Title: Enhancing School

Management through
Structured Learning
Experiences

Group I:
Case Study 1
• Smithville High School, a public institution nestled in a
suburban community, has been facing challenges in
optimizing its administrative processes and fostering a
conducive learning environment. Recognizing the need for a
systematic approach to school management, the
administration embarked on a journey to implement
structured learning experiences for both staff and students.
 • The school administration identified several areas for
improvement, including curriculum development,

Case
faculty training, student engagement, and resource
allocation. To address these challenges, they devised a
comprehensive plan centered around structured learning
Overview experiences.

*Curriculum Development, Faculty Training. Student Engagement

and Resource Allocation
OUTCOMES
The implementation of structured
learning experiences yielded significant
improvements in various aspects of
school management: Academic
Performance, Teacher Satisfaction,
Student Engagement, and Community
Involvement.
An Analysis on Enhancing School Management through Structured Learning
Experiences:
TheSmithville
Case ofHigh
Smithville High institution
School, a public School nestled in a suburban community, has been facing
challenges in optimizing its administrative processes and fostering a conducive learning
environment. Recognizing the need for a systematic approach to school management, the
administration embarked on a journey to implement structured learning experiences for both staff
and students.

A school tucked away in a suburban community most likely faced difficulties streamlining its
administrative procedures and creating a welcoming learning environment because suburban areas
frequently see quick population growth, which puts more strain on school resources and
infrastructure. As a result of strained facilities and packed classrooms, schools may find it difficult to
handle growing enrolment. Suburban communities are getting more and more diverse, which poses
problems with inclusion of students from different backgrounds, language barriers, and cultural
competency. Every student should feel supported and respected in an inclusive classroom, which is
something that schools must strive toward. The socioeconomic status of suburban residents can
vary greatly, despite the perception of affluence among the populace.
Suburban schools may encounter issues with student achievement gaps between students
from varying socioeconomic backgrounds, access to resources, and income inequality.
 Suburban communities may place high expectations on their schools to maintain high
academic standards and performance levels. This pressure can create stress for students,
teachers, and administrators, leading to concerns about academic rigor, standardized testing,
and student well-being. Suburban students are not immune to mental health challenges,
including stress, anxiety, and depression. Schools must prioritize mental health and wellness
initiatives to support students' social and emotional well-being. While suburban communities
may be characterized by strong community ties, schools must actively engage parents,
caregivers, and community members to foster collaboration and support for educational
initiatives. Building strong partnerships with the community can help schools address
challenges and meet the needs of all students effectively. Smithville High School as a public
institution nestling in a suburban community might have experienced those. Therefore, they
may have a difficult task ahead of them in terms of streamlining its administrative procedures
and creating a favorable learning atmosphere. The administration set out to create organized
learning opportunities for staff and students as part of the methodical approach to school
management.
 As part of solution, the level of intervention applied could be the Macro Intervention
which include strategic analysis; presence of mission and vision for development; reorganizing
of the work process at the organization level; strategic job setting and restructuring. Given
that the school administration chose to employ a systematic approach to school management
based on the areas that needed improvement, this degree of intervention is appropriate.
Organizational priorities must be adjusted in order to guide the school in the paths it wishes to
take. From stability to change or choice. From predictability and loyalty to organization to
creativity and dedication in fulfilling the tasks. From hierarchy and constrain from few to
freedom materialized in self-direction and control. From stable work relationships but hard to
develop to work relationships that bring satisfaction. Warner Burke’s Model. is a diagnostic
framework that helps organizations understand the complex interplay of factors that influence
organizational performance and change. This includes Initiation, Contracting, Diagnosis,
Feedback, Planning, Intervention, and Evaluation.
 In order to create a structured learning experiences preparation is vital. During the stage
of preparation, objectives were clearly defined; appropriate activities were carefully chosen;
and available resources were checked. Anticipation of potential challenges is inevitable, that is
why there must be a plan for contingencies. Setting up the situation is also necessary to create
an environment conducive to learning and engagement. Once set up, process must be
facilitated well. This will guide participants through the structured experience and ensures
that activities run smoothly. Various instructional techniques could be helpful in facilitating the
learning experience of the participants. In this case, our group decided to lay down possible
structures and activities for structured experience in the form of an outline
The samples for each SLE are as follow.
 A. Structured Experiences for Curriculum Development
“Lightbulb Moment”

This design introduces the participants to the various aspects of problem solving through collaboration
DESIGN

and action planning. The design employs a lecturette to promote cognitive understanding of the
construction, data collection, discussion and information sharing pertinent to curriculum development.
In small groups, participants then take turns in giving their observations based on the data collected and
presented in the group. This will give the participants their time to comprehend the results of the initial
situation analysis of the school in terms of its curriculum development. Group members note and discuss
the relevant learning objectives they need to include in framing their improved curriculum. The ILOs
should be specific, measurable, achievable, relevant, and time bound. These ILOs can only be
constructed once needs assessment was conducted. So, prior to the structured experience, needs
assessment must be done. This needs assessment is necessary to understand the needs of the learners,
the organization, and the community. Surveys, interviews, and other forms of assessment to identify
gaps in knowledge, skills and abilities can be done.
A total-group discussion, synthesizes these subgroup reports, solicits further examples, and so on. Subgroups
then are directed to discuss principles and applications of curriculum content, instructional methods, learning
materials, assessment tools, technology integration, training and support, pilot testing, evaluation and
revision and continuous improvement. These structured experiences demonstrate the importance of
stakeholder’s involvement and participation. It draws on both cognitive and experiential input to generate
learning.
 The purpose of this activity is to create and develop a curriculum that is relevant and
responsive to the needs of the 21st century learners. Specifically, it aims to

Terminal Objective:
Provide a structured framework for guiding teaching and learning activities.

Enabling Objectives:
GOA 1. Ensures that educational goals and objectives are met by aligning it with broader educational
aims such as developing critical thinking skills, fostering creativity, promoting social and
L emotional growth, and preparing students for future academic or career pursuits.
2. Helps the institutions adapt to changes in society, technology, and the workforce through the
integration of new knowledge, skills, and emerging trends into the educational experience to
ensure relevance and currency.
3. Facilitate the enhancement of teaching effectiveness through the promotion of continuous
improvement.
 GROUP SIZE Time Requirements
fifteen (15) participants
representing the various
stakeholders Three (3) days
(administrators, teachers,
parents, students, LGUs)

Materials
a. Printed Materials – information sheets, lecturettes,
instrument forms, work sheets
b. Other supplies and materials – blank paper, pencils,
pens, laptops, slide decks.
 PHYSICAL
whenSETTING
Air-conditioned conference rooms with fan arrangement. The fan arrangement is useful
material is to be delivered by the trainer. All participants have a clear view of the
trainer and of any audiovisual aids. They also can switch easily from listening to making a
presentation to working within their subgroups to taking part in a total-group discussion.
 GUIDED
ACTIVITIES
The expected activity for these structured experiences includes the following:

1. Generating alternatives

2. Information sharing

3. Synergy

4. Action planning
Process and Facilitation
The facilitator will present and share the information and result of the
comprehensive improvement diagnostic and needs assessment for the participants
to understand the current situation of the school and justify the needs for
curriculum improvement and development. The participants will be grouped in 3
subgroups to brainstorm on the current curriculum content to generate alternatives;
discuss the selection of instructional methods and the development of learning
materials. Also, the design of assessment tools will be given attention together with
the sequencing of content, allocation of time, integration of technology, provision
of training and support, how pilot testing will be done, evaluation and revision
plans and continuous improvement.
Evaluation and
Feedback
Worksheets or Instrument Forms in google forms will be used by the
participants to evaluate the activity and give their feedback.

Reflective Practice
The participants will write their reflections or learning takeaways.

Expected
Outcomes
Increased
Proficiency.
in Students’ Achievement Results and Improved Level of Learning
B. Structured Experiences for Faculty
Training
This design focuses on the faculty individual development through team
collaboration. This will focus on the development and improvement of their core
skills including communication, cultural competence, adaptable resilience, critical
and creative problem-solving, and self-reflective awareness.
The professional development workshop is a series of training in the form of
Learning Action Cell (LAC). This is conducted every month that will focus on the
following:

*Team Building *Continuous Improvement Projects

*Problem-solving exercises “Content Knowledge and Pedagogy Enhancement
*Assessment and Evaluation *Case Studies
*Action Research Projects *Simulations (In Basket Activities)
GOALS
The purpose of this activity is to provide teachers with appropriate training
that will contribute to their individual growth and professional development.
Specifically, it aims to

Terminal Objective:
Support teachers’ continuous improvement and effectiveness in teaching
practice, ultimately creating engaging and effective learning environments that
meet the diverse needs of their students.

Enabling Objectives:
1. Aims to improve teachers' pedagogical techniques, instructional strategies,
and classroom management skills.
2. Update teachers’ content knowledge.
3. Promote reflective practice among teachers.
 GROUP SIZE Time Requirements
Fifty (50) teachers) 2 – 3 hours through a
series of LAC sessions

Materials
a. Printed Materials – information sheets, lecturettes,
instrument forms, work sheets
b. Other supplies and materials – blank paper, pencils,
pens, laptops, slide decks.
 PHYSICAL
required.SETTING
Air-conditioned conference rooms with fan arrangement. A theater-style seating may be
This is most effective when most of the information is imparted by the trainer and
when there is little interaction among participants. However, if the group is very large, and
interaction is required, the theater-style arrangement still can be used. Participants can be
divided into dyads (sitting next to each other) or into groups of four, with two of the members
sitting directly in front of/behind the other two.
 GUIDED
ACTIVITIES
The expected activity for these structured experiences includes the following:
• Constructions: making or building something, assembling, or taking apart puzzles.
• Data Collection: counting, measuring, interviewing, checking resources, instrument
scoring, assessing skill levels.
• Discussions: conversations, summarizations, question-and-answer sessions, dialogues.
Experiments: Replication of research paradigms, Gestalt work, playing with hypotheses
• Graphics: collages, body painting, drawings, finger painting, clay sculpture, charts and
graphs, advertisements, posters.
• Guided Imagery: Tapping into internal feedback systems, stories, body trips.
• Instruments: inventories, checklists, standardized test batteries, rating scales,
questionnaires.
 GUIDED
• ACTIVITIES
Models: conceptual schemes, diagrams
• Movement and Nonverbal Communication: milling around, dancing,
interpersonal sculpting, facial expressions, symbolic communication, facial
and body reading.
• Role Plays: play reading, acting, impromptu theater, alter ego, role reversals.
• Simulations: structured role plays, microcosms, simplification of complex
phenomena, community, or back-home focus.
• Subgroups: experienced/inexperienced; homogeneous/ heterogeneous in terms
of gender, age, ethnic background, political outlook, job, rank, etc.
• Tasks: ranking, problem solving, writing, decision making, action planning.
Process and Facilitation
The process will follow the existing process of LAC session. Each month,
participants will attend specific learning action cell session themed for specific
training and development. These sessions’ duration will be for 2 – 3 hours per
session depending on the session objectives and activities.

Evaluation and Feedback

Google forms will be used by the participants to evaluate the activity and give
their feedback.
Reflective Practice
The participants will write their reflections or learning takeaways.
Expected Outcomes
Increased in teachers’ satisfaction; Career movement from one career stage to
another; Higher rate of resolved conflicts among teachers
C. Structured Experiences for Student
Engagement
“Continuous Improvement Projects”
This design focuses on the students’ improvement both in literacy and
numeracy aspects. Continuous improvement projects can be highly beneficial for
learners in promoting growth mindset. Engaging in continuous improvement
projects fosters a growth mindset, where learners see challenges as opportunities
for growth and learning rather than obstacles. This mindset encourages them to
embrace new ideas, experiment with different approaches, and persist in the face
of setbacks. It also encourages Reflection and Self-Assessment: Continuous
improvement projects require learners to reflect on their performance, identify
areas for improvement, and set goals for development. This process of self-
assessment helps learners gain insight into their strengths and weaknesses and
develop a deeper understanding of their learning needs.
C. Structured Experiences for Student
Engagement
“Continuous Improvement Projects”
This design focuses on the students’ improvement both in literacy and
numeracy aspects. Continuous improvement projects can be highly beneficial for
learners in promoting growth mindset. Engaging in continuous improvement
projects fosters a growth mindset, where learners see challenges as opportunities
for growth and learning rather than obstacles. This mindset encourages them to
embrace new ideas, experiment with different approaches, and persist in the face
of setbacks. It also encourages Reflection and Self-Assessment: Continuous
improvement projects require learners to reflect on their performance, identify
areas for improvement, and set goals for development. This process of self-
assessment helps learners gain insight into their strengths and weaknesses and
develop a deeper understanding of their learning needs.
GOALS
The purpose of this activity is to provide learners with the opportunity to
enhance their skills in numeracy and literacy. Specifically, it aims to

Terminal Objective:
Engage learners in learning activities that will enhance their literacy and
numeracy skills that they will use in addressing specific challenges withing a
learning context
Enabling Objectives:
1. Instill a mindset of lifelong learning among students.
2. Encourage innovation and creativity as they explore new solutions and
approaches to problems.
3. Deepens the understanding of concepts and enhance transferable skills that
can be applied in various contexts..
 GROUP SIZE Time Requirements
10-20 learners per project
(depending on the A maximum of five
objectives of the (5) hours a week)
continuous improvement
project proposed))

Materials
a. Printed Materials – information sheets, lecturettes,
instrument forms, work sheets
b. Other supplies and materials – blank paper, pencils,
pens, laptops, slide decks.
PHYSICAL SETTING
Classroom, reading hub or learning resources room.

Guided Activities
The expected activity for these structured experiences includes the following:
1. Games: adaptations of standard games, cards, board games.
2. Media: monies, charts, audiovisual aids, projective techniques, audiotapes, videotapes. 3.
Various reading techniques
3. Peer-support program

*Note: Guided activities will vary depending on the intended continuous improvement project
plans.

Process and Facilitation

The process owner will execute the proposed intervention or plan by the CI team. Process
varies depending on the intended continuous improvement project execution. The process
will stick to the CI steps.
Evaluation and Feedback
Evaluation of the success of the project will be done by the process owners and the recipients
of the project including their parents or guardians. The project will be evaluated through its
established Key Performance Indicators (KPIs), monitoring project progress, data collection,
impact assessment and feedback.

Reflective Practice
The participants will share their project highlight experiences.

Expected Outcomes
• Increased student engagement.
• Improved level of reading ability or mathematical skills.
• Increased academic achievement.
• Improved learning proficiency level.
D. Structured Experiences for Resource
Allocation
“Budget and Resource Allocation Seminar and Training Workshops”
This design focuses on the budgeting and resource allocation capabilities
management. This will focus on the development and improvement of
organization expenditures and budget utilization. The design is seminar and
training workshops that will help participants improve their knowledge in
accounting, budgeting, and resource allocation management.
GOALS
The purpose of this activity is to provide the participants with the updated
conceptual understanding of proper accounting, budgeting and resource
allocation management. Specifically, it aims to

Terminal Objective:
Provide participants with the clear conceptual understanding of how to manage
financial and other resources wisely and properly.

Enabling Objectives:
1. Enhance the financial management skills of the administrators.
2. Deploy and manage staff effectively to meet the diverse needs of
stakeholders in the organization.
3. Incorporate technology strategies in managing school resources.
 GROUP SIZE Time Requirements
Ten (10) administrative
staff. Ten (10) months
through a series of
LAC sessions

Materials
a. Printed Materials – information sheets, lecturettes,
instrument forms, work sheets
b. Other supplies and materials – blank paper, pencils,
pens, laptops, slide decks.
PHYSICAL SETTING
Air-conditioned conference rooms with fan arrangement. For small groups (up to twenty
participants), a “U” shaped arrangement helps to involve participants and stimulates
interaction. A circle offers the same benefits and lessens the focus on the trainer. The circle
does not lend itself so well to the use of visual aids, but it is very effective for discussion
groups in which the trainer takes a role that is equal to that of the other group members.
Guided Activities
The expected activity for these structured experiences includes the following:
1. Generating alternatives
2. Problem-solving
3. Decision-making
4. Action planning
5. Negotiating/Bargaining

Process and Facilitation

The facilitator will present and share the information and result of the comprehensive
improvement diagnostic and needs assessment for the participants to understand the
current financial and resource situation of the school and justify the needs for process
improvement or job restructuring.

The participants will be grouped in 3 subgroups to brainstorm on the current financial

trends to generate alternatives; pose problem-solving strategies, make wise decision,
prepares action plan and assert in negotiation and baragaining
Evaluation and Feedback
Worksheets or Instrument Forms will be used by the participants to evaluate the activity and
give their feedback.

Reflective Practice
The participants will write their reflections or learning takeaways.

Expected Outcomes
• Improved process of budgeting and allocation.
• Increased savings
• Maximized resources to improve school system
 QUESTION 1 This text goes QUESTION 2 The lack of the
through the steps playground is the
First, we gather all the ingredients. Next, in chronological One problem faced by our school is the problem and
we mix them together. Finally, let's bake order of how to lack of a proper playground. One solution raising funds is
the mixture in the oven. bake a cake. to this issue is to raise funds for the the solution.
construction of
a new playground.

CHRONOLOGICAL PROBLEM-SOLUTION

QUESTION 3 Jimmy's QUESTION 4 This says that both

toothache is the bikes and cars are
problem and Both bikes and cars are used for used for transport,
Jimmy had a toothache, so he went to the going to the transportation. On the other hand, bicycles but bikes are better
dentist to get it looked at. dentist is the are more environmentally for the
solution. environment.
friendly.

PROBLEM-SOLUTION COMPARE AND CONTRAST

Summary
When writing, we prepare details using
organizational patterns such as

1. chronological order

2. compare and contrast

3. problem-solution

The other types of patterns are description

and cause and effect. How do you think they
are used?
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