Republic of the Philippines

MINDANAOSTATEUNIVERSITY
SCHOOL OF GRADUATE STUDIES
MASTER IN EDUCATION PROGRAM
J.P. Laurel Avenue, General Santos City

Course Number: PhD-Educ 302 Title: ECOLOGY OF EDUCATIONAL ADMINISTRATION

1stSemester – 2022-2023 Facilitator: DR. JOHN MICHAEL P. CASTINO, MPA, CGM, AB
ELLEN B. MENDOZA
Student

COMPREHENSIVE FINAL EXAMINATION

General Instruction: Please read all instructions carefully. Understanding instructions is part of the
examination. Cheating or copying from your classmates’ answers will be subject to stiff sanctions, including
the possibility of getting a failing grade in this class. Answer each question appropriately. Be brief but concise
in your answers. Please refer to the following rubrics to benchmark on how your essays will be rated. (200
points) (Note: Brief simply implies short, while concise implies that, while short, all the essential content has
been captured.)

GRADING RUBRICS for EXAM ESSAYS

An “A+” essay: 10/10; 20/20

 Answers the specific central question that was asked
 Incorporates pertinent and detailed information from both class discussion and assigned readings
(whenever applicable), providing needed evidence.
 Maintains focus/avoids being sidetracked by tangents
 Presents all information clearly and concisely and in an organized manner
 Does much more than merely restate the question and offer a brief response
 Avoids distracting grammar/spelling/etc. problems

An “A-” essay: 8/10; 16/20

 Answers the specific central question asked, but not as well as an “A+” essay
 Incorporates some information from class discussion and assigned readings, providing some
necessary evidence, but less thoroughly and/or relevantly than an “A+” essay
 Usually maintains focus, but may occasionally digress from the specific topic
 Presents information fairly clearly and concisely, and may have minor organization problems
 Does more than merely restate the question and offer a brief response
 May contain a few distracting grammar/spelling/etc. problems

A “B+” essay: 6/10; 12/20

 Addresses the specific central question asked in part, but does not relate directly to the question
or does not address all required elements
 Does not adequately incorporate information from class discussion and assigned readings, and
may rely on unsupported statements or generalities
 Sometimes strays from the specific topic (more often than an “A-” essay)
 Presents information in a manner that is sometimes unclear, and/or has significant organization
problems
 May merely restate the question and offer a brief, undeveloped response
 May contain a few or a significant number of distracting grammar/spelling/etc. problems

A “B-” essay: 4/10; 8/20

 Does not directly answer the specific central question asked
 Does not incorporate information from class discussion and assigned readings, or does so
minimally and/or irrelevantly
 Substantially digresses from the specific topic
 Has significant problems with clarity, concision, and organization, making the information
presented difficult for the reader to understand
 May merely restate the question and offer an irrelevant or undeveloped response
 May contain substantial distracting grammar/spelling/etc. problems that muddle the information
presented

A “C” essay: 2/10; 4/20

 Does not answer the specific central question in any way
 Does not incorporate information from pertinent class discussion and/or assigned readings
 Provides no information that can be understood or related to the specific topic
 May lack any recognizable organization
  May contain enough distracting grammar/spelling/etc. problems to make it substantially
incomprehensible
TEST I. ELECTIVE. Write a two-paragraph essay, with strictly five sentences in each paragraph, about the
following modules and units discussed in this class in the entire semester. Your essays must provide the gist
(i.e., the main point or topic) and the sub-topics of the module or unit at bar. Answer all twelve questions
appropriately. Be brief but concise in your answers. (10 x 12 points = 120 points).

# Unit # Contents
1 1 Unit I. The School as a Social System
1.1 Theory
1.2 A Systems Perspectives
1.3 Open System: An Integration
1.4 Key Properties of Open Systems
1.5 Social-Systems Model: Basic Assumptions
1.6 Key Elements of the School Social System
1.7 The School as a Learning Organization

2 2 Unit II. The Technical Core: Learning and Teaching

2.1 Learning: A Definition
2.2 A Behavioral Perspective on Learning
2.3 Teaching Applications of the Behavioral Approach
2.4 A Cognitive Perspective on Learning
2.5 Teaching Application of the Cognitive Approach
2.6 A Constructivist Approach to Learning
2.7 Teaching Applications of the Constructivist Approaches

3 3 Unit III. Structure in Schools

3.1 Weberian Model of Bureaucracy
3.2 Criticisms of the Weberian Bureaucratic Model
3.3 Formal Structures in Schools
3.4 Loose Coupling Perspectives
3.5 Professional and Bureaucratic Conflict

4 4 Unit IV. Individuals in Schools

4.1 Needs
4.2 Beliefs
4.3 Goals
4.4 Intrinsic and Extrinsic Motivation

5 5 Unit V. Culture and Climate in Schools

5.1 Organizational Culture
5.2 Organizational Climate
5.3 Changing the Culture and Climate of Schools

6 6 Unit VI. Power and Politics in Schools

6.1 Sources of Authority: Legitimate Power
6.2 Sources of Power
6.3 Administrative Uses of Power
6.4 Mintzberg’s Perspectives on Power
6.5 A Comparison and Systhesis of Power Perspectives
6.6 Power, Rationality, and Rationalization
6.7 Organizational Power and Politics
6.8 The Power Game

7 7 Unit VII. External Environments of Schools

7.1 Tasks and Institutional Environments
7.2 Information Perspectives
7.3 Resource-Dependence Perspectives
 8 8 Unit VIII. School Effectiveness, Accountability, and Improvement
8.1 School Effectiveness – Challenging Administrative Practices
8.2 Social Systems and School Effectiveness
8.3 Accountability and Educational Reform
9 9 Unit IX. Decision Making in Schools
9.1 The Classical Model: An Optimizing Strategy
9.2 The Administrative Model: A Satisficing Strategy
9.3 The Incremental Model: A Strategy of Successive Limited Comparisons
9.4 The Mixed-Scanning Model: An Adaptive Strategy
9.5 The Contingency Model: Matching Strategy and Situation
9.6 The Garbage Can Model: Nonrational Decision Making
9.7 Janis-Mann Conflict Theory: Stress and Irrationality in Decision Making
10 10 Unit X. Shared Decision Making: Empowering Teachers
10.1 The Vroom Model of Shared Decision Making
10.2 The Hoy-Tarter Model: A Simplified Model of Shared Decision Making
11 11 Unit XI. Communications in Schools
11.1 A Definition and General Model of Communication
11.2 Organizational Perspectives of Communication
12 12 Unit XII. Leadership in Schools
12.1 Defining Leadership
12.2 The Nature of Administrative Work
12.3 Transformational Leadership

1. Unit I. The School as a Social System

The school in its social aspects represents an educational community as stated in
Education Act 1982 having a reference to those people or an individual as such
associated in institutions involved in organized teaching learning system. It is a system
purposely to preserve and continue the society in which they exist. Learners, teachers,
and administrators bring are valued, with them individual needs, beliefs, and goals and
develop their own personal orientations and intellectual understanding of their roles. Just
as structure helps shape behavior in schools so too do the needs, beliefs, goals and
motivations of individuals. Maslow describes a hierarchy of basic needs that motivate
behavior ranging from biological to self-actualization needs, and Herzberg distinguishes
between needs that produce worker satisfaction and those that cause dissatisfaction. The
need for achievement and the need for autonomy are two powerful motivating forces
within individuals. Added, according to McClelland’s Theory, managers should be capable
of identifying the needs of the individuals and should motivate them according to their
needs.
Social interaction affects the development of gender roles and that teacher’s
expectation of pupil’s intellectual abilities affect how much pupils learn. Beliefs are also
important motivational forces. Administrators, teachers, and students are likely to work
hard if they believe that success is primarily due to their ability and effort, that causes of
outcomes are under their control, that extra effort will improve performance, that good
performance will be noticed and rewarded, that the rewards are valued, and that they
have been treated fairly and with respect by their superiors. Moreover, effective
performance is closely related to self-efficacy, the belief that one has the capability to
organize and execute a course of action that is required to attain the desired level of
performance. Indeed, a school with a healthy organizational climate
is one that copes successfully with its environment as it mobilizes its resources and
efforts to achieve its goals.

2. Unit II. The Technical Core: Learning and Teaching

Technical core is a system of organizational activity where the result of the
organization is produced. In teaching learning process, technical core shapes many
administrative decisions between the learners and the contexts in which they acquire and
generate knowledge in its school environment. Thus, learning is often defined as a
relatively lasting change in the behavior that is the result of experience. Change must
occur because of experience, whether or not the learning is intentional or unintentional.
There is no one best explanation of learning, but there are three general theories that
includes the Behavioral theories which stress observable changes in behaviors, skills,
and habits, Cognitive theories, stress internal mental activities such as thinking,
 remembering, creating, and problem solving and Constructivist theories, stress how
individuals make meaning of events and activities.
B.F Skinner as behaviorist is not concerned primarily with mental and or internal
processes, but rather with change and behavior brought about by experience. He gives
emphasize on environmental influence, the antecedents and consequences. Antecedent
precede behavior and it helps individual distinguish between behaviors that lead to
positive consequences and behavior that leads to negative consequences. On the other
hand, Cognitive theorist focus on thinking, learning, conceptualization or memory,
perception, attention and problem solving. In this theory, learning is an active mental
process like we plan our responses, use system to help us remember. The more
completely information process when we first learn it, the better our chances
remembering it. According to Piaget, a schema is the basic unit of knowledge, and
schemata build up over a lifetime. Constructivism is the theory that says learners
construct knowledge rather than just passively take in information. It promotes advance
and refined thinking. As people experience the world and reflect upon those experiences,
they build their own representations and self-sufficiency, shared exchange relations and
empowerment and incorporate new information into their pre-existing knowledge or
schemas.

3. Unit III. Structure in Schools

Learners are more likely to thrive and experience personal and academic growth
in a structured learning environment. It helps learners build self-discipline, cooperation,
responsibility, and can help eliminate child anxiety. A lack of structure can destroy a
learning environment and undermine a teacher's authority, leading to misbehavior .With
this scenario , Bureaucratic Model is presented. Bureaucracy is an organization that is
highly formalized, impersonal, and organized. It states that Bureaucratic organizations
have evolved from the traditional structure which lack authority. While Bureaucratic Model
has full accountability for the division of labor which promotes expertise, impersonal
orientation that lead to rationality, hierarchy of authority ensures compliance and
coordination, rules and regulations for continuity and stability and carrier orientation for
incentives. Critics of weber’s bureaucratic model say that “the Weberian model can best
function in a stable environment with routine and repetitive tasks. Its capacity for
adaptation to change is limited. The model is dysfunctional in terms of development and
also in terms of jobs involving innovation and creativity. To sum up, Bureaucracy theory
plays an absolutely crucial function in the entire workplace.
It is believed that school is a formal organization with flexible rules and procedure,
views problems as learning opportunities, value differences and foster trust. But no matter
how school is tightly coupled, some are loosely coupled leads to weakness or relative
lack of influence, interaction, coordination and control, among components or events
within a school system. Therefore, teachers and leaders must create classroom and
school environment that nurture creativity and create structures that don’t work.

4. Unit IV. Individuals in Schools

The school in its social aspects represents an educational community as stated in
Education Act 1982 having a reference to those people or an individual as such
associated in institutions involved in organized teaching learning system. It is a system
purposely to preserve and continue the society in which they exist. Learners, teachers,
and administrators bring are valued, with them individual needs, beliefs, and goals and
develop their own personal orientations and intellectual understanding of their roles. Just
as structure helps shape behavior in schools so too do the needs, beliefs, goals and
motivations of individuals. Maslow describes a hierarchy of basic needs that motivate
behavior ranging from biological to self-actualization needs, and Herzberg distinguishes
between needs that produce worker satisfaction and those that cause dissatisfaction. The
need for achievement and the need for autonomy are two powerful motivating forces
within individuals. Added, according to McClelland’s Theory, managers should be capable
of identifying the needs of the individuals and should motivate them according to their
needs.
Social interaction affects the development of gender roles and that teacher’s
expectation of pupil’s intellectual abilities affect how much pupils learn. Beliefs are also
important motivational forces. Administrators, teachers, and students are likely to work
hard if they believe that success is primarily due to their ability and effort, that causes of
outcomes are under their control, that extra effort will improve performance, that good
 performance will be noticed and rewarded, that the rewards are valued, and that they
have been treated fairly and with respect by their superiors. Moreover, effective
performance is closely related to self-efficacy, the belief that one has the capability to
organize and execute a course of action that is required to attain the desired level of
performance. Indeed, a school with a healthy organizational climate Individual goals and
goal setting are also the key ingredients of personal motivation, especially when the goals
are embraced by the individual and are specific challenging, and attainable. Such goals
are powerful motivators because they increase and focus attention; they increase effort;
they increase persistence even when things are difficult; and they encourage the
development of specific strategies for success.

5. Unit V. Culture and Climate in Schools

A school's organizational culture provides a sense of identity, promotes achievement
orientation, helps shape standards and patterns of behavior, creates distinct ways of
doing things, and determines direction for future growth and it plays a pivotal role in the
failure and success of the organization. The practice of openness, trust, cooperation,
intimacy and teamwork in an organization will certainly bring great impact in the
performance of the school. When both teachers and learners shared their vision, beliefs
and commitment, exchange ideas, the good culture is present. Same through when
leaders communicate directly with teachers and stakeholders, they will do the same and
strong connection from every member of the school community is observed.
Learning process persistently grows when there is good school climate. Positive
climate indicates an environment where all the members of the school interact with each
other and facilitate shared beliefs, values and attitude during interaction. When teacher
touches the emotional aspects of their learners, encourage them to excel in their school
performance and encourage their social needs. When a member of the school has the
freedom and not hindered by their work with their school head, then the school has a
healthy climate.

6. Unit VI. Power and Politics in Schools

Power and empowerment is complexly connected. Power exist and function in
many ways in school. Learning takes place when power is gained and exerted and
implicate in learning environment. Teachers and school leaders has the authority to
influence learners and teachers by the use of power for they are recognized individuals
with expert knowledge and expertise in the classroom qualifies teachers’ power. Thus,
authority is a legitimate power based on extraordinary personality, tradition and
systems of laws. It also legitimated by formal and informal organization and by
competence.
A leader must maintain, sustain and enhance the power and possess the authority
to have a Strategic leniency that creates informal authority by being tactically lenient in
not enforcing formal sanctions, thereby creating good will and a sense of obligation.
He also a leader that supports their subordinates with tools and resources until they
have the skills to work autonomously but disadvantageous in leadership situations
when sympathy and antipathy influenced by decisions and choices. He should consider
the Hierarchical Independence, Hierarchical Influence and authenticity in order for the
members to stay and play and become loyal soldiers in an organization.

7. Unit VII. External Environments of Schools

External Environment consist of external condition and major forces that have the
potential to influence the organization and there are two perspectives on environment
includes Resource dependence perspective that engage in transaction other
organization and its environment in order to acquire resources and institutional
perspective that
 8. Unit VIII. School Effectiveness, Accountability, and Improvement

Great leadership is the key to success in any school. Better schools will have an
effective school leader or group of leaders. Leadership not only sets the stage for long-
term achievement, but it ensures that there will be sustainability long after they're gone.
A leader understands that others are continuously watching what they are doing and how
they respond to certain situations. They focus on student outcomes ensure that teachers
poster knowledge and skills in teaching learning process. A leader has a continuous
vision for improvement that guides how they operate. They are never satisfied and always
believe they can do more. They are passionate about what they do. A leader understands
that respect is something that is earned naturally over time. They do not force others
around them to respect them. Instead, they earn others respect by giving respect.
Thus organizational effectiveness can be measured when School administrators
ensures that the job is never boring and must focus on instruction. A leader is an efficient
problem solver. They are able to find effective solutions that benefit all parties involved.
They are not afraid to think outside the box. They make humble decisions that may not
necessarily benefit themselves, but instead is the best decision for the majority. A leader
works hard to make every teacher better. They encourage them to grow continuously and
improve. They challenge their teachers, create goals, and provide ongoing support for
them enable to have quality, quantity, efficiency and adaptability in the organization.

9. Unit IX. Decision Making in Schools

An effective school leader makes difficult decisions. A leader will make difficult
decisions that can lead to scrutiny. They understand that not every decision is the same
and even cases with similarities may need to be handled differently and avoid making
a decision based on limited information. Define the problems first, establish goals and
objectives, generate possible and best alternatives and its consequences and implement
and evaluate the decision.
Satisficing is a decision-making process that strives for adequate rather than
perfect results while muddling through is based on the combination of experience,
guessing and using different techniques. Mixed scanning on the other hand,it is a broad
organization policy gives direction and provides guidance and good decisions have
satisfactory outcomes and are consistent with policy and mission. The search for options
is limited to those close to the problem and information is incomplete but action is
essential. Theory, experience, and successive comparisons are used together .

10. Unit X. Shared Decision Making: Empowering Teachers

Administrators empower teachers by providing shared decision-making, improving
their status, making schools more attractive places, building relationships depending on
trust and creating good communication among teachers. The more engaging teachers
are with each other and their students, the more comfortable the school climate becomes.
Sometimes as leaders we have to take charge, and decide what to do on our own,
but we don't want to appear autocratic to our team. With that, there is systematic
approach to decision making, such as the Vroom-Yetton Decision Model that allows
leaders to bring consistency and order to a process that might otherwise feel
idiosyncratic and instinctive. It can also help to determine the most effective means
of reaching a decision.
There is no best role for principals in decision making—it depends on the
situation. Vary the group decision-making process from consensus to majority rule
to group advisory to individual advisory to unilateral action as the situation
warrants: Some of decisions will have a major impact on a team, while others will
go unnoticed. When a decision will likely impact the team, it's best to use a
collaborative process. This will improve the quality of the decision, and it likely
deliver a successful result faster. Remember, successful participation in decisions
requires useful knowledge, interest, and a willingness to subordinate personal
agendas to the good of the group:

11. Unit XI. Communications in Schools

Communication is usually understood as the transmission of information. In this
regard, a message is conveyed from a sender to a receiver using some form of medium,
such as sound, paper, bodily movements, or electricity. In a different sense, the term
"communication" can also refer just to the message that is being. In the general model of
communication, the sender is responsible in sending the message pass though the
receiver. Ensure that verbal and nonverbal communications are consistent: Limit
communication confusion by decoding the message to the sender
Develop ways to verify understandings of communications: Communicating is not the
same as understanding. Use the grapevine to assess potential reactions to
communications: Informal communication is usually more authentic than formal
communication. Encourage questions and restatements of messages to reduce
ambiguity: Clarity comes from persistence and redundancy. Check for understanding:
Use feedback techniques to ensure that all parties have the same understanding.

12. Unit XII. Leadership in Schools

Leadership is something every organization needs for success and practicing the art
of positive influence. The effectiveness of the Customers and employees’ respect,
admiration, and loyalty is based on based on how well a person serves them. An effective
leader creates influence by clearly communicating, promoting, and working toward
achieving a just cause. They call people to join them in doing good by accomplishing the
organization’s mission. Thus, effective instructional leadership depends on a school
climate of academic emphasis
Effective leaders grow their influence by being the person team members can depend
on for clarity and guidance. Be inspirational, intellectual, idealistic, and tailor leadership
to its subordinates. By demonstrating company values, being a mentor, and offering
leadership and development opportunities, they increase their influence organically by
putting those around them first and be just in everything while inspiring and motivating.

GENERAL INSTRUCTION: The following parts of this examination seek to evaluate your learning from this
course in the entire semester in three domains, namely: cognitive, affective, and psychomotor. Read the
following questions extensively and answer them exhaustively. Keep your answers brief, but concise. Please
observe the rules on grammar, spelling, punctuations, margin, and indention. (80 pts)

PART I. PRIMARY. (COGNITIVE). Answer the following questions objectively based on our class
presentations and discussions. (10 x 3 = 30 pts)

1. Discuss the salient features of the following key terms related to the role of the School Head as an
Instructional Leader;
a. K to 12 Curriculum;
b. Curriculum Standards;
c. Lesson Planning;
d. Learner-Centered School;
e. Assessment in the K to 12 Curriculum;
f. K to 12 Pedagogies;
g. Curriculum Contextualization ; and
h. Learning Action Cell (LAC).
Instructional leader focuses on the core responsibility of a school’s teaching and
learning, by ensuring the delivery of K to 12 Curriculum and its implementation in order
to produce competent citizens who is a Holistically developed Filipino and prepare
graduates for a lifelong learning and employment. Instructional leader, must ensure
adherence to Curriculum standards and it should be learner-centered, inclusive and
developmentally appropriate and ensure that curriculum shall be relevant, responsive and
research-based and evaluates learning outcomes. and ensure that continuous learning
occurs among the students and adults in the school in the best and most efficient way
possible because Education is a continuous process. School heads should be able to
lead and manage the implementation of the curriculum standards to achieve the K to
12 goal of producing holistically developed Filipinos with 21 st century skills Instructional
leaders in school is accountable for one’s performance, where the goal is realized by
making sure that existing policies, practices and resources are aligned with one another
by providing technical assistance to teachers on matters pertaining to enhancement of
classroom management, skills and instructional competence on Lesson Planning. He
must lead the school in a way that place student and learning at the center. He should
set at high expectations and standards for the academic and social development of all
students and the performance of adults on the assessment of K to 12 curriculum and
pedagogies. . He should demands content and instruction that ensure students
achievement of agreed an academic standards. He should create a culture of continuous
learning for adults in the conduct of Learning Action Cell to improve student learning
and other school goals. He must actively engage to community to create shared
responsibility for students and school success. He also responsible in the monitoring the
maximum use of resource materials in Curriculum Contextualization. The school head
that gives attention to context and understands its implications for education enables the
school to respond to the learners’ needs and to serve them more effectively.

2. Discuss the following concepts related to the role of a School Head related to
Curriculum Implementation:
a. Special Interest Programs for K to 12;
b. Inclusive Education Programs for K to 12;
c. Learner Support Program;
d. Alternative Learning System (ALS) Program;
e. Alternative Delivery Modes (ADM) of Education; and Learning Resource
Management; and Development System (LRMDS).

School heads plays an important role in curriculum implementation through

enhancement and development based on the different needs of the learners under the
different special inclusion programs The effective school caters the individual needs of
the learners by taking into account the diversity and adopting the curriculum based on
their background and capabilities.
These may also be considered avenues for alternative learning system and
alternative delivery modes. School heads should provide with input on how to address
the holistic development of the learners through the Learner Support Programs, which
encompass health, sports, youth formation, other non-curricular activities. School heads
must ensure that learners need to have avenues to explore their different skills and
interests and to ensure learner readiness. Knowing the learner support programs of
DepEd enables the school head to tailor his/her school offerings to the needs of the
learners so that they are able to stay in school and succeed in their schooling.
School Heads should have the necessary information and ensure that every child
in the Philippines will have the chance to have a quality basic education and be catered
according to their field of interests and needs. Alternative Learning System as an
Alternative Delivery Mode to provide all Filipinos the chance to have access to complete
basic education in a mode that fits their distinct situations and needs.
School Heads can ensure effective teaching-learning if she/he is able to lead and
manage the processes in developing, maintaining, utilizing and maximizing learning
resources. The School heads should be able to make decisions in situations where
learning resources are not readily available. The School Head should be able to
determine what the teachers and learners need in terms of learning resources and
manage the process of making these LRs available to them.

3. Explain the meaning of the following key terms in relation to the role of the School Head in improving
the school and the role of the school head as a steward:
a. School-Based Management (SBM);
b. Continuous Improvement;
c. School Improvement Plan (SIP): Asses, Plan, Act;
d. School Partnership and Communication;
e. Strategic Human Resource Management and Development (HRMD); and
f. Fiscal Management.

The school heads play pivotal roles in managing schools. As key player in school
management, the school head should possess the skills and competencies that will
enable him to implement school-based management approaches by explaining the
principles of SBM and how it promotes continuous school improvement and assessing
his school’s level of SBM practices and implementation and determining SBM level of
practice and implementation based on the four principles of ACCESs
 The Continuous Improvement Methodology is an ongoing effort to improve school
processes which involve continuous assessment, analysis, and action until the desired
outcome is reached and School heads must learn about different tools for diagnosing
important issues in their schools that they need to prioritize and address.

Partnership comes after CIP. In the implementation of the School Improvement

Plan, school heads are expected to scout for partners, stakeholders who would help them
set their plans into action. This session helps the school heads determine suitable
partnerships they can pursue with the members of their community.

Effective Fiscal Management is another domain of the NCBSSH. As a school head,

the principal is not only tasked to supervise and ensure productivity among the teaching
and non-teaching staff. The Principal is also responsible for ensuring fiscal integrity and
sustainability of the school’s programs, projects and activities across time.

PART II. SECONDARY. (AFFECTIVE). Answer the following questions based on your sound legal and moral
judgment. (10 x 3 = 30 pts.)

1. As a school administrator, how would you reconcile the tension among the recommended curriculum
and the written curriculum, on one hand, and the supported curriculum, the taught curriculum, the
tested curriculum, and the learned curriculum, on the other hand? Operationalize your answer in the
case of the present K to 12 Curriculum. Relate your answer to the Learning Continuity during the
time of the COVID-19 Pandemic through blended learning delivery modality.

A recommended curriculum is often presented by the authority to schools as a policy

recommendation with a list of goals and a sequence content that suggest the graduation
requirements. Written curriculum, It is a specific and comprehensive plan which intends
to ensure that the educational goals of the system are being accomplished at a school.
Written curriculum standardizes “what is taught” at different schools who follows the
same recommended curriculum. Supported curriculum: It is the curriculum as reflected in
the shaped by the resources allocated to support and deliver the written curriculum.
On the other hand, The K to 12 Basic Education Program is a transformative
vehicle for local and national development. Through the provision of quality education for
all that will lead to human and community development, the K to 12 will develop and
harness the skills and competencies of the Filipino youth.
Teachers, parents and learners faced challenges and issues in teaching and
learning during the time of Covid-19 Pandemic. During school lockdown, the teachers
made an adjustment in teaching and learning design guided by the policies implemented
by Deped. Learners shift from school to home and parents served as the teacher of their
own children and taught curriculum was not given emphasis. During that time, the school
involve community leaders on the planning and implementation of chosen learning
modality. The stakeholders’ support (BLGU, LGU, parents, private sector, etc. ) on the
reproduction and distribution of self-learning modules and school ground improvements
was strengthened. BLGU/Brgy. Council coordinated and established clear channels of
communications between them and the school, and among community members on the
implementation of MDL, distribution and retrieval of modules. Orient parents and
community leaders on the schedule and mechanism of distribution, retrieval and pick up
point of SLMs
School heads organized and conduct series of SLAC sessions about different
mechanisms on the new normal education and supported teachers by giving technical
assistance on the appropriate methods to assess their pupils’ learning.
 2. Comment on this: According to Alvin Toffler, “The illiterate of the 21st century will not be those who
cannot read and write but those who cannot learn, relearn, and unlearn.”

As a growing and blooming leader, in order to survive and thrive in today's VUCA
(volatile, uncertain, complex and ambiguous) world, we certainly need to be adaptable,
flexible and forward looking. It implies the critical importance of change-readiness and
ability to make judgments as a working trait for today's professional. We have to empty
our cups, refill and sip what is inside .Same as emptying your mind , it allows you to focus
to more ideas and knowledge at a time.

3. In your own reflection, what are the benefits and advantages of having a school head who actively
acts as a Learning Action Cell (LAC) Facilitator?

A school head who actively act as a learning facilitator create a significant impact in
the quality of teaching –learning outcomes and promotes collaborative learning session
where everyone can cooperate. It addresses shared difficulties Such challenges may
include learner diversity and student inclusion, content and pedagogy, assessment and
reporting, and 21st century skills and ICT integration in the school and Learning Action
Cell will develop into productive, loving, safe school based practice. It foster leadership,
organization and participation and school head encourage active engagement and
participation of members. It also encourages critical reflection amongst teachers which
increases the understanding and knowledge of the curriculum and classroom practices
and contribute professional development.

PART III.TERTIARY. (PSYCHOMOTOR). Answer the following questions based on sound public ethics and
accountability theories and concepts. (2 x 10 = 20 pts)

1. According to Cordero and Panopio (1969), the behavior of human beings is largely influenced by the
structure and function of the social organizations in which they live. On the other hand, the behaviors
of people largely influence the behavior of the organization. Relating this organizational conundrum
to the full implementation of R.A. 10533 otherwise known as “The Enhanced Basic Education Act of
2013,” how would you address the predominance of the following traditional Filipino values in
Philippine educational system that center on the family like:
a. Closed family ties;
b. Compadrazco or compadre system (padrino system);
c. Social status rather than merit;
d. Sense of pity (awa);
e. Sense of self-esteem (amor propio);
f. Sense of camaraderie (pakikisama);
g. Sense of gratitude with unending reciprocity (utang na loob);
h. Sense of authority (authoritarianism);
i. Fatalism (bahala na attitude); and
j. Declining enthusiasm (ningas cogon).

Contextualize your answer in the light of ensuring the full implementation of the curriculum standards,
curriculum guides, teaching delivery standards, learner’s support, and assessment standards.

a. Traditional Filipino values greatly affect Philippine educational system

because it is being abused by others This close family ties culture is really
a culture where recipient is not hard to ask for help. Blood is thicker than
water.” This compadre system also a kinship system which extends one’s
relationships beyond one’s immediate family when not given favor, you will
end up unbeneficial. Same with social status, when given privileged they
will just use your power to be in the position they wished. All of the values
the Sense of pity (awa), Sense of self-esteem (amor propio);,Sense of
camaraderie (pakikisama);,Sense of gratitude with unending reciprocity
(utang na loob);Sense of authority (authoritarianism);Fatalism (bahala na
 attitude); and Declining enthusiasm (ningas cogon) will just hinder the
delivery and ruined our Philippine educational system.
These practices should not be tolerated because it will mislead the
people in the position. This will affect the credibility of the department in the
implementation of the program. I still believe that hard work will guarantee
you success; and the people who get ahead in life are the ones who deserve
it . It is that your true effort is the key to success and this will determine
your credibility in the end.

2. As the newly-designated school head, the Schools Division Superintendent has requested you to
come up with a Learning Continuity Plan (LCP) in the time of COVID-19 pandemic. Your new school
is catering the learners in difficult circumstances (i.e., learners with diagnosed difficulty in mobility,
communication, mental processes, etc.), the adult learners (i.e., ALS leaners), the minority (i.e., the
IPEd learners), the Muslim Learners, and the special interest learners (i.e., the SPA, SPS, SPJ
learners). How would you go about doing it? Specifically, cite the type of learning delivery modality
that you will implement in your school. Explain the terms you use. Provide concrete examples.

As the newly-designated school head, meeting the educational needs of our

learners remains front and priority and learners right to education remain protected
and non- negotiable. Despite the pressing issue, it is imperative for education to
continue by establishing a concrete Learning Continuity Plan (LCP) Modular Distance
Learning and Online Distance Learning will be utilized. This will allow education to be
accessed in the comforts of the students and faculty’s homes. This is due to the fact
that physical contact is temporarily suspended until it is safe for social gatherings and
face-to-face classes. Most Essential Learning Competencies (MELCs) is being used
in determining and implementing learning delivery approaches that are suited to the
local context and diversity of learners, while adapting to the challenges posed by
COVID-19.We Involved community leaders on the planning and implementation of
chosen learning modality and seek assistance in the contextualization and
indigenization of the self-learning modules. Also I encouraged teachers to attend
mental Health and/or psychological related virtual trainings. trainings

Prepared by:

DR. JOHN MICHAEL P. CASTINO, MPA, CGM

Adjunct Lecturer, PhD-Educ 302
Senior Education Program Specialist for HRD
Department of Education
Schools Division Office of General Santos City

Noted:

DR. AVA CLAIRE OCLARIT-ROBLES

Dean