EM

507

Supervision of Instruction
With Materials
Development

1 Semester
st

AY 2020-2021

1
What I need to Know

This module was designed for EM students taking up Supervision of Intstructions With
Material Development. It aims to enhance your understanding on important topics in this
course. The scope of this module permits it to be used in many different learning
situations. The lessons are arranged to follow the standard sequence of the course.

The module is divided into 28 topics, namely:

• Topic 1 - A Comprehensive View of Supervision
• Topic 2 -Issues Regarding the Curriculum
• Topic 3 -Human Relations Dimension of Supervision
• Topic 4 -Phases of clinical supervision cycle
• Topic 5- Processes of Coaching
• Topic 6- Cognitive coaching
• Topic 7- Mentoring and Counselling
• Topic 8- Coaching Model for DepEd
• Topic 9- Identifying Performance Gaps
• Topic 10- STAR Feedback Model
• Topic 11- Benefits of the STAR Feedback Model
• Topic 12- Feedback Processes
• Topic 13- Problem areas of beginning teachers
• Topic 14- Classification of Neophyte Teacher
• Topic 15- Types of Instructional Materials
• Topic 16- Processes of Materials Development
• Topic 17- Types of Evaluation
• Topic 18- The Need to Evaluate Classroom Instruction
• Topic 19- Evaluation of Beginning, Marginal and Expert Teachers
• Topic 20- Training and Development
• Topic 21- Policies and Guidelines on Training and Development (T&D) Programs and
Activities (DepEd Order No.32,s.2011)
• Topic 22- Focus of Staff Development
• Topic 23- Needs Assessment
• Topic 24- Failure of Staff Development
• Topic 25- Program to Achieve Objectives
• Topic 26- Designing Staff Development Programs
• Topic 27- Teacher Centers
• Topic 28- LAC Session (D.O no.35,s.2016

Please be guided by the rubrics below:

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 No Answer Needs Adequate Quality Exemplary
Improvement

0pt 4pts 6pts 8pts 10pts

Did not answer Answers are Answers are not Answers are Answers are
question. partial or comprehensive accurate and comprehensive,
incomplete. or completely complete. Key accurate and
Key points are stated. Key points are complete. Key
not clear. points are stated and ideas are clearly
addressed, but supported. stated,
not well explained and
supported. well supported.

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 Topic
A Comprehensive View of Supervision
1

INTRODUCTION

In the modern educational system enlargement of education relies on increasing number of

educational institutions, teachers and students as well as providing all sort of facilities which are

necessary for proper progress of education. It will never be adequate if we will not yield or

achieve our returns or results to an adequate extent in qualitative perspective. From this

description it is quite apparent that quality assurance of education at any level is the main

concern of the modem educational practices. For this there is the necessity of quantitative

development as well as qualitative progress of education at all levels. This will be concluded by

the very concept, supervision.

“In the modern educational system, the term supervision has got a very significant position

from the point of view of the role played by it. Due to the enhancement of its importance in the

present educational system its prime purpose has been changed now. Researchers and

Educationists previously agreed upon the fact that supervision is primarily concerned for the

purpose of improving instruction.

At the end of the session, students are able to:

• define supervision;

• discuss the importance of supervision; and

• enumerate the types of supervision.

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 What’s In

What is Supervision?

• The concept of supervision based on the fact of improvement of instruction is a

cooperative project. Its concern is to stimulate, coordinate, guide and make the
teacher self- directive.
• Supervision can be called superior vision. It is the vision which has the mission. It is
looking forward and has large scope for growth of education.
• Supervision broadly refers to the professional guidance and support provided by the
educational managers, who are expected to offer the teacher assistance that will
enhance and improve teacher motivation and classroom instruction.
• Supervision is a process of facilitating the professional growth of a teacher, primarily
by giving the teacher feedback about classroom interactions and helping the teacher
make use of the feedback in order to make teaching more effective.

What is the Purpose of Supervision?

• Checking on the availability of teaching-learning materials

• Advising on the appropriateness of the teaching- learning materials in us
• Assessing staff/teachers level
• Advising the availability and quality of advising and support services available to the
teacher
• Promoting curriculum change and innovation
• Attending to the welfare of teachers
• Attending to institutional problems
• Monitoring policy implementation

When we focus shifts to the teacher as a professional operating in classroom,

some of the reasons for conducting supervision would be:

• providing feedback on teachers’ performance

• identifying needs for staff development
• identifying potential for promotion
• conducting quality assurance checks
• ensuring teacher motivation and morale
• providing professional support and guidance to the teachers

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 Supervision ensures that the professional environment is supportive of the
teaching and learning process. The ultimate objective of supervision is to
improve the quality of teaching and learning. This means that supervisor needs
to play the roles of :

• Planner
• Organizer
• Leader
• Helper
• Evaluator
• Appraiser
• Motivator
• Communicator
• Decision-maker

TYPES OF SUPERVISION

MONITORING ADVISORY
The supervisor checks on progress The supervisor assumes a relatively
and any problems as well as advising superior position in terms of
on solutions. knowledge and skills.

CLINICAL SUPERVISION
In this situation, the supervisor and supervisee engage in face-to-face interaction that
is primarily based on the observation of performance and emphasis on collegiality
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HARD ACCOUNTABILITY
In this case, the supervisor performs the traditional inspector’s role, demanding strict
accountability from the supervisee.

An educational manager may use different styles of supervision

depending on the situation and purpose for which supervision is being conducted.
Identify three styles of supervision that you would use as an educational
manager. In conducting supervision, it is important for the educational
manager to decide on the target
Have you been supervised groupusing
by anyone or aspect of the school that you want to
these styles?
supervise. Your supervision must be focused in order to achieve the desired

outcomes

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  When supervision is effectively and efficiently undertaken, it benefits the learners.

Effective supervision can lead to:

• improved physical learning environment
• provision of adequate and appropriate teaching and learning materials.
• improved management and administration practice.
• improved teacher motivation and morale and effective planning

PLANNING FOR SCHOOL SUPERVISION

Planning is the first step to take for any education manager who has decided to
undertake a supervision exercise.

Planning involves the ability to identify in advance what should be done, how it
is to be done and the time frame within which the task is to be undertaken.
Failure to plan is planning to fail), as quoted by Beach and Reinhartz,
concludes that “planning is a prerequisite for supervision so that they
can help teachers to be proactive.”

When planning school supervision, education managers should address the

following aspects:
1. identifying the target group for supervision.
2. identifying people to be consulted.
3. deciding on the purpose of the supervision exercise.
4. deciding on the time frame for the exercise.
5. deciding on the cost of the exercise.
6. deciding on follow-up activities.

 Teacher supervision can be both rewarding and frustrating. Duke and Stiggins concur
that effective teacher supervision can lead to improved performance, personal
growth and professional esteem. If the supervision is poorly done, anxiety or boredom
can result. Talented teachers may even be driven from the profession. You must
carefully plan supervision in order to yield a positive outcome.

FEEDBACK AND FOLLOW-UP

 As stated earlier, supervision has to be meaningful and beneficial to both the supervisor
and supervisee You must interact with the supervisee in order to address the purpose
for which you are conducting the supervision. The supervisee benefits from the
feedback and follow-up activities you provide as part of the supervision process.

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 Providing feedback to the supervisee is beneficial in that you are:
▪ identifying the strengths of the supervisee and building on them.
▪ attending to institutional problems.
▪ data collection to facilitate planning and decision making and monitoring policy implementation.

Feedback can be provided to the supervisee through oral

briefing, lesson observation reports, appraisal
forms, checklists and written reports. It is essential
that once feedback has been provided, follow-up activities be
identified and undertaken.

Reflection

My realization(s) after this topic:

9
 Assessment
Discuss briefly:

1. What would be the possible effects of lack of supervision on the teacher and the school?

References:
1. SLIDESHARE, Educational Supervision by Usman Public School System

2. [Link]
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3. [Link]
eInstanceID=819&ViewID=6446EE88-D30C-497E-9316-
3F8874B3E108&RenderLoc=0&FlexDataID=24586&PageID=1

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 Topic Issues Regarding the Curriculum
2

INTRODUCTION

When it comes to influence, the educational system of the Philippines has been

influenced immensely by the country's colonial history including the Spanish period, American

period, and Japanese rule and occupation. Although having been significantly affected by all its

colonizers with regard to the educational system, the most influential and deep-rooted

contributions arose during the American occupation (1898); it was during this aforementioned

period that 1. English was introduced as the primary language of instruction and 2. A public

education system was first established - a system specifically patterned after the United States

school system and further administered by the newly established Department of Instruction.

Similar to the United States of America, the Philippines has had an extensive and extremely

inclusive system of education including features such as higher education.

The present Philippine Educational system firstly covers six years of compulsory

education (from grades 1 to 6), divided informally into two levels - both composed of three

years. The first level is known as the Primary Level and the second level is known as the

Intermediate Level.

However, although the Philippine educational system has extensively been a model for

other Southeast Asian countries, in recent years such a matter has no longer stood true, and

such a system has been deteriorated - such a fact is especially evident and true in the country's
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more secluded poverty-stricken regions. Nationwide the Philippines faces several issues when

it comes to the educational system.

At the end of this sessions, students are able to:

• Define curriculum;

• Discuss the different issues in the curriculum; and

• Give the responses to issues and concerns.

What’s In

Curriculum
• The word “curriculum” began as Latin word which means “a race” or the course of a
race (which in turn derive from the verb curere meaning to run/to proceed
• A curriculum is the combination of instructional practices, learning experiences,
and students' performance assessment that are designed to bring out and evaluate
the target learning outcomes of a particular course. A detailed plan for instruction
set by policy-makers.

Issues Regarding Curriculum

• Poor academic performance of learners related to issues on the varied
implementation of the curriculum among schools and teachers.
o Issues on the varied implementation of the curriculum among
schools and teachers seem to be one of the reasons for the
prevailing low performance of schools all over the country.
o Perennial complaint about books and other instructional
materials. o Overcrowded classrooms do not provide a good
learning environment.
o The teacher has been identified as one of the influencing factors
in the varied implementation of the curriculum.
o Issues like ill prepared teachers poor attitude towards change
and low morale have been thrown to teachers.
o Leadership support from principal.
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 • Curricular innovations lack the sense of ownership from stakeholders.
o Most of the curricular innovations are handed down from the top
management. Those who are going to implement simply tow the
line or follow blindly
o Sometimes the implementers lack of full understanding of the
changes or modifications that they are doing.
o The goal is unclear ,thus there are lot of questions in the
implementation as well as evaluation from the concerned
persons.
• Some curricular are results of bandwagon but are not well supported by managers.
o In the desire of some schools to be part of the global
educational scenario, changes and innovations are drastically
implemented even if the school is not ready.
• Lack of monitoring and evaluation
o Inadequate monitoring activities to find out the curricular
strengths or weaknesses and problems are being encountered.
• Innovations results to teacher burn out
o With so many new changes taking place inthe curriculum, many
teachers are getting burn out.
o They got tired easily and motivation is very low. It is because
they cannot cope with rapid changes that take place.
• Innovations are not communicated at all
o Only the managers or the proponents understand the
changes. Those who are directly involved merely follow hook
line and sinker. This is called regimentation.

Responses to Issues and Concerns

• In the installation of a new curriculum, all stakeholders should be involved.

• There is a respond to the fast changing times in terms of school curriculum
innovations.
• Collaboration in the implementation of a new curriculum is very necessary.
• General practice seems to show that when a new curriculum is introduced, it ends
without result.

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 Reflection

My realization(s) after this topic:

Assessment

Discuss briefly:

1. As a teacher, what issues and concerns in the curriculum have you experienced?
2. How did you solve those issues and concerns?

References:

1. [Link]
hilippines/issues-regarding-educational-system

Topic
14
 3 Human Relations Dimension of
Supervision

INTRODUCTION

Good human relations, whether in commerce or in company, at the home or in the shop,

is an aim toward which all of us must want. Not that it is a new goal line; but today, more than

ever before, there is a perception that the human factors in all our activities and hunts outshine

technical achievement. We shall, of course, continue to make advances through better

machines and materials, but the great advances in morale and production of the future will

come through better supervision and knowledge of the human side. Good human relations can

and should become a way of life, a philosophy of action.

At the end of the session, students are able to:

• define Human Relations;

• discuss the nature of Human Relations and its Characteristics;

• identify the Importance of Human Relations;

• define Dimensions of Supervision; and

• identify the 12 Dimensions of Supervision.

What’s In

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What is Human Relations?

• an area of management practice which is concerned with the integration of people into a work
situation in a way that motivates them to work productively, cooperatively and with economic,
psychological and social satisfaction.

Characteristics of Human Relations

• Coordinating Process
 Human relations thought is the process of coordinating the interests of
employer and employees
• To Develop the Feeling of Voluntary Work among Workers
 Human relations thought brings the unity and equality in the objects of
different workers and enterprise
• Satisfaction of Different Needs of Employees
 The thought of human relations emphasizes upon the satisfaction of
maximum needs of the workers of the enterprise/organization
• Stress on Human Aspect

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  Management should stress to the human aspect of labour and workers should
be treated as human being within and outside the workplace
• Social Aspects
 Satisfaction of all types of needs of workers is an implied condition in Human
Relations approach
• Willingness to Work
 The principal objective of integration should be to secure the willing
cooperation of the employees
• A Process of Integration
 Integration means to unite, combine anti form a composite effective whole
• Helpful in Increasing the Productivity
 The thought of human relations is helpful in reusing the productivity of the
workers as well as of the enterprise also because in this approach, all the best
efforts are made to satisfy the maximum needs of workers

Importance of Human Relations

• Organization is social system

• Existence of informal group
• Influence of group behavior
• Emergence of Informal leadership
• Two-Way Communication
• Influence of socio- psychological factors
• Integration of organizational and individual goals
• Relate work and the organization structure to social needs

Dimensions of Supervision

• was defined as "ensuring open and clear communication among individuals and groups
throughout the organization” the literature suggests that knowledge of communication theory, of
human relations theory, of relationships within groups, of relationships among groups, and of
conflict resolution strategies are important to this dimension

12 Dimensions of Supervisory Practice

• Community Relations
 Establishing and maintaining open and productive relations between the school
and its community
• Staff Development
 Developing and facilitating meaningful opportunities for professional growth
• Planning and change
 Initiating and implementing collaboratively developed strategies for continuous
improvement
• Communication
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  Ensuring open and clear communication among individuals and groups
throughout the organization
• Curriculum
 Coordinating and integrating the process of curriculum development and
implementation Instructional Program
 Supporting and coordinating efforts to improve the instructional program
• Service to Teachers
 Providing materials, resources, and assistance to support teaching and learning
• Observing and Conferencing
 Providing feedback to teachers based on classroom observation
• Problem Solving and Decision Making
 Using a variety of strategies to clarify and analyze problems and to make
decisions;
• Research and Program Evaluation
 Encouraging experimentation and assessing outcomes
• Motivating and Organizing
 Helping people to develop a shared vision and achieve collective aims
• Personal Development
 Recognizing and reflecting upon one's personal and professional beliefs, abilities,
and actions

The identification of dimensions of supervisory practice in education

seeks to ensure professional self-determination for educators

Reflection

My realization(s) after this topic:

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 Assessment

Encircle the letter of the correct answer:

1. The major benefits of studying human relations involves all of the following
except:
A. Acquiring erroneous information about human relations.
B. Developing skills in dealing with people.
C. Coping with job problems.
D. Coping with personal problems
2. How do work and personal life influence each other? A. An unsatisfactory job can
lead to increased stress
B. The satisfaction you achieve on the job contributes to your general
life
satisfaction
C. The quality of your relationships with people in work and personal life
influence each other D. All of the above
3. The first step in understanding others is to begin by getting an understanding of..
A. Human relations principles
B. Yourself
C. Basic human behavior
D. Basic cognitive psychology
4. All of the following are sources of information that contribute to selfunderstanding
except:
A. Feedback from co-workers
B. Feedback from superiors
C. Informal feedback from people
D. Self -evaluation trap
5. Highly effective workers tends to
A. Get along well with others
[Link] conflict well
[Link] stress and personal problems well
[Link] of the above

References:

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 1. [Link]
2. [Link]
bp_djvu.txt
3. [Link]
0a%20good,into%20existing%20units%20of%20study
4. [Link]
relations/21001
5. [Link]

Discuss briefly:
Topic 4 Phases of Clinical Supervision Cycle
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 INTRODUCTION

The most prominent contributing factor to student success is an effective teacher. Effective

teachers are continuously involved in awareness and increasing their pedagogical

understanding and training with the expected target of improving student success. Teaching is

a multifaceted vocation that entails endless assistance and constant profound assessment in

order to see significant difference in a student’s learning. Given this difficulty, teachers cannot

be required to do this alone. Adjusted approach to teacher advancement makes a

transformative process that provides teachers an opportunity to see their practice and their

students’ achievement shifting. In order for real change to exist the connection between a

teacher and their instructional supporters must be shared and sober.

At the end of the session, students are able to:

• define Clinical Supervision ;

• enumerate the objectives of Clinical Supervision ;

• name the qualities of Clinical Supervisor;

• enumerate the important role of the teacher in clinical supervision; and discuss the different

phases of clinical supervision

What’s In

What is Clinical Supervision?

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 • Initially developed by Harvard professors Morris Cogan and Robert Anderson
and their graduate students learning
• A vehicle for developing professional, responsible teachers who were capable
of analyzing their own performance; open to change; assistance from others
and self-directing.

Cogan insists that the proper domain of clinical

supervision is “ the classroom behavior of the

teacher, not the teacher as a person.“

Role of teachers in Clinical Supervision

• In order to bring about the desired change in classroom behavior, it is

necessary that the teacher observes: o the behavior to be changed o the
desired change; and
o the professional satisfaction that will be derived from doing so

Objectives of Clinical Supervision

• To provide staff with a confidential, safe and supportive environment

• To critically reflect on professional practice
• To improve quality patient services by improving mental health practice, by
encouraging reflection on attitudes towards people with mental health
problems and disorders, their family members and careers
• Improve self-awareness and taking responsibility for their clinical practice by
adhering to a framework for clinical supervision.
• To provide for the professional growth, and development of the clinical
supervisee

Clinical Supervision Cycle

• In theory and practice, clinical supervision is a continuous series of cycles in

which the supervisor assists the teacher in developing better and more
successful instructional strategies
• In 1969 Robert Goldhammer proposed the following five-stage process in
clinical supervision o Pre-observation conference o Classroom observation o
Data analysis and strategy o Post-observation conference o Post-conference
analysis

Tasks of the teacher and the supervisor during each stage

Stage 1—Pre-Observation Conference

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 Teacher's Task: To mentally rehearse and orally describe the upcoming lesson,
including the purpose and the content, what the teacher will do, and what
students are expected to do and learn.

Clinical Supervisor's Task: To learn about and understand what the teacher has in mind
for the lesson to be taught by asking probing and clarifying questions.

Stage 2—Classroom Observation

Teacher's Task: To teach the lesson as well as possible.
Clinical Supervisor's Task: To record events occurring during the lesson as accurately
as possible

Stage 3—Data Analysis And Strategy

Teacher's Task: To help make sense of the data (if directly involved in this stage)
Clinical Supervisor's Task: To make some sense of the raw data and to develop a plan
for the conference.

Stage 4—Conference
Teacher's Task: To critically examine his or her own teaching with an open mind
and to tentatively plan for the next lesson
Clinical Supervisor's Task:To help clarify and build upon the teacher's understanding of
the behaviors and events that occurred in the classroom.

Stage 5—Post-Conference Analysis

Teacher's Task: To provide honest feedback to the clinical supervisor about how well the
clinical supervision cycle went.
Clinical Supervisor's Task: To critically examine his or her own performance during the
clinical supervision cycle.

Reflection

My realization(s) after this topic:

23
 Assessment

Discuss briefly:

[Link] has been your experience with classroom observation and

feedback during your career?

References:

1. [Link]
2. [Link]
3. [Link]
4. [Link]
[Link]#:~:text=Initially%20developed%20by%20Harvard%20professors,with%20aspect
s%20of%20collegial%20coaching%2C

5. [Link]

Discuss briefly:

Topic
5
Processes of Coaching

INTRODUCTION

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 Coaching employees is the vital to building and keeping a self-motivated workforce.

At the start, it will take extra time – the whole teach-a-man-to-fish process versus just catch-a-

mana-fish. But the results are worth the investment. The better you coach, the more prepared

the team will be to achieve their goals. Successful coaching leads employees in the right

direction but fosters independent thinking and team collaboration to surmount obstacles. This in

turn promotes a relationship of trust and enables the team to act energetically. That essential

coaching will be the foundation upon which sound processes are built and maintained. All these

elements combined enable an organization to unlock ever higher degrees of success.

At the end of this session, students are able to:

discuss the basic processes of coaching

What’s In

Processes of Coaching
Phase 1: Establish Performance

Tells the employee what is to be done, performance standards provide the

employee with specific performance expectations for each major duty. They
are the observable behaviors and actions which explain how the job is to be
done, plus the results that are expected for satisfactory job performance.
They tell the employee what a good job looks like. The purpose of
25
 performance standards is to communicate expectations. Some supervisors
prefer to make them as specific as possible, and some prefer to use them as
talking points with the specificity defined in the discussion. Keep in mind that
good performance typically involves more than technical expertise. You also
expect certain behaviors (e.g. friendliness, helpfulness, courteousness,
punctuality, etc.). It is often these behaviors that determine whether
performance is acceptable. Performance standards are:

 Based on the position, not the individual

 Observable, specific indicators of success
 Meaningful, reasonable and attainable
 Describe "fully satisfactory" performance once trained
 Expressed in terms of Quantity, Quality, Timeliness, Cost, Safety, or
Outcomes

In determining performance standards, consider the following:

 What does a good job look like?

 How many or how much is needed?
 How long should it take?
 When are the results needed?
 How accurate or how good is acceptable?
 Are there budget considerations?
 Are there safety considerations?
 Are there legislative or regulatory requirements that require strict
adherence?
 Are there behaviors that are expected in your department to promote
teamwork, leadership, creativity, customer service?
 What results would be considered satisfactory?
 What condition will exist when the duty is well performed?
 What is the difference between good and poor performance?

Phase 2: Provide the Needed Training

• training of employees takes place after orientation takes place. Training is
the process of enhancing the skills, capabilities and knowledge of
employees for doing a particular job. Training process molds the thinking of
employees and leads to quality performance of employees. It is continuous
and never ending in nature.

• Training is crucial for organizational development and success. It is fruitful to

both employers and employees of an organization. An employee will
become more efficient and productive if he is trained well.

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 Phase 3: Analyze Performance

Performance analysis is the technique of studying or comparing the

performance of a specific situation in contrast to the aim and yet executed.
In Human Resource, performance analysis can help to review an
employee’s contribution towards a project or assignment, which they
allotted him or her.

Phase 4: Discuss Performance

• The Performance Review Discussion is one of the most important things

that you a supervisor will do. This is a time to continue that all important
feedback about duties, expectations and performance. This is a time to
have a more formalized discussion about the employee's performance and
it should reflect the day to day coaching that has transpired throughout the
year.
• It should be undertaken with great care and preparation, and the way you
handle it can have significant impact on the morale and future performance
of your staff members.
• Formal performance discussions should be held at least once a year.
Coaching should occur on a frequent basis. Informal performance
discussions are also valuable and should be held at intervals throughout
the year

In the Department of Education, the following are the processes of coaching:

[Link] [Link] & Agreement The rater identifies a Coach and

coachee agree on: performance gap or an (1) problems to be fixed; and (2)
opportunity to improve. an opportunity to move job performance two notches higher.

[Link] Coaching Coach and 4. Follow up Setting follow-up coachee create

and agree on sessions to check on the status of the the action plan to address the
agreed upon action plan. gap.

27
 Steps in conducting discussion and agreement sessions

Step 1: Opening /Climate Setting/ Establishing Rapport (achieving a comfort level that encourages
openness)
• Thank employee for making time for the meeting.
• Express your hope that you will find the meeting useful.

Step 2: Objective Setting

• Tell employee things he or she is doing right; express sincere appreciation.
• Tell your reason for calling the meeting with him or her.
• Give feedback on performance deficiency you have observed.
• Listen with empathy, i.e. give an empathic response, paraphrase what he
or she had said, and reflect on his or her feelings.

Step 3: Discussion and Agreement Proper

• Tell what you want him or her to do, how you want it done, and why (standards of
performance).
• If possible, show (model) how it is done.
• Then ask him or her to do it while you observe.
• Give positive feedback and/or correction; offer suggestions.
• Let him or her know you respect his or her ability.
• Agree upon appropriate actions - employee’s and yours.
• Let him or her know you will closely monitor his or her performance.

Step 4: Closing
• Share how you feel about the meeting.
• Ask him or her how he or she feels about the meeting.
• Schedule a follow-up meeting on a specific date.
• Thank him or her and express confidence that he or she can do it. Assure him or
her of
your support.
• Shake hands and smile, while maintaining eye contact.

28
 Why follow-up?
• It provides opportunities to remind employees about goals
and the importance of these goals.
• Periodic checks give you a chance to offer positive
feedback about the good things that employees do.
• These checks can help spot small problems before they
become large ones.

Reflection

My realization(s) after this topic:

Assessment

Discuss briefly:

[Link] is there a need of follow up in coaching?

References:

[Link] RPMS Manual 2018

2.[Link]
3.[Link]
29
4. [Link]
5. [Link]
P8CJCGoAS367j4Cg&q=Discuss+performsnce&oq=Discuss+performsnce&gs_lcp=CgZ
wc3ktYWIQAzIHCAAQyQMQDTIECAAQDTIECAAQDTIECAAQDTIECAAQDTIECAAQDTI

Topic 6
Cognitive Coaching

INTRODUCTION

Two areas are served by the practice of Cognitive Coaching: becoming intentionally

holonomous--the ends--and developing the identity and capacities of mediators--the means,

Holonomy is a combination of two Greek words, halos, or whole and on meaning part. Thus,

holonomy means that an entity is both an autonomous unit and a member of a larger whole

simultaneously. The heart provides a useful example of an holonomous organ. The heart

30
performs a unique function with its own intricate rhythm and pattern of functioning. Even when it

is transferred to another body, the heart asserts its characteristic pattern of activity. Yet the

heart's activities are regulated or modified by the autonomic nervous system, hormones, and

other influences. The individuality of the heart operates within the wholeness of a larger

system, and in turn, affects the entire system. Thus, holonomy implies a capacity to act

autonomously and, at the same time, to work interdependently. Likewise, the most effective

teachers are autonomous individuals--self-asserting, self-motivating, and self-modifying.

Teachers, however, are also part of a larger whole--the school--and are influenced by the

practices, attitudes, values and behaviors of its inhabitants. In turn, the school is a n

autonomous unit interacting within the influence of the district and the community .

The second and related goal of Cognitive Coaching is to develop the identity and capacities of

persons as mediators. While there are many important interactive tools, skills and abilities

related to the coaching role, the most critical is to remember the intention of mediation during

the transaction. To mediate is not to be a fixer or solver of another's problems, or to improve ;

person or situation. To mediate means to interact with the intention of support in the self-

directed growth of persons and organizations in becoming intentional l holonomous. A mediator

provides experiences intended to enhance another per son' capacities for continuous self-

directed learning and creates environmental conditions to support growth toward more

holonomous states.

At the end of the session, students are able to:

• define cognitive coaching; and

• discuss the goals of cognitive coaching.

What’s In

31
 Cognitive Coaching
• Cognitive Coaching does not intend to change overt behavior through
counselling, providing advice, or by telling teachers what to do.
Instead, Cognitive Coaching focuses entirely on developing internal thought
processes and self-directedness of the teacher being coached.

• Cognitive Coaching is a process during which teachers explore the thinking

behind their practices. Each person seems to maintain a cognitive map, only
partially conscious. In Cognitive Coaching, questions asked by the coach
reveal to the teacher areas of that map that may not be complete or
consciously developed.

• is a method of instruction that recognizes the strengths of

METACOGNITION—thinking about thinking– and its role in independent
learning.

• It can help teachers expand their repertoire of teaching styles, exploring

untapped resources within themselves.

• It is a process during which teachers explore the thinking behind their

practices.

Goals of Cognitive Coaching

• Developing one’s identity and capacity as mediator
 Efficacy
 Flexibility
 Consciousness
 Interdependence
 Craftmanship
• Becoming intentionally holomous, one who
 Pursues ambiguities and possibilities to create new meanings
 Seeks perspectives beyond self and others to generate resourceful
responses
 Explores choice points between self-assertion and integration with others
 Draws from prior knowledge, sensory data, and intuition to guide, hone and
refine actions
 Seeks balance between solitude-togetherness, action-reflection, and
personal growth-professional growth
• Developing one’s identity and capacity as mediator, one who
 Interacts with the intention of producing self-directed learning
 Envisions and assesses states of mind; generates and applies a repertoire
of strategies to enhance mind states
 Maintains faith in the ability to mediate own and others’ capacity for
continued growth

32
  Establishes and maintains trust in self, relationships, processes and the
environment.

Purposes Of Cognitive Coaching

• to enhance self-directed learning
• to build internal resourcefulness and capacity
• to mediate thinking for cognitive shift

3 Cognitive Coaching Skills

• Paraphrasing
• Pausing
• Body Language

Cognitive Coaching is :

a set of strategies a way of thinking

 a way of working that invites self and

others to shape and reshape their

Assumptions

Thought and Perception

Produces All Behavior

Teaching Is Constant Decision Making

33
 To Learn Something Requires Engagement and Alteration

New in Thought

Humans Continue To Grow Cognitively

Cognitive coach mediates

Reflection
My realization(s) after this topic:

Assessment

Discuss briefly:

[Link] was the impact of cognitive coaching in your life as a teacher?

References:

1. Costa, A., and R. Garmston . (In press). Cognitive Coaching: Approaching Renaissance
Schools. Norwood, Mass.: Christopher Gordon Publishing
2.[Link]

34
3.[Link]
+e
ducation&oq=cognitive+coaching&gs
4.[Link]

5.[Link]
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E0416E-F0E7-4626-AA7B-
C14D59F72F85&RenderLoc=0&FlexDataID=1392&PageID=529&Comments=true
6.[Link]
MDEwZ/Cognitive_Coaching_powerpoint_ppt_presentation
[Link], A., and R. Garmston . (In press). Cognitive Coaching: Approaching Renaissance
Schools. Norwood, Mass.: Christopher Gordon Publishing.
8.[Link]
fo r_you.html

Topic 7
Mentoring and Counselling

INTRODUCTION

Mentoring is a constructive, empathetic relationship, encouraging people to develop their fullest

capability. Mentoring is multi-faceted; it can be formal or informal and may shift and create as

the needs of the mentee change. A mentor can be a role model, coach, confidant, voice of

reason, counselor and a trustworthy resource. Mentors care and guarantee their mentee that

they are not alone in dispensing with day-to-day encounters. They help them believe that they

matter. Quality mentoring relationships have strong positive impacts on people in a variety of

35
personal, academic and professional situations. In the long run, mentoring unites a person to

personal growth and development and improved collective and economic opportunity.

Counselling is possibly more powerful than mentoring, and often therapeutic rather than

supportive. But, counselling nevertheless shares some qualities with the other ways to help

others learn, in particular, the position that the counselee holds the answer to their own

problem, and the desire to help them take responsibility for that. The counsellor may inspire the

client to explore parts of their lives that they may have found difficult or impossible to face

before. There may be some exploration of early childhood experiences to throw some light on

why an individual reacts or responds in certain ways in given situations. This is often followed

by pondering ways in which the client may change such behaviors.

Good counselling should lessen the client’s uncertainty, allowing them to make useful decisions

leading to constructive changes in their attitude and/or behaviour. The topmost aim of

counselling is to enable the client to make their own choices, reach their own decisions and act

upon them.

At the end of the sessions, students are able to:

• differentiate mentoring from counselling; and

• give the objectives of mentoring and counselling.

What’s In

Counselling

36
 • It is a way of relating to another person, enabling that person to explore their thoughts, feelings,
actions and behaviors to reach a clearer self-understanding.
• It is listening with empathy, trying to understand a person’s problems from their point of view
rather than give advice.

Mentoring

• is an off – line help by one person to another in making significant transitions in knowledge, work
or thinking.

Objectives:

Mentoring:
• establishing a relationship of trust
• modeling a behavior norms
• listening to the personal and job concerns
• helping him to search alternative solutions
• sharing own relevant experience
• develop long lasting personal and informal relationships

Counselling:
• helping him to realize his potential
• helping him to understand himself – his strengths and his weaknesses
• providing him an opportunity to acquire more insights into his behavior
• encouraging him to set goals for further improvement
• increasing personal and inter – personal effectiveness through effective feedback
• providing him emphatic atmosphere for sharing and discussing tensions, conflicts and problems.
• is a principled relationship characterized by the application of one or more psychological theories
and a recognized set of communication skills, modified by experience, intuition and other
interpersonal factors, to clients’ intimate concerns, problems or aspirations.

Mentoring is not…

A counselling service
A drop of advice center
An academic tutor
The answer to all problems

37
 My realization(s) after this topic:

Assessment

Discuss briefly:

[Link] do we conduct counselling? Mentoring?

[Link] the impact of these in your life.

References:

DepED RPMS Manual 2018

[Link]

[Link]

[Link]

38
 Topic 8
Coaching Model for DepEd

INTRODUCTION

Coaching is an interactive process where Raters and Ratees aim to close

performance gaps, teach skills, impart knowledge and inculcate values and desirable work

behavior. In order for this process to be successful, coach should have the competencies like:

self-clarity, communication, critical thinking and ability to build relationship and inspire.

At the end of this session, students are able to:

• discuss the coaching model for DepEd; and

• give some tips in identifying performance gaps

39
 What’s In

In DepEd, there are three (3) opportunities to apply coaching. Below is the coaching model:

Coach for
Maximum
Performance

APPLICATION
Coach for Work
OPPORTUNITIES Improvement

Coach to
Strengthen Skills,
Competencies
and Behavior

Figure 1. Coaching Model for DepEd

Coach for Improvement

• Coach for work improvement is applied when performance gaps are observed and
identified.

Performance gaps refer to the difference between an employee’s current

performance and what is required or expected. These can either be gaps concerning
work behavior or skills. They could be both.

Tips in Identifying Performance Gaps

• Routinely monitor/check employee performance against stated performance metrics or
agreed upon monthly or quarterly milestones vs. subordinates’ annual goals.

• Analyze the tasks that the employee is not doing well

40
 • Identify the causes, behaviors that interfere with goal accomplishment in
controllable/uncontrollable situations.

• Try to draw facts from other sources when possible. Avoid premature judgments.

Catch a problem early!

Causes Description
Inefficient processes. Check work process before looking into
faults of the people who run them
Personal Problems
Work Overload Demand is too much or too fast paced
Jealousy, competition for attention or for
Relationships Conflict at Work
a promotion

Table 1. Possible causes of poor performance

Coach for Maximum Performance

Coach for maximum performance is applied to sustain employee’s high

performance and to continuously improve performance. It is also an opportunity to
develop succession plans and career development of high-performing and
highpotential staff for promotion.

Coach to Strengthen Skills, Competencies and Behavior

This model is applied to strengthen and/or develop new competencies,

skills,
and behaviors. It is also an opportunity to boost morale and confidence
of employees, as well as cultivate/raise the level of performance.

Reflection

My realization(s) after this topic:

41
 Topic 9 STAR Feedback Model

INTRODUCTION

STAR feedback is notably valuable when completing employee performance

reviews. Appraisal forms can be lengthy, and managers can consider situation/task, action, and

result every time they hit a roadblock. It’s a wonderful mental practice for recalling past

examples of an employee’s performance. Supervisors will have plenty to reference if they’ve

been detailing the employee’s performance achievements. The purpose of performance

feedback isn’t just to recognize successes or failures. By focusing on the specific

situation/task, pinpointing the action taken, and directly tying efforts to results, employees will

know exactly what they did right or wrong. Don’t overlook how valuable this type of performance

coaching can be. Feedback as the most important part of communication—and communication

is the key to bringing out the best in a team.

At the end of this session, students will be able to:

• describe STAR model;

• give the benefits of STAR model; and

• discuss the feedback processes.

42
 What’s In

STAR Model

• for effective feedback-giving performance, the STAR Model is applied

S/T – Situation or Task

 Provides context for staff’s action(s)
 Describes specific event, job, or assignment that triggered or warranted a
response

A – Action
 Specific response of staff to the situation or task
 What staff said or did
 Can be multiple actions
 Can also be non-action

R – Result
 What happened due to the staff’s action
 Can be effective or ineffective
 Can be concrete (e.g., report, written feedback from client, extended processing
time, etc.)
 Can be less tangible (e.g., low morale, misunderstanding, etc.)

What are the benefits of the STAR Feedback Model?

The STAR Feedback Model: helps you focus staff’s attention on behaviors that got
them to their current level of performance;
• can be used to reinforce staff’s good performance, as well as to facilitate improvement
in staff’s performance; and
• can be used to give feedback verbally or in writing.

The STAR-AR Feedback Model is used for

43
 developmental or performance improvement, where alternative action and

result are described.

STAR - AR
Alternative Action
What could be done better or differently next time?
Alternative Result
What could be the probable result or impact of the alternative action?

Tips in providing redirect or developmental feedback

• Focus on facts, not the person.

 Choose positively-phrased statements, such as “Forgetting to do that caused a delay,”
rather than saying “You’re completely disorganized.“
• Share your thoughts on alternative approaches while remembering to seek the other person’s
ideas.
 “What do you think would be the best approach next time?” • “If you do that, what
results could we expect?”
• Provide your employee with the necessary support in terms of time, resources or coaching to act
on your feedback.
 “What resources or support would you need to carry this out?”

Process in providing feedbacks

Step 1: Preparation
 • Self-Assessment The teacher accomplishes a self-assessment form and sends
a copy to his or her immediate superior.
 Agreeing on the Schedule of the Meeting. The teacher and the immediate
superior agree on the meeting schedule.
 Gathering Data and Preparing Discussion Notes. The teacher and the immediate
superior gather data and note down discussion points for the meeting. The
discussion points can be:
• Performance Objectives
• Critical Incidents/STARs
• Progress or Final Results
• Development Plans
Step 2: Conducting the Meeting
 Opening the Meeting. Greet the teacher and make him or her feel comfortable.
Thank him or her for his or her time. You may engage in quick, light, small talk.
 Clarifying the Meeting. The immediate supervisor should signal start of discussion
and state the purpose of the meeting. • Discussion. Go through each of the
objectives and discuss with the teacher the extent of accomplishment versus
44
 targets. Be prepared to discuss specific examples of behaviors and performance
outcomes. Listen actively and openly. Take down notes.
 Giving Feedback. Prepare your notes. Be specific and own the feedback. Engage
the teacher in the discussion.
Step 3: Closing the Meeting
 Ask the teacher to share his/her take-aways.
• What were my major achievements?
• What have I done well or am doing well?
• In what key areas could I have done or should I do better?
• How is my overall performance?
• What are my next steps?
 Affirm your trust in the teacher. Thank him or her for his or her time

Key Principles for Interactions

Maintain or enhance self-esteem.
• Listen and respond with empathy.
• Ask for help and encourage involvement.
• Share thoughts, feelings, and rationale (to build trust).
• Provide support without removing responsibility (to build ownership).

Tips in Receiving Feedback (for Teachers)

• Welcome constructive feedback (withhold judgment).
• Clarify and seek understanding (i.e. paraphrase, probe).
• Evaluate based on critical incidents, observations. Decide what to do with the feedback.

Reflection

My realization(s) after this topic:

45
 Assessment

Discuss briefly:

[Link] the importance of feedback process and relate those in your teaching career.

References:

DepEd RPMS Manual 2018

[Link]

46
 Topic Problem Areas of Beginning
10
Teachers

INTRODUCTION

Teachers are perhaps one of the most essential members of our society. They provide our

learners with purpose, put them up for success story as citizens, and motivate them to do well

and prosper in life. Further than these, teachers serve many other roles in the classroom. They

set the tone of their classrooms, build a warm atmosphere, mentor and foster learners, and are

keen observer on the signs of trouble.

Despite of these, teachers, especially the beginning teachers also experience issues, and

problems in their [Link] first year of a teacher’s profession can ascertain their endurance

within the field of education. They face numerous of challenges as they enter schools, including

a growing emphasis on standards and accountability, progressively more diverse student

population, and lack of support . Recent abrasion rates for beginning teachers are high and

continue to grow.

Teachers go through a process of teacher development. It takes a few years before

teachers reach a level of effectiveness that will promote student motivation and achievement

47
(Fantilli & McDougall, 2005). Through the execution of effective induction programs in which a

teacher development process can be facilitated may perhaps reduce the number of teachers

that exist the field before reaching this level of effectiveness (Fantilli & Mcdougall, 2005).

At the end of this session, students will be able to:

• identify problem areas for beginning teachers;

• cite major sources of stress and coping mechanism;

• discuss teachers needs to address in induction program; give the importance of Teacher

Induction Program

What’s In

Problem Areas of Beginning Teachers

• Classroom Discipline
• Motivating Students
• Dealing with Individual Differences
• Parent Relations
• Planning Classwork Evaluating Students’ Works
• Insufficient Materials and Supplies
• Students’ Personal Problem
• Relations With Colleagues

What is a Teacher Induction Program

• comprehensive initiations or introductions to a position that provide inexperienced

teachers with the necessary models and tools for beginning their teaching careers, as
well as specific guidance aimed at helping them meet performance standards.

DepEd Order No. 43, s. 2017

Rationale

Schools worldwide use induction programs to support new teachers in their first
years of teaching by way of contributing to their sense of well-being and professional
development (Partlow, 2006). In the Philippines, Bilbao [Link]. (2013) conducted an
evaluation of the Teacher Induction Program (TIP) and recommended the need to induct
newly hired teachers in DepEd to orient them on the programs and projects of the
department. TIP has contributed positively in enhancing teachers’ knowledge, skills,
48
values, and commitment to the profession, and in improving the students’ learning
outcomes (Bilbao [Link]., 2013).
Support and assistance for newly hired teachers have positive impacts on three
sets of outcomes: first, on teacher commitment and retention; second, on the teachers’
classroom instructional practices; and third, on student achievement (Ingersol & Strong,
2011). Additionally, it has been reported that induction programs for teachers produced
positive results such as:
1. strong commitment of teachers
2. retention of teachers in the profession
3. keeping students on task
4. using effective student questioning practices
5. maintaining the students’ interests
6. establishing a positive classroom atmosphere
7. demonstrating successful classroom management

Why are Induction Programs Needed

A teacher induction program can help new teachers improve practice, learn
professional responsibilities and ultimately positively affect student learning. In addition
to providing support to beginning teachers, these programs allow veteran teachers to
reflect upon practice and can unite the learning community as each individual works
toward the same goal - improving the quality of education. Induction programs also
have the potential of elevating the teaching profession and fostering a collaborative
learning community for all educators. These benefits can lead to a much higher rate of
retention, as new educators find themselves in an environment that cultivates continual
growth and success.

Reflection

My realization(s) after this topic:

49
 Assessment

Discuss your coping mechanism on the following sources of stress:

Source of Stress Coping Mechanism

Work Overload
Lack of support from teachers
Lack of support from administration
Discipline Challenges
Curriculum Challenges
Work demands and family demands
Wanting to meet self-expectations
Lack of self-routines
Classroom time management
Not having clear expectation

References :

[Link]

[Link]

[Link]

50
 Topic
Classification of Neophyte Teacher
11

INTRODUCTION

Teaching brings fear and anxiety to the teachers, especially to the neophytes. Fear, according

to the Oxford Dictionary is the worst feeling when you are in danger or when a particular

thing frightens you. In one’s life, one can encounter a variety of phobias as fear of life,

strangers, fear of darkness, fear of death, and fear of very particular objects. To teachers,

there exists another fear known as fear the of teaching. This kind of fear has something to

do with doing a lesson plan, how to discipline learners, classroom management, relationship

with other teachers, submission of reports, and the like. This is absolutely true that the

neophyte teachers are afraid that they may not be an effective and efficient teacher.

At the end of this session, students will be able to:

• define neophyte teacher ;

• discuss the different classifications of neophyte teacher; and

• understand the connection of neophyte teacher and beginning teacher.

51
 What’s In

Neophyte Teacher
• A neophyte teacher is a type of new teacher.
• Saying someone is a neophyte means they don’t have any experience doing
something. They are new to the activity. So a neophyte teacher would be a
teacher who is just starting to teach and has no teaching experience.

Beginning Teacher
• they could be new at anything. It doesn’t automatically say anything about how
much experience they have.
• A new teacher might be a neophyte teacher, might just be a new hire, might be
teaching a new subject area.

1. Composed of new graduates with either Bachelor of Secondary Education

Two Categories of Neophytes
(BSE) or Bachelor of Elementary Education (BEEd) degree from pre-

2. Graduate of other profession who had taken 18 units of pedagogy to

service education institution

qualify to teach

Classification of Neophyte Teachers

[Link] Born Teachers
 Born teachers succeed immediately.

52
  At the start of their career, performance of the born teachers is
already comparable, with or even better than that of some of
experienced teachers.
 Minimal supervision
 Teaching performance further improves with experiences
[Link] Potentially Competent Teachers
 To achieve satisfactory classroom performance levels, this
neophyte teachers need experience and instructional
supervision to overcome initial problems.
 With reasonable supervisory support and encouragement, they
are able to surmount difficulties and develop into competent
teachers.
[Link] Misplaced Individuals
 Require an unreasonable and costly supervision in order to
achieve satisfactory classroom performance levels.
 Needs very close supervision to discard negative attitudes and
practices and to rectify misconceptions about teaching

General Causes of Neophyte Teachers to feel failure

According Lunenberg and Ornstein (2000):
• Assignment to difficult classes.
• Isolation of classroom from colleagues and supervisors.
• Poor physical facilities.
• Burdensome extra assignments.
• Lack of understanding of the school’s expectations. Inadequate supervision.
• Inadequate use of technology.

Reasons to improve provision for the professional development of new teachers

• To make their job easier,
• To make them feel more confident inside and outside classroom,
• To reduce their feeling of isolation, and
• To enhance quantity and quality of their interactions to their colleagues and
administration

Reflection

My realization(s) after this topic:

53
 Assessment

Discuss briefly:

[Link] your experiences when you were a neophyte and a beginning teacher. What
tips can you give to those who are new in the service?

References:

[Link]
ences_in_Teaching_A_Phenomenological_Study

[Link]

[Link]

[Link]

54
 Topic
Types of Instructional Materials
12

INTRODUCTION

Instructional Materials are any compilation of materials, including animated and

inanimate objects and human and non-human resources that a teacher may use in the

teaching and learning process to attain higher learning outcomes. Learners deserve

access to good instructional materials, and all teachers ought to have support to execute

them well. Instructional materials may support learners in concretizing a learning

experience for the purpose of making the teaching-learning process more stimulating,

fascinating, and collaborative. These are devices used in instructional activities, which

contain effective learning and evaluation. Also, instructional materials comprise all the

55
 resources and physical means a teacher may use to employ teaching and assist learners

to achieve instructional objectives.

At the end of the session, students will be able to:

• define Instructional Materials;

• identify the different types of IMs;

• enumerate the things to consider in making/preparing IMs; and

• cite some advantages of IMs in teaching-learning process .

What’s In

Instructional Materials
• refer to the human and non-human materials and facilities that can be used to
ease, encourage, improved and promote teaching and learning activities.
• they are whatever materials used in the process of instruction.
• they are a broad range of resource which can be used to facilitate effective
instruction.
• they indicate a systematic way of designing, carrying out and employing the total
process of learning and communication and employing human and non-human
resources to bring out a more meaningful and effective instruction.

TYPES OF INSTRUCTIONAL MATERIALS

• Printed / Duplicated Materials
 Includes textbooks, books of problems and exercises; books for recording
scientific observations, and laboratory manuals
 Supplementary reading materials
 self- learning modules
 Workbooks/ worksheets


56
 • Non-Projected Display Materials
 Non - projected visuals also have display materials that are often seen in
the classroom which can be used for a wide range of teaching and learning
aids which are used without any projection. So they translate abstract ideas
into a more realistic format. They allow instruction to move from verbal
representation to a more concrete level.
 charts
 graphs
 diagrams
 posters
 flash cards
 maps
 models
 display boards
 dioramas

57
 • Projected Display Materials

Things to Consider in Preparing Instructional Materials

1.
• This is a slide title
• Here you have a list of items
• And some text
• But remember not to overload your slides with content

58
 • Your audience will listen to you or read the content, but won’t do both

2.
• You can also split your content
.

White Black
Is the color of milk and Is the color of ebony and fresh snow,
the color of outer space. It has
produced by the been the symbolic color of combination of all the
elegance, solemnity and colors of the visible authority. spectrum.

3.A picture is worth a thousand words

[Link] diagrams to explain your ideas
5. Use tables to compare data
6. Use maps

TWO ASPECTS INVOLVED IN MATERIALS DEVELOPMENT

Material Adaptation
making changes to the materials in order to improve them, make them
more suitable for a particular type of learner

reducing
59
 Adaptation can include

reducing reducing

supplementing Recognizing content

Reflection

My realization(s) after this topic:

Assessment

Discuss briefly:

[Link] challenges have you experienced in using Instructional materials? How did
you solve these challenges?

60
 References:

[Link]
teaching-and-pedagogical-delivery/48956

Topic
13
Types of Evaluation

INTRODUCTION

An evaluation should be as logical and objective as possible. An evaluation is

methodical, offering data that are realistic, consistent, and valuable to facilitate the

integration of experiences realized into decision-making process. It is based mainly on

realistic data. Evaluation may focus on any proposals such as programs, projects, and

activities or PPAs. Evaluation can be led for the purposes of planning, decision making,

findings, conclusion, new ideas, administrative development and capacity building as

61
 answer to the needs assessment, priority improvement areas (PIAs) of identified

stakeholders leading to improvement, results about future programming and the like.

Evaluation can be a frightening word for many. For teachers, it can be difficult to

listen to negative comments about how teaching learning process is done. But, evaluation

doesn't have to be a terrible thing and it doesn't even have to come from an administrator.

Possibilities are you have been evaluating your teaching practice regularly.

Education is considered as an investment in human beings in terms of development

of human resources, skills, motivation, knowledge and the like. Evaluation helps to build an

educational program, assess its achievements and improve upon its effectiveness.

It serves as an in-built monitor within the program to review the progress in learning

from time to time. It also provides valuable feedback on the design and the implementation

of the program. Thus, evaluation plays a significant role in any educational program.

At the end of this session, students will be able to:

• define evaluation;
• give the types of evaluation; and
• cite some reasons why there is a need to evaluate classroom instruction.

What’s In

What is Evaluation

• Evaluation is the systematic assessment of the design, implementation or

results of an initiative for the purposes of learning or decision-making.
• Evaluation plays an enormous role in the teaching-learning process
• Evaluation is concerned with assessing the effectiveness of teaching,
teaching strategies, methods and techniques.

62
 Instructional evaluation involves objectively examining your
progress towards your learning objectives for your students.
You collect data through different forms of assessment and then evaluate the
strategies you used to teach your students. Were your strategies successful? What topics did
students

struggle with the most? Is there a skill, like reading or writing, that is holding them
back?

Types of Evaluation
[Link] Evaluation- used to determine the effectiveness of the delivery
of instruction that will serve as the basis for improvement.
[Link] Evaluation- used for making administrative decisions.

Importance of Evaluation
• It helps teachers and learners to improve teaching and learning.
• Evaluation is a continuous process and a periodic exercise. It helps in
forming the values of judgement, educational status, or achievement of
student.
• In learning, it contributes to formulation of objectives, designing of learning
experiences and assessment of learner performance.
• It is very useful to bring improvement in teaching and curriculum.
• It provides accountability to the society, parents, and to the education
system.

Reflection

My realization(s) after this topic:

63
 Assessment

Discuss briefly:

[Link] the new normal, how do you evaluate the teaching-learning process?

References:

Bago,A.L.(2008).Supervision of Instruction (The Philippine Perspective).Quezon City:C & E

Publishing, Inc.

[Link]

[Link]
[Link]#:~:text=Instructional%20evaluation%20involves%20objectivel
y%20exa mining,used%20to%20teach%20your%20students.

[Link]
learningprocesseducation/92476#:~:text=Evaluation%20plays%20an%20enormous%20ro
le,status%2C%2 0or%20achievement%20of%20student.

Topic
15
Training and Development

INTRODUCTION

64
 Training is a short-term responsive process intended for operatives and process while

development is designed continuous pro-active process meant for executives. In training,

employees' aim is to develop additional skills and in development, it is to develop a total

personality. In training, the initiative is taken by the management with the objective of

meeting the present need of an employee. In development, initiative is taken by the

individual with the objective to meet the future need of an employee.

Training and Development in the education system is most successful in a learning

community, which promotes the goals of school-based management with strong

leadership and support systems. It is most likely to succeed when it is embedded in the

vision, strategic plan and organizational structure of the school, division and region.

Moreover, it must be conducted through a functional and integrated system guided by sets

of standards, structures, processes, methodologies and tools for effective outcomes.

At the end of this session, students are able to:

• define training and development;

• discuss the objectives of training and development in the education system;

• cite the focuses of staff development; and

• discuss the 7 key employee development areas.

What’s In

What is training and Development

• Training and Development (T&D) is defined for the purpose of this
framework as the process of providing professional development for
the personnel of DepED.

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 • It is a personal and professional growth process, which necessarily
integrates the goals of the individual professional with the development
goals of the school, division and region for better learner outcomes.
• The ultimate beneficiaries of T&D are the learners whose rights to
quality education shall be the system’s foremost consideration

The objectives of the T&D System are to:

• identify priority professional development and learning needs of the
various human resources through a systematic process of
competency-based needs assessment;
• develop needs-based professional development plans, training designs
and resource packages for identified priority needs to support
continuing professional development;
• conduct identified formal-face-to face programs including job-
embedded learning activities for professional development of
educational leaders, school heads, teachers and non-teaching
personnel; and
• provide the Information Communication Technology (ICT) and the
Monitoring and Evaluation (M&E) support operations through the T&D
Information System (TDIS) for the T&D system at the regional, division
and school levels.

Mandated Functions of DepEd Related to Human Resource Development

RA 9155
• The DepED National level is mandated to provide a national framework
for the continuous development of all education personnel (Sec.4.3, a.8
– page 9) and define personnel competency and qualification
standards (Sec. 4.3 a.9 page. 9).
• The Regional level is responsible in implementing programs for the
professional development of all regional personnel, and in
implementing and managing region-wide staff development programs
pursuant to the national policies and standards (Sec. 4.3, b16, c.18 –
page 11).
• The Division level is responsible in implementing programs for the
professional development of all division personnel, and in implementing
and managing division-wide staff development programs pursuant to
the national policies and standards (Sec. 4.3, c21, c.22 – page 12).
The District is responsible in providing professional advice in building
the leadership capacity of school personnel (Sec. 4.3, d. 22 – page 14).
• The Schools are mandated to provide opportunities for broad-based
capacity building for leadership to support SBM (Sec.4.3, e.18 – page
16). Moreover, they are urged to generate resources for the purpose of
upgrading teachers' learning, and facilitators' competencies, improve
and expand school facilities and provide instructional materials and
equipment (Sec. 4.3, e.7 – page 15).
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 STANDARDS AND GUIDING PRINCIPLES
• Equity and Access - All educational personnel, regardless of age,
gender, creed, position, and physical abilities, have equal access to
professional development - Effective delivery modes increase
participation and involvement of education personnel for professional
learning.
- Professional development endeavors, individual or collective, result
to empowerment and improved well-being across diverse groups of
clienteles
• Sustained culture of a learning organization - Involvement and support
are maximized if both internal and external stakeholders have shared
aspirations, jointly make decisions and continuously support
professional learning. - Each member of the learning community
possesses a deep sense of individual accountability for improving self
and regarding professional development as a way of life.
• Effective and Efficient Use of Resources - Efficiency and effectiveness
of the system are ensured through the proper utilization of resources
such as financial, physical, capital and human
• Collaboration - Collaboration is a built-in value with opportunities
provided for educators to work together on regular basis.
- Increased student learning as the focus of collaboration facilitates
attainment of professional development goals.
Collaborative mechanisms engage joint efforts with training
and development institutions and other educational partners for
advancement programs
• Continuing and cyclical process - Professional Development is
provided with sufficient ongoing follow-up and technical assistance. -
The cyclical process is informed by data obtained from best practices
that incorporate innovations and new knowledge.
• Sustained by Transformative Leadership - Professional Development is
nurtured by transformative leaders who are competent and skill full,
open to change and results-oriented, and have a deep sense of
integrity and accountability.
• Integrative of professional and institutional development goals directed
to better learners’ outcome - Decisions are driven not only by individual
professional aspirations but also by the development priorities of the
school, division and region.
Professional development is always directed to learners’
quality education and welfare bearing in mind the promotion of healthy
and protective learning environment as well as fostering equality,
respect for human rights, and participation of children
• Quality training content and strategies - The quality of training and
learning is dependent largely on the relevance of training and learning
content and methodologies to intended professional development
goals.

67
 - The utilization of research- based content and strategies ensures
effectiveness of training in improving targeted competencies.
• TDNA-Based - Professional development programs must be based on
development needs of the clientele identified through a systematic
process and based on competency standards set for the profession.
• ICT-enabled - An information management system is integral in the
efficient delivery of a quality professional development program.
• Quality Assured - An effective T&D system has direct connectivity to
the SBM’s active Quality Assurance (QA) and effective monitoring and
evaluation systems to ensure that priority learning needs inform
planning and that the DepED personnel in the field apply gains and
benefits from the training.
• Integrated and unified: - T&D System that operates as a unified system
integrates professional development efforts at the central, regional,
division and school levels.
 The T&D System, as presented in the functional design below, is an integrated
system for the provision of continuing quality professional development for
inservice educational personnel. It operates as a unified system at the
regional, division and school levels. It is envisioned that the T&D system will
engage teachers, school heads, educational leaders and non-teaching
personnel in the continuous conduct and progressive provision of training and
development programs through various modalities.
 It defines the interrelationships of the different aspects of human resource
development from needs assessment, professional development planning,
program designing, development of resource packages, and the delivery of
Inservice T&D programs and job-embedded learning activities at the regional,
division (including districts or clusters), and school levels. In effect, the T&D
System is a support mechanism to the Region, Division and school’s demand
for quality capability building activities to ensure best practice and outcomes in
the workplace

68
 Focus of Staff Development

[Link]
• It involves regular discussions between the employee and a manager.
• The goal is simple: to improve employee’s performance.

There are at least 4 things to consider:

 Having regular meeting to discuss the progress of development

 Create and develop a plan to improve the knowledge and skills of
employees
 Define which area in which the employee are committed to improving
 Discuss and discover areas that needs to be improved by employees.

2. Counselling
• help the employee to fix any problem or difficulties

69
 3. Mentoring
• This is about overall career guidance and growth.
• motivate the worker and help them to define their potential.
• a manager should help the employee to see their future role in a company,
and later show them why developing a career plan become so important.
• A manager then, being a mentor that interact with the worker on a daily
basis.

4. Teaching
• It resolves around essential skills, which take focus on thinking skills,
continuous learning, computer use, and working with others. In term of
thinking skills, one must be able to be critical thinking, decision making,
and problem solving. ‘Teaching’ here also involves more such as the
ability to finding information and significant use of memory.

5. Training
• This will be related to how to expand technical skills of the employee, and
it is an essential part of the whole discussion related to the development of
employee. The main focus is to gain expert knowledge in specific area. A
manager should help by encouraging and advising the worker. It may
involve gaining knowledge from experts, obtaining certifications, and
taking classes

7 Key Employee Development Areas

1. Flexibility

• Ability to learn new skills

• Adaptability
• Improvising
• Ability to respond to new problems or issues

2. Communication Skills

• Teamwork
• Collaboration
• Interpersonal Skills
• Empathy
• Listening Skills
• Public Speaking
• Making presentations
• Relationship building

[Link] Resolution, Tactfulness, Work Ethic

70
 • Training
• Self-assessment
• Professionalism

[Link] Skills
• Management Skills
• Self-confidence
• Delegation
• Motivation
• Decision making
• Developing strategies
• Strategic thinking

5. Organizational Skills
Balancing a multitude of tasks effectively and efficiently requires a specific set of
skills:
• Prioritization
• Time management
• Multi-tasking
• Managing appointments
• Scheduling
• Meeting deadlines

6. Creativity Skills
• Innovation is often the result of inspiring greater creativity.
• By developing a culture in which employees are encouraged to share
ideas, a creative and innovative workplace can be fostered.

7. Stress Management
Few ways to lower stress in the workplace:
Set clearer goals
• Encourage movement and plan into the workday
• Teach-at-desk/in-cubicle stress-relieving exercises
• Support employee efforts at stress management by providing access
to stress counselling
• Emphasize and train for time management
• Offer a more flexible work environment

71
 Reflection

My realization(s) after this topic:

Assessment

Discuss briefly:
[Link] some of the advantages of Training and Development in your career.

References:

DepEd Order No.32,s.2011. Policies and Guidelines on Training and Development (T&D) Programs and
Activities

[Link]
anddevelopment#:~:text=Training%20and%20development%20refers%20to,to%20better%20pe
rfor m%20specific%20tasks.

Training and Development System Framework, Operations Manual. Pdf

72
 Topic Needs Assessment
16

INTRODUCTION

A needs assessment is an orderly process for defining and addressing needs, or "gaps"

between present conditions and the target conditions. The discrepancy between the current

condition and the target condition must be measured to properly identify the need. It is used

by organizations to determine priority improvement areas for budget allocations. The needs

assessment must indicate how the process was conducted, provide a summary of the

outcomes/results, a description of how these were analyzed and how the analysis supports

the need for a new program/expansion.

At the end of this session, students will be able to:

• define needs assessment ;

• discuss the importance of doing needs assessment; and

• give the benefits of doing needs assessment.

73
 What’s In

Needs Assessment
• an analysis that studies the needs of a specific group (employees, clients,
managers), presents the results in a written statement detailing those needs
(such as training needs, needs for health services, etc.), and identifies the
actions required to fulfill these needs, for the purpose of program development
and implementation.

Why Are Needs Assessments Important

• Needs assessments enable us to ground justification for development of a
training program within the real world needs of our associates or employees
• Needs assessments save money, time, and increase the potential for value in
the outcomes training efforts.

Needs Assessment Documents

This document demonstrates strategies for conducting a needs

assessment to:
[Link] areas of need
[Link] assessment instruments
3. Strategies for implementation of needs assessment

What are the Benefits of An Educational Needs Assessment for Planning and
Developing
• When adequate educational needs assessments of the target audience are
conducted and education is linked to practice, education is more likely to:
• Engage the audience
• Meet the expectations of that audience
• Increase or reinforce knowledge
• Promote and reinforce best practices and evidence-based behaviors Improve
performance of the audience

74
 Reflection

My realization(s) after this topic:

Assessment

Discuss briefly:

[Link] on the results of your IPCRF last School Year, what are your needs
assessment and how these can be solved?

75
 References :

[Link]
[Link]

[Link]
KEwi4mJ-SkILuAhWNKqYKHeZjDm8Q1QIoAHoECBoQAQ&biw=1536&bih=754

76
 Topic Failure of Staff Development
18

INTRODUCTION

The process of recruiting a new employee can be costly, and there is no

assurance that a newly hired is suited for the company. For this reason, many organizations

offer education and training opportunities to better enhance chances of being able to

promote employees from within. If you don't spend in employee development, your current

employees may never improve the skills necessary to take on supervisory positions,

executive roles or highly technical tasks. You'll end up wasting more money trying to draw

outside talent, while your current workforce deteriorates. The purpose of staff development

is sometimes not achieved. Oftentimes, it leads to just a waste of time, money and effort.

At the end of the session, students will be able to:

• identify Failures in Staff Training and Development.

• reflect on the essence of Training and Development in attaining personal and

professional Growth and Development.

• cite some actions and ideas to avoid failure in staff training and development

77
 What’s In

3 Factors in Training and Development Failure

• Training and Development Program
• Attendees/Participants
• Resources Available

How failure is attained?

• Objectives were not attained
• Poor Planning
• Unrealistic Outcome
• Length of Time

Attendees/Participants
• Wrong Participants
• Participants were not interested.
• Participants were not committed.
• Adequate Skills and Abilities

Resources Available
• Lack of Relevant Resources
• No appropriate resources to practice with accordance to the training and
development program.
• Practice of skills were not accomplished

Other Factors Contributing to Failure of Staff Training and Development

• Limited Time and Competing Priorities
• Information Overload
• Neglecting What Happens After Training
• Relying On Technology To Do The Work For You
• Complicated learning materials
• Bad timing for launching a training initiative
• Failure to incentivize the training initiative
• Bad physical environment
• Repeating the same training materials and programs
• Neglecting what happens after training (evaluation)

78
 In order to see the success of training and development program, the following
factors must be seriously considered:
 Organizational Change
 Top Management Support
 Technological Advances
 Learning Principles

How to build your first employee training program?

Employee training and development programs, when thoughtfully implemented, are

the cornerstone of a school success.
• Identify your training needs
Before designing your learning and development program, assess your
needs. You could start with a skills gap analysis. Here’s how to structure your
analysis:
Identify skills that:
 Improve your current employees’ improvement
 Turn your managers into better leader
 Boost employees engagement and increase retention
• Set your objectives
Training just for the sake of it costs money and time. Define the goals of your
programs before you commit. Ask yourself questions like:
 How will employee performance improve after this program?
 How will employees better achieve school goals after this program?
 How will this training program better prepare employees to take on
managerial roles?

Other types of training that may apply to your organization include:

• Professional training, where employees are required to update their knowledge
and/or get industry certifications. For example, accountants may obtain CPAs to
advance their careers.
• Safety training, which aims to protect employees from accidents. For example,
first aid, fire drills and hazardous materials training.
• Quality training, to certify workers conform to standards. For example,
eliminating product flaws or complying with environmental laws.

Designing Staff Development Programs

• Understand the benefits of employee training

• Start employee development before it's necessary
• Plan ahead and plan carefully
• Consider what tools or programs you'll need

79
  Mentoring matches more experienced employees with less experienced
ones, giving rookies a hand and helping mentors feel like their knowledge
is valued.
 Cross-training allows for fluid movement between departments by helping
 employees learn new roles in the company.
 Shadowing another worker encourages employees to better and
empathize with other branches in the business.
 Featuring guest speakers from the community, a local college, or your own
employee ranks can educate your company in an area of expertise.

• Implement and measure success

Reflection

My realization(s) after this topic:

80
 Assessment

[Link] a sample of Training Design based on 2019 Needs Assessment in your own
school.
[Link] as a future speaker/program coordinator, what would be your steps in making
your training and development program successful?

References:

[Link]

[Link]

[Link]

81
 Topic
19 Learning Action Cell

INTRODUCTION

As an institution of learning, the Department of Education (DepEd) works to protect and

promote the right of Filipinos to quality basic education that is equitable, culture-based, and

complete, and allows them to realize their potential and contribute meaningfully to building

the nation. The investment of the DepEd in the development of human potential is a

commitment it makes not only to its learners but also its teachers. Towards this end, the

DepEd fully supports the continuing professional development of its teaching personnel

based on the principle of lifelong learning and the view of the teaching profession as one

that “requires teachers expert knowledge and specialized skills, acquired and maintained

through rigorous and continuing study” (UNESCO 1966). 2. The DepEd also recognizes that

the

quality of learning is greatly influenced by the quality of teaching. Therefore, it is imperative

for the DepEd to hire good teachers and to support their development in the teaching

profession. Organizing professional learning communities will aid teachers in the

82
 construction of new knowledge about instruction as well as in revising traditional beliefs and

assumptions about education, community, teaching, and learning (Little 2003) to suit the

present needs of learners. Affirmative bases for this policy are also drawn from the learnings

of many interventions in education such as the Program for Decentralized Education

(PRODED), Third

Elementary Education Project (TEEP), Secondary Education Development and

Improvement Project (SEDIP) as well as empirical studies on similar professional

development programs that demonstrate that teachers’ participation in professional

development activities have a positive impact on teachers’ beliefs and practices, students’

learning, and the implementation of educational reforms (UNESCO ISO 2006). 3.

Successful teaching is a result of the systematic use of appropriate (Enclosure to DepEd

OrderNo. 35, s. 2016) Page 2 of 18 strategies for delivering and assessing the learning

objectives targeted for each lesson (UNESCO GMR 2014). Successful teachers 1) possess

a good grasp of content which they can consequently convert to sound learning objectives,

2) are able to select and implement the most effective instructional strategies and materials

to teach the identified content objectives, 3) make instructional decisions on the basis of

formative assessment results, 4) promote sincerely their students’ learning and holistic

development, and 5) are professional and ethical in the conduct of their work (Stronge

2007). 4. Different methods of teacher professional development are implemented

throughout the DepEd to improve teachinglearning processes. However, most of these are

top-down processes wherein expert knowledge is shared or transferred. Examples of these

are lectures or workshops during cascaded or echoed teacher training and short-term

courses. Other top-down training programs are done over time such as scholarships, and

distance learning programs. 5. Though existing in some schools or divisions in the DepEd,

83
 there are fewer instances of bottom-up teacher professional development programs where

colleagues study content and pedagogies together, plan lessons collaboratively, and

conduct action research as a group. Examples of these are school-based learning action

cells, teaching circles, communities of practice, and lesson study.

At the end of this session, students will be able to:

• define Learning Action Cell (LAC);

• discuss the Theoretical Framework of the Learning Action Cell (LAC);

• give the topics for LAC Session;

• explain some of the LAC Implementation Process; and give the composition of

a Learning Action Cell (LAC)

What’s In

Learning Action Cell

• 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 school-based communities of practice that are positive,
caring, and safe spaces.
• LACs are the most cost-effective CPD process but may entail some expenses
for meetings and handouts.
• Funds for the LACs may be sourced from the school’s Maintenance and Other
Operating Expenses (MOOE), subject to its utilization guidelines.
• Other resources may be generated by the school or schools divisions to
support LACs as these endeavor to upgrade the quality of teaching and
learning in their respective schools.

Theoretical Framework

84
  This policy provides the framework and enabling mechanisms for the
conduct and implementation of LACs in schools or in clusters if multigrade
schools prefer to conduct them by cluster. It is directed towards improving
teacher knowledge, skills, and attitudes based on established
competencies linked to the K to 12 Curriculum. 13. The theoretical
framework in Figure 1 shows that communities of practice, in this case,
LACs, enable teachers to do collaborative planning, problem solving, and
action implementation that will lead to improved teachers’ knowledge,
skills, and attitudes that will consequently and significantly improve student
learning and development.

Community of Improved

Practice with Teacher’s content Student Learning collaborative knowledge, and holistic
planning, pedagogical skills, development
problem-solving, assessment and action
strategies, and implementation professional
ethics

Figure 1. Theoretical Framework of the Learning Action Cell (LAC)

Topics for LAC Sessions

The content of LAC sessions may be determined by the teachers

themselves under the general guidance of the school head or LAC leader. This may
be done through needs assessment, the results of which should assist the LAC in
listing their priority areas of learning. 15. Special emphasis must be made on some
key features of the K to 12 Basic Education Program. It is important that the 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 (R.A.) No.10533, the Enhanced Basic Education Act of 2013 and in
various policies of the DepEd:
• Learner Diversity and Student Inclusion
• Content and Pedagogy of the K to 12 Basic Education Program
• Assessment and Reporting in the K to 12 Basic Education Program
• 21st Century Skills and ICT Integration in Instruction and Assessment
• Curriculum Contextualization, Localization, and Indigenization

LAC Implementation Process

Before the LAC Session.

85
 In order to plan for LACs, the LAC members guided by the LAC Leader
and LAC Facilitator, are expected to identify professional development needs and
prioritise issues to be discussed or addressed in the LAC session. These can be
recorded in a LAC Plan, which will also require details on how the LAC process will
be monitored. Schools can revise the template to suit their own needs and contexts.
Assessment of Needs. 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, and other forms.
Prioritization of Topics or Agenda. From the needs that have been
identified as focus of LAC, members could agree on which of them should be
prioritized for their sessions. 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. These priority needs or topics could
integrate the areas mentioned above.
Formation of LAC. Every teacher must be part of a LAC. LACs could be
formed based on the prioritized need(s) and depending on the number of teachers
in every school or cluster of schools. However, these groupings are flexible
according to need and context.
One LAC could be composed of five (5) to 15 members. A school may
organize as many LACs as may be deemed necessary depending on the
identified needs of the school. In all schools, teachers may convene in groups that
are strategically decided. These may be by key stage, grade level, learning area,
or programs offered by the school. Multigrade schools may be clustered in
different ways by the district or division supervisors based on the objectives of the
LACs to be conducted. Each LAC should have a leader, a facilitator, a
documenter, and members External resource persons may be invited when
necessary though the preference is for the LAC resource persons to be from
among the LAC members.
Identification of Appropriate Intervention. The LAC could agree on
exploring interventions to address the identified need. Interventions could be in
the form of learning materials, instructional materials, equipment, facilities,
strategies in teaching, modality in teaching, program, etc.
Scheduling of Meetings. The LAC members can decide on the
schedule, length, and frequency of meetings. One to two hours a week is strongly
recommended but the diversity of teaching conditions may not always allow this.
LAC sessions, however, should be conducted at least once a month. Interactions
may also be done through ICT when it is difficult to have face-to face sessions,
particularly when involving clustered schools. There is a need to prioritize the
LACs because this is the support system for 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.
Finally, all schools are encouraged to prioritize LAC sessions instead of
administrative meetings, which should be scheduled separately from LAC
sessions.

86
 Setting Up of Resources. Resources could be human or material that
should be prepared or set up before the implementation of the sessions. The
human resources could be individuals who are tapped as resource persons of the
LAC sessions. Material resources could be the supplies, worksheets, videos,
equipment, budget, food, venues and other things needed in the conduct of a LAC
session. The LAC Leader or School Head shall take the lead in identifying the
needed resources, ensuring their availability and sustainability.
Assignment of Work. The LAC members could be given specific roles
to perform during LAC sessions. These roles could be rotated among the
members of the group.
LAC Implementation Norms. Norms are the framework from which
team members commit to conduct business. Developing norms and adhering to
them ensure the success of the group, and facilitate the members’ ability to deal
with critical issues.
Preparing Line-item Budget. The budget shall come from the school’s
respective MOOE and other external grants, provided that only expenses allowed
under the school MOOE may be included, subject to existing accounting rules and
regulations.
Writing of LAC Plan. For a guided implementation of LAC plans, they
should be written and documented following the template in Annex 1. Schools are
allowed to modify the template based on their needs. This plan should be
integrated or linked with the School Improvement Plan (SIP) or Annual
Implementation Plan (AIP).

During the LAC Session. The priorities set out in the LAC Plan are
implemented through a variety of activities, which can include stimulus (e.g.
lectures, practicum, orientation, coaching, workshops, development and utilization
of instructional materials, etc.) followed by collaborative discussion of possible
ways forward. The final activity of the session will involve individual and group
action planning in order to implement agreed activities in the classroom.
After the LAC Session. LAC members are expected to implement the
proposed strategies or activities in their classroom or school or community as
appropriate and evaluate their success. LAC members should be prepared to
report back on the success of these activities in future LAC sessions. LAC
facilitators and LAC leaders should monitor these activities and evaluate how far
they are contributing to improved outcomes for learners at school. School heads
or principals should support the LACs by doing class observations and encourage
teachers to continually improve instruction so that student learning will also
improve

Composition of LAC

LAC Leader
Principal/School Head

87
 LAC Facilitator LAC Members
Principal/SH/MT (Teachers)
Member

LAC Documenter LAC Resource

(Any Member) Person(s)-External
Internal

Reflection

My realization(s) after this topic:

Assessment

[Link] a sample of LAC Plan to be implemented in your school.

Reference:

88
 DepEd Order no.35.s.2016

89