CAPACITY BUILDING FOR

SCHOOL HEADS AND

TEACHERS THROUGH FLEXIBLE
LEARNING

Robbie Macalde
Senior Specialist/Head
LMO-Flexible Learning Solutions Unit
email: robbie@seameo-innotech.org
 Established on November 30,
1965 as a chartered international
organization

Purposes:

• To promote cooperation in
education, science and culture in
Southeast Asian the Southeast Asian region.
Ministers of
Education • To share and maximize use of
Organization resources, with collective
leadership to be provided by the
Ministers of Education of the
Member Countries.
SEAMEO Member Countries

Brunei Cambodia Indonesia

Lao PDR Malaysia Myanmmar

Philippines Singapore Thailand

Timor Leste Vietnam

SEAMEO Associate Member Countries

Australia Canada

France Germany Netherlands

New Zealand Spain Great Britain

SEAMEO Centers
SEAMEO
REGIONAL CENTER FOR
EDUCATIONAL INNOVATION
AND TECHNOLOGY
(INNOTECH)
 History
• Founded January 1970
• Operations started in Bangkok, moved to
Singapore (May 1970), moved to Saigon (1973)
• Moved back to Bangkok (1975)
• Temporary hosting by the Philippines in 1976
• Permanent hosting by the Philippines in 1981
• Moved to present location in 1983

ISO-9001 and 29990

certified institution
 Location

Philippines

Located in the
University of the
Philippines
Diliman
Campus,
Quezon City,
PHILIPPINES
Vision
▷ A better future for every learner in
Southeast Asia

Mission
▷ Facilitate teaching and learning through innovative
and technology-based research and training
solutions in order to fully develop the potentials of
the peoples of Southeast Asia
Flexible Learning
• it commonly uses the delivery methods of distance
education and facilities of educational technology;
• it changes the role of the teacher from a source of
knowledge to a manager of learning and a
facilitator. (Johnson)
 LEARNTECH eXCELS
• The Learning and Technology Excellence
in School Leadership for Southeast Asia of
2003
• Regional-based, modular, learner-centered
flexible learning system that incorporates
the 4As of learning
• Development of the Competency
Frameworks for School Heads and
Teachers
1. Developing Personal effectiveness 9. Developing School and Community Relations
2. Planning School-based programs and projects 10. Managing Information
3. Leading Curricular and Instructional Processes 11. Managing Research and development
4. Developing Human Resources 12. Leading and Managing Change
5. Creating the Learning Environment 13. Promoting and Exercising a Culture of Peace and
6. Managing Physical Facilities Respect for Cultural diversity
7. Managing Financial/Fiscal Resources 14. Promoting an understanding of the Southeast Asia
8. Monitoring and Evaluating School Performance community
NO. MODULE TITLES – UNDER THE LEARNTECHeXCELS PROJECT
1 Affirm the Instructional Leadership Roles and Functions of a School Head
2 Lead Curriculum Implementation and Enrichment
3 Conduct Pre-assessment
4 Specify Learning Objectives
5 Prepare, Implement and Evaluate a Lesson Plan
6 Facilitate the Teaching-Learning Process
7 Manage the Development and Production of Instructional Materials
8 Manage the Integration of Multiple Intelligences and Higher Order-Thinking Skills
9 Promote the Use of Technology for Instructional Purposes
10 Evaluate Learner’s Performance
11 Provide Developmental Supervision
12 Provide Differentiated Supervision
13 Provide Clinical Supervision
14 Conduct a Post-Supervisory Conference
15 Rate Teacher’s Performance
16 Introduce Innovation in Instruction
17-1 Prepare an Instructional Supervisory Plan – Part 1
17-2 Prepare an Instructional Supervisory Plan – Part 2
 COURSES FOR SCHOOL
HEADS
TITLE FOCUS
1. ICeXCELS Instructional & School Management

2.TEACHeXCELS Instructional Leadership

3. SUPEReXCELS Instructional Supervision

4. PEACeXCELS Peace Education

5. CHANGeXCELS Change Management

6. ASEANeXCELS Promotion of ASEAN Integration

7. LEADeXCELS Disaster Risk Reduction & Management

8. HEALTHeXCELS School Health

Maintenance/Management
1. Facilitating the development of learner’s life and
career skills
2. Facilitating learning
3. Preparing appropriate lesson plans in line with the
school’s VMG
4. Creating a conducive learning environment
5. Developing and utilizing teaching and learning
resources
6. Developing HOTS
7. Enhancing ethical and moral values
8. Assessing and evaluating learner performance
9. Engaging in professional development
10.Networking with stakeholders especially with
parents
11.Managing students’ welfare and other tasks
GURO21 Course 1 -
Facilitating 21st
Century Skills for
Southeast Asian
Teachers

GURO21 Course 2 -
Developing Higher
Order Thinking
Skills
 Basa Pilipinas

Effective Literacy Instruction for New K-3

Teachers

September 2015-January 2016

ASEAN101 for the Civil Service Commission
ACCESS to iFLEX
MOBILE AND
CLOUD
Members of the Alumni – 19,000

Customized Courses
3%
JOINT GRADUATE DIPLOMA ON SCHOOL
LEADERSHIP
DepEd Memo No 80, series of 2017
 Target: 300 Target: 1,000
Actual: 1,010 Actual: 4,349
 THE
PLATFORM

Knowledge and Education

Exchange Platform (KEEP)
Chinese University of Hongkong
LEARNING DESIGN

15 subsections
 20
subsections
Profile of the
Learners
New Approaches in Course Development:
Strategic Thinking and Innovation
Three Courses
Course 1: Strategic Thinking and Innovation
Essentials
Course 2: Charting the Strategic Direction of the
School
Course 3: Leading Change and Innovation

Three (3) units per course

54 hours per course
Course 1:
One introductory module
3 modules of 18 hours each spread over 4-5 weeks
Robbie Macalde
Senior Specialist/Head
LMO-Flexible Learning Solutions Unit
email: robbie@seameo-innotech.org