762
M. Saratun and P. Dharmapiya (Piboolsravut)
with the argument by Lambert (2007) and Lohrmann et al. (2008), where external
assistance may be required during the transition period. The schools continued SEP
activities by themselves while waiting for the new principal, who may have implemented other policies initially and later came around to supporting SEP. Or in the
worst case, temporary sustainability may be needed until the replacement of this
principal with a new incumbent.
7 Implications for Policy
The current study leads to the following policy recommendations:
1. Selection criteria of new SELC principals should include knowledge, understanding and intent in supporting and driving SEP in educational institutions.
New SELC principals should come from a school that is a SELC or Best-practice
sufficiency-based school.
2. New principals of the SELCs and Best-practice sufficiency-based schools should
attend the SEP Development Program, delivered by qualified trainers from the
network of the SEP movement in education.
3. The Ministry of Education should provide training for SEP teacher leaders to
drive SEP in educational institutions, especially on the topics of leadership and
communication.
4. The Ministry of Education or relevant agencies should create self-study materials
for school personnel regarding cultivating the SEP mindset in educational institutions and integrating SEP into lesson plans. This can be computer-based training,
internet learning, video clips, and manuals in order to support the development
of school principals, teacher leaders and teachers.
5. The Ministry of Education or relevant agencies should have a policy and conduct
a reaccreditation assessment of SELCs.
6. The Ministry of Education should provide training to educate school superintendents in fostering SEP in educational institutions, by collaborating with qualified
trainers from the network of the SEP movement in educational institutions. This
is because it was found that many incoming superintendents did not have enough
knowledge to continue this set of responsibilities.
7. Educational District Authorities should assign responsibility clearly to new
school superintendents to support and encourage SEP in educational institutions,
especially in the case of transfer or retirement of school superintendents.
8. Educational District Authorities should have key performance indicators in the
process of driving SEP in educational institutions, to assess quality of schools in
their own area.
9. The Ministry of Education or relevant agencies should support SEP regional networks, which coordinate among areas in order to support the network movement
in that region. It is also useful to identify network members in that region who
M. Saratun and P. Dharmapiya (Piboolsravut)
with the argument by Lambert (2007) and Lohrmann et al. (2008), where external
assistance may be required during the transition period. The schools continued SEP
activities by themselves while waiting for the new principal, who may have implemented other policies initially and later came around to supporting SEP. Or in the
worst case, temporary sustainability may be needed until the replacement of this
principal with a new incumbent.
7 Implications for Policy
The current study leads to the following policy recommendations:
1. Selection criteria of new SELC principals should include knowledge, understanding and intent in supporting and driving SEP in educational institutions.
New SELC principals should come from a school that is a SELC or Best-practice
sufficiency-based school.
2. New principals of the SELCs and Best-practice sufficiency-based schools should
attend the SEP Development Program, delivered by qualified trainers from the
network of the SEP movement in education.
3. The Ministry of Education should provide training for SEP teacher leaders to
drive SEP in educational institutions, especially on the topics of leadership and
communication.
4. The Ministry of Education or relevant agencies should create self-study materials
for school personnel regarding cultivating the SEP mindset in educational institutions and integrating SEP into lesson plans. This can be computer-based training,
internet learning, video clips, and manuals in order to support the development
of school principals, teacher leaders and teachers.
5. The Ministry of Education or relevant agencies should have a policy and conduct
a reaccreditation assessment of SELCs.
6. The Ministry of Education should provide training to educate school superintendents in fostering SEP in educational institutions, by collaborating with qualified
trainers from the network of the SEP movement in educational institutions. This
is because it was found that many incoming superintendents did not have enough
knowledge to continue this set of responsibilities.
7. Educational District Authorities should assign responsibility clearly to new
school superintendents to support and encourage SEP in educational institutions,
especially in the case of transfer or retirement of school superintendents.
8. Educational District Authorities should have key performance indicators in the
process of driving SEP in educational institutions, to assess quality of schools in
their own area.
9. The Ministry of Education or relevant agencies should support SEP regional networks, which coordinate among areas in order to support the network movement
in that region. It is also useful to identify network members in that region who