Compilation of output of LAC Leader

1. Republic of the Philippines
Department of Education
MIMAROPA Region
Division of Occidental Mindoro
San Jose East District
LABANGAN ELEMENTARY SCHOOL
EVELYN P. SERNA
Head Teacher III
LEARNING Delivery Modalities for School Heads
LDM 1

2. Required Artifacts Self-selected Artifacts
- LDM Implementation Plan
- LDM Decision Tree
- LDM Assessment Result and Action Plan
- Monitoring and Evaluation Plan
- TA Plan for Teachers
- Reflective Summary
back
- Class Organization/Load Distribution of Teachers/
Supervision of Teachers
- Risk Management Plans
- MOVs on LR Development
- MOVs on Learning Assessment
- MOVs showing how SH engaged the
learners, parents, teachers and
stakeholders

4. LDM Implementation Plan

5. LDM Artifact:
LDM Implementation Plan
PPSSH Stand:
1.2-School Planning and Implementation

6. LDM Artifact:
LDM Implementation Plan
PPSSH Stand:
1.2-School Planning and Implementation

7. LDM Artifact:
LDM Implementation Plan
PPSSH Stand:
1.2-School Planning and Implementation
We provided learners with access to formal education while staying in an out of school
environment with parents, guardians or tutors as authorized facilitators instead of classroom teachers.
We used learning delivery modality which is modular print to develop the learning
competencies.
Teachers were encouraged to think about their lessons, particularly the parts to be
contextualized .Teachers shared their thoughts and feelings about their lesson. Teachers noted the
number of learners who earned 80% in the evaluation, number of learners who required additional
assessment for remediation and difficulties encountered that the School Heads can help to solve.
Assisted parents with difficulty in assisting their children through chat, text or phone calls.
Reiterated to parents that their child’s education is important and has to be supported at
home since education is a collective responsibility so community help support in the critical situation
in the LDM implementation.
Annotation

8. LDM Decision Tree

9. LDM Artifact:
LDM Decision Tree
PPSSH Stand:
1.4 – Research and Innovation
1.6 –Learner Voice

10. LDM Artifact:
LDM Decision Tree
PPSSH Stand:
1.4 – Research and Innovation
1.6 –Learner Voice

11. LDM Artifact:
LDM Decision Tree
PPSSH Stand:
1.4 – Research and Innovation
1.6 –Learner Voice

12. LDM Artifact:
LDM Decision Tree
PPSSH Stand:
1.4 – Research and Innovation
1.6 –Learner Voice
Due to the situation that we are facing nowadays ,we need to decide
what learning delivery is suited to our learners. Through the help of LDM Decision
Tree we had a careful planning and we have chosen printed learning delivery
modality. In this kind of learning modality, teachers took the responsibility of
printing ,sorting and distributing the self learning modules. Pupils learned the
lessons at home through the guidance of their parents or other members of the
family. Or they may asked the teachers through calls or text about the lessons that
hard for them to understand. Parents or guardians picked up the modules and
delivered in the school in the scheduled time. Oftentimes teachers monitored the
learners through home visitation, group chat, text or call . We knew that we made
the best decision for our learners because we saw the success of the program
based on the submitted outputs of the learners.
Annotation

13. LDM Readiness
Assessment Result
and
Action Plan

14. LDM Artifact:
LDM Readiness Assessment Results +
LDM Readiness Action Plan
PPSSH Stand:
1.4 – Research and Innovation
2.1 – Records Management
2.6 – Emerging opportunities and challenges
baseline/pre-implementation

15. LDM Artifact:
LDM Readiness Assessment Results +
LDM Readiness Action Plan
PPSSH Stand:
1.4 – Research and Innovation
2.1 – Records Management
2.6 – Emerging opportunities and challenges
Action Plan

16. LDM Artifact:
LDM Readiness Assessment Results +
LDM Readiness Action Plan
PPSSH Stand:
1.4 – Research and Innovation
2.1 – Records Management
2.6 – Emerging opportunities and challenges
midline result

17. LDM Artifact:
LDM Readiness Assessment Results +
LDM Readiness Action Plan
PPSSH Stand:
1.4 – Research and Innovation
2.1 – Records Management
2.6 – Emerging opportunities and challenges
Annotation
The results of LDM Readiness
Assessment Tool showed that the action
plans made after the pre-implementation
were effective. The plans were achieved
100% by the time of midline review. This
progress could be attributed to the
collaborative efforts of teachers and parents
as well as the undying support from the
educational system and authorities.

18. Monitoring
and
Evaluation Plan

19. LDM Artifact:
Monitoring and Evaluation Plan
PPSSH Stand:
1.7 Monitoring and evaluation processes tools

20. LDM Artifact:
Monitoring and Evaluation Plan
PPSSH Stand:
1.7 Monitoring and evaluation processes tools

21. LDM Artifact:
Monitoring and Evaluation Plan
PPSSH Stand:
1.7 Monitoring and evaluation processes tools

22. LDM Artifact:
Monitoring and Evaluation Plan
PPSSH Stand:
1.7 Monitoring and evaluation processes tools
Annotatio
n
The two terms monitoring and evaluation have a close relationship and often used
interchangeably in the School Management context.
o Monitoring as a process which keep track of performance compliance with policies
or as monitoring the progress towards established targets. Monitoring shows
whether the system or process in functionally efficiently, as planned or designed.
o Evaluation is more to do with effectiveness and implement with judging the quality
and impact of process so as to learner from them or identify ways of improving
them. Conduct evaluation of teaching and learning was a feature of the work of
the transformational leaders described.

23. LDM Artifact:
Monitoring and Evaluation Plan
PPSSH Stand:
1.7 Monitoring and evaluation processes tools
The purpose of self-evaluation is to bring about improvement through reflective
practice. Self evaluation should identify, build on and celebrate good practice. All staff
should be required to contribute to whole- school improvement and developed
consistent practices. Whether it is at the individual, team or whole school level, self-
evaluation should be an open process where just demonstrated by the people taking
part.
 Systematic Monitoring and evaluation are a crucial part of school self- evaluation.
They are not effective where they form part of a whole school approach
underpinned by a strategies view of their importance in maintaining standards
and in achieving development and improvements that set out how monitoring
and evaluation are to be carried out.

24. TA Plan
for
Teachers

25. LDM Artifact:
TA Plan for Teachers
PPSSH Stand:
3.2 – Teaching standards and pedagogies
3.5 – Learning Assessment
4.5 – Learning and development of school personnel

26. LDM Artifact:
TA Plan for Teachers
PPSSH Stand:
3.2 – Teaching standards and pedagogies
3.5 – Learning Assessment
4.5 – Learning and development of school personnel

27. LDM Artifact:
TA Plan for Teachers
PPSSH Stand:
3.2 – Teaching standards and pedagogies
3.5 – Learning Assessment
4.5 – Learning and development of school personnel
Photo-documentation of school initiated
professional development activities

28. LDM Artifact:
TA Plan for Teachers
PPSSH Stand:
3.2 – Teaching standards and pedagogies
3.5 – Learning Assessment
4.5 – Learning and development of school personnel
Technical Assistance were given to teachers for them to improve their weaknesses in
line of teaching. School Heads enable teachers to apply and have the learning opportunities
to reinforce learning as they perform the instructional supervision mandate.
Project Kumustahan were used to teachers and parents to enable us see the problem
encounter in their modules and find out on what level or area can we give our Technical
assistance.
We give materials to our learner to access resources as they undertakes self-directed
study at home. Learners engage by using learning materials that are in printed forms.
The teacher supervises and monitors the learner’s progress and provides remediation
and enhancement when needed and possible. Assistance are provided by their parent or any
number of the family or community stakeholder.
Annotatio
n

29. 1. It was a big challenge for the teachers as well as for the school heads to educate
learners in time of pandemic. To be ready in the New Normal Education, we
conducted a virtual orientation about the chosen learning modality on July 2020.
Teachers were capacitated about their roles and responsibilities on the printed
modular learning delivery which they used in the entire school year.
2. In the New Normal education, parents play a big role in educating the learners.
They served as our partner so it was important to know their roles and
responsibilities in the implementation of printed modular learning delivery
modality on August 4-7, 2020 the orientation was successfully conducted
following the health protocols,. In the simulation parents were trained on how to
get and submit their children's portfolio and as we observed they did it well
throughout the school year.

30. 3. To meet the gasps or deficiency on the materials needed like bond papers and ink
for the preparation of modules we asked the support of competent persons, parents,
LGU and NGO. We are so blessed because of them we had sufficient supplies that we
used in the printing of modules.
4. To ensure the success of the Modular Learning Delivery modality different
strategies were done because our aim is “No pupils will left behind” . Through
monitoring the pupils performance based on submitted modules, specifically their
summative test result and performance tasks, teachers had their interventions for the
identified pupils at risk using the Individual Learning Monitoring Plan.

31. Reflection

32. LDM Artifact:
Reflective Summary
PPSSH Stand:
4.2 Professional reflection and learning
I remembered the day when COVID 19 pandemic started. I had a lot of
question, doubts and even fear of embracing this changes I am ready to reach out
our pupils. Do I gained enough knowledge to impart to our pupils do I have
courage and confidence to deal with this new educational system? But when I
took up LDM Course I felt a different feelings although I can say that its another
milestone of challenges that needs to face huge changes of the system in our
department, We don’t have a choice but to accept the demands of job where
everything was like a blink of an eye had changed into unusual situation that
made the whole world paralyzed. Heavy weapons and even wealth can’t do
anything to halt this terrible enemy that can’t be seen by our naked eye and as
far as data is concerns it hits million of people and the world.
Learning Deliver Modality Course is the other side of the coin. It helps me a lot in
managing the school especially this trying times that we are still facing nowadays.
With this I am guided on how the “New Normal” be implemented and how this
can be offered to our learners without having face to face interaction.

34. Class Organization
Load Distribution of Teachers
Supervision of Teachers

35. LDM Artifact: Class Organization/Load
Distribution of Teachers/ Supervision of Teachers
PPSSH Stand:
2.4 Management of Staff
Sample Teacher’s Work Plan

36. LDM Artifact: Class Organization/Load
Distribution of Teachers/ Supervision of Teachers
PPSSH Stand:
2.4 Management of Staff
Clustered List of Pupils per Grade Level
in LDM – Modular Print

37. LDM Artifact: Class Organization/Load
Distribution of Teachers/ Supervision of Teachers
PPSSH Stand:
2.4 Management of Staff
Clustered List of Pupils per Grade Level
in LDM – Modular Print

38. LDM Artifact: Class Organization/Load
Distribution of Teachers/ Supervision of Teachers
PPSSH Stand:
2.4 Management of Staff
Clustered List of Pupils per Grade Level
in LDM – Modular Print

39. LDM Artifact: Class Organization/Load
Distribution of Teachers/ Supervision of Teachers
PPSSH Stand:
2.4 Management of Staff
List of Pupils per Grade Level
in LDM – Modular Print
Modular learning is the “backbone” of
DepEd’s distance learning program.
Clustering of pupils according to modular
print enable the teacher to monitor the learner’s
progress through home visitation(following social
distancing protocols) and feedback mechanism and
guide those who need special attention. To give each
other equal and undivided attention.
Teacher’s struggles to reach out students in
spite of economic and social factor stand on their
way.
Students on their level are trying their best
to perform well and have time adjusting to the new
normal.

40. LDM Artifact: Class Organization/Load
Distribution of Teachers/ Supervision of Teachers
PPSSH Stand:
2.4 Management of Staff
Samples of Teacher’s Schedule/ClassHome Program

41. LDM Artifact: Class Organization/Load
Distribution of Teachers/ Supervision of Teachers
PPSSH Stand:
2.4 Management of Staff
They say that “Learning happens everywhere not just in the classroom. School
Heads needs to make sure that through informal learning they are provided with
experiences that are inspiring even life changing as young minds make sense of the
world.
Even it is formal set up of learning and as long as it helps students learning
develop passion for learning and willingness to learn that leads to a beautiful destination
towards success.
By modelling and reinforcing positive behavior and environment teachers can
facilitate learning.
Classroom that turns into class home set up are still vital promoting student
learning because their surrounding greatly affect their learning in the sense that students
are motivated by their teacher and parents to participate.
Annotatio
n

42. LDM Artifact: Class Organization/Load
Distribution of Teachers/ Supervision of Teachers
PPSSH Stand:
2.4 Management of Staff
Pictures of on-line faculty meetings

43. LDM Artifact: Class Organization/Load
Distribution of Teachers/ Supervision of Teachers
PPSSH Stand:
2.4 Management of Staff
The pandemic create an opportunity to make major improvements to staff
meetings. Schools have been pushed to evaluate how to run and structure virtual settings
prompting changes that remain when education return to school time.
Teachers and administrators spoke to share that distance learning has inspired us
to adopt practices that make meetings more collaborative engaging and targeted.
Because every one’s time is limited during the pandemic many are treating
meeting with more flexibility then even before by recording a video or sending an email
to relay pertinent information. When meeting is called before- giving staff members time
to continue to prepare their lesson or even make their dinner while on meeting.
Online faculty meeting enable us to share our thoughts with regards to learning
improvement is concern and make it easier to respond immediately in disseminating
programs and protocols.
Annotatio
n

44. Risk Management
Plans

45. LDM Artifact: Risk Management Plans PPSSH Stand: 2.5 – School safety for disaster
preparedness, mitigation and resiliency
Adopted COVID-19 precautions in school
memo leaflets tarp

46. LDM Artifact: Risk Management Plans PPSSH Stand: 2.5 – School safety for disaster
preparedness, mitigation and resiliency
Disaster Response Efforts
teacher’s table shielded with plastic cover
monitoring of blood pressure as first aid response
checking of temperature and handwashing
before entering the school premise

47. LDM Artifact: Risk Management Plans PPSSH Stand: 2.5 – School safety for disaster
preparedness, mitigation and resiliency
Improvements on the students’ level of awareness in the potential risks within
and around the school must be taken into consideration.
It increases the participation of children in addressing potential disaster by
reducing vulnerabilities and isolated a culture of safety in the day to day experience of
children in school.
As a School Head grapple with challenges presented by the COVID -19 pandemic
we are realizing more that even before the importance of risk assessment in school. The
stakes are high so understanding risk management and developing plans for school is
critical.
With this school heads works for most of us in our daily wonderings are more
controlled approach must be taken when assessing and reducing in our School.
Annotatio
n

48. MOVs on LR Development
i.e. module writing, module QA,
evaluation of MDL lesson plans,
WHLPs

49. LDM Artifact: MOVs on LR Development
i.e. module writing, module QA, evaluation of
MDL lesson plans, WHLPs
PPSSH Stand: 2.6– Emerging opportunities
and challenges
Sample of evaluated module in Math 2

50. LDM Artifact: MOVs on LR Development
i.e. module writing, module QA, evaluation of
MDL lesson plans, WHLPs
PPSSH Stand: 2.6– Emerging opportunities
and challenges
Sample of evaluated module in English 3

51. LDM Artifact: MOVs on LR Development
i.e. module writing, module QA, evaluation of
MDL lesson plans, WHLPs
PPSSH Stand: 2.6– Emerging opportunities
and challenges
Evaluated modules include sections on motivation and assessment
that serve as a complete guide for both the teachers and student’s desired
competencies. It helps the pupils absorbs the new information of learning
easier to understand the lesson even if no one is there to guide them
when the lesson because too much.
Annotatio
n

52. LDM Artifact: MOVs on LR Development
i.e. module writing, module QA, evaluation of
MDL lesson plans, WHLPs
PPSSH Stand: 2.6– Emerging opportunities
and challenges
Sample of evaluated WHLP - Grade 1

53. LDM Artifact: MOVs on LR Development
i.e. module writing, module QA, evaluation of
MDL lesson plans, WHLPs
PPSSH Stand: 2.6– Emerging opportunities
and challenges
Sample of evaluated WHLP – Grade 5
Your thoughts regarding the evaluated WHLP

54. LDM Artifact: MOVs on LR Development
i.e. module writing, module QA, evaluation of
MDL lesson plans, WHLPs
PPSSH Stand: 2.6– Emerging opportunities
and challenges
Weekly planning is important for Teachers to get into the habit of
as it reinforces a regular teaching schedule and patterns that help the
class from becoming distracted and educating from the over all plan. It
addresses the learner’s need and difficulties.
It indicate the activity title task assessment activities per part of
the learning episode (part of the SLM with the corresponding page
number of reference materials (SLM/SLR) and ensure that correct
reference page in the WHLP.
Annotatio
n

55. LDM Artifact: MOVs on LR Development
i.e. module writing, module QA, evaluation of
MDL lesson plans, WHLPs
PPSSH Stand: 2.6– Emerging opportunities
and challenges
Sample of locally-contextualized Learning Activity Sheet for PE 5 -3rd Quarter
Developed by Lourdeliza G. Egana of Labangan ES which was published online
by the Division of Occidental Mindoro

56. LDM Artifact: MOVs on LR Development
i.e. module writing, module QA, evaluation of
MDL lesson plans, WHLPs
PPSSH Stand: 2.6– Emerging opportunities
and challenges
Sample of locally-contextualized Learning Activity Sheet for AP 5 - 4th Quarter
Developed by Necit P. Casuncad of Labangan ES which was published online
by the Division of Occidental Mindoro

57. LDM Artifact: MOVs on LR Development
i.e. module writing, module QA, evaluation of
MDL lesson plans, WHLPs
PPSSH Stand: 2.6– Emerging opportunities
and challenges
QA process of Learning Activiy Sheet
This Learning Activity Sheet for Filipino 5 – Quarter 4 was developed by Catherine M. Marisga.
This LAS underwent a thorough Content, Language, Social Gender Sensitive and IPR evaluation. The presented document was the printout of IPR quality evaluation

58. LDM Artifact: MOVs on LR Development
i.e. module writing, module QA, evaluation of
MDL lesson plans, WHLPs
PPSSH Stand: 2.6– Emerging opportunities
and challenges
Schools should have complete resources needed in class. If LR’s are not complete
or not available online in LRMDS, DepEd sites or other free and accessible learning
resources online to substitute the missing LRs textbook/ LMs and teacher made modules
supplement the required learning resources. Materials are appropriate to the level and
characteristics of learners.
Based in my evaluation on the on the development of LR materials are appropriate
to the level and characteristic of learners and a due consideration that every pupil is a
unique individual and a variety of learning resources to used is based on individual needs.
Annotatio
n

59. MOVs
on
Learning Assessment

60. LDM Artifact: MOVs on Learning Assessment PPSSH Stand: 3.5 – Learning Assessment
Quarterly Scores/Grades by Grade Level

61. LDM Artifact: MOVs on Learning Assessment PPSSH Stand: 3.5 – Learning Assessment
Quarterly Scores/Grades by Grade Level

62. LDM Artifact: MOVs on Learning Assessment PPSSH Stand: 3.5 – Learning Assessment
Quarterly Scores/Grades by Grade Level

63. LDM Artifact: MOVs on Learning Assessment PPSSH Stand: 3.5 – Learning Assessment
Quarterly Scores/Grades by Grade Level

64. LDM Artifact: MOVs on Learning Assessment PPSSH Stand: 3.5 – Learning Assessment
When it comes to assessment supporting students learning means focusing in
feedback instead of a score or grades. It means helping students to see assessment as
learning tools that have an integral role in the learning process rather than as evaluation
desires that make the end of learning. It means making clear students that the primary
purpose of assessment is to verify what they have learned and to identify any learning
problems so we can work together to remedy the problems.
When it comes to grading an encouraging and supporting students learning means
ensuring grades accurately, reflect what students have learned and are able to do not when
they learned it. School physically close and move to online learning most attempt to
accomplish this is one of two ways.
Annotatio
n

65. LDM Artifact: MOVs on Learning Assessment PPSSH Stand: 3.5 – Learning Assessment
Summative test implementation

66. LDM Artifact: MOVs on Learning Assessment PPSSH Stand: 3.5 – Learning Assessment
Assessment given were constructed accordingly to the test items and rubrics
were aligned to the LCs (Learning Competency)
Teachers were advised to follow the guidelines for the assessment of learning
(summative and performance)
Alignment of MELCs, Learning Task Assessment were evident. School Heads
discussed the importance and the different strategies on feed mechanism to monitor
the learners purpose.
Annotatio
n

67. MOVs
showing how SH engaged
learners, parents, techers and
stakeholders

68. LDM Artifact:
MOVs showing how SH engaged learners,
parents, teachers and stakeholders
PPSSH Stand:
5.5 – Community Engagement
Facebook announcement chat
Communication Efforts
SMS

69. LDM Artifact:
MOVs showing how SH engaged learners,
parents, teachers and stakeholders
PPSSH Stand:
5.5 – Community Engagement
book donation from Grolier Milo from Nestle
Stakeholder Partnerships

70. LDM Artifact:
MOVs showing how SH engaged learners,
parents, teachers and stakeholders
PPSSH Stand:
5.5 – Community Engagement
bond papers from sponsor trash cans from TAU GAMMA PHI
Stakeholder Partnerships

71. LDM Artifact:
MOVs showing how SH engaged learners,
parents, teachers and stakeholders
PPSSH Stand:
5.5 – Community Engagement
supplies from Demolay/Rainbow Group office and school supplies from Mother Caterina
Stakeholder Partnerships

72. LDM Artifact:
MOVs showing how SH engaged learners,
parents, teachers and stakeholders
PPSSH Stand:
5.5 – Community Engagement
Brigada Eskwela
Stakeholder Partnerships

73. LDM Artifact:
MOVs showing how SH engaged learners,
parents, teachers and stakeholders
PPSSH Stand:
5.5 – Community Engagement
A healthy relationship between the school and stakeholders is important. This
enable everybody to harmoniously work together which have a positive impact on the
students.
Our partnership with our stakeholders help us builds a stronger community by
preparing our students to be a successful students.
The school and stakeholders work together in planning and building a school
community wherein children’s learn as they enhance their learning capabilities.
Annotatio
n

74. LDM Artifact:
MOVs showing how SH engaged learners,
parents, teachers and stakeholders
PPSSH Stand:
5.5 – Community Engagement
LDM-related physical communication materials
handbook

75. LDM Artifact:
MOVs showing how SH engaged learners,
parents, teachers and stakeholders
PPSSH Stand:
5.5 – Community Engagement
LDM-related physical communication materials
Parent’s orientation on LDM

76. LDM Artifact:
MOVs showing how SH engaged learners,
parents, teachers and stakeholders
PPSSH Stand:
5.5 – Community Engagement
The Learning delivery modalities that schools could adapt could be
explained to stakeholders through orientation.
Orientating parents could help them to have a clear understanding why
the school opted to have a modular distance learning.
The expected responsibilities and guidelines were written on the
printed pamphlet. Each of the parents received a copy of the pamphlet as
their reference in discussing the LDM modality with their children.
Annotatio
n