DMC COLLEGE FOUNDATION

Sta. Filomena, Dipolog City

in consortium with

NEGROS ORIENTAL STATE UNIVERSITY

Main Campus I, Dumaguete City

FINAL EXAMINATION

Name: ANJENETTE E. COLUMNAS Date: AUGUST 5, 2021

School: DMCCFI Score:_______________

Read the case study and find out what made Mr. Roland H. Andrews a good
curricular leader.

Case Study ( Adapted from Farris, 1996 p. 208)

Roland H. Andrews became a school principal in 1981. When he first entered

Rankin Elementary School, the school had numerous problems. The faculty
did not work together well. The parents were generally not pleased with the
school. The learners did not do well academically and spent most of their
time fighting. At this point, according to Mr. Andrews, “I started to question
my sanity for wanting to be a principal.” During hist first three years as
principal, he devoted more time disciplining learners and dealing with upset
parents than being a school leader that was expected to improve instruction
in his school.

During the summer of 1984, he attended a summer workshop for principals

and acquired knowledge about learning styles. Armed with what he learned,
Mr. Andrews went back to his school and worked with his teachers to come
up with a new curriculum based on learners’ needs and abilities. He gave his
teachers the option of sticking to the old curriculum approach meant
allowing the learners to work with their prefered learning style.

The teachers eventually responded well to Mr. Andrews’ new curriculum.

They cooperated with Mr. Andrews, and even joined workshops to train
themselves in using the new teaching techniques. Slowly but surely, the
curriculum moved on. It took four years for the curriculum to be fully
implemented. The result showed that the new curriculum significantly
lowered discipline problems. In the school year 1985, only eight learners,
from 147, were sent to the principal’s office for disciplinary action. The
learners also improved their academic scores. Mr. Andrews was so
successful in implementing the new curriculum and in being an instructional
leader that his superintendent transferred him to another school to
implement the same programs. ( Andrews, 1994 in Farris, 1996)

Answer the questions below. 10 points each.

1. Why was the Principal Andrews initially discouraged in his teaching post at
Rankin Elementary School?
2. What gave him an idea to create changes in the way lessons are taught at
his school?
3. Would you call Mr. Andrews a curricular leader? Why or why not?

Answers to the following questions:

1. Why was the Principal Andrews initially discouraged in his teaching post at
Rankin Elementary School?

Roland H. Andrews, also known as Principal Andrews, became a

principal at Rankin Elementary School. When he first entered the
school assigned as the new principal, he was initially discouraged in
the school’s current situation. He saw numerous problems from the
faculty, to the parents, and to the students who were enrolled there.

The first problem that he encountered is with the disunity of the

faculty. He saw that the teachers there did not work well together. For
the school to work and progress successfully, the faculty must have a
strong bond with each other in order to work things out in the school
harmoniously. The teachers must also be motivated enough to push
themselves to work harder and help in improving the quality of
teaching in the school, thus giving a positive review and impact to the
stakeholders of the school which include the parents. The second
problem that he encountered is the dissatisfaction of the parents
towards the school. The parents were not generally pleased with the
school. Maybe they were dissatisfied with the quality of teaching and
discipline that the school holds, thus resulting to the bad behavior of
the students. Since the parents and guardians are the most important
stakeholders of the school, the school staff must work together to give
a satisfactory performance that the parents and guardians desired to
see. A well-praised school is a well-performing school. The last
problem that he encountered during his term as principal is the
undisciplined and misbehaved students that were enrolled in the
school. The school is the second home of the students and the main
place where the students can be taught discipline and good behavior.
As a school principal and leader, he must encourage his teaching staff
to give just and rightful discipline to the misbehaving students. He
must also devise a good learning program for the students to perform
academically well. Students can perform at their best when encouraged
and disciplined well.

Principal Andrews really got a lot on his plate during his term in
Rankin Elementary School, hence he started to question his position as
a principal. But these problems did not hinder him to be a good leader
and principal, so he thought of attending a summer workshop for
principals to improve his leadership.

2. What gave him an idea to create changes in the way lessons are taught at
his school?

A school principal has many duties and responsibilities to hold.

The primary duties and responsibilities include the welfare of the
school and its teaching and non-teaching staff. But a school cannot
improve or progress if the leader also lacks the ability to lead.

The school principal is the one who holds together the school. By
leading his subordinates well, the school will surely improve its quality
of education. Principal Andrews faced many problems in the school
that needs to be solved thus giving him an idea to attend a workshop
for principals where he acquired knowledge about the different
learning styles. He was so focused and devoted to disciplining the
learners and dealing with upset parents in his first term that he did not
think of having a new teaching curriculum can make things easier for
 the school to improve the current situation. The state of the school has
pushed him to create changes in teaching, thus giving him an idea to
attend a summer workshop that improved his leadership.

When he went back to the school, he applied what he learned

and worked together with his teachers to devise a new curriculum
based on the learners’ needs and abilities. They put the students first as
they were an important component to the school. He also gave his
teachers an option in teaching whether to stick in the old curriculum or
to adjust to the new one. This is also a good example of a leader who is
open to his subordinates and not rushing them to teach in the new
curriculum that was implemented.

3. Would you call Mr. Andrews a curricular leader? Why or why not?

Definitely, yes. Mr. Andrews can be considered a curricular

leader because he created a new curriculum based on learners’ needs
and abilities. He urged himself to attend workshops in order to
improve his leadership because he knew that he needed to improve it.
He was open-minded with his subordinates that he even spared the
time to work with them in creating a new curriculum. He also allows
other teachers to follow the old one, but eventually others also
responded well to new curriculum. He did not rush them to adjust to
teach in the new curriculum. He understood that other teachers may
not handle the new curriculum abruptly, so he gave them time to be
able to adapt to it.

When the school garnered positive results in the new

curriculum, the teachers were motivated to improve the quality of
teaching and education of the school. They were then encouraged to
join workshops to train themselves in using the new teaching
techniques. He gave the teachers many reasons to improve themselves
and pushed them to join workshops because a good leader is also a
master of giving support and encouragement.

Mr. Andrews have the qualities of a good leader. The school

improved and the teachers were more motivated to refine themselves.
So, that is why he is considered an effective curricular leader.

Prepared and submitted by:

Anjenette E. Columnas
MAEM Student (Suarez)