Day 1 ILT_ SLC Module 1 QA.pptx for School Heads.pptx

Instructional Leadership Training for School Heads

1. NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

2. Instructional Leadership Training: Strengthening Learning Conditions for Early Literacy

3. ILT THEMATIC AREAS Theme 1 FOSTERING Conditions that contribute to literacy instruction Module 1 Title: School as a Learning Organization for Effective Literacy Instruction Module 2 Title: Smart Goals and Learning Conditions for Effective Literacy Theme 2 Supporting Literacy Instruction thru evidence based Literacy Leadership Module 3 Title: Developing Literacy Leadership Module 4 Title: Supporting and Monitoring Teachers and School Heads for Early Literacy

4. MODULE 1 SCHOOL AS LEARNING ORGANIZATIONS FOR EFFECTIVE LITERACY INSTRUCTION

5. ‹#› Leading and Managing Schools as a Learning Organization in the New Normal SESSION 1.1

6. NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES SESSION OBJECTIVES Describe a school as a learning organization based on Senge’s Characteristics of a Learning Organization. Identify the action steps to make your school a learning organization based on OECD Model (2016) before the pandemic and in the new normal.

7. NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES SESSION OBJECTIVES Reflect on the relevant role of school leaders in making school as a learning organization. Formulate a shared vision of literacy instruction for their respective schools.

8. Aida Santos is the principal of an elementary school in a first-class municipality. She has been a principal for five years. One day, she receives a notice from the division office that her Grade 4 students may be participating in a national achievement test conducted by the Central Office. SCE NARIO SCENARIO

9. The test focuses on the reading skills of elementary students. The test is scheduled a month away, and Aida dutifully prepares her students. She meets with concerned teachers and staff regarding her plans. Aida plans to do the following: SCE NARIO SCENARIO

10. ensure the students' daily attendance, make available certain instructional materials that teachers need, acquire children's storybooks, check lesson plans, observe classes, and give pointers to teachers on how to improve their teaching. SCE NARIO SCENARIO

11. Aida has a cooperative staff, and she is able to achieve her plans. Student attendance improved. Local civic organizations and other NGOs donated storybooks and other reading materials to the school. Lesson plans were reviewed. Observations were done on a weekly basis SCE NARIO SCENARIO

12. The testing date arrives, and Aida's students take the test. A few months later, Aida hears on the news the results o f the achievement test her students took. SCE NARIO SCENARIO

13. Aida learns from a general report that only a small percentage of student s showed reading proficiency at the expected level. Aida goes to the division office to verify the news and ask i f there were any reports released about her school's performance. SCE NARIO SCENARIO

14. Supervisors at the Division Office confirm the news that their division did not perform well. They also inform her that the specific division report will be given weeks later. On her way back to her school, Aida wonders about the test results. She believes that she planned well to prepare the students. SCE NARIO SCENARIO

15. What can you say about Aida's preparation? SCE NARIO SCENARIO

16. What can you say about Aida’s preparation? Plenary Sharing Module 1:

17. World Bank 2018 Development Report THE PROBLEM OF SCHOOLING VS. LEARNING

18. “…schooling is not the same as learning… Schooling is the time a student spends in classrooms, whereas learning is the outcome—what the student takes away from schooling.” 22 World Bank 2018 Development Report

19. SCHOOLING

20. LEARNING

21. “…for millions, schooling is not producing enough learning. Learning outcomes in basic education are so low… the developing world is facing a learning crisis.” 22 World Bank 2018 Development Report

22. Aida Santos is the principal of an elementary school in a first-class municipality. She has been a principal for five years. One day, she receives a notice from the division office that her Grade 4 students may be participating in a national achievement test conducted by the Central Office. The test focuses on the reading skills of elementary students. SCENARIO

23. The test is scheduled a month away, and Aida dutifully prepares her students. She meets with concerned teachers and staff regarding her plans. Aida plans to do the following: ensure the students' daily attendance, make available certain instructional materials that teachers need, acquire children's storybooks, check lesson plans, observe classes, and give pointers to teachers on how to improve their teaching. SCENARIO

24. Aida has a cooperative staff and she is able to achieve her plans. Student attendance improved. Local civic organizations and other NGOs donated storybooks and other reading materials to the school. Lesson plans were reviewed. Observations were done on a weekly basis. SCENARIO

25. SCENARIO The testing date arrives and Aida's students take the test. A few months later, Aida hears on the news the results of the achievement test her students took. Aida learns from a general report that only a small percentage of students showed reading proficiency at the expected level. Aida goes to the division office to verify the news and ask if there were any reports released about her school's performance.

26. SCENARIO Supervisors at the division office confirm the news that their division did not perform well. They also inform her that the specific division report will be given weeks later. On her way back to her school, Aida wonders about the test results. She believes that she planned well to prepare the students. What can you say about Aida's preparation?

27. OPEN MIC How about in your school? You can look back before the pandemic and ask yourself which happened more, schooling or learning?

28. “…27 percent of Filipino pupils in Grade 5 were only able to recognize single words, while only 10 percent of them developed reading proficiency to allow their proper transition to secondary education” (Inquirer, Dec. 3, 2020).

29. LEARNING LITERACY CRISIS

30. FIGURE 4: The RAPID Learning Recovery Framework R A P I D ASSESS learning levels. INCREASE catch-up learning and progress beyond what was lost. REACH every child and retain them in school. PRIORITIZE teaching the fundamentals. psychosocial health and well-being so every child is ready to learn. DEVELOP

31. “a learning organization is a group of people working together collectively to enhance their capacities to create results they really care about.” PETER SENGE

32. Characteristics of a Learning Organization: Team learning – emphasis on the learning activities of the group rather than the development of team process; Shared vision – ability to unearth shared ‘pictures of the future’ that foster genuine commitment and enrolment rather than compliance;

33. Mental models – deeply held internal images of how the world works; Personal mastery – continually clarifying and deepening personal vision, focusing energies, developing patience, and seeing reality objectively; Characteristics of a Learning Organization:

34. Characteristics of a Learning Organization: Systems thinking – the ability to see the bigger picture, to look at the interrelationships of a system as opposed to simple cause-effect chains; allowing continuous processes to be studied rather than single snapshots. PETER SENGE

35. SCHOOL AIDA’S SCHOOL Team Learning Mental Models Systems Thinking Personal Mastery Shared Vision FLAG

36. SCHOOL More schooling or more learning? Team Learning Mental Models Systems Thinking Personal Mastery Shared Vision AIDA’S SCHOOL FLAG

37. If Aida’s school plan was designed in line with the characteristics of a learning organization, what effect will such a plan have on her students and teachers? What results could happen? OPEN MIC

38. SCHOOL AIDA’S SCHOOL More schooling or more learning? Team Learning Mental Models Systems Thinking Personal Mastery Shared Vision FLAG

39. If the characteristic that I show is already happening in your school, raise your two hands. If the characteristic that I show is not yet happening in your school, raise your hand.

40. DISTRIBUTED LEADERSHIP

41. DISTRIBUTED LEADERSHIP Distributed leadership develops, grows and is sustained through collaboration, teamwork, and participation in professional learning communities and networks.

42. Mic Say a word to describe your experience in this session. PASS THE

43. REFERENCES Print OECD Integrated Model of a School as a Learning Organization. Source: OECD (2016) What makes a school a l learning organization? Senge, P. The Fifth Discipline: The Art and Practice of the Learning Organizations at http://kmcenter.rid.go.th/kmc08/km_59/manual_59/Book6/The-Fifth-Discipline.pdf Senge, P. (2012). Schools that Learn. Doubleday: New York. Video Senge Video on what a learning organization looks like: https://www.youtube.com/watch?v=eXdzKBWDraM Senge Video on what a launching innovation in schools looks like: https://www.youtube.com/watch?v=xonYw7Od0cg

44. SESSION 1.2 Developing a Shared School Vision

45. NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES SESSION OBJECTIVES Share your reflections on the value of a shared vision in literacy instruction.

46. NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES SESSION OBJECTIVES Prepare a shared vision statement for literacy instruction in the new normal and pivoted context by undergoing an inclusive envisioning process plan using guided questions.

47. SCHOOL LEARNING ORGANIZATION Team Learning Mental Models Systems Thinking Personal Mastery Shared Vision FLAG

48. PETER SENGE Personal visions: Conversations about what individuals care about and their personal visions about these topics is the source of a shared vision Diversity: The diversity of individuals in co-creation is the strength of a shared vision

49. PETER SEN GE Different Perspectives: Individuals have different views related to the shared vision, depending on their roles: teachers, managers, students, parents, community.

50. PETER SENGE Coherency in Action: Even with different perspectives on the vision, when everyone co-creates the vision, they all work coherently toward the realization of the vision.

51. PETER SENGE “When people truly share a vision they are connected, bound together by a common aspiration. Personal visions derive their power from an individual’s deep caring for the [shared] vision.”

52. Engenders aspiration by tapping into the school’s deeper sense of purpose. Invites continuous renewal of commitment to the people in the school, especially the students. Ignites a motivating force for sustained action to achieve individual and school goals. LEARNING ORGANIZATION

53. LEARNING ORGANIZATION Establishes mindfulness of the values that define what we care about. Ensures moral purpose with dedication to improving the lives of the most vulnerable and disadvantaged. Gives everyone at the school a sense of direction

54. Embodies school beliefs and values about literacy

55. Embodies school beliefs and values about literacy . Ensures consistency in understanding and responding

56. Makes everyone accountable Embodies school beliefs and values about literacy Ensures consistency in understanding and responding

57. SHARED VISION S T A T E M E N T In the next five years (2021-2025), we envision our school as a learning organization where students learn to become productive citizens who contribute to the country’s development. We believe that strong literacy skills (i.e., reading, writing, speaking and listening) will empower our students to achieve their individual career or professional goals. EXAMPLE 1 | SCHOOL 1

58. SHARED VISION S T A T E M E N T For this purpose, we endeavor to provide high quality literacy instruction in all content areas where students engage with a variety of texts that develop their critical thinking and stimulate their interest and enjoyment in reading. Faculty and staff will also undertake professional development that will equip them with the latest approaches and strategies to make literacy instruction a research-based and rewarding educational experience. EXAMPLE 1 | SCHOOL 1

59. In response to the new normal, T. Pinpin Elementary School in the next three years aims to become an educational institution that ensures the well-being and welfare of its students and equips students with competencies that enable them to work and lead fulfilling lives as global citizens in the 21st century. At the core of these competencies is a solid foundation of literacy skills that enable students to read, write, speak and listen in different settings. EXAMPLE 1 | SCHOOL 2 SHARED VISION S T A T E M E N T

60. Other important skills related to critical thinking and creativity that students need to have can only grow in relation to the depth of these foundational skills. To develop this foundation, the school will explicitly teach literacy skills relevant to each subject area. The school will also develop and implement a system where students will extend and enrich their literacy skills in different learning activities at home and in the community. This system will involve the participation of parents, guardians and community leaders. EXAMPLE 1 | SCHOOL 2 SHARED VISION S T A T E M E N T

61. Maria Orosa High School sees itself growing in the new normal as a dynamic learner-centered community where teachers work to ensure that students acquire knowledge, skills and values that prepare them for academic work in higher education. The school in its curriculum and instruction emphasizes a standards-based development of literacy skills that are essential for students’ formation as informed, responsible and independent learners. EXAMPLE 1 | SCHOOL 3 SHARED VISION S T A T E M E N T

62. Teaching literacy skills identified by established standards and benchmarks will also enable students to respond to diverse learning challenges. Hence, literacy instruction will be developed in line with national and international benchmarks and standards. Varied assessments based on these standards and benchmarks will be used to diagnose students’ learning difficulties, monitor their progress and develop interventions to help students demonstrate the skills required by the different benchmarks and standards. EXAMPLE 1 | SCHOOL 3 SHARED VISION S T A T E M E N T

63. OPEN MIC What do these different examples have in common?

64.   EXAMPLE 1 Picture of the School/Students’ Future (a statement of the following: the school’s desired transformation or change as a learning organization, the time period for the change to happen and the students’ envisioned graduate attributes) In the next five years (2021-2025), we envision our school as a learning organization where students learn to become productive citizens who contribute to the country’s development.

65.   EXAMPLE 2 Picture of the School/Students’ Future (a statement of the following: the school’s desired transformation or change as a learning organization, the time period for the change to happen and the students’ envisioned graduate attributes) In response to the new normal, T. Pinpin Elementary School in the next three years aims to become an educational institution that ensures the well-being and welfare of its students and equips students with competencies that enable them to work and lead fulfilling lives as global citizens in the 21ˢᵗ century.

66.   EXAMPLE 3 Picture of the School/Students’ Future (a statement of the following: the school’s desired transformation or change as a learning organization, the time period for the change to happen and the students’ envisioned graduate attributes) Maria Orosa High School sees itself growing in the new normal as a dynamic learner-centered community where teachers work to ensure that students acquire knowledge, skills and values that prepare them for academic work in higher education.

67.   EXAMPLE 1 School Beliefs about Literacy and the Role and Purpose of Literacy Instruction (how the school defines literacy instruction and explains its importance) We believe that strong literacy skills (reading, writing, speaking and listening) are essential for their future success.

68.   EXAMPLE 2 School Beliefs about Literacy and the Role and Purpose of Literacy Instruction (how the school defines literacy instruction and explains its importance) At the core of these competencies is a solid foundation of literacy skills that enable students to read, write, speak and listen in different settings. Other important skills related to critical thinking and creativity that students need to have can only grow in relation to the depth of these foundational skills.

69.   EXAMPLE 3 School Beliefs about Literacy and the Role and Purpose of Literacy Instruction (how the school defines literacy instruction and explains its importance) The school in its curriculum and instruction emphasizes a standards-based development of literacy skills that are essential for students’ formation as informed, responsible and independent learners. Teaching literacy skills identified by established standards and benchmarks will also enable students to respond to diverse learning challenges.

70.   EXAMPLE 1 Key Strategies to Adopt (how the school will implement literacy instruction) For this purpose, we endeavor to provide high quality literacy instruction in all content areas where students engage with a variety of texts that develop their critical thinking and stimulate their interest and enjoyment in reading. Faculty and staff will also undertake professional development that will equip them with the latest approaches and strategies to make literacy instruction a research-based and rewarding educational experience.

71.   EXAMPLE 1 Key Strategies to Adopt (how the school will implement literacy instruction) To develop this foundation, the school will explicitly teach literacy skills relevant to each subject area. The school will also develop and implement a system where students will extend and enrich their literacy skills in different learning activities at home and in the community. The school will also develop and implement a system where students will extend and enrich their literacy

72.   EXAMPLE 1 Key Strategies to Adopt (how the school will implement literacy instruction) Hence, literacy instruction will be developed in line with national and international benchmarks and standards. Varied assessments based on these standards and benchmarks will be used to diagnose students’ learning difficulties, monitor their progress and develop interventions to help students demonstrate the skills required by the different benchmarks and standards.

73.  COMPONENT GUIDE QUESTION SCHOOL RESPONSE Picture of the School/Students’ Future (a statement of the following: the school’s desired transformation or change as a learning organization, the time period for the change to happen and the students’ envisioned graduate attributes) What kind of school do you want to create? What do you want your school to be known for with regards to students’ learning and achievement? What change in the school’s identity or purpose can happen in line with the new normal or in response to the country’s performance in national or international student achievement tests? What is a realistic time period for this change to happen? What will happen to students as a result of the school’s transformation? What kind of graduates will they become?

74.  COMPONENT GUIDE QUESTION SCHOOL RESPONSE School Beliefs about Literacy and the Role and Purpose of Literacy Instruction (how the school defines literacy instruction and explains its importance) What is the school’s understanding of literacy instruction? What kind of literacy instruction does it want to implement given the school’s purpose and the performance of its students? What type of literacy instruction needs to be done as indicated by available data of students’ current literacy skills? How will the provision of the literacy instruction contribute to the students’ success in school and in the future?

75.  COMPONENT GUIDE QUESTION SCHOOL RESPONSE Key Approaches/Strategies to Adopt (how the school will implement literacy instruction) What approaches/ strategies in literacy instruction does the school need to adopt in order to ensure the effective delivery of literacy instruction? What kind of faculty development will be provided in relation to literacy instruction? What is the involvement of different stakeholders in the program of literacy instruction?

76. SHARED VISION FORMULATING

77. SHARED VISION STATEMENT COMPONENT EXPECTED ITEMS OF COMPONENT ALL EXPECTED ITEMS OF COMPONENT EVIDENT IN SHARED VISION STATEMENT EXPECTED ITEMS OF COMPONENT PARTIALLY EVIDENT IN SHARED VISION STATEMENT NO EXPECTED ITEMS OF COMPONENT DONE IN SHARED VISION STATEMENT Picture of the School/Students’ Future   The school’s name is mentioned. A description is given about the school’s envisioned or transformed -identity or purpose. A time period is stated for accomplishing the school change. The description of school change reflects certain characteristics of a learning organization. A description is also given about how the school change addresses the new normal

78. SHARED VISION STATEMENT COMPONENT EXPECTED ITEMS OF COMPONENT ALL EXPECTED ITEMS OF COMPONENT EVIDENT IN SHARED VISION STATEMENT EXPECTED ITEMS OF COMPONENT PARTIALLY EVIDENT IN SHARED VISION STATEMENT NO EXPECTED ITEMS OF COMPONENT DONE IN SHARED VISION STATEMENT School Beliefs about Literacy and the Role and Purpose of Literacy Instruction    A description is given about the purpose of literacy instruction the school plans to undertake. The description presents the school’s understanding of the nature of literacy instruction and its contribution to student learning. Specific aspects of literacy instruction are mentioned and are appropriate to the school context or responsive to students’ learning needs.

79. SHARED VISION STATEMENT COMPONENT EXPECTED ITEMS OF COMPONENT ALL EXPECTED ITEMS OF COMPONENT EVIDENT IN SHARED VISION STATEMENT EXPECTED ITEMS OF COMPONENT PARTIALLY EVIDENT IN SHARED VISION STATEMENT NO EXPECTED ITEMS OF COMPONENT DONE IN SHARED VISION STATEMENT Key Approaches/ Strategies to Adopt Specific approaches and strategies or models of literacy instruction are cited and described. The approaches and strategies are aligned with the aspects of literacy instruction mentioned in the previous part. A description is given of the kind of professional development program on literacy instruction for teachers. The involvement of stakeholders is also described covering their roles or the type of support that they will be asked to provide.

80. PRESENTATION SHARED VISION

81. SCHOOL FLAG LEARNING ORGANIZATION 5 DISCIPLINES Shared Vision Personal Mastery Mental Models Systems Thinking Team Learning

82. The role of school and district leadership in establishing a school culture that depicts the qualities of a learning organization The five characteristics or disciplines of a learning organization The parts and process of formulating a shared vision statement

83. REMINDER SELF-PACED WORK: FORMULATING A SHARED VISION STATEMENT

84. REFERENCES Print OECD Integrated Model of a School as a Learning Organization. Source: OECD (2016) What makes a school a l learning organization? Senge, P. The Fifth Discipline: The Art and Practice of the Learning Organizations at http://kmcenter.rid.go.th/kmc08/km_59/manual_59/Book6/The-Fifth-Discipline.pdf Video Peter Senge on Shared Vision at https://www.youtube.com/watch?v=IyESvprvRbI&list=WL&index=5&t=0s

85. SALAMAT!