1) The document outlines the Learning and Development Needs Assessment Report conducted by Mayamot National High School - Senior High School Department. It aims to enhance the knowledge and skills of mathematics teachers through a series of Learning Action Cell sessions on using information and communication technology in lesson delivery.
2) Based on the self-assessment results of teachers and master teachers, the report identified priority areas for development. These include objectives related to content knowledge and pedagogy, diversity of learners and assessment, curriculum and planning, and professional engagement.
3) The conclusions recommend a series of LAC sessions both virtual and limited face-to-face to address the developmental needs identified. This aims to improve teacher performance and attain quality
1) The document outlines the Learning and Development Needs Assessment Report conducted by Mayamot National High School - Senior High School Department. It aims to enhance the knowledge and skills of mathematics teachers through a series of Learning Action Cell sessions on using information and communication technology in lesson delivery.
2) Based on the self-assessment results of teachers and master teachers, the report identified priority areas for development. These include objectives related to content knowledge and pedagogy, diversity of learners and assessment, curriculum and planning, and professional engagement.
3) The conclusions recommend a series of LAC sessions both virtual and limited face-to-face to address the developmental needs identified. This aims to improve teacher performance and attain quality
1) The document outlines the Learning and Development Needs Assessment Report conducted by Mayamot National High School - Senior High School Department. It aims to enhance the knowledge and skills of mathematics teachers through a series of Learning Action Cell sessions on using information and communication technology in lesson delivery.
2) Based on the self-assessment results of teachers and master teachers, the report identified priority areas for development. These include objectives related to content knowledge and pedagogy, diversity of learners and assessment, curriculum and planning, and professional engagement.
3) The conclusions recommend a series of LAC sessions both virtual and limited face-to-face to address the developmental needs identified. This aims to improve teacher performance and attain quality
1) The document outlines the Learning and Development Needs Assessment Report conducted by Mayamot National High School - Senior High School Department. It aims to enhance the knowledge and skills of mathematics teachers through a series of Learning Action Cell sessions on using information and communication technology in lesson delivery.
2) Based on the self-assessment results of teachers and master teachers, the report identified priority areas for development. These include objectives related to content knowledge and pedagogy, diversity of learners and assessment, curriculum and planning, and professional engagement.
3) The conclusions recommend a series of LAC sessions both virtual and limited face-to-face to address the developmental needs identified. This aims to improve teacher performance and attain quality
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 4
Republic of the Philippines
Department of Education Region IV-A CALABARZON DIVISION OF ANTIPOLO CITY MAYAMOT NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL
Learning and Development Needs Assessment Report
I. Background and Rationale
As an institution of learning, the Department of Education (DepEd) works to protect and
promote the right of Filipinos to quality basic education that is equitable, culture-based, and complete, and allows them to realize their potential and contribute meaningfully to building the nation. The investment of the DepEd in the development of human potential is a commitment it makes not only to its learners but also its teachers. Towards this end, the DepEd fully supports the continuing professional development of its teaching personnel based on the principle of lifelong learning and the view of the teaching profession as one that “requires teachers expert knowledge and specialized skills, acquired and maintained through rigorous and continuing study” (UNESCO 1966).
In line with the implementation of Republic Act No. 10533, or the Enhanced Basic Education Act of 2013, the Department of Education (DepEd) issues the enclosed policy on The Learning Action Cell (LAC) as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning. In this policy, the DepEd institutionalizes Learning Action Cells (LACs) that aim to develop and support successful teachers by nurturing their knowledge, attitudes, and competencies in terms of curriculum, instruction, and assessment in their work stations. Since the quality of learning is contingent on quality teaching, enhancing teacher quality becomes of utmost importance for the long term and sustainable nation-building. Thus, the LAC Session which can also be seen in the school’s SIP/AIP, support the DepEd’s vision, mission, and strategic goals of ensuring teachers with capacity building activities to attain quality, relevant, and complete Basic Education for learners. From the said LAC Sessions, Math teachers will have collaborations on how their performance be improved better by means of ICT approach. It will be in a form of virtual meeting.
II. Objectives of the LDNA
Terminal Objective:
1 Republic of the Philippines Department of Education Region IV-A CALABARZON DIVISION OF ANTIPOLO CITY MAYAMOT NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL
At the end of the LAC Sessions, Mathematics teachers will be more
knowledgeable and effective in using different kinds of ICT in the delivery of the lesson.
Enabling Objectives:
This LAC Sessions aim to
1. Enhance the knowledge and skills of mathematics teachers on the use of ICT in the delivery of the lesson, 2. Develop supplementary learning resources and utilize blended modality to improve classroom teaching, and 3. Craft digital Informative System tools to evaluate the teaching and learning in mathematics.
III. Methodology Mayamot National High School – Senior High School Department conducted Self- Assessment on RPMS for teachers and Master teachers this SY 2020-2021 in the time of COVID-19. The SAT was posted in Group Chat and responses of teachers were sent via messenger. Before the SAT was posted and answered by the teachers, it was clearly explained how the result of this survey will help address their needs. Teachers answered Part I: Demographic profile, Part II: Objectives and Part III: Core Behavioral Competencies. Ratee sent his/her SAT to his/her rater. Then the rater consolidated the results and grouped the ratees based on their common needs. All raters’ consolidations were tallied by the Program Management Team. For Part II, the consolidated level of priority for development was used to group the teachers based on their priority level.
IV. Limitations of the LDNA
The different factors that may affect the results and interpretation of findings are as follows: the incomplete submission of SAT from the participants, slow internet connectivity and the reliability of the responses in accomplishing the survey forms.
V. Assessment Results
2 Republic of the Philippines Department of Education Region IV-A CALABARZON DIVISION OF ANTIPOLO CITY MAYAMOT NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL
The learning needs analysis reveals Based from the results, out of 11 priority indicators for Proficient & Highly Proficient teachers, 2 objectives have very high priority areas and 5 objectives have high priority areas to be addressed for Highly Proficient teachers. While there are 3 objectives with very high priority areas and 5 objectives with high priority areas to be addressed for proficient teachers. It was found out that Proficient and Highly Proficient Teachers have almost the same areas that need to be improved. These are objectives 1.3 of Content Knowledge and Pedagogy, Objectives 2.1 to 2.3 of Diversity of learners & Assessment and Reporting, objective 3.2 of Curriculum and Planning, objective 4.1 to 4.3 of Community Linkages and professional Engagement & Personal Growth and Professional Development.
VI. Conclusions The quality of learning is contingent on quality teaching. Enhancing teacher quality becomes of utmost importance for the long term and sustainable nation-building. Thus, these series of LAC Sessions which can also be seen in the school’s SIP/AIP, support the DepEd’s vision, mission, and strategic goals of ensuring teachers with capacity-building activities to attain quality, relevant, and complete Basic Education for learners. From the said LAC Sessions, teachers and Master teachers will have collaborations on how their performance be improved better. It will be a combination of virtual and limited face to face meeting. Those who are sick or with pre-existing health condition will just attend virtually. The first 2 LAC sessions will be for 17 Highly Proficient Teachers. While the third session is for Proficient Teachers. In the third session, the 17 Raters or Highly Proficient teachers will be divided by 4 groups. This means that in every group there will only be 11 members. And these 4 groups will conduct LAC Sessions simultaneously at the school in 4 separate rooms. The fourth LAC Session will be for common strengths and weaknesses after the Mid-year review. This is also the right time to discuss to ratees their needs in order for them to improve better. The last session will be for the discussion of the listed common developmental needs after the performance evaluation.
VII. Appendices
3 Republic of the Philippines Department of Education Region IV-A CALABARZON DIVISION OF ANTIPOLO CITY MAYAMOT NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL
Attached herewith are relevant information or documents to support the LDNA Report such as: the approved LDNA Plan; LD Program Design and Proposal Package; School Memorandum; Program; and attendance sheets; Approved SIP/AIP, RPMS manual, RPMS Resource Package, Other materials that can be used for RPMS PPST Roll out
