Save the Children, through the KREASI Program, organized the second batch of the School Principal Capacity Building Training from 1 to 4 July 2026 in Teluk Dalam, Nias Selatan District. The training was a continuation of a previous program aimed at strengthening school leadership and improving the quality of literacy and numeracy learning.
The training was attended by seven selected partner school principals. The sessions focused on sustainable leadership development, strengthening academic supervision, and enhancing literacy and numeracy outcomes among primary school students.
The activity was supported by selected local facilitators and formed part of the implementation of the Safe and Supportive School Culture (BSAN) initiative, which will continue through mid-2027. The program aims to strengthen foundational literacy and numeracy learning for primary and preschool children while promoting safe, supportive, and enjoyable learning environments. It also emphasizes the need for interventions targeting school principals through capacity building, academic supervision, and literacy and numeracy training for teachers to create positive learning conditions that help boost students’ confidence and achievement.
The Government of Nias Selatan District, represented by the Education Office, expressed its full support for the initiative. Aperman Laia, Head of the Primary Education Division of the Nias Selatan District Education Office, officially opened the training and conveyed his appreciation for the KREASI Program. He emphasized that training activities such as this must be accompanied by participants’ commitment and awareness to apply what they learn in order to improve the quality of education throughout Nias Selatan District.
On the first day, participants received training on safeguarding, sustainable leadership development, and character and mindset analysis. They explored how improvements in literacy, numeracy, and academic supervision are closely linked to a principal’s ability to lead change. Through a series of interactive sessions, participants developed adaptive leadership skills, effective communication techniques, and a growth mindset to better address challenges within their schools. In addition to strengthening technical competencies, the training also enhanced principals’ capacity to foster collaboration, encourage innovation in teaching and learning, and engage the entire school community in efforts to improve educational quality.
On the second day, participants continued exploring sustainable leadership through reflection and reinforcement of the previous day’s lessons. Discussions focused on the three pillars of leadership legacy: personal values, school culture, and empowerment. Participants reflected on the qualities of effective leaders, including decisiveness, consistency, accountability, and strong communication skills grounded in empowerment principles. As educational leaders, they developed shared commitments as a demonstration of responsibility toward their schools. They also reflected on their long-term aspirations for educational improvement while identifying challenges faced in the field. Furthermore, participants learned the importance of understanding team members’ characteristics and applying a growth mindset to foster a positive and productive working culture.
The third day focused on strengthening literacy and numeracy as essential foundations for improving learning outcomes. Participants received training on foundational literacy strategies that support deeper learning. During practical sessions, facilitators and participants conducted simulations of teacher-student interactions using integrated reading approaches through interactive read-aloud modeling. The exercise demonstrated how picture books can effectively increase children’s interest in reading. Participants were also encouraged to adapt their instructional strategies to make learning more engaging, enjoyable, and responsive to students’ needs.
In addition to literacy, participants learned strategies for creating numeracy-friendly classrooms. Mathematics, which is often perceived as difficult and intimidating, was reintroduced as an enjoyable learning experience through the application of structured contextual learning approaches. At the end of the day, participants reflected on numeracy teaching practices and shared experiences, successes, and challenges from their respective schools.
On the final day, participants took part in a lesson observation planning simulation designed to assess their readiness to set learning targets and develop academic supervision schedules. Participants worked in pairs, taking turns acting as principals and teachers. During the pre-observation discussion simulation, they practiced four key principles: providing transparent context, focusing observations on the learning process, clearly communicating observation objectives, and actively involving teachers throughout the process.
Participants also practiced conducting post-observation discussions by providing reflective and constructive feedback. This approach aims to create a supportive atmosphere in which teachers feel comfortable and encouraged rather than pressured as they strive to improve classroom instruction. By fostering trust and collaboration, academic supervision can become a meaningful tool for professional growth and continuous improvement.
To conclude the training, all participants developed and presented School Action Plans that will be implemented in their respective schools. These action plans represent concrete steps toward applying the knowledge and skills gained during the training and supporting continued improvements in education quality across Nias Selatan District.
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KREASI (Collaboration for the Education of Indonesian Children) is a program to improve the quality of education by strengthening literacy, numeracy, and character education. KREASI in Nias Selatan is managed and implemented by Save the Children, with funding from the Global Partnership for Education (GPE), as well as support from the Government of Nias Selatan and Indonesia’s Local Education Group, led by the Ministry of Primary and Secondary Education (Kemendikdasmen) and the Ministry of Religious Affairs (Kemenag).
Writer: Michael Duha | Editor: Andika Ramadhan | Photo: Michael Duha/KREASI/Save the Children