PHINMA Cagayan De Oro College

Graduate School
EDU 176
COMMUNICATION FOR EDUCATION RENEWAL

Topic: SCHOOL RENEWAL: An Inquiry, Not a Formula

Submitted by:
Group No. 5
CHASTILLE JADE R. WABE
LINDY LOU V. LAGA
LILIBETH C. TINGABNGAB

Submitted to:
Dr. Nora C. Narido

January 26, 2020

 SCHOOL RENEWAL: An Inquiry, Not a Formula

School Renewal -recreates the organization from within- through changes that support continuous
examination and improvement of the education process at every level.
School Improvement- involves leadership, teachers, culture, resources, pedagogy and the broader
school community all working in unison to change school practices in ways that lead to better student
outcomes.
Innovations- in its modern meaning is "a new idea, creative thoughts, new imaginations in form of
device or method". Often also viewed as the application of better solutions that meet new
requirements, unarticulated needs, or existing market needs.

Ultimate Goal of Schools:

 To solve specific problems among schools and how to make EDUCATION better day to day.
 Intent to make schools learning communities for faculties as well as students.

Factors that make innovations laborious:

 No time in the workday for collegial inquiry.
 No structures for democratic decision making.
 Shortage of information.
 Absence of a pervasive staff development system.

What are the common problems in school?

 Change of Curriculum
 At risk students
 Classroom Size.
 Poverty
 Family Factors
 Technology
 Bullying
 Student Attitudes and Behaviors
 No Child Left Behind
 Parent Involvement

What could be the usual solutions to solves those problems?

  Generate special programs with limited trainings involve by TEACHERS.

What is now envisioned?

The vision of a “school as a center of inquiry” (Schaefer 1967)
Where
 Inquiry is normal
 Support collegial inquiry.
 Faculties continuously examine and improve teaching and learning.

School Improvement Plans

 The process is school-based.
 Involves the total faculty
 Builds community
 Serves to increase students learning through the study of instruction and curriculum.
 Seek to provide an organization through collective study of the health of the school

SIP (School Improvement Plan)

School Improvement Plan is a 3-year roadmap of interventions undertaken with the help of the
community and other stakeholders. It serves as a basis for the Annual Implementation Plan (AIP)
and Annual Procurement Plan (APP) formulated based on evidences, results and intended
outcome for the learners.

Some School Improvement Plan /Programs/Initiatives

1. Restructuring job assignment and schedules to build in time for collective inquiry will
increase school improvement activity.
 Collective study time – to work and study together.
 Synergistic environment – rigorous interchange among people –foster inquiry.
 Restructuring time – We need one another ideas for stimulation and we need another's
perspective to enrich our own.

2. Active democracy and collective inquiry create the structural conditions for renewal.
 Forming a School Governing Body that will help in studying the school, its students and
ways to continually make school better.
 A good example of this is the Parents-Teachers Association in every school to ensure
support of the inquiry process and coordinates initiatives within school.
3. Studying Learning environment will increase inquiry into ways of helping students learn
better.
 Inquiry here involves collecting, analyzing and reflecting on data. But we lack the reflective
experimental qualities that make assessment of learning lead to the study of ways to
improve it.
 Collective Inquiry make use of collected data that involves serious inquiry to identify factors
affecting a particular school situation.
 Example: Low Promotion Rate in 3 successive which lead to a study of the teachers,
learners, learning environment and the curriculum to improve it.

4. Connecting the faculty to the knowledge base on teaching and learning that will generate
more successful initiatives.
 Moving beyond what we know specially in cases like students were performing poorly,
teachers and parents can have developed an action plan filled with exciting activities.

5. Staff development, structured as an inquiry into curriculum and instruction, will provide
synergy and result in initiatives that have greater students effect.
 In the development process of a school, cases or research that have been studied must be
offered not to just use it or follow it, but should be an invitation to new inquiries. Research
studies are models of learning that launch further study of students. Thus, any content of
development will be organized and new practices are identified and tried. That is when the
faculty can immediately and systematically study their effects.
 With collective inquiry, educators can make initiatives even better.

6. Working in small groups, with teachers sharing responsibility for their own learning and
for helping one another, a faculty can become a nurturing unit. ,
 The caring dimension- features schools as a center of inquiry: embedded time for
colleagueship, a system for shared decision making, an information-rich formative study
environment, the study of research on curriculum and teaching that foster the evolution of
schools as organizations that nurture professionalism within them, and in the process
reduces feelings of isolation, stress and alienation. (Sense of Belongingness)

Inquiry Never Ends

 School renewal seeks to create environment that promote and continuous examination of the
process of education at all levels. Deliberated improvements is a continuing goal.
 We individuals and organizations, are never complete, never finished. Classrooms, schools
and districts are social entities that, like human spirit, require the challenge of growth to
maintain ourselves in optimum health, but even more important, to soar.
References
 April 1995 | Volume 52 | Number 7.Self-Renewing Schools Pages 51-55.Educationa
Leadership
 http://www.ascd.org/publications/educational-leadership/apr95/vol52/num07/School-
Renewal@-An-Inquiry,-Not-a-Formula.aspx
 Joyce, B., C. Murphy, B. Showers, and J. Murphy. (1989). “School Renewal as Cultural
Change.” Educational Leadership 47, 3: 70–78.
 Joyce, B., and B. Showers. (1995). Student Achievement Through Staff Development. 2nd
ed. White Plains, N.Y.: Longman.
 Joyce, B., M. Weil, and B. Showers. (1992). Models of Teaching. 4th ed. Boston: Allyn and
Bacon.
 Joyce, B., J. Wolf, and E. Calhoun. (1993). The Self-Renewing School. Alexandria, Va.:
Association for Supervision and Curriculum Development.
 Boyd, V. & Hord, S.M. (1994b). Schools as learning communities. Issues ... about Change,
4(1). Austin, TX: Southwest Educational Development Laboratory.
 Boyer, E.L. (1995). The basic school: A community for learning. Princeton, NJ: Carnegie
Foundation for the Advancement of Teaching.
 Brandt, R. (1992, September). On building learning communities: A conversation with Hank
Levin. Educational Leadership, 50(1), 19-23.