RELCAAP National SeminarWorkshop

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Title: RELCAAP National SeminarWorkshop

1

RELCAAP National Seminar-Workshop
on Updating Strategies in
Communicative Language TeachingSupport to
School - Based Management
(SBM) INSET

2
Updating Strategies in Communicative Language
Teaching Support to SBM INSET

Communicative Language Teaching (CLT)
CLT, an approach in teaching English, has been
advocated by experts and popularly adopted in the
academe.
In the survey conducted with English Elementary
and Secondary teachers of Region III, CLT is on
top of the approaches they employ in the language
class.

4
In their analyses of the theoretical bases of
CLT, Richards and Rodgers offer four
characteristics of a communicative view of
language

Language is a system for the expression of
meaning.
The primary function of language is for
interaction and communication.
The structure of language reflects its functional
and communicative uses.
The primary units of language are not merely its
grammatical and structural features but
categories of functional and communicative
meaning as exemplified in discourse.

5
School Based Management (SBM)

On the other hand,
SBM provides the school community the impetus and
direction to accelerate the much needed reforms
and measures to address the learning problems and
improve pupils/students academic performance,
especially in English, Math and Science.
No less than the President has called upon
DepED to enhance the English proficiency of
Filipino learners.
English, being the language of information and
technology, is the Filipinos competitive edge in
the global labor market.

6
Brief Backgrounder on SBM

SBM is the institutional expression of change in
the governance of basic education which must
occur at the level of the school the heart of
the formal education system.
SBM, as the main tool for continuous improvement
of the school, gives the school heads and their
partners in the community the flexibility,
autonomy and responsibility to manage and effect
change in the school.

7
SBM Backgrounder

SBM operates within the framework of Education
Quality Improvement Model involving the
components
Assessment -School/Student Academic
Performance
Strategies - Inputs Teacher Training
Instructional
Materials
Strategies/
Best Practices
Standards - Outputs Improved Instruction
Improved
Academic Achievement
Accountability - School Principals/heads
and teachers are responsible for the
pupils learning outcomes

The school head performs 3 major functions under
SBM
1. Promotes education quality improvement
2. Exercises administrative management
3. Exercises instructional leadership
These functions require new sets of
competencies (knowledge, skills and attitudes).
As instructional leader promoting quality
education, he/she needs to get updated on
strategies that will enhance instruction in
English and which will redound to increased
pupil performance.

The school head as lead SBM implementer has the
authority, accountability and responsibility to
Introduce new and innovative modes of instruction
to achieve higher learning outcomes
2. Encourage development and use of innovative
instructional methods focused on improvement of
learning outcomes

The school head as lead SBM
implementer has the authority,
accountability and responsibility to
Provide teachers with adequate information and
risk-taking
opportunities that will encourage them to
create, produce innovations or modify teaching-
learning materials, methods and techniques to
improve instruction and enrich the curriculum.

11
In-Service Training (INSET)

School-based INSET is a vital component of SBM
The school head and teachers initiate, plan and
implement the INSET.
The annual INSET Plan is included in the School
Improvement Plan (SIP).
Suitable interventions based on needs assessment
are applied to improve learning achievement.

12
SBM INSET

13
SBM INSET

The teacher
Makes his/her individual action plan using the
skills learned from the INSETs
Takes responsibility for effective teaching
through the application and utilization of
learnings from INSETs

14
SBM INSET