Fiona's Reflection: Touch of Greatness

Touch of Greatness

          Allow me to continue still talking about leadership. This one great role most especially handed to the administrators, principals, and leaders in a certain institution. And let me quote what was presented to the class about the statement Mother Teresa offered, “Few of us can do great things, but all of us can do small things with great love.” I certainly believe that these are basically what these leaders are encountering everyday in their respective designation.

          Absolutely, there are differences about leading and managing. Here is how it goes, leadership frequently distinguishes between managers and leaders by stating that a manager does things right and a leader does the right things. Additionally, a leader is characterized as the vision holder, the keeper of the dream, or the person who has a vision of the purpose of the organization. It is believed that leaders are the ones who "manage the dream." Leaders have not only a vision but the skills to communicate that vision to others, to develop a "shared covenant." They invite and encourage others to participate in determining and developing the vision. "All leaders have the capacity to create a compelling vision, one that takes people to a new place, and the ability to translate that vision into reality." In Leadership Is an Art, it is said that "the first responsibility of a leader is to define reality. The last is to say thank you. In between the two, the leader is a servant". Leaders become servants to the vision; they work at providing whatever is needed to make the vision a reality. They gather the resources, both human and material, to bring the vision to reality.

Administrators, principals, and leaders in schools should practice the skills and apply the knowledge of effective instructional leadership. These leaders have a vision – a picture of what they want students or learners to achieve. Leaders should engage teachers, parents, students and others to share in creating the vision. They must encourage them to join in the efforts to make that vision a reality. They keep the vision in the forefront by supporting teachers' instructional efforts and by guiding the use of data to evaluate the progress of the school.

Hence, the following needs are offered for leaders leading an institution: a.) support teachers' instructional methods, b.) allocate resources and materials, c.) visit classrooms frequently, d.) provide feedback on instructional methods and techniques, e.) use data to focus attention on improving the curriculum or instruction, and f.) use data and faculty input to determine staff development.

Administrators, principals and leaders can incorporate these behaviors into their role as the instructional leaders. Furthermore, these actions have a direct impact on the instructional program. To make a difference in the academic progress, effective leaders do for teachers what effective teachers do for students.

Fiona Mary M. Cabrillos                                                         July 5, 2012

PhD – EDMAN                                                           Dr. Olga C. Alonsabe

Genilyn's reflection on Management

Management of the Instructional Program

“Instructional Supervision is Instructional Leadership”

One of our subject under the Ph.D in Educational Management Program of the Capitol University is the Management of the Instructional Program. Our first meeting with Dr. Olga C. Alonsabe, thought us on the Concept of Supervision. I learned that the duty of the School Head or Principal is Instructional Supervision. They should be at the top for them to  see and manage well the whole school or institution. When they supervised the Instructional Program in their school, they become the Instructional Leaders.

In our school, my school head has a functional monthly supervisory plan. He is an efficient kind of Instructional Leader. As early as the second week of June, He already gave us his supervisory schedule for us to follow. Class observation from Pre-School to Grade VI for the whole month were already given for us to prepare the needed materials and lessons for his visit. Although some of my co-teachers were not quite comfortable for the early class observation, I realized that my school head is a true Instructional Supervisor and Instructional Leader. Even though he is busy with his paper works, he always find time to sit in our classes and observe our way of managing and give lessons and instructions to our pupils.

Time come that I may become an Instructional Supervisor or Instructional Leader, I will really try my best to be an effective and efficient kind of leader. Effective in the sense that I can influence my co-teachers to give their best for the good of the pupils. Efficient in dealing with my reports and addressing other needs of the school that may affect the performance and achievement of the whole institution.

Rollen's reflection on Instructional Mgt

Management of Instruction

                

      

“Our success as school managers depends on our positive attitude towards change, We must be the catalyst who will not only accepts changes and reforms, but also lead and manage these changes” (Jesli A. Lapus). Therefore management is very important to the school leaders to become successful in the implementation of the all the department programs and projects. The two type of school organization or administration are the autocratic and democratic, or the traditional or modern.

I Learned that the modern concept of supervision holds that as individual is unique base on the sharing of our classmates who were administrators, dynamic, purposeful, and he/she learns and reacts as a whole to those things identified with his own purpose. The primary reason for any supervisory program is the improvement of factors affecting the teaching and learning processes-the teacher and the learner or student. We have discuss the types of supervision and the tools to be use in order to become more effective in the classroom and outside the classroom. The purpose of the supervision, therefore is to supply the kind of leadership the administrator to improve the instructional situation and in doing that, to grow professionally themselves. Instead of showing or telling the teachers how to do their jobs better, the administrator or principal works with them in the study and analysis of the total learning situation in order to improve. I learned also how to use the STAR (Situation Test Action Result) in the manner of supervision to the learners. Some also shared that the planning of the school building, and the purchase of equipment and other instructional materials all have as their final objective the most effective learning on the part of the pupils.

I realized that in a broader sense, supervision is a school service designed to improve the teaching-learning situations and the conditions that affect teaching and learning. In fact, in some areas of the country, the very term supervision is being changed to consultation. School administrators serve as skilled resource persons possessing skills which aid teachers, parents and pupils in providing educational program which will essentially improve the quality of living in the communities in which they live and work. The entire supervisory activity should be directed, therefore, toward the improvement of the total teaching learning processes and the total setting for learning.

If given a chance to become an administrator to supervise teachers, I will stand with and use the modern concept of supervision. Therefore, as a student I expect that at the end of this course we should be able to realized and acknowledge the management of instruction in order to become more effective and efficient in our different field. We should be able to apply all the insights, experiences and learning that we could share and gain from our colleagues and be able to direct our goal   and focus for the benefit of our clientele.

Mafe's reflection

Management of Instructional Program

Reflection No. 1

          The first day of the First Semester 2012 was ended a fruitful one to all of the Ph.D students specifically on the subject Management of Instructional Program. Many things were discussed comprehensively by the Professor Dr Olga C. Alonsabe with the sharing of the group.

          I have learned that managing people is not an easy task. Yet, I have experience this but I’m so thankful that I was able to manage a small group of teachers with positive attitude towards work and people who are easy to deal with. After hearing some sharing from the group I come to ponder over the kind of administrator I would be in the eyes of my fellow teachers. Would I be the school head that they look up to? Or the school head that they all wanted? Or the other way around, I hope not! I have learned also that management has something to do with supervision. One can never be a successful manager if he fails to supervise. A good supervision should be seeing from above, by doing so you can see everything that goes around your area. Management also should require a good leader. A leader that will influence others to become a leader, because the essence of leadership is not the leader but the relationship he is building among his people. This aspect will help build a harmonious relationship between the leader and followers.

          The discussion on how to conduct Instructional supervision using S.T.A.R added my knowledge on the conduct of instructional supervision to my fellow teachers. Though I am doing this but I was so delighted that Dr Alonsabe discussed this for enrichment. It gave me a realization that instructional supervision is not only observing teachers but it is somewhat helping them to grow in their chosen field. It is also building teachers’ confidence by appreciating and recognizing their strengths and discussing positively their weakest point for improvement. 

          Now as the school year 2012-2013 started I will be applying the things that this subject is offering. I felt that there is a need for me to enhance my knowledge so that my fellow teachers will be benefit out of the learning I will be gaining in this subject.

Challenges of Educational Managers (by Sittie B.)

Reflection 1 on the First Day of Class on Management of Instructional Programs

Dr. Olga C. Alonsabe

June 22, 2012

Today's school leaders struggle to balance their roles as instructional

Leaders with the many other demands of the job. Through Improving Schools. Principals are responsible for the overall operation of their schools. Principals became more responsible for teaching and learning in their schools. In particular, their duty to monitor instruction increased along with their responsibility to help teachers improve their teaching. With this change in responsibilities, principals discovered the need to more effectively evaluate instruction and assist teachers as they worked to improve their instructional techniques. As managers, principals were responsible for financial operations, building maintenance, student scheduling, personnel, public relations, school policy regarding discipline, coordination of the instructional program, and other overall school matters.

The management role included some curriculum and instruction supervision, but overall school management was the primary role principals played. The role of the principal changed from school manager to school instructional leader and then to the school reform leader. With this shift in role focus, principals retained their management roles. Principals currently play multiple roles: school manager, instructional leader, and the leader of school reform.

Learning form the different experiences of my classmates during our first meeting I realized that in a true sense those responsibilities expected for a school principal was really a challenging role. The failure as well as the success of the school will be on your shoulders.

Given a chance and I will be a manger of an instruction, I will do my duties and responsibilities as a school instructional leader with dedication and  the hope that I can give justice to the expectation of my teachers and that is to be fair with anyone. I will be the model of every change so that they will obey me with respect. Personally form my experiences fairness among our administrators can means a lot because we don’t have this kind of treatment. We always feel bias because of the “palakasan” system in the ARMM hopefully I can eradicate this system and change it with a better one.

Jocelyn Samuya's Reflection

A REFLECTION IN MANAGEMENT OF INSTRUCTION

SESSION: June 16, 2012

JOCELYN S. SAMUYA (Student)

DR. OLGA ALONSABE (Professor)

Supervision is the primary function of the school head that is to supervise instructional program.         

  I learned that instructional leadership is the heart of the educational system which strives for curriculum improvement.  

                   The supervisory function of the school head is to assist the teachers to grow and develop professionally. Through this, they will be self-fulfilled and happy about their profession. Teachers will become more effective and creative for a more enjoyable learning experience to the school clienteles. In addition to these tasks, according to Bruce and Grimsley school heads as instructional leaders are both researchers and consumer of research to determine the efficacy of their of their instructional programs. In this way they can also find effective procedures and practices for classroom interaction and management.

                 The attainment of the educational goals of the school heads are their essential role that gives me a great pressure if in the future I will become one of them. Yet, as a teacher I have known the felling of being intimidated since signifies an authority on their part. This is what I would like to erase the trademark of the administrators. Overseeing the work of the teachers in a democratic style of management will be performed as a developmental activity which also requires my professional capabilities and personal abilities. These will also a way of gaining assistance from the stakeholders to realize the set goals. I believe that the fundamental task of the school heads is to give a hand and to those being supervised not to terrorized. I will ensure that every teacher will be given proper attention and action to circumvent teachers’ instructional difficulty and incompetence.

                 I would like to adapt Peter Senges’ words and I quote,”All human beings are born with unique gifts. The healthy functioning of our community depends on its capacity to develop each gift.” The persons in the whole school community, various resources, materials, facilities and many other peoples, things and ideas are gifts. Let us nurture them.

                  Let us hitch our wagon to the Stars.

  TO BE ALL THE GLORY!

The Ethos of Instructional Supervision

The Ethos of Instructional Supervision:

A Reflection

By Omar Quidlat Hussien

Ethos itself is a standard which leaders and instructional supervisors must adhere in order for them to do their functions and obligations well for the benefit of the organization where they serve. Ethos as a learned standard must be put into practice as “to learn and not to do is really not to learn”. These are just few of the inputs we have learned in the day 2 class on 23 June 2012 in EDAD 305 – Management of the Instructional Program under Dr. Olga Alonsabe.

Moreover, the Whole Person Paradigm depicts the body, the mind, the heart, and the spirit. The human intelligence must be balanced according to these four; otherwise one will have unhealthy living. Leadership as a skill must also be rooted with this paradigm for it takes all these four quotients (PQ, IQ, EQ and SQ) to make an effective and efficient leader to transfer vision into reality.

Further, leadership is to model, to path–find, to align, and to empower. Modeling is a must since people tend to follow what they see as desirable; path–finding is an aspect of skillfulness and resourcefulness; aligning the activities of the organization to its VMGO is not going out of the borders; and lastly, empowering the members of the organization is letting them advance for themselves. In addition, to be a successful leader is to set direction, to demonstrate personal character, to mobilize individual commitment, and to engender organizational capability.

Furthermore, the culture of professionalism must be shared by the leader and the members of the organization. Because once shared, it is likely to make a Holistic Professional Learning Community.

With the lessons learned and mentioned above, as a future leader, I now realize that Ethos is what made Stephen Covey come up to his “Eighth Habit of Good Leadership” as Ethos is what effectiveness paves way to greatness. I also realize that the Whole Person Paradigm is indeed a physiological, philosophical and psychological paradigm. Leadership is multi–tasking for it requires tough individuals to get involve with tough tasks. Leadership is not centered to few aspects only. Instead, leadership is living in a world of standards set to follow, thus; transforming this ideal world into reality.

In Iligan City National High School where leaders are multi–tasked, for one point; the teachers ourselves are supportive enough to understand whatever flaws in their leadership. After all, organizational members ourselves must have something to contribute for ideal leadership to be realized. Another point, as far as the idea of professional learning environment is concerned, our school is an example. We may not be the best example but at least, trying and exerting efforts hand–in–hand to be an environment of professional learning is already exhibiting a culture of professionalism.