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LEARNING ACTION CELL
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TOOLKIT
An Implementation Guidebook
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Learning'Action'Cell'Toolkit:''
An'Implementation'Guidebook'
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ISBN'12345678910'
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©'2018'BEST'Program'
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First'Edition'
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Published'by:'
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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'
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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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'''''''''''''''''''''
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Lorna&Dig&Dino&
Undersecretary'for'Curriculum'and'Instruction'
Department'of'Education'
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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.'''
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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.'
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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.''
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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.''
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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.''
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Let'us'all'move'one'with'love…in'the'service'of'the'Filipino'children!''
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Thank'you!'
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TABLE&OF&
CONTENTS&
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CONTENTS'
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''''''''''''''''''''''''''
Page'
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Pre_'LAC'
Activities'
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During'
LAC'
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Pre_,'
During'
and'Post'–'
LAC'
Activities'
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Post' LAC'
Activity'
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Pre' and'
Post' LAC'
Activity'
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Book&1:&Learning&Action&Cell&Overview&and&Content&Guide&
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Book&2:&&Setting&Up&LAC&Implementation&Plan&
LAC'Planning'Process'
Identifying'Needs'and'Topics'
Organizing'Learning'Groups'and'Identifying'of'Learning'Goals'
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Book&3:&Establishing&LAC&Culture&and&Norms&
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Collaborative'Learning'and'Skills'
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Selection'Protocols'for'Learning'Facilitator,'Coach,'and'Mentor'
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Roles'and'Responsibilities'
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Setting'Up'of''Resources'
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Establishing'LAC'Time'
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Book& 4:& Menu& of& SchoolJBased& Professional& Development& Learning& '
Activities&
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Book&5:&Implementing&the&LAC&Plan&&
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Book&6:&Monitoring&and&Evaluating&LAC&Activities&
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Book&7:&Evaluating&School&PLC&Practices&
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Book&8:&Accrediting&LAC&Activities&for&CPD&Units&
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Book&9:&LAC&Tools&and&Templates&
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DEFINITION&OF&
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CRITICAL&TERMS &
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a' classroom' teacher,' school' head,' district' head,' and'
division'supervisor'who'has'the'content'knowledge'and'
Coach'
advanced'skills'in'a'certain'skill'and'can'be'responsible'
for'helping'other'teachers'in'the'school'to'improve'their'
teaching'skills'and'competencies'
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a'learning'approach'for'adults'that'is'used'to'improve'a'
Coaching'
peer’s'skill'or'practice'
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a'teacher'who'is'a'member'of'a'LAC'group'or'learning'
group'who'is'assigned'to'facilitate'a'learning'discussion.'
Group'Facilitator'
A' group' facilitator' may' not' necessarily' be' the' more'
knowledgeable'person'in'the'group.'
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a' classroom' teacher,' master' teacher,' school' head,'
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district' head,' or' division' supervisor' who' has' an'
Learning' Facilitator' or'
advanced' content' knowledge' and/or' pedagogical' skills'
LAC'Facilitator'
in'a'certain'topic'or'competency'
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school_based' learning' activities' teachers' embark' in' to'
improve'their'practices.'LAC'activities'can'take'form'of'
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any' learning' modalities' such' as' structured' group'
LAC'or'Learning'Activity'
learning'sessions,'one_on_one'learning'sessions,'or'self_
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managed' learning' sessions,' or' multi_school' learning'
sessions.''''
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a'group'of'teachers'that'have'a'common'learning'goal,'
and'that'participates'in'learning'activities'to'achieve'their'
LAC' Group' or' Learning'
goal.' A' LAC' group' is' composed' of' a' LAC' facilitator,'
Group'
group'facilitator,'and'LAC'members.'''
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teachers' who' engage' in'a' learning' activity' with'a' LAC'
LAC'Member'
facilitator,'group'facilitator,'mentor,'or'coach'facilitating'a'
professional'discussion.'''
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a'one_to_one'relationship'between'a'more'experienced'
and' a' less' experienced' teacher' which' is' based' on'
Mentoring'
encouragement,' constructive' comments,' openness,'
mutual'trust,'respect'and'a'willingness'to'learn'and'share'
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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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Mentor'
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*TO&BE&COMPLETED&WHEN&FINALIZED&
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GLOSSARY&OF&
ACRONYMS&
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AIP'
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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'
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COP' '
Communities'of'Practice'
CPD'' '
Continuing'Professional'Development'
DepED'''
Department'of'Education'
DFAT' '
Department'of'Foreign'Affairs'and'Trade'
EFA'
Education'For'All'
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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'
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Information'Communication'Technology'
IE''
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Inclusive'Education'
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INSET''
In_service'Training'
IPCRF''
Individual'Performance'and'Commitment'Review'Form'
KPI''
Key'Performance'Indicators'
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LAC'' '
Learning'Action'Cell'
LF'
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Learning'Facilitator'
LRDMS'
Learning'Resource''
MOOE''
Maintenance'and'Other'Operating'Expenses'
NAT''
National'Achievement'Test'
NEAP' '
National'Educators'Academy'of'the'Philippines'
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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'
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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'
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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''
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Session'Guide'
SIP'
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School'Improvement'Plan'
SRC' '
School'Report'Card'
SWOT''
Strengths,'Weaknesses,'Opportunities,'Threats'
TA'
Technical'Assistance'
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TEEP'' '
Third'Elementary'Education'Project'
UNESCO'
United'Nations'Educational,'Scientific,'and'Cultural'Organization' '
USAID''
United'States'Agency'for'International'Development'
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CONTENT&&
GUIDE&
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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.''
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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:''
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Setting&Up&LAC&Implementation&Plan&
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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.''
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Establishing&Culture&and&Norms&
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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.''
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Menu&of&SchoolJbased&Professional&Development&Learning&Activities&
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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.''
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Implementing&LAC&Plan&
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This'section'describes'the'processes'that'take'place'in'a'typical'LAC'session'or'a'facilitated'
group'learning'activity.''
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Monitoring&and&Evaluation&of&LAC&
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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.'
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Evaluating&PLC&Practices&
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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.''
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Accrediting&LAC&Activities&for&CPD&units&
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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.'''
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LAC&Tools&and&Templates&
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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&
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Understanding+the+Learning+Action+Cell+
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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).''
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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).''
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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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' Community of
Improved
' practice with
teacher’s content
' collaborative
Student learning
knowledge,
' planning,
and holistic
pedagogical skills,
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problem solving,
development
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assessment
' and actionstrategies, and
' implementation
professional ethics
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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.''
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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.'''
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The' direction' of' teachers’' professional'
Essentially, LACs are
development'program'is'outlined'in'Department'of'
purposeful, school-based,
Education'Order'42'series'2017'entitled'“National'
and cost-efficient
Adoption' and' Implementation' of' the' Philippine'
professional development
Professional'Standards'for'Teachers”.'Teachers’'
personal' and' professional' development' needs'
activities which aim to
are' determined' through' the' Philippine'
continuously improve
Professional' Standards' for' Teachers' (PPST),'
teachers’ pedagogical skills,
which' is' a' compendium' of' competencies' that'
constitute'teacher'quality'in'the'context'of'the'K'to'
instructional strategies, and
12' reform.' LACs' serves' as' a' venue' to' deliver'
assessment practices.
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.'
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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.'''
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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.'
'
'
Develop'
Gather'and'
Assess
Establish'Culture'
and'Norms''
What%are%the%professional%
development%needs%of%
teachers%based%on%DepED%
prescribed%tools%%(ie%RPMSG
SAT,%IPCRF,%Leanring%
Assessments)?
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?%
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?%
Develop
Progress'Monitoring'
and''Evaluation'Plan
How%will%we%know%if%we%are%
meeting%our%goals?
How%will%we%evaluate%success?%
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STEP&1.&Gather&and&Assess&
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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.''
'
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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.''
'
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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&
&
Lead:'Principal'/'School'head'/' Lead:' PSDS' /'
Teacher_in_charge'
Program'
Supervisors'
Gathering&
and&
Assessing&
CoJLead:&Subject'Coordinator'/' '
CoJlead:&
Professional&
Department'Head'
Assigned'Principal'
Development&Needs&&
/' School' head/'
Teacher_in_charge&
&
Lead:'Principal'/'school'head'/' Lead:' PSDS' /'
teacher_in_charge'
Program'
Supervisors'
Identifying&Topics&and&
'
Defining&
Learning&
CoJlead:&
Goals&and&Outcomes'&
Assigned'Principal'
/' School' head/'
Teacher_in_charge'
&
Establishing&
and&Norms&
level&
Lead:'ASDS'
CoJLead:'
Assigned'
/HRDD'
CID'
Lead:'ASDS'
CoJLead:'
Assigned'
/HRDD'
CID'
Lead:'Assigned'LAC'facilitator' Lead:' Assigned' Lead:' Assigned'
/' principal' /' school' head' /' LAC' facilitator' /' LAC' facilitator' /'
District' Supervisor' HRDD'/'CID'
Culture& teacher_in_charge''
/'Principal'
&
Lead:'Principal'/'school'head'/' &
teacher_in_charge' /' teacher)' /'
Assigned'LAC'facilitator'
&
Lead:' Assigned'
LAC' facilitator' /'
Developing&
LAC& Documenter:& Assigned' LAC' District' Supervisor'
member'
/'Principal'
Implementation&Plan&
Monitor:'
member'
&
Division&
LAC&&
'
Assigned'
'
Lead:'ASDS'
CoJLead:'
Assigned'
/HRDD'
CID'
LAC'
'
'
&
Lead:'Principal'/'school'head'/' Lead:' PSDS' /' Lead:' Assigned'
teacher_in_charge' /' teacher)' /' Program'
LAC' facilitator' /'
Supervisors'
HRDD'/'CID'
Developing& Progress& Assigned'LAC'facilitator'
'
Monitoring&
and&
Evaluation&Plan&
CoJlead:&
Assigned'
LAC' CoJlead:&
Assigned'Principal'
member&
/' School' head/'
Teacher_in_charge'
'
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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'
'
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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&&&
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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& By'studying'the'K'to'12'Basic'Education'Curriculum,'teachers'will'be'
and& Pedagogy& /& able' to' prepare' better' for' lessons' and' will' be' more' confident' in'
Designing&Effective& designing' effective' instruction.' The' teachers' are' able' to' implement'
Instruction&
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& Every' teacher' should' understand' how' to' implement' the' learner_
Reporting&
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& Bringing'21st'century'skills'into'the'teaching'and'learning'situation'is'
and&ICT&Integration& a' central' feature'of'the' K' to12' Basic'Education'Program.' Teachers'
in&Instruction&
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&
Curriculum'contextualization'is'the'process'of'matching'the'curriculum'
Contextualization,& content' and' instructional' strategies' relevant' to' learners.' Student'
Localization& and& diversity'requires'that'teachers'always'consider'individual'differences'
Indigenization&
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& The'Special'Curricular'Programs'as'LAC'topic'address'children'with'
Programs'
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&&
The'LACs'may'also'serve'as'avenue'to'discuss'teachers'and'schools'
concerns& affecting& emerging' and' urgent' issues' or' concerns' affecting' teaching' and'
teaching&
and& learning' from' the' Instructional' Supervision' conducted' by' school'
learning&
from& heads.'This'may'include'DepEd'releases,'Key'Performance'Indicators'
Instructional&
(KPI),' best' practices' and' other' concerned' deemed' urgent' and'
Supervision.'
relevant'to'the'delivery'of'quality'education.''
'
+
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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.$Learning'facilitators'should'acknowledge'that'
adult' learners' are' capable' of' sharing' and' learning.' They' should' be' constructively'
creating'new'knowledge'with'the'learning'facilitators.'$
'
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'
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' focused' on' developing'
mentee’s'career'
and' improving' coachee’s'
targeted' knowledge' and'
skills'
2.'Relationship'of'people'
the'mentor'is'always'more' 'the'coach'is'an'expert'in'
experienced'and'qualified' the' skill' and' competency'
being'targeted'to'learn'by'
than'the'mentee''
the'coachee''
'
3.'Time'
ongoing' relationship' that' relationships'
are'
can' last' for' a' long' period' contracted' for' specific'
of'time'
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&
During&learning&activity&
After&
learning&
Roles&
and& Roles&and&Responsibilities& activity&
Responsibilities&
Roles&
and&
Responsibilities&
School&
•' Leads'in'the'development' •'Oversees'
the' •'Provides' feedback'
head&
submits'
of'a'learning'activity'plans' implementation' of' the' and'
learning'
activity'
and'integrates'such'in'the' learning'activities]''
SIP'/AIP'/APP]'
•' Agrees' with' learning' Progress'Reports'to'
•' Organizes'learning'groups' activities' peers' on' how' to' District'and'Schools'
or'
monitor' Division'Office''
at' the' beginning' of' each' observe'
•'Adapts' and' shares'
school' year' and' ensures' application'of'learning]''
learning'
activity'
that' each' learning' group'
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Learning&
facilitator+&
Mentor&
%
has' identified' topics' and' •' Provides' feedback' and' best' practices' from'
learning'activities]'and''
guidance'to'the'teachers]''
other'
schools,'
•' Mobilizes' resources' for' •' Gathers' evidences' of' thereby' developing'
or' a'
culture'
of'
the' conduct' of' learning' implementation'
application'of'learning]'
collaboration' and'
activities]'
•' Meets' with' facilitator' to' continuous'
'
decide' on' next' learning' improvement]''
activities' topic' and' to' •''Ensures'
the'
prepare'or'plan'for'the'next' monitoring'
of'
session]''
learning'
activity'
•' Monitors' the' learning' sessions'
and'
activities' implementation' related'
activities'
vis_à_vis'
the'
school' and'evaluating'their'
learning'activity'plan.''
impact' on' teacher'
'
professional'
'
development,'
quality'
teaching,'
and'
pupil'
achievement]''
'
•' Convenes' the' learning' •' Checks' and' monitors' •' Reports' regularly'
activity'team'meetings]''
attendance' of' members'
to' learning' activity'
•' Assigns'a'documenter' on'
and'
submission'
of'
leader' on' learning'
rotation'basis]'''
materials' and' sees' to' it'
activity'progress]''
•' Provides'
technical'
that' team' meetings' start' •' Conduct'
assistance'
in'
the'
and'end'on'time,'and'that'
classroom'
development'
of'
the'
the' learning' objectives'
observation'
to'
learning' activity' plan,'
are'achieved]'
assess' whether'
timetable'
of'
team' •' Encourages'
active'
the'teachers' apply'
meetings,' and' other'
engagement'
and'
what' they' learned'
activities'
participation'of'members]''
in'learning'groups]'
•' Invites' external' resource' •' Serves' as' resource' •' Facilitates' post_
persons'when'necessary]''
person'on'specific'topics]'
learning' activity'
'
•' Prepares'his/her'session'
wherein'
the'
'
plan' that' identifies' the'
teachers' report' to'
topic,'
objectives,'
the' group' the'
materials,' and' outline' of'
success' or' failure'
activities]'
of' the' strategies'
•' Ensures' that' the' venue'
discussed' during'
and' equipment' are'
their'
learning'
available' and' ' ' prepares'
activities.''
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.'
'
•' Discusses' and' identify' •' Establishes' the' direction' •' Monitors'
the'
with' the' mentee' the'
of'learning'phase'with'the'
mentee’s'activities.''
learning' areas' which' will'
mentee.''
•' Keeps' a' progress'
chart' to' document'
Page%|%31%%
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.''
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'''
•' 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.''
•' 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.''
•' 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'
•' Keeps' a' progress'
chart' to' document'
the'changes'in'the'
coachee’s'
practices.''
•' Prepares'
materials,'
resources,'
and'
activities' for' the'
next'
coaching'
session.'
•' 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.'
'
•' Helps' the' learning'
activity' leader' and'
•'
•'
Coach&
•'
•'
Learning&
peers''
Documenter& '
%
•' Documents'
learning'
activity'
proceedings'
Page%|%32%%
•'
•'
•'
•'
•'
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' •' Helps' the' learning'
topics' assigned' and' activity'
plan'
facilitates' delivery' of' the' subsequent' action'
topic]''
based' on' the'
•' Facilitates' the' activities' session]'
during'the'session,'which' •' Implements' agreed'
may' include' workshops' means'
of'
and'demonstrations]''
verification'
to'
•' Mentors' or' coaches' monitor'
the'
teachers' on' content' and' application'
of'
pedagogies'
for'
a' strategies'
or'
particular'lesson'unit'
approaches' in' the'
teachers’'
instructional'
strategies.''
+
+
+
+
+
What&are&the&roles&and&responsibilities&of&the&offices&or&levels?&&
'
Governance& Before&learning&activities&
During&learning&activities&
Level&&
Roles&of&Different&Offices&
Roles&of&Different&Offices&
School&&
%
•' plan,' implement,' document'
and' evaluate' learning'
activities'
After&learning&activities&
Roles& of& Different&
Offices&&
•' share' with' and' adapt' •' submit' school' &'
learning'activity'practices'
learning' centers' LAC'
from'
other'
schools'
plans'to'SDO'HRTD''
thereby' developing' a'
Page%|%33%%
•' integrate' learning' activities'
in'the'school’s'SIP/AIP'
•' mobilize' resources' for' the'
conduct'of'learning'activities' &
'
District& and& •' ensures' that' all' schools'
Division&
under'their'supervision'have'
Office&
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'
'
Regional&
Office&
&
%
•'
•'
•' create'
content'
and' •'
resources' for' learning'
activities’'use'
•' Complement'
national' •'
policies' with' regional' level'
policies' applicable' to' local'
context'
&
&
culture' of' collaboration' •' submit' to' NEAP' thru'
and'
continuous'
SDO'HRTD''''the'list'of'
improvement'
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'
&
monitor,'
evaluate,' •' endorse' to' NEAP' the'
provide' TAs' on' conduct'
list' of' teachers' and'
of'learning'activities'
teaching'
personnel'
publish' and' promote'
issued' Certificate' of'
effective'
interventions'
Participation'
with'
generated' from' learning'
corresponding' credit'
activities'through'learning'
units' on' or' before' the'
activity'conferences'
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'
'
monitor' and' evaluate' •' submit'to'NEAP'the'list'
LACs,' Dis' LACs' and'
of'
teachers'
and'
DivLACs'
teaching'
personnel'
provide'
technical'
issued' Certificate' of'
assistance' to' school'
Participation'
with'
divisions' on' scaling' up'
corresponding' credit'
good'practices'
units'on'or'before'15th'
of'January''
•' showcase' successful'
interventions' through'
Page%|%34%%
Central&
Office&
'
Regional'
LAC'
conferences'
•' incentivize' effective'
LAC' with' awards' and'
citations&
'
•' monitoring'
and' •' incentivize' effective'
evaluation' of' LACs,'
LAC' with' awards' and'
DisLACs,' DivLACs' and'
citations&
RLACs'
'
•' provide'
technical'
assistance' to' districts,'
divisions'and'regions'
•' communicate'
LAC'
successes'
to'
stakeholders'
•' create' policies' on' learning'
activities''
•' create'
content'
and'
resources' for' learning'
activities'use'
''
'
'
'
&
'
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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'
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Page%|%35%%
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.''
'
%
Page%|%36%%
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.''
%
Page%|%37%%
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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Page%|%38%%
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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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& Task&description&&
approximate& block& of&
time&
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' The'facilitator'organizes'the'group'members'to'share'in'
(30'minutes)'
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' The'facilitator'presents'a'new'topic'through'an'activity,'
topic'
lecture,'or'workshop.''
(30'minutes)'
''
'
Application'activity'
Group' members' engage' in' an' activity' to' demonstrate'
(50'minutes)'
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)'
Next'steps'
After'learning'session'
'
Implementation''
'
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.'
'
The'group'confirms'the'dates'for'next'learning'session.'
'
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& Task&description&&
approximate& block& of&
time&
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' The'facilitator'introduces'the'topic'the'group'will'discuss,'
problem'
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'
%
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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& Task&description&&
approximate& block& of&
time&
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'
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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&&
1'minute'
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'
'
&
Processing&&
&
10_12'minutes''
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:$
'
%
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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%|%51%%
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$
%
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what$she$will$do$next$time$to$improve$the$result$of$her$
learning$activities.$$'
Closing&
2'minutes''
''
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.'
'
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%|%53%%
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:'
'
%
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"' 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&&
1'minute'
The'mentor'or'coach:'
•' thanks'the'mentee'for'observing'his/her'class'
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•' reminds'the'mentee'of'the'focused'strategy'of'
the'observation''
'
Discussion&&
30'minutes''
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.'
Closing&
1'minute''
&
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'&
'
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.'''
%
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'
•' 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.'''
'
%
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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& Task&description&&
approximate& block& of&
time&
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' The'facilitators'organize'the'group'members'to'share'in'
(30'minutes)'
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' The'facilitators'present'a'new'topic'through'an'activity,'
topic'
lecture,'or'workshop.''
(30'minutes)'
''
Application'activity'
Group'members'engaged'in'an'activity'to'demonstrate'
(50'minutes)'
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'
The'group'plans'specific'activities'to'apply'their'learning'
(10'minutes)'
in' their' classroom' (e.g.,' classroom' observations,'
mentoring' activities),' and' identify' what' they' need' to'
%
Page%|%61%%
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%|%62%%
•' 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& Task&description&&
approximate& block& of&
time&
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%|%63%%
ensuring' materials' and'equipment' to' be' used,' and' the'
readiness'of'the'facilitators.''
'
Learning'session'proper'''
'
Sharing'of'experiences' The'facilitators'organize'the'group'members'to'share'in'
(30'minutes)'
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' The'facilitators'present'a'new'topic'through'an'activity,'
topic'
lecture,'or'workshop.''
(30'minutes)'
''
'
Application'activity'
Group'members'engaged'in'an'activity'to'demonstrate'
(50'minutes)'
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'
The'group'plans'specific'activities'to'apply'their'learning'
(10'minutes)'
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%|%64%%
'
•' 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%|%65%%
"'
"'
"'
"'
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'
%
Page%|%66%%
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?'
%
Page%|%67%%
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.''
'
'
'
'
%
Page%|%68%%
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.'
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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'
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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.'
&
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Sharing&of&experiences&(30&minutes)&
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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.'
&
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Presentation&of&the&New&Topic&(30&minutes)&
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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.''
''
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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.'''
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Next&steps&and&agreements&(5&minutes)&
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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)&
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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:&&
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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'
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Section&Overview&
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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.'''
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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& Learning&Activities&
Responsible&
Description&
Person&&
•' Narrative'Reports''
•' School_based' or' multi_ LAC'documenter'
'
school' facilitated' group' '
Documentation' task'
Narrative' reports' should'
learning'activities''
shall' be' in' rotation'
document' group' learning'
basis.' This' shall' be'
activity' highlights.' Reports'
arranged' by' the'
should' include' the' following'
school' head' to'
parts:'
ensure' that' all'
'
activities'
are'
1.'Topic''
properly'
2.' Objectives' or' learning'
documented'
and'
goals''
that' data' gathered'
3.'Discussion'highlights''
are' authentic,' valid,'
4.'Date'and'venue''
and'sufficient.'
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''
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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.''''
'
•' 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.'
•' 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'
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•' School_based' or' multi_ School'head'
school' facilitated' group' LAC'members''
'
learning'activities'
To' The' school' head'
shall'consolidate'and'
analyze' the' results.'
The' school' head'
shall'
provide'
feedback'to'the'LAC'
facilitator'
for'
improvement.''
''
One_on_one'
learning' Learning'facilitators'
activities'such'as:'
Mentors'
•' Classroom'observations' Coaches'
•' Demonstration'teaching' School'heads''
Mentee'
•' Return'demonstration''
'
'''
•' School_based' or' multi_ LAC' facilitators' and'
school' group' learning' members''
activities'
•' One_on_one'
learning'
activities''
•' Supported' self_managed'
learning''
Page%|%77%%
b.'known'concepts'that'were'
more'understood]''
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3.' lessons' learned' or'
personal' experience' of' how'
the'strategy'worked'or'did'not'
work'in'his/her'class]'
'
4.'next'course'of'action'''
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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.''
•' Videos'or'pictures'
'
Teachers' can' supplement'
the' documentation' of' their'
learning' activities' through'
videos'or'pictures.''''
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•' School_based' or' multi_ LAC' facilitators' and'
school' group' learning' members''
activities'
•' One_on_one'
learning'
activities'
•' Supported' self_managed'
learning''
•' School_based' or' multi_ LAC'documenter''
school' group' learning' LAC' facilitators' and'
members''
activities'
•' One_on_one'
learning'
activities'
Page%|%78%%
•' Supported' self_managed'
learning''
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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.'
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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&&
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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.''
'
'
'
'
Initial
Progress
Results
Knowledge
'Plan
Gains
Appraisal
M&E
M&E
Management
'
M&E
LAC Documentation
'''
' LAC Plan
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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
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EVALUATING&SCHOOL’S&PLC&PRACTICES&
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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’' This' involves' the' process' of' identifying' teachers’'
Professional'Needs'
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' This'involves'the'process'of'implementing'a'variety'of'
Activities'
school_based' learning' professional' activities' based'
on'the'professional'needs'of'the'learning'groups.''''
6.'Organization'of'Learning' This'involves'the'process'of'grouping'teachers'using'
Groups'
their' individual' learning' goals' vis_à_vis' the' standard'
competency'documents'such'as'PPST'and'IPCRF.''
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7.'
Monitoring'
Assessment'
8.'
Documenting'
Reporting'
and' This' involves' the' processes' and' tools' of' monitoring'
and' assessment' in' the' school,' district,' and' division'
level.'''
and' This' involves' the' process' of' documenting' and'
reporting'the'PLC'activities'in'the'school,'district,'and'
division'levels.''
This'involves'the'school’s'shared'values''
9.'Shared'Principles'
'
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' Description'
Overall'Meaning'
Value'
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$practicing$
Beginning$
0$
1$
1.#
Planning# Planning#has#not#been# Use$of$Assessment$Tools$
Process#
initiated# in# the# school# No# formal# instruments# are#
level.##
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$Process$
%
Developing$
2$
#
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.##
#
#
#
Established$
3$
#
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%|%89%%
2.#
Teachers’# Learning# needs# of# the#
Professional#
teachers# are# not#
Development#
identified.##
Needs#
%
Only# the# school# lead/master# Planning# is# done# only# by#
teacher/# LAC# facilitator# principal#
and#
selected#
plans.#
teaches# (master# teachersQ#
grade# level# leaderQ# and#
department#heads).#
#
All# teachers# are# involved# in#
the# process# of# planning# of#
learning#activities.##
#
#
Use$
of$
Objective$
Instruments$$
$
Learning# needs# of# the#
teachers# are# identified#
through#
a#
top=bottom#
process.# There# is# no#
instrument#
used#
on#
identifying#
teachers’#
professional# development#
needs.##
#
#
#
Teachers’#
needs#
are#
identified# through# the# use# of#
an# instrument# based# on#
IPCRF,#PPST,#NCBTS.##
#
#
#
#
#
#
Teachers’#
professional#
development# needs# are#
#
#
Learning# needs# of# the#
teachers# are# identified#
through#
casual#
conversations,#
informal#
classroom#observations,#and#
random# discussions# with#
teachers.#
#
#
#
#
Page%|%90%%
3.# Materials# and# #
Resources#
Teachers#
discuss#
topics# and# agree# on#
things# without# any#
reference#materials.##
#
#
#
#
#
#
There#are#no#reference#
materials# given# to#
schools.#
#
%
Frequency$ of$ Identifying$
Teachers’$
Professional$
Development$Needs$
$
Identifying# of# teachers’#
professional# needs# happens#
as#the#need#arises.#
$
#
Locally$
Developed$
Materials$
Teachers#rely#on#existing#and#
ready=made# materials# for#
discussion# of# topics# during#
the#learning#activities.###
#
#
#
#
#
Use$ of$ Supplemental$
Materials$$
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’#
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.##
#
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#
Page%|%91%%
given# to# them.#The#teachers# context,# and# which# they# can#
do# not# contextualize/# modify# execute#as#they#are.##
any# parts# of# the# learning# #
materials.##
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.##
5.# School=based# There# are# no# learning#
Peer# Learning# activities# that# promote#
Activities#
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#
%
the# learning,# providing#
additional# questions# are#
activities#to#scaffold#learning)#
modify#the#resources#given#to#
them# by# the# Division,#
Regional,# and# National#
Offices.###
#
#
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.##
#
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#
Page%|%92%%
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# The# teachers# do# not# Grouping$ of$ Teachers$
of#
Learning# belong# in# at# least# one# Based$ on$ Their$ Learning$
Groups#
learning#group.##
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.##
Monitoring# and# There#is#no#monitoring#
Assessment#
and#
assessment#
processes#and#tools#in#
place.##
#
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#
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.##
#
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#
%
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#
Page%|%93%%
Documenting#
and#Reporting#
#
#
The# PLC# activities# are#
not#
documented#
properly# and# reported#
to# the# district# and#
division#offices.##
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.##
%
monitoring# and# assessment# filled# out# by# school# heads#
tools.##
and# district# superintendent,#
#
and# then# then# submitted# to#
the#division#office.###
#
Systematic$ Documenting$ #
and$Reporting$
#
The# PLC# activities# are# The# PLC# activities# are#
documented#and#reported#to# documented#and#reported#to#
the#school#head.##
the#school#head.#The#school#
head# then# reviews# the#
reports,#and#submits#it#to#the#
District# Supervisors# and#
Division#Superintendents.##
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.#
school# head,# then# to# the#
district#office,#and#finally,#the#
division#office#on#the#reports#
submitted#on#monitoring#and#
assessing#PLC#activities.###
#
#
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.####
#
#
All# teachers# of# the# school#
value# their# participation# in#
PLCs# and# believe# that# their#
participation# will# improve#
their# practice# and# their#
students’#
learning#
performance.#
#
Page%|%94%%
#
#
#
#
#
#
#
#
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.#
$
#
#
#
#
#
#
#
#
#
#
#
#
%
Page%|%95%%
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) Stage)
of) Description)
Activities)
Development)
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:&_________&
%
Page%|%96%%
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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Accrediting
LAC activities
for CPD units
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Overview&
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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&&
&
)
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
)
&
&
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.)))
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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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Annex&A.&&
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LAC&Implementation&Plan&Template&
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Learning&Goals&
(Skills/Competencies)&
Learning&Group&Members&
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Topic&
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Objectives&
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Learning&
Key&
Facilitator&& Activities&
Materials/&
Resources&
Needs&
Fund/&
Source&
Date&&
(Planned)&
Time&
(Planned)&
Date&
and&
Time&
(Actua
l)&
Success&
Indicators&
Means&
of&
Verification&
(MOV)&
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ANNEX&B&
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LAC&PLAN&APPRAISAL&TOOL&
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(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) &
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Plan)
budget)
is)
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5.)
6.)
7.)
8.)
appropriate)
and)
justifiable) based) on)
the) approved/agreed)
activities) and) budget)
and)
expenditure)
guidelines.)
Strategic)
–)
Prioritization)
of)
activities) or) agenda) in)
the) LAC) plan) is)
strategic.)
Collaborative) –) The)
LAC) Plan) is) a)
collaborative)
plan)
created) by) the) core)
planning)team.)
Inclusiveness& –) The)
LAC) Plan) is) inclusive)
and) does) not) promote)
any) inconvenience) to)
marginalized) groups.)
Moreover,) the) plan) is)
gender)sensitive.&
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&
&
&
&
&
&
&
&
&
&
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Documented&by:&
_____________________________)
Signature)over)printed)name)
Date:)
)
)
)
)
)
)
)
)
)
)
Page%|%107%%
ANNEX&E&
)
)
LAC&REFLECTION&JOURNAL&
&
Date:&________________________________________)
Name:&_______________________________________)
Position:&_____________________________________)
Designation:&__________________________________)
Sex:&_________________)
Age:&_________________)
&
Reflections:&
Individual& Actionable& Agreements& Reflection&
from&LAC&Session&
&
a.& Key&Takeaways&
&
&
b.& Challenges&
&
&
c.& Suggestions&for&improvement&
&
&
&
&
&
&
&
&
&
&
&
&
&
&
&
Overall&Impression:&
___________________________________________________________________)
___________________________________________________________________)
___________________________________________________________________)
___________________________________________________________________)
___________________________________________________________________)
)
)
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Page%|%108%%
ANNEX)F)
)
Guided&Observation&Chart&
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.$$
)
)))
Focused)approach)or)skill:))
Name)of)learning)facilitator:)
Name)of)teacherGobserver:))
Date)of)observation:)
)
A.&Questions&about&the&approach&or&skill&
1.) How)is)the)approach)or)skill)used)or)taught?)
)
)
)
2.) How)did)the)students)perform)or)behave)when)the)approach)or)skill)is)used?)
)
)
)
Other)questions)
)
)
)
B.&Questions&I&have&about&the&approach&or&skill&&
1.))
)
2.))
)
3.)
)
)
)
)
)
)
)
Page%|%109%%
ANNEX&G&
&
Teaching\Learning&Scan&
The$Teaching5Learning$Scan$is$a$simple$tool$that$a$Learning$Facilitator$can$use$to$capture$
the$teaching5learning$activities$observed$in$a$sequential$order.$Learning$Facilitators$using$
this$tool$need$to$record$in$the$first$column$the$activities$the$teacher$did,$the$questions$
teacher$said$and$students’$answers$to$the$questions,$and$the$questions$students$asked,$
which$are$related$to$the$focus$of$the$observation.$Comments,$suggestions,$or$
recommendations$of$the$Learning$Facilitator$are$recorded$in$the$second$column.$$
)
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&
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
&
Page%|%110%%
ANNEX&H&
&
Needs&Assessment&Activity&Sheet&
&
&
&
&
&
&
&
&
&
&
&
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
&
Page%|%111%%
ANNEX)I)
)
Criteria&for&Selecting&Web\Based&Resources)
)
)
)
Sites%to%be%catalogued%must%score%3%and%above%for%all%criteria.%
%
Criteria)
5)
4)
3)
1.) Links)
external)
resources)
2)
1)
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.))
The)
site)
intellectual)
Property) Rights)
and) Conditions)
of) Use) are) not)
clearly)
communicated.))
All)
of)
the)
hyperlinks) are)
to) resources)
that)
are)
irrelevant)to)the)
main) purposes)
of)the)home)site)
and/or)
of)
dubious)quality.))
The)
site)
Intellectual)
Property)
of)
Rights)
and)
Conditions) of)
Use) are) not)
stated.))
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.))
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.))
to) 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.))
2.)
Copyright) The)
site)
and) Conditions) Intellectual)
of)User)
Property) Rights)
and) Conditions)
of) Use) are)
clearly)
communicated)
on) each) page)
and) for) all)
resource)
hyperlinks.))
3.) Safety) and) The) site) is)
security)
in) Copyright)to)and)
relation)
to) maintained) by)
authenticity)
an)
accepted)
and) integrity) of) and)
trusted)
providers)
educational)
entity)
and/or)
organization.))
)
The) site) is)
copyright) free)
for)
nonG
commercial) and)
educational)use.))
)
Creative)
Commons)
license) terms)
are)displayed.))
4.)
Site) There) is) a) site)
hyperlink)
map.))
browsing)
)
At)least)5)levels)
of)
hyperlink)
browsing) within)
the)site)does)not)
result)
in)
presentation) of)
nonGrelevant) or)
unethical)
content)
or)
information.)))
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) is)
Copyright)to)and)
maintained) by)
an)
accepted)
and)
trusted)
educational)
entity)
and/or)
organization.))
)
The) site) is)
copyright) free)
for) registered)
users) for) nonG
commercial) and)
educational)use.))
There)is)NO)site)
map.))
)
At)least)5)levels)
of)
hyperlink)
browsing) within)
the)site)does)not)
result) in) the)
presentation) of)
any)
nonG
relevant)
or)
unethical)
content)
and)
information.))
)
&
Page%|%112%%
)
Page%|%113%%