Professional Documents
Culture Documents
Mendoza, Ellen
Mendoza, Ellen
MINDANAOSTATEUNIVERSITY
SCHOOL OF GRADUATE STUDIES
MASTER IN EDUCATION PROGRAM
J.P. Laurel Avenue, General Santos City
# Unit # Contents
1 1 Unit I. The School as a Social System
1.1 Theory
1.2 A Systems Perspectives
1.3 Open System: An Integration
1.4 Key Properties of Open Systems
1.5 Social-Systems Model: Basic Assumptions
1.6 Key Elements of the School Social System
1.7 The School as a Learning Organization
External Environment consist of external condition and major forces that have the
potential to influence the organization and there are two perspectives on environment
includes Resource dependence perspective that engage in transaction other
organization and its environment in order to acquire resources and institutional
perspective that
8. Unit VIII. School Effectiveness, Accountability, and Improvement
Great leadership is the key to success in any school. Better schools will have an
effective school leader or group of leaders. Leadership not only sets the stage for long-
term achievement, but it ensures that there will be sustainability long after they're gone.
A leader understands that others are continuously watching what they are doing and how
they respond to certain situations. They focus on student outcomes ensure that teachers
poster knowledge and skills in teaching learning process. A leader has a continuous
vision for improvement that guides how they operate. They are never satisfied and always
believe they can do more. They are passionate about what they do. A leader understands
that respect is something that is earned naturally over time. They do not force others
around them to respect them. Instead, they earn others respect by giving respect.
Thus organizational effectiveness can be measured when School administrators
ensures that the job is never boring and must focus on instruction. A leader is an efficient
problem solver. They are able to find effective solutions that benefit all parties involved.
They are not afraid to think outside the box. They make humble decisions that may not
necessarily benefit themselves, but instead is the best decision for the majority. A leader
works hard to make every teacher better. They encourage them to grow continuously and
improve. They challenge their teachers, create goals, and provide ongoing support for
them enable to have quality, quantity, efficiency and adaptability in the organization.
Leadership is something every organization needs for success and practicing the art
of positive influence. The effectiveness of the Customers and employees’ respect,
admiration, and loyalty is based on based on how well a person serves them. An effective
leader creates influence by clearly communicating, promoting, and working toward
achieving a just cause. They call people to join them in doing good by accomplishing the
organization’s mission. Thus, effective instructional leadership depends on a school
climate of academic emphasis
Effective leaders grow their influence by being the person team members can depend
on for clarity and guidance. Be inspirational, intellectual, idealistic, and tailor leadership
to its subordinates. By demonstrating company values, being a mentor, and offering
leadership and development opportunities, they increase their influence organically by
putting those around them first and be just in everything while inspiring and motivating.
GENERAL INSTRUCTION: The following parts of this examination seek to evaluate your learning from this
course in the entire semester in three domains, namely: cognitive, affective, and psychomotor. Read the
following questions extensively and answer them exhaustively. Keep your answers brief, but concise. Please
observe the rules on grammar, spelling, punctuations, margin, and indention. (80 pts)
PART I. PRIMARY. (COGNITIVE). Answer the following questions objectively based on our class
presentations and discussions. (10 x 3 = 30 pts)
1. Discuss the salient features of the following key terms related to the role of the School Head as an
Instructional Leader;
a. K to 12 Curriculum;
b. Curriculum Standards;
c. Lesson Planning;
d. Learner-Centered School;
e. Assessment in the K to 12 Curriculum;
f. K to 12 Pedagogies;
g. Curriculum Contextualization ; and
h. Learning Action Cell (LAC).
Instructional leader focuses on the core responsibility of a school’s teaching and
learning, by ensuring the delivery of K to 12 Curriculum and its implementation in order
to produce competent citizens who is a Holistically developed Filipino and prepare
graduates for a lifelong learning and employment. Instructional leader, must ensure
adherence to Curriculum standards and it should be learner-centered, inclusive and
developmentally appropriate and ensure that curriculum shall be relevant, responsive and
research-based and evaluates learning outcomes. and ensure that continuous learning
occurs among the students and adults in the school in the best and most efficient way
possible because Education is a continuous process. School heads should be able to
lead and manage the implementation of the curriculum standards to achieve the K to
12 goal of producing holistically developed Filipinos with 21 st century skills Instructional
leaders in school is accountable for one’s performance, where the goal is realized by
making sure that existing policies, practices and resources are aligned with one another
by providing technical assistance to teachers on matters pertaining to enhancement of
classroom management, skills and instructional competence on Lesson Planning. He
must lead the school in a way that place student and learning at the center. He should
set at high expectations and standards for the academic and social development of all
students and the performance of adults on the assessment of K to 12 curriculum and
pedagogies. . He should demands content and instruction that ensure students
achievement of agreed an academic standards. He should create a culture of continuous
learning for adults in the conduct of Learning Action Cell to improve student learning
and other school goals. He must actively engage to community to create shared
responsibility for students and school success. He also responsible in the monitoring the
maximum use of resource materials in Curriculum Contextualization. The school head
that gives attention to context and understands its implications for education enables the
school to respond to the learners’ needs and to serve them more effectively.
2. Discuss the following concepts related to the role of a School Head related to
Curriculum Implementation:
a. Special Interest Programs for K to 12;
b. Inclusive Education Programs for K to 12;
c. Learner Support Program;
d. Alternative Learning System (ALS) Program;
e. Alternative Delivery Modes (ADM) of Education; and Learning Resource
Management; and Development System (LRMDS).
3. Explain the meaning of the following key terms in relation to the role of the School Head in improving
the school and the role of the school head as a steward:
a. School-Based Management (SBM);
b. Continuous Improvement;
c. School Improvement Plan (SIP): Asses, Plan, Act;
d. School Partnership and Communication;
e. Strategic Human Resource Management and Development (HRMD); and
f. Fiscal Management.
The school heads play pivotal roles in managing schools. As key player in school
management, the school head should possess the skills and competencies that will
enable him to implement school-based management approaches by explaining the
principles of SBM and how it promotes continuous school improvement and assessing
his school’s level of SBM practices and implementation and determining SBM level of
practice and implementation based on the four principles of ACCESs
The Continuous Improvement Methodology is an ongoing effort to improve school
processes which involve continuous assessment, analysis, and action until the desired
outcome is reached and School heads must learn about different tools for diagnosing
important issues in their schools that they need to prioritize and address.
PART II. SECONDARY. (AFFECTIVE). Answer the following questions based on your sound legal and moral
judgment. (10 x 3 = 30 pts.)
1. As a school administrator, how would you reconcile the tension among the recommended curriculum
and the written curriculum, on one hand, and the supported curriculum, the taught curriculum, the
tested curriculum, and the learned curriculum, on the other hand? Operationalize your answer in the
case of the present K to 12 Curriculum. Relate your answer to the Learning Continuity during the
time of the COVID-19 Pandemic through blended learning delivery modality.
As a growing and blooming leader, in order to survive and thrive in today's VUCA
(volatile, uncertain, complex and ambiguous) world, we certainly need to be adaptable,
flexible and forward looking. It implies the critical importance of change-readiness and
ability to make judgments as a working trait for today's professional. We have to empty
our cups, refill and sip what is inside .Same as emptying your mind , it allows you to focus
to more ideas and knowledge at a time.
3. In your own reflection, what are the benefits and advantages of having a school head who actively
acts as a Learning Action Cell (LAC) Facilitator?
A school head who actively act as a learning facilitator create a significant impact in
the quality of teaching –learning outcomes and promotes collaborative learning session
where everyone can cooperate. It addresses shared difficulties Such challenges may
include learner diversity and student inclusion, content and pedagogy, assessment and
reporting, and 21st century skills and ICT integration in the school and Learning Action
Cell will develop into productive, loving, safe school based practice. It foster leadership,
organization and participation and school head encourage active engagement and
participation of members. It also encourages critical reflection amongst teachers which
increases the understanding and knowledge of the curriculum and classroom practices
and contribute professional development.
PART III.TERTIARY. (PSYCHOMOTOR). Answer the following questions based on sound public ethics and
accountability theories and concepts. (2 x 10 = 20 pts)
1. According to Cordero and Panopio (1969), the behavior of human beings is largely influenced by the
structure and function of the social organizations in which they live. On the other hand, the behaviors
of people largely influence the behavior of the organization. Relating this organizational conundrum
to the full implementation of R.A. 10533 otherwise known as “The Enhanced Basic Education Act of
2013,” how would you address the predominance of the following traditional Filipino values in
Philippine educational system that center on the family like:
a. Closed family ties;
b. Compadrazco or compadre system (padrino system);
c. Social status rather than merit;
d. Sense of pity (awa);
e. Sense of self-esteem (amor propio);
f. Sense of camaraderie (pakikisama);
g. Sense of gratitude with unending reciprocity (utang na loob);
h. Sense of authority (authoritarianism);
i. Fatalism (bahala na attitude); and
j. Declining enthusiasm (ningas cogon).
Contextualize your answer in the light of ensuring the full implementation of the curriculum standards,
curriculum guides, teaching delivery standards, learner’s support, and assessment standards.
2. As the newly-designated school head, the Schools Division Superintendent has requested you to
come up with a Learning Continuity Plan (LCP) in the time of COVID-19 pandemic. Your new school
is catering the learners in difficult circumstances (i.e., learners with diagnosed difficulty in mobility,
communication, mental processes, etc.), the adult learners (i.e., ALS leaners), the minority (i.e., the
IPEd learners), the Muslim Learners, and the special interest learners (i.e., the SPA, SPS, SPJ
learners). How would you go about doing it? Specifically, cite the type of learning delivery modality
that you will implement in your school. Explain the terms you use. Provide concrete examples.
Prepared by:
Noted: