Here in the Philippines, the most common way to continue professional development is by attending training and seminars. But recently, because of k-12, the Department of Education issued the policy on the Learning Action Cell (LAC) as a k-12 Basic Education Program School-Based Continuing Professional Development Strategy for the improvement of teaching- learning process. This completely underpins the continuing proficient development of its teaching staff based on the principle of life-long learning through the school-based LAC, which essentially functions as a learning community for teachers that will offer assistance to hone their skills and capabilities.

Likewise, it is a session conducted by a group of teachers who engage in collaborative learning sessions to unravel shared challenges experienced in school. Such challenges may incorporate learner differences and student inclusion, content and instructional method, assessment and reporting, 21st-century skills and ICT integration. Funds for the LACs may be sourced from the school’s Maintenance and Other Operating Expenses (MOOE), subject to its utilization guidelines.

In addition, during the session, the principal is more of a learning leader and less of an instructional leader. The school head ought to lead in organizing the LAC and in guaranteeing that the practice of holding standard LAC sessions is established, kept up, and maintained. The principal should moreover take the lead in observing school LAC activities and in assessing their effect on the entire school development. Similarly, the dynamic support of teachers and involvement in different LAC activities should be captured as an objective within the Individual Performance and Commitment Review Form (IPCRF). It is anticipated that school heads will be enthusiastic in facilitating and executing compelling LACs inside their schools.

By: Ms. Johanna V. Consunji | Teacher III | Cataning Elementary School | Balanga City, Bataan