Case1 TeacherFormaion Fin

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When Teachers are Taught

I knew this day would come. Benjie Montano, a respected colleague by hispeers and one of the schools pioneers, formally handed his letter of

retirement. We have long known that Benjies departure would precipitate adownturn of support from the faculty regarding their formation programs.After all, enthusiasm for these sessions had started to wane in light ofincreasingly demanding requirements for ensuring academic standards ofthe school, which, in turn competes with holding of formation sessions.

On the other hand, I wasnt too concerned. There are a number of seniorfaculty members who could be requested to facilitate these formationsessions. After all, they themselves have attended various formationprograms. In fact, Mr. Montano counted on them to act as volunteers whenhe conducted his sessions in the past.

I decided to convene a stakeholders meeting to discuss how best to handlethe absence of an adult formator to shepherd the burgeoning number ofprobationary teachers in our school in addition to the regular or so calledold-timers.

Ms. Hernandez, says my young looking Grade School principal, I think thenew head of adult formation should be more creative in designing formationprograms. Sir Benjies style of holding it in plenary sessions doesnt reallyprovide a venue for gestation of Lasallian values, much less for basicspirituality among our teachers. I couldnt agree more. Plenary sessions for

formation might have worked when our school was just starting, but severaldecades later, hundreds of additional faculties and innovations intechnology, plenary sessions are like shooting a single ball to multiple hoopsin an entire court.

Creative formation programs is one, but the more important issue to lookinto is scheduling sessions so that teachers are not burdened by deadlinesnor by other tasks such as preparing teaching modules or checking exampapers,said Marlon, the seasoned High School principal. I heaved a deepsigh and silently recalled what the general sentiment of the faculty had beenin the last years of Benjies stint as head of formation. Informal discussions in

the canteen and faculty lounges zeroed in how formation programs havebeen perceived as additional work by teachers, most especially the youngerones, often seen as competing with their time allotted for fulfilling academicrequirements.

The personnel officer meanwhile echoed what the two principals said. Ms.


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Hernandez, I agree that we need to redesign our formation programs, moreso to schedule it in order to give our teachers room for focusing on mattersother than their work. This is especially crucial in light of the growingnumber of teachers leaving our school in search of greener pastures

abroad.

Just as Id hoped he would, Brother Jomar Valderrama, a new member to ourBoard of Trustees and an old friend, volunteered to help draft new modulesof formation designed to address the issues raised by my peers. Ms.Hernandez, he said, why not select from among your faculty and staff arepresentative or two to collaborate with me in designing and implementingnew modules of formation. Perhaps in this manner we can better respond totheir needs.

Glad that I can rely on existing personnel in dealing with the situation. I

decided to restructure our schools organization chart by devolving some ofthe functions left behind by Mr. Montano to my two principals. Both will nowoversee the formation sessions for teachers. Their job will now includescheduling formation sessions and identifying from among their teachersable facilitators.

Using the newly designed module, the first batch underwent a session onPrayer. Delivered by senior faculty members and attended by bothprobationary and regular teachers, we had our very first level-specificformation session. Totally different from the usual plenary modes, this timeeach level met as a separate group and was assigned a facilitator.

I had feedback forms circulated. Many facilitators noted that quite a numberof teachers took the opportunity to air out their personal struggles andfamily concerns. Some used the sessions as venues for discussing some ofthe tensions they felt in school.

I became determined that formation sessions are scheduled on a regularbasis. I requested the principals to ensure that a follow-up module iscalendared the soonest time possible. Both got back to report that they werefinding it difficult to find a schedule amenable to the teachers. Even moredisturbing was the decision of the identified facilitators - senior faculty

members - to back out from their commitment in delivering the newmodules. It turned out, most of them felt they were not ready for the taskneither do they feel competent in carrying out duties of a facilitator andformator.

It was then that I started thinking, maybe we do need to hire a replacement


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for Mr. Montano after all.


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MINUTES OF THE REGULAR MEETING OF THE BOARD OF TRUSTEESOF LA SALLE HILLSVIEW

Board Room24 June 2006, 9:00 12:00NN

PRESENT: ALSO PRESENTBR. EDDIE FERRER FSC (Chairman) MS. RHEENA HERNANDEZ (Schoolhead)BR. ARTHUR LIM FSC MR. GINO LLAMAS (PersonnelOfficer)BR. DAN ARENAS FSC MR. LITO CRUZ (Controller)BR. JOMAR VALDERRAMA FSC MS. IZZA TAN (CorporateSecretary)BR. NOEL ELORDE FSCBR. MARTIN VICENTE FSC

DR. CORA QUIZONDR. ALBERT BONOANMR. DIEGO ANGMR. LUIS VIRAY

1. Call to Order and Certification of Notice and Determination of Quorum

After a brief prayer, the Chairman, Br. Eddie Ferrer FSC, called themeeting to order and presided over the same. The Corporate Secretary, Ms.Izza Tan certified the existence of a quorum and proceeded to record theminutes.

2. Approval of Minutes of Previous Meetings

3. Business Arising from the Minutes

4.1 Salary Negotiations

Ms. Hernandez reported that consultations with the faculty haveelicited varying reactions regarding the proposed salary scale. Generallythough, the sentiment veers toward animosity against the school. In fact, therecently concluded formation session on Prayer became a venue to air these

grievances.

Mr. Llamas likewise reported that a rival faction seem to be evolvingfrom among the ranks, senior versus junior, and both sides are activelycourting those on probation.

Br. Eddie remarked that this prolonged discussion is not doing theschool any good, in fact he relates how the parents have already started to


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complain in his office.

Ms. Tan cautioned though that the labor code strongly indicates theneed for such a protracted process in light of fair and just compensationpolicies.

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