The document discusses fundamental principles of administration and supervision in education. It provides 10 principles that administration and supervision should follow: 1) Using principles to proceed systematically from one situation to another, 2) Using principles to improve teaching and learning, 3) Using principles to efficiently choose techniques, 4) Using principles to eliminate trial and error, 5) Using principles to discover new techniques, 6) Guiding the choice and sequence of techniques, 7) Using principles to evaluate techniques, 8) Using principles to define items to evaluate results, 9) Using principles to evaluate programs, and 10) Ensuring principles are dynamic and open to change.
This document outlines 17 fundamental principles of school administration and supervision:
1. Principles guide decision making and problem solving.
2. Principles improve teaching and learning outcomes.
3. Principles efficiently direct appropriate techniques.
4. Principles eliminate trial and error and waste.
5. Principles must be democratic, cooperative, scientific, based on educational philosophy, creative, evaluated based on results, have clearly defined responsibilities, be child-centered, flexible, and distinguished from each other.
The document outlines several fundamental principles of administration and supervision in education. It discusses principles like administration being democratic, cooperative, scientific, based on educational philosophy, creative, and evaluated based on results. Specific principles mentioned include recognizing individual differences, utilizing group expertise, being fact-conscious, integrating personality development with educational goals, encouraging growth through creativity, and ensuring parallel responsibility and control throughout the educational system.
The document discusses principles of school administration and supervision. It outlines several fundamental principles, including that administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, and focused on child growth. Principles serve as guides for administrators and help improve teaching, streamline decision making, evaluate programs, and allow flexibility. The document contrasts autocratic versus democratic leadership and notes administration and supervision must have parallel responsibility and control throughout the system.
The document discusses several key principles of school administration and supervision:
1. Principles serve as guides for conduct and decision-making in administration and supervision. They represent fundamental truths and policies.
2. Administration and supervision must be evaluated based on their results and impacts. Evaluation determines the effectiveness of various elements.
3. Responsibility and control in administration and supervision must be clearly defined and run in parallel throughout the system. This provides structure and democratic practices.
The document then outlines several specific uses and benefits of applying principles in school administration and supervision, such as providing structure, improving teaching and learning, aiding evaluation, and allowing flexibility. It also contrasts autocratic vs. democratic leadership styles and lists general
Principle of Administration And SupervisionDaryl Tabogoc
This document outlines several principles of effective school administration and supervision. It discusses that principles should be based on observed facts and guide conduct. Principles are important for improving teaching and learning, eliminating trial and error, aiding evaluation, and defining goals. They allow administrators to progress systematically from one situation to another. Some key principles outlined are that administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, creative, preventative, centered on student growth, flexible, and continuously evaluated based on results.
Administration involves directing, controlling, and operating organizational activities to achieve goals and objectives. It covers managing school facilities, teaching staff, student enrollment, curriculum, finances, guidance and counseling, and school-community relations. Administration follows a three-cycle process of planning, management, and evaluation. Supervision aims to improve the teaching-learning situation and related conditions by formulating objectives, selecting and organizing subject matter, placing teachers, selecting teaching methods and techniques, and evaluating student and teacher development. There are four main types of supervision: autocratic, laissez-faire, democratic, and bureaucratic.
School administration involves planning, organizing, directing, and controlling resources to achieve educational goals. Its major functions include planning, organizing, staffing, directing, coordinating, reporting, and budgeting. Principles of school administration emphasize that it should be democratic, cooperative, scientific, based on educational philosophy, creative, evaluative, consistent, preventative, child-centered, and flexible. An effective administrator applies these principles and uses a democratic rather than autocratic leadership style.
The document outlines several principles of school administration and supervision:
1. Administration and supervision must be democratic, involving collaboration and respecting the ideas of teachers.
2. It must be cooperative, with administrators and supervisors working together to stimulate growth while maintaining high standards of ethics.
3. To be effective, administration and supervision must be scientific, relying on objective data analysis and measurement rather than emotional bias.
The document provides further details on several other principles, such as ensuring responsibility and control are balanced, distinguishing the roles of administration versus supervision, and focusing on preventative and constructive approaches centered around child development.
This document outlines 17 fundamental principles of school administration and supervision:
1. Principles guide decision making and problem solving.
2. Principles improve teaching and learning outcomes.
3. Principles efficiently direct appropriate techniques.
4. Principles eliminate trial and error and waste.
5. Principles must be democratic, cooperative, scientific, based on educational philosophy, creative, evaluated based on results, have clearly defined responsibilities, be child-centered, flexible, and distinguished from each other.
The document outlines several fundamental principles of administration and supervision in education. It discusses principles like administration being democratic, cooperative, scientific, based on educational philosophy, creative, and evaluated based on results. Specific principles mentioned include recognizing individual differences, utilizing group expertise, being fact-conscious, integrating personality development with educational goals, encouraging growth through creativity, and ensuring parallel responsibility and control throughout the educational system.
The document discusses principles of school administration and supervision. It outlines several fundamental principles, including that administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, and focused on child growth. Principles serve as guides for administrators and help improve teaching, streamline decision making, evaluate programs, and allow flexibility. The document contrasts autocratic versus democratic leadership and notes administration and supervision must have parallel responsibility and control throughout the system.
The document discusses several key principles of school administration and supervision:
1. Principles serve as guides for conduct and decision-making in administration and supervision. They represent fundamental truths and policies.
2. Administration and supervision must be evaluated based on their results and impacts. Evaluation determines the effectiveness of various elements.
3. Responsibility and control in administration and supervision must be clearly defined and run in parallel throughout the system. This provides structure and democratic practices.
The document then outlines several specific uses and benefits of applying principles in school administration and supervision, such as providing structure, improving teaching and learning, aiding evaluation, and allowing flexibility. It also contrasts autocratic vs. democratic leadership styles and lists general
Principle of Administration And SupervisionDaryl Tabogoc
This document outlines several principles of effective school administration and supervision. It discusses that principles should be based on observed facts and guide conduct. Principles are important for improving teaching and learning, eliminating trial and error, aiding evaluation, and defining goals. They allow administrators to progress systematically from one situation to another. Some key principles outlined are that administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, creative, preventative, centered on student growth, flexible, and continuously evaluated based on results.
Administration involves directing, controlling, and operating organizational activities to achieve goals and objectives. It covers managing school facilities, teaching staff, student enrollment, curriculum, finances, guidance and counseling, and school-community relations. Administration follows a three-cycle process of planning, management, and evaluation. Supervision aims to improve the teaching-learning situation and related conditions by formulating objectives, selecting and organizing subject matter, placing teachers, selecting teaching methods and techniques, and evaluating student and teacher development. There are four main types of supervision: autocratic, laissez-faire, democratic, and bureaucratic.
School administration involves planning, organizing, directing, and controlling resources to achieve educational goals. Its major functions include planning, organizing, staffing, directing, coordinating, reporting, and budgeting. Principles of school administration emphasize that it should be democratic, cooperative, scientific, based on educational philosophy, creative, evaluative, consistent, preventative, child-centered, and flexible. An effective administrator applies these principles and uses a democratic rather than autocratic leadership style.
The document outlines several principles of school administration and supervision:
1. Administration and supervision must be democratic, involving collaboration and respecting the ideas of teachers.
2. It must be cooperative, with administrators and supervisors working together to stimulate growth while maintaining high standards of ethics.
3. To be effective, administration and supervision must be scientific, relying on objective data analysis and measurement rather than emotional bias.
The document provides further details on several other principles, such as ensuring responsibility and control are balanced, distinguishing the roles of administration versus supervision, and focusing on preventative and constructive approaches centered around child development.
The document outlines several principles of school administration and supervision:
1. Administration and supervision must be democratic, involving participation from teachers and valuing diverse ideas.
2. It must be cooperative, with administrators and supervisors working together towards shared goals and the growth of individuals.
3. To be effective, administration and supervision must be scientific, based on objective facts and analysis rather than emotion. Evaluation of results is also important.
The document provides more details on 10 general principles and 11 specific principles that should guide school administration and supervision.
Fundamental principles of administration and supervisionLiezel Paras
The document discusses the principles of administration and supervision in education. It defines a principle as a law, doctrine, or belief that governs human activities. Principles in administration and supervision become part of one's philosophy and help determine objectives and practices. Principles are formulated from observed facts and results. They provide guidance and allow administrators and supervisors to efficiently address issues. Some key principles discussed include administration and supervision being democratic, cooperative, scientific, creative, preventative, and centered on child growth.
The document discusses the concepts of administration and supervision in education. It defines administration as organizing resources to achieve goals and supervision as efforts to provide leadership and improve instruction. It outlines the types of school administration and emphasizes supervision focused on instruction, with clinical supervision noted as an approach that aims to help teachers improve through a cyclical process involving planning, observation, reflection, feedback and analysis. The functions of management are also summarized as setting direction, planning, organizing resources, controlling processes, and setting standards.
School administration and supervision must be scientific, based on accepted educational philosophy, and creative. It must also be evaluated based on its results. To be effective, administration and supervision must emphasize using facts and scientific principles to discover solutions. It should also be guided by and integrate educational philosophies, like Dewey's view that education is life and growth. Administration encourages growth by providing opportunities for teachers and pupils to develop their talents. The effectiveness of administration can be determined by evaluating the outcomes and whether it promotes pupil and societal growth. Clear definition of duties is also important to avoid conflicts between administrators at different levels.
This document discusses key principles of effective school administration and supervision. It states that administration must be scientific, based on facts and discovery rather than assumptions. It also must be grounded in educational philosophy, with examples given like Dewey's view of education as a life process. Administration should also be creative, encouraging growth. And it must be continually evaluated based on its results and impact on student growth and improvement of society. Clear definition of roles and responsibilities between different levels of administration is also important to avoid conflicts.
School supervision involves improving the teaching-learning situation and conditions that affect it. The major functions of school supervision are inspection to identify problems, research to remedy weaknesses, training teachers in solutions, guidance to encourage teachers, and evaluation to improve instruction. There are different types of supervision, including laissez-faire which leaves teachers free without help, coercive which prescribes procedures, and democratic leadership which involves teacher cooperation. Administration and supervision are interrelated, with administration providing conditions for teaching and supervision operating and improving programs through assistance and guidance. Principles of administration and supervision must be democratic, cooperative, scientific, based on educational philosophy, creative, and centered on student growth and development.
School supervision aims to improve instruction by working with teachers. It involves functions like leadership, human relations, group processes, personnel administration, and evaluation. The major functions of supervision are inspection of school conditions, research to remedy weaknesses, training teachers, guidance, and evaluation. Supervision activities include surveying the school system, improving teaching, in-service teacher education, selecting instructional materials, researching teaching problems, and performing administrative duties. Supervision can be laissez-faire, coercive, focus on training and guidance, or use democratic leadership with teacher cooperation. Administration provides conditions for teaching while supervision operates and improves the educational program. Principles of administration and supervision include being democratic, cooperative, scientific, based on educational philosophy,
School administration involves planning, organizing, directing, and controlling resources to manage educational institutions. The key functions of administration include planning programs and activities, formulating policies, coordinating activities, providing leadership, and evaluating personnel and programs. The scope of administration encompasses managing personnel, finances, facilities, curriculum, student guidance and discipline, community relations, non-formal education, and evaluating administrative results. Effective administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, creative, evaluated based on results, preventive and constructive, focused on student development, and flexible.
This document provides an overview of the organizational structure and educational system in the Philippines. It begins with an organizational chart showing the different bureaus, offices, and agencies that make up the Department of Education. It then discusses key concepts in school administration and supervision including the significance, types, management functions, and how it operates in the Philippine context. The document also contrasts the traditional and modern concepts of administration as well as the values of clinical and traditional supervision.
This document discusses educational leadership and innovation leadership. It explores different leadership styles in education such as hierarchical, transformational, and facilitative. It also examines the roles and responsibilities of school leaders and teachers as leaders, including developing effective school leaders. Finally, it discusses innovation leadership and 21st century teaching and learning, including preparing teachers to teach 21st century skills.
Unit 01: Importance of Teaching of Pakistan Studies
Unit 02: Aims and Objectives of Teaching Pakistan Studies
Unit 03: Rationale for Teaching of Pakistan Studies
3.1 Educating Children for a Pakistani Society
3.2. Changing our Vision Developing a National and a Global Sense of Citizenship
3.3 Global Connections
Unit 04: Planning for Teaching of Pakistan Studies
4.1 Appropriate Planning for Teaching of Pakistan Studies
4.2 Planning Experiences for Pakistan studies
4.3 Lesson Planning in Pakistan Studies
Unit 05: Teaching History
5.1 Developing a Sense of History
5.2 Exploring key Elements of History
5.3 The many Worlds of History
Unit 06: Teaching Geography
6.1 Fostering Geographic Knowledge
6.2 Building Global Connection Through Geography
6.3 Themes and Skills in Geography
6.4 Creating an Appropriate Geography Curriculum
6.5 Helping Children Build Knowledge about the Physical Environment
Unit 07: Teaching Civics
7.1 Building a Community
7.2 Fostering Positive Values and Social Skills
7.3 Developing Civic and Social Responsibilities
7.4 Nurturing Civic Responsibility
Unit 08: Teaching Methods
8.1 Problem Solving
8.2 Project Method
8.3 Discussion Method
8.4 Story Telling
8.5 Role Playing
8.6 Demonstration Method
8.7 Team Teaching
8.8 Cooperative Learning
Unit 09: Use of A.V. Aids in Teaching of Pakistan Studies
9.1 Technology in the Classroom
9.2 Role of IT in Teaching
9.3 Co-curricular Activities
Unit 10: Curriculum of Pakistan Studies
10.1 Curriculum Development
10.2 Curriculum Evaluation
Unit 11: Evaluation
11.1 Objectives, Type and Importance of Evaluation
11.2 Preparation of Model Paper of Pakistan Studies
11.3 Review of Papers of Pakistan Studies
Unit 12: Teaching about Special Social Issues
Recommended Books:
1. Aslam, .M. D. (2001). Teaching of Pakistan Studie, Lahore, Ilmi Kutab Khana Press
2. Larolimek, J. (2006), Social Studies in Elementary Education, London: Macmillan
3. Rai, B. C., (2004), Techniques and Methods of Teaching, Lukhnow: Prakashankendra
4. Savage, T. V. & Armstrong, D. G. (2007), Effective Teaching in Elementary Social Studies,
New York: Macmillan
5. Robles de Melendez, W., Vesn, B. & Melba, F. (2000), Teaching Social Studies in Early
Education, United Kingdom: Delmar PAKISTAN Studies is a subject that aims at enhancing students' knowledge about history, culture and geography of Pakistan and to inculcate patriotism in the hearts of students so that they may become a good citizen.
Although Pakistan Studies is a compulsory subject from Class IX up to the university level, it is an astonishing fact that many of the students are unaware of important historical figures and events.
Even if they know some, it's just the names of some of the famous personalities and not the details about their achievements, life and causes of success or downfall.
The books on Pakistan Studies of different levels cover the topics which are repeated in all of them.
There is no need to teach about those selected topics at each level. Instead the ne
The document discusses different approaches to curriculum development, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on setting goals and objectives and measuring learning outcomes through changes in behavior. The managerial approach views the principal as the curriculum and instructional leader who manages various school operations. The systems approach examines how different parts of the educational system relate and influence each other. The humanistic approach places the learner at the center of curriculum development and emphasizes self-actualization, intrinsic motivation, and developing students' self-esteem.
This document outlines the organizational structure and functions of the Department of Education in the Philippines. It details the various bureaus, offices, and agencies that fall under the Department of Education as well as the regional and local offices. The key functions of administration and supervision are also summarized, including concepts of modern versus outdated approaches. Planning, organizing, staffing, leading, and monitoring are identified as the main functions of management.
This document discusses the major functions of school administration and supervision. It outlines 9 key functions: 1) Planning 2) Organizing 3) Directing 4) Coordinating 5) Supervising 6) Evaluating 7) Providing Leadership 8) Recording and Reporting 9) Promoting Close School-Community Relationships. It also discusses the meaning and aims of supervision, defining it as improving instruction by working with teachers to improve the teaching and learning situation and conditions that affect them. The functions of supervision include inspection, research, curriculum development and in-service training for teachers.
The document discusses the important role of educational supervisors in improving teacher performance through supervision, which involves overseeing teachers' instructional performance and ensuring they adhere to professional standards set by the Ministry of Education. Educational supervisors are responsible for administrative duties at schools like budgets, schedules, evaluations, and communication, and must ensure schools meet standards. They guide teachers, inspect their work, plan activities, and provide support to help teachers grow professionally.
Administration And Administration (in Educational Practices) DefinedMonica P
(MST) Advanced Administration and Supervision in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
1. The document discusses action research, which aims to help teachers and administrators improve their work by researching problems in their local setting.
2. Action research focuses on immediate, practical problems and solutions rather than developing broad theories. It involves practitioners researching their own practices.
3. The key aspects of action research covered include its objectives, characteristics, steps, advantages, and limitations. The overall importance of action research is that it can help improve the teaching and learning process.
The document discusses the organization and administration of guidance programs in schools. It states that the administrator plays a key role in developing, implementing, and overseeing the guidance program. The administrator must understand guidance philosophy and principles, lead organization efforts, support guidance staff, and evaluate program effectiveness. In larger systems, specialized roles like guidance supervisors may coordinate programs across multiple schools. Overall, the guidance program should be tailored to the needs of the particular institution and involve collaboration between administrators, teachers, counselors, and outside experts to help all students.
School administration involves directing, controlling, and operating organizational activities to achieve educational aims and objectives. Supervision aims to improve the teaching-learning situation and conditions that affect them. The document outlines major functions of school administration including planning, organizing, directing, coordinating, supervising, evaluating, providing leadership, and promoting school-community relationships. It also describes major functions of supervision such as inspection, research, training, guidance, and evaluation. The overall purpose of administration and supervision is to effectively manage schools and continually improve the educational experience and outcomes for students.
The document discusses key concepts related to educational administration and organizational behavior including:
1. Schools are social systems with boundaries, elements, and activities that interact within the system and with the environment.
2. Organizational structure refers to the division of labor and relationships within a school including lines of authority.
3. Governance and decision making involve multiple levels from national policy to school implementation with the principle of shared governance.
This syllabus outlines the course on Agency, Trust and Partnership Law. It will cover important provisions from the Civil Code on agency (Title X), partnerships (Title IX), and trusts (Title V). For agency, it will discuss the nature, parties, elements and characteristics of agency, kinds of agencies, formalities of agency, powers and duties of agents and principals, and termination of agencies. For trusts, it will introduce trusts under the New Civil Code, discuss the nature and kinds of trusts, and cover express trusts in more detail including their definition, nature, and essential characteristics.
This document is the syllabus for Civil Procedure 2 taught by Dean Salvador N. Moya II at Tomas Claudio Colleges College of Law. It outlines the course content, which covers Rules 40-58 of the Rules of Court on appellate procedure and provisional legal remedies. For each rule, it lists relevant case citations and brief descriptions. The document provides an overview of the key topics and cases that will be examined in the Civil Procedure 2 course.
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The document outlines several principles of school administration and supervision:
1. Administration and supervision must be democratic, involving participation from teachers and valuing diverse ideas.
2. It must be cooperative, with administrators and supervisors working together towards shared goals and the growth of individuals.
3. To be effective, administration and supervision must be scientific, based on objective facts and analysis rather than emotion. Evaluation of results is also important.
The document provides more details on 10 general principles and 11 specific principles that should guide school administration and supervision.
Fundamental principles of administration and supervisionLiezel Paras
The document discusses the principles of administration and supervision in education. It defines a principle as a law, doctrine, or belief that governs human activities. Principles in administration and supervision become part of one's philosophy and help determine objectives and practices. Principles are formulated from observed facts and results. They provide guidance and allow administrators and supervisors to efficiently address issues. Some key principles discussed include administration and supervision being democratic, cooperative, scientific, creative, preventative, and centered on child growth.
The document discusses the concepts of administration and supervision in education. It defines administration as organizing resources to achieve goals and supervision as efforts to provide leadership and improve instruction. It outlines the types of school administration and emphasizes supervision focused on instruction, with clinical supervision noted as an approach that aims to help teachers improve through a cyclical process involving planning, observation, reflection, feedback and analysis. The functions of management are also summarized as setting direction, planning, organizing resources, controlling processes, and setting standards.
School administration and supervision must be scientific, based on accepted educational philosophy, and creative. It must also be evaluated based on its results. To be effective, administration and supervision must emphasize using facts and scientific principles to discover solutions. It should also be guided by and integrate educational philosophies, like Dewey's view that education is life and growth. Administration encourages growth by providing opportunities for teachers and pupils to develop their talents. The effectiveness of administration can be determined by evaluating the outcomes and whether it promotes pupil and societal growth. Clear definition of duties is also important to avoid conflicts between administrators at different levels.
This document discusses key principles of effective school administration and supervision. It states that administration must be scientific, based on facts and discovery rather than assumptions. It also must be grounded in educational philosophy, with examples given like Dewey's view of education as a life process. Administration should also be creative, encouraging growth. And it must be continually evaluated based on its results and impact on student growth and improvement of society. Clear definition of roles and responsibilities between different levels of administration is also important to avoid conflicts.
School supervision involves improving the teaching-learning situation and conditions that affect it. The major functions of school supervision are inspection to identify problems, research to remedy weaknesses, training teachers in solutions, guidance to encourage teachers, and evaluation to improve instruction. There are different types of supervision, including laissez-faire which leaves teachers free without help, coercive which prescribes procedures, and democratic leadership which involves teacher cooperation. Administration and supervision are interrelated, with administration providing conditions for teaching and supervision operating and improving programs through assistance and guidance. Principles of administration and supervision must be democratic, cooperative, scientific, based on educational philosophy, creative, and centered on student growth and development.
School supervision aims to improve instruction by working with teachers. It involves functions like leadership, human relations, group processes, personnel administration, and evaluation. The major functions of supervision are inspection of school conditions, research to remedy weaknesses, training teachers, guidance, and evaluation. Supervision activities include surveying the school system, improving teaching, in-service teacher education, selecting instructional materials, researching teaching problems, and performing administrative duties. Supervision can be laissez-faire, coercive, focus on training and guidance, or use democratic leadership with teacher cooperation. Administration provides conditions for teaching while supervision operates and improves the educational program. Principles of administration and supervision include being democratic, cooperative, scientific, based on educational philosophy,
School administration involves planning, organizing, directing, and controlling resources to manage educational institutions. The key functions of administration include planning programs and activities, formulating policies, coordinating activities, providing leadership, and evaluating personnel and programs. The scope of administration encompasses managing personnel, finances, facilities, curriculum, student guidance and discipline, community relations, non-formal education, and evaluating administrative results. Effective administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, creative, evaluated based on results, preventive and constructive, focused on student development, and flexible.
This document provides an overview of the organizational structure and educational system in the Philippines. It begins with an organizational chart showing the different bureaus, offices, and agencies that make up the Department of Education. It then discusses key concepts in school administration and supervision including the significance, types, management functions, and how it operates in the Philippine context. The document also contrasts the traditional and modern concepts of administration as well as the values of clinical and traditional supervision.
This document discusses educational leadership and innovation leadership. It explores different leadership styles in education such as hierarchical, transformational, and facilitative. It also examines the roles and responsibilities of school leaders and teachers as leaders, including developing effective school leaders. Finally, it discusses innovation leadership and 21st century teaching and learning, including preparing teachers to teach 21st century skills.
Unit 01: Importance of Teaching of Pakistan Studies
Unit 02: Aims and Objectives of Teaching Pakistan Studies
Unit 03: Rationale for Teaching of Pakistan Studies
3.1 Educating Children for a Pakistani Society
3.2. Changing our Vision Developing a National and a Global Sense of Citizenship
3.3 Global Connections
Unit 04: Planning for Teaching of Pakistan Studies
4.1 Appropriate Planning for Teaching of Pakistan Studies
4.2 Planning Experiences for Pakistan studies
4.3 Lesson Planning in Pakistan Studies
Unit 05: Teaching History
5.1 Developing a Sense of History
5.2 Exploring key Elements of History
5.3 The many Worlds of History
Unit 06: Teaching Geography
6.1 Fostering Geographic Knowledge
6.2 Building Global Connection Through Geography
6.3 Themes and Skills in Geography
6.4 Creating an Appropriate Geography Curriculum
6.5 Helping Children Build Knowledge about the Physical Environment
Unit 07: Teaching Civics
7.1 Building a Community
7.2 Fostering Positive Values and Social Skills
7.3 Developing Civic and Social Responsibilities
7.4 Nurturing Civic Responsibility
Unit 08: Teaching Methods
8.1 Problem Solving
8.2 Project Method
8.3 Discussion Method
8.4 Story Telling
8.5 Role Playing
8.6 Demonstration Method
8.7 Team Teaching
8.8 Cooperative Learning
Unit 09: Use of A.V. Aids in Teaching of Pakistan Studies
9.1 Technology in the Classroom
9.2 Role of IT in Teaching
9.3 Co-curricular Activities
Unit 10: Curriculum of Pakistan Studies
10.1 Curriculum Development
10.2 Curriculum Evaluation
Unit 11: Evaluation
11.1 Objectives, Type and Importance of Evaluation
11.2 Preparation of Model Paper of Pakistan Studies
11.3 Review of Papers of Pakistan Studies
Unit 12: Teaching about Special Social Issues
Recommended Books:
1. Aslam, .M. D. (2001). Teaching of Pakistan Studie, Lahore, Ilmi Kutab Khana Press
2. Larolimek, J. (2006), Social Studies in Elementary Education, London: Macmillan
3. Rai, B. C., (2004), Techniques and Methods of Teaching, Lukhnow: Prakashankendra
4. Savage, T. V. & Armstrong, D. G. (2007), Effective Teaching in Elementary Social Studies,
New York: Macmillan
5. Robles de Melendez, W., Vesn, B. & Melba, F. (2000), Teaching Social Studies in Early
Education, United Kingdom: Delmar PAKISTAN Studies is a subject that aims at enhancing students' knowledge about history, culture and geography of Pakistan and to inculcate patriotism in the hearts of students so that they may become a good citizen.
Although Pakistan Studies is a compulsory subject from Class IX up to the university level, it is an astonishing fact that many of the students are unaware of important historical figures and events.
Even if they know some, it's just the names of some of the famous personalities and not the details about their achievements, life and causes of success or downfall.
The books on Pakistan Studies of different levels cover the topics which are repeated in all of them.
There is no need to teach about those selected topics at each level. Instead the ne
The document discusses different approaches to curriculum development, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on setting goals and objectives and measuring learning outcomes through changes in behavior. The managerial approach views the principal as the curriculum and instructional leader who manages various school operations. The systems approach examines how different parts of the educational system relate and influence each other. The humanistic approach places the learner at the center of curriculum development and emphasizes self-actualization, intrinsic motivation, and developing students' self-esteem.
This document outlines the organizational structure and functions of the Department of Education in the Philippines. It details the various bureaus, offices, and agencies that fall under the Department of Education as well as the regional and local offices. The key functions of administration and supervision are also summarized, including concepts of modern versus outdated approaches. Planning, organizing, staffing, leading, and monitoring are identified as the main functions of management.
This document discusses the major functions of school administration and supervision. It outlines 9 key functions: 1) Planning 2) Organizing 3) Directing 4) Coordinating 5) Supervising 6) Evaluating 7) Providing Leadership 8) Recording and Reporting 9) Promoting Close School-Community Relationships. It also discusses the meaning and aims of supervision, defining it as improving instruction by working with teachers to improve the teaching and learning situation and conditions that affect them. The functions of supervision include inspection, research, curriculum development and in-service training for teachers.
The document discusses the important role of educational supervisors in improving teacher performance through supervision, which involves overseeing teachers' instructional performance and ensuring they adhere to professional standards set by the Ministry of Education. Educational supervisors are responsible for administrative duties at schools like budgets, schedules, evaluations, and communication, and must ensure schools meet standards. They guide teachers, inspect their work, plan activities, and provide support to help teachers grow professionally.
Administration And Administration (in Educational Practices) DefinedMonica P
(MST) Advanced Administration and Supervision in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
1. The document discusses action research, which aims to help teachers and administrators improve their work by researching problems in their local setting.
2. Action research focuses on immediate, practical problems and solutions rather than developing broad theories. It involves practitioners researching their own practices.
3. The key aspects of action research covered include its objectives, characteristics, steps, advantages, and limitations. The overall importance of action research is that it can help improve the teaching and learning process.
The document discusses the organization and administration of guidance programs in schools. It states that the administrator plays a key role in developing, implementing, and overseeing the guidance program. The administrator must understand guidance philosophy and principles, lead organization efforts, support guidance staff, and evaluate program effectiveness. In larger systems, specialized roles like guidance supervisors may coordinate programs across multiple schools. Overall, the guidance program should be tailored to the needs of the particular institution and involve collaboration between administrators, teachers, counselors, and outside experts to help all students.
School administration involves directing, controlling, and operating organizational activities to achieve educational aims and objectives. Supervision aims to improve the teaching-learning situation and conditions that affect them. The document outlines major functions of school administration including planning, organizing, directing, coordinating, supervising, evaluating, providing leadership, and promoting school-community relationships. It also describes major functions of supervision such as inspection, research, training, guidance, and evaluation. The overall purpose of administration and supervision is to effectively manage schools and continually improve the educational experience and outcomes for students.
The document discusses key concepts related to educational administration and organizational behavior including:
1. Schools are social systems with boundaries, elements, and activities that interact within the system and with the environment.
2. Organizational structure refers to the division of labor and relationships within a school including lines of authority.
3. Governance and decision making involve multiple levels from national policy to school implementation with the principle of shared governance.
Similar to dokumen.tips_administration-and-supervision.ppt (20)
This syllabus outlines the course on Agency, Trust and Partnership Law. It will cover important provisions from the Civil Code on agency (Title X), partnerships (Title IX), and trusts (Title V). For agency, it will discuss the nature, parties, elements and characteristics of agency, kinds of agencies, formalities of agency, powers and duties of agents and principals, and termination of agencies. For trusts, it will introduce trusts under the New Civil Code, discuss the nature and kinds of trusts, and cover express trusts in more detail including their definition, nature, and essential characteristics.
This document is the syllabus for Civil Procedure 2 taught by Dean Salvador N. Moya II at Tomas Claudio Colleges College of Law. It outlines the course content, which covers Rules 40-58 of the Rules of Court on appellate procedure and provisional legal remedies. For each rule, it lists relevant case citations and brief descriptions. The document provides an overview of the key topics and cases that will be examined in the Civil Procedure 2 course.
This document contains the syllabus for Civil Procedure 1 taught by Dean Salvador N. Moya II at Tomas Claudio Colleges College of Law. It outlines the general principles of civil procedure, including jurisdiction and parties to civil actions. It also summarizes key cases related to each topic. The syllabus is intended to guide students in understanding the important concepts and jurisprudence related to civil procedure.
This document outlines the syllabus for a Taxation I course. The course aims to teach students the basic principles and concepts of taxation in the Philippines. It will cover topics like individual and corporate income tax, value-added tax, percentage taxes, and excise taxes. Students will learn about key terms, tax laws including the National Internal Revenue Code, and how to calculate taxes owed. The course will be taught through lectures, discussions, case studies and require quizzes, class participation, exams to assess students. The goal is to help students understand the tax system and their role in nation building.
This document provides an overview of the course "Administrative Law and Law on Public Officers". The course will survey key laws dealing with public office and civil service, covering principles governing administrative agencies and rules for public servants. It will be delivered using a blended learning approach, mixing online and in-person methods. Students will be evaluated based on class recitation, case digests, midterm and final exams. The course outline details topics that will be covered for Administrative Law and Law on Public Officers, including the powers and duties of agencies and officers, accountability, and termination of public service. Numerous related case digests are also provided.
This document provides a syllabus for a law school course on Agency, Trust, and Partnership Law. The course will cover important provisions from the Civil Code related to agency (Title X), partnership (Title IX), and trusts (Title V). The syllabus outlines the major topics to be discussed for each subject area, including the nature and kinds of agencies and partnerships, the formalities and duties involved, and how each relationship is formed and extinguished. It also summarizes the key distinctions between express and implied trusts, and the rules of prescription that apply to trusts. The course aims to equip students with an understanding of the important concepts and principles governing these areas of law.
This document outlines the course outline for a Basic Taxation Law course. It covers several topics related to taxation law in the Philippines under the National Internal Revenue Code (NIRC). The major sections covered include Estates and Trusts, Gift and Donor's Tax, Value Added Tax, Tax Remedies under the NIRC, Judicial Remedies, and Statutory Offenses and Penalties. For each section, it lists the relevant sections of the NIRC and also provides a list of related case references. The overall document provides a comprehensive overview of the topics and scope to be covered in a Basic Taxation Law course as defined by the relevant laws and previous court cases on the issues.
The document is a syllabus for a course on Local Government Law that will cover topics such as the history and structures of local governments in the Philippines, the different types of local government units, and the powers and functions of local governments based on the Local Government Code of 1991. It provides an outline of 16 major sections that will be covered in the course, including the creation and boundaries of local government units, their corporate powers and liabilities, taxation authority, and disciplinary actions for local elective officials. The course aims to give students a comprehensive understanding of the legal framework governing local governments in the Philippines.
This syllabus outlines the key concepts and principles of constitutional law in the Philippines across 16 parts. It covers the definition of the state and its elements; the doctrine of state immunity; fundamental state principles; separation of powers; delegation of powers; the legislative, executive, and judicial departments; powers of these branches; constitutional commissions like the Civil Service, Elections, and Audit Commissions; accountability of public officers; and amendment or revision of the constitution.
This document contains the syllabus for a Taxation I course at the College of Law of Tomas Claudio Colleges. The syllabus outlines the course description, objectives, strategies, work plan, and requirements. The course aims to teach students the basic principles of taxation in the Philippines. It will cover topics like individual and corporate income tax, value-added tax, percentage taxes, and excise taxes. Assessment will include quizzes, class recitation, case digests, a midterm exam, and a final exam. The goal is to help students understand taxation and their role in nation-building.
This document discusses the functions and principles of school administration. It defines administration and school administration, and outlines the major functions of school administration which include planning, organizing, staffing, directing, coordinating, reporting, and budgeting. It also discusses the principles of school administration, noting they should be democratic, cooperative, scientific, based on educational philosophy, creative, evaluated based on results, and flexible. The document contrasts the characteristics of autocratic versus democratic administrators.
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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2. FUNDAMENTAL PRINCIPLES OF
ADMINISTRATION
AND SUPERVISION
In the field of administration and supervision, PRINCIPLE
is accepted as a fundamental truth.
PRINCIPLE – is considered as a law, a doctrine, a
policy, or a deep-seated beliefs which governs the
conduct of various types of human activities.
---- for the administrator and supervisor, it is very
important to have good principles, because these will
serve as his guide in his reflective thinking and in his
choice of program of activities.
3. “IMPORTANT USES OF PRINCIPLES IN SCHOOL ADMINISTRATION
AND SUPERVISION”
1. Principles are means by which the administrator and supervisor
proceed from one situation to another.
---- it means that in the operation or in
administering/supervising functions, there is an organize step-by-
step schedule or program of activities to be followed.
2. Principles are instrumental in improving teaching-learning process.
---- since every administrator or supervisor as well as
teachers want the best learning outcomes on the part of the learner,
these principles will be of great help for the improvement of
instruction and all other learning activities.
3. Principles make for enormous economy of time and effort in
choosing techniques to be used.
----- meaning principle directs us on what is the appropriate
techniques/strategies to be used effectively in the operation of
administrative and supervisory functions.
4. 4. Principles eliminate much of the trial and error practices.
----- through it, we can avoid waste of time on what to do, but
instead they give us direction or point of destination.
5. Principles greatly aid in the discovery of new techniques.
----- they are the hypotheses that direct the search for new
techniques in school administration and supervision.
6. Principles are needed to guide the choice and sequence of the
techniques at hand.
7. Principles aid in the evaluation of techniques, for they furnish a
broader basis by which to judge the techniques used in the
school administration and supervision.
----- it is not only use to determine on what appropriate
techniques to be used, but it can also serve as measurement /
basis as to how effective is the technique or procedures.
5. 8. Principles define the items, which must be scrutinized in evaluating
the results.
----- this implies the better understanding of the
fundamental principles and functions of school administration
and supervision
9. Principles are used to evaluate the success of administrative and
supervisory programs.
------ administration and supervision are also directed and
evaluated in terms of principles.
10. Principles lead the administrators and supervisors to further
activities for they are dynamic and not static.
------ being a teacher, we are also an administrator and
supervisors in the real classroom situation, we must see to it that
our principles and techniques used are open for any changes and
improvement.
6. GENERAL PRINCIPLES OF ADMINISTRATION
AND SUPERVISION
School administrator ad supervisor must be
democratic.
---- means we have to recognize individual
differences, respect one’s personality, and extend
consideration to all.
It aimed to give the fullest measure of freedom to the
individual to develop his maximum capacities, so
long as the development does not interfere or create
conflicts with the welfare rights of others.
---- there is a cooperative interaction so that the
best minds among members will emerge.
7. Characteristics of Autocratic and Democratic Administrator /
Supervisor presented by Koopman, Mial, and Minser:
Autocratic Democratic
1. Thinks he can sit by himself and see 1. Realizes the potential power in thirty or
all angles of problems. Fifty brains.
2. Does not know how to use the 2. Knows how to utilize that power.
experience of others.
3. Cannot bear to let any of the strings 3. Knows how to delegates duties.
of management slip duties from his fingers.
4. Is so tied to routine details that he 4. Free himself from routine details in
seldom tackles his target job. order to run his energy to creative
leadership.
5. Is jealous of ideas; reacts in one of 5. Is quick to recognize and praise an idea
that several ways when someone comes from someone else or others.
makes a proposal.
6. Makes decisions that should have 6. Refers to the group all matters that
concern been made by the group. the group.
8. 7. Adopts paternalistic attitude 7. Maintains the position of “I
friendly, helpful towards the group. adviser both on personal and
professional matters.
8. Expects hero-worship, giggles with 8. Wishes to be respected as a
fair and just with delight at his attempts individual as he respect others.
at humor and so forth.
9. Does not admit even to himself that 9. Consciously practices
he is autocratic. democratic practices.
10. Sacrifices everything teachers, students10. Is more concerned with the
involved than with freedom system. growth of progress to the end of
a smooth-running individuals
from annoyances.
9. 11. Gives other to a few opportunities 11.Believes that as many
for leadership as possible. individuals as possible
should have opportunities to
take responsibility and
exercise leadership.
12. Is greedy for publicity. 12. Pushes others into the
foreground so that they
taste success.
10. School Administration and Supervision must be
cooperative.
----- this implies group action. There is strength in
cooperation and progress results from combined
efforts of all. (administrator, supervisor, teachers,
parents, & pupils)
----- there is also a cooperative effort that
encourages greater efficiency.
----- group productivity that is getting something
done which could not be done by a single
individual.
----- there is a realization that not only teachers, but
administrators, supervisors and principals as well,
are good listeners in the observation of classroom
problems.
11. School Administration and Supervision
to be effective, it must be scientific.
----- emphasizes that the use of the scientific principle
and that the solution of problems should be based on
facts.
----- the effort is to discover rather than to prove.
----- the best way to determine whether a thing is
present or not, is to “look and see” but sometimes we
see only those things we look for, so being an
administrator and supervisor we must be fact-
conscious.
.
12. School Administration and Supervision
must be based on accepted educational
philosophy.
----- PHILOSOPHY – is a background of theory of
knowledge and beliefs which explains and justifies a
selected way of life.
----- educational philosophy affects the thinking and
resultant actions of the leaders who control public
school’s administration and supervision.
----- example is the Dewey’s educational philosophy
that “education is life, growth a social process and a
reconstruction of human experiences” which becomes
now the guiding philosophy of the Phil. Educational
System
13. ----- the outstanding point here is, the integration of personality which possess
a well-developed standard of values, giving consistency and unity to all
thinking, feeling, and acting.
----- this guiding philosophy of our educational system is well-outlined in the
Philippine Constitution in terms of objectives namely:
development of moral and personal discipline
civic conscience
vocational efficiency
citizenship training
5. School Administration and Supervision must be creative.
----- the term creative here means initiating, suggesting, devising,
inventing, experimenting or producing something new.
----- creative administration and supervision encourages growth. This
provides opportunity for the teachers and pupils to grow through the exercise
of their talents and abilities under expert and professional guidance and
encouragement.
14. 6. Administration and Supervision must be evaluated in the lights of their results.
----- it has been pointed out that only by knowing as accurate as possible the results
of instruction can the process of education be improved.
----- the effectiveness of administration or supervision for example may be
determined either through application of criteria designed to judge the value of the
activities performed or through the measurement of the immediate outcomes of the
programs.
Responsibility and control in matters of school administration and supervision
must run parallel throughout the system.
----- this principle of parallelism of duties is the particular sphere to which the school
administrator or supervisor is assigned and for which he is responsible.
----- in the distribution of functions between the School Principal and Division
Superintendent for example this principle governs.
The principal is the in charge of the school in all phases of activities as a school;
such as class programs, student organization, promotion and supervision of instructions.
However, it is also the duties of the superintendent to hire or appoint teachers,
opening classes, or any other related function outside the school.
-----more often, division and district supervisors come into conflicts with the
boundary line of their respective functions. To avoid this, there be a deeper
understanding and clear definition of duties.
15. School Administration must be distinguished from Supervision.
----- as we know that these two are not synonymous in meanings.
Misconceptions regarding this, causes more misunderstanding and possibly
more neglect of duties. There must be a clear and complete specifications of
functions.
School Administration and Supervision must be preventive and
constructive.
---- any help that an administrator or supervisor can give to the teachers so
that they may avoid mistakes is commendable. This kind of assistance is
especially valuable to the beginners in the school or to the new comers to the
teaching position.
School Administration and Supervision must be centered on Child growth
and development.
-----this much concerned to the teachers being an administrator also in the
classroom activities. We must aimed to provide conditions favorable to the
growth and development of the children or learners. We should guide the
children to determine their difficulties and potentialities, and the most suitable
type of education which will make them possible to grow mentally, physically,
morally, emotionally and socially.
16. School Administration and Supervision must be flexible.
----flexibility here is characterized by its being adopted and readily
adjust to meet the requirement of changing conditions. This also covers
the following:
Flexibility of school building – the adaptability of the school subjects as
to the needs and interest of the pupils .
Flexibility of objectives and teaching procedures – the adaptability of
aims and methods to meet the conditions of different schools, teaching
personnel, student population and communities.
Flexibility of instructional materials and devices – the adaptability
differences of the pupils and varied training and experiences of the
teaching personnel
Flexibility of the school requirement and standard norm – the
adaptability of procedures to fit the individualities of the pupils,
teachers, supervisors and administrators.
17. LEGAL BASIS OF SCHOOL ADMINISTRATION
AND SUPERVISION
Education as a State Function
--the most important single factor in our education is the assignment of
ultimate responsibility to the state. In our Constitution, education is
considered as a state function. It states that “all educational institution in
the Philippines shall be under the supervision of and subject to regulation
by the state”.
-- this means that the Philippine Congress has large powers in the
organization, support, and control of our public and private schools. It can
determine
the types of schools to be established
regulate the school organization
prescribe the curriculum
designate standards for buildings
determine the ages of children to attend school
fix the qualifications of teachers
establish salary schedules
provide tenure and set the age of retirement
18. --the state is therefore, the agency which regulates the administration,
supervision, and instruction in public and private schools. The school
administrators and supervisors should be fully informed of the school laws
of the Philippines, since many of their duties responsibilities are set forth
and define in these laws.
The legal enactment in this country which bears the status of the
school administration and supervision are the following:
Laws Related to School Organization and Control:
The Philippine Constitution – the most important legal basis of school
administration and supervision. Section 8 of Article XV states that “all
educational institutions shall be under the supervision of and subject to
regulation by the state”.
-- to comply this Constitutional mandate, the task of regulating and
supervising all educational institution in the Philippines is delegated to the
Department of Education, and through it, the two bureaus under its
jurisdiction namely;
Bureau of Public Schools – administers and supervises the public
elementary, secondary, normal and technical schools of secondary and
collegiate level.
Bureau of Private Schools – regulates and supervises the private schools,
colleges, and universities.
19. Act No. 74 of the Philippine Commission – the
administration of Philippine Government during the early
part of the American occupation was in the hands of the
Philippine Commission whose members were appointed by
the President of the United State. This Commission, on
January 21, 1901, passed Act No. 47, Section 1 of which
established a Department of Public Instructions, which have
executive control and general supervision of all schools
already established by the Military authorities. Act No. 477,
passed on October 8, 1902, which amended Section 1 of Act
No. 74, created the Bureau of Education, which assumed the
general control, and supervision of public schools. This
Bureau was changed to the Bureau of Public Schools by
Executive Order No. 94 as authorized by the
Reorganization Act of 1947.
20. The designations of Director and Assistant director were made on October
26, 1906 Act no. 1407 authorize the appointment of First Assistant
Director and Second Assistant director of education. However the
Reorganization Act of 1917, Act 2668, Section 1, abolished the position
of the Second Assistant Director of Education leaving Director and
Assistant Director of Education as heads of Bureau of Education which is
now known as the Bureau of Public Schools.
Section 3 of Act No. 74 – divided the entire archipelago into school
divisions. The city of Manila considered as one division.
Section 6 of Act No. 74 – made the Division Superintendent the executive
officer of the public schools in the division.
Section 3 of Act No. 74 – authorized the sub-division into school districts.
Every municipality shall constitute a school district and it shall be the duty
of the municipal council thereof to make as much as possible ample
division, by local taxation for the support of all schools established within
its jurisdiction (Passed on January 21, 1901.)
3. Commonwealth Act No. 586 – this act is known as the Educational Act
of 1940 which provides the legal basis of the present six-year elementary
course. According to the provision of this law, all children who enroll in
the primary grades must remain in school until they shall have completed
the primary grades. (Approved August 7, 1940.)
21. 4. Republic No. 896 - this Act is known as the Elementary School Act of
1953. This provides for compulsory education of seven years and made it
mandatory on the part of the parents to enroll their children in public
schools upon attaining seven years of age.
Executive Order NO. 94 – specially charges the Secretary of Education
with administration of the public schools system and the supervision and
regulation of private schools, colleges and universities in the country. The
Bureau of Public Schools directly administers and supervises the public
school system while the Bureau of Private Schools regulates and supervises
all private schools in the country. (Issued on October 4, 1947)
5. Republic Act No. 1124 – this Act created the Board of Education.
According to this law, the Board of Education is a policy-making body.
The Board is charged with the duty “formulate, implement, and enforce
general educational objectives and policies; coordinate the offerings,
activities and functions of all educational institutions in the country with a
view to accomplishing an integrated, nationalistic and democracy-inspired
educational system in the Philippines.
22. Presidential Decree No. 1- made a thorough revamp
of the executive branch of the government. This
decree abolished the Bureau of Public Schools,
Bureau of Private Schools and the Bureau of
Vocational Education, and created the Bureau of
Elementary Education, Bureau of Secondary
Education, and the Bureau of Higher Education. A
director heads each bureau. To facilitate
administration and supervision of our educational
system, the whole Philippines is divided into 11
regional offices. Regional Director and Assistant
Regional Director head each region. All regional
offices are under the direct control of Secretary of
Education.
23. Laws Related to the Teaching Personnel
Commonwealth Act No. 117 - this Act places the public school
teachers under Civil Service Rules and Regulations as to their
examination, appointment, transfer, separation, suspension, and
reinstatement. This Act also protects the teachers tenure of office.
(Approved, No. 13, 1936).
Commonwealth Act No. 578 – this law recognizes supervisors,
teachers, and professors of public and recognized private schools as
persons in authority.
Republic Act No. 660 – this Act amended Section 12 of the
Commonwealth Act 186. This Act provides for automatic retirement at
the age of sixty-five years, if the teacher has completed fifteen years of
service, and if he is not, he shall be allowed to continue service until he
has completed fifteen years unless he is otherwise eligible for disability
retirement. Upon specific approval of the President of the Republic of
the Philippines, an employee may be allowed to continue to serve after
the age of 65 years if he possess special qualifications and his services
are needed.
24. Republic Act No. 842 – (Amended Republic Act No. 312) –
This Salary Act of 1953 (Republic Act No. 842) provides
for a revised salary scale and automatic salary increases for
public school officials, teachers, and other school personnel
of the government. This law allocates the grades and salary
scale for the various kinds of positions. (Approved, May 1,
1953).
Republic Act No. 1079 – this law provides that civil service
eligibility shall be permanent and shall be no limit. This Act
modifies the present civil service rules and regulations.
(Approved, June 15, 1954)
Republic Act No. 1080 – this Act states that the bar
examination and the board examination which require the
candidates to have four years of college training and two
experience are considered equivalent to the first grade
regular examinations; and those requiring less than four
years of preparations are equivalent to the second grade
regular examination. (Approved, June 15, 1954).
25. Republic Act No. 4661 – this Act is known as Teacher’s Meeting Law.
This law provides that the teacher’s meeting shall not be called on
Saturdays. This concept is based on the contention of teachers that
Saturdays is not a working day as observed by the government
employees. (Approved in 1965)
Republic Act No. 1080 – this Act amended Sections 562 and 564 of the
Revised Administrative Code. It prescribes legal hours of labor to 8
hours a day, 5 days a week or 40 hours a week. It also states that
government employees may be allowed five (5hrs) of service from April
to June 15 inclusive upon the discretion of the President of the Republic.
However, because of the nature of the services, teachers of vocational
schools such as Agricultural Schools are not embraced by the provision
of this Act. Since the teachers in this school render service throughout
the year, they are placed on the vacation-sick leave basis. Memo of the
Bureau of Vocational education No. 9, s, 1968 was issued to this effect.
(Approved on June 22, 1967).
26. Republic Act No. 4670 – this Act is known as the
“Magna Carta for Public School Teachers” and
shall apply to all public school teachers except
those on professional staff of state colleges and
universities. Pursuant to the provisions of Section
30 of the same Act , the Secretary of Education
issued “Rules and Regulations for the Magna Carta
for Public School Teachers under Department
Order No. 25, s 1966. (Approved on June 18,
1966).
27. Republic Act No. 4968 – this law increases the retirement benefit. Among the
important provisions of this Act are:
increase in the basic monthly annuity from P20 to 30.00
use of the average salary for the last three years instead of the last 5 years
granting the lump sum of five year annuity payment to the retirees age 63 and a
three year lump sum payment at the age of 60
authorized computation of accumulated vacation and sick leave based on the
highest salary received retirement.
Republic Act No. 5168 – this is known as the Public School Teachers Salary
Standardization Act. This law upgrading of WAPCO salary ranges and fixed
progressive rates of salary from existing salary rates to the maximum under the
adjusted range. (Approved in 1967).
Republic Act No. 6040 – this Act amended Section 24 of Civil Service Act of
1959. This Act states that no person shall be appointed to nor to hold two or
more full-time positions in the government including the government owned or
controlled corporations or offices whether in temporary or permanent capacity or
with or without salary.
28. Republic Act No. 6110 – this Act is called the Omnibus
Tax Law. Officials and employees of the government and
those rendering services in religious, educational charitable
institutions, hospitals and sanitariums. Those members of
the judiciary who teach in law schools are required to pay
professional tax. (Took effect since Sept. 1, 1969).
Republic Act No. 6111 – this Act is otherwise known as
Philippine Medical Care Act of 1969. Under this Act the
Philippine Medical Care plan has been established to consist
of two basic programs namely:
Program I – for membership of the GSIS and SSS
Program II – for those who are not qualified for benefits
under Program I
29. Laws Related to the School Curriculum
Department Order No. 5 s 1955 – Secretary of Education provides that
religious instructions may be scheduled during the school session in such
a way to enable the teacher in religion to teach in the public school
building for more than thirty minute period a day. The law authorizes
also the division superintendent to fix the time for such religious
instruction.
Republic Act No. 343 - this Act provides for the inclusion of Spanish
as a course or subject in all high school private or public in the
Philippines. (Approved February 26, 1949).
Republic Act No. 1425 – otherwise known as Rizal Law. This requires
that courses on the life and woks of Jose Rizal, particularly in his novels
on NOLI ME TANGERE and EL FELIBUSTERISMO shall be included
in the curricula of all private, public schools, colleges and universities.
(Approved June 12, 1956).
30. Republic Act No. 1381 – states that all students enrolled in the course
Law, Commerce, Liberal Arts, Foreign Service Education are required to
complete at least 24 units of Spanish. (Approved June 22, 1957).
Department Order No. 19, s 1970 – increased time allotment for
language arts (English) from 30 to 40 minutes in Grades 1 and II, from
40 to 60 minutes in Grades III and IV and from 60 to 80 minutes in the
intermediate grades. This Order approved also the changing of the
terminology of “Arithmetic” into “Elementary Mathematics” with the
aim of enabling Filipino child to achieve deeper understanding of the
science of numbers and mathematical concepts.
Presidential Decree No. 6-A - known as Educational Development
Decree of 1972. Under this, education will aim to attain the national
development goal particularly the acceleration of economic development
and social progress to assure the maximum participation of all people in
the attainment and enjoyment of the benefits of growth and to
strengthen national consciousness and promote desirable values of the
people.
31. Laws Related to Students or Pupils
Republic Act No. 896 – this Act provides for compulsory
education of seven years and made it mandatory on the part
of the parents to enroll their children in public schools upon
attaining seven years of age. (Approve June 20, 1953).
Republic Act No. 4090 – providing for state scholarship in
Science, Arts, and Letters for poor but deserving students
creating a State Scholarship Council to Integrate
Systematize Administrator and implement all Program of
Scholarship, and Appropriate Funds thereof.
Republic Act No. 6139 – this Act is known as the “Tuition
Fees Law”. This Act regulates the increased of tuition fees
in private schools, colleges and universities.
32. Presidential Decree No. 146 – this Decree is
known as the National College Entrance
Examination was promulgated with no other
purpose but to regulate the admission of students to
all four year or five year degree programs in the
country so as to improve the quality of higher
education and to distribute students among different
courses, thus meeting the manpower needs of the
country. Based on this Decree, only students who
passed the entrance college test should be admitted
in the professional course requiring at least four or
five years of study.