Day 4 ILT_ SLC Module 4 QA.pptx.pbvmnbptx

NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

Instructional
Leadership Training:
Strengthening
Learning Conditions
for Early Literacy

REMEMBER….
SAFE PLACE
• Respect each others talk time
• Ask and you shall receive
• Everybody has something valuable to say
• Express your thoughts and feelings
• Open discussion

Module 4:
Supporting and
Monitoring
Teachers and
School Heads for
Early Literacy

MODULE 4
DAY
3
Session 4.1:
Project Initiative
Session 4.2:
Supporting Professional Growth
Through Monitoring
Session 4.3:
Supporting Professional Growth
Through Technical assistance

SESSION
OBJECTIVES
PHOTO:
HARRY
JAMES
CREO
FOR
USAID
BASA
PILIPINAS
▪ Plan the project initiative by
providing the description, rationale,
objectives, strategies and the
results that will be gathered, and
schedule of implementation.
▪ Create a project initiative plan
based on the shared vision and
SMART goals.

How did this program change your
perspective on literacy leadership and
your role in building the school and
district as a learning organization?
Commitment

Reminders on the Project Initiative:
Criteria for the Project Initiative
▪Reflects the objectives of modules 1 to 4.
▪Shows competencies as an instructional leader
▪Supports the literacy instruction of teachers

▪ Approach selected builds social and emotional learning
▪ The activities promote well-being of teachers
and students
▪ The plan is clear and is well organized

▪ The basis of the plan is grounded
from good source of information
▪ The implementation is grounded on a sound
framework

▪ The school as a learning organization
is involved in the implementation
▪ The effects of the project initiative is determined
▪ Schedule a presentation for their project initiative

Project Initiative Plan
Template

Example
Program Proponent School Head Aida and PSDS Juan Miguel
Program Owner District XX
Target Learners 50 Kinder learners that are non readers
Number of Batches and
Proposed Implementation
Date
One batch
Month of June
Proposed Venue Home-based in the district of XX
Total Proposed Budget Php 2,500 x 50 learners
Proposed Continuing
Professional Development
credit units (if any)
10 credit units

Shared Vision: module 1.2
Influence Parents that are active and cooperative in building the
beginning literacy skills of learners. (captured portion from the
shared vision)
SMART GOAL: module 2.2
All Kindergarten students will be able to:
▪Identify the letters of the alphabet
▪Give the sound of letters
At the end of 1 month
Example

Discussion Points:
•Explain the need to design and implement
this particular initiative?
The kindergarten students based on the diagnostics
assessment could not identify letters and
sound of letters.
Example

Discussion Points:
•Provide a brief description of the situation.
Include any priority activities that are aligned
with your initiative based on the
needs assessment:
Example

Discussion Points:
These skills are important to be built
during the first month of the school year
so that the kinder pupils
would become readers and move to the next reading skills
such as CV and VC blends and word identification.
Example

Discussion Points:
•Describe priority competency gaps in literacy
that were uncovered because of this initiative:
The competency gaps that needs to be
addressed are the alphabet knowledge and phonemic
awareness.
Example

Discussion Points:
What is the project initiative all about? Describe the
type of intervention
(e.g., classroom training, benchmarking, coaching, etc.).
Example

Discussion Points:
❑Parents will be provided with resources
such as flash cards so that they can practice
recognition of alphabet and corresponding sounds.
❑Parents will implement and use the flashcards
for certain letters assigned for each day
Example

●Explain link to other past, ongoing,
or future literacy programs,
(e.g., Continuing Improvement Program), as well as
prerequisites, if any.
❑This initiative supports the goal
in the SIP to improve the reading skills
of K to 3 with 90% readers.
Example

Example
Discussion Points:
●Briefly describe major content areas
or modules and methodologies.
❑Parents will be provided with
a reading kit that contain the flash cards
❑Parents will be provided with a manual
containing the schedule of letters for each day,
procedure how to practice the alphabets and sounds

Example
Discussion Points:
●Briefly describe major content areas or modules and
methodologies.
❑Assessment tasks to be implemented
by parents and send to teachers

Example
Discussion Points:
●If the project initiative is a component
of a bigger program, explain how
the differences are linked.
❑This initiative is linked with the
reading program of the district for K to 3.

Example
Discussion Points:
●Mention which part of the
school improvement plan or annual plan
the project initiative is aligned.
❑This initiative supports the goal in the SIP
to improve the reading skills of K to 3
with 90% readers.

Example
Discussion Points:
●How were stakeholders selected? What is their
profile? (project recipients, participants etc.)
❑ The 50 incoming kinder pupils were selected
based on their scores in the
diagnostic assessment on alphabet knowledge and
phonemic awareness.

Example
Discussion Points:
●Discuss criteria for selecting stakeholders and how
these promote inclusiveness and equity.
❑ 0-4 out of 5 vowels were not identified with their sound
❑ 0-9 out of 10 consonants were not identified with their
sound

Example
Discussion Points:
●Present relevant demographics (e.g., gender, age, geographical
assignments, etc.).
❑ 60% of the mothers stay at home as a housewife.
❑ 80% have older brothers and sisters that are independent
readers
❑ 100% have no internet connection at home
❑ 90% of the parents has a mobile device (cell phone)

Example
•How will learners apply their newly acquired
competencies back on the job?
❑The school head and PSDS will create the guidelines
of communicating with the parents
❑The school head will allot funds in the MOOE to
procure the materials
❑The teachers will make the flashcards and manual to
be used by the parents

Example
❑The teachers will gather the parents for the orientation
and distribute the materials
❑The SH/PSDS will monitor the orientation and
distribution of the materials

Example
❑The teachers will gather the assessment results for
each batch of alphabet
❑The SH/PSDS will monitor and follow-up on the results
from the teachers

9:00 to
12:00
⮚Present
shared
vision to
stakeholder
s
⮚Formulate
smart goals
⮚Shared
vision
⮚SMART
goals
⮚Alphabet
knowledge
and
phonemic
awareness
⮚Sharing of
shared vision
⮚Revision to
stakeholders
⮚Revision of
shared vision
⮚Crafting of smart
goals
⮚Needs
assessment:
⮚SH
⮚Teachers
in Kinder
Tools to
assess
alphabet
knowledge
DAY 1-AM LAC Session in making the materials and manual
Date/Time
Session/
Objectives
Outputs
Topic/Content
Highlights
Methodology
Nominated Project
Team Members
Resources

9:00 to
12:00
⮚Recommend
strategies to
support
reading in a
home-based
learning
environement
⮚Alphabet
knowledge
⮚Phonemic
awarenes
s
⮚SH shows the
results of the
diagnostic
assessment
⮚PSDS presents
the reading
project of the
district
⮚Teachers
present a list of
recommendation
s to address the
results
⮚SH
⮚Teachers
in Kinder
⮚Gugaring
de on
phonics
instruction
⮚DSTAR
Date/Time Session/Objectives Outputs
Topic/Content
Highlights
Methodology
Nominated Project
Team Members
Resources

⮚Draw
interventions
based on the
diagnostic
assessment
⮚SH and PSDS
ask questions to
detail the
recommendation
s to implement
reading in a
home based
setting.
Date/Time Session/Objectives Outputs
Topic/Content
Highlights
Methodology
Nominated Project
Team Members
Resources

8:00
to
4:00
⮚Identify the
set of letters
to be taught
each day
Flashcar
ds
Manual
for
parents
⮚Alphabet
knowledge
⮚Phonemic
awarenes
s
⮚Select alphabet
to be taught
each day based
on the DSTAR
⮚List the details
of what the
parents will do
SH and
Kinder
teachers
Cartolina,
markers,
computer,
printer,
lamination
machines,
plastic,
carton
packages
DAY 3
Date 3 Session/Objectives Outputs
Topic/Content
Highlights
Methodology
Nominated Project
Team Members
Resources

⮚Plan the
activities to
teach
alphabet
knowledge
and
phonemic
awareness
in the
manual
⮚Prepare the
flash cards
⮚Prepare the
manual for
parents
DAY 3
Date 3 Session/Objectives Outputs
Topic/Content
Highlights
Methodology
Nominated Project
Team Members
Resources

1.Is the shared vision and SMART goals aligned with the
description, WAPP and design?
2.How did the SH/PSDS used data to inform the concept
of the project initiative?
3.Is the school community involved in the intervention
used? If none, what aspect needs reflective thinking?
4.Did the members of the team engaged in a reflective
thinking to arrive at the activities?

5.How was coaching done by the school head and
PSDS? If none, which aspect needs coaching?
6.Are there procedure that allowed the proponents of the
project collect evidence of effective implementation? If
none, what can be done?
• Use the rubric in the succeeding slide and provide your
initial assessment on this plan based on the Report,
Plan, Evidence of Implementation, and Results

• Complete the template that shows your plan for the project
initiative. This will be shown to your facilitator and PSDS
before you implement.
• Find time to meet with your facilitators to present and receive
feedback regarding your plan for the project initiative.
• The detailed guidelines in making the project initiative is found
in another section of the materials that will be provided to you.

• Your implementation process for the project initiative will be
monitored by the PSDS. The monitoring tool is found in the
detailed guidelines about the project initiative.
• The output for the project initiative will be assessed using
the following rubric:

Criteria for the project initiative output
Report
The report specified all parts and details as indicated in the guidelines.
Plan
The actual implementation matches the plan indicated.
Evidence of Implementation
There are evidences provided for each phase of the implementation done.
Results
Results as reflected in the performance indicators for the objectives of the
program are provided.

Criteria Met requirements
(4 points)
Partially met
majority of
requirements
(3 points)
Partially met
few
requirements
(2 points)
Did not meet
requirements
(1 point)
Use of
Data
Valid data with
adequate tools are
used showing the
needed
competencies and
problems that needs
to be addressed by
the project.
Data is
collected to
show the needs
but some parts
(25%) of the
data are not
relevant to the
project.
Data is
collected to
show the needs
but the data are
not relevant to
the project.
No data is
collected to
show the needs
of the
stakeholders in
the project.
Phase 1: Needs Assessment

Criteria Met requirements
(4 points)
Partially met
majority of
requirements
(3 points)
Partially met few
requirements
(2 points)
Did not meet
requirements
(1 point)
Quality of
data used
The data is recent (at the
beginning of the school
year for personnel and
previous quarter for
learners) and gathered
from the target recipients.
The data is not so
recent (since
previous school
year for personnel
and at the beginning
of the school year
for learners) and
gathered from the
target recipients.
The data is not so
recent (since
previous school
year for personnel
and at the beginning
of the school year
for learners) and
sample is a mix of
recipients and non
recipients of the
project.
The data is not
recent (since the
last two school
years for personnel
and at the last
school year for
learners) and
sample are not the
recipients of the
project.
Phase 1: Needs Assessment

Phase 2: Planning
Criteria
Met requirements
(4 points)
Partially met
majority of
requirements
(3 points)
Partially met few
requirements
(2 points)
Did not met
requirements
(1 point)
Relevance of the
objectives
The objectives
are directly
addressing the
needs identified
from the
stakeholders
Some objectives
(25%) do not
address the
identified needs
of the
stakeholders
Majority of the
objectives (50%)
do not address
the identified
needs of the
stakeholders
All the objectives
do not identify the
needs of the
stakeholders.
SIP (School Improvement Plan), AIP (Annual Improvement
Plan), DIP (Division Improvement Plan)

Phase 2: Planning
Criteria
Met requirements
(4 points)
Partially met
majority of
requirements
(3 points)
Partially met few
requirements
(2 points)
Did not met
requirements
(1 point)
Use of SEL
The five
components of
SEL are part of
the competencies
developed in the
project.
At least 3-4
components of
SEL are part of
the competencies
developed in the
project.
1-2 components
of SEL are part of
the competencies
developed in the
project.
None of the
components of
the SEL are
covered in the
competencies
developed in the
project

Phase 2: Planning
Criteria
Met requirements
(4 points)
Partially met majority of
requirements
(3 points)
Partially met few
requirements
(2 points)
Did not met
requirements
(1 point)
Promotion of well-
being
The project
implementation
facilitates an
online/offline
environment that
considers all factors
on health status,
happiness, personal
security, and social
connectedness of the
participants.
The project
implementation facilitates
an online/offline
environment that
considers three of the
factors including health
status, happiness,
personal security, and
social connectedness of
the participants.
The project
implementation
facilitates an
online/offline
environment that
considers one to two
of the factors
including health
status, happiness,
personal security, and
social connectedness
of the participants.
The project
implementation
facilitates an
online/offline
environment that does
not consider any of
the factors including
health status,
happiness, personal
security, and social
connectedness of the
participants.
SIP (School Improvement Plan), AIP (Annual Improvement Plan), DIP
(Division Improvement Plan)

Phase 2: Planning
Criteria
Met requirements
(4 points)
Partially met majority
of requirements
(3 points)
Partially met few
requirements
(2 points)
Did not met
requirements
(1 point)
Order of the
plan
The sequence of the
plan is easy to follow
with complete parts
in place (needs
assessment,
planning,
implementing, and
evaluation).
The sequence of the
with one missing or
unclear part (needs
assessment,
planning,
implementing, and
evaluation).
The sequence of the
with 2 to 3 missing or
unclear parts (needs
assessment,
planning,
implementing, and
evaluation).
The sequence of the
plan is difficult to
follow and all parts
are unclear (needs
assessment,
planning,
implementing, and
evaluation).

Phase 2: Planning
Criteria
Met requirements
(4 points)
of requirements
(3 points)
Partially met few
requirements
(2 points)
Did not met
requirements
(1 point)
Basis of the
plan
The plan is based on
a DepEd directive
and other plans (SIP,
AIP, DIP).
Minor parts of the
plan (25%) does not
support the DepEd
directive and other
plans (SIP, AIP, DIP).
Half of the plan (50%)
does not support the
DepEd directive and
other plans (SIP, AIP,
DIP).
Major parts of the
plan (75% or more)
does not support the
DepEd directive and
other plans (SIP, AIP,
DIP).

Phase 2: Planning
Criteria
Met
requirements
(4 points)
Partially met
majority of
requirements
(3 points)
Partially met few
requirements
(2 points)
Did not met
requirements
(1 point)
Feasibilit
y
1-2 activities are
indicated to be
implemented in
one month.
3-4 activities are
indicated to be
implemented in
one month.
5-6 activities are
indicated to be
implemented in
one month.
More than 7
activities are
indicated to be
implemented in
one month.

Phase 3: Implementing
Criteria
Met requirements
(4 points)
Partially met
majority of
requirements
(3 points)
Partially met few
requirements
(2 points)
Did not met
requirements
(1 point)
Availability
of resources
All the materials
needed are made
available to all
stakeholders
during the
implementation.
The materials
needed are made
available to
majority (75%) of
the stakeholders
during the
implementation.
The materials
needed are made
available to half
(50%) of the
stakeholders during
the implementation.
The materials
needed are made
available to few
(25% or less) of
the stakeholders
during the
implementation.

Criteria
Met requirements
(4 points)
Partially met
majority of
requirements
(3 points)
Partially met few
requirements
(2 points)
Did not met
requirements
(1 point)
Consistency
of the plan
The
implementation is
100% consistent
with the plan.
Adjustments made
are improvements
to the plan.
The
implementation is
75% consistent
with the plan.
Adjustments
made due to
some setbacks.
Half of the
implementation
(50%) is consistent
with the plan.
Adjustments made
due to some
setbacks.
Majority of the
implementation
(75% or more) is
not consistent with
the plan.
Adjustments made
due to setbacks.

Criteria
Met
requirements
(4 points)
Partially met
majority of
requirements
(3 points)
Partially met few
requirements
(2 points)
Did not met
requirements
(1 point)
Learning
Organization
All the members
of the
implementing
team are well
informed about
their tasks. They
executed their
task and attained
their deliverables
during the
implementation.
All the members of
the implementing
team are well
informed of their
tasks but did not
attain some
deliverables (25%-
50%) during the
implementation.
Not all the
members of the
implementing team
are well informed
of their tasks (25%-
50%) and did not
attain some
deliverables (25%-
50%) during the
implementation.
Majority of the
members of the
implementing team
are not well-informed
of their tasks (75% or
more) and did not
attain majority of their
deliverables (50%
and more) during the
implementation.

Criteria
Met
requirements
(4 points)
Partially met
majority of
requirements
(3 points)
Partially met few
requirements
(2 points)
Did not met
requirements
(1 point)
Time Frame
The activities of
the project were
implemented
according to
schedule.
There was a delay
(one week) in the
implementation of
activities in the
project due to
unforeseen
setbacks.
There was a long
delay (2-3 weeks)
in the
implementation of
activities in the
project due to
unforeseen
setbacks.
There was a very
long delay (one
month or more) in the
implementation of
activities in the
project due to
unforeseen setbacks.

Phase 4: Evaluating
Criteria
Met requirements
(4 points)
Partially met
majority of
requirements
(3 points)
Partially met few
requirements
(2 points)
Did not met
requirements
(1 point)
Use of
Feedback
The data collected
and observed are
used to feedback
on the
implementation.
Some data
collected and
observed are not
used (25%) to
feedback on the
implementation.
Majority of the data
collected and
observed are not used
(75 or more%) to
feedback on the
implementation.
The data
collected and
observed are not
used to feedback
on the
implementation.

Phase 4: Evaluating
Criteria
Met requirements
(4 points)
Partially met
majority of
requirements
(3 points)
Partially met few
requirements
(2 points)
Did not met
requirements
(1 point)
Outcome
of the
project
All the outcomes of
the project indicate
improvement of
competencies of
stakeholders and
processes in the
school and/or
district level.
Some the
outcomes (25%) of
the project indicate
improvement of
competencies of
stakeholders and
processes in the
school and/or
district level.
Several of the
outcomes (50%-75%)
of the project indicate
improvement of
competencies of
stakeholders and
processes in the
school and/or district
level.
The outcomes of
the project do not
indicate
improvement of
competencies of
stakeholders and
processes in the
school and/or
district level.

Phase 4: Evaluating
Criteria
Met requirements
(4 points)
of requirements
(3 points)
Partially met few
requirements
(2 points)
Did not met
requirements
(1 point)
Evidence
of
outcomes
The outcomes of
the project are
clearly reported
and inferred from
the collected data.
The outcomes of the
project are reported
but some (25%) are
not inferred from the
collected data.
The outcomes of the
project are reported
but several (50%-
75%) are not
inferred from the
collected data.
The outcomes of
the project are
not clearly
reported and
inferred from the
collected data.

Phase 4: Evaluating
Criteria
Met requirements
(4 points)
of requirements
(3 points)
Partially met few
requirements
(2 points)
Did not met
requirements
(1 point)
Use of
tools
Evidences on
project
performance
indicators were
collected using
valid tools and
methods to collect.
Some evidences on
project performance
indicators (25%)
were not collected
using valid tools and
methods to collect.
Several evidences
on project
performance
indicators (50%-
75%) were not
collected using valid
tools and methods
to collect.
No evidences on
project
performance
indicators were
collected using
valid tools and
methods to
collect.

Phase 4: Evaluating
Criteria
Met requirements
(4 points)
of requirements
(3 points)
Partially met few
requirements
(2 points)
Did not met
requirements
(1 point)
Reporting
and
summary
The results of the
initiative are
completely
presented and
summarized in the
report.
There are some
results of the initiative
are not presented
(25%) and
summarized in the
report.
There are several
results of the
initiative are not
presented (50%-
75%) and
summarized in the
report.
The results of the
initiative are not
presented and
summarized in
the report.

CREDIT:
https://giphy.com/gifs/weareeverise-relax-wellness-take-a-break-qESFbPpn6qPNo5yCQs

Pedro Barbero Talingdan Jr, an accomplished
educator with a wealth of experience.
Mr. Talingdan’s active involvement as a resource
speaker in seminars and trainings, including those
on Early Language, Literacy and Numeracy Program,
K to 12 Curriculum and Inclusive Education
highlights his commitment to educational excellence.
With a keen focus on professional growth, he has
participated in various training programs in the
country and South Korea, showcasing his dedication
to staying updated in the field.
His extensive experience includes roles as a
Classroom Teacher, a School Principal and
Education Program Supervisor in SDO-Abra.
For the success of this endeavor, Mr. Talingdan’s
subtle ways in magnifying everyone’s capabilities is
always beyond definition.
Let's welcome him with the respect he truly deserves.

Supporting
Professional
Growth Through
Monitoring
MODULE 4.2

SESSION
OBJECTIVES
PHOTO:
HARRY
JAMES
CREO
FOR
USAID
BASA
PILIPINAS
▪ Identify priority areas of support for
teachers in their literacy instruction
through Learning Delivery
Modalities (LDM).
▪ Use Observation and Feedback
Tools to prioritize areas of support
to school heads in enhancing their
literacy supervision skills .

SESSION
OBJECTIVES
PHOTO:
HARRY
JAMES
CREO
FOR
USAID
BASA
PILIPINAS
▪ Identify different Means of
Verification that can be shared
between the teacher and the school
heads; school heads and
supervisors in their feedback and
check-in conversations.
▪ Analyze the different steps in
reporting quarterly results to district
and division offices.

• How you begin the Technical
Assistance?
• How do you decide what technical
assistance to provide?
• How do you conduct your technical
assistance?
• How do you get evidence of the
impact of your conduct?
SESSION
BIG IDEAS

Shared Vision
SMART Goals
● SOCIAL-
EMOTIONAL
LEARNING
● GENDER
EQUITY AND
SOCIAL
INCLUSION
Well Being
●Capacity to
Care
●Sense of
Belonging
●Growth Mindset
●Collaborative
Problem-
Solving
Literacy Leadership
SCHOOL
LEARNING ORGANIZATION
5 DISCIPLINES
FLAG

DS: How do you conduct your
technical assistance in literacy
strategies we have covered in this
module?
SH: How will you conduct your
instructional supervision in literacy
strategies we have covered in this
module?
PRELIMINARY ACTIVITY
Answer the following
questions:

Look at the monitoring tool with responses.
Suppose that you have observed a teacher and
you had the following results (if you are a
school head). Suppose that you have a school
head (If you are a PSDS) and you provided the
following ratings.
●interpret the ratings in the tools
●take turns practicing how you give feedback by
asking questions.
●Write ONE possible goal, and one strategy to help
achieve this goal.
Activity

The Teacher YES NO N/A
1. Teacher’s Lesson Planning and Preparation of Language
Subject Lessons
1a
Weekly home learning plans (WHLPs) are clearly linked to
MELCs and curricular outcomes/competencies
1b
WHLPs and learning activity sheets (LAS) show evidence of
scaffolding literacy and language learning (e.g. through
gradual release model, the use of MT and/or Filipino as a
bridge)
1 Lesson Purpose
Domain 4 (Curriculum and Planning)
1c
WHLPs clearly contain strategies which support SEL and
GESI

2a
Uses a variety of teaching strategies from TT to facilitate
student oral language development (e.g. LEA, 5 Ws & H,
Sketch to Stretch)
2b
student writing skills (e.g. labeling, LEA, interactive writing)
2c
student phonological awareness (especially in K-1
classrooms) (e.g. rhyming, alliteration through poems and
songs, manipulating sounds)
2d
Uses a variety of teaching strategies to facilitate student
reading ability to decode (Elkonin Boxes, concept sorts)
2e
reading fluency (coral reading, independent reading, buddy
reading)

2f
reading comprehension (e.g. predicting, inferring, retelling)
2g
Uses a variety of teaching strategies help pupils learn
vocabulary (sight words, sketch to stretch, labeling)
2h
Uses a variety of bridging strategies to teach the target MoTL
(Comparing MT and MoTL at sound, word, and sentence
levels)
2i
Uses differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, strengths,
interests, and experiences.

3. Student Engagement
3a
Students are using new vocabulary in the home or in learning
activities to demonstrating understanding of new words
3b
Students learning activity sheets promote SEL behaviors and
practices (such as telling and/or retelling a story).
3c
Student learning activity worksheets reflect equal opportunities
for all children to participate with emphasis on gender,
disability, equity and cultural diversity.

4. Use of Teaching and Learning Materials
4a
Teacher incorporates the use of supplemental reading
materials in WHLPs, including resources teachers/DepEd
access from the internet, mobile technologies or FB and
distribute to students
4b
Teacher provides time for learners to work in the
textbook/materials.

5. Student Assessment and Feedback
5a
Uses either diagnostic, formative or summative assessment
strategies consistent with curriculum requirements.
5b
Uses a variety of pupil work (i.e. homework, worksheets,
quizzes and tests) to monitor pupil progress
5c
Gives constructive feedback to improve learning (e.g.
scaffolds when response is incorrect or incomplete, helps
learner respond correctly)
5d
Establishes a positive learning environment with learners
through encouragement, motivation and appreciative feedback
evident in teacher notes and/or communication logs to
parents. Includes positive use of ICT and social media
platforms to enhance communication

6. Home Learning Partners (applies only to the LDM
Strategies in the New Normal)
6a
Regularly communicates with home learning partners about
the weekly home learning plan, ad MELCs for lessons and/or
units.
6b
Shares and provides feedback on individual learner’s
performance to home learning partners (i.e. through student
report cards, weekly check-in meetings, and brigade eskwela
type activities)
6c
Collaborates with home learning partners to establish routines
for learning at home.

6. Home Learning Partners (applies only to the LDM
Strategies in the New Normal)
6d
Collaborates and communicates with home learning partners
to problem solve challenges pupils may have (e.g., supports
home learning partners’ and pupils’ well-being, listening,
referrals).
6e
Successfully uses ICT, including technologies such as
WhatsApp, FB and SMS to communicate with home learning
partners.

7. Teacher Professional Development
7a
Collaborates with colleagues formally (LACs) and informally,
including of ICT, to improve practice
7b
Demonstrates and provides evidence of reflective practices to
improve learning.
7c Sets, and implements professional goals

1)How does this kind of information help
you craft your project initiative?
2)What pattern of strengths have you
noticed about the teacher?
3)What pattern of weakness have you
noticed about the teacher?
4)What can you do to further support
the teacher?
ANALYSIS
Given the results in the
monitoring tool…

S/N Item YES NO
1. Feedback and Support to Teachers’ Lesson Planning and
Preparation of Language Subject Lessons
1a
Reviews and provides feedback to teachers in the development of home
weekly learning plans (HWLPs) and learning activity sheets (LAC) aligned
to the MEKCs and/or curricular outcomes for MT, Filipino and English
subjects.
SCHOOL HEAD

S/N Item YES NO
2. Feedback and Support to Teachers’ Literacy and Language
Instruction Practices
2a
Reviews the teachers’ WHLP and LAS provides advice and feedback to
teachers on a broad range of literacy pedagogical approaches to
effectively implement literacy and language teaching including oral
language, writing, fluency and comprehension strategies
2b
Advises and assists teachers to use and integrate supplemental reading
materials when teaching literacy in MT, Filipino and English lessons
SCHOOL HEAD

S/N Item YES NO
2. Feedback and Support to Teachers’ Literacy and Language
Instruction Practices
2c
Supports teachers to use a variety of learner’s work (i.e., student
portfolio, homework, classwork, quizzes and tests) to monitor and provide
feedback on learner performance and progress
2d
Develop strategies with teachers on how to increase the amount of
learning time at home dedicated for learners to practice their literacy skills
SCHOOL HEAD

S/N Item YES NO
3. Monitoring, Evaluating and Using Teacher and Learner
Performance Data
3a
Uses multiple sources of information to monitor teacher performance
(learner performance, LAC participation, etc.)
3b
Uses data on teacher and learner performance to evaluate impact of
school improvement activities, develop school education
goals/performance
SCHOOL HEAD

S/N Item YES NO
3. Monitoring, Evaluating and Using Teacher and Learner
Performance Data
3c
Establishes school-wide literacy programs such as accelerated, remedial,
enhancement, or enrichment opportunities to target and support non-
readers and frustrated readers
3d
Shares school-wide literacy goals and performance with parent and
community stakeholders (e.g. through parent teacher conferences,
brigada eskwela)
SCHOOL HEAD

S/N Item YES NO
4. Support to Teachers’ Professional Development
4a
Collaborates with teachers to implement effective learning action cells
(LACs) with the goal of improving teaching and student learning
outcomes. (e.g. analysis and interpretation of student data)
4b
Ensures LAC members observe, model and practice teaching strategies
from TT1 and TT2 (demonstrates and provides evidence of reflective
practices in LACs)
SCHOOL HEAD

S/N Item YES NO
5. Support to improve the Learning Environment, including
Social and Emotional Competencies, and Gender Equity
and Social Inclusion
5a
Reviews and gives feedback on LAS to ensure they contain strategies
which support SEL and GESI
5b
Advises, assists and monitors teachers’ use of supplemental reading
materials to highlight and incorporate GESI and SEL themes and topics
SCHOOL HEAD

S/N Item YES NO
5c
Provides feedback, advice and assistance to teachers to strengthen their
SEL & GESI strategies in teaching to create positive, inclusive and
engaging learning environments (through one-on-one discussion and
LACs)
5d
Creates a school wide culture (pupil, teachers, parents, community)
focused on sense of belonging and well-being (e.g. discussing expected
behaviors and values, or implementing school wide programs that
embody these behaviors and values (school plays, assemblies that focus
on diversity, recognition and rewards, etc.)
SCHOOL HEAD

S/N Item YES NO
6a
Provides necessary assistance to ensure teachers regularly
communicate with home learning partners about the weekly home
learning plan and the MELCs for lesson and/or unit plans
6b
Ensures teachers are collaborating with home learning partners to
establish routines for learning at home.
SCHOOL HEAD

S/N Item YES NO
6c
School head collaborates and communicates with home learning partners
to problem solve any challenges pupils may have (e.g. supporting home
learning partners’ and pupils well-being by listening, talking through
solutions, referrals to local resources, well-being guide.)
6d
School leadership monitors and documents teachers’ implementation of
LDMs (online, RBI/TVBI, modular, etc.)
SCHOOL HEAD

ANALYSIS
1)What pattern of strengths have you noticed
about the school head?
2)What pattern of weakness have you
noticed about the school head?
3)Why do you need this data?
4)What will you do to further support the SH?
5)What kind of questions did you use in the
conversation?
6)Was the monitoring tool easy to use?
Given the results in the
monitoring tool…

EMPHASIZE
• Data is needed in order to determine
the instructional needs
of the teachers/school heads.
• Technical assistance is directed
based on the needs of the
teachers/school heads

REFERENCES
● From relationships to results: Coaching using the GROWTH
model (Munro, 2017).
https://www.growthcoaching.com.au/PDF/e-leading
%202017%2010%20final%202.pdf
● Thinking About Leadership: Metacognitive Ability and Leader
Developmental Readiness.
https://www.researchgate.net/publication/295081624_Thinking
_About_Thinking_About_Leadership_Metacognitive_Ability_a
nd_Leader_Developmental_Readiness

Supporting
Professional
Growth Through
Coaching
SESSION 4.3

❑Explain coaching
strategies for teachers and
school heads using the
growth model in the
context of a new normal.
SESSION OBJECTIVE

❑Identify how coaching
can be integrated in their
approach for
instructional supervision
on literacy instruction
SESSION OBJECTIVE

What is your
understanding
of coaching?

Day 4 ILT_ SLC Module 4 QA.pptx.pbvmnbptx

preparing
conducting
debriefing
&
reflection
3 STAGES OF
COACHING CYCLE

Preparing
▪Set goals
▪Decide on coaching space,
date, time and duration.
▪Delineate participant and
coach expectations, norms
for observations etc.
preparing
conducting
debriefing &
reflection

Preparing
▪Determine purpose of
observation and teacher
goals
▪Share necessary
documents eg monitoring
and support checklist,
lesson plans, meeting
agenda etc.
▪Coaching plan
preparing
conducting
debriefing &
reflection

Conducting
▪Observations:
Classroom observation;
Interactions with
students and/or HLP/
teaching
▪Demonstration
preparing
conducting
debriefing &
reflection

Conducting
▪Discussion of lesson
plan/weekly home
learning plan, plan
lessons together, team
teach
▪Shadowing
preparing
conducting
debriefing &
reflection

Debriefing and Reflection
▪Restate purpose of
coaching meeting and
teacher/SH goals
▪Ask teacher /SH to reflect
on observed experience.
preparing
conducting
debriefing &
reflection

Debriefing and Reflection
▪Discuss strengths and
challenges, determine
effectiveness
▪Ask the teacher /SH to
reflect on feedback and
prepare for next session.
preparing
conducting
debriefing &
reflection

preparing
conducting
debriefing &
reflection

preparing
conducting
debriefing
& reflection

Note on the Board
▪How do you monitor and give feedback to
school heads/ teachers in the new reality?
▪What are your challenges? How are you
overcoming these challenges?
▪What problem-solving strategy did you use to
overcome the challenges you encountered?

• How do we ensure that the efforts made by
SH/PSDS are effective after going through a
process of monitoring, reflective thinking, and
coaching intervention?
• What evidences do the SH/PSDS need to look at
to inform their efforts in the process of process of
monitoring, reflective thinking, and coaching
intervention?
Emphasis
▪At this point, three perspectives were emphasized: (1) Using data to
determine the needs of teachers/SH. (2) Coaching as an effective
means of learning and development among teachers and SH.
Write your answers
in the chat box

Examples of Evidence
Performance
Improvement
Improvement of
Practice
Student Outcomes
• Teaching
performance rating
improved
• Supervision
performance rating
improved
• Plans in the SIP
implemented
• Key Performance
Indicators in the
SIP implemented
• LAC sessions are
consistently
implemented
• Adequate
utilization of funds
• Student mastery
level is high
• Students are able
to meet the criteria
in performance
task
• 100% of K to 3 are
readers

Shared Vision
SMART Goals
● SOCIAL-
EMOTIONAL
LEARNING
● GENDER
EQUITY AND
SOCIAL
INCLUSION
Well Being
● Capacity to Care
● Sense of
Belonging
● Growth Mindset
● Collaborative
Problem-Solving
Literacy Leadership
SCHOOL
LEARNING ORGANIZATION
5 DISCIPLINES
Project initiative
Monitoring
Technical assistance
FLAG

WRAP-UP
•To establish a culture of continuing
professional improvement
I will ______________________
•To strengthen/improve my coaching
conversations
I will ______________________

REFERENCES
● From relationships to results: Coaching using the GROWTH
model (Munro,
2017).https://www.growthcoaching.com.au/PDF/e-leading
%202017%2010%20final%202.pdf

Day 4 ILT_ SLC Module 4 QA.pptx.pbvmnbptx

More Related Content

What's hot (20)

Similar to Day 4 ILT_ SLC Module 4 QA.pptx.pbvmnbptx (20)

Recently uploaded (20)

Day 4 ILT_ SLC Module 4 QA.pptx.pbvmnbptx

Editor's Notes