Republic of the Philippines

Department of Education
Region VI- Western Visayas
Division of Negros Occidental
LOPEZ JAENA NATIONAL HIGH SCHOOL
Brgy. Lopez Jaena, Murcia, Negros Occidental

Learning Action Cell Session

ACCOMPLISHMENT REPORT
(June 21, 2022)

I. Introduction
According to Benjamin Franklin, “An investment of knowledge pays the best
interest”, that is why, Lopez Jaena National High School as an educational institution, always
anchors its walls towards the professional growth and development of its teachers-teachers
who carry out the mission and vision of the department of education. To make it always that
case, DepEd ensures that proper training for teachers is continuously implemented.
As stated in DepEd Order No. 35, s. 2016, Learning Action Cell (LAC) is a session
conducted by group of teachers who engage in collaborative learning sessions to solve shared
challenges encountered in school. With the school’s current need to empower teachers with
pedagogical skills, my training in Deped E-tulay has been found relevant matter to be
included department’s LAC sessions.
Thus, I took the initiative to share my takeaways to my fellow senio high school
teachers. This training aims to uplifts teachers’ personal and professional development with
an array of topics carefully thought of, to suit with the pressing needs of the teacher in the
current time.

Rationale and Background:

II. KEY FINDINGS

a. Highlights

The program started at 8 o’clock in the morning via google meet and it was hosted by
the enthusiastic Senior High school Teachers. The first topic was the Rationale of the LAC
session discussed by the Senior High school coordinator Maam Jocel D. Garganian. . She
gave an overview about the training and topics that will be discussed within the day.

In the afternoon session, the LAC session became more meaningful and interactive,
where Maam MARGIE E. STA. ANA shared her insights about related to the topic. The
trainings will address both professional development and personal training needs of DepEd
personnel and equip them with knowledge on financial education concepts, core messages as
well as helping them to hone their own financial management skills which is anchored on the
objective of DepEd in producing financially literate and debt free teaching and non-teaching
force.
 Our flexibility and resilience as teachers are truly displayed in coping with the new
normal education. Despite the challenges we encountered along our way to effective and
quality learning, we still do our best to duly perform our duties and responsibilities, learn new
things and develop ourselves personally and professionally.

The afternoon session was spearheaded by the Grade 11 department headed by Grade
level chairman, Mr. Anthony Garalda. The afternoon session was allotted for group activity
and team building. It was also a great opportunity for the teachers to express their hearts and
minds. Some were emotional when asked what they are thankful for. It seems that everyone
wants to share because I believe that all of us are going through a lot in terms of assessment
and evaluation. The discussion was also very informative and helpful to us teachers because
we were given ideas on what to do if ever we are emotionally and mentally suffering because
of some issues in our lives as teachers. The activity also gave us information on how to deal
with our students whose scholastic and academic status are at risk. As a whole, the one-day
LAC session was a productive turn-out. Teachers have learned different strategies anchored
to the guidelines of assessment and evaluation. These learnings will truly help in gearing us,
teachers, in addressing the challenges in the field of education brought about the current
impact of technology to the learners.

b. Feedback
Constructive criticism is always part and parcel of an improved program
however, it is always motivating to have been acknowledged first our strengths before our
weaknesses. Regarding what areas did the program do best, we sorted out the top three
highest scored components of the program. They are explained in the succeeding paragraphs.
With an average of 3.84 % out of 4, the component which involved the (1)
participants or trainees received the highest. It speaks of the trainees’ knowledge and skills
to apply the new learning, and trainees’ confidence to implement the JEL contract. Second to
the rank is the (2) attainment of objectives which garnered an average of 3.83 % which
covers two parts: program objectives and session objectives. The aforementioned objectives
were said to have been clearly presented, logically arranged, and were both attained
accordingly. Third highest component is attributed to the (3) delivery of the program content
which includes program content appropriate to the trainees’ roles and responsibility, content
delivery based on authoritative and reliable sources, new learning clearly presented, session
activities effectively generated learning, adult learning methodologies used effectively, and
management of learning effectively structured e.g. portfolio, synthesis of previous learning,
etc. In as much as success of the program is concerned, we must look at both sides of the
issues. The best and the least components must be weighed in order to maintain the those of
the best practices and purposefully change what worked least.

“Excellent firms don’t believe in excellence-only in constant improvement and

constant change.” Likewise, Lopez Jaena National High school alongside with its program
and participants involved is such a formative institution, and for it to become solid and
sturdy, it must embrace flaws and be open for correction. Thus, feedbacking in the recently
concluded Virtual In-service Training is a critical reference to improve future sessions.
Through evaluation and assessment, we found out that these areas need improvement:
(1) Program Planning, Management and Preparation
 In reference to the trainees’ evaluation and assessment of the program, virtual
meeting protocol such as keeping the microphone off while the speaker is delivering was not
strictly observed, time management has also come out to be another concern where time limit
according to some participants was not clearly emphasized, and preparation with regard to
technical problem or troubleshooting was also commented on as there was a power outage
during the conduct of one of the sessions.
(2) Provision of Support Materials
Unstable internet connection of training participants is said to be the major
problem aired out by the trainees in the evaluation and assessment. Another is that some
trainees requested to be given hard copy of the course. Hands-on activities were also
suggested to maximize learning absorption.

(3) Trainers Conduct of Sessions

As to the conduct of the sessions, participants pinpointed the reiteration of the
house rules every now and then to avoid conflict from arising. Also, the several trainees
wished to extend more time for interaction between the speaker and the participants.
Engagement of all participants including the silent ones was also suggested to be encouraged.

III. SUMMARY OF ISSUES AND CONCERNS

1. Unstable internet connectivity among trainees
2. Lax implementation and observance of virtual meeting protocols
3. Not strictly imposed time management
4. Lack of preparation or back up during emergency like power outage and
intermittent internet signals
5. Inadequate or non-provision of support materials for participants like hard copy of
the lecture

IV. RECOMMENDATIONS
1. With unstable internet connection being the most-complained component in the
program, it is better for the school to upgrade the internet connectivity or at least during the
time sessions such as this virtual in-service training is being conducted. Knowing that many
teachers opt to utilize the school’s internet facility, the school must foresee its prevailing
needs.
2. If virtual training be conducted again, the succeeding program facilitators should
ensure that meeting protocols are consistently observed all through-out the program by
designating a moderator or an overseer.
3. Time management is very vital in attainment of the desired objectives to any
program. Therefore, the training facilitator should make sure that this aspect of the program
be given utmost concern. Suppose a timer (person in charge) can monitor the time
consumption or allotment.
4. The problem with power outage can only be addressed through a provision of a
generator or if not, at least making formal appeal or plea to the local electricity provider or
CENECO to at least not create power interruption during the conduct of the training, if
possible.
5. The training facilitators should next time secure a sufficient copy of lectures from
each of the speakers to be distributed to individual participants.

ANNEXES: Copy of Approved Training Design, Actual Training Matrix, Documentation,

Evaluation and Assessment Result, Google Forms