1. Learning Delivery Modalities Course
for LAC Leaders
(Master/Head/Senior Teachers who served as LDM2 LAC Leaders)
PRACTICUM PORTFOLIO LAC GUIDE
2. LAC Components Activity Suggested Duration
Getting Started
The LAC Facilitator can use this time to remind the LAC group on norms, do
a short icebreaker, or conduct a “Kumustahan” session with the members.
Set the scope and objective of the session.
Specify that this LAC will only focus on their ongoing LDM
practicum portfolio building.
The LAC Facilitator should set that this session will build on the last pre-
implementation module which is about portfolio-building. Specifically, it will
help them clarify concerns on what to include in their practicum portfolio
and how it will be evaluated.
To save time, each member will be provided with a copy of the
supplemental guide for them to study in advance. They will be asked to
identify the MOVs in the list that they already have.
10 minutes.
3. LAC Components Activity Suggested Duration
Small Group Sharing
(SGS)
LAC Facilitator will divide the group into groups with 3-5 members. Only if
possible, group the members based on learning areas or grade levels
taught (i.e. science teachers, math teachers, primary level teachers, etc.)
Give them at least 5 minutes to discuss within the small group, and another
5-10 minutes for sharing with the big group. Question for SGS:
1. Have you started gathering MOVs in your practicum portfolio?
2. What artefacts/ MOVs you have gathered show your progress in applying
what you have learned in the LDM course?
3. What artefacts/ MOVs for your LDM practicum portfolio do you have in
common?
Groups will assign one speaker to share their answers with the big group.
*Small groups can be held as break-outs on platforms that allow this, such as
Zoom, Facebook, Viber, WhatsApp, or others, if face-to-face LAC sessions
are still prohibited.
10-15 minutes
4. LAC Components Activity Suggested Duration
Small Group Report
Assigned speakers will share their answers with the big group Each small
group will be given 2 minutes to present their answers with the big group.
LAC facilitator notes down and consolidates the responses and presents
them in a table to identify similar and different answers.
10 minutes
Big Group/Plenary
sharing
LAC Facilitator asks members if these MOVs satisfactorily document their
learning, growth, and development on LDM implementation over time.
LAC Facilitator starts the conversation on the pre-work reading material
supplemental guide in building a developmental/learning portfolio.
To highlight key learnings of the lesson, the LAC Facilitator may use the
following synthesis questions:
1. Why do we need to have pre-determined and self-selected MOVs?
2. How does aligning the MOVs with the professional standards
help?
3. How can practicum portfolio building be stress-free?
4. What MOVs from the 2020-2021 RPMS portfolio can be used in my
LDM Portfolio? Vice versa?
5. What other questions do you have that might need clarification?
Note: These questions may be taken note of by the LAC Leader and brought
up to your respective LDM Coach for further clarification
15 minutes
5. LAC Components Activity Suggested Duration
Big Group/Plenary
Synthesis and
Action Planning
The LAC Facilitator synthesizes insights shared and
understanding gained from reading the supplemental guide.
The LAC Facilitator asks members to identify the help they can
give or would need in building their own practicum portfolio and
those of others. LAC Facilitator sets a schedule for coaching/peer
coaching sessions.
5-10 minutes
Completion of reports
The LAC members complete the Teachers Engagement Report
The LAC Facilitator completes the Leaders LAC Session Report
2 minutes
Total: 50 - 60 Minutes
6. Learning Delivery Modalities Course for LAC
Leaders
(Master/Head/Senior Teachers who served as LDM2 LAC Leaders)
Supplemental Guide in Building Your LDM Practicum Portfolio
7. In the last LDM pre-implementation module, you have learned that a portfolio is
a tool that can be used to record and reflect on one’s learning progress. In the LDM
course, the practicum portfolio you have been building enables you to make
connections between the module-based learning experiences and how these help
you in doing your actual tasks. Artifacts or what we commonly refer to as means of
verification (MOV) capture this progress and provide evidence that you have been
applying in the workplace what you have learned in the modules. This kind of
integrative learning contributes to having a more personalized, relevant, and
meaningful professional development experience. This supplemental guide aims to
help you identify the essential artifacts in your LDM practicum portfolio.
8. LDM Portfolio Guidelines
Table Guide
★ The first column lists the artifacts that are aligned to the daily outputs that you create during the
course of the year.
★ Second column describes the artifact to be collected.
★ Third column indicates the professional standards that are met by the respective output. Note
that:
○ ThisprovidesinformationintohowLDMoutputsalign with theSY2020-2021RPMSportfolio, which can guide
you in determining which outputs you can include in your IPCRF.
○ There could be other strands in which the artifacts may contribute to their attainment but arenotindicatedin the
table.
9. Types of Portfolio Artifacts
★ The LDM Practicum Portfolio artifacts fall into two categories, required and self-selected:
○ Required artifacts are artifacts that you have to include in the portfolio, as this covers thestandardworkthat
youdointhe LDMs.
○ Self-selected artifacts are those that you might consider having in your portfolio to satisfy
the criteria used in assessing it.
★ This is not an exhaustive list. You may add artifacts from your work that better illustrates your
learning and application of the course. Use the Practicum Portfolio Rubric to guide your artifact
selection.
10. Formatting Guidelines
★ The LDM practicum portfolio can be submitted in either printed or digital form.
○ Digital submissions may be collated in a slide deck (Google Slides or Powerpoint), stored in a
folder, or other digital forms that your SDO may provide. A digital or electronic submission is
encouraged to reduce physical contact during the pandemic and ease portfolio management.
○ Printed submissions may be compiled in a folder or envelope.
★ The following elements also have to be included in your portfolio:
○ Cover/title page
○ Table of contents included after the title page/cover to help readers navigate the portfolio
○ Short annotations that highlight the demonstration of progress in the implementation of the LDM
and the information on the relevant strand/s in which the artifacts contribute to.
12. Submission
★ Submission schedule: April-July 2021. Coordinate with your RO/SDO LDM
Program Management Team for the specific dates.
★ Artifacts can be gathered throughout the school year.
★ Practicum portfolio raters and evaluation form managers shall follow the same
system used in the submission of pre-implementation outputs. They may use
the same drives, focal persons, and procedures in the collection and
consolidation of outputs and evaluation forms.
13. Evaluation
★ Evaluation forms shall follow a similar consolidation structure as pre-implementation. Evaluators shall record
portfolio scores using Individual Reports, while Form Managers shall consolidate results into a List of
Completers. The evaluation forms for specific job groups are as follows:
○ Individual Reports (accomplished by the respective Evaluators)
■ LDM Form 1P - LDM Portfolio Evaluation of School Heads
■ LDM Form 2P - LDM Portfolio Evaluation of Supervisors
■ LDM Form 3.1P - LDM Portfolio Evaluation of LAC Leaders (MTs, HTs, Senior Ts)
■ LDM Form 3.2P - LDM Portfolio Evaluation of Teachers
○ List of Completers (accomplished by Form Managers)
■ LDM Form 4P - List of LDM Portfolio Completers
★ Download Evaluation Forms at bit.ly/ldmportfolioeval.
14. Presentation (optional)
★ Evaluators may hold a practicum portfolio conference with each LDM participant
where he/she presents his/her outputs and reflection. Evaluators are also
encouraged to facilitate a conversation on what the presenter has just shared.
This individual portfolio presentation conference may take 20-30 minutes. It
could be done virtually or in-person, subject to the guidelines issued by the local
government unit.
15. LDM Practicum Portfolio Contents
Items in boldface are RPMS Year 2 Priority Strands. You may also refer to the
supplemental RPMS document for the other MOVs/artifacts under these strands.
LDM2 LAC Leaders may also use the list of artifacts for teachers for their self-
selected LDM practicum portfolio artifacts.
Artifacts aligned to the implementation of special curricula/programs (e.g.
Madrasah Education, Indigenous People’s Education, special interest programs,
etc.) may also be included as self-selected artifacts in the LDM practicum portfolio.
16. LDM Artifact Remarks PPST Strand
MOV on providing
technical
assistance to
colleagues about
giving feedback to
learners
You may include any performance monitoring/
coaching form or
photo-documentation to show proof of coaching and
mentoring colleague/s about giving feedback to learners.
In the annotation, highlight the strategies you shared with
your colleague on providing feedback to learner’s
performance/output.
5.3 - Feedback to
improve learning
COT rating sheet
You may include photo-documentation of the portion/s of
the lesson plan about teaching strategies used by a
colleague to respond to the needs of the learner/s in
difficult circumstances + a mentoring/coaching form
showing the technical assistance you provided.
In the annotation, highlight the strategies you shared with
your colleague.
3.4 - Learners in
difficult
circumstances
17. LDM Artifact Remarks PPST Strand
MOV on providing
feedback to
colleagues on the
development and use
of learning resources
(SLMs, activity
sheets, etc.)
You may include any performance monitoring/
coaching form or
photo-documentation to show qualitative feedback to
learning resources developed by colleagues.
In the annotation, emphasize the advice you gave for
them to properly select, organize, develop, and use the
learning resource.
4.5 - Teaching and learning
resources
including ICT
Lesson Plans (e.g.,
DLP, DLL, WHLP,
WLP,
WLL, Lesson
Exemplars, and the
likes)
You may include 2-3 lesson plans from different
quarters to show the improvements you made in creating
them.
In the annotation, highlight the part/s of the lesson plans in
which you focused on during your learning session with
colleagues.
3.4 - Learners in difficult
circumstances
4.1 - Planning and management of
teaching and learning process
4.2 - Learning outcomes aligned with
learning competencies
5.1 - Design, selection,
organization and utilization of
assessment strategies
18. LDM Artifact Remarks PPST Strand
MOVs on
professional
engagement with
colleagues
You may include photo-documentation of
● socially-distanced in-person/online synchronous
LAC Sessions
● LDM-related LAC chats (text, messenger,
viber, etc)
● faculty meetings
● in-service trainings
7.3 - Professional links with
colleagues
MOVs on engaging
key stakeholders in
the teaching
learning process
You may include photo-documentation of
● conversations with parents/guardians
through chat/text/video conference
● parents dropping off modules at designated
school boxes
Blur names and photos of parents/guardians to
protect their privacy.
5.4 - Communication of learner
needs, progress and
achievement to key stakeholders
6.2 - Engagement of parents and
the wider school community in
the educative process
19. LDM Artifact Remarks PPST Strand
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?
Your reflection should describe your personal
experience in implementing distance LDM/s, show
depth of analysis and synthesis of this experience,
and relate it to professional standards and to your
professional and personal development goals.
7.4 - Professional reflection and
learning to improve practice
