FOUNDATION OF THE TEACHING LEARNING Philippine Commonwealth

PROCESS – THE TEACHER, SCHOOL CULTURE, AND • Emphasis on nationalism

ORGANIZATION Japanese Occupation
Lanvin Sean B. De Los Santos • Development of love for labor
• Promotion of vocation education
Philosophical Foundations of Education • Health education
Some of the most common philosophies of Third Republic
Education • Full realization of democracy
Philosophy Description The New Society
• Education for national development
Idealism- Mind and spirit Fifth Republic
Realism-Teach and see (tangible) • Corazon Aquino: Values Education
Pragmatism- Practical use; learning by doing; skill. • Fidel Ramos: Trifocalization
Essentialism- Body of knowledge; content focus • Gloria Arroyo: DepEd
Perennialism- Forever, unchanging • Benigno Aquino III: K-12
Existentialism- Freedom and choice • Rodrigo Duterte: Free tertiary education
Social Reconstructionism- Changing the society
Progressivism- Child-centered Sociological Aspects of Education
Hedonism- Pleasure Social Science Theories
Utilitarianism- Betterment of others; common
good Structural-Functional
Rationalism- Logical and critical thinking • Society as a system of interconnected parts,
Behaviorism-Behavior learned from environment each having a unique function
• Purposes of schooling
Historical Foundations of Education o Intellectual
Key Periods on the History of Education o Political
Historical Period Description o Economic
Primitive Societies • Teaching of survival skills and o Social
group cohesiveness. • Practical skills
Greeks • Athens: developing well- Rounded Conflict
persons. • Sparta: developing soldiers • Society as a competition for limited resources
Romans • Developing sense of civic responsibility, • Two opposing sides, both aiming tomaintain
and administrative and military skills status quo
Arabic • Cultivation of commitment to Islam • Education as a powerful means of
• Expertise in mathematics, medicine, and maintaining power structure
science
Medieval • Development of religious commitment Symbolic-Interactionist
• Establishment of social order • Society as the product of shared symbols,
Renaissance • Cultivation of humanists as i.e.: meanings that individuals attach to events
experts in the classics • Major tenets:
Reformation • Cultivation of commitment to a o Individual’s actions based on meaning
particular religious denomination o Different people give meaning to the same thing
• Cultivation of general literacy. o Meanings change as individuals interact with one
another.
Periods of Development in Philippine History
Historical Period Description Violence
Pre-Spanish Period Forms of Violence
• Focus on survival, practical skills
Spanish Period Physical- Using a part of their body or an object to
• Beginning of formal instruction control a person’s actions.
• Introduction of Christianity Sexual-One is forced to participate in sexual
• Educational Decree of 1863: activity.
elementary schools in every town Emotional-Someone says or does something to
American Period make another feel worthless.
• Promotion of democratic ideals
• Implementation of free public Psychological- Someone uses threats, causing fear.
education
Spiritual- Uses an individual’s spiritual beliefs to support of the school and the promotion of
control. common interest.
Cultural Individual- is harmed as a result of his/her • Adopt-a-School Program Act (RA 8525): allows
culture, religion, or tradition. private entities to assist public school in certain
Verbal-Use of language (written or verbal) to harm areas.
an individual. • Education for All 2015: schools to continue
Financial- Someone controls/misuses another’s harnessing local resources.
financial resources.
Neglect Someone-has the responsibility to take The Teacher’s Ethical and Professional Behavior
care of someone else but does not.
From the Code of Ethics for Professional Teachers,
Global Issues that Concern Schools Article III
Current Global Issues • Teachers’ role in the community
1. Climate change
2. Pollution Section Description
3. Violence 1. Teacher as facilitator of learning.
4. Security and well-being 2. Teachers to provide leadership and initiative to
5. Lack of education participate in community movements.
6. Unemployment 3. Teachers to behave with honor and dignity
7. Government corruption 4. Teachers to study and understand local customs
8. Malnourishment and hunger and traditions
9. Substance abuse 5. Teachers to inform community about the school’s
10. Terrorism work, accomplishments, and needs (e.g.: Parent-
Teacher Association, School Governing Council)
UN Sustainable Development Goals 2015-2030 6. Teacher as an intellectual leader in the
• Based on the principle of “leaving no one behind” community
• Emphasis on the holistic approach to achieving 7. Teachers’ harmonious relationship with other
sustainable development professionals, government officials, and people
8. Teachers to refrain from proselytization (convert
School Partnership others to one’s faith).
 Partnership
• Two parties helping each other for mutual benefit Functions of a School Head
What Communities can do for Schools?
• Brigada Eskwela Visionary principal,
• Curriculum Development motivator, advocate, and
• Work experience programs (e.g.: work planner
immersion) • Leads in setting school’s VMG
• Remediation and enrichment classes
• Youth development programs Builder of networks and
• Community Service support systems
• Organize/expand school,
What Schools can do for Community? community and local government
• Classrooms used for organizational meetings • Leads in developing School
• Schools as polling place and medical missions Improvement Plan
• Schools as an evacuation center • Leads in developing and
• Facilities used for community assemblies maintaining the School
• Courts used for local celebrations and sports Management Information System
leagues
• Schools conducting livelihood skills-training Curriculum developer
seminars • Creates a conducive physical and psychological
climate
Legal Bases for Community Involvement • Localize and implement school curriculum
• Governance of Basic Education Act (RA 9155): • Encourage development and use of innovative
encouragement of local initiatives for the instructional methods.
improvement of schools, school heads to establish
school and community networks.
• Education Act of 1982 (BP 232): schools
establishing appropriate bodies for assistance and
Fiscal Resource Manager Domain 5: Parent Involvement and Community
• Administer and manage all personnel, physical, Partnership
and fiscal resources • Parental involvement
• Encourage and accept donations, • External community partnership
gifts, bequests and grants for
educational purposes Domain 6: School Management
and Operations
National Competency-based Standards for School • Managing school operations
Heads (NCBSSH) • Fiscal management
• Use of technology in
management of operations

Domain 7: Personal and Professional Attributes

and Interpersonal Effectiveness
• Professionalism
• Communication
• Interpersonal security
• Fairness, honesty and integrity

Philippine Professional Standards for School

Heads
Domains Competency Strands
Domain 1: Leading Strategically
Domain 1: School Leadership • Role of School Heads in setting direction, goals,
• Developing VMGO and objectives of schools.
• Data-based strategic planning
• Problem solving Domain 2: Managing School Operations and
• Building high performance teams Resources
• Coordinating with others • Role of School Heads in managing systems and
• Leading and managing change processes in schools.

Domain 2: Instructional Leadership Domain 3: Focusing on Teaching

• Assessment for learning and Learning
• Developing programs and/or • Work of School Heads in
adapting existing programs promoting quality teaching and
• Implementing programs for learning
instructional improvement
• Instructional supervision Domain 4: Developing Self and
Others
Domain 3: Creating a Student- • Role of School Heads in nurturing
centered Learning Climate themselves and others
• Setting high social and academic
Expectations Domain 5: Building Connections
• Creating school environments • School Head’s Competence in
focused on the needs of the engaging stakeholders in
learner initiatives towards the
improvement of school
Domain 4: HR Management and Professional communities
Development
• Creating a professional learning PPSSH: Career Stages
community • Career Stage 1
• Recruitment and hiring  Acquired the prerequisite qualifications for
• Managing performance of the school head position.
teachers and staff • Career Stage 2
 Apply the required knowledge and
understanding of the authority, responsibility,
and accountability expected of them.
• Career Stage 3 Skills Demanded from Leaders
 Consistently display an in-depth knowledge • Technical: process or techniques
and understanding of the authority, • Human: working effectively with people
responsibility, and accountability expected • Conceptual: ability to think in terms of models,
of them. frameworks, and relationships
• Career Stage 4
 Consistently exhibit mastery in their Leadership Styles
application of authority, responsibility, and • Autocratic: Decision making solely lies with a
accountability expected of them. person.
• Consultative: Decision making lies with a person
Competency Framework for Southeast Asian upon.
School Heads consultation from members
• Democratic: Members directly participate in
decision.
making through consensus
• Laissez-faire: Members left alone to establish
their own
Work.

Situational Leadership Model: Behavioral Styles

1. Personal Excellence
2. Instructional Leadership
3. Managerial Leadership
4. Strategic Thinking and Innovation
5. Stakeholder Engagement Servant Leadership
• Leading by serving
Organizational Leadership • “Servant first”
Transformational Leadership
Organizational Leadership • Leadership that causes change in individuals and
• Directing and coordinating individuals to achieve social
a goal systems
or a mission • Not content with the status quo; sees the need to
• Setting strategic goals while managing individuals transform the way the organization thinks
within
the organization Sustaining Change in an Organization

Leadership vs Management 1. Seek support of stakeholders.

Management 2. Get people involved early and often.
Administration: transactional 3. Plan a communication campaign to “sell” the
Work-focused innovation.
Lead by authority 4. Ensure that the innovation is understood by all
Do things right. 5. Consider timing and phrasing.

Leadership Revised School-based Management Assessment

Innovation: transformational Tools
People-focused
Lead by inspiration Schools-Based Management (SBM)
Do the right things • Decentralized management initiative by
developing authority to school heads, teachers and
parents in keeping with the principle of
subsidiarity: “nothing should be done by a larger, • Caring, celebration, humor
more complex organization which can be done by • Involvement in decision making
one that is smaller, simpler”. • Protection of what is important
• Traditions: culture-based program on shared
Advantages of SBM values,
• Allow competent individuals in schools to make beliefs, and behaviors
decisions • Honest and open communication
• Give school community a voice in key decisions
• Focus accountability for decisions
• Greater creativity in program design THE TEACHING PROFESSION
• Redirect resources to support goals
• Leads to realistic budgeting ELEMENTS OF A PROFESSION
• Improve morale  Initial Professional Education
 Accreditation
Philippine Accreditation System for Basic  Regulation
Education (PASBE)  Continuing Professional Development
• DepEd Order No. 64, s. 2012  Professional Societies
 Professional Code of Ethics

HISTORY OF THE PHILIPPINE EDUCATIONAL

SYSTEM

Education during the Pre-Spanish period

• Education is for Survival, Conformity, and
Enculturation
• Informal Educational, Practical Training,
Theoretical Training
• Method of education is through: tell me and
show me, observation, and trial and error
Evidences of early education/civilization:
a) Effective technology on ceramic industry,
b) Predictive sciences in preserving mummies,
c) Art and religion Petro glyphs and line drawings in
Angono,
d) Syllabary writing among the Tagbanwas and
Mangyans,
e) Foreign trade with the Chinese during the Tang
Dynasty,
f) Big population centers,
g) Megalithic structures of the rice terraces,
h) Government in barangays,
i) Laws like the Code of Kalantiaw, and
j) Warfare in barangays.

School Culture Education during the Spanish Period

• Beliefs, perceptions, relationships, attitudes, and
written and unwritten rules that shape and • The purpose of education is to propagate
influence every aspect of how a school function. Christianity
Elements of a Positive School Culture • Formal Education, Religious Education, Vocational
• Collegiality: friendly school atmosphere courses
• Experimentation: welcoming of mistakes as part • Education is through dictation and memorization
of the learning process • The vernacular was used as the medium of
• High expectations instruction in the parochial schools.
• Trust and confidence • The religious orders introduced the parochial
• Tangible support: receiving concrete support for school concept. Parochial schools started in Cebu in
what they do. 1565 by the Augustinian missionaries. Subjects
• Reaching out to the knowledge base other than the Doctrina like simple arithmetic,
• Appreciation and recognition music and various arts and trades were offered.
• Academic education higher than parochial
schools that were established are the “colegios” for
boys and the “beatrios” for the girls which are
equivalent to the present high schools.
• The Spanish Friars produced the first grammars
and dictionaries that led the development of
Filipino languages.
• The Royal Decree of 1863 was the first attempt of
the Spaniards to establish an overall
public school system and to provide for the training
of teachers through a normal school.

Education during the American Period

• The aim of education is to reach democracy as a
way of life.
• Formal Education was established
• Education is through socialized recitation,
encouraged more students’ participation and
Disputation.
• The education act of 1901, also known as Act. No.
74 of the Philippine Commission was
promulgated to:
a) Established a department of Public Instruction.
b) Established a highly centralized system
c) Provide for the importation of teachers
d) Create the Philippine Normal School

• The Department of Public Instruction set up a

three-level Instruction of schools:
a) The first level consistent of a four-year primary
and three-year intermediate.
b) The second level was a four-year high school.
c) The third level at first was a two-year junior
college and later a
four-year program. The University of the Philippines
founded in 1908, was the
first school of University status.
• Reading, witting, arithmetic, language, GMRC,
civics, hygiene and sanitation, gardening,
domestic science, American History, and Philippine
history were the subject areas for
study
• The Monroe Survey Commission was created in
1925 to evaluate the entire school
system the Americans set up.
• The American director of the Bureau of Education
spelled out these aims of American
education: A. Training of Filipinos for self-
government and
B. Provision of English as common language.