ICT Skills Development Workshop

Day 2
Train-the-Trainer

1
Learning Action Cells (LAC)
Outline

•Session 1: Learning from Facilitation Experiences

•Review of LACs
What are LACs?
What are the essential elements of a LAC?
The LAC Reflective Action Cycle
How do we create LACs for ICT?
•Session 2: Learning from a Live Facilitation Demo
Session 1 Objective

Share experiences and lessons from

exemplary INSET/LAC/TQC sessions
Session Mechanics

1. You are already divided into subgroups by table. There should

be a maximum of 10 participants per table.
2. We will be using your responses to the homework assigned to
you. Please bring it out now if you wrote some notes and be
ready to share.
3. In your group, please assign a facilitator who will make sure
each will get a turn at sharing and that the sharing is clear to
all, a documenter who will summarize what has been shared,
and a reporter who will share this summary to the plenary.
4. For 20 minutes, in your subgroups, please take turns sharing
your responses to these questions (questions on Slide 5).
 Guide Questions

1) What was the most satisfying, stimulating, and/or thought-

provoking INSET/LAC/TQC session you have ever
conducted/facilitated (or even observed/participated in, if
you were not the one doing the actual facilitation)? (BLUE
metacards)

2) Why was it satisfying, stimulating, and/or thought-

provoking? (PINK metacards)

3) In this particular experience, how did you (or the facilitator)

manage the session, what facilitation skills were demonstrated,
and what helped the teachers to be more engaged in the
discussion? (YELLOW metacards)
Adult Learning Principles

•Adults will learn only what

they feel they need to learn.
•Adults learn by sharing and
by doing.
•Experience affects adult
learning.
•Adults learn best in an
informal situation.
•Adults want guidance.
Session 2 Objective

Enhance facilitation
skills in managing
INSET/LAC/TQC
sessions
Review of the LACs

Why the LACs?

•part of expanding the way we think about
Teacher Professional Development
•based on the premise that teachers learn best
through collaboration and work-based learning
K-12 and the need to support teachers

•The need to support teachers in various modes/in

complementary ways is more urgent at this point in
time given the enormous reform that is the K-12.
•It is imperative that we support teachers in
mastering a new curriculum and introducing
student-centered inclusive pedagogy, but we also
need to do it in a way that empowers teachers, and
encourages them to reflect and collaborate with
each other.
What are Learning Action Cells (LACs)?

•Learning Action Cells are

groups of teachers/school
heads/ supervisors who
engage in collaborative
learning sessions to solve
shared challenges
encountered in the
school/cluster of
schools/district.
Key aspects/essential elements

•Ongoing collaborative
learning / problem solving
within a shared domain of
professional interest;
•Self-directed learning;
•Reflective practice leading to
action and self evaluation; and
•Collective competence
development and peer
coaching/learning
The LAC Reflective Action Cycle
Reflect / Identify
problem or issue, or
area of interest

Teachers reflect, Teachers respond to

stimulus / discuss and
review, evaluate share experiences /
the action plan perspectives
and prepare for
the next LAC

Teachers Teachers problem

implement the solve collaboratively
and develop an
action plan in individual / group
their classroom action plan
Session 2 Mechanics

• Role play of a LAC session: 2 groups

• Participants have been pre-selected to perform certain roles, while the
rest of the members of the participants will serve as observers. The role of
the observers is to be “fully present, open the ears, mind, heart and will.”
• Observers need to check Facilitation Checklist features observed. This
Facilitation Checklist list builds on the good practices that were identified
earlier. Ask if these features are clear.
• Be ready to supply the specific instances wherein the skills were displayed
as this will be discussed during the processing. In case you observe good
practices not on the list, they can add these features. That’s what the
blanks are for.
Facilitation Skills Demonstrated

With your group mates,

Identify 3-5 facilitation skills that you
observed. Specify the situation for each
skill.
Facilitation Features Checked

Feature
Ensures availability of materials/equipment/facilities

Reminds teachers about ground rules

Emphasizes the importance of/models active listening and respecting
others’ ideas
Makes sure that all group members have an opportunity to participate
Begins the session with an icebreaker that allows participants to share
something about themselves in a non-threatening, enjoyable way
Gives clear directions for all activities so that participants will not be
confused and lose interest
Avoids allowing just a few group members to monopolize "air time”
Facilitation Features Checked

Feature

Keeps the group on the topic and focused

Resists the urge to "teach"—listens, talks with, and learns something from
the teachers/participants and their experiences instead
Watches nonverbal cues in the form of body movement, facial expression,
and gesture
Deals with misinformation in a positive and constructive way
Brings ideas together; highlights certain points made before the end of the
session
Has the group members share one new thing they learned or something
they may do differently at the end of the session
Keeps track of time; starts and ends on time
Processing Questions for the Role Play

•How did the skills identified contribute in

facilitating and managing the LAC session?

•What do you think were some of the areas for

improvement in the role play (content and
process)?
Why are these facilitation features/skills important?

•Active Listening & Conveying Acceptance allows the facilitator to

show a strong commitment to the belief in the importance and
value of the individual and a recognition that each member of
the group has a unique contribution to make and this is crucial to
the participation of members
•Linking allows the group to connect the dots by linking related
ideas and even insights which may initially appear as disparate
thoughts.
Why are these facilitation features/skills important?

•Conveying Acceptance: Conveying acceptance is a crucial

function to maximize participation within the group, using
words, observable behaviors and actions and avoiding evaluative
words, speaks a minimum of ‘shoulds’ and ‘should nots’, giving
unsolicited advice and moralizing during the session.
The importance of modeling

“If the group (LAC) facilitator

consistently undertakes the above
mentioned functions, the members
eventually learn and exhibit these
skills themselves. This will also
allow the members to exhibit the
warmth and openness in the group
and that the group possesses great
--Taken from the Group
Process and the Inductive potential and that they can grow
Method: Theory and Practice professionally within this group and
in the Philippines by Carmela
D. Ortigas
perhaps even with any other group.”
The importance of being concerned about the process

•LAC session is a group process, hence the

LAC facilitator must be concerned about
the content and the process. Content is
about the LAC topic and what the
teachers are talking about in the actual
session.

Process is about ‘how’ thing are being

done, the dynamics being observed while
the interaction is going on. It is important
for the LAC facilitator to be conscious of
these two elements so that appropriate
intervention can be provided.
ICT LACs or LACs for ICT

•A mechanism to share to other

teachers what the ICT coordinator
has learned from a training;

•A way to support teachers who

have received ICT training
(issues/challenges in the
programs introduced in the
training; new ways of using
programs introduced in the
training).
LUNCH
Data Governance Principles
 Warm-up Question

•Who among you are involved in the LIS ?

•Who among you are involved in the EBEIS?
•Who among you are involved in updating the LIS and EBEIS for
the entire school?
•Who among you are involved in the development of the SIP or
are part of the SPT?
•What is the objective of the LIS?
 Why data?

“Decisions are
only as good as
the data on which
they are based”
Evidence-led
decisions
Why Data?
 Data Governance

“Data will not govern itself”

Data governance (DG) refers to the overall
management of the availability, usability,
integrity, and security of the data employed in
an organization.
It is the Practice of organizing and
implementing policies, procedures and
standards for the effective use of an
organization's structured/unstructured
information assets.
 Data Governance Principles

1.

DATA is an
enterprise resource
that must be
managed from an
enterprise
perspective.
 Data Governance Principles

2. Organizations are stewards of

enterprise data rather than owners of
that data.
Data Quality
3.
High quality data
must be readily
accessible by
anyone who has a
legitimate need
Timeliness
Accuracy
Relevance
Availability
 Data Security

4. Data must be secure

Data must be accurate,
reliable and available
when those with
authorized access need
it.

DATA PRIVACY ACT OF

2012 (RA 10173) Privacy
Integrity
Availabili
ty
 Data Transparency

Can you value what you cannot see?

Data Transparency is making
relevant, timely and accurate
information available to the public to
promote participation and
5.
accountability
Public
information
must be
published
 Data Transparency

Availability and accessibility is not enough!

•Relevant and accessible: Information should be presented in
plain and readily comprehensible language and formats
appropriate for different stakeholders
•Timely and accurate: Information should be made available in
sufficient time to permit analysis, evaluation and engagement
by relevant stakeholders.
 Data Transparency

The ability to easily

access and work
with data no matter
where they are
located or what
application created
them Easy Access
Right to
access
 Effective DG

Data and information cannot be

shared eff ectively and used openly

unless they have been managed

throughout their life cycle as valuable

assets. The above principles provide a

firm foundation for doing this.

Elements of DG

Data
QUALITY

Data
SECURITY

Data
Transparency
 LAC Session

•Topic 1: Discuss the most critical data quality issue in your

school and identify actions to resolve these issues
•Topic 2: Identify at least 5 most important data that needs to
be secured. Discuss security risks and identify strategies to
secure these data
•Topic 3: Assess the school’s level of transparency and define
the content and strategy for data transparency
EBEIS & LIS

40
 Data Collection Systems

•Enhanced Basic Educ. Info. System (EBEIS)

–Registry of schools
–Annual school profile
•Learner Information System (LIS)
–Registry of learners
–Enrolment, grades & attendance
•Personnel Tracking System (PTS)
–Registry of personnel
–PDS, movements and deployments
 Here are some of the ways data is used

•Enrolment determines resource requirements, existing

inventories determine remaining needs and other data
like buildable space and electricity supply determine
prioritization. We have used this for resource allocation.
•Enrolment and teacher and classroom inventories are
used for MOOE computation.
•Enrolment, programs offered and school locations were
used for SHS planning.
•School addresses are used to determine which schools
will be along the projected typhoon path, must be
reminded to prepare and asked to submit RADAR reports.
 Here are some of the ways data is used

•Learner basic profile such as birth date and sex are used in
the computation of participation rate and other EFA
indicators
•Languages/dialects and ethnicity are used to enhance
programs on IPEd and MTB-MLE
•Enrolment in SPED and data on learner exceptionalities
are used to enhance the SPED and other related
programs
 AUGUST SEPTEMBER
Central Office

6. Summarize 6a. Generate

learner Beginning of SY
enrolment by National Perf.
school Indicators and Reports

LIS EBEIS 6b. Generate

Region

Beginning of SY
Regional Perf.
Indicators and Reports

5. Monitor data submission and

provide technical assistance to 6c. Generate
Division

schools & CLCs Beginning of SY

Division Perf.
Indicators and Reports

3. Enroll BOSY Learners

until Aug 14 6d. Generate
School

Beginning of SY Perf
4. Encode & finalize GESP/GSSP/ Indicators
PSP
 September October November
Central Office

7. Issue 10. Summarize and

guidelines for report SY 2015
School building inventory
Building by school
Inventory
EBEIS
Region

9. Monitor submission
and provide technical
Division

assistance to schools

8. Schools update SY
2015 school building
inventory (October 1 -
School

31)
 March April May
Central Office

1. Prepare parameters
for beginning of SY
Reporting
12.
Summarize
EOSY learner
data (May 31)
Region

2a/b. Create Profile for

Newly Established
LIS EBEIS Schools & update profile
of integrated schools and
annexes
Division

2c. Update school

profile (school head,
programs, operational
stat)
School

11, Update EOSY learner status

 EBEIS Guidelines for Operation
1. Maintaining School Profile
•The school profile shall be updated in the EBEIS within 3 days
from the approval of the request/application for
establishment, separation of annexes, renaming, conversion
and integration of schools.
• The accountability for updating school profile and ensuring its
accuracy and timeliness is as defined in the EBEIS
Accountability Matrix.
 Update the profile of all schools
•Completely spell out the school name. Do not CAPITALIZE entire
name.
•Ensure that all schools have complete address details, especially
the barangay field.
•Ensure the accuracy of all data fields.
–Please take special note of the year established, contact information and
permit and accreditation details.
•Before the encoding period for your region, please ensure that all
school profiles are updated and accurate.
 EBEIS Guidelines for Operation
2. School-level data encoding and submission
•The School Head shall be responsible for ensuring that data
submitted and maintained in the EBEIS is accurate and timely.
•The School Head shall designate a School EBEIS Coordinator as
a secondary focal person responsible for operating the EBEIS
and timely submission of school statistics.
Matrix of Accountability

The management of data is

governed by defined
ACCOUNTABILITIES
at various levels.
 LIS Guidelines for Operation

School Head
•Monitor the progress of updating in the LIS and “finalize” the
School Register for a given school year
•Ensure that data on learners in the LIS and in any form of
storage is kept secure and protected from any unauthorized
access
•Designate a secondary focal person (School ICT Coord., EBEIS
Coordinator) who shall assist in providing system admin. and
technical support to Class Advisers.
 LIS Guidelines for Operation

Class Adviser
•Only nationally-funded and locally-funded teaching
personnel can be assigned as Class Adviser.
Volunteers cannot be assigned as CAs
•The Class Adviser shall be responsible for the
following:
–Enroll and update the profile of all learners in his/her class
in any given school year
–Finalize his/her Class Register
 LIS Guidelines for Operation

Creation and updating of learner profile

•Class adviser shall be responsible for updating the profile of all
learners in his/her class in any given school year
•He/she must ensure that the learner profile is updated and
supported by acceptable documents (e.g. birth certificate, etc)
•The LRN uniquely references a learner in the registry.
–An LRN must refer to one and only one learner
–A learner must have one and only one LRN
 LIS Guidelines for Operation

Creation and updating of learner profile

•The LRN must be attached to every learner’s school record
(Form 137, etc)
•Registration and issuance of LRN for learners enrolled in grade
2 and higher levels will be subject to division review and
approval
 LIS Guidelines for Operation

Enrollment of learners
•Cutoff date for reporting annual enrollment is the Friday of the
week of school opening (June 5, 2015)
–The deadline for the encoding of this enrollment data in the LIS is
the end of July. Actual enrollment date shall be encoded in the
system.
•Late enrollees (beyond the cutoff date) will be encoded in the
system even beyond the cutoff date and the deadline for
encoding of annual enrollment
 LIS Guidelines for Operation

Transfer, Dropout and NLS

•Learners who transfer to another school after the cutoff date
will be enrolled and tagged as “Transfer-in” at the receiving
school. Originating school will be notified of the transfer in the
dashboard.
•Transfer, drop-out and promotion status of enrolment are
automatically updated at the end of the SY.
 Guidelines for Operation

User Management
•The Regional Planning Office and the Regional ICT Coordinator
shall be responsible for creating system access for a newly
created division.
–Use the email address, preferably the official “deped.gov.ph” as the
username
–SDS is assigned the role as “Head of Office”
–SDS assigns the “system admin” role to IT Officer and Planning
Officer
 Guidelines for Operation

User Management
•The Division Planning Office and the Division ICT Coordinator
shall be responsible for creating/updating access for a newly
established school, a newly deployed school head and one
who had been assigned to another school.
–Use the email address, preferably the official “deped.gov.ph” as the
username
–School Head is assigned the role as “School Representative”
–School ICT Coordinator is assigned the role as “School
Representative Admin”
 Guidelines for Operation

User Management
•At the school level, only the School Head shall be responsible
for creating an account for the designated School ICT
Coordinator (or EBEIS Coordinator)
–Use the email address, preferably the official “deped.gov.ph” as the
username
 Enhancements

User Management
•School Head creation and account management shall be done
only by a Division System Administrator Account (this is the
Division Planning and the Division ITO only)
•System Administration at any level shall be limited to a
maximum of two accounts, two users only.
 Enhancements

User Management
–RO System Administrator can only manage accounts of RO personnel
and DO System Administrator. Apart from these user accounts
he/she does not have user account management privileges for users
outside the regional office.
–DO System Administrator can only manage accounts of DO
personnel and School Heads of schools within his.her division only.
For clustered schools, multiple school access by one SH account shall
only be limited to 3 schools for secondary and 5 schools for
elementary.
 Enhancements

User Management
–Dsiabled DO’s capability to assign themselves as users of a school.
–School Head has default system administration rights and can only
be the one who can create and manage School System Admin.
–The School System Admin can only manage accounts of personnel of
one and only one school – this is school where he or she is a
personnel of. He/she cannot update school profile and reset
password of School Head nor create another admin account..
 Best Practice

•Change your password regularly (2weekly)

•Keep your user account information private
EBEIS Instructional Video
 LIS Review Activity

•Class Management
•Enrollment of Learners
•Updating Learner’s Profile
•Updating of EOSY
•LIS Data Information
•Senior High School Registration
•User Account Management System
Recap

Topics discussed today:

● Learning Action Cells
● Data Governance Policy
● EBEIS and LIS
End of day 3

Thank you for your

participation!