December 7, 2022

Northwestern Visayan Colleges

Graduate Studies
Ibajay Learning Center
Ibajay, Aklan

EDUC 215: SUPERVISION- EDUCATION

Submitted to:
VICTOR C. PAGAYUNAN
Instructor

Submitted by:
ROSE JOHN C. SUPRANES
Student

EDUC 215:SUPERVISION- EDUCATION

1.a. State the valid concept of the meaning and scope of school supervision
The scope of supervision is very wide which can be proved from the following aspects of
education as the scope of supervision in education:
1. The Instructional Work:
The first and foremost task of the supervisor is how to improve the instruction.
For this, he supervises:
Method of teaching employed for different subjects.
Audio-visual aids used.
 The time table.
 The distribution of work among teachers.
 The written work of students and its correction
 Teachers lesson diaries and scheme of work.
2. Co-Curricular Activities:
The supervisor supervises the organization of various co- curricular activities keeping in
view their need and importance.
These co-curricular activities are:
a. Games and sports
b. Dramatics
c. School magazines
d. Library services
e. educational tours
f. Field trips and
g. Picnics
3. Records and Registers:
The supervisor has to supervise all the records and registers of an educational institution or
school by examining the following type of records:
a. Admission Register
b. Attendance Register
c. The cash book
d. The log book
e. The Stock Register and
f. The Receipt Book
4. The School Environment:
The school environment has a profound role bringing over an improvement of educational
process
For this the supervisor has to supervise the following aspects of the school environment:
a. School Discipline
b. Relationship between the head of the institution and his staff, between staff and students
c. Emotional climate of the school
d. General behaviour of students
e. Cleanliness of the surroundings
f. Goodwill of the self-government formed by students
g. Plantation of trees
h. Morale of the classroom
i. Relationship among teachers
j. Hygienic conditions of the toilet, canteen and water supply
 k. Relationship of the head of the institution or school with the community members
l. Beautification of the campus
5. Management:
Supervision of management is also another aspect of the scope of supervision in education
without which the overall improvement of teaching-learning process will never be successful.
The supervision of the management of the educational institution includes the following
aspects with it:
 Co-operation of teachers and community members.
 The ability of the headmaster to run the school or institution.
 Co-operation, co-ordination and responsibility between teachers and headmaster in
organizing any programme.
 Duties and responsibilities rendered by the teachers as the members of different sub-
committees for different programmes.
 Problems with the managing committee.
 Achievements and failures of the school.
6. Guidance to Teachers:
The supervisor has not only to supervise but also guide the headmaster and teachers in their
efforts for ensuring qualitative improvement of education.
For this supervision includes the following things in its jurisdiction:
a. Innovations in teaching
b. Remedial instruction
c. Community mobilization and support
d. Conducting seminars, conferences, meetings and workshops to discuss about problems and
their solution.
7. Developmental Activities:
The supervisor supervises the developmental activities of the school in the following heads:
a. Justification of developmental activities, proposals for extension of the school building.
b. Allotment receipt and the progress made. Difficulties faced and the steps taken by the
headmaster to wipe out the difficulties, and
c. Construction of the new building and its progress.

Scope of School Supervision

The functions logically under school supervision can be cited as:
Inspection.
This is actually a study of school conditions, to discover problems or defects of the students,
teachers, equipment, school curriculum, objectives and methods. This could be done via actual
observation, educational tests, conference, questionnaires and checklists.
Research.
This has something to do to remedy the weaknesses of the solution to solve problems discovered.
The supervisor should conduct
researchto discover means, methods and procedure fundamental to the success of supervision.
The solutions discovered are then passed on the teachers.
Training
This is acquainting teachers with solutions discovered inresearch through training. Training may
take the form of demonstration teaching, workshops, seminars, classroom observations,
individual or group conferences, intervisitation, professional classes or the use of bulletin board
and circulars, and writing suggestions in BPS form 178.
Guidance
Guidance involved personal help given by someone. It is the function of supervision to stimulate,
direct, guide and encourage the teachers to apply instructional procedures, techniques, principles
and devices.
Evaluation.
 As an ultimate functions of supervision, evaluation appraises the outcomes and the factors
conditioning the outcomes of instructions and to improve the products and processes of
instructions.
Activities of Supervision.
The activities logically that are falling under supervision can be enumerated as:
 Survey of the school system
 improvement of classroom teaching
 in-service education of teachers
 selecting and organizing materials for instructions
 researching the problems of teaching
 determining the desirable physical condition of teaching and
 performing semi-administrative duties.
1.b. Distinguish supervision from administration.
Supervision
 Represents a portion of the educational system
 Emphasizes service
 Carries out better operation and improving the same
 Assists, advises, guides, and leads the operation and improvement of the educational
program
 Focuses on the students and the teaching-learning process.
Administration
 Represents the whole of the educational system
 Emphasizes authority
 Provides favorable conditions for effective teaching and learning
 Decides, directs, and orders the execution of the educational program
 Focuses on the school system as a whole
1.c. Differentiate the traditional and modern concept of supervision.
Traditional
  The traditional concept of administration and supervision is based on the philosophy that
the teacher is the center of administration and supervisory activities.
 Teachers are expected to listen to administrators and supervisors, and to carry their
directives without questions.
 Traditional concept puts more emphasis upon imposed improvement of the teachers
through teacher training and rigid supervision.
 Place more emphasis upon techniques and the use of subjective devices and autocratic
procedures.
 Practices leadership through compulsion, coercion and imposition or through pressure in
the use of ready-made solutions or procedures.
 Consider themselves as experts and work outside of the group under their control and
supervision. They also regard classroom visitation as isolated from other school activities
and projects.
 Operations were largely on a personal and practical basis.
 The conception of administration and supervision during those times reflected the
existing practices in business and industry whereby the manager with the approval of the
board of directors, determined the policy and directed the operation of the company and
the work of its employee.
Modern
 The modern concept of school administration and supervision on the other hand,
recognizes the child and his growth and development as the center of administrative and
supervisory activities. In other words, the concept of administration and supervision has
gradually moved from the improvement of instruction to the improvement of the learning
process.
 Promote the growth of the child and the teacher through stimulation, direction, and
guidance.
 See education as a whole.
 Interdependence and cooperation are the essential characteristics of modern
administration and supervision.
 Is more than mere inspection of the work of the teachers; it is a friendly help and counsel
– a clearing house of the best ideas acquired in the field.
 Are considerably broader in their scope and functions than were encompassed in their
earlier concepts and practices.
2.a. What are the function of school supervision, explain each.
Definition of School Supervision
Supervision of any school ordinarily refers to the improvement of the total teaching-learning
situation and the conditions that affect them. It is a socialized functions designs to improve
instruction by working with the people who are working with the students/pupils. Supervision
can also be defined in terms of function and purposes for which it shall be used as a) skills in
leadership, b) skills in human relation, c) skill in group process, d) skill in personnel
administration and e) skill in evaluation.

Scope of School Supervision

The functions logically under school supervision can be cited as:
Inspection.
This is actually a study of school conditions, to discover problems or defects of the students,
teachers, equipment, school curriculum, objectives and methods. This could be done via actual
observation, educational tests, conference, questionnaires and checklists.
Research.
This has something to do to remedy the weaknesses of the solution to solve problems discovered.
The supervisor should conduct
researchto discover means, methods and procedure fundamental to the success of supervision.
The solutions discovered are then passed on the teachers.
Training
This is acquainting teachers with solutions discovered inresearch through training. Training may
take the form of demonstration teaching, workshops, seminars, classroom observations,
individual or group conferences, intervisitation, professional classes or the use of bulletin board
and circulars, and writing suggestions in BPS form 178.
Guidance
Guidance involved personal help given by someone. It is the function of supervision to stimulate,
direct, guide and encourage the teachers to apply instructional procedures, techniques, principles
and devices.
Evaluation.
 As an ultimate functions of supervision, evaluation appraises the outcomes and the factors
conditioning the outcomes of instructions and to improve the products and processes of
instructions.
Activities of Supervision.
The activities logically that are falling under supervision can be enumerated as:
 Survey of the school system
 improvement of classroom teaching
 in-service education of teachers
 selecting and organizing materials for instructions
 researching the problems of teaching
 determining the desirable physical condition of teaching and
 performing semi-administrative duties.
Types of School Supervision
The type of school supervision that can be cited are in terms of:

Laissez - faire type.

This type of supervision utilizes inspectorial supervisory methods unaided by any objective
control, in which the teachers are observed, but nothing is done to help them improve the work
they are doing. In other words. The teachers are left free they are not to be imposed upon or
directed.
Coercive type.
This type of supervision is the opposite of the laissez-faire. The supervisor visits the teachers in
order to observe them. The teachers acquired ready-made-procedure or standard prescribed by
the supervisors.
Training and Guidance type.
This type of supervision emphasizes the improvements of teachers as well as her technique
through direction, training and guidance.
Democratic leadership type.
It consists of the teacher2s cooperation in the formulation of policies, plans and procedures.
Supervisor observes teacher inside the classroom setting with the aim of improving the teaching-
learning situation via cooperation process or group action. The teachers, supervisors and
administrators are regarded as co-workers in a common task.
Interrelation of administration and Supervision
Administration and supervision are interrelated in that every administrator is a supervisor and
every supervisor participates in administrative affairs.
1. Administration represents the whole of the education system supervision represent a
portion of it in terms of improving the total teaching-learning situation.
2. Administration emphasizes authority supervision, service. Every act of administration is
based upon authority supervision is based upon service.
3. Administration provides favorable condition essential to good teaching and learning
supervision carries out the better operation and improving it. In simple words,
administrations provide supervision operates.
4. administration decides, directs and orders the e4ecution of educational program
supervision assists, advises guides and leads the operation and improving the program. In
other word, administration directs supervision serves.

Basis of Administrative and Supervisory Principle

Principle is an accepted fundamental truth. It can be a law, a doctrine. A
policy or deepseated belief which governs the conduct of various types of human
endeavors. In administration and supervision, principles become part of a philosophy
which serves to determine and evaluate his educational objectives, attitudes, practices and
outcomes.
General Principles of administration and supervision
These general principles can be stated as a summary of the substance and implications of
philosophy of administration and supervision
School administration and supervision
1. must be democratic is recognizing individual differences, respect personality and
e4tend consideration to all
2. must be cooperative in character in that cooperation is synonymous to group action
3. to be effective must be scientific, that is, research oriented activity to discover
solution to problem
4. must be based on accepted educational philosophy
5. must be creative means initiating, devising, inventing or producing something new
6. must be evaluated in the light of results
7. must be preventive and constructive that is helping
teachers toavoid committing mistakes, anticipating difficulties, building self confiden
ce, by discovering their own weaknesses
8. must be centered on child growth and development 5 in terms of growth mentally,
physically, morally, emotionally and socially and
9. must be flexible in terms of school building, curriculum, teaching objectives and
procedures, instructional material and devices, school requirements and standard
norms.
The Major Functions of School Administration
Some of the major functions of administration can be cited"'.
1. Planning of school programs and activities plan to show objectives, instructional
materials and the procedures and the means to attain set-objective.
2. Directing school work and formulating and executing educational policies
that is decision-making, who to carry out plans, who teaches what and working
out policies and regulations for all those in the organization.
3. Coordinating administrative and supervisory activities  in terms
of harmonizing educational activities and makes them instruments for yielding
outcomes.
4. Providing the necessary leadership.
5. Evaluating the teaching personnel and school program as an administrative
function includes teacher performance rating and school survey and
6. Keeping records and reporting results in that, records are kept for comparison and
evaluation purposes and reporting results to public will help them understand
what the school can do and are doing.
Operational Areas of School Administration
The operational areas within which school administration operates can be specified as
1. administration of school personnel,
2. school finance and budget management,
3. school plant management,
4. curriculum organization and management,
5 guidance and discipline,
6. school and community relation,
7. non-formal education and 8. evaluating results of school administration.
Administration of Teaching Personnel
Good personnel make the quality school. A modern school needs a well-trained and
highly efficient teachers who represents several fields of specialization. School personnel
should consist of persons who have deep and abiding interest in the optimum
development of the personality of each youth.
act, sympathy, square dealing and all other factors found in successful personnel
administration must be used with the students, teachers and employees rather than
repressive disciplines. The administrator need not look deeply to see the real value of
school personnel and students as human being.

Teaching personnel.
The Dictionary of Education Good______) defined as teaching personnel as those
persons employed in an official capacity for the purpose of giving instruction, whether
public or private. The teaching personnel referred to are those school administrators,
supervisors, and classroom teachers and school librarian. The administration of the
teaching personnel includes all policies, activities and practices of the administration and
staff designed to increase the effectiveness of teaching personnel.

Educational Community
The Philippine Educational Act of 1982 described educational community as those
persons or group of persons who are associated in the institutions involved in organized
teaching and learning system and that the members and elements of the educational
community are"'.
1. Parents or guardians or the head of the institution as foster home
which has custody of the pupils or students.
2. Students or those enrolled in and who attend regularly in aneducational institution 
or secondary or higher level or a person engaged in formal study.
3. Pupils who regularly attend a school of elementary level under supervision and
knowledge of a teacher
4. School personnel refers to all persons working in an educational institution
identified as:
a. Teaching or academic staff or all persons engaged in actual teaching and/or research
assignment, either on full time or parttime basis, in all levels of education.
b. School administrators or all persons occupying policy-implementing position having
to do with the functions of the school in all level.
c. Academic non-teaching personnel or those persons holding academic functions
directly supportive of teaching. Examples are registrars, librarians, guidance
counselors and researchers
d. Non-academic personnel or all personnel not falling under the definition and
coverage of teaching items a, b,c.
5. School institutions recognized by state which undertake education operations.
Selection of the Teaching Staff
The selection of the teaching staff or personnel takes place within the legal
framework such as:
1. Commonwealth Act. No. 177 placed the public-school teachers under civil
service.
2. As a civil service they are governed by
a. civil service rules and regulations or RA 226 as amended by RA 6040
b. RA 4670 Magna Carta for public school teachers, defining examination,
appointment, promotion, transfer, separation and reinstatement.
Identification of new staff members
This consists of two unique complimentary phases; recruitment and selection.
Recruitment phase is concerned with the establishing a pool of potentially
acceptable candidates whose values, interest, needs and abilities, having been
carefully analyzed, fill to satisfy the requirements of a particular role.

Orientation of staff.
Sometimes referred to as induction, orientation begins with the recruitment
interview and continue on through the staff membership/ association with the
organization/school.

Assignment of Staff
In this stage, degree of congruence between the expectations for the position and
qualifications and personal characteristics of teachers is insured, and that the
major expectations for the institutional role and personal needs, dispositions and
abilities of teachers are fully explored and considered.

Improvement of staff.
Maintaining the teachers require that they improve themselves professionally
while in the service. This can be done in several
waysin terms of a) classroom observation, b) individual conferences, c) school
visitation, d) professional association, e) student-teaching program, and f) in-
service activities.

Privileges of Teaching Personnel in the Public School

 As a civil service employee, public school teachers enjoy privileges
1. Membership to state insurance, *overnment Service InsuranceSystem. Comm
onwealth Act 186 requires public school teacher to become member of the
GSIS
2. Retirement of public-school teachers. RA 660 automatically retires
government employees, including teachers upon reaching the age of 10 with '0
years consecutive service;
3. Teachers are persons in authority. By virtue of CA No 378 teachers can not be
attack physically when performing their duties;
4. Maternity leave, RA No. 1564 provides maternity leave to regular and
temporary teachers who are married;
5. Study leave. BPS Cir. No 25 3 1984 and BPS No. 15, s, of 1949
encourages public school teachers to raise their educational qualifications.
6. Vacation and sick leave. Sec. 274 of the revised administrative code
provides vacation and sick leave, except those teachers on the teacher-leave
basis. One month of vacation and sick leave is given for every year of
continues service
7. Vacation pay, entitles those teachers for pay during Christmas and long
vacation.
8. Service credits are given to teachers on leave basis who are requested to work
during vacation period. service credit may be used to offset past and future
absences due to illness or other reasonable causes
9. Salary loan is allowed to teachers who are members of the *GSIS. The
amount loanable by GSIS usually does not exceed a three-month salary,
payable in 24 monthly equal installments, deductible from his salary and'
10. Free medical consultation

Principles to be observe in the administration of Teaching Personnel

In the administration of teaching personnel.

1. 2Decisions that affect the school enterprise should be placed upon the
group, that is the teachers and the administrator, rather than the administration
alone;
2. Selection of teaching personnel, only the most qualified and competent are
considered.
3. Merit system must constitute the sole consideration in determining who shall
be promoted.
4. Educational Qualification Performance
a. Length of service
b. Competence
c. professional Development
d. Community service
e. Others
5. The guarantee, security and welfare of the teachers that ensure their efficiency
should be provided (salary, appointment, and benefits)
6. It is desirable to select teachers who come from different institution of higher
learning so that the impact of their difference in training and personality will
impique desirably upon a school system
7. There should be provision for a.) orientation of new teachers, b) in-
service improvement, and c) maintenance of high morale in the teaching staff
8. There should be provision for evaluation

SCHOOL FINANCE AND BUDGET MANAGEMENT

School Finance
Financing the school system, especially the DECS is coming from
thenational government as provided for the national budget of the government.
Other sources are different forms of school fees in terms of tuition fees, trust
fees, and grant-in-aid from other sources and income generating projects
of individual schools.

School Budget Management

Budget maybe defined as a financial statement covering the estimated
expenditures and revenue of a specific school situation for a given time. The
making of a school budget is one of the most disturbing problems of an
administrator, especially that nowadays when the competition for public fund is
so intense.
 Previously, budgeting and finance management was the concern of superintendent 
and principals of the schools. Today, the theory of wider participation of the rank
and file has been generally accepted. 
A budget showing a breakdown of consumable items and in addition to
equipment is preferred. explanations of the reasons for items in a budget may also
a part of budget statement.

Budget Division and Items

The most commonly used items are 1.) personal services; 2.) maintenance
operating and operating expenses; and 3.) capital outlay.
2.b. Is there a difference of supervision in elementary vs secondary? Explain how?
Although much education supervision literature seems applicable to supervisory
practice at all schooling levels, each level has differences, as well as similarities,
regarding supervisory context, supervisor roles and responsibilities, and
supervisor and staff member characteristics. This compares supervisors and
supervision at the elementary, and secondary levels, focusing on the elementary
principal, and the high school principal. Generalizations are then made that have
implications for the recruitment, training, and support of supervisors. First,
supervision is not valued at any level; in each case, the director/principal lacks
adequate support to supervise staff appropriately. Second, supervision is only one
aspect of a broader, all-encompassing role associated with being an educational
program head. Third, as organizations become larger, supervision becomes less
personal and more formal. Fourth, when moving from preschool settings to high
schools, supervisory focus shifts from the child, to the teacher, to the subject and
the teacher. Fifth, at each level there is a racial and gender imbalance among
supervisors, teachers, and children. Sixth, elementary levels, the
director/principal's educational background and work experience may not match
students' ages. Seventh, staff development is a crucial supervisor role at each
level. Finally, directors and principals need more training in supervising
noninstructional staff. Clearly, directors and principals' supervisory roles and
working conditions do not enable regular staff supervision to occur in a
thoughtful, meaningful manner.
2.c. What are the value of leadership in school supervision. Explain
Effective supervision is a synthesis of leadership practices which promote student
learning and are supported by research, learning theory and expert opinion. School
leaders value the power of action researches and thus encourage and collaborate with
teachers in making studies that concern the learner and learning outcomes.
3.a. State the uses of principles in supervision.

PRINCIPLES OF SUPERVISION
• Supervision should encourage self-expression so as to draw out potential abilities of
a worker
• Supervision should provide initiative to individual to take more responsibility.
 • Supervision should provide full opportunity to do work in cooperation to develop the
team spirit. And develop good interpersonal relationship.
• Supervision should give autonomy to the workers depending from personality,
competence and characteristics.
• Supervision interprets policies and give creative instructions
needs.
• Supervisor should always think herself as a leader so as to give guidance help and
encouragement.
• Supervision should be democratic.
• Supervision should be well planned and adopted to good planning. It calls for good
planning and organization.
• Good supervision respects the personality of an individual (employee).

3.b. What are the fundamental principles in supervision. Explain each

7 important Principles of supervision are as follows:

1. Right intensity:
Lesser the weight of supervision higher the output. So, a supervisor must be given
optimum work.

2. Personal interest:
The supervisors should take personal interest in the welfare of the workers under them.
They must be willing to listen to the personal problems of workers.

3. Consultations:
A good supervisor must consult people under him. He can afford opportunities for free and
frank discussion of issues and problems.

4. Loyalty:
He must exhibit his loyalty to his subordinates by safeguarding their interests. He should
not offend the dignity of workers below him.

5. Informal assessment:
Informal appraisal of the performance of the subordinates and pointing out their
shortcomings with a view to improve.

6. Broader interest:
Supervisors are expected to take interest in management functions like planning, organizing,
directing and controlling.

7. Work climate:
He can create better work climate for successful achievements. Any strain in work climate
will spoil the whole organization.

4.a. State the Historical sketch of supervision in the Philippines.

Historical Sketch
The administration and Supervision of the Philippine government in the early part of
American regime was entrusted to the Philippine Comission appointed by the
president of the United States. The Second Commission, headed by William H. Taft,
was created in 1901. To cooperate with militaries authorities in the islands and to
open the way for the establishment of the civil government. All legislative function
of the military government were transferred to the Second Philippine Commission.
LAWS RELATED TO SCHOOL ADMINISTRATION AND SUPERVISION
School laws give authority, purpose and direction to school administrators,
supervisors, and classroom teachers. The legal enactment in this country which has
bearing on the status of school administration and supervision are the following:

4.a.1. Education as a state function

Every State has its specific educational set-up based on its condition and ideology. Education is
the key of all development and every State gives top priority to its educational field life an
investment on human resource for future.

“State is an organized political community with government recognized by the people.” A very
well organized society develops into a state. A State exists for the sake of good life.

In a democratic State, the people are the real master. The State is directly influenced by the
educational level of its people. Prok. Laski says, “Education of the citizens is the heart of the
modern States.” India must adopt a positive attitude towards the education of all. Article 44 of
Indian Constitution provides free and compulsory education to the children between the ages 6-
14.

Educational Functions of the State:

(1) Providing aims and objectives of education:
Different States may have different aims and objectives. Education aims at producing
democratic citizens to protect democracy of a democratic State.
2) Arranging for education at different levels:
The state opens schools and colleges where it is necessary. The state makes provision for higher
education of all types-Liberal, Scientific, Commercial, Technical and Vocational.

(3) Making education compulsory up to certain age level:

The State tries its best to provide free and compulsory education up to the age of 14 years.

(4) Framing of curriculum and syllabus:

The State prepares the curriculum and syllabus for different classes taking the help of experts.

(5) Providing textbooks and teaching materials:

The State provides textbooks to the students of all classes. If it is not possible on his part to print,
it may allow private enterprises to supply good books.

(6) Directing and controlling educational activities:

The State makes provisions and arrangements to control the educational institutions through
different rules, regulations and administrative machineries.

(7) Financing educational institution:

The educational institutions are managed by both the government and private bodies. The State
provides financial assistance to private institutions. The State has taken responsibility to make
primary education free and compulsory providing necessary financial assistance.

(8) Supervising educational institutions:

The State has control over all the educational institutions of the State. There is the educational
department through different levels to supervise the educational institutions.

(9) Providing in-service training:

The State arranges in-service training programmes in the form of seminars, meetings,
conferences, workshops, refresher courses, summer orientation programmes. These programmes
can be organized by NCERT, SCERT, DIET, etc.

(10) Appointing committees and commissions:

The State appoints from time to time, different committees and commissions headed by
educational experts to survey and discuss various problems of education and to recommend
measures for further improvement of education.

(11) Arranging educational research:

Research and experimentation are very much essential for qualitative improvement in education.
The State provides assistance to those centers and persons who carry out research to improve
various aspects of education. It is most essential because success or failure of educational
schemes can be assessed. The NCERT, the UGC, the SCERT, etc. are making headway in this
regard.

(12) Establishing State Institute of Education:

The Commission of 1964-66 also recommended the establishment of State institutes of education
in all the States of India. The main functions of these institutes will be in-service education of
department officers, improvement of teachers in education, preparation of curriculum and
textbooks, development of guidance, research and evaluation programmes and publication of
periodicals on educational problems in modern Indian languages for the use of teachers.

It is found that ideology and philosophy of the State are reflected in the educational theory and
practice.

4.a.2 Laws related to school supervision

LAWS RELATED TO SCHOOL ADMINISTRATION AND SUPERVISION

School laws give authority, purpose and direction to school
administrators,supervisors, and classroom teachers. The leagal enactment in this
country which has bearing on the status of school administration and supervision are
the following:
Laws Related to School Organization and Control
1. The Philippine Constitution – The most important legal basis of the administration and
supervision is found in certain provision of the Philippine Constitution. Section 8 of Article
XV state that “all educational institutions shall be under the supervision of and subject
regulation by the states”.
2. Act No. 74 of the Philippine Commission – The administration of the Philippine
Government during the early part of the American occupation was in the hands of the
Philippine commission whose members were appointed by the President of the United States.
The commission on January 21, 1901, passed Act No. 74, Section 1 of which established a
Department of Public Instruction, which has executive control and general supervision of all
schools already established by the military authorities.
3. Commonwealth Act No. 180 – This Act is the present basic law governing private education
in this country. It amended act No. 2706 which provided for the government regulation and
supervision of private schools, colleges and universities.
4. Commonwealth Act No. 586- This Act is known as the Educational Act of 1940 which
provides the legal basis of the present six-year elementary course, the double-single session,
the school entrance ages, and national support of elementary education.
5. Republic Act No. 896 – This Act is known as the Elementary School Act of 1953. This new
law restore Grade 7 VII which was abolished by the Education Act 1940.
6. Executive Order No. 94 – (Based on upon the Reorganization Act of 1947). This law gives
the Secretary of Education executive supervision over the Bureau of Public School and the
Bureau of Private Schools, the Bureau of Public libraries, the Institute of national language,
and the Philippine Historical Committee.
7. Republic Act No. 1124 – This Act created by the Board of Education, according to this law,
the board of the National Education is a policy making body.
8. Republic Act No. 4272 – This Act reduced the number of members of the Board under
Republic Act No. 1124 from 15 members to 8 members. The old Board of National Education
of 15 members has been inoperative for several years. It was only July 1967 that the new
board of eight members under the new law (R.A 4572) was reconstituted.
9. Republic Act No. 5447 – This law is otherwise known as Special Education Fund Act. This
law provides an annual additional tax of one percent of the assessed value of real property tax.
10. Presidential Decree No. 1 – This decree made a thorough going revamp of the executive
branch of the government.
11. Presidential Decree No. 176 – This control and administration of all educational institutions
already established or here after to be established in the Philippines shall be vested in the
citizens of the Philippines. Membership in governing bodies or boards of such educational
institutions shall be vested in the citizens of the Philippines.
Laws Related to Teaching Personnel
1. Commonwealth Act No. 117 – This Act places the public school teachers under Civil
Rules and Regulations as their examination, appointment, transfer, separation, suspension,
and reinstatement. This Act also protects tenure of office.
2. Commonwealth Act No. 578 – This law recognizes supervisors, teachers, and professors
of public and recognized private schools as person in authority.
3. Republic Act No. 660 – This act amended Section 12 of the Commonwealth Act 186.
This Act provides for autocratic retirement at the age of sixty-five years, if the teacher has
 completed fifteen years of service, and if he is not, he shall allowed to continue service
until he has completed fifteen years unless is otherwise eligible for disability retirement.
4. Republic Act No. 842 – This Salary Act of 1953 (Republic Act No. 842) provides for a
revised salary scale and automatic salary increases for public school officials, teachers and
other school personnel at the government.
5. Republic Act No. 1079 – This law provides that civil service eligibility shall be
permanent and shall have no limit.
6. Republic Act No. 1080 – This act states that the bar examination and the board
examination which review the candidates to have four years of college training and two
years for experience are considered equivalent to the first grade regular exanimation.
7. Republic Act No. 1147 – This act that regular and promotional teacher civil service
examination be given at least once two years.
8. Republic Act No. 4461 – This Act is known as the Teachers’ Meeting Law. This law
provides that the teachers meeting shall not be called on Saturdays. This concept is based
on the contention of teachers that Sundays is not a working day as observed by the
government employees.
9. Republic Act No. 447 – This Act is known as the Provincial Salary Act. This law raised
the salaries of field school superintendents above the levelof the salaries of schools and
who are supposed to have higher category than the field superintendents.
10. Republic Act No. 1880 – This Act 1880 – This act amended Sections 562 and 564 of the
revised administrative code. It prescribed the legal hours of labor to 8 hours a day., 5 days
a week, or 40 hours a week. It also states that government employees may be allowed 5
hours of service from April to June 15 inclusive upon the discration of the President of the
Republic.
11. Republic Act No. 5168 – This is known as the public school teacher salary standardized
act.
12. Republic Act No. 6040 – This act amended section 24 of civil service act 1959.
13. Republic Act No. 6110 - This is called the Omnibus Tax Law.
14. Republic Act No. 6111 – This act is otherwise known as Philippine Medical Care Act of
1969, was approved on August 4, 1969. Primarily to extend medical care to all resident in
an evolutionary way within our economic means and capability as a nation.
15. Republic Act No. 6362 - This act amended R.A 5168 otherwise known as the Public
School Teacher Salary Standardization Act and Appropriating Fund therefore.

Laws Related to School Curriculum

1. Department Order No. 1955 – The secretary provides that religions instruction
maybe schedule during the school session in such a way as to enable the teacher in
religion to teach in the public school building for more than 30 minutes period a day,
three times a week, to different groups of pupils in the same school. Provided no
pupils is given instruction under this arrangement for more than the maximum length
of time allowed by law.
2. Republic Act No. 343 – This act provide for the inclusion of Spanish as a course or
subject in all high schools, private or public of the Philippines.
3. Republic Act No. 709 – This act made the teaching of Spanish obligatory in all
courses of public and private colleges and universities in the Philippines.
4. Republic Act No. 1425 – This act requires that courses on the life, works and writings
of Jose Rizal, particularly his novel Noli Me Tangere and El Filibusterismo shall be
included in the curricula of all private and public schools colleges and universities.
5. Republic Act No. 1881 – This act states that all students enrolled in the courses in
law, commerce, foreign service, liberal arts and education are required to complete at
least 24 units of Spanish.
6. Republic Act No. 5181 - This act replaced republic act no. 707 as amended by R.A
no 1881.
7. Department Order No. 1970 – This department order increased time allotment for
language arts from 30 to 40 minutes in grade 1 and 2 from 40 to 60 minutes in grade 3
and 4 from 60 to 80 minutes in the intermediate grades.
8. Republic Act No. 5946 – This law amended the Medical Act of 1959. The acts state
that the students seeking admission to medical school must have a Bachelor in Science
or in Arts.
9. Presidential Decree No. 6-A – This decree is known as Educational Development
Decree pf 1972.
Laws Related to Students or Pupils
1. Commonwealth Act No. 80 – This act provided for organization of the office of
adult education under director of adult education, who was appointed by the
president with consent of the commission on appointment.
2. Republic Act No. 124 – This law requires private school, colleges and universities
having an enrollment of 300 or more to employ a part- or full-time physician who
conduct an annual physical examination for their students.
3. Republic Act No. 896 – This provides for compulsory education of 7 years and
made it mandatory on the part of parents to enroll their children in public schools
upon attaining 7 years of age.
4. Republic Act No. 4206 – This law prohibits the collection of contribution for the
red cross , Anti-Tuberculosis, PTA’s school athletic meets, medical and dental
service or any other projects or purpose whether voluntary or otherwise from
school children of public primary of intermediate schools.
5. Republic Act No. 4090 – An act providing for state scholarship in science, arts
and letters and for poor and serving students, creating a state scholarship council to
integrate, systematize, administer and implement all program of scholarship, and
appropriate funds thereof.
6. Republic Act No. 4725 – This act amended Republic no. 4206 the collection of
contribution for Anti-Tuberculosis, Parent, Teacher Associations, school athletic
meets, medical and dental service school children and teachers of public primary
of intermediate and high school is hereby prohibited.
7. Republic Act No. 6139 – This act is known as the “Tuition Fee Law”
8. Presidential Decree No. 146 – This decree is known as the National College
Entrance Exanimation was promulgated with no other purpose but to regulate the
admission of students to all four year or five year degree programs in the country
so, as to improve the quality of higher education and to contribute students among
different courses, thus meeting the manpower needs of the country.

Laws Related to Finance and Support

1. Commonwealth Act No. 586 – section 7 of this act nationalized the support of
the elementary school except chartered cities.
2. Republic Act No. 364 – This act authorizes all vocational school to collect
tuitions fees and received contributions from private persons and contract loan
from the government and private banks and other financial institutions and to
create a special trusts fund for each school.
3. Republic Act No. 1284 – This law exempt from amusement tax all athletics
meets, school program and exhibitions, and other educational activities
conducted by public schools, by amending the National Internal Revenue
Code.
4. Republic Act No. 5447 – This act otherwise known as Special Educational
Fund Act.
Other Laws Affecting School Administration and Supervision
1. Executive Order No. 56.- This act authorizes the Director of the Bureau of the
Private schools to call upon the members of the government examination
boards for technical advice.
2. Republic Act no 139 – This act is the present basis for the selection and
adaptation of textbooks to be used in public and private schools.
3. Republic Act No. 1147 – This act provides for holding of regular and
promotional teachers, civil service examination at least once every two years.
4. Republic Act No. 1265 – This act makes flag ceremony compulsory in all
educational institutions.
5. Republic Act No. 1880 – an act amending section 562 and 564 of the Revised
Administrative which prescribes the legal hours of labor, eight hours a day,
five days a week or forty hours a week.
6. Republic Act No. 416 – The law converted the present Philippine Normal
School into Philippine Normal College conferring the Degree of Bachelor
Science in Elementary Education and Mater of Arts in Education.
7. Department Order 1, 1957 – This program is otherwise known has the 2-2
plan.
8. Department Order 27, 1972 – This order gives the heads of the institution
Authority to expels, dismiss, suspend indefinitely, or cause the expulsion,
dismissal, or suspension of any faculty members, employees and student, who
after investigation were found to have been engaged in supervision or similar
illegal activities or were known to be active member subversive organizations
and activities.
9. Department Order no. 30, 1972 – This prescribed the use of identification
cards by all students, faculty and staff members in each institution.
10. Department Order no. 33, 1972 – The standard operating procedure
screening university personnel were spelled out in this order.
11. Department Order no. 32, 1972 – This order granted academic freedom to
faculty members under certain conditions.
12. Department Order no. 1972 – the major point this order is to stimulates
students and faculty members of colleges and universities to have built a New
Society within the context of the Decree issue in the proclamation of 1081.
 Circulars Which Affect Administrations and Supervision

1. B.P.S Circular no. 1, 1946 – discharged Filipino veterans who had been
active in service with the US and military forces and who meet certain
requirements prescribed by law are eligible for education or training under
Public Law 348 in ant approved school, colleges, universities or other
institution of learning.
2. B.P.S Circular no. 32, 1952 – These circular states that a public-school
teacher must have rendered at least 2 years of satisfactory service before he
can teach in private school.
3. B.P.S Circular no. 4, 1956 – (requiring Mathematics Subjects and Physics
in the secondary course)
5.a. Describe the recent trend in classroom observation.
Some of the new directions for classroom observation research include the following: (1)
combining both qualitative and quantitative methods in observation systems; (2) developing
observation instruments that are based on "standards" of pedagogy; (3) using student-centered
observation instruments that allow for comparisons between groups of students within the class;
and (4) using instruments that assess authentic, interactive instructional practices that have been
found to relate to student gains on higher-level cognitive outcomes.
5.b. Describe the fundamental bases of classroom observation.
The following are the basis of classroom observation to be taken into consideration by a
supervisor:
1. The Philippine Educational Aim
- Educational aims should be kept clearly in mind by school administrators and
supervisors. The aims of education serve as guide posts for the educative process.
- The aim education give school administrators and supervisors a general idea of the
type of citizens that the country wants its school to produce; give the goals towards
which all educational efforts should be directed, determine the curriculum and the
kind of practices that shout permeate the school system.
2. Child Growth
- Child development is the most important objective of supervision. School should
provide conditions favorable to children’s growth, and supervision therefore must be
so organized and administered as to make his growth possible. Teachers and
supervisors must study children to determine their difficulties as well as their
potentials.
3. Good Teaching and Learning
- The improvement of teaching and learning is the fundamental aim of supervision. The
true function of teaching is to provide the best stimuli so that the best learning may
take place. The quality of learning achieved by the pupil related to the quality of
teaching done by the teacher. The test of effective learning is productive learning.
4. Democratic Teaching Procedure
- The total growth and development of the child can be realized best through the use of
democratic process. Democratic teaching procedures are based on democratic
principles and practices. They provide pupils participation in planning, carrying over,
and evaluating classroom activities.
5.c. State the basic principles to be followed in observing the teaching – learning situation.
Principles to be Considered in Observing the Teaching – Learning Situation

 Enter the classroom quietly

 Study the teacher and his teaching
 Do not criticize the teacher before or within teaching and learning process. Otherwise, the
students will lose their respect to their teacher.
 Do not butt in during recitation.
 Preserve the impersonal objective, and scientific attitude during the period of observation
and consultation.
 Do not criticize the error of the teacher if he has no solution to offer.
 Know that democratic leadership must be based on respect for personality and opinion of
the teacher and the students.
 Concentrate on one or two items at a time.
 Keep some form of the visitation record.
 Leave the classroom quietly.
“A supervisor should serve as an agent of development to his subordinates.”

6.a. Describe the importance of tests and measurement in school supervision.

TEST AND MEASUREMENT AS ADMINISTRATIVE AND SUPERVISORY

FUNCTIONS Definition of Terms:

 TEST - is an instrument used to examine someone’s knowledge of something to

determine what he or she knows or has learned.
 MEASUREMENT - is the process of obtaining numerical description of the degree of
individual possesses. Quantifying of how much does learner learned.
 EVALUATION - is the process of making judgments based on criteria and evidence.

A. IMPORTANCE OF TEST MEASUREMENT IN SCHOOL ADMINISTRATION

The following are the importance of test measurement in school administration

1. For getting knowledge about the progress of the students and the school.

2. For preparation of effective planning

3. For knowing the abilities and capacities of the students and the school the personnel.

4. For discovering the needs of the participants.

5. For giving motivation.

6. For knowing the achievements in future.

7. For research and experimentations.

 6.b. What are the different types of tests useful in supervision.

B. TYPES OF TEST USEFUL IN ADMINISTRATION AND SUPERVISION

Whether you like them or not, tests are a way of checking your knowledge or
comprehension. They are the main instrument used to evaluate your learning by most
educational institutions. According to research studies, tests have another benefit: they
make you learn and remember more than you might have otherwise. Although it may
seem that all tests are the same, many different types of tests exist and each has a
different purpose and style.

The 4 major Different Types of Testing

There are four types of testing in schools today — diagnostic, formative, benchmark, and
summative. What purpose does each serve? How should parents use them and interpret the
feedback from them?1.

1. Diagnostic Testing

 This testing is used to “diagnose” what a student knows and does not know. Diagnostic
testing typically happens at the start of a new phase of education, like when students will
start learning a new unit. The test covers topics students will be taught in the upcoming
lessons.
 Teachers use diagnostic testing information to guide what and how they teach. For
example, they will plan to spend more time on the skills that students struggled with most
on the diagnostic test. If students did particularly well on a given section, on the other
hand, they may cover that content more quickly in class. Students are not expected to
have mastered all the information in a diagnostic test.
 Diagnostic testing can be a helpful tool for parents. The feedback children receive on
these tests let the parents know what kind of content they will be focusing in their class
and let the parents anticipate which skills or areas they may have trouble with.

2. Formative Testing
 This type of testing is used to gauge student learning during the lesson. It is used
throughout a lecture and designed to give students the opportunity to demonstrate that
they have understood the material, like in the example of the clock activity mentioned
above. This informal, low-stakes testing happens in an ongoing manner, and student
performance on formative testing tends to get better as a lesson progresses.
 Schools normally do not send home reports on formative testing, but it is an important
part of teaching and learning. If you help your children with their homework, you are
likely using a version of formative testing as you work together.

3. Benchmark Testing
 This testing is used to check whether students have mastered a unit of content.
Benchmark testing is given during or after a classroom focuses on a section of material,
and covers either a part or all of the content has been taught up to that time. The
 assessments are designed to let teachers know whether students have understood the
material that’s been covered.
 Unlike diagnostic testing, students are expected to have mastered material on benchmark
tests, since they cover what the children have been focusing on in the classroom. Parents
will often receive feedback about how their children have grasped each skill assessed on
a benchmark test. This feedback is very important to parent, since it gives them insight
into exactly which concepts their children did not master.

4. Summative Testing

 This testing is used as a checkpoint at the end of the year or course to assess how many
content students learned overall. This type of testing is similar to bench mark testing, but
instead of only covering one unit, it cumulatively covers everything students have been
spending time on throughout the year.
 These tests are given — using the same process — to all students in a classroom,
school, or state, so that everyone has an equal opportunity to demonstrate what they
know and what they can do. Students are expected to demonstrate their ability to
perform at a level prescribed as the proficiency standard for the test.
 Since summative tests cover the full range of concepts for a given grade level, they are
not able to assess any one concept deeply. So, the feedback is not nearly as rich or
constructive as feedback from a diagnostic or formative test. Instead, these tests serve as
a final check that students learned what was expected of them in a given unit.

Combining Test Results

We need a balance of the four different types of testing in order to get a holistic view of
our children’s academic performance. Each type of test differs according to its purpose,
timing, skill coverage, and expectations of students. Though each type offers important
feedback, the real value is in putting all that data together. First, using a diagnostic test,
you can gauge what a student already knows and what she will need to learn in the
upcoming unit. Next, formative tests help teachers and parents monitor the progress a
student is making on a daily basis. Then, a benchmark test can be used as an early
indicator of whether students have met the lesson’s goals, allowing parents and teachers
to re-teach concepts that the student may be struggling with. Ideally, when heading into
the summative testing, teachers and parents should already know the extent to which a
student has learned the material. The summative testing provides that final confirmation.

Other types of Tests

Placement Tests
These tests are used to place students in the appropriate class or level. For example, in
language schools, placement tests are used to check student’s language level through
grammar, vocabulary, reading comprehension, writing, and speaking questions. After
 establishing the student’s level, the student is placed in the appropriate class to suit
his/her needs.

Progress or Achievement Tests

Achievement or progress tests measure the student’s improvement in relation to their
syllabus. These tests only contain items which the students have been taught in class.
There are two types of progress tests: short-term and long-term.
 Short-term progress tests check how well students have understood or learned material
covered in specific units or chapters. They enable the teacher to decide if remedial or
consolidation work is required.
 Long-term progress tests are also called Course Tests because they check the learner’s
progress over the entire course. They enable the students to judge how well they have
progressed. Administratively, they are often the sole basis of decisions to promote to a
higher level.

Proficiency Tests
These tests check learner levels in relation to general standards. They provide a broad
picture of knowledge and ability.
Internal Tests
Internal tests are those given by the institution where the learner is taking the course.
They are often given at the end of a course in the form of a final exam.
External Tests
External tests are those given by an outside body. The exams themselves are the basis for
admission to university, job recruitment, or promotion.
Objective Tests
Objective tests are those that have clear right or wrong answers. Multiple-choice tests
fall into this group. Students have to select a pre-determined correct answer from three
or four possibilities.
Subjective Tests
Subjective tests require the marker or examiner to make a subjective judgment regarding
the marks deserved. Examples are essay questions and oral interviews. For such tests, it
is especially important that both examiner and student are aware of the grading criteria in
order to increase their validity.

C. ADMINISTRATIVE AND SUPERVISORY USES OF THE DIFFERENT TYPES

OF TESTS
Administration use different tests to:

 To maintain standard –
 To classify or select for special purposes –
 To determine teachers efficiency, effectiveness of methods, strategies used
(strengths, weaknesses, needs); standards of instruction –
 To serve as basis or guide for curriculum making and developing
 To serve as guide in educational planning of administrators and supervisors - to
set up norms of performance –
 To inform parents of their children’s progress in school
 - to serve as basis for research

D. FACTORS INFLUENCING THE PUPIL’S PERFORMANCE

Here are some of the factors that may affect the pupil’s performance:
 The support and availability of the parents.
 Financial situation and standard of living. Sometimes it is observed that students
in socio economically disadvantaged areas get lower marks.
 The geographical location of the educational institution.
 The diversity of student profiles in the same class.
 The grouping together, in certain schools, of students with severe learning
difficulties, or with problems associated with psychosocial integration in special
education classes
 The various practices pertaining to the student admission requirements. Some
educational institutions admit students indiscriminately, whereas other selects
them on the basis of previous academic achievement or their results on aptitude
tests.

GRADING SYSTEM
Grading in education is the process of applying standardized measurements of
varying levels of achievement in a course.
Grades are earned in each course and are recorded on the student’s permanent
record. Evaluation of student achievement will be made in relation to the
attainment of the specific objectives of the course. At the beginning of a course,
the instructor will explain these objectives and the basis upon which grades are
determined. In some countries, all grades from all current classes are averaged to
create a grade point average (GPA) for the marking period. The GPA is
calculated by taking the number of grade points a student earned in a given
period of time divided by the total number of credits taken.
The GPA can be used by potential employers or educational institutions to
assess and compare applicants. A Cumulative Grade Point Average is a
calculation of the average of all of a student's grades for all courses completed so
far. The educational system of the Philippines was patterned both from the
educational systems of Spain and the United States. However, after the
liberation of the Philippines in 1946, the system changed radically.

F. MISUSES OF TEST RESULTS

Test misuse is neither isolated nor recent. It is a problem that cannot be easily
solved. While test misuse may be reduced or managed, it cannot be eliminated.
Test misuse has cut across America's social, economic, and political institutions,
including schools.
Much test misuse stems from media-induced hypersensitivity to student
performance. Historic and social factors explain why policymakers and
administrators under pressure from public officials and angry citizens slipped
into using tests improperly.
 Two negative consequences have been the use of tests by policymakers as
remote-control devices to alter instruction and the spread of test-score pollution,
the growing meaninglessness of test scores.

G.IN-BASKET TESTS
An in-Basket test or an in-basket exercise is a test used by companies and
governments in hiring and promoting employees. During the test, job applicants
receive a number of mails, telephone calls, document and memos.
6.c. State the values and limitations of educational and intelligence tests supervision
Uses The main uses of intelligence tests are as under:
1. For Vocational and Educational Guidance
For certain vocations, we need a certain level of intelligence. That is known by tests of
intelligence. Intelligence tests are very useful in educational guidance, i.e., the child can select
the subject in the light of his I.Q. other than his aptitude.
2. Useful in Class-room Teaching
Intelligence tests are useful in class-room teaching. The results of intelligence tests are of great
help to a teacher in assigning work to individual students.
They are especially useful in the early part of a teacher’s contact with a particular class as an aid
in making teaching effective by knowing the students’ mental level and in conducting discussion.
3. Used in Clinics
Intelligence tests are used in clinics and in mental hospitals in order to know as to how far the
disease has impaired the intellect.
4. Grouping
Grouping in the class-room is done on the basis of intelligence test results so that special classes
are run for the weak and the brilliant.
5. For Knowing Individual Differences
Through intelligence tests, we can know about individuals in a class.
6. Scholarship
They are used for giving scholarships to the students
7. Useful for Employers
Intelligence tests results are useful for employers and for Parent-Teacher Conference.

8. Useful to Individuals
Results of intelligence test are useful for the individual also. He can know about his performance
in a particular field.
9. Research
Intelligence tests are useful for research.
10. Promotion
Also used for promotion of students to the next class
11. For Knowledge about Self
Intelligence tests can tell you about your own intelligence and you can improve upon it.
Cautions while Using an Intelligence Test
1. The teacher must recognize that I.Q. (especially from verbal tests) is not a complete
measure of a person’s worth. It is an indication of only one limited type of ability.
A person may have a good level of ability in many other non-verbal aspects of living, i.e.,
mechanical, social, artistic and musical. A child whose score on scholastic aptitude test is
low should in no way be rejected.
2. Verbal group tests of intelligence must be supplemented by other types of intelligence tests.
3. Results of intelligence tests should not be declared to the students in a way so as to label a
particular student once for all with a particular I.Q.
4. In case it is suspected that the child was emotionally disturbed at the time of testing, results
should be considered quite tentative.
5. An I.Q. of 70 should be interpreted as an I.Q. somewhere between 60 and 80.
7.a. Factors to considered in organizing the cause of institution.
What elements influence the design of an organization’s structure? Some organizations choose to
be mechanistic; others choose to be more organic. Why is that the case?

For the most part, it’s about strategy, organization size, technology and environment. Let’s take a
look at each of these elements and how they influence the organization’s structure.

Strategy
A woman presenting by gesturing at sticky notes on the wall.Every organization has one (or at
least, every organization should). If an organization’s structure is a means by which that
organization achieves its objectives, then strategy and structure should be closely linked.

An innovation strategy is one that emphasizes the introduction of major new products and
services. A company like 3M or Apple could be characterized as organizations who would adopt
innovative strategies. Ideally, an organic, loose organizational structure is more appropriate to
support an innovative strategy.

An organization that is controlling costs and refrains from unnecessary innovation or marketing
expenses is probably practicing a cost-minimization strategy. These companies sell a basic
product and keep prices low. Wal-Mart employs this strategy. A mechanistic strategy allows for
tight control, extensive work specialization, high formalization and centralization, and so it best
fits this strategy.

An imitation strategy is one that seeks to move into new products or new markets after their
viability has already been proven. They want to minimize risk and maximize profit, so they take
successful ideas and copy them. A company like IBM might be considered one that uses an
imitation strategy to its advantage. The best structural option here might be a mix between
mechanistic and organic structure, which would allow tight control for current business and
looser structures for new pursuits.

Organization Size
There is significant research supporting the idea that organizational structure is impacted by the
size of the organization in question. Large organizations tend to have more work specialization,
more vertical levels, rules, regulations, and so on. So, they tend to be more mechanistic in nature.

Large organizations, those that have 2,000 or more employees, are likely to be more mechanistic,
but as they increase in size, they do not become more mechanistic. If the organization increases
to 2,500 people, the mechanistic-ness of the organization’s structure doesn’t necessarily increase.
But if you were to add 500 employees to an organization that only had 300 to start, the
percentage increase in size is likely to make that smaller organization more mechanistic.

Technology
In this instance, the word technology refers to how the organization transfers its inputs and
outputs. Every organization has at least one technology for converting their resources into
products or services. For example, the technology Ford Motor Company uses to produce cars is
the assembly line.

There is not a strong association between technology and organizational structure, but studies
have found that there is some correlation between the degrees of routine-ness of the technology
the organization employs, and the structure that best supports it. By “degree of routine-ness” we
mean that the technology tends either toward routine (automated and standardized) or non-
routine (varied operations) activities.

Routine tasks are often supported by organization structures that are taller and more
departmentalized. Organizations that relied on routine tasks often had more manuals and
formalized documentation, and decisions were more centralized. Non-routine tasks required
decentralization of decisions to support the uniqueness of the tasks.

Environment
General Motors, as we noted earlier, doesn’t face a lot of environmental change. The car market
fluctuates a bit here and there, but they basically make cars and sell them. Other organizations
feature all kinds of uncertainty. Organizational structures can assist in helping the business
withstand the external issues of environment.

There are three different dimensions to environmental uncertainty: capacity, volatility and
complexity.
Capacity refers to the degree in which an environment can support growth. Volatility refers to
the level of unpredictable change. Complexity refers to the degree of heterogeneity and
concentration among environmental elements.

The higher degree of complexity and volatility in an environment, and the more dynamic the
capacity, it stands to reason that the more organic the organizational structure should be. If there
is constant change and competition, an organization should be flexible to the changing needs that
those dynamics bring with it. A technology or internet-based company would be a good example
of one that faces complex, scarce, and dynamic environments.

A tobacco company, though, may be on the other end of that spectrum. Phillip Morris or Brown
& Williamson face very few competitors, and their industry is incredibly standardized. The only
change they’ve faced over the years is the decreasing use of their product. These organizations
lean toward mechanization.

7.a. Differentiate the characteristic of subject centered vs. child centered.

Who’s in charge here? When it comes to utilizing a student-centered vs. teacher-centered
educational approach, the answer is the same: the teacher. However, a student-centered vs.
teacher-centered classroom may look and feel very different to the outside observer.
Educators know the difference and many are adept at integrating aspects of both approaches into
their teaching. However, as with anything, it is often helpful to have a quick refresher.
In teacher-centered learning — the more traditional or conventional approach — the teacher
functions in the familiar role of classroom lecturer, presenting information to the students, who
are expected to passively receive the knowledge being presented.
In student-centered learning, the teacher is still the classroom authority figure but functions as
more of a coach or facilitator as students embrace a more active and collaborative role in their
own learning.
Teacher-Centered vs. Student-Centered Education [Pros & Cons]
Benefits of a Teacher-Centered Classroom
Order in the class! Students are quiet as the teacher exercises full control of the classroom and
activities.
Being fully in control minimizes an instructor’s concern that students may be missing key
material.
When a teacher takes full responsibility for educating a group of students, the class benefits from
a focused approach to research, planning and preparation.
Teachers feel comfortable, confident and in charge of the classroom activities.
Students always know where to focus their attention — on the teacher.
Drawbacks of a Teacher-Centered Classroom
This method works best when the instructor can make the lesson interesting; absent this, students
may get bored, their minds may wander and they may miss key information.
Students work alone, missing potential opportunities to share the process of discovery with their
peers.
Collaboration, an essential and valuable skill in school and in life, is discouraged.
Students may have less opportunity to develop their communication and crucial-thinking skills.
Benefits of a Student-Centered Classroom
Education becomes a more shared experience between the instructor and the students, and
between the students themselves.
Students build both collaboration and communication skills.
Students tend to be more interested in learning when they can interact with one another and
participate actively in their own education.
Members of the class learn to work independently and to interact with others as part of the
learning process.
Drawbacks of a Student-Centered Classroom
With students free to interact, the classroom space can feel noisy or chaotic.
Classroom management can become more of an issue for the teacher, possibly cutting into
instructional activities.
With less focus on lectures, there can be a concern that some students may miss important
information.
Though collaboration is considered beneficial, this approach may not feel ideal for students who
prefer to work alone.
‘Sage on the Stage’ vs. ‘Guide on the Side’
Sometimes called the “Sage on the Stage” style, the teacher-centered model positions the teacher
as the expert in charge of imparting knowledge to his or her students via lectures or direct
instruction. In this setting, students are sometimes described as “empty vessels,” listening to and
absorbing information.
Though the teacher-centered method is historically considered the more traditional approach, the
education field has evolved to recognize the significant benefits of empowering students to be
more active participants in their own learning. However, there continue to be countless examples
of students being challenged and transformed by a teacher lecturing about a subject they have
spent their entire life exploring.
Sometimes called the “Guide on the Side” style, the student-centered model builds in more
equanimity between the teacher and student, with each playing a role in the learning process. The
teacher still exercises authority, but is more likely to act as a facilitator, coaching students and
assisting them in their learning.
This approach, which has grown in popularity over the past several decades, champions student
choice and facilitates connections among students, embracing the philosophy that, for a student
to truly learn, they must be actively involved in the process.
‘I Stood in Front of the Classroom and Told People Things’
Writing about her transition from teacher-centered to student-centered instruction for an article in
Medium.com, educator Martha Kennedy recalls, “I began teaching as most young teachers do,
unconsciously modeling my teaching style on that of the teachers I’d had. I stood in front of the
classroom and told people things.”
But in the mid-80s, she said, a “new idea” called student-centered education began to gain
traction. As a writing teacher, she was aware of “the essential difference between teaching a skill
and teaching content,” believing that while “you can tell people content; people must practice
skills.”
To learn a skill, like writing for example, “students must be directly involved,” she says. “No
teacher can stand there and tell the students how to do something and expect the students to leave
the classroom able to do it.” However, because the teacher must willingly relinquish some
control of the process and count on students to produce, Kennedy says, “Student-centered
teaching feels risky.”

She recalls occasionally having to convince supervisors that her methods were sound, with one
dean describing what appeared to be “total chaos” after sitting in on a four-hour class where
students were haggling over ideas, some listening to music, taking breaks at times of their
choosing and basically owning their approach to the assignment. She was able to convince the
dean that listening to music helped some kids focus and that letting them take a breather when
needed was preferable to potentially disrupting their train of thought with a scheduled group
break.

“Over the years I came to understand that the main virtue of the student-centered classroom is
that it removes mastery from the sole province of the teacher and allows students to be masters,
too,” she said. “It means I needed to — sometimes — leave them alone so they could learn. I
understood that teachers can actually impede students’ learning.”

Student-Centered Learning in the Online (M.Ed.) Classroom

Many teachers strive to implement a blend of teacher-centered and student-centered styles –

sometimes within the same classroom – based on their own instincts, research and experience.

The student-centered approach to education also has relevance for teachers who choose to
develop a deeper understanding of the art and science of education by pursuing a master’s
degree.
For example, in contrast to the more teacher-centered approach that is common to on-campus
programs, online master’s degree programs tend to place more emphasis on interacting with
one’s fellow degree candidates across the country through the learning portals that are an
essential component of the online academic experience.

8.a. What are the importance of extra – clan activities.

Extracurricular activities are the exercises that fall outside the extent of your normal
educational program. Finishing extracurricular activities implies you are going well beyond your
school necessities. However, playing soccer with your companions on weekends for no particular
reason isn't really an extracurricular action, despite the fact that it has nothing to do with school.
Extracurricular activities require a customary time, duty and activity, for example, being on a
games group, shaping a student newspaper, playing the violin in the neighborhood symphony or
taking an online seminar on robotic technology.
Here are the reasons why extracurricular activities must be given more importance in
schools-
1. It Improves Your Academic Performance
A few students stress that taking an interest in extracurricular may cost a lot of time from
their homework, subsequently harming their evaluations; nonetheless, extracurricular exercises
can really improve your evaluations and your attitude toward school by and large! Taking an
interest in activities you are energetic about can build your brain function, assist you with
concentrating and deal with your time better, all of which add to higher evaluations. High
perseverance sports, for instance, will prepare you to centre and construct endurance despite
serious trouble. This gives you a bit of leeway with regards to examining and taking tests.
2. It Helps to Explore Interests and Create Broader Perspectives
At the point when you partake in numerous activities, you'll get the chance to investigate
a scope of premiums and open interests you never realized you had! Besides, enhancing your
inclinations in this manner expands your perspective. Consider it along these lines: on the off
chance that you join a philosophy club you'll start to take a gander at the world through the eyes
of a maturing thinker.
3. It Brings About Higher Self-esteem
The more you make progress through activities you're energetic about, the more your
self-esteem will improve. For instance, you're great at maths and your instructor urges you to
engage in competitions. You join the school group and begin preparing for the Maths Olympiad.
During the cycle, you understand how fun maths can be and how skilled you really are, which
gives your confidence an enormous lift. Trying sincerely and acing new abilities in a fun, loose
and at times serious setting permits you to be fruitful without the weight of getting a passing
mark. Besides, when your certainty improves, you'll be more open to facing challenges in all
parts of your life.
4. It Brings Social Opportunities
 Let's face it; making friends can be hard. However, and perhaps the most effortless
approaches to make companions is through extracurricular activities. Each extracurricular you
take part in gives you another chance to grow your interpersonal skill, which will likewise prove
to be useful when you're searching for work. In addition, on the off chance that you make friends
in your extracurricular activities, you'll be bound to get all the more profoundly included. For
instance, if you make a couple of companions doing community service at school you may
choose to start a volunteer club together and truly have an effect in your locale!
5. Provides Opportunity for Productive Breaks
Extracurricular activities give you something amusing to do besides school. It
additionally allows you to investigate your interests to find things you might be intrigued past
scholastics while taking a break hitting the book. Enjoy the truly necessary reprieve, you deserve
it.
6. It Hones Essential Life Skills
On the head of the entirety of the advantages of extracurricular activities previously discussed,
perhaps the best favourable position extracurricular activities give you are "real world" skills.
These aptitudes incorporate (however are not restricted to):
 Goal setting
 Teamwork
 Prioritization
 Time management
 Problem-solving
 Analytical thinking
 Leadership
 Public talking
8.b. Different types of extra – clan activities in our school system.
The different types of co-curricular activities in school are chosen to develop an overall
personality of a student. Selection of the right kind of extracurricular activities at school can
polish your child’s skills and keep him engaged.
Co-curricular activities help a student concentrate more in the classroom and teach them valuable
life lessons. The importance of extracurricular activities at school has been proven by many
types of research.
Children should engage in at least two co-curricular activities to utilize their energy completely
and explore their talents. You should create a right mix of co-curricular activities that will
stimulate a child’s mind and body both.
Different Types of Co-curricular Activities in School
1. Academic Related Co-curricular Activities
 Book clubs
  School magazine editor
 Poetry recitation
 Story-writing
 Debates
 Organizing exhibitions
 Preparing charts

2. Leisure Related Co-curricular Activities

 Model making
 Coin collection
 Stamp collection
 Train enthusiast
 Museum
 Monument excursion
 Gardening
3. Social development Related Co-curricular Activities
 Scouting and guiding
 School council activities
4. Picnics and excursions Related Co-curricular Activities
 Hiking
 Special visits
 Trekking
 Visiting places of historical and geographical importance

5. Physical Related Co-curricular Activities

 Outdoor and indoor games
 Mass drill
 Mass P.T
 N.C.C
6. Cultural Development Related Co-curricular Activities
 Dance
 Music
 Folk dance
 Folk songs
 Fancy-dress competitions
7. Civic Values Related Co-curricular Activities
 Organizing camps, such as first aid camp, cleanliness week.
 A celebration of the special day
8. Arts and Craft Related Co-curricular Activities
 Album making
  Doll making
 Cooking
 Photography
 Flower decoration
 Clay modelling
 Collage making
 Basket making
 Knitting
8.c. What are the principles in the supervision of extra – clan activities.

Guiding Principles in the Administration and Supervision of Extra-Class Activities

For Administration
1. Students desiring to form an organization should first see to it that the approval of the school
principal is secured.
2. Participation of all students of appropriate ages should be encouraged.
3. The extra-class activities should be organized for a specific purpose.
4. There should be a wide variety of activities in order that needs of as many learners may be
met.
5. All activities should be in keeping with school ideals and practices and should be subject to
administrative and supervisory control.
6. Every activity should be directed toward the achievement of the general aims of education
outlined in our Constitution.
7. All extra-class activities should be held in the school building or school premises whenever
this is possible.
8. Activity should be set up by the administrator so that there is a definite time and place of
meeting for each activity.
9. Each activity must be directed and supervised by a teacher appointed by the principal or head
of the school.
10. The management of the finances by the group should be the joint responsibility of the faculty
and selected members of the group.
11. Provisions should be made in each school for an adequate homeroom program through which
each learner may receive guidance in social, moral and avocational matters.

12. Each school should provide for an assembly, meeting at a regular scheduled time at least
once a week.
13. There should be provision for a periodic evaluation of services and educational values of
extra-class activities to the learners, to the school and to the community.
For the Supervision
1. The supervision of extra-class activities should be in harmony with the principles of
organization, the philosophy of supervision and the policies governing the functioning of the
extra-class program in school.
2. The supervision of extra-class activities must include a recognition of the exploratory value
of activities as a factor in guidance.
 3. The supervision of extra-class activities should be in the nature and guidance and cooperative
leadership rather than domination or direction of the teacher.
4. The supervision of extra-class activities should be done through suggestion as far as possible
rather than by authoritative direction.
5. The supervision of extra-class activities should have as one of its primary objectives, the
integration of curricular studies and extra-class activities.
6. The supervision of extra-class activities must include cooperation with the central
administration and the general activity program, especially in matters of accounting and
management, so as to insure loyalty to administrative policies and procedures.
7. The supervision of extra-class activities should provide cooperative appraisal of the work and
progress of the activity in terms of their purposes and aims.
9.a. Describe the modern trends in guidance.

Current Trends and Issues in Guidance and Counseling

· Professional Title
Some professional in the field prefer to be called guidance counselor or prefer the term as a
school counselor. The expected duties are more extensive than those practiced by vocational
guidance counselors of the past, and the feeling of many school counselors that the name of the
profession should reflect its expanded roles.
· Evaluation
The demand for accountability and evaluation has led to the development of numerous criteria to
help school counselors evaluate their specific intervention techniques.
· Prevention vs. Remediation
A growing trend in the field of counseling is the focus on prevention instead of remediation. A
shift for school counselors to intercede prior to any incidents and to become more proactive in
developing and enacting school-wide prevention plans in the students from being involved with
many difficulties, such as participating in gangs, dropping out of school, becoming a teenage
parent, using drugs, and participating in or becoming victims of acts of violence.
MULTICULTURAL COUNSELING. Eric Digest
Multiculturalism or the fourth force in psychology that one which complements the
psychodynamic, behavioral and humanistic explanations of human behavior.
Holfstede (1984) identified four dimensions of cultures which includes the following:
1. Power Distance - the extent to which a culture accepts that power in institutions and
organizations is distributed unequally.
2. Uncertainty Avoidance - the extent to which members of a culture feel threatened by
uncertain or ambiguous situations.
3. Individualism - a social framework in which people are supposed to take care of themselves
and of their immediate families only. Collectivism refers to a social framework in which people
distinguish between in - groups and out - groups, expecting their in- group to look after them,
and in exchange for that owe loyalty to it.
4. Masculinity/ Femininity - the extent to which the dominant values within a culture are
assertiveness, money and things, caring for others, quality of life, and people.
For the counselor to be effective, he/ she must be able to:
1.Express respect for the client in a manner that is felt, understood, accepted, and appreciated by
the client.
2.Feel and express empathy for culturally different clients.
3.Personalize his/ her observations.
4.Withhold judgment and remain objective until one has enough information and an
understanding of the world of the client.
5.Tolerate ambiguity.
6.Have patience and perseverance when unable to get things done immediately.
The Multicultural Awareness Continuum ( Locke, 1986) was designed to illustrate the
areas of awareness through which a counselor must go in the process of counseling a culturally
different client. The continuum is linear and the process is developmental, best understood as a
lifelong process and includes the following:
· Self Awareness
· Awareness of one’s own culture.
· Awareness of racism, sexism, and poverty.
· Awareness of individual differences.
· Awareness of other cultures.
· Awareness of diversity.
· Skills and Techniques.
ETHICS AND REGULATIONS OF CYBER- COUNSELING. Eric Digest
Cyber counseling or web counseling was called by the National Board of Certified
Counselors , is defined as the practice of professional counseling and information delivery that
occurs when client(s) and counselor(s) are in separate or remote locations and utilize electronic
means to communicate over the internet. And there are critical issues about cyber counseling and
it includes the following:
1. Truth in advertising.
2.Confidentiality and privileged communication.
3.Duty to warn.
4.Competence
5. Dual relationships
6.How does a counselee know that the assigned homework is valid for the type of problem
presented?
7.Some cyber counselors may do inadequate pre-screening of potential counselees.
8.Lack of cyber counselor knowledge of the circumstances or culture of the client.
9.The anonymity of the counselee may be problematic for the cyber counselor.
10. Fee structures vary.
11. Is the counselee actually receiving advice from the person who is on the web page?
STATE REGULATIONS AND CYBERCOUNSELING
· Federation of State Medical Boards ( FSMB) produced model legislation regarding
telemedicine.
· International Society for Mental Health Online (1997) promote understanding, use and
development of online communication, information and technology for the international mental
health community.
· American Tele medical Association proposes that the state should not restrict “virtual travel”
of its patients to seek medical advice outside of the state
9.b. Discuss the role of the teacher in guidance.
The concept of guidance, which associated it with the daily activity of the classroom teacher,
gives a greater responsibility to him. It means that the teacher who is dealing with children
should be given in-service education for discharging his responsibilities in personal, educational
and vocational guidance.
The necessity of such an in-service programme is felt because we are at present not in a position
to employ special guidance personal in each school. Many of the non-technical aspects of
guidance can be taken up by every classroom teacher and some aspects which need technical
knowledge may be developed through in service education.
The standard of living, health and climate, culture traditions and environment, attitude towards
sex, etc., are some of the other factors which determine the period. World Health Organisation
(WHO) defines adolescence as the progression from appearance of secondary sex characteristics
to reproductive maturity, development of adult mental processes and adult identity and transition
from total socio-economic dependence to relative independence.
Adolescence, usually characterised by the youthful exuberance as its most endearing hallmark, is
a transition period between childhood and adulthood. Its distinctiveness is reflected in rapid,
physical, psychological, emotional, and behavioural changes and developments quite often
results in anxieties and causes confusion and unrest among adolescents.
Since these changes and developments are primarily related to sexual development which has
traditionally been a taboo, adolescents do not have access to accurate information through
authentic sources like family or educational institutions.
Besides, being a phase of physical maturity, adolescence is a period of progress towards mental,
intellectual and emotional maturity. Since the adolescents lack proper understanding of the
implications of this period and relevance of the socio-cultural influences, they start distancing
themselves from the a This suddenness and rapid race with which the changes take place in the
body and mind of adolescents and other influences generate a number of problems and special
needs which adolescents find difficult to understand on their own.
So far, there is no authentic source readily available to them through which they can get
scientific knowledge regarding the changes and developments in them, they fall back upon the
peer-group that itself is ill-informed which provide wrong information. They develop
misconceptions resulting in awkward and undesirable behaviour.
It is necessary for the adolescents to behave in a right manner and establish themselves and
cooperate at home and outside. They need authentic knowledge that helps them understand the
process of growing up with They have to be well equipped to cope with the problems which they
confront during the transitional phase. They need guidance and independence simultaneously to
explore life for them in order to attain a level of maturity required to make responsible and
correct decisions.out partical reference with reproductive and sexual health needs.
9.c. What are the general principles in guidance.
Basic Principles of Guidance and Counselling
Principles of Guidance
Guidance is based upon the following principles.
i. Holistic development of individual : Guidance needs to be provided in the
context of total development of personality. Guidance deals with the development
of the whole person. It does not only focus on the learner’s academic
achievement. But should also focus on different aspects such as social and
physical aspects (Thungu et. al. (2010).
ii. Recognition of individual differences and dignity: Each individual is different
from every other individual. Each individual is the combination of characteristics
which provides uniqueness to each person. The dignity of the individual is
supreme. The respect for others should come naturally and should not be affected
by titles, sex, age or appearance.
 iii. Guidance is Concerned with Individual Behavioural Processes. It helps the
individual gain better control over his/her own behaviour such as likes, dislikes,
tendencies and weaknesses. In this principle the guidance worker uses tools such
as: personal interviews, counselling relationship, test interpretation sessions.
iv. Guidance Relies on Cooperation, Not on Compulsion (Force).Client should
not be forced. The client should consent by either explicitly asking for help or
implicitly hinting, suggesting or signifying that he needs help. Forced guidance
may lead to stubbornness or lack of cooperation.
v. Guidance is a Continuous and a Sequential Educational Process
 Guidance is a lifelong process; begins at home goes on to school and into
the society.
(Parents → Teachers → Community).
Parents, teachers, and community have a role to play in guiding the individual to
acquire the right behaviour and values.

 Guidance should be oriented towards a single goal. Guidance given at

home should be inharmony with what the teachers and society provide. If
parents advocate obedience at home, then teachers should advocate
obedience at school as well.
10.a. Describe the selection process of teaching force

Selection of the Teaching Staff

The selection of the teaching staff or personnel takes place within the legal framework such as:
1. Commonwealth Act. No. 177 placed the public-school teachers under civil service.
2. As a civil service they are governed by
a. civil service rules and regulations or RA 226 as amended by RA 6040
b. RA 4670 Magna Carta for public school teachers, defining examination, appointment,
promotion, transfer, separation and reinstatement.
Identification of new staff members
This consists of two unique complimentary phases; recruitment and selection. Recruitment phase is
concerned with the establishing a pool of potentially acceptable candidates whose values,
interest, needs and abilities, having been carefully analyzed, fill to satisfy the requirements of a
particular role.

Orientation of staff.
Sometimes referred to as induction, orientation begins with the recruitment interview and continue
on through the staff membership/ association with the organization/school.

Assignment of Staff
In this stage, degree of congruence between the expectations for the position and qualifications and
personal characteristics of teachers is insured, and that the major expectations for the institutional
role and personal needs, dispositions and abilities of teachers are fully explored and considered.

Improvement of staff.
Maintaining the teachers require that they improve themselves professionally while in the service.
This can be done in several waysin terms of a) classroom observation, b) individual conferences,
c) school visitation, d) professional association, e) student-teaching program, and f) in-service
activities.
10.c. Guidelines on rating, promotion, transfer and retirement of school personnel.
Policy and Guidelines for Transfer and Promotion — Teaching Service
Ongoing employees have the opportunity to transfer or promote within the teaching service. This
includes movement within and across the different classes (principal class, teacher class and
education support class). To view transfer or promotion opportunities online go
to Recruitment Online.
Promotion is defined as the permanent movement of an ongoing employee from one position to
another position in the teaching service with a higher attainable maximum salary than the
employee’s substantive position.
Transfer is defined as the permanent movement of an ongoing employee from one position to
another position in the teaching service with the same or lower attainable maximum salary than
the employee’s substantive position.
An ongoing employee who is the successful applicant for an ongoing or tenured position (for
example, leading teacher, learning specialist or principal class) will be permanently transferred
or promoted to that position. An employee who is transferred or promoted to a tenured position
will be subject to the applicable tenure renewal policy. Transfer to a position at a lower
classification level and, or salary or remuneration range can only occur with the employee’s
consent. Where consent is given the employee will be permanently transferred to the lower
classification level and, or salary or remuneration range. Salary or remuneration on transfer to
the lower level or range will be determined in accordance with the Department’s remuneration
policy (refer to Remuneration — Teaching Service under Related topics). Where consent is not
given, the transfer of the employee will not proceed.
An ongoing employee who is the successful applicant for a fixed term position of more than 12
months (or in the case of a parental absence replacement where the replacement continues
beyond 12 months) will be permanently transferred to that school. Provided that where a
complete school year, inclusive of all vacation periods, is longer than 12 months, the permanent
transfer will not occur. If the position is at the same level the employee will be paid their
substantive salary. If the position is at a higher level the employee will be paid a higher duties
allowance. If the position is at a lower level the transfer can only occur where the employee
consents to reduce their substantive level to the level of the fixed term position. Where consent is
given the employee will be permanently transferred and paid at the lower level. Where consent is
not given, the transfer of the employee will not proceed.
Further information regarding transfer and promotion, including eligibility and qualification
requirements, is set out in Recruitment in Schools.
Temporary transfer
An ongoing employee who is the successful applicant for an advertised fixed term position of 12
months or less will be temporarily transferred to that position subject to the release being
negotiated to reflect the needs of both schools and the employee. Their release should not be
unreasonably refused. Where the principal of the base school does not agree to release the
employee, the employee may lodge an application for a personal grievance with the Merit
Protection Boards.
If the fixed term position is at a higher level the employee will be paid a higher duties allowance
for the fixed term period. If the fixed term position is at the same level the employee will be paid
their substantive salary. If the fixed term position is at a lower level there is no capacity to
temporarily reduce an employee’s substantive level. Temporary transfer to a lower level position
can only occur where the employee consents to reduce their substantive level to the level of the
fixed term position. In this case the employee will resume at the base school at the lower
substantive level.
An ongoing employee currently on leave without pay who is selected for a fixed term position
can only take up that position at the expiration of the period of leave or earlier with the approval
of the base school principal. In this case consultation between the two principals and the
employee involved should occur to ensure that the implications of the temporary transfer are
clear. Where approval for an early resumption is given the leave without pay will cease and the
employee will be temporarily transferred to the position. At the conclusion of the temporary
transfer the employee will resume at their base school. Information about resuming on a
temporary basis from parental absence is available at Parental Absence — Teaching Service.
Administrative transfer
Section 2.4.3(3)(h) of the Education and Training Reform Act 2006 enables the permanent or
temporary administrative transfer of an ongoing employee in the teaching service to another
position without the position being advertised.
Where a principal considers that there is a clear justification for filling a vacancy without
advertisement and the decision to transfer an employee is based on a proper assessment of the
employee against the genuine requirements of the duties or role, the administrative transfer can
occur provided that the relinquishing principal and the affected employee agree.
In exercising this power, the principal must comply with any employment standards issued by
the Public Sector Standards Commissioner. Information about the standards is available from the
Victorian Public Sector Commission at VPSC Employment Principles and Standards.
11.a. Why is it needed to attend in - service training?
The programme which develops skills and knowledge within the teachers so that they can
perform their duties effectively and with respect to the standard of working field is called as an
In-service training programme for teachers. It boosts up the efficiency and effectiveness of
teachers. It develops a sense of perfect behaviour in the working strategies of educator. It widens
the scope of educators. The benefits of this programme are mentioned under following heads.
· Knowledge
The Educator is a person who imparts knowledge to the learners, but what happen if his or her
knowledge is not complete? In such a case, he or she is unable to carry out his or her role and
responsibilities in a proper manner. This agenda develops a complete knowledge within the
educator.
· Skills
If an educator is not enough to tackle a large number of learners then his or her role does not
proves satisfactory. So, to develop skills within the mentor is the function of the agenda which is
the point of discussion.
· Improvement in Instructions
Learners are influenced by the lectures or instructions of the instructor, if these instructions are
not effective, then the instructors are not appreciated and they are not able to conduct their role.
So, guidance is being provided to improve the lecture or instructor’s quality under it.
· Updating the Mentors
So many developments have taken place in the teaching field and different sectors of working
area. So, mentors should be updated enough to meet out the new emerging and developing
generation. It is a training campaign of updating the mentors.
· Work-culture
Different schools have a different work culture so it depends on trainer how he or she adapts
himself or herself according to the working environment. He or she requires certain tacts for such
a task and these tacts are being taught in such type of agenda.
· Performance of Students
If the pupil is unable to understand the subject matter, then it is the drawback of the trainer. The
trainer should apply some effective teaching-tacts to teach the pupils so that they perform well in
studies. These tacts which improve the performance of pupils are taught in the specified
campaign.
· Environment
It depends on educationalist how he or she moulds the environment of his or her work place
according to his or her requirements. If the educationalist scolds and beats the student then the
whole environment gets disturbed and thus it is his or her tact in dealing the students without
scolding and beating them. Such type of preparation for educationalist is carried out in this
campaign.
· Communication
Communication technique is essential for the profession of mentor. He or she can be analyzed on
behalf of his or her communication technique. This communication technique is developed in
this agenda.
Centre
Best centre should be considered for In-Service Training Programme for teachers.
11.b. Attitude of the teachers toward in – service training.

The major findings of the present study are following:

 The most of the primary teachers have shown a positive attitude towards in-service
training.
 Both male and female teachers showed a favourable attitude towards in-service training.
However,
 Significant difference has been observed in the attitude of male and female teachers
towards in-service training indicating that gender of the teachers determines their attitude
towards in-service training.  Significant difference has been observed in the attitude of
upper and lower primary teachers towards in-service training. Upper primary teachers have
more favourable attitude towards in-service training.
Training programmes are essential to explore, reflect on and develops teacher’s own practice.
These programmes deepen the knowledge of teachers and update their academic discipline and
other areas of school curriculum. Therefore, awareness should be made to create interest among
teachers to attend training programmes. The content of programmes must be such that teachers
can relate to it from their own experience and also find opportunities to reflect on these
experiences. Keeping in mind the aims of in-service training programmes for professional
development, there is need to create a positive mindset among teachers towards in-service
training that can contribute towards sustainable professional development. The training
programmes should be arranged in such a way that it can help teachers to build confidence
among them. Teachers should be motivated to attend the training programmes. Trainings should
not impose extra burden on the teachers rather teachers’ should feel that these trainings will
improve their teaching skills.

11.c. How does your school conduct teacher’s meeting?

1. Meeting preparation
Set an agenda. A meeting without an agenda is like going to an exam without studying; a waste
of time. Make sure that all participants receive the agenda, including any supporting material, at
least 48 hours before the meeting, so they can prepare and add any topics they believe need to be
discussed. This way your staff will be much more engaged.
2. The actual meeting
Make short meeting notes and turn those into professional meeting minutes. When everyone is
properly prepared the actual meeting will be much easier, but you as leader do have to manage
the discussion and make sure it stays on track. Start on time, end on time. Summarize at the end
of each topic and document decisions and action items.
3. Meeting follow-up and task tracking
Manage tasks and project a summary or meeting minutes within 24 hours of the meeting. That
way memories are still fresh and any differences in interpretations can be clarified. Make sure
you follow-up on tasks. Hold people accountable for their tasks. If you start your next meeting
with an overview of what was accomplished, people feel success and progress, and that is what
you, as a great leader, want.
12.a. Teaching as a profession

The Teaching Profession

Teaching is a noble profession that comes with so much responsibility and duty towards
students. Teachers do not only teach and impart knowledge but inspire and motivate students for
life and take important steps in life. They keep working to boost the confidence of students and
direct them in the right direction. There were many teachers who dedicated all their life to
empowering their students and making them better and more successful human beings in their
life.
Teaching is not just a job. It is more than a job. It is a mission to carry out. We, teachers, are
called not only to instruct pupils in our subject (although this is our basic task and to do it well is
a valuable service) but to be good influences on them. We, teachers, have the power to influence
our pupils, to influence them to love learning. Henry Adams once said: “A teacher affects
eternity; no one knows where his influence stops.” Never underestimate your power as a teacher.
Never underestimate your power to make a difference in the lives of your pupils.
A professional is one who conforms to the technical or ethical standards of a profession. So, two
elements of a profession are competence and a Code of Ethics.
12.b. The Teacher and the state
12. B. The Teacher and the State
The teacher is said to build every individual’s national morality to the love of the country to the
extent that they are aware of their surroundings and obey the laws implemented by the country. It
is believed that schools are the nurseries of the citizens of the state. Therefore, teachers must be
able to fully transmit cultural and educational heritage to their learners. Teachers must also be
role-models when it comes to human rights and responsibilities.
Article II – The Teacher and The State
Section 1. The schools are the nurseries of the future citizens of the state: each teacher is a
trustee of the cultural and educational heritage of the nation and is under obligation to transmit to
learners such heritage as well as to elevate national morality, promote national pride, cultivate
love of country, instill allegiance to the constitution and for all duly constituted authorities, and
promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carryout the declared policies of the
state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own. every
teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other
partisan interest, and shall not. directly or indirectly, solicit, require, collect, or receive any
money or service or other valuable material from any person or entity for such purposes
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.
Section 7. A teacher shall not use his position or facial authority or influence to coerce any other
person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding
the product of his researches and investigations: provided that, if the results are inimical to the
declared policies of the State, they shall be brought to the proper authorities for appropriate
remedial action.
12.c. The teacher and associates, students and parents
Role of Teachers:
Teachers who foster positive relationship with their students create classroom
environment more conducive to learning and meet student’s developmental, emotional and
academic needs.
Communication is the basis of the relationships. Therefore it is important to have positive
communication with others, so that you may have a positive relationships.