1) Mayamot National High School conducted a self-assessment on their RPMS to identify development needs for teachers in light of COVID-19. The assessment found priority areas to address for proficient and highly proficient teachers in content knowledge, diversity of learners, assessment, curriculum planning, and professional development.
2) In response, the school will hold Learning Action Cell sessions to provide collaboration opportunities for teachers to improve their performance and adapt to challenges brought by the pandemic. Sessions will focus on revisiting RPMS indicators, resource packages, and examples of measurable outcomes.
3) The methodology includes teachers completing a self-assessment survey individually then in groups organized by development needs. Results will inform individualized
1) Mayamot National High School conducted a self-assessment on their RPMS to identify development needs for teachers in light of COVID-19. The assessment found priority areas to address for proficient and highly proficient teachers in content knowledge, diversity of learners, assessment, curriculum planning, and professional development.
2) In response, the school will hold Learning Action Cell sessions to provide collaboration opportunities for teachers to improve their performance and adapt to challenges brought by the pandemic. Sessions will focus on revisiting RPMS indicators, resource packages, and examples of measurable outcomes.
3) The methodology includes teachers completing a self-assessment survey individually then in groups organized by development needs. Results will inform individualized
1) Mayamot National High School conducted a self-assessment on their RPMS to identify development needs for teachers in light of COVID-19. The assessment found priority areas to address for proficient and highly proficient teachers in content knowledge, diversity of learners, assessment, curriculum planning, and professional development.
2) In response, the school will hold Learning Action Cell sessions to provide collaboration opportunities for teachers to improve their performance and adapt to challenges brought by the pandemic. Sessions will focus on revisiting RPMS indicators, resource packages, and examples of measurable outcomes.
3) The methodology includes teachers completing a self-assessment survey individually then in groups organized by development needs. Results will inform individualized
1) Mayamot National High School conducted a self-assessment on their RPMS to identify development needs for teachers in light of COVID-19. The assessment found priority areas to address for proficient and highly proficient teachers in content knowledge, diversity of learners, assessment, curriculum planning, and professional development.
2) In response, the school will hold Learning Action Cell sessions to provide collaboration opportunities for teachers to improve their performance and adapt to challenges brought by the pandemic. Sessions will focus on revisiting RPMS indicators, resource packages, and examples of measurable outcomes.
3) The methodology includes teachers completing a self-assessment survey individually then in groups organized by development needs. Results will inform individualized
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Republic of the Philippines
Department of Education Region IV-A CALABARZON DIVISION OF ANTIPOLO CITY MAYAMOT NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL
Learning and Development Needs Assessment Report
I. Background and Rationale
The Philippine Professional Standards for Teachers (PPST) has been developed and nationally validated and was signed into policy by Department of Education (DepEd) Secretary Maria Leonor Briones through Dep Ed Order No. 42, s. 2017. Additionally, in the context of RPMS Tools; the KRAs capture the Domains of the PPST – a document that defines a teacher quality in the country. Just recently, a Memorandum DM-PHROD-2021-0010, which entitled Guidelines on the Implementation of RPMS for SY 2020-2021 was issued to provide comprehensive guidelines to all DepEd schools in the implementation of the SY 2020-2021 RPMS in the time of COVID-19. As the learning delivery changes due to the pandemic, so do the duties of teachers to their learners and the performance expected of them. Although there was a nationwide orientation of the PPST last January, still, Master teachers need to understand fully how they would rate proficient teachers. This is also true with proficient teachers. They need to understand each objective on how are they going to get high score. Mayamot National High School – Senior High School Department conducted Self- Assessment on RPMS for teachers and Master teachers this SY 2020-2021 in the time of COVID-19. Based from the results, out of 11 priority indicators for Proficient & Highly Proficient teachers, 2 objectives have very high priority areas and 5 objectives have high priority areas to be addressed for Highly Proficient teachers. While there are 3 objectives with very high priority areas and 5 objectives with high priority areas to be addressed for proficient teachers. It was found out that Proficient and Highly Proficient Teachers have almost the same areas that need to be improved. These are objectives 1.3 of Content Knowledge and Pedagogy, Objectives 2.1 to 2.3 of Diversity of learners & Assessment and Reporting, objective 3.2 of Curriculum and Planning, objective 4.1 to 4.3 of Community Linkages and professional Engagement & Personal Growth and Professional Development.
1 Republic of the Philippines Department of Education Region IV-A CALABARZON DIVISION OF ANTIPOLO CITY MAYAMOT NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL
With the abovementioned findings, it is high time that the department should have series of LAC Sessions in order to address the said challenges. In line with the implementation of Republic Act No. 10533, or the Enhanced Basic Education Act of 2013, the Department of Education (DepEd) issues the enclosed policy on The Learning Action Cell (LAC) as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning. In this policy, the DepEd institutionalizes Learning Action Cells (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 work stations. Since the quality of learning is contingent on quality teaching, enhancing teacher quality becomes of utmost importance for the long term and sustainable nation-building. Thus, these series of LAC Sessions which can also be seen in the school’s SIP/AIP, support the DepEd’s vision, mission, and strategic goals of ensuring teachers with capacity-building activities to attain quality, relevant, and complete Basic Education for learners. From the said LAC Sessions, teachers and Master teachers will have collaborations on how their performance be improved better. It will be a combination of virtual and limited face to face meeting. Those who are sick or with pre-existing health condition will just attend virtually. The first 2 LAC sessions will be for 17 Highly Proficient Teachers. While the third session is for Proficient Teachers. In the third session, the 17 Raters or Highly Proficient teachers will be divided by 4 groups. This means that in every group there will only be 11 members. And these 4 groups will conduct LAC Sessions simultaneously at the school in 4 separate rooms. The fourth LAC Session will be for common strengths and weaknesses after the Mid-year review. This is also the right time to discuss to ratees their needs in order for them to improve better. The last session will be for the discussion of the listed common developmental needs after the performance evaluation.
II. Objectives of the LDNA
Terminal Objective:
2 Republic of the Philippines Department of Education Region IV-A CALABARZON DIVISION OF ANTIPOLO CITY MAYAMOT NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL
At the end of the LAC Sessions, teachers will be more responsive and effective to emerging circumstances associated with the challenges brought by the pandemic.
Enabling Objectives: This LAC Sessions aim to
1st Session: 1. revisit the 11 priority indicators from the RPMS Tool for all teachers in the time of COVID-19 2. determine concrete examples of the listed MOVs for each indicator 3. guide Highly Proficient teachers on coaching and mentoring proficient teachers to perform better and to be more responsive to emerging circumstances
2nd Session: 1. revisit the Resource Packages in the time of COVID-19 2. discuss the 3 indicators in the COT 3. guide Highly Proficient teachers on how the 3 observable indicators can be observed 4. apply knowledge gained through demo teaching
3rd Session: 1. revisit the 11 priority indicators from the RPMS Tool for proficient teachers in the time of COVID-19 2. revisit the Resource Packages in the time of COVID-19 by the Proficient teachers 3. discuss to the proficient teachers the concrete examples of the listed MOVs in each indicator 4. assist teachers to adapt and respond to the challenges of the New Normal Education 5. guide Proficient teachers on how the 3 observable indicators can be observed 6. apply knowledge gained through critiquing of the recorded demo teaching
4th Session: 1. revisit the MOVs presented by the teachers in each indicator 2. discuss the common needs of the teachers 3. help teachers to make their Developmental Needs based on their IPCRF rating and SAT 4. apply knowledge gained by submitting all the required outputs
III. Methodology Mayamot National High School – Senior High School Department conducted Self- Assessment on RPMS for teachers and Master teachers this SY 2020-2021 in the time of COVID-19. The SAT was posted in Group Chat and responses of teachers were sent via
3 Republic of the Philippines Department of Education Region IV-A CALABARZON DIVISION OF ANTIPOLO CITY MAYAMOT NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL
messenger. Before the SAT was posted and answered by the teachers, it was clearly explained how the result of this survey will help address their needs. Teachers answered Part I: Demographic profile, Part II: Objectives and Part III: Core Behavioral Competencies. Ratee sent his/her SAT to his/her rater. Then the rater consolidated the results and grouped the ratees based on their common needs. All raters’ consolidations were tallied by the Program Management Team. For Part II, the consolidated level of priority for development was used to group the teachers based on their priority level.
IV. Limitations of the LDNA
The different factors that may affect the results and interpretation of findings are as follows: the incomplete submission of SAT from the participants, slow internet connectivity and the reliability of the responses in accomplishing the survey forms.
V. Assessment Results
The learning needs analysis reveals Based from the results, out of 11 priority indicators for Proficient & Highly Proficient teachers, 2 objectives have very high priority areas and 5 objectives have high priority areas to be addressed for Highly Proficient teachers. While there are 3 objectives with very high priority areas and 5 objectives with high priority areas to be addressed for proficient teachers. It was found out that Proficient and Highly Proficient Teachers have almost the same areas that need to be improved. These are objectives 1.3 of Content Knowledge and Pedagogy, Objectives 2.1 to 2.3 of Diversity of learners & Assessment and Reporting, objective 3.2 of Curriculum and Planning, objective 4.1 to 4.3 of Community Linkages and professional Engagement & Personal Growth and Professional Development.
VI. Conclusions The quality of learning is contingent on quality teaching. Enhancing teacher quality becomes of utmost importance for the long term and sustainable nation-building. Thus, these series of LAC Sessions which can also be seen in the school’s SIP/AIP, support the DepEd’s vision, mission, and strategic goals of ensuring teachers with capacity-building activities to attain
4 Republic of the Philippines Department of Education Region IV-A CALABARZON DIVISION OF ANTIPOLO CITY MAYAMOT NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL
quality, relevant, and complete Basic Education for learners. From the said LAC Sessions, teachers and Master teachers will have collaborations on how their performance be improved better. It will be a combination of virtual and limited face to face meeting. Those who are sick or with pre-existing health condition will just attend virtually. The first 2 LAC sessions will be for 17 Highly Proficient Teachers. While the third session is for Proficient Teachers. In the third session, the 17 Raters or Highly Proficient teachers will be divided by 4 groups. This means that in every group there will only be 11 members. And these 4 groups will conduct LAC Sessions simultaneously at the school in 4 separate rooms. The fourth LAC Session will be for common strengths and weaknesses after the Mid-year review. This is also the right time to discuss to ratees their needs in order for them to improve better. The last session will be for the discussion of the listed common developmental needs after the performance evaluation.
VII. Appendices Attached herewith are relevant information or documents to support the LDNA Report such as: the approved LDNA Plan; LD Program Design and Proposal Package; School Memorandum; Program; and attendance sheets; Approved SIP/AIP, RPMS manual, RPMS Resource Package, Other materials that can be used for RPMS PPST Roll out
