Leading a Professional

Learning Community
CHED-BEST Capacity-Building for TEI
Faculty Series No. 3
25-26 January 2018

Albergo Hotel, Baguio City

Dr. Maria Cristina A. Robles

Principal IV
Navotas National High School
Division of City Schools, Navotas City
Dr. Maria Cristina A. Robles
• Principal IV, Navotas National High School since 2008
• Awardee, Oscar M. Lopez Educational Leadership
Award, ABS-CBN Bayan Academy 2017
• Awardee Excellence in Education Transformation, Most
Transformative School for Learning Effectiveness
Category, ABS-CBN Bayan Academy 2013
• Led Navotas National High School to become the ”Most
Improved School in the City of Navotas from 2010 through
2015” and the “Best Performing School” in 2016, awarded
by the Local Government of Navotas and the Division of
City Schools Navotas City.
• Earned Doctor of Philosophy, major in Psychology (2005)
and Doctor of Education, major in Education Management
(1997) both from Manuel L. Quezon University
 Outline of Presentation
A. Guiding Framework
B. Harmonizing DepEd Policies on PLC
C. NNHS Action Research Program Journey
D. Insights and Outcomes
E. Conclusion
The Principal’s Challenge

Challenge of harmonizing all policies and communicating to teachers that all of these
DepEd Orders and reforms are interconnected and not compartmentalized.
 HARMONIZING AND SYNERGIZING ALL
REFORM EFFORTS OF DEPED

Teacher Quality Circle Professional Learning

Community

INVOLVE
INFORM
Learning Action Cell
DepEd NCR Memo DepEd NCR memo
No. 252, s. 2012 Aug. 07, 2015
Continuous Action Research
Improvement
DepEd Order No. 35,
s. 2016

Dep-Ed Order No. 44, Dep-Ed Order No. 24, s. 2010; No.
s. 2015 43, s 2015, No. 4, s. 2016

INSPIRE
Branding Theme: ONE DepEd, ONE Navotas 5
BUILDING COMMUNITIES OF PROFESSIONAL
PRACTICE THROUGH ACTION RESEARCH

NNHS
ACTION
RESEARCH
PROGRAM
 HOW DID WE BUILD COMMUNITIES OF
PROFESSIONAL PRACTICE THROUGH ACTION
RESEARCH
 NNHS capitalizes on Learning Action Cells as
mechanism to continuously inform, involve and inspire
teachers in doing action research.

Intensive training on action research conducted in a week-

long School Learning Action Cell (June 6-10, 2018)
 Conducting School-based Action
Research Program
 We model and use research to show teachers that it can
be done. This also makes our school programs data-
driven and evidence-based.

Conducted in SY 2015-2016 with 136 teachers as participants

We created intensive capacity building training workshops on
action research for teachers that simplified the process of
doing action research in fun and purposeful way.

Research capacity building workshop in NNHS.

Conducting School-based Action
Research Program
 The school research team underwent
training on action research.

Design thinking workshop from Habi Education Lab from Sept.

2015 – Sept. 2016
We developed tools that simplify the writing of action
research for teachers.
Action Research Tools
 NNHS BERF TOOL
Recognized by the DepEd
NCR
 We developed a School
Research Editorial Team.

Group of English and Math teachers who take help in improving the
writing and statistics use of the teacher-researchers.
We restructured the class schedules to
give time for teachers to collaborate in
doing AR and LAC.

In NNHS, teachers have time for Learning Action Cells

through restructured class schedules.
 Teachers receive ongoing and continuous technical
assistance in the conduct their action research projects.

PRE-IMPLEMENTATION IMPLEMENTATION POST - IMPLEMENTATION

PROCESS
PROCESS
 Conducting School-based Action
Research Program
 We develop AR ‘Kumustahan’ sessions to
continuously monitor and provide technical
assistance to groups of teacher researchers.
Presentation of Teachers during AR Kumustahan

32 teams of teachers shared the initial findings and

result of their action research projects
(August, 2016 – February, 2017.
The principal leads in providing feedback and technical
assistance to teachers in AR Kumustashan.
Teacher’s Reflection on
AR Kumustahan
"Conducting an action research is not an easy task for first
time researchers like me and maybe the rest of the
participants of this activity. It's really challenging and
requires a lot of hard work. But a follow up program like
this one that we have today is really essential in finding
out where we are and if we are on the right track.
This only proves that collaboration, teamwork and
openness in sharing one's knowledge and expertise are
really the keys for a successful attainment of our desired goals
and objectives. This also reveals that action research can really
be done; that though we look at it before as an impossible
thing to do, the outputs presented today show another
significant milestone and achievement for NNHS. In behalf of
the participants, we would like to thank the brilliant and
innovative minds behind this successful program. Thank you
and God bless us all!"
 Conducting School-based Action
Research Program
We created
faculty hubs
as spaces for
teacher
collaboration
and
professional
growth.
TEACHER COLLABORATIVELY WORKING TO
ADDRESS STUDENTS’ NEEDS

100% of » 136 junior high school teachers

teachers
doing action » 32 teams (by learning area, per grade level)
research
» 32 action research projects
 NNHS Action Research Program
Submitted Action Research
Proposals
15 outputs mostly
master teachers’ work
2010-2015
DepEd Order 24 s. 2010
32 64
team-based action research
projects done by 100% of
action research projects
done by all teachers by
pairs or individual
the teachers
2016 2017
BERF Guidelines: DepEd Order 43 s.
2015; DO no. 4 s.2016; DO no. 16 s. 2017
 Support from the Basic Education
Research Fund
TOTAL AMOUNT OF BERF GRANTS IN NNHS: 2015-2017

55,478.00 173,501.50 156,760.00

2015 2016 2017

Total amount: Php 385, 739.00
 Support from BERF

NNHS BERF GRANTEES (2015-2017)

BERF approved
action research
projects

14 16 14

2015 2016 2017

 School with the most numbers of BERF
completers (teacher-researchers in NCR).

Moving-Up Ceremony at DepEd NCR, August 31, 2017

 NNHS School-to-school Partnership
Number of teachers trained in the Modified School-to-school Partnership
in Action Research

1171
teachers
trained

14
Number of
partner schools
in Navotas,
Malabon, Pasig,
Manila, and Las
Teachers from San Roque Elementary School received the our first S2S
Pinas City.
partnership on action research. October 24, 2016
 Effects on Students
The Use of Adapt ed
Frayer M odel in Developing
Vocabulary Know ledge of
Grade 10 St udent s
Marco D. Meduranda, MAEd
Mona Liza F. Adriano
Richelle L. Reyes
June S. Casaje
1.
All 32 interventions developed by
teachers in their AR projects
showed positive results on
students’ learning outcomes.
FINDINGS OF FGD
How did you feel about the 2. Did you enjoy using it?
Frayer Model as a way to
help you learn vocabulary? Yes (answer of all the
respondents)
3. What aspect of the Frayer
• I feel happy because I was Model lesson do you like the
able to unlock the meaning most?
of words.
• I enjoyed it because I
learned the meaning of PICTURE
words through a step by step
process. It is easier to understand if it is
being illustrated.
• I feel happy because I was
challenged to really think
about the meaning of words. IN MY OWN WORDS
• I feel happy because I was It is an achievement on my part
able to extend my to compose my own version of
vocabulary knowledge. definition.
 LIST OF ACTION RESEARCH PROJECTS OF NNHS TEACHERS 2016
MATHEMATICS
• The Effectiveness of
Enhanced Remedial Class
Intervention to the
Academic Performance of
Grade 7 Students in
Mathematics
• Application of Differentiated
Instruction in Mathematics:
Its Impact on Grade 8
Students’ Academic
Performance
• Project IRC (Intensive
Remedial Class): An
Innovative Intervention to
Help Struggling Students in
Grade 9 Mathematics
• Improving Students’
Academic Performance
through the Use of
Intervention Activity
Worksheets
ENGLISH
• Developing Oral Reading
Skills in Grade 8 Students
through the Modified DOLCH
Program
• Improving the Pronunciation
Skills of Grade 8 Students
through Project ROPE
(Routinary Oral Pronunciation
Exercise)
• Enriching Grade 9 Students’
Oral Fluency through Project
EMODE (Eleven Minute Oral
Drills and Exercise) Using the
Webster MultiDict App
• The Use of Frayer Model in
Enhancing Grade 10
Students’ Vocabulary Skills
SCIENCE
• Project GRADESSA: Group
Roles – Aid to Develop
Engagement of Students in
Science Activities
• Improving Reading
Comprehension of Selected
Grade 8 Students through
Project STIR (Science
Toward Improvement of
Reading)
• Improving Critical Thinking
Skills of Grade 9 Students in
Science through Project
COLA (Collaborative
Learning Approach)
• Improving Academic
Performance of Grade 10
Students through Project
ASAP (Afterschool Science
Academic Program)
FILIPINO
• Addressing Absenteeism and
Improving Academic
Achievement of Grade 7
Students Through Enhanced
Reward System
• Improving the Reading
Comprehension Skills of
Grade 8 Students in Filipino
through “Enhanced Halina’t
Magbasa Program”
• Project KPAP (Kahusayan sa
Pagbasa at Pakikinig)
Towards Improved Listening
and Reading Comprehension
Levels
• Improving Reading
Comprehension of Grade 10
Students through Project
GBM (Gabay Basa sa Mag-
aaral)
LIST OF ACTION RESEARCH PROJECTS OF NNHS TEACHERS
SOCIAL STUDIES T.L.E.
• Parents’ Involvement • Improving the Levels of
Towards Students’ Learning Motivation of Grade 7
in Social Studies Students through Active
Learning
• Improving Attendance
through Enhanced Home • Improving the Levels of
Visitation Program Reading Interest of
Students through the
• Isang Bata, Isang Balita Integration of Real Life
Project: A Strategy to Success Stories in Grade
Improve Social Awareness 8 TLE Worktexts
of Grade 9 Students
• The Use of Enhanced ICT-
• The Effects of Active based Lessons in
Learning Management Improving Students’
Styles on Students’ Engagement in Grade 9
Motivation and Interest TLE Classroom
• The Use of Group
Coaching in the TLE
Classroom to Enhance
Skills of Low Proficiency
Grade 10 Students
MAPEH
• Increasing the Level of
Hygiene Awareness of Grade
7 Parents
• The Use of Collaborative
Learning in Reducing
Students’ Misbehavior in
Grade 8 MAPEH Classroom
• The Use of Learning
Contracts in Improving
Attendance and Quality of
Homework of Grade 9
Students SY 2016-2017
• Improving the Level of
Confidence of Grade 10
Students through
Performance-Based Activities
VALUES ED.
• The Effectiveness of Parental
Counselling to Address
Bullying Cases in NNHS
• The Use of One-on-One
Counselling to Address
Bullying Cases in NNHS
• The Effectiveness of Home
Visitation to Address Bullying
Cases in NNHS
• Addressing Bullying Cases of
Selected Grade 10 Students
through Enhanced Peer
Counselling
 Effects on Students
We have 2015 2016 2017
been Access Program Project Citizen for Project YSTAR - Youth for
involving - 40 students Student Leaders – Social Transformation
and training 12 students
thru Action Research –
51 students
students
in the
action
research
process.
 Effects on Students
We have
been
involving
and training
students
in the
action
research
process. One action research was
made basis by the city
mayor on his project.
Effects on Students
• One of our boy scout
has also able to
present a good
program to combat
drugs and substance
abuse in the city.
Feedback from Teachers
Support from BEST
FUTURE DIRECTIONS
Inventory of results; creation
of research compendium
Intensify LAC through Lesson
Study System
Sustaining school-to-school
partnerships
Sustaining Action Research
for students through
stakeholder partnership
 INSIGHTS
• Action research and learning action cell as way to
operationalize the concept of professional learning
community in schools are effective means in promoting
collaborative culture in schools as these allow teachers
to work together to analyze and improve classroom
practice.
• Transforming a school into a professional learning
community requires creativity, hard work and
innovativeness. Its success depends not on the merits
of the concept itself but on the commitment and
persistence of the educators within it.
INSIGHTS
• Pre-service teacher education
should provide opportunities for
future educators to explore and
apply the principles and process
of action research as this will
foster an openness toward new
ideas, reflective practice and
meaningful collaboration.