University of the Immaculate Conception

Davao City

TLA Number 7

MEMBERS: ALBERCA, ARUGAY, AQUINO, SISTER BARIS, AYTONG

Expected Outputs: Proposal

Direction:

1. Formulate a proposal on how are you going to develop Pre-Service Teachers’

School Leadership Skills vis-à-vis School Leadership for the 21st Century? What about
the leadership in 2030. Use the template below. (Due April 27, 2021)

Rationale
While it is widely acknowledged that teachers can influence student learning
outcomes, there is significant debate about how national policies and training
programs can better promote teacher education in order to address long-term growth
challenges.
Pre-service teacher preparation is an essential component of a teacher's
education program because it trains student-teachers to become qualified teachers in
the future. It was recently reported that the majority of the issues and difficulties were
related to conflict management (classroom, communication, and instruction). In line
with this, our group wishes to conduct a seminar suggested to DEPED and CHED. This
seminar or webinar activity focus on enhancing classroom management,
communication skills, and instructional skills which is necessary attributed of an effective
teacher.
Quintessentially, this activity is beneficial because it allows pre-service teachers
to play a more active role in school improvement.
Outcome

Specifically, this affair aims to:

• give them opportunities to express, reflect on, and share their experiences as
teachers.

• raise awareness of the fact that improvements in teacher attitude and preparation
precede changes in education.

• learn nonviolent skills resolution techniques to resolve conflicts

• teach pre-service teachers how to communicate and the elements of speaking.

• use more efficient training approaches and methods

Leadership Activities (Describe briefly the activity including the significance, functions
and benefits

It was suggested that the DEPED and CHED should conduct seminar/webinar
relative to:
 CONFLICT MANAGEMENT
 CLASSROOM MANAGEMENT
 COMMUNICATION SKILLS
 INSTRUCTIONAL SKILLS

In the Philippines, Mahinay (2013) stressed in his study that pre-service teacher
training should be prioritized in order for teacher education institutions (TEIs) to perform
better. Ganal et al. (2015) have conducted research on the challenges and difficulties
faced by student teachers. According to their findings, the majority of the challenges
and difficulties were related to classroom management, communication skills, and
instructional skills, among other things. It was then suggested that a seminar on conflict
management should be conducted by the DepEd.

Methods

PREPARATION:
 Prepare an activity plan
 Consult, probe, and ask approval to the school authorities (President, VP-acad,
Dean and etc.) in conducting seminar
 If approved, further announce the name of seminar, date, venue, and target
participants.

The seminar was held during the first semester of the fourth year of Education
students of University of the Immaculate Conception or pre-service instructors.
The seminar consisted of five-hour sessions, with participants as vital during the
semester.

Conclusion

We discovered from our proposal that handling classroom conflicts is a part

of most teachers' daily lives. Even minor conflicts can have a negative effect on
the classroom climate and interfere with long-term relationships. This is why
peacefully resolving student conflict is such a vital part of our job as educators.
Second, good communication skills in teachers are important for students'
academic success as well as their professional success in life. More directions
are provided to students orally in the classroom by the teacher. Students can
struggle to learn if their teacher has poor communication skills. Finally, pre-
service teachers should sharpen their instructional skills in general because
extensive experience and skills in instruction can have a positive effect on the
teaching-learning process.
2. A peer review technique will be used in checking the output. The Teacher will
assigned the peer reviewer.

REFERENCES:

 Bond, N. (2011, October). Preparing preservice teachers to become

teacher leaders. In The Educational Forum (Vol. 75, No. 4, pp. 280-297).
Taylor & Francis Group.

 Ulla, M. B. (2016). Pre-service teacher training programs in the Philippines:

The student-teachers practicum teaching experience. EFL journal, 1(3),
235-250.