TEACHER & COMMUNITY

ACTIVITY 1:

PRINCIPAL

ACADEMIC DEPUTY
SUPERVISOR PRINCIPAL

IT SUPERVISOR

HOD ADMINISTRATIVE
LEARNING RESOURCES
SUPERVISOR
CENTER

FINANCIAL
EXECUTIVE
TEACHERS

ASSISTANT TEACHERS
HUMAN
RESOURCE
EXECUTIVE
 principle/Headmaster: The principle or headmaster leads the school
administratively. They oversee, strategize, and decide.

Assistant Principal/Vice Principal: The assistant principal or vice principal

assists the principal with school operations such curriculum development,
student discipline, and extracurricular activities.

Academic Department Heads/Coordinators: Math, Science, Language Arts,

Social Studies, etc. They manage curriculum, teacher assessment, and student
growth in their departments.

Teachers: Academics revolve around teachers. They teach, facilitate, and

evaluate students. Grade-level, subject, and specialized teachers exist.

Support Staff: Support staff performs vital school functions. Administrative,

guidance, librarian, nurse, special education coordinator, IT, and maintenance
staff may be included.

Student Services supports and cares for students. Guidance counselors, school
psychologists, social workers, and special education specialists collaborate to
meet kids' academic, emotional, and social needs.

ACTIVITY 2 :
THERE ARE SO MANY DIFFERENCES FROM FIGURE (3) 2 TO MY WORK. IT IS
BECAUSE I THOUGHT I WOULD ONLY FOCUS ON SCHOOL ORGANIZATION LIKE
STARTING FROM THE PRINCIPAL TO THE TEACHERS. BUT IT WASN'T BECAUSE
IT REFERS TO DIVISION AREA, WHICH MEANS MUCH MORE BIGGER PICTURE.

Educational organizations' organizational structures facilitate management,

decision-making, communication, and coordination. Educational groups need
organizational structure for these reasons:

Clear Hierarchy and Roles: An organizational structure establishes authority and

reporting and accountability. It explains each position's duties and how they
support the company's objective. Clarity eliminates confusion, redundancy, and
inefficiency.

Decision-Making: A well-defined organizational structure facilitates decision-

making. It establishes communication and decision-making channels. Clear
decision-making duties reduce delays and bottlenecks by enabling quick,
informed decision-making.
Overall, the organizational structure is the backbone of an educational
institution. It shapes how various components of the school function and
collaborate, impacting the quality of education, staff morale, and student
outcomes. A well-designed and efficient structure helps the school work
cohesively towards achieving its mission and providing the best possible
education for its students.
The Philippine Department of Education (DepEd) manages education. DepEd
reforms might change its organizational structure. Examples and
justifications:

1. The K to 12 program added two years of senior high school to the

Philippine education system. DepEd has to change its organizational
structure to suit the new grade levels and ensure curriculum implementation.
It required more teachers, new schools or divisions, and resources to serve
the increased educational system.

2. Enhanced Basic Education Information System (EBEIS): EBEIS improves

education data collection, management, and reporting. To build data
management units, train staff, and implement data collecting and reporting
processes, DepEd must reorganize. DepEd uses the EBEIS to track student
development, improve instructional planning, and allocate resources.

3. Strengthening the Alternative Learning System (ALS): DepEd is improving

the ALS, which delivers education to out-of-school kids and adults. This
reform requires DepEd to create ALS-focused sections or divisions with
people trained in alternative learning methods and tactics. ALS learners have
specific needs, so the organizational structure must support program
coordination and implementation.

Indigenous education reforms: DepEd promotes inclusive and culturally

sensitive education for indigenous peoples. This reform requires specialized
units or divisions to recruit indigenous teachers, develop culturally relevant
curriculum materials, and collaborate with indigenous communities and
organizations.

5. ICT Integration in Education: DepEd encourages the use of ICT in

education. DepEd must reorganize to create dedicated units or divisions for
ICT integration, teacher training, digital resource and infrastructure access,
and curriculum delivery.

These DepEd reforms require new units, realignment of tasks, training and
capacity-building, and resources to facilitate implementation. To implement
these reforms across the school system, the organizational structure must be
adaptable, agile, and responsive.
If the pandemic lasted another five years and I were part of DepEd's Change
Management Team, I would urge a rigorous examination of the organizational structure
to ensure it is flexible and resilient to the long-term problems. Consider these:

Remote and Blended Learning: Due to the pandemic's length, these methods may be
needed. This requires specific units or divisions for distant learning, online platform
instructional design, and digital resource management. This would ensure the structure
supports remote and blended learning deployment and enhancement.

Teacher Training and Support: Extended remote and blended learning would require
comprehensive and continuing professional development programs for teachers to
improve their digital pedagogy and adapt to new teaching methods. Teacher training,
support, and digital teaching resource development should have their own divisions.

Mental Health and Well-being: The epidemic has had a major impact on children,
teachers, and staff. The organization should have mental health assistance, counseling,
and well-being teams to handle these issues. This would ensure the school community
has enough emotional and psychological support.

Communication and Collaboration: Long-term crises require good communication and

collaboration. The organizational structure should enable clear and efficient education
system-wide communication. This could include creating communication units, digital
platforms for information dissemination, and encouraging collaboration between schools,
teachers, parents, and other stakeholders.

Resource Allocation and Management: A prolonged epidemic makes resource allocation

and management more important. The organizational structure should maximize
resource allocation, ensuring fair access to technology, instructional materials, and
support services. Resource management can reduce inequities and improve education in
difficult conditions.

Evaluation and Continuous Improvement: The organizational structure should include

systems for evaluating and improving educational practices, policies, and projects. This
could involve creating divisions or departments to monitor and evaluate programs and
initiatives, gather stakeholder feedback, and use data to make evidence-based
decisions.

It's crucial to communicate with educators, administrators, parents, and students before
redesigning the organization. The setting, resources, and education system's needs
during the epidemic would determine the restructuring's details.
ACTIVITY 3:

Republic Act No. 9155, the "Governance of Basic Education Act of 2001,"
oversees the Philippine education system, including DepEd. RA 9155's framework for
educational governance and decentralization has enabled many education changes in
the Philippines. RA 9155 changes include:

1. Decentralization of Educational Management: RA 9155 empowers DepEd's regional

and division offices to govern education. This reform intends to make decision-making
more sensitive to local requirements and situations, allowing regional and division
officials to shape education policies and programs.

2. School Governing Councils: Public schools must have SGCs by law. SGCs include
school authorities, teachers, parents, community leaders, and non-teaching staff. This
reform encourages community participation in school matters, enabling stakeholders to
promote educational quality.

3. National Education Trust Fund (NETF): RA 9155 creates the NETF to support education
programs and projects through grants, donations, and contributions. This fund seeks to
increase funding for education and equal opportunity.

4. NAT: The law requires elementary and secondary students to take the National
Achievement Test to assess their skills. This reform aims to evaluate educational
programs, enhance them, and hold schools accountable.

5. Establishment of the Bureau of Alternative Learning System (BALS): RA 9155 makes

BALS a DepEd specialized entity. BALS offers alternative learning to out-of-school youth
and adults. This reform expands education access and meets the different learning
demands of non-graduates.

6. Inclusive Education: The law ensures quality education for special needs children. It
requires inclusive education initiatives, resource centers, and support services for
diverse students in conventional schools.

These reforms are associated with RA 9155, but their implementation and impact depend
on budgetary considerations, policy development, stakeholder engagement, and the
Philippines' dynamic education landscape. As new education issues and possibilities
develop, the law's policies and objectives may change.
 If I were appointed Secretary of the Department of Education (DepEd) and given
the powers, duties, and functions outlined in Chapter 1, Section 7 of Republic Act No.
9155, also known as the "Governance of Basic Education Act of 2001," I would focus on
the following key areas:

Leadership and Vision: I would lead the department with clear goals and priorities as
Secretary. I would collaborate with stakeholders to create a shared vision for education
in the country, aligning our strategies and policies with national development goals and
international best practices.

Policy formulation and Implementation: I would actively participate in policy formulation

to ensure that policies are evidence-based, responsive to learners, and aligned with
inclusion, equity, and quality. I would implement stakeholder-driven policy review and
update systems. I would also monitor policy execution and resolve issues.

curricular Enhancement: I would prioritize curricular framework enhancement to line

with 21st-century skills, national goals, and global trends. I would emphasize technology
and innovation in teaching and learning, interdisciplinary approaches, and student
critical thinking, creativity, and problem-solving.

Professional Development and Support for Teachers: Teachers are essential to effective
education, thus I would prioritize their professional development and support. I would
provide effective training, coaching, and continuing professional development. I will also
support competitive and fair teacher pay and reward good performance.

Stakeholder Engagement and Collaboration: I would collaborate with educators, parents,

students, local governments, and the commercial sector. I would create opportunities for
meaningful interaction and collaboration to ensure different viewpoints inform choices
and coordinated actions. I'd also prioritize open and honest communication with
stakeholders about the department's initiatives, progress, and issues.

Quality Assurance and Accountability: I would implement rigorous quality assurance,

monitoring, and evaluation systems for educational programs and projects. I would
employ data-driven decision-making, regularly assessing student learning results, school
performance, and policy and program success. I would fight corruption, ensure resource
transparency, and punish any wrongdoing.

Financial Management: I would prioritize efficient and transparent financial management

to properly allocate resources to educational programs and projects. I would increase
education spending, promote sustainable funding, and explore public-private
partnerships to mobilize resources.

Research and Innovation: I would promote evidence-based practices and educational

research capabilities in the department through encouraging research and innovation. I
support research that improves educational policies, practices, and outcomes. To
promote education, I would collaborate with local and international research
institutions.

As Secretary of DepEd, I would prioritize these areas to ensure every student has fair
access to quality education and holistic development.
 Chapter 3, Section 9 of Republic Act No. 9155 covers BPESS. As BPESS
administrator, my response would depend on Section 9. However, without understanding
Section 9, I cannot respond.

As BPESS administrator, I would review Section 9's goals, specifications, and agency
implications. I would analyze how it fits with the overall goals of fostering physical
education and interscholastic athletics in the educational system and student
development.

I'd support Section 9 if it promoted physical education and school sports and met the
bureau's goals. I'd ensure BPESS has the tools, methods, and policies to meet Section
9's needs. This could involve working with educational institutions, coaches, sports
leagues, and governmental entities to develop and implement physical education and
school sports programs.

If Section 9 causes problems or requires changes to current procedures, I would

carefully assess its effects and consult with relevant parties. I would consider
educators, schools, and sports organizations' concerns while also considering the
educational system's goals. Based on these criteria, I would like to provide realistic and
fair solutions that enhance school sports and physical education while addressing any
potential barriers.

As BPESS administrator, my goal is to provide children with high-quality physical

education and school sports activities. I would foster holistic growth and lifelong sports
participation in students.

DepEd values leadership for several reasons.

Effective DepEd leadership requires a strong educational vision and direction. A strong
leader inspires high-quality, inclusive, and excellent education. The department's
policies, initiatives, and efforts are guided by this goal, which aligns the education
sector.

2. DepEd leaders influence strategic planning and decision-making. They assess the
educational system's needs, analyze data, and provide solutions. Strategic decisions
require knowledge of educational trends, research, and the ability to balance
stakeholder interests.

3. Policy Development and Implementation: Educational policies depend on leadership.

DepEd executives collaborate with educators, parents, professionals, and lawmakers to
develop policies that meet global best practices, national priorities, and learner needs.
They discuss, implement, and evaluate policies to improve the system and student
learning.

4. Promoting Collaboration and involvement: A strong DepEd leader encourages

collaboration and involvement among teachers, parents, students, local governments,
and the private sector. They create opportunities for meaningful involvement, debate,
and partnerships to reach consensus and ensure diverse opinions impact decisions.
Educational endeavors benefit from cooperation.
5. Support and Professional Development: DepEd leaders help staff and instructors
develop professionally. Effective leaders recognize the importance of educator growth
and well-being. They encourage lifelong learning through mentorship, job advancement,
and relevant training.

6. Resource Allocation and Management: DepEd executives allocate and manage

resources efficiently. They provide equitable funding for educational programs,
infrastructure expansion, teacher employment, and student support services. Strong
leadership is needed to maintain financial openness, discover new funding possibilities,
and optimize resource distribution.

Effective leaders must build strong monitoring and evaluation processes for educational
initiatives and programs. DepEd leaders incorporate data-driven decision-making. After
routinely assessing policies and programs, identifying areas for improvement, and
considering stakeholder feedback, they make improvements.

Overall, the Department of Education's leadership promotes improvement, academic

achievement, and equitable access to high-quality teaching. Effective leadership inspires
and motivates stakeholders, develops creativity, creates teamwork, and supports
educational advancement.
 reflection
During the course of my academic exploration in the field of School
Leadership, Organizational and Leadership Theories, and the School as an
Organizational Institution, I have acquired significant knowledge and
understanding of the intricate realm of educational administration. The
primary objective of this reflective essay is to engage in a discussion
regarding the fundamental lessons that have been acquired and their impact
on my comprehension of proficient school leadership and organizational
management.
I have acquired a substantial amount of knowledge pertaining to the Dynamic
Nature of School Leadership. One of the most notable insights I have acquired
pertains to the notion that school leadership cannot be universally applied in
a uniform manner. The efficacy of school leadership is contingent upon the
ability to adjust to a wide range of educational environments, student
demographics, and community circumstances. Leadership necessitates the
adoption of a flexible mindset, enabling individuals to adapt their strategies in
order to effectively cater to the distinct requirements of their educational
institutions. This instructional session has provided me with insights into the
significance of ongoing learning and professional growth in order to remain
pertinent within a constantly evolving educational environment.

In furtherance of this notion, it is imperative to discuss the Leadership

Theories and Their Applications. Engaging in an exploration of diverse
leadership theories has facilitated the acquisition of a holistic comprehension
pertaining to distinct leadership styles and their potential ramifications on
academic performance within educational institutions. I have developed an
appreciation for the notion that transformational leadership plays a crucial
role in cultivating a positive school culture, whereas distributed leadership
serves to empower teachers and staff by granting them autonomy and
accountability in their respective roles. These theories have shaped my
perspective on effective leadership, leading me to believe that it extends
beyond the capabilities of a sole individual and is instead distributed among
all stakeholders. This distribution fosters a collaborative and empowering
environment.
Furthermore, the topic of discussion pertains to organizational management
and efficiency.The acquisition of knowledge regarding the principles of
organizational management has provided me with an understanding of the
significance of effective allocation of resources and the formulation of
strategic decisions. The functionality and goal attainment of an organization
are significantly influenced by its structure and processes. The study of
organizational behavior has underscored the importance of nurturing a
positive work environment, facilitating transparent communication, and
fostering a culture characterized by trust and respect among employees.
 The subsequent topic of discussion pertains to the intricate nature of
educational institutions as complex organizational entities. Educational
institutions are intricate entities characterized by intricate and
multifaceted dynamics. Educational institutions serve as microcosms of
society, encompassing a variety of stakeholders who contribute
significantly to the educational process. The acknowledgement of this
intricate nature has emphasized the significance of proficient school
governance, which entails the participation of teachers, parents,
community members, and educational leaders in the process of decision-
making. Furthermore, this instructional session has enhanced my
comprehension of the imperative nature of inclusive methodologies in
order to cater to a wide range of learners, thereby guaranteeing fair and
unbiased opportunities for high-quality education for every individual.

Engaging in the exploration of School Leadership, Organizational, and

Leadership Theories, as well as the School as an Organizational Institution,
has proven to be a profoundly transformative endeavor. The
aforementioned lessons have had a profound impact on my understanding
of educational administration, highlighting the paramount importance of
adaptability, collaboration, and inclusivity within leadership positions. The
role of effective school leadership extends beyond the mere management
of administrative tasks. It encompasses the ability to inspire and empower
stakeholders, cultivate a shared vision, and engage in collaborative efforts
to attain educational excellence.

As I progress in my academic pursuit, I will retain these invaluable

insights, endeavoring to evolve into a visionary and transformative leader
who empowers educators, involves parents and community members, and
advocates for the comprehensive growth of students. I express gratitude
for the acquisition of knowledge and the deep understanding obtained
through these academic pursuits. Furthermore, I am dedicated to effecting
a constructive influence on the realm of education in my capacity as a
prospective leader in the field.