School Principal’s Training
School principals play a crucial role in the development and continuous improvement of the overall school learning environment being the head of the school. Hence, Security Bank Foundation, Inc. developed a dedicated three-year training program for school principals aimed at empowering them to become transformation leaders, mobilizing internal and external stakeholders to address the pressing problems faced by the school. School principals are expected to develop and implement transformational action plans (TAP) every year to demonstrate competencies learned throughout the training and generate significant improvement in the overall learning environment of the school.
A component of the three-year training program is the international Certificate in Educational Studies in Leadership (CESL), a module developed by University of Bristol United Kingdom and funded by The HEAD Foundation Singapore. The CESL is implemented as the modules for the first 4 months of the Year I program capitalizing on lectures, self-paced and problem-based learning, as well as extensive use of communities of practice of critical friends, mentors, and industry leaders as methods for learning.
Program Partners:
Ateneo Center for Educational Development
The HEAD Foundation Singapore
The University of Bristol United Kingdom
Security Bank Foundation, Inc. (SBFI)
Competencies to be trained
Instructional Leadership – developing and managing school’s curriculum and methods of instruction
Contextual Problem Solving – identifying and addressing problems based on school needs and capacities
Stakeholder Engagement – engaging multiple stakeholders to maximize and generate resources
Annual Themes/Focus
Each of the training years will involve School Principals undergoing transformation from themselves then using their enhanced skills to transform the greater school community. For each year, School Principals will develop and implement transformational action plans (TAPs) led by them for Year I then with a team of internal and external stakeholders for Years II and III.
Year I – Transforming the Self
Developing one’s competencies in creating, implementing, monitoring and evaluating transformational action plans that address school’s pressing problems
Year II – Transforming the School
Mentoring teachers in developing and implementing transformational action plans
Year III – Transforming the Community
Guiding internal and external school stakeholders to develop and implement school-wide action plans that holistically address school problems
Training Benefits
- International Certification from the University of Bristol United Kingdom
- Dedicated Mentoring courtesy of CESL Program Alumni
- Continuing Professional Development (CPD) Units / Professional Regulation Commission (PRC) Units
- Post-Training Certificates
- Per Training Session
- Per Year
- Completion of 3 Years
- Membership to an Academic Fellowship of Internationally Certified Principals
Eligibility Requirements
- School principal (Principal I-IV) of a public school with SBFI donated school building
- Has at least 7 years of service before retirement
- Demonstrated the resourcefulness in implementing context-based school transformation
- Is available and can commit to attend all activities for three years
- Stable Internet Connection for Online Classes
Application Requirements
Note: Please ready the following in PDF / JPEG
- Professional Regulation Commission ID card
- University Transcript or equivalent
- Educational Certificates/Diplomas
- Department of Education ID card
- PDF form of 1,000-word Essay with the following questions. Download the Essay Form here
The Problem: If there is a pressing problem in your school that you would want to address, what would it be and why? If addressed, will this problem result in educational transformation? Support your answer with statistics and a baseline to describe the gravity of the problem and the school contextual situation.
The Proposed Resolution: How do you envision solving this pressing problem? Outline the activities that you would like to undertake which would lead to a Transformational Action Plan. Include mention of timeline, resources needed, and stakeholders to be engaged as well their roles.
The Target Impact: What are the quantifiable key performance indicators of your proposed Transformational Action Plan that would serve as a measure of your outcome and impact? State the direct beneficiaries, describe the change that you want to happen, and enumerate the methods for monitoring and evaluation.
In-Person Training on May 19-23 and August 11-15 at Ateneo De Manila University
Accommodation: Ibis Styles Manila Araneta City
SBFI will shoulder the following in-person training expenses:
- Hotel accommodation
- Land, air, and sea transportation
- Travel insurance
- Meals
Training Dates and Topics
Year I – Transforming the Self
(2) 3.5 Days of In-Person and (8) Online Sessions
In-Person Training:
| DATE | ACTIVITY |
| May 19-23, 2025 |
Mental Models |
| August 11-15, 2025 |
Disruptive Innovations |
Online Sessions:
| DATE | ACTIVITY |
| June 2025 |
CESL (Asynchronous) |
| July 2025 |
CESL (Asynchronous) |
| September 9, 2025 | Stakeholder Mapping |
| October 14, 2025 | Project Management Rules |
| November 11, 2025 | Mobilizing and Mentoring Project Team |
| January 27, 2026 | Project Monitoring and Risk Management |
| February 24, 2026 | Project Troubleshooting |
| March 24, 2026 | Project Evaluation and Reporting |
Year II – Transforming the School
| DATE | TOPICS |
| JUL 2026 |
In- Person Training (Venue: TBA)
|
| AUG 2026 | Teachers Competency Mapping |
| SEP 2026 | Teachers Professional Development |
| OCT 2026 | Action Plan Alignment |
| NOV 2026 | Communicating Effectively |
| JAN 2027 | Project Management Mentoring |
| FEB 2027 | Troubleshooting Mentoring |
| MAR 2027 | Project Evaluation Mentoring |
| APR 2027 | Project Reporting Mentoring |
| MAY 2027 | School Performance Management System |
YEAR III – Transforming the Community
| DATE | TOPICS |
| JUL 2027 |
In-Person Training (Venue: TBA)
|
| AUG 2027 | Conducting Stakeholder Meetings |
| SEP 2027 | Stakeholder Skills Development |
| OCT 2027 | Action Plan Drafting with Stakeholders |
| NOV 2027 | Mobilizing Stakeholders for Planning |
| JAN 2028 | Mobilizing Stakeholders for Implementation |
| FEB 2028 | Mobilizing Stakeholders for Monitoring |
| MAR 2028 | Mobilizing Stakeholders for Troubleshooting |
| APR 2028 | Mobilizing Stakeholders for Evaluation and Reporting |
| MAY 2028 | Networking |