‫بسم هللا الرحمن الرحيم‬

Republic of the Philippines

Mindanao State University-Main Campus
Marawi City
College of Education

PORTFOLIO

Presented to
PROF. PRECIOUS JAWAHER D. SARIP
Faculty, BTVED Department
College of Education
Mindanao State University
Marawi City

Bachelor of Elementary Education

In Partial fulfillment of the Requirement
for the Course
CPE102- The Teacher & the Community, School
Culture & Organization Leadership
2nd
Semester, A.Y 2023-2024

Submitted by:
Sittie Karema D. Abdul Malik

June 3, 2024
 CHAPTER 1 REFLECTION

Reflecting on the philosophies of education proposed by John Locke,

Herbert Spencer, John Dewey, George Counts, Theodore Brameld, and
Paulo Freire, I find a rich tapestry of ideas about what and how students
should learn. Locke's emphasis on experiential learning and the
development of knowledge through reflection resonates with the idea
that education should be deeply connected to the real world. Spencer's
application of evolutionary principles to education, advocating for
vocational and professional training, highlights the need for education
to be relevant to the demands of an industrial society. Dewey's vision
of schools as democratic institutions where students learn through
problem-solving underscores the importance of active and engaged
learning.

The ideas of George Counts and Theodore Brameld further illustrate

the role of education in driving social change. Counts believed that
teachers and schools should be agents of social improvement,
providing equal learning opportunities for all students. Brameld's
concept of social reconstructionism, influenced by Dewey, positions
schools as powerful tools for social and political transformation,
promoting equality and engaging students in addressing social issues.
These perspectives reinforce the idea that education should prepare
students to participate responsibly and intelligently in society.

Paulo Freire's critical pedagogy stands out for its focus on eradicating
oppression through education. He advocated for an educational
process that empowers individuals to resist oppression and avoid
becoming oppressors themselves. Freire's emphasis on dialogue
between teachers and students fosters mutual respect and
understanding, highlighting the transformative potential of education
in promoting social justice and human rights. Collectively, these
educational philosophies remind us that effective education is
practical, socially conscious, and centered on active learner
engagement.
 CHAPTER 2 REFLECTION

Understanding the history of education helps us see how it has always been
connected to the needs and character of society. Education arose as a way for
societies to preserve themselves, maintain stability, and pass on important
knowledge and values. Socialization, starting from early childhood and
continuing throughout life, is a key part of this process. Families and schools
play crucial roles in teaching individuals the roles, statuses, and values they
need to function in society. This lifelong learning process is essential for
preparing people for their future roles in the community.

Looking at different historical periods, we see how education has changed to

meet society's needs. In primitive societies, education focused on survival
skills and cultural traditions, taught by parents and tribal elders. In ancient
Greece, education aimed to develop civic responsibility, with Athens
focusing on well-rounded education and Sparta on military training. The
Romans emphasized practical skills for civic duties. Arabic education made
significant contributions in math, medicine, and science. Each of these
periods influenced Western education by highlighting different aspects like
practical skills, civic responsibility, and intellectual growth.

The history of education in the Philippines shows how it has been shaped by
various influences over time. In the pre-colonial period, education was
informal and practical. The Spanish period introduced formal, organized
education with a focus on religion. The American period brought a
democratic approach and a structured school system. During the Japanese
occupation, education emphasized labor and loyalty. After gaining
independence, the focus was on fostering national identity, citizenship, and
moral values. Understanding these changes helps us appreciate how
education has evolved and why studying its history is important for
addressing today's challenges and shaping the future.
 CHAPTER 3 REFLECTION

Social science theories help us understand the different roles education plays in society. The
Structural-Functional Theory, proposed by Herbert Spencer, likens society to a human body
where each part has a unique function. This theory suggests that education helps society by
teaching skills, promoting social cohesion, and preparing students for their future roles.
Schools aim to help students think critically, become good citizens, and solve social
problems.

In contrast, Conflict Theory sees education as a tool to maintain social inequality and
preserve the power of those who dominate society. Conflict theorists argue that the education
system benefits those in power and keeps others at a disadvantage, reinforcing divisions
based on race, gender, and economics. This perspective highlights the need for educational
reforms to make the system fairer and more equitable for everyone.

The Symbolic Interactionist Theory focuses on how people interact and the meanings they
attach to those interactions. It emphasizes that our actions depend on the meanings we give
to things, which can vary from person to person and change over time. While this theory
helps us understand individual behaviors, it sometimes overlooks larger societal issues.
Together, these theories provide a comprehensive view of the complex relationship between
education and society, highlighting the importance of addressing both individual and
systemic factors in education.
 CHAPTER 4 REFLECTION

The Filipino character has many strengths, like strong family ties, joy, adaptability, and
resilience. These qualities help Filipinos stay happy and connected even in tough times.
However, these same strengths can also lead to problems. For example, being too focused on
family can cause favoritism and hinder national progress.

There are several weaknesses in the Filipino character that need addressing, such as taking
things too personally, lack of discipline, and waiting for others to take the lead. These traits
can lead to inefficiencies and corruption. Additionally, a colonial mentality can make
Filipinos favor foreign products and ideas over local ones. To overcome these weaknesses,
it's important to develop a sense of national pride, responsibility, discipline, and self-
reflection.

Schools play a key role in shaping the Filipino character. The Department of Education
emphasizes values education to address these issues. By teaching values in school, students
can learn to be proud of their country, responsible, and ethical. This approach can help turn
weaknesses into strengths, ensuring that future generations contribute positively to building
a better nation.
 CHAPTER 5 REFLECTION

In today's interconnected world, global issues like climate change, poverty, lack of education,
and terrorism affect us all. Understanding these challenges is crucial for schools and society
to work together towards solutions. The Sustainable Development Goals (SDGs) provide a
roadmap for addressing these issues and building a better future for everyone.

One of the most pressing global issues is climate change, which threatens our planet's
ecosystems and human well-being. By reducing greenhouse emissions and promoting
sustainable practices, we can mitigate its effects. Similarly, tackling poverty, inequality, and
lack of education requires concerted efforts to provide equal opportunities for all and ensure
access to basic necessities like food, clean water, and education.

Schools play a vital role in educating future generations about these global challenges and
empowering them to take action. By integrating the SDGs into the curriculum and promoting
awareness and advocacy among students, schools can foster a sense of responsibility and
global citizenship. Together, we can work towards achieving the SDGs and building a more
sustainable and equitable world for generations to come.
 CHAPTER 6 REFLECTION

School-community partnerships are like teamwork between schools

and neighborhoods. They help make both places better by sharing
resources and working together on projects. For example,
communities can pitch in with things like fixing up school buildings
or sharing their knowledge with students. In return, schools can open
up their doors for community events or let them use classrooms for
meetings. It's all about lending a hand to each other to make
everyone's lives easier and brighter.

Looking at examples from schools like Dumingaga Central School in

Zamboanga del Sur and Pembo Elementary School in Makati, we see
the power of teamwork in action. They started feeding programs,
cleaned up their neighborhoods, and even turned empty lots into
gardens. Schools also helped by providing resources for community
events and health programs. Together, they showed how working
together can create positive changes that benefit everyone.

The importance of school-community partnerships can't be

overstated. They help tackle big problems like poverty, pollution, and
lack of education. Laws like RA 9155 and RA 8525 encourage this
teamwork by supporting partnerships between schools and
communities. By joining forces, schools and neighborhoods can
create a stronger, brighter future for everyone involved.
 CHAPTER 7 REFLECTION

Understanding the Code of Ethics for Professional Teachers is essential

for educators as it guides their behavior and interactions within the community.
By adhering to ethical standards, teachers build trust with the community and
establish themselves as influential figures within society. This not only enhances
the reputation of teachers but also contributes to the overall improvement of the
community by promoting moral, social, economic, and civic betterment.
Additionally, teachers play a vital role in facilitating learning and creating a
conducive environment for the development of youth, emphasizing the
importance of their ethical and professional behavior in shaping the future
generations.

Teachers are expected to actively participate in community movements

and understand local customs and traditions to foster a sympathetic attitude
towards the community. This involvement extends to informing the community
about school activities, accomplishments, needs, and problems, which creates a
sense of ownership among stakeholders. Moreover, joining associations like the
Parents-Teacher Association (PTA) allows teachers to engage with parents and
collaborate on solving school-related issues, ultimately benefiting the children's
education. By maintaining harmonious relations with government officials, other
professionals, and individuals within the community, teachers demonstrate
professionalism and contribute to a positive and supportive environment for all.

Overall, the ethical and professional behavior of teachers is crucial not

only for their individual reputation but also for the development and well-being
of the community as a whole. By upholding ethical standards, actively
participating in community initiatives, and fostering positive relationships,
teachers can make a significant impact on society and contribute to the holistic
growth and improvement of their communities.
 CHAPTER 8 REFLECTION

Organizational leadership is about guiding a group to achieve its goals

while also caring for each person in the group. It means making sure
nobody's needs are ignored while working towards what's best for
everyone. Leadership isn't just for bosses - anyone can be a leader by
having a positive attitude and working hard.

Leaders need different skills like knowing how to do tasks, working well
with others, and thinking about the big picture. They also have different
ways of leading, like being in charge all the time or asking others for their
ideas. Good leaders inspire others and make sure everyone feels included.

Making big changes in a group requires strong leadership. Leaders need to

listen to everyone's ideas, explain why the changes are good, and make
sure everyone understands. It's important to work together and make sure
nobody is left behind. In the end, leadership is about helping others and
making sure everyone can succeed together.
 .

CHAPTER 9 REFLECTION
School-Based Management (SBM) means giving more power to the
people directly involved in schools, like principals, teachers, parents,
and students. It's like letting them have a bigger say in how things are
done. This helps make schools better because the ones who know the
problems best can work on solving them. SBM wants to improve
education by letting schools decide what's best for them.

For SBM to work well, everyone needs to be involved. Teachers and

school leaders should get to make choices about how things are done.
Parents and teachers should work together to plan how to make the
school better. Also, it's important for leaders to encourage trying new
things and learning from mistakes. SBM helps schools become better
by focusing on teamwork, community involvement, and making smart
decisions about resources.

SBM is like a team effort to make schools the best they can be. It's
about everyone working together to set goals, improve learning, and
use resources wisely. As schools get better at SBM, they become more
independent and effective in providing quality education for everyone.
 CHAPTER 10REFLECTION

Creating a positive vibe at school is super important for everyone. This

chapter breaks down what makes a good atmosphere, emphasizing how it's
built on things like friendliness, trying new stuff, and having high hopes.
Trust is key too, so everyone feels safe and supported. The chapter also
talks about how teachers and students should treat each other with respect
and care, which makes a big difference in how everyone feels about being
at school.

It's all about teamwork to make school awesome. When teachers and
students work together in a friendly and supportive way, it makes learning
way better. Everyone has a part to play, from saying hi to classmates to
helping out when someone's stuck. By doing this, schools become places
where everyone feels happy, valued, and ready to learn. It's like building a
big family where everyone helps each other grow.

In the end, creating a great school culture is about making sure everyone
feels like they belong and matter. That means being nice, trying hard, and
supporting each other. When everyone pitches in, school becomes a place
where everyone can shine and be themselves. That's what makes school
awesome!
 CHAPTER 11 REFLECTION

School policies are like the rules that help schools achieve their
goals. They're based on what the school and its community value.
For example, there's a policy about collecting money for the PTA,
which ensures fairness and transparency. If someone breaks these
rules, there are consequences, like canceling the PTA's recognition.
These policies make sure everyone in the school knows what's
expected of them.
Having clear policies is super important because they guide
everyone in the school community. When everyone follows the
rules, it helps the school run smoothly. But making good policies
isn't just about writing down rules. It's also about involving
everyone, like teachers, parents, and students, in the decision-
making process. This way, the policies reflect the needs and values
of the whole community.

Effective policies are ones that include everyone and have clear
goals. They should make sure that every person in the school feels
respected and included. For example, inclusive policies consider the
needs of students with different backgrounds and abilities. By
working together to create and follow these policies, schools become
places where everyone can learn and grow.
 CHAPTER 12 REFLECTION

Understanding the role and competencies of school heads sheds light on

the intricate responsibilities they shoulder in steering educational
institutions towards success. School heads serve as the guiding force
behind the school's vision and mission, employing transformational
leadership and professionalism to ensure access to quality education for
all. From managing resources to fostering a student-centered learning
climate, their role encompasses a myriad of tasks aimed at promoting
academic excellence and holistic development.

The competencies outlined for school heads in Southeast Asia

underscore the importance of stakeholder engagement, instructional
leadership, and personal excellence. Effective communication,
collaboration, and community partnerships are emphasized to promote
shared responsibility for school improvement and sustain collaborative
relationships. Furthermore, instructional leadership focuses on
curriculum implementation, creating inclusive learning environments,
and nurturing teacher performance to deliver planned learning outcomes.
Personal excellence, encompassing transparency, accountability, and
continuous professional development, underscores the commitment to
lifelong learning and the pursuit of excellence.

In essence, the role of school heads extends beyond administrative duties

to encompass leadership, mentorship, and advocacy for educational
advancement. By embodying these competencies, school heads can
drive positive change, inspire innovation, and foster a culture of
excellence within their educational institutions, ultimately shaping the
future of their students and communities.