The document outlines various theories of curriculum and instructional practices, emphasizing the roles of teachers as curriculum leaders and the importance of understanding student needs. It also discusses standards for assessment and evaluation, highlighting the necessity for teachers to utilize appropriate assessment tools and engage with the community to enhance educational quality. Additionally, it stresses the importance of cultural responsiveness and collaboration with community stakeholders in promoting effective education.

2. Curriculum is simply defined as
the contents, standards,
competencies, and topics that
students learn.

3. THEORIES ABOUT CURRICULUM
• 1.Franklin Bobbit (1876-1956)- presented curriculum
as a science that emphasizes on students' need.
• 2. Werret Charters (1875-1952) -considered
curriculum also as a science which is based on
students' need, and the teachers plan the activities.
3. William Kilpatrick (1871-1965) - viewed curriculum
as purposeful activities which are child-centered.

4. • 4. Harold Rugg (1886-1960) - emphasized social studies in the
curriculum and the teacher plans the lesson in advance.
• 5. Hollis Caswell (1901-1989)- sees curriculum as organized
around social functions of themes, organized knowledge and
earner's interests.
Instruction is defined as the means
for implementing the
curriculum.

5. STANDARDS THAT TEACHERS SHOULD
KNOW AND DO IN ORDER TO FULFILL THEIR
ROLES AS CURRICULUM AND
INSTRUCTIONAL LEADERS IN THEIR OWN
SCHOOL
•Knowledge of various curriculum models and
programs that are developmentally appropriate for
the learners. Teachers need to know different
curriculum models and programs that are relevant
and responsive to the needs, developmental tasks,
and interests of their learners.
•Knowledge of the different learning areas and
subjects. As implementers of curriculum, teachers
need to develop high level of content knowledge

6. •Pedagogical knowledge. Pedagogy is simply
defined as the science and art of teaching
young learners.
•Utilization of technology for teaching and
learning. Technology is shaping many things in
the society even people’s values.
•Development of instructional materials. A lot of
people share common sentiment that all
teachers, especially those who are in local
communities, should be creative and be
problem-solvers.

8. Measurement is concerned with
the statement of performance
usually presented in quantitative
terms.
Assessment involves the
interpretation and representation
of measurement data.
Evaluation is the process of

9. STANDARDS THAT TEACHERS SHOULD KNOW
AND BE ABLE TO DO IN ORDER TO MEASURE,
ASSESS, AND EVALUATE LEARNER’S PROGRESS IN
SCHOOL:
•Develop and use different assessment tools
that are appropriate to measure learners’
progress. It is imperative that teachers know
how to develop, select, and use assessment
tools that can truly measure learners’ progress.
•Utilize evaluation results to provide feedback
on learners’ progress. Reporting learner’s
progress through individual progress report
cards or through developmental checklists in

10. •Utilize alternative forms of assessment.
Alternative assessments are examples of
learner’s individual outputs that could be
graded using rubrics.
•Exercise fairness and professionalism in
reporting learner’s progress. Teachers should
show professionalism in reporting learners’
progress to their parents.

12. Teachers are expected to establish community
linkages to promote partnership in ensuring quality
education for all learners across different levels.
In basic education, teachers need to work with
NGOs and government organizations to encourage
public support to quality education and to protect
the welfare of the students.
The school is the integral part of the society. It
develops the minds and character of future leaders
and citizens of the society.

13. STANDARDS THAT TEACHERS NEED TO
KNOW AND DO TO ESTABLISH COMMUNITY
LINKAGES:
•Culturally responsive behaviors that promote
effective communication and collaboration with
individuals, families, social agencies, and other
members of the community. Teachers establish
learning environment that responds to the
aspirations of the community.
•Collaborate with individuals and groups to support
educational programs in the community. Teachers
work with different groups and individuals to rally
support on various educational programs in the

14. •Respect for the culture of the individuals and
communities. Teachers always deal with different
people everyday. Teachers are advocates in
respecting cultural diversity.
•Commitment to the educational goals of the
society. Teachers are committed to uphold and
implement the educational goals of the society.