UNLOCKING TEACHER POTENTIAL: HOW SCHOOL LEARNING ACTION CELLS (SLAC) FUEL CONTINUOUS GROWTH AND DEVELOPMENT IN EDUCATION

In the realm of education, the School Learning Action Cell (SLAC) has emerged as a powerful strategy to empower teachers and enhance the teaching and learning process. SLAC sessions are collaborative learning sessions conducted by groups of teachers, aimed at addressing shared challenges encountered in schools. This article delves into the significance of SLAC in fostering continuous learning and development for teachers. It explores the profile of teachers, their perceptions of SLAC sessions, the impact on their professional growth, and the obstacles encountered in participating in SLAC. Moreover, it highlights the alignment of SLAC with key areas in education, such as learner diversity, pedagogy, assessment, 21st-century skills, and curriculum contextualization.

The teaching profession demands continuous learning and development to adapt to changing educational landscapes. While in-service training is often considered a professional duty, it is frequently treated as optional in practice. SLAC serves as a key driver for teacher professional development, addressing the needs of teachers in areas such as learner diversity, pedagogy, assessment, 21st-century skills, and curriculum contextualization. By engaging in SLAC sessions, teachers can enhance their knowledge, skills, and instructional practices to meet the diverse needs of their students.

SLAC sessions foster a culture of collaboration among teachers within the same department, grade, or subject. Through collaborative learning, teachers gain insights from each other's experiences, share best practices, and collectively address challenges in the teaching and learning process. This collaborative approach enriches the teaching-learning process and ultimately benefits students. By participating in SLAC, teachers contribute to a shared professional culture, developing a common understanding of instructional goals, methods, and problem-solving.

Recognizing the importance of SLAC in promoting teacher growth, the Department of Education (DepEd) has aligned its policies accordingly. Aligned with Republic Act 10533, the Enhanced Basic Education Act of 2013, DepEd Order No. 35, s. 2016 emphasizes SLAC as a school-based continuing professional development strategy. It highlights the significance of addressing learner diversity and inclusion, content and pedagogy, assessment and reporting, 21stcentury skills, and ICT integration through SLAC sessions. DepEd aims to create a culture of continuous learning and improvement among teachers, enhancing teaching and learning outcomes.

Implementing SLAC processes may come with challenges, such as prioritizing topics and preparing materials for sessions. These challenges can be addressed by providing ongoing support and guidance to teachers, ensuring that SLAC sessions are properly organized and relevant to the needs of the teachers. It is recommended to institutionalize the process of conducting SLAC by incorporating it into the regular schedule of teachers and providing resources and training to facilitate effective implementation.

SLAC has a significant impact on the professional growth of teachers. By participating in SLAC sessions, teachers have the opportunity to reflect on their practice, learn from their peers, and enhance their skills and knowledge. SLAC provides a platform for teachers to share their challenges, discuss innovative strategies, and collectively find solutions. The continuous engagement in SLAC contributes to the growth and development of teachers, leading to improved teaching practices and better student outcomes.

Thus, School Learning Action Cells play a crucial role in fostering continuous learning and development among teachers. Aligned with DepEd orders, SLAC empowers teachers to enhance their professional practice and navigate the challenges of education. By prioritizing teacher professional development through SLAC, schools create an environment that promotes growth, innovation, and improved student outcomes. The collaborative nature of SLAC sessions contributes to a shared professional culture, where teachers collectively address challenges, share best practices, and continuously improve their teaching strategies. School Learning Action Cell emerges not just as a strategy but as a commitment to the continuous learning and development of educators. It stands as a beacon guiding teachers through the evolving educational landscape, fostering collaboration, and propelling the teaching-learning process into a realm of unparalleled effectiveness and innovation. By embracing SLAC and its focus on learner diversity, pedagogy, assessment, 21st-century skills, and curriculum contextualization, educators can unlock their potential and contribute to a thriving educational ecosystem.

-oOoThe author is Master Teacher I at Francisco G. Nepomuceno Memorial High School