POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

OFFICE OF THE VICE PRESIDENT FOR BRANCHES AND CAMPUSES

MULANAY, QUEZON BRANCH
GENERAL LUNA, CAMPUS
EDUC 012 THE TEACHING PROFESSION
BEED II

WRITTEN REPORT

Name: Melogen Rodelas

Topic: Linkages and Networking with Organizations

A. Introduction

Linkages and networking are fundamental elements in the business world. These connections can
be with various stakeholders, including suppliers, customers, competitors, and governmental and non-
governmental organizations. Building and maintaining strong relationships with these entities can lead to
numerous advantages for an organization.

B. Discussion

Linkages

Also termed interconnections, with institutions functioning along the same mission are intended to serve
members of both sides according to their respective need, interest and objectives.

INTERNATIONAL LINKAGES are long-term mutually enriching relationships between two or more
academic institutions, departments, schools, or faculties.
INNOTECH is the center for training educational leaders from Southeast region under the SEAMEO
organization.
WORLD COUNCIL FOR CURRICULUM AND INSTRUCTION (WCCI) a local chapter which
recently hosted a 3-day international congress with the international President, officials and members
from the main office together with the members from different countries in attendance.
ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT (ASCD) is a
membership organization that develops programs, products, and services essential to the way educators
learn, teach and lead.

NATIONAL AND LOCAL LINKAGES

linkages could be established between universities and colleges offering identical degrees. Cross-
enrollment for subjects needed for graduation is allowed. Joints researchers could be conducted by two or
three universities depending on their respective expertise.
NETWORKING

NETWORKING WITH PROFESSIONAL ORGANIZATIONS

A network is a grid/web whose members actively demonstrate how they can work together to attain
common objectives, undertake innovative practices and update members regarding breakthroughs in
different disciplines.

CONSORTIUM AMONG UNIVERSITIES AND COLLEGES

Taft Consortium- the universities that make up the consortium are St. Paul University (Manila), St.
Scholastica's College, Philippine Normal University, Philippine Christian University and De La Salle
University
The Mendiola Consortium- it is composed of San Beda College, Centro Escolar University, San
Sebastian College and Holy Spirit College.

WITH SUBJECT SPECIALISTS

BIOTA- is an organization of Biology teachers from universities nationwide.

MATHED- is the Council of Mathematics Teachers and Educate
The Physics Teachers Association- composed of specialists in Physical Education, implements
professional development programs, sponsor contests and participates actively in international
conferences as paper presenters.
The Chemistry Teachers Association- is an active group that attends to the upgrading of chemistry
teachers through national conventions and assemblies.

TEACHER EDUCATION INSTITUTIONS

The Philippine Association for Teacher Education (PAFTE)- is an association composed of deans,
professors and instructors from college of education from both private and government universities and
school heads, supervisors and cooperating teachers of government and privates' schools.
State Universities and Colleges Teacher Educators’ Association (SUCTEA)- An annual convention
usually held in the different regions bringing Deans and Teacher Education Professors together from an
exchange of approaches and modes of delivering quality teacher education for the youth.

D. NATIONAL ORGANIZATIONS
 FAAP (FEDERATION OF ACCREDITING ASSOCIATIONS OF THE PHILIPPINES)
 PACUCOA (THE PHILIPPINE ASSOCIATION OF COLLEGES AND UNIVERSITIES
COMMISSION ON ACCREDITATION
 PAASCU (PHILIPPINE ACCREDITING AGENCY FOR SCHOOLS, COLLEGES, AND
UNIVERSITIES
 AACUP (ASSOCIATION FOR ACCREDITING COLLEGES AND UNIVERSTIES OF
THE PHILIPPINES

2. NETWORKING WITH FOUNDATIONS

The Educational Research and Development Assistance (ERDA)-has for its flagship program,
education, mostly of out-of-school youth. It supports programs and services in health, livelihood and
continuing education.
Network of Outstanding Teachers and Education (NOTED)-is composed of all the winners of the
annual search.
Ayala Foundation, Inc. (AFI)- is a nonprofit organization that serves as the socio-cultural development
arm of the Ayala Group of Companies which works “to fulfill the need so of the whole person” through a
holistic person.
GMA Foundation- has for its mission “to give hope and a future to the Filipino family by safeguarding
human rights and upgrading standards of education”, among others.
SM Foundation, Inc.- launched a yearly project which collects books and educational materials from the
public and donates them to public schools and communities' libraries.
Foundation for Upgrading Standards in Education (FUSE)- supports training programs for teachers
of English, Science, and Mathematics. Its continuing Education via Television (CONSTEL) projects
which consists of 40 episodes in Physics to assist nanophysics majors, is offered through government
television channels.
Philippine Foundation for Science and Technology (PFST), - has the Philippine Science Centrum as
its flagship project. It consists of science exhibits which are visited by school children.
Books for the Barrio and Asia Foundation- donate books and other printed materials to public and
private elementary and secondary schools.
Bato Balani Foundation- honors teachers through a “Tribute to Teachers” program.
Philippine Business for Education (PBEd)- is the business community’s response to the need for
consensus and sustained advocacy in education reform. The purposes of PBEd are:

 to nurture consensus on key directions in education reform and to initiate and lead the actions
towards those directions.
 to identify best opportunities for pursuing strategic actions that can most effectively
direct, accelerate, broaden or sustain education.
 to inform consideration of such strategic actions with the best available knowledge and
information.
 to mobilize commitment in support of consensus on the specific nature of desired strategic
actions.

4.NETWORKING WITH GOVERNMENT OFFICERS

a. Literacy Coordinating Council (LCC) under the DepEd trains trainers who handle literacy training
courses among the youth.

The Dept. of Science and Technology (DOST) supports undergraduate and graduate scholarship
programs in science and mathematics in the Regional Science Teaching Centers which were selected
Centers of Excellence by the Technical Panel for the Teacher Education, CHED
The Commission on Higher Education (CHED) organizes technical Panels for all the professions,
select institutions as Centers of Excellence in their chosen fields and regularly benchmarks the curricula
of all degrees with international standards.
The Teacher Education Council (TEC) of the DepEd focuses its programs on teachers' education
policies and standards. This is the link between DepEd and CHED.

5. NETWORKING WITH MEDIA

Broadcasts ABS-CBN and GMA Foundation provide assistance to school children and teachers
through its educational broadcasts, donations of instructional materials and school buildings and
conducting interviews of achievers in various professions.
Government and Private Channels include award-winning entries to national competitions in the fields
of education, sports and healthcare.
Historic and cultural events and Celebrations brought to all homes promote the spirit of nationalism
and pride.
Publication and Prints publications through the daily newspaper, magazines, and other reading materials
are rich sources of information from purposes.

6.PROJECTED MATERIALS
education films and projected documentaries widen children’s knowledge and outlook for growth and
development.

D.Executive Summary

This report explores the significance of linkages and networking with organizations, focusing on
the benefits, strategies, and best practices for establishing and maintaining productive relationships with
other entities. Effective networking and forming strategic linkages with organizations are essential for
achieving business growth, fostering collaboration, and staying competitive in today's dynamic business
environment.

D.Conclusion

Effective linkages and networking with organizations offer a multitude of benefits, from business
growth and knowledge exchange to risk mitigation. By adopting the right strategies and adhering to best
practices, organizations can create and maintain valuable relationships with other entities, ensuring long-
term success and sustainability in today's competitive business landscape.
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References: The Teaching Profession
Purita P. Bilbao, Ed.D.
Brenda B. Corpuz, Ph.D.
Avelina T. Llagas, Ed.D.
Gloria G. Salandanan, Ph.D.
Name: Roselyn Rivas

Topic: Teaching multicultural classes

At the end of the session students are expected to learn about how to communicate with other students.

Multicultural education is referred to as a modern and advanced teaching model which focuses on
fostering principles of equality among all students despite their varied races, backgrounds, cultures,
beliefs, and ethnicities. It helps in integrating histories, values, and different viewpoints of all student
groups in a class. From social skills & language barriers, classroom involvement to academic
performance, and behavior to discipline, multicultural forms of education help in providing equitable
academic opportunities to all students.

Moreover, it helps in guiding an educator to remove barriers experienced in a multicultural class.

Multicultural education is an attempt to create equal educational opportunities for all students by
transforming the school's environment in such a way that it will showcase the country's diverse cultures
and groups in our society. It helps the students to learn more about their society and contribute towards it.
It is a progressive approach for revolutionizing education based on social justice. It further seeks
acceptance and transparency of all cultural identities in a class without any partiality.

There has been a surge in global mutual acceptance of different cultures and opposing views in the last
century, which can be further augmented by adopting multicultural education.

Topic: The P-21 Skills of the 21st Century

Name: Revilloza, Aleli R.

Introduction:
In this topic, all the information about the P-21 skills of the 21 st Century will be discussed. The purpose of
this topic is to expand my knowledge about the P-21 skills. LIFE AND INNOVATION SKILLS,
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS and LEARNING AND CAREER
SKILLS.
will be tackled to inform the students. This report explores the framework and the categories of P-21
skills.

Discussion:
To help practitioners integrate skill into the teaching of key academic subjects. Partnership has developed
a unified, collective vision for learning known as the Framework for 21 st Century Learning. Additionally,
it describes the skills, knowledge and expertise of students must master to succeed in work and life; blend
content knowledge, specific skills, expertise and literacies.
This skill had been categorized in 3 categories namely LIFE AND INNOVATION SKILLS,
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS and LEARNING AND CAREER
SKILLS.
In the first category which is the Life and Innovation skills. Learning and innovation skills increasingly
are being recognized as those that separate students who are prepared for a more and more complex life
and work environment in the 21st century, and those who are not. A focus on creativity, critical thinking,
communication, and collaboration is essential to prepare students for the future.
CREATIVITY AND INNOVATION it means to create new and worthwhile ideas and develop,
implement and communicate new ideas to others effectively. Implement Innovations means act on
creative ideas to make tangible and useful contribution t0 the field in which the innovation will occur.
CRITICAL THINKING AND PROBLEM SOLVING means a student should reason effectively, use
system thinking, make judgements and decision and solve problems.
COMMUNICATION AND COLLABORATION in communicating a person should articulate
thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of
forms and contexts. Collaborate with others, demonstrate ability to work effectively and respectfully with
diverse teams.
The second category is INFORMATION, MEDIA, AND TECHNOLOGY SKILLS, people in the 21st
century live in a technology and media-driven environment. Effective citizens and workers of the 21 st
century must be able to exhibit a range of functional and critical thinking skills related to information,
media, and technology.
INFROMATION LITERACY, access and evaluate information, use information accurately and
creativity for the issue or problem at hand, manage the flow of information from a wide variety of
sources.
MEDIA LITERACY, understand both how and why media messages are constructed and for what
purposes. Create media products, understand and utilize the most appropriate media creation tools,
characteristics and conventions
INFORMATION, COMMUNICATION, AND TECHNOLOGY, use as a tool to research, organize,
evaluate and communicate information.
For the third and last category, the LIFE AND CAREER SKILS in today’s life and work environment
require far more than thinking skills and content knowledge. The ability to navigate complex life and
work environment in the globally competitive information age requires students to pay rigorous attention
to developing adequate and career skills.
FLEXIBILITY AND ADAPTIBILITY, it is the ability to adapt to varied roles, jobs responsibilities,
schedules and contexts. Be Flexible, incorporate feedback effectively and understand, negotiate and
balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments.
INITIATIVE AND SELF-DIRECTION, manage goals and time, work independently and be self -
directed learners.
SOCIAL AND CROSS-CULTURAL SKILLS, it is through interact effectively in diverse teams and
work effectively in diverse teams
LEADERSHIP AND RESPONSIBILITY, through guiding and leading others by means of using
interpersonal and problem-solving skills to influence and guide others toward a goal. Be responsible to
others, act responsibly with the interests of the larger
community in mind

Summary: The focus on 21st century skills is to build understanding across and among key subjects and
to emphasize deep understanding rather than shallow knowledge. It enables the student to engage in the
real-world data, tools and experts they will encounter in college, on the job, and in life. Students learn
best when actively engaged in solving meaningful problems. To sum up it all, the P-21 skills in the 21 st
century includes the 3 Categories, and it allows the learners to learn in relevant to practice themselves for
the future.

References: Partnership for 21st Century skills, Ohio Department of Education

21st century skills standard book
The teaching Profession Book
Name: Piñon, Baby Crizel T.

Topic: Roles of Teachers Teaching Multicultural Classes

Multicultural education is a form of education that recognizes and incorporates the diverse histories,
values, beliefs, and perspectives of people from various cultural backgrounds. This report aims to explore
the roles of teachers in teaching multicultural classes and identify the barriers they may encounter in the
process.

The primary objective of teachers in multicultural education is to employ a multicultural approach in

their teaching methods. This entails embracing the unique cultural aspects of their students and
integrating them into the curriculum. Through this approach, teachers help students appreciate and
understand the rich tapestry of diversity that exists in their classroom, fostering empathy and a sense of
unity.

Furthermore, teachers must act as promoters of good human relationships within the classroom. This
means encouraging open dialogue, mutual respect, and tolerance among students, regardless of their
cultural backgrounds. They should also work toward promoting social reform and cultural change by
challenging stereotypes and prejudices that may exist within the school community. Creating a respectful,
positive, safe, and student-centered environment is essential. This means that teachers should foster a
space where all students feel valued and supported. Teachers should treat all students equally, free from
cultural biases or favoritism, ensuring that each student's voice is heard and respected.

To effectively fulfill these roles, teachers can adopt various strategies. Establishing a regulatory body
comprising teachers can aid in addressing multicultural challenges and provide a forum for discussing and
resolving issues related to diversity. Teachers should also develop the foresight to navigate sensitive
cultural issues and encourage informal dialogues to integrate the classroom effectively. A non-judgmental
attitude is crucial, as teachers need to be empathetic and understanding toward their students' unique
experiences. Organizing seminars, workshops, and group discussions that focus on students' own cultures
can further enhance cultural awareness and appreciation within the classroom.

However, there are notable barriers that teachers may encounter in multicultural classrooms. These
barriers include the inapplicability of customs and traditions from place to place, the individuality of
students, differences in language, and the presence of racial discrimination, stereotypes, and prejudices.
Overcoming these barriers is a crucial aspect of a teacher's role in promoting cultural diversity and
inclusivity.

In conclusion, teachers play a vital role in shaping the cultural diversity of their classrooms. By
adopting a multicultural approach, promoting good human relationships, and actively addressing the
barriers that arise in multicultural education, teachers can help build an inclusive and harmonious learning
environment where every student's cultural heritage is respected and celebrated. This not only benefits the
students but also contributes to a more equitable and harmonious society.