Professional Education – Core Points

Philosophical Foundations of Education

• Major philosophies: Idealism (mind/spirit), Realism (senses), Pragmatism (learning-by-doing), Essentialism (basic content), Perennialism (unchanging truths), Existentialism (freedom/choice), Social Reconstructionism (societal change), Progressivism (child–centered), Hedonism (pleasure), Utilitarianism (greatest good), Rationalism (logical thought), Behaviorism (learned behavior).

Historical Foundations of Education

• Primitive → survival skills.
• Greeks: Athens (well-rounded), Sparta (soldiers).
• Romans: civic, admin, military.
• Arabic: Islam, maths & science.
• Medieval: religion & order.
• Renaissance: humanist classics.
• Reformation: literacy, sect loyalty.
• Philippine periods: Pre-Spanish (survival), Spanish (formal schools, $1863$ decree), American (free public edu), Commonwealth (nationalism), Japanese (labor & vocation), Third Republic (democracy), New Society (national dev’t), Fifth Republic to present (Values, Trifocalization, DepEd, K-12, Free tertiary).

Sociological Theories in Education

• Structural-Functionalism: school serves intellectual, political, economic, social functions.
• Conflict Theory: schooling maintains power structures.
• Symbolic Interactionism: shared meanings guide actions.

Violence & Global Concerns

• Violence forms: physical, sexual, emotional, psychological, spiritual, cultural, verbal, financial, neglect.
• Key global issues for schools: climate change, pollution, violence, security, lack of education, unemployment, corruption, hunger, substance abuse, terrorism.
• UN $17$ SDGs (2015-2030): “leave no one behind”, holistic sustainable development.

School–Community Partnership

• Community to school: Brigada Eskwela, curriculum help, work immersion, enrichment, youth & service programs.
• School to community: venues for meetings, polling, evacuation, assemblies, sports, livelihood training.
• Legal bases: RA 9155, BP 232, RA 8525, EFA 2015.

Teacher’s Ethical & Professional Duties (Code of Ethics Art III)

• Facilitate learning, lead community involvement, act with honor, respect customs, inform community, intellectual leadership, harmony with professionals, avoid proselytizing.

Roles of the School Head

• Visionary leader, network builder, curriculum developer, fiscal manager.
• Competency domains (NCBSSH 1-7): leadership, instructional, learner climate, HR, parent/community, operations, personal attributes.
• PPSSH career stages $1\,\dots 4$ (novice → master).

Leadership Essentials

• Management vs Leadership: transactional vs transformational.
• Key skills: technical, human, conceptual.
• Styles: autocratic, consultative, democratic, laissez-faire, transformational, situational, servant.
• SBM: devolution, subsidiarity; PASBE Levels I–III.
• Positive school culture: collegiality, high expectations, trust, support, recognition, shared traditions.

Professionalization of Teaching (PH)

• PD 1006 (Marcos 1976): PBET, CSC, 70% pass.
• RA 7836 (Ramos 1994): LET via PRC, 75% pass, 10 methods units.
• RA 9293 (Arroyo 2004): 18 methods units, para-teachers (70-74%), special permits.
• RA 10912 (CPD Act 2016): 45 units/3 yrs (transitional 15), license validity 3 years.

Magna Carta for Public School Teachers (RA 4670)

• Max $6$ teaching hrs/day; 25% OT pay; hardship & study leave benefits; free medical exams; merit exams every $5$ yrs.

K-12 & Related Policies

• RA 10533 (2013): Kinder ($\ge5$ yrs), MTB-MLE, SHS, 21st-century skills.
• Kindergarten Act RA 10157; Trifocalization (DepEd–TESDA–CHED).
• MELCs: $\approx60\%$ reduction of competencies.

Teacher Quality

• Attributes: multiliterate, multispecialist, multiskilled, self-directed, flexible, creative, critical thinker, high EQ.
• PQF levels I-VIII (NC I → Doctorate).
• Career stages: Beginning, Proficient, Highly Proficient, Distinguished.

Inclusive & Special Education Essentials

• Inclusive models: inclusion, mainstreaming, integration.
• Equality vs Equity; people-first language.
• Disability models: medical vs social.
• Key categories: learning disabilities, ADHD, communication, ASD, ID (IQ <70), physical/sensory, giftedness (6 Betts-Neihart types).
• UDL: multiple means of $\text{RE!–EN!–ACT}$ (representation, engagement, action/expression).

Assessment Highlights

• Assessment FOR (formative), AS (self/meta), OF (summative).
• Traditional (selected/constructed response) vs Alternative (performance, portfolio) vs Authentic (real tasks, GRASPS).
• Item quality: Difficulty $0.41!\to0.60$ ideal; Discrimination >0.30 good.
• Validity (content, construct, criterion) & Reliability (test-retest, KR).
• DepEd Order 8 s.2015: WW–PT–QA weights; grades $\ge90$ outstanding.

Field Study & Teaching Internship Keys

• PPST Domains 1-7 guide observations.
• Experiential cycle: Observe → Analyze → Reflect.
• Action Research: Plan–Act–Observe–Reflect; must be F-I-N-E-R (feasible, interesting, novel, ethical, relevant).
• Portfolio & narrative reports required; school forms SF1–SF10 for records.