By Jaime C. Santos, School Principal II, Sto. Rosario NHS- Sto. Domingo

Sto. Rosario National High School has been initiating a regular monthly implementation
of the School Learning Action Cell (SLAC) aimed on determining and addressing the continuing
professional development needs of the teaching force, as well as to forge the leadership skills of
the school head in becoming a transformational leader, which is all aimed towards the successful
achievement of quality basic education in the 21st century that is considered relevant and timely in
the time of the new normal. This is pursuant to DepEd Memorandum No.80, series of 2022 referred
to as, “Strengthening School Learning Action Cell” which is a response to DepEd Order No. 35,
series of 2016 titled, “Learning Action Cell as K to 12 Basic Education Program School-Based
Continuing Professional Development Strategy for the Improvement of Teaching and Learning”.
This is believed to be very important since attending to the demands of the educators is vital to
help make sure that what they are teaching and sharing to the learners are up to date and suitable
to their level and the current context. This will also help improve their pedagogy and teaching
practices towards the achievement of the institution’s goals concerning the quality of education
provided to the learners.
As an institution of learning, the focus of SLAC in Sto. Rosario National High School is

Sto. Rosario National High School consistently performs SLAC every first week of the
month to make sure that the teachers and even the staff are provided with a fresh and updated
perspective about the teaching-learning process. The areas where the educators are in demand of
training and webinar are identified first using a comprehensive assessment tool. After determining
the areas where the teachers require further support, a LAC plan will be designed to guarantee that

all phases will be covered and attended to. The sessions are all performed both virtually and face-
to-face strictly following the health and safety protocol prescribed by the local government unit.

The active participation of the attendees was observed through the different tasks and outputs they
have prepared and submitted promptly during the sessions.
Another impact of the conduct of SLAC is that it also identifies and provides solution to
the struggles of each teacher. The problems encountered were shared within the groups to come
up with unified solutions that will benefit everyone. Furthermore, this often leads to a better and
improved pedagogy and teaching strategies on the part of the educators. Generally speaking, SLAC
helps to enrich their knowledge, attitudes, and competencies with regard to the implemented
curriculum, classroom instruction, and evaluation of learning. This also promotes collaboration
and cooperation within the members of the faculty for they are moving towards a single objective.
It is believed that conducting LAC sessions “have proven to be effective in engaging a group of
teachers in collaborating and solving shared challenges. LAC sessions encourage critical reflection
amongst teachers which increases the understanding and knowledge of the curriculum and
classroom practices” (The Head Foundation, 2019).
On the other hand, the SLAC sessions in Sto. Rosario National High School have provided
the school head greater opportunities and a different and fresher view to improve his leadership
skills in honing their competencies and in handling administrative tasks for the continuous
improvement of the learning community as a whole. The leadership style and how the school head
manages and leads in solving issues encountered will also be honed and ameliorated. The LAC
meetings are believed to be helpful in harnessing and enriching teachers’ potential helping them
to reach their maximum level and equip them with the necessary wisdom and experience beneficial
to their chosen profession.
For the months that this has been successfully and regularly implemented, the teaching
force and school head are becoming more effective and efficient in managing differentiated tasks.
They are also motivated in working together as they continue transforming the youth to become

on providing both the teachers and the school head trainings and skills in the construction of new
knowledge mainly focused on curriculum instruction as well as improving the learning
environment which caters the young minds of the community. This is in addition to studying the
traditional beliefs, theories and conventions about education, community, teaching and the
development of learning strategies to suit the multiple intelligences and interests of the learners.
The SLAC also highlights the need of the teachers in an organized use of suitable strategies for
delivering, assessing, and evaluating the learning objectives targeted for each lesson competencies.
The sessions performed are adaptive to the present situation of the educational system the nation
is having, greatly impacted by the global pandemic. Teacher training is crucial since most are not
familiar with the tools used such as the modules and educational resources in this new system of
teaching and learning. This was also supported by several studies which showed that teachers are
indeed requesting for trainings connected in the implementation of distance education in the time
of COVID-19. globally competitive and engaging, reaching the institution’s common goal and this is to fulfill the
Department of Education’s mission and vision prepared for them.