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PROPORMA FOR RESEARCH ENTRY

Research Title: STRENGTHENING SCHOOL LEARNING ACTION CELL


(SLAC) FOR JUNIOR HIGH SCHOOL TEACHERS IN
COTABATO CITY NATIONAL HIGH SCHOOL – MAIN
CAMPUS

Research Proponent: MR. JONATHAN M. HUSAIN


Position: Teacher I Division: Cotabato City Division
District: District II School: Cotabato City National
High School Main Campus

Research Category: (Kindly Check)

____ Oral Presentation  Poster Presentation

Research Theme / Strand:

__ Theme 1: Teaching and Learning development __ Theme 3:Human Resource


& Development
__Theme 2: Child Protection  Theme 4: Governance

ABSTRACT

The study aims to strengthen the School Learning Action Cell (SLAC) for Junior

High School Teachers in Cobato City National High School – Main Campus. Using

Continous Improvement (CI) as methodology, the researcher identified the processes

and prevailing issues in the conduct of SLAC session, developed solutions to address

the issues, and determine the impact of the developed solutions based on the

satisfaction rating of the SLAC process costumers. The resaercher aims to strengthen

the School Learning Action Cell for Junior High School Teachers in Cotabato City

National High School – Main Campus, specifically:

 Using continous improvement method to identify the supplier, input, process,

output and costumers;


 To identify the Sub-level process in conducting School Learning Action Cell;

 Using deployment flow chart, to identify the activity flow and roles of SLAC

Management Team and the participants during the SLAC session;

 By Situating storm clouds, identify the gaps between the standards of the

supplier and costumers against the actual performance of the SLAC session;

 Using Why-why diagram root cause analysis, identify the underlying cause of

the gaps and issues arises during the SLAC sessions;

 To develop solutions to address the issues during the SLAC session;

 To determine the impact of the developed solutions by comparing the baseline

and endline assessment result of the SLAC session.

Using CI approach, the researcher was able assess, analyze and act to

strenghten the SLAC. The researcher was also able to accomplished the 10 steps

required in the CI approach namely: Get organized; Talk with your costumer; Walk the

process; Identify priority improvement areas; Do root cause analysis; Develop

solutions; Finalized Improvement Plan; Pilot your soulution; Roll-out your solution; and

Check your progress.

The respondents of the study were 4 suppliers which includes the SLAC

Management Team and the School Head, and 138 customers which includes the

teachers from 8 departments (English, Math, Science, Filipino, Araling Panlipunan,

Technology Livelihood and Economics, Music Arts Health and Physical Education).

The researcher conducted a baseline and endline assessment to determine the

impact of the developed solution to strengthen SLAC. The results shows that

incorporating the developed solution has significantly improved and strengthen the

SLAC for Junior High School Teachers in Cotabato City National High School – Main

Campus.
INTRODUCTION

The Department of Education (DepEd) ensures the right of every Filipinos to a

quality basic Education, maximize their full potentials to contribute on nation building.

As an institution, DepEd supports the continuing professional development of its

teachers to better serve its learner in the principle of life-long learning (DepEd Vission

and Mission, n.d.). Teachers should be equipped with skills and expertise on

performing their task – develop our learner to have a better future.

The quality of learning is greatly dependent on the quality of teaching. This is

the reason why DepEd provides enabling environment to the development of teaching

profession where teachers gain new knowledge of instruction, strategies, and

approaches for an effective teaching - learning process that meets the needs of its

learners. DepEd has numerous method of professional development to improve the

teaching learning process. Although most of these were implemented in a top-down

process such as lectures, training, seminars, and workshops.

In Cotabato City Division, bottoms-up approach in professional development

can be observed as teachers, together with their colleagues together study lessons

content and pedagogies, developed lesson plans and group action research.

Learning Action Cell (LAC) has been institutionalized by the DepEd to develop

and support teachers to nurture their knowledge, skills, attitudes and competencies in

the field of instruction, curriculum and assessment. DepEd defines the Learning Action

Cell (LAC) as collection of teachers who participate in collaborative learning to address

common challenges faced within the school by the assigned LAC Leader or the School

Head. School Learning Action Cell (SLAC) is a school-based practice to improve


teaching learning process and develop successful teachers that will lead to improve

learning of our young students (Says, V. F., & Says, B. M., 2016).

In relation to DepEd Order No. 35, series of 2016 which is also known as The

Learning Action Cell. This is a K to 12 Basic Education Program School-Based

Continuing Professional Development Approach for the Improvement of Teaching and

Learning. Through this policy, DepEd supports the continuing professional

development of its teachers based on the principle of life-long learning. DepEd’s

pledge to nurture teacher’s potential towards success in their profession (Says, V. F.,

& Says, B. M., 2016).

The school issued a Memorandum Order No. 30 s of 2016 to all the teachers to

participate in the SLAC session as scheduled by the department effective June

13,2016.

The study initially gathered data as baseline on the perfomace of the SLAC in

Contabato Cabato City National High School Main Campus. The baseline data shows

that 4 out of 7 or 57% departments from Junior High School of Cotabato City National

High School-Main Campus rated poor performance in different indicators in the

conduct of SLAC session. The different indicators were timeliness, facilitation,

resource materials, approach and methodologies, session content and participation.

The study on the Strengthing School Learning Action Cell for Junior High

School Teachers in Cotabato City National High School Main Campus was conducted

from August 2016 to March 2017.


Statement of the problem

The researcher assessed, analyzed, and act by developing solution to

strenghten SLAC. The study generally aims to strengthen the School Learning Action

Cell for Junior High School Teachers in Cotabato City National High School – Main

Campus, specifically:

 Using continous improvement method, identify the supplier, input, process,

output and costumers;

 To identify the Sub-level process in conducting School Learning Action Cell;

 Using deployment flow chart, identify the activity flow and roles of SLAC

Management Team and the participants during the SLAC session;

 Situating storm clouds to identify the gaps between the standard of the supplier

and costumers against the actual performance of the SLAC session;

 Using Why-why diagram root cause analysis, identify the underlying cause of

the gaps and issues arises during the SLAC sessions;

 To develop solution to address the issues during the SLAC session;

 To determine the impact of the developed solution by comparing the baseline

and endline assessment result.

METHODOLOGY

Research Design

The study applied the Continous Improvement (CI) approach introduced by

Australian Aid (AUSAID) Basic Education Sector Tranformation (BEST). The CI

procees is composed of the 3 stages, Assess with 4 steps; Analyze with 3 steps and

Act with 3 steps. The 10 steps in the CI approach are: Get organized; Talk with your
costumer; Walk the process; Identify priority improvement areas; Do root cause

analysis; Develop solutions; Finalized Improvement Plan; Pilot your soulution; Roll-out

your solution; and Check your progress.


Continous Improvement is a methodology to constantly assess, analyze, and

act on the improvement of key processes aiming on both customer needs and the

desired performance.

Respondents of the study

The study engaged different types of respondents based on the concept of

Continous Improvement were as follows:

SUPPLIER SLAC Management Team 3


Leader
Facilitator
Documenter
School Head 1

CUSTOMER Teachers (Junior High School Teachers of Cotabato 130


City National High School – Main Campus)

Research Instrument

The tools used in the data gathering of this study were the SLAC assessment

tool survey questionaires. It is a adescriptive survey tool that contains series of

question based on the SLAC Session Performance Indicators namely: Timeliness,

Facilitation, Resource Materials, Approach / Methods, Session Content and

Participation. Prior to the development of the survey tool to quantify the paramaters of

the survey, one on one interview, diad, triad and focus group discussion (FGD) were

conducted. See annex on the content of the survey and FGD tools.
RESULTS

Mapping the process of SLAC using Continous Improvement Methodologies:

1.) SIPOC

SUPPLIER INPUT PROCESS OUTPUT CUSTOMER

School Information School Gained knowledge Teachers

Learning Guidelines and Learning

Action Cell policies Action Cell Acquired updated

(SLAC) (SLAC) information

Management Updates Process

Team Activities/ Demonstrated

Workshop acquired skills

School Head

(Principal)

2.) SUB - LEVEL PROCESS

3.) SITUATING STORM CLOUDS IN THE SLAC PROCESS


4.) ROOT CAUSE ANALYSIS RESULT
5.) DEVELOPED SOLUTION

Based on the data gathered and the result of the root cause analysis, the following
solution were developed:

1. SLAC Session Guide – This guide contains


the information and the tools that the SLAC
Management Team (SMT) needed in in the
conduct of the SLAC Session.

2. SLAC Kit – this contains the materials


needed by the SLAC Session Partcipants
3. SLAC Bulletin Board – this is situated in
a conspicous place in the school which
contains information on the SLAC
Session anouncement, schedules and
agenda.

4. SLAC Log Book – This log book contains


the minutes and the agreements during the
conduct of the SLAC session.

5. SLAC Inventory Matrix – this is a


checklist that contains the material to
be prepared by the SLAC Mangement
Team prior to the implemetation of the
SLAC Session.
6. SLAC Training Matrix – This contain the
program flow and schdule of the SLAC
Session

7. Timecards, bell, and timer – these are tools


to ensure that all parts of the session will be
implemented according to the planned
schedule

6.) BASELINE AND ENDLINE ASSESSMENTS

The developed solution were piloted, enhanced and roll out to other department

during thier SLAC Session. The comparison of the results between the base line and

the endline were as follows:

Baseline Data:

4 out of 7 or 57% of the departments from Junior High School of Cotabato City

National High School-Main Campus rated poor performance in different indicators in

the conduct of SLAC session.


Endline Data:

1 out of 7 or 14% of the departments from Junior High School of Cotabato City

National High School-Main Campus rated very satisfactory performance in timeliness

indicator after the Roll out solutions conducted last March 23, 2017.

Comparison between baseline and endline data:


DISCUSSION and ANALYSIS

Based on the interview and FGDs, Voice of the Customers (VOCs) shows that

the teachers express their needs on updates about SLAC, to acquire information and

knowledge through SLAC. They also want to have sufficient time in conducting SLAC

session, that there should be provision of the SLAC session program, to have a

systematic flow of the session, to have an adequate SLAC session materials to be

given before the session and the participants should be punctual.

In analyzing their needs and wants, the results shows that they need to acquire

information that is accurate, updated, reliable and in a complete package of the SLAC

sesssion. The result also shows that the costumers needs to develop their skills

through workshop and activitiites during the SLAC Session, that there should also be

presentation of output and sufficient time to aquire the skills.

In responding to the VOCs needs the following measures were identified: 1.

QUALITY - contains accurate, updated, reliable information; Acquired skills from

workshops for professional growth and development; Knowledgeable resource

speakers; and Availability of training matrix/program. 2. SERVICES – contains

Organized flow of the session and Provision of materials during workshops. 3.

EFFICIENCY – this focuses on time management.

In mapping the process, the SIPOC shows the input (information) , process

(SLAC Process) and output of the process (Gained knowledge and demonstrated

acquired skills). Supplier of the input to the process (SLAC Mangement Teamt and

School Head) and the receiver of the output (Teachers) were also presented.
In High Level Process show the different stages of the SLAC session. These

were: Preliminaries and Agenda settings, Session topic discussion, Activity

workshops, Participants’ output presentation, Agreement settings and Session

assessments.

Using deployment flowchart, the Situating Storm Clouds show the flow and the

roles of different members of the SLAC Management Team and the participants.

Storm clouds represents the gap on what should be met based on the standard of both

the suppliers and the costumers.

Using the Why – Why Diagram as a tool, the Root Cause Analysis (RCA) shows

the underlying causes why there is a gap between the standard and the actual

performance of the SLAC Session. The RCA identifies the deeper cause of the

problem in which can be effectively address when accurately identified. Based on the

RCA the ineffective and inefficient implementation is the result of the improper time

management, less improtant was given on the resources materials and the

unavailability of the SLAC Training Matrix.

The developed solutions were implemented in oder to address the result of the

RCA. The major categories of the developed solution were: 1. Process simplification

by reducing and eliminating the non-value adding activies during the SLAC session.

2. Visual management which includes the development of SLAC Session Guide which

contains the information and the tools that the SLAC Management Team (SMT)

needed in in the conduct of the SLAC Session; SLAC Kit which contains the materials

needed by the SLAC Session Partcipants; SLAC Bulletin Board which is placed in a

conspicous place in the school which contains information on the SLAC Session

anouncement, schedules and agenda; SLAC Log Book contains the minutes and the
agreements during the conduct of the SLAC session; SLAC Inventory Matrix is a

checklist that contains the material to be prepared by the SLAC Mangement Team

prior to the implementation of the SLAC Session; and Timecards, bell and timer are

tools to ensure that all part of the session will be implemented timely according to the

planned schedule.

The comparison of the baseline and endline results shows the significant impact

of the developed solution in the improvement of the SLAC session based on the

satisfaction rating of the costumers. The baseline data shows that 4 out of 7 or 57%

of the departments from Junior High School of Cotabato City National High School-

Main Campus rated poor performance in different indicators in the conduct of SLAC

session while the endline data survey shows that 1 out of 7 or 14% of the departments

from Junior High School of Cotabato City National High School-Main Campus rated

very satisfactory performance in timeliness indicator after the Roll out solutions

conducted last March 23, 2017.

CONCLUSION

DepEd’s institutionalization on the implementation of SLAC in school has abled to

develop and support to teachers in nuturing thier knowledge skills and attitudes

towards teaching – learning process. By streghtening SLAC, we can encsure student’s

quality learning to develop them and contribute meaningfully in building the nation.

The application of the developed solution had significant impact in the success of the

SLAC process through the aprreciation of the teachers as respondent - costumers of

the study.
RECOMMENDATION

The researher of this study recommends the following:

 SLAC sessions should be regularly monitored and evaluated. The results of the

monitoring and evaluation should be used to continously improve the process

and the implementation fo the SLAC session

 The developed SLAC tools and solution should be standardized and

institutionalized. The solution should also be replicated to other school to futher

improve thier SLAC sessions.

 Continous Improvement Method should be applied to address other issues

within and outside the school.

REFFERENCES

DepEd Vission and Mission. (n.d.). Retrieved November 2, 2017, from


http://depedcalabarzon.ph/core-values/

Says, V. F., & Says, B. M. (2016). The Learning Action Cell as a K to 12 Basic
Education Program School-Based Continuing Professional Development Strategy for
the Improvement of Teaching and Learning. Retrieved November 2, 2017, from
https://www.teacherph.com/learning-action-cell-k-12-basic-education-program/
STRENGTHENING SCHOOL LEARNING ACTION CELL (SLAC) FOR JUNIOR HIGH SCHOOL TEACHERS

ACTION PLAN
Objectives Strategies Persons Involved Date Source of Fund Expected Output

1. SLAC session montoring and Regularly review the SLAC Management Update the SLAC process and
evaluation. documentation and assessment Teams further improve the
of the SLAC session and ocular Monthly SLAC session MOOE implementation of the SLAC
obeservation during SLAC School Head schedule Session
session

2.) Standardized and Standardization of the following SDS, ASDS, PSDS, Standardized and
Institutionalized the SLAC SGOD Chief Institutionalized SLAC Session
session processes and tools.  SLAC Management Team process and tools.
roles and function Division SLAC
 Processes and session flow Coordinator January – March 2018 MOOE
 Tools and other resource
materials

3.) To replicate and strenghten Introduce the Standardized SLAC Division SLAC Strengthened SLAC in other
the SLAC process in other session process and tools to Coordinator schools in Cotabato City
schools in Cotabato City Division other schools in Cotabato City April – May 2018 MOOE Division
School Head
Division
School SLAC
Management Team

JONATHAN MAGTIBAY HUSAIN DR. PANFILO O. CEDEÑO CONCEPCION F. PALMA


Researcher, District II Secondary School Principal IV PSDS, District II
ANNEX

SLAC Session Assessment Tool


Interview and Focus Group Disscussion Questionaire
Photodocumentation

Continous Improvement SLAC Session Orientation

SLAC Session of the different departments

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