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    Action Plan in School

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    ChristopherOrosMontallana
    School – based Learning Action Cell (SLAC) of Jipapad Central Elementary School is consistent with the procedures of the School Based Management (SBM), and the School improvement Plan (SIP), but this is more focus on the teaching – learning process. It is a venue for a continues and const – effective in service training and teachers’ developement.

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    Action Plan in School

    Uploaded by

    ChristopherOrosMontallana
    24K views8 pages
    School – based Learning Action Cell (SLAC) of Jipapad Central Elementary School is consistent with the procedures of the School Based Management (SBM), and the School improvement Plan (SIP), but this is more focus on the teaching – learning process. It is a venue for a continues and const – effective in service training and teachers’ developement.

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    School – based Learning Action Cell (SLAC) of Jipapad Central Elementary School is consistent with the procedures of the School Based Management (SBM), and the School improvement Plan (SIP), but this is more focus on the teaching – learning process. It is a venue for a continues and const – effective in service training and teachers’ developement.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    24K views8 pages

    Action Plan in School

    Uploaded by

    ChristopherOrosMontallana
    School – based Learning Action Cell (SLAC) of Jipapad Central Elementary School is consistent with the procedures of the School Based Management (SBM), and the School improvement Plan (SIP), but this is more focus on the teaching – learning process. It is a venue for a continues and const – effective in service training and teachers’ developement.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    The key takeaways are that the document outlines an action plan for School-Based Learning Action Cell (SLAC) sessions for the Jipapad Central Elementary School in the Philippines for SY 2016-2017. The SLAC sessions aim to enhance teachers' pedagogical skills and improve teaching and learning processes.

    The purpose of the SLAC sessions is to provide continuous in-service teacher training and development. It is a venue for teachers to discuss instructional concerns and solutions, and learn innovative teaching strategies and techniques to develop students' literacy and numeracy skills.

    The objectives of the SLAC sessions are to enhance teachers' pedagogical knowledge, skills, and attitudes in early grade literacy and numeracy, and to improve teachers' ability to assess learners and their literacy and numeracy skills, leading to improved student learning.

    Republic of the Philippines

    Department fo Education
    Region VIII
    Eastern Samar Division
    Jipapad District
    JIPAPAD CENTRAL ELEMENTARY SCHOOL
    Jipapad Eastern Samar

    ACTION PLAN ON SCHOOL BASED LEARNING ACTION CELL (SLAC) SESSIONS


    SY 2016 2017
    I RATIONALE:
    School based Learning Action Cell (SLAC) of Jipapad Central Elementary School is consistent with the procedures of the School Based Management
    (SBM), and the School improvement Plan (SIP), but this is more focus on the teaching learning process. It is a venue for a continues and const effective in
    service training and teachers developement.
    This School based Learning Action Cell (SLAC) will provide an opportunity for teachers to sit together, review on some specific instructional concerns
    and discuss on topics that can solve everyday problems in the classroom. This will also serve to support the teachers for some innovative practices that would
    inhance their skills and competencies. Teachers will be equipped with the necessary teaching strategies and techniques in developing the children literacy and
    numeracy skills and attitude.
    II OBJECTIVE:
    To enhance the teachers pedagogical knowledge, skills and attitudes in early grades literacy and numeracy.
    To improve teachers ability in assessing the learners in early grades and literacy and numeracy skills.
    To improve the teaching learning process that will lead to improved learning among the pupils.
    III PROCEDURES:
    AREAS OF
    CONCERN

    A. PLANNING

    OBJECTIVES

    STRATEGIES/ACTIVITIES

    Organize the School Learning Call the teachers for a


    meeting/planning.
    Action Cell team and its
    members.
    Orient the teachers on the
    Set the desired schedule for
    goals and objectives of
    SLAC
    SLAC.

    TIME FRAME

    PERSONS
    INVOLVED

    May 30, 2016

    School Head,
    K to 3
    Teachers

    BUDGET
    REQUIREMEN
    T
    1,000.00

    REMARKS

    Assign LAC facilitator or


    Identify teaching learning
    leader and the LAC
    problems, its causes and
    documenter for every
    solutions.
    session.
    Design programs and activities
    Let the teachers list down
    for the INSET.
    their teaching learning
    Determine the budgetary
    problems.
    requirement.
    Setting up of the schedule
    most preffered by the
    teachers.
    Preparation of materials and
    other resources needed for
    the LAC/INSET.
    Determined the required
    budget for every LAC
    session.
    Conduct weekly LAC Sessions Conduct the weekly schedule
    of LAC sessions following
    based on the attached matrix
    the matrix of Mentoring
    of the INSET.
    Schedule per Topic.
    Regular checking of
    attendance and outputs of
    B. IMPLEMENTATION
    the team and its members.
    Proper utilization of resources
    and materials.
    Full implementation of the
    proposed LAC/INSET
    strategy per session.
    C. MONITORING
    Monitor the weekly LAC
    Determine the performance
    AND EVALUATION
    sessions-its schedule,
    efficacy (e.g. impact to the
    attendance, process and
    pupils).
    outputs.
    Assessment of training
    Asess the LAC strategies,
    strategies.
    inputs and outputs.
    Application ofskills learnied in

    Provide technical assistance


    the training.
    to LAC strategy and process
    when needed.
    Evaluate how learned skills

    June 8, 2016
    to
    Aug. 5, 2016
    (every Friday
    afternoon from
    3:00 5:00)

    June 8, 2016
    to
    Aug. 5, 2016
    (every Friday
    afternoon from
    3:00-5:00)

    School Head,
    K to 3
    Teachers

    Regional
    Supervisors,
    SDS District
    Head, School
    Head

    1,000.00

    3,000.00

    from the training are


    applied.
    D. FOLLOW UP

    Corrective measures. Policy


    decisions. Re assignments
    Retraining.

    TOTAL

    5,000.00

    Prepared by:

    THELMA L. FABULA
    MA. MAY BIEN E. MATO
    CHARITA M. PAJARES
    SHYRELL N. LAMPA
    ERNA BAYOTAS
    MARIA ETHEL P. MERCADER
    LIZA C. GO
    MARJORIE P. PAJANUSTAN
    NERIO P. PORTON
    SLAC MEMBERS

    Noted by:

    ZALDY M. GELINA
    School Head

    ZITA P. ENGO
    District Head

    BERNARDO A. ADINA, CSEE


    Schools Division Superintendent

    Republic of the Philippines


    Department fo Education
    Region VIII
    Eastern Samar Division
    Jipapad District
    JIPAPAD CENTRAL ELEMENTARY SCHOOL
    Jipapad Eastern Samar

    SCHOOL BASED LEARNING ACTION CELL SESSION/INSET


    MENTORING SCHEDULE PER TOPIC
    SY 2016 2017

    NO.

    SESSIONS

    1 Usec-Status Report on Early Grades


    Education

    2 K to 3 Learners.

    3 14 Domain: Emergent Literacy.


    4 14 Domain: Beginning and Early Reading.
    5

    SESSION OBJECTIVES
    Understand the bases of
    DEPED policies on Early
    Grades Education (Key Stages)
    Reflect on current status of
    learners and of policy
    implementation.
    Gain a deeper understanding of
    the K to 3 Language Art
    Curriculum (Contents Standards
    Competencies)
    Identify the development
    characteristics of 4-7 years old
    of children.
    Understand how children learn
    language and literacy through
    their developmental levels.

    PERSON
    INVOLVED
    School Head, Kinder
    Teacher, Grade I-III
    Teachers.
    Schood Head, Kinder
    Teacher, Grade I-III
    Teachers

    MATERIALS
    NEEDED
    -Laptop
    -LCD Projector
    -Speaker
    -Manila Paper
    -Marker
    -Meta Cards
    -Laptop
    -LCD Projector
    -Speaker
    -Manila Paper
    -Marker
    -Meta Cards

    MENTORING
    DATE
    June 8, 2016 (Wed.
    @ 9:00 - 12:00
    P.M.)
    June 8, 2016 (Wed.
    @ 1:00 - 5:00 P.M.)

    Lesson Plan Walk Through Kinder and


    Grade 1.
    6
    Lesson Plan Walk through Grade 2 and 3.

    7 Bridging.
    8 Evidence-Based Teaching.
    9 Phil-IRI: What and How Miscue Analysis.
    10

    Phil-IRI:Scoring and Using Result.

    11 Introduction of Childrens Literature.

    Classify domains of literacy


    which needed to develop in
    each stage of childs
    development.
    Identify appropriate strategies
    and activities and developing
    the domain of literacy in a
    lessson.

    Gain a deeper understanding of


    bridging.
    Identify the strategies that can
    be used evidenced-based
    teaching in the classroom.
    Understand effective
    instructional materials for
    Language Literacy instruction.
    Gain deeper understanding of
    thr Phil- IRI.
    .

    Schood Head, Kinder


    Teacher, Grade I-III
    Teachers

    12 Formulating Objectives.
    13 Pre-Reading Strategies.
    14 During Reading Strategies.
    15 Post Reading Strategies: The Art of
    Questioning.
    16 Post Reading Strategies: Engagement and
    Writing Activities.
    17
    Classroom-Based Assessment Tools:
    - Attitudes
    - Books and Print
    - Vocabulary
    - Writing
    - LC and RC
    18
    Explicit Teaching Framework: Oral Language

    School Head, Kinder


    Teacher, Grade I-III
    Teachers.

    Identify different strategies


    during During Reading stage.
    Identify different strategies
    during the Post-Reading
    stage.
    Present discussion question for
    a selection.
    Plan and present post-reading
    comprehension study skills and
    writing.
    Understand Classroom-Based
    Assessment of language and
    literacy skills.

    Schood Head, Kinder


    Teacher, Grade I-III
    Teachers

    -Laptop
    -LCD Projector
    -Speaker
    -Manila Paper
    -Marker
    -Meta Cards

    -Laptop
    -LCD Projector
    -Speaker
    -Manila Paper
    -Marker
    -Meta Cards
    -Laptop
    -LCD Projector
    -Speaker
    -Manila Paper
    -Marker
    -Meta Cards

    June 9, 2016
    (Thursday @ 8:00
    A.M. - 5:00 P.M.)

    June 9, 2016
    (Thursday @ 8:00
    A.M. - 5:00 P.M.)
    June 17, 24 & July
    1, 2016 (Friday @
    3:00 - 5:00 P.M.)

    19

    and Grammar.
    Classroom-Based Assessment Tools:
    - Oral Language
    - Grammar

    20 Explicit Teaching:
    - Phonological Awareness
    - Alphabet Knowledge
    - PWR and Vocabulary
    - Spelling
    - Fluency
    - Synthetic Phonics
    21 Bridging Decoding Instruction Differentiated
    Instruction.

    22 K to 3 Curriculum.
    23 Formulating Objectives for a Math Lesson
    Plan.
    24 Developing Math Skills.
    25

    Developing and Assessing Math Skills.

    26 Curriculum connections.
    27 Putting it All Together.
    28 Best Practices.
    29

    Play and Developmentally Appropriate

    Create lesson plans following


    the explicit teaching instruction.
    Gain an understanding of the
    use of explicit instruction to
    decodeing, grammar and oral
    language development.
    Identify principles of decoding
    and the use of explicit
    insruction in the reading
    process.
    Identify strategies for
    differentiated instruction.
    Identify different
    strategies for differentiated
    instruction.
    Identify different
    strategies and processes on
    how children learn Math.
    Plan teaching and
    assessment activities for
    Math based on the
    standard topics in the early
    grades.
    Identify ways of how to
    integrate subject matters or
    content areas meaningful.
    Identify the correct strategies,
    activities, and materials, as well
    as other considerations when
    creating an integrated lesson.

    School Head, Kinder


    Teacher, Grade I-III
    Teachers.

    -Laptop
    -LCD Projector
    -Speaker
    -Manila Paper
    -Marker
    -Meta Cards

    Schood Head, Kinder


    Teacher, Grade I-III
    Teachers

    -Laptop
    -LCD Projector
    -Speaker
    -Manila Paper
    -Marker
    -Meta Cards

    Schood Head, Kinder


    Teacher, Grade I-III
    Teachers

    -Laptop
    -LCD Projector
    -Speaker
    -Manila Paper
    -Marker
    -Meta Cards

    July 8 & 15, 2016


    (Friday @ 3:00 5:00 P.M.)

    July 20 & 22, 2016


    (Wed. & Friday @
    3:00 - 5:00 P.M.)

    July 27 & 29, 2016


    (Wed. & Friday @
    3:00 - 5:00 P.M.)

    Practices.
    30 Classroom Management 1.
    31 Classroom Management 2.

    Listen to and reflect on best


    practices in MTB-MLE.
    Distinguish developmentally
    appropriate practices for the
    classroom and for the school.
    Understand components of the
    learning environment conducive
    for early childhood.

    32 Micro - Teaching:
    Bridging Decoding Instruction Differentiated
    Instruction.

    Apply all theory and methods


    into a micro teaching session.
    Create a lesson plan for a 50 minute class.

    33 Learning Action Cell

    Formulate individual Plan for:


    - Teachers on how they
    will apply the
    proposed strategies
    into their teaching
    learning processes.
    - School Head on how
    she will monitor the
    effects of the proposed
    strategies.
    Participate in a training
    simulation.

    34 Formulating Individual Action Plan.

    School Head, Kinder


    Teacher, Grade I-III
    Teachers.

    -Laptop
    -LCD Projector
    -Speaker
    -Manila Paper
    -Marker
    -Meta Cards

    Schood Head, Kinder


    Teacher, Grade I-III
    Teachers

    -Laptop
    -LCD Projector
    -Speaker
    -Manila Paper
    -Marker
    -Meta Cards
    -Action Plan
    Template

    August 3, 2016
    (Wednesday @ 3:00
    - 5:00 P.M.)

    August 5, 2016
    (Friday @ 3:00 5:00 P.M.)

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