MEC- ©

COMPREHENSIVE EXAMINATION
Directions:
Answer all items and discuss them comprehensively. Answers should only be written on
the answer sheets provided.

1. Explain how to determine the priorities and formulation of the school plan
to affect the organizational development and reflectiveness.

Prioritize
Schools will generally prioritize the areas that the evaluation and diagnosis
identified as needing improvement by considering their likely impact on student
outcomes. Selecting priorities is based upon:
 collected evidence related to outcomes in the school
 feedback from its students, parents and careers, and the wider school
community
 strategic opportunities for development.
Set goals
Schools then set goals that are aligned to their priorities. Goals will:
 suit the specific context and current level of practice
 be clear about what success or impact looks like
 establish indicators to measure improvement
 specify improvement measures, and typically refer to both measures of
professional practice and their expected effect on student outcomes.
School strategic planning
School strategic planning is the process of reflecting on past performance,
establishing future vision and directions and deciding strategic goals for the next
four years. It involves and engages the school community considering these
questions:
A school strategic plan (SSP) is a one-page, high level, school-based plan that:
 is based on data and evidence
 outlines the school’s vision, goals and targets, and the key improvement
strategies that will help it achieve those goals and targets
 focuses on one or two evidence-based Improvement Initiatives known to have
an impact on student outcomes
 is sensitive to local needs.

Five steps to school improvement

School improvement occurs when schools learn how to improve. More specifically,
improvement occurs when schools identify and implement changes to practice that
result in improved student outcomes.
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In Schools as Learning Organisations, I describe a collaborative methodology for
investigating ways to improve current school practices. It’s not rocket science. It’s a plan
for improvement that involves five steps.

Step 1: Know your school’s current situation

A plan to improve depends first on a good understanding of existing school practices

and student outcomes, particularly current levels of student attainment. These are the
starting points for any improvement effort and the baselines against which a school’s
improvement efforts are evaluated.
Information about current student outcomes and prevailing school practices must be
collected systematically and reliably. It is not possible to draw meaningful conclusions
about improvements in outcomes or practices if this initial information is unreliable. Data
need to be collected objectively and dispassionately, and reflect the realities of the
school’s current performance.

Step 2: Specify the desired outcomes

A school improvement plan specifies what improvements in outcomes a school wishes

to see. Desired improvements may include, but are not limited to, improvements in
student achievement, school attendance, post-school destinations, and student
attitudes and engagement. A school improvement plan recognises the need to prioritise,
set realistic expectations, and provide the time required for meaningful and sustainable
improvement.

Step 3: Design and implement an improvement strategy

Once a school has decided the outcomes it wishes to improve, the next step is to
decide how those improvements will be achieved, that is, the strategy or strategies the
school intends to implement. The National School Improvement Tool can be helpful in
designing improvement strategies.
In general, better student outcomes are achieved through more effective, evidence-
based school and classroom practices. A school improvement plan makes explicit the
changes in practice a school intends to make. The plan also identifies what will be
required to implement the strategy, for example, changes in culture, staff professional
development, staff redeployment or the physical resources required for effective
implementation.

Step 4: Measure and monitor the results

The fourth step is to decide how improvements in outcomes will be measured and
confirmed. Conclusions about improvements require measures that can be compared
over time and possibly across different instruments. Changes must also be large
enough to indicate meaningful improvements rather than chance fluctuations.
Conclusions about improvements can be made with more confidence when there is
evidence of a trend in outcome measures over an extended period.

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Step 5: Reflect on what you’ve learned

Finally, a school improvement plan should include a plan for reflecting on, and learning
from, the improvement effort. The goal should be to review the implementation of the
improvement strategy and evaluate its impact on the targeted outcomes.

2. Discuss the application of competency based curriculum in your respective

setting in order to enhance the performance of the learners.
The search for better teaching strategies will never end. School leader, probably spend too
much of your time thinking about how to improve the learning experience of the students that
pass through your school throughout the years.

After all, what they learn (and how they learn it) will become a part of these
students as they grow, hopefully helping them become successful adults.
This is the main goal of competency based education: giving each student
equal opportunity to master necessary skills and become successful adults.
In basic terms, competency based education means that, instead of focusing on
grades and yearly curriculum schedules, the main focus is placed on how competent
each student is in the subject.
This means that students can only move forward when they can demonstrate
mastery. Competency based education and personalized learning really go hand-in-hand. By
personalizing the learning experience for each individual student, teachers ensure that each
student has full mastery before they can move forward.

This way, the goal of equity is achieved: students move forward at their own
pace, but everyone in the class achieves mastery.
Competency based education gives a clear focus on preparing students for the
next stage of their life, whether it be college or a career. Competency based education
is flexible to the students and where they are in the learning process. That means
students are given the support they need individually to move forward and master the
subject and inherent skills. Instead of moving forward based on age, students move
forward based on where they are and what they are capable of.
In competency based learning, the focus is placed on deep understanding that is
demonstrated through application. This means that learning outcomes are proven by
action, and focus on building the skills students need to become better learners into
adulthood. Competency based education scores are based on the performance levels of
each student, without bias. With personalized and creative assessments, teachers are
able to collect and understand data on student progress. Then, they use this data do
develop scores that are transparent and help both students and parents to understand
what’s really going on.
 Flexibility for all types of students, no matter their knowledge backgrounds or
literacy levels
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  Bias is removed, and equity is achieved
 Students are better prepared with the skills necessary to succeed as adults
 Students learn how to be better learners, and take responsibility for their
education

3. What are the limitations and advantages of Distance Education?

Distance education is a concept that has gained significant popularity over the past few
years. Distance learning programs have helped many students who are unable to attend
campus-based or full-time courses to realize their educational aspirations. With distance
education, learning instruction is disseminated over the internet through an online
learning portal or video conference software. Such video conference software as ezTalks
Cloud Meeting offer robust tools that can help instructors deliver full lessons to
students from all over the world. But just like any other education program, distance
learning comes with a set of pros and cons.

Distance learning might not be the best choice for every student seeking to pursue a
college degree or university program. Thus understanding its advantages and
drawbacks can help one decide on whether or not it is the right program to pursue.

Advantages of Distance Learning

1. Greater Flexibility

With distance learning programs, students can pursue and complete their desired
courses from anywhere with the use of computer and internet connection. A larger
percentage of those that enroll for distance education are actually persons who are
working. Distance education allows such students to find convenient time to study
without interfering with their already busy schedule. One can study after work, in the
middle of the night or during weekends. Learning materials and instruction can actually
be obtained online at any time. So working students can learn as they earn.

2. No commuting

Distance learning takes place online, which means students don't need to spend money
and time commuting to and from class venues. Students can take lessons and complete
assignments from the comfort of their home. Most institutions that offer distance
learning programs deliver lectures and tutorials through online video conferencing. That
means students don’t have to be stuck to the classroom. One can actually enjoy class
sessions from the comfort of their living room couch, bedroom or garden. Video
conferencing solutions like ezTalks Cloud Meeting offer innovative whiteboards and
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screen/file sharing options that make classes more interactive. Its full HD video and
audio experience duplicates the real-life class scenario that makes online lectures more
meaningful.

3. Significant Cost Savings

The cost of online-based education programs is generally lower compared to those

offered in brick-and-mortar institutions. Undertaking an online course or program also
eliminates the costs associated with commuting, renting an apartment and/or getting
meal plans. That means distance learning an economically viable option for both
students and parents. Apart from the convenience of pursuing a course from home,
students will have a perfect opportunity to save more on their studies.

4. Convenient Learning

For most of the working class students, going back to the classroom is rather
intimidating. Asking questions about a hard concept about a given topic can also be
embarrassing for shy students. But that's not the case with distance learning. A
disciplined and self-motivated student can learn at his or her own pace. Online
education combines the use of tutorials, eLearning materials and video conference class
sessions to deliver knowledge to students. That means learners with different abilities
can have the opportunity to understand the course in much detail.

Disadvantages of Distance Learning

1. Lack of Social Interaction

Learning in a brick-and-mortar institution presents students with the opportunity to

meet and interact with people from different locations on a personal level. Distance
learning only limits students to classes and learning materials that are based online.
Though students can interact through chat rooms, discussion boards, emails and/or
video conferencing software, the experience cannot be compared to that of a traditional
campus.

2. High Chances of Distraction

With no face-to-face interaction with instructors and other students, those who are
enrolled on an online program might find it hard to keep track of their course work and
assignments. That's because there are no constant reminders about pending
assignments and/or deadlines. It only requires one to be self-motivated and focused to
be able to complete a course successfully. Hence distance learning cannot be a good
option for students who keep procrastinating things or those who aren't able to stick to
deadlines.
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 3. Complicated Technology

Any student seeking to enroll for a distance learning program needs to invest in a range
of equipment including computer, webcam and stable internet connection. There is
absolutely no physical contact between students and instructors as instruction is
delivered over the internet. This overdependence on technology is a major drawback to
distance learning. In case of any software or hardware malfunction, the class session will
come to a standstill, something that can interrupt the learning process. Moreover, the
complicated nature of the technology used in distance learning only limits online
education to students who are computer and tech savvy.

4. Questionable Credibility of Online Degrees

Despite its convenience and affordability, distance learning is still not the best option for
many due to lack of lack of quality faculty members. Even when the instructors are fully
qualified and experienced, they might not find it comfortable to teach in an online
environment. The design and delivery of every course differs greatly. Sometimes the
instructor might find little time to talk about trivial details of a given topic, which are
otherwise important to helping students understand better a given concept. That, plus a
host of other challenges like lack of proper assessment make credibility of distance
learning degrees questionable.

As a matter of fact, there many employers out there who do not accept online degrees
as they still find stigma attached to distance education. That means students have to
evaluate whether or not their online degrees can be ideal for the target job or future
learning. This discourages many students from undertaking a distance learning program
even when the degree being offered is genuine and competitive in the market.

Despite its numerous drawbacks, distance learning still provides better learning options
for students wishing to enjoy greater convenience and flexibility in pursuing a course.
The greatest benefits of distance education is that it allows students to access numerous
learning tools using minimum financial resources. Studying online is even made more
interactive with the use of video conferencing software. That improves the ability to
acquire and retain knowledge on a given subject.

However, distance education limits social interaction, involves use of complex

technology and has a negative perception among some employers. Any student wishing
to enroll for distance learning diploma or degree should weigh between its pros and
cons to determine whether or not it's a good option. Generally, distance education can
be the perfect option for working students.

4. Discuss briefly the importance of educational facilities as an indispensable

component of both elementary and secondary schools.

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Quality of school facilities
The quality of school facilities affects students in two ways. Firstly, a lack of facilities limits
the ability of a student to achieve various learning and extra curricula activities. Secondly, a
lack of facilities has a negative impact on a teachers’ job satisfaction, which undermines
their motivation to teach.

Deeper focus in education

Although maintaining and modernizing a school’s facilities have always been a balancing
act with other school expenses, more studies are beginning to highlight the full impact of a
well-equipped learning environment. In turn, school governors and heads have a clearer
understanding of the benefits and are giving more attention to the issue.

With the will of the school managers, and the continuing improvements and innovations of
school facilities, the learning environment is more interactive and conducive. With good
facilities, teachers will be better prepared to adapt to the changing education requirements
of their students for the job market

The result showed that there was a significant relationship between physical facilities and
students level of motivation and academic performance. Based on the findings of the study,
more physical, human and material resources that are of high quality should be made
available in public school to motivate students towards learning. More priority should be
given to allocation of funds to make the public school conducive for teaching and learning to
take place; this will improve the academic standard of public schools

School administrators spend countless hours trying to keep their facilities in the best
possible shape through routine maintenance and regular inspections, and other
preventative tasks. While these efforts detract from the role they were hired to do, the
upkeep is vitally important. Students and the educational community-at-large benefit
from positive surroundings, particularly student health and learning. Schools have a
responsibility to do everything they can to promote a healthy learning environment, and
proactive facilities management is an integral component.
The well-being of students and staff is a top priority. When facilities undermine this,
performance suffers. Many parts of the educational process rely on comfortable, safe
settings. If the temperature is too hot or cold, for example, or the lighting is too dark or
too bright, students may become frustrated and struggle to focus. Teachers may have a
difficult time conducting lessons and get frustrated.
Optimizing school facilities should be the cornerstone of every district’s mission to
ensure students, teachers, and staff perform at their best and generate positive
attitudes about your district overall.
School Facilities and Student Health
Researchers have found that the quality of school facilities impact student
learning. Students focus better when they’re comfortable, are more likely to attend

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classes, and may be less likely to become ill. These qualities all come from classrooms
that have proper ventilation, are well-lit, and maintain efficient cleaning schedules.
Students who aren’t distracted or uncomfortable due to environmental factors are
students who can remain attentive and better retain information.
This same idea applies to teachers. A teacher who doesn’t have environmental
distractions can concentrate on students. If the work environment is safe, healthy, and
comfortable, it stands to reason that teachers will enjoy their workday much more,
passing the benefits on to their students. Favorable school facility conditions are likely
to improve educational outcomes since veteran teachers may be less likely to leave, and
qualified teachers may be more easily recruited.
A better learning environment isn’t the only benefit of adequate facilities. The
improvement in the physical health of the students and teachers is also substantial.
A student with asthma may struggle to pay attention in a room with low air quality.
Students who are more susceptible to certain illnesses and bacteria may be more likely
to get sick in a classroom that doesn’t routinely sanitize surfaces. These factors can
prevent a student from showing up to class, lowering a district’s attendance and
performance ratings. Likewise, an unhealthy environment can lead to more sick days for
teachers.
So how can these scenarios be prevented? Improving maintenance procedures and
reviewing the performance of your ventilation, lighting, and custodial services are a few
strategies. Whatever you do, it is crucial to remember the link between your school
facilities and student health.

5. Discuss other sources of funds, which will help finance public educational
facilities.
During the period examined, the GoP has revised the budgetary framework and
progressively rolled out Cash Based budgeting for the previous Obligation Based
framework. Using obligations as a proxy for spending provides a basis for
assessing trends and patterns over time.

Resources for Basic Education are provided from national-level resources and
resources raised and managed by Local Government Units (LGUs) nationwide.

National resources are allocated to DepEd via the annual General Appropriations
Act (GAA). The Department of Budget and Management (DBM) subsequently
adjusts the final appropriation to conform with changes in the country’s macro-
fiscal environment and based on previous years’ capacity to spend resources, and
the resources are allotted to DepEd.

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After the appropriation to DepEd, all resources for new construction in the
budget for Basic Education are transferred to the DPWH for planning, execution,
and reporting.

LGU resources for education come from funds appropriated from the national
treasury (general fund) and a special taxing authority on real property –
the Special Education Fund (SEF).

The Evolution of Investment in Public Education

One means of assessing the level of commitment to education is to examine the

trends in investment over time. Appropriations for the Education Sector increased
consistently from 2010 to 2018 and as a percentage of central government
appropriation from 2010 to 2016. 

The composition of Education sector appropriations has evolved to reflect GoP

priorities of increasing opportunities in skills development and postsecondary
education, with relatively more outstanding shares of appropriated resources
being allocated to Higher Education (CHED) and Vocational Technical Education
(TESDA). During that same period, the appropriation for Basic Education fell from
about 96 percent of central government appropriation in 2010 to 80 percent in
2020. The national revenue projections for 2021 have been significantly impacted
by the measures to address the consequences of the COVID-19 public health
emergency. Initial information indicates that the appropriation for DepEd may be
some Php 13 billion lower than the 2020 appropriation. The planned reductions
have been concentrated on infrastructure projects and another capital spending.
International comparisons have demonstrated a clear relationship between
government commitment, spending, and results. Analysis of the PISA spending
and reading scores data highlights the challenges for the Philippine system in
mobilizing sufficient resources to improve outcomes consistent with other
countries of similar income levels.

Fund sources of schools can be:

1. MOOE is the fund utilized by school from DepEd fund.

2. LGU support schools out of the Special Education Fund (SEF) out of the 10% of
the tax
3. PTA contributions and support on resources.
4. Alumni Association’s support
5. Donations and stake holders’ support
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FUNDING OF PRIVATE SCHOOLS

1. Funding of Private Schools

2. Government Assistance

3. Tuition and Other Fees

4. Income from Other Sources

5. Institutional Funds

INCENTIVES TO EDUCATION

Relating to School Property

Relating to Gifts or Donations to Schools

Relating to Earnings from Established

Scholarship Funds

School Dispersal Program

Conversion to Educational Foundations

6. Efficiency and effectiveness are two interrelated terms in

administration and supervision. When and how one can be an efficient and
effective leader of a school system?
The Characteristics of an Effective School Leader
School heads are an integral member of a child’s education. Their job is
not only to manage the day to day affairs of a school, but to be an instructional
leader. Much research has been conducted to determine the characteristics of
effective school leaders and how these leaders turn their schools into effective
learning spaces. Instructional leaders are interpersonally smart, professional and
accountable. In the school, the leaders bring their own unique mix to the job and
continually reflect on the day’s events to promote life-long learning. Principals
are the individuals one hears over the daily announcements, those who wander
the halls during class time, and the people students have to answer to when
discipline becomes necessary.
The school principal’s role has been changing and evolving in the
landscape of education. As a result, much time and research are devoted to
studying effective principals and their effect on student learning and
achievement. Teacher expectations are the first predictor of student success.
Nevertheless, the principal as an instructional leader correlates to improving
student achievement (Grissom, Loeb, & Master, 2018).
Effective principals are instructional leaders who exhibit exceptional
interpersonal skills and professionalism. These leaders are reflective learners who
hold themselves and their staff accountable while creating a safe and welcoming
climate. The above factors, when combined, create a high-powered learning
environment essential for the success of a school leader
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 Characteristics of Highly Effective School Leadership
1. School leaders need to be passionate with an ambitious vision for what high
school can be.
High schools succeed when every member of the community—from students, to staff, to
community partners—is united in a strong mission and culture. The best school leaders serve as
the keepers of that shared mission. These leaders embody an infectious passion, coherently
articulate the school’s goals, and keep everyone focused on what matters most: serving students.
In moments of doubt, Pickering refocuses the narrative and champions the school’s approach. He
points to the success of Iowa BIG in terms of increased student engagement and rearticulates
the core mission of the school to transform learning. This approach has paid off. By sticking to its
ambitious mission, changing the game for students: the school is a national model for
transformative, student-centered education.
2. School leaders need to be asset-minded.
Part of being a great leader is bringing out the greatness in others. It is about sharing power and
leadership to empower others to be their best. Highly effective school leaders see the strengths
in the people around them and create opportunities for those strengths to flourish. 
Highly effective leaders practice distributed leadership: instead of merely delegating tasks to
teachers, leaders give teachers real power and ownership over crucial aspects of the school, like
professional development or teacher mentoring.
Effective school leaders also extend this concept of leadership to students. To support youth
voice and choice, school leaders empower students as stakeholders and changemakers in the
school community. 
3. School leaders should be accessible and engaged with the day-to-day work of
the school. 
When school leaders are present in the classroom, students take note. By making classroom
visits and taking an interest in what students are doing, leaders demonstrate to students that
their work matters. This promotes meaningful, engaged learning, where students feel seen and
valued as learners.
This speaks to a larger culture at Crosstown, where students consistently connect their learning
to real-world challenges. By getting involved in a student project, Terrill demonstrated to
students how much their knowledge and learning can help others while also expanding their own
knowledge.
4. School leaders should be innovative—not constrained by the status quo.
The best school leaders can translate big-picture goals to day-to-day reality, to ask: what
structures need to change to transform learning and ensure student success? The most
entrenched aspects of high school are often logistical. Highly effective leaders consider all
elements of time, space, and technology when evaluating what needs to change to serve
students.
A framework for how to use time to support collaboration, with suggestions like:
 Identify the purpose or need, and clearly communicate tasks, timelines, and deliverables
 Create a schedule that supports the work
 Communicate with teachers, incorporating teachers’ insights into their own workflows and
capacities, and expressing the constraints and imperatives you’re facing
This example shows that by innovating the structure of the day, leaders can maximize a school’s
existing resources—in this case, the talents of teachers.
5. School leaders should be collaborative. 
Learning does not take place in a vacuum. We’ve learned that some of the most powerful
opportunities for student learning lie outside of school walls. Highly effective leadership
recognizes how students can benefit from connecting with local businesses and resources, and
build community partnerships into the structure of the school, thereby setting their students up
for success.

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 At a structural level, leaders facilitate effective community collaborations through:
 Aligning partnerships with the school’s mission, culture, and values
 Seeking out partnerships that support students’ particular needs and learning goals
 Ensuring partnerships are mutually beneficial for both students and the community

6. School leaders need to be relational—they should commit to building trust and

connection at all levels of the school.
Learning is all about relationships, and that includes school leaders. Great leaders
intentionally make themselves accessible to teachers and students, modeling caring,
trusting relationships. 

7. Explain how important is the actual plan mapping in having specific

school site and as location.
School mapping can be conceptualized in different ways. Kaufman and
Herman (2021) see school mapping as requiring systematic effort designed to
locate educational facilities in such a manner that target age groups of the
population are able to use the facilities to their maximum advantage. School
mapping is seen as a technique and procedure to plan the location and spacing
of educational institutions with a view to achieving educational objectives. School
mapping is therefore a process for collecting and recording curriculum-related
data which become a tool to help teachers improve teaching and learning. It is
education planning process that incorporates spatial and demographic
dimension. School mapping therefore is not an ordinary map of a school that is
static showing the location of schools, it goes beyond this to show where schools
can be located, the need for teachers, facilities and equipment forthe purpose of
implementing education policies of a state. It is used to estimate future
educational requirements and how they can be met.

PURPOSE OF SCHOOL MAPPING

The purpose of school mapping is manifold. The objectives include the
following:
• To assist realize the targets set by the national policy on education.
• To set up a school network that will meet the future demand for education.
• To identify the locations for the construction of classroom, laboratories, school
buildings and workshops.
• To optimize the use of physical and human resources in achieving educational
objectives.
• To avert waste of scarce educational resources, human and material.
• To produce an inventory of available educational facilities and show which of
the facilities are utilized, over utilized and underutilized.
• To ensure that facilities are provided where they can be utilized to the highest
advantage.
• To achieve equality of educational opportunities through equitable distribution
and redistribution of educational facilities.

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  To plan the demand for school at the local level and to support decision making
on the planning, policy formulation, resource allocation and prioritization of
future school development.
• To give a vision of how educational service should look in the future.
• To identify the most appropriate location of school or their alternatives so that
more number of children can be benefited from the same level of investment.
• To ensure children attend school within their catchment areas without much
effort in terms of trekking a long distance.
• To cover not only the distribution and redistribution of formal educational
facilities but also the non-formal educational ones. Therefore school mapping
should not be delimited to formal school sector.

8. Explain the application of management by objectives in your school to

improve the delivery of educational receiver to the clients.
Management by objectives is a process whereby superior and subordinate
managers of an organization jointly identify common goals, define each
subordinate's major areas of responsibility in terms of the results expected, and
use these intended outcomes as guidelines for implementation and periodic
evaluation of the subordinate and the unit within the organization.1 The diagram
below illustrates a modified version of this process.

Though management by objectives has taken a variety of complicated forms and

is a procedure for dramatically changing the entire system of managerial
leadership in an organization, it is also a technique which can be applied
separately to specific operations within an organization. The present author's
experience suggests that a simplified management-by-objectives model can be
analogously and usefully applied to the supervisory tasks of educational
organizations, and that supervision in an individual school is comprised of three
basic manager-subordinate relationships: principal-department chairperson;
department chairpersonteacher; teacher-student.
I. Management by Objectives and the Principal-Department Chairperson
Relationship: Schoolwide Supervisory Plan A continuing weakness of
many schoolwide supervisory plans is the lack of clearly defined
expectations both for the performance of supervisory personnel and
for that of the teachers they supervise. Expectations are usually stated
in vague terms so that neither the principal nor the department heads
begin the school year with a clear definition of what they are expected
to accomplish.
II. Management by Objectives and the Department ChairpersonTeacher
Relationship: Supervisory Visits to Individual Classes
A follow-up supervisory conference and report is structured around:
a. the accuracy and appropriations of the objectives for the class
session,

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 b. the degree to which the activities actually accomplished the
objectives, and
c. whether or not the evaluative procedures effectively measured
achievement of the stated objectives.

III. Management by Objectives and the Teacher-Student Relationship:

Course Planning The management-by-objectives applications described
above pertain to the relationship between the principal and department
head and the relationship between the department head and the
teacher. Management by objectives can also be applied to a third
important structural level--the relationship between the teacher and the
student.
Two key elements of the management-by-objectives approach have been
described and illustrated. The first is the process by which programs are evolved; a
process which involves managers and subordinates in a series of jointly-determined
decisions and mutually-designated targets. The second, and equally important, element
is the inner structure of the systems evolved: objectives, program, evaluation. The
examples applying these ideas to supervision demonstrated how both of these elements
can be incorporated into an important sphere of managerial activity in schools. There
are many other ways in which management by objectives could be applied not only to
the supervision of teaching and learning but to numerous other areas of school
management. The three relatively simple applications described above are proposed as
practical because they have, in fact, been implemented in day-today school situations.
Their effect has been to define, more clearly, expectations of department heads,
teachers, administrators, and students, and, consequently, to increase the precision
with which supervisory and learning objectives were evolved, activities. chosen to
achieve those objectives, and means selected to measure achievement. Subordinates
involved in the joint determination of objectives have experienced an increased sense of
ownership and motivation to accomplish the programs they helped to generate. They
have also been more satisfied with the increased level of specificity and objectivity of
criteria for evaluation. Though obviously no panacea for all school management
problems, management by objectives can be a powerful tool for systematically planning
and improving many areas of school operation. To some extent at least, it can make the
talents and energies of administrators, teachers and students more reflective, purpose-
centered and effective.

9. Why educational planning must be through of and established as a continuous

process to must emerging needs.
Educational Planning is Important It aids in the identification of educational goals and o
bjectives. It aids in the equitable or efficient distribution of scarce resources. It assists i
n educational decision-making. It is required for educational administrative decision-
making.

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 The term “continuous improvement” is used across industries to describe a process
or approach to problem solving that represents an ongoing effort to improve outcomes.
In continuously improving systems, change occurs both quickly and incrementally, as
organizations learn from experience while testing and refining strategies to produce
better results. In education, continuous improvement can refer to a school, district, or
other organization’s ongoing commitment to quality improvement efforts that are
evidence-based, integrated into the daily work of individuals, contextualized within a
system, and iterative. At the classroom level, continuous improvement may refer to
using timely, accurate data to regularly inform and improve teacher practice. At a
school or district level, continuous improvement may refer to ongoing efforts to improve
operational practices and processes related to efficiency, effectiveness, and student
outcomes.
In all cases, continuous improvement involves a cyclical approach to problem solving: it
allows relevant actors to reflect on their work, identify problem areas, pilot potential
solutions to those problems, observe and evaluate interventions, and adapt
interventions based on data collected. There are multiple continuous improvement
models built on this same basic cycle, including Plan, Do, Study, Act (PDSA). The four
stages of PDSA, one longstanding model, usefully illustrate the continuous improvement
process:
Plan: A continuous improvement team studies a problem that needs to be solved,
collects baseline data on that problem, elaborates potential solutions to that problem,
and develops an action plan.
Do: The team implements its action plan, collects data on its intervention, and records
developments.
Study: The team gauges the success of the intervention by comparing baseline and new
data, analyzes results, and documents lessons learned.
Act: The team determines what to do with its results. Depending on the success of its
intervention, the team may choose to adopt, adapt, or abandon its tested solution.
Educational planning for Continuous improvement has proven useful and effective
in various industries, and schools and districts incorporating continuous improvement
into their work have shown promising results. Policymakers interested in promoting
continuous improvement in their regions have much to consider. The following
recommendations can assist policymakers as they begin this process:
• Investigate current improvement practices in schools and districts to determine
whether formal improvement processes are in place, whether these processes allow for
rapid prototyping, and how best to gauge the effectiveness of current methods.
• Review policies related to the number and type of goals that schools and districts are
asked to reach, the rate at which they are asked to achieve these goals, and the
flexibility they are provided regarding said goals.

15
• Gather information on training and time devoted to continuous improvement in
schools and districts.
• Compile and assess information on data collection, data systems, data use, and data
sharing within and among schools and districts.
• Ensure that there are formative and interim measures to help strengthen continuous
improvement efforts as they are implemented.
• Examine policies related to the evaluation of school and district programs and
determine whether they support continuous improvement efforts.
• Assess current policy to determine what mechanisms are in place to promote
stakeholder investment in school and district improvement

10. Explain outcome based education as a model.

Outcome-based education or outcomes-based education  (OBE) is an educational
theory that bases each part of an educational system around goals (outcomes). By the
end of the educational experience, each student should have achieved the goal. There
is no single specified style of teaching or assessment in OBE; instead, classes,
opportunities, and assessments should all help students achieve the specified outcomes.
[1]
 The role of the faculty adapts into instructor, trainer, facilitator, and/or mentor based
on the outcomes targeted.
Outcomes‐based education is a learner‐centered approach to education that focuses on
what a student should be able to do in the real world upon completion of their course
or program.
Learning outcomes are complex statements of the primary skills, knowledge, attitudes,
abilities and proficiencies the learner will “own” at the end of the course.
Designing Backwards
In OBE the curriculum is carefully constructed by first determining the outcomes, then
designed backwards by:
 carefully determining authentic assessments (how will we know?)
 choosing/building relevant learning activities and experiences
 selecting appropriate content           
The process ensures that the learners are able to demonstrate achievement of
outcomes, and that learning outcomes, learning acitivities/methods and assessment are
aligned.
OBE contrasts with traditional education, which primarily focuses on the resources
(content) that are available to the student, which are called inputs. It uses methods
which are learner-centered and that focus on authentically measuring student
performance (the “outcome”). 
16
While outcomes represent the destination of the learner’s journey, the route,
equipment, tools and methods of reaching the destination are flexible. This means
instructors are still able to customize instructional methods and learning activities in a
way that is responsive to the unique needs of their learners.

Course learning outcomes represent the integrated skills, knowledge and attitudes a

learner will “own” upon successful completion of their course.
Program Outcomes are broad statements that describe what graduates of a program
will be able to “do out there” as a result of what they have learned in the program.
Inuit Qaujimaningit Outcomes reflect the thoughtful  integration of Inuit
knowledge, culture, values and principles throughout the course or program.
College-wide outcomes are outcomes that are set across all programs by the
institution. Some post-secondary institutions set college-wide outcomes based on the
Conference Board of Canada’s Employability Skills 2000+.  While Inuit Qaujimaningit
outcomes are required in all courses and programs, Arctic College has not established
college-wide outcomes.
Territorial/Provincial/Professional Outcomes reflect program and professional
standards set nationally, provincially, territorially or by professional accrediting bodies.
Benefits of outcomes-based education
Many Universities and colleges across Canada agree that “learning outcomes provide a
powerful framework upon which to structure curricula”
Learning outcomes:
 Provide a strategic way to enhance the quality of teaching and learning;
 Prepare students for the “rest‐of‐life” context in which they will need to apply
what they have learned in their course/program;
 provide a framework to align teaching, learning and assessment methods;
 Promote a collaborative, collegial approach to curriculum planning;
 Help to ensure the approval and accreditation of new and existing programs;
 Provide a mechanism for ensuring accountability and quality assurance;
17
  Promote a self‐directed and autonomous approach to learning;
 Provide a means for students to articulate the knowledge, skills, attitudes and
experience acquired during their program;
 Provide a tool for monitoring, evaluating and improving the curriculum; and
 Help to encourage continuity and mobility between varying post‐secondary
programs and institutions.

REMINDER:
 After the examination, kindly return the questionnaire along with your answer
sheets inside the brown envelope.

 Sharing of questionnaire to other student is strictly prohibited, when caught

exam result of the student will be invalid.

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MEC- (b)
COMPREHENSIVE EXAMINATION
Directions:
Answer all items and discuss them comprehensively. Answers should only be written on
the answer sheets provided.
1. What are the salient feature of the K to 12? Choose among the four (4)
and explain.
Salient Features of K to 12
Building Proficiency Through Language
( Mother Tongue-Based Multilingual Education)
Gearing up for the Future
( Senior Highschool)
Students are able to learn best through their first language, their Mother Tongue
(MT). Twelve (12) MT languages have been introduced for SY 2012-2013:
Bahasa Sug, Bikol, Cebuano, Chabacano, Hiligaynon, Iloko, Kapampangan,
Maguindanaoan, Meranao, Pangasinense, Tagalog, and Waray. Other local
languages will be added in succeeding school years.

Aside from the Mother Tongue, English and Filipino are taught as subjects
starting Grade 1, with a focus on oral fluency. From Grades 4 to 6, English and
Filipino are gradually introduced as languages of instruction. Both will become
primary languages of instruction in Junior High School (JHS) and Senior High
School (SHS).

After Grade 1, every student can read in his or her Mother Tongue. Learning in
Mother Tongue also serves as the foundation for students to learn Filipino and
English easily.

Senior High School is two years of specialized upper secondary education;

students may choose a specialization based on aptitude, interests, and school
capacity. The choice of career track will define the content of the subjects a
student will take in Grades 11 and 12. SHS subjects fall under either the Core
Curriculum or specific Tracks.

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 Core Curriculum

There are seven Learning Areas under the Core Curriculum. These are
Languages, Literature, Communication, Mathematics, Philosophy, Natural
Sciences, and Social Sciences. Current content from some General Education
subjects are embedded in the SHS curriculum.

Tracks

Each student in Senior High School can choose among three tracks: Academic;
Technical-Vocational-Livelihood; and Sports and Arts. The Academic track
includes three strands: Business, Accountancy, Management (BAM); Humanities,
Education, Social Sciences (HESS); and Science, Technology, Engineering,
Mathematics (STEM).

Students undergo immersion, which may include earn-while-you-learn

opportunities, to provide them relevant exposure and actual experience in their
chosen track.

TVET (Technical Vocational Education & Training) National Certificate

After finishing Grade 10, a student can obtain Certificates of Competency (COC)
or a National Certificate Level I (NC I). After finishing a Technical-Vocational-
Livelihood track in Grade 12, a student may obtain a National Certificate Level II
(NC II), provided he/she passes the competency-based assessment of the
Technical Education and Skills Development Authority (TESDA).

NC I and NC II improves employability of graduates in fields like Agriculture,

Electronics, and Trade.

Ensuring Integrated and Seamless Learning

Modeling Best Practices for Senior High School

In SY 2012-2013, there are 33 public high schools, public technical-vocational

high schools, and higher education institutions (HEIs) that have implemented
Grade 11. This is a Research and Design (R&D) program to simulate different
aspects of Senior High School in preparation for full nationwide implementation
in SY 2016-2017. Modeling programs offered by these schools are based on
students’ interests, community needs, and their respective capacities.

Subjects are taught from the simplest concepts to more complicated concepts
through grade levels in spiral progression. As early as elementary, students gain

20
 knowledge in areas such as Biology, Geometry, Earth Science, Chemistry, and
Algebra. This ensures a mastery of knowledge and skills after each level.

For example, currently in High School, Biology is taught in 2nd Year, Chemistry in
3rd Year, and Physics in 4th Year. In K to 12, these subjects are connected and
integrated from Grades 7 to 10. This same method is used in other Learning
Areas like Math.

Strengthening the Early Childhood Education

Nurturing the Holistically Developed Filipino
Making the Curriculum Relevant to the Learners
Students acquire in-depth knowledge, skills, values, and attitudes through
continuity and consistency across all levels and subjects.

Discussions on issues such as Disaster Risk Reduction (DRR), Climate Change

Adaptation, and Information & Communication Technology (ICT) are included in
the enhanced curriculum.

Examples, activities, songs, poems, stories, and illustrations are based on local
culture, history, and reality. This makes the lessons relevant to the learners and
easy to understand.

Every Filipino child now has access to early childhood education through
Universal Kindergarten.

At 5 years old, children start schooling and are given the means to slowly adjust
to formal education.

Research shows that children who underwent Kindergarten have better

completion rates than those who did not.

Children who complete a standards-based Kindergarten program are better

prepared, for primary education.

Education for children in the early years lays the foundation for lifelong learning
and for the total development of a child.

The early years of a human being, from 0 to 6 years, are the most critical period
when the brain grows to at least 60-70 percent of adult size..[Ref: K to 12
Toolkit]

In Kindergarten, students learn the alphabet, numbers, shapes, and colors

through games, songs, and dances, in their Mother Tongue.

21
 After going through Kindergarten, the enhanced Elementary and Junior High
curriculum, and a specialized Senior High program, every K to 12 graduate will
be ready to go into different paths – may it be further education, employment,
or entrepreneurship.

Every graduate will be equipped with:

Information, media and technology skills,

Learning and innovation skills,

Effective communication skills, and

Life and career skills.

2. How are you going to manage your different resources like MOOE, SEF,
and canteen resources?
School principals have the responsibility of managing the school’s resources and
finances. Even though a school may employee staff members to work with the finances
on a daily basis, the principal is ultimately the individual responsible for the
safeguarding of the resources.
Secure and thorough internal controls must be in place in order to safeguard and
manage a school’s resources. The school principal must be consistent and committed
to using sound financial and resource management procedures. Additionally, internal
controls must be timely, reasonable and realistic in order to safeguard the resources of
the school.
School leaders should put in place three types of internal controls for managing school
resources. Preventative controls are put in place to prevent errors or issues before they
occur; detective controls are put into place so that errors can be identified after they
have occurred; and corrective controls are put into place in order to identify and correct
issues that occur.
General safeguards for resource management include the following:
Create a resource management environment
Develop and follow controls and procedures
Control and limit access to finance system
3. What is the significance of long-term planning in the educational setting?

Long-range, or strategic, planning is a way to identify what you want in the

future and how you are going to get there. Whether you are looking at school
buildings or curriculum, the components of the planning process are the same.

22
 First, a group needs good information on which to base its planning. What is
working well now? What are the problems? What are the external factors that
will impact your future? Those are some of the questions that group members
might need to answer in order to define a long-range plan.

Once you have collected the background data and have a set vision and goals,
then you can work on a plan for how to get from the present to that vision; that
is the roadmap to your goals. For each goal, you will need to develop a series of
tasks that must be accomplished over time to meet the goal. Make sure that plan
specifies each task, the budget/staff implications, the person responsible, and
the date by which it needs to be completed.

--- A group needs good information on which to base its planning, including a
strong understanding of the current situation.
--- Next, a group needs to develop and agree on the vision and the goals.
--- A plan for how to achieve the goals needs specific tasks and time frames; a
specific person must be responsible for each task.

4. Why education cannot be separated from economic, political and social

realities of the country?
Because education costs and the quality of the education will depend on the
wealth of the people. And there will always be rational people wanting parents to
pay for their own kids and socialists and social democrats that wants the rich and
middle-class to pay for others kids.

In short: Moral/political and economical divide, with the first being the primary
Having had my education in a country where the best education was public,
instead of private, from primary to university, I can vouch that it is the only way
to give everyone the same chance or some chance to overcome the student’s
initial social conditions.

It’s the only way to allow anyone to overcome the limitations they have on
countries where social and economic inequalities are the main problem.
Education is less about the enrichment of intellect and more about creating a
mindset of compliances as seen fit by the deep state. The deep state has long
term plans and they need the state system to have an ample supply of ‘human
robots’ to carry out the chores.
The state education ministry has to include what they are told to do. Education
becomes conforming to views, philosophies and political trends. This slow and
subtle brainwashing happens at such a slow speed that we all get a doctrine
ingrained in us, All this make us educated slaves who will not resist or challenge
whatever the deep state decides. This makes them rule over us with puppet

23
 governments. This type of engineered education; I do not accept. It is a true
brain drain.
Education requires the allocation of resources to that function.
Resources are ALWAYS limited. Infinite resources do not exist.
Therefore there will always be a question of optimising the allocation of
resources to achieve better outcomes.
The defence minister wants more spent on the military.
The health minister wants more spent on health care.
The minister for the environment wants more spent on the environment.
The minister for economic development wants more resources allocated to
developing the economy, building infrastructure etc.
The minister for justice wants more resources allocated to policing, the legal
system, building prisons, or whatever.
And the minister for education wants more funds allocated to education.
The definition of Positive Economics is that it is about the allocation of scarce
economic resources to maximise satisfaction of human wants.
And politicians are the ones who have to make the decisions between conflicting
demands as to what government and national resources are allocated where.
And each voter’s cultural opinions will influence them to vote for politicians who
appear most likely to satisfy their wants and values and needs. Culture,
demographics, human values placed on such things as education are the study
of sociology.
So how can education possibly NOT be affected by economic, sociological and
political considerations?

5. Explain and discuss strategies planning process in the educational

system.
There are five stages

1.Base Situation Analysis/identification of the national goals

2.Prepare the draft education plan/determine the best of the alternative
3.Approval and experimentation
4.Implementation/Decision making
5.Evaluation/ Feedback

There are five main stages of educational planning:

(1) Collection and Analysis of Statistical Information:
At this stage, relevant information about the system of education and concerned
socio-economic factors is collected so as to provide the quantitative basis for
projections aimed at the future development of the educational system.
Along with this, assessment in some allied fields is also necessary as education is
an integral part of the total plan and is closely inter-related with the economic
development of the country.

24
 (2) Evolving Policy Proposals:
The statistical information collected helps in identifying the gaps, weaknesses
and shortcoming and provides the planners with a clear idea of the existing
conditions. This helps the planners in formulating policy proposals aimed at
accomplishing pre-determined objectives. The formulation of the policy proposal
requires an over-all view of the role of education vis-a-vis the economic
development and the over-all planning. It should also take into account the
complexities of a large country like India, the diversities of cultures within it as
well as the regional aspirations.
3) Projections, Programming and Project Analysis:
An effective plan necessitates projections of all the inputs of the educational
system – students, teachers, administrators, school buildings and classrooms,
equipment and financial requirements.
(4) Costing Educational Plans:
Education is an activity wherein the institution and the society bear part of the
cost and the learner bears part of the cost. In order to improve the formulation
and implementation of educational plans, it is necessary to understand the
methods of costing education and the problems associated with it.
The unit costs of different types of educational facilities need to be computed.
These costs are to be studied in terms of the availability of present and future
financial resources. It should be ensured at this stage that the real cost of
education is not too high so as to be inconsistent with the attainment of the
overall plan objectives.
(5) Decision, Implementation and Evaluation:
A five year plan needs to be broken up into annual plans. Each annual plan is
scrutinized, discussed and criticized in relation to a review of previous year’s
strengths, weaknesses and achievements. At this stage, the necessary conditions
for effective implementation of the programme need to be created. Thereafter,
the actual operations take place.

6. What challenges need to be addressed to foster learner success and

retention in an online environment?
5 Common Problems Faced By Students In eLearning And How To
Overcome Them

Summary: eLearning’s time and place flexibility attracts more and more students
to online education. However, many of them encounter serious challenges that
prevent them from completing their courses successfully. Here are the 5 most
common problems faced by students in eLearning and some suggestions on how
to overcome them.
How To Overcome 5 Common Problems Faced By Students In
eLearning

25
 eLearning, being the latest wave of education, is already having a fair show
despite posing challenges for both instructors and students. While instructors
need to put in intensive work and time to design the instruction, students need
to equip themselves with technical proficiency to decode the course material.
There are 5 common problems faced by students in eLearning classes and which
they need to be solved through proper initiatives for the students’ future
benefits:
1. Adaptability Struggle.  
Switching from traditional classroom and face to face instructor training to
computer-based training in a virtual classroom makes the learning experience
entirely different for students. Their resistance to change doesn’t allow them to
adapt to the online learning environment, whereas it takes time for them to get
accustomed to Course Management Systems (CMS) and the methods of
computer-based education. While passive listening and notes taking are expected
in a traditional classroom, online discussions or creating a web page demand
springing into action. Students with a “traditional” mindset find it difficult to
adapt; however, they need to accept the new learning circumstances with an
open mind and heart. Understanding the benefits of eLearning and even
discussing them with their peers may change this mindset and better prepare
students for online classes.
2. Technical Issues.
Many students are not provided with the high bandwidth or the strong internet
connection that online courses require, and thus fail to catch up with their virtual
classmates: Their weak monitors make it hard to follow the Course Management
System and their learning experience becomes problematic. Moreover, most of
them live off campus and find it difficult to keep in tune with the technical
requirements of the chosen course. Some of them don’t even own computers
and seek help in Learning Resource Centers for technical assistance. The only
solution to this problem is knowing exactly what kind of technological support
they will need for a certain course before enrolling in it, as well as properly
equipping themselves for the course’s successful completion.
3. Computer Literacy.
Although students are generally tech savvy, and thus able to manage computers
well, lack of computer literacy is a major issue among students today. Many of
them cannot operate basic programs such as Microsoft Word and PowerPoint
and therefore are not able to handle their files. Furthermore, many students find
fixing basic computer problems troublesome, as they have no knowledge in this
area. However, technological proficiency is a must for following online courses,
as it enables students to manage their assignments and courseware in an
organized manner without struggling. Basic courses in computer literacy enhance
students’ knowledge in the field; having a fundamental knowledge of computer
hardware would help them participate in online classes without interruptions and
hindrances.

26
 4. Time Management.
Time management is a difficult task for eLearners, as online courses require a lot
of time and intensive work. Furthermore, whereas it is mostly adults who prefer
web-based learning programs for their place and time flexibility, they rarely have
the time to take the courses due to their various everyday commitments. A
regular schedule planner would be a significant help to these learners, as they
could even set reminders for their courses and assignments.
5. Self-Motivation.
Self-motivation is an eLearning essential requirement; however, many online
learners lack it, much to their surprise. After enrolling in distance learning
courses, many learners fall behind and nurture the idea of giving up, as
difficulties in handling a technological medium also seem
insurmountable. Students need to find the motivation to follow the new
educational trends and also properly equip themselves for future challenges in
their education and careers. Only a positive attitude will help them overcome the
challenges in eLearning; though this is hard to practice, students need to
understand that it is necessary in order to reap the eLearning’s benefits in the
future.
eLearning is good news, but at its initial stage it poses certain threats to
students. Attitude change and technological literacy would help them gain
confidence in order to succeed in their courses with a positive vibe.

7. Why are the school administrators and curriculum managers important

to curriculum implementation?

In school organization, there I always a curriculum manager or the School Head.

In fact, for School head, one of their functions is being a curriculum manager.
The SH have the responsibility of running the entire school effectively. They have
to oversee the smooth transition of the child from one grade to another nd they
should see that the curriculum is implemented horizontally and vertically with
very minimal overlaps. Instead, there should be continuity, relevance, balance so
that the overall curriculum will produce a well-rounded person. The principle of
command responsibility and institutional leadership rest on the shoulders of the
school head.
As to the significant relationship existing between the principals’
performance in curriculum development and their characteristics , their
educational qualification, and job experience played a vital role. However, their
job satisfaction and school location are insignificant to their performance in
curriculum development.
An effective school is the product of an effective principal. The School
principal is the key leader in our educational system. He/She plays integral roles
in making the school function smoothly. He/She is involved in all aspects of the
schools’ operation. Before, the roles of the principal is concerned more on being

27
 an administrative manager like physical facilities management, financial
management, coordination with government officials, parents and private sectors
and installing an adequate school plant and other related matters.
According to Republic Act No. 9155, Chapter I, Section No.7, Letter E
Paragraph 3 states that consistent with the national educational policies, plans
and standards, the school head shall have the Authority, Responsibility and
Accountability in managing the affairs of the school. Thus, the success and
failure of the school depends on the kind of School Principal it has. In addition to
those mentioned, offering educational programs, projects and services that
provide equitable opportunities for all learners in the community is also his
concern He has to introduce new and effective institutionalize staff development
It could be inferred that there is a shift of the principal’ roles and
responsibilities from more on administration to more challenging role on
instructional supervision. It is also evident that due to the quest for quality
education , a number of initiatives had been demanded on the principals to
transform leadership towards more improved school performance. The school
principals have to face challenges brought forth by advances in technology and
higher expectations on education from the community., these include the use of
information technology to support teaching and learning adaptation of the school
curriculum to suit the ability and disposition of the young children as to maximize
their potential and not to give up on each individual pupil, increasing community
expectations for improvements to the educational system and the quality of
learning processes and outcomes , a growing awareness of teacher
professionalism, globalization of the world economy and the emergence of a
knowledge-based economy which demands workers with multiple intelligence
and creativity , the life-long learning and the notion of school as a learning
organization

8. What are the major functions of administration and supervision?

Basic Functions of Administration: Planning, Organizing, Directing and Controlling
PLANNING
By planning is meant to predetermine who will do which task at what place and
how. The administrators have to take due steps for the successful execution of
the functions of the school from time to time. Planning means choosing the best
out of various alternative objectives, processes, policies and programmes. The
significance of planning lies in arranging specialist training programmes and
different roles of different personnel as attached to the educational institution
and also the functions that are undertaken in realizing such objectives and aims.
Through the planning process the head aims to manage an efficient and an
effective school. Efficient
means using minimum resources to get maximum results on time. Effective
means to achieve the set
of objectives. The third part of the planning stage is thus to decide on an
appropriate strategy.

28
 ORGANIZING
Organizing involves putting in order of priority and preference the resources
which are available.
An Action Plan is needed in which actions and activities are scheduled. In order
to give the plan ‘teeth’, targets are set. These targets should be quite easily
attainable within a short period of time.
DIRECTING
The manager needs to direct the implementation of the plan. He or she should
provide leadership
by delegating duties and responsibilities to staff, and by motivating them. The
directing process also involves co-ordinating and controlling the supply and use
of resources.
CONTROLLING
Notes Control involves the human element. Men act under the pressure of power
and authority, no doubt. But they act more by their own impulses, motives, like
and dislikes, etc. Moreover individuals differ in their capacities and also in their
reaction to the forces of power. The good manager realises the importance of
the human element.
EVALUATING
Evaluation seeks to provide better service. By constant appraisal of procedures,
If suggests their, modification in the light of experiences gained and to adjust
the forces and methods accordingly. The manager should encourage self-
appraisal by the workers so that they are able to judge the quality and quantity
of their individual contribution to the group effort.
9. What is constructive alignment and how does it differ from traditional
teaching and assessment?
Alignment occurs when the learning activities that we ask students to engage in
help them to develop the knowledge, skills and understandings intended for the
unit and measured by our assessment. A constructively aligned unit
capitalises on the powerful effect of assessment on students' learning
experiences.
Constructive alignment is a design for teaching in which what it is intended
students should learn and how they should express their learning is clearly stated
before teaching takes place. Teaching is then designed to engage students in
learning activities that optimise their chances of achieving  those outcomes, and
assessment tasks are designed to enable clear judgments as to how well those
outcomes have been attained
The constructive alignment approach recognizes "knowledge is constructed
by the activities of the learner" rather than being directly transferable from
teacher to student. "Learning takes place through the active behavior of the
student: it is what he  does that he learns, not what the teacher does."
If assessment drives students' learning, then students are most likely to achieve
our intended outcomes if the assessment is aligned with our intentions.

29
 The framework of constructive alignment is represented in the University's
recommended approach to unit design:
1. Identify the intended learning outcomes
2. Design assessment tasks to measure attainment of the learning outcomes
3. Plan learning activities to enable students to develop the skills, knowledge and
understandings described in the intended learning outcomes and measured by
assessment
4. Choose the content (topics/examples/resources/materials) required to support
the learning activities
It differs from traditional assessment that focus more on memorizing.
Constructive approach leads the learners to grow and reach their full potentials.

10.Explain the Civil Service policies and rules on government employees

as to:

a. Recruitment, selection and placement

DO 50, S. 2014 – GUIDELINES ON THE RECRUITMENT, SELECTION AND PLACEMENT
OF PERSONNEL PURSUANT TO THE DEPED RATIONALIZATION PROGRAM UNDER
EXECUTIVE ORDER 366 S. 2004
Filling-up of Positions in the RSP
In addition, the following reminders and guidelines are hereby provided in the
application of DepEd Order No. 66 s. 2007:
The vacant positions shall be open to all qualified and interested applicants from within
and external to DepEd;
The Indicative Staffing Pattern included in the approved DepEd RP shall be used as
reference in the publication of existing vacant and newly-created positions, in
compliance with R.A. 7041 “Requiring the Publication of Vacant Positions in Government
Offices” and DepEd Order No. 66 s. 2007;
For new positions, indicate “NEW” in lieu of the plantilla item number;
Approved positions in the RSP where personnel have been placed in the same or
comparable positions are not considered vacant and should not be included in the
publication and posting of vacancies. The placed personnel shall fill up these positions;
Upon clarification from the CSC, the minimum requirements indicated in the CSC
Qualification Standards Manual (1997) are to be followed for applicants to be eligible for
the vacant positions;
For positions unique to DepEd, please refer to the 1995 Qualification Standards Manual
for Unique positions and other recent DepEd issuances that directly modified the 1995
standards (Refer to Annex A);

30
Employees that have been placed to the same or comparable positions may still vie for
promotion to higher positions, provided they meet the qualification requirements. The
results of their latest performance rating shall be used as one of the references.
b. Performance
Individual Performance Commitment and Review Form (IPCRF) is used as tool to assess
the performance of the employees.
This rating scale is based on the Civil Service Commission Memorandum Circular No. 06,
series of 2012 that sets the guidelines on the establishment and implementation of the
Strategic Performance Management System (SPMS) in all government agencies.
c. Promotion
CSC MC NO. 03, S. 2001, January 26, 2001 ]
REVISED POLICIES ON MERIT PROMOTION PLAN
1. Selection of employees for appointment in the government services shall
be open to all qualified men and women according to the principle of merit
and fitness.

There shall be equal employment opportunity for men and women at all
levels of position in the agency, provided they meet the minimum
requirements of the position to be filled.

2.         The Merit Promotion Plan shall cover positions in the first, second
and third levels and shall also include original appointments and other related
personnel actions.

There shall be no discrimination in the selection of employees on account of

gender, civil status, disability, religion, ethnicity, or political affiliation.
d. Retirement
REPUBLIC ACT No. 10154
AN ACT REQUIRING ALL CONCERNED GOVERNMENT AGENCIES TO ENSURE THE
EARLY RELEASE OF THE RETIREMENT PAY, PENSIONS, GRATUITIES AND OTHER
BENEFITS OF RETIRING GOVERNMENT EMPLOYEES

Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled:
Section 1. Declaration of State Policy. - It is hereby declared that it is the policy of the
State to ensure the timely and expeditious release of the retirement pay, pensions,
gratuities and other benefits of all retiring employees of the government. Public officers
and employees who have spent the best years of their lives serving the government
and the public should not be made to wait to receive benefits which are due to them
under the law. Accordingly, it is hereby mandated that highest priority shall be given to
31
the payment and/or settlement of the pensions, gratuities and/or other retirement
benefits of retiring government employees.
REMINDER:
 After the examination, kindly return the questionnaire along with your answer
sheets inside the brown envelope.

 Sharing of questionnaire to other student is strictly prohibited, when caught

exam result of the student will be invalid.

32
MEC (a)

COMPREHENSIVE EXAMINATION
Directions:
Answer all items and discuss them comprehensively. Answers should only be written on
the answer sheets provided.

1. What is the difference between manager and leader?

There are important distinctions between managing and leading people. Here are nine
of the most important differences that set leaders apart:

1. Leaders create a vision, managers create goals.

Leaders paint a picture of what they see as possible and inspire and engage
their people in turning that vision into reality. They think beyond what
individuals do. They activate people to be part of something bigger. They
know that high-functioning teams can accomplish a lot more working
together than individuals working autonomously. Managers focus on
setting, measuring and achieving goals. They control situations to reach or
exceed their objectives.
2. Leaders are change agents, managers maintain the status quo.

Leaders are proud disrupters. Innovation is their mantra. They embrace

change and know that even if things are working, there could be a better
way forward. And they understand and accept the fact that changes to the
system often create waves. Managers stick with what works, refining
systems, structures and processes to make them better.

3. Leaders are unique, managers copy.

Leaders are willing to be themselves. They are self-aware and work actively
to build their unique and differentiated personal brand. They are
comfortable in their own shoes and willing to stand out. They’re authentic
and transparent. Managers mimic the competencies and behaviors they
learn from others and adopt their leadership style rather than defining it.

4. Leaders take risks, managers control risk .

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 Leaders are willing to try new things even if they may fail miserably. They
know that failure is often a step on the path to success. Managers work to
minimize risk. They seek to avoid or control problems rather than
embracing them.

5. Leaders are in it for the long haul, managers think short-term.

Leaders have intentionality. They do what they say they are going to do
and stay motivated toward a big, often very distant goal. They remain
motivated without receiving regular rewards. Managers work on shorter-
term goals, seeking more regular acknowledgment or accolades.

6. Leaders grow personally, managers rely on existing, proven skills.

Leaders know if they aren’t learning something new every day, they aren’t
standing still, they’re falling behind. They remain curious and seek to
remain relevant in an ever-changing world of work. They seek out people
and information that will expand their thinking. Managers often double
down on what made them successful, perfecting existing skills and adopting
proven behaviors.

7. Leaders build relationships, managers build systems and processes.

Leaders focus on people – all the stakeholders they need to influence in

order to realize their vision. They know who their stakeholders are and
spend most of their time with them. They build loyalty and trust by
consistently delivering on their promise. Managers focus on the structures
necessary to set and achieve goals. They focus on the analytical and ensure
systems are in place to attain desired outcomes. They work with individuals
and their goals and objectives.

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8. Leaders coach, managers direct.

Leaders know that people who work for them have the answers or are able
to find them. They see their people as competent and are optimistic about
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 their potential. They resist the temptation to tell their people what to do
and how to do it. Managers assign tasks and provide guidance on how to
accomplish them.

9. Leaders create fans, managers have employees.

Leaders have people who go beyond following them; their followers

become their raving fans and fervent promoters – helping them build their
brand and achieve their goals. Their fans help them increase their visibility
and credibility. Managers have staff who follow directions and seek to
please the boss.
2. Explain the principles of school governance.
The good governance indicators are applicable in education and can
be adapted to assess the public services governance. The principles of good
school governance generally refer to The United Nations Development
Program. The present research adopts a set of principles namely
transparency, accountability, responsibility, autonomy, fairness, and
participation .
Transparency
Transparency is built to serve easy access on processes, institutions,
and information. Basically, the educational provision can be improved
through better management practices, transparency in resource use, and
accountability to all stakeholders.
Accountability
Accountability is linked to management and concepts of participation,
decentralization, empowerment, and transparency. The demands of both
democracy and efficiency require some form of accountability at schools in
which the political power of the leaders covers three ways namely
enforcement, monitoring, and answerability. The accountability differs
depending on the organization and whether the decision is internal or
external. However, the principals should monitor and provide information to
control teachers and hold them accountable. Thus, the decision-makers at
schools, either private schools or public schools should be accountable to
the public and institutional stakeholders.
Responsibility
Responsibility refers to the organization's ability to control the
running of rules or procedures. The schools must make sure that the policy
made is responded well by those in charge of. Autonomy The shifting
authority system to the decentralization system affects the decision-making
35
 processes and increases the school autonomy. Consequently, some changes
create a new environment at schools. However, schools autonomy and
participatory governance would be significant for schools improvement. The
schools turn into independence in which the schools are managed
professionally according to their respective functions and roles without any
pressure (Larasati et al., 2018).
Fairness
Fairness is promoted through equity principle. The rule of law where
laws should be fair and enforced impartially to all. Fairness points to equal
treatment in fulfilling stakeholder rights based on the agreements and
regulations. In daily interaction, for instance, school policies do not
discriminate among schools members at schoo.
Participation
Participation is proved to improve the quality of education and the
governance of educational institutions. A research demonstrates the
positive relationship among participation, education quality and governance.
Good School Governance: An Approach to Principal’s Decision-
making… have roles in making decisions, either directly or through
representation. Moreover, participation is also closely related to the
interaction of educational stakeholders, the community, the business world,
and the government.
3. According to Department of Education, in order to improve quality in
education and elevate its standards the five order should be given
explain in planning.
Conduct Assessment According to the 10 levels

1. Performance Outputs and Outcomes

2. Organizational Competencies and Capabilities
3. Utilization of Resources (People, Pesos, Physical Assets)
4. Management Processes
5. The 4 Management Functions: Marketing, Operations, Human Resources,
Finance
6. Performance Levels of Teams and Individuals in the Organization
7. Physical Facilities / Set-up and Working Conditions
8. Organizational Affiliations, Alliances & Linkages
9. Top Management, Board, & Leadership
10.Strategic Fit or Consistency in Vision Strategies – Organization and
People (VSOP)

LEVEL 1: Evaluating Performance Outputs and Outcomes

36
  Evaluating performance outputs and outcomes entails evaluating the
products and services that the education unit produces and delivers
(outputs) as well as its desired end results (outcomes)
 The outcomes are the desired end results identified by the organizational
unit to serve as a guide for evaluating the overall performance of the unit.

Analyzing a Unit’s Outcome can be done through:

Time Series / Historical Analysis
 Analysis of Actual Performance vis-à-vis Targets Set
Benchmarking

LEVEL 2: Evaluating and Utilization of Resources

 The third level of assessment examines where the resources of the

organization have been sourced and where they have been allocated.

 This level determines whether or not resources have been efficiently,

economically and effectively utilized.
LEVEL 3: Evaluating Management Process
 The fourth level examines and evaluates the organization's management
processes - formal and informal systems and procedures of the unit.
 Management processes enable the unit to pursue its goals methodically and to
implement its strategies, programs, activities and tasks systematically.

LEVEL 4: Evaluating the 4 Management Functions

 Marketing, Operations, Human Resource and Finance
 This is the most complicated of all because it strikes at the heart of the
major functions of marketing, academic, operations, student services,
human resource and financial management. It also includes an evaluation
of programs and projects to achieve the organization’s goals.
Management Functions
* Marketing * Human Resource
*Operations * Finance
Level 5

 The assessment of teams and individuals should not be conducted on an

absolute basis because they may be servicing geographic areas or
students with different potentials.

4. What significant relations do you see between the teacher education

institution and the Department of Education as far as pre service is
concerned.
The relationship is significant, especially considering that teacher education
institutions are providing pre-service education. The main point is Our education
System lead by DEPED promote this platform to train future teachers for the next
37
 century. There is a win-win situation between motivating them, preparing them
and leading the for Psychological reverse would also be done , for what is being
taught to them will also be taught for the next generation.
The education institutions are those people who studied education, earning
bachelors degree and the school itself.
The department educations are those superintendents that took several
experiences in teachings or the experts, who took masters and doctorate degree.
While the pre service are the beginners in teaching who took field study in
teaching.
In reference to students who take up education courses, pre-service refers to
before they became classroom teachers, and in-service refers to those working
as teachers. Deped should strengthen the link between the pre-service and the in-
service of the teachers,” Briones said as one of the panelists in the Development
Academy of the Philippines’ (DAP).

One of the educational gaps was in the curriculum of teachers. She highlighted
the need for DepEd to “know how universities and colleges train education
majors.”
There would be a smoother transition if DepEd knows how soon-to-be teachers
are taught and trained in various Teacher Education Institutions (TEIs).
The educational system of Singapore, where the Ministry of Education is the sole
institution implementing teacher-training curriculum in pre-service and in-service.
The “disconnect” of producing the teachers and DepEd being the end-users.

“Right now, there is no physical connection between the producer and the end-
user,” he said. “The coordination is quite hazy and not so clear [so] the end user
must have a large say in this.”
Focus on teacher development
Focusing on the continuous upskilling and reskilling of teachers through the
National Educators Academy of the Philippines (NEAP).
Once teachers come in, DepEd responsible for their continuous training and
education.
5. Differentiate between personal and position power as exercising
leadership model.
So much potential power comes from holding a position of leadership.
But when switch to a new organization — or if lose the title that gave this power
— one might lose all of the power that came with title.

38
 However, personal power is a source of power that cannot be taken away.
Together, positional power and personal power work to help you exert influence
and meet organizational goals.
Positional power is the type of power when have a specific rank or title in an
organization. It usually comes with legitimate power, which is the formal power
to act in an organization.
When having positional power, one may also gain reward power. This kind of
power gives the permission to use rewards to persuade employees to follow
instructions. On the flip side, coercive power is the ability to punish an employee
for noncompliance. 
Depending on the type of positional power one holds, he may have both coercive
and reward power along with legitimate power.
However, positional power doesn’t automatically grant expert power or referent
power. 
Expert power instead comes from your personal experience or knowledge. And
you have referent power when others respect and trust you. Someone with
referent and expert power can wield both power and formal authority.
6. Differentiate between:
a. Population and Sample;
A population is the entire group that you want to draw conclusions about.
A sample is the specific group that you will collect data from. The size of the
sample is always less than the total size of the population.
In research, a population doesn’t always refer to people. It can mean a group
containing elements of anything you want to study, such as objects, events,
organizations, countries, species, organisms, etc
b. T-test and z-test;
When looking at a t-test vs. z-test, they are very comparable. Because the
differences between a z-test and t-test are so similar, it’s critical to import,
organize, and tag research data into easily digestible and distinguishable
insights. All of which is possible and easy with a survey data analysis
experience like KnowledgeHound. By doing this, and whether it’s a t-test or
z-test, both researchers and non-researchers can transform and analyze
survey data.
Therefore, an important aspect in the differences between a t-test and a z-
test is remembering the sample size for each type of test. As mentioned, a t-
test is primarily used for research with limited sample sizes whereas a z-test
is deployed for hypothesis testing that requires researchers to look at a
population size that’s larger than 30.
39
 When it comes to t-test vs. z-test, a researcher or non-researcher will have
to look at a few specifics in what they want out of the data and its
subsequent analysis. The following table should help out in your comparison
between the two types of tests and how a t-test and z-test are differentiated
from each other.
Whether you use a t-test, z-test, or a different statistical method to interpret
data, KnowledgeHound makes raw survey data accessible to brands and
their stakeholders. Take control of your survey data with KnowledgeHound’s
intuitive analysis experience and take a step towards better data analysis and
visualization.
c. Chi square and pearson r
Use Chi-squared if your variables are nominal. Based on the title of your
research, it sounds like you're using some sort of instrument to determine
abilities, and so forth. If that's the case, and you're interested in correlating
one variable with another, you'd use Pearson r.
Chi Square test is a non-parametric test -- meant for observed data. e.g.,
types, categories, varieties etc. The test statisticis is based on Chai-square
distribution.
Pearson R or correlation is a parametric test -- meant for measured and
recorded in terms of numbers etc. The test statistics is based on normal
distribution of the variables.

7. What are the different roles of assessment in the instructional decisions?

Uses of Assessment in Classroom Instruction
1. Placement assessment determines student performance at the
beginning of instruction

2. Formative assessment monitors learning progress during instruction.

It is usually administered during the instructional process to provide
feedback to students and teachers on how well the former are learning

the lesson being taught. It uses pretests, homework, seatwork, and

classroom questions. Results of formative assessment are neither
recorded nor graded but are used for modifying or adjusting instruction.

40
 3. Diagnostic assessment diagnoses learning progress during

instruction. Its purpose is to anticipate potential learning problems and

group/place students in the proper course or unit of study.
4. Summative assessment determines student achievement at the end

of instruction This type of assessment is undertaken to determine

student achievement for grading purposes. It is frequently based on
cognitive knowledge, as expressed through test scores and written
outputs. Results of summative assessment can be utilized not only for
judging student achievement but also the effectiveness of the teacher
and the curriculum.
Other Uses of Assessment:
1. To determine the effectiveness of the teachers’ method;
2. To give meaning to learners’ effort on their quest for quality learning;
3. To justify the request on utilization of supplies, materials and equipment
of the schools’ operation;
4. Plan for and improve the next educational activities
5. To give recognition and awards to the best performing individual; and
6. o promote quality assurance within and outside of the school.

8. Differentiate between assessment, testing, measurement, and

evaluation.
Testing
Simply put, a test refers to a tool, technique, or method that is intended to
measure students’ knowledge or their ability to complete a particular task. In
this sense, testing can be considered as a form of assessment. Tests should
meet some basic requirements, such as validity and reliability.
 Validity refers to the extent to which a test measures what it is supposed to
measure.
 Reliability refers to the consistency of test scores when administered on
different occasions.
Assessment
Assessment can be defined as the process of gathering the data and
fashioning them into interpretable form for decision-making. It involves
collecting data with a view of making valve judgment about the quality of a
person, object, group or event. Assessment in science education can be
defined as the use of various measurement techniques to determine the
41
 extent to which learners’ programme to which they have been exposed.
Educational assessment provides the necessary feedback that is required in
order to maximize the outcome of educational effort. Assessment is the
process of gathering information to monitor progress and make educational
decisions if necessary. An assessment may include a test, but, also includes
methods such as observations, interviews, behaviours, monitoring, etc.
Assessment is a process by which information is obtained relative to some
known objective or goals’
Measurement
Measurement beyond its general definition, refer to a set of procedures and
the principles for how to use the procedures in educational tests and
assessments. Educational measurement is that process by which the
usefulness of various factors of educational process, the usefulness of
various activities of persons concerned, and the intelligence, interest,
attitude, aptitude, personality and educational achievements of the students
are measured on the basis of definite standards and are expressed in definite
words, symbols or units. Some of the basic principles of measurement in
educational evaluations would be raw scores, percentile, ranks, derived
scores, standard scores, etc. Measurement refers to the process by which the
attributes or dimensions of some physical object are determined. Educational
measurement is not a new concept. The teacher has been testing students
since times immemorial in order to know their progress in studies, and to see
what type of behavioural changes have occurred in students, if they are
optimal and what direction these behavioural changes have taken.
Evaluation
Evaluation is the process of observing and measuring a thing for the purpose
of judging it and of determining its “valve,” either by comparison to similar
things, or to a standard. Evaluation is perhaps the most complex and least
understood of the terms. In herein the idea of evaluation is "value." When
we evaluate, what we are doing is engaging process that is designed to
provide information that will help us make a judgment about a given
situation. Generally, any evaluation process requires information about the
situation in question. A situation is an umbrella term that takes into account
such ideas as objectives, goals, standards, procedures, and so on. When we
evaluate, we are saying that the process will yield information regarding the
worthiness, appropriateness, goodness, validity, legality, etc., of something
for which a reliable measurement or assessment has been made.
9. What do you mean by “Teach themselves”?
Most of us are used to passive learning in school. A teacher presents while students
take notes and ask questions. Students who self-learn, on the other hand, essentially
teach themselves. Instead of having a concept explained to them, they use instructions,

42
context clues, and examples to figure out the answer on their own. When a student
develops the ability to self-learn, they can study any subject confidently.
A child who is strong in their ability to self-learn will:
 be willing to try new problems on their own
 be more resilient on challenging material
 learn the concept better on the first try
 make deeper connections between exercises, topics, and even other subjects
 be unafraid of making mistakes and understand that they will learn from the
attempt
Instructors are trained to guide their students to become self-learners. Instead of
directly teaching or tutoring, Instructors give hints and support their students as they
figure out problems on their own.
Self-learning is also a skill that can be learned and reinforced at home. Here are a
few guidelines that you can use to cultivate self-learning in your child at home.
Self-learning is a process. Even if your child doesn’t get the answer right away, there is
still the opportunity for them to learn from later exercises, or while correcting their
mistakes after grading. It’s important to avoid explaining the solution too quickly.
This can reduce the opportunity for them to self-learn and may undermine their
knowledge of the subject. 
Above all else, when your child demonstrates even a little self-learning or perseverance,
praise them to acknowledge their hard work! 
Self-learning can take months or even years to develop fully. Your child’s enjoyment of
learning shouldn’t be compromised by too much pressure to self-learn. It’s a
balance that takes practice. When your child is able to use what they have learned to
sit with a new or difficult problem until they can solve it, they will be prepared for many
of the obstacles life will throw at them. 

10. What are the curriculum innovation in our education curriculum?

Cite one.
the innovations led to clear improvements in pupils’ achievement and personal
development. In two of the schools, although the modified curriculum had increased
pupils’ interest and engagement, it was not providing sufficient academic challenge.
„ The innovations fell into four broad categories: organising the curriculum through
themes or inter-disciplinary links rather than discrete subjects; using curriculum
time flexibly; providing alternative curriculum pathways; and developing learning
skills.
„ The principal barriers to innovation included anxiety from staff about a possible
negative impact on national test and examination results; concerns about
inspectors’ attitudes to innovation; uncertainty about longer-term finance and
43
resources; concerns about the reluctance or inability of staff to implement
change; possible resistance to change among governors, parents and the local
community.
„ Successful innovation was linked principally to strong leadership at all levels. This
ensured that everyone involved had a clear understanding of the rationale behind
innovation and the roles and responsibilities of individuals.
„ Other factors in successful innovation included detailed planning linked to
rigorous self-evaluation; clear systems, timescales and criteria for evaluating
impact that drew on detailed data and information from a wide range of
stakeholders; carefully designed professional development programmes for staff
to implement the new approaches.
„ The most successful schools based their reforms on considerable background
research into theories of learning and different ways of approaching the
curriculum.
EXAMPLE: The ALS teacher explained that the students arrived ‘with a number of
barriers to learning which were reflected in weak literacy and numeracy skills, poor
organization, low aspirations, inability to tackle things independently, low self-esteem
and limited cultural and life experiences. We felt the need to renew our curriculum in
order to meet the needs of our students.’
EXAMPLE: A secondary school worked with three different timetables. The timetable
for Monday to Thursday was the same as in most other schools and based on hour-long
subject lessons. On Friday, in rotation, each year group studied a different subject for
the whole day. This ensured that, over the year, all subjects were covered. The third
element involved longer blocks of time, programmed separately for a variety of
purposes. For example, in Year 10, a whole week was allocated to business studies,
during which pupils experienced a simulation of life in an office. This included working
from nine until five o’clock and having to wear business clothes. The pupils felt that this
arrangement enabled them to get ‘really involved’ with a subject. Those preparing for
GCSE particularly welcomed the sessions that focused on coursework since they found
it much easier to complete it in school than at home.
REMINDER:
 After the examination, kindly return the questionnaire along with your answer
sheets inside the brown envelope.

 Sharing of questionnaire to other student is strictly prohibited, when caught

exam result of the student will be invalid.

44