Page 30 - DepEd Newsletter 2020

Strength- Opportunities Strength- Weaknesses Strength- Threats
With alternative learning delivery mode im- The willingness of teachers is manifested by Accordingly, there are ADM modules being
posed by DepEd CO, there is a greater chance their cooperation in the development of mod- developed. However, the quality assurance of
for positive contributions to improve school ules scheduled last April and this month. This modules have to be done to ensure appropri-
performance as regards dropout, promotion, will facilitate the availability of LRs which can ateness and completeness as a self-learning
repetition, and national achievement rates be shared to everyone for teachers to contex- kit or teacher material to be shared with other
tualize their own. Recognition for teachers who teachers.
CID, ALS, PSDSes and School Heads in partner- took the initiative to upgrade / up skill them-
ship with SGOD YFP and EPS-SGOD to deter- selves shall be initiated by the division. CID will have to constantly update the schools
mine modalities, strategies and other initiatives CID will include this in determining activities on the development of LRs. They will have to
to address this concern and tasks under LCP spearhead this activity.
Webinar: adjustment PPAs to prioritize module
Strengthen partnership with service provid- development and to comply with the ECQ pro- Quality assurance of Learning Resources, pro-
ers who have developed systems to deliver tocols, tapped the expertise of trained resource vision of TA to teacher-developers via various
monitoring and access to learners’ data by the persons in the preparation of modules, prepara- media platforms, continuous provision of TA
parents themselves. tion of rubrics for the selection of best modules through coaching and mentoring to schools and
thru memorandum, CLCs, Uploading of quality assured LRs to the
ICTS and CID to work hand in hand in this SDO landing portal,
concern. The school heads have to identify the teachers
under this level so that they shall be given the The readiness level of teachers denotes a chal-
Accordingly, there are ADM modules being proper intervention by the school or the division lenge, but at least with proper orientation and
developed. However, the quality assurance of for them to be open to changes and adopt new discussion, there is possibility of engaging them
modules has to be done to ensure appropri- ways of instructional mode of delivery. to increase their level of readiness.
ateness and completeness as a self-learning
kit or teacher material to be shared with other Profiling of teachers and grouping them into Utilize the readiness level to cluster teachers
teachers. CID will have to constantly update the learning communities through the school heads in a group learning session on topics such as
schools on the development of LRs. They will and School Health Section most especially if the COVID-19, social distancing, new normal and etc.
have to spearhead this activity. readiness is affected by the teachers’ knowl- The School Health Section may have to help lead
edge about the pandemic. in the dissemination involving teachers
Quality assurance of Learning Resources, pro-
vision of TA to teacher-developers via various Schools with small number of enrolment can SMN, SHS, ICTS and CID will work hand in hand
media platforms, continuous provision of TA be manageable in terms of provision of printed in capacitating parents
through coaching and mentoring to schools and LRs. Their choice of actual face to face can still
CLCs, uploading of quality assured LRs to the be reconsidered depending upon the situation The skills gap that exist between a skilled teacher
SDO landing portal, study of essential tasks and and the LGU restrictions. and the external stakeholder is significant. Gaps
essential competencies which can be the basis include parents/guardian being employed or
of scheduling WFH scheme to deliver teaching Profile the schools with small enrolment, no unemployed, educated or uneducated, young or
and learning services. cellphone signal and their situational status as to old, and skilled or unskilled. These impose the
the effect of the pandemic. efficiency of the teaching mode.
This can be done by the CID in partnership with
school heads and potential teachers. Virtual monitoring and evaluation may be SMN, SHS, ICTS and CID will work hand in hand
conducted but on limited aspects only. (Onsite in capacitating parents
Prioritizing research and innovation to guide monitoring may be conducted for critical areas),
teachers and school heads even the manage- Distance learning and online education may be
ment in contextualizing issuances and to guide Procurement of materials which can be used to successful in urbanized areas than in rural areas,
schools in documenting, assessing and evaluating monitor online teaching-learning activities at where data signal and electricity are unavail-
effectiveness of these technologies. Planning and home or in school. able. Online learning is not a possibility, limiting
Research section may consider this content as an options for mode of teaching. Thus, last mile
avenue of basic research or action research. Inno- Explore other possible ways to connect with the schools should prepare digitized and printed
vation topics may have to be identified through schools like subscription to radio airtime. modules and the like for home study.
the CID and SMME. CID, ICTS and SGOD shall cooperate and coor-
ICTS may help in devising monitoring initiatives dinate by identifying tasks and activities each
Development of learning materials and assess- so that the SDO can still perform their mandate of them will undertake in order to address this
ment tools to maximize ICT in delivering distance concern.
learning or face to face learning, governance of Accordingly, there are ADM modules being devel-
education such as reporting of liquidation status, oped. However, the quality assurance of modules Schools with small number of enrolment can be
enrolment strategies, submission of reports / have to be done to ensure appropriateness and manageable in terms of provision of printed LRs.
accomplishments / required documents, and completeness as a self-learning kit or teacher Their choice of actual face to face can still be
others. CID and ICTS in partnership with expert material to be shared with other teachers. reconsidered depending upon the situation and
and advanced teachers may have to initiate or the LGU restrictions.
spearhead in this topic. CID will have to constantly update the schools on
the development of LRs. They will have to spear- Profile the schools with small enrolment, no
The cooperation and collaboration of SDO per- head this activity. cellphone signal and their situational status as to
sonnel with the field personnel strengthens the the effect of the pandemic.
concept of IYAMAN and Binnadang as highlight Quality assurance of Learning Resources, pro-
the SDO initiative and this has to be documented vision of TA to teacher-developers via various
also through the SMME. media platforms, continuous provision of TA
through coaching and mentoring to schools and
CLCs, Uploading of quality assured LRs to the
SDO landing portal.

Schools Division of Benguet LEARNING CONTINUITY OPERATIONAL PLAN Page 24