Enhanced Instructional Management

By Parents, Community And Teachers

(e-IMPACT)
 What is e-IMPACT? Cost-Effective Education: e-IMPACT aims to provide
quality education while using resources efficiently.
 e-IMPACT stands for Enhanced Instructional
Management by Parents, Community, and
Teachers. It is a learning system in the Philippines Why was e-IMPACT developed?
crafted in 2010 by the Southeast Asian Ministers of
EDUCATION ORGANIZATION (SEAMEO) . It has The e-IMPACT system was created to address two
been made to improve the quality of education for primary challenges in education
elementary students through the help between
parents, community members, and teachers here in High Student Population
our country. High Percentage of Dropouts

Quality Alternative Delivery System: e-IMPACT offers High Student Population: This indicates that schools
a different approach to delivering education, aiming to may be overcrowded, leading to challenges in
provide high-quality learning experiences. providing individual attention to students.

Collaborative Management: It emphasizes the High Dropout Rates: This suggests that students are
importance of parents, teachers, and the community not completing their education, which can have
working together to create a supportive learning long-term negative consequences for both
environment. individuals and society.
Principle 1: Children become active participants of Principle 2: Learning materials are based on the
the learning process. national curriculum standards of the Department of
Education.
This means that e-IMPACT encourages students to be
actively involved in their own learning, rather than just This means that the lessons and activities in the e-IMPACT
passively receiving information from a teacher. Students program follow the guidelines set by the Philippine Department
are encouraged to think critically, ask questions, and take of Education. This ensures that students are learning the right
ownership of their learning. things and are prepared for higher levels of education.
This way, students can be confident that they are learning what
Programmed Teaching: Students work through self-paced
they need to know to succeed in school.
learning materials, answering questions and completing
activities to progress through the material. This allows
them to learn at their own pace and take responsibility for
their own learning.
Principle 3: Learning is more important than grades.
Peer Group Learning: Students work together in small
This means that e-IMPACT focuses on helping students
groups to discuss and solve problems. This helps students
understand and apply what they learn, rather than just
learn from each other and develop their social skills.
memorizing information to pass tests. The goal is for students
to develop critical thinking skills, problem-solving abilities, and
Individual Study: Students work independently on
a lifelong love of learning.
assignments and projects. This helps them develop self-
discipline and time management skills.
Principle 4: Learning can take place anywhere. Principle 5: Multiple Entry and Exit

This means that e-IMPACT believes that education isn't This means that e-IMPACT is flexible and allows students to
limited to the classroom. Students can learn anytime, start and stop their learning at different points. This is
anywhere, using a variety of tools and resources. especially helpful for students who have dropped out of school
or who learn at a slower pace.
Here are some examples:
Principle 6. Progress of learners is based on individual
Online Learning: Students can access lessons and mastery and speed.
activities online, whether they're at home, school, or on Meaning: Each student learns at their own pace and level. They
the go. move on to new material only when they've fully understood
the current topic.
Mobile Learning: Students can use smartphones and Example: In a math class, some students might grasp addition
tablets to learn, making education more accessible and and subtraction quickly and move on to multiplication, while
convenient. others may need more time to practice addition and
subtraction before moving forward.
Community-Based Learning: Students can learn through
real-world experiences, such as volunteering, internships, It means that each students will move to the next lesson
and community projects. depending how fast they understand the lesson. Some of them
will not understand it quickly and they need more time,some
By embracing technology and flexible learning are fast enough to move immediately. The main focus is how
environments, e-IMPACT aims to make education more the students understand very well and master the lesson
accessible and engaging for all students. before they go to the next one
Principle 7. Education is a socializing and leadership Principle 8. Instructional Management and Delivery of
training process. Instruction is not only the responsibility of the
teachers, but of the parents and community as well.
Meaning: School isn't just about academics; it's also
about developing social skills and leadership Meaning: Parents and the community play a key role in
qualities. a child's education, working alongside teachers to
support learning.
Example: Students participating in group projects,
debates, or student council elections are practicing Example: Parents helping with homework, volunteering
these skills. in the classroom, or attending school events are all
ways to contribute to a child's education.

It means that through education, students learn to socialize

means to work together, to communicate and build
relationships. This will also means that they can develop
skills that will help them to lead and make decisions,
preparing themselves to become a leader in the future
9. The teacher is the manager of the learning process.

Meaning: This principle means that the teacher plays a key role in
guiding and facilitating students' learning. They are responsible for
creating a positive learning environment, planning effective lessons,
and assessing student progress.

This means that the teacher is the one leading the learning in that class.
They plan the lessons, they organize and they guide the students in
understanding the lessons. They make sure that the children are focused
and will meet the objectives of each and every lesson that they are
learning.
• Class sections become "families". • One Instructional Supervisor (IS) may handle 2 families.
This means that traditional grade-level divisions
(like Grade 1, Grade 2, etc.) are being replaced with a more This indicates that a single Instructional Supervisor will be
inclusive model where students from different grade levels responsible for overseeing the learning and instruction in two
are grouped together. Think of it like a multi-age classroom "family" classrooms. In other words, an IS might be
setting. responsible for two classrooms, each containing students from
Levels 1 to 6.
Example: Instead of having separate classrooms for Grade 1,
Grade 2, and Grade 3, students from all three grades might
• Total pupils for one IS should not exceed 120.
be combined into a single "family" classroom.

• Levels 1 to 6 are combined in one family. This sets a limit on the total number of students that an
Instructional Supervisor can be responsible for. In other words,
This further elaborates on the previous point, specifying that the combined number of students in the two "families" that an
students from the earliest primary grades (Level 1) all the IS should manage and should not exceed 120.
way up to the final primary grade (Level 6) will be in the same
"family" classroom.

• Each family is composed of 40 to 50 students.

This sets the ideal class size for each "family" classroom. The
number of students will be between 40 and 50.
• Friends, neighbors, and siblings are • The composition of a family is
grouped together in the same family. heterogeneous. There is a mix in gender and
ability levels.
This means that students who have existing social
connections, such as friendships, neighborhood familiarity, This indicates that each "family" classroom will have a
or sibling relationships, are placed in the same "family" diverse mix of students in terms of gender and academic
classroom. This approach aims to foster a sense of belonging abilities. This approach promotes inclusivity and allows
and comfort for students, as they are surrounded by familiar students to learn from and support each other, regardless of
faces. their individual differences.

Example: If three children from the same neighborhood are Example: A family classroom might consist of boys and girls
friends, they would likely be placed in the same family of varying ages, with some students excelling in certain
classroom. subjects while others may need additional support in those
areas.
 New Roles of the Faculty
• Instructional Coordinators: • Resource Teachers:
These individuals are responsible for managing and These specialists offer support and expertise in specific subject
coordinating the overall curriculum and instruction within areas or learning disabilities. They collaborate with classroom
their assigned area. They create and implement lesson teachers to provide differentiated instruction and
plans, assess student progress, and provide guidance to accommodations for students with diverse needs.
teachers.
Example: A Resource Teacher might work with a student who
Example: An Instructional Coordinator might be has a learning disability in mathematics to provide additional
responsible for managing the science curriculum for all support and strategies.
grade levels in a school.

• Instructional Supervisors: • Testing Teachers:

These professionals monitor and support the teaching These educators are responsible for administering and
practices of individual teachers. They provide feedback, analyzing standardized tests. They also provide feedback to
coaching, and professional development opportunities to teachers and students on test results and help to develop
help teachers improve their instruction. strategies for improving student performance.

Example: An Instructional Supervisor might observe a Example: A Testing Teacher might administer a state-wide
teacher's classroom to identify areas for improvement, reading test to a group of students and then analyze the results
such as classroom management or lesson delivery. to identify areas of strength and weakness.
New Roles of the Students
• As Programmed Teachers: Students take on a more active role in their own learning by developing
and implementing their own learning plans. They work independently and collaboratively to achieve
their learning goals.
Example: A student might create a personalized learning plan for a science project, setting specific
goals and deadlines for completing the project.

• Peer Group Leaders: Students take on leadership roles within their peer groups, facilitating
discussions, providing support, and helping to create a positive learning environment.
Example: A student might lead a small group discussion on a reading assignment, encouraging
participation and sharing ideas. They might also help struggling classmates by explaining concepts or
providing additional resources.

• Life-long Learners: Students develop a growth mindset and a commitment to continuous learning.
They seek out opportunities to learn new things, both inside and outside of the classroom.
Example: A student might join an after-school club or take online courses to explore their interests
and develop new skills.
New Roles of Community Members
This new educational model involves the community in various roles to support student learning:

• Instructional Supervisor's (IS) Aide:

Role: Assists the Instructional Supervisor in various tasks, such as managing classroom resources,
providing support to teachers, and helping with administrative duties.
Example: An IS Aide might help organize classroom materials, assist with grading papers, or
provide support to students during independent work time.

• Tutors:
Role of community members as a tutors Provides one-on-one or small-group instruction to
students who need additional support in specific subjects or skills.
Example: A community member as tutor might work with a student who is struggling with reading
comprehension, helping them to develop strategies for understanding text.

These all means that community members play a crucial role in enhancing the learning experience
for students and supporting the work of teachers.
 Criteria for Successful e-IMPACT Schools
Here are the criteria that contribute to the
success of e-IMPACT schools:
1.Must Possess Open-Mindedness and Adaptability: 2. Strong Community Support:
•Explanation: School leaders and teachers should be receptive •Explanation: The success of an e-IMPACT school depends
to new ideas and willing to embrace change. They should on the support of parents, community leaders, local
actively seek out innovative approaches to education and be government units (LGUs), and other stakeholders. This
open to trying new methods. support can take various forms, such as volunteering,
fundraising, and advocating for the school's initiatives.
•Example: A school might adopt a new technology tool to
enhance learning, such as interactive whiteboards or •Example: Parents might volunteer to help with tutoring or
educational apps. Teachers would need to be willing to learn organizing school events. Community leaders might donate
how to use these tools effectively and integrate them into resources or provide expertise. LGUs might allocate funds
their lessons. for school improvement projects.
3. Adequate Learning Spaces:
•Explanation: Schools should have sufficient space 5. Continuous Professional Development:
•Explanation: Teachers and peer group leaders
to accommodate learning kiosks or other
should receive ongoing training to stay updated on
technology-based learning stations, especially if
the latest educational trends and technologies. This
there are limited traditional classrooms.
will help them effectively implement the e-IMPACT
•Example: A school might convert a library or model and provide quality instruction to students.
unused space into a learning center equipped with
•Example: Teachers and peer group leaders might
computers and internet access.
attend workshops or online courses on topics such
4. Sufficient Devices and Materials: as digital literacy, instructional design, and
•Explanation: Each student should have access to a assessment.
device, such as a tablet or laptop, to engage in digital
learning. Additionally, the school should provide
sufficient instructional materials, both digital and
By meeting these criteria, e-IMPACT schools
physical, to support the curriculum.
can create a positive and engaging learning
•Example: Each student might be provided with a environment that helps students thrive and
achieve their full potential.
tablet loaded with educational apps and online
resources. The school might also have a library with a
variety of books and other learning materials.
 How e-IMPACT is Useful in Emergencies
e-IMPACT, with its focus on technology-integrated learning and flexible
learning environments, offers several advantages in emergency situations:

Remote Learning: Flexible Learning:

e-IMPACT schools are equipped with the necessary e-IMPACT's flexible learning approach allows students to
technology to facilitate remote learning. This enables learn at their own pace and in different settings. This
students to continue their education even when flexibility can be particularly beneficial in emergency
schools are closed due to natural disasters or other situations where traditional classroom settings may be
emergencies. disrupted.

Example: During a typhoon, students can access •Example: If a school is damaged by a fire, students can
online lessons, submit assignments, and interact with access online resources and complete assignments at
teachers and peers through virtual platforms. home or at a community center.
Communication and Collaboration: Crisis Management:

e-IMPACT promotes the use of technology for e-IMPACT schools can utilize technology to
communication and collaboration. This enables implement effective crisis management plans. This
students, teachers, and parents to stay connected includes sending out emergency alerts, sharing
even during emergencies. information with parents, and coordinating
response efforts.
•Example: Teachers can use messaging apps or
video conferencing tools to communicate with •Example: A school can use a mass notification
students and parents about important updates system to send emergency alerts to parents and
and assignments. Students can collaborate on students, providing them with information about
projects with their peers using online tools, even the situation and any necessary actions to take.
if they are not physically together.
E-IMPACT in Emergencies helps to address the challenges of limited
classrooms and teachers during disasters or emergencies. This is achieved
through its focus on technology-integrated learning, flexible learning
environments, and community engagement.

OUTRO

e-IMPACT is a powerful tool that empowers education

to overcome obstacles, even in the face of emergencies.
By embracing technology and flexible learning, e-
IMPACT ensures that education remains accessible and
uninterrupted, no matter the circumstances.