Republic of the Philippines

BATANGAS STATE UNIVERSITY

Pablo Borbon Main I, Batangas City Philippines 4200
COLLEGE OF TEACHER EDUCATION
Tel. No. (043) 980-0385 local 1128

EM 501 EDUCATIONAL MANAGEMENT THEORY AND PRACTICE WITH PRACTICUM

PRACTICUM EXERCISES

Name of SH: Lilian B. dela Cruz

School: Dalubhasaan ng Lunsod ng San Pablo Integrated School
Date Interviewed: December 5, 2019

Directions: Conduct an interview to at least 5 SH’s and let them answer the following
questions comprehensively:

1. Bignay National High School was identified as leader school in the School to School
Partnership Program of the Department of Education. This requires the school to take
active leadership role in elevating the performance of a partner school within the schools
division, thus will receive P140,000 funds to be used in providing technical support to the
partner school that has not reached its full potential in terms of school performance. Being
a new program, you as the school principal observed that your teaching staff are not warm
to the idea of partnering with a school. Some are even saying that the program will entail
additional responsibilities and burden to them. What should be the best action to generate
support and engagement from your teaching staff?

As principal, I should start with a one-day orientation of the teachers on this

“partner-schools program.” I should highlight the thought that each teacher is
doing meaningful work and that they are contributing to the school’s mission,
purpose and objectives. For this new project, each one shall be placed in the
right role. Then they will be given a two-day training and development (T&D)
on the conduct of the program and how they will play their respective roles.
And once the project is in motion, regular feedback (formal and informal)
should be made to ensure faster correction. I should be transparent in my
approach to improving engagement — talking about it with the “team” (the
teaching staff) all the time. I should hold meetings that engage everyone in
the discussion and in finding solutions to problems and setbacks. When
everyone feels that they are very much a part of the project, it will likely lead
to an increase in levels of self-worth and thus make every teacher inspired to
support and get involved in the “partner-schools program.”

2. Technological advances in the 21st century learning such as information technology,

improved communication access and other new technologies require students to develop
new skills and knowledge to become technologically literate and for teachers to use new
technological tools to improve student learning. As a technology leader what will you do to
help your teachers integrate technology in the teaching-learning process?

As a technology leader, I will make the teachers comfortable in the idea that
they use technology as valuable aid in the teaching-learning process. A
teacher's job is to teach and teaching begins with objectives, hence they are
free to use the technology that are available and that can support the
attainment of instructional objectives. Also, teachers only need to learn a few

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 software skills to help students use technology. Teachers will be taught to
carefully plan the classroom activity, bearing in mind that computers are just
one of many learning tools. This way teachers can reduce their chances of
being caught unaware when computers fail technically or instructionally.

3. Teacher X, a grade one teacher, came to the office and sought for your advice regarding
the behavior of her nine-year old pupil. The pupil kept on standing and roaming around the
room while the class is going on. His classmates complained that this pupil has been
asking money from them and threatened them of physical infliction. At the same time the
teacher already received complaints from parents of pupils who are victims of his
misbehavior. What advice will you give to the teacher?

I will advise the teacher to use strategies that are active, assertive, and
focused on conflict resolution or the reduction of disagreements that persist
over time due to the misbehavior of that pupil. Conflict resolution may be in
two parts. The first involves ways of identifying what the problem is precisely.
The second is reminding the student of classroom expectations and rules with
simple clarity and assertiveness, but without apology or harshness. This will
not only reduce conflicts between the misbehaving student and his
classmates, but also provide a model for other students to follow when they
have disagreements of their own.

4. A certain student in your school died of tuberculosis which caused alarm to the students,
teachers, and parents that they might have acquired the bacteria which might also lead
them to death. The boy who died has a twin brother in other section. A certain teacher is
complaining to the Schools Division Superintendent and to the Regional Director and is
suggesting that the brother should not be admitted to class saying that the disease is highly
contagious. As a SH, what will be your action concerning this and how will you explain to
this teacher that the situation is under control so he will not be paranoid and will continue
giving menace to you and the higher school authorities in DepEd?

I will speak to the teacher that we should take the following steps to address
the issue: 1. Call for a P-T conference with the parents of the student
(surviving twin). 2. Ask the parents to ensure that the student is under medical
care to ensure that he is safe from the same illness that afflicted the dead
twin. 3. Submit a medical certificate that the child is fit to go back to school. 4.
Discuss and implement what is contained in Dep Ed Order No.65, s.2009
(Implementation of Essential Health Care Program (EHCP) for the School
Children).

5. The school head was informed by one of his students that a fraternity initiation was going
on a nearby abandoned building within the vicinity of the school campus and five of their
students were the ones conducting the initiation rite. As a SH, how will you react?

I, together with the head of discipline, will go to the venue of the fraternity
initiation and check if they have permit to conduct such activity and if they
abide by DepEd Order No. 7, s. 2006 (Reiterating the Prohibition of the
Practice of Hazing and the Operation of Fraternities and Sororities in
Elementary and Secondary Schools). If they do not have a permit, I will
immediately stop the activity. If they have, I will reiterate that hazing is
absolutely not allowed. DO 7 states that “the school authorities including
faculty members who consent to the hazing or who have actual knowledge
thereof, but failed to take any action to prevent the same from occurring shall
 be punished as accomplices for the acts of hazing committed by the
perpetrators.

6. Mr. Mendoza found out that the Home Economics Building is beyond repair. He wanted to
condemn it in order to protect the school children from any untoward incident. Upon an
ocular inspection and assessment of the school building by the Chief of the Municipal/City
Engineer’s Office, it was declared that it was unfit for occupancy. As a School Head what
will you do?

I will immediately write a memo specifying that the building should not be
used by students and teachers anymore. I will report to the proper authority as
to the condemnation of the said facility and request for the demolition and
building of a new one subject to rules and availability of funds. I should be
guided by DepEd Order No. l07 s.2010 (Revised Guidelines on the
Condemnation and Demolition of School Buildings).

7. Teacher Rea has been a competent teacher for 20 years. One day, she came to your office
to tell you her woes in teaching and her problems at home which somehow affect her work
and perspective as a teacher. What will you do as her school head?

A school head to be effective does not only speak but also listens. A teacher
who tells woes in teaching and problems at home must be in a lot of stress
and therefore may under-perform. As SH, I will give time to listen to the
teacher and help her see things in another perspective. I can be very
empathetic yet still maintain a high level of objectivity.

8. Despite the classroom house rules formulated by the teacher, the school head often
observed that the Grade 6 class were still disorderly and misbehaving. As a school head,
how can you help the teacher address the problem on learners’ behavior?

I will have to speak with the teacher of my observations. I will ask him to reflect
on the status of his Grade 6 class in terms of discipline and order. His words will
indicate how aware he is of the situation and need. He needs to identify what are
not working in the class and what changes can he make. He needs to know that
there are strategies and techniques he can learn and practice in his own class.
And he needs to know that he is not alone in the struggle for classroom
management skills. It’s a matter of making the teacher feel secure that there is a
school authority who understands and will always be there to support him.

9. Mrs. Coleta Marambil a teacher for 8 years is a consistent late comer to class and
especially during the flag raising ceremony. Her alibi is that, she has to attend first to a
child with special needs. The school head exasperated for several times memoranda were
issued followed by conferences with the teacher. How will the school head resolve the
issue?

A dialog is needed here. Mrs. Marambil will have to be told about her habitual
tardiness and its consequences – students may turn restless and unruly while
waiting, shortchanging students for lost minutes of opportunities for learning,
lessened respect to the teacher, and a negative image of the school. Also Mrs.
Marambil should be gently but firmly reminded that habitual tardiness is a ground
for disciplinary action and that it also paints a negative impression among
students and parents against the teacher. As to the child with special needs that
she says preoccupy her, Mrs. Marambil will be advised that the child will be
referred to the guidance office who can appropriately handle her case.
10. As an instructional leader, the principal crystalizes the vision of the school, translate it
into goals and objectives and focuses on activities related to the teaching-learning process.
What are the most important concerns of the principal in performing such role?

The most important concerns of the principal in performing such role are (1)
inspiring, challenging and motivating students to learn, (2) providing high quality
and stimulating learning opportunities, (3) valuing each child as an individual, (4)
providing a safe, secure and welcoming environment for all, (5) developing a
home-school partnership, and (6) being a consistent role model of students,
teachers and parents.