ISSUES IN EDUCATIONAL LEADERSHIP & MANAGEMENT

Question # 1.

Give and expound at least four (4) duties and responsibilities of a public school head on the basis of
RA 9155 Sec.14 otherwise known as the Basic Education Act of 2001.

Ans.
1. Setting the mission, vision, goals and objectives of the school;
Vision and mission statements are unspoken contracts between the organisation and various
stakeholders. A well-written statement can guide decision-making, resource allocations, policy
decisions, and how the school operates. By making their purpose clear, schools can put their
goals and objectives into action.

2. Creating an environment within the school that is conducive to teaching and learning;
Effective School Head should look for every available opportunity to increase student learning.
The classroom environment is a teaching resource that should not be ignored. Students and
teachers spend the majority of their day in school classrooms, and it’s your responsibility to
foster an environment and atmosphere that enhance learning. Developing a classroom
environment conducive to learning is a process that entails staging the physical space, getting
the students to cooperate, creating a communal environment, and finally maintaining a positive
classroom climate and culture.
3. Developing the school education program and school improvement plan;
RA 9155 states that the School Head shall have authority, accountability and responsibility in
“Developing the School Education Program and School Improvement Plan” School Improvement
Plan is prepared by the School Community Planning Team (SPT) organize to ensure the success
of all learners for the fulfillment of the DepED mission emphasizing the stewardship of the
school administrators and staff of the institution that will ensure an enabling and supportive
environment for effective learning to happen and actively engaged sharing the responsibility for
developing life-long learners.

4. Establishing school and community networks and encouraging the active participation of
teacher organizations, non-academic personnel of public schools, and parents-teachers-
community associations;
“It takes a village to raise a child” is a popular proverb with a clear message: the whole
community has an essential role to play in the growth and development of its young people. In
addition to the vital role that parents and family members play in a child’s education, the
broader community too has a responsibility to assure high-quality education for all students. In
the past, parent involvement was characterized by volunteers, mostly mothers, assisting in the
classroom, chaperoning students, and fundraising. Today, the old model has been replaced with
a much more inclusive approach: school-family-community partnerships now include mothers
and fathers, stepparents, grandparents, foster parents, other relatives and caregivers, business
leaders and community groups–all participating in goal-oriented activities, at all grade levels,
linked to student achievement and school success.

Question # 2 -Describe yourself as an Instruction Leader.

My role as Instructional leader refers to what I will be doing to make sure that student learning goals are
clearly articulated and understood, and that everyone in the school is accountable for the achievement
of the goals. I also must lead curricular and instructional processes and serve as a manager and mentor
who empowers students and teachers in learning communities can contribute to effective learning
where collaborative learning is a function of active responsibility for learning on the part of the students.
As an instructional leader, I will be seen as empowered, creative, transformational, value, driven and not
dependent on prescription.
CURRENT TRENDS AND ISSUES IN EDUCATION

1. Define and discuss RPMS. How does it contribute to the efficiency and effectivity of a teacher?

The RPMS is being implemented in consonance with the Civil Service Commission’s (CSC) Strategic
Performance Management System (SPMS). It aims to ensure that both teaching and non-teaching
personnel focus work efforts toward achieving the Department’s vision, mission, values, and strategic
priorities. RPMS is a systemic mechanism to manage, monitor and measure performance, and identify
human resource and organizational development needs to enable continuous work improvement and
individual growth.

It outlines the required skills and competencies of quality teachers, enabling them to cope with the
emerging global frameworks. If the required skills and competencies are not met, various professional
development interventions will be given to them. This helps assure parents and guardians that their
children receive quality basic education from qualified professionals whose competencies are abreast
with changes and advancements in the information age.

2. What is your own standard of excellence as an Educational Leader?

Professional standards can be defined as the nature and the quality of work of persons who
practice that profession, in this case educational leaders. They are created to guide professional practice
and how practitioners are prepared, hired, developed, supervised and evaluated. By these standards
suggest how practitioners can achieve the outcomes that the profession demands and the public
expects.
My own idea of standard of excellence would have a stronger, clearer emphasis on students and
student learning, outlining foundational principles of leadership to help ensure that each child is well-
educated and prepared for the 21st century. It is not enough to have the right curriculum and teachers
teaching it, although both are crucial. For learning to happen, educational leaders must pursue all
realms of their work with an unwavering attention to students. They must approach every teacher
evaluation, every interaction with the central office, every analysis of data with one question always in
mind: How will this help our students excel as learners?
ORGANIZATIONAL DEVELOPMENT

1. What is your own theory for the organizational development in your own post?
How does it lead toward a safe and friendly school climate?

Organizational Development is the practice of planned, systemic change in the

beliefs, attitudes and values of employees for individual and company growth. Its
purpose is to enable an organization to better respond and adapt to changes and
technological advances. It creates a continuous cycle of improvement whereby
strategies are planned, implemented, evaluated, improved and monitored.
Organizational development is a proactive approach that embraces change (internal
and external) and leverages it for renewal.

This leads me to contemplate some of the areas of Organizational Development in my

own school. One is, there should be an increased communication, feedback and
interaction within the organization. The goal of improving communication is to align
all teachers to shared goals and values. Leadership, openness of communication,
participative management, role clarity, and conflict resolution, leader support and
leader control.

2. The primary aim of organization is to bring a fundamental change to people.

Justify.

Organizations undergo change all the time. This is one of the reasons why
organizational development has emerged as a field to focus on change
management in an effort to manage this change process so that all members
can easily adopt to it.

It seeks to ensure that all stakeholders are informed of the change and its
motives. Organizational Development helps to ensure that main goal is not lost
in the process of change. It helps to soften the setback of any significant
transformation.
DESIGN AND DEVELOPMENT OF ALTERNATIVE EDUCATION

1. Compare and contrast ALS in the Philippines with that of Japan.

Japan
Japanese education is a nationwide, standardized system under the Ministry of Education.
The only alternative options have been accredited, private schools with more freedom of
curricula
Until now, academic study and public discourse about education in Japan have focused
almost exclusively on what exists within the compulsory education system. There are existence
of ‘alternative schooling’ or ‘alternative education’ for Japanese children which cater to both
‘Opt Out’ and ‘Drop Out’ Students which takes place outside of the compulsory education
system, Some of them are Free Schools, Home Schooling and Church Schools however these
schools have no official status as educational institutions in Japan.

Philippines
The Alternative Learning System is a parallel learning system in the Philippines that
provides a practical option to the existing formal instruction. When one does not have or cannot
access formal education in schools, ALS is an alternate or substitute. ALS includes both the non-
formal and informal sources of knowledge and skills.

The Alternative Learning System only requires learners to attend learning sessions based
on the agreed schedule between the learners and the learning facilitators.

2. Discuss the different programs of Alternative Learning System in Brazil

3. How do ALS teachers in the Philippines differ from the teachers with regular teaching loads?
If you are to design a policy for them, what and how will it be?
The ALS Programs are carried out by ALS Mobile Teachers. They are DepEd employed
and hold regular teacher items. Mobile Teachers are “specialized” teachers who live among the
people in remote barangays of the country to conduct the BLP for illiterate out-of-school
children, youth and adults who are willing to learn basic literacy skills and proceed to Continuing
Education program: Accreditation and Equivalency (A&E) for those who left formal school
system or have no access to schools.
The ALS Curriculum reflects the set of knowledge skills and competencies that learners
should develop to meet the minimum requirements of basic education. It is comparable to the
formal school curriculum. The teaching and learning processes and resources are based on the
ALS Curriculum.