LET’S DO THE LAC

(LEARNING
ACTION CELL)
DEPED ORDER NO. 35, S. 2016

The Learning Action Cell as a K

to 12 Basic Education
Program School Based
Continuing Professional
Development Strategy for the
Improvement of Teaching and
Learning
WHAT IS IT?
--- a group of teachers who
engage in collaborative
learning sessions to solve
shared challenges
encountered in the school
facilitated by the school head
or designated LAC leader.
I. RATIONALE:

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.
II. POLICY STATEMENT :

DepEd to ensure teachers continuing

professional development (CPD) within
the framework of SBM and embodied in
SIP

• DepEd institutionalizes LAC aimed to

develop and support successful
teachers by nurturing their knowledge,
attitudes, and competencies in terms of
curriculum, instruction, and assessment
in their work stations.
Objectives of the Policy
• Improve teaching-learning process that
lead to improved learning of students
• Nurture successful teachers
• Enable teachers to support each other
improving their content and pedagogical
knowledge, practice skills and attitudes
• Foster a professional collaborative spirit
among school heads, teachers and the
community as a whole
III. LEARNING ACTION CELL
A. THEORETICAL FRAMEWORK

Community of
Improved
practice with teacher’s
collaborative content Student
planning, knowledge,
pedagogical learning
problem
solving, and
skills, and
assessment
action strategies, holistic
implementation and develop
professional
ethics ment
B. TOPICS TO DISCUSS DURING LAC SESSIONS
• Determined by teachers themselves with guidance of SH or
LAC leader
• Emphasis on K to 12 Basic Education program
1. Learner Diversity and Student Inclusion
(gender, community membership, religious
beliefs,family configurations, and special learning
needs)
2. Content and Pedagogy of the K to 12 Basic Educ.
Program
• implement developmentally-appropriate teaching
methods
• Content and performance standards and learning
competencies must be mastered by teachers
• Plan weekly lessons then share experiences
3. Assessment and Reporting in the K to 12 BEP
• teacher should know how to implement learner-centered
assessment policies for K to 12 Curriculum
4. 21st Century Skills and ICT Integration in Instruction
and Assessment
5. Curriculum Contextualization, Localization and
Indigenization
• Curriculum Content - - matching the curriculum content
and instructional strategies relevant to learners
• Teachers guide and learners material may be modified
to accommodate unique context of the locality
• Deepening curriculum contextualization through
indigenization is essential for communities having
cultural practices different from majority in the locality
C. LAC IMPLEMENTATION PROCESS
1. Assessment of needs – using self-assessment tools, classroom observation
results, critical reflections, surveys, research-based teacher development needs,
students’ assessment results
2. Prioritization of topics or agenda - urgency of need
3. Formation of LAC –
• 5 to 15 members
• May be by key stage, grade level, learning area, or programs
• Should have a leader, facilitator, documenter, members

LAC LEADER
(Principal/SH

LAC
FACILITATOR LAC
(Principal/SH Members
/MT

LAC LAC Resource

Person
Documenter Internal/External
4. Identification of appropriate intervention – could be learning
materials, IMs, equipment, facilities, teaching strategies,
modality in teaching, etc.
5. Scheduling of meetings – there is need to prioritize LAC, at least
once in a month, 1 to 2 hours per week, face to face or thru ICT,
encouraged over administrative meetings
6. Assignment of work – roles by rotation
7. LAC implementation norms
• time and venue
• listening
• confidentiality
• decision-making
• participation
• expectations
8. Preparing line-item budget – from MOOE and external
grants
9. Writing of LAC Plan – can be modified and should be
integrated or linked with SIP or AIP
Phase Activities Persons Time Resources Success
Involved Frame Indicators
Funds Source of
Funds
Planning

Implemen
tation

Evaluation
9. During the LAC session
• Stimulus – lectures, practicum, orientation,
coaching,
workshops, development and utilization of
instructional materials
• collaborative discussion
• individual and group action planning
10. After the LAC session
• implement proposed strategies in school/community
• report back in future LAC sessions
• monitor and evaluate for contributions and outcomes
• principals/SH support thru class observations
D. ROLES AND RESPONSIBILITIES OF VARIOUS DEPED OFFICES
School Level : Principals / School Heads
• lead in organizing LAC and establish regular
sessions
• lead in monitoring and evaluating LAC activities
• capture active participation of teachers as
objective in IPCRF
• Provide administrative support and leadership
School Division Level:
• PSDS/ SDO/CID should support in establishing,
maintaining and sustaining LAC practice thru TA
and highlight replicable practices and
accomplishments and set up reward system
• Conduct systematic monitoring
• Encourage schools to conduct action research
• Ensure there are LAC plans across all learning
areas and key stages
• May organize district or division level LAC which
may include PSDS, EPS, school LAC leaders
Regional Level :
• Thru CLMD provide explicit guidance on conduct of
LAC
• Conduct regional event to highlight and reward LAC
accomplishments
• Monitor school data to see if LAC sessions are
effectively improving teaching and learning

Central Office :
• Review the policy and its implementation in the light
of gathered feedback from the field
IV. PROGRESS MONITORING AND EVALUATION M & E)
• Monitoring and feedback should be on-going
throughout LAC planning and implementation phases
using qualitative and quantitative approaches
• Note:
a. give time to schools to establish effective LAC
b. the process of professional learning and
subsequent development in teachers’ quality vary
c. key indicators of LAC effectiveness include
c.1 critical reflections among teachers
c.2 increased understanding and knowledge of
the curriculum
c.3 changes in teachers’ pedagogy or practices
Monitoring :
• Purpose – provide pertinent information about the
activities and whether standards are met according to
quality, quantity and time
• Areas to be monitored – ex: content and pedagogy :
content knowledge, skill in strategies and assessment,
knowledge of how learners learn
• Monitoring methods and tools – individual, peer,
supervisor, mentor/coach, LAC team
• Monitoring timeline – data gathering from beginning
through the development, growth and sustainability of
LAC
• Documentation, record-keeping and reporting
a. Assign recorder on rotation basis and record team
meetings and identify confidential items
b. Each LAC member shall keep a portfolio of journals or
logs on activities in the LAC
c. Support mechanism such as software and hardware
for documentation and record-keeping be put in place
• Reporting to administration or system
October INSET a good date to make LAC sharing of
experiences
LIMITATIONS AND PROHIBITIONS:
LAC sessions not for sale of goods and merchandise,
lending transactions, political and religious meetings,
and those not included in this policy.