Report about Loose Coupling as Way of Management

JOAN JOY J. ECLARIN
SARAH CATHRINA B. MAGPANTAY
ANNA MARIE A. RANILLO

OBJECTIVE:
1. Identify the curriculum leadership building blocks for
preventing and treating arrested teacher development.

Leadership And Followership: You Can’t
Have One Without The Other!
Building strong relationships with teachers is a two-way street. Principals
influence teachers; teachers influence principals.
Dufour (2007) noted that leading is a difficult task, especially when it relates
to building relationships.
Porter (1968) revealed that leaders and followers who value one another
will experience less conflict, find mutual support and be more satisfied in their
efforts.

ROBERTA’S JOURNEY (PART 1)
•Roberta Ayala had grown into an outstanding educator after a bumpy
start.
•Problems met:
• Class was out of control.
• She was too scared to ask for help and the colleagues were too busy to
intervene.
• Lack of resources and supplies.
• No departmental meetings.
• No visitation and observation conducted.

Pause and Consider!
1.What conditions can the curriculum leader influence that
will lead to a better beginning for teachers like Roberta?
2.From a curriculum leadership perspective, what could
Roberta’s peers have done to help this struggling first-
year teacher?
3.In your opinion, what aspects of the curriculum intimidate
first-year teachers and thus create teacher burnout? why?

Arrested Teacher Development
It occurs when new or beginning
teachers are left alone to determine their
own way, to devise their own resources,
to make decisions in isolation.

10 CURRICULUM LEADERSHIP BUILDING BLOCKS
FOR PREVENTING AND TREATING ARRESTED
TEACHER DEVELOPMENT
•BUILDING BLOCK 1: TEACHERS DO MAKE A DIFFERENCE
Teachers as curriculum leaders could make a difference in the lives
of all students.
•THE COLEMAN REPORT
-It concluded that public schools didn’t make a significant difference .
-It credited the student’s family background as the main reason for student success
in school.

EFFECTIVE SCHOOLS RESEARCH
-They acknowledged that family background does indeed make a
difference, but they argued that it isn’t the overriding factor.
-They found out the different characteristics and processes common to
all children were learning, regardless of family background.
-The characteristics found were correlated with student success.

7 CORRELATES OF EFFECTIVE SCHOOLS RESEARCH
1. Strong instructional leadership.
2. Clear and focused mission.
3. Safe and orderly environment.
4. Climate of high expectations for students' success.
5. Frequent monitoring of student progress.
6. Opportunity to learn and student time on task.
7. Positive home-school relations.

REFLECTION:
•An effective school can be defined as one which all the
students learn the specified curriculum regardless of factors in
their background.
•The effective schools premise is that a school’s personnel can
control enough of the variables to allow all students to be
successful.

BUILDING BLOCK 2: CONTINUOUS IMPROVEMENT
•It is rooted in the systems thinking popularized by Peter Senge.
5 CORE DISCIPLINES EMPLOYED BY LEARNING
ORGANIZATIONS
1. Systems thinking
2. Personal mastery
3. Mental models
4. Building shared vision
5. Team learning

REFLECTION:
•Continuous improvement means, “one will never arrive, one will
never have it just right.”
•CI grants beginning and growing teachers' permission to admit
they do not know everything when they start teaching.
•Principal who honors and foster ci suppress arrested teacher
development.

BUILDING BLOCK 3: COLLABORATION TEAMS
•The teaming process and Shared decision making
-Effective site-based school systems initiate a team-oriented
approach that permits principals to empower their employees and
therefore promote a collaborative decision-making and problem-
solving process.
-If teaming is to work, people must feel they have meaningful input
that is seriously considered and appreciated.

REFLECTION:
•Effective principals should recognize the
need for collaboration.
•All efforts will come from a collective effort.

BUILDING BLOCK 4: CREATING COMMUNITY
6 BASIC CHARACTERISTIC OF PROFESSIONAL
LEARNING COMMUNITY
1.Shared mission, vision, values and goals focused on student learning.
2. Collaborative culture focused on learning.
3. Collective inquiry into best practice and current reality.
4. Action orientation: learning by doing.
5. Commitment to continuous improvement.
6. Results orientation.

Benefits Of Plcs For Educators And
Students
1.Reduction of isolation of teachers.
2.Shared responsibility for student development and success.
3.More satisfaction and higher morale.
4.Decreased dropout rates.
5.Lower rates of absenteeism.
6.Large academic gains.
7.Smaller achievement gaps between students from different backgrounds.

REFLECTION:
•Developing a campus learning community requires more
than mental assent.
•Teachers and principals are not afraid of difficult task they
just need community who will be working with them.

BUILDING BLOCK 5: CLOSING THE GAP
According to Heifetz (1994), in order for the
children to excel and thrive, we must address
the gap between the shared values people hold
and the reality of their lives or a conflict among
people in a community over values or strategy.

REFLECTION:
•Adaptive challenges abound in schools and adaptive challenges
are solved through innovation, learning and developing a capacity
for tackling an ongoing stream of hard problems.
•As curriculum leaders, they should find ways to address adaptive
challenges and create learning environments.

BUILDING BLOCK 6: LEARNING CULTURE FOR ALL
A school culture is based on shared decision
making, collaboration and trust .
The principal drives the school culture.
Curriculum leaders lead the way, but they cannot
do the learning for the teachers. learning must be
done together.

REFLECTION:
•Principals who create a system that promote
growth and participate in learning with teachers
model the lifelong learning necessary to address
adaptive challenges.

BUILDING BLOCK 7: NO STATUS QUO
WAYS TO IMPROVE STAFF ACHIEVEMENT
1. Developing teachers’ skills.
2. Improving the quality of interaction among staff.
3. Achieving a coherent focus.
4. Mobilizing resources.
5. Developing school leadership.

REFLECTION:
•Schools serious about learning engage in disciplined
inquiry and deliberative processes that promote
continuous curricular and instructional improvement.

BUILDING BLOCK 8: BUY IN
IT BEGINS WITH A CORE NUMBER OF FACULTY UNITE SOLIDLY BEHIND A COURSE
OF STUDY WITH AN INNOVATION AND PROJECTS THAT WILL BENEFIT THE
STUDENTS.
THE PRINCIPAL AS CURRICULUM LEADER MUST BE AWARE OF RECENT
RESEARCHES AND BEST PRACTICES RELATING TO SCHOOL NEEDS.
CURRICULUM LEADERS SHOULD SHOWCASE CARE AND CONCERN TO DEVELOP
POSITIVE RELATIONSHIP
A PROFESSIONAL LEARNING COMMUNITY WHERE PRINCIPALS DEVELOP QUALIFIED
AND RESPONSIBLE TEACHERS WHO STRONGLY DESIRE TO WORK TOGETHER AS A
CURRICULUM TEAM IN CULTURE OF DISCOVERY. HARGREAVES AND SHIRLEY, 2009

BUILDING BLOCK 9: MAKING TIME, NOT DOING TIME

BUILDING BLOCK 9: MAKING TIME, NOT DOING TIME
Good planning lead to
better results
Community
Involvement
Cooperation and
Collaboration

BUILDING BLOCK 10: EFFECTIVE PLANNING
Will Wonkermann
Curriculum Leader
Students
Student’s Needs
Motivation

In service training
for Teachers

Learning to plan together
Team building
Time Management
collaborative skills
Effective Classroom
Management

Collaborative Problem
Solving
Continuous learning
process

Report about Loose Coupling as Way of Management

Report about Loose Coupling as Way of Management

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Report about Loose Coupling as Way of Management