LDM1__

Learning Delivery Modalities Course for School Heads

PRACTICUM PORTFOLIO LAC GUIDE

Note: This LAC Session Guide serves only as a guide for LAC Leaders in conducting LAC sessions on the LDM courses. LACs are still
free to merge or modify content of these session guides according to your context, schedules, and capacity.

LAC Components Activity Suggested Duration

Getting Started The LAC Facilitator can use this time to remind the LAC 10 minutes.
group on norms, do a short icebreaker, or conduct a
“Kumustahan” session with the members.

Set the scope and objective of the session.

Specify that this LAC will only focus on their ongoing LDM
practicum portfolio building.

The LAC Facilitator should set that this session will build
on the last pre-implementation module which is about
portfolio-building. Specifically, it will help them clarify
concerns on what to include in their practicum portfolio
and how it will be evaluated.

To save time, each member will be provided with a copy

of the supplemental guide for them to study in advance.
They will be asked to identify the MOVs in the list that they
already have.

Small Group Sharing (SGS) LAC Facilitator will divide the group into groups with 3-5 10-15 minutes
members. Only if possible, group the members based on
learning areas or grade levels taught (i.e. science teachers,
math teachers, primary level teachers, etc.)

Give them at least 5 minutes to discuss within the small

group, and another 5-10 minutes for sharing with the big
group. Question for SGS:
1. Have you started gathering MOVs in your
practicum portfolio?
2. What artefacts/ MOVs you have gathered show
your progress in applying what you have learned
in the LDM course?
3. What artefacts/ MOVs for your LDM practicum
portfolio do you have in common?

Groups will assign one speaker to share their answers

with the big group.

*Small groups can be held as break-outs on platforms that

allow this, such as Zoom, Facebook, Viber, WhatsApp, or
others, if face-to-face LAC sessions are still prohibited.

Small Group Report Assigned speakers will share their answers with the big 10 minutes
group Each small group will be given 2 minutes to present
their answers with the big group.

Guides on Building Your LDM Practicum Portfolio 1

 LAC facilitator notes down and consolidates the
responses and presents them in a table to identify similar
and different answers.

Big Group/Plenary sharing LAC Facilitator asks members if these MOVs satisfactorily 15 minutes
document their learning, growth, and development on
LDM implementation over time.

LAC Facilitator starts the conversation on the pre-work

reading material supplemental guide in building a
developmental/learning portfolio.

To highlight key learnings of the lesson, the LAC

Facilitator may use the following synthesis questions:
1. Why do we need to have pre-determined and
self-selected MOVs?
2. How does aligning the MOVs with the
professional standards help?
3. How can practicum portfolio building be
stress-free?
4. What MOVs from the 2020-2021 RPMS portfolio
can be used in my LDM Portfolio? Vice versa?
5. What other questions do you have that might
need clarification? Note: These questions may be
taken note of by the LAC Leader and brought up to
your respective LDM Coach for further clarification

Big Group/Plenary The LAC Facilitator synthesizes insights shared and 5-10 minutes
Synthesis and Action understanding gained from reading the supplemental
Planning guide.

The LAC Facilitator asks members to identify the help

they can give or would need in building their own
practicum portfolio and those of others. LAC Facilitator
sets a schedule for coaching/peer coaching sessions.

Completion of reports The LAC members complete the Teachers Engagement 2 minutes
Report

The LAC Facilitator completes the Leaders LAC Session

Report

TOTAL 50-60 minutes

Guides on Building Your LDM Practicum Portfolio 2

 LDM1__
Learning Delivery Modalities Course for School Heads
Supplemental Guide in Building Your LDM Practicum Portfolio

In the last LDM pre-implementation module, you have learned that a portfolio is a tool that can be
used to record and reflect on one’s learning progress. In the LDM course, the practicum portfolio you have
been building enables you to make connections between the module-based learning experiences and how
these help you in doing your actual tasks. Artifacts or what we commonly refer to as means of verification
(MOV) capture this progress and provide evidence that you have been applying in the workplace what you
have learned in the modules.This kind of integrative learning contributes to having a more personalized,
relevant, and meaningful professional development experience. This supplemental guide aims to help you
identify the essential artifacts in your LDM practicum portfolio.

LDM Portfolio Guidelines

Table Guide

★ The first column lists the artifacts that are aligned to the daily outputs that you create during the
course of the year.

★ Second column describes the artifact to be collected.

★ Third column indicates the professional standards that are met by the respective output. Note that:
○ This provides information into how LDM outputs align with the SY 2020-2021 RPMS
portfolio, which can guide you in determining which outputs you can include in your IPCRF.
○ There could be other strands in which the artifacts may contribute to their attainment but are
not indicated in the table.

Types of Portfolio Artifacts

★ The LDM Practicum Portfolio artifacts fall into two categories, required and self-selected:
○ Required artifacts are artifacts that you have to include in the portfolio, as this covers the
standard work that you do in the LDMs.
○ Self-selected artifacts are those that you might consider having in your portfolio to satisfy
the criteria used in assessing it.

★ This is not an exhaustive list. You may add artifacts from your work that better illustrates your
learning and application of the course. Use the Practicum Portfolio Rubric to guide your artifact
selection.

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Formatting Guidelines

★ The LDM practicum portfolio can be submitted in either printed or digital form.
○ Digital submissions may be collated in a slide deck (Google Slides or Powerpoint), stored in
a folder, or other digital forms that your SDO may provide. A digital or electronic submission
is encouraged to reduce physical contact during the pandemic and ease portfolio
management.
○ Printed submissions may be compiled in a folder or envelope.

★ The following elements also have to be included in your portfolio:

○ Cover/title page
○ Table of contents included after the title page/cover to help readers navigate the portfolio
○ Short annotations that highlight the demonstration of progress in the implementation of the
LDM and the information on the relevant strand/s in which the artifacts contribute to.

Figure 1. Sample Portfolio Page Layout.

Submission

★ Submission schedule: April-July 2021. Coordinate with your RO/SDO LDM Program Management
Team for the specific dates.

★ Artifacts can be gathered throughout the school year.

★ Practicum portfolio raters and evaluation form managers shall follow the same system used in the
submission of pre-implementation outputs. They may use the same drives, focal persons, and
procedures in the collection and consolidation of outputs and evaluation forms.

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Evaluation

★ Evaluation forms shall follow a similar consolidation structure as pre-implementation. Evaluators

shall record portfolio scores using Individual Reports, while Form Managers shall consolidate
results into a List of Completers. The evaluation forms for specific job groups are as follows:

○ Individual Reports (accomplished by the respective Evaluators)

■ LDM Form 1P - LDM Portfolio Evaluation of School Heads
■ LDM Form 2P - LDM Portfolio Evaluation of Supervisors
■ LDM Form 3.1P - LDM Portfolio Evaluation of LAC Leaders (MTs, HTs, Senior Ts)
■ LDM Form 3.2P - LDM Portfolio Evaluation of Teachers

○ List of Completers (accomplished by Form Managers)

■ LDM Form 4P - List of LDM Portfolio Completers

★ Download Evaluation Forms at bit.ly/ldmportfolioeval.

Presentation (optional)

★ Evaluators may hold a practicum portfolio conference with each LDM participant where he/she
presents his/her outputs and reflection. Evaluators are also encouraged to facilitate a conversation
on what the presenter has just shared. This individual portfolio presentation conference may take
20-30 minutes. It could be done virtually or in-person, subject to the guidelines issued by the local
government unit.

Guides on Building Your LDM Practicum Portfolio 5

 LDM1__
Learning Delivery Modalities Course for School Heads
LDM Practicum Portfolio Contents

REQUIRED
LDM Artifact Remarks PPSSH Strand

LDM Implementation Plan should contain 1.2 - School Planning and Implementation
Plan information/updates about the
status of the Q1-Q4 activities
indicated.

LDM Decision Tree There could be several 1.4 - Research and Innovation
versions/iterations of the decision
tree to reflect the changes in the 1.6 - Learner Voice
modalities chosen by learners.

LDM Readiness The baseline /pre-implementation 1.4 - Research and Innovation

Assessment Results + RAT is the one included in the
LDM Readiness course pack, while the midline RAT 2.1 - Records Management
Action Plan is the one you answered in
February 2021. 2.6 - Emerging opportunities and
● baseline/
challenges
pre-implement
ation
● midline

M&E Plan There could be several 1.7 - Monitoring and evaluation processes
versions/iterations of the M&E and tools
plan to reflect the adjustments you
made

TA Plan for Teachers TA Plan should contain 3.2 - Teaching standards and pedagogies
information/updates about the
status of the Q1-Q4 activities 3.5 - Learning assessment
indicated
4.5 - Learning and development of school
You may include personnel
photo-documentation/ activity
reports of
school-initiated/sponsored
professional development
activities.

Reflective Summary This reflective essay should 4.2 - Professional reflection and learning
answer the question: Do you feel
that this collection of work really
reflects your abilities and what you
have achieved this year through the
LDM course? Why or why not?

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 Your reflection should describe
your personal experience in
implementing distance LDM/s,
show depth of analysis and
synthesis of this experience, and
relate it to professional standards
and to your professional and
personal development goals.

SELF-SELECTED

Artifacts aligned to the implementation of special curricula/programs (e.g. Madrasah Education,

Indigenous People’s Education, special interest programs, etc.) may also be included as self-selected
artifacts in the LDM practicum portfolio.

LDM Artifact Remarks PPSSH Strand

Class You may include any of the following: 2.4 - Management of staff
Organization/Load
Distribution of ● Sample of Teacher Work Plan
Teachers/ ● Sample of Teacher clusters (shows
Supervision of MDL and ODL assignments, if
Teachers school uses different modalities)
● Class Organization documents
(MOV showing how classes are
organized/sectioned in the LDM)
● Sample of Teacher schedules
● Pictures of online faculty meetings

Risk Management You may include any of the following: 2.5 - School safety for disaster
Plans preparedness, mitigation, and
● adopted COVID-19 precautions in resiliency
school (guidelines, pamphlets,
memos)
● disaster-response efforts
● fundraising activities

MOVs on LR You may include any of the following: 2.6 - Emerging opportunities and
development, i.e. challenges
module writing, ● Comparison of 1st Q vs Latest Q
module QA, modules 3.2 - Teaching standards and
● Samples of evaluated modules pedagogies .
evaluation of
MDL/ODL lesson ● Samples of evaluated WHLPs
plans, WHLPs ● Contextualization of modules
(comparison of CO-provided vs
locally-contextualized module)
● QA process of modules
● Samples of ODL lesson plans

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 MOVs on Learning You may include any of the following: 3.5 - Learning assessment
Assessment
● Quarterly scores
● periodical exam implementation
● MOVs showing innovations in
assessment strategies
● school-wide tools used by the
school to assess learners

MOVs showing You may include any of the following: 5.5 - Community Engagement
how SH engaged
learners, parents,
teachers, and ● Evidence of communication efforts
stakeholders (facebook announcements, sample
of text blasts to parents, video
conferencing with
parents/stakeholders)
● Stakeholder partnerships (eg. MOV
of donation drives with
orgs/community)
● Samples of LDM-related physical
communication materials
(tarps,posters, pamphlets,
information packets)

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