My Portfolio

FOR DIVISION AND SCHOOL LEADERS

MR. FERAZIM R. DANNUG

Principal IV

Bagong Barrio National High School/

Bagong Barrio Senior High School
FERAZIM R. DANNUG
Principal IV,
BBNHS/BBSHS
_________________________
LDM 1 COACH
MODULE 1: Getting Started:

MODULE OBJECTIVES:

By the end of this Module, you will be able to describe what this course is about and how it works.

Module Content:
Lesson 1. Course Overview
Lesson 2. Organizing Your Learning Action Cell (LAC)
LAC Session 1

LESSON 1. COURSE OVERVIEW

Course Objectives
By the end of this Course, learners will be able to:

demonstrate an understanding of the learning delivery modalities specified in the LCP

utilize data to select appropriate learning delivery modalities for their school/division

develop a learning delivery implementation plan for school year 2020- 2021
 NO. LDM 1 Module Title
PART 1: LDM SEECTION AND IMPLEMENTATION PLANNING
Module 1 Getting Started
Module 2 Understanding the Learning Delivery Modalities in
the Basic Education Learning Continuity Plan
Module 3 Choosing the Appropriate Learning Delivery
Modalities for your Division and Schools
Module 4 Implementation Planning
Module 5 Establishing and Managing the Technical
Assistance Mechanism for School Heads
Module 6 Monitoring, Evaluation and Learning
Module 7 Implementation Portfolio
PART 2: PRACTICUM – LDM IMPLEMENTATION
Part 1. LDM Implementation Planning
Portfolio
1. Completed LDM Decision Tree
2. Completed LDM Readiness Assessment
3. LDM Readiness Action Plan
4. Implementation Plan, including a
Technical Assistance Plan and a
Monitoring, Evaluation and
Learning Plan
Part 2. LDM Implementation Portfolio
 Activity 1

Reflect on the overview you just read by answering the following questions. Write down your reflections
in your Study Notebook.
How is the delivery modality of this course different from the usual in-service trainings I have received pre-
pandemic? List at least three differences.
ANSWERS:

Learning Delivery Modalities Course 1 is different from the usual in-service trainings I have pre-
pandemic because it capitalizes on collaboration among the participants of the course.
Sharing of ideas is required to arrive at sound decisions regarding the different learning
modalities.
This course is data driven.

How will my personal characteristics and circumstances affect (positively or negatively)

my participation in this course? Use the table below to guide your reflection.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

What is that I repeatedly What will prevent me What will push me to Where will I accomplish
do that may affect my from participating fully participate in this the requirements of this
participation in the in this course? course? course? Describe this
course in a positive or environment.
negative way?
 I will  My attitude  The  I will
actively towards the modules in accomplish the
participate in course. this course requirements of
this course by  Other equally can be this course in
sharing my important valuable school and at
ideas tasks that tools in home considering
especially need to be helping me the work
during LAC done can also decide on arrangement I had
Session prevent me the and in an
 I will take from Learning environment that
this course participating Delivery is conducive to
seriously. fully in this Modalities learning with less
course. suited to distractions so I
the learners’ can focus on the
contexts. lessons.

3. What steps can I take to overcome any barriers or challenges to participating and
completing this course? List at least three actions.

ANSWERS:
 Keep track of the time that I devote in accomplishing the tasks despite other
tasks that need to be done by allotting a fixed schedule for LDM1.
 Minimize distractions when working on the modules in
this course.
 Seek help when I need clarifications on things that are not clear to me.
 LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL

LESSON OBJECTIVES:
By the end of this lesson, you will be able to:
organize a LAC to support your learning
enumerate the roles and responsibilities of different LAC members
set protocols and norms for the conduct of LAC sessions
accomplish the required LAC Forms

Resources Required

DepEd Order No. 35, s. 2016 The Learning Action Cell as a K to 12 Basic Education Program School-Based
Continuing Professional Development Strategy for the Improvement of Teaching and Learning
LAC Session 1 Guide
Form 1. LAC Profile
Form 2. LAC Facilitator Information Sheet
Form 3. LAC Session Report
Form 4. LAC Engagement Report
Study Notebook
 Activity 1

 Read DepEd Order No. 35 s. 2016 titled “The Learning Action Cell as
the K to 12 Basic Education Program School-Based Continuing
Professional Development Strategy for the Improvement of Teaching and
Learning.”

 Once you’re done reading, answer the following questions. Write your
responses and any
other ideas and reflections in your Study Notebook.

How does participating in a LAC affect or influence your self-learning? Draw a diagram to
illustrate the relationship between the two and give a brief explanation of your drawing.

ANSWERS:

Participating in Learning Action Cell (LAC) sessions enable me to widen

the dimension of understanding new knowledge. Likewise, the exchange of ideas
and insights helps me improve practice. Through LAC, the professional
collaborative spirit is made evident. Lastly, LAC will help us learn not only
from the modules but also from one another.

1.Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016:
•To improve the teaching-learning process to improve learning among students
•To nurture successful teachers
•To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
•To foster a professional collaborative spirit among School Heads, teachers, and the community
as a whole.

What are the challenges to having a successful LAC? Write down the top three
challenges in your Study Notebook. Raise your concerns with your Division Team and discuss
mitigating actions at your first LAC session.

ANSWERS:
1. Schedule of LAC sessions considering the Division Webinars
by the Division
2. Closed monitoring of the LAC Sessions
3. Assessment and Evaluation
According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15
members each. Get in touch with your designated Coach and/or your Division Team to
plan how you will organize yourselves into LACs.
 Agree on a date and time to meet and discuss forming your LACs.
 During this meeting, decide on your LAC groupings and designate one LAC
Facilitator per LAC.
 Set a date and time for your first LAC session.
 Hold LAC Session 1 following the LAC Session 1 Guide.

FORM 1: LAC PROFILE

LAC ID:

Name of LAC Facilitator:

NAME Male/ Female DESIGNATION/ DIVISION/S/ SCHOOL Contact details Preferred contact
POSITION (email, mobile mode (email, phone,
number) Skype, Zoom, Google
Meet, Viber, FB)
DUTIES AND RESPONSIBILITIES OF LAC LEADER,
FACILITATORS AND MEMBERS

LAC LEADER:
1. Oversees the implementation of the LAC(s);

2. Leads in the development of a LAC Plan and integrates such in the SIP or AIP;

3. Organizes LAC groupings at the beginning of each school year and ensures that
each LAC has an assigned facilitator, preferably a Master Teacher or senior
teacher or senior member of the faculty;
4. Mobilizes resources for the conduct of LACs;

5. Provides feedback and submits LAC Progress Reports to District and Schools
Division Office;

6. Adapts and shares LAC best practices from other schools, thereby developing a
culture of collaboration and continuous improvement;

7. Ensures the monitoring of LAC sessions and related activities and evaluating
their impact on teacher professional development, quality teaching, and pupil
achievement;

8. Agrees with LAC Members on how to observe or monitor application of learning;

9. Provides feedback to the teachers;

10.Gathers evidences of implementation or application of learning;

11.Meets with facilitator to decide on next LAC topic and to prepare or plan for the
next session; and

12.Monitors the LAC implementation vis-à-vis the school LAC plan.

The LAC Facilitator:
1. Convenes the LAC team meetings;
2. Provides technical assistance in the development of the LAC n, timetable of
team meetings, and other activities;
3. Checks and monitors attendance of members and submission of materials
and sees to it that team meetings start and end on time, and that agenda for
the meeting are covered;
4. Encourages active engagement and participation of members;
5. Serves as resource person on specific topics;
6. Assigns a documenter on rotation basis;
7. Invites external resource persons when necessary;
8. Reports regularly to LAC leader on LAC progress;
9. Prepares his/her session plan that identifies the topic, objectives, materials
needed, and outline of activities (at the very least) and where necessary,
consults the LAC Leader and members;
10. Ensures that the venue and equipment are available and prepares the
necessary learning materials such as reading materials, videos,
presentations, etc., when needed;
11. Announces the LAC session including topic, time, venue, and other
matters that the group should know; and
12. Runs and facilitates the session based on the plan and ensures that the
agreed norms of behaviour are observed and that the objectives of the
session are achieved.

LAC member:
1. Attends LAC meetings regularly and participates actively in LAC sessions;
2. Serves as LAC facilitator or documenter or resource person for certain topics
when assigned such roles;
3. Develops plans to apply what has been learned and implements agreed action
plan in one’s
4. classroom;
5. Monitors one’s progress in relation to the LAC Plan;
6. Prepares and submits documents or materials as needed and brings materials
relevant to the topic;
7. Observes agreed norms of behaviour;
8. Captures evidences of implementation;
9. Reflects on the implementation;
10. Shares with colleagues in informal settings;
11. Prepares to share in each LAC session;
12. Allows LAC leader to observe how the learning was applied; and
13. Provides the LAC leader with evidences of application of learning.
 LAC DOCUMENTER
LAC Documenter is a member of the LAC who has been assigned to record the
minutes of the
team meetings. This role may be rotated (i.e., monthly or for every unit of lesson). The LAC
documenter:
1. Documents LAC proceedings following the template agreed upon;
2. Keeps records of attendance and output of members; Page 5 of 5
3. Helps the LAC Leader and Facilitator in writing the progress reports to be submitted
to the
District, Schools Division, Regional, and Central Office;
4. Devices innovative and efficient ways to document and synthesizes the agreements
during the
LAC sessions;
5. Provides the information on the progress of the LAC and the insights of the teachers
about
student learning;
6. Takes down minutes and captures the processes in the LAC; and
7. Gathers evidences of implementation (e.g., individual plans, etc.).

LAC RESOURCE PERSON

LAC Resource Person can be a member of the LAC or someone external invited to talk
and lead the session on a specific topic. The resource person:
1. Shares current trends and best practices on certain aspects of curriculum,
pedagogy, and assessment;
2. Facilitates the activities during the session, which may include workshops and
demonstrations;
1. Mentors or coaches teachers on content and pedagogies for a particular lesson
unit;
2. Coordinates with the LAC Facilitator on materials and equipment to be used
during the session; and
3. Helps the LAC plan subsequent action based on the session.
MODULE 2:
Understanding the Learning Delivery Modalities in the
Blssaosn i1c. OEvedrvuiewcaoftthioe LneaLrneinag rDneliivnergy
MCoodanlittieisnuity Plan

MODULE OBJECTIVES:
By the end of this module, you will be able to:

differentiate between the LDMs prescribed in the LCP and between the
different types of distance learning modalities

identify issues of concern with respect to your School/Division’s

Implementation of
distance learning

LESSON 1: OVERVIEW OF THE LEARNING

DELIVERY MODALITIES

LESSON OBJECTIVES:
By the end of this lesson, you will be able to
define the learning delivery modalities prescribed in the LCP—face-to-face
learning, distance learning, blended learning and home schooling.
Activity 1

Do a quick check of your knowledge of the four modalities

prescribed in the LCP— face-to-face learning, distance learning, blended
learning and home schooling.

Face to-face learning

 It is a learning delivery modality where the teacher and

learners are physically in one venue.
 In this modality, there are opportunities for active engagement,
immediate feedback and socioemotional development of learners.
 Face-to-face learning may be conducted in any available physical
learning space.

Distance learning

 Distance learning is delivery modality where learners are given

materials or access to resources and they undertake self-
directed study at home or in another venue.
 In distance learning, learners engage in independent learning at
home or in any physical learning space applicable.
 Learning materials that are accessible either online, stored on
CD/DVD/USB Flash drive, or in printed form, or by viewing TV
lessons or listening to radio-based instruction while being
geographically distant from the teacher are provided to learners.
 The role of the teacher in this modality is to supervise and monitor the
learner’s progress and provide remediation and enhancement
when needed and when possible.
 Facilitators such as parents, any member of the family, or a
community stakeholder may also provide assistance to learners
in this modality.
Blended learning

 Blended learning refers to a delivery modality that uses a

combination of the following features of F2F learning and
distance learning:
 F2F and modular distance learning
 F2F and online distance learning
 F2F and TV-based instruction/Radio-based instruction
 F2F and any combination of the other types of distance
learning.

Home Schooling

 It refers to an alternative learning delivery mode (ADM) which

provides learners with access to formal education while staying
in an out-of-school environment, with parents, guardians, or
tutors as authorized facilitators instead of classroom teachers
 Homeschooling does not preclude going to a school on specific
periods to develop learning competencies that require the use of
laboratory, equipment, and others
 A combination of the various learning delivery modalities
may be utilized in this modality.
 LESSON 2: DISTANCE LEARNING

LESSON OBJECTIVES:
By the end of this lesson, you will be able to

Describe the features of DL and its different types

Explain the guidelines for implementing the different types of distance
learning
Enumerate the minimum requirements for each type of distance learning
Rank the different types of DL in terms of their degree of difficulty to
implement from the perspective of your School/Division
Identify targeted interventions for learners with special concerns to
ensure inclusion in DL.

Activity 1

Complete the Distance Learning Modality Matrix

DISTANCE LEARNING MODALITY MATRIX

Modular Distance Learning (MDL)

Distance Distinguishing Essential Role of Role of Role of
Learning Feature Resources Teacher Parent or School
Modality Household
Member
Modular Learning delivery  Self-  Prepare the  Get printed  Ensure that
Distance in the form of learning modules and modules and all learners
Learning individualized Modules other learning submit the received
(MDL) instructions where  Activity resources to be outputs of complete
learners are Sheets distributed to the learners modules
provided with  Textbooks the learners.  Assist  Guide and
Printed or digitized  Guide learners learners, monitor
modules in the report their teachers in
depending upon understanding performancea the delivery
the context of of the nd of instruction
the learner content during communicate  Provide
synchronous their needs to technical
instructions. teachers assistance
 Provide concerned to teachers
assistance to
students in
accomplishing
synchronous
and
asynchronous
activities

Online Distance Learning (ODL)

Distance Distinguishing Essential Role of Role of Role of
Learning Feature Resources Teacher Parent or School
Modality Household
Member
Online Learning delivery  Self-Learning  Facilitate  Provide the  Provide
Distance which makes use Modules for learning and essential needed
Learning of various ADM engage resources resources
(ODL) technologies to  Textbooks learners’ needed to teachers
facilitate learner-  Primer lessons active  Check learner’s  Provide
teacher, learner-  Teacher-made participation progress training
content, and videos using various  Report the and
learner to  Supplementary technologies performance/ capability
learner materials connected to status of sessions to
interaction. the internet learners to the teachers
 Open
Educational while they are teacher and
Resources not physically  Encourage and parents.
(OERs) together give moral Provide
 Provide video support to the technical
lessons or learner assistance
presentation  Supervise and to the
monitor the teacher.
screen time of
the learner
TV-BASED INSTRUCTION (TVBI)

Distance Distinguishing Essential Role of Role of Role of

Learning Feature Resources Teacher Parent or School
Modality Household
Member
TV-Based  It makes use  TV-Based  Give  Supervise  Organize
Instruction of Television on lessons assignment, and professional
(TVBI) channels  Learning activity monitor development
dedicated to Activity sheets and the screen- activities for
deliver TV- Sheets other time of the teachers
Based lessons  Learning learning learners  Orient
as a form of exercise tasks to the  Report the parents and
distance  Enrichment learners progress to learners on
education. activities the teacher the modality
 TB-Based and used and
lessons are assessment their role
converted SLMs  Capacitate
where the parents and
sequence of teachers
presentation is  Provide the
similar to learners,
other online home
and modular learning
distance partners,
learning. teachers with
the
broadcast
schedule of
the lesson
 Direct
learners to
watch the
program and
answer the
needed
materials.
RADIO-BASED INSTRUCTION (RBI)

Distance Distinguishing Essential Role of Role of Role of

Learning Feature Resources Teacher Parent or School
Modality Household
Member
Radio- Based  It is  Radio-Based  Give  Supervise  Provide the
Instruction implemented in lessons assignment, the learners,
(RBI) areas with  Learning activity learners home learning
access to radio Activity sheets and while partners,
stations with Sheets other listening teachers with
programs  Learning learning and doing the broadcast
dedicated to exercises, tasks to their tasks schedule of
deliver Radio- enrichment the  Report the the lesson
based lessons. activities learners progress to  Direct
 Radio-Based and the teacher learners to
lessons are assessment listen to the
converted SLM radio program
where the and answer
sequence of the needed
presentation is materials
similar to  Organize
other online professional
and modular development
distance activities for
learning teachers
 Orient parents
and learners
on the modality
used and
their role
 Capacitate
parents and
teachers
BLENDED DISTANCE LEARNING

Blended  It is the  Self-  Facilitate  Guide the  Provide the

Distance combination Learning learning learners needed
Learning of any of Modules depending on while at materials to
the afore-  Internet the chosen home be used
cited connectivity combination  Report the  Capacitate
modalities.  Other progress teachers and
needed and needs parents as
gadget to the partners in
teacher the delivery
and
monitoring of
learning

Activity 2

Consider the situation in your School/Division—your organizational

capabilities, your level of resources (infrastructure, financial, human),
level of experience in DL, health and safety status, context and
capacities of your learners and their households, etc.

Then rank the DL types—MDL, ODL, TVBI, RBI and BDL—from easiest
to most difficult to implement. Give the reasons for your ranking of
each. Use the form below. Write down your answers in your Study
Notebook. Be prepared to discuss your ranking in your next LAC
Session.
RANKING OF DISTANCE LEARNING TYPES

Ranking Type of DL Why?

(1 to 5,
from
easiest
to hardest
to
implement)
Majority of the household have Television
1 TV-Based Instruction
set

Modular distance Majority of the parents are willing to get the

2
Learning modules from the school and guide their
children in their studies

Online distance Learning Intermittent or no internet connectivity in

3
the area is the major concern. Lack or
limited gadget to be used is another factor

Blended Distance Intermittent or no access to the internet

4
Learning during online classes

Radio-Based Instruction Very few have radio at home.

5
 Activity 3

TARGETED INTERVENTIONS FOR LEARNERS WITH

SPECIAL CONCERNS

Learner group Targeted Intervention

Learners without parents or Provide instructions as to how they can maximize the use of
household member who can TV-Based Lessons through text messaging, private message
guide and support their learning and other available formats
at home

Beginning readers (K to 3) Train parents on how to teach beginning reading to be used

at home and provide video/audio/ hard copy materials suited
for the learners

Send video clips that can be used while learners are reading

Struggling readers (Grades 4- Encourage them to Watch TV-Based Lessons

12)
Train parents on how to teach reading to be used at home

Provide video/audio/ hard copy materials suited for the

learners.

No access to devices and Provide complete Self-Learning Modules to all learners

Internet

Inaccessible - live in remote Coordinate with the barangay officials to deliver the modules
and/or unsafe areas to the learners

Indigenous Peoples Coordinate with the local government officials and ask for
their help in the delivery of materials and instruction

Hire teachers who are members of IP can also be of help

considering that they are familiar with the norms of the
people in the community

Refer learners to schools offering special class for persons

Persons with Disabilities
with disabilities to address their concerns
 MODULE 3:

CHOOSING THE APPROPRIATE LEARNING DELIVERY

MODALITIES FOR YOUR DIVISION AND SCHOOL

MODULE OBJECTIVES:
By the end of this Module, you will be able to

finalize your choice of LDMs and develop an action plan for being 100% ready
to implement your chosen LDMs in your Division/School

LESSON 1: VALIDATING YOUR CHOICE OF MODALITIES: THE

LEARNING DELIVERY MODALITY DECISION TREE

LESSON OBJECTIVES:
By end of this lesson, you will be able to:
explain how to use the Learning Delivery Modality Decision Tree
validate your LDM choices by accomplishing the Learning Delivery Modality
Decision Tree using your health and safety data and your student
preparedness data.
Activity 1

1. Watch the video tutorial on the Learning Delivery Modality Decision Tree. Use your
Study
Notebook to jot down your thoughts on the tool.

Answer:

The Delivery Modality Decision Tree is a useful tool that will

lead you to the learning delivery modality appropriate for the
school. Using the data gathered from the LESF, we can easily
answer the decision tree and come up with the decision on what
learning delivery is t h e m o s t appropriate.

1. a) Discuss the Decision Tree. Check that everyone understands how the
Decision Tree works and how to accomplish the tool. Re-watch the video
tutorial to clarify points, as needed. LAC Members are encouraged to share
reflections on the tool they recorded in their Study Notebook.
Answer:
 Decision Tree works as guide based on the data at hand
on what learning delivery is suited for a particular
school.
 By looking into the number of learners with or
without computer, laptop, tablet, internet and cellphone, the

arrow will lead you to the appropriate learning delivery

appropriate for the school.
b) Organize yourselves to accomplish the tool in an efficient and timely way.

» Step 1: Discuss what data Schools will need to accomplish the Decision Tree, and if all
necessary data are already at hand. Plan how to secure any missing data. Use the table
below to help you assess your data needs. Document in your Study Notebook.

Available? If NOT Deadline Person’s

Data Needed (complete/partial/no) complete. Responsible
How will you
get the data?
What data do you complete August 30, Sh, custodian,
need to complete the 2020 teachers
Decision tree? LESF
Summary List of
Delivered Modules

List of printed WHAT

Guide

Step 2: Schools accomplish the Decision Tree using school-level data

 Learning Delivery Modality Decision Tree

Distance Learning Decision Tree for Distance Learning

Cohort
 Distance Learning Decision Tree for Blended Learning
Cohort

Activity 2

1. Discuss the results of the Decision Tree activity. Use your Study Notebook to record
personal reflections.
Answer:
Based on data gathered from the LESF with regards to the
presence or absence of gadget and their access to the internet and other
factors, Distance Learning Modality with the use of printed or digitized
modules are the modality suited for our Learners.
LESSON 2: ASSESSING YOUR READINESS TO IMPLEMENT YOUR
CHOSEN LDMs AND ACTION PLANNING FOR FULL READINESS

LESSON OBJECTIVES:
By the end of this lesson, you will be able to:

1. explain how to use the Learning Delivery Modality Readiness Assessment Tool
2. assess your readiness to implement your chosen LDMs using the Readiness
Assessment Tool
3. formulate a set of actions and a timeline for reaching 100% readiness on all readiness
items for each of your chosen LDMs
4. assess the risks that might hinder you from reaching your targets, and devise
strategies
to mitigate these risks
5. plan for how you will track your readiness progress.
Activity 1

1. Watch the video tutorial on the Learning Delivery Modality Readiness

Assessment Tool. This Readiness Assessment Tool is based on the non-
negotiable minimum requirements discussed in Module
2. Write down your reflections on the tool in your Study Notebook.
Answer:

The video explainer helps me fill out the Learning

Delivery Modality readiness Assessment.

3. b) Organize yourselves to accomplish the tool in an efficient and timely way.

Step 1: Discuss what data Schools will need to accomplish the Readiness Assessment
Tool, and if all necessary data are already at hand. Plan how to secure any missing
data. Use the table below to help you assess your data needs. Document in your
Study Notebook.

Data Needed Available? If NOT Deadline

complete, how
will you get the
data?
What data do you need to Complete September 30, 2020
complete the readiness
Assessment Tool?
1. LEF
2. LRs
3. List of Trainings,
seminars,
orientation
conducted
4. Module Deliver
Report
5. WHAT Guide

Step 2: Schools accomplish the Basic Data Section and Section 1 (Baseline)
of the Readiness Assessment Tool using school-level data for the chosen LDMs.
LEARNING DELIVERY MODALITY READINESS ASSESSMENT
TOOL
Summary

FILL IN THE REQUESTED INFORMATION.

Region: National Capital Region
Division: SDO-Caloocan
School: Bagong Barrio National High School/Bagong Barrio Senior High School
School Head: Mr.Ferazim R. Dannug
Contact Number and/or Email Address:
Quarter: 1

Baseline Pre-Implementation Change

MDL - PRINT 100.00% 100.00% 0.00%
MDL - DIGITAL 75.00% 75.00% 0.00%
ODL 0.00% 0.00% 0.00%
TVBI 0.00% 0.00% 0.00%
RBI 0.00% 0.00% 0.00%

Modular Distance Learning PRINT

Total No. of Teachers 47

Total No. of Learners who

will do MDL-P (refer to your 1965
Decision Tree)

Total No. of
1965
Parents/Guardians
MINIMUM REQUIREMENTS FOR MODULAR DISTANCE
LEARNING
Baseline: Type DATE of assessment
here.
Particulars Number %
How many of your teachers have you oriented
about the MDL policies and directions to ensure that 47 100.00%
everyone is properly informed and guided?
How many of your learners have you oriented about
the MDL policies and directions to ensure that 1965 100.00%
everyone is properly informed and guided.
How many of the parents/guardians of your
learners have you oriented about the MDL policies
1965 100.00%
and directions to ensure that everyone is properly
informed and guided?
Does your school have complete and appropriate Accomplish the
content (Core Learning Package) for MDL for sheet
100.00%
Quarter 1? Note: Change the Quarter number for RESOURCES: MDL
succeeding assessments. - PRINT (Baseline)
Does your school have complete Accomplish the
reference/supplementary materials for MDL for sheet
100.00%
Quarter 1? Note: Change the Quarter number for RESOURCES: MDL
succeeding assessments. - PRINT (Baseline)
How many learners can you provide with the MDL
Core Learning Package and 1965 100.00%
Reference/Supplemental Materials?
How many of the parents/guardians of your
learners have expressed willingness for the MDL 1965 100.00%
option for their children?
How many of the parents/guardians of your
learners are willing to co-supervise and co-monitor 1965 100.00%
the progress of their children's MDL?
 Pre-Implementation: Type
DATE of assessment here.
Particulars Number %
How many of your teachers have you oriented about
the MDL policies and directions to ensure that 47 100.00%
everyone is properly informed and guided?
How many of your learners have you oriented about
the MDL policies and directions to ensure that 1965 100.00%
everyone is properly informed and guided.
How many of the parents/guardians of your
learners have you oriented about the MDL policies
1965 100.00%
and directions to ensure that everyone is properly
informed and guided?
Accomplish the
Does your school have complete and appropriate
sheet
content (Core Learning Package) for MDL for
RESOURCES: MDL 100.00%
Quarter 1? Note: Change the Quarter number for
- PRINT (Pre-
succeeding assessments. Implementation)
Accomplish the
Does your school have complete
sheet
reference/supplementary materials for MDL for
RESOURCES: MDL 100.00%
Quarter 1? Note: Change the Quarter number for
- PRINT (Pre-
succeeding assessments. Implementation)
How many learners can you provide with the MDL
Core Learning Package and 1965 100.00%
Reference/Supplemental Materials?
How many of the parents/guardians of your
learners have expressed willingness for the MDL 1965 100.00%
option for their children?
How many of the parents/guardians of your
learners are willing to co-supervise and co-monitor 1965 100.00%
the progress of their children's MDL?
MINIMUM REQUIREMENTS FOR MODULAR DISTANCE LEARNING

ACTION/S TO BE
TAKEN TO Person/s
Particulars Deadline
ACHIEVE 100% Responsible
READINESS
How many of your teachers have you Capacity training School Head,
oriented about the MDL policies and for teachers on SDO Officials August 1, 2020
directions to ensure that everyone is Learning Delivery
properly informed and guided? Modality
How many of your learners have you Learners School Head,
oriented about the MDL policies and General/classroom Teachers August 1, 2020
directions to ensure that everyone is Orientation
properly informed and guided.
How many of the parents/guardians of
your learners have you oriented about the Parents' General School Head,
MDL policies and directions to ensure that and Classroom Teachers August 1, 2020
everyone is properly informed and guided? Orientation

Does your school have complete and

appropriate content (Core Learning
Package) for MDL for Quarter 1? Note:
Change the Quarter number for
succeeding assessments.

Does your school have complete

reference/supplementary materials for
MDL for Quarter 1? Note: Change the
Quarter number for succeeding
assessments.
How many learners can you provide with Sorting and School Head,
the MDL Core Learning Package and Distribution of Teachers, August 30,
Reference/Supplemental Materials? SLMs NTP 2020

Parents were asked School Head,

How many of the parents/guardians of to answer the LESF Teachers, August 30,
your learners have expressed willingness upon enrolment parents / 2020
for the MDL option for their children? guardian

How many of the parents/guardians of All parents are School Head,

your learners are willing to co-supervise willing according to Teachers, August 30,
and co-monitor the progress of their their answer in the parents / 2020
children's MDL? LESF guardian
 RESOURCES MODULAR DISTANCE LEARNING (MDL) -
PRINT

Baseline10/15,2020

Type: Core Learning Package - PRINT SELF-LEARNING MODULES + PRINT ACTIVITY SHEETS (% of
Quarter 1 Completed) NOTE: Change the Quarter number for suceeding assessments.
K 1 2 3 4 5 6
Mother Tongue Filipino 100 100 100 100
English 100 100 100 100 100 100 100
Mathematics 100 100 100 100 100
Science 100 100 100 100 100 100 100
Araling Panlipunan 100 100 100 100
Edukasyon sa Pagpapakatao (EsP) 100 100 100 100 100 100 100
Music, Arts, Physical Education, and Health 100 100 100 100 100 100 100
Edukasyong Pantahanan at Pangkabuhayan 100 100 100 100 100 100 100
(EPP)
Technology and Livelihood Education (TLE) 100 100 100

AVERAGE COMPLETION (%)

100.00%

Type: Reference/Supplementary Materials (% of Quarter 1 Completed) NOTE: Change the Quarter

number for suceeding assessments.
K 1 2 3 4 5 6
Mother Tongue 100 100 100 100
Filipino 100 100 100 100100100100
English 100 100100100100
Mathematics 100 100100 100100100100
Science 100100100100
Araling Panlipunan 100 100100100100100100
Edukasyon sa Pagpapakatao (EsP) 100 100100100100100100
Music, Arts, Physical Education, and Health 100 100100100100100100
Edukasyong Pantahanan at Pangkabuhayan
(EPP) 100100100
Technology and Livelihood Education (TLE)
AVERAGE COMPLETION (%) 100.00%
 Type DATE of assessment
Pre-Implementation here.

Type: Core Learning Package - PRINT SELF-LEARNING MODULES + PRINT ACTIVITY SHEETS (%
of Quarter 1 Completed) NOTE: Change the Quarter number for suceeding assessments.
K 1 2 3 4 5 6
Mother Tongue Filipino 100 100 100 100
English Mathematics 100 100 100 100 100 100 100
Science 100 100 100 100 100
Araling Panlipunan 100 100 100 100 100 100 100
Edukasyon sa Pagpapakatao (EsP) 100 100 100 100
Music, Arts, Physical Education, and Health 100 100 100 100 100 100 100
Edukasyong Pantahanan at Pangkabuhayan 100 100 100 100 100 100 100
(EPP) 100 100 100 100 100 100 100
Technology and Livelihood Education (TLE)
100 100 100
AVERAGE COMPLETION (%)

100.00%
Type: Reference/Supplementary Materials (% of Quarter 1 Completed) NOTE: Change the Quarter
number for suceeding assessments.
K 1 2 3 4 5 6
Mother Tongue 100 100 100
Filipino 100 100 100 100100100100
English 100 100100100100
Mathematics 100 100100 100100100100
Science 100100100100
Araling Panlipunan 100 100100100100100100
Edukasyon sa Pagpapakatao (EsP) 100 100100100100100100
Music, Arts, Physical Education, and Health 100 100100100100100100
Edukasyong Pantahanan at Pangkabuhayan
(EPP) 100100100
Technology and Livelihood Education (TLE)
AVERAGE COMPLETION (%) 100.00%
MINIMUM REQUIREMENTS FOR MODULAR DISTANCE
LEARNING

BASIC DATA SECTION Enter the NUMBER in the yellow cell.

Total No. of Teachers 47
Total No. of Learners who will do MDL-D
655
(refer to your Decision Tree)
Total No. of Parents/Guardians 655

Baseline: October 5, 2020

Particulars Number %
How many of your teachers have you oriented about the
MDL policies and directions to ensure that everyone is 47 100.00%
properly informed and guided?
How many of your learners have you oriented about the MDL
policies and directions to ensure that everyone is properly 655 100.00%
informed and guided.
How many of the parents/guardians of your learners have
you oriented about the MDL policies and directions to ensure 655 100.00%
that everyone is properly informed and guided?

Does your school have complete and appropriate content Accomplish the sheet
(Core Learning Package) for MDL for Quarter 1? Note: RESOURCES: MDL 0.00%
Change the Quarter number for succeeding assessments. (Baseline)

Does your school have complete reference/supplementary Accomplish the sheet

for MDL for Quarter 1? Note: Change the Quarter number RESOURCES: MDL - 0.00%
for succeeding assessments. DIGITAL (Baseline)

How many learners can you provide with the MDL Core
655 100.00%
Learning Package and Reference/Supplemental Materials?

How many of the parents/guardians of your learners have

655 100.00%
expressed willingness for the MDL option for their children?
How many of the parents/guardians of your learners are
willing to co-supervise and co-monitor the progress of their 655 100.00%
children's MDL?
 Pre-Implementation:
OCTOBER 24, 2020
Particulars Number %
How many of your teachers have you oriented
about the MDL policies and directions to ensure 47 100.00%
that everyone is properly informed and guided?
How many of your learners have you oriented
about the MDL policies and directions to ensure 655 100.00%
that everyone is properly informed and guided.
How many of the parents/guardians of your
learners have you oriented about the MDL policies
655 100.00%
and directions to ensure that everyone is properly
informed and guided?
Accomplish
Does your school have complete and appropriate the sheet
content (Core Learning Package) for MDL for RESOURCES:
0.00%
Quarter 1? Note: Change the Quarter number for MDL- DIGITAL
succeeding assessments. (Pre-
Implementation)
Accomplish the
Does your school have complete sheet
reference/supplementary for MDL for Quarter 1? RESOURCES:
0.00%
Note: Change the Quarter number for succeeding MDL - DIGITAL
assessments. (Pre-
Implementation)
How many learners can you provide with the MDL
Core Learning Package and 655 100.00%
Reference/Supplemental Materials?
How many of the parents/guardians of your
learners have expressed willingness for the MDL 655 100.00%
option for their children?
How many of the parents/guardians of your
learners are willing to co-supervise and co-monitor 655 100.00%
the progress of their children's MDL?
 ACTION/S TO BE
TAKEN TO Person/s
Particulars Deadline
ACHIEVE 100% Responsible
READINESS
Capacity training
How many of your teachers have you oriented School
for teachers on
about the MDL policies and directions to ensure Head, SDO August 1, 2020
Learning Delivery
that everyone is properly informed and guided? Modality Officials

How many of your learners have you oriented Learners School

about the MDL policies and directions to ensure General/classroom Head, August 1, 2020
that everyone is properly informed and guided. Orientation Teachers

How many of the parents/guardians of your

Parents' General School
learners have you oriented about the MDL
and Classroom Head, August 1, 2020
policies and directions to ensure that everyone
Orientation Teachers
is properly informed and guided?

Does your school have complete and

appropriate content (Core Learning
Package) for MDL for Quarter 1? Note:
Change the Quarter number for succeeding
assessments.

Does your school have complete

reference/supplementary materials for MDL
for Quarter 1? Note: Change the Quarter
number for succeeding assessments.
School
How many learners can you provide with the Sorting and
Head,
MDL Core Learning Package and Distribution of August 30, 2020
Teachers,
Reference/Supplemental Materials? SLMs NTP
School
Parents' were
How many of the parents/guardians of your Head,
asked to answer
learners have expressed willingness for the Teachers, August 30, 2020
the LESF upon
MDL option for their children? parents /
enrolment
guardian
School
All parents are
How many of the parents/guardians of your Head,
wiiling according
learners are willing to co-supervise and co- Teachers, August 30, 2020
to their answer in
monitor the progress of their children's MDL? parents /
the LESF
guardian
 RESOURCES MODULAR DISTANCE LEARNING (MDL) -
PRINT

Baseline: October 24, 2020

Type: Core Learning Package - OFFLINE DIGITAL SELF-LEARNING MODULES + PRINTABLE

ACTIVITY SHEETS (% of Quarter 1 Completed) NOTE: Change the Quarter number for suceeding
assessments.
K 1 2 3 4 5 6
Mother Tongue Filipino 100 100 100 100
English 100 100 100 100 100 100 100
Mathematics 100 100 100 100 100
Science 100 100 100 100 100 100 100
Araling Panlipunan 100 100 100 100
Edukasyon sa Pagpapakatao (EsP) 100 100 100 100 100 100 100
Music, Arts, Physical Education, and Health 100 100 100 100 100 100 100
Edukasyong Pantahanan at Pangkabuhayan 100 100 100 100 100 100 100
(EPP)
Technology and Livelihood Education (TLE) 100 100 100

AVERAGE COMPLETION (%)

100.00%

Type: Reference/Supplementary Materials (% of Quarter 1 Completed) NOTE: Change the Quarter

number for suceeding assessments.
K 1 2 3 4 5 6
Mother Tongue 100 100 100
Filipino 100 100 100 100100100100
English 100 100100100100
Mathematics 100 100100 100100100100
Science 100100100100
Araling Panlipunan 100 100100100100100100
Edukasyon sa Pagpapakatao (EsP) 100 100100100100100100
Music, Arts, Physical Education, and Health 100 100100100100100100
Edukasyong Pantahanan at Pangkabuhayan
(EPP) 100100100
Technology and Livelihood Education (TLE)
AVERAGE COMPLETION (%) 100.00%
 Type DATE of assessment
Pre-Implementation here.

Type: Core Learning Package - OFFLINE DIGITAL SELF-LEARNING MODULES + PRINTABLE

ACTIVITY SHEETS (% of Quarter 1 Completed) NOTE: Change the Quarter number for suceeding
assessments.
K 1 2 3 4 5 6
Mother Tongue Filipino 100 100 100 100
English 100 100 100 100 100 100 100
Mathematics 100 100 100 100 100
Science 100 100 100 100 100 100 100
Araling Panlipunan 100 100 100 100
Edukasyon sa Pagpapakatao (EsP) 100 100 100 100 100 100 100
Music, Arts, Physical Education, and Health 100 100 100 100 100 100 100
Edukasyong Pantahanan at Pangkabuhayan 100 100 100 100 100 100 100
(EPP)
Technology and Livelihood Education (TLE) 100 100 100

AVERAGE COMPLETION (%)

100.00%

Type: Reference/Supplementary Materials (% of Quarter 1 Completed) NOTE: Change the Quarter

number for suceeding assessments.
K 1 2 3 4 5 6
Mother Tongue 100 100 100
Filipino 100 100 100 100100100100
English 100 100100100100
Mathematics 100 100100 100100100100
Science 100100100100
Araling Panlipunan 100 100100100100100100
Edukasyon sa Pagpapakatao (EsP) 100 100100100100100100
Music, Arts, Physical Education, and Health 100 100100100100100100
Edukasyong Pantahanan at Pangkabuhayan
(EPP) 100100100
Technology and Livelihood Education (TLE)
AVERAGE COMPLETION (%) 100.00%
Activity 1

1. Discuss the results of the Readiness Assessment (Baseline) for the chosen LDMs.
Use your Study Notebook to record personal reflections.

Answer

The school is 100% ready for the opening of classes using distance learning printed
modular approach.

2.Discuss what risks you need to consider when executing your action plan. Plan
how you will address these risks so as to achieve your targets. Accomplish the table.

What risks do you face What is the level What actions will you take to
in implementing your of risk? (High, mitigate those risks?
action plan? medium, low?)

Contracting COVID-19 Medium Practice health protocol,

in the distribution of distribution outside the
modules among school gate, no contact
teachers and NTPs policy
 6. Discuss how will you tract your readiness progress and agree on
rules and guidelines. Address the following questions:
a.Who will be in charge of tracking readiness progress?

 School LR Coordinator
 School ICT Coordinators
 School Custodians
 Grade level chairs

b) How often will you report to each other on progress?

 Weekly
c) How will you ensure that problems encountered in preparing for
readiness are solved in a timely way?
 Regular reporting
 Accurate and updated data gathering

d) What will happen if you are already nearing the opening of classes and you
are still not 100% ready to implement an LDM? Will you stop implementing
that modality until you are ready? Will you stagger the roll-out of that
modality? What will happen to the students and teachers affected? What
actions will you take
to hasten your preparation for full readiness?

 If tablet for Distance learning Digitized module will

not delivered on time, Printed modules will be used.
The LGU Mandaluyong City are now printing the
modules for the 1st grading period. We will do
everything to be 100% ready on the opening of
classes.

Discuss and plan how you will conduct the Pre-Implementation Readiness Assessment
(Section 2 of the
Tool)to determine how much progress you’ve made getting reading to use your chosen LDMs
by the
opening of classes. Set a deadline for completing Section 2. This deadline must be before
classes open
on August 24.
 MODULE 4:
LEARNING DELIVERY MODALITIES
IMPLEMENTATION PLANNING

MODULE OBJECTIVES:
By the end of this Module, you will be able to complete a comprehensive implementation plan for
your chosen LDMs.

LESSON 1: ASSESSING THE READINESS OF LEARNERS,

TEACHERS AND PARENTS

LESSON OBJECTIVES:

By the end of this lesson, you will be able to identify factors that might affect
learning as well as further steps to improve the readiness of your learners,
teachers and parents.
 Activity 1

1. Open the Readiness Checklist for Learners, Teachers and Parents file. Study the
Checklist. As you go over the Checklist, jot down your thoughts in your
Study Notebook.
2. Accomplish the Readiness Checklist, including the action steps/intervention
section.

READINESS CHECKLIST FOR LEARNERS, TEACHERS AND PARENTS

Region : National Capital

Region Division :SDO-Caloocan
School : Bagong Barrio National High School/ Bagong Barrio Senior High
School
Head : Mr.Ferazim R. Dannug
Email/Contact No. :

This checklist will allow you to look into factors that might affect the implementation of
your LDM.
More importantly, it should inform your interventions to make them more targeted.

Tick the space that corresponds to your answer.

 FOR THE LEARNERS: HAVE YOU CHECKED YOUR YES PARTIALLY NO
LEARNERS’
1. Psychosocial preparedness for the opening of classes?
/

2. Health status?
/
3. Reading level?
/
4. Level of learning independence?
/
5. Learning environment in terms of study space, home
/
conditions and immediate environment?

6. Learning resources?
/

FOR THE TEACHERS: HAVE YOU CHECKED YES PARTIALLY NO

YOUR
TEACHERS’
1. Psychosocial preparedness for the opening of classes?
/

2. Health status?
/

3. Teaching resources such as materials, devices,

internet access? /
 FOR THE PARENTS: HAVE YOU CHECKED THE YES PARTIALLY NO
PARENTS’

1. Psychosocial preparedness for the opening of classes?

/

2. Health status?
/

3. Confidence level to guide/support the learning of

their child/ward? /

4. Time available to guide/support the learning of their

child/ward? /

5. Reading level?
/

6. Learning support resources such as materials,

devices, internet access? /

7. Home conditions and immediate environment?

/

ACTION PLAN/INTERVENTION
For the items that you have checked PARTIALLY or NO, indicate the action steps that
you will take to improve the readiness of your learners, teachers and parents.

WHAT DO YOU PLAN WHEN? WHO WILL BE

TO DO RESPONSIBLE?
(INTERVENTION?)
Conduct Reading Assessment Two (2) weeks before Teachers
class opening

Provide reading materials A week before class Teachers

opening and onwards
 LESSON 2: LEARNING FROM SELECTED LDM
IMPLEMENTATION MODELS

LESSON OBJECTIVES:

By the end of this lesson, you will be able to describe the LDM implementation
models of other schools and devise your own.

Activity 1

1. Watch the Navotas video and read the briefs on the dry run of modalities. You may
also consider searching the Internet for other implementation models. Write down your reflections
on these models in your Study Notebook. Take note of the contexts of the Schools/Divisions in
which these models are being implemented.

ANSWER:
Navotas Video is a good model of learning delivery modality in which the modules

will be picked up by the parents from the school practicing the proper health
protocol considering the current situation.

Readiness of the school in the distribution of modules in vert evident. The presence
 of signages, alcohol and the like reflects the safety readiness of the school.

Others deliver the module to their learners. It is also good but very risky on the
 part of the teacher.
Activity 2

2.Of the implementation models that you reviewed, which can be a viable
option for your School given your own context? Write your answer down in your
Study Notebook with a brief explanation.

ANSWER:
 Based on several videos I have watched, I think the best
model is the one that suits the needs of our learners based on
data. Considering the current situations in the locality in
which COVID-19 is at its peak, I would rather ask the
parents to pick up their modules in school every two weeks
practicing proper health protocol such as observing physical
distancing, wearing of facemasks, face shields and avoid
talking to each other while getting the modules.

2. Think about the model that you envision to use in your school.

How will it look?

Describe this in your Study Notebook by drawing a diagram. Add captions or brief
descriptions of the different elements of your diagram
 IMPLEMENTATION MODEL DIAGRAM

Activity 3

Your thoughts on the implementation models and which one is a viable option for your school
Your implementation model diagram
Revise your implementation model diagram based on the discussion, if appropriate.

ANSWER:

The diagram I prepared for my school because it is the best that fits the needs and context of the
learners.
 LESSON 3: CREATING YOUR LDM
IMPLEMENTATION PLAN

LESSON OBJECTIVES:
By the end of this lesson, you will be able to
discuss the different parts of the Template and how to complete them
complete your School Implementation Plan
improve on your School Implementation Plan based on feedback from your
peers

Activity 1

Open the LDM Implementation Plan Template file. Go over the Template and
determine what information you need in order to create your plan. Jot down your
thoughts in your Study Notebook.

LEARNING DELIVERY MODALITY COURSE 1

MODULE 4

REGION : NCR
DIVISION : CALOOCAN CITY
SCHOOL : BAGONG BARRIO NATIONAL HIGH SCHOOL/BAGONG BARRIO SENIOR HIGH
SCHOOL
SCHOOL HEAD : FERAZIM R. DANNUG

THE LEARNING DELIVERY MODALITY IMPLEMENTATION PLAN

Note: Entries are samples
PART I: LEARNING MANAGEMENT
Objective: Establish the mechanism of organizing learners and managing learning
 A. LEARNER/CLASS ORGANIZATION
ACTIVITIES EXPECTED DATE OF BUDGETARY PERSON-IN-
OUTPUT/ IMPLEMENTATIO REQUIREMENTS, CHARGE
RESULTS N / TIME IF ANY
FRAME
Organize classes Organized Classes August- October Enrolment Focal
with 30-40 2020 Person, Class
students/ class Advisers

Prepare weekly WHAT Guides for September – 200 X 20 reams Principal,

learning plan the first week of October 2020 of bond papers Teachers
classes developed = 4,000.00
Prepare
Individual
Monitoring Plan

Organize Teachers Dry- Run of September 2020 P100 load Principal,

for Community Classes using FB allowanceX14 Teachers
Learning Sessions Messenger teachers =
platform 1,400.00

Organize/ Orient School/ September, 2020 Principal,

home and/or Class Teachers, Parents
community Orientation
learning of Parents
facilitators

B. LEARNING PERFORMANCE MONITORING

ACTIVITIES EXPECTED DATE OF BUDGETARY PERSON-IN-
OUTPUT/ IMPLEMENTATION REQUIREMENT, CHARGE
RESULTS / TIME FRAME IF ANY

Identify learner Teacher’s October 2020- June Principal,

Class Teachers
performance and Assessment 2021
progress Forms/ Class
monitoring Records
reports
Set schedule for Checking and Quarterly Principal,
Teachers
learner progress submission of
report class records
submissions
Discuss reports Feedbacking Quarterly Principal,
on Teachers
and plans for the outcome of
actions to be quarterly
taken
on concerns and performance
issues
 PART II. LEARNING RESOURCES
A. LEARNING RESOURCE MANAGEMENT
Objective: Improve availability of LR to reach 100% in all learning areas and grades
across the quarters

ACTIVITIES EXPECTED OUTPUT/ DEADLINE BUDGETARY PERSON-IN-

RESULTS REQUIREMENTS, IF CHARGE
ANY

Setup inventory Result of inventory of August, 2020 LRMDS Coor,

system of LRs LRs School Custodian

Acquire/ Accomplished Online September LRMDS Coor,

Request for LRs request of LRs 2020 School Custodian

Develop LRs Learning Modules September Division Writers

Developed 2020
Quality assure
locally
developed LRs

B. LEARNING RESOURCE DISTRIBUTION AND COLLECTION MANAGEMENT

Objective: Ensure that all learners receive their learning materials and are collected for
assessment

ACTIVITIES EXPECTED OUTPUT/ DEADLINE BUDGETARY PERSON-IN-

RESULTS REQUIREMENTS, CHARGE
IF ANY

Develop system Set guidelines for September Principal

of distribution distribution and 2020
and collection of retrieval
LRs

Distribute and Schedule for September Principal

collect LRs distribution 2020

Monitor and Attendance checklist September Teachers

report for the parents who 2020
NTPs assigned
distribution and have collected their
for distribution
collection modules is available
 PART II: CONTINUING PROFESSIONAL DEVELOPMENT FOR TEACHERS AND OTHER
SCHOOL PERSONNEL

Objective: Improve PPST-based competencies of teachers in managing learning in the

learning delivery modality

ACTIVITIES Timeline Person-in- Charge Budgetary

Requirements

Needs Assessment, August- Principal,

Consolidation, Prioritization September 2020 Teachers

Planning for PD interventions August 2020 Principal

Developing and Implementing August 2020 Principal 20,000 from

School-based Interventions MOOE

Monitoring Teacher PD August 2020- Principal

Activities June 2021

Assessing Teacher PD August 2020- Principal, PSDS

June 2021
 PART III. RISK MANAGEMENT

Objective: Identify risk to prevent it from happening or to mitigate its impact on

the key implementation

COMPONENTS RISK LIKELIHOOD SEVERITY OF PREVENTIVE MITIGATING

OF LDM DESCRIPTION TO HAPPEN RISK (High, ACTION ACTION
IMPLEMENTATI (High, Medium,
ON Medium, Low)
Low)

Learning LM portal High High Wi-fi boosted Tap

not
Management utilized due in school for stakeholders
to poor teachers to be to collaborate
internet able to utilize in the
connection/ LM system realization of
signal online the project

Learning Delayed Medium Medium On-time In-house

Resources delivery of reporting of printing
modules lacking
modules

Teacher CPD Teachers who High High Set LAC Encourage

are in the sessions in teachers to be
the
provinces are morning, in
likely to miss since, signal Mandaluyong
is
more PD stronger before
activities during this opening of
online due to time. classes.
connection
issues

Others
PART IV: COMMUNICATION PLAN FOR THE IMPLEMENTATION OF LDM

AUDIENCE KEY MESSAGES COMMUNICATION TIMELINE

MEDIA/
PLATFORM

Learners Your learning continues Social Media August – September

to secure your future Platforms, Google 2020
Meet, Zoom,
How LDM can make Text, Messenger
learning happen in
midst of pandemic

Parents Your child’s education Social Media August – September

is important and has Platforms, Google 2020
to be supported at Meet, Zoom,
home Text, Messenger
Their role in the LDM
Teachers We fulfill our mission Social Media August – September
to educate the child Platforms, Google 2020
amidst these Meet, Zoom, Text,
challenges Messenger, Formal
Meetings
How to make LDM
succeed
Community Education is a collective Social Media August – September
Stakeholders responsibility; 2020
Community support to Townhall
is critical in the LDM
implementation
 MODULE 5A: (FOR SCHOOL HEADS)
ESTABLISHING AND MANAGING THE
TECHNICAL ASSISTANCE MECHANISM IN
THE SCHOOL

MODULE OBJECTIVES:
By the end of this Module, you will be able to put together a School Plan for the
provision of TA and coaching to teachers as they facilitate learning based on your chosen
LDMs.

LESSON 1: TECHNICAL ASSISTANCE AND COACHING:

DEFINITIONS, FRAMEWORKS AND MECHANISM

LESSON OBJECTIVES:
By the end of this lesson, you will be able to:

define TA and coaching

describe the mechanism and processes involved in TA and coaching

 Activity 1

Begin by articulating what you know and what you want to learn about the key
concepts in this lesson. Use the Thought Organizers for Module 5A for this activity.

ACTIVITY 1: THOUGHT ORGANIZER

THOUGHT ORGANIZER

KEY CONCEPTS WHAT I KNOW ABOUT THE WHAT DO I WANT TO

KEY LEARN ABOUT THESE
CONCEPTS BASED ON MY KEY CONCEPTS
OWN EXPERIENCE AND
PERSPECTIVE
INSTRUCTIONAL It is a set of activities designed Strategies to effectively
SUPERVISION to improve the teaching-learning conduct instructional
process. supervision
It is characterized by assistance,
Support interventions that can
guidance, sharing of ideas,
creation of facilitation to help be used to conduct
teachers improve learning instructional supervision
situations and quality of
learning.
COACHING More of relational type of Different forms of
support, can be short term conducting coaching
interactive and collaborative process
learning modality through which
the coach assists someone to
How can coaching be used to
achieve professional goals and
improve performance
build the capacity of
learners and teachers
TECHNCIAL Has a wider scope of Steps/processes in
ASSISTACNE interventions providing technical
assistance to teachers
Form of professional help,
guidance and support towards
assisting others to be more
effective in their functions, an
active process with steps to
follow
 Activity 2

1. Download and read the Learning Delivery Modality Technical Assistance

and Coaching Guidebook.
2. Read the following topics:
a. Definition of Technical Assistance and Coaching
b.Objectives of Technical Assistance and Coaching for the Learning Modality
c. Levels of Assistance
d.Principles
e.Technical Assistance and Coaching Process
f.Competencies of TA Providers and Coaches
g. Terms of Reference of TA Provides/Coaches
3. Answer the question: How can you enhance your instructional supervision using
the processes of TA and coaching? Jot down your thoughts in your Study
Notebook.

ANSWER:

According to Carl Glickman, supervision is the guide that holds a successful

school together. It is a process by which some person or group of people is responsible
for providing a link between individual teacher needs and organizational goals that
individuals within the school can work in harmony toward their vision of what the school
should be. Instructional supervision is a professional continuous and cooperative
process for the improvement of instruction. It is characterized by guidance, assistance,
sharing of ideas, facilitation, or creation to help teachers improve learning situation and
quality of learning in the schools. It is hand holding for a professional colleague by a
supervisor or instructional leader who possesses superior knowledge and skills and who
work collaboratively in a school environment that nurtures the development of
professional learning community.

Through effective technical assistance and coaching, instructional supervision is

reinforced and teaching practices that will contribute to improved student learning is
enhanced. By skillfully analyzing performance and appropriate data, instructional
leaders can provide meaningful feedback and direction to teachers that can have a
profound effect on the learning that occurs in each classroom.

Effective instructional supervision requires a well-organized technical assistance

structure. It is one of the key professional activities provided by instructional leaders
geared toward giving them support and guidance in identifying problems and finding the
right solutions for a more effective organization. It is deemed necessary to ensure
effective programs implementation and eventually achievement of higher or better
learning outcomes. It should impact on performance, and most of all, on the general
welfare of the people in the organization and of the organization itself.
LESSON 2: TECHNICAL ASSISTANCE NEEDS ASSESSMENT
AND PLANNING

LESSON OBJECTIVES:
By the end of this lesson, you will be able to:
describe the process of identifying TA and coaching needs
engage your teachers in determining their TA and coaching needs (may
include master teachers, department chairs and/or subject area
coordinators)
develop a plan for providing TA and coaching to your teachers (in the
case of large schools, departments and/or subject area groups)

Activity1
 Activity 3

After your School Team has gathered the data needed as identified in Activity 2
of this lesson:

1. Discuss and analyze with your School Team the data gathered. Sort out
the requirements based on what are needed at the organizational level
(e.g., groups in the school) and individual level (e.g., gaps in teacher
competencies, clarification of roles,etc.).
2. Obtain the template for General TA Plan/Coaching Plan labeled as Annex
A of the Learning Delivery Modality Technical Assistance and Coaching
Guidebook (pages 18- 21).
3. Discuss with your School Team the template and its elements. Accomplish
the template with the Team.
4. Submit the accomplished template to your LAC Leader.

ACTIVITY 3: THOUGHT ORGANIZER

TA PROCESS KEY ELEMENT WHAT PRINCIPLE IS APPLIED IN

THIS STEP
STEP 1: TA Individual situation of the Technical assistance is
NEEDS client/coachee aligned with the
ASSESSMENT Organization context that affects organization’s vision and
the management and/or mission and is based on the
implementation of Learning organization’s needs.
Delivery Modality
STEP 2: TA Objectives and goals People are responsible for
PLANNING Intervention Practices Fit their own growth and
Assessments development
Technical Assistance Resources
Staff Roles and Responsibilities
STEP 3: Mechanism for feedback Technical assistance is
IMPLEMENTATION Matching TA needs with TA aligned with the
resources organization’s vision and
TA norms and protocols mission and is based on
the organization’s needs.
STEP 4: Lessons learned Learning is a cooperative and
EVALUATION a collaborative process.
 MODULE 6A: (FOR SCHOOL HEADS)
MONITORING AND EVALUATION OF
LEARNING DELIVERY MODALITY
IMPLEMENTATION

MODULE OBJECTIVES:
By the end of this Module, you will be able to carry out the M&E of the
implementation of the LDMs adopted by your School.

LESSON 1: BASIC M&E CONCEPTS AND KEY RELATED

FRAMEWORKS

LESSON OBJECTIVES:
By the end of this lesson, you will be able to:
define M&E
describe two frameworks relevant to M&E: Theory of Change
and
Kirkpatrick’s Levels of Monitoring and Evaluation of Training
relate the two frameworks as they apply to LDM
implementation
 Activity 1

Before we define what M&E is, let us first get familiar with some frameworks or guiding
concepts and principle involved in M&E, specifically, Theory of Change and Kirkpatrick’s
Levels of M&E of Training. Visit the following websites to read about Theory of Change
and Kirkpatrick’s Levels of M&E. You may also check other websites to further
understand these concepts and the related principles.
1. Theory of Change: https://www.theoryofchange.org/what-is-theory-of- change/.
2. Kirkpatrick’s Levels of M&E of Training:
3. https://training.lbl.gov/Resources/TrainingEvaluation.html
4. Reflect on the following questions:
5. What are the similarities between Theory of Change and Kirkpatrick’s Levels of
M&E?
6. Write your answer in your Study Notebook.
7. How are the two frameworks related? Use the Thought Organizer for Lesson 1,
Activity 1 to help you correlate the key elements of the two frameworks.

https://www.theoryofchange.org/what-is-theory-of-change/.

What is Theory of Change?

Image credit: Sidney Harris

Theory of Change is essentially a comprehensive description and illustration of how
and why a desired change is expected to happen in a particular context. It is
focused in particular on mapping out or “filling in” what has been described as the
“missing middle” between what a program or change initiative does (its activities
or interventions) and how these lead to desired goals being achieved. It does this
by first identifying the desired long-term goals and then works back from these to
identify all the conditions (outcomes) that must be in place (and how these related
to one another causally) for the goals to occur. These are all mapped out in an
Outcomes Framework.

The Outcomes Framework then provides the basis for identifying what type of
activity or intervention will lead to the outcomes identified as preconditions for
achieving the long-term goal. Through this approach the precise link between
activities and the achievement of the long-term goals are more fully understood.
This leads to better planning, in that activities are linked to a detailed
understanding of how change actually happens. It also leads to better evaluation,
as it is possible to measure progress towards the achievement of longer-term goals
that goes beyond the identification of program outputs.
Theory Of Change (TOC) maps out your initiative through:
1. Identifying long-term goals
2. backwards mapping
3. connecting the preconditions or requirements necessary to achieve that
goal
4. explaining why these preconditions are necessary and sufficient
5. identifying your basic assumptions about the context, identifying
the interventions that your initiative will perform to create your
desired change, developing indicators to measure your outcomes to
assess the performance of your initiative
6. writing a narrative to explain the logic of your initiative.

The TOC process hinges upon defining all of the necessary and
sufficient conditions required to bring about a given long term
outcome. TOC uses backwards mapping requiring planners to think in
backwards steps from the long-term goal to the intermediate and then
early-term changes that would be required to cause the desired
change. This creates a set of connected outcomes known as a “pathway
of change”. A “pathway of change” graphically represents the change
process as it is understood by the initiative planners and is the
skeleton around which the other elements of the theory are
developed.

TOC approach to planning is designed to encourage very clearly

defined outcomes at every step of the change process. Users are required
to specify a number of details about the nature of the desired
change — including specifics about the target population, the amount of
change required to signal success, and the timeframe over which such
change is expected to occur. This attention to detail often helps both
funders and grantees reassess the feasibility of reaching goals that
may have initially been vaguely defined, and in the end, promotes the
development of reasonable long-term outcome targets that are
acceptable to all parties.

TOC theory can be used as a framework to check milestones and

stay on course, to document lessons learned about what really
happens, to keep the process of implementation and evaluation
transparent, so everyone knows what is happening and why & as a
basis for reports to funders, policymakers, boards
Kirkpatrick’s Levels of M&E of Training:
https://training.lbl.gov/Resources/TrainingEvaluation.html

Evaluating Effectiveness of Training

There is a well-established and practical model for measuring whether your training is
effective. it is called Kirkpatrick's Four Levels of Evaluation.

Kirkpatrick's four levels of evaluation

Kirkpatrick's evaluation model is often represented as a set of tiers representing a

hierarchy as shown below.

picture of Gagne's nine events of instruction

The Kirpatrick's model is used to evaluate the effectiveness of a training program in

order to determine if a training is yielding the intended outcomes and results. In
simple terms it determines the extent to which the training "hit the mark" in balance
to the cost/effort (was it worth the time, effort and cost to provide the training). This
is answered differently for each program but the methods used can be applied
consistently cross-program.
 THOUGHT ORGANIZERS
LESSON 1, ACTIVITY 1

KIRKPATRICK’S LEVELS OF
THEORY OF CHANGE MONITORING AND EVALUATION OF
TRAINING
What is the Create a specific and Evaluate the effectiveness of a
main measurable description of a training program to determine if a
interest of social change initiative that training is yielding the intended
M&E in forms the basis for strategic outcomes and results
each planning, on-going decision-
framework making, and evaluation
Developing indicators to
measure your outcomes to Level 4 – Results
assess the performance of your To what extent did the training
⬄
initiative. Writing a narrative to improve business/performance
explain the logic of your results
initiative.
Identifying the interventions Level 3 – Behaviour
that your initiative will perform To what extent did participants
to create your desired change ⬄ apply (incorporate) what they
learned during training when they
are back at work (transfer
Identifying your basic Level 2 – Learning
M&E
assumptions about the context. To what extent did participants
LEVELS
acquire intended knowledge,
⬄
skills, and abilities as a result of
training (exams, practical,
activities)
Identifying long-term goals.
Backwards mapping and
connecting the preconditions
Level 1 – Reaction
or requirements necessary to
⬄ To what extent did participants
achieve that goal and
respond favourably to the training
explaining why these
preconditions are necessary
and sufficient.
 Activity 2

1. Open the Thought Organizers for Module 6A file.

2. Read through the definitions of “monitoring” and “evaluation?” Search online for
more definitions of these two concepts. Check out the common words among the: (a)
definitions of monitoring and (b) definitions of evaluation. Connect the common words
to write your own one-sentence definition/description of each of the following:
a.monitoring
b.evaluation
c. relationship between monitoring and evaluation
Use the Thought Organizer for Lesson 1, Activity 2 for this activity.

LESSON 1, ACTIVITY 2
MONITORING EVALUATION

m Process of objective data collection and e Analysis of information to make judgment that affects the
information gathering that will be used institution/project/program.
by management / leadership e Systematic investigation of the worth or merit of an object.”
m Purposive gathering of pertinent information e Internal assessment of information (which is collected through
relative to how targets and the manner with monitoring) regarding the extent to which actual progress in
which these targets were achieved implementation conforms to (or deviates from) the objectives
m Systematic observation and documentation of set in the plan
information on the implementation of e The process of determining the worth or significance of a
initiatives based on the plan. development activity, policy or program ….. to determine the
m “A continuing function that uses systematic relevance of objectives, the efficacy of design and
collection of data on specified indicators to implementation, the efficiency or resource use, and the
provide management and the main sustainability of results.
stakeholders of an ongoing development e Studies the outcome of a project (changes in income, benefits
intervention with indications of the extent of distribution, cost-effectiveness, etc.)
progress and achievement of objectives and e A periodic assessment of the efficiency, effectiveness, impact,
progress in the use of allocated funds. sustainability and relevance of a project in the context of
m Systematic and continuous collecting, analysis stated objectives.
m Monitoring generates data that can be used
in evaluations
 Common Words from the Common Words from the

definitions above definitions above

 Systematic, continuous data  Analysis, assessment of information
collection  Systematic investigation
 Purposive gathering of information  Determines the significance of a development
 Observation and documentation activity, policy/program
of data  Relevance of objectives/ efficacy of designs
 Periodic assessment of effectiveness/ efficacy/
impact/ relevance of project
How I define Monitoring: How I define Evaluation:

 Continuous observation,  Analyse if collected data effectively and successfully

documentation and data gathering realize what are stated in the objectives of the
from an implemented programs / project/ program.
project using specified rubrics
The relationship or link between Monitoring and Evaluation is:

Monitoring generates data that is used in Evaluation

LESSON 2: M&E FRAMEWORK AND PLANNING

LESSON OBJECTIVES:
By the end of this lesson, you will be able to:
discuss the framework for the M&E of your implementation of your
chosen LDMs
prepare an M&E plan
discuss how M&E data will inform your decision-making on any
necessary changes and adjustments to your LDM implementation
 Activity 1

Study the LDM Implementation M&E Framework.

Reflect on this question: What elements of LDM implementation do you need to monitor and
evaluate? Write your answers down in your Study Notebook.
ANSWER:

As a school leader, the elements of LDM Implementation that I need to monitor and evaluate are: the
competencies of teachers to deliver the MELCs, the delivery of instructions, application of TA and
coaching, implementation of LDM, Improvement of pedagogical practices of teachers, etc.
1. Open the M&E Plan Template file. Go over it carefully and accomplish all of the
sections.
2. Answer the following questions using the Thought Organizer for Lesson 2, Activity 2.
a. What developments or situations will make you consider changing the LDM
of your School?
b. What M&E data will you need to make this decision?
c. What issues or constraints do you foresee arising if you change the LDM of
your School?

LDM IMPLEMENTATION M&E PLAN TEMPLATE

This M&E Plan will cover four levels, namely Inputs and Activities, Outputs, Mid-Term Results,
and Outcomes (Final). Inputs and Activities refer to tasks related to the implementation of the
LDM in the school that need to be conducted in order to prepare and improve the schools’
implementation of the LDM. Outputs refer to resources, materials and processes that are
produced from the activities conducted in relation to the LDM implementation.( Mid-Term
Results refer to desired state along areas of the implementation of the LDM that the
intervention would like to achieve; Finally, Outcomes refer to the impact of the LDM
implementation in the school on the quality of learner outcomes.

In this M&E Plan, the specific areas of concern indicated are consistent with the
LDM implementation Plan, namely:
1. Learning Resources
2. Learning Management
3. Teacher Capacity
4. Household and Community Capacity
5. School Operations

In creating your M&E Plan, make sure that it is harmonized with your Readiness Assessment,
LDM Implementation Plan and TA/Coaching Plan.
 Indicator Data Timing of Analysis Who Use of M&E
Collection Data Method Will Results
Method Collection Collect
(This is the
&
“Learning
Analyz
aspect of
e Data
the M&E
Framework)

LEVELS OF What How will When will How will From Who are the
M&E indicators you gather you you whom users of the
INQUIRY will be the gather the process will the M&E Report?
gathered to indicator? indicator? the data data
What will they
respond to gathered? come
use it for (e.g.,
the M&E from
decision-
Inquiry and
making to
who
adjust the LDM
will
Plan)?
collect?

INPUTS AND ACTIVITIES: What activities will need to be done to implement LDM
effectively and efficiently in the school?

Learning Presence of Use of March – Dialogue Divisio Division TAP

Resources Quality checklist - April protocols n TAP Division
assured list of 2020 Content LAC LAC leader
Learning references analysis Leader SH
resources Think and SH Teachers
through talk aloud Learners
accreditatio Product
n and analysis For LDM plan
recognition adjustment
process Communi
(Reference cate,
books and collaborat
online e&
references), coordinat
e
Learning Presence of Use of May – July Dialogue Divisio Division TAP
Manageme LMs Quality checklist- 2020 protocols n TAP
Division LAC
nt assurers to list of
Content LAC leader
assess/analy Quality
ze the Assurers analysis Leader
SH
validity/ Think and SH
capability of talk aloud Teachers
 LMs, Module Product Learners
writers analysis

For LDM plan

Communi adjustment
cate,
collaborat
e&
coordinat
e
Teacher Presence of Use of April – Dialogue Divisio Division TAP
Capacity Technical checklist- Septembe protocols n TAP
Division LAC
Assistance list of r
and teachers Content LAC leader
Coaching analysis Leader
SH
mechanisms Think and SH
Teachers
Teachers talk aloud
undergone Learners
Product
series of analysis
online
trainings on For LDM plan
LDMs adjustment
Communi
Data on cate,
number of collaborat
teachers e&
accessible to coordinat
strong e
internet
connection
Household Accurate Use of July – Dialogue Divisio Division TAP
and data on checklist- Septembe protocols n TAP
Communit number, Lists of r 2020 Division LAC
y Capacity grade level learners Content LAC leader
and name analysis Leader
SH
of learners Think and SH
with strong Teachers
talk aloud
internet Learners
connection Product
(ODL) and analysis Home learning
number, partners
grade level
and name Communi
of learners cate, For LDM plan
without collaborat adjustment
internet e&
 connection- coordinat
Modular e
Distance
Learning
(MDL)
School Has strong Checklists Year Dialogue Divisio Division TAP
Operations partnership of Stake round protocols n TAP
with holders Division LAC
stakeholders Content LAC leader
, school’s analysis Leader
SH
resources Think and SH
talk aloud Teachers
Learners
Product
analysis

For LDM plan

adjustment
Communi
cate,
collaborat
e&
coordinat
e

OUTPUTS:
What resources, materials, and processes will be produced from the activities?

Learning DepEd Checklists August Dialogue Divisio Division TAP

Resources LRMDS, of Printed – protocols n TAP
Reference modules October Division LAC
Content LAC leader
books, according 2020
analysis Leader
textbooks, to number SH
written and of Think and SH
Printed enrollment talk aloud Teachers
modules and Learners
subjects, Product
number of analysis
Printed
For LDM plan
modules
Communi adjustment
cate,
collaborat
e&
coordinat
e
Learning Master Checklist of August Dialogue Divisio Division TAP
Manageme Teachers, names and 2020 protocols n TAP
nt subject subject Division LAC
Content LAC leader
Coordinator areas of
analysis Leader
s, Head expertise SH
Teachers Think and SH
talk aloud Teachers

Product Learners
analysis

For LDM plan

Communi adjustment
cate,
collaborat
e&
coordinat
e
Teacher Capacitated List of Septembe Dialogue Divisio Division TAP
Capacity teachers, Teachers r 2020 protocols n TAP
Division LAC
Trained and online
teacher- trainings Content LAC leader
writers attended analysis Leader
SH
List of Think and SH
Teachers
teacher- talk aloud
writers Learners
Product
analysis
For LDM plan
adjustment
Communi
cate,
collaborat
e&
coordinat
e
Household Fully well- Lists of Septembe Dialogue Divisio Division TAP
and oriented learners r 2020 protocols n TAP
Division LAC
Communit learners and per grade
Content LAC leader
y Capacity parents level per
about LDMs Learning analysis Leader
SH
and their modality Think and SH
choice of talk aloud Teachers
List of
teaching Learners
names and Product
modality
contact analysis
numbers
of
 parents/gu Home learning
ardians partners
Communi
cate,
collaborat
For LDM plan
e&
adjustment
coordinat
e
School 100% Acknowled Septembe Dialogue Divisio Division TAP
Operations Module gement r– protocols n TAP
receipts of October Division LAC
sorting and
Content LAC leader
distribution parents – 2020
analysis Leader
with the Received SH
help of modules 1- Think and SH
volunteer 10 talk aloud Teachers
stakeholders Learners
Product
analysis
Communi For LDM plan
cate, adjustment
collaborat
e&
coordinat
e
MID-TERM RESULTS:
What desired state will be achieved when the outputs have been produced along the
LDM areas of concern?

Learning LMs used by Processed October Dialogue Divisio Division TAP

Resources Learners and – protocols n TAP
and learning answered December Division LAC
Content LAC leader
partners Learning 2020
analysis Leader
modules SH
Think and SH
Teachers
talk aloud
Learners
Product
analysis

For LDM plan

adjustment
Communi
cate,
collaborat
e&
coordinat
e
Learning Monitors the Joins October Dialogue Divisio Division TAP
Manageme use of LMs synchrono – protocols n TAP
nt us and December Division LAC
Content LAC leader
Asynchron 2020
analysis Leader
ous classes SH
Think and SH
talk aloud Teachers

Product Learners
analysis

For LDM plan

Communi adjustment
cate,
collaborat
e&
coordinat
e
Teacher Use the Teacher October Dialogue Divisio Division TAP
Capacity LMs in Processed – protocols n TAP
Division LAC
their daily the December
synchronous Learning 2020 Content LAC leader
and modules. analysis Leader
SH
asynchronou Think and SH
Lists of Teachers
s teachings, talk aloud
Teacher
process the Learners
addressed Product
LMs. They
concerns of analysis
check the
learners
learners’ For LDM plan
and
outputs adjustment
partner Communi
weekly to
teachers cate,
monitor the
that arises collaborat
improvemen
from the e&
t of the
implement coordinat
pupil
ation of e
LDM
chosen by
the learner.
List of
Recorded
performan
ce tasks of
the
learners.
Household Parents Lists of October Dialogue Divisio Division TAP
and serve as issues – protocols n TAP
Communit teacher- encountere December Division LAC
Content LAC leader
y Capacity partners at d by home 2020
analysis Leader
home. partner SH
teachers Think and SH
Submits to Teachers
that arises talk aloud
school
from the Learners
weekly the Product
implement
accomplishe analysis Home learning
ation of
d printed partners
LDM
outputs of
chosen by
learners for Communi
the learner.
checking of cate, For LDM plan
subject Checklists collaborat adjustment
teacher on of e&
scheduled submitted coordinat
date performan e
provided. ce outputs
of learner

School Retrieve Checklists October Dialogue Divisio Division TAP

Operations accomplishe of – protocols n TAP
d modules, submitted December Division LAC
disinfect, performan 2020 Content LAC leader
and give ce outputs analysis Leader
SH
them to of learner Think and SH
subject from the Teachers
talk aloud
teachers for parents. Learners
checking and Product
Lists of analysis
recording
performan
ce output For LDM plan
given/ adjustment
Communi
received cate,
by subject collaborat
teachers e&
coordinat
e
OUTCOME Weekly October Dialogue Divisio Division TAP
S: report of – protocols n TAP
The learner Division LAC
subject December
What could apply Content LAC leader
teachers 2020
learner to real life analysis Leader
per Grade SH
outcomes activities the
level of SH
will be mastery of
the
achieved learnings learning Think and Teachers
when the she / he developme talk aloud
Learners
desired has been nt/
Product
state of taught. improveme Home learning
analysis
LDM areas nt status of partners
of concern each
have been learner
Communi
achieved? For LDM plan
cate,
adjustment
collaborat
e&
coordinat
e
 THOUGHT ORGANIZER

ANSWERS FROM YOUR

QUESTION YOUR ANSWER
FELLOW LAC MEMBERS

What developments or  COVID

situations will make you -19
consider changing the situation
LDMs of your school?  status of learners
 School’s resources
What M&E data will  Report of
you need to decide to COVID- 19
change or make infection in the
adjustments to the area.
LDMs of your school?  Survey of the
status of
learners as to
gadgets,
internet,
learning
partners
availability
 Feedback of
teachers, learners
and home
learning partners
What issues or constraints  Teacher’s
do you foresee arising if preparation of
you change the LDMs materials
of your school? and
strategies.
 Learners’
eagerness to
learn due to
change of
modalities.
Leaders must think critically before making
Personal Reflection
decisions. They have to consider all factors that will
be affected of the change. A Leader must consider
that in every decision, no one will be left behind.
 MODULE 7A: (FOR SCHOOL HEADS):
BUILDING MY LDM IMPLEMENTATION
PORTFOLIO

MODULE OBJECTIVES:
By the end of this Module, you will be able to build an LDM Implementation Portfolio as
evidence of professional practice that meets professional standards.

LESSON 1: LDM IMPLEMENTATION PORTFOLIO

LESSON OBJECTIVES:
By the end of this
lesson, you will be able to:
describe what a portfolio is
identify the contents of your LDM Implementation Portfolio for
August to December 2020
 Activity 1
LEARNING DELIVERY MODALITIES COURSE 1, MODULE 7A (FOR SCHOOL HEADS)
PORTFOLIO CHECKLIST (PRE-IMPLEMENTATION PHASE)

MODULE OUTPUTS FOR SCHOOL HEADS Have you completed these and
submitted to your assigned
coach?
Module 1 None N/A
Module 2 None N/A
Module 3 LDM Decision Tree YES
LDM Readiness Assessment Results
LDM Readiness Action Plan

Module 4 LDM Implementation Plan YES

Module 5A TA Plan YES
Module 6A Monitoring, Evaluation and Learning Plan YES

Activity 2

Study the Reading on Portfolios. As you are going through the reading, reflect on the

questions below. Use your Study Notebook to record your answers.

How will the Portfolio help me in tracking the progress of my School’s
implementation of our chosen LDMs?

What evidence (tools) from the previous modules can I use to capture the progress of our
implementation?

Reflection is an integral part of the Portfolio. Why is writing down my reflections important?
REFLECTION:
1. The portfolio is a tool for assessment of learning activities. This
also helped me organized my answers to the different questions
and activities in each module. I can assess my performance as I
continue with the module. Portfolio also makes me more creative
in presenting my output.
2. The Decision tree, readiness assessment and readiness action
plan are some of the tools to capture the progress of my
Implementation Plan.
3. Writing down reflections makes learning more personal. Reflection
makes me think about what am I doing and how am I apply the
things I’ve learned in the real situation. As I write the things I’ve
got from the module, there is s personal realization and motivation
to become better.

Activity 3

Open the LDM Implementation Evidence List Template file and create your own List of

Evidence. In building your List, refer to your Readiness Assessment Tool (from Module 3),

School LDM Implementation Plan (from Module 4), TA/Coaching Plan (from Module 5A), and

LDM Implementation M&E Plan (from Module 6A).

 LDM IMPLEMENTATION EVIDENCE LIST
(To build your Evidence List, refer to your Readiness Assessment Tool, School LDM Implementation Plan,
TA/Coaching Plan, and M&E Plan.)

AREAS CONCERN Means of Verification When to Gather

Learning Resources Reflection: What are your October to December, 2020

Management insights in this area of
concern? How does your
experience help you develop
your competencies aligned to
your professional standards?

Learning Management Reflection: What are your October to December, 2020

insights in this area of
concern? How does your
experience help you develop
your competencies aligned to
your professional standards?

Teacher Capacity Reflection: What are your October to December, 2020

insights in this area of
concern? How does your
experience help you develop
your competencies aligned to
your professional standards?

Household/Community Reflection: What are your October to December, 2020

Capacity insights in this area of
concern? How does your
experience help you develop
your competencies aligned to
your professional standards?

School Operations Reflection: What are your October to December, 2020

insights in this area of
concern? How does your
experience help you develop
your competencies aligned to
your professional standards?
 LESSON 2: LDM IMPLEMENTATION PORTFOLIO EVALUATION
RUBRIC

EVALUATION RUBRIC FOR THE LDM IMPLEMENTATION PORTFOLIO (FOR SCHOOL HEADS)

CRITERIA EXCELLENT (5) VERY SATISFACTORY MARGINAL (2) UNSATISFACTORY

SATISFACTORY (3) (1)
(4)

DEMONSTRATI The outputs The outputs The outputs The outputs The outputs do
ON OF captured clearly captured reflect to a big reflect to a not show the
PROGRESS OF and adequately adequately the extent the limited extent progress of the
LDM the progress of progress of the progress of the the progress of implementation
IMPLEMENTATI the implementatio implementation the of the LDMs
ON (30% implementation n of the LDMs of the LDMs implementation
of the LDMs of the LDMs
showing
innovations that
contribute to the
smooth
implementation
of the LDMs

QUALITY OF Reflection Reflection Reflection Reflection Reflection

REFLECTION describes the describes the describes the describes the describes
(25%) experience in experience in experience in experience in experience in
LDM LDM LDM LDM LDM
implementation, implementatio implementation implementation implementation
shows depth of n, shows some and relates it to with limited with no attempt
analysis and analysis, and the professional attempt to to relate it to the
synthesis, and relates it to the standards and relate it to the professional
relates it to the professional personal professional standards and
professional standards and development standards and personal
standards and to to professional goals personal development
professional and and personal development goals
personal development goals
development goals
goals
DEMONSTRATI The outputs The outputs The outputs The outputs The outputs do
ON OF clearly clearly clearly clearly not demonstrate
PROFESSIONAL demonstrate 5 demonstrate 4 demonstrate 3 demonstrate any indicator in
STANDARDS or more indicators of indicators of the 2 indicators the professional
(20%) indicators of relevant relevant of relevant standards
relevant strands strands in strands in strands in
in professional professional professional professional
standards standards standards standards

LANGUAGE The ideas are The ideas are The ideas are The ideas are The ideas are
AND OVERALL expressed in expressed in expressed well expressed using rumbled and
PRESENTATION clear, coherent, clear language but with very basic words difficult to
OF THE and with very incoherence in and structure understand;
OUTPUT (15%) appropriately- minimal errors some areas and with errors in structure
worded in structure few errors in incoherence in and writing
language with no and/or writing structure many areas and conventions are
errors in conventions and/or writing several errors in almost
structure and/or conventions structure and/or everywhere in the
writing writing output
conventions conventions

ORGANIZATION The portfolio is The portfolio is The portfolio is The portfolio The portfolio does
OF PORTFOLIO logically logically generally well- has 3-4 items not follow a
(5%) organized, is organized organized with not well placed logical order
insightful and 1-2 items not in the overall
offers new well placed in organization
perspective and the overall
insights organization

TIMELINESS The output/s The output/s The output/s The output/s The output/s
(5%) is/are submitted is/are is/are is/are submitted is/are submitted
more than 3 submitted 1-2 submitted on 1-3 days after more than 3 days
days ahead of days before the the deadline the deadline after the deadline
the deadline deadline