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Darartort|t ot €blteton Region lX, Zomboongo Peninsulo DIVISION Of ZAIIBOANGA CIIY 3diw66 cltco, ldbooso

Division Memorandum No.

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i! : Division Instructional Managemenl Team

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Elementary and Secondary School Administrators The Office oI the Schools Division SuDerintendent

From

:

Subject

: Division Guidelines on the Conduct of Learning Aqlion Cell (LAC)

Date

i Julv

11.2016

'1. ln line wiih DepEd OrderNo.35, s.2016 enlitled "Fhe Laaming Aclion Ce aKto12 BEP School8ased Conlnuing Prcfessional Developnent Strategy for the lmprovement of Teaching and Leemingi daled June 7, 2016, ZC-SDO hereby reiterates and clarifies salient items in the implemenlation of DO 35 ihrough lhe attached Division Guidelines.

2.

LAC ac{ivities may be sourced from the school's MOOE tunds subjecl to the usual accounting rules and regulations. However, prior approvalfrom the ZC-SDO should be sought on proposed LAC expenditures betore the actual conducl ofthe LAC activity.

3.

Allconcemed are enjoined to download and keep a copy of DO 35, s. 2016 tor immediate reference. In addition, this office reiterates item no. 3 (on Suspension of Classes) of DO No.g, s. 2005 entitled "lnstituling Measures to Increase Time --on-Task and Ensuring

Compliance Therewith". For dissemination and dricl comoliance.

ELCHOR lrl. NATMDAD, CSEE

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Officer-

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Encl.r As slaied

Reference:

DO No. 12, s. 2015 DO 35, s.2016

'Be and Do bettet each fu! Page

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iB4.ran.nt ot €tstrtioi Regjon lX, Zombosngo Peninsulo DIVISION Ot ZAI,ISOANGA CtIy 3diw6s chicq zmbotrgo cit

Attachment to Division Memo No.

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DIYI$O]{ GUIDEUTIES OII THE CO LEARNI]{G

ACrIO

DUCT OF

CELL (LAC)

Rationale:

The Department of Educatjon through DO 12, s. 2015 and DO 35, s.2016 institutionalized Learning Adion cells (LAcs) that "aim to develop and support successful teachers by nurturing their knowledge, attitudes, and competencies in terms of curriculum, instruction, and assessment in their work stations.,.In DepEd, a LAC is 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. LAcs will become the schooFbased communities of pradice that a.e positive, caring and safe spaces. According to DO 35, key aspects of the process are on-going collaborative learning or problem solving within a shared domain of professional interest, self-directed learning, reflective practjce leading to action and self-evaluation, and colledive competence, The objectives for the conduct of the LAG are the following:

1. to

2. 3. 4.

improve the teaching-learning process that will lead to improved learning among the studenu to nurture successful teacheF; to enable teacheB to support each other to continuously improve their content and pedagogical knowtedge, practice, skills and attjtudes; and to fosler a professional collaborative spirit among school heads, teachers, and

the community as a whole.

The

City Schoots Division Office (ZC-SDO) fully supports the of the LACS in recognition of the need for the continuing professional

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institutionalization development of teacheG and its direct effect and positive impact on student performance.

DO 35, s. 2016 provide the fult details on the implementation However, the following items are reiterated and highlighted:

1.

of the

LAC policy.

Terms of Reference of IAC participants (Refer to DO 35 s. 2016 Enclosure Annex 2 for details of sDecific roles) LAC leader is the principal or school head; LAC facilitator could be the prlncipal or SH, a Master Teacher or a s€nnr teacher 0r senior member of the facultv. LAC members are the teachers who share common concerns such as grade level assignments or leaming area assignments or key stage assignmenb. LAC Documenter is a member of the tAC who has been assigned to record the minutes or the team meetings. LAC Resource Person can be a member of the IAC or someone extemal invited to talk and lead the s€ssion on a sDecific tooic.

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"Be and Do bdtet each.lal vith a sense of argency" Page 2

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Region lX, Zomboongo Peninsulo DIVISION OT ZAIAEOANGA CIIY 3dw6o cr.ico t-nbooeo c't

2.

Topic for tAC Sessions (DO 35 s. 2016 Enclosure III.8, items 1+16) The content of LAC sessions may be determined by the teacheB themselves under the general guidance of the school head or LAC leader. This may be

.

.

. .

. 3.

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done through needs assessment, the results of which should assist the LAC in listing their priority areas of leaming; Special emphasis must be made on some key features of the K to 12 BEp. It

is important that the teacher-identified toDics are consistent with the following broad areas of discussion that enliven the features of the K to 12 BEP as articulated in RA No. 10533, the Enhanced Basic Education Act of 2013 and in various policies of the DepEd. (e.9. DO 35, s. 2016 and DO 42, s.2016); In addition... teacheG may also discuss how community linkages can support the curriculum and how the LAC sessions promote their professional groMh; Emerging and urgent issues or concerns affecting teaching and learning may be discussed during LAC sessions (e.9. school data, school participation, aftendance, completion and assessment, chjld-findjng activities' programs to be offered so as to include more learners in the schools, results-based practices and technologies, and school successes); LAC sessions also cover DepEd thrusts ard policies relevant to priority needs.

LAC Implementation Process

(refer sp€cific details at DO 35, s. 2016, Enclosure III-

C, item no. l7.L-17.I0\ LAC planning must be guided by the following procedure:

a. Assessment ot Needs b. Prioritizauon of Topics or Agenda

c.

Formation of LAC One LAC could be composed of five (5) to fifteen (15) members. In schools, teachers may conv€ne in groups that are strategically decided. These may be by key strge (K-3 or 4-6), grade level, leaming area, or programs offered by the school. Multigrade s€hools may be clustered in different ways bas€d on the objectives of the LACS to be conducted. Each LAC should have a leader (principau school head), a facilitator (principal, SH, MT, member), a documenter, and members (teachers). External resource peEons may be invited when necessary (e.9. MT or teacher specialist from other school/district) although the preference is for the LAC resource persons to be among the LAC members.

. . .

. .

d. e.

Identification of Appropriate Intervention Scheduling of Meetings LAC membeB can decide on the schedule, length and frequency of meetings. One (1) to two (2) hours a week is strongly recommended but the diversity of teaching conditions may not always allow this. LAC sessiont however, should be conducted at least once a nronth.

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"Be and Do betler each day with a sense of urgency" Page 3

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Rqolt ic of lle Pliippires

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Region lX, Zomboongo Peninsulo

DIVISION

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Setting up of Resources

g. Assignment of Work h. LAC Implementation

i. j.

k.

L 4.

Norms Preparing Line-item Budget wriung of LAC Plan Durinq the LAC After the LAC Session

Roles and Responsibilities (DO 35, s. 2016, Enclo$re

III-D, 2G27)

School Level

.

. .

The SH should lead in organizing the LAC and in ensuring that the practice of holding regular LAC session is established, maintained and sustained, The SH should also take the lead in monitoring school LAC activities and evaluating their impad on the total school improvement' It is expected that SHs will be vital in facilitating and implementing effective LACS within their schools.

Schoob Avision Level

.

. . .

the District Sup€rvisor, the SDO

Cuniculum ImDlementation Division (CID) should support the schools in establishing' provide technical maintaining and sustaining their LAC practice' lt should idenufying assistance CtA) as may be required. The SDO shall lead in oractices that are potentially replicable as wetl as in highlighting

Through and with

accomplishments and setting up reward systems' SDO personnel are exp€cted to provide TA to schools and condud systemauc monitoring so that good teaching happens in all classrooms' The SDO should also find ways to enmurage the schools to conduct

action research about pedagogies and assessment methods that

successfully support student learning and holislic development' plans across all The SDO is also expected to ensure that there are LAC leaming areas and key stages as this is consistent with the DepEd's

the

.

rnandate to €nsure good quality teaching for all subjects and all students' level LAC When organizing LACS at this level, District and Schools Division may also be constructed flexibly, but could include any of the following: teachers, district supervisors, division supervisors, and school LAc agreed leaders. These LACS may have a variety of purpos€s which are upon strategically at the local level.

"Be and Do better each dty ruith a sense o! wgency" Page 4 of 4

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