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    Classroom Observation and LAC - PLC

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    Jhay-are Pogoy
    The document provides guidance on conducting classroom observations when there is no head teacher or master teacher available, specifying that the principal should observe but a higher authority like the SDS or ASDS should approve, and discusses adapting observations for special education teachers using weekly instead of daily lesson plans; it also explains that professional learning communities aim for collaborative improvement focused on learning while learning action cells are smaller groups that meet regularly to solve challenges through critical reflection and changes to teaching practice aimed at better outcomes for students.

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    Classroom Observation and LAC - PLC

    Uploaded by

    Jhay-are Pogoy
    10 views27 pages
    The document provides guidance on conducting classroom observations when there is no head teacher or master teacher available, specifying that the principal should observe but a higher authority like the SDS or ASDS should approve, and discusses adapting observations for special education teachers using weekly instead of daily lesson plans; it also explains that professional learning communities aim for collaborative improvement focused on learning while learning action cells are smaller groups that meet regularly to solve challenges through critical reflection and changes to teaching practice aimed at better outcomes for students.

    Original Description:

    This guides the teachers in the conduct of LAC.

    Original Title

    Classroom Observation and LAC_PLC

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    The document provides guidance on conducting classroom observations when there is no head teacher or master teacher available, specifying that the principal should observe but a higher authority like the SDS or ASDS should approve, and discusses adapting observations for special education teachers using weekly instead of daily lesson plans; it also explains that professional learning communities aim for collaborative improvement focused on learning while learning action cells are smaller groups that meet regularly to solve challenges through critical reflection and changes to teaching practice aimed at better outcomes for students.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    10 views27 pages

    Classroom Observation and LAC - PLC

    Uploaded by

    Jhay-are Pogoy
    The document provides guidance on conducting classroom observations when there is no head teacher or master teacher available, specifying that the principal should observe but a higher authority like the SDS or ASDS should approve, and discusses adapting observations for special education teachers using weekly instead of daily lesson plans; it also explains that professional learning communities aim for collaborative improvement focused on learning while learning action cells are smaller groups that meet regularly to solve challenges through critical reflection and changes to teaching practice aimed at better outcomes for students.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 27

    Classroom Observation

    Issues on Classroom Observation:

    1.No Head Teacher and/or Master Teacher


    in school.
    2.Master Teachers are full load, with no
    time for observation.
    3.The schedule is on a single shift.
    How do we proceed with the
    Classroom Observation?
    If you are the Rater, you cannot be the Approving
    Authority at the same time. If you are a Principal who
    observes the Teacher in the absence of the MT/HT, you
    cannot be the Approving Authority. It has to be the SDS
    or the ASDS, depending on the size of the division. This
    applies to:

    a. Small schools that have no MT/HT and only the Principal is


    the observer.

    b. Medium/Big Schools with MT/HT but the Principal serves


    as the observer during the class observation.
    1. No Head Teacher and/or
    Master Teacher in school.

    - The Principal will serve as the


    observer/rater.
    - ASDS/SDS will be the approving
    authority.
    - The EPS may observe and use the
    tool. The feedback may provide
    technical assistance to the
    principal.
    - For Science HS, the Assistant
    Principal shall serve as the
    rater/observer while the OIC-
    Principal is the approving authority.
    2. Master Teachers are full
    load, with no time for
    observation.

    3. The schedule is on a
    single shift.

    - Revisit the class program.


    - MT should not be handling
    self-contained classes.
    - Floating/available teachers
    shall oversee the class of the
    MT to give way for the
    observation.
    Other Frequently Asked Questions

    1. We are ALS and SPED Teachers. Is the MOV also applicable to us?
    The MOVs listed are generic and can be adapted for either ALS or SPED teachers. For example, one of the
    evidence mentioned in the RPMS is the daily lesson plan, but ALS teachers can use the weekly lesson plan
    instead of it.

    2. Who are the possible observers for my classroom observation?


    According to DepEd Order No. 2, s. 2015, the School Heads, Master Teachers, Head Teachers, and
    Department Head Teachers can conduct classroom observation.

    3. Can a Teacher-in-Charge (TIC) also observe my class?


    Yes, as long as he/she was officially designated by the Schools Division Superintendent.

    4. Can a TIC observe the class of a teacher whose rank is higher?


    Yes, it is included in their roles and responsibilities, as mandated by DepEd.

    5. How about Supervisors?


    The Supervisors may observe any teacher at actual classroom teaching, but the results of their observation
    will not form part of the MOV for RPMS as indicated in DepEd Order No. 2, s. 2015.
    Learning Action Cell and
    Professional Learning
    Community
    Professional Learning Community Learning Action Cell (LAC)
    (PLC)
    - Aid teachers in the construction of new -Aim to develop and support successful
    knowledge about instruction as well as teachers by nurturing their knowledge,
    in revising traditional beliefs and attitudes, and competencies in terms of
    assumptions about education, curriculum, instruction, and assessment
    community, teaching, and learning to in their work stations.
    suit the present needs of learners (Little
    2003)

    - A collaboration of teachers, - A group of teachers who engage in


    administrators, parents, and students, collaborative learning sessions to solve
    who work together to seek out best shared challenges encountered in the
    practices, test them in the classroom, school facilitated by the school head or a
    continuously improve processes, and designated LAC Leader.
    focus on results.
    Professional Learning Community Learning Action Cell (LAC)
    (PLC)
    -Fundamental Assumptions - One LAC is composed of five (5) to
    1. We can make a difference. Our 15 members.
    schools can be more effective. - These may be by key stage, grade
    2. Improving our people is the key to level, learning area, or programs
    improving our schools. offered by the school.
    3. Significant school improvement will
    impact teaching and learning.
    Focus on learning. - Each LAC should have a leader, a
    Collaboration. facilitator, a documenter, and
    Focus on results. members. External resource person
    may be invited when necessary.
    - LAC should be conducted at least
    once a month, 1-2 hours.
    Learning Action Cell (LAC)

    The key indicators for the effectiveness


    of the LAC is that there are clear
    evidences of:

    - Critical reflection amongst teachers


    leading to changes in classroom
    practice
    - Increased understanding and
    knowledge of the curriculum
    - Changes in teachers’ pedagogy or
    practices which are aimed at
    improving learners’ participation and
    achievement in school.
    Illustration: PROFESSIONAL LEARNING COMMUNITY
    Topic: Understanding MATATAG Curriculum
    Illustration: LEARNING ACTION CELL
    Topic: Week 1 Performance Standards in English 8

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