EDU536 - P2 REVIEWER

EDU536 THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP P2 REVIEWER
• How Leaders Influence Organizations (Yukl, 2013):

MODULE 10 • Leaders can improve the success of an organization by
doing the following:
SCHOOL LEADERSHIP
• What is School Leadership? • Choosing Objectives and Strategies:

• Leadership is essential for running a school successfully. • Leaders decide what goals to pursue and how to achieve
School leaders (like principals) influence student learning them.
and improve teaching quality by hiring skilled teachers and Example: A principal sets the goal of improving reading
managing school programs. skills by implementing a new literacy program.
• Research shows that teaching quality is directly influenced
by how school leaders manage and support teachers • Motivating Members:
(Christie, Thompson, & Whiteley, 2009). • Leaders inspire teachers and staff to work towards the
organization’s goals.
• Key Roles of a School Leader (Christie, Thompson, & Example: A principal encourages teachers to join
Whiteley, 2009): professional development workshops by highlighting their
• Supporting Teachers: benefits.
• Leaders should understand what teachers need to perform
better. • Building Trust and Cooperation:
Example: A principal organizes training for teachers to help • Leaders promote teamwork and trust among members.
them use new teaching technologies effectively. Example: Organizing team-building activities for teachers to
foster collaboration.
• Managing Curriculum:
• Leaders plan lessons and teaching methods that suit • Organizing and Coordinating Activities:
students’ different learning styles. • Leaders ensure that tasks and schedules are well-managed.
Example: Adjusting the math curriculum to include hands- Example: A principal plans the school calendar to avoid
on activities for kinesthetic learners. overlapping events.
• Transforming Schools: • Allocating Resources:

• Leaders must inspire and energize others to create better • Leaders ensure resources (e.g., time, money, materials) are
teaching and learning environments. distributed effectively.
Example: A principal encourages collaborative projects and Example: Ensuring each classroom has the necessary
performance-based assessments, promoting deep learning. teaching materials.
• Teacher Leadership: • Developing Skills and Confidence:

• Teacher leaders are teachers who take on additional • Leaders help members grow professionally.
leadership roles beyond just teaching (Jackson in ASCD, Example: Providing training to help teachers use
2015). technology in classrooms.
• Roles include:
• Grade Level/Subject Coordinator: Manages lesson • Encouraging Learning and Sharing Knowledge:
planning for a specific grade or subject. • Leaders create opportunities for sharing ideas.
Example: Setting up teacher meetings to discuss effective
• Department Chair: Acts as a bridge between school teaching strategies.
administration and other teachers.
• Gaining Support from Outsiders:
• Curriculum Specialist: Guides teachers in following • Leaders connect with the community or external
curriculum standards and designing assessments. organizations for support.
Example: Partnering with local businesses to sponsor
• Mentor: Helps new teachers improve their skills. school programs.
• Facilitator: Organizes professional development sessions • Designing Systems and Programs:

for teachers. • Leaders establish systems that guide how the organization
operates.
• Leadership According to Yukl (2013): Example: Creating a mentorship program for new teachers.
• Leadership differs from management/manager. Leadership
involves inspiring and motivating others, while • Promoting Shared Beliefs and Values:
management/manager focuses more on organizing tasks. • Leaders build a positive culture based on shared goals.
• Motivation and creating positive work environments are Example: Encouraging respect and innovation as core
key leadership qualities, which also overlap with managerial school values.
roles.
• Leadership Styles of School Leaders
• Instructional Leadership (Hallinger, 2010):
• Focuses on improving curriculum and instruction to make
students successful.
• Involves collaboration between principals and teachers.
CREATED BY MARK NATHANIEL B. JAVIER

• Three Dimensions: MODULE 11

• a. Defining the School’s Mission:
THE SCHOOL AS AN EDUCATIONAL ORGANIZATION
• Setting clear goals for the school.
Example: A school’s mission could be to “foster critical • Key Components of an Educational Organization
thinking in students.” • In the Philippines, the establishment of a basic education
school requires specific roles and personnel, as outlined in
• b. Managing the Instructional Program: DECS Order No. 12, series of 1991. Below are the key
• Overseeing lessons and teaching methods to ensure quality players and their roles:
education.
Example: Monitoring teachers’ lesson plans for alignment • 1. Administrator/Principal
with learning objectives. • The Principal is the leader of the school. They guide
teachers and support staff to fulfill the school's goals.
• c. Promoting a Positive School Climate: • Responsibilities of a Principal:
• Creating a supportive environment where everyone feels • Leadership: Oversee and manage the school as a whole.
valued. • Evaluation: Assess teachers’ performance and provide
Example: Recognizing outstanding teachers during staff feedback.
meetings. • Discipline: Handle student behavior issues.
• Collaboration happens through coaching, reflection,
• Program Development: Plan, implement, and evaluate
teamwork, and problem-solving.
school programs and projects.
Example: A principal helps teachers create a new
• Policy Development: Create and enforce school policies.
curriculum for STEM subjects.
• Teacher Hiring: Recruit and assign teaching staff.
• Delegation: Assign tasks and teaching responsibilities.
• Transformational Leadership (Burns, 1978; Bass & Riggio,
• Stakeholder Relationships: Maintain a positive relationship
2006):
with parents, the community, and other stakeholders.
• Leaders inspire and empower others to achieve great
Example: A principal organizes regular meetings with
results.
parents to discuss students’ academic progress and school
• Focuses on change and innovation to improve teaching and
projects.
learning.
• Characteristics of Transformational Leaders:
• 2. Teaching Personnel/Faculty Members
• They inspire passion and creativity in their team.
• These are licensed teachers responsible for teaching
• They help individuals grow by encouraging self-
various subjects at different grade levels.
improvement.
• Responsibilities of Teachers:
Example: A principal introduces a new teaching method
• Classroom Management: Maintain a conducive learning
and motivates teachers to adapt by providing resources and
environment.
training.
• Instruction: Teach students and facilitate their learning.
• Assessment: Evaluate student performance and provide
• Distributed Leadership:
feedback.
• Leadership is shared among individuals with different skills
• Collaboration: Work with school administrators, parents,
and a common mission.
and the community to improve learning and promote
• Collaboration is key to success.
school programs.
• Goal: Promote a culture of learning by pooling diverse
Example: A Grade 6 teacher collaborates with parents to
perspectives.
support a struggling student’s progress in math.
Example: A group of teachers and administrators work
together to design a new school-wide program for
• 3. Academic Non-Teaching Personnel
environmental education.
• These are staff members who do not teach but play critical
• Belief: Leadership is more effective when responsibilities
roles in supporting school operations.
are distributed among competent individuals.
• Roles and Examples:
• Registrar: Manages student records.
• Key Takeaways:
• Librarian: Oversees the library and supports students’
• Leadership vs. Management:
research needs.
• Leadership inspires and motivates, while management
• Guidance Counselor: Provides students with career and
organizes and supervises.
emotional guidance.
• School Nurse/Physician/Dentist: Ensures the health and
• Yukl’s View (2013):
well-being of students.
• Leaders influence success through setting goals, motivating
• Support Staff: Includes teacher aides, office personnel,
members, organizing activities, and fostering cooperation.
security, and maintenance workers who help keep the
school safe and functional.
• Leadership Styles:
Example: A librarian organizes book drives to encourage
• a. Instructional Leadership: Focuses on improving
reading among students.
curriculum and student learning through collaboration.
• b. Transformational Leadership: Inspires innovation and
personal growth to achieve extraordinary results.
• c. Distributed Leadership: Leadership is shared to harness
different strengths and perspectives.

• 4. Students
• Students are the primary stakeholders in any school. They • Organizational Chart of a Private Basic Education School in
are the main focus of teaching and learning activities. Figure 2
• They come from diverse age groups, cultures, and • The organizational structure shown in Figure 2 provides a
backgrounds and have different needs. clear hierarchy and division of roles in a private basic
education school.
• Role of Students:
• To actively participate in learning.
• 1. School Principal
• To bridge the school’s connection with parents and the
• The Principal is the head of the school, overseeing both
community.
teaching and non-teaching functions.
• Example: Students participate in school events like science
• Responsibilities:
fairs to showcase their learning.
• Supervising and managing the entire school.
• 5. Community • Coordinating between the instructional and administrative
functions.
• The community is the location of the school and plays a vital
• Making high-level decisions regarding the school’s vision,
role in fostering a positive learning environment.
mission, and objectives.
• Partnerships between the school and community:
• Strengthen relationships between teachers, parents,
• 2. Instructional Leader
government officials, and private organizations.
• This role focuses on managing the teachers and their tasks.
• Support school programs and projects through resources or
collaboration. • Responsibilities:
Example: A local business sponsors a school’s feeding • Supervising teaching personnel (teachers for Grades 1 to
program to support undernourished students. 12).
• Ensuring that instructional goals are met (e.g., lesson plans,
• Summary curriculum).
• A school functions as an educational organization through • Providing guidance to faculty members to improve teaching
the collaboration of its key components: quality.
• The Principal leads and manages. Example: The Instructional Leader may organize
professional development workshops for teachers in
• Teachers deliver education.
Grades 1 to 12 to improve classroom strategies.
• Non-teaching staff support operations.
• Students are the focus of all efforts.
• 3. Administrative Manager
• The community provides additional support and
• This role manages the non-teaching personnel and support
partnerships to enhance the school’s success.
staff.
• Responsibilities:
• Supervising guidance counselors, property custodians,
health personnel, and IT support.
• Ensuring the school environment is safe and functional.
• Overseeing the maintenance, security, and health services
of the school.
Example: The Administrative Manager ensures the school
nurse is available during school hours and security staff
maintain safety protocols.
• Key Divisions under Instructional and Administrative Roles

• Instructional Leader's Area of Supervision:
________________________________________________________
• Grades 1 to 12 Teachers:
• Teachers are assigned by grade level and subject area.
• They focus on delivering lessons, managing students, and
assessing learning outcomes.
Example: Grade 3 teachers work on early literacy, while
Grade 12 teachers focus on preparing students for college.
• Administrative Manager's Area of Supervision:

• Guidance Counselor:
• Provides emotional, academic, and career support to
students.
• School Health:
• Includes the school physician, nurse, and dentist, who
ensure the health of students.
• Property Custodian:
• Responsible for managing school supplies and facilities.
• Security and Maintenance:
• Ensures the safety and cleanliness of the school.
• ICT/Tech Support:
• Manages the school’s technology infrastructure and
provides technical support.

• Higher Education: Overseen by the Commission on Higher
Education (CHED), created through RA 7722.
• Organizational Theories in the School Structure
• 1. Formalization of Procedures • Department of Education, Culture, and Sports (DECS)
• The school follows written policies and procedures that • Before trifocalization, DECS was responsible for all levels of
guide the entire organization. education (basic, technical-vocational, and higher
• These include: education) as well as culture and sports.
• Vision and Mission: The school’s long-term goals and • After trifocalization:
purpose. • DECS’ focus was narrowed to basic education, which
• Policies: Rules on discipline, grading systems, and includes:
operations. • Elementary education.
Example: A written policy may require teachers to submit • Secondary education.
lesson plans weekly.
• Non-formal education (for out-of-school youth and
adults).
• 2. Centralization/Decentralization of Decision-Making
• Culture and sports were transferred to other agencies
• Centralized Decision-Making (Top-Down Approach): (discussed below).
• Decisions flow from the Principal to the Instructional Leader
or Administrative Manager, and then to teachers or support • Renaming of DECS to DepEd
staff.
• In 2001, RA 9155, known as the "Governance of Basic
Example: The Principal decides on a new teaching method,
Education Act," was passed.
and teachers implement it.
• Key Changes Made by RA 9155:
• Decentralized Decision-Making (Bottom-Up Approach):
• Renamed DECS to DepEd (Department of Education):
• Middle managers (like the Instructional Leader) make
• Reflected its new, focused mandate on basic education
decisions and seek approval from the Principal.
only.
Example: The Instructional Leader proposes a new grading
system for teacher feedback.
• Reorganized the DepEd hierarchy:
• Clarified and redefined the roles of its offices, from the
• 3. Specialization of Tasks
national level to the school level.
• The school uses specialization to divide tasks and roles
according to expertise.
• Empowered School Heads:
• Departmentalization:
• School principals were given stronger leadership roles
• Teachers and staff are organized into departments based on
through School-Based Management (SBM).
their fields, such as:
• Encouraged transparency and accountability at the local
• Language Department: Handles English, Filipino, etc.
level.
• Science Department: Handles Biology, Chemistry, etc.
• Math Department: Handles Algebra, Geometry, etc.
• Transfer of Culture and Sports Functions
• PE Department: Handles Physical Education and sports.
• Through RA 9155, culture and sports-related
Example: A math teacher focuses only on math instruction,
responsibilities were shifted to other agencies:
ensuring they are an expert in their subject.
• Culture: Transferred to the National Commission for
Culture and the Arts (NCCA):
• Conclusion
• Agencies like the Komisyon ng Wikang Filipino (KWF),
• The organizational chart reflects how roles and
National Historical Institute, Record Management and
responsibilities are divided in a private basic education
Archive Office, and the National Library became part of
school:
NCCA.
• The Principal oversees the entire school.
• Sports: Divided responsibilities:
• The Instructional Leader manages the teachers and ensures
• School sports and physical fitness programs remained with
effective instruction.
DepEd.
• The Administrative Manager supervises non-teaching staff
• National sports competitions were transferred to the
and maintains school operations.
Philippine Sports Commission.
• The school’s structure is influenced by theories like
formalization, centralization/decentralization, and
• Reforms Initiated by DepEd
specialization to ensure efficiency and quality education.
• DepEd has implemented various reforms to improve the
quality of basic education in the Philippines. These reforms
aim to prepare Filipinos for the global stage by providing
MODULE 12 them with skills and knowledge to compete internationally.
• Examples of reforms include:
REFORMS IN THE DEPARTMENT OF EDUCATION
• Curriculum revisions like the K-12 Basic Education Program.
• Reforms in the Department of Education in the • Training programs to enhance teacher competencies.
Philippines: • School-based Management (SBM): Encouraging local
• Trifocalization of the Philippine Educational System decision-making and accountability in schools.
• In the early 1990s, the Philippine education system was
divided into three areas, known as trifocalization: • Summary
• Basic Education: Managed by the Department of Education • The trifocalization in the 1990s divided Philippine education
(DepEd). into three parts:
• Technical-Vocational Education and Training (TVET): • Basic education (DepEd).
Handled by the Technical Education and Skills Development • Technical-vocational education (TESDA).
Authority (TESDA), created through RA 7784. • Higher education (CHED).

• In 2001, RA 9155 renamed DECS to DepEd and focused its
mandate solely on basic education. • Reasons for Shifting to K to 12 (K-12 Philippines, 2015):
• Culture and sports functions were transferred to other • The Philippines is the Only Asian Country with a 10-Year
agencies, leaving DepEd to handle school-level sports and Basic Education:
fitness. • Most countries already implement 12 years of basic
• DepEd continues to implement reforms to improve basic education, placing the Philippines at a disadvantage.
education and ensure Filipino students are prepared for the
global workforce. • Poor Quality of Education:
• The 10-year program crammed too many subjects into a
• The Enhanced Basic Education program, focusing on the K short time, affecting the quality of learning.
to 12 curriculum and its context:
• Too Many Non-Practical Subjects:
• Background • Subjects were often theoretical and not relevant to real-
• As of 2011, the Philippines was one of only three countries world applications, leaving students unprepared for work or
(along with Djibouti and Angola) still using a 10-year basic life.
education system.
• The Senate Economic Planning Office (SECO) highlighted • Unprepared for College:
that the decline in education quality prompted the • Many high school graduates lacked the foundational skills
Department of Education (DepEd) to push for the needed for higher education, forcing colleges to spend time
implementation of the K to 12 Program. teaching remedial courses.
• What is the K to 12 Program? • Too Young for the Workforce:

• The K to 12 Program extends the basic education system by • A graduate of the 10-year system was usually only 16 years
adding: old, which is below the legal working age in many countries.
• Kindergarten (1 year) before Grade 1.
• Two additional years of high school (Grades 11 and 12, also • Lack of Global Recognition:
called Senior High School). • Filipino graduates were often not recognized in
• The total basic education cycle becomes 12 years: international job markets because they did not meet the 12-
• 6 years of elementary (Grades 1–6) year global standard for basic education.
• 4 years of junior high school (Grades 7–10)
• 2 years of senior high school (Grades 11–12) • Impact of K to 12
• The K to 12 Program aims to address these issues by:
• Issues Leading to the Implementation of K to 12 (SECO, • Aligning the Philippines with international education
2011): standards.
• Declining Elementary Participation Rates: • Ensuring students are better prepared for:
• The number of school-aged children attending elementary • Higher education.
school dropped from 90.1% in 2002 to 88% in 2010. • The workforce.
• Fewer children proceed to high school, and even fewer • Global competition.
pursue college. • Offering specialized tracks in senior high school:
• Academic Track: Prepares for college.
• Unequal Access to Education: • Technical-Vocational Track: Prepares for immediate
• Participation rates are significantly lower for poor families employment.
compared to wealthier families. • Sports/Arts Track: Focuses on specialized skills and
interests.
• High Dropout Rates:
• Many students leave school early despite a slight decline in • The Enhanced Basic Education Act (RA 10533)
dropout rates. • In 2012, the Philippine government passed Republic Act No.
10533, also called the Enhanced Basic Education Act. This
• Out-of-School Children (Ages 6–15): law officially made the K to 12 curriculum a part of the basic
• Functional Literacy, Education and Mass Media Survey education system in the Philippines.
(FLEMMS) shows reasons for students not attending school:
• Lack of personal interest. • What K to 12 Means:
• High cost of education. • The program added two important parts to the traditional
• Being too young to attend school. 10-year basic education system:
• Kindergarten: A year before Grade 1 to prepare young
• Low National Assessment Test Scores: children for formal schooling.
• Students' performance in national standardized tests is • Senior High School (Grades 11 and 12): Two extra years of
poor. high school for specialized training, preparing students for
college, work, or other life paths.
• Poor Performance in International Assessments: • This change aimed to improve the quality of education in
• In studies like the Trends in International Mathematics and the Philippines and address issues like poor performance in
Science Study (TIMSS), the Philippines ranked among the national and international tests and students being
lowest-performing countries. unprepared for college or jobs.
• What K to 12 Aims to Do:

• The Department of Education (DepEd) listed the main goals
and features of the program to help Filipino students
succeed.

• 1. Strengthening Kindergarten in the Philippines
• Before K to 12, not all children in the Philippines attended • 6. Nurturing the Holistically Developed Filipino
kindergarten. • The ultimate goal of K to 12 is to produce well-rounded
• Why is kindergarten important? individuals.
• It gives children a good foundation for learning, especially • What does "holistically developed" mean?
in reading, writing, and basic social skills. • Students are not just academically capable, but also
• It also helps kids adjust to school routines, like following physically, socially, and emotionally prepared for life.
instructions, playing with others, and sitting in a classroom. • The program emphasizes values like honesty, teamwork,
Example: A child who attended kindergarten is more likely and perseverance alongside academic learning.
to recognize letters and numbers when they start Grade 1 Example: A K to 12 graduate is not only good at math and
compared to a child who skipped it. science but also knows how to work in a team,
communicate effectively, and solve problems creatively.
• 2. Making the Curriculum Relevant to Learners
• The K to 12 curriculum was designed to match what • Main Goal of K to 12
students need in real life. It focuses on skills and knowledge • The K to 12 program aims to prepare Filipino students for
they can use in their future studies, jobs, and personal lives. college, work, or life. It gives students more time to learn
• How is it done? and master skills, making them better equipped to:
• Including practical subjects like entrepreneurship (how to • Succeed in higher education (college or university).
start a small business) and financial literacy (managing • Get a job straight out of high school (especially in
money). specialized fields).
• Offering specialized tracks in Senior High School, like: • Adapt to the challenges of modern life and global
• Academic Track: For students planning to go to college. competition.
• Technical-Vocational Track: For students who want to learn
specific skills like cooking, programming, or welding. • Examples of How K to 12 Works:
• Sports/Arts Track: For students with talents in athletics or • Before K to 12:
the arts. • A 16-year-old high school graduate has limited job
Example: A student interested in becoming a chef can take opportunities because they lack the necessary training.
the Technical-Vocational Track and start learning cooking • After K to 12:
skills in Senior High School. • A 16-year-old who finishes Grade 12 in the Technical-
Vocational Track has learned computer programming,
• 3. Building Proficiency making them ready to work in IT support or freelance
• K to 12 gives students more time to master basic subjects coding.
like math, science, and language. • College Preparation:
• Why is this important? • Students in the Academic Track are introduced to advanced
• Students learn better when they have enough time to topics like research and statistics, so they are more
practice and fully understand what they’re taught. prepared for college-level courses.
• This reduces the need for remedial classes in college.
Example: Instead of rushing algebra in one year, students • Why K to 12 is Important
learn it over a longer period, ensuring they understand • It aligns the Philippines with global education standards.
concepts like equations and graphs before moving to • It ensures students are better prepared for life after school.
advanced math. • It gives students more time to learn and practice, leading to
better skills and knowledge.
• 4. Ensuring Integrated and Seamless Learning • It addresses long-standing issues in the education system,
• The K to 12 curriculum is well-organized and connected like low test scores and high dropout rates.
across all grade levels. This means what students learn in
one grade builds on what they learned in the previous year. • Institutionalization of Kindergarten
• How does it work? • What is Kindergarten?
• Topics in subjects like science and math are introduced • Kindergarten is a 10-month program designed for children
early and revisited in later grades at a deeper level. aged 5 years old. It is a preparatory stage for Grade 1,
• The curriculum ensures there are no gaps in learning. focusing on developing foundational skills like:
Example: • Reading
• In Grade 4, students learn basic fractions. • Writing
• In Grade 6, they use fractions to solve word problems. • Basic social skills
• By Grade 10, they apply fractions to geometry and real- • It uses a thematic and integrative curriculum, meaning
world situations like budgeting. lessons are designed around connected topics.
• 5. Gearing Up for the Future • Relevant Laws Supporting Kindergarten:

• The program prepares students for different paths after • RA 8672 (Barangay-Level Total Protection of Children Act,
graduation: 1990):
• College: With a stronger foundation in academic subjects. • Required local government units (LGUs) to set up daycare
• Jobs: With specialized training in Senior High School. centers in barangays.
• Entrepreneurship: With practical skills to start their own • These centers offered early education programs for young
businesses. children before they entered formal schooling.
Example: A Senior High School student in the Technical- Example: A barangay-level daycare center provided basic
Vocational Track learns skills like carpentry or computer activities like storytelling and drawing for young kids.
repair, making them ready to work right after graduation.

• RA 8980 (Early Childhood Care and Development Act,

2001): • Example of MTB-MLE in Action:
• Strengthened early education by creating the Early • A child in Cebu learns math in Cebuano during Grades 1–3,
Childhood Care and Development (ECCD) Council under the making it easier to grasp concepts like addition and
DSWD (Department of Social Welfare and Development). subtraction.
• Focused on promoting young children’s growth in physical,
cognitive, emotional, and social aspects. • Contextualized Curriculum
• What is Contextualization?
• RA 10517 (Kindergarten Education Act, 2011): • Contextualization means adapting lessons to make them
• Made kindergarten mandatory and part of the formal more relevant to students by incorporating:
education system. • Local culture
• Ensured all children had access to free, compulsory • History
kindergarten education. • Everyday experiences
• Integrated kindergarten into the elementary school system • RA 10533 (2012) requires DepEd to contextualize the
as the first stage of formal education. curriculum to ensure lessons resonate with students' lives.
• RA 10533 (Enhanced Basic Education Act, 2012): • Key Features of Contextualized Curriculum:
• Institutionalized the K to 12 curriculum, which included • Using Local Examples:
kindergarten as a critical component of basic education. • Teachers use stories, songs, and activities based on the
• Aimed to provide equal opportunities for all Filipino students’ communities.
children to receive foundational education. Example: A science lesson in a farming community
discusses how plants grow in local soil conditions.
• Impact of Kindergarten Laws: • Spiral Progression:
• Before: Kindergarten was optional, and many children • Lessons are organized from simple to complex concepts
entered Grade 1 unprepared. across grade levels.
• Now: Every Filipino child is required to attend kindergarten, Example: In Grade 4, students learn about basic fractions.
ensuring they develop: By Grade 8, they solve fraction-related algebra problems.
• Physical, emotional, and social skills. • Seamless Learning:
• Basic literacy and numeracy. • Lessons in one grade build on the previous grade's topics.
Example: A child attending kindergarten learns to identify • Example: Students learn the basics of Philippine history in
letters and numbers while building confidence to interact elementary school, then analyze historical events critically
with classmates. in high school.
• Mother Tongue-Based Multilingual Education (MTB-MLE) • Senior High School (SHS)

• What is MTB-MLE? • Why Add Two Years?
• MTB-MLE is a program where local languages (mother • The K to 12 curriculum added Grades 11 and 12 (Senior High
tongue) are used as the medium of instruction in School) to:
Kindergarten to Grade 3. • Give students time to master concepts.
• The policy is based on RA 10533 (2012), emphasizing that • Help students develop skills for:
using familiar languages helps children learn better. • Higher education (college).
• Relevant Guidelines: • Jobs (immediate employment).
• Entrepreneurship (starting their own businesses).
• DepEd Order No. 32, series of 2012:
• Institutionalized the use of mother tongue in early • Relevant Laws:
education. • RA 10533 (Enhanced Basic Education Act, 2012):
• Supported the idea that teaching in a language students • Institutionalized SHS as part of the K to 12 system.
understand improves learning outcomes. • Ensured students receive holistic preparation for life after
high school.
• RA 10533 (Enhanced Basic Education Act, 2012):
• Recognized that education should be learner-oriented, • Senior High School Tracks:
addressing students' cognitive and cultural needs. • Students choose one of these tracks based on their interests
and career goals:
• Benefits of MTB-MLE (Rutus Foundation, 2018): • Academic Track:
• Better Learning: Students understand lessons faster when • Prepares students for college.
taught in their mother tongue. • Strands:
• Increased Enjoyment: Children feel more comfortable in • Accountancy, Business, and Management (ABM): For
school when the language is familiar. future entrepreneurs, accountants, or business managers.
• Higher Self-Esteem: Students feel more confident when Example: A student interested in running a business learns
they excel in lessons taught in their language. accounting and marketing basics.
• Parental Involvement: Parents can help with homework • Humanities and Social Sciences (HUMSS): For aspiring
and participate in school activities. teachers, lawyers, or writers.
• Social and Economic Advantages: Multilingual children Example: A future lawyer practices debating in HUMSS.
often achieve higher-paying jobs in the future. • Science, Technology, Engineering, and Mathematics
• Improved School Performance: Schools using MTB-MLE (STEM): For students pursuing engineering, medicine, or
report lower dropout rates. computer science.
• Longer School Attendance: Children stay in school longer Example: A STEM student learns calculus and biology as
when they enjoy learning. preparation for medical school.

• Pre-Baccalaureate Maritime: For students interested in • Newly created offices.
maritime courses. • Renaming, merging, or abolishing some offices (e.g., the
• Technical-Vocational-Livelihood (TVL) Track: Bureau of Physical Education was abolished).
• Focuses on job-ready skills. • New Organizational Structure of DepEd
• Strands:
• Agri-Fishery: Teaches farming and fishing techniques. • Hierarchy and Chain of Command:
• Home Economics: Focuses on cooking, tailoring, or • Secretary of Education: The highest authority who oversees
caregiving. all operations.
• Information and Communications Technology (ICT): • Undersecretaries (USECs): Managers of specific functions
Teaches computer programming and repair. and areas.
• TVL Maritime: Prepares students for maritime-related • Assistant Secretaries (ASECs): Support undersecretaries in
careers. their respective domains.
• Sports Track: • Field offices, attached agencies, and coordinating councils
• For students interested in sports-related fields like coaching also report to the Secretary.
or physical therapy.
• Arts and Design Track: • Five Undersecretaries and Assistant Secretaries
• Focuses on visual arts, music, theater, and other creative • The Secretary is supported by five Undersecretaries (USECs)
fields. and five Assistant Secretaries (ASECs), each managing a
• Example of Senior High School Benefits: specific domain:
• A student in the Home Economics strand learns baking and • Curriculum and Instruction:
starts a small cake business after graduation. • Oversees the design, delivery, and evaluation of the
• A STEM student enters engineering school already curriculum.
equipped with math and physics skills.
• Offices under this domain:
• Conclusion • Bureau of Curriculum Development.
• The K to 12 curriculum, supported by RA 10533, brings • Bureau of Learning Delivery.
together various reforms: • Bureau of Education Assessment.
• Mandatory kindergarten ensures a strong educational • Bureau of Learning Resources.
foundation for every child. Example: The Bureau of Curriculum Development creates
• MTB-MLE improves learning by teaching in languages lesson standards and frameworks for all grade levels.
students understand.
• Contextualized lessons make education relevant to • Governance and Operations:
students' lives. • Manages operational support for schools, such as
• Senior High School prepares students for life beyond school, infrastructure and resources.
offering specialized tracks for work, college, or • Includes:
entrepreneurship. • Bureau of Learner Support Services (e.g., school health and
sports programs).
• National Educators Academy of the Philippines (NEAP).
MODULE 13 • Project Management Service.
Example: The Bureau of Learner Support Services ensures
ORGANIZATIONAL STRUCTURE OF THE DEPARTMENT OF schools have guidance counselors and health facilities.
EDUCATION
• Legal and Legislative Affairs:
• Historical Background of DepEd’s Restructuring
• Handles legal matters, such as school property disputes and
• RA 9155 (2001):
education policy.
• This law, also known as the Governance of Basic Education • Includes:
Act, renamed the Department of Education, Culture, and
• Legal Service.
Sports (DECS) to the Department of Education (DepEd).
• Legislative Liaison Office.
• Refocused its mandate to basic education, leaving higher
• Sites Titling Office.
education to CHED and technical-vocational training to
Example: This office ensures schools have proper titles to
TESDA.
their land and resolves legal disputes.
• Emphasized decentralization and shared governance to
improve accountability and relevance to stakeholders’
• Finance and Administration
needs.
• Manages the department’s budget, procurement, and
administrative needs.
• Executive Order No. 366 (2004):
• Includes:
• Directed a strategic review of government operations and
• Accounting Division.
organizations.
• Procurement Service.
• Led to DepEd’s rationalization plan:
• Administrative Service.
• Adjusted the structure and staffing patterns of offices at the
Example: The Procurement Service buys textbooks and
central, regional, and schools division levels.
computers for schools.
• Aimed to improve efficiency and service delivery in
education.
• Strategic Management:
• Plans and monitors long-term reforms and initiatives.
• DepEd Order No. 52 (2015):
• Includes:
• Formally adopted the new organizational structure based
• Policy Research and Development Division.
on the recommendations of the DepEd Change
• Information and Communications Technology Service
Management Team (CMT).
(ICTS).
• The new structure was implemented on January 1, 2016.
• External Partnerships Service.
• Key Features:
Example: ICTS develops online learning platforms to
modernize education delivery.
• Finance and Administration:
• Attached Agencies and Coordinating Councils • A division office requests funds for teacher training. The
• Attached Agencies: Accounting Division approves the budget.
• Institutions under DepEd but with specific mandates, such • Conclusion
as: • The new organizational structure of DepEd, implemented in
• Philippine High School for the Arts. 2016, reflects a modernized, efficient approach to
• National Book Development Board. managing basic education. By decentralizing decision-
making and creating specialized offices, DepEd ensures:
• National Council for Children’s Television.
• Policies are implemented efficiently.
• Coordinating Councils: • Schools and learners receive the support they need.
• Collaborate with DepEd on specific programs, such as: • Accountability is strengthened through shared governance.
• Teacher Education Council.
• Early Childhood Care and Development Council.
• Field Offices MODULE 14
PEDAGOGICAL COMPETENCIES OF TEACHERS

• Regional Offices:
• Implement policies and programs in specific regions. • What is Pedagogy?
• Ensure that schools comply with national standards. • Pedagogy is the study of teaching methods and strategies
that focus on how educational goals can be achieved. It
• Schools Division Offices: explores:
• Provide direct support to schools within a division or • Educational Psychology: Scientific theories of how students
district. learn (e.g., Piaget’s Cognitive Development Theory,
Vygotsky’s Social Learning Theory).
• Schools and Learning Centers: • Philosophy of Education: The philosophical foundations of
• The front-line units where teaching and learning occur. education, such as the purpose of education and the values
• Changes in the New Organizational Structure it promotes.
• Newly Created Offices: • Key Elements of Pedagogy:

• Introduced offices like the Project Management Service to • Subjectivity:
oversee special projects. • Pedagogy involves a teacher’s philosophy, attitude, and
teaching style.
• Renamed Offices: • It’s not just intelligence or evidence-based teaching; it also
• Old offices were renamed to reflect their updated requires creativity and the ability to emotionally connect
mandates (e.g., Bureau of Curriculum Development). with learners.
Example: A teacher integrates storytelling into science
• Merged Offices: lessons to make complex topics like climate change
• Some offices with overlapping functions were combined to relatable and engaging for young learners.
improve efficiency.
• Passion and Flexibility:
• Abolished Offices: • Teachers must be flexible and reflective to adapt to societal
• Offices like the Bureau of Physical Education were removed, issues and individual student needs (McGraw-Hill, 2018).
and their functions were redistributed. Example: A teacher adjusts lesson plans to address current
events, like including discussions about pandemics in health
• Decentralization and Shared Governance education.
• The new structure emphasizes decentralization, meaning
decision-making powers are distributed to: • Teaching as a Profession
• Regional offices. • Teaching is not just a job; it is a mission, vocation, and a
• Schools division offices. noble profession that encompasses the four pillars of
• Individual schools. learning as identified by UNESCO:
• Shared governance ensures that stakeholders (teachers, • Learning to Know: Gaining knowledge and understanding.
parents, students, local governments) are involved in school • Learning to Do: Applying knowledge in real-life situations.
decisions. • Learning to Be: Developing as a person.
• Examples of DepEd’s New Structure in Action • Learning to Live Together: Promoting collaboration and
• Curriculum and Instruction: understanding.
• A school needs updated learning materials for STEM
subjects. The Bureau of Learning Resources collaborates • Teaching is considered a mission, vocation, and a noble
with the regional office to provide textbooks and profession:
equipment. • Mission: Teachers shape individuals for a better society.
• Vocation: A calling to guide and inspire learners.
• Governance and Operations: • Profession: Teaching requires mastery of content,
• A regional office ensures that health clinics are set up in pedagogy, and legal obligations.
schools under the Bureau of Learner Support Services.
• Legal Affairs:
• A school has a dispute over land ownership. The Sites Titling
Office resolves the issue.

• Legal Basis in the Philippines • 2. Legal Basis in the Philippine Education System
• Teaching as a profession is supported by laws emphasizing • Teachers must align their lessons with the legal and
the importance of education: constitutional foundations of Philippine education. These
• Article XIV of the 1987 Philippine Constitution: foundations, as emphasized in Article XIV of the 1987
• Education must promote: Philippine Constitution, ensure that education supports the
• Quality learning for all. overall development of learners and the nation.
• Nationalism and patriotism.
• Scientific and technological advancement. • Key Provisions from the Constitution:
• Physical education and Filipino culture. • Right to Quality Education:
• All citizens must have access to quality education at all
• Republic Act 7836 (Philippine Teachers Professionalization levels.
Act of 1994): Example: Teachers must ensure that lessons are inclusive,
• Teachers are recognized as professionals, requiring proper catering to both urban and rural students.
training, licensure, and adherence to ethical standards.
• Complete, Adequate, and Integrated Education System:
• Pedagogical Competencies • Education must address the physical, intellectual,
• Pedagogical Knowledge (PK): emotional, and social needs of students.
• Teachers must understand concepts, theories, and Example: Schools integrate physical education, arts, and
principles that guide effective teaching. academics.
Example: Using Bloom's Taxonomy to create lessons that
address different cognitive levels (e.g., remembering, • Study of the Constitution:
analyzing, creating). • The curriculum must include topics about the Philippine
Constitution to promote awareness of citizens' rights and
• Pedagogical Content Knowledge (PCK): responsibilities.
• Introduced by Lee Shulman (1986), PCK refers to the ability Example: A social studies class discusses how the
to blend subject knowledge with teaching methods. government protects individual freedoms.
Example: A math teacher uses games to teach fractions,
making the content understandable and engaging. • Nationalism and Patriotism:
• Education should instill national pride and the values of
• Technological Pedagogical Content Knowledge (TPCK): responsible citizenship.
• Developed by Serrano (2015), TPCK integrates technology Example: A teacher includes lessons on Filipino heroes like
into teaching. Jose Rizal and Andres Bonifacio to inspire patriotism.
Example: A teacher uses virtual simulations to teach science
concepts like gravity or chemical reactions. • Academic Freedom:
• Teachers, students, and institutions have the right to
• Components of Pedagogical Competencies of a Teacher explore and express ideas freely within the bounds of
• Pedagogical competencies are vital skills, knowledge, and professionalism and ethics.
attitudes that help teachers deliver effective and Example: A teacher facilitates debates on current issues,
meaningful lessons. The components of pedagogical encouraging critical thinking.
competencies ensure that teachers are prepared to meet
educational objectives while nurturing well-rounded • Languages in Education:
learners. • Filipino is the national language, while Filipino and English
are the official languages used in education and
• 1. Purpose communication.
• Definition: Example: A teacher uses Filipino for discussions and English
• Teachers must deliver lessons that are planned, organized, for technical subjects like science and math.
and implemented with clearly defined objectives. These
objectives should follow the SMART principle: • Promotion of Science and Technology:
• Specific: Clear about what is to be achieved. • Education must encourage innovation and scientific
• Measurable: Can track progress and success. advancement.
• Attainable: Realistic within the resources and time Example: Students participate in science fairs showcasing
available. creative solutions to local problems (e.g., water filtration
• Relevant: Directly tied to learning goals. systems).
• Time-bound: Completed within a set timeframe.
• Preservation and Enrichment of Filipino Culture:
• Flexibility: • The curriculum should highlight the richness of Filipino
traditions, history, and arts.
• Teachers should allow students to make independent
Example: Art classes explore traditional crafts like weaving
connections between what they learn in the classroom and
and sculpture.
their real-life experiences (Serrano, 2015).
Example:
• Physical Education and Related Programs:
• Objective: “Students will calculate the cost of groceries
using percentages by the end of the lesson.” • Schools must include physical fitness programs to promote
health and well-being.
• Real-Life Connection: Students can apply this skill when
Example: Students participate in weekly physical education
budgeting for their families.
classes that include sports like basketball and volleyball.

• Content in Teaching • d. Creative Thinking

• What is Content? • Definition: Generating innovative ideas or solutions.
• Content refers to the topics, knowledge, and skills that will Example: Designing a new product in a technology class.
be taught in a course or lesson. • e. Convergent Thinking
• It is detailed in resources like: • Definition: Finding a single, correct answer to a problem.
• Curriculum Guides: Set by educational authorities to Example: Solving a multiple-choice question in a quiz.
outline learning goals. • f. Divergent Thinking
• Syllabi or Course Plans: Developed by teachers to organize • Definition: Exploring multiple possible answers or
lessons based on the curriculum. solutions.
• Course Outlines: Provide an overview of the topics to be Example: Brainstorming ways to conserve energy at school.
covered. • g. Metaphoric Thinking
• Definition: Using analogies to understand concepts.
• Importance of Aligning Content with Learner and Example: Explaining electricity as "water flowing through
Community Needs pipes" to simplify understanding.
• Standards and Relevance:
• Content must align with standards designed by curriculum • 3. Affective Domain (Values and Attitudes)
planners and reflect: • The affective domain focuses on the development of:
• Learners' developmental levels. • Values: Principles or standards students consider
• The community’s economic, cultural, and educational important.
needs. Example: Respect for cultural diversity in a social studies
class.
• Community Connection: • Attitudes: Learners' feelings or perspectives toward certain
• Teachers should survey community needs to ensure the topics.
content addresses real-life concerns. Example: A positive attitude toward environmental
Example: If a community relies on farming, lessons might conservation after learning about climate change.
focus on agricultural practices or budgeting for farming
resources. • Principles Content Must Observe
• For content to be effective, it must adhere to these
• 1. Knowledge principles:
• Knowledge refers to the information or content students • 1. Validity
are expected to learn. This includes: • Definition: Content must be accurate, updated, and aligned
• Facts: Objective truths or data. with learning objectives.
Example: "The Philippines has 7,641 islands." Example: Teaching current data about global warming
• Concepts: Ideas that connect different facts. instead of outdated information.
Example: The concept of democracy involves freedom, • 2. Significance
equality, and governance by the people. • Definition: Content should be meaningful and contribute to
• Principles: General rules or guidelines derived from facts students' growth.
and concepts. Example: Teaching financial literacy to prepare students for
Example: Newton’s Third Law of Motion: "For every action, managing money in adulthood.
there is an equal and opposite reaction." • 3. Balance
• Hypotheses: Testable predictions or assumptions. • Definition: Content should cover a range of relevant topics
Example: "If plants are given more sunlight, they will grow without overemphasizing one area.
faster." Example: A balanced English curriculum includes grammar,
• Theories: Systematic explanations of observed phenomena. literature, and writing skills.
Example: Darwin’s Theory of Evolution explains how • 4. Self-Sufficiency
species adapt over time. • Definition: Content should equip students with the tools to
• Laws: Scientific principles universally recognized as true. learn independently.
Example: The Law of Gravity explains the attraction Example: Teaching students research skills so they can
between two masses. explore topics on their own.
• 5. Interest
• 2. Skills • Definition: Content should be engaging and relatable to
• Skills involve the abilities and competencies students need students.
to apply what they’ve learned. These can be categorized as Example: Using pop culture references to explain literary
follows: devices in a literature class.
• a. Manipulative Skills • 6. Learnability
• Definition: Hands-on abilities or physical tasks. • Definition: Content must be appropriate for students'
Example: Operating a microscope in a biology lab. developmental levels and abilities.
• b. Thinking Skills Example: Introducing multiplication to Grade 3 students
• Definition: Intellectual processes used to analyze or solve instead of calculus.
problems. • 7. Feasibility
Example: Solving mathematical equations to calculate • Definition: Content must be practical and achievable within
discounts. available resources and time.
• c. Critical Thinking Example: Conducting a science experiment using readily
• Definition: The ability to evaluate arguments, evidence, and available materials like vinegar and baking soda.
claims logically.
Example: Analyzing whether a news article is biased or
factual.

• Summary
• This diagram provides a clear structure for lesson planning • 2. Communication Skills
and content selection by combining: • Communication skills are essential for teachers to deliver
• Knowledge: Facts, concepts, principles, and theories. lessons effectively and create a productive learning
• Skills: Thinking, critical analysis, and creative abilities. environment. A teacher’s competence in writing and
• Affective Domain: Values and attitudes toward learning. speaking influences how students process and engage with
the material.
• Explanation of USES, Communication Skills, and
Professional Development • Key Aspects of Communication Skills:
• 1. USES Framework (Serrano, 2015) • Higher-Order Thinking and Critical Analysis:
• The USES framework captures why content is a critical • Teachers should encourage critical thinking by framing
component of pedagogical skills. Each letter in the acronym lessons around open-ended questions and problem-solving
represents a key strategy for teaching content effectively: activities.
Example: Asking students, “How can we use math to solve
• U - Unravel everyday problems like budgeting?” during a lesson.
• Meaning: Teachers should help students discover their
hidden potential by introducing new concepts, ideas, and • Student Feedback:
experiences. This stimulates curiosity and motivates • Teachers should assess whether students clearly
students to explore beyond the lesson. understand the material by encouraging feedback and
• Importance: Avoid outdated content; instead, provide discussions.
engaging and novel material to ensure learners are inspired. Example: During a lesson on literary devices, the teacher
Example in the Classroom: asks, “Can someone explain what irony is using an
• Science: Conducting hands-on experiments on renewable example?”
energy.
• Community: Encouraging the community to share • Clarity and Grammar:
innovative practices, such as sustainable farming • Teachers must use proper grammar and technical
techniques. vocabulary to ensure clear communication.
Example: In a science class, the teacher correctly explains
• S - Sharpen the difference between “mass” and “weight.”
• Meaning: Teachers must help students improve their
accountability and focus by challenging their critical • Encouraging Student Critique:
thinking and decision-making. • Students should be allowed to critique ideas meaningfully,
• Importance: Sharpening students’ abilities ensures they are fostering confidence in their analytical abilities.
responsible for their outputs and aware of their roles in the Example: In a debate, students evaluate opposing
learning process. arguments about climate change policies.
Example in the Classroom:
• History: Students analyze the causes of historical events, • Continuous Improvement:
such as World War II, and present how these lessons apply • Teachers should always seek to improve their
to modern conflicts. communication skills through training and practice.
• Community: Assigning students to work on real-life projects Example: Attending a public speaking workshop to better
like water conservation campaigns. explain complex topics like algebra.
• E - Enhance • Mindful Communication:

• Meaning: Enhance students' desire to learn independently • Teachers must adapt their language and tone based on the
by fostering exploration and hands-on experiences. audience, ensuring inclusivity and engagement.
• Importance: Allowing students to explore on their own Example: Simplifying concepts for younger students or
creates a deeper connection to the material and using visual aids for better comprehension.
encourages lifelong learning.
Example in the Classroom: • 3. Professional Development
• STEM: Assigning students to create simple machines to • Definition and Importance
understand mechanical principles. • Professional development refers to the lifelong learning
• Community: Teaching crafts, such as weaving, that are process teachers undertake to improve their skills and
valuable to the local economy. adapt to new trends.
• It ensures that teachers stay relevant, knowledgeable, and
• S - Steer competent in a constantly evolving educational landscape.
• Meaning: Guide students to make significant contributions
to lessons and take ownership of their learning process. • Why is Professional Development Necessary?
• Importance: When students feel involved and responsible, • Demands of Local and Global Standards:
they are more likely to develop self-confidence and • Teachers must meet the expectations of both local
motivation. stakeholders and global education benchmarks.
Example in the Classroom: Example: A math teacher learns advanced methods to
• English: Students write essays about how they can solve teach statistics as it is increasingly important in global
environmental issues in their barangay. industries like data analysis.
• Community: Organizing a barangay clean-up drive as part
of a civic responsibility lesson. • Overwhelming Trends in Science and Technology:
• Rapid advancements in technology require teachers to
continuously upgrade their skills.
Example: A teacher learns how to use coding platforms like
Scratch to teach basic programming to elementary
students.
• Interest of Stakeholders:
• Stakeholders, such as parents, students, and the • 4. Living with and for the Community (Sec. 4)
government, expect teachers to maintain high professional • Explanation:
and ethical standards. • Teachers should integrate themselves into the community
Example: The Professional Regulation Commission (PRC) without speaking negatively about it or its members.
enforces the Continuing Professional Development (CPD) Example:
Act of 2016 (RA 10912), requiring teachers to attend • A teacher participates in local festivities, fostering a sense
training, seminars, and workshops to retain their teaching of camaraderie and mutual respect between the school and
licenses. the barangay.
• Conclusion • 5. Promoting Transparency in School Work (Sec. 5)

• By integrating the USES framework, enhancing • Explanation:
communication skills, and pursuing lifelong professional • Teachers must keep the community informed about the
development, teachers can: school’s achievements, needs, and challenges.
• Deliver lessons that inspire critical thinking and creativity. Example:
• Engage students in meaningful learning experiences. • A teacher organizes a community meeting to share updates
• Adapt to global trends and emerging technologies. about new school programs, such as a feeding initiative for
• Address the evolving needs of students, communities, and undernourished children.
stakeholders.
• 6. Intellectual Leadership in the Community (Sec. 6)
• Explanation:
• Teachers are seen as intellectual leaders in the barangay.
MODULE 15
They are expected to provide guidance, counseling, and
THE TEACHER AS A VITAL LINK BETWEEN THE SCHOOL AND leadership in addressing issues that affect community
COMMUNITY welfare.
Example:
• The Teacher as a Vital Link between the School and the • A teacher leads a workshop for parents on child
Community development and proper study habits to support students’
• Teachers play an essential role as facilitators of learning and learning at home.
as bridges between the school and the community. Their
responsibilities extend beyond the classroom, emphasizing • 7. Maintaining Harmonious Relationships (Sec. 7)
their role in promoting development, moral values, and • Explanation:
community welfare. This is formally recognized in the Code • Teachers must foster pleasant and professional
of Ethics for Professional Teachers, particularly in Article III relationships with other professionals, government
– The Teacher and the Community. officials, and community members.
Example:
• Key Provisions from Article III – The Teacher and the • A teacher collaborates with the local government to
Community organize a disaster preparedness drill for students and
• 1. Facilitator of Learning and Development (Sec. 1) community residents.
• Explanation:
• Teachers must create a supportive learning environment • 8. Religious Freedom and Professionalism (Sec. 8)
that encourages growth and development among students. • Explanation:
Example: • Teachers are free to practice their religion but must not use
• A teacher organizes a school garden project where students their influence or position to impose their beliefs on others.
learn about plants while fostering teamwork and Example:
responsibility. • A teacher attends church services regularly but ensures
neutrality when discussing religion in school, respecting
• 2. Leadership and Community Participation (Sec. 2) students’ diverse beliefs.
• Explanation:
• Teachers must take the initiative to lead and participate in • The Teacher as the LINK Between the School and the
activities that improve the community morally, socially, Community
educationally, economically, and civically. • The acronym LINK encapsulates the teacher's vital role in
Example: bridging the gap between the school and the community. It
• A teacher leads a barangay literacy program to help out-of- conveys that teachers are central to fostering collaboration,
school youth and adults learn basic reading and writing communication, and active participation of parents and the
skills. broader community in school activities. Each letter in LINK
represents a specific responsibility:
• 3. Social Recognition and Ethical Behavior (Sec. 3)
• Explanation: • L - The Light
• Teachers are expected to uphold high standards of • Meaning:
behavior, ensuring they act with honor and dignity. They • Teachers are the guiding light, helping to identify and
must avoid activities like gambling, drunkenness, or illicit address "dark spots" or challenges in the community, such
relationships that could tarnish their reputation. as parental non-commitment or indifference toward their
Example: children's education.
• A teacher serves as a role model by practicing a healthy • Teachers must enlighten and inspire parents to actively
lifestyle and mentoring students on the importance of engage with their children's schooling.
integrity and self-discipline.

• Example in Practice:
• Scenario: A teacher notices that several parents are
MODULE 16
disengaged from their children's academic progress.
• Action: The teacher organizes home visits to discuss the CULTURE
importance of attending PTA meetings and participating in
school activities, like helping their children with • What is Culture?
assignments. • Culture is defined as a complex system of meaning that
includes:
• I - The Impetus • Language, beliefs, norms, values, customs, and material
• Meaning: objects shared and passed from one generation to another.
• Teachers must be the prime movers, encouraging parents • It involves everything learned socially, including ideas,
to take the initiative in engaging with school programs, values, and behaviors, as well as tangible objects like
particularly the Parent-Teacher Association (PTA). artifacts (e.g., DVDs, comic books, or even tools).
• Teachers are responsible for creating smooth interpersonal
relationships with parents, ensuring their commitment to • Definitions from Experts:
school-community collaboration. • Schaefer (2013):
Example in Practice: • Culture is the totality of ideas, values, and material objects
• Scenario: A teacher observes poor attendance at PTA shared by a group of people.
meetings. Example: Traditional Filipino dances like Tinikling represent
• Action: The teacher creates a welcoming environment by cultural values of teamwork and rhythm.
hosting a special event during PTA meetings, such as
recognizing parents' efforts, showcasing students' • Brinkerhoff (2008):
achievements, or hosting discussions on relevant parenting • Culture is the way of life shared by members of the
topics. community, including language, values, symbolic meanings,
and technology.
• N - The News Example: In a farming community, culture might include
• Meaning: tools, methods of farming, and the values of hard work and
• Teachers act as bearers of good news, fostering positive cooperation.
communication between the school and parents.
• PTA meetings serve as platforms for open dialogue, • Lustig (2013):
ensuring that parents understand the school's care and • Culture is a learned set of shared interpretations about
dedication to their children's development. beliefs, values, norms, and social practices that influence
Example in Practice: behavior.
• Scenario: Parents feel disconnected from the school's Example: Celebrating fiestas in the Philippines reflects
progress and activities. shared cultural norms and values of unity and gratitude.
• Action: During a PTA meeting, the teacher shares updates
on new programs, student successes, and how parents' • Different Uses of the Term Culture (Wen Shu Lee, 2010)
involvement has contributed to school accomplishments. • Culture as Unique Human Efforts
For example, highlighting how parent volunteers improved • Definition: Culture differentiates humans from nature and
a school clean-up drive. biology.
• Example: "Culture is the bulwark against the ravages of
• K - The Key nature," such as how humans build homes to protect
• Meaning: themselves from the environment.
• Teachers are the key to unlocking the potential of parents'
active involvement in school activities. • Culture as Refinement and Mannerisms
• They help prevent adversarial relationships between the • Definition: Culture is seen as refinement, opposite to what
school and community by building interconnections and is crude or unrefined.
fostering positive linkages. Example: "Look at the way he chows down his food; he has
Example in Practice: no culture at all." This reflects societal expectations for
• Scenario: A school is struggling to engage parents in proper behavior.
extracurricular events.
• Action: The teacher involves parents in planning events • Culture as Civilization
such as sports fests or career day fairs, making them feel • Definition: Culture represents civilization as opposed to
valued as contributors to their children's holistic barbarism or primitiveness.
development. Example: "In countries where darkness reigns, it is our
mandate to civilize and Christianize those poor souls." This
• Conclusion illustrates how some view culture as advancing human
• The LINK framework emphasizes the teacher's pivotal role progress.
as the bridge between the school and the community. By
being: • Culture as Shared Language, Beliefs, and Values
• The Light, teachers illuminate areas needing improvement • Definition: Culture represents shared values and traditions
and inspire parents to become active stakeholders. among a group of people.
• The Impetus, they drive community participation and Example: "We come from the same culture; we speak the
collaboration. same language, and we share the same tradition." This
• The News, they ensure communication remains open, reflects cultural unity.
positive, and productive.
• The Key, they unlock parents' potential to contribute to the
school’s success.

• Culture as Dominant or Hegemonic • 4. Culture is Dynamic and Heterogeneous

• Definition: Culture refers to the dominant values of a ruling • Definition:
class that dictate what is acceptable or deviant. • Culture changes over time and varies between individuals
Example: "It is the culture of the ruling class that and groups due to new experiences, environments, and
determines what is moral and what is deviant." This reflects adaptations.
how dominant groups shape societal norms. • Explanation:
• It is not static; as people age, travel, or face new challenges,
• Culture as Shifting Tensions Between Shared and cultural practices may evolve or diversify.
Unshared Values Example:
• Definition: Culture evolves as shared and unshared • Traditional Filipino courtship practices, such as "harana"
elements interact. (serenading), are less common today due to modernization
Example: "American culture has changed from and technology.
master/slave to affirmative action and multiculturalism."
This shows how culture adapts to changing values and social • 5. Culture Affects Behavior
dynamics. • Definition:
• Culture shapes how individuals think, feel, and act. It
• Characteristics of Culture influences values, norms, and practices that guide behavior.
• Culture has several key characteristics that explain its • Explanation:
complexity and its role in human interaction. Each • People’s actions are often based on their cultural
characteristic sheds light on how culture shapes behavior, upbringing and societal expectations.
beliefs, and societal norms. Example:
• In Japan, bowing is a common cultural behavior to show
• 1. Culture is Learned respect, whereas Filipinos may express respect by using
• Definition: "po" and "opo" in conversations with elders.
• Culture is not inherited biologically; it is learned through
interaction with others such as family, friends, and peers. It • 6. Culture Involves Feelings
is passed down through observation, imitation, and • Definition:
socialization. • Culture affects emotions, perceptions, and attitudes,
• Explanation: shaping how people respond to situations.
• Basic needs such as eating, sleeping, and protecting oneself Explanation:
are universal, but the ways these needs are fulfilled vary • Different cultures may interpret and express feelings
across cultures. uniquely.
Example: Example:
• In Filipino culture, family meals are often eaten together, • In a Filipino classroom with diverse learners, students may
symbolizing unity and respect. In Western culture, need to adapt to others’ cultural expressions of joy,
individual meals may be more common due to differing sadness, or frustration.
values of independence.
• 7. Culture Involves Beliefs, Values, Norms, and Social
• 2. Culture is Shared Practices
• Definition: • Definition:
• Cultural patterns are collectively experienced and agreed • Culture dictates what individuals consider right or wrong,
upon by groups of people. This sharing creates a sense of acceptable or unacceptable, based on shared beliefs and
belonging and enables societal cohesion. norms.
• Explanation: • Explanation:
• When people interact within the same environment, they • It governs how individuals and communities behave and
develop shared norms, values, and practices. interact socially.
Example: Example:
• School uniforms in the Philippines are a shared cultural • Filipinos value “bayanihan” (communal unity), where
norm that reflects discipline and equality. neighbors help one another, reflecting shared cultural
norms of cooperation and mutual assistance.
• 3. Culture Involves Large Groups of People
• Definition: • Examples of the Characteristics in Action
• Culture exists in larger groups where shared interactions • Learned Culture:
influence perceptions and experiences. • A child learns Filipino folk dances like Tinikling through
• Explanation: family traditions or school events.
• Daily interactions within a community contribute to a • Shared Culture:
broader, more organized cultural identity. • During a community feast, everyone contributes dishes,
Example: showcasing collective participation.
• Religious festivals like Sinulog or Pahiyas reflect shared • Dynamic Culture:
cultural practices among large groups in the Philippines. • Younger generations adopt modern wedding practices,
such as destination weddings, while older generations
prefer traditional church ceremonies.
• Behavior Shaped by Culture:
• Filipino students are taught to show respect by standing up
when greeting a teacher in class.

• Material and Non-Material Culture • Connection Between Material and Non-Material Culture
• Culture is broadly categorized into Material Culture and • Interdependence:
Non-Material Culture, each representing different aspects • Material culture reflects and supports non-material
of human society and how people interact with their culture. For example:
environment and each other. • Churches (material culture) are built to facilitate religious
practices (non-material culture).
• 1. Material Culture • Non-material culture gives meaning to material objects. For
• Definition: example:
• Material culture consists of all physical, tangible objects • A wedding ring (material culture) symbolizes love and
created by humans that are used, shared, and valued within commitment (non-material culture).
a society.
• These include tools, buildings, clothing, toys, artworks, • Ferrante’s View (2014):
vehicles, and media. • Sociologists study the meanings people assign to objects in
• Significance: material culture, as these meanings offer insights into the
• Material objects are representations of a society's way of values and priorities of a society.
life, values, and technological advancement. Example: A simple object like a clay pot may symbolize
• These artifacts can be displayed in museums to preserve sustenance and traditional cooking methods in rural
and showcase cultural heritage. communities.
• Process:
• It begins with raw materials, which are transformed into • Elements of Culture
usable items through technology. • Culture is made up of different elements that shape how
• The meaning assigned to these objects reflects the values people think, behave, and interact with the world. These
and priorities of the society that created them. elements are categorized into values, beliefs, knowledge,
and norms. Each of these provides a framework for how
• Examples of Material Culture: individuals and societies function.
• Traditional Objects:
• Barong Tagalog and Filipiniana dresses symbolize Filipino • 1. Values
heritage. • Definition:
• Technological Tools: • Values are principles or standards that individuals and
• Smartphones reflect technological innovation and modern societies use to make judgments about what is desirable,
communication. worthwhile, right, or wrong.
• Structures: • These are collective ideas about what is considered morally
• The Banaue Rice Terraces in the Philippines are a testament correct and desirable.
to indigenous engineering and agricultural practices. • Function:
• They serve as criteria for evaluating other people, objects,
• 2. Non-Material Culture and events.
• Definition: • Values influence behavior and guide how people assess
• Non-material culture is intangible and includes the abstract their actions and the actions of others.
aspects of a society, such as norms, values, beliefs, customs, Example:
symbols, and ideas. • Filipino Family Orientation: Filipinos value close family ties
• These shape the behavior, thoughts, and ways of life of and prioritize family-centered activities and decisions.
individuals within the society. • Core Filipino Values: Respect for elders (e.g., using "po" and
• Significance: "opo") reflects this principle.
• Non-material culture dictates how people interact,
interpret their environment, and create meaning in their • 2. Beliefs
lives. • Definition:
• It is crucial for forming a society’s moral and ethical • Beliefs are shared ideas collectively held by people about
framework. what is true.
• These include convictions or opinions that people accept as
• Examples of Non-Material Culture: fact.
• Values and Norms: • Function:
• Filipino values such as "pakikisama" (harmony) and "utang • Beliefs act as the foundation for many norms and values in
na loob" (debt of gratitude). a culture.
• Beliefs: • They provide a system of meaning and encourage
• Respect for elders, often expressed through gestures like individuals to understand fundamental issues in the world.
"mano po." Example:
• Symbols: • Belief in God: Many Filipinos believe in God and practice
• The Philippine flag represents patriotism and national religion through daily prayers and attending church.
identity. • Goodness of People: The idea that every person has
• Social Practices: inherent goodness shapes how Filipinos interact with
• Celebrating fiestas to honor patron saints reflects religious others.
and communal traditions.

• Emojis: Digital symbols like smiley or angry faces express
• 3. Knowledge emotions universally in online communication.
• Definition:
• Knowledge refers to the range of information, awareness, • Reproducing Culture
and understanding that helps individuals navigate the • Reproducing culture refers to how cultural elements are
world. passed on, utilized, and shown across generations. It is a
• Function: continuous process involving behavior and cultural objects.
• Knowledge allows people to grasp and learn from cultural
and intercultural experiences. • 1. Behavior
• It integrates these learnings into daily life. • Definition:
Example: • Behavior includes the actions and practices of a group that
• Technological Knowledge: Learning how to use computers help preserve and transmit a distinct way of life.
or smartphones for communication and work. • Function:
• Psychological Insights: Understanding emotional • Behavior distinguishes the unique cultural identity or
intelligence to improve interpersonal relationships. characteristics of a group.
• It ensures that traditions and societal norms are carried
• 4. Norms forward.
• Definition: Example:
• Norms are established rules of behavior or conduct that a • Respect for Elders in Filipino Culture: Saying "po" and
culture expects individuals to follow in specific situations. "opo" as a sign of respect reflects the Filipino cultural
• Function: emphasis on politeness and honor toward elders.
• Norms provide specific behavioral expectations, ensuring • Bayanihan (Community Spirit): Helping a neighbor in need,
societal order and predictability. such as moving a house or contributing to a feast, reflects
Example: shared community values.
• Respecting Elders: Offering a seat to an elderly or pregnant
woman in public transport is a norm in Filipino culture. • 2. Cultural Objects
• Greeting with "Mano": A gesture of respect by taking an • Definition:
elder's hand to your forehead. • Cultural objects are physical items or artifacts created by
members of a group. These objects represent material
• Communicating Culture culture and are often tied to the group's values and
• Culture is shared and passed on through various elements traditions.
that allow people to express, understand, and transmit • Function:
cultural ideas and values. Two primary elements in • They provide tangible evidence of how culture is shared and
communicating culture are Language and Symbols. transmitted.
• Cultural objects often symbolize the technological and
• 1. Language artistic achievements of a society.
• Definition: Example:
• Language is the ability to communicate through words, • National Museum Artifacts:
symbols, speech, writing, and nonverbal gestures. • Relics and artifacts such as pre-colonial tools and jewelry
• It forms an abstract system of meanings that conveys highlight Philippine history.
culture. • Modern Technology:
• Functions: • Electronic devices like smartphones reflect current cultural
• It is the primary vehicle for transmitting culture from one trends in communication and entertainment.
generation to another. • Work of Arts:
• Language creates a framework of shared understanding, • Paintings by Filipino artists such as Juan Luna ("Spoliarium")
enabling interaction within and across cultures. showcase historical and cultural narratives.
Examples:
• Intercultural Communication: English serves as a global • Essential Functions of Culture (Based on Kumar)
language to bridge communication gaps between different • Culture plays a significant role in shaping individuals and
nationalities. society. These are its essential functions:
• Local Use: Filipino dialects like Cebuano or Tagalog express
unique cultural values through idioms and proverbs. • 1. Culture Defines Situations
• Explanation:
• 2. Symbols • Culture dictates what is acceptable and appropriate in
• Definition: specific situations.
• Symbols are gestures, words, sounds, objects, or images • It influences how people dress, behave, and think within
that convey specific meanings within a culture. their community.
• They form the foundation of how people assign meaning to • Example:
their experiences and surroundings. • In the Philippines, formal events like weddings require
• Functions: Filipinos to wear formal attire such as a barong or
• Symbols help reinforce cultural elements by representing Filipiniana.
ideas or values. • Greeting with "mano" (hand-to-forehead gesture) is a
• They serve as identifiers, linking individuals to shared cultural way of showing respect to elders.
cultural practices or beliefs.
• Examples:
• University Logos: A logo symbolizes the institution's
identity and values.
• Gestures: A "thumbs up" gesture represents approval or
agreement.
• Observing behavior (e.g., watching adults participate in
• 2. Culture Defines Attitudes, Values, and Goods cultural events).
• Explanation: • Experiencing cultural norms firsthand in daily life.
• Culture shapes a person's thinking, behavior, and • Example:
perspective on life. • A Filipino child learns to say "po" and "opo" to show respect
• Religious beliefs, traditions, and personal values are for elders, a value passed down from Filipino culture.
influenced by one's cultural upbringing.
• Example: • 2. Acculturation
• Many Filipinos value hospitality, ensuring guests feel at • Definition:
home by offering food and comfort. • Acculturation occurs when two cultures come into direct
• Religious celebrations like Christmas emphasize family and contact, leading to changes in cultural practices of one or
community. both groups.
• It often involves adapting behaviors or ideas from another
• 3. Culture is the Treasury of Knowledge culture while maintaining aspects of one’s original culture.
• Explanation: • Key Points:
• Culture preserves knowledge, enabling its transfer from one • Introduced by Herskovits (1936).
generation to another. • Acculturation requires learning and adapting behaviors to
• It distinguishes humans from animals by creating a fit in with another culture.
repository of knowledge for adaptation and improvement. • Example:
• Example: • A Filipino migrating to the United States might adopt English
• Stories of Filipino heroes, such as Jose Rizal, are passed as their primary language but still celebrate Philippine
down to instill patriotism and awareness of the country's festivals like Sinulog or Ati-Atihan.
history.
• Traditional Filipino recipes are shared within families, • 3. Dimensions of Enculturation and Acculturation (Kim and
preserving culinary heritage. Abreu, 2001)
• Behavior Dimension:
• 4. Culture Decides Our Career • Involves participation in cultural activities and preferences
• Explanation: for friendships, TV programs, and hobbies.
• Culture influences career aspirations and choices by setting Example: Watching traditional Filipino TV shows like "Eat
societal expectations and norms. Bulaga."
• It defines what professions are respected or encouraged
within the community. • Value Dimension:
Example: • Refers to attitudes and beliefs about social relationships,
• In some Filipino families, becoming a doctor, teacher, or gender roles, and traditions.
engineer is highly encouraged due to their perceived Example: Valuing family gatherings during Christmas or
stability and prestige. fiestas.
• Farming is considered a noble job in rural areas, reflecting
agricultural traditions. • Knowledge Dimension:
• Includes culturally specific information, such as historical
• 5. Culture Provides Behavior Patterns figures, holidays, and traditions.
• Explanation: Example: Knowing about heroes like Jose Rizal or the
• Culture sets standards for behavior, guiding individuals on significance of Independence Day.
what is acceptable.
• It helps people navigate societal expectations and achieve • Identity Dimension:
their goals. • Focuses on one’s cultural identification and sense of
Example: belonging to indigenous or dominant cultural groups.
• Filipinos are taught to show respect by saying "po" and Example: A person feeling proud of their Filipino heritage
"opo" when speaking to elders. while living abroad.
• Collective behavior, such as working together during
calamities (bayanihan), reflects Filipino values of unity and • Education's Role in Cultural Transmission
empathy. • Preserving Culture:
• Education helps ensure the survival of culture by passing on
• Cultural Transmission and Education knowledge about beliefs, traditions, and values.
• Cultural transmission refers to the process of passing Example: Schools teach Filipino history and the values of
culture, knowledge, and values from one generation to the nationalism and patriotism through lessons on the
next to maintain cultural identity. This happens through Philippine Revolution.
enculturation and acculturation, which are essential • Adapting to Changes:
mechanisms in cultural preservation and adaptation. • Education adjusts to societal changes (e.g., curriculum
changes due to migration).
• 1. Enculturation Example: Filipino schools abroad might teach both Filipino
• Definition: and local cultural practices to integrate students into the
• Enculturation is the process where a person learns their new environment.
own culture through teaching, observation, and experience. • Key Takeaway
• It involves passing on beliefs, values, and practices from one • Cultural transmission, whether through enculturation
generation to the next. (learning one’s culture) or acculturation (adapting to
• How It Happens: another culture), is essential for the preservation and
• Through teaching (e.g., parents teaching children family evolution of cultural identity. Education serves as the
traditions). primary channel for this process, ensuring cultural values
and practices are upheld while adapting to societal changes.

EDU536 - P2 REVIEWER

Uploaded by

Copyright:

Available Formats

EDU536 - P2 REVIEWER

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

EDU536 - P2 REVIEWER

Uploaded by

Copyright:

Available Formats

EDU536 THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP P2 REVIEWER

• How Leaders Influence Organizations (Yukl, 2013):

• What is School Leadership? • Choosing Objectives and Strategies:

• Transforming Schools: • Allocating Resources:

• Teacher Leadership: • Developing Skills and Confidence:

• Facilitator: Organizes professional development sessions • Designing Systems and Programs:

CREATED BY MARK NATHANIEL B. JAVIER

• Three Dimensions: MODULE 11

CREATED BY MARK NATHANIEL B. JAVIER

• Key Divisions under Instructional and Administrative Roles

• Administrative Manager's Area of Supervision:

CREATED BY MARK NATHANIEL B. JAVIER

CREATED BY MARK NATHANIEL B. JAVIER

• What is the K to 12 Program? • Too Young for the Workforce:

• What K to 12 Aims to Do:

CREATED BY MARK NATHANIEL B. JAVIER

• 5. Gearing Up for the Future • Relevant Laws Supporting Kindergarten:

CREATED BY MARK NATHANIEL B. JAVIER

• RA 8980 (Early Childhood Care and Development Act,

• Mother Tongue-Based Multilingual Education (MTB-MLE) • Senior High School (SHS)

CREATED BY MARK NATHANIEL B. JAVIER

PEDAGOGICAL COMPETENCIES OF TEACHERS

• Newly Created Offices: • Key Elements of Pedagogy:

CREATED BY MARK NATHANIEL B. JAVIER

CREATED BY MARK NATHANIEL B. JAVIER

• Content in Teaching • d. Creative Thinking

CREATED BY MARK NATHANIEL B. JAVIER

• E - Enhance • Mindful Communication:

• Conclusion • 5. Promoting Transparency in School Work (Sec. 5)

CREATED BY MARK NATHANIEL B. JAVIER

CREATED BY MARK NATHANIEL B. JAVIER

• Culture as Dominant or Hegemonic • 4. Culture is Dynamic and Heterogeneous

CREATED BY MARK NATHANIEL B. JAVIER

CREATED BY MARK NATHANIEL B. JAVIER

CREATED BY MARK NATHANIEL B. JAVIER

You might also like