This document contains the practicum portfolio of the principal of Southern Bugasong National High School. It includes various artifacts from the implementation of the Leadership Development Module (LDM) program. The portfolio contains the LDM implementation plan, decision tree, readiness assessment results and action plan, monitoring and evaluation plan, teacher assistance plan, and a reflective summary. It demonstrates how the LDM program prepared the principal and teachers to address the challenges of remote learning during the COVID-19 pandemic and improve education in the school.

1. RepublicofthePhilippines
Department of Education
Region VI- Western Visayas
Schools Division of Antique
SOUTHERN BUGASONG NATIONAL HIGH SCHOOL
LDM 2 LAC LEADER
PRACTICUM PORTFOLIO
LORLIE A. ABIERA
Principal I

2. Required Artifacts

3. Table of Contents
LDM Artifacts Remarks PPSSH Strand
LDM Implementation Plan Plan that contain information/updates
about the status of the Q1-Q4
activities indicated.
1.2 - School Planning and
Implementation
LDM Decision Tree The same decision tree used as
reference during the start of the
implementation of LDM 1
1.4 - Research and Innovation 1.6 -
Learner Voice
LDM Readiness Assessment Results +
LDM Readiness Action Plan
● baseline/ pre-implementation
● midline
LDM Readiness Assessment Result 1.4 - Research and Innovation
2.1 - Records Management
2.6 - Emerging opportunities and
challenges
M&E Plan M & E Plan with adjustments 1.7 - Monitoring and evaluation
processes and tools

4. Table of Contents
LDM Artifacts Remarks PPSSH Strand
TA Plan for Teachers TA Plan with information updates
from Q1-Q4
3.2 - Teaching standards and
pedagogies 3.5 - Learning
assessment 4.5 - Learning and
development of school personnel
Reflective Summary This reflective essay should
answer the question: Do you feel
that this collection of work really
reflects your abilities and what you
have achieved this year through
the LDM course? Why or why not?
4.2 - Professional reflection and
learning

26. Annotation: Conduct of LAC session on preparing rubrics for integrative performance task. This
session helped teachers develop rubrics to assess the integrative performance task of the learners.
During the session, teachers were able to share ideas and came up with a subject specific rubric that they
can use to asses the learners and is within the context of the subject they are teaching.

27. Teachers quality is vital in raising learner achievement. However,
teachers alone cannot bring about substantive changes without effective
leadership (DO no.24. s. 2020). The onset of pandemic due to Covid-19 lead
to closure of schools. This challenged school heads to think strategically
and be innovative in order to deliver quality education to every learner in
the face of remote learning.
LDM course for school heads was beneficial both to teachers and
school heads. The series of LAC sessions conducted and outputs required
to accomplish, prepared school heads and teachers to the different
activities required for the conduct of remote learning. In fact, my outputs
serve as my guide in preparing the BE LCP of the school. Likewise, the
knowledge I gained in the course helped me to become a good supporter
and implementer of the different projects and activities as well as
innovations that benefit the teachers, the parents and learners.

28. Self- Selected Artifact

29. Table of Contents
LDM Artifacts Remarks PPSSH Strand
Class Organization/Load
Distribution of Teachers/
Supervision of Teachers
Pictures of online faculty meetings 2.4 - Management of staff
Risk Management Plans • adopted COVID-19 precautions
in school (guidelines,
pamphlets, memos)
• disaster-response efforts
2.5 - School safety for disaster
preparedness, mitigation, and
resiliency
MOVs on LR development, i.e.
module writing, module QA,
evaluation of MDL/ODL lesson
plans, WHLPs
Samples of ODL lesson plans 2.6 - Emerging opportunities and
challenges 3.2 - Teaching
standards and pedagogies
MOVs on Learning Assessment • MOVs showing innovations in
assessment strategies
• school-wide tools used by the
school to assess learners
3.5 - Learning assessment

30. Table of Contents
LDM Artifacts Remarks PPSSH Strand
MOVs showing how SH engaged
learners, parents, teachers, and
stakeholders
• Evidence of communication
efforts (facebook
announcements, sample of text
blasts to parents, video
conferencing with
parents/stakeholders)
• Stakeholder partnerships (eg.
MOV of donation drives with
orgs/community
5.5 - Community Engagement

31. Annotation: Monthly online faculty meetings
were conducted to monitor and discuss issues
and concerns regarding the implementation of
the different programs and activities in the
school.

32. Annotation: WINS Reorientation among teachers were
conducted to remind them on how to implement health
and safety in school. Markings for social distancing were
posted in strategic areas in the school as well as
orientation to parents on maintaining health and safety
protocols during distribution and retrieval of modules
was conducted.

33. Annotation: Weekly Home Learning
Plan, Detailed Lesson Plan and Learner’
Activity Sheets developed by teachers.

34. Annotation: The pictures support different activities for
assessment, teachers made to assess learners making sure
that those activities were valid, timely, constructive, and
specific to the learning needs of the child.

35. Annotation: The picture showed various donations received
by the school from its partners.

36. Annotation: The picture showed various activities in the school
where parents and the community were actively involved.

37. “Education is the passport to
the future, for tomorrow
belongs to those who prepare
for it today.”
Malcolm X