ANSWER SHEET (PAGE ________OF PAGES________) SCORE: ________

PROGRAM: MED MAJOR IN EDUCATIONAL LEADERSHIP

COURSE: MASTER IN EDUCATION/EDUCATIONAL LEADERSHIP
LASTNAME: MENESES FIRSTNAME: JOFEL CHRISTIAN MI: F
ID NO.: 19-5482-282 PROFESSOR: HIDALGO, REYNALD JAY F.

STRATEGIES FOR EDUCATIONAL LEADERSHIP

1.What is the difference between educational leadership and educational

administration?
- Educational management and educational leadership are central
concepts in understanding organizing in educational institutions but their
meaning, the difference between them and their value in educational organizing
remain the subject of debate. In this article, we analyze and contrast the two
concepts. We conclude that educational management entails carrying the
responsibility for the proper functioning of a system in an educational institution
in which others participate. Carrying a responsibility of this kind is a state of
mind and does not necessitate actions, though it typically and frequently does. In
contrast, educational leadership is the act of influencing others in educational
settings to achieve goals and necessitates actions of some kind. When those
carrying a delegated responsibility act in relation to that responsibility, they
influence and are therefore leading. Although educational leadership is ideally
undertaken responsibly, in practice it does not necessarily entail carrying the
responsibility for the functioning of the educational system in which the influence
is exercised. Through our analysis, the notion of responsibility, which is
underplayed in considerations of organizing in educational institutions, comes to
the fore. Educational responsibility is an important notion and it should play a
more prominent role in analyses of organizing in educational institutions.

Educational Leadership VS Educational Administration

Educational administration programs prepare you for a shift in perspective

from the classroom-level or teacher perspective to one that is building-level and
school-wide. In most of these programs you will find a focus on the management
of schools. You will learn about how schools are organized and how to manage
protocols and procedures that keep schools organized
You will also learn about managing people in terms of hiring, evaluating, and
monitoring performance. There is normally an emphasis on the basics of school
finance, effective communication with multiple stakeholders, understanding
assessments and data, and, in some programs, the improvement of instruction.
All the nuts and bolts that make a school run are unpacked and expounded upon
in an educational administration program, and educators are prepared to become
effective school managers.
Educational leadership programs prepare you for a shift in perspective from
the school-wide or building-level focus to one that is more global. These programs
will emphasize the knowledge and skills that are needed to lead schools to
success. You will learn effective practices that are progressive in schools and how
to determine if schools are not successful. There is normally an emphasis on
developing a vision/mission, cultivating a positive school climate/culture,
strategic planning, data analysis, educational policy and laws, and, in some
programs, transformational leadership. Educators who enroll in this type of
program will be prepared to understand what it takes to increase the capacity and
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PROGRAM: MED MAJOR IN EDUCATIONAL LEADERSHIP
COURSE: MASTER IN EDUCATION/EDUCATIONAL LEADERSHIP
LASTNAME: MENESES FIRSTNAME: JOFEL CHRISTIAN MI: F
ID NO.: 19-5482-282 PROFESSOR: HIDALGO, REYNALD JAY F.
improve the performance of schools.

2. Cite top three challenges that beset educational leaders during the
pandemic and explain effective strategies to combat these challenges.

Implementing blended and distance learning — With so many districts and

schools around the world having to rapidly implement online learning options, it’s
become a top priority and point of contention as its benefits and limitations
become more apparent. In a March 2020 article in the Washington Post, they took
a look at some of the complex issues surrounding online education, including
things like data security, social isolation, and effectiveness. One New York City
high schooler they interviewed said, “I feel like I’m not learning anything because
all I’m being asked to do is go onto Google Classroom, look at the assignments
and finish them by a certain due date. So it’s like I’m teaching myself rather than
being taught.” There’s a real challenge and opportunity in developing not just any
online learning platform, but one that is effective, engaging, and interactive for the
students, that utilizes the true potential of virtual education.

Widening student equity gaps — In that Brookings Institute interview,

former U.S. superintendent of schools Vicki Phillips notes that, “Over the last
decade or so, progress has been made in the number of students who have access
to devices and connectivity, making this move to online learning possible.” But
that progress hasn’t been perfect, and many children still lack access to internet
connectivity, digital devices, and/or learning resources. This means that there’s a
real possibility of those who need the most attention getting left behind in the
current environment, and the danger is that marginalized populations that
already experience achievement gaps might see them widen. In a recent survey,
the National Association of Elementary School Principals found that 64 perfect of
their respondents were “very concerned” about the potential for learning loss
among their students.

Redefining what teachers and schools mean to society — In a December

2019 blog, author and educator Peter DeWitt, Ed.D., noted that the last few
decades saw a negative trend in the perception of teachers, with “a concerted
effort to make teachers look as though they chose teaching because they could
not do anything else.” But Phillips thinks the pandemic could change that, telling
Brookings, “I think it will be easier to understand that schools aren’t just
buildings where students go to learn, and that teachers are irreplaceable.”
Additionally, she points out that a lot of people are realizing how many critical
resources — like meals and mental health support — are provided to students by
schools, and this could mean more appreciation, respect, and support for our
teachers and schools.

Prioritizing mental health support — While there is a great deal of concern

for how educational needs would be met over distance learning, there was also
another prominent worry for many in teaching and principal roles: how will
students’ mental and social needs be met. Even before the onset of the pandemic,
ANSWER SHEET (PAGE ________OF PAGES________) SCORE: ________
PROGRAM: MED MAJOR IN EDUCATIONAL LEADERSHIP
COURSE: MASTER IN EDUCATION/EDUCATIONAL LEADERSHIP
LASTNAME: MENESES FIRSTNAME: JOFEL CHRISTIAN MI: F
ID NO.: 19-5482-282 PROFESSOR: HIDALGO, REYNALD JAY F.
DeWitt mentioned research from the National Education Association that shows
that “many of our students are stressed-out, anxiety-filled, and at their breaking
point.” This challenge has only become even more of a priority with the advent of
online learning, social distancing, and other public health requirements that have
increased our sense of isolation from one another. Finding a way to build support
resources into student outreach wherever they have quickly climbed the to-do list.

Bridging the gap between teachers and district administration — This is one
of the key areas of disconnect in any school district, and it’s only been
exacerbated by pandemic planning and decision-making. In the National
Association of Elementary School Principals survey, “62 percent of respondents
indicated their school districts had a reopening plan for the fall,” but “only 35
percent of respondents said they had been consulted ‘a lot’ during the decision-
making process, while 17 percent indicated they were not consulted ‘at all.’” With
stress running high, it’s more important than ever for principals to leverage
communication and leadership strategies to not only bring district plans to their
faculty and staff but be a strong and persuasive advocate for them to the district.
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PROGRAM: MED MAJOR IN EDUCATIONAL LEADERSHIP
COURSE: MASTER IN EDUCATION/EDUCATIONAL LEADERSHIP
LASTNAME: MENESES FIRSTNAME: JOFEL CHRISTIAN MI: F
ID NO.: 19-5482-282 PROFESSOR: HIDALGO, REYNALD JAY F.

ACTION PLAN FOR FACE-TO-FACE LEARNING

Flexible Learning Modalities (FLM) implemented by the school in the previous

School Year will still be followed giving provision to the implementation of proposed
guidelines on the Limited F2FL. Limited F2FL is not mandatory, the personal decision of
the parents/guardians in permitting their sons/daughters to attend limited F2FL is
honored.

A. IATF REGULATIONS FOR AREAS UNDER MGCQ CONCERNING ACADEMIC ACTIVITIES

1. Limited face-to-face learning may be conducted if there is:
1.1 strict compliance with minimum health standards
1.1.1 Safety Protocols
1.1.1.1 wearing of appropriate face masks/shields and other protective gears.
1.1.1.2 frequent sanitation and handwashing
1.1.1.3 avoiding touching of face and other surfaces.
1.1.2 safe distancing
1.1.2.1 At least one meter apart
1.1.2 2 Reconfigured workspaces
1.1.2.3 Markers in public spaces
1.1.2.4 No work if showing symptoms
1.2 consultation with Local Government Units
1.3 compliance with guidelines issued by Department of Education
1.4 no activities that involve mass gatherings

B. PRELIMINARIES
1. Each academic unit/head shall identify the courses where limited F2FL are deemed necessary to
achieve the targeted learning outcomes. The report of such courses is to be submitted to the Office of
the Chancellors.

2. The Executive Vice President in concurrence with the Chancellors shall recommend the approval of
the courses for limited F2FL.
3. The academic unit shall prepare
3.1 the scheduling/rescheduling of classes of the approved laboratory courses
3.2 the modification of the schedule of the faculty affected by limited F2FL
4. A Teaching Laboratory Plan (TLP) should be prepared by the laboratory heads.
5. The school head must prepare an Action Plan on the implementation of these guidelines.

C. SECURING THE APPROVAL OF DepEd and LGUs

1. The Office of the Executive Vice President should form a committee to confer with the DepEd and
LGUs on the matter consisting of members from the conceived-design and implementing groups.
2. This committee shall present all the necessary documents required.

D. THE ROLE OF THE STAKEHOLDERS

1. Administrators
1.1 form a committee for the operationalization of the guidelines on the implementation of
limited F2FL
1.2 conduct orientation/training to the faculty members/students/staff on the requirements of
delivering limited F2FL.
1.3 ensure safety of all the members of the community on the delivery of limited F2FL
2. Faculty Members
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COURSE: MASTER IN EDUCATION/EDUCATIONAL LEADERSHIP
LASTNAME: MENESES FIRSTNAME: JOFEL CHRISTIAN MI: F
ID NO.: 19-5482-282 PROFESSOR: HIDALGO, REYNALD JAY F.
2.1 Prepare the Teaching Laboratory Plan
2.2 assist the administrators and maintenance staff on the implementation of the delivery of
limited F2FL
2.3 guide the students on the practicing the safety measures inside and outside the laboratory
3. Students
3.1 always follow the safety protocols and safe distancing
3.2 cooperate with all the procedures to be followed inside the campus and laboratories
3.3 sign the student permission letter that their parents are allowing them to attend limited F2F
classes for laboratory courses.
4. Parents/Guardians
4.1 ensure the health condition of their children before allowing to go to the school
4.2 always remind their children of the safety protocols and safe distancing
4.3 ensure that their children bring health kit (alcohol/sanitizer, mask, face shield, gloves, et.)
at all times
4.3.1, if possible, prepare food for their children to bring to the school to avoid buying and
using of other’s utensils
4.4 sign the permission letter that they are allowing their sons/daughters to attend limited F2FL
classes for laboratory courses

E. IMPLEMENTATION/OPERATIONALIZATION
The offices of the EVP and the chancellors shall take charge for the implementation but not limited to
the following:
E1. The School and Classroom Physical Design to Offer Limited F2FL
1. Signages and markings should be available and visible in all places in the University to
observe safe spacing. Provide safety distancing guides, such as tape, paint, or chalk on floors or
sidewalks and signs on walls, to ensure that staff and students remain at least 1 meter apart in lines,
hallways, sanitation facilities (toilets), and at other times.
2. The laboratory rooms/classrooms should be designed to make sure that safe distancing will
be followed. One meter distance from each other is a must to observe safe spacing.
3. Maximize the available classrooms to distribute equipment/tools for laboratory activities.
4. Non-hazardous/risky laboratory activities may be assigned to other available classrooms to
make sure that limited students will use the facility no and safe distancing will be observed.
5. Erect physical barriers between workstations/areas when possible and appropriate.
6. Excess furniture that will NOT be conducive to the social distancing spacing should be stored
when not in use.
7. Position the seats/desks with space of at least 1 meter apart. Provide physical cues such as
tape or chalk to guide spacing.
8. Face all desks/tables in the same direction. Have students sit on only one side of the table.
9. Ventilation is an important part of maintaining good indoor air quality and reducing
transmission of respiratory diseases. Ventilate with as much outside air as possible before, during and
after occupancy, and while cleaning and disinfecting. Open windows when possible.
10. Establish one-way circulation in hallways, classrooms, and school facilities. Assign staff to
monitor hallway, classroom, and facility traffic to ensure physical distancing guidelines are followed.

E2. Teaching Laboratory Plan (TLP)

1. Faculty members handling laboratory courses should develop a detailed Teaching Laboratory
Plan (TLP) that describes the environmental changes that will support safe distancing, the methods
used to support community protective equipment, Personal Protective Equipment (PPE) use, and the
cleaning/disinfecting protocols for their specific lab course.
2. More restrictive measures can be adopted if the specific conditions require.
3. Plans should be reviewed by the Program Chairs and input of the school head and Secretary
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PROGRAM: MED MAJOR IN EDUCATIONAL LEADERSHIP
COURSE: MASTER IN EDUCATION/EDUCATIONAL LEADERSHIP
LASTNAME: MENESES FIRSTNAME: JOFEL CHRISTIAN MI: F
ID NO.: 19-5482-282 PROFESSOR: HIDALGO, REYNALD JAY F.
should be considered.

E3. Schedule of Classes

1. Number of hours for lecture and laboratory stated in the DepEd Memorandum Order on the
policies, standards and guidelines for a certain program should be carefully implemented.
2. Assigned number of hour/s for lecture must be done in Synchronous Learning (SL) mode.
Time allotted in the laboratory should be maximized for hands-on activities only.
3. Classes should be designed to compensate for the number of hours required for laboratory
activities and make it sure that all students will have their schedule.
4. Schedule of classes should be designed in a way that limited students will enter the school,
and a limited number of students will use a particular laboratory per day.
5. Schedule for each laboratory activity should have one hour break to give time for the
maintenance staff to clean the frequently touched surfaces and areas in the laboratories in between
classes.
6. Mass gatherings are not permitted in any form of activity within the school.