DENWARD R.

PACIA
DIVISION OF SAN PABLO CITY
SAN PABLO CITY SENIOR HIGH SCHOOL STAND ALONE
2ND TRANCHE
BATCH 1
CLASS 6
Homework 1: Leadership Journal
Theme: Instructional Leadership
Read: What it takes to be an instructional leader (Jenkins 2009)
PART 1: Daily Reflection:

Situation: What was my instructional leadership challenge today?

I was away on a seminar last November 14-17, when a mother of
one of our students texted me, asking if we could give her son
another chance to enroll at our school this second semester because
she claims that the TIC that I designated while I was away didnt
allow her son to enroll this 2nd semester. She added that the reason
why they dont want to admit the student is because the student
failed in more than 3 subject areas last 1st semester and the TIC
insisted that she is only following DO no. 8, s. 2015 which states
that if a senior high school student fail in 3 or more subjects during
the 1st semester he will not be admitted to second semester. What
makes the matter more complicated is that the mother who is
asking to give her son another chance is currently our PTA
president. She said that she understands what the TIC was saying
but for the sake of her son she is asking not as a PTA President but
as a mother wanting what is best for her son. And to make matters
worse the TIC didnt even bother to report to me what she did
while I was away.

Task: What did the situation call for?

The situation call for a balance between the principals Instructional
leadership and management skills.

Action: What did I do?

The first thing that I did is to hear out the mothers side of the story
about why her son failed most of the subjects. After hearing her
story I called the TIC to confirm the mothers story and ask her to
explain her basis on why they didnt let the student enroll this
second semester. I reiterated that although that they are correct
about D.O. no. 8, s. 2015 not allowing senior high schools students
to enroll 2nd semester if they failed in 3 or more subjects during the
1st semester, it is also states that students who will possibly fail
every quarter should be given remediation class before the conduct
of quarterly exam thus allowing students to have a better chance of
passing every quarter. I also urge the teachers to exhaust all efforts
in ensuring that no student will be left behind in class and to look
for alternative and creative ways of delivering everyday lesson. I
also ask the TIC to accommodate the mothers request without
sacrificing their integrity and to make sure that all parent-teacher
conference are properly recorded and whatever arrangement they
will come up between them are clearly stated in black and white.

Result: What was the effect of what I did?

The student was accommodated this 2nd semester with a written
agreement between the mother and the school that the student will
attend remedial class every Friday. It also resulted in a good
relationship between the mother and teachers allowing both parties
to decide about the students education.

Resolution: What will I do differently next time?

Next time I will be more vigilant in following up students
progress instead of waiting for their reports, I will be requiring
them to submit names of students who needs remediation and
come up with possible interventions to ensure that the students will
pass their subject.

PART 2: WEEKLY REFLECTION:

What patterns do I see in
-

My challenges?
If principals are to take the role of instructional leader seriously,
they will have to free themselves from bureaucratic tasks and focus
their efforts toward improving teaching and learning.

My responses?
It is not enough for principals to know the strengths and
weaknesses of their faculties; they must also recognize teachers
desires to be acknowledged and appreciated for a job well done.
Teachers seek only tiny morsels of praise and the assurance that the
principal is there to support them as a resource provider.

Results?
Instructional improvement with an important goal, a goal worth
seeking, and a goal that, when implemented, allows both students
and teachers to make a more meaningful learning environment.
Redefinition of the role of principals, one that removes the barriers
to leadership by eliminating bureaucratic structures and
reinventing relationships.

Resolutions?
Instructional leadership is the notion that learning should be given
top priority while everything else revolves around the enhancement
of learning. Instructional leaders need to know what is going on in
the classroom. Without this knowledge, they are unable to
appreciate some of the problems teachers and students encounter.
Principals on any given day should go around the, praise students
work, and acknowledge what teachers are doing. Instructional
leaders need to work closely with students, developing teaching
techniques and methods as a means for understanding teacher

perspectives and for establishing a base on which to make

curricular decisions.