Improving School Learning Action Cell Management through Intensive Monitoring

Abstract

INTRODUCTION

"Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning" is aimed to improve the teaching-learning process and enable teachers to support each other by improving their knowledge, skills, and attitudes; This also fosters professional collaborative spirit among the school heads, teachers, and the community (D.O. Order No. 35, s.2016). In Mabitac, Laguna, only two out of eight elementary schools occasionally conducted LAC sessions. Intensive monitoring can be done to help school heads conduct LAC and therefore, help teachers work collaboratively in solving shared challenges encountered in the school.

METHODS

Capability building workshop in conducting School LAC was conducted for seven (7) elementary school heads and three (3) secondary school heads, five (5) master teachers and ICT coordinators of each school. Participants made their Annual LAC Plan. They also formed and identified their LAC team which is composed of the following: Leaders, LAC Facilitators and LAC Documenter. They also identified the needed materials and resources for each LAC sessions. Intensive monitoring using the monitoring tool was done to ensure that they conducted their School LAC as planned

RESULTS

The average percentage of SLAC sessions conducted by elementary schools in 2017 is only 22.5% and 66.6% in the secondary. In 2018, the SLACs conducted from August to November rose to 84.38% in elementary and 100% in secondary. The average percentage of schools with LAC Plan in 2017 is only 37.5% in the elementary level and 66.67% in secondary. In 2018, the average percentage of schools with LAC Plan is 100% both in elementary and secondary level. The average percentage of schools which has identified resources for LAC implementation in 2017 is only 37.5% in the elementary level and 33.33% in secondary. In 2018, 100% of schools has identified resources for LAC implementation both in elementary and secondary level. The average percentage of LAC session guides crafted in 2017 was 0% in the elementary level and 33.33% in the secondary. In 2018, only 28.13% were prepared in the elementary level and 50% in secondary.

DISCUSSIONS.

Intensive monitoring of SLAC should be continued because it is vital in observation and recording the activities taking place in SLAC sessions. It also helps check the progress and helped improve the conduct of SLAC. Session Guides should be checked or quality assured before the conduct of SLAC because most of the SLACs were conducted even without session guides. Another training workshop on writing session guides should also be conducted for LAC facilitators