PED 9: THE TEACHER AND THE SCHOOL

CURRICULUM
LESSON 1: MISSION, VISION AND OBJECTIVES OF BCP
4.1 Objective 1
Learn the message behind vision, mission and objectives of Bestlink College of the Philippines.

Exercise 1/ Activity 1
The vision of BCP is “To produce self-motivated and self-directed individual who aims for academic
excellence, God-fearing, peaceful, wealthy, productive and successful citizens.” In your own perspective, give
your observations on how BCP is doing its best to attain its vision? Give specific scenario/situation if possible.

4.2 Objective 2
Reflect the message behind the vision, mission and objectives to students’ personal VMO.

Exercise 2/ Activity 2
Mission: “To produce self-motivated and self-directed individual who aims for academic excellence, God-
fearing, peaceful, wealthy, productive and successful citizens”
As a student majoring in education, what are BCP’s activities that you think help you to become self-motivated
and self-directed who aims for academic excellence, God-fearing, peaceful, wealthy, productive and successful
citizens? How this helps you to create your vision, mission and objectives in life?

4.3 Objective 3
Use the learning in real-life situation through materializing the VMO of Bestlink College of the Philippines as
future teachers.

Exercise 3/ Activity 3
BCP advocacies are: to give students the opportunity to be competitive enough and to boost their confidence;
guide students to success and to be active participants in our society; trains students to be self-motivated and
self-directed individuals that may benefit the successfulness and activeness way to their future; and to give
realizations to the BCP students to be aware to their strength and weaknesses that can be improved.

As a future teacher, what are the actions you will undertake to make this possible? Give concrete examples or
actions.

LESSON 2: ACADEMIC QUALIFICATION AND TEACHING

EXPERIENCE; PROFESSIONAL PERFORMANCE AND
SCHOLARLY WORK; AND FACULTY DEVELOPMENT
PROGRAM
4.1 Objective 1
Learn the different qualifications and teaching experiences of teachers.

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Exercise 1/ Activity 1
Direction: Read carefully the article below and complete the sentence based on what you understand.
The Magna Carta for Public School Teachers also known as Republic Act No. 4670 defined the word teacher as
persons engaged in classroom teaching, in any level of instruction, on full-time basis including guidance
counselors, school librarians, industrial arts or vocational instructors, and all other persons performing
supervisory and/or administrative functions in all schools, colleges and universities operated by the Government
or its political subdivisions; but shall not include school nurses, school physicians, school dentists and other
school employees.

In Section 3 of the same Act, it is reiterated that the following shall constitute the minimum educational
qualifications for teacher-applicant
(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary Education
(B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent with a major and a
minor; or a Bachelor's degree in Arts or Science with at least eighteen professional units in Education.
(c) For teachers of secondary vocational and two years technical courses, Bachelor's degree in the field of
specialization with at least eighteen professional units in education;
(d) For teachers of courses on the collegiate level, other than vocational, master's degree with a specific area of
specialization;

Provided, further, that in the absence of applicants who possess the minimum educational qualifications as
hereinabove provided, the school superintendent may appoint, under a temporary status, applicants who do not
meet the minimum qualifications: Provided, further, That should teacher-applicants, whether they possess the
minimum educational qualifications or not, be required to take competitive examinations, preference in making
appointments shall be in the order of their respective ranks in said competitive examinations: And provided,
finally, That the results of the examinations shall be made public and every applicant shall be furnished with his
score and rank in said examinations.

The Magna Carta for Public School Teachers or RA 4670 give me idea that teacher is?

4.2 Objective 2
Identify the different roles and functions of teachers involving professional performance, scholarly work and
faculty development program.

Exercise 2/ Activity 2
Teachers' job performance can be defined as the actions they perform in schools in order to achieve educational
goals (Hwang et al., 2017). Hence, their performance are evaluated twice every school year through Result-
Based Performance Management System or RPMS and Individual Performance Commitment and Review Form
or IPCRF. It is the reason why teachers must rendered scholarly work which means achieving an excellent or
very satisfactory accomplished tasks every teaching-learning process.

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There are different ways of professional development such as: courses/workshops (e.g. on subject matter or
methods and/or other education-related topics);

• Education conferences or seminars (at which teachers and/or researchers present their research results and
discuss education problems);
• Qualification program (e.g. A degree program);
• Observation visits to other schools;
• Participation in a network of teachers formed specifically for the professional development of teachers;
• Individual or collaborative research on a topic of professional interest; and
• Mentoring and/or peer observation and coaching, as part of a formal school arrangement.

What do you think is the importance or professional development for a teachers? Explain your answer by citing
concrete examples.

4.3 Objective 3
Reflect on the different projects and programs of DepEd and CHED in enhancing their teachers’ skills and
competencies as part of their faculty development program.

Exercise 3/ Activity 3
The government specifically the Department of Education (DepEd) and Commission on Higher Education
(CHED) implements programs that will reinforce teachers to undergo professional development. Cite some
projects or program of the government in enhancing the skills and competencies of the teachers.

LESSON 3: ADMINISTRACTIVE ORAGNIZATION: ACADEMIC

AND NONACADEMIC PART 1

4.1 Objective 1
Identify the role of the Organizational Structure (OS) in the Human Behavior in the organization (HBO)

Exercise 1/ Activity 1
Direction: Read carefully the article below and complete the sentence based on what you understand.

Organizational structure is the gathering of individuals to get the job done. It creates partnerships between a
manager and employee, granting them authority to perform responsibilities. There are various types of simple
structures, and a small business owner prefers one over the other because of the impact such a layout is likely to
have on the job activities. In a way, grouping employees together elicits or avoids different behaviors, and
understanding how each system influences employee actions lets the small business owner choose the one that
creates the best working atmosphere to achieve its strategic goals.

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Organizational structure makes the system functional. "Mechanistic" defines the functional structural result. It is
defined by a hierarchy of top-down control, with decision-making authority being forced up as far as is
practically possible. There are plenty of rules for keeping things going in a consistent order. Individuals work
together by purpose, and workers do organized, narrow jobs. That, combined with laws and regulation of
management, implies color within the lines of workers, being professional and productive at their jobs while
showing little imagination. The system inhibits effort and is creating followers.

Organizational structure creates team. The arrangement of the team provides a much freer place of work. This
organic structure adapts as required by using dynamic teams of employees who take care of company priorities
and projects. Authority is decentralized, guided down to employees who respond by displaying initiative,
innovation and enthusiasm. Therefore, it has fewer administrators — maybe just the owner, who manages all
the teams. Jobs are not structured, so this affects morale: there is an increase in productivity as work
specialization declines. Diminishing specialization of course often decreases performance. The team structure
can be used to good effect by technology industry.

Below is a paradigm that represents the role of Organizational Structure in Human Behavior Organization.
Complete the diagram and write an explanation below.

4.2 Objective 2
Emphasize the role of the Organizational Structure (OS) in the Human Behavior in the organization (HBO)

Exercise 2/ Activity 2
There are elements of organization structures. This includes centralization, formalization, departmentalization,
and hierarchical models.

Centralization is the degree to which decision-making power within an entity is centralized at higher levels.
Most significant decisions are taken at higher levels of the hierarchy in centralized organizations, while
decisions are made in decentralized companies and problems are solved at lower levels by workers who are
closer to the problem in question.

Formalization is to what degree laws, processes, job descriptions, and rules are written and expressed clearly. In
other words, formalized systems are the ones with plenty of written laws and regulations. Such systems use
formal guidelines to govern employee actions and workers have no flexibility in making decisions on a case-by
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- case basis. Formalization allows for more predictable employee behavior. Whenever a question occurs in the
workplace, workers know how to refer to a manual or a checklist for the procedure. Employees then respond to
issues in a similar way around the company, which contributes to behavioral consistency.

Another essential factor in the organization of a business is the number of rates it occupies in the hierarchy.
Constantly preserving the size of the company, tall structures have many management layers between front line
workers and top level, while flat structures consist of few layers. A closely related term is control time, or the
number of workers who report to a single boss. In tall buildings, the period of influence appears to be narrower,
resulting in increased incentives for managers to observe and supervise employee activities. Flat systems, by
contrast, require a broader control cycle. Under such a system, managers would be fairly unable to supervise
closely and direct to greater levels of freedom of action for each employee.

In terms of departmentalization the organizational structures vary. Organizations which use functional structures
group jobs based on functional similarity. These systems may include different subject departments. That
individual serves a specific function in these systems, and manages large volumes of transactions.
Differentiate the different organizational structures elements and cite their role in human behavior in an
organization.

4.3 Objective 3
Understand the role of the Organizational Structure (OS) in the Human Behavior in the organization (HBO).

Exercise 3/ Activity 3
To understand the role of organizational structure, consider the experience of Justin, a young Department Head
who worked for a school institution. His success at leading change in the school where he works gave his
leaders the confidence that he could handle a challenging assignment: organize a new program for the
alleviation of non-readers in their school. Almost overnight, Justin was responsible for identifying competent
people who he can work with, forming them into a coherent organization, training them, and establishing the
needed infrastructure for sustained success of the project.

If you were given this assignment, what would you do? How would you organize your subordinates? How
would you help them understand the challenge of setting up a new organization and system?

LESSON 4: ADMINISTRATIVE ORGANIZATION ACADEMIC

AND NONACADEMIS PRT 2

dentify the key responsibilities of academic administration.

Exercise 1/ Activity 1
Direction: Read carefully the article below and complete the sentence based on what you understand.
KEY RESPONSIBILITIES
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Key broad administrative responsibilities (and thus administrative units) in academic institutions include:
1. Admissions
2. Supervision of academic affairs such as hiring, promotion, tenure, and evaluation (with faculty input
where appropriate);
3. Maintenance of official records (typically supervised by a registrar);
4. Maintenance and audit of financial flows and records;
5. Maintenance and construction of campus buildings and grounds (the physical plant);
6. Safety and security of people and property on the campus (often organized as an office of public safety or
campus police);
7. Supervision and support of campus computers and network (information technology).
8. Fundraising from private individuals and foundations ("development" or "advancement")
9. Research administration (including grants and contract administration, and institutional compliance with
federal and state regulations)
10. Public affairs (including relations with the media, the community, and local, state, and federal
governments)
11. Student services such as disability services, career counselling and library staff.

4.2 Objective 2
Emphasize the academic and non-academic organization according to the law.

Exercise 2/ Activity 2
Section 35. Minimum Faculty
Qualification.
1. For Undergraduate Programs:
a. Holder of a master’s degree.
b. Physical Education. (Cert in PE)
c. Music Education. (Cert in MUSIC)
2. Graduate Programs:
a. Master’s Program. (1) Full time-
doctoral degree. (3) Full time-
Master’s degree.
b. Professional Master’s program:
holder at least professional
master’s degree.
c. Doctoral program: (3) full time
faculty members-doctoral degree
holders.
d. Professional degree program.

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Section 36. FULL TIME AND PART

TIME
Full time
Paid monthly or hourly.
8 hrs of work.
who is not teaching full time in
other higher education institution.

Section 37. Full time Faculty

complement
in every higher education
institution, 50% of courses in the
liberal arts and education courses.

Section 38. Faculty Classification

and Ranking.
academic teaching positions shall
be classified in accordance with
academic qualifications, training
and scholarship.

Section 39. The other institution

officials, academic support and non-
academic personnel.

Differentiate academic and non-academic organization.

Understand the role of non-academic programs in education and to the success of learners.

Exercise 3/ Activity 3

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Many schools that concentrate exclusively on instructional skills do not encounter sustainable outcomes. A
research, taken from child development psychology, shows the degree to which non-academic and social-
emotional abilities, such as self-regulation, problem-solving, social cognition, and growth attitude, have an
impact on academic performance and workforce and life achievement. While some mark these abilities as
complementary and have long been known as the softer side of education, success is required.

In their school accountability systems, the students' curriculum should provide at least one non-academic
measure, which leads states to consider options for teaching and assessing non-academic skills. This
opportunity should be met with rigor and transparency by schools, as there is also the possibility of hurry and
damage. It will enable educators to find the best ways to incorporate non-academic skills into the classroom by
being mindful about what to prioritize.

What do you understand about the differences of academic and non-academic organizations?

LESSON 5: ACADEMIC QUALIFICATION AND TEACHING

EXPERIENCES; PROFESSIONAL PERFORMANCE AND
SCHOLARY WORK; AND FACULTY DEVELOPMENT
PROGRAM
Define professional development.

Exercise 1/ Activity 1
Direction: Read carefully the article below and complete the sentence based on what you understand.
In education, research has shown that the most significant factors in raising student achievement are teaching
quality and school leadership. In order to be as successful as possible, teachers and school and district
administrators are actively developing their expertise and abilities to incorporate the best teaching practices.
Educators train at the highest rate and help students learn. Many individuals may not be aware of the strategies
of their local school system for enhancing teaching and student learning. Professional development is the only
method school districts have to reinforce the success standards of educators. Professional development is also
the only way that educators can learn so that they can enhance their performance and increase the achievement
of students.

What constitutes professional development?

When people use the term “professional development,” they usually mean a formal process such as a
conference, seminar, or workshop; collaborative learning among members of a work team; or a course at a
college or university. However, professional development can also occur in informal contexts such as
discussions among work colleagues, independent reading and research, observations of a colleague’s work, or
other learning from a peer.

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The professional development give me idea that teacher should
Identify where professional development typically occur for educators.

Exercise 2/ Activity 2
Where does professional development typically occur for educators?
Educators benefit most by learning in the setting where they can immediately apply what they learn — in the
school where they work. However, other professional development may occur at:
• An educator’s school district office or professional development center/ school;
• A third-party site such as an education service center, corporate office, or learning center;
• Another school, school system, state, or a foreign country;
• A college or university (summer or evening courses, or institutes);
• Local, state, or national conferences, seminars, or workshops; or Online.
What do you think is the importance or professional development for a teachers? Explain your answer by citing
concrete examples.

Reflect on the different typical modes of professional development.

Exercise 3/ Activity 3

What are typical modes of professional development?

• Individual reading/study/research.
• Study groups among peers focused on a shared need or topic.
• Observation: teachers observing other teachers.
• Coaching: an expert teacher coaching one or more colleagues.
• Mentoring of new educators by more experienced colleagues.
• Team meetings to plan lessons, problem solve, improve performance, and/or learn a new strategy.
• Faculty, grade-level, or departmental meetings.
• Online courses.
• College/university courses.
• Workshops to dig deeper into a subject.
• Conferences to learn from a variety of expertise from around the state or country.
• Whole-school improvement programs.
• Proprietary programs by private vendors.

What is effective professional development?

Effective professional development enables educators to develop the knowledge and skills they need to address
students’ learning challenges. To be effective, professional development requires thoughtful planning followed
by careful implementation with feedback to ensure it responds to educators’ learning needs. Educators who
participate in professional development then must put their new knowledge and skills to work. Professional
development is not effective unless it causes teachers to improve their instruction or causes administrators to
become better school leaders.