1. RELCAAP National Seminar-Workshop RELCAAP National Seminar-Workshop on Updating Strategies in Communicative Language Teaching: Support to School - Based Management on Updating Strategies in Communicative Language Teaching: Support to School - Based Management (SBM) INSET (SBM) INSET January 22-24, 2007 Teachers’ Camp, Baguio City DR. DINAH F. MINDO Director IV Director IV Region III Region III

2. Updating Strategies in Communicative Language Teaching: Support to SBM INSET The overarching goal of School-Based Management is to improve pupils/students’ learning achievement School-Based Management is to improve pupils/students’ learning achievement which is also the goal of every English teacher and school administrator. which is also the goal of every English teacher and school administrator.

3. Communicative Language Teaching (CLT) CLT, an approach in teaching English, has been advocated by experts and popularly adopted in the academe. 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.

4. 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.

5. 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. 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. 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. English, being the language of information and technology, is the Filipinos’ competitive edge in the global labor market.

6. 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.

7. SBM Backgrounder SBM Backgrounder SBM operates within the framework of Education Quality Improvement Model involving the components: Assessment -School/Student Academic Performance Assessment -School/Student Academic Performance Strategies - Inputs: Teacher Training Strategies - Inputs: Teacher Training Instructional Materials Instructional Materials Strategies/ Best Practices Strategies/ Best Practices Standards - Outputs: Improved Instruction Standards - Outputs: Improved Instruction Improved Academic Achievement Improved Academic Achievement Accountability - School Principals/heads and teachers are responsible for the pupils’ learning outcomes Accountability - School Principals/heads and teachers are responsible for the pupils’ learning outcomes

8. 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). 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. 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.

9. The school head as lead SBM implementer has the authority, accountability and responsibility to: 1.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

10. The school head as lead SBM The school head as lead SBM implementer has the authority, accountability and responsibility to: 3.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. opportunities that will encourage them to create, produce innovations or modify teaching- learning materials, methods and techniques to improve instruction and enrich the curriculum.

11. 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.

12. 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

13. 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

14. 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

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

16. THANK YOU