About CESL (Certificate in Educational Studies in Leadership)

The final aim of CESL is for each participant to create a transformational education project within their context. Everybody needs to look at the context they’re in and make a transformational plan with concrete outputs. Then, a presentation of the project will follow and a full report of the project will have to be submitted to the Head Foundation by the end of July.
The training adopt the idea of “Flipped Classroom” combining the F2F (face to face) and OL instructions in which information gathering is done outside class and students are expected to be prepared before going to class so that in class, “visible learning happens.”
To succeed, it is important for each leader to adopt these notions:
1. The chief role of the 21st century leader is to empower others. Leaders should not be threatened by better and more skillful staffs, instead it is a leader’s job to spot and secure someone who’s better than him/herself for future leader.
2. It is important to collaborate and wrk in a Community of Practice (CoP). Wrkng in a netwrk strengthen us and enable us to do the job more effectively.
3. Everybody in the group is a critical friend of the others. A critical friend is a person we can trust to give us feedback, suggestions, even critique to our work. They tell us things that we do not or cannot see and question our moves in order to attempt our success.
4. In planning the project, use the SOS (Situation Option Solution) approach. We need to understand our SITUATION, identify the OPTIONS (together with their implications) and choose the best option as the SOLUTION. Be elaborate in exploring the options and implications, keep asking ourselves questions that will help us understand the situation better and come up with the best solution.
5. Live a harmonious life, keep on learning, and keep on being professional in order to avoid “Burned Out Teacher Phenomenon”. This refers to the condition in which teachers do not want to change or improve. They only want the status quo and are resistant to any attempts that might bring them out of their comfort zone. They’re just like cancer for the institution. *Excerpted from the lecture of Vincente Chua Reyes, Jr., Ph.D #lifelonglearner#cesl2018 @ Universitas Negeri Jakarta

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Project Background

I am the principal of a junior high school in West Jakarta. Geographically, the school is located in the most western part of the city of Jakarta, around the border of Tangerang Regency, Banten Province. It is relatively a small school occupying 1955 meter square piece of land with around 430 students who are divided into 12 classes. The students are mainly between 12 – 15 years of age or in year 7 to 9. Compared to many other junior high schools in Jakarta, this is considered a small school both in the size of the land and building and also in the number of students registered.

I started my assignment in this school early September 2016. Up to know, there are two things that concern me the most; the awareness of cleanliness and the environment as well as the synergism of the man power.

When I came, I had the impression that the school was not well-maintained; the shabby paint color with some patches here and there, stacks of books and used test booklets, piles of unused instruments and equipment, and etcetera. The school was a one floor building with only six classrooms, and six other rooms used for teacher’s room, staff’s room, principal’s room, a tiny library, student center, and a laboratory which also serves as multifunction room. The students studied in two shifts; six classrooms studied in the morning, and another batch of students started in the afternoon.

In the year 2017 the city government of Jakarta decided to renovate the school building, turning it down and rebuilt a new one with more classrooms and more facilities. In the meantime, we temporarily use another school building for the teaching learning process. We have been studying in an elementary school located about 3 kilometers from our own school building since March 2017. We share the building with host school and use the building in the afternoon, from 12.30 to 17.30 P.M. We are expecting to go back our new school building by the end of March.

The new school building is a four-storey building which is in the final stage of completion at the moment and will be ready to use soon. It looks much better than the old one, very beautiful with the modern design. I am really hoping that when we get back there, everybody in the school will do their best to maintain the present condition of the school.

My second focus of development is improving the synergy of teachers and staffs so that we can ensure the harmony in our workplace. So far, teachers and staff have often come to me to complain about their colleagues or other school-related matters. I myself have also seen and heard some personnel complain about others’ work performance while the complainer him (her) self can actually do something about it because he/ she is part of the team. I feel that is vital for me to take measures to handle this challenge.

I am the principal of a junior high school in West Jakarta. Geographically, the school is located in the most western part of the city of Jakarta, around the border of Tangerang Regency, Banten Province. It is relatively a small school occupying 1955 meter square piece of land with around 430 students who are divided into 12 classes. The students are mainly between 12 – 15 years of age or in year 7 to 9. Compared to many other junior high schools in Jakarta, this is considered a small school both in the size of the land and building and also in the number of students registered.

I started my assignment in this school early September 2016. Up to know, there are two things that concern me the most; the awareness of cleanliness and the environment as well as the synergism of the man power.

When I came, I had the impression that the school was not well-maintained; the shabby paint color with some patches here and there, stacks of books and used test booklets, piles of unused instruments and equipment, and etcetera. The school was a one floor building with only six classrooms, and six other rooms used for teacher’s room, staff’s room, principal’s room, a tiny library, student center, and a laboratory which also serves as multifunction room. The students studied in two shifts; six classrooms studied in the morning, and another batch of students started in the afternoon.

In the year 2017 the city government of Jakarta decided to renovate the school building, turning it down and rebuilt a new one with more classrooms and more facilities. In the meantime, we temporarily use another school building for the teaching learning process. We have been studying in an elementary school located about 3 kilometers from our own school building since March 2017. We share the building with host school and use the building in the afternoon, from 12.30 to 17.30 P.M. We are expecting to go back our new school building by the end of March.

The new school building is a four-storey building which is in the final stage of completion at the moment and will be ready to use soon. It looks much better than the old one, very beautiful with the modern design. I am really hoping that when we get back there, everybody in the school will do their best to maintain the present condition of the school.

My second focus of development is improving the synergy of teachers and staffs so that we can ensure the harmony in our workplace. So far, teachers and staff have often come to me to complain about their colleagues or other school-related matters. I myself have also seen and heard some personnel complain about others’ work performance while the complainer him (her) self can actually do something about it because he/ she is part of the team. I feel that is vital for me to take measures to handle this challenge.

CESL Project Tips

CESL stands for Certificate in Educational Leadership.  It is a six-month training program sponsored by The Head Foundation Singapore in cooperation with The University of Queensland, who provides the academical support, and the State University of Jakarta, who arranges the recruitment of the participants and hosts three of the supposedly four training sessions. To be specific, the course consists of 4 sessions, three of which will be held at Syafe’i Building A Campus UNJ; while the last session will be held in Singapore in the forms of school and industry visit.
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The final aim of CESL is for each participant to create a transformational education project within their context. Everybody needs to look at the context they’re in and make a transformational plan with concrete outputs. Then, a presentation of the project will follow and a full report of the project will have to be submitted to the Head Foundation by the end of July.
The training adopt the idea of “Flipped Classroom” combining the F2F (face to face) and OL instructions in which information gathering is done outside class and students are expected to be prepared before going to class so that in class, “visible learning happens.”
To succeed, it is important for each leader to adopt these notions:
1. The chief role of the 21st century leader is to empower others. Leaders should not be threatened by better and more skillful staffs, instead it is a leader’s job to spot and secure someone who’s better than him/herself for future leader.
2. It is important to collaborate and wrk in a Community of Practice (CoP). Wrkng in a netwrk strengthen us and enable us to do the job more effectively.
3. Everybody in the group is a critical friend of the others. A critical friend is a person we can trust to give us feedback, suggestions, even critique to our work. They tell us things that we do not or cannot see and question our moves in order to attempt our success.
4. In planning the project, use the SOS (Situation Option Solution) approach. We need to understand our SITUATION, identify the OPTIONS (together with their implications) and choose the best option as the SOLUTION. Be elaborate in exploring the options and implications, keep asking ourselves questions that will help us understand the situation better and come up with the best solution.
5. Live a harmonious life, keep on learning, and keep on being professional in order to avoid “Burned Out Teacher Phenomenon”. This refers to the condition in which teachers do not want to change or improve. They only want the status quo and are resistant to any attempts that might bring them out of their comfort zone. They’re just like cancer for the institution.

*Excerpted from the lecture of Vincente Chua Reyes, Jr., Ph.D #lifelonglearner#cesl2018 @ Universitas Negeri Jakarta

CESL 2018; Inspirational Ideas

CESL (Certificate in Educational Studies in Leadership) is a six-month training program offered by the University of Queensland with the financial support from The Head Foundation Singapore. The program consists of three F2F sessions in UNJ Jakarta plus a three day school and industry visit in Singapore at the end of June 2018.

The first F2F session took place from Jan 27 to March 1 with Dr. Vincente Chua Reyes Jr. as the resource person. Dr. Reyes has shared many important ideas about transformative leadership and transformational education and  below are some which have enlightened me the most (might have been paraphrased):

  1. Leaders should be able to make TOUGH decisions; if you can’t make difficult choices, don’t be a leader.
  2. The future is unpredictable, so create the future; don’t predict it.
  3. Leaders who don’t want to make a move for their uncertainty of the future will be left behind.
  4. Leaders break new grounds; they work ON (NOT in) the system.
  5. If schools don’t function; if industries don’t function, that’s the end of the nation.
  6. Schools perform the sociolizing function and are still relevant in the future. Yet, we need to adapt the curriculum to accommodate the transformational education.

There are many more topics that have been explored and I’ll write about them in the next post.