Effective education leadership makes a difference in improving learning.

One of the major tasks

of school head is to provide instructional leadership and help teachers teach effectively. As I
have experienced, being an instructional leader , it is very imperative then to say that I have to ‘
‘guide on the side ’’ to both students and the teachers under my care in order to address their
learning needs. I know the fact that each teacher has his/her own unique abilities, personal
needs and teaching philosophy in life. Their teaching philosophy has a greater impact in the
delivery of learning. The same true with the students they have distinct and varied motivations
in going to school and capability to learn in different ways. I reminded them all the time to
showcase their best performance in teaching in order to live up or transport effective instruction
as to quality education is concern..

During the LAC Session I highlighted the topic “ Integrating Active Learning Strategies “ in
their Workweek Home Learning Plan since teachers at this very time will no longer use the
Lesson Plan. After having my rigorous discussion about the subject , Teachers themselves were
so passive and actively participated in the lecture only to find out that at the end of my discussion
they confided to me about their sentiments that they might be getting difficulty in implementing
the said strategy in their respective class because as they said they have no active students to
interact with. Yes, It was true that the process that I was asking them to implement in their
classes was definitely hard to apply considering our present situation now. But truly speaking as
their school head, I can assure that my teachers in my department had already applied the
different strategies long before on how to conduct active learning in their class .My proof
would be my Class Observation Program ( COP ) and Teachers Observed and Given Assistance
( TOGA ) wherein it was specified in the tool regarding their developmental needs .

As to the Workweek Home Learning Plan is concern, I conducted one on one conference and at
the same time a post observation conference with my teachers assessing the quality of the
contents on how they implemented it using WHLP instead of LP.

From the dialogue conducted I knew lot of concerns from the teachers aside from knowing that
the competencies and the activities in the modules were already made from the National .
Teachers asked me if they are going to change the objectives and the competencies as well, but I
told them that they should not change it but just make modification of the objectives and the
activities as well.

Taking into consideration that while we are still experiencing pandemic it is arduous to
implement the strategies that address active learning in the classroom, to make the undertaking
realistic I was basing my implementation last school-year since it was easy for teachers to
engage students in active learning. Though this time I still ask my teachers to still implement it
for them to have exact views regarding the implementation with or without students in the
classroom. During the conference , I told my teachers about few things to keep in mind when
implementing a more active learning framework into their classroom. First was to take an
inventory of what strategies and techniques they are already using, and which they feel drawn
towards. Additionally I said unto them that it can be much more effective to build on practices
already incorporated in their course materials rather than radically shifting the framework of
assignments and interactions. Also, consider incorporating active learning into areas of the class
that are directly assessed or that support major, evaluative pieces of the grading scheme. Students
who may be apprehensive about engaging in a new or unfamiliar technique may be more willing
to do so if the connection to exams, or final projects is clear.
I advised them to embrace on some useful techniques that help integrate active learning into
their teaching.
For example: Start small because some students may not be ready or well-prepared for many
active learning techniques at once. For example, choose one simple technique from the active
learning strategies to try in a class.
Explain the benefits for using active learning techniques and connect the activity to student
learning outcomes for the class.
Think about how you will facilitate the process for each step of the way. For example, how will
you introduce the active learning activity? How much time will you give students? How will you
debrief
Consider the logistics of getting students (a small or large group of students) back on track after
an active learning activity.

Regularly check in with students, through both informal and formal feedback, about how the
active learning techniques are impacting their experience of the class.

I presented them an example using short video which explains in more detail how they may use
other simple active learning strategies in their teaching (e.g. Think-Pair-Share, Jigsaw,
Simulation, or Role-Play).
During the one on one, I interviewed them on how they can incorporate active learning in the
classroom and the following list summarizes some of the many approaches:
Clarification Pauses: This simple technique fosters “active listening.” Throughout a lecture,
particularly after stating an important point or defining a key concept, stop presenting and allow
students time to think about the information. After waiting, ask if anyone needs to have anything
clarified. Ask students to review their notes and ask questions about what they’ve written so far.

Writing Activities such as the “Minute Paper”: At an appropriate point in the lecture, ask the
students to take out a blank sheet of paper. Then, state the topic or question you want students to
address. For example, “Today, we discussed emancipation and equal rights. List as many key
events and figures as you can remember. You have two minutes – go!” !

Self-Assessment: Students receive a quiz (typically ungraded) or a checklist of ideas to

determine their understanding of the subject. Concept inventories or similar tools may be used at
the beginning of a semester or the chapter to help students identify misconceptions. !

Large-Group Discussion: Students discuss a topic in class based on a reading, video, or

problem. The instructor may prepare a list of questions to facilitate the discussion. !
Think-Pair-Share: Have students work individually on a problem or reflect on a passage.
Students then compare their responses with a partner and synthesize a joint solution to share with
the entire class. !

Cooperative Groups in Class (Informal Groups, Triad Groups, etc.): Pose a question for each
cooperative group while you circulate around the room answering questions, asking further
questions, and keeping the groups on task. After allowing time for group discussion, ask students
to share their discussion points with the rest of the class. !

Peer Review: Students are asked to complete an individual homework assignment or short
paper. On the day the assignment is due, students submit one copy to the instructor to be graded
and one copy to their partner. Each student then takes their partner's work and, depending on the
nature of the assignment, gives critical feedback, and corrects mistakes in content and/or
grammar. !

Group Evaluations: Similar to peer review, students may evaluate group presentations or
documents to assess the quality of the content and delivery of information. !

Brainstorming: Introduce a topic or problem and then ask for student input. Give students a
minute to write down their ideas, and then record them on the board. An example for an
introductory political science class would be, “As a member of the minority in Congress, what
options are available to you to block a piece of legislation?” !

Case Studies: Use real-life stories that describe what happened to a community, family, school,
industry, or individual to prompt students to integrate their classroom knowledge with their
knowledge of real-world situations, actions, and consequences. !

Hands-on Technology: Students use technology such as simulation programs to get a deeper
understanding of course concepts. For instance, students might use simulation software to design
a simple device or use a statistical package for regression analysis.

Interactive Lecture: Instructor breaks up the lecture at least once per class for an activity that
lets all students work directly with the material. Students might observe and interpret features of
images, interpret graphs, make calculation and estimates, etc.

Active Review Sessions (Games or Simulations): The instructor poses questions and the
students work on them in groups or individually. Students are asked to show their responses to
the class and discuss any differences. ! Role Playing: Here students are asked to "act out" a part
or a position to get a better idea of the concepts and theories being discussed.

Role playing exercises can range from the simple to the complex.

Jigsaw Discussion: In this technique, a general topic is divided into smaller, interrelated pieces
(e.g., a puzzle is divided into pieces). Each member of a team is assigned to read and become an
expert on a different topic. After each person has become an expert on their piece of the puzzle,
they teach the other team members about that puzzle piece. Finally, after each person has
finished teaching, the puzzle has been reassembled, and everyone on the team knows something
important about every piece of the puzzle. !

Inquiry Learning: Students use an investigative process to discover concepts for themselves.
After the instructor identifies an idea or concept for mastery, a question is posed that asks
students to make observations, pose hypotheses, and speculate on conclusions. Then students
share their thoughts and tie the activity back to the main idea/concept. !

Forum Theater: Use theater to depict a situation and then have students enter into the sketch to
act out possible solutions. Students watching a sketch on dysfunctional teams, might brainstorm
possible suggestions for how to improve the team environment. Ask for volunteers to act out the
updated scene.

Experiential Learning: Plan site visits that allow students to see and experience applications of
theories and concepts discussed in the class.

When my teachers implemented active learning in their LP/WHLP and even during class
observation the following are the positive results:

a. Each learner has responded the questions and took part in a successful active learning
activities that provide an opportunity for all of them in a class to think and engage with
course materials and practice skills for learning.
b. Learners found out that the activities given by their teachers were very stimulating that
motivated them to engage in the learning process.
c. It helps develop collaborative skill of the learners, since collaboration is a pillar of most
active learning approaches.
d. Sparks creative thinking and improves critical thinking of the learners.
e. Encourages risk taking and increases engagement.
f. Requires student preparation and increases retention.

Below are the things which did not work when active learning is administered in the
classroom.

a. Most of the teachers were not observing time management. When you
better manage your time, you'll be able to take on new opportunities and grow your business
in a sustainable manner.
b. There was limited used only of Instructional Materials to support and foster learning.
c. Some teachers still need to improve their skills in Classroom Management.
Effective classroom management establishes and sustains an orderly environment in
the classroom. Increases meaningful academic learning and facilitates social and emotional
growth.
d. Lack of Reinforcement activities to further master the subject

e. Behavior and range of cognitive abilities of the students were not emphasized.
a. Sustained attention.
b. Selective attention.
c. Divided attention.
d. Long-term memory.
e. Working memory.
f. Logic and reasoning.
g. Auditory processing.
h. Visual processing.

f.. There is a need for a teacher to enhance their content knowledge to make learning relevant.

What Feedback did you provide to your teachers?

Give Examples.

As school head, I need to give feedback to my teachers to clarify expectations and to provide
information for increasing administrative, instructional, behavior management, and personal
competency skills.

In doing this, I need to consider the following conditions for best results.

a. I must see to it that it is objective, reliable, measurable and specific.

b. It provides information about what was done well, what needs improvement and how to
improve.
c. It is delivered frequently and immediately following performance.
d. It is about performance rather than personal characteristics.

Performance feedback should be delivered in an effective manner. Here are some aspects of
effective delivery :

1. Building rapport: A supportive relationship makes it more likely that teachers will voice
concerns and be open to problem solving (Reinke, Herman, & Sprick, 2011)

2. Setting a purpose for the observation: The purpose may be to provide support when a
teacher needs it most or to strengthen implementation of a practice in general
3. Identifying data to collect that is
o Critical to the intervention being delivered
o Observable in the classroom setting
o Selected in collaboration with the teacher to identify the most useful data
o Related to student outcomes (e.g., student behaviors, student work)
 4. Providing feedback immediately or within 24 hours of the observation
5. Determining the feedback delivery method (e.g., verbally in person, email, written
communication, graph or other visual representation of teacher behavior) before the
observation
6. Supporting individual teacher skills, personalities, and abilities
7. Establishing sustainable structures, such as peer collection of ongoing data, to ensure that
results from performance feedback are maintained over time

What other supports did you extend to your teachers?

Below are the things I did when it comes to extending my help to improve the performance of
my teachers.

a. Conduct Meaningful Evaluations.

b. Offer Constructive Feedback/Suggestions.
c. Provide Meaningful Professional Development.
d. Provide Adequate Resources.
e. Provide a Mentor.
f. Establish Ongoing, Open Communication

PROOF OF CONDUCTING SCHOOL-BASED LEARNING ACTION CELL

.
Informing my superior to allow me in conduct the School-Based
Learning Action Cell through letter of request and presentation
of my LAC Action Plan and the program.

DURING MY LECTURE – GIVING EMPHASIS ON HOW TO APPLY ACTIVE LEARNING

IN THE CLASSROOM.
 SHOWING AN EXAMPLE
THE THE RELEVANCE OF

ACTIVE LEARNING
 POST CONFERENCE OF MY TEACHERS PERTAINING TO THE IMPLEMENTATION OF
OF WORKWEEK HOME LEARNING PLAN INTEGRATING ACTIVE LEARNING IN THEIR TEACHING
WORKWEEK HOME LEARNING PLAN IN MATHEMATICS

WORKWEEK HOME LEARNING PLAN IN SCIENCE

COTS-RPMS

MY SAMPLE CLASSROOM OBSERVATION PROGRAM

 COTS-RPMS

The classroom Observation Program and the COTS-RPMS are documents that served as proof
that I was conducting Classroom observation of my teachers and at the same time extended
my help in giving my technical assistance, aside from doing also pre and post conferences of
my teachers discussing about how to boost their performance in teaching .It is reflected in
these COTS –RPMS how the subject of the LAC Session was integrated. Though these
documents were being used only last year but because of the current educational situational I
included these MOVs to inform anyone that I already implemented active learning to my
teachers in their respective classes since it very harsh this time to conduct observation in the
teaching-learning process with-out the presence of the learners. These are also the tools that
support my other way of helping the teachers in my department to improve their total
performance in the system since they are all crucial in nurturing the young minds of our
learners in becoming what they want to be in the future.
SAMPLE CLASSROOM OBSERVATION PROGRAM
TEACHERS’ OBSERVED and GIVEN ASSISTANCE ( TOGA )
TEACHERS’ JOURNAL and their REFLECTION