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    Some Points For Discussion

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    John Paul Jerusalem
    This document contains information submitted for a course on Psychological Foundations of Education at Eastern Visayas State University. It discusses two questions: 1. How an educational planner can integrate democratic principles by actively pursuing leadership qualities like hospitality, mindfulness, and humility. This helps create an organizational culture that values democratic practices and planning processes. Democratic classrooms with student agency, social belonging, and ownership of their actions can also be established. 2. How an educational planner can ensure accountability by aligning internal and external accountability so teachers accept responsibility for student learning and change practices. Accountability decisions should use multiple metrics like instruction effectiveness and student progress over time. The goal is to increase internal accountability and improve schools' capacity to

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    Some Points For Discussion

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    John Paul Jerusalem
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    This document contains information submitted for a course on Psychological Foundations of Education at Eastern Visayas State University. It discusses two questions: 1. How an educational planner can integrate democratic principles by actively pursuing leadership qualities like hospitality, mindfulness, and humility. This helps create an organizational culture that values democratic practices and planning processes. Democratic classrooms with student agency, social belonging, and ownership of their actions can also be established. 2. How an educational planner can ensure accountability by aligning internal and external accountability so teachers accept responsibility for student learning and change practices. Accountability decisions should use multiple metrics like instruction effectiveness and student progress over time. The goal is to increase internal accountability and improve schools' capacity to

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    Some points for discussion

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    This document contains information submitted for a course on Psychological Foundations of Education at Eastern Visayas State University. It discusses two questions: 1. How an educational planner can integrate democratic principles by actively pursuing leadership qualities like hospitality, mindfulness, and humility. This helps create an organizational culture that values democratic practices and planning processes. Democratic classrooms with student agency, social belonging, and ownership of their actions can also be established. 2. How an educational planner can ensure accountability by aligning internal and external accountability so teachers accept responsibility for student learning and change practices. Accountability decisions should use multiple metrics like instruction effectiveness and student progress over time. The goal is to increase internal accountability and improve schools' capacity to

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    26 views2 pages

    Some Points For Discussion

    Uploaded by

    John Paul Jerusalem
    This document contains information submitted for a course on Psychological Foundations of Education at Eastern Visayas State University. It discusses two questions: 1. How an educational planner can integrate democratic principles by actively pursuing leadership qualities like hospitality, mindfulness, and humility. This helps create an organizational culture that values democratic practices and planning processes. Democratic classrooms with student agency, social belonging, and ownership of their actions can also be established. 2. How an educational planner can ensure accountability by aligning internal and external accountability so teachers accept responsibility for student learning and change practices. Accountability decisions should use multiple metrics like instruction effectiveness and student progress over time. The goal is to increase internal accountability and improve schools' capacity to

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    Republic of the Philippines

    EASTERN VISAYAS STATE UNIVERSITY


    GRADUATE SCHOOL
    Tacloban City

    Submitted by: JOHN PAUL B. JERUSALEM


    Submitted to: DR. GERALD JAYSON BORJA BALANGA
    Subject: PSYCHOLOGICAL FOUNDATIONS OF EDUCATION
    Schedule: Every SATURDAY & SUNDAY, 7:00 AM -12:30 PM
    Date of Submission: July 17, 2022

    1. How may an educational planner integrate democratic principles in education to


    his plan?
    Whether consciously and intentionally done so, or not, planning always takes
    place as organizations take on initiatives. This planning process involves both formal
    and informal actions and activities within the organization. The creation of a
    democratic organizational culture depends on actively pursuing the leadership
    dispositions of Hospitality, Mindfulness, and Humility as well as the organizational
    dispositions of Mutuality, Appreciation, Participation, and Certainty. Planning that
    promotes and sustains ongoing democratic culture facilitates outcomes that are both
    short-term (i.e., the objectives of the particular initiative) and long-term (i.e.,
    participation from all levels of the organization). The result of such a process is an
    organization that values democratic practice as essential to its planning processes and
    to all other work within the organization. Planning is seen as an integral part of the
    organization's ongoing work and institutional mission.
    Our classroom communities are more important than ever as places to promote
    student agency, social belonging, and citizen readiness. Establishing democratic
    classrooms—safe, welcoming learning spaces where students actively practice
    democratic values, are aware of their rights, and take ownership of their actions as
    both individuals and members of a community—will help us to create this
    environment.
    We could think about these qualities of the democratic classroom:
     relationships based on mutual respect and power sharing between teachers
    and students
     high levels of student agency and voice
     Respect for the opinions and contributions of children
     sharing of diverse viewpoints, including those on difficult subjects, with
    purpose
     use of discussion and consensus-building techniques, frequently through
    protocols
     whole-person development, including the growth of students' critical
    consciousness

    2. How may an educational planner ensure accountability in his/her plans?


    The degree of internal accountability in schools determines whether
    accountability mechanisms can achieve the desired results. This means that teachers'
    willingness to accept responsibility for improving student learning and to change their
    practices to bring about such improvements is determined by their own assessments
    of their capacity to influence the learning of their students. Even the most powerful
    external systems may not have much of an impact if internal and external
    accountability are not aligned.
    Responsibility should come before accountability, and educators should be held
    responsible for their individual and collective contributions to raising student
    performance. Students' progress should be the responsibility of their teachers and
    administrators. The professional development and support that the government give
    to teachers and schools to help students meet high standards should be held
    accountable. Multiple indicators should be used to inform accountability decisions.
    Accountability mechanisms ought to be based on a variety of metrics, such as
    measures of the effectiveness of the instruction as well as student progress. Reporting
    accountability outcomes will help students, teachers, and parents understand what
    needs to be improved. Accountability mechanisms should motivate schools to raise
    the academic performance of all students. The goal of assistance should be to increase
    internal accountability in schools and to improve schools' capacity to educate all
    students to high standards.

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