ABC+: Advancing Basic Education in the Philippines

Core Output 4: School Learning Action Cell (SLAC) Session Guide

I. Planning for the School LAC Session
Date/Time September, 2023/ 8:00 am – 5:00 pm
Alignment with School L&D Core Behavioural Competencies
Plan  Professionalism and Ethics
What L&D Need is addressed by this  Self-Management
SLAC Session Guide? E.g. Competency
Development and Enhancement

a. Familiarize the ethical guidelines, codes of

conduct, and professional standards specific to
their educational institution;
b. Enhance teachers' communication skills to foster
positive interactions with students, parents, and
Objectives of the Session:
colleagues, and to resolve conflicts effectively and
respectfully.
c. Teach teachers techniques to prioritize tasks, set
realistic goals, and manage their time efficiently to
meet deadlines and avoid burnout.
Activity / Procedure Outline
Introduction and Icebreaker (Activity):

Welcome the teachers and introduce the workshop

objectives.
Conduct an icebreaker activity to build rapport among
participants and create a positive learning environment.
Understanding Professionalism and Ethics (Procedure):

Facilitate a presentation on the importance of

professionalism and ethics in the teaching profession.
Discuss the ethical guidelines and codes of conduct
relevant to their educational institution or region.
Case Studies and Group Discussions (Activity):
Provide teachers with ethical dilemmas related to
classroom scenarios.
Divide them into groups to discuss and analyze the cases,
exploring the best ethical solutions.
Cultural Competence and Inclusion (Procedure):

Deliver a session on cultural competence, diversity, and

inclusion in the classroom.
Encourage teachers to share experiences and insights on
fostering an inclusive learning environment.
Communication Skills and Conflict Resolution
(Procedure):

Conduct interactive activities to enhance teachers'

communication skills.
Provide conflict resolution strategies and role-play
exercises for practical application.

Ethics in Assessment and Grading (Procedure):

Discuss the importance of fairness and objectivity in

assessment and grading.
Offer techniques for avoiding biases and ensuring
consistent evaluation.
Self-Reflection and Goal Setting (Activity):

Guide teachers in reflecting on their teaching practices,

identifying areas for improvement.
Facilitate goal-setting exercises to establish personalized
plans for professional growth.
Promoting Professionalism Among Students (Procedure):

Share strategies for modeling professionalism and ethical

 behavior as a teacher.
Discuss how teachers can instill ethical values in their
students.
Stress Management and Work-Life Balance (Procedure):

Deliver a session on stress management techniques and

maintaining work-life balance.
Offer relaxation exercises and tips for self-care.
Final Activity: Ethical Action Plan (Activity):

Have teachers work individually or in groups to create an

ethical action plan.
Each plan should outline specific steps they will take to
enhance professionalism and ethics in their teaching
practice.
Conclusion and Feedback (Procedure):

Summarize the key learnings from the workshop.

Allow time for teachers to provide feedback on the
training program.
Follow-Up Support (Procedure):

Offer ongoing support and resources to teachers, such as

additional workshops, mentorship, or access to online
materials.

School Head
All Teachers
Persons-in-charge
 Output 1: Ethical Action Plan

Teachers are required to develop an individual Ethical

Action Plan that outlines their commitment to embodying
professionalism and ethics in their teaching practice.
The plan should include specific goals and strategies they
intend to implement in their classrooms to promote a
positive and ethical learning environment.
Teachers should submit their Ethical Action Plans within
two weeks after the training.
Outputs and Submission Plan

Output 2: Reflective Journal

Teachers are encouraged to keep a Reflective Journal

throughout the academic year.
The journal should contain regular entries reflecting on
their experiences, challenges, and successes in applying
professionalism and ethical principles in their daily
teaching practices.
Teachers should submit their Reflective Journals at the
end of the academic year.
Laptop
Printer
Resources needed
Projector
Sound System
Bond papers
Anticipated Challenges and 1. Resistance to Change: Some teachers may resist
Proposed Solutions adopting new practices or changing their teaching
methods. They might be comfortable with their current
approaches and skeptical about the benefits of the training.

Solution: Emphasize the importance of continuous

professional development and the positive impact of
embracing professionalism and ethics. Provide concrete
examples of how ethical behavior can lead to improved
student outcomes and a positive school culture.

2. Time Constraints: Teachers often have busy schedules

and multiple responsibilities, making it challenging for
them to dedicate time to attend the training.

Solution: Offer flexible training options, such as weekend

workshops or online modules, to accommodate teachers'
availability. Work with school administrators to prioritize
and allocate time for professional development.

3. Cultural Differences: Participants from diverse cultural

backgrounds may have different perspectives on what
constitutes ethical behavior and professionalism.

Solution: Create a safe and inclusive learning environment

that encourages open discussions. Respect and value
diverse viewpoints, and highlight the universal principles
of professionalism and ethics that apply across cultures.

4. Lack of Relevance: Some teachers might perceive the

training content as disconnected from their specific subject
or grade level.

Solution: Tailor the training content to address the specific

challenges and ethical considerations relevant to different
subject areas and grade levels. Use real-life examples from
their disciplines to illustrate ethical dilemmas.

5. Sensitive Topics: Ethical discussions can touch upon

sensitive topics that might evoke emotional reactions or
discomfort among participants.
 Solution: Establish ground rules for respectful and
constructive discussions. Encourage participants to
express their opinions while maintaining a supportive and
non-judgmental atmosphere. Facilitate discussions with
empathy and understanding.
II. Post-Training Reflection / Vision for Student Learning in School and at Home
What insights from the training were you able to What concepts from the training will you discuss
incorporate in creating your SLAC Session during SLAC and what needs will these address?
Guide?

What initiatives should you implement to ensure What initiatives do you wish to continue and
student learning happens in school and is enhance or start to ensure that learning takes
extended at home? Give five examples. place in school and at home?

Who are the stakeholders that you can collaborate with in order to pursue these initiatives and how do
you plan to engage them?

Prepared by: DANIEL D. TIPAY, Ragay Central School/Ragay District