Professional Documents
Culture Documents
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.
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.
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.
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.)
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.
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.
Big Group/Plenary The LAC Facilitator synthesizes insights shared and 5-10 minutes
Synthesis and Action understanding gained from reading the supplemental
Planning guide.
Completion of reports The LAC members complete the Teachers Engagement 2 minutes
Report
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.
Table Guide
★ The first column lists the artifacts that are aligned to the daily outputs that you create during the
course of the year.
★ 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.
★ 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.
★ 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.
Submission
★ Submission schedule: April-July 2021. Coordinate with your RO/SDO LDM Program Management
Team for the specific dates.
★ 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.
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.
Items in boldface are RPMS Year 2 Priority Strands. You may also refer to the supplemental RPMS
document for the other MOVs/artifacts under these strands.
REQUIRED
LDM Artifact Remarks PPST Strand
Individual Learning You may include 2-3 ILMPs to show 3.1 - Learners’ gender, needs,
Monitoring Plans the improvements you made in strengths, interests and experiences
creating ILMPs.
Lesson Plans ((e.g., You may include 2-3 lesson plans from 3.4 - Learners in difficult
DLP, DLL, WHLP, WLP, different quarters to show the circumstances
WLL, Lesson improvements you made in creating
Exemplars, and the them. 4.1 - Planning and management of
teaching and learning process
likes)
In the annotation, highlight/compare
the part/s of the lesson plans in which 4.2 - Learning outcomes aligned
you made adjustments. You may cover with learning competencies
the following:
● competencies 5.1 - Design, selection, organization
● learning objectives and utilization of assessment
● performance tasks strategies
● learning outputs, etc.
Teacher-made/ You may include any of the following 4.5 - Teaching and learning
modified learning learning resources: resources including ICT
resources
● MDL: 2-3 sample modules
● ODL: screenshots of 2-3 online
lessons, presentations, quizzes
using collaborative technology
(padlet, google classroom, etc.)
Reflective Summary This reflective essay should answer the 7.4 - Professional reflection and
question: Do you feel that this collection learning to improve practice
of work really reflects your abilities and
what you have achieved this year
through the LDM course? Why or why
not?
SELF-SELECTED
MOVs on engaging You may include photo-documentation 5.2 - Monitoring and evaluation of
learners for their of learner progress and achievement
progress and
achievement ● conversations through 5.3 - Feedback to improve learning
chat/text/video conference
about class requirements
● notes or messages as
feedback to their submitted
outputs (activity sheets, SLMs,
portfolio,etc.)
● kumustahan/consultation
sessions with learners
MOVs on engaging key You may include photo-documentation 5.4 - Communication of learner needs,
stakeholders in the of progress and achievement to key
teaching learning stakeholders
process ● conversations with
parents/guardians through 6.2 - Engagement of parents and the
chat/text/video conference wider school community in the
● parents dropping off modules educative process
at designated school boxes