Implementation of Early Language, Literacy and Numeracy (ELLN) Program: Through the Lens of the Supervisors

Abstract

The qualitative – case study aimed to unveil the supportive leadership practices of supervisors in the implementation of Early Language, Literacy, and Numeracy (ELLN) in terms of fostering learner-centered pedagogical practices; providing conducive learning environment; ensuring a balanced curriculum; capacity building; fostering multi-cultural awareness; and building connections, anchored on DepEd vision, mission and core values. There were five (5) supervisors who participated in the study. Of the five (5), three (3) were Education Program Supervisors and two (2) were Public Schools District Supervisors.  As to the supportive leadership of supervisors in terms of fostering learner-centered pedagogical practices, four (4) themes emerged: advocating developmentally appropriate techniques; conducting trainings; doing monitoring and evaluation; and encouraging coaching and mentoring. As to providing conducive learning environment, two (2) themes emerged: providing instructional materials; and ensuring an enabling environment. In terms of ensuring a balanced curriculum, two (2) themes emerged: adhering to standards; and contextualizing the curriculum. As to capacity building, one (1) theme emerged, which was conducting professional development activities. In terms of fostering multi-cultural awareness, one (1) theme emerged, which was promoting inclusive education. In terms of building connections, one (1) theme emerged, which was advocating stakeholder engagement. The DepEd vision, mission and core values served as guide to the supervisors.