Teacher's Induction Program


Published on

Published in: Education
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Teacher's Induction Program

  2. 2. RATIONALE HULING AGUSTIN, 1990 SQUIRES AND SOLIMAN , 1991 “ While it is true that preservice training includes one or two semesters of practice teaching, the term itself seems to suggest that the practicum is only a Rehearsal”.
  3. 3. RATIONALE By virtue of RA 7784 the creation of TEACHER EDUCATION COUNCIL (TEC) is the led agency tasked with the conceptualization , development and monitoring of the TIP before its institutionalization by the DepEd.
  4. 4. RATIONALE TEC is mandated to strengthen teacher education in the country. One of its functions is to ‘design collaboration programs and projects that would enhance pre-service and in-service teacher training, retraining, orientation and teacher development.
  5. 5. RATIONALE The Council conceptualized the Teacher Induction Program (TIP) during the 2003 Strategic Workshop after a series of zonal conferences with teacher education institutions and the other field offices of the Department of Education.
  6. 6. RATIONALE The results of the consultations further validated the findings of the Third Elementary Education Project (TEEP) that induction program were conducted in the division and schools levels but there was a need to “SYSTEMATIZE, STRUCTURE AND ORGANIZE . The program for teachers with 0-3 years experience.
  7. 7. RATIONALE The Council conceptualized the Teacher Induction Program (TIP) during the 2003 Strategic Workshop after a series of zonal conferences with teacher education institutions and the other field offices of the Department of Education.
  8. 8. RATIONALE The Council conceptualized the Teacher Induction Program (TIP) during the 2003 Strategic Workshop after a series of zonal conferences with teacher education institutions and the other field offices of the Department of Education.
  9. 9. Welcome! You are now a part of the biggest bureaucracy in the country – the Department of Education. As a beginning professional teacher, it is to your advantage that you should know the legal bases of education and the programs and projects of the Department.
  10. 10. Part I : Deals with the constitutional mandate, legal bases, and various laws on education which clarify your rights, responsibilities, and accountabilities as a teacher. It also focuses on the mission/vision and organizational structure of the Department. It is important that as a beginning teacher, you internalize your roles, rights, obligations, and accountability as you perform your functions as professional teacher.
  11. 11. Part II : Focuses on the programs and projects of the Department through the years to achieve the goal of improving the quality of basic education. The various programs and projects which are foreign-assisted as well as national initiatives are discussed in the second part of this module.
  12. 12. The detailed description of each project helps you identify which project is being implemented in your school/ division and clarify your role as implementor.The lesson on school culture inherent in the system and structure of the Department gives you a perspective and insight into the organization you are about out be part of.
  13. 13. You are an integral part of the Department of Education, the largest agency in the Philippine government with about half a million teachers and support staff. The Department administers and supervises both the public and private elementary/ primary and secondary schools which are referred to as the two levels in basic education.
  14. 14. It is “ a complex learning organization that develops, promotes, provides, and ensures basic education responsive to the internal, external, and emerging learning needs. ” (DECS Service Manual, 2000)
  16. 16. <ul><li>The Department of Education pursues the mandate embodied in the 1987 Philippine Constitution, Article XIV, </li></ul>
  17. 17. Section 1. The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all.
  18. 18. Section 2. The State shall:(1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society.
  19. 19. (2) Establish and maintain a system of free public education in the elementary and high school levels. Without limiting the natural right of parents to rear their children, elementary education is compulsory for all children of school age;
  20. 20. (3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged ;
  22. 22. Education Act of 1982 Batas Pambansa Blg. 232 is otherwise known as the Education Act of 1982. This Act is a framework for the establishment of an “integrated system of education relevant to the goals of national development.” It is the realignment of priorities in the educational system should be in tune with the overall national development goals of the government.
  23. 23. Making Education Work 1991 In 1990, a Congressional Commission to Review and Assess Philippine Education, otherwise known as the EDCOM, was created by a joint resolution of Congress. After a year of survey and study which included multisectoral consultations nationwide.
  24. 24. Local Government Code of 1991 R.A. No. 7160 R.A. No. 7160 entitled, An Act Providing for a Local Government Code of 1991 is in accordance with the constitutional mandate Section 3 in Article X, that Congress shall “enact a local government code which shall provide for a more responsive and accountable local government structure…” Section 98 of the Act creates the local school boards which are as follows: provincial school boards with the governor and division superintendent of schools as co-chairmen; city school board with the city mayor and the city superintendent of schools as co-chairmen; the municipal school board with the municipal mayor and the district supervisor of schools as co-chairmen.
  25. 25. R.A. No. 7722 Creating the Commission on Higher Education 1994 The creation of a Commission on Higher Education (CHED) that shall be responsible for both public and private higher education was one of the EDCOM recommendations. Considering the magnitude of the responsibilities of the Department of Education, Culture, and Sports (DECS), R.A. No. 7722, otherwise known as the Higher Education Act of 1994 was passed.
  26. 26. R.A. No. 7784 Creating the Teacher Education Council (1994) The Declaration of Policy in R.A. No. 7784 underscores “ that the teacher is the key to effectiveness…” In the Declaration of Policy, the law stipulates that the country’s vision is a teacher education system whose mission is to educate and train teachers of unquestionable integrity and competence, and who are committed to their continuing professional growth and obligation to help their students grow as responsible individuals and citizens of the Philippines and of the world.
  27. 27. R.A. No. 7796 Creating the Technical Education and Skills Development Authority Another EDCOM recommendation is the creation of the Technical Education and Skills Development Authority (TESDA). R.A. No. 7796 which became a law in 1994 declares that it is the policy of the State to provide relevant, accessible, high quality, and efficient technical education and skills development in support of the development of high quality Filipino middle-level
  28. 28. RA No. 7836 Philippine Teachers Professiona-lization Act of 1994 R.A. No. 7836 is entitled, An Act to Strengthen the Regulation and Supervision of the Practice of Teaching in the Philippines and Prescribing a Licensure Examination for Teachers.
  29. 29. R.A. No. 9293 Amending Certain Sections of R.A. No. 7836 Republic Act No. 9293 approved on April 21, 2004 amended Section 26 of R.A. No. 7836 so that only categories a and b shall be issued a license without examination. a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the Department of Education, Culture and Sports; or b) A registered professional teacher with the National Board for Teachers under the Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006.
  30. 30. Presidential Commission on Educational Reform (2000) Executive Order No. 46 issued on December 7, 1998 created the Presidential Commission on Educational Reform Educational (PCER) which was mandated to define a “budgetfeasible program of reform, identify executive priority policy recommendations and items for a legislative agenda on education.” Extensive meetings, discussions, consultations, and hearings with various stakeholders of the educational system were conducted.
  31. 31. R.A. No. 9155 Governance of Basic Education Act of 2001 Republic Act No. 9155 entitled, “An Act Instituting a Framework of Governance for Basic Education, Establishing Authority and Accountability, Renaming the Department of Education, Culture and Sports as the Department of Education, and For Other Purposes”
  33. 33. A. Vision / Mission of the Department of Education The DECS Service Manual 2000 spells out the Vision and Mission of the Department, to wit: DECS is a complex learning organization that develops, promotes, provides, and ensures basic education responsive to the internal, external, and emerging learning needs.
  34. 34. Vision We are a people organization committed to a culture of excellence in public service. Believing that the most important resource of our country is its people, we make the task of educating the Filipino child our singular mission. We assist the Filipino child to discover his/her full potential in a child centered,
  35. 35. and value-driven teaching-learning environment and thereby, enable him/her to create his/her own destiny in the global community. We prepare him/her to become a responsible citizen and an enlightened leader who loves his/her country and is proud to be a Filipino.
  36. 36. We provide a school system… 􀂃 Where teachers and principals achieve the desired learning outcome not only because they are empowered, competent, and accountable, but because they care; 􀂃 Where administrators exercise visionary leadership responsive to emerging learning needs of the nation; ensure adequate resources; promote appropriate technology; create and sustain a conducive climate to enhance learning; and
  37. 37. 􀂃 Where the family, the community, and other institutions actively support our efforts. We affirm the right of every Filipino child especially the less advantaged to benefit from such a system. This is our vision. With God’s help, we dedicate all our talents and energies to its realization.
  38. 38. Mission We provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and creative and rational thinking. Our ultimate aim is to develop Filipinos who are functionally literate, socially and morally responsible, and nationalistic yet receptive and contributory to positive global influences.
  39. 39. Mission These Filipinos become productive members of the society. Our target clientele are the Filipino children and adult illiterates including children with special needs and out-of-school youth.
  41. 41. The school develops its own culture. Culture includes moral and aesthetic values; beliefs, customs, norms, and traditions practiced by people in an organization like the school.
  42. 42. As a teacher, you deal not only with learners, your superiors and peers, but also with parents and the community and other publics in the environment of the school. Certain beliefs may run counter to your own.
  43. 43. PART II Programs and Projects
  45. 45. In the Medium-Term Development Plan, 2004-2010 the targets in basic education are: 􀂃 providing an elementary school in every barangay; and 􀂃 expanding access particularly at the secondary level and for hard-to-reach population. The Department has programs and projects completed and ongoing to achieve these targets and improve the quality of education. Soft loans and grants from the World Bank (WB), Asian Development Bank (ADB), the Japan International
  46. 46. Cooperation Agency (JICA), Australian Agency for International Development (AusAID), and other funding institutions assist the DepEd programs. Efforts to improve basic education were supported by funding agencies as early as the 1950s. Grants from the governments of Canada, Australia, Japan, Germany and other donor countries support and complement foreign-assisted projects.
  47. 47. 1. ICA-NEC Assistance Project 1956-1961 ( International Cooperation Administration-National Economic .)
  48. 48. As early as 1956, an experimental-demonstrational project for rural community high schools under the International Cooperation Administration and the National Economic Council (ICA-NEC) was implemented by the Bureau of Public Schools. It was a comprehensive five-year program to improve secondary education in the Philippines in two phases: first, strengthening the practical arts courses and second, setting up experimental and demonstrational community high schools.
  49. 49. 2.PRODED 1983-1989 (Program for Decentralized Educational Development)
  50. 50. In 1983, the Program for Decentralized Educational Development (PRODED) assisted by World Bank, was implemented. The sectoral program aimed to reduce disparities in elementary education among and within the regions; raise the overall quality and efficiency of elementary education; and improve the management capabilities of the system, especially at the regional and subregional levels.
  51. 51. 3. Secondary Education Development Project (SEDP)1989-1994
  52. 52. The Secondary Education Development Project (SEDP) was a massive reform program in secondary education. It was a response to: 􀂃 the need to continue pupil development started by PRODED; 􀂃 the need to improve student performance in science, mathematics and communication arts,
  53. 53. 4.Secondary Education Development Improvement Project (SEDIP) 2000-2007
  54. 54. The Project components are: 1. Improving teaching and learning processes 2. Improving access to secondary education in underserved areas 3. Facilitating Decentralized Secondary Education Management
  55. 55. 5.Philippines- Australia Project in Basic Education (PROBE) 1996-2001
  56. 56. The Philippines-Australia Project in Basic Education, otherwise known as PROBE, was a five-year development cooperation program jointly funded by the Government of thePhilippines (GOP) and the Government of Australia (GOA). It was implemented from March 1996 to September 2000.
  57. 57. 6.Basic Education Assistance for Mindanao (BEAM)2000-2008
  58. 58. The Philippines-Australia Basic Education Assistance for Mindanao (BEAM) is a 6.3 year project of the Government of the Philippines and the Government of Australia. It is broken down into two stages of 2.3 and 4 years.
  59. 59. 7.Third Elementary Education Project (TEEP)1997-2006
  60. 60. The Third Elementary Education Project (TEEP) aims to improve the quality of public elementary education. It also aims to improve pupils’ performance in terms of: 􀂃 Learning achievement level 􀂃 Participation rate 􀂃 Completion rate 􀂃 Access to quality elementary education in the 22 poor provinces
  61. 61. namely: 1. Abra 2. Agusan del Sur 3. Antique 4. Apayao 5. Aurora 6. Batanes 7. Benguet 8. Biliran 9. Capiz 10. Cotabato 11. Eastern Samar 12. Guimaras 13. Ifugao 14. Kalinga 15. Leyte 16. Mountain Province 17. Masbate 18. Negros Oriental 19. Romblon 20. Southern Leyte 21. Surigao del Sur 22. Zamboanga del Sur
  62. 62. 8.Child-Friendly School System (CFSS)
  63. 63. The Child-Friendly School System is a project of the United Nations Children’s Fund (UNICEF) and the Department of Education (DepEd). The project underscores the need of child-friendly schools and desired outcomes for the children
  64. 64. 9. 2003 Trends in Mathematics and Science Study (TIMSS )
  65. 65. The TIMSS is a project of the International Association for the Evaluation of Educational Achievement (lEA), an independent international cooperative of national research institutions and government agencies, that has been conducting studies of cross-national achievement since 1959.
  67. 67. The Department of Education has initiated programs funded by the national government and local government units. These initiatives aim to enhance teacher competencies and set realistic targets of increasing the achievement level of the learner .
  68. 68. 1. Science and Technology Education Plan (STEP)
  69. 69. The DepEd and the Department of Science and Technology (DOST) spearheaded the formulation of a comprehensive plan of action to raise the quality of science education in the country. The first Science and Technology Education Plan (STEP I) was formulated and implemented during the period 1994-1998. An assessment of the project implementation showed that much more had to be done; hence, STEP II was formulated for the period 2001-2005.
  70. 70. 2.Accreditation of Public Elementary Schools
  71. 71. DepEd Memorandum No. 113, s. 2004, dated March 5,2004 (Appendix C) announced the nationwide implementation of the accreditation program for public elementary schools. The evaluation system was “designed to empower public elementary schools to strive for excellence through recognition and enlightened self-evaluation based on agreed standards of excellence and incentives.”
  72. 72. 3.Accreditation of Public High Schools
  73. 73. The concept of accreditation of public high schools was spearheaded by the DepEd through the Bureau of Secondary Education, the Ford Foundation, the National Association of Philippine Secondary School Heads Inc. (NAPSSHI) formerly known as the Philippine Association of Public Secondary School Association (PAPSSA), and the School of Education, Universityof Asia and the Pacific (UAP-SED).
  74. 74. 4.High School Bridge Program
  75. 75. In May 2004 about 1.4 million incoming students to public high schools took the High School Readiness Test (HSRT). The test assesses the mastery of learning competencies the elementary school graduates should possess to benefit from secondary education. The results revealed that 97.7% scored 50% and below in the HSRT. They lacked the essential skills in Reading and Comprehension in English, Science, and Mathematics needed to learn the content of the high school curriculum.
  76. 76. 5.Every Child A Reader Program (ECARP)
  77. 77. The Department of Education launched the Every Child a Reader Program (ECARP) to develop pupils’ reading and communication skills by Grade 3. It is designed to improve the delivery of instruction of reading teachers in Grades I to III
  78. 78. 6.National English Proficiency Program (NEPP)
  79. 79. Complementing the ECARP is the National English Proficiency Program (NEPP) which aims to improve the English proficiency of teachers and administrators. The Program was implemented in June 2003 in compliance with Executive Order 210 (mandating the use of the English language as the primary medium of instruction in all public and private institutions of learning). Some 53,412 high school teachers of English, Science and Mathematics were given the Self-Assessment Test to determine their English proficiency level.
  80. 80. 7.Strong Republic Schools-Distance Learning Program (SRS-DLP)
  81. 81. SRS was launched in June 2003 in response to President Arroyo’s directive to provide basic education to communities in conflict situations and to impoverished sectors of the population. Initially targeting 500 barangays nationwide, it utilizes modular lessons disseminated via mass media (TV, radio, cable network). At present, some 1,393 youths and adults have enrolled in the program and their lessons began in July 2003.
  82. 82. 8. Brigada Eskwela
  83. 83. 9. Adopt-A School Program Formalized by RA 8525, the Program is DepEd’s vehicle to mobilize support from the private and non-government sectors. Based on a menu of assistance packages developed by DepEd, interested companies can sponsor certain school programs/projects.
  84. 84. 10.Schools First Initiative In November 2004, the Department of Education launched the Schools First Initiative. The five core principles of Schools First are:
  85. 85. 11.School - Based Management
  86. 86. Based Management (SBM) is defined as “decentralization of decision-making authority from central, regional and division levels to individual schools, uniting school heads, teachers, students as well as parents, the local government units and the community in promoting effective schools (Primer on School-Based Management and its Support Systems, 2005).
  87. 87. 12.Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas (STRIVE)
  88. 88. The purpose of the project is: to assist the DepEd to improve the performance of students in Science, Mathematics and English and to provide basic education and / or livelihood opportunities for out- of- school youth and their families.
  89. 89. 13.Library Hub Project
  90. 90. The Library Hub Project is an investment in literacy through the DepEd’s Adopt-a-School program.
  91. 91. 14.Basic Education Sector Reform Agenda (BESRA )
  92. 92. The Department of Education is pursuing a package of policy reforms expected “to create critical changes necessary to further accelerate, broaden, deepen and sustain the improved education effort” (BESRA, 2006-2010).
  93. 93. 15.Redesigned Technical-Vocational Education Program (RTVEP
  94. 94. The tech-voc program is being piloted in 135 out of the 261 tech-voc high schools. It is envisioned that high school graduates shall get a national certification in their skills from TESDA in addition to the high school diploma.
  95. 95. Ocballa/2008
  98. 98. The Constitution states that the state shall protect and provide the rights of a citizens to quality education at all levels and take appropriate steps to make education accessible to all, and so it is hereby declared a policy that all public elementary schools, as much as practicable and considering the existing facilities and teachers, we offer complete six ( 6) grade levels to children in the remotes barangay,
  100. 100. It can be said a good multigrade school is both efficient and effective, when children in the school progress or move through the basic curriculum.
  101. 101. The instructional strategies may be varied to adjust to the different ages, levels and skills of the students and to the available resources, but the goals are the same.
  102. 102. Children in the multigrade classroom must achieve knowledge and competence in all subject areas. Effective multigrade schools maximize an inquiry approach to learning and as much as possible link up classroom or school learning to daily life.
  105. 105. A learning environment is where children learn and teachers teach. The different elements of the learning environment are interrelated and interdependent .
  106. 106. Having a deeper understanding of the interrelation and interdepedence of these elements will help the teacher plan his/her day-to-day lessons/activities more effectively and thereby facilitate learning.
  108. 108. The multigrade classroom is arranged in such a way that it communicates important messages to the children about how the classroom will be used and how it is to function as a learning environment.
  109. 109. The teacher as planner and organizer is in charge of setting up and arranging the classroom so that there is a place for everything and everything is in the proper place, In this way, the teacher as facilitator and instructor can function effectively.
  112. 112. Curriculum development is a complex and challenging process that involves making many important of decisions. The multigrade teacher is not alone in this complex process of curriculum development.
  113. 113. Being a part of a national educational system under the supervision of the Department of Education, multigrade schools follow the curriculum prescribed by the Department for all elementary schools nation wide.
  115. 115. It is the responsibility of the classroom teacher, to organize the learning experiences of students in such a way that the educational goals will really be achieved. The curriculum has comprehensive instructional objectives and content in terms of statements of concepts to be taught .
  116. 116. But if the curriculum is poorly , organized , these goals and objectives will not be achieved and the concepts and skills to be taught will not be covered. Curriculum development is far from complete with simply the definition and prescription of goals and objectives. These are many ways of organizing the curriculum that a teacher can use.
  119. 119. There are many ways that teachers in multigrade classes deliver instruction to students. Common methods include: lecture-recitation, small groups, work, independent study, paired and peer tutoring , direct instruction. Each instructional strategy achieves different instructional purpose and effects student achievement and attitude indifferent ways.
  120. 120. So it is important to understands how these methods of delivering instruction work affect student learning and what purpose they best serve. The multigrade teacher can only assume multiple roles with the use of variety of instructional methods. There are certain methods that are especially effective in multigrade classrooms and the multigrade teacher should be prepared to implement them.
  121. 121. There are certain methods that are especially effective in multigrade classrooms and the multigrade teacher should be prepared to implement them. A multigrade classroom is a more complex environment so that instruction delivery and classroom management strategies must be compatible and complementary. If the teacher relies primarily on whole-class/whole –group instruction and lecture/ recitation methods, the children in each of the grade levels within the class will not learn to work independently and in small groups.
  123. 123. <ul><li>In any classroom, whether single-grade or multigrade , the teacher is responsible for trying to meet the various needs for 30, 40, 50 students. However I the multigrade classroom, these needs are more varied because of the combination of grade levels. So grouping children for different activities must be efficient and effective in order to manage both the number of students and range in ability. </li></ul><ul><li>Students can be grouped in many different ways: </li></ul><ul><li>By interest and student choice </li></ul><ul><li>Random assignment to combine ability levels and interests </li></ul><ul><li>According to ability </li></ul>
  125. 125. In a mutligrade class children learn from one another. They constantly learn from one another at play and work, or even in taking care of their basic needs being initiated to economic activities of the family and the country. Learning from children of the same age of a different age-older or younger is a daily occurrence.
  126. 128. Section 1 Our work in the Department of Education
  127. 129. 1. Legislation, policies and guidelines About legislation, policies and guidelines All citizens of the Philippines are accountable under national laws. Key national legislation impacts on the work of DepEd employees. Some legislation refers particularly to people with disabilities and highlights the education of learners with disabilities. DepEd has an inclusive education policy which is underpinned by international agreements about human rights and education.
  128. 130. What impact does legislation and policy have on my work? National legislation impacts on educators’ work 􀂐 The Education Act 1982 􀂐 Constitution of the Republic of the Philippines 1987 􀂐 Child and Youth Welfare Code PD 603 1987 􀂐 Magna Carta for Disabled Persons 1992 􀂐 Code of Ethics for Professional Teachers 1997 (within Republic Act 4760) 􀂐 Governance of Basic Education Act 2001 All of these Acts have articles and sections that relate to working with learners with disabilities
  129. 131. Policies and Guidelines make more explicit, what schools will do to comply with legislation 􀂐 Department of Education ‘Policies and Guidelines for Special Education(Revised Edition)’ 1997 􀂐 DECS Order no. 26 Institutionalization of SPED programs in all schools 􀂐 Handbook on Special Education’ 1997 􀂐 ‘ Handbook on Inclusive Education’ 1999 These policies and guidelines outline the objectives of DepEd for the education of learners with disabilities and provide a framework from which regions, divisions and schools develop their education plans.
  130. 132. Does DepEd legislation link to international developments? Yes. DepEd lists the legal mandates underpinning inclusive education in the Philippines 􀂐 Universal Declaration of the Rights of the Child 1959 􀂐 The World Declaration on Education for All 1990 􀂐 The Salamanca Statement 1994 􀂐 The Agenda for Action of Asian & Pacific Decade of Disabled Persons 1993-2002 􀂐 The Dakar Framework 2000 Philippine participation in these significant events has culminated in the Philippine Education for All 2015 Plan (2005) accessible on the UNESCO.
  131. 133. DepEd’s vision for Filipino children with special needs encompasses the vision of the family and community for a discrimination free quality education that supports development of 􀂐 potential 􀂐 productivity 􀂐 self expression of rights 􀂐 national pride 􀂐 love of God
  132. 134. The Legistation Constitution of the Republic of the Philippines 1987 & Magna Carta for Disabled Persons 1992 The mandate for provision of education to all people including those with a disabilities is couched within the Constitution of the Republic of the Philippines. ARTICLE XIV: Education, science and technology, arts, culture and sports
  133. 135. EDUCATION ‘ Section 1: The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all.’ The subsequent Act – ‘The Magna Carta for Disabled Persons’ – makes more explicit what provision is required specifically in the area of education for learners with disabilities The Act covers: 􀂐 increased opportunities through development of skills and potentials 􀂐 the rights and respect of persons with disabilities 􀂐 service provision 􀂐 collaborative support
  134. 136. Section 12 describes requirements: 􀂐 access to quality education 􀂐 opportunities to develop skills 􀂐 it being unlawful for any learning institution to deny admission to courses on the grounds of handicap or disability. 􀂐 formulation of educational policies and programs taking special needs into account
  135. 137. Section 14 addresses special education, requiring the State to establish, maintain and support in all regions ‘complete, adequate and integrated system of special education’ for those with 􀂐 vision impairment 􀂐 hearing impairment 􀂐 intellectual disabilities 􀂐 other types of exceptional children
  136. 138. The Education Act 1982 The Education Act recognizes the right of all people to quality education ‘ regardless of sex, age, breed, socio-economic status, physical and mental condition, social and ethnic origin, political and other affiliations
  137. 139. The Governance of Basic Education Act 2001 The Governance of Basic Education Act otherwise known as Republic Act 9155, affirms that 􀂐 all citizens have the right to access quality basic education 􀂐 attendance at elementary school is compulsory for Filipino children 􀂐 the goal of basic education is the provision of skills, knowledge and values enabling learners to become caring, seIf-reliant, productive and patriotic citizens 􀂐 schools have the single aim of providing the best possible basic education for all learners
  138. 140. The policies and guidelines Policies and Guidelines for Special Education (revised edition) 1997 The ultimate policy goal of DepEd for special education is ‘… the integration or mainstreaming of learners with special needs into the regular school system and eventually in the community.’ The policy reiterates the messages found in all of the legislation mentioned so far with a particular focus on learners with: 􀂐 gifts and talents 􀂐 physical impairment 􀂐 intellectual impairment 􀂐 social impairment 􀂐 sensory impairment 􀂐 cultural differences
  139. 141. 2. Roles & responsibilities of DepEd personnel
  140. 142. About ‘Roles and responsibilities of DepEd personnel’ Every employee needs to be clear about the roles and responsibilities connected to their position. The Department of Education has a range of publications available that spell out the general roles and responsibilities of administrators and teachers. Other frameworks make more explicit their roles in relation to learners with disabilities.
  141. 143. Legislation: 􀂐 The Education Act 􀂐 The Governance of Basic Education Act 􀂐 The Code of Ethics for Professional Teachers Policies and guidelines 􀂐 Policies and Guidelines for Special Education 􀂐 Handbook on special education 􀂐 Handbook on inclusion
  142. 144. Roles and responsibilities of leaders &quot;Principals must live with paradox: They must have a sense of urgency about improving their schools, balanced by the patience to sustain them for the long haul. They must focus on the future, but remain grounded in today. They must see the big picture, while maintaining a close focus on details. They must be strong leaders who give away power to others.&quot; Richard DuFour (&quot;Help Wanted: Principals who can Lead Professional Learning Communities.&quot; NASSP Bulletin (1999).)
  143. 145. In brief, leaders of schools have responsibility for 􀂐 curriculum leadership 􀂐 welfare of staff and learners 􀂐 encouraging staff professional development 􀂐 day to day operation of the school 􀂐 building and maintaining positive school and community networks 􀂐 quality environment for teaching and learning
  144. 146. Responsibilities of teachers ‘ Who dares to teach must never cease to learn.’ John Cotton Dana ‘ I touch the future. I teach.’ Christa McAuliffe Teacher’s roles and responsibilities include 􀂐 management of the learning environment in which they teach 􀂐 development of teaching and learning opportunities for learners
  145. 147. o planning and programming o instruction o specific modifications and interventions o assessment of and for learning 􀂐 behaviour management 􀂐 reporting to families and the system 􀂐 community linkages – eg identifying children with disabilities who are not attending school and encouraging families to take them to school
  146. 148. Section 2 Our work in schools & Communities.
  147. 149. 1. Working in schools
  148. 150. 1. Adult learning Schools in the Philippines are mandated to build strong linkages with the community and stakeholders. As schools and communities are complex social environments, skills in working together are crucial to maximizing positive learning. Dealing with adults takes on special significance when we consider their particular characteristics. Because of their life and work experiences over time, adults 􀂐 have valuable knowledge and experience to share 􀂐 respond to respectful approaches 􀂐 respond to acknowledgement of their capacities and experiences 􀂐 can experience a loss of confidence in new learning situations
  149. 151. 2. Communication “ True communication is the response you get.” (Robert Kryosaki in Taylor 2005, p266) If meetings with stakeholders and school based learning teams are to be successful, then leaders and teachers will need to communicate effectively interacting in ways that project to stakeholders that they are in a respectful and supportive environment.
  150. 152. 2. Working with families
  151. 153. Working with families The families of learners with disabilities are valuable partners for educators. Family members are the first teachers of their children and so at the time their child commences school, parents and the child themselves are the holders of the most information about what the child knows and can do. This is the right time to organize an Individual Education Plan (IEP) meeting.
  152. 154. 3. Working with the community
  153. 155. Working with the community The Code of Ethics recognizes the teaching profession in the community, especially the barangay, as leaders and advocates active in the promotion of education for all. The local community comprises organizations, networks and people that are a valuable resource for schools: 􀂐 Local Government Unit 􀂐 Parent Teacher Community Association 􀂐 School Governing Council 􀂐 Government and Non Government Organisations (GOs and NGOs) 􀂐 Community members 􀂐 Families Other specialist organizations
  154. 156. Other specialist organizations may be involved with learners with disabilities. 􀂐 Special Education Centers 􀂐 Resources for the Blind Incorporated 􀂐 Deaf Ministries International 􀂐 Down Syndrome Association of the Philippines Incorporated 􀂐 Autism Society Philippines Strong relationships facilitated by schools supports them .
  155. 157. Section 3 Our work with learners
  156. 158. About our work with learners “ What is taught isn’t the same as how it is taught.” Howell, Fox, Moorehead When teachers adopt multigrade teaching and learning, incorporate multiple intelligences and cater for preferred learning styles with multi sensory approaches, they will meet the needs of most learners in their classes.
  157. 159. 1. Holistic approaches & learners with disabilities
  158. 160. Different ways of learning ‘ If a child can’t learn the way we teach, maybe we should teach the way they learn.’ Ignacio Estrada DepEd mandates Education for All. Republic Act 9155 (2001) states Schools shall have a single aim of providing the best possible basic education for all learners…..translated into programs, projects and services developed, adapted and offered to fit local needs.
  159. 161. 2. Inclusive Curriculum Section 3
  160. 162. Individualized Education Plans The Individualized Education Plan (IEP) meets legal and ethical mandates associated with the education of learners with disabilities outlined in Section 1.
  161. 163. Inclusive Teaching Inclusion is not a strategy to help people fit into the systems and structures which exist in our societies; it is about transforming those systems and structures to make it better for everyone. Inclusion is about creating a better world for everyone.’ Diane Richler, President, Inclusion International
  162. 164. Effective Teaching Multigrade teaching and learning A multigrade class has two or more grades in one class with one teacher. These methods are also successful in regular classes. In the Philippines, many schools in remote and isolated areas have more than one grade per classroom. Rather than treat each grade as a separate entity, learners are grouped in a variety of ways and taught using a variety of methods inclusive of all learners in the class. This has application in regular classes where there are learners with disabilities.
  163. 165. Multi-sensory teaching Multi-sensory teaching involves designing learning experiences so learners can engage more than one of the senses as they explore and learn.
  164. 166. Explicit teaching The explicit teaching cycle provides a framework to help introduce new concepts. Learning success is more likely to be recorded when the cycle is used alongside other effective strategies like 􀂐 multi-sensory teaching 􀂐 making appropriate adjustments
  165. 167. Inclusive planning: Higher Order Thinking Skills (HOTS) BEC wants: 􀀹 Learners in the Philippines to be active learners using information in meaningful ways rather than only listening to lectures and recalling the information 􀀹 Teachers in the Philippines to use constructivist methods for teaching and learning 􀀹 Assessment that encourages learners to apply Higher Order Thinking Skills (HOTS) 􀀹 The role of teachers in constructivist methodology is to structure the learning environment for all learners to learn 􀀹 Guide the learners as they construct their own understandings building on what they have already learned
  166. 168. Inclusive planning: Higher Order Thinking Skills (HOTS) BEC wants: 􀀹 Learners in the Philippines to be active learners using information in meaningful ways rather than only listening to lectures and recalling the information 􀀹 Teachers in the Philippines to use constructivist methods for teaching and learning 􀀹 Assessment that encourages learners to apply Higher Order Thinking Skills (HOTS) 􀀹 The role of teachers in constructivist methodology is to structure the learning environment for all learners to learn 􀀹 Guide the learners as they construct their own understandings building on what they have already learned
  167. 169. Inclusive planning: All, Most, Some & Bloom’s Taxonomy &quot;Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!&quot; (Theodor Seuss Geisel) All, Most, Some is a curriculum planning model conceived by Schumm, Vaughn, and Leavell (1994) It is an inclusive model because it is designed to cater for all learners in a class. What some will learn What most will learn What all will learn
  168. 170. Modifications and adjustments Teachers will plan for learners with disabilities in ways that 􀂐 support the learner to achieve 􀂐 require the least modification for success 􀂐 adjust the learning contexts to ensure access and participation
  169. 171. Adjustments Adjustments are special measures put in place to ensure learners can access and participate in learning activities.
  170. 172. 3. Including learners with disabilities
  171. 173. This section ‘Including learners with disabilities’ now looks at the specific characteristics and learning needs of students with 􀂐 Attention deficit disorder 􀂐 Autism spectrum disorder 􀂐 Intellectual disability 􀂐 Learning disability 􀂐 Physical and multiple disabilities 􀂐 Sensory Impairments 􀂐 Hearing 􀂐 Vision 􀂐 Social and emotional problems 􀂐 Speech and Language impairment Teachers can quickly locate the information they
  172. 174. Attention Deficit Disorder About Attention deficit (hyperactivity) disorder (ADD & ADHD) Attention deficit (hyperactivity) disorder is referred to as a hyperkinetic disorder. It can occur with and without hyperactivity. Hyperactivity means overly active and is characterized by persistent inattention, hyperactivity or both outside what would be expected at a similar developmental level. More boys than girls present with the hyperactive form.
  173. 175. Autism spectrum disorder About autism spectrum disorder Autism spectrum disorder (ASD) is collective terminology. encompassing Autism and Asperger syndrome. They are pervasive developmental disorders (PDD). Other disorders in the group are 􀂐 Rett’s Disorder 􀂐 Childhood Disintegrative Disorder 􀂐 Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS).
  174. 176. Intellectual disability (mental retardation) About intellectual disability Learners with an intellectual disability will have skills significantly lower than their peers of the same age. They are likely to need significant support and curriculum adjustments in order to have success with learning.
  175. 177. Learning disability Learners whose skills are below expectation for their age and ability may be identified by parents or teachers as having learning difficulties. A small percentage of these may have learning disabilities.
  176. 178. Learning disabilities is a term used for learners with average or above intelligence yet who show signs of developmental and academic skills considerably below expectation for their age and general ability. Research suggests around 2-4% of children and students may have a learning disability A learning disability may include difficulties with the following: 1. confusion with text 2. working memory 3. sensory processing 4. communication 5. motor skills
  177. 179. Physical & multiple disabilities About physical & multiple disabilities A physical disability substantially limits one or more basic physical activities. Like other disabilities, physical disability can be mild to severe. At a mild level, a learner may successfully do most things that their peers can do. At a severe level they may require significantly more assistance in such areas as personal care, movement, communication and social inclusion. A learner with a physical disability could also be gifted.
  178. 180. Sensory Impairment: Hearing About hearing impairment Hearing loss occurs when there is a problem with or damage to one or more parts of the ear or ears. Some people are born with hearing impairment and some can lose their hearing for many reasons like: 􀂐 physical trauma 􀂐 prenatal infections 􀂐 disease or illness 􀂐 upper respiratory tract infections 􀂐 heredity
  179. 181. 􀂐 malnutrition 􀂐 blood incompatibility of parents 􀂐 medications 􀂐 long term exposure to excessive noise Hearing impairments can range from 􀂐 mild to moderate 􀂐 moderate to severe 􀂐 severe to profound People with hearing loss are sometimes referred to as “hard of hearing” or deaf. People who are hard of hearing can hear speech tones when wearing hearing aids. People who are deaf do not benefit from these.
  180. 182. Sensory Impairment: Vision About vision impairment When one or more parts of the eye or brain used for processing images becomes diseased or damaged, a loss of vision can occur. Loss can be mild to severe. Treatment will depend on the severity and range from medical treatment and/or surgery to prescribing corrective lenses.
  181. 183. Vision impairment is a term used to describe any kind of vision loss, whether total or partial vision loss. Vision impairment can interfere with acquiring information or interaction with the environment to the extent that special education instruction and related services may be needed.
  182. 184. Social and emotional problems About social and emotional problems They are many types and causes of social and emotional problems. Two areas will be covered in this section. 􀂐 Mental health 􀂐 Child abuse Mental health and mental illness are different. Mental health refers to the balance between all aspects of life - social, physical, spiritual and emotional. Mental health can affect how the various aspects of life are managed. It is an integral part of overall health. Mental illness refers to variety of diagnosed disorders and conditions, some are better known than others.
  183. 185. 􀂐 Depression 􀂐 Schizophrenia 􀂐 Manic depression International research suggests that 1:5 people will experience a mental health problem some time in their lives.
  184. 186. Speech and language impairment About speech and language impairment Speech and language impairment occurs when problems occur with the parts of the brain and/or body used to process and produce speech and language. This results in a communication disability. Speech and language delays may influenced by many factors, including environmental factors. Speech refers to talking. Language refers to the whole system ofCommunication.
  186. 189. Mabuhay ka, bagong guro! Binabati kita dahil napabilang ka sa hanay ng mga bagong gurong kalahok sa Teacher Induction Program.
  187. 190. Ang modyul na ito ay sadyang sinulat para sa iyo, bagong guro ng Filipino! Matatagpuan mo rito ang mga batayang kaalaman at konseptong kailangang taglayin ng isang gurong nagtuturo ng Sining ng Komunikasyon. May balik-tanaw rin ang modyul sa mga kasanayang mahalaga sa pang-araw-araw na gawain mo sa klasrum .
  189. 192. Sa araling ito, matututuhan mo ang ilang mahahalagang bagay na makatutulong sa iyo bilang guro ng wika. Inaasahang magagamit mo ang mga kabatirang ito upang: 􀂃 Maipaliwanag ang mga aspekto ng wikang dapat mong linangin sa iyong mga mag-aaral 􀂃 Matukoy ang mga salik na dapat mong isaalang-alang upang maging matagumpay sa iyong pagtuturo Magiging higit na mabisang guro ka ng wika kapag lubos na nalinang sa iyo ang mga kaalaman at kabatirang nabanggit.
  191. 194. Batid mo na ang mahahalagang salik na dapat isaalang-alang sa pagkatuto ng wika. Pag-aaralan mo naman sa araling ito ang mga batayang teorya at simulain gayon din ang mga lapit at pagdulog sa pagtuturo ng Filipino.
  192. 195. Sa katapusan ng araling ito, inaasahang maisasakatuparan mo ang mga gawaing ito: 􀂃 Maipaliliwanag ang mga batayang teorya at simulain sa pagkatuto ng wika 􀂃 Maibibigay ang mga lapit at pagdulog na kaugnay ng mga batayang teoryang pangwika 􀂃 Masasabi ang implikasyon ng mga kontemporaryong teorya sa tunguhin ng iyong pagtuturo
  194. 197. Nalalapit na ang unang araw ng iyong pagtuturo. Halina at simulan mo sa tulong ng araling ito ang paghahanda sa mahalagang araw na ito. Pangunahing paksang tatalakayin sa araling ito ang paghahanda ng banghay-aralin.
  195. 198. Inaasahang sa katapusan ng araling ito ay maisasagawa mo ang mga sumusunod: 􀂃 Maipaliliwanag ang kahalagahan ng paghahanda ng banghay-aralin 􀂃 Masasabi ang mga dapat isaalang-alang sa paghahanda ng banghay-aralin 􀂃 Makapagsusuri at makabubuo ng banghay-aralin sa Filipino
  197. 200. Sa araling ito, tatalakayin ang nilalaman ng batayang kurikulum at mga istratehyang pampagtuturo na magagamit mo sa paglinang ng apat na makrong kasanayan sa Filipino.
  198. 201. Inaasahang sa katapusan ng araling ito ay: 􀂃 Matutukoy mo ang mga ekspektasyong nakapaloob sa kurikulum ng Filipino 􀂃 Mapipili mo ang mga layuning angkop linangin sa iyong mga mag-aaral 􀂃 Makagagamit ka ng angkop na istratehiya para sa iba’t ibang aspektong pangwikang iyong nililinang sa mga mag-aaral
  200. 203. Nasusukat ang antas ng pagkatamo ng layuning pampagtuturo sa proseso ng pagtatayang ating ginagawa. Nabibigyang-halaga naman ang antas ng pagkatutong naganap sa pamamagitan ng ebalwasyon o pagmamarka. Layunin ng araling ito ang mabigyan ka ng mga patnubay na magagamit sa pagsasagawa ng pagtataya at ebalwasyon. Inaasahang sa katapusan ng araling ito, maisasagawa mo ang mga sumusunod: 􀂃 Makabubuo ng Talahanayan ng Ispesipikasyon bilang paghahanda sa pagsulat ng isang pagsusulit 􀂃 Makagagawa ng pasulat na pagsusulit 􀂃 Makabubuo ng rubrik na magagamit sa pagtaya ng performans sa isang kasanayan
  201. 204. SALAMAT ....