SLAC

SLAC
School Learning Action Cell
A lifelong learning perspective is required due to the challenging nature of the teaching
profession in adapting to changing constraints and needs. In-service training is not considered a
professional duty in academia, but in the private sector, according to teachers and their professional
development. Many of them make the practice mandatory. The goal of this action research on the school
learning action cell as a key for teacher professional development was to identify teachers' needs in areas
such as learner diversity and inclusion, content and pedagogy, assessment and reporting, 21st-century
skills and ICT integration, and curriculum contextualization. In addition, issues encountered during the
execution of SLAC processes were evaluated. A strategy for institutionalizing the was proposed. The
procedure for carrying out SLAC. The study employed the descriptive research method, with a
questionnaire as the primary tool, supplemented by an interview to validate the data analysis. The thirty
key teachers who were polled were the respondents.
Purposive sampling was used to select the participants. The study found that teachers require
extensive training in areas such as learner diversity and inclusion, content and pedagogy, assessment and
reporting, 21st-century skills, ICT integration, and curriculum contextualization. Prioritization of topics
and preparation of LAC materials were two of the difficulties encountered while conducting SLAC. It is
recommended that the proposed plan of action be followed exactly.
The Department of Education issued a policy on the Learning Action Cell (LAC) as a K-12 Basic
Education Program School-Based Continuing Professional Development Strategy for the Improvement of
Teaching and Learning in accordance with the implementation of Republic Act 10533 or the Enhanced
Basic Education Act of 2013. (Department of Education Order No. 35 s. 2016).
This DepEd advocacy implies that every teacher should be properly guided and equipped with the
knowledge of the teaching-learning processes by revisiting or reviewing some areas or concerns in
performing the duties and responsibilities of an effective and efficient teacher.
Systematic application is the key to successful teaching. Appropriate strategies for delivering and
assessing the learning objectives targeted for the lesson. Teachers should use appropriate teaching
strategies that best suit specific objectives and level exit outcomes to facilitate the process of knowledge
transmission. Many teachings were prevalent during the traditional epoch. Compared to student-centered,
practitioners widely used teacher-centered to impart knowledge to learners. Teachers play an important
role in the intellectual development of students by using various assessments and teaching strategies to
improve student's performance in school subjects.
Teacher professional learning, according to Birman et al. (2000), is now mostly conceptualized in
the literature as dynamic, ongoing, continuous, and embedded in teachers' daily lives - embedded in the
classroom context and constructed through experience and practice, in sustained, iterative cycles of goal
setting, planning, practicing, and reflecting. Teacher learning should thus be embedded in the school's
daily life and provide opportunities for systematic inquiry about teaching practices, their impact on
students, and other issues of concern. Teachers' work. Collective participation of teachers from the same
department, grade, or subject is more likely to be consistent with their experiences, provide opportunities
for active learning, and contribute to the development of a shared professional culture. The formation of a
shared understanding of instructional objectives, methods, problems, and solutions
Nonetheless, the position of teachers demonstrates the critical importance of effective teaching
and learning. As a result, where teachers are incompetent, students are unlikely to benefit greatly from
learning. According to Lawani (2004), classroom teachers are one of the most important determinants of
student's academic performance: their academic qualification, relevant professional training, and work
experience, among other factors. The teacher is expected to organize curriculum and instruction with the
goal of assisting students in overcoming learning barriers.
As a result, one of the key outcome areas in the educational process is the need to institutionalize
the school learning action cell in order to improve teacher competence. This will also serve as a means for
teachers to collaborate and share best practices. This will result in an improvement in the teaching-
learning process due to teacher improvement when the knowledge gained is applied.
The researcher would like to institute measures that will continuously improve the competence of
teachers based on their training needs through the school learning action cell as the District of Calaca's
School and Learning and Development Coordinator.
Reference:
Daniels, M. (2017). School Learning Action Cell (SLAC) Plan. www.academia.edu.
https://www.academia.edu/34040503/School_Learning_Action_Cell_SLAC_Plan

SLAC

Uploaded by

Copyright:

Available Formats

SLAC

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SLAC

Uploaded by

Copyright:

Available Formats

SLAC

School Learning Action Cell

Daniels, M. (2017). School Learning Action Cell (SLAC) Plan. www.academia.edu.

You might also like