Title: LAC of CARE: A Policy Review on Implementing CAscading and RE-echoing in Assisting Teachers' Progress Through the Parameters of DepEd Order no. 35, s. of 2016 (The Learning Action Cell as a K-12 Basic Education Program School- Based Continuing Professiona
Authors: Esteve and . Nulada and Mary Daphne Silvestre
Volume: 9
Issue: 3
Pages: 111-116
Publication Date: 2025/03/28
Abstract:
"LAC of CARE" framework help improves DepEd's LAC policy by utilizing cascading and re-echoing knowledge sharing among teachers for better teacher development. This study examines how the Learning Action Cell (LAC) strategy within the Department of Education's framework enhances teacher proficiency and bridges knowledge gaps in professional development, ultimately improving teaching and learning outcomes. To gain a preliminary understanding of how CARE can facilitate the dissemination and influence of Learning Action Cell (LAC) practices within the DepEd system, this study employs a policy review on a qualitative approach. It anchored on the different model such as Train the Trainer model of Graupp (2020) wherein a select group of educators receives intensive training on a specific pedagogy or skill. In addition, the theory of Kolb's experiential learning was also used where learners apply their understanding in real-world situations and then reflect on the outcomes. As results shows there were five (5) themes emerged in their specific mechanisms such as Language of Instruction, Targeted Approach to Teacher Professional Development, Embedding Continuous Teacher Development into Support Systems, Monitoring Teaching Quality and Student Learning, and Teacher Support and Resource Allocation. For the facilitating of CARE, there were four (4) themes emerged such as Establishing Feedback Loops for Curriculum Development, cultivating a Culture of Collaboration and Knowledge Sharing, Leveraging Technology for Feedback and Knowledge Dissemination, and Empowering Teacher Leaders as Change Agents. Moreover, for the extent on how the CARE address challenges, there were five (5) themes being emerged such as Contextual Adaptation of LAC Practices, Overcoming Resistance to Change, Ensuring Fidelity and Quality in Cascading Practices, Fostering Collaborative Learning and Knowledge Sharing, and Leveraging Technology for Scalable and Sustainable Cascading. Hence, teachers should actively engage in Learning Action Cells (LACs) for ongoing professional development, explore new instructional approaches, and leverage technology for feedback, while administrators should allocate resources to support LACs, develop teacher leaders, and ensure necessary resources, and the Department of Education should integrate LACs into existing support systems with provided guidelines.