Comprehensive Exam Questions

1. Visualize and discuss the kind of world your graduates will have after graduation. Describe the kind of
graduate you would want to send in to this kind of world at graduation.

According to John Dewey (1899) “The world in which all of us live is a world in which everyone has a calling
and occupation, something to do. Some are managers and others are subordinates. But the great thing for one as
for the other is that each shall have had the education which enables him to see within his daily work all there is
in it of large and human significance.”

They say that the key to a successful career or life, in general, is a quality education. Attaining a higher
education is a ticket to a bright future. As a teacher, I want fully-equipped human being to send into a world at
graduation. I want a student that not only equipped with the context of every book and module but can apply all
the skills and learning’s in real life. Students must prepare for the real world. Knowledge, skills, and the ability
to adapt to a work environment are necessary to survive the real world.

For example, if you are a graduate as a pilot. You must know how to the drive the plane for you to land on your
destination on time and safely. Because if you are a graduate as a pilot and you didn’t know how to perform it
well, it may cause of accident. That’s why I want to send a fully-equipped and empowered students at
graduation. I want also them to have some important skills.

As an educator especially at this age of disruption, I want to send my students in a world that they are capable to
do their chosen job with compassion and confidence. I want to have empowered students where they are not
only knowledgeable but they can perform well. The ultimate goal of going to college is not just to get the
degree, but to land a career as well. Obviously, employers want to make sure you are qualified for the job by
having the appropriate degree, but they also need to know if you have the skill set too. The kind of graduates
that I want to send in to this kind of world at graduation is first must be empowered, because I know that when
someone is empowered meaning to say he or she is ready to face the world, he can solve problems easier.
Second, I want them to have the skills of critical thinking and problem solving. Critical thinking is necessary for
almost every job. Employees need to be able to analyze evidence, question assumptions, test hypotheses,
observe and draw conclusions from any form of data. Critical thinking is not just a skill, but a habit formed to
help with problem-solving. Although critical thinking can be taught in the classroom, it needs to be applied
during studies and real-world experiences so you can make a habit of using critical thinking in your daily life.
Critical thinking skills can also be developed through engaging students in learning during class. By being
involved in class discussions, activities and engaging with other students and the professor, you will not only
develop your problem-solving skills through collaboration but will also work on your teamwork skills. Third, I
want them to have the skills of professionalism and strong ethic. There is one characteristic every employer
wants their employees to present: professionalism and a strong work ethic. No matter what job you find yourself
in after graduation, your employer will expect you to have strong, professional social skills and a great work
ethic. And lastly, Leadership, once you identify your strengths and what your standards of excellence are, you
can begin to develop your leadership style around those qualities. Once you have honed in on your leadership
style, you have to begin creating a culture of self-reinforcing behavior and practices. When people see that you
are enthusiastic and passionate about the work you are doing, they too get excited about their work. By creating
this upbeat culture, productivity and workflow will increase. Alternatively, seeing lack of enthusiasm and
passion will have the opposite impact on the workplace culture.

Evaluating your skills and establishing areas of strengths and weaknesses to improve upon is the first step to
landing your ideal career. By being fully –equipped and empowered and practicing and applying critical
thinking, professionalism and work ethic, and leadership is a great students that I can send in the world at
graduation.
 2. Discuss the crucial role that will technology will play in ensuring students learning. Provide concrete
examples of this role by specifying what might happen in the teaching learning process in your
classroom.

According to George Couros “Technology will never replace great teachers, but in the hands of great teachers,
it’s transformational.”

Schools and teachers are definitely more inclined to a thorough view of education rather than a standardized
view of education. There is much more concentration on human interactions, learning environment, and
emotional part of education than on performance on domestic or international tests. According to Dr. Andere’s,
students are now much more active in planning and learning activities and schools and teachers are more
concerned about global and multicultural issues, schools and teachers are more aware and critical of their own
work and schools, teachers and students are trying to make schools less monotonous.

There are two aspects remained constant, first, teachers are much more important than technology;
“personalized technological assisted learning” is a myth. Not saying no to technology, but merely limiting its
power as a function of pedagogy, human interaction is crucial in learning. Second, the more motivated students
are, the less elaborate physical and technological learning environment need to be in schools. Meaning to say,
motivated students will do the work and put the necessary effort to succeed, regardless of how success is
defined and motivation is a greater factor than technology in influencing student performance.

It seems that whenever there is a trend, schools tend to be the last to embrace it if ever. Schools lean on
the conservative side, change is many times difficult and slower than in any other organizations. Instead of
playing catch-up all the time, we need to keep up with technology as it races ahead. Having both the teacher and
the technology might further advance learning, but not necessarily. Technology has great potential for
improving education because it can easily connect learners from across the globe and witness the world in a
way not possible before. It can provide education opportunities to those far away. Technology has greatly
contributed to the expansion of knowledge and can amplify a great teaching, but cannot replace a great
teaching. Good teaching, based on building relationships, is less likely to be replicated by computer programs.
Teachers have always relied on an array of tools to do their job. They look for any opportunity to better serve
their students. But technology, however developed, is still a tools. Technology is not a lesson. It is there to
enhance the lesson. It is not the teacher, it is there to assist the teacher.

I’m going to take one example and it is according to –Dunn and Dunn, he says “A machine can produce a piece
of furniture in a standardized way much faster than a single carpenter could. But children are not pieces of
furniture, mass-produced to a standard. Children need the artistic touch of human connection to reach their
unique potentials. And that comes from either a teacher, a parent, or both.” Integrating technology in the
classroom is extremely difficult, requiring on-going learning, creativity and risk-taking mentality. Even great
technology will not replace the teacher, BUT it will certainly change the way we teach. It has already
revolutionized the way we work and live. And although computers will not replace teachers, teachers who do
not use technology will be replaced by those who use technology.

Technology offers teachers an overwhelming whirlwind of opportunities and challenges, while demanding
educators to grow as professionals to adapt to a new trends. The true educational success lies in a systems that
meet the needs of the individual, with or without the use of technology. The greater the speed of innovation, the
greater the gap becomes between those who are benefitting and those who are left behind. The ability to take
risks is as valuable as any form of capital in our current environment. Growth requires innovation and
innovation cannot happen without risk. The wealthiest schools are those able to take the risks. They innovate,
provide the newest technology to students, and experiment with the newest pedagogical models, constantly
improving. If our society is to survive and thrive, we must strive for a system where we fight to ensure there is
no “losers” in education, and a culture of improvement is provided for every student, teacher, and school.
3. How can educational systems practices and processes in your school be improve to respond to the
universal qualities and capacities needed to sustain people in the VUCA (volatile, uncertain, complex,
and ambiguous) world?
Higher education has faced many challenges since its meager inception. However, higher education
today faces its greatest combinations of challenges: economic uncertainty, accountability, globalization
and emerging technologies that are daunting to learn and intimidating to implement. VUCA accurately
describes this complex, evolving and dynamic environment confronted by global higher education. Our
school practices everything to be aligned. We teachers follows what our INSET thought to us.
Everything must be aligned. Our systems also have changes, we make it more relevant in a way that our
teachers and students can have a nice teaching and learning system.

In the evolving global educational marketplace students are accustomed to instant access, any time, any
place learning and sharing (Cheng, 2016). Global universities are using technology as one of the primary
means for initiating and maintaining contact with a diverse and changing student population looking for
anywhere, anytime learning (Zhao, 2015). Global higher education institutions must change their
traditional mission to remain viable in the new marketplace with different kinds of students. The
physical university is now a combination multi-dimensional education model: physical and online, or
online Changes in university instruction are being propelled by two economic forces: marketing to
potential new students and competition to recruit, admit and retain those same students). Calls for
accountability and adaptability reach all the way to the castled halls of elite institutions .The admission,
retention and preparation of students have become the catch words of the past ten years. Therefore,
global higher education institutions are looking for ways to expand their markets and increase the
retention of those students admitted .Both of these concerns are being addressed by the use of
technology for learning. Digitally mediated information and electronically distributed data have
transformed, and will continue to transform, how instruction is designed and delivered, how academic
outcomes are measured, and how learning itself is conceived, represented, and studied .Enhanced online
learning has become the new driver in changing higher education learning. Today’s students have grown
up with technology in their everyday lives--computers, cell phones, online games, and social media.
Therefore, they expect some technology in everything they do. These technology savvy students often
combine full-time employment with part-time study; the so-called earner-learner students (Englund,
Olodsson, & Price, 2017; McPherson & Bacow, 2015). Today faculty are asked to make a paradigm
shift; they are asked to teach students to think, but instead of imparting knowledge they now must help
students understand where and how to find knowledge, most often using technology. The higher
education system was once the access point for new information and knowledge, now the Internet and
social networking technologies offer resources of unparalleled magnitude making information and
knowledge gained in classrooms appear outdated.Thus, the focus needs to be on flexibility, learning and
development of new knowledge instead of specific solutions. In the push to be globally competitive,
most universities, large and small, are tackling the challenges of globalization and VUCA through
learning with technology (Cronin, Cochrane, & Gordon, 2016).

Volatility refers to turbulence, or the unexpected, which has increased over the last thirty years with
corresponding increases in both intensity and length of the events (Beabout, 2012). There are additional
factors which have also added to the increase in turbulence in the global higher education world
including: the rise of the digital economy, connectivity, trade liberalization policies around the world,
increased global competition and innovation (Brodnick & Gryskiewicz, 2018). In the twenty-first
century, volatility has shifted the mission of global higher education to ensuring that everyone will be
 able to adapt to changes in the global labor markets and continue to be employable Higher education has
experienced the emergence of additional colleges either in the form of for-profit universities or other
universities in a market that lowers the demand for classes and has brought increased volatility to what
had been a stable market.

Uncertainty, or the absence of predictability in both issues and events and the lack of stability does not
allow leaders to look to the past for guidance in how to predict future events .As an example, budget
reductions have led to the loss of faculty and the specter of increasing performance demands for student
success.

Complexity or the presence of a multitude of possible or difficult to understand causes and other factors
both internal and external to the organization are involved in solving problems (Baltaci & Balci, 2017;
Obolensky, 2014). Technological innovations have disrupted the world of global higher education which
formerly was open to only a limited few because its products and services were expensive and often
inaccessible. That has been transformed to one where accessibility is no longer an issue along with being
convenient and it is open to all regardless of wealth or expertise. Complexity can be said to create
uncertainty because of the sheer volume of possible interactions and outcomes (Arena & Uhl-Bien,
2016; Hazy & Backstrom, 2014). Examples include the rules and regulations for higher education in
foreign countries or even states with their own unique laws and regulations, cultural values, or
educational regulations.

Ambiguity has been defined as a lack of clarity that surrounds an event and its meaning, or the causes
behind the things happening which are unclear and difficult to understand. Ambiguity in VUCA could
be conceptualized as inability to accurately identify threats and opportunities before they become
devastating.

VUCA describes the current world of higher education operating in a global marketplace often without a
clearly defined mission. Success in a VUCA world is not just about the hardware of technology. It is
also about a new kind of leadership that is values-led and purpose-driven. The VUCA world is not going
to disappear as technology develops faster and the world truly becomes a global marketplace. Change in
the VUCA world is relentless and the environment is constantly shifting. The VUCA leader’s role is to
create moments of clarity and focus, whilst at the same time analyzing the shifting environment and
preparing to react. Rigidly adhering to current strategy means risk in missing opportunities. VUCA
leaders need to be flexible and yet sufficiently focused to keep people motivated. VUCA is complex and
challenging, but it is also an environment that can allow true leadership talents to evolve. This will
permit VUCA leaders to view VUCA as an opportunity for development and greater collaboration,
rather than a risk to be mitigated.

4. What are the 5 principles and core values of Paulinian Education? Give an application of one principle
and value in your present work.

The Paulinian Shares in the unique history and traditions of the Sisters of St. Paul of Charters, marked
by a Christocentricpaschal spirituality, commitment to mission, service to community through one’s
charism, urged on by Charity for God and to men. The 5 principles or core values of Paulinian Education
are Christ Centeredness, commission,community, charity, and charism.

Christ centeredness, Christ is the CENTER of Paulinian life. She/he follows and imitates Christ, doing
everything in reference to Him.Christ is our Lord and Savior; we strive to be like Him in all things, in His
obedience, compassion, love and suffering. (Phil 1:21) “Christ is my life.” (Gal. 2:20) “It is no longer I who
live but Christ lives in me.” Strives to grow in the knowledge and practice of the faith.Spends time for
reflection and prayer.Attends Mass regularly and participates actively in community prayer and liturgy.

Commission, the Paulinian has a mission: a LIFE PURPOSE to spread the God News. Like Christ, she
actively works to save this world, and to make it a better place. Spirit of service, sense of mission to spread
the good news of Christ. (2 Cor. 5:20) “We are ambassadors for Christ”.(2 Cor. 4:7) “It is not ourselves we
preach but Christ Jesus our Lord, and ourselves as your servants for Jesus’ sake.” Examples, Has a sense of
purpose and mission in life.Serves freely & generously, without thought of reward or position. Participates
in the life and projects of the local Church, esp. what benefits the poor. Initiates worthy projects, works hard
and sees projects to their completion.

Community, the Paulinian is a RESPONSIBLE FAMILY MEMBER and CITIZEN, concerned with
building communities, promotion of peoples, justice and peace, and the protection of the environment. We
live and work with others to build a better world. (Phil. 2:1–4) - Have the same mind as Christ Jesus… Be
one in love, one in heart… Nothing is to be done out of jealousy or vanity, instead, out of humility.
Everyone should give preference to others, pursuing not self-interest but that of others. Example, Shows a
deep sense of community and social commitment.

Charism the Paulinian develops his/her GIFTS/TALENTS to be put in the service of the community.
She/he strives to grow and improve daily, some says seeking the better and finer things, and the Final Good.
Developing one’s gifts to the full, to become the best person one can possibly be, to do one’s best in
whatever one does for the good of the community. (1 Cor. 12) “There is a variety of gifts, each for a good
purpose”. Examples, Aware of/grateful for his/her gifts as a person and respectful of the gifts of others.

Charity, urged on by the LOVE OF CHRIST, THE Paulinian is warm, simple loving, hospitable and all
to all especially the underprivileged. Loving and serving with the heart of Christ, being brother / sister to all,
especially the underprivileged. Examples, Shows great sensitivity to the needs & feelings of others.
Transcends material giving to sharing God’s love. Relates with all warmly and graciously without bias.
Takes time to listen or to reach out to others. Warm, loving and compassionate especially to the poor and
the suffering.

Our school conducting Out-Reach program every December which is part of our school mission every
year. We are sent to places and communities where our talents are put to good use. As a Filipino, one of our
behavior that never gone is being caring and hospitable. We are committed to share love, to show our care,
to help and to show our respect to others without any in return favor.

5. As a leader in this disruptive age, what life roles and performance abilities of your graduates do you
think are needed to cope and thrive in the remaining unsettled years of 21st century

Disruption has become the catchall word to describe a period of transformative change.
Disruption has migrated into the everyday vocabulary of media practitioners, political scientists and
corporate strategists. Disruption has also become the rallying cry for leaders within the anti-poverty
movement.

"Leadership is about transformation, all kinds of transformation." (Joseph Rost)

Broadly speaking, leadership can be viewed as our individual and collective response to change
the world for the better. An understanding and practice of leadership responsive to this world is needed
given today’s highly interdependent world, full of enormous complexity, accelerating change, and
unforeseen and unprecedented events. 21st Century Leadership is a perspective of leadership intended to
respond to the unique challenges and opportunities of today’s world. Reflective of an expanded
paradigm of leadership, it draws upon and integrates theories and practices from a wide range of
disciplines and traditions to foster practical knowledge and transformative change in service of the
world. The expression of this contemporary perspective of leadership incorporates a full spectrum of
values and fosters a wide range of capacities, competencies, and skills, which are enacted in the various
spheres of life in context-specific ways. These include, but are not limited to: critical, creative and
systems thinking, self-awareness, communication and dialogue, social and cultural intelligence, and
facilitation of team and collaborative processes. To develop this perspective of leadership development,
both an inward and outward orientation is required involving the whole person who is engaged with the
whole system. In summary, 21st Century Leadership is a multidimensional and integrative view of
leadership that is based in relationships. Through shared purposes and aspirations, leadership brings
forward new ways of being, knowing, and doing, while respecting the developmental nature of the
human life. 21st Century Leadership is oriented toward being inclusive, collaborative, and of service, to
individuals, the social good, and ecological sustainability. Growing up with this level of technology
means growing up with a completely unprecedented amount of information at your fingertips. There are
kids who have never been more than a few seconds away from the answers to their questions, with
everything just a quick search away. They are able to teach themselves about any topic they are
interested in without even leaving their bedroom. The current cohort of students come from Generation
Z and Generation Alpha. These two generations have grown up with advanced technology as a given in
their homes and classrooms. They are digital natives, as comfortable using apps and code as their
grandparents were flipping pages. Generations Z and Alpha are also the most internationally connected
in history. They encounter people online from all over the world, and can easily make friends on the
other side of the planet before they have even left their home state. Schools and parents are also
increasingly offering children and young people the opportunity to travel, creating a truly borderless
experience of learning. The students in our schools today are intelligent, independent and extremely
capable. They are skilled with technology and comfortable with global and intercultural communication.
We can expect that future generations are going to have even more experience in these areas.

Our students need to be excellent in creativity, critical thinking, communication and

collaboration. Creativity is about thinking through information in new ways, making new connections
and coming up with innovative solutions to problems. Critical thinking is about analyzing information
and critiquing claims. Communication is understanding things well enough to share them clearly with
other people. Collaboration is about teamwork and the collective genius of a group that is more than the
sum of its parts. There are other skills that are important, which fall within these four areas.
Entrepreneurship can be considered a skill of its own. Inquiry and problem solving are key. Emotional
intelligence (EQ) is one of the most important keys to successful work and relationships. The bottom
line? Education needs to be all about empowering students with transferable skills that will hold up to a
rapidly changing world, not prescribed content that has been chosen for its past relevance.

21st century teachers need to serve as a guide or mentor for their students, not as the all-knowing
sage providing them with all their information. With so much access to resources of all kinds, children
are invariably going to know more than teachers on different topics, and be a step ahead of the
technology in use. Teachers need to be empowered as facilitators and motivators for learning, so that
they can empower their students in turn.

This shift is great news for teachers. Instead of struggling to give kids all the information they
need to succeed in areas the teacher knows little about, they can support students as they make their own
steps into different fields. It’s about preparing kids to go beyond their parents and teachers, making sure
they have the skills to do it, and then helping along the way as they build confidence to achieve. This
means teachers need to be forward-thinking, curious and flexible. Teachers must be learners: learning
new ways of teaching, and learning alongside their students. Simply asking questions like “what will my
students need twenty or fifty years from now? How can I help give them those skills?” can change your
mindset, make you a leader, and help you bring about change in your classroom, school and community.
The ability to think critically and creatively, to collaborate with others, and to communicate clearly sets
students up for success in their careers, but also empowers them to lead happier, healthier lives.

Bringing your school into the 21st century requires taking the lead instead of trailing behind,
actively seeking out new ways of doing things and staying in touch with the world outside of the
education system. Change on a broad scale requires leadership in the classroom and across the school
community, but every teacher can take steps immediately to help their students succeed.
6. How can the kind of education you offer in your school address and develop this lifeworks and
performance abilities. Be very concrete and specific in your answer. Provide relevant examples.

Teaching is the philosophy of educating the whole person, beyond core academics is gaining
steam in learning circles as schools struggle to improve student outcomes. Many organizations are
realizing that students need more than just a strong foundation in a core curriculum, they also need to be
supported by a community and to develop a compassionate understanding of the world around them.
Students are taught to reflect on their actions and how they impact the global and local community, as
well as how to learn from the community around them. Teachers often engage students in projects that
apply critical-thinking skills toward solving real-world problems. We have different strategies to make
our teaching and learning become effective. Example, Strong Student-Teacher Relationships, when
teachers are able to form strong bonds with students, performance and engagement is positively
impacted. At-risk students have a higher chance of success when they feel safe and nurtured. Teachers
can foster strong relationships by responding to students’ strengths and needs and by acting in a
culturally sensitive manner. Allowing students to help develop classroom rules and take on leadership
roles helps encourage trust and communication among students and enhances their motivation to
succeed. Encouraging Self-Confidence students need to believe that they belong at school and have the
ability to succeed. Teachers can help build self-confidence by providing multiple opportunities for
students to digest structured information and communicate their understanding in a variety of ways.
Teachers must recognize students’ unique strengths and treat all students equally. Student motivation
can be enhanced by making sure that lessons are relevant to students’ lives and focus on realistic issues
and also Incorporating Emotional Reflection, as a teacher, it’s not always easy to look beyond academic
performance to nurture the mental and emotional well-being of a child. To encourage emotional
reflection in daily routines, teachers might provide moments for students to reflect, contemplate, or
meditate. Lessons to teach empathy could focus on effective listening and observation techniques or
literature that presents varying perspectives on social issues.

7. The secret of good management is being able to develop a culture that reinforces excellence as an
instructional leader. How will you go about developing the culture of excellence in your school?

Excellence is a habit. This explains how people can be trained to self-consciously adopt
behaviors that generate excellent outcomes. A culture of excellence is here defined as an organizational
context encouraging behaviors that, when deployed, continuously improve task performance. This
article reports a five-year effort to create cultures of excellence among cohorts of graduate students. It
shows that explicitly establishing such cultures among course participants can have positive and
sustained impacts on their individual practices. The strategies should be of high interest to all educators
and managers, including those involved in training early and mid-career professionals.
It is a bit of an understatement to say that being a school leader isn’t an easy task. The multi-
layered complexity of the role brings with it a myriad of challenges. One of the biggest challenges,
particularly for Heads, is how to create a culture of excellence in which everyone flourishes. Cultures of
excellence are created, when alongside strategy and pedagogical advances, schools have systems in
place that support an understanding of human process issues that encourage people to develop a deep
understanding of themselves and others. As a Teacher we need to teach them creating alignment
between organizational and personal objectives – Growing and developing other people, enabling others
to step outside of their comfort zones, Inspiring confidence in other people’s ability to succeed, and
ensuring ownership and accountability.

Schools need to become better at preparing student to live and work in a world in which most
people will need to collaborate with people of different cultural origins, and appreciate a range of ideas,
perspectives and values. We all know that we are now in a new normal education. The teachers must
know how to develop the skills of their students, not only in cognitive but also in social and emotional
aspects of their students. We need to change our teaching strategy for us to create or produce a students
that are fully-equipped and student that is applying his/her learning’s in real life. Socio-emotional skills
are mentioned in ‘learning to be’ and are associated with the abilities to learn across different domains
 and throughout one’s life. To learn remotely, learners are urged to become highly independent and
autonomous to keep progressing at home. In order to self-monitor and maintain motivation, learners’
awareness and insight into their development, strengths, and weaknesses, and mental wellbeing became
increasingly important. Values integration must also give to the students. Give students practice
recognizing what they don't understand, and as a teacher help them, guide them for them go to in the
right path. They will need to help them develop a strong sense of right and wrong sensitivity to the
claims that others make on us, and a grasp of the limits on individual and collective action. We need to
think in a more integrated way that recognizes interconnections; our capacity to navigate ambiguity has
become key.

8. How do you expand the condition of success in your school for learners to be successful in learning? Be
very specific in your answer. Give concrete example.

A well-rounded education is defined by a broader set of outcomes than traditionally outlined in

academic standards and standardized tests. Educators and other stakeholders alike are increasingly
interested in the so-called soft skills related to social and emotional learning, creativity and innovation,
and citizenship.

“Expanded learning” has become a catchphrase for a variety of different models that aim to
expand learning time and experiences for students. Some models provide more time for learning by
extending the school day and school year. Other models restructure the school schedule and leverage
school-based afterschool and summer programs provided by community partners to expand access to
hands-on learning experiences in core subjects as well as others that have been increasingly cut from the
school day, such as arts and music or health and wellness. A variety of models focus on leveraging
technology through blended learning, flipped classroom, and “anywhere, anytime” opportunities that
extend and expand learning beyond the school classroom and calendar. Still others focus on providing
credit for learning that takes place outside the school day and beyond the school building, whether
formal course credit, elective credit, or informal credit in the form of a digital badge.

Despite being driven by the need to graduate students who are proficient across a broader set of
outcomes than those currently defined in the standards and assessed through standardized tests, few of
the emerging expanded learning models are operating in the context of an established mastery-based or
competency-based system. And yet, to ensure expanded learning programs are successful, one must be
able to recognize learning reliably and authentically based on students’ demonstrated mastery of a
defined set of competencies.

This presents significant opportunities as well as challenges. On the one hand, expanded learning
models represent an opportunity to consider education reform from the context of the student, rather
than the system. Expanded learning is creating new approaches to organizing education around student
needs and interests, regardless of when, where, how, or with whom learning happens. However,
expanded learning cannot be successful without an established system for defining what criteria
constitute accomplishment of learning, and how those criteria will be measured in a way that is valid and
reliable. Otherwise, expanded learning may eventually be seen as a more relevant but ultimately less
rigorous way to earn credit.

One of the program of CDS is to send their teachers in SPU Manila to study. By this program,
teachers can explore, challenge and learn more about their professions. Like me, I am now answering
questions in my comprehension exam given by my professors to assess of what learnings I have with
their discussions. Upgrading ourselves is one of the need to expand success in our school for learners to
be successful in learning.
9. Give an analysis of your schools’ vision mission and show how they manifest your schools educational
philosophy. Site the revision that happened and the reasons for revisions. How does it touch the lives of
the academic community particularly on the level of excellence and relevance?

Vision statements outline a school’s objectives, and mission statements indicate how the school aims to
achieve that vision. Vision and mission statements are often reliable representations of what schools
stand for, helping keep the values of the school central to how it operates.

Schools need to balance parent interests, the local community, political pressures, information and
misinformation available online, and constant pressures on time and resources. Vision and mission
statements can help keep the school on track with its greater purpose by helping school leaders navigate
competing interests.
Schools should revise vision and mission statements regularly, to ensure they fit the needs of the
students and community. The statement should be created collectively with all relevant parties, such as
teachers, parents and school leadership. People will be more committed and supportive of something
they helped create.

Vision or mission statements should avoid words and phrases that are gimmicky, catchy, obligatory or
simply reflect current phases and fads. Schools should aim to be authentic and honest in their
development and use of their statement.

Statements should be broad enough to cover the diversity of educational priorities in the modern era, but
specific enough to guide the direction and operation of the school.

Schools should consider how the vision and/or mission statement will be implemented.

Schools need to make sure the school community understands and is committed to the statement. The
words in a statement are meaningless without sincere efforts by school leaders, teachers, school staff,
and policy makers to put those words into actions. An understanding of the statement can also help staff
members prioritise their time and energy in ways that align with the values of the school.

Statements should also hold stakeholders accountable. Schools are accountable for their public
statements. Parents often choose schools based on values that align with their own, and statements help
fulfil those expectations. Statements can also help limit unreasonable parental demands that go beyond
the school’s focus.

Well-developed and well-implemented vision and mission statements can play a useful role in helping
our schools be positive and productive learning communities. Given such statements can be compared
empirically and quantitatively, as we have demonstrated in our two studies, they uphold an important
function for school communities. They should not be dismissed as empty words, but given careful
consideration.

10. Curriculum Implementation and supervision

Identify three of your priority among the different traits of highly successful curriculum leader and
explain how these traits can help a curriculum implementer succeed in his endeavor to enhance the
quality of curriculum and instruction in the school.

Educational leaders play a pivotal role in affecting the climate, attitude and reputation of their
schools. They are the cornerstone on which learning communities function and grow. With
successful school leadership, schools become effective incubators of learning, places where students are
not only educated but challenged, nurtured and encouraged.
On the other hand, poor or absent school leadership can undermine the goals of an educational system.
When schools lack a strong foundation and direction, learning is compromised, and students suffer. But
 what makes a successful school leader? How do you become truly effective as a principal or in a
leadership position? While there is no one solution to successful school leadership, there are certain
strategies, skills, traits and beliefs that many of the most effective school leaders share.

A leader is a person who manages those employees who physically produce an organization’s
services. He or She promoted from the ranks of operative employees (good technical skills and good
work records). For me the leader must have the quality attitude and role in order for them to be succeed
in enhancing the quality of curriculum and instruction in the school. A leader must be the key Person in
Management because he/she makes decisions, interprets policies and controls work. A leader must be
caught in the middle because he/she is caught between management and workers, who could have
contrasting views and goals. Also a leader is the Managerial Supervisor and just another worker because
He/she is obligated to act like a manager but does not receive full participation in management and they
often lack authority, perform operating work and they lack management status.

11. As an instructional leader/teacher, create a program for your school/classroom that makes your
technology your friend. Your program should include areas where you cannot compete with technology
and areas where technology cannot compete with you.

 Areas  Domain  Strategies

a. Area where you cannot
compete with technology
 Access to wide-range of
information
 Improvement of ICT,
Upgrading of System,
Subscribe to LMS, installation
of…online grading system,
computerization

 Work productivity and  Automated enrollment and

b. Areas where technology
cannot compete with you.
efficiency accounting system
 Encourage paperless
 Communication means/ transaction, use e-mail, video-
Better means of conferencing, conduct online
communication seminar/webinar
 Cost efficiency
 Value Formation  Strengthen on-going
formation of teachers and
learners, Design
functional/flexible programs
 Human Relationship and activities on recollection
(feelings)  Coaching/mentoring, PLC
Sessions, Trainings
 Decision-making/  Basis/Presence of the
Judgment Manuals/Policies/Handbook

 Policies, Physical
 Discipline skills/creative skills

 Physical skills  Support teaching engagement,

trainings focuses on strategies
12. What inputs and processes are critical to the transition of the students in becoming work ready, college
ready, entrepreneurship ready? Support your answer with systems and diagrams. Provide concrete
example.

Although we cannot predict with certainty the types of jobs that will exist in the future, we know that
today’s students will need a variety of skills, “21st century skills.” However, these are skills that our
students need today. Knowing this, we must ask ourselves what are the best ways to provide all students
with authentic, unique,and innovative learning experiences that will foster the development of these
essential skills. How can we prepare students for jobs which may not exist yet in our ever-changing
world?

As an educator of 2 years, I have seen a lot of changes in education. Popular discussions in learning
communities focus on teaching methods, the classroom “space,” homework and grading policies, and
whether students need a college degree to be successful in the future. The goal was to prepare most
students for college or entering the workforce after graduation. To do so, meant following a standard
curriculum.

Looking at the changes we have seen in the areas of educationand work, I think the best action we can
take is to offer specific types of learning experiences for all students. If we provide ways for them to
more actively learn and explore the world, then hopefully, and ideally, no matter what they ultimately
decide to do, they will have skills, real-world awareness, and flexibility that will have them well-
equipped for a constantly changing system.

In a speech about the future of learning, Alan November, international keynote speaker and author, said
we have to “teach students how to learn.” I have often noticed when students are given an open-ended
task to complete, rather than a traditional assignment or assessment, they have a lot of questions and
give “I don’t know” responses. Students have become used to being able to find one right answer to
questions. To best prepare them for the future, we have to help them develop the persistence to push
beyond basic recall of content and instead engage in productive struggle and deeper levels of thinking.

According to Chong & Ahmed, 2014, the transition from student life to the world of professional work
is often thought of as the next big challenge for teachers of undergraduate students. University education
is generally perceived as a key factor in providing graduates with the skills to make them “employable”
and enable them to contribute to the nation’s workforce, improve productivity and create economic
opportunities.
 Work Ready College Ready Entrepreneur Ready

Young people may refers to the set of

feel that a lack of skills, knowledge,
experience or and behaviors a CONFIDENCE
confidence is a TIME
high school
problem for them, MONEY
but most student should VALUE
employers have upon ACTION
understand and graduation and LIFESTYLE
value the benefits entering their
young people bring freshmen year of
to the workplace. college.
Be positive and
It’s all about the
willing to work
Learn to get along ability to find
with colleagues success while
Have acceptable studying at an
basic skills institute of higher
Gain qualifications learning.
or have evidence Knowledge
of learning
Skills
Successfully
complete work Behavior
experience

Plainly, students must possess and utilize essential academic knowledge and skills to navigate the world of
higher education and the world of work, as well as critical personal and professional skills, dispositions and
behaviors in order to transition successfully to future education, work, and civic life.
With Rubrics

1. Critical and creative thinker recognizes the legitimacy of alternative views, embrace ambiguity and
remain open to continued learning. He uses complex thinking structures to produce new and original
ideas. As a school leader, design a program that will ensure your graduates become critical and
creative thinkers.

2. Discuss comprehensively the best alternative method which can be used in collecting or gathering
data and give specific examples, discuss the advantages and disadvantages of this method given the
fact that we are now in the new normal.
The underlying need for Data collection is to capture quality evidence that seeks to answer all the
questions that have been posed. Through data collection businesses or management can deduce
quality information that is a prerequisite for making informed decisions.

To improve the quality of information, it is expedient that data is collected so that you can draw
inferences and make informed decisions on what is considered factual.

At the end of this article, you would understand why picking the best data collection method is
necessary for achieving your set objective.
Data collection is a methodical process of gathering and analyzing specific information to proffer
solutions to relevant questions and evaluate the results. It focuses on finding out all there is to a
particular subject matter. Data is collected to be further subjected to hypothesis testing which seeks
to explain a phenomenon.

For collectors of data, there is a range of outcomes for which the data is collected. But the key
purpose for which data is collected is to put a researcher in a vantage position to make predictions
about future probabilities and trends.

The core forms in which data can be collected are primary and secondary data. While the former is
collected by a researcher through first-hand sources, the latter is collected by an individual other than
the user.
Before broaching the subject of the various types of data collection. It is pertinent to note that data
collection in itself falls under two broad categories; Primary data collection and secondary data
collection.
Primary data collection by definition is the gathering of raw data collected at the source. It is a
process of collecting the original data collected by a researcher for a specific research purpose. It
could be further analyzed into two segments; qualitative research and quantitative data collection
methods.
The qualitative research methods of data collection do not involve the collection of data that
involves numbers or a need to be deduced through a mathematical calculation, rather it is based on
the non-quantifiable elements like the feeling or emotion of the researcher. An example of such a
method is an open-ended questionnaire. Quantitative methods are presented in numbers and require a
mathematical calculation to deduce. An example would be the use of a questionnaire with close-
ended questions to arrive at figures to be calculated mathematically. Also, methods of correlation
and regression, mean, mode and median.

Secondary data collection, on the other hand, is referred to as the gathering of second-hand data
collected by an individual who is not the original user. It is the process of collecting data that is
 already existing, be it already published books, journals, and/or online portals. In terms of ease, it is
much less expensive and easier to collect.

3. Give an example of quantitative or qualitative research that applies to your subject area of choice.
Justify your choice by way of discussing its urgency, usefulness and possible societal effects in
general, in the new normal.

Qualitative research is defined as a market research method that focuses on obtaining data through
open-ended and conversational communication.

This method is not only about “what” people think but also “why” they think so. For example,
consider a convenience store looking to improve its patronage. A systematic observation concludes
that the number of men visiting this store are more. One good method to determine why women
were not visiting the store is to conduct an in-depth interview of potential customers in the category.

For example, on successfully interviewing female customers, visiting the nearby stores and malls,
and selecting them through random sampling, it was known that the store doesn’t have enough items
for women and so there were fewer women visiting the store, which was understood only by
personally interacting with them and understanding why they didn’t visit the store, because there
were more male products than female ones.

Qualitative research is based on the disciplines of social sciences like psychology, sociology, and
anthropology. Therefore, the qualitative research methods allow for in-depth and further probing and
questioning of respondents based on their responses, where the interviewer/researcher also tries to
understand their motivation and feelings. Understanding how your audience takes decisions can help
derive conclusions in market research.

Qualitative research methods are designed in a manner that help reveal the behavior and perception
of a target audience with reference to a particular topic. There are different types of qualitative
research methods like an in-depth interview, focus groups, ethnographic research, content analysis,
case study research that are usually used.

The results of qualitative methods are more descriptive and the inferences can be drawn quite easily
from the data that is obtained.

Qualitative research methods originated in the social and behavioral sciences. Today our world is
more complicated and it is difficult to understand what people think and perceive. Online qualitative
research methods make it easier to understand that as it is more communicative and descriptive.

Qualitative data collection allows collecting data that is non-numeric and helps us to explore how
decisions are made and provide us with detailed insight. For reaching such conclusions the data that
is collected should be holistic, rich, and nuanced and findings to emerge through careful analysis.

Whatever method a researcher chooses for collecting qualitative data, one aspect is very clear the
process will generate a large amount of data. In addition to the variety of methods available, there
are also different methods of collecting and recording the data.

For example, if the qualitative data is collected through a focus group or one-to-one discussion, there
will be handwritten notes or video recorded tapes. If there are recording they should be transcribed
and before the process of data analysis can begin.

As a rough guide, it can take a seasoned researcher 8-10 hours to transcribe the recordings of an
interview, which can generate roughly 20-30 pages of dialogues. Many researchers also like to
 maintain separate folders to maintain the recording collected from the different focus group. This
helps them compartmentalize the data collected.

In case there are running notes taken, which are also known as field notes, they are helpful in
maintaining comments, environmental contexts, nonverbal cues etc. These filed notes are helpful
and can be compared while transcribing audio recorded data. Such notes are usually informal but
should be secured in a similar manner as the video recordings or the audio tapes.
Qualitative data analysis

Qualitative data analysis such as notes, videos, audio recordings images, and text documents. One of
the most used methods for qualitative data analysis is text analysis.

Text analysis is a data analysis method that is distinctly different from all other qualitative research
methods, where researchers analyze the social life of the participants in the research study and
decode the words, actions, etc.

There are images also that are used in this research study and the researchers analyze the context in
which the images are used and draw inferences from them. In the last decade, text analysis through
what is shared on social media platforms has gained supreme popularity.

4. Make a review of the K12 curriculum framework in terms of:

a. Legal and Philosophical Foundations
b. Nature of the Learner
c. Need of the learner
d. Graduates role in addressing the local, national, and global needs and issues.

“An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and
Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other
Purposes,” otherwise known as the “Enhanced Basic Education Act of 2013.”

Republic Act No. 10533 (RA 10533), otherwise known as the Enhanced Basic Education Act of
2013,has expanded the years of schooling in basic education from 10 years to 12 years. RA 10533
has mandated the Department of Education (DepEd) to formulate programs to enact the
abovementioned provision of the law.

President Benigno Aquino signed into law Republic Act No. 10533 or the Enhance Basic Education
Act of 2013 last May 15, 2013. A law that implements K to 12 Program which covers kindergarten
and 12 years of basic education.

The Enhance basic curriculum aims to produce Filipino graduates who are holistically developed
with 21th century skills. This curriculum also gives great chance to all graduate to acquire middle-
level skills for better work opportunities.

Under Republic Act No. 10533, mother tongue language is the language of instruction from
kindergarten to Grade 3 to attain mastery of learning competencies. On the other hand, starting
Grade 4 to Grade 6 teachers will use English and Filipino as their medium of instruction. Enhance
Basic Education Act of 2013 is final and it is real. Department of Education and the whole nation
come across the gigantic challenge in our educational system. The K-12 curriculum has the ultimate
goal of providing functional literacy for everyone in Filipino learners. Functional literacy is the
acquisition of the skills, knowledge and practices that would make Filipinos globally competitive
because they are armed with skills for life-long learning. Critical thinking, and creative thinking.
Furthermore they are learners who are taught about morality and spirituality that result to products
 that are just and humane; God loving Filipinos. K-12 curriculum will respond to the need of our
country towards global competitiveness and keep up with the global standards. Hence, the graduates
have equal chances of getting hired here and abroad. In the long run, these graduates will contribute
in our nation in knowledge and wealth creation. Graduates who will help attain the goals of our
nation. The evident ones are Constructivism, Progressivism, and Reconstructionist. Constructivism
K-12 uses the spiral progression, that is, as the learning progresses, more and more details are
introduced. The concepts are taught early then re-taught in succeeding years with increased
sophistication and complexity.

The implementation of the K to 12 programs in the Philippines gave different impressions and
speculations from teachers, parents, and students who were greatly involved in this change if this
helped the country improved its system in the field of education to match it with the demand of the
global market. After the data were analyzed and interpreted, it can be concluded that: Regardless of
the different challenges that the program had faced, teachers, parents and students had great hope
that this addressed the county’s problem in developing the country’s economy; K to 12 programs
gave graduates the ability to become competitive on their own chosen field of specialization who
possessed with the necessary skills and competencies; and Different Interactive teaching strategies
and techniques must be used in this new curriculum because it gave the students the ability to
immerse themselves with the real environment and able to see a bigger picture of it.

5. Education shift has happened now. The challenge is to make learning active, activities more
authentic, increase students’ responsibility and develop students’ metacognition. As a
teacher/principal in your school, design a program can you can implement, monitor and assess to
help your school face these challenges.
Your answer must include the basic process of design, implement, monitor and assess.

IMPLEMENTING, MONITORING AND ASSESSING

PARENTS TEACHERS PRINCIPAL

PRINCIPAL BOARD OF
SUPERENTENDENT
TRUSTEES

Learning theory does not provide a simple recipe for designing effective learning environments;
similarly, physics constrains but does not dictate how to build a bridge (e.g., Simon, 1969).
Nevertheless, new developments in the science of learning raise important questions about the
design of learning environments—questions that suggest the value of rethinking what is taught, how
it is taught, and how it is assessed. The focus in this chapter is on general characteristics of learning
environments that need to be examined in light of new developments of learning.
Educational goals for the twenty-first century are very different from the goals of earlier times. This
shift is important to keep in mind when considering claims that schools are “getting worse.”
Today, students need to understand the current state of their knowledge and to build on it, improve
it, and make decisions in the face of uncertainty (Talbert and McLaughlin, 1993). These two notions
of knowledge were identified by John Dewey (1916) as “records” of previous cultural
accomplishments and engagement in active processes as represented by the phrase “to do.” For
example, doing mathematics involves solving problems, abstracting, inventing, proving (see, e.g.,
Romberg, 1983). Doing history involves the construction and evaluation of historical documents
(see, e.g., Wineberg, 1996). Doing science includes such activities as testing theories.

1. How will you address each of the eight issues and problems presented above if you will be
assigned as the new school head or principal of your school?

a. the characteristics, behavior, and learning styles of the Gen Z and Alpha Gen. learners

Different generations of students have enrolled and graduated from higher education institutions for
many decades. Throughout these decades, educators have been using the same strategies despite
what generation is present in their classroom. Schwieger and Ladwig (2018) discuss a newer
generation of students, Generation Z, who have unique characteristics and expectations. Individuals
from this generation are born between 1996 and 2012. Like millennials, they were raised with
technology. However, for Generation Z, technology is part of their everyday life activities. The
question is, is it important for us as educators to evaluate our own teaching strategies year by year?
Many may not think it is necessary, but educators must be conscious about these new generations
who come into the classroom with unique characteristics.

Seemiller and Grace (2016) state that Generation Z consider themselves loyal, thoughtful,
compassionate, open-minded, and responsible. Generation Z pursues to make changes in our society.
And according to Seemiller and Grace (2016), this is a challenge because they prefer to work alone
and occasionally lack creativity. What does this mean for us as higher education professors? We
need to help guide Generation Z students in their higher education endeavors.

First, as educators, we sometimes evaluate students through exams and research papers. This type of
assessment solely tells us what students have memorized for a specific exam or what they know
about a specific topic. Our new generation needs more than that. They need real-life knowledge that
can be related to their job area. Generation Z is digital, and we, as professors, have access to the
digital world. So, let us become more skilled in different types of devices, programs, and
applications that can be integrated into our classes. We have to develop activities that are related to
the course, and at the same time are meaningful to our students.

I have been using technology in my English courses. The following are a few ways I utilize different
technologies to help engage my students and foster motivation.

Generation Z students are on their cellphones a lot, and most of them use their phones for everyday
activities. In this case, my students can use their cellphones to access their class textbooks or
manuals online. I also created a blog where they can read articles related to class discussions, post
comments, and at the same time, practice reading and writing in English. For example, they can start
a discussion based on articles pertinent to class, such as why academic writing is important.

Students also love social media. I used Facebook Live with my students when they listened to a live
conference on “Situational Leadership.” After listening to the conference, they wrote a summary and
gave their opinion on the topic. This conference provided insight on life and work skills. My
students found this way of retaining information relevant to their everyday life and, at the same time,
enjoyed learning.

YouTube is another application that helps our students in their learning and can be of great help to
both students and professors. Generation Z is very visual and interested in using YouTube for their
learning. For example, in my research course, I share links from YouTube for writing a research
paper, APA format, and many other topics. These students prefer surfing the web and looking for
answers before asking for help. Of course, when using YouTube videos, it is important to carefully
select videos that are acceptable for students.

The use of technology is not the only strategy we should re-think. We should also search for other
ways of assessment and tools for how we present material to students of Generation Z. The
following include some ideas you can start using right away:

Short online quizzes: Generation Z students prefer to answer short, online exams. In my classes, I
upload quizzes on Blackboard and my students answer these short quizzes in the classroom—they
use their cellphones to do this.
Teams/small groups: According to Rothman (2018), Generation Z prefers to work in small groups.
When they work in small groups, they can foster more creativity. In my writing course, my students
have written excellent narrative paragraphs using themselves as characters of a story. During the
process, you can see how much they enjoy this exercise by their enthusiasm as they share their final
product with their classmates.
Active learning activities: Research has identified that Generation Z has a short attention span. One
approach that I use is writing a short summary in teams or individually. This activity helps me
identify what needs to be reviewed. Also, “One Minute Papers” are very effective for this purpose.
Games: Games are very effective to review material and allow students to share knowledge.
Students can become very active and put forth a lot of concentration on the game. Generation Z
students are virtual gamers, and they love game challenges.
Caring and feedback: This is the most important strategy. When we care about what is happening to
our students and their needs, students become more engaged in the classroom. Caring about their
progress gives them constant and positive feedback. Although we may correct their papers, we give
them feedback on how they can improve, and we motivate them by giving them encouragement.
Positive words change people, and we need to do this with our students.
Understanding Generation Z’s unique characteristics will help higher education educators re-think
what they are doing in their classrooms. We need to become conscious about our students’ learning
needs. Although it may not be possible to work individually with each and every student, we can try
to understand their learning needs and implement new ideas. Students’ achievements are our greatest
gift!

b. engagement and cooperation of parents in the learning process

According to experts, the definition of parent engagement is parents and teachers sharing a
responsibility to help their children learn and meet educational goals. Parent engagement happens
when teachers involve parents in school meetings or events, and parents volunteer their support at
home and at school. In this way, they make a commitment. Parents commit to prioritizing their
child’s educational goals, and teachers commit to listening and providing a space for collaboration
with parents.

Parent engagement in schools is different from parent involvement, though both are useful. Parent
involvement is when parents participate in school events or activities, and teachers provide learning
resources or information about their student’s grades. Unlike in parent engagement, teachers hold the
primary responsibility to set educational goals. They relate to parents not as a partner but an advisor
who guides them through academic support for their child.
Parental involvement and engagement in education matters now more than ever because it’s in
decline.
 Strategies to Improve Parent Engagement
1. Pick one tool  School leaders ought to conduct a communications audit to get
a handle on how teachers are communicating with parents, and
then provide clear direction on which tool to use, as well as
some general communication protocols. Finding one platform
that every educator can use and explaining why this is a priority
will increase buy-in from all stakeholders, and, collectively,
your staff and faculty can enhance their success in engaging
parents.
2. Issue shorter, more  Don’t kick off the year with one long communication or wait
frequent communications until the end of the term to reach out with an extensive recap.
Just as schools have moved to more frequent assessments of
students, school communications should also be concise and
frequent to keep parents in the loop on an ongoing basis.
3. Personalize  Personalization isn’t just for students. Parents expect it, too, and
new technology tools can help parents customize how they’re
connected to their children’s schools. This is especially
important since not all parents can come into school at
designated times.
4. Set the tone  Encourage teachers to share a bit of information about
themselves at the start of the year, perhaps at parent night, to set
the tone for an open exchange with students’ parents and
caregivers. They should develop and communicate a process for
regular, ongoing communication throughout the year so parents
know what to expect.
5. Build relationships  Teachers should focus on building relationships with parents to
establish trust and foster those relationships throughout the year.
Schools should also ensure that parents have opportunities to
build rapport with their child’s support network, which can
include a whole team of people, including learning specialists.
6. Share accountability  Make it clear that all faculty members are expected to
participate in the school’s communications efforts. By
providing clear guidance on this expectation, along with the
proper tools and protocols to make it actionable, leaders can
make it a reality. Administrators should also lead by example,
demonstrating that they are equally accountable for executing
the plan.
7. Invite parents to be  If educators don’t already know the school’s parent body, they
partners should be sure to reach out and learn more about them.
Teachers should invite parents to share information about their
child’s strengths and weaknesses, what type of support system
they have at home, and whether anything going on in the child’s
life may impact classroom behavior. Information like this can
be essential in equipping teachers to meet students’ needs.
8. Empower parents to opt  Design opportunities where parents can opt in (or out) of certain
in information or updates that are relevant, or irrelevant, to their
child. Bombarding every parent with every update is just as
ineffective as under-communicating, and parents will find it
impossible to keep up, if they don’t tune out entirely. By giving
parents the power to opt into the communication
“channels”―however your school is able to define them―that
are relevant to them, they will feel a much greater level of
control and ability to truly engage.
9. Provide actionable  Providing information for the sake of keeping parents up-to-
information date is recommended, but schools also need to make sure they
are sharing information that parents can act on.
10. Share the positive  Often, communication will focus on the basics such as daily
schedules, homework assignments, upcoming events and in
some cases behavioral updates. Parents may dread the rare
phone call home, so it’s important to find opportunities to
communicate good news, as well.
c. challenging learning environment

“If there is no struggle, there is no progress.” –Frederick Douglass. To foster challenging

learning experiences teachers must :

To foster challenging learning experiences

Ensurestudents
Connect work is with
appropriately
resources
Coach carefully
that willchallenging forautonomy
support their all.
and discovery.

In order for learners to experience productive struggle they need to be presented with appropriately
challenging work. Lev Vygotsky’s concept of Zone of Proximal Development (ZPD)—the
difference between what a learner can do without help and what they can’t do—is an essential factor
for effective lesson design and goal-setting with students. When students work within their ZPD
they can leverage previous knowledge, skills, and strategies to advance their learning. To ensure all
students are working within their ZPD most of the time, teachers must create learning experiences
that are flexible enough to accommodate a wide range of abilities and needs. Begin by helping
students envision what fruitful struggle might entail. Help them anticipate potential challenges and
what “getting stuck” might feel like. Then, invite students to brainstorm resources they could turn to
when challenged. Sometimes, despite our best efforts to teach perseverance and grit, we actually
interrupt students’ practice of it. Lots of teachers have a tendency to rush in to “save” a child from
challenge, maybe by hinting at the answer, or interjecting an “idea” a student could try instead.
Teachers need to remember that appropriately challenging work should be challenging. In order for
students to persevere, they must learn to navigate struggle.
Years ago on a bright spring afternoon one of my wise kindergarten students taught me a key lesson:
the importance of being a careful coach.

e. authenticity of learning and integrity of assessments in distance and hybrid learning platforms

e. teaching-learning gaps
f. migration of teacher from private to public schools as well as teaching to non-teaching careers
g. dramatic decline of enrolment and depletion of financial resources and
h. many other issues and problems unique to the circumstances of private schools.

2. Explain the importance of research and utilization of data for effective decision making.
 3. What kind of new school home collaboration you propose and implement to ensure that learners
possess the essential skills and competencies required by the curriculum.