FOUNDATION OF THE TEACHING LEARNING PROCESS PDF

FOUNDATION OF THE TEACHING LEARNING PROCESS – THE TEACHER, SCHOOL CULTURE, AND ORGANIZATION Lanvin Sean B. De Los Santos Philosophical Foundations of Education Some of the most common philosophies of Education PHILOSOPHY D...

FOUNDATION OF THE TEACHING LEARNING PROCESS – THE TEACHER, SCHOOL CULTURE, AND ORGANIZATION Lanvin Sean B. De Los Santos Philosophical Foundations of Education Some of the most common philosophies of Education PHILOSOPHY DESCRIPTION Idealism Mind and spirit Realism Teach and see (tangible) Pragmatism Practical use; learning by doing; skill Essentialism Body of knowledge; content focus Perennialism Forever, unchanging Existentialism Freedom and choice Social Reconstructionism Changing the society Progressivism Child-centered Hedonism Pleasure Utilitarianism Betterment of others; common good Rationalism Logical and critical thinking Behaviorism Behavior learned from environment Historical Foundations of Education Key Periods on the History of Education HISTORICAL PERIOD DESCRIPTION Primitive Societies  Teaching of survival skills and group cohesiveness  Practical skills Greeks  Athens: developing well-rounded people.  Sparta: developing soldiers Romans  Developing sense of civic responsibility, and administrative and military skills. Arabic  Cultivation of commitment to Islam  Expertise in mathematics, medicine, and science Medieval  Development of religious commitment  Establishment of social order Renaissance  Cultivation of humanists as experts in the classics Reformation  Cultivation of commitment to a particular religious denomination  Cultivation of general literacy Periods of Development in Philippine History HISTORICAL PERIOD DESCRIPTION Pre-Spanish Period  Focus on survival, practical skills  Spanish Period  Beginning of formal instruction  Introduction of Christianity  Educational Decree of 1863: elementary schools in every town American Period  Promotion of democratic ideals  Implementation of free public education Philippine Commonwealth  Emphasis on nationalism Japanese Occupation  Development of love for labor  Promotion of vocation education  Health education Third Republic  Full realization of democracy The New Society  Education for national development Fifth Republic  Corazon Aquino: Values Education  Fidel Ramos: Trifocalization  Gloria Arroyo: DepEd  Benigno Aquino III: K-12  Rodrigo Duterte: Free tertiary education Sociological Aspects of Education Social Science Theories THEORY DESCRIPTION Structural-Functional  Society as a system of interconnected parts, each having a unique function.  Purposes of schooling  Intellectual  Political  Economic  Social Conflict  Society as a competition for limited resources  Two opposing sides, both aiming to maintain the status quo.  Education as a powerful means of maintaining power structure. Symbolic Interactionist  Society as the product of shared symbols, i.e.: meanings that individuals attach to events.  Major tenets:  Individual’s actions based on meaning.  Different people give meaning to the same thing.  Meanings change as individuals interact with one another. Violence Forms of Violence  FORM OF VIOLENCE DESCRIPTION Physical Using a part of their body or an object to control a person’s actions. Sexual One is forced to participate in sexual activity. Emotional Someone says or does something to make another feel worthless. Psychological Someone uses threats, causing fear. Spiritual Uses an individual’s spiritual beliefs to control Cultural Individual is harms as a result of his/her culture, religion, or tradition. Verbal Use of language (written or verbal) to harm an individual Financial Someone controls/misuses another’s financial resources Neglect Someone has the responsibility to take care of someone else but does not. Global Issues that Concern Schools Current Global Issues 1. Climate Change 2. Pollution 3. Violence 4. Security and well-being 5. Lack of education 6. Unemployment 7. Government corruption 8. Malnourishment and hunger 9. Substance abuse 10. Terrorism UN SUSTAINABLE DEVELOPMENT GOALS OF 2015-2030  Based on the principle of “leaving no one behind”  Emphasis on the holistic approach to achieving sustainable development. School Partnership Partnership  Two parties helping each other for mutual benefit. What Communities can do for Schools  Brigada Eskwela  Curriculum Development  Work experience programs (e.g.: work immersion)  Remediation and enrichment classes   Youth development programs  Community Service What Schools can do for Community  Classrooms used for organizational meetings  Schools as polling place and medical missions  Schools as an evacuation center  Facilities used for community assemblies  Courts used for local celebrations and sports leagues  Schools conducting livelihood skills-training seminars Legal Bases for Community Involvement  Governance of Basic Education Act (RA 9155): encouragement of local initiatives for the improvement of schools, school heads to establish school and community networks.  Education Act of 1982 (BP 232): schools establishing appropriate bodies for assistance and support of the school and the promotion of common interest  Adopt-a-School Program Act (RA 8525): allows private entities to assist public schools in certain areas.  Education for All 2015: schools to continue harnessing local resources. The Teacher’s Ethical and Professional Behavior From the Code of Ethics for Professional Teachers, Article III  Teachers’ role in the Community SECTION DESCRIPTION 1 Teacher as a facilitator of learning. 2 Teachers to provide leadership and initiative to participate in community movements 3 Teachers to behave with honor and dignity 4 Teachers to study and understand local customs and traditions 5 Teachers to inform community about the school’s work, accomplishments, and needs (e.g.: Parent-Teacher Association, School Governing Council) 6 Teacher as an intellectual leader in the community 7 Teachers’ harmonious relationship with other professionals, government officials, and people. 8 Teachers to refrain from proselytization (convert others to one’s faith) Functions of a School Head ROLES FUNCTIONS Visionary principal,  Leads in setting school’s VMG motivator, advocate, and planner Builder of  Organize/expand school, community and local government networks and  Leads in developing School Improvement Plan support systems  Leads in developing and maintaining the School Management Information System Curriculum  Creates a conducive physical and psychological climate. developer  Localize and implement school curriculum.  Encourage development and use of innovative instructional methods Fiscal Resource  Administer and manage all personnel, physical, and fiscal Manager resources.  Encourage and accept donations, gifts, bequests and grants for educational purposes. National Competency-based Standards for School Heads (NCBSSH) DOMAINS COMPETENCY STRANDS Domain 1  Developing VMGO School Leadership  Data-based strategic planning  Problem solving  Building high performance teams  Coordinating with others  Leading and managing change Domain 2  Assessment for learning  Instructional  Developing programs and/or adapting existing programs Leadership  Implementing programs for instructional improvement  Instructional supervision Domain 3  Setting high social and academic expectations Creating a Student-  Creating school environments focused on the needs of the centered Learning learner Climate Domain 4  Creating a professional learning community HR Management  Recruitment and hiring and Professional  Managing performance of teachers and staff Development Domain 5  Parental Involvement Parent Involvement  External community partnership and Community Partnership Domain 6  Managing school operations School  Fiscal management Management and  Use of technology in management of operations Operations Domain 7  Professionalism Personal and  Communication Professional  Interpersonal security Attributes and  Fairness, honesty and integrity Interpersonal Effectiveness Philippine Professional Standards for School Heads DOMAINS DESCRIPTION Domain 1  Role of School Heads in setting direction, goals, and Leading objectives of schools Strategically Domain 2  Role of School Heads in managing systems and processes Managing School in schools Operations and Resources Domain 3  Work of School Heads in promoting quality teaching and Focusing on learning Teaching and Learning Domain 4  Role of School Heads in nurturing themselves and others Developing Self and Others Domain 5  School Head’s Competence in engaging stakeholders in Building initiatives towards the improvement of school communities Connections PPSSH: Career Stages  Career Stage 1  Acquired the prerequisite qualifications for the school head position  Career Stage 2  Apply the required knowledge and understanding of the authority, responsibility, and accountability expected of them  Career Stage 3  Consistently display an in-depth knowledge and understanding of the authority, responsibility, and accountability expected of them  Career Stage 4  Consistently exhibit mastery in their application of authority, responsibility, and accountability expected of them Competency Framework for Southeast Asian School Heads 1. Personal Excellence 2. Instructional Leadership 3. Managerial Leadership 4. Strategic Thinking and Innovation 5. Stakeholder Engagement Organizational Leadership Organizational Leadership  Directing and coordinating individuals to achieve a goal or a mission  Setting strategic goals while managing individuals within the organization Leadership vs. Management Management Leadership Administration: transactional Innovation: transformational Work-focused People-focused Lead by authority Lead by inspiration Do things right Do the right things Skills Demanded from Leaders  Technical: process or techniques  Human: working effectively with people  Conceptual: ability to think in terms of models, frameworks, and relationships Leadership Styles  Autocratic: Decision making solely lies with a person  Consultative: Decision making lies with a person upon consultation from members  Democratic: Members directly participate in decision making through consensus  Laissez-faire: Members left alone to establish their own work Situational Leadership Model: Behavioral Styles SUPPORTIVE BEHAVIOR Participating Selling/Directing: /Supporting: Novice but Experienced but enthusiastic not confident individuals individuals → Delegating: Telling/ Experienced and Coaching: confident Capable but individuals unmotivated individuals DIRECTIVE BEHAVIOR → Servant Leadership  Leading by serving  “Servant first” Transformational Leadership  Leadership that causes change in individuals and social systems  Not content with the status quo; sees the need to transform the way the organization thinks Sustaining Change in an Organization 1. Seek support of stakeholders 2. Get people involved early and often. 3. Plan a communication campaign to “sell” the innovation. 4. Ensure that the innovation is understood by all. 5. Consider timing and phrasing. Revised School-based Management Assessment Tools Schools-Based Management (SBM)  Decentralized management initiative by developing authority to school heads, teachers and parents  in keeping with the principle of subsidiarity: “nothing should be done by a larger, more complex organization which can be done by one that is smaller, simpler” Advantages of SBM  Allow competent individuals in schools to make decisions  Give school community a voice in key decisions  Focus accountability for decisions  Greater creativity in program design  Redirect resources to support goals  Leads to realistic budgeting  Improve morale Philippine Accreditation System for Basic Education (PASBE)  DepEd Order No. 64, s. 2012  LEVEL DESCRIPTION Developing I School is developing structures and mechanisms with acceptable level and extent of community participation and impact of learning Maturing School is introducing and sustaining continuous improvement process, II integrating wider community participation and significantly improve performance and learning outcomes Advanced III School is ensuring the production of intended outputs and meeting all standards of a system fully integrated in the local community School Culture School Culture  Beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence every aspect of how a school functions. Elements of a Positive School Culture  Collegiality: friendly school atmosphere  Experimentation: welcoming of mistakes as part of the learning process  High expectations  Trust and confidence  Tangible support: receiving concrete support for what they do  Reaching out to the knowledge base  Appreciation and recognition  Caring, celebration, humor  Involvement in decision making  Protection of what is important  Traditions: culture-based program on shared values, beliefs, and behaviors  Honest and open communication