DIVISION ROLLOUT OF INSTRUCTIONAL LEADERSHIP TRAINING (ILT): STR

Scenario A:

 

Mrs. Abbey Celada is the school head of ABC Elementary School (ABCES) and Mr. Dexter Ramos is the district supervisor in Iloilo City. ABCES adopted printed modules as their learning delivery mode. A month after the school year started, they met with the teachers of their schools to monitor the performance of the learners using the printed modules. They received feedback from their teachers that there are many K- 3 learners who were not able to complete the work assigned from the printed modules and submit their work by the set deadlines.

They decided to go to the homes of some of these students to meet with the parents and the learners. First, they wanted to know how both parents and learners were coping in the new normal regarding their well-being, and what they could do to support them. Second, they wanted to know the effectiveness of using the printed modules. Third, they also wanted to understand why the students have not been completing and turning in their work by the set deadlines. The following are their findings from the interviews:

 

1.             The learners are unfamiliar with the new learning modality; using printed modules without the guidance of teachers.

2.             The learners do not have an allotted time to study and accomplish the

activities in the printed modules.

3.            The parents have not set up routines for their children to give them time to study.

 

They also went to visit the homes of learners who are performing well and coping with the distance learning mode of the school. These are their findings from the interviews with these learners and their parents:

1.        The learners are supported by their parents in their studying and accomplishing of the learning tasks.

2.        The learners have set times during the day to study.

3.       The parents and learners have an established time to communicate with the teacher to guide them in accomplishing the printed modules.

At the end of their meetings with parents, Mrs. Celada and Mr. Ramos, decided that they would make it a point to follow up with all families with regular monthly meetings either in person or by mobile phone.

 

1.   Based on ABC Elementary School’s experience, which of the following reflect that

the two leaders embrace schools as learning organizations?

• Encourages learners to feel free to express themselves.

• Promotes positive interactions and relationships school wide.

• Seeks to understand reason for students challenges to identify solutions then communicates regularly to parents

• Focuses on a one-size fits all approach to support all students and families

  in the new normal

Which characteristic of a literacy leader did Mrs. Celada and Mr. Ramos best demonstrate by visiting and talking to parents?

• Ensures positive school climate and well-being of teachers, students, and all stakeholders in the educational process.

• Knows what good literacy teaching looks like and understands effective and evidence-based practices in literacy instruction

• Supports quality literacy teaching

• Gathers, analyzes, interprets, and uses school literacy achievement data for decision-making related to instruction and school planning

Which of the following shows the impact of not having a positive and supportive learning environment on learners?

• The learners’ failure to accomplish assignments.

• The learners’ conflict with peers.

• The learners’ inability to manage study time at home.

• All of the above

Which of the following best shows that Mrs. Celada and Mr. Ramos value and promote students’ sense of belonging in their school?

• They hold a meeting with all teachers to get feedback on the learners’ performance.

• They monitor the performance of the learners in their distance learning assignments to identify those who need support.

• They visit the parents and the learners to discuss their successes and challenges in learning from home and, together, work through solutions to meet their individual needs.

• A.    They review the content of the printed modules to ensure they are

  contextualized for the learners’ language and understanding.

Which of the following best shows that Mrs. Celada and Mr. Ramos promote a positive school climate in the home-based learning context?

• They meet with their teachers to get feedback on the performance of the learners in distance learning.

• They adopt printed modules as their learning delivery mode in the pandemic.

• They regularly visited the parents and learners to help them develop strategies to make learning from home a successful experience for both parents and learners.

• They adjusted the deadlines of the accomplished modules so learners could cope.

Scenario B: Mrs. Cruz is a school head who observes selected online classes three times a week to see how the teachers conduct their synchronous lessons. She also reads through the lesson plans and the modules made by the teachers. As she observes the online classes, she notes areas of strengths, weaknesses, and opportunities for improvement by the teachers. She uses these notes to develop a course of action in her supervisory plan. After her visit to and observation of Ms. Mara’s online class, Mrs. Cruz shares her observations with Ms. Mara. She listens to Ms. Mara explain why she chose various courses of action during the lesson. Mrs. Cruz then brainstorms with Ms. Mara about the best ways to teach and manage her online classes.

Which behavior from this scenario shows that the school head is manifesting social and emotional learning competencies?

• The school head uses the observations to make the supervisory plan.

• The school head listens to and brainstorms with the teacher to facilitate teaching improvement.

• The school head keeps a list of the synchronous lesson observations in her notebook.

• The school head meets the teachers to discuss their observations.

How can the feedback on teacher lesson plans happen effectively between the school head and the teacher in the new normal?

• The teachers and school heads wear face masks and observe social distancing when they meet in person.

• A.   The school head builds early rapport with the teacher through text and direct messaging.

• The school head schedules online meetings with the teacher.

• All of the above

Which of the following scenarios illustrates the best use of instructional time in the new normal?

• The students complete a formative assessment during the asynchronous session and feedback is given during the synchronous session.

• The teacher sets deadlines for the submission of requirements at the beginning of the school year.

• The students are provided with a detailed schedule for the suspension of classes for the school year.

• The requirements and tasks are explained at the beginning of the classes.

Why should school heads focus on only two areas of challenge for teachers during coaching?

• Teachers usually only have two areas of teaching they need help with at each coaching session.

• They need to see if the teachers are getting healthy.

• It is easier to observe and then have a focused, in-depth discussion with actionable feedback on two areas that need improvement.

• They need to see improvement first before focusing on another skill.

Which of the following best describes Developmentally Appropriate Practice (DAP) in the classroom?

• DAP is focused on the development of the child using play as a vehicle for learning.

• DAP is focused on skill instruction and assessments to develop the whole child.

• DAP requires teachers to facilitate and scaffold learning on the basis of her knowledge of the skills students need to acquire.

• DAP requires meeting children where they are, and knowing them well enough to individualize their instructional needs, and enable them to reach goals that are both challenging and achievable.