RELCAAP National SeminarWorkshop

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

• January 22-24, 2007
• Teachers Camp, Baguio City
• DR. DINAH F. MINDO
• Director IV
• Region III

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Updating Strategies in Communicative Language
Teaching Support to SBM INSET

• The overarching goal of
• School-Based Management is to improve
  pupils/students learning achievement
• which is also the goal of every English
  teacher and school administrator.

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• 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.

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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.

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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.

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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.

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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

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• 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.

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• 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

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• 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.

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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.

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SBM INSET

• The school head
• Conducts INSETs regularly to ensure effectiveness
• Considers new teaching methods, strategies,
  technologies in INSET activities
• Monitors the application of training gains in the
  classroom
• Looks at evaluation/test results to relate them
  to INSET

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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

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SBM INSET

• INSETs are conducted to
• Upgrade the instructional and managerial
  competencies of teachers
• Improve teaching-learning process
• Implement more learner-focused activities
• Enhance pupil learning achievement of mastery
  level in skills and competencies

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• Awareness of teaching is empowering.
• The more interest teachers have
• in gaining awareness of how they teach, the more
  freedom they will have
• to direct their teaching toward
• successful student learning.
• -Gerald Gephardt

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THANK YOU