverse'when'the'mentee'is'more'knowledgeable'or'experienced'in'some'other'areas.'An'example'

of'this'is'a'language'teachr'who'is'a'mentee'of'a'schience'teacher'on'

science' concepts' integrated' into' language' lessons' and' the' science'

teacher' is' the' mentee' of' the' same' language' teacher' on' reading'

strategies'to'improve'critical'thinking'of'students.''

'7.' What'are'the'limitations?''

'This'type'of'learning'activity'might'not'work'in'schools'where:''

Page%|%55%%%

"' there'are'no'qualified'teacher_mentors'or'coaches.'

'

'2.2.+ Demonstration+Teaching+and+Return+Demonstration+'

•' What'is'this?''Demonstration' teaching' is'a' type'of'one_on_one' learning'activity,'whereby'a'mentor' or' coach' invites' a' mentee' to' observe' his/her' class' to' model' or'demonstrate' a' specific' strategy.' Demonstration' teaching' proceeds' a' return'demonstration.'In'a'return'demonstration,'it'is'the'mentee'who'will'demonstrate'the'application'of'a'strategy' learned' from' the'guidance'of'his/her'mentor'or'coach.'''

•' How'does'this'happen?''Demonstration' teaching' involves' three' stages' –' the' pre_observation'conference,'observation,'post_observation'conference.'In'the'pre_observation'conference,' the'mentor'or' coach'explains' to' the'mentee'a' strategy' that' the'mentor'or'coach'wants'him/her'to'focus'the'observation'on.'This'could'already'be'pre_identified'in'a'LAC'planning'activity,'or'agreed'upon'by'the'mentor'or'coach'and'his/her'mentee'from'a'previous'meeting.''It'is'encouraged'that'the'observation' is' structured' by' completing' a'Guided&Observation&Chart.&The'mentee'will'answer'questions'in'the'chart'while'he/she'is'observing'the'class'of'the'learning'facilitator.'In'this'manner'focus'of'the'mentee’s'observation'is'directed'towards'the'use'of'a'strategy.''The'mentor'or'coach'should'explain'to'his/her'peer'how'the'Guided'Observation'Chart'is'accomplished.'''In'the'observation'phase,'the'mentor'or'coach'carries'out'his/lesson'while'the'mentee'sits'at'the'back'of'the'room'recording'the'teaching_learning'processes'taking'place'related'to'a'strategy'the'mentor''is'modeling.'The'mentee'records'his/her'observation'in'the'Guided'Observation'Chart.&He/she'should'not'in'any'instance'interrupt'the'teaching_learning'activities'at'any'point'of'lesson.'''A' post_observation' conference' follows' a' demonstration' teaching.' It' is'encouraged' to' hold' post_observation' conference' after' the' demonstration'teaching' or' a' time' within' the' same' day' the' demonstration' teaching' was'scheduled.' A' suggested' structure' of' a' post_observation' conference' is'described'in'Box'5.'''Note:'demonstration'video''Box'5.'Process'of'post_observation'conference'in'a'demonstration'teaching''

' Approximate'number'of'minutes''

Preliminary&&The'mentor'or'coach:'

•' thanks'the'mentee'for'observing'his/her'class'

1'minute'

Page%|%56%%%

•' reminds'the'mentee'of'the'focused'strategy'of'the'observation''

'

Discussion&&The'mentor:'

•' introduces'the'strategy'•' goes' through' the' questions' in' the' Guided'Observation'Chart'and'answers'of'the'mentee.'

•' confirms' the' mentee’s' answers' to' the'questions' and/or' provides' additional'information'to'the'answers'by:'a.' explaining'the'features'of'the'approach'or'skill&

b.' citing'the'reasons'why'the'approach'or'skill'is'important'&

c.' describing'how'the'approach'or'skill' is'used'in'teaching&

i.' explaining'when'the'approach'or'skill'is'applied'in'teaching'

•' goes'through'the'mentee’s'questions'about'the'strategy'demonstrated'and'provides'answers.'

30'minutes''

Closing&&The'mentor:''

•' encourages' the' mentee' to' apply' or' use' the'strategy'in'his/her'class'on'her'own'for'practice'and'mentions'the'advantage'of'applying'this'on'his/her'own'

•' invites' peer' for' a' return' demonstration' and'mentions' the' importance' or' advantages' of'conducting'this'

•' discusses' the' schedule' for' the' return'demonstration''

•' thanks'the'mentee'for'the'opportunity'to'share'an'approach'or'skill'&

1'minute''

'The'return'demonstration'is'performed'by'the'mentor'or'coach'and'mentee'on'an'agreed'day.'The'mentee'should'have'had'the'opportunity'to'use'the'strategy'on'his/her'own'to'build'familiarity'and'confidence'in'the'use'of'the'strategy'after'seeing'how'is'applied'in'class,'and'understanding'the'features'of'the'strategy.'A'return'demonstration'is'important'for'the'mentor'and'mentee'to'discuss'how'the'approach'or'skill'worked'in'the'mentee’s'class.'''It'is'recommended'that'the'schedule'of'the'return'demonstration'takes'place'within'two'weeks'after'the'demonstration'teaching.'Scheduling'a'return'demonstration'as'close' to' the' day' of' the' demonstration' teaching' allows' the'mentor' to' affirm' the'mentee’s' strength' in' executing' the' strategy,' and' address' areas' he/she' needs'further'improvement.'The'process'observed'in'a'return'demonstration'is'the'same'as'the'one'Formal'Classroom'Observation'visit.'''

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''

•' Who'are'involved?'''

"' School$Head.' ' Same'provisions' as' the'one' in' classroom'observation'visits.'''

"' Mentor$or$coach.''Same'provisions'as'the'one'in'classroom'observation'visits.'

"' Mentee.'Teachers'whom'the'school'head'identified'as'having'the'need'to' improve' on' a' particular' instructional' or' assessment' practice' or' to'

further'understand'a'topic.&'

•' When'is'this'option'appropriate?''This'type'of'learning'activity'suits:'''

"' A' school' type' where' there' are' teachers' who' qualify' as' a'mentor' or'coach,' or' master' teachers' who' are' knowledgeable' in' a' particular'

approach,'skill'or'content'area''

'

•' What'are'the'advantages?''In'this'kind'of'learning'modality:''

"' demonstration'teaching'allows'teachers'to'visualize'and'understand'how'a'new'approach'or'strategy'is'applied'in'a'classroom]'

"' return'demonstration'provides'an'opportunity'for'teachers'to'practice'a'new'strategy'in'a'non_threatening'learning'environment'through'one_on_

one'interaction'with'a'peer]'

"' return'demonstration'allows'learning'facilitators'to'guide'a'peer'who'is'practicing'out'a'new'or'unfamiliar'approach'or'skill.''''

"' mentor'or'coach'and'mentee'maintains'mutual'trust'and'confidentiality'between'them]'

"' schools' may' form' more' than' one' mentor' or' coach_mentee' pair,'depending'on'the'skill'profile'and'professional'needs'of'teachers]'and,'

"' mentor'or'coach'can'accommodate'a'new'mentee,'should'the'learning'goal'of'his/her'current'mentee'is'achieved.'

'

•' What'are'the'limitations?'''This'type'of'learning'activity'might'not'work'in'schools'where:''

"' there'are'no'qualified'teacher_mentors'or'coaches.''

3.&&Supported&SelfJManaged&Learning&Instruction&'3.1'Supported+Self=Managed+Learning+Instruction'

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•' What'is'this?''Supported' Self_Managed' Learning' Instruction' is' a' type' of' school_based'learning' modality' that' involves' teachers' to' improve' on' a' skill' or' study' an'unfamiliar'or'new'approach'or'strategy'first'on'their'own'and'then'with'a'partner'or'a'small'group'of'teachers.'In'this'modality'teachers'rely'on'materials'(e.g.,'existing' training' modules,' ready_made' LAC' session' guides,' ready_made'teacher'reference'material)'for'their'learning.''''''

•' How'does'this'happen?'

Variation'1'Supported'Self_managed'Learning'Instruction'is'a'learning'modality'whereby'teachers'individually'study'a'similar'material'on'their'own'for'a'period'of'time'(e.g.,'one'or' two'weeks),'and'afterwhich,'meet'with' their'assigned'peers' (in'dyad' or' triad)' to' demonstrate' how' they' have' progressed.' Teachers' are'encouraged'to'record'their'personal'insights'and'realizations'in'their'course'of'learning' in' a'Learner’s& Journal&or' portfolio.' A' suggested' structure' of' peer'meetings'is'described'in'Box'6:'Note:'demonstration'video''Box' 6.' Process' of' peer' meetings' in' a' Supported' Self_Managed' Learning'Instruction''

Option'1'1.' Each'member'identifies'the'section'or'topic'he/she'is'in.'2.' Each' member' shares' experiences' in' learning' or' applying' an'approach.'The'teacher'refers'to'his/her'Learner’s'Journal'or'learning'portfolio' to' select' insights' he/she' wants' to' share.' ' He/she' could'highlight:''a.' best'experience''What$ is$ the$ highlight$ of$ his/her$ experience?$What$made$ it$ a$good$experience?$''

b.' point'of'difficulty'''What$difficulty$did$he/she$experienced?$What$made$it$difficult?$''

c.' realization''What$realization$did$he/she$have$from$this$experience?$

•' Other'members'share'their'suggestions.''Option'2'

1.' Each'member'identifies'the'section'or'topic'he/she'is'in.'2.' A'member'demonstrates'an'acquired'skill'to'peers.'''3.' The'member'who'demonstrated'a'skill'shares'his/her:'

a.' best'experience''What$ is$ the$ highlight$ of$ his/her$ experience?$What$made$ it$ a$good$experience?$''

b.' point'of'difficulty'''What$difficulty$did$he/she$experienced?$What$made$it$difficult?$''

c.' realization''What$realization$did$he/she$have$from$this$experience?$''

'

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After'a'peer'meeting,' teachers'would'continue' to'study' the'material'on' their'own'at'their'own'pace.'The'group'should'continue'to'meet'as'planned'(e.g.,'every'other'Wednesday,'3:00_4:00'in'the'afternoon).''It'discouraged'to'have'more'than'three'members'of'a'group'as'this'could'pose'a'challenge'among'the'members'in'terms'of'finding'a'common'meeting'time.'''Variation&2&'Supported'Self_managed'Learning'Instruction'is'a'learning'modality'whereby'a'teacher' participates' in' a' facilitated' team' learning' but' needs' to' learn' an'approach'or'skill'introduced'on'his/her'own'due'to'certain'circumstances'(e.g.,'perceived'need'to'independently'learn'in'detail'a'topic'introduced]'absences'in'scheduled' facilitated' team'learning'session).'The' learning' facilitator'provides'those' teachers' with' access' to' his/her' references' and' materials' used' in' a'facilitated' team'learning'session' for' them'to' learn' the'material'on' their'own.'Having' studied' the' material' on' their' own,' ' they' could' catch_up' with' the'discussion' in' the' next' sessions.' They' should' continue' to' participate' in'facilitated'team'learning'sessions'whenever'possible.''''

•' Who'are'involved'"' School$ Head.' The' school' head' oversees' teachers’' responsibility' in'attending' to' their' individual' learning'as'well'as' their' participation' in'peer'

meetings' or' facilitated' team' learning' sessions.' The' school' head' is'

responsible'in'ensuring'that'teachers'have'access'to'quality'materials'they'

will' use' for' self_learning,' and' in' determining' teachers’' membership' in' a'

group.'

"' School$LAC$Coordinator.$The'coordinator'monitors'the'conduct'of'individual'learning' activities,' peer' meetings,' and' report' to' the' School' Head' the'

progress'and'challenges,'and'proposed'actions'to'address'challenges.'''

"' Learning$ Facilitator.$ The' Learning' Facilitator' is' responsible' for' sharing'materials'to'teachers'who'will'study'the'material'on'their'own.''

"' Learning$Group.'These'are'teachers'with'the'same'learning'objectives'and'goals,'and'who'are'open'to'collaborating'with'others'to'learn'unfamiliar'topic'

after'learning'it'on'their'own.'''

"' Documenter.' The' documenter' is' a' member' of' the' group' who' records'highlights' of' the' discussions,' group' output' and' insights,' as' well' as'

agreements'reached.''

'

•' When'is'this'option'appropriate?'

This'type'of'learning'activity'suits:''"' schools' have' available' relevant' learning' materials' that' teachers' can'learn'on'their'own'but'are'challenged'to'find'a'common'time'to'meet]''

"' schools'where'there'are'a'number'of'teachers'whose'professional'needs'differ'from'the'majority]'and,'

"' schools'with'teachers'who'periodically'miss'scheduled'facilitated'team'learning'sessions.'''

Page%|%60%%%

'

•' What'are'the'advantages?''In'this'kind'of'learning'modality:''

"' peer'groups'can'be'organized'according'to'their'available'time'for'peer'meeting]'

"' teachers'who'periodically'miss'the'school’s'scheduled'facilitated'team'learning'sessions]'and,'

"' accommodates' professional' needs' of' teachers' that' differs' from' the'majority'of'the'teachers'in'a'school.''

'

•' What'are'the'limitations?'''This'type'of'learning'activity:''

"' requires'access'to'relevant'and'appropriate'learning'material.'''

''4.&MultiJschool&learning&activities&&Multi_school'learning'modalityare'types'of'professional'development'activities'where'teachers'from'different'schools'in'a'district'or'a'cluster'of'nearby'schools'within'one'or'two'districts'engage'in'learning'activities.''''4.1+Facilitated+Group+Learning+with+Teachers+from+Other+Schools+•' What'is'this?''Facilitated'group'learning'with'teachers'from'other'schools'is'a'type'of'multi_school' learning' activity' where' a' learning' facilitator' of' one' school' takes' on'facilitating' learning'activities'with' teachers' from'another' school' of' the' same'district,'municipality,'and'cluster.'This'happens'when'the'other'school'does'not'have'a'learning'facilitator'to'lead'to'handle'their'group'learning'activities.'''

•' How'does'this'happen?''Inter_school' arrangements' involve' collaborative' planning' among' the' district'office,'and'the'principals'and'teachers'of'the'two'schools.''Prior'to'the'learning'activity,' the' District' Office' profiles' the' professional' development' needs' of'teachers'in'their'school,'and'identifies'the'pool'of'learning'facilitators,'mentors'or'coaches.'The'District'Head'determines'whether' there' is'a'need' for' team'learning' with' learning' facilitators' from' other' schools' based' on' the' profiles'gathered.''Once'the'need'for' team'learning'with' teachers' from'other'schools'has'been'established,' the' district' office' coordinates'with' the' principal' of' the' identified'learning'facilitator'to'agree'on'schedules'and'topics.'Once'schedule'and'details'are'approved'both'by'the'District'Head'and'the'principal,'the'principal'then'talks'to'the'learning'facilitator'to'discuss'the'details'of'the'activity.''''

Page%|%61%%%

During'the'facilitated'group'learning,'the'facilitator,'leads'and'maintains'proper'flow'of'discussion'and'sharing'of'ideas.'Each'member'shares'to'the'group'their'ideas'through'relating'some'experiences,'suggesting'instructional'approaches,'or'discussing'key'concepts'which'they'think'can'help'solve'the'problem.''At'the'end' of' the' facilitated' team' learning' session,' the' facilitator' synthesizes' the'suggestions'and'recommendations'based'on'the'discussion.'''After' the' learning' session,' the' teachers' apply' what' they' learned' in' their'classroom'instruction'and'evaluate'whether'the'strategies'shared'to'them'work,'or'do'not'work.'They'go'back'to'their'learning'groups'and'report'the'success,'or' failure,' of' the' strategy.' Together,' the'members' of' the' learning' team'plan'again'for'the'improvement'of'their'instructional'practices.''''

'Box'7.'Procedure'in'conducting'Facilitated'Group'Learning''Procedure& and&approximate& block& of&time&

Task&description&&

Before'learning'session''Before'the'meeting' The' facilitators' remind' group'members' or' mentees' to'

bring'materials'(e.g.,'teachers’'guide,'learners’'material,'curriculum' guide,' lessons' prepared,' instructional'materials'developed'and'used,'samples'of'student'work)'to'the'upcoming'learning'session.''The'facilitators'remind'group'members'to'prepare'a'short'testimony'that'they'will'share'to'the'group.'Testimonies'should' reflect' what' they' did' in' their' class,' how' the'students' learned,' challenges' encountered,' success' or'failure'of'a'strategy.'

'Learning'session'proper'''Sharing'of'experiences'(30'minutes)'

The'facilitators'organize'the'group'members'to'share'in'pairs' or' groups' their' experiences' and' reflections'pertaining'to'the'new'strategy,'activities,'strategies'and'approaches'they'have'tried.'Together,' the'members'of'the' learning' team' process' the' groups’' insights' and'discusses'how'instructional'practices'could'improve.'''

Presentation' of' new'topic'(30'minutes)'

The'facilitators'present'a'new'topic'through'an'activity,'lecture,'or'workshop.''''

Application'activity'(50'minutes)'

Group'members'engaged'in'an'activity'to'demonstrate'acquisition' of' skill' or' knowledge' presented.' Activities'they' could' perform' include' materials' development,'demonstration'teaching,'preparation'of'lessons,'revise'or'improve'existing'lesson'plan.''''

What'to'do'next'(10'minutes)'

The'group'plans'specific'activities'to'apply'their'learning'in' their' classroom' (e.g.,' classroom' observations,'mentoring' activities),' and' identify' what' they' need' to'

Page%|%62%%%

present' in' the' next' learning' session' to' assess' the'outcome'of'their'instruction.''

After'learning'session''Implementation'' After' the' facilitated' group' learning,' the' teachers'

apply' what' they' learned' in' their' classroom' and'evaluate'whether'the'strategies'share'to'them'work,'or'do'not'work,'in'their'classroom'instruction.''

'''

•' Who'are'involved?'''

"' District$head.$The'district'head'oversees'all'activities'related'to'facilitated'team'learning'with'teachers'from'other'schools.'The'District'Head'looks'

at'school'PLC'plans,'assess'the'need'to'have'learning'facilitators'from'

other'schools,'and'coordinate'with'the'school'heads'of'both'the'learning'

facilitator'and'the'teachers'of'the'facilitated'team'learning.'''

"' School$Head$of$the$Learning$Facilitator.'The'school'head'of'the'learning'facilitator' coordinates' with' the' District' Office' regarding' the' need,' the'

details,'and'the'arrangement'of'the'activity.'

"' School$Head$of$ the$Learning$Team.$ 'The'school'head'of' the' learning'team'coordinates'with' the'District'Head,' the'school'head'of' the'other'

school,' and' the' learning' facilitator' to' be' invited.' The' school' head'

ensures'that'the'learning'facilitator'is'informed'of'the'learning'needs'of'

his/her'teachers.'

"' Learning$Facilitator.'Learning'facilitators'are'teachers'whose'knowledge'and'skills'are'advanced'compared'to'most'of'the'teachers.'This'could'

be'because'of'the'training'they'attended,'the'graduate'studies'they'are'

pursuing,' and' other' professional' development' activities' they' have'

participated'in.'

"' Learning$Group$Members.'Members'are'teachers'who'have'the'same'learning'goals,'preferences,'and'profile.'

'

•' When'is'this'option'appropriate?'

This'type'of'learning'activity'suits:'"' schools'that'does'not'have'a'learning'facilitator'to'lead'to'handle'their'group'learning'activities'

'

•' What'are'the'advantages?''

This'learning'modality:'"' provides' an' avenue' for' teachers' to' listen' and' learn' from' a' learning'facilitator' from' other' school' who' brings' with' his/her' different'

experiences.''

'

Page%|%63%%%

•' What'are'the'limitations?'''This'type'of'learning'activity'might'not'work'in:'

"' schools'which'are'located'remotely'from'other'schools'in'the'district.''''4.2+Multi=school+or+District+Group+Learning++

•' What'is'this?''This' is' a' type' of' multi_school' learning' activity' that' involves' the' learning'facilitators' and' learning' groups' from' different' schools' in' a' district' to' learn'together'as'a'group.'This'is'an'efficient'way'for'teachers'who'have'the'same'learning' goals' from' different' schools' to' engage' in' a' professional' learning'activity.'''

•' How'does'this'happen?''Prior' to' the' learning' activity,' the' District' Office' profiles' the' professional'development' needs' of' teachers' in' their' school,' and' identifies' the' pool' of'learning'facilitators,'mentors'or'coaches.'The'District'Head'determines'whether'there'is'a'need'for'a'district'learning.''''Once'the'need'for'district'or'multi'school' learning'has'been'established,' the'district' office' coordinates' with' the' principals' of' the' identified' schools' to'participate'in'the'district'or'multi_school'learning.'Once'schedule'and'details'are'approved' both' by' the' District' Head' and' the' principal,' the' principal' then'communicates'the'details'of'the'activity'to'their'teachers.'''During'the'facilitated'group'learning,'the'identified'facilitators'lead'and'maintain'proper' flow' of' discussion' and' sharing' of' ideas.' The' learning' participants'participate' in' the' learning' activities' through' sharing' of' their' practices,' and'discussion' of' ideas.' ' At' the' end' of' the' learning' session,' the' facilitators'synthesize'the'suggestions'and'recommendations'based'on'the'discussions.'''After' the' learning' session,' the' teachers' apply' what' they' learned' in' their'classroom'instruction'and'evaluate'whether'the'strategies'shared'to'them'work,'or'do'not'work.'They'go'back'to'their'learning'groups'and'report'the'success,'or' failure,' of' the' strategy.' Together,' the'members' of' the' learning' team'plan'again'for'the'improvement'of'their'instructional'practices.'''Box'8.'Procedure'in'conducting'Multi_school'or'District'Group'Learning'Procedure& and&approximate& block& of&time&

Task&description&&

Before'learning'session''Before'the'meeting' The' District' Head' coordinates' with' the' principals'

regarding' the' time' and' venue' of' the' learning' activity.'He/she' oversees' all' preparatory' activities' such' as'

Page%|%64%%%

ensuring'materials'and'equipment' to'be'used,'and' the'readiness'of'the'facilitators.''

'Learning'session'proper''''Sharing'of'experiences'(30'minutes)'

The'facilitators'organize'the'group'members'to'share'in'pairs' or' groups' their' experiences' and' reflections'pertaining'to'the'new'strategy,'activities,'strategies'and'approaches'they'have'tried.'Together,' the'members'of'the' learning' team' processes' the' groups’' insights' and'discusses'how'instructional'practices'could'improve.'''

Presentation' of' new'topic'(30'minutes)'

The'facilitators'present'a'new'topic'through'an'activity,'lecture,'or'workshop.'''''

Application'activity'(50'minutes)'

Group'members'engaged'in'an'activity'to'demonstrate'acquisition' of' skill' or' knowledge' presented.' Activities'they' could' perform' include' materials' development,'demonstration'teaching,'preparation'of'lessons,'revise'or'improve'existing'lesson'plan.''''

What'to'do'next'(10'minutes)'

The'group'plans'specific'activities'to'apply'their'learning'in' their' classroom' (e.g.,' classroom' observations,'mentoring' activities),' and' identify' what' they' need' to'present' in' the' next' learning' session' to' assess' the'outcome'of'their'instruction.''

After'learning'session''Implementation'' After' the' facilitated' group' learning,' the' teachers'

apply' what' they' learned' in' their' classroom' and'evaluate'whether'the'strategies'share'to'them'work,'or'do'not'work,'in'their'classroom'instruction.''

''

•' Who'are'involved?'''

"' District$Head.$The'District'head'plays'a'vital'role'in'assessing'the'need'for'district'group'learning.'The'District'Head'then'coordinates'the'details'

of'the'activity'to'the'school'heads.''

"' School$Head.'The'school'head'of'participating'school'coordinates' the'details'of'the'learning'activity'to'the'teachers'of'learning'teams.''

"' Learning$Facilitator.'Learning'facilitators'are'teachers'whose'knowledge'and'skills'are'advanced'compared'to'most'of'the'teachers.'This'could'

be'because'of'the'training'they'attended,'the'graduate'studies'they'are'

pursuing,' and' other' professional' development' activities' they' have'

participated'in.'''

"' Learning$group$members.'Teachers'who'participate'in'a'district'group'learning'are'those'who'have'the'same'learning'goals,'preferences,'and'

profile.''

Page%|%65%%%

'

•' When'is'this'option'appropriate?'

This'type'of'learning'activity'suits:'"' schools'that'does'not'have'a'learning'facilitator'to'lead'to'handle'their'learning'activities'

''

•' What'are'the'advantages?'

This'learning'modality:'provides' an' avenue' for' teachers' to' listen' and' learn' from' learning'facilitators'and'other' teachers' from'other'school'who'bring'with' them'different'experiences.''

•' What'are'the'limitations?'''This'type'of'learning'activity:'

"' requires' collaborative' planning' among' school' heads' in' terms' of'identifying'professional'development'needs'of'teachers'in'a'district,'and'

scheduling'the'learning'activity.''++

4.2.1+Facilitators’+Circle++The' Facilitators’' Circle' are' activities' participated' in' by' learning' facilitators' from'schools'within'a'district''or'cluster'of'schools'to'share'best'practices.''''District+Learning+Facilitators’+Circle+or+Assembly++

'What'is'this?''

•' This' is'a' learning'activity'whereby' the' learning' facilitators' in' the'district'or'a'cluster'schools'together'with'the'School'Heads'gather'to'discuss'the'progress'

on'and'issues'of'LAC'related'activities.'This'also'serves'an'avenue'where'the'

learning' facilitators' can' share' best' practices' and' insights' in' the' conduct' of'

learning' activities' as' well' as' challenges' encountered' and' intervention'

measures'provided.'It'may'be'conducted'monthly'or'once'a'quarter.''

'How'does'this'happen?'

'Prior'to'a'Facilitators’'Circle,'the'district'supervisor,'school'heads'of'a'district,'the' LAC' Coordinator' of' the' schools' convene' to' plan' for' the' Learning'Facilitators’'Circle.'They'evaluate'the'learning'activities'accomplished'for'the'month' or' quarter' and' how' these' learning' activities' impacted' the' teaching'performance' of' the' teacher.' They'may' also' talk' about' problems' that' affect'successful' learning'activities'among' teachers,'and'assess' the' impact'of' the'learning' activities' on' student' learning' using' information' from' classroom'observations' visits' reports.'They' then'prepare' a'program'of' activities'of' the'Facilitators’'Circle.'The'activities'could'include:'

Page%|%66%%%

"' sharing'of'practices,'and'lessons'learned''"' identifying'common'problems'and'solutions'"' resolving'issues'related'to'LAC'activities''"' a'lecture–workshop'facilitated'by'an'invited'resource'speaker'

During'the'facilitators’'circle,'the'facilitators'gather'to'share'their'experiences'in'facilitating'learning'activities.'''

•' Who'are'involved?'''

"' District$Head.$The'District'office'approves'the'conduct'of'this'activity'and'oversees'the'conduct'of'the'activity.'

"' District$LAC$Coordinator.$The'District'LAC'Coordinator'spearheads'the'planning'and'conduct'of'the'Learning'Facilitators’'Circle.'

"' School$Heads$of$ the$district$or$cluster.$The'school'head'ensures' that'learning'facilitators'participate'the'Learning'Facilitators’'Circle.''School$LAC$Coordinator.$Prepares'a'report'reflecting'the'progress'and'issues'gathered'prior'to'the'conduct'of'the'Learning'Facilitators’'Circle.'

"' Learning$ Facilitators.$ The' learning' facilitators' take' turns' in' leading'facilitators’'circle.''

'

•' When'is'this'option'appropriate?'

This' type' of' learning' activity' suits' districts' and' schools' which' can' gather'learning'facilitators'monthly'for'a'meeting.'''

•' What'are'the'advantages?'

The' learning' facilitators'can'have'an'avenue' to'share' their'experiences'and'continuously'learn'from'one'another.''

''4.2.2+ Division+LAC+Circle+or+Assembly+

+•' What'is'this?'This' is' a' division_wide' gathering' among' District' Heads,' District' LAC'Coordinator,' Learning' Facilitators,' and' School' Heads.' They' convene' to'showcase'best'practices'and'significant'milestone'on'the'conduct'of'learning'activities.'''

•' How'does'this'happen?'The' Division' LAC' Coordinator,' in' consultation' with' relevant' offices' and'divisions,'takes'the'lead'role'in'the'planning'and'conduct'of'the'activity.'The'Division' LAC' Coordinator' plans' with' the' District' Heads,' District' LAC'Coordinators'to'organize'the'schedule,'venue,'and'program.'The'Division'LAC'Coordinator' with' the' approval' of' the' Schools' Division' Superintendent' will'choose'a'district'who'will'host'the'said'activity.'Division'LAC'Assembly'may'be'conducted'annually'or'semi_annually.''During' a' Division' LAC' Assembly,' the' District' LAC' Coordinator' or' Learning'Facilitator'in'every'district'showcases'the'significant'milestones'and'share'best'LAC' practices.' The' Division' can' select' the' best' LAC' practice' or' best' LAC'

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implementing' school' or' district.' District' Heads,' District' and' School' LAC'Coordinators,'and'Learning'Facilitators'can'be'awarded'to'recognize'the'LAC'initiatives'they'had'done.''

•' Who'are'involved?'"' Schools$Division$Superintendent.'The'School'Division'Superintendent'approves'the'conduct'of'the'activity.'

"' Assistant$ Schools$ Division$ Superintendent.$ The' Assistant' Schools'Division'Superintendent'supports'the'conduct'of'the'activity.'

"' Division$ Education$ Program$ Supervisors.$ Education' Program'

Supervisors'of'English,'Science,'Math,'Filipino,'and'other'core'subjects'

provide' technical' assistance' to' the' Division' LAC' Coordinator' in'

designing'and'preparing'for'the'activity.'

"' Division$LAC$Coordinator.'Leads'in'planning'and'organizing'the'activity.''"' District$LAC$Coordinator.'The'District'LAC'Coordinator'coordinates'to'all'School'LAC'Coordinators'in'the'district'and'gathers'all'the'best'practices'

and' significant' results' in' every' school.' He/she' organizes' the'

presentation' of' the' district' in' coordination' with' the' School' LAC'

coordinator' and'Learning'Facilitators.'He/she'plays' a' vital' role' in' the'

successful'result'of'the'presentation'since'he/she'collates'all'reports'in'

the'school.''

"' District$Head.'The'District'Head'coordinates'with'all'the'school'heads'for'the' details' of' the' activity' and' together' they' will' decide' what' will' be'

showcased'during'the'assembly'be'it'in'a'power'point'presentation'or'a'

video'presentation.'

"' School$Heads.'School'Heads'oversee'and'provide'technical'support'to'the' School' LAC' Coordinator' in' the' preparation' of' the' necessary'

documents'and'reports'needed'for'the'activity.'

"' School$ LAC$Coordinator.' ' The'School' LAC'Coordinator' prepares' the'necessary'documents'needed'for'the'activity.'''

'

•' What'are'the'advantages?'

This'learning'activity:'"' allows'the'division'to'assess'the'LAC'culture'of'the'schools'and'districts''"' motivates'the'schools'and'districts'to'pursue'LAC'activities''''

5.2.3.& Regional+LAC+Circle++

•' What'is'this?'

Regional' LAC' Circle' is' a' learning' activity' wherein' all' the' Division' LAC'Coordinators,'and'focal'officials'of'the'Division,'identified'Learning'Facilitators,'and' School' Heads' convene' to' document' practices,' recommend' plans' and'activities'and' revisit'policies'pertaining' to' the' implementation'of' the'different'professional'learning'modalities.'

•' How'does'this'happen?'

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To'systematically'document'PLC'practices'of'schools,'the'Regional'LAC'Focal'Person'organizes'a'Focused'Group'Discussion'(FGDs)'through'TaLACayan.'The'process'of'conducting'the'TaLACayan'involves'target'or'direction'setting'and' implementation' protocol' and' post' evaluation' mechanism' processes'involving'the'Key'LAC'Facilitators'of'the'divisions.'''Action' implementation'plans'of' the'Division'Focal'Persons'are' revisited'and'aligned'with'the'targets'of'the'region.'Strengths,'Weaknesses,'Opportunities,'and'Threats'(SWOT)'analysis'on' the' learning'content,'delivery'and'program'mechanisms' are' surfaced.' Best' practices' of' the' division' and' rewards'mechanism'procedure'are'highlighted'to'build'community'of'practices.''This' activity' is' a' region_wide' activity' conducted' semi_annually' or' annually'wherein'all'divisions'are'represented.''''

•' Who'are'involved?'"' Regional$Director.'The'Regional'Director'approves' the'conduct'of' the'activity.'

"' Chief$ of$ CLMD$ and$ HRTD.$ The' Chiefs' oversee' the' conduct' of' the'activity.'

"' Regional$LAC$Coordinator.'The'Regional'LAC'spearheads'the'FGD'on'TaLACayan'and'evaluates' the'division'action' implementation'scheme'on'professional'development'activities.''

"' Division$ LAC$ Coordinator.' The' Division' LAC' Coordinator' prepares'documentary' evidences' on' the' professional' development' activities'

implemented.'

"' Senior$ Education$ Program$ Specialist$ of$ HRD.' A' Senior' Education'Program' Specialist' of' HRD' documents' TA'mechanism' and' program'

support.'

"' School$ Heads$and$Learning$Facilitators.' School' Heads' and' Learning'Facilitators' and' share' experiences' highlighting' the' benefits,' success'

stories,'areas'of'concerns'and'suggestions'on'professional'development'

activities'protocols.'

'

•' When'is'this'appropriate?'

This'can'suit'where'the'divisions'are'actively'involved'and'committed'to'build'a'Community'of'Practice'(COPs).''

•' What'are'the'advantages?'

The' Region' can' easily' track' the' road' map' of' professional' development'activities'of'every'division.''This'is'an'avenue'for'technical'assistance,'target'setting,' policy' recommendation' and' profiling' of' divisions’' capacity' building'activities'in'ensuring'a'community'of'practice.'''''

'

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4.2.2+District+Showcasing+of+Demo+Teaching++What'is'this?'This' is'a' learning'activity'whereby' teachers' from'different'schools' in' the'district'showcase' a' certain' strategy' through' demonstration' teaching.' Demonstration'teachers' are' usually' the'mentees'who'had'undergone'mentoring' or' coaching.•' ''How'does'this'happen?'The'process'of'showcasing'of'demo_teaching'involves'the'District'Head,'all'the'School'Heads,'the'Learning'facilitators'and'the'learning'team'in'every'school.'Learning$Facilitator$in$every$school$decide$the$kind$of$demo$teaching$he/she$will$ be$ showcasing$ targeting$ the$ least$ learned$ skills.$This' is' a' district' wide'activity'wherein'all'teachers'in'the'district'convene'and'gather'to'witness'the'demo'teaching.'This'is'an'avenue'where'all'teachers'can'witness'a'strategy/'approach'on'a'skill'that'they'can'also'benchmark'in'their'own'school.'It'may'be'conducted'quarterly'in'a'round'robin'style.''Prior'to'the'demo_teaching'the'District'Head'will'convene'with'all'the'School'Heads' together'with' the' learning' facilitator' in'every'school.'They'will'decide'who' among' the' Learning' Peer' will' showcase' the' demo' teaching' in' every'school.''During'the'showcasing'of'demo'teaching'as'scheduled'on'a'particular'school,'the'host'school'will'prepare'the'venue'and'all'the'things'needed'for'the'success'of'the'said'activity.'Usually'it'will'start'with'an'opening'program'where'some'educational'personalities'like'EPS'on'the'specific'subject'connected'with'the'subject'to'be'demonstrated'are'invited'to'highlight'the'activity.'Showcasing'of'the' demo' teaching' will' follow' and' post' observation' will' be' conducted.' It' is'usually'captured'by'a'video'for'benchmarking.''Certificate'of'Recognition'will'be'given'to'the'teacher'demonstrator,'to'the'Learning'Facilitator'as'coach'and'to'the'School'head'who'provided'technical'assistance'to'the'Learning'Peer'and'Learning'Facilitator.''

•' Who'are'involved?'"' District$Head.'The'District'oversees'the'conduct'of'the'showcasing'of'demo'teaching'and'spearheads'the'activity.'

"' District$LAC$Coordinator.''The'District'LAC'Coordinator'gathers'all'the'best'practices'in'a'cluster'schools.''

"' School$Head.'The'School'Heads'in'the'district'support'the'conduct'of'the'activity'by'coordinating'with'the'respective'learning'facilitators'and'teachers.'

"' Learning$Facilitator,$Mentor,$or$Coach.'The'Learning'Facilitator,'mentors,'and' coachers' decide' on' the' strategy,' approach,' skill' or' content' to' be'

showcased.'The'LF'assists'the'demo_teacher'and'their'success'will'depend'

on'their'cooperation'and'collaboration'as'partners.'

"' Learning' Peer.' The' LP' is' the' one' who' will' showcase' a' strategy,' an'approach,'a'skill'or'a'content'and'coordinate'with'the'learning'Facilitator.'

'

•' When'is'this'appropriate?'

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This'type'of'learning'activity'best'suit:'"' districts'with'a'small'number'of'schools'and'teachers'can'easily'convene.''

•' What'are'the'advantages?'"' Teachers'from'other'schools'can'learn'a'strategy'showcased'in'the'demo_teaching'from'teachers'of'other'schools.'

'References:'Sims,'R.'and'E.'Sims.,'ed.'2006.'Learning$style$composition$in$teams:$Implications$for$assessment.'Nova'Press''Kayes,'D.'C.','&'Kayes,'A.'B.'(2006).'Learning'style'composition'in'teams:'Implications' for' assessment.' In' (Eds.)' Sims,' R.' &' Sims,' E.' Learning$ Styles$ and$Learning:$A$Key$to$Meeting$the$Accountability$Demands$in$Education.'Nova'Press.'Department'of'Education'(2016).'Learning'Action'Cell'Starter'Guide'for'LAC'Leaders.'AusAID'_'Basic'Education'Sector'Transformation'Program'(BEST)'Department' of' Education' (2010).' Learning' Partnership' Program'Manual.' USAID' –'Education'Quality'and'Access'for'Learning'and'Livelihood'Skills'Project.'DepEd'Region'5'memo'on'ELLN_LAC'''''''''''''''''''''''''''''''''

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'''''''''''''''''''''''''

''''''''''''''''

''''''''''''''

Implementing the LAC Plan

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'''

PROCESSES&IN&A&FACILITATED&GROUP&LEARNING&SESSION'

''

&Overview&&&This'section'describes'the'processes'that'take'place'in'a'typical'LAC'session'or'a'facilitated'group'learning'activity.'Recognizing'the'various'school_based'professional'learning'modalities'that'school'heads'can'implement'given'their'school'context,'group'LAC'sessions'remains'to'be'the'core'learning'modality'for'teachers’'continuous'professional'development.'''&LAC&Process&'A' LAC' session' or' facilitated' group' learning' activity' consists' of' six' (6)' parts.' These' are:'preparatory]'sharing'of'experience]'presentation'of' the'new'topic]'wrap_up'and'application]'what'to'do'next]'next'steps'and'agreements]'and,'closing.'Learning'and'facilitation'tasks'of'each'part'is'described'below.''&Part&1.&Preparatory&(5&minutes)&'During'the'preparatory'activity,' the'LAC'facilitator'for' the'day'welcomes'all' the'participants'and'thanks'them'for'coming'to'the'LAC'session.'It'is'essential'to'set'the'climate'for'effective'communication.'Mood'setting' is' important' to'encourage'participants' to' share' insights'and'reflections'of'previous'learning.'''Ground' rules'are'drawn' from' the'participants'and'posted'at' the'area'where' it' is' visible' to'everyone.' The' LAC' leader/facilitator' makes' sure' that' these' rules' are' strictly' adhered' to.'Management'of'Learning'will'be'led'by'the'assigned'group'in_charge'for'the'day.'&&Sharing&of&experiences&(30&minutes)&&The'LAC'facilitator'encourages' teachers' to'share' their'experiences' related'to' the'previous'topic.'The' teachers'could'be'asked'to'share' in'pairs,'grade'groups'or'subject'groups' their'experiences'and'insights'pertaining'to'the'previous'lesson'and'ask'if'they'have'tried'it'in'their'respective' classes.'During' this' step,' teachers' share' instructional' practices,'or'assessment'tasks'that'worked'and'did'not'work'so'well,'instructional'skill'difficulty,'and'content'difficulties.'&&Presentation&of&the&New&Topic&(30&minutes)&&The'facilitator'introduces'the'topic'and'gives'an'overview'of'the'session.'Further,'the'facilitator'explains'the'importance'of'the'topic'to'generate'interest'from'the'teachers.'This'time,'the'LAC'facilitator' refers' to' the'prepared'Session'Guide' (SG)' for' the' topic' to'be'discussed' for' the'session.' The' session' guides' are' designed' to' help' facilitators' deliver' the' topic' through'structured'activities,' lectures,'use'of'videos'and'courseware,'and'workshop'appropriate'for'adult' learners.' The' LAC' documenter' records' the' group’s' discussion' highlights,' matters'arising,'and'agreements.''&

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WrapJup&of&inputs&and&insights,&and&application&(50&minutes)&&The'facilitator'wraps'up'this'point'of'the'session'by'summarizing'the'session’s'objectives,'key'understanding'presented'in'the'lesson,'and'insights'of'the'participants.''The'facilitator'should'be'able'to'show'the'connection'between'the'session'objectives'and'key'understanding,'and'its'link'to'the'insights'of'the'participants.''This'part'of'the'session'is'important'because'it'is'an'opportunity'for'participants'to'confirm'new'ideas'learned,'and'to'address'any'misconceptions'they'may'still'have.''''The'facilitator'then'introduces'an'application'activity'to'the'group.'The'facilitator'articulates'the'purpose' of' the' application' activity,' which' is' to' provide' participants' hands_on' practice' in'applying'the'concept,'skill,'or'strategy'learned'in'the'session.'It'should'be'clarified'that'the'activity'designed'in'this'part'of'the'session'would'facilitate'the'application'of'the'new'concept,'skill,'or'strategy'to'their'classroom'teaching.'''The' application' activity' designed' would' vary' depending' on' the' topic.' Typical' application'activities'include,'but'not'limited'to'the'following:''

"' Development'of'instructional'materials.'This'application'activity'is'appropriate'when'a'concept,' skill,' or' strategy' discussed' requires' the' use' of'materials' (e.g.,' big' books,'activity'sheets,'visual'aids,'etc.).'An'advantage'of'this'activity'is'that'teacher'can'bring'their'developed'materials'for'use'in'their'classroom.'

"' Making'or'revising'existing'lesson'plans.'This'application'activity'is'appropriate'when'a' new' strategy' or' instructional' approach' is' introduced' (e.g.,' cooperative' learning,'explicit'teaching),'and'the'facilitator'would'like'the'participants'to'use'the'strategy'or'instructional'approach'in'their'classroom.'''

"' Creative'group'presentation'(e.g.,'song,'storytelling,'poem,'drama,'skit,'visual'art,'etc.)''"' Micro_teaching.' This' application' activity' is' appropriate' when' a' new' strategy' or'

instructional'approach' is' introduced'and' the' facilitator'would' like' the'participants' to'practice'using'the'strategy'or'instructional'approach.''

'''The'facilitator'processes'the'output'of' the'groups'in'a'constructive'manner.'He/she'should'draw'out' from' the'participants' the'good'points'and'areas' for' improvement.' 'The' facilitator'should' confirm'correct' ideas'provided'by' the'participants,' and'give' further' suggestions'or'recommendations.' She'ends' the'application'activity' by' recognizing' the' good' performance'done'by'the'participants.''&What&to&do&Next&(10&minutes)&&&At'this'point,'the'members'of'the'group'plan'specific'activities'to'apply'what'they'have'learned'in'their'classroom'(e.g.,'classroom'observation,'mentoring'activities).'They'will'also' identify'what'they'need'to'bring'and'present'to'the'next'learning'session'to'demonstrate'the'effects'of'what'they'did'on'their'learners.'The'learning'facilitator'summarizes'the'agreements'and'the'LAC'documenter'records'these'agreements.'''&&Next&steps&and&agreements&(5&minutes)&&At'this'point'of'the'session,'the'facilitator'reminds'the'group'of'the'date,'time,'venue,'topic,'assigned'lead'facilitator'and'documenter,'materials'that'participants'need'to'bring'to'the'next'LAC'session'and'schedule'for'classroom'observation.'The'facilitator'also'assigns'a'teacher'who'would'facilitate'the'management'of'learning'for'the'next'session.'&

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&&Closing&(5&minutes)&&The' facilitator' could' formally' close' the' session' in'different'ways' (e.g.,' community' singing]'sharing'a'quote,'etc.).'It'is'important'that'the'message'of'the'song'or'quote'is'related'to'the'topic'and'will'encourage' the'participants'to'effectively'and'efficiently'apply'what' they'have'learned'from'the'session.'''&References:&&&Department' of' Education.' Learning' Action' Cell' (LAC)' Facilitator’s' Guide.' USAID' _' ' Basa'Pilipinas'DepEd'Region'V'memo''&&&&&&&&&&&&&'''''''''''''''''''''''''''

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'''''''''''''''''''''''

'''''''''''''''''''''''''''''

'''

Monitoring and Evaluation of LAC Activities

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''

DOCUMENTATION&AND&RECORD&KEEPING'

'

&Section&Overview&'Proper'documentation'of'every'activity'is'essential'for'the'purpose'of'monitoring'and'evaluation,' providing' technical' assistance,' and' in' making' decisions]' hence,' it' is'recommended' that'evidences'of' teachers’' and' students’' learning'be' recorded'and'properly'kept'for'future'use'and'for'ready'reference.'This'section'introduces'different'means'to'document'different'LAC'activities.'''&&Types&of&Documentation&&&'Teachers' engage' in' various' learning' activities' with' each' other.' For' this' reason,'documentation'requirements'may'vary'according'to'the'learning'modality'undertaken.'However,' there' are' common' documentation' practices' across' different' learning'activities.'Regardless'of'documentation'type,'the'content'should'capture'individual'or'collective' insights' or' realization,' challenges' encountered,' and' good' practices' of'teachers'brought'about' their'engagement' in'a' learning'activity.'The'documentation'types'described'below'shall'be'used'as'means'of'verification'for'progress'monitoring'and'evaluation'purposes.''

'

Documentation& Type& and&Description&

Learning&Activities& Responsible&Person&&

•' Narrative'Reports'''Narrative' reports' should'document' group' learning'activity' highlights.' Reports'should' include' the' following'parts:''1.'Topic''2.' Objectives' or' learning'goals''3.'Discussion'highlights''4.'Date'and'venue''5.'Name'of'learning'facilitator'6.'Discussion'highlights''a.' Good'practices'shared''b.' Challenges'shared'c.' Lessons' learned,'insights'or'realizations''

d.' Next'course'of'action'7.'Next'steps'8.'Attendance''

•' School_based' or' multi_school' facilitated' group'learning'activities''

LAC'documenter''Documentation' task'shall' be' in' rotation'basis.' This' shall' be'arranged' by' the'school' head' to'ensure' that' all'activities' are'properly'documented' and'that' data' gathered'are' authentic,' valid,'and'sufficient.'

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'

•' LAC' session' evaluation'tool'

'To'document'the'quality'of'a'learning' session,' a' peer'review' of' the' LAC' session'shall'be'conducted'at'the'end'of'the'session'using'the'LAC'session' evaluation' tool'(Annex' C)' shall' be'accomplished.'''''

•' School_based' or' multi_school' facilitated' group'learning'activities'

School'head'LAC'members'''To'The'school'head'shall'consolidate'and'analyze' the' results.'The' school' head'shall' provide'feedback'to'the'LAC'facilitator' for'improvement.''''

•' Classroom' observation'forms''

'There' are' different' forms'available'to'capture'teaching_learning' processes.' ' The'prescribed' observation' tool'for' learning' facilitators,'mentors,'or'coaches'who'are'also'school'heads'should'be'used' (e.g.,'STAR).'Teacher_mentors'or'coaches'can'use'the' Teaching_Learning' scan'(Annex'F)'for'observing'their'peers.'Mentees' can'use' the'Guided' Observation' chart'(Annex' E)' for' observing' a'demonstration'teaching.'

One_on_one' learning'activities'such'as:'

•' Classroom'observations'•' Demonstration'teaching'•' Return'demonstration''

Learning'facilitators'Mentors'Coaches'School'heads''Mentee'''''

•' Journal'''Learning' facilitators' and'members' should' keep' a'personal' journal' to' log' their'reflections' after' each'learning' engagement'whether'it'be'a'group,'self,'or'one_on_one' learning'modaltiy.' The' journal' should'reflect'the'following'ideas:'''1.'description'of'the'strategy'or'task'learned]'''''2.' insights' or' realizations'gained' from' the' facilitator,'mentor,'or'coach'a.'new'concepts'learned'

•' School_based' or' multi_school' group' learning'activities'

•' One_on_one' learning'activities''

•' Supported' self_managed'learning''

LAC' facilitators' and'members''

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b.'known'concepts'that'were'more'understood]'''3.' lessons' learned' or'personal' experience' of' how'the'strategy'worked'or'did'not'work'in'his/her'class]''4.'next'course'of'action''''Teachers' can' bring' their'journals' to' their' learning'activities'to'note'ideas'shared'from'peers,' and' to' serve'as'reference'in'when'they'share'experiences.'

•' Learning'Portfolios''Learning' facilitators' and'members' should' keep' an'learning' portfolio.' Portfolio'should' include' evidences' of'their'self'and/or'peer'learning'activities' and' their' students’'learning,' such' as,' but' not'limited'to:''1.'teachers’'lesson'plans''2.' teaching' materials'developed''3.' accomplished' activity'sheets'of'teachers'4.' accomplished' guided'classroom' observation'sheets' and' classroom'observation'forms''5.' student' assessment'results''Teachers' can' bring' their'learning' portfolio' to' their'learning' activities' to' present'evidences'of'learning'to'their'peers.''

•' School_based' or' multi_school' group' learning'activities'

•' One_on_one' learning'activities'

•' Supported' self_managed'learning''

LAC' facilitators' and'members''

•' Videos'or'pictures''Teachers' can' supplement'the' documentation' of' their'learning' activities' through'videos'or'pictures.''''

•' School_based' or' multi_school' group' learning'activities'

•' One_on_one' learning'activities'

LAC'documenter''LAC' facilitators' and'members''

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•' Supported' self_managed'learning'''

&It'is'good'to'reminisce'and'celebrate'the'successes'of'programs'and'activities'and'to'look'back' to' these'with'the' feeling'of'contentment,'knowing' that' the'goal'has'been'achieved'with'resounding'success.'Hence,'a'pictorial'narrative'report'on'LAC'activities'in' the' school'within' the' school' year' or' on' the' conduct' of'Program' Implementation'Review'will'be'part'of'the'documents'for'reporting'and'record_keeping.''Other' than' the' in_charge'of' the'documentation,' the'school'head'has'already'a'pre_assigned'LAC'member'who'will'take'photos'or'videos.'The'photos'and'videos'have'to'be'printed'or'produced' in'e_copy'after'not'more' than'five'(5)'days'and'have'these'included'in'the'files'kept'by'the'school'head.'''A'consolidated'report'can'summarize'the'problems'and'issues'reported'in'any'learning'activities.'Alternately,' there'could'be'LAC'meetings'devoted' to' resolve' the'specific'issues' or' problems.' Documentation' to' such' LAC' meetings' can' be' reported' and'submitted'for'resolution'to'the'district'or'division.'This'type'of'report'can'be'submitted'quarterly'or'bi_annually'and'also'kept'at'the'office'of'the'school'head.'The'following'report'format'should'include'the'following'components'patterned'after'DepEd'Order'no.'12,'2015.'

'1.' Summary' (provides' a' background' information' on' the' activity,' findings' and'

recommendations)'

2.' Background'of'the'school''

3.' LAC'team'composition'

4.' LAC'learning'activities'planned'and'conducted'

5.' Results'of'LAC'activities'

6.' Description'of'the'problems'or'issues'faced'and'solutions'applied'

7.' Unsolved'problems'or'issues'''

8.' Lessons'Learned'and'Recommendations'for'Replication'and'Sustainability'

9.' Receipts'and'expenditures'

10.'Appendices:'

a.' Used'monitoring'tools'and'templates'

b.' Data'in'graphical'presentation'

c.' Pictures'

&Record&Keeping&and&Retrieval&&The'LAC' team' in'every'school' is' responsible' for' record'keeping.'While' the'school'head'keeps'the'filled'out'monitoring'tools'and'other'relevant'LAC'documents,'all'LAC'facilitators'and'members'keep'their'journals'and'reflections,'notes'and'plans.'These'will'be'used'in'sharing'of'best'practice,'problems'or'solutions'during'meetings.''In'completing'the'hard'copy'document'for'LAC'implementation'in'a'school'year,'the'school'head'shall'involve'all'the'LAC'team'members'to'work'on'the'report'with'a'target'to'get'done'two'(2)'weeks'after'the'conduct'of'PIR.'

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'All'records'completed'by'the'documenter'shall'be'filed'in'the'office'of'the'school'head.'Only'the'school'head'or'the'assistant'school'head'has'the'access'of'the'files.'In'the'absence'of'both,'a'trustee'teacher'with'designation'for'the'task'may'be'allowed.''On'the'other'hand,'all'LAC'members'shall'also'keep'their'own'portfolio'of'activities'conducted' including' notes' taken,' journals,' reflections,' and' agreements' made' for'issues'and'concerns'being'addressed.''Reporting&''Reporting' of' the' program' implementation' success' and' outcomes' follows' the'timetables'and'protocols'prepared'by'the'LAC'Team.'The'schedule'of'reporting'can'be'done'during'the'following'activities:''

1.$ After$the$conduct$of$LAC$Session$2.$ Mid<Term$Program$Review$and$Assessment$(October)$3.$ Program$Implementation$Review$(February)$$

'These'activities'and'schedules'can'be'a'good'avenue'for'reporting'and'sharing'LAC'experiences,'and'addressing'challenges'that'require'action'from'the'school'head'or'from'any'member' of' the' LAC' Team.'Completed' reports' shall' be' submitted' to' the'concerned'officials'to'address'concerns'that'need'immediate'action.'''However,'when'concerns'or'issues'need'to'be'raised'to'the'higher'level,'the'school'head'or' the'assigned'LAC'member'shall'prepare' the'report,'enclosed'the'filled_out'monitoring'tool'and'results'of'the'documentation'indicating'the'challenges'which'need'to'be'resolved,'and'endorse'these'documents'to'the'Division'Office'for'appropriate'action.'

'Interpreting&Information&from&the&Monitoring&Tools&'Gather'all'the'used'monitoring'tools'from'the'office'of'the'school'head'and'record'all'the' information' taken' to'prepare' for' the' complete' a' hard' copy'document' after' the'conduct'of'PIR.'Take'note'of'the'following:''a.' Indications'of'accomplishing'outcomes'

b.' Experiences'in'the'program'implementation'

c.' Strengths'and'weakness'

d.' Recommendations'to'help'improve'the'program'

'Documentation' and' Record' Keeping' are' vital' aspects' in' the' monitoring' process.'Documents' have' to' be' complete,' accurate,' vital' and' authentic' as' reference' for'recommendations'and'or'remediation'and'next'steps.''&&References'

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•' DepEd'Order'No.'35,'s.'2016'•' DepEd'Order'No.'12,'s.'2015'•' Basic'Education'Sector'Transformation'(BEST)'and'Department'of'Education'(DepEd).' 2016.' LAC$ Starter$ Guide$ for$ LAC$ Leaders.$ Pasig' City:' Basic'Education'Sector'Transformation.'

''''''''''''''''''''''''''''''''''''''''''''''''

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MONITORING&AND&EVALUATION&&&&Overview&and&Rationale&'The'effectiveness'of'any'activity,'program,'and'project'can'be'determined'through'the'conduct'of'monitoring'and'evaluation.''Monitoring' and' evaluation' is' a' continuous' process' with' the' aim' of' tracking' the'development' of' every' aspect' being' monitored' and' knowing' the' appropriate'interventions'for'the'specific'findings.'The'data'gathered'will'provide'information'about'the' activities' conducted' and'whether' the' standards' are'met' in' the' process' of' the'implementation'in'terms'of'efficiency'and'effectiveness,'leading'to'the'attainment'of'goals'and'objectives'of'LAC.'''Correspondingly,'results'of'the'monitoring'will'serve'as'bases'for'corrective'measures,'decisions' and'next' steps' that'will' lead' to' continuous' improvement' of' the' program'implementation.''This'section'will'guide' the'LAC'team'in' the'monitoring'and'evaluation'process'and'present'the'monitoring'tools'to'be'used'before,'during,'after'LAC'sessions.''''&Monitoring&and&Evaluation&Process&$How$is$monitoring$and$evaluation$conducted?$The'processes'in'conducting'monitoring'and'evaluation'differ,'depending'on'the'levels'and' the'purposes'of' the' school,' district,'division,' region'and'CO.'Considering' that'monitoring' and'evaluation' involves' decision'making'or' planning,' action,' input,' and'reflection,'it'is'important'to'monitor'and'evaluate'every'detail'of'an'activity'to'establish'accurate,'valid'and'appropriate'recommendations'or'solutions'to'issues'and'findings'that'are'evidence_based.''In'the'school'level,'monitoring'and'evaluation'begins'before,'during'and'after'the'LAC'implementation'process.'The'figure'below'shows'the'process'flow'of'the'monitoring'and'evaluation'of'the'LAC'implementation'plan.'''

'''''

''''&&&

Plan Appraisal

Progress M&E

Initial Gains M&E

Results M&E

Knowledge Management

LAC Plan LAC

Activity LAC Agreements Implementation

LAC Documentation

LAC Plan Adjustments

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&&&&&Step&1.&Plan&Appraisal.'In'the'pre_LAC'stage,'an'appraisal'of'the'LAC'plan'is'done'to'ensure'its'relevance'to'the'current'and'future'context.'In'this'step,'The'LAC'team'sits' together' and' scrutinizes' every' detail' of' the' plan' for' possible' revisions' when'necessary' while' the' plan' is' not' yet' implemented.' These' will' include' the' learning'outcomes,'outputs,'identified'topics,'resources,'learning'modalities,'resources'among'others.'In'conducting'a'plan'appraisal,'a'prescribed'tool'can'be'found'in'Annex'D.'''Step& 2.& Progress& M&E:' This' step' ensures' that' the' LAC' implementation' plan' is'progressing'and'that'the'LAC'sessions'are'of'quality.'In'doing'so,'various'monitoring'tools'are'used' to'assess' the' integrity'of' the'LAC'process,' from' the'conduct'of' the'activity'to'classroom'observations.'There'are'two'sets'of'monitoring'tools'that'the'LAC'team'shall'use'when'conducting'progress'monitoring.'These'are:''

a.' LAC&Session&Evaluation&Tool'–'this'tool'assesses'the'facilitator’s'content'mastery'and'delivery'and'the'overall'implementation'of'the'LAC'session.''

'b.' LAC&Narrative&Report&Template&–' this' tool' records' every' LAC'session'proceedings.'The'assigned'documenter'shall'fill'out'the'tool'every'after'the'

LAC'session'is'completed.''

'Step&3.&Initial&Gains:'After'the'conduct'of'every'peer'learning'activity,'the'team'will'consider' the' impact' of' the' activity' towards' the' teacher' and' the' teaching_learning'situation'and' to' the'performance'of' the'school' in'general.'This'will'be' in'a' form'of'evaluation' through' classroom' observation,' reflective' journaling,' and' learner’s'assessment.'There'are'sources'of'evidence'that' the'LAC'member'may'use' for' the'conduct'of'these'assessment:''

a.' Classroom& Observation& Forms' –' there' are' several' classroom'observation' forms.'LAC'leaders'can'use' the'school’s'prescribed'observation'

tool.'For'school'heads,'the'forms'are'used'to'assesses'the'application'of'the'

learning' of' the' LAC' members' in' the' classroom.' For' learning' facilitators,'

mentors,'or'coaches,'a'different'set'of'form'are'used'to'record'teaching_learning'

activities'in'the'class'of'their'mentees'to'provide'support.'''See'forms'in'Annex'

___'

'b.& Reflective&Journal&–&this'an'individual'reflection'tool'where'each'LAC'member' assess' the' LAC' session' by' listing' down' his/her' key' takeaways,'

challenges,'and'suggestions'for'improvements.'This'tool'shall'be'accomplished'

by'every'LAC'member.'&

&c.' Portfolios&–&this'is'a'collection'of'LAC'facilitators'and'LAC'members'of'their'self'and/or'peer'learning'activities'and'their'students’' learning,'such'as,'but' not' limited' to:' teachers’' lesson' plans,' teaching' materials' developed,''accomplished' activity' sheets' of' teachers,' accomplished' guided' classroom'

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observation' sheets' and' classroom' observation' forms,' student' assessment'results.'&

'Step&4.&Results&M&E.&In'this'stage,'the'school'head'with'the'technical'assistance'of'the'District'or'Division'shall'evaluate'the'learning'outcomes'via'the'different'tools'that'are' accomplished' throughout' the' LAC' implementation' process.' The' results' of' this'process' shall' be' used' to' review' the'LAC' implementation' plan' for' next' year’s' LAC'sessions.''&Step&5.&Knowledge&Management.&In'this'stage,'the'best'practices'and'innovations'are'documented'and'shared'across'the'division,'region,'or'central'office.'The'schools'may'adopt'these'documented'best'practices'or'innovations.'''''+Who&are&involved?&+Monitoring' tools'are'designed'for'self_'assessment,'peer'evaluation,'observation'or'assessment'by'school'head,'mentor'or'coach,'district'supervisors,'education'program'supervisors' and' for'other' LAC'monitors'assigned.'The' tool' enables' the'monitor' to'gather' facts' and' evidences' on' the' areas' covered' and' serves' as' reference' of' the'planned' interventions.'The' following' tools'are' to'be'accomplished'by' the' indicated'responsible'person:'' Name&of&Tools& Responsible&Persons&1' LAC'Appraisal'tool' LAC'Team'

2' LAC'Facilitator'Observation'Tool' Assigned' Peer' Observer' and' School'Head'

3' LAC'Reflection'Journal' LAC'member'LAC'facilitator'

4' Classroom'Observation'Tools' School'Head,'Coach'or'Mentor'5' PRC'Tool' Assigned'LAC'Participant'

' 'The'PRC'tool'which'shall'be'accomplished'by'an'assigned'member'of'the'LAC'team'collects'data,'compliant'to'the'requirements'for'CPD'units.'+How&frequent&is&the&monitoring?&'Monitoring' and' evaluation' should' be' done' from' the' beginning' of' implementation'through'the'stages'of'development,'growth'and'sustainability'of''LAC.'This'is'during'the' planning' phase,' actual' conduct' of' LAC' activities,' and'post' activity' phase'with'frequency'based'on'the'plans'and'adjustments'agreements'of'LAC'members.''+What&to&do&when&learning&goals&or&monitoring&indicators&are&not&met?&+This'will'be'discussed'in'a'meeting'among'the'LAC'leader,'LAC'coordinator,'and'LAC'facilitator.'The'group'will'analyze'the'results'of'the'monitoring,'determine'the'strengths'and'weaknesses,'and'consider'the'comments'recorded.''The'group'can'agree'on'any'intervention' or' strategy' to' address' the' need.' This' can' include' lesson' reiteration,'mentoring'sessions,'and'classroom'support'visits,'among'others.'Furthermore,' the'

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school'head'can'provide'feedback'to'the'district,'division,'or'regional'LAC'coordinators'for'appropriate'action.'''&Post&Assessment&J&Program&Implementation&Review&and&Learning&Forum&+Why&is&it&necessary&to&have&a&Program&Implementation&Review&(PIR)?&+The' PIR' provides' an' opportunity' for' sharing' best' practices' and' challenges,'innovations'and'outcomes'and'celebrating'the'success'of'LAC.'This'will'be'in'a'form'of' a' program' with' presentations' of' success' stories' in' LAC,' and' awarding' of'accomplishments'and'achievements'based'on'school'performance,'vis_à_vis'targets.'This' will' be' conducted' every' after' the' end' of' the' school' year,' in' school,' district,'division,'or'region.'The'number'of'days'varies'on'the'level'of'activity'approximately'of'not'less'than'one'(1)'and'not'more'than'three'(3)'days.'All'expenses'incurred'in'the'activity'shall'be'charged'against'local'funds'or'any'other'source'of'funds'as'indicated'in'DO'35,'s.'2016.''

In'determining'the'content'of'the'PIR,'the'best'references'are'the'following:'a.' Journals'of'LAC'participants]'

b.' Documentations'of'meetings'and'activities'related'to'LAC]''

c.' Results'of'classroom'observations'utilizing'different'tools]'and'

d.' Filled'out'LAC'monitoring'tools'

&References&

•' DepEd'Order'No.'35,'s.'2016'•' Basic'Education'Sector'Transformation'(BEST)'and'Department'of'Education'(DepEd).' 2016.' LAC$ Starter$ Guide$ for$ LAC$ Leaders.$ Pasig' City:' Basic'Education'Sector'Transformation.'

'

'

'

'

'

'

'

'

&&&&&&

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&&&&&&&&&&

&&&&&&&&&&&&&&&&&&&&&&&&&&&

&&&&&&&&&&&&&

Evaluating School PLC Practices

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&EVALUATING&SCHOOL’S&PLC&PRACTICES&&&This'section'presents'a'process'and'tool'which'can'help'school'heads'and'teachers'evaluate'their'school’s'PLC'practices'or'culture.'The'evaluation'process'and'tools'are'focused'on' each' of' the' following' elements' of' the' school_based' PLC' activities:' (1)'planning]'(2)'identification'of'learning'needs]'(3)'materials'and'resources]'(4)'time]'(5)'school_based' learning'activities]' (6)'organization' of' learning'groups]' (7)'monitoring'and'assessment]'and'(8)'documenting'and'reporting.'''Successful' professional' learning' community' activities' do' not' stop' on' merely'implementing.'Once'the'systems'and'processes'are'in'place,'an'evaluation'system'should'also'be'in'place'to'continually'check'if'the'implementation'processes'happen'as' they' should' be,' and' whether' the' goals' of' the' activities' are' achieved.' More'importantly,' the'data'gathered' through' the'evaluation'process'may'be'strategically'and'formatively'used'to'evaluate'the'implementation'of'the'activities,'and'serves'as'references' for' the' improvement' both' of' the' conduct' of' the' activities,' and' the'implementation'processes.'''For' a' systematic' evaluation' of' school’s' PLC' activities,' this' section' presents' the'implementing'guidelines'on'the'use'of'the'evaluation'tool,'and'the'evaluation'process.'''A.&The&Evaluation&Tool&&This' tool' is' designed' to' evaluate' the' practice' of' conducting' and' implementing'professional'learning'communities.'Specifically,'the'evaluation'tool'focuses'on'each'critical'element'of'an'effective'professional'learning'community'activities.'As'explained'in'the'previous'sections,'the'implementation'processes'of'each'of'the'PLC'elements'of'the'following'are'discussed:''

ELEMENTS&OF&PLC& BRIEF&DESCRIPTION&1.'Planning'Process' This' involves' the' involvement' of' different'

stakeholders' in' the'planning'process.' It'also'covers'the'elements'to'be'considered'in'the'planning.''

2.' Identifying' Teachers’'Professional'Needs'

This' involves' the' process' of' identifying' teachers’'professional'needs'through'the'use'of'instruments.''

3.'Materials'and'Resources' This' involves' the' process' of' using' materials,'developing'local'materials,'and'use'of'supplementary'materials'and'resources.''

4.'Time' This' involves' the'process'of'standardizing' time'and'venue'for'group'and'one_on_one'learning'activities.'''

5.' School_based' Learning'Activities'

This'involves'the'process'of'implementing'a'variety'of'school_based' learning' professional' activities' based'on'the'professional'needs'of'the'learning'groups.''''

6.'Organization'of'Learning'Groups'

This'involves'the'process'of'grouping'teachers'using'their' individual' learning'goals' vis_à_vis' the' standard'competency'documents'such'as'PPST'and'IPCRF.''

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7.' Monitoring' and'Assessment'

This' involves' the'processes'and' tools'of'monitoring'and' assessment' in' the' school,' district,' and'division'level.'''

8.' Documenting' and'Reporting'

This' involves' the' process' of' documenting' and'reporting'the'PLC'activities'in'the'school,'district,'and'division'levels.''

9.'Shared'Principles' This'involves'the'school’s'shared'values''

'Below'is'the'process'of'the'use'of'the'evaluation'tool:''

•' All'teachers'and'the'school'head'should'use'the'evaluation'forms.'It'is'a'tool'developed'to'explicitly'evaluate'each'element'of'the'PLC'practices.'It'has'two'components_'the'evaluation'rubric'and'the'scoring'sheet.'''

•' The'PLC'practices'evaluation'rubric'is'divided'into'elements'of'PLC'practices.'Each'element'is'to'be'rated'using'the'given'the'stage'of'development'rating'scale:''

Numerical'Value'

Description' Overall'Meaning'

0' Not'practicing' The'essential'elements'in'PLC'practices'are'not'yet'manifested'in'the'school.'

1' Beginning' The' essential' elements' in' PLC' practices'have'been'introduced'to'the'school,'and'are'being'practiced'by' teachers.'However,' the'practice' is' still' not' consistently' done' and'systematically'executed.''

2' Developing' The' essential' elements' in' PLC' practices'have' been' consistently' done' by' the'teachers,' but' with' still' gaps' in' the'processes.''

3' Established' The' PLC' practices' elements' have' been'consistently' done' by' schools' and'systematically' executed,'with'each' step'of'the'process'accurately'performed.''

'''''''''''

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The$School$PLC$Practices$Evaluation$Rubric$$ Not$practicing$

0$Beginning$1$

Developing$2$

Established$3$

1.# Planning#Process#

Planning#has#not#been#initiated# in# the# school#level.##

Use$of$Assessment$Tools$No# formal# instruments# are#used# to# determine# plans#(casual# conversations,#informal#meeting,#etc).#$M&E$Results$Plans#are#randomly#identified#and# include# topics# that# are#not# related# to# teaching# and#learning,# e.g.# administrative#matters,# activities# and#programs,# and# non=academic#activities.###Integration$in$SIP$There# is# no# integration# of#LAC# plans# in# School#Improvement#Plan#(SIP).####Frequency$of$Planning$and$Review$Process$Planning# happens# as# the#need#arises.####Collaboration$ in$ the$Planning$Process$

#There# are# identified# topics#but# these#are#not# reflections#of# teachers’# individual# and#collective# professional#development#plan.####Topics# are# identified# but#there# are# no# learning# goals#articulated.# Likewise,# results#from# M&E# are# not#incorporated.######There# is# integration# of# LAC#plans# in# SIP,# except# the#budget.###$##Plans# are# completed# at# the#start#of# the# year# but# are# not#revisited.#####

#LAC# plans# reflect# teachers’#instructional#needs# (content,#pedagogy,#and#assessment)#and#based#on#IPCRF,#PPST,#NCBTS.####Results# of# M&E# are#incorporated# in# the# next#planning#cycle.########LAC# plans# are# integrated# in#SIP,#including#the#budget.###$##Plans# are# completed# at# the#start# the# year# and# are#revisited# at# least# once# in# a#quarter.####

Page%|%90%%%

Only# the# school# lead/master#teacher/# LAC# facilitator#plans.#

Planning# is# done# only# by#principal# and# selected#teaches# (master# teachersQ#grade# level# leaderQ# and#department#heads).##

All# teachers# are# involved# in#the# process# of# planning# of#learning#activities.####

2.# Teachers’#Professional#Development#Needs#

Learning#needs# of# the#teachers# are# not#identified.##

Use$ of$ Objective$Instruments$$$Learning# needs# of# the#teachers# are# identified#through# a# top=bottom#process.# There# is# no#instrument# used# on#identifying# teachers’#professional# development#needs.###

##Learning# needs# of# the#teachers# are# identified#through# casual#conversations,# informal#classroom#observations,#and#random# discussions# with#teachers.#####

##Teachers’# needs# are#identified# through#the#use#of#an# instrument# based# on#IPCRF,#PPST,#NCBTS.########Teachers’# professional#development# needs# are#

Page%|%91%%%

Frequency$ of$ Identifying$Teachers’$ Professional$Development$Needs$$Identifying# of# teachers’#professional# needs#happens#as#the#need#arises.#$#

Teachers’# professional#development# needs# are#completed#at#the#start#of#the#year,#but#are#not#revisited.###

completed# at# the# start# the#year#and#are#revisited#at#least#once#towards#the#end#of#the#year.##

3.# Materials# and#Resources#

#Teachers# discuss#topics# and# agree# on#things# without# any#reference#materials.########There#are#no#reference#materials# given# to#schools.##

Locally$ Developed$Materials$Teachers#rely#on#existing#and#ready=made# materials# for#discussion# of# topics# during#the#learning#activities.########Use$ of$ Supplemental$Materials$$There# are# limited# materials#and#resources#from#Division,#Regional,# and# National#Offices# given# to# the# school#for#their#professional#learning#activities.#####Contextualizing$Materials$The# teachers# use# all#materials# and# resources#

#Teachers# can# already#develop# resource# materials#on# their#specialization/expertise# with#no# standard# format# and#structure.########The# school# is# given# all# the#prescribed# materials# and#resources# from# Division,#Regional,# and# National#Offices# for# their#professional#learning#activities.#####The# teachers# only# use#materials# and# resources#which#they#can#relate#to#their#

#Teachers# develop# local#learning# materials# following#4As#and#other#training#format#that# respond# to# the# priority#needs# of# the# teachers.##Teachers# can# identify#reference# materials# and#contextualize#these#based#on#their#specific#needs.####The# school# uses#supplemental# resources# (i.e.#training#materials#developed#by# NGOs# and# LGUs)# other#than#DepEd’s#to#support#PLC#activities.###$#The# teachers# can#contextualize#(e.g.#extending#the# length# of# the# session# of#

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given#to# them.#The#teachers#do#not# contextualize/#modify#any# parts# of# the# learning#materials.##

context,#and#which# they#can#execute#as#they#are.###

the# learning,# providing#additional# questions# are#activities#to#scaffold#learning)#modify#the#resources#given#to#them# by# the# Division,#Regional,# and# National#Offices.###

4.#Time# ##There# is# no# time# set#aside#for#peer#learning#activities#for#teachers.##Integration# of# learning#activities# in# the# faculty#meeting.##

Frequency$and$Duration$of$PeerLLearning$Activities$Learning# activities# are#scheduled#once#a#month#with#irregular# dates.# Learning#activities#are#scheduled#only#when#the#need#arises.###

##Learning#activities#have#fixed#schedule#but#not#consistently#followed.# Although# peer#learning# activities# are#scheduled,# these# are# easily#bumped# off# when# there# are#other#school#activities.##

##Teachers# have# been#released#an#official#time#and#venue#on#a#twice#a#month#at#least# two# hours.# Learning#activities# are# done#consistently# following# the#schedule.#Learning#activities#are# prioritized# over# other#school#activities.##

5.# School=based#Peer# Learning#Activities#

There# are# no# learning#activities# that# promote#professional#development# of#teachers#in#the#school.#

Variety$ of$ learning$modalities$There# is# only# one# variety# of#learning# activities# which# is#mostly# group.# There# are# no#other#peer#activities# (one#on#one=# small# group# activities)#that#follow#through#the#group#learning#activities.####$Structured$ Learning$Process$Although# there# is# a# learning#activity,# there# is# a# lack# of#

#Group# learning#activities#are#consistently#done.#There#are#also# random#and#unplanned#one=on=one# learning#activities# that# support# the#peer#learning#groups.######The#group# learning#activities#are# done# systematically# but#one=on=one# learning#activities# (i.e.# classroom#

#There# is#a#variety#of#school=based# learning# professional#activities=# group,# one=on=one,# and# learning# activities.#These# one=on=one# learning#activities# suit# the# profile,#interest,# and# learning# style#and#needs#of#the#teachers.####There# are# group# learning#activities#followed#by#one=on=one,#self=managed#activities,#and# small# group# learning#

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structured# learning# process.#The# activities# are# not#documented# and# are#conducted#randomly.##

observation,# return# demo)#are#done#randomly.#One=on=one# follow# through# activities#are# not# planned,#documented,#and#monitored.##

activities.# The# one=on=one#learning# activities# are#planned,# documented# and#monitored.###

6.# Organization#of# Learning#Groups#

The# teachers# do# not#belong# in# at# least# one#learning#group.##

Grouping$ of$ Teachers$Based$ on$ Their$ Learning$Profiles$The# teachers# are# grouped#based# on# their# profile,# and#learning#needs#and#goals.##

##The# teachers# are# grouped#based# on# their# learning#goals,#needs,#and#style.#The#school# head# refers# to# the#teachers# individual# learning#goal# plans# and# match# them#with#a#learning#group#with#the#same#objectives.##

##The# teachers# are#strategically# grouped# using#their# individual# learning#goal#plans# vis=à=vis# standard#competency# documents#such# as# PPST# and# IPCRF.#Teachers# belong# to# group#learning#activities,#and#at#the#same#time,#are#assigned#with#a# peer# for# one=on=one#learning#activities.##

Monitoring# and#Assessment#

There#is#no#monitoring#and# assessment#processes#and#tools#in#place.##

Monitoring$Tool$There# are# monitoring# and#assessment# processes# and#tool# introduced.# However,#the# processes# are# not#consistently#followed.#####$Feedback$Loop$The# school# head# keeps# the#completed# and# filled# out#

#The# monitoring# and#assessment# processes# and#tool# are# in# place.# # The#processes# are# consistently#done#and#religiously#followed#by# the# key# players# in# the#activity.#######The# monitoring# and#assessment#tool#is#used#and#

#The# monitoring# and#assessment# processes# and#tool# are# in# place.# # The#processes# are# consistently#done#and#religiously#followed#by# the# key# players# of# the#activity.#######There# is# a# feedback# loop#from# the# teachers# to# the#

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monitoring# and# assessment#tools.###

filled# out# by# school# heads#and# district# superintendent,#and# then# then# submitted# to#the#division#office.####

school# head,# then# to# the#district#office,#and#finally,#the#division#office#on#the#reports#submitted#on#monitoring#and#assessing#PLC#activities.###

Documenting#and#Reporting#

##The#PLC#activities#are#not# documented#properly# and# reported#to# the# district# and#division#offices.##

Systematic$ Documenting$and$Reporting$The# PLC# activities# are#documented#and#reported#to#the#school#head.##

##The# PLC# activities# are#documented#and#reported#to#the#school#head.#The#school#head# then# reviews# the#reports,#and#submits#it#to#the#District# Supervisors# and#Division#Superintendents.##

##The# PLC# activities# are#properly# documented# and#systematically# reported# to#the#school#head.#The#school#head# then# reviews# the#reports,#and#submits#it#to#the#District# Supervisors# and#Division# Superintendents.#Furthermore,# there# is# a#feedback# loop# from# the#teachers#to#the#school#head,#then#to#the#district#office,#and#finally,# the# division# office# on#the# documentation# and#reports# submitted# on# the#school’s#PLC#activities.####

Shared#Principles#

##Teachers# belive# that#participation# in# PLCs#are# additional# tasks.#They#believe# that# they#do# not# need# to#participate# in# PLCs#because# they# do# not#benefit#from#it.##

Shared$values$$$Less#than#half#of#the#teachers#in# the# school# value# their#participation# in# PLCs# and#believe# that# their#participation# will# improve#their# practice# and# their#students’# learning#performance.#

##Most#teachers#(50%#or#more)#of# the# school# value# their#participation# in# PLCs# and#believe# that# their#participation# will# improve#their# practice# and# their#students’# learning#performance.#

##All# teachers# of# the# school#value# their# participation# in#PLCs# and# believe# that# their#participation# will# improve#their# practice# and# their#students’# learning#performance.##

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########Teachers# have# no#commitment# to# their#scheduled# PLC#meetings.#

$Less#than#half#of#the#teachers#in# the# school# have# a# sense#that# all# # of# the# school’s#teaching# staff# are# important#members# of# the# school’s#PLC.#$Collective$ responsibility$and$participation$Less#than#half#of#the#teachers#in# the# school# participate# in#PLC# activities# and# do# not#commit#to#their#meetings.#$

#Most#teachers#(50%#or#more)#of# the# school# have# a# sense#that# all# # of# the# school’s#teaching# staff# are# important#members# of# the# school’s#PLC.####Only# half# of# the# teachers# in#the#school#participate#in#PLC#activities#and#commit#to#their#regular#meetings.####

All# teachers# have# a# sense#that# all# of# the# school’s#teaching# staff# are# important#members# of# the# school’s#PLC.#####All#teachers#are#members#of#a#PLC#group#and#commit# to#thier#regular#meetings.#

$############

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Score&Sheet&for&Evaluating&School’s&PLC&Practices&&Name& &Name&of&School& &District& &Division& &Name&of&Principal& &Name& of& District&Supervisor&

&

Rate%the%stage%of%development%of%each%criterion%by%indicating%the%appropriate%number%of%evaluation:%09Not%practicing;%19Beginning;%29Developing;%3%Established.%Components)of)Professional)Learning)Activities)

Stage) of)Development)

Description)

1.)Planning)Process) ) )2.) Identifying) Teachers’) Professional)Needs)

) )

3.)Materials)and)Resources) ) )4.)Time) ) )5.)SchoolGbased)Learning)Activities) ) )6.)Organization)of)Learning)Groups) ) )7.)Monitoring)and)Assessment) ) )8.)Documenting)and)Reporting) ) )9.)Shared)Values) ) )&Summary&of&Rating&&

Stage&of&Development& Frequency& Count& of&Rating&

0G)Not)practicing) )))))))))))))))1G)Beginning) )))))))))))))))2G)Developing) )))))))))))))))3G)Established)) )

&Overall&Rating:&_________&

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B.&The&Evaluation&Process&&Evaluation)of)PLC)practices)should)be)done)once)a)year,)ideally)towards)the)end)of)the)school)year.)The)outcomes)of)the)evaluation)process)should)inform)planning)and)implementing)of)the)next)professional)learning)community)activities.)))The) suggested) evaluation) process) involves) two) levels.) The) first) level) involves) a)collaborative)evaluation)of)teachers)in)subgroups.)The)steps)are)detailed)below:)))LEVEL&1&&)

!) In)big)school,)the)teachers)can)do)the)evaluation)in)subgroups.)Each)subgroup)can)be)composed)of)5G15)membersX)beyond)this)number,)the)teachers)can)be)divided)again)to)form)another)subgroup.)In)a)big)school)with)diverse)teacher)profiles,)the)teachers)can)be)grouped)according)to)their)grade)levels,)subjects,)key)stage,)or)department.)The)subgroups)in)the)evaluation)process)can)be)the)same)as)their)LAC)groups.))))In)small)schools)where)there)are)less)than)15)members,)all)teachers)can)do)the)evaluation)process)in)one)group.)))

!) Once)the)subgroups)for)the)evaluations)are)finalized,)the)members)schedule)the) evaluation) time.) During) the) evaluation,) the) grade) level) leader,) the)department)head,)or)the)master)teacher)can)supervise)the)evaluation)process.)The)LAC)facilitator)can)coGfacilitate)the)evaluation)process.)))

!) During) the)actual)evaluation)process,) the) leader)explains)the)purpose)of) the)activity)and)explains) the) importance)of)evaluation.)The) leader)explains)each)element)and)the)description)of)each)rating)scale.))

)!) After)discussing)each)element,) the) leader) facilitates) rating)of)each)member.)Teachers) should) be) able) to) identify) evidences) or) means) of) verification) to)support)their)rating.)Deciding)on)a)final)rating)can)be)done)by)either)majority)of)votes)or)consensus.)Getting) the)average) is)highly)discouraged)because) the)numbers)in)the)rubrics)are)just)representation)of)the)levels)of)PLC)practice.)))))If)the)group)agrees)to)use)majority)of)votes,)the)members)can)use)raising)of)hands) for) rating)each)element.)The) leader) facilitates) this)by)announcing) the)rating)and)counting)the)number)of)votes)of)the)members.)The)majority)of)votes,)or)the)rate)with)the)highest)response,)becomes)the)group’s)rate.)))If) the) leader) chooses) consensus) to) arrive) at) the) group’s) rating,) the) leader)facilitates)a)discussion)whereby)members)agree)on)one)rating)for)the)group.)This)can)be)done)by)discussions)and)negotiations)among)members.)))

!) One)documenter)is)assigned)to)tally)the)votes)and)official)rating)of)the)teachers.)The)ratings)are)then)summarized)into)one)final)manuscript)which)will)be)signed)by)all)members)of)the)group.))

)&

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LEVEL&2&)The) results)of)each)subgroup)are) then)elevated) to) the)next) level)of) the)evaluation)process,)which)already)involves)the)consolidated)rating)of)all)subgroups)in)school.)The)school)head)facilitates)this)process.))

!) The)school)head)schedules) the)evaluation)process)with) the) leaders)of)each)subgroup.)This)level)of)evaluation)should)be)done)after)all)the)subgroups)have)conducted)their)group)evaluations.)))

!) The)school)head)starts)by)explaining)the)procedure)of)the)evaluation)process,)and)the)purpose)of)the)activity.))

)!) The)school)head)then)organizes)presentation)of)the)rating)of)each)subgroup)leader.)The) leaders)of)each)subgroup)state) their) rating) in)each)element)and)justify)their)rating)through)explanations.))

)!) As)the)leader)presents,)there)is)one)documenter)who)tallies)the)rating)of)each)subgroup)and)explanations)for)the)rating.))

)!) At)the)end)of)all)presentations,)the)school)head)facilitates)a)discussion)to)agree)on)one)rating) for) the)school) for)each)element)of)PLC)practices.)This)can)be)done)by)discussions)and)negotiations)among)members.)))

!) The)documenter)records)the)final)rating)in)the)summary)sheet.))))

!) The)school)head)highlights) the)elements) that) they)need) to) improve)on.)The)group)can)refer)to)the)description)of)the)rubrics)to)agree)on)what)they)need)to)do) in) order) to)move) to)a) higher) level.) ) The)documenter) records) the)agreed)plans.))

)The)data)which)will)be)gathered) from) the)evaluation) should) be)used) to) inform) the)changes) in) the) plans) of) PLC) practices) in) the) current) or) next) academic) year,) and)implementing)of)the)professional)learning)activities.)The)outcomes)of)the)evaluation)may)also) be) submitted) to) the)District) and)Division)Offices) for) further) planning)and)strengthening)of)monitoring)and)evaluation)of)PLC)practices)among)schools.))

)Reference:)Thompson,)S.)C.,)Larry)L.)Gregg,)and)John)M.)Niska)2004.)Professional%Learning%Communities,% Leadership,% and% Student% Learning.) Retrieved) from)http://www.nmsa.org/Publications/RMLEOnline/tabid/101/Default.aspx)))Department)of)Education)(2016).)Learning)Action)Cell)Starter)Guide)for)LAC)Leaders.)AusAID)G)Basic)Education)Sector)Transformation)Program)(BEST))Department) of) Education) (2010).) Learning) Partnership) Program)Manual.) USAID) –)Education)Quality)and)Access)for)Learning)and)Livelihood)Skills)Project.))&&&

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&&&&&&&&&&&&&&

&&&&&&&&&&&&&&&&&&&&&&&&&&&

&&&&&)))Overview&

Accrediting LAC activities for CPD units

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)The) Professional) Regulation) Commission) (PRC)) accredited) the) Department) of) Education)through) the) National) Educators) Academy) of) the) Philippines) (NEAP)) as) a) Continuing)Professional)Development) (CPD)) provider) for) teachers) through)Resolution)No.) 1032,) s)of)2017)(Implementing)Rules)and)Regulations)of)Republic)Act)10912)know)as)CPD)Act)of)2016))with) Accreditation) No.) 2017G115.) This) section) describes) the) process) and) the) timelines)schools,) divisions,) and) regions) shall) follow) as) outlined) by) NEAP) to) accredit) school) LAC)activities)for)CPD)credit)units.))PRC)Resolution)No.)1032)s.)2017)stipulates)the)requirement)of)teachers)to)earn)45)credit)units)for)the)renewal)of)their)professional)license.))))&Accreditation&Process&&&)

))&&Step&1.&Preparation&and&submission&of&LAC&proposals&&&)Schools) prepare) their) LAC) instructional) design) following)PRC’s) Template) for) Instructional)Design) of) Proposed) Continuing) Professional) Development) (CPD)) Program) (Annex__).)Schools)are)to)submit)their)design)to)the)Schools)Division)Office)(SDO).))Step&2.&Consolidation&of&LAC&proposals&and&submission& to&NEAP&and& the&Regional&Office&)The)Schools)Division)Office)consolidates)submitted)LAC)instructional)design)proposals)from)schools)and)submits)them)to)NEAP,)and)the)Human)Resource)Development)Division)(HRDD))of)the)Regional)Office)60&days)prior)to)the)schedule)of)the)first)LAC)activity)for)endorsement)to)the)Professional)Regulation)Committee)(PRC))for)accreditation.)))Step&3.&Conduct&of&LAC&activities&&)The)Schools)Division)Office)shall)quality)assure)the)conduct)of)LAC)activities)through)their)monitoring)and)evaluation)activities.)))

Preparation%and%submission%of%LAC%

proposals

Consolidation%and%submission%of%proposals%

to%NEAP%and%the%Regional%Office

Conduct%of%LAC%activities

Preparation%and%issuance%of%certificate%

of%participation%

Consolidation%and%submission%of%names%issued%with%certificates%

Preparation%and%submission%of%

completion%reports

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)Step&4.&Preparation&and&issuance&of&certificate&of&participation&&&)Respective)issuing)authority)shall)prepare)and)issue)Certificate)of)Participation)(Annex)___).)School) heads) and) the) Schools) Division) Office) are) responsible) for) signing) certificates) for)schoolGbased)professional) learning)activities) (e.g.,)LAC)or) school) training)programs).) )The)School)Division)Office)is)responsible)for)signing)certificates)for)division)training)programs.)The)Regional)Director)is)responsible)for)signing)regional)training)programs.))The)Bureau)or)Service)Director)is)responsible)for)signing)central)or)national)training)programs.))))The)Certificate)of)Participation) in)LAC)activities)shall)only)be)issued)at) the)end)of) the)year)(DecemberGJanuary).)Teachers)can)request)for)certificates)anytime)of)the)year)when)required)for)the)renewal)of)PRC)ID.))Certificates)are)issued)within)5G10)working)days)upon)request.)))Step&5.&Consolidation&and&submission&of&names&issued&with&certificate&of&participation&&)Names)of)teachers)issued)Certificate)of)Participation)with)corresponding)credit)units)shall)be)submitted)on)or)before)January)15)of)the)following)year.)Schools)Division)Offices)shall)submit)to)NEAP)and)the)Human)Resource)Development)Division)(HRDD))of)the)Regional)Office.))Step&6.&Preparation&and&submission&of&completion&reports&)Schools)shall)prepare)a)completion)report)of)their)school)LAC)activities)to)the)Schools)Division)Office)(SDO))every)15th)of)the)following)month)for)evaluation)and)consolidation.)The)School)Governance) and) Operations) Division) (SGOD)) shall) lead) the) evaluation) exercise) with) the)assistance)of)other)offices)in)the)Division)Office.))Fifteen)(15))days)after) the)end)of) the)year,) the)SDO)through)the)SGOD)shall)submit)to)the)Professional) Development) Division) of) NEAP) and) the) HRDD) of) the) Regional) Office) the)consolidated) completion) report) of) all) LAC) sessions) conducted) for) the) Calendar) Year.)Completion)reports)shall)include)all)supporting)documents)as)stipulated)in)Annex)H)of)PRC)Resolution)No.)1032)s.)2017) (Implementing)Rules)and)Regulations)of)Republic)Act)10912)known)as)CPD)Act)of)2016.))))&&&&&&&&&&&&&&&&

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&&&&&&&&&&&&&&&&&&&&&&&

&&&&&&&& &

LAC Tools and Templates

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Annex&A.&&&LAC&Implementation&Plan&Template&&&

Learning&Goals&(Skills/Competencies)&

Learning&Group&Members&

&Topic&

&Objectives&

&Learning&Facilitator&&

&Key&Activities&

Materials/&Resources&Needs&

Fund/&Source&

Date&&(Planned)&

Time&(Planned)&

Date&and&Time&(Actual)&

Success&Indicators&

Means& of&Verification&(MOV)&

& & & & & & & & & &&&&&&&

&

& & & & & & & & & & &

& & & & & & & & & & &

& & & & & & & & & & &

&

Page%|%104%%%

&ANNEX&B&&LAC&PLAN&APPRAISAL&TOOL&&(For)assigned)LAC)Monitor)to)accomplish))Date:)_________________________________________________&Name&of&School:&________________________________________&Plan&coverage:&

Start&date:&______________________________________&& End&date:)_______________________________________)))Scale&description:&1)Very)Dissatisfied)2)Dissatisfied)3)Neutral)4)Satisfied)5)Very)Satisfied)))Please& indicate& whether& each& description& presented& in& the& table& below& is&satisfactory:&&Description& 1& 2& 3& 4& 5& Remarks&1.) Relevance&–)The)LAC)Plan) presented) is)relevant)on)the)current)and)future)needs)of)the)target)group.)The)Plan)complies) to) the) LAC)policy) and) theoretical)framework.))

& & & & & &

2.) Timeliness& –) The)LAC) Plan) addresses)key) challenges) in) a)timely)manner.)

& & & & & &

3.) Evidence\based) –)The)LAC)Plan)is)based)on) primary) and)secondary) data,) both)qualitative) and)quantitative)form.)Main)reference) of) the)evidence) are) needs)assessment,) DepEd)generated)data/reports,)etc.)

& & & & & &

4.) Budget) –) The) LAC)Plan) budget) is)

& & & & & &

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appropriate) and)justifiable) based) on)the) approved/agreed)activities) and) budget)and) expenditure)guidelines.)

5.) Strategic) –)Prioritization) of)activities)or)agenda) in)the) LAC) plan) is)strategic.)

) ) ) ) ) )

6.) Collaborative) –) The)LAC) Plan) is) a)collaborative) plan)created) by) the) core)planning)team.)

) ) ) ) ) )

7.) Inclusiveness& –) The)LAC) Plan) is) inclusive)and)does)not)promote)any) inconvenience) to)marginalized) groups.)Moreover,) the) plan) is)gender)sensitive.&

) ) ) ) ) )

8.) Overall&Rating& ) ) ) ) ) )&Recommendations:&_____________________________________________________________________________________)_____________________________________________________________________________________)_____________________________________________________________________________________)_____________________________________________________________________________________)_____________________________________________________________________________________)&Evaluated&by:&_____________________________)Signature)over)printed)name)Date:& &

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ANNEX&C&&LAC&SESSION&EVALUATION&TOOL&(For)LAC)Members)and)School)Head)to)accomplish))&Name&of&Facilitator:&______________________________)Sex:&___________________________________________)Position:)_______________________________________)Designation:&____________________________________)Disability:)______________________________________)Ethnic&Group:)___________________________________)))Scale&description:&1)Observed)0%)to)20%)of)the)timeX)2)Observed)21%)to)40%)of)the)timeX)3)Observed)41%)to)60%)of)the)timeX)4)Observed)61%)to)80%)of)the)timeX)5)Observed)81%)to)100%)of)the)timeX)Please& indicate& whether& each& description& presented& in& the& table& below& is&satisfactory:&&&&Description& 1& 2& 3& 4& 5& Remarks&1.) Introduction)procedures) were)appropriate)

& & & & & &

2.) Topic) was) clearly)defined)

& & & & & &

3.) Instructions)were)clear)and)appropriate)

& & & & & &

4.) Presentation) flow) is)chronological) and)systematic)

& & & & & &

5.) Effective)use)of)verbal)and) nonGverbal)communication)

) ) ) ) ) )

6.) Mastery)of)content) ) ) ) ) ) )7.) Evidence) of) ICT)integration)

) ) ) ) ) )

8.) Established) rapport,)warm,) and) friendly)atmosphere)

) ) ) ) ) )

9.) Overall)Rating) ) ) ) ) ) )&& &

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ANNEX&D&&LAC&DOCUMENTATION&TOOL&(For)the)assigned)documenter)to)accomplish))Date:&_________________________________________________&Venue:&________________________________________________&Start&time:&_____________________________________________&End&time:&______________________________________________&Attendees:&&Name& Designation/Position& LAC&Role&& & && & && & && & && & &&Objectives:&a.& &b.& &c.& …&

Topics:&a.& …&b.& …&c.& …&

&LAC&Proper:&(Must&include&agreements&from&the&previous&LAC,&presentation&of&monitoring&and&evaluation&results&and&areas&for&plan&adjustment)&Topic/Agenda/Major&points& Discussions/Agreements/Next&Steps&& && && && && &&Documented&by:&_____________________________)Signature)over)printed)name)Date:)))))))))))

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ANNEX&E&))LAC&REFLECTION&JOURNAL&&Date:&________________________________________)Name:&_______________________________________)Position:&_____________________________________)Designation:&__________________________________)Sex:&_________________)Age:&_________________)&Reflections:&Individual& Actionable& Agreements&from&LAC&Session&

Reflection&

& a.& Key&Takeaways&&&b.& Challenges&&&c.& Suggestions&for&improvement&&&

& && && && && && &&Overall&Impression:&___________________________________________________________________)___________________________________________________________________)___________________________________________________________________)___________________________________________________________________)___________________________________________________________________)))))

)))))))))

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ANNEX)F))

Guided&Observation&Chart&

))))Focused)approach)or)skill:))Name)of)learning)facilitator:)Name)of)teacherGobserver:))Date)of)observation:))A.&Questions&about&the&approach&or&skill&1.) How)is)the)approach)or)skill)used)or)taught?)))

)2.) How)did)the)students)perform)or)behave)when)the)approach)or)skill)is)used?))))Other)questions))))B.&Questions&I&have&about&the&approach&or&skill&&1.)))2.)))3.)))))))

)

The$Guided$Observation$Chart$is$a$tool$that$a$teacher5observer$can$use$to$document$how$a$new$approach$or$skill$is$used$while$observing$a$demonstration$teaching.$The$learning$facilitator$formulate$two$to$three$questions$that$will$guide$the$teacher5observer$in$visualizing$and$understanding$an$approach$or$skill$while$observing$a$class.$Two$questions$are$provided$in$the$chart$as$examples.$$$The$learning$facilitator$provides$her$peer$a$copy$of$the$chart$during$the$pre5observation$conference$and$reminds$him/her$how$to$use$it.$The$teacher5observer$records$his/her$answers$to$the$question$of$the$learning$facilitators$in$the$first$section$of$the$chart.$He/she$is$encouraged$to$think$of$questions$for$clarification$about$the$approach$or$strategy$observed.$He/she$writes$his/her$own$questions$in$the$second$section$of$the$chart.$$

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ANNEX&G&&Teaching\Learning&Scan&

)Focused)approach,)skill,)or)content)area)to)be)observed:)))Name)of)Learning)Facilitator:)Name)of)teacher)observed:)Date)of)observation:))Teaching\Learning&Activities&Observed& Remarks&))))))))))))))))))))))))))))))

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The$Teaching5Learning$Scan$is$a$simple$tool$that$a$Learning$Facilitator$can$use$to$capture$the$teaching5learning$activities$observed$in$a$sequential$order.$Learning$Facilitators$using$this$tool$need$to$record$in$the$first$column$the$activities$the$teacher$did,$the$questions$teacher$said$and$students’$answers$to$the$questions,$and$the$questions$students$asked,$which$are$related$to$the$focus$of$the$observation.$Comments,$suggestions,$or$recommendations$of$the$Learning$Facilitator$are$recorded$in$the$second$column.$$

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ANNEX&H&&Needs&Assessment&Activity&Sheet& &&&&&&&&&&&&)))))))))))))))))))))))))))))))

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ANNEX)I))

Criteria&for&Selecting&Web\Based&Resources))))

Sites%to%be%catalogued%must%score%3%and%above%for%all%criteria.%%Criteria) 5) 4) 3) 2) 1)1.) Links) to)external)resources)

All) the)hyperlinks)are)to)resources) that)are) relevant) to)the) home) site)and)are)of)a)high)quality.)

All) the)hyperlinks)are)to)resources) that)are) relevant) to)the) home) site)and) of)satisfactory)quality.)

Some) of) the)hyperlinks)are)to)resources) that)have) limited)relevance)to)the)home)site.))

Many) of) the)hyperlinks)are)to)resources) that)are) not) relevant)to) the) main)purposes) of) the)home)site)or)are)to) sites) of)dubious)quality.))

All) of) the)hyperlinks) are)to) resources)that) are)irrelevant)to)the)main) purposes)of)the)home)site)and/or) of)dubious)quality.))

2.) Copyright)and) Conditions)of)User)

The) site)Intellectual)Property) Rights)and) Conditions)of) Use) are)clearly)communicated)on) each) page)and) for) all)resource)hyperlinks.))

The) site)intellectual)Property) Rights)and) Conditions)of) Use) are)clearly)communicated)on) the) main)pages) of) the)site.))

The) site)intellectual)Property) Rights)and) Conditions)of) Use) are)clearly)communicated)on) the) home)pages) of) the)site.))

The) site)intellectual)Property) Rights)and) Conditions)of) Use) are) not)clearly)communicated.))

The) site)Intellectual)Property) of)Rights) and)Conditions) of)Use) are) not)stated.))

3.) Safety) and)security) in)relation) to)authenticity)and) integrity) of)providers)

The) site) is)Copyright)to)and)maintained) by)an) accepted)and) trusted)educational)entity) and/or)organization.)))The) site) is)copyright) free)for) nonGcommercial) and)educational)use.)))Creative)Commons)license) terms)are)displayed.))

The) site) is)Copyright)to)and)maintained) by)an) accepted)and) trusted)educational)entity) and/or)organization.)))The) site) is)copyright) free)for) registered)users) for) nonGcommercial) and)educational)use.))

The) site) is)Copyright)to)and)maintained) by)an) accepted)and) trusted)educational)entity) and/or)organization.)))The) site) is)copyright) and)available)only)to)subscribers) for)nonGcommercial)and) educational)use.))

The) site) is)Copyright)to)and)maintained) by)an)accepted)and)trusted)educational)entity) and) or)organization.))The) site) is)copyright) but)there) is) no)information)about) the)Conditions) of)Use.))

There) is) no)information)available) as) to)the)status)of)the)Intellectual)Property)Rights)of)the)site)or)the)Conditions) of)the)Use.))

4.) Site)hyperlink)browsing)

There) is) a) site)map.)))At) least)5) levels)of) hyperlink)browsing) within)the)site)does)not)result) in)presentation) of)nonGrelevant) or)unethical)content) or)information.)))

There)is)NO)site)map.)))At) least)5) levels)of) hyperlink)browsing) within)the)site)does)not)result) in) the)presentation) of)any) nonGrelevant) or)unethical)content) and)information.))

There)is)NO)site)map.)))Hyperlink)browsing)results)in) retrieval) in)some) unrelated)content) and)information.)))

There)is)NO)site)map.)))Hyperlink)browsing)results)in) retrieval) in)some) unrelated)content) and)information.)))

There) is) NO)site) map) and)hyperlink)browsing)results) in)retrieval) of)totally)unrelated)and/or)unethical)content) and)information.))

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