Leadership Programme for PINTAR School Leaders (LPPSL)
The Leadership Programme for PINTAR School Leaders (LPPSL) made its debut in September 2011 based on findings from the PINTAR Focus Group Engagement sessions in 2010, revealing that the right leadership was a fundamental criterion for effective management and student success of PINTAR schools.
The LPPSL programme is a strategic capacity building programme recognising that highly motivated and dedicated teaching workforce is key to creating positive impacts to schools and students alike. School leaders are exposed to different leadership and management perspectives and experiences on leadership that will make them more aware of their role as catalysts of change of their schools.
LPPSL is a structured programme using the PINTAR Core Module for Leaders (PCL)
Aligned with the policy and expectations of the Ministry of Education (MOE), LPPSL focuses on a 21st Century leadership model called Layers of Responsibility for change (LOREC), adapted from the Harvard Education Visible Thinking approach.
The model ensures school leaders understand their roles as front-runners of learning in communicating and implementing a holistic approach in teaching and learning, giving them the ownership of instilling positive changes in their respective schools, and keeping them accountable for agreed achievements and targets determined during this session.
“Both LEXAS and PRIME programmes have helped in communicating and implementing a shared vision of 21st Century teaching and learning that involves all school stakeholders, namely students and their parents, teachers, and nearby communities.
The LEXAS programme provides a variety of rewards including monetary compensation for every activity carried out successfully, which many of the students, who are from low-income families living in estates, look forward to as they could accumulate funds to hold a class outing or party at the end of a school year.
While through PRIME, we are able to foster a greater engagement with parents and local communities, besides enhancing support and awareness of school programme conducted.”
Haji Hamri Hashim
Principal, SMK Seri Kota Paloh Johor
“Initially, we had serious discipline problems as our students came from 20 different estates and stuck only with friends they knew. There was simply no teamwork.
During LPPSL, we were able to share our discipline issues with other participants and we realised that other schools had worse issues than us!
We were trained not only on proper punishment methods, but also how to encourage students (a more positive action) to vercome their issues. Now, the percentage of students’ attendance has significantly improved from 94.6% in 2015 to 95.99% in 2017.”
Encik Mohammad Azhar Shahrom
Disciplinary Teacher & Counsellor, SMK Seri Kota Paloh, Johor