LAC refers to a school-based professional development program where teachers engage in instructional dialogues and team learning. School heads and teachers are responsible for conducting LAC meetings. Meetings typically involve teachers sharing experiences, introducing new instructional topics, preparing instructional materials, and providing feedback to each other. LAC meetings aim to improve teaching quality and are intended to take place weekly or bi-weekly for 2-4 hours with topics focused on curriculum, instruction, assessment, and teacher development. Schools receive funding from their MOOE budgets to support LAC activities. The roles of different educational offices are also outlined to support and monitor LAC implementation across school, district, division, and national levels.

1. Reference: DepEd-SEAMEO-USAID
Presented by: Ram Basingan during the
Division of Baguio City
2016 Quezon District Mid Year Review

2. WHAT IS LAC?
A school-based
professional
instructional
dialogues
A forum for team
learning among
teachers

3. An alternative means to
cascade a model of
teacher-training
A school-based problem
solving process
A school-based In-
Service Training (INSET)

4. WHO IS/ARE RESPONSIBLE IN
CONDUCTING THE LAC ?
School Heads
Teachers

5. HOW?
Before meeting:
Teachers will be asked to meet and
select an upcoming lesson or topic
Prepare to share orally their
experiences from past month’s
learning
Bring students’ works or learning
materials developed in the past
month

6. Sharing Session (30
minutes)
Share in pairs
Efforts are
congratulated and
celebrated

7. Focal Instructional Practice (20
minutes)
New topic is introduced
Guide questions are processed

8. Professional Activity
(50 minutes)
Preparation of IMs
Preparing for
lessons where new
topic may be applied

9. Sharing (20 minutes)
Each teacher shares what
he/she is planning to do
Together, they discuss
and help one other

10. After the meeting

11. Framework for School
or Cluster-based
INSET/LACs

12. Planning
-Identification of training
needs or problems of
school personnel through
TSNA
-setting desired objectives
-determining alternative
strategies
Follow-up
-corrective
measures
-policy decisions
-reassignment
-retraining
Implementation Evaluation
-employment of
appropriate strategies
(lectures, discussion,
practicum, orientation,
meetings, cliniquing.
coaching, workshop)
-development of
instructional materials
-determining
performance efficacy
(impact on students)
-assessment of training
strategies
Application of skills
learned in training

13. COMPOSITION OF
LACS
a. Small schools – all teachers in
the Key stage
b.Big schools – all teachers in a
particular grade level
c. Multi-grade schools – all
teachers
d.2 to 15 members per LAC
grouping

14. HOW OFTEN?
Weekly Bi-
Weekly
2 – 4
hours

15. TOPICS
Curriculum:
Adaptation of K – 3
literacy and numeracy
curriculum for special
groups (IPEd, ALIVE,
etc.)

16. INSTRUCTIONAL
MATERIALS
Utilization or adaptation of TGs,
LMs, and other IMs

17. Learning Environment:

18. Teacher Development:
Training strategies
or training designs
for improved
teaching processes

19. Assessment:
Phil-IRI and other
classroom-based
assessment
protocols

20. Instruction:
Emergent
literacy skills
Beginning
reading skills
Numeracy skills
Multi-media
assisted
instruction
Differentiated
instruction
Developmentally
appropriate
practices

21. FINANCING
Reference: DepEd Order No. 12, s.
2015
School MOOE
- refreshments for LAC meetings
- school supplies needed
- transportation for inter-school
LACs
- photocopy of professional
development materials

22. Roles of the
Different Offices

23. A. School’s Role:
1. Plan, implement, document, evaluate
LACs;
2. Integrate LACs in the school’s SIP/AIP;
3. Mobilize resources for the conduct of
LACs;
4. Provide feedback to the District and
Division
5. Share with and adapt LAC practices
from other schools; and
6. Communicate LAC successes to
stakeholders

24. B. District and Division’s Role:
1. Publish and promote effective
interventions
2. Scale-up and adopt effective
strategies/good practices
3. Incentivize effective practices
4. Monitor and evaluate

25. C. Region’s Role:
1. Monitoring and evaluation of LACs,
District LACs, and Division LACs
2. Provide technical assistance to school
divisions
3. Showcase successful interventions
through Regional LAC conferences
4. Create content and resources for LAC
use
5. Incentivize effective LAC with awards and
citations

26. D. Central Office’s Role:
1. Monitoring and evaluation
2. Create policies on LACs
3. Provide technical assistance to
Districts, Divisions, and Regions
4. Create content and resources for
LAC use
5. Communicate successes to
stakeholders

27. SOME PEOPLE SEE A CLOSED DOOR AND LEAVE,
OTHERS SEE A CLOSED DOOR AND TRY THE KNOB,
AND IF IT DOESN’T OPEN THEY LEAVE.
OTHERS SEE A CLOSED DOOR AND TURN THE KNOB,
AND IF IT DOESN’T OPEN THEY USE A KEY.
VERY FEW PEOPLE TRY THE KNOB,
AND IF IT DOESN’T OPEN THEY LOOK FOR A KEY,
AND IF THE KEY DOESN’T FIT,
THEY CREATE A NEW ONE!

28. Thank you!
KEEP ON CREATING KEYS THROUGH LACS