TRAINING ON SCHOOL TRANSFORMATION
Nov. 21-24, 2018
IDEAS LEARNED/ INFORMATION
GATHERED
DAY 1
A. The Impaired School Leader in Pursuit of
Transformation and Innovation
- This is a leader profiling document that
distinguishes the management-oriented and the
innovation-driven school leader.
B. Whoa! What happened? A cursory look at the
Rollout of Senior High School
- This is a modified version of an environmental scan
that deliberately allows trainees to rant and to complain in
an atmosphere of responsible freedom and collective
analysis.
C. What Worked, What Did Not: The SHS
Implementers Speak
- This is an individual reflection sheet that allows each
participant to examine more intently the experience of the
early implementers of SHS in relation to the experiences
of his or her own school in rolling out the new program.
D. Truth of Lie? What’s the real deal?
- This is a terse assessment that highlights the most
common concerns of school leaders in implementing the
SHS program. While it examines how they managed the
fundamental expectations of the state mandated program.
It also clarifies on the basis of new issuances the aspects
of flexibility enshrined in the implementing rules and
regulations of K to 12 as a major educational reform
initiative.
- Senior High School Problems was presented during the
Talk shop.
ATENEO DE DAVAO UNIVERSITY
RELEVANCE/ APPLICABILTY TO
OUR SCHOOL
General: (Insights)
In general the relevance or applicability to our school is
to embrace the new trend of technology which it’s a big
help if the school embracing it. Most especially if the
innovation will embrace it by our school and our learners
will give their attention if the school is highly innovative
with it terms of School Facilities, the teachers and the
management.
The effective school leadership which gives
relevance/impact to the seminar, is not exclusive to
formal offices or positions; instead it should be
distributed across a number of individuals in a school.
Principals, managers, academic leaders, department
chairs, and teachers can contribute as leaders to the goal
of learning-centred schooling. The precise distribution of
these leadership contributions can vary. Such aspects as
governance and management structure, accountability
prescriptions, school size and complexity, and levels of
student performance can shape the kinds and patterns of
school leadership. Thus principals must be not only
managers but also leaders of the school as a learning
organisation. They interact with teachers to create a
productive, cohesive learning community.
INNOVATIONS WHICH CAN BE
INTRODUCED TO IMPROVE OUR
SCHOOL
General: (Insights)
The Innovations which can be introduced to improve our
school is the innovative practices that focus on system-
wide school improvement by encouraging and
developing school leaders to work beyond the school
borders for the benefit of the school system as a whole.
School leaders are willing and able to take the lead
in developing world-class education systems that meet
the needs of all students, as this report demonstrates.
System leadership can build capacity in education; share
expertise, facilities and resources; encourage innovation
and creativity; improve leadership and spread it more
widely; and provide skills support. The collective sharing
of skills, expertise and experience will create much richer
and more sustainable opportunities for rigorous
transformation than can ever be provided by isolated
institutions.
System leaders” are those head teachers who are
willing to shoulder system leadership roles, who care
about and work for the success of other schools as well as
their own.
DAY 2
A. From Managers to Innovators: Enhancing
SHS through School-based Knowledge and
Innovation Management
- This is a small group activity that engages
participants in identifying an alternative and
innovative approach to solve usual concerns in
managing SHS at the levels of program delivery,
assessment teacher training, and linkage building.
B. Flexibilities in Program- School based
Innovation Plan
Part A.
-This is the first part of the action plan that will be
developed as days 2 and 3 of the training unfold.
Part A concentrates on aspects of program design
and delivery.
Part B.- Outcomes-based Assessment in Senior
High School
- This is the second part of the action plan that will
be developed as days 2 and 3 of the training
unfold. Part B concentrates on aspects of
assessment at the levels of teaching, learning, and
school-wide management in Senior High School.
Part C.- Teacher-Driven Development in Senior
High School
- This is the third part of the action plan that will be
developed as days 2 and 3 of the training unfold.
Part C concentrates on aspect of teacher
development that should be considered by the
school leader.
DAY 3
A. Building and Managing Linkages in Senior
High School
-This is the final part of the action plan that will be
developed as days 3 of the training unfold. Part D
concentrates on aspects of linkage building and
management in Senior High School
B. The Rise of Innovative Senior High Schools
- This is the consolidation of Parts A-D that will be
 submitted to the PEAC. The Delegates were task
to make at least one of the Parts A-D.
C. The Road Not Taken
- Participants are clustered into regional groups to
exchange ideas on how they generated their SIPs
and how they intend to establish and share
expertise with respect to their SIPs.
D. From Rapid to Robust Senior High School
-This time all the participants from other regions
gathered in one session to give each insights and
clarification about Senior High School. Dr. Fermin
the main Guest Speaker answers all the queries
from different administrators.
DAY 4
Training on Instructional Leadership Through An
Alignment Framework
A. Instructional Leadership with Aligned
Classrom Instruction Delivery Plan (Plenary)
- Instructional Leadership in each school is a big
part should be attained by each leader in order the
school more productive and has impact to the
learners. The leader of its institution must know on
how to c