A School Head notices that their current approach to conflict resolution often leads to temporary compliance rather than lasting solutions. To improve, they begin documenting these interactions and seeking feedback from a trusted peer. Which strand is demonstrated?

Professional reflection and learning to improve practice

Leadership development in individuals and teams

Personal and professional development

Professional development of school personnel

To address the lack of specialized training for the school's Senior High School instructors, the School Head establishes a partnership with a nearby State University for a faculty exchange program. This best illustrates which strand?

Rewards and recognition mechanism

General welfare of human resources

During Phase III of the RPMS cycle (Performance Rewarding and Development Planning), the School Head discovers that 40% of the staff need assistance in Contextualization and Localization. What is the most standard-compliant action?

Design a School-Based Learning Action Cell (SLAC) specifically targeting these competencies.

Hire external consultants to teach the students instead of training the teachers

Ignore the data and allow teachers to choose their own training topics for the next year.

Lower the final performance ratings of these teachers reflect their lack of skill.

A School Head implements a "Self-Care Corner" in the faculty room and ensures that administrative tasks are equitably distributed to avoid teacher burnout. Which strand is primarily addressed?

General welfare of human resources

Rewards and recognition mechanism

To ensure transparency in the selection of "Teacher of the Quarter," the School Head forms a committee composed of the Master Teachers and the Faculty President to draft a criteria-based rubric. This is an application of:

Strand 4.8: Rewards and recognition mechanism

Strand 4.1: Personal development

Strand 4.4: Performance management

Strand 4.6: Leadership development in individuals

A School Head prioritizes their own attendance at a Graduate School program and updates their Individual Professional Development Plan (IPDP) annually. This fulfills which requirement?

Personal and professional development

Leadership development in others

The School Head delegates the chairmanship of the Annual School Improvement Plan (SIP) committee to a promising Head Teacher to observe their decision-making skills and provide mentorship. This is an example of:

Leadership development in individuals and teams

Which of the following is the most important element of a "functional" performance management system as per Strand 4.4?

Conducting regular coaching and monitoring throughout the year, not just during the final phase.

Ensuring all teachers receive an "Outstanding" rating to boost school prestige.

Strictly applying sanctions to teachers who fail to meet deadlines.

Automating the RPMS process to reduce face-to-face interaction.

School Head participates in a local "Principals' Circle" where they share best practices regarding school-based management. This action contributes to:

Leadership development in others

When organizing an In-Service Training (INSET), the School Head ensures the topics are based on the teachers' IPCRF development needs. This demonstrates:

Professional development of school personnel

A teacher is grieving the loss of a family member and is struggling to maintain their classroom schedule. The School Head coordinates with the faculty to provide emotional support and adjusts the teacher's schedule temporarily. This is most aligned with:

General welfare of human resources

Leadership development in individuals

You are the School Head who has been in the position for five years. You realize that your knowledge of "Data Analytics for School Improvement" is outdated. You decide to enroll in a specialized certificate course and update your IPDP.

Strand 4.1: Personal and professional development

Strand 4.2: Professional reflection and learning

Strand 4.6: Leadership development in individuals

Strand 4.3: Professional networks

After a disappointing result in the Division Achievement Test, a School Head analyzes which of his instructional leadership decisions might have contributed to the result and identifies three things he will do differently next quarter. This internal process is:

Professional reflection and learning to improve practice

Professional Development of Personnel

The School Head initiates a "Peer Coaching" program where Master Teachers are trained to provide non-evaluative, developmental feedback to new teachers. This program aims to build the mentoring skills of the Master Teachers.

Strand 4.6: Leadership development in individuals and teams

Strand 4.3: Professional Networks

Strand 4.4: Performance Management

School Head reaches out to the Alumni Association and local industry leaders to create a "Technical Mentorship Program" where industry experts provide free Saturday workshops for the school’s TVL teachers.

Strand 4.3: Professional networks

Strand 4.8: Rewards and recognition

Strand 4.1: Personal Development

Strand 4.5: Professional development of school personnel

During the year-end review, a School Head realizes that several teachers went "above and beyond" by producing localized modules during a calamity. The School Head ensures these teachers are officially nominated for the Division's PRAISE Awards.

Strand 4.8: Rewards and recognition mechanism

Strand 4.6: Leadership Development

Strand 4.4: Performance Management

A School Head notices that while teachers attend many seminars, the skills are not applied in the classroom. He decides that all future INSETs must include a "Demonstration Teaching" phase and a 3-month follow-up observation.

Strand 4.5: Professional development of school personnel

Strand 4.3: Professional Networks

Strand 4.1: Personal Development

Strand 4.4: Performance Management

During a coaching session, a School Head uses the "STAR" (Situation, Task, Action, Result) method to help a teacher realize why their classroom management failed, rather than simply giving a low rating.

Strand 4.4: Performance management

Strand 4.2: Professional Reflection

Strand 4.6: Leadership Development

The School Head encourages the Faculty Association to form a "Teachers' Mutual Aid Fund" and provides office space for their meetings to discuss collective concerns and support systems.

General welfare of human resources

A School Head is invited to be a member of the Regional Quality Assurance Team. He accepts because it allows him to see how other schools operate and bring those best practices back to his own school.

Strand 4.3: Professional networks

Strand 4.5: Professional development of personnel

Strand 4.2: Professional Reflection

Strand 4.1: Personal Development

Domain 4 (Developing Self and Others)

DOMAIN 4: DEVELOPING SELF AND OTHERS (merged from Personal and Professional Attributes and Interpersonal Effectiveness & Human Resource Management and Professional Development)

PPSSH DOMAIN: 4 (DEVELOPING SELF AND OTHERS)

PPSSH Domain 4: developing Self and Others (25 items)

PPSSH Domain 4: Developing Self and Others

PART II PPSSH Domain 4: developing Self and Others (25 items)

Question 1: What is the primary purpose of using rubrics in assessment? A. To reduce the number of assignments teachers must grade B. To give students random feedback C. To assess learner performance using specific criteria and levels D. To make grading faster and easier for instructors Question 2: Which of the following is a characteristic of analytic rubrics? A. Assess the entire task as a whole B. Provide a single descriptive paragraph for all criteria C. Use multiple criteria with individual performance descriptors D. Do not include any scoring scale Question 3: What is one benefit of using rubrics in education? A. They eliminate the need for grading B. They confuse learners about expectations C. They help provide informative and constructive feedback D. They discourage students from revising their work Question 4: When choosing between an analytic and a holistic rubric, which is true? A. Holistic rubrics provide detailed feedback for each component B. Analytic rubrics assess the task as a whole C. Holistic rubrics are used to give a general judgment of overall performance D. Analytic rubrics are used when no feedback is needed Question 5: Which of the following is not a step in developing a rubric? A. Define the purpose of the learning task B. Choose rubric type C. Design final exam questions D. Write performance descriptors Question 6 What does “content validity” refer to in assessment instruments? A. The extent to which the test predicts future performance B. The extent to which test items cover the intended content C. How consistent the results of the test are over time D. The judgment of whether a test looks valid on the surface Question 7 Which type of reliability involves the consistency of scores given by two or more raters? A. Intra-rater reliability B. Test-retest reliability C. Inter-rater reliability D. Internal consistency Question 8 Which statistical method is used to confirm that all items measure the intended construct? A. Content mapping B. Guessing analysis C. Construct charting D. Confirmatory Factor Analysis (CFA) Question 9 According to the PDF, what is one way to increase the validity of an assessment instrument? A. Shorten the test to reduce variability B. Apply penalties for guessing C. Conduct a vetting session with experts D. Use the same rater for all responses Question 10 In the affective domain construct map, what is the highest level of affective behavior? A. Responding B. Valuing C. Characterisation D. Organisation

Can you make a multiple choice of test questions regarding this information given which is Curriculum from Different Points of View There are many definitions of curriculum. Because of this, the concept of curriculum is sometimes characterized as fragmentary, elusive and confusing. However, the numerous definitions indicate dynamism that connotes diverse interpretations of what curriculum is all about. The definitions are influenced by models of thought, pedagogies, political as well as cultural experiences. Let us study some of these definitions. 1. Traditional Points of View of Curriculum In early years of the 20th century, the traditional concepts held of the “curriculum is that it is a body of subjects or subject matter prepaid by the teachers for the student’s to learn”. It was synonymous to the “course of study” and “syllabus” Robert M. Hutchins views curriculum as “permanent studies” where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. Basic education should emphasize the 3 Rs and college education should be grounded on liberal education. On the other, Arthur Bestor as an essentialist, believes that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing. It should also include mathematics, science, history and foreign language. The definition leads us to the view of Joseph Schwab that discipline is the sole source of curriculum. Thus in our education system, curriculum is divided into chunks of knowledge we call subject areas in basic education such as English, Mathematics, Science, Social Studies and others. In college, discipline may include humanities, sciences, language and many more. To Phoenix, curriculum should consist entirely of knowledge which comes from various disciplines. Academic discipline became the view of what curriculum is after the cold war and the race to space. Joseph Schwab, a leading curriculum theorist coined the term discipline as a ruling doctrine for curriculum development. Curriculum should consist only of knowledge which comes from disciplines which is the sole source. Thus curriculum can be viewed as a field of study. It is made up of its foundations (philosophical, historical, psychological and social foundations); domains of knowledge as well as its research theories and principles. Curriculum is taken as scholarly and theoretical. It is concerned with broad historical, philosophical and social issues and academics. Most of the traditional ideas view curriculum as written documents or a plan of action in accomplishing goals. 2. Progressive Points of View of Curriculum On the other hand, to a progressivist, a listing of school subjects, syllabi, course of study, and a list of courses or specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences of the individual. This definition is anchored on John Dewey’s definition of experience and education. He believed that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application. Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers”. This definition is shared by Smith, Stanley and Shores when they defined “curriculum as a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting”. Marsh and Willis on the other hand view curriculum as all the “experiences in the classroom which are planned and enacted by the teacher, and also learned by the students”. Points of View on Curriculum Development From the various definitions and concepts presented, it is clear that curriculum is a dynamic process. Development connotes changes which are systematic. A change for the better means any alteration, modification or improvement of existing condition. To produce positive changes, development should be purposeful, planned and progressive. This is how curriculum evolves. Let us look at the two models of curriculum development and concepts of Ralph Tyler and Hilda Taba. Ralph Tyler Model: Four Basic Principles. This is also popularly known as Tyler’s Rationale. He posited four fundamental questions or principles in examining any curriculum in schools. These four fundamental principles are as follows: 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained or not? In summary, Tyler’s Model show that in curriculum development, the following considerations should be made: (1) Purpose of the school, (2) Educational experiences related to the purposes, (3) Organization of the experiences, and (4) Evaluation of the experiences. On the other hand, Hilda Taba improved on Tyler’s Rationale by making a linear model. She believed that teachers who teach or implement the curriculum should participate in developing it. Her advocacy was commonly called the grassroots approach. She presented seven major steps to her model where teachers could have a major input. These steps are as follows: 1. Diagnosis of learner’s needs and expectations of the larger society. 2. Formulation of learning objectives. 3. Selection of learning content. 4. Organization of learning content. 5. Selection of learning experiences. 6. Organization of learning activities. 7. Determination of what to evaluate and the means of doing it. Thus as you look into curriculum models, the three interacting processes in curriculum development are planning, implementing and evaluating. Types of Curriculum Operating in Schools From the various concepts given, Allan Glatthorn(2000) describes seven types of curriculum operating in the schools. These are (1) Recommended curriculum- proposed by scholars and professional organizations. (2) Written Curriculum- appears in school, district, division or country documents. (3) Taught Curriculum- what teacher’s implement or deliver in the classrooms and schools. (4) Supported Curriculum- resources-textbooks, computers, audio- visual materials which support and help in the implementation of the curriculum. (5) Assessed Curriculum- that which is tested and evaluated. (6) Learned Curriculum- which the students actually learn and what is measured and (7) Hidden Curriculum- the unintended curriculum. 1. Recommended Curriculum- Most of the school curricula are recommended. The curriculum may come from a national agency like the Department of Education, Commission on Higher Education (CHED), Department of Science and Technology (DOST) or any professional organization who has stake in education. For example the Philippine Association for Teacher Education (PAFTE) or the Biology Teacher Association (BIOTA) may recommend a curriculum to be implemented in the elementary or secondary education. 2. Written Curriculum- This includes documents, course of study or syllabi handed down to the schools, districts, division, departments or colleges for implementation. Most of the written curricula are made by curriculum experts with participation of teachers. These were pilot-tested or tried out in sample schools or population. Example of this is the Basic Education Curriculum (BEC). Another example is the written lesson plan of each classroom teacher made up of objectives and planned activities of the teacher. 3. Taught Curriculum- The different planned activities which are put into action in the classroom compose the taught curriculum. These are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. These are used by the learners with the guidance of teachers. Taught curriculum varies according to the learning styles of students and the teaching styles of teachers. 4. Supported Curriculum- In order to have a successful teaching, other than the teacher, there must be materials which should support or help in the implementation of a written curriculum. These refer to the support curriculum that includes material resources such as textbooks, computers, audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities. Support curriculum should enable each learner to achieve real and lifelong learning. 5. Assessed Curriculum- This refers to a tested or evaluated curriculum. At the duration and end of the teaching episodes, series of evaluations are being done by the teachers to determine the extent of teaching or to tell if the students are progressing. This refers to the assessed curriculum. Assessment tools like pencil-and-paper tests, authentic instruments like portfolio are being utilized. 6. Learned Curriculum- This refers the learning outcomes achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior which can either be cognitive, affective or psychomotor. 7. Hidden Curriculum- This is the unintended curriculum which is not deliberately planned but may modify behavior or influenced learning outcomes. There are lots of hidden curricula that transpire in the schools. Peer influence, school environment, physical condition, teacher-learner interaction, mood of the teachers and many other factors made up the hidden curriculum.

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