THE TEACHER AND THE SCHOOL CURRICULUM Page 1 of 11

Teacher and the School Organizational Development (TS-OD)

Topic: Teacher and the School

Organizational Development (TS-OD)

Welcome Notes:

WELCOME PED 9 STUDENTS.

I. INTRODUCTION:

Today's schools need to empower students with the knowledge and skills they need to excel in a
tomorrow that is unpredictable and constantly evolving. But today, many schools look almost the same as they
did a decade ago, and too many teachers do not build the pedagogies and strategies needed to fulfill the
complex needs of learners of the 21st century.
In the late 1980s, the learning organization idea started to gain prominence. Although the literature is
different, it is widely accepted that the learning process is organization is a requirement, appropriate for any
organization, and the learning capacity of an organization would be the only viable competitive capacity
in the future advantage. The learning organization is regarded by most researchers as a multi-level term
involving individual actions, team work, and processes and culture across the organization. A learning company
is a location
Where teachers' convictions, principles and expectations are brought to bear in support of successful
learning; where a "learning environment", "learning community" or "learning environment" is nurtured; and
where "learning to learn" is fostered important to those concerned.

II. OBJECTIVES:

At the end of this module, you should be able to:

1. Learn the history of Philippine Educational System;

2. Determine the Philippine Educational System in the new society; and

3. Understand the role of the Organizational Structure (OS) in the Human Behavior in the organization (HBO)
III. PRELIMINARY ACTIVITIES:
 Before you proceed to the main lesson, test yourself in this activity.

Direction: The illustration below is an integrated model of the school as learning organization. I want you
to make your own explanation of the illustration.

GREAT!!!
You may now proceed to the main lesson.

IV. LESSON PROPER

LET’S BEGIN!
 Based on the preliminary activities, what did you notice about it?

CONGRATULATIONS!
You may now proceed to the lesson.

4.1 Objective 1
Learn the history of Philippines Educational System

Exercise 1/ Activity 1
Direction: Read carefully the article below and answer the questions that follows:
Schools enjoy a permanent and unchallenged place in Filipino culture.An educated and law-abiding citizenry speaks
for the ends and means of education. A democratic state like the Philippines requires a literate, socially responsible
and useful citizenry. Thus, our government through the Department of Education, Culture and Sports (DECS) has
provided a comprehensive school program that is both constitutionally sound and educationally desirable.
Since the Philippines is committed to a democratic way of life, all schools whether public or private, have the
principal duty of promoting the democratic way of life and developing democratic ideals and principles.
The present educational system of the Philippines is the result of a long process of educational evolution.
Pre-Spanish Period
Before the coming of the Spaniards, the early Filipinos has a culture of their own. The Filipinos had a system of
government, social organization, laws, language, writing, literature, property ownership. and religion.
Education was informal. However, as race experience accumulated formal instruction began in the home by means
of crude apprenticeship. Institutionalized education began in the form of initiation rites and religious ceremonies.
The priests called Babylon or sonats provided specialized training for would-be priests.
Spanish Regime
With the coming of the Spaniards, education became organized. During the early part of the Spanish regime,
schools were set up for the upper social classes. The first schools founded by the Spaniards were for the Spanish
youth, to train them in virtues and letters.
Filipino boys and girls attended the parochial schools where they were given religious instruction. Since the
Spaniards wanted to spread Christianity, education was predominantly religious. The children learned Christian
doctrine, sacred songs and music, and prayers required for the sacraments of confession and communion. The
rudiments of reading, writing, and arithmetic were given to brighter pupils.
A reform in the educational system was effected with the promulgation of the Educational Decree of 1863. This law
gave Filipinos a complete system of education from the elementary to the collegiate level. The law provided for the
establishment of elementary schools, one for boys and another for girls, in all municipalities in the country. Although
religion was the core of the curriculum, the subjects included were reading, writing, arithmetic, history, Christian
doctrine. the Spanish language, vocal music, agriculture for boys and needlework for girls. Attendance in these
schools was compulsory between the ages of seven and 12. Secondary education was given at the Colegio de San
Juan de Letran, Ateneo Municipal de Manila. and in seminaries. Collegiate instruction was provided by the
University of Santo Tomas which offered courses in civil law, jurisprudence, canon law, philosophy and letters,
medicine, pharmacy, physics, and chemical sciences. For the training of teachers, normal schools were established
in Manila and Nueva Caceres. Students in these normal schools studied theory and practice of good citizenship,
moral life and methods of teaching.
American Regime.
As soon as the Americans occupied Manila in 1898, they immediately reopened schools. A teacher of English was
assigned in each school under the supervision of Reverend McKinnon, Captain of the First California Regiment. The
Americans, imbued with democratic principles, established for the Filipinos a system of free public education as
provided for in Act No. 74. In as much as the First teachers of English were the army men, the United States
government sent a group of professionally-trained American teachers as soon as it was possible. These teachers
were popularly called the “Thomasites” because they came aboard the U S Army transport Thomas.
The Americans established the first primary schools in 1901 and intermediate schools in 1904. To provide for
secondary education, Act No. 372 required all provinces to maintain a provincial high school. The Philippine Normal
School (1901) and the Universrty of the Philippines (1908) were founded to afford the Filipinos higher education.
These schools followed the pattern of U S education. English was used as the medium of instruction. Education
aimed at training Filipinos in the democratic way of life, citizenship, moral character and fundamentals of vocational
education. Ultimately, the Filipinos were trained for self-government preparatory to the granting of independence
after a ten-year transition period.
With the establisment of the Commonwealth government in 1935, there was a reorientation of educational polices to
carry out the educational mandates of the Constitution. Commonwealth Act No. 586 (the Educational Act of 1940)
overhauled the elementary and secondary curricula. Grade VII was eliminated and the double-single session plan
was introduced so as to accommodate more pupils of school age.
Japanese Regime.
Before the provisions of the Educational Act of 1940 could be implemented, the Pacific War broke out on December
8, 1941, and the Philippines came under the Japanese Occupation. In 1942 the Commander-in Chief of the
Japanese Imperial Forces issued Order No. 2 which spelled out the basic principles of education during the
Japanese period. Emphasis in education was placed on vocational education and the dignity of manual labor. The
Japanese rulers wanted to eliminate English and to introduce the Japanese language (Nippongo). The Japanese
exerted all efforts to wean the Filipinos from reliance on the Western powers but they did not succeed.
1. What do you think is the greatest contribution of the following in the Philippine Educational system
specifically in the curriculum?
A. Spanish

B. Americans
C. Japanese

4.2 Objective 2
Determine the Educational System in the new society.

Exercise 2/ Activity 2
Direction: Read the article and answer the following questions:

The Educational System under the New Society.

When the President of the Philippines declared Martial Law through the promulgation of Proclamation 1081
on September 21, 1972, an educational revolution started. Recommendations of the PCSPE based on the findings
of the system, gained massive approval especially by those concerned about the irrelevance of the system to the
needs of the changing world. The recommendations of the Reorganization Commission by virtue of R. A. 5435, the
provisions of Presidential Decree No. 650 of the President marked the beginning of a new system of education. The
New Society as envisioned by the President had direct bearing on and strong implications for the county‘s
educational system. It was premised on the framework that education should be an integrated system as provided
for in Section 8, Sub- section l of Article Xl acronym, PLEDGES, which meant, peace and order, land reform,
economic development, development of moral values and through educational reform, government reorganization,
employment and manpower development and social services as a means of directing all strategies towards
achieving the goals set and defined.

THE MINISTRY OF EDUCATION AND CULTURE (Reorganized as of July 1, 1977)

The Ministry of Education and Culture was responsible for developing and implementing programs on education and
culture based on general educational objectives and policies by the National Board of Education. Presidential
Decree No. 1, based on the findings of the Philippine Commission to Survey Philippine Education (PCSPE) provided
for the reorganization of the Department of Education and Culture (now the Ministry of Education and Culture) to
give better, more efficient, and more economical services to the people. In its reorganization, some offices were
abolished or were integrated with other offices, new ones were also created. (See Figure l Organizational Chart
Ministry of Education and Culture as reorganized).

The new organizational set-up of the Ministry was:

I. The Ministry Proper (central Office)
II. The Regional Offices
III. The Provincial/City Offices
Authority and responsibility for the Ministry was vested in the Minister of Education, Culture and Sports. Next to the
minister were two deputy ministers, the deputy Minister for Administration and the Deputy Minister for Higher
Education. The Deputy Minister of Education and Culture for Non-Formal Education advised and assisted the
Minister of Education and Culture in the formulation and implementation of nonformal education objectives and
policies.

The year 1983-85 marked the appointment of five (5) Deputy Ministers to assist the Minister of Education, the
biggest number so far in the entire history of Philippine education. New problems had cropped up, new opportunities
and challenges had emerged. Among these were ( l) the regionalization of the national government; (2) the rise of
faculty and student activism; (3) the increasing number of foreign-assisted-projects through loans and grants; (4) the
sudden increase in number of schools and colleges; (5) the recognition of the expanded contribution of the private
education sector to the total educational effort; and (6) the effort to improve and upgrade the qualifications and
performance of the personnel of the Ministry.

Supportive of these deputy Ministers were assistant secretaries who were in-charge of ministry-wide legal affairs,
budget and finance. planning and statistics, and administration. While the regional functions in these areas were
performed in the Regional Offices of the Ministry, policy decisions and general administration were still the concern
of the Central Offices. There were ten (l0) regular bureaus and institutes of the Ministry namely: (l) Higher
Education,
(2) Secondary Education, (3) Elementary Education, (4) Continuing Education, (5) Sports and Development. ( 6)
Institute of National Language, (7) Library, (8) National Museum, (9) Historical Institute, and (10) Technical
Vocational Education. The last were organized to take care of post-secondary technical training.

Special supportive offices form the lower ladder of the central office strucrure and organization. Included in this level
are: the Population Education unit, the National Scholarship and Testing Center, the School Health and Nutrition
Center, the Educational Loan Assistance Center, the Instructional Materials Development Center, the National
Center for Research in Teacher Education, and the youth affairs and Foreign Students Offices. Except for the
Minister of Education, Culture and Sports, and a Deputy Minister appointed from the ranks of Batasan Pambansa
members, all subordinate offices were members of the Career Executive Service Organization (CESO). For one to
be assigned to any of these positions, he had to go through the ranks and undergo a special training in the
Development Academy of the Philippines. The Minister was a political appointee of the President of the Republic
and served in his Cabinet.

The Board of National Education, created by R. A. No. 1124, was an agency of the government for the formulation
of educational policies and the direction of the educational interests of the nation. The Board was originally
composed of 15 members, but R. A. No. 4372, which amended RA. No. 1124, reduced the membership of the
Board to eight. Under the reorganized set-up, the Board of national Education was renamed National Board of
Education.

The Board formulated, implemented and enforced general objectives and policies and coordinated the offerings,
activities and functions of all educational institutions in the country with a view to achieving an integrated,
nationalistic, and democracy-inspired educational system of the Philippines. In the discharge of its functions, the
National Board of Education was assisted by an office of planning and research known as the Planning Service.

Differentiate briefly the Philippine Educational System during the American Regime and the PES today.
 4.3 Objective 3
Determine the school organization and its components.

Exercise 3/ Activity 3

School Organization

The research on school organization is clear: in general, small schools yield better results than large ones.
This suggests that educators at large schools can help more students learn by creating subunits —schools within a
school. Moreover, studies on teacher collaboration and teaming have shown that students benefit when teachers
work together to promote student learning. Some schools in rural areas, of course, are too small, unable to provide
a reasonable range of curricular or extracurricular offerings. But while educators in large schools can generally
devise ways to break up into smaller units, those in small schools can't usually do much about their limited
resources (although the Internet now provides students with learning opportunities that were not previously
available).

Components of School Organization

Of course, most school staffs inherit a preexisting organizational structure. For many educators, certain
aspects of the school's organization—such as the number of classes in the master schedule in a high school or the
houses in a middle school—are part of the school's very identity. This reality can make altering the school's
organization slow and difficult. Still, educators should consider the following aspects of the school to determine
which ones, if any, should be changed.

At the elementary-school level, units are usually instructional teams or grade-level groups, in which
teachers work with students from classes other than their own homerooms. For example, three 4th grade teachers
might choose to work together to teach all 100 children in the grade. Many middle schools have houses in place,
which might be led for instance by four teachers, each representing core curricular areas, working together with a
group of 100–125 students. (When these are multi-age groups and students remain with the same teachers over
several years, teachers and students grow to know one another particularly well.) Many high schools establish
schools-within-a-school to create smaller and more personal learning communities. Some of these are grade-based,
whereas others are organized around an instructional focus, such as technology or the arts.

If you were given this assignment, what would you do? How would you organize your subordinates? How
would you help them understand the challenge of setting up a new organization and system?
 V. ANALYSIS, APPLICATION AND EXPLORATION

ACTIVITY 1
(for objective 1)

Name: Year Level & Section:

Direction: Construct a graphic organizer showing the history of Philippine Education System.
 ACTIVITY 2
(for objective 2)

Name: Year Level & Section:

Direction: Look for the functions of the following words in the Philippine Education System in the new society.

Curriculum School Organization

Organizational Structure
School Organizational Development

Role of Teachers

Functions of leaders
 ACTIVITY 3
(for objective 3)

Name: Year Level & Section:

Assuming that you are a teacher and instructed to make a framework that will show your role in school
organizational development. What would it be look like? Illustrate and write a short explanation:
 VII. ASSIGNMENT

Name: Year Level & Section:

Direction/Instruction:
Complete the following statement based on your understanding about the topic.

(This assignment will be submitted on September , 2020.)

Objective 1:

1. It is important for me to learn what school organizational development because

Objective 2:
2. I can use the knowledge that I’ve learned about the topic discussed today in

Objective 3:
For me, the role of teachers in school organizational development is important because

journey of reading and accomplishing the module, let us now challenge your mind by answering the evaluation part o
 VIII. EVALUATION

Name: Year Level & Section:

Direction/Instruction: Write True if the sentence is correct and False if it is incorrect:

(This evaluation will be submitted on August , 2020.)

1. The year 1983-85 marked the appointment of five (5) Deputy Ministers to assist the Minister of Education,
the biggest number so far in the entire history of Philippine education.
2. Because of increase in number of ministers in education, problems were also arose such as (l) the
regionalization of the national government; and (2) the rise of faculty and student activism
3. The increasing number of foreign-assisted-projects through loans and grants and the sudden increase in
number of schools and colleges were also problems encountered during Spanish regime.
4. The recognition of the expanded contribution of the private education sector to the total educational effort and
(6) the effort to improve and upgrade the qualifications and performance of the personnel of the Ministry are
amongst of the issues that encountered in the year 1983.
5. The Americans, imbued with democratic principles, established for the Filipinos a system of free public
education as provided for in Act No. 73.
6. In as much as the First teachers of English were the army men, the United States government sent a group
of professionally-trained American teachers called the “Thomasites” because they came aboard the U S
Army transport Thomas.
7. The children learned Christian doctrine, sacred songs and music, and prayers required for the sacraments
of confession and communion. The rudiments of reading, writing, and arithmetic were given to brighter
pupils were included in Japanese regime ‘s educational system in the Philippines
8. A reform in the educational system was effected with the promulgation of the Educational Decree of 1863.
9. Educational Decree of 1863 gave Filipinos a complete system of education from the elementary to the
collegiate level.
10. Secondary education was given at the Colegio de San Juan de Letran, Ateneo Municipal de Manila. and in
seminaries during Spanish regime.

CONGRATULATIONS on reaching the end of this module!

You may now proceed to the next module.
Don’t forget to submit all the exercises, activities and portfolio on .
KEEP UP THE GOOD WORK.