Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City
District 8
BABAG I ELEMENTARY SCHOOL

LAC NARRATIVE REPORT

S.Y. 2020-2021

I. INTRODUCTION

“Coming together is a beginning, staying together is progress, and

working together is success.” – Henry Ford

In the DepEd, a 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.

LAC Sessions ensure good educational systems ensure that opportunities for
both approaches to professional development programs are available and accessible to
teachers. It enforces community of practice with collaborative planning, problem solving,
and action implementation Improved teacher’s content knowledge, pedagogical skills,
assessment strategies, and professional ethics Student learning and holistic
development.

The DepEd institutionalizes Learning Action Cell (LACs) that aim to develop and
support successful teachers by nurturing their knowledge, attitudes, and competencies
in terms of curriculum, instruction, and assessment in their workstations.
 The content of LAC sessions may be determined by the teachers themselves
under the general guidance of the school head or LAC leader. 2. Special emphasis
must be done on some key features of the K to 12 Basic Education Program. Content of
LAC sessions include:

• RPMS for Teachers Tool

• RPMS Tools for Teacher in the time of COVID-19

• Inter-Observer Agreement Form

• Annex A- A supplemental documents on the RPMS in the time of COVID-19

• Classroom Observation Tool-RPMS

The priorities set out in the LAC Plan are implemented through a variety of activities:

 Lectures
 Practicum
 Orientation
 Coaching
 Workshops
 Development and utilization of instructional materials
Through this program, DepEd fully supports the continuing professional
development of its teaching personnel based on the principle of lifelong learning and
DepEd’s commitment to the development of teachers’ potential aimed towards their
success in the profession. LAC is a group of teachers who engage in collaborative
learning sessions to solve shared challenges encountered in the school facilitated by
the school head or a designated LAC Leader.

The content of LAC sessions may be determined by the teachers themselves. This
may be done through needs assessment, the results of which should assist the LAC in
listing their priority areas of learning. 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 R.A. No.10533, the Enhanced Basic
Education Act of 2013

In line with this, teachers will be more systematic and better contextualized to the
learning needs of students. LAC Implementation Process :
The Prioritization of Topics or Agenda 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.

II. OBJECTIVES

The project aimed to magnify and enhance the ongoing collaborative learning or
problem solving within a shared domain of professional interest, self- directed learning,
reflective practice leading to action and self-evaluation, and collective competence.

Specifically, it seeks to recognize the following matters:

1. improve the teaching-learning process that will lead to improved learning among
the students.
2. to nurture successful and well-knowledgeable teachers
3. 3.to enable teachers to support each other to continuously improve their content
and pedagogical knowledge, practice, skills, and attitudes; and
1. to foster a professional collaborative spirit among school head, teachers, and the
community as a whole.
 III. BEST PRACTICES AND ACCOMPLISHMENTS

*nurtured successful teachers;

*enabled teachers to support each other to continuously improve their content

and pedagogical knowledge, practice, skills, and attitudes;

*underscored the importance of teachers' knowledge and understanding of, as

well as respect for, learners' characteristics and experiences.

*helped establish learning environments that are responsive to learner diversity.

*It is also vital to help our students to develop skills and strategies to tackle
everyday texts and academic texts progressively across different
disciplines.

*improved the teaching-learning process that will lead to improved learning

among the students;

*nurtured successful teachers;

*enabled teachers to support each other to continuously improve their content

and pedagogical knowledge, practice, skills, and attitudes;

*underscored the importance of teachers' knowledge and understanding of, as

well
as respect for, learners' characteristics and experiences.

*helped establish learning environments that are responsive to learner diversity.

*It is also vital to help our students to develop skills and strategies to tackle
everyday texts and academic texts progressively across different disciplines.

*improved the teaching-learning process that will lead to improved learning

among the students accordingly to 4 key conditions for successful
learning outcomes
• Exposure
• Use
• Motivation
• Formal instruction
 IV. CONCLUSION

Advances in communication technologies offer new opportunities for the conduct

of qualitative research. Among these, google classroom is an innovative platform—has
several unique features that enhance its potential appeal to qualitative and mixed-
methods researchers. allows you to implement many of the same teaching methods
that you use in a face-to-face classroom. Just like a face-to-face classroom, google
classroom allows you to switch back and forth between different types of teaching
methods (e.g., lecture, small group discussion, etc.) as many times as you need during
a class session.

Proposed Expected Target Resources Needed Estimated

Project Output Date Cost

Implementing To be able to January-  A reliable Gadgets ₱10,000.00

LAC gather March (computer, laptop, and
Sessions insights and 2021 Cellphone)
strengthenin  Internet access or
g abilities of Data
teachers.  Printing and scanning
materials
 Whiteboard/blackboard
 Basic School Supplies

We believe that LAC sessions aims to develop and support successful teachers
by nurturing their knowledge, attitudes, and competencies in terms of curriculum, and
instruction. This primarily functions as a professional learning program for teachers that
will help them improve practice, thus leading to learner achievement.
 LAC sessions ensure that all the enclosed information is valid and reliable.
Inculcating discussions through reliable sources, furthermore, creates an understanding
of depth, objectivity, currency, authority, and purpose. These LAC sessions also ensure
an environment where transparency of ideas and initiatives is shared.

V. RECOMMENDATION

We believe access to a high-quality policy/program is a fundamental

factor, and the foundation to a bright and thriving future for both educators
and learners. But during the COVID-19 pandemic, millions of educational
institutions are barren of face-to-face learning through LAC, this will improve
educators’ methods despite these trying times. Widening achievement gaps
and affect their prospects. That is why education has been a focus for us this
year.

All tasks should also be monitored, will be evaluated, and will be analyzed
for improvement and dynamic improvements. The Master Teachers and
School Head are tasked to do the monitoring and evaluation of the dynamic
activities.

Prepared by:

MARIFE T. BUSBUS
School LAC Leader Contents noted by:
GLENDA B. POGOY
Principal II