Sales, Grazielle Mae A.

Professional Education
1. Identify the stakeholders of K-12 curriculum and design dialogues to manifest their roles in
the implementation of the curriculum.
SETTING: Assume that the following stakeholders are doing dialogues regarding their opinions
and views about the upcoming nationwide implementation of the K-12 curriculum.
a. Teacher: I am a public high school teacher and this is the principle I have developed
through my years in the profession. Whether or not we are implementing K-12, I think
what should always be highlighted here is the fact that at the heart of every curriculum is
our students. At the end of the day, what we really want here are graduates who could
reach their maximum potential. Of course, as teachers, we know for a fact that to do this,
we must address what they truly need and this is where our job comes in: how do we
make it clear to our students that it is, indeed, an utmost need for them to stay motivated
in their education, whether theyre college-bound or planning to apply for techvoc. You
lose learners attention if you cant make them excited to learn. And the only way to
prevent this from ever happening is to keep fun in the classroom.
But how to keep fun, really? Of course, we must respect the fact that learners are unique
in terms of almost everything and therefore, they need varieties of stimulus to keep them
constantly involved in the learning process. Its never really about finding what works
because in reality, nothing really works for forever. There will be a time when a teachers
lesson plan wont apply to a certain group of students so he or she must redesign it, or
perhaps, another scenario would be that the entire educational curriculum will someday
become obsolete, given the fast-paced evolution of technology. So whats best here is to
ready our list of options of test-proven practices which are appealing for a significant
many, because you know, good teachers persistently evaluates whats on hand. And
good teaching is about always trying different things until learners needs are successfully
met.
b. School leader: Being a principal of a huge secondary school for years, it has become
crystal clear to me how everything in the grassroots work. Of course, my job is on how to
lead and assist almost everyone within our community when there are changes in the
curriculum or the educational policy or the system itself. And indeed, every time the
election runs and new government officials are elected, the curriculum changes. We have
always been focusing on the faade and would not look on other more critical underlying
factors. We have been told over and over that to teach is to sacrifice and do lots of
compromisethat there is barely a prosperity in it. This is part of the nobility of being a
teacher, we know, but how long should our teachers assume the role of underpaid heroes?
My school is affected by this, losing some really good teachers to lucrative offers abroad.
In one way or another, I know this case has been pestering the quality of education in the
Philippines for years but no ones bold enough to really step up for our teachers and give
them what they deserve. For instance, in a low-performing school where teaching is

toughest, the only way to see good teachers come in and compete for the positions is a
practical incentive, if not the best. Teachers constitute the entire delivery system and
DepEd has to create a policy structure in which teachers can perform at their best and
have all the appropriate resources they need in the classroom like books and other
materials which were also often short of.
c. Parent: Im a proud mother of two kids. I would say that education is the best thing I
could give to them so Im the kind of parent who really sits with her kids at night while
they do their home works. I only want whats best for them so Im teaching them how to
value education.
They are now about to enter high school when the government decided to change the
curriculum into K-12. At first, I was really frustrated, being a single parent who is quite
struggling, when I heard the news and the hearsays about how it would cost me more. But
instead of just whining and moping around, I decided that I want to learn more about it
and therefore attended a seminar. Eventually, I found out that K-12 is actually all for the
good! Someday, my children will be offered choices, whether they want to pursue higher
studies or land a job in line with what they will be having in their techvoc integration in
senior high school. They will be prepared enough to decide for themselves once they
reach 18, thus preventing the possibility of shifting courses once theyve decided to
continue to college. There are also support programs by the DepEd and other agencies
intended to help parents like me in shouldering the expenses. Truly, this is an advantage
not only for my kids but for me as a parent as well. I will support this change and will
keep myself well-informed about this new curriculum.
d. Community: Im a barangay captain in a far-flung place. One of the most challenging
problems in our community is the distance of our place to the centro, especially for those
kids who need to travel to the nearby town to attend school. We are bounded by the
mountains in the east so we only have one transportation path connecting to that town.
However, this road badly needs improvement like concreting and lighting, or else, it
would keep on imposing hazards to our children especially when they come home from
school during late afternoons or when theres a storm. So Im doing everything that I can
to make this proposal reach the mayor as soon as possible. (Note: The barangay captain
is not really directly working towards the implementation of the K-12 curriculum, unlike
the aforementioned other stakeholders, but he, in this case, is playing a major role in
addressing the hidden curriculum which is significant to make sure that these kids can
attend schooling with less hassle).
e. Government Agency 1: It is a challenging work for us in the DepEd to make this new
curriculum a success but we are very much positive about it, nonetheless. Everyday
theres a queue of people streaming into our provincial office just to inquire about the
upcoming nationwide implementation of K-12. It is my task to make it known that the
entire DepEd administration is transparent so I would always see to it that questions of
people are answered sufficiently. Commonly, most parents, especially whose children are
enrolled in public schools, are concerned about the additional expenses. I would tell them

about the SHS Voucher Program offered by the DepEd which they can avail of by the
time their children finish Grade 10. Moreover, the additional two years in high school, I
would explain, are meant to provide ample time for the learners to master the skills
needed by them to be considered hirable, even right after high school graduation. Aside
from parents, there are also others who would come to my desk, like applicants inquiring
for positions. As opposed to what is believed by many that a lot of teachers are losing
jobs because of the implementation of the K-12 curriculum, I would tell these people that
for 2016 alone, DepEd is opening up at least 36,000 positions for senior high school
teachers because of this change. Affected faculty from private institutions will also be
prioritized if they were to apply as teachers or administrators in SHS. Apart from doing
these, our team also caters to the needs of those people in far-flung areas who couldnt
afford to personally visit us in our provincial office. We conduct seminars to enlighten
people about the implementation of the new curriculum.
f.

Government Agency 2: I work for TESDA. As how the saying goes, different folks,
different strokes. Well, not everybody wants to be in a white collar job like dentistry or
biology. We knew a lot of boys who are good in mechanics because theyre exposed to it
through their parents who own or work in automotive shops, or girls who would love to
do dressmaking instead of sitting in labs doing experiments. If the proper trainings were
available to them, those were probably what they would have gone for, but they werent
able to get that with the previous curriculum, thus a tremendous rate of mismatch among
non-K-12 graduates. Before, one should have to go pay money to learn it somewhere
else. But now that were adapting K-12, the succeeding generations can access these
possibilities in senior high school and could go straight to jobs afterwards. Through this,
were giving them more possibilities to explore their potentials.

g. Non-government agency: Im a professor who is also an active member of the

Synergeia family. What I love about our foundation is the thought of reaching out to the
grassroots, and helping them out in improving education by way of donations and free
workshops not only for the kids, but also for the teachers and parents. It is a challenging
task to bring these services to places such as towns in mountainous areas or in islands
where we have to cross the sea through boats. Nevertheless, it was all but fulfilling as the
smiles of the kids who are benefitting from our endeavors never fail to ignite the passion
in me. Indeed, we are in favor of the major change in the curriculum and we shall always
be one with DepEd in continuously finding ways and opening up avenues for
improvement.
h. Learner: I hope that the implementation of this new curriculum will be the answer to
the slow-burning
2. Get one research of curriculum evaluation then identify the model adapted and discuss.
Include: the objectives, methodology, findings and conclusions. Attach the copy of the
research together with the instruments used.
Oris Tom-Lawyer led a pilot study which sought to evaluate and eventually gauge the
effectiveness of the English Language Curriculum in the Nigerian Teaching Certificate Program

in Ogun State, Nigeria. Reading the study closely, I conclude that it was patterned after the Stake
Responsive Model by Robert Stake because of the fact that Tom-Lawyer focused more on the
underlying activities adapted by the program in relation, but with less emphasis, to its goals,
given that the research itself is small-scale and preliminary.
Firstly, Tom-Lawyer, the evaluator, considered the concerns of the stakeholders as well as the
results of other related researches prior to the initiation of the study. People in the community
voiced out their concerns regarding the poor performance of students in examinations, most
especially in terms of English proficiency. Of course, such issue can be attributed to a lot of
factors but studies prior to this one has already made successful correlation between students
achievements and the quality of teachers and the pedagogies employed.
Moreover, he also pointed out that there had been an array of loopholes in the curriculum itself as
cited in the results of related studies. One of which is the low quality of English teaching in
schools because teachers themselves are not proficient enough in the four language skills. They
were even labelled as incompetent teachers and that quality teachers and teaching is nonexistent because of this. Another loophole, and a more alarming issue at that, is the fact that in
Nigeria, teachers are not involved in the planning of the curriculum. Apparently, this reflects the
first step in Stakes model which is the identification of the stakeholders perspectives and
intentions regarding the evaluation.
Next thing that Tom-Lawyer did was to make these gathered information from the first step a
springboard for the study. Now that he had the supporting data to claim that the quality of
education provided to these failing examinees has a faulty core, he limited the scope of his
evaluation on the teachers involved in the said program and collectively turned them into
respondents. Eventually thus, the study came up with the initial objective of examining the
effectiveness of the program training of these English language teachers. This is in line with the
second step of Stakes model.
Afterwards, Tom-Lawyer proceeded in the next six steps (third to eighth steps) in Stakes model
and provided a vast array of thematic, descriptive analyses regarding the gathered data. The first
thing he did was to observe the said curriculum closely and look at the possibility of mismatches
between the strategies or modes adapted during the implementation phase of the syllabus and the
intended learning outcomes as set by the teaching program. He set a sample population comprised
of ten lecturers and twenty students and employ a mixed methods approach which was a series
of instruments, namely, questionnaires, observation check lists, interviews and field notesall to
strengthen the studys validity. He also did a close observation of the support curriculum, most
especially of the facilities and instructional materials used for the teacher training.
A discrepancy in figures surfaced eventually, first, with the mode of teaching being employed.
The lecturers and the student teachers have varied preferences: the lecturers (70%) chose a
combination of teaching modes, while the students (45%) preferred the lecture method. TomLawyer expressed his agreement on the lecturers idea to use a combination of teaching modes as
this will cater to the needs of a wider variety of learning styles and above all, encourages
participation. He also suggested that student might have preferred the lecture method for it meant
a passive form of learninga hypothesis supported by another gathered data which revealed that

half of lecturers admit that their students have negative attitude (e.g., lack of reading culture,
doing only the required minimum work) toward the learning of the English language and that
they consider this as a major factor to the plummeting quality of their students education.
In terms of technological aides, it was revealed that they are not constantly available. The school
lack basic facilities like spacious classrooms to accommodate for large numbers of students, with
the exception of a language laboratory, which is unfortunately not in a good condition, given the
unavailability of support personnel such as technicians.
In terms of the competency of the student-teachers, the researcher, surprisingly did not observe
significantly negative results, refuting a previous study which claimed that they are not at all
proficient in the four language skills. Improvement in their acquisitions of the skills had even
rather improved. The only drawback noted by Tom-Lawyer was the fact that the student-teachers
are still exhibiting elementary acquisition of some skills during the time when they should
already be learning how to impart them.
As for the last step, Tom-Lawyer provided conclusions out of the results and recommended the
specific areas to which further evaluation of the curriculum should be focused on, such as in the
lack of basic facilities, instructional materials, unavailability of service personnel, and the poor
quality of entrants who lack the standard competency required by the curriculum. He went on to
recommend that stakeholders should make further investigation and explore more ways for
improvement now that they already have more specific data to work with. (kindly see attached
files for reference)
3. Give example of items to assess the following:
a. Knowledge, skills and values:
i. In the sentence, You might get in trouble for faking an illness, the word faking
functions as an object of a preposition. Is the statement true or false?
ii. Select the set of words that contain broader, narrower, and related (in that order)
vocabulary for the term "fruit."
a) apples, carrots, grocery store
b) agriculture, peaches, canning
c) seeds, produce, pineapple
d) fruits, fruity, fruitcake
b. Application:
i. How can you prove that the series of colonization throughout our history has
negative effects on todays Filipino culture, values and sense of identity?
c. Degree of independence
i. In a group composed of five members, create a visual presentation promoting the
tourist spots in Ilocos Norte. Include at least 20 slides, following the 6X6 text
rule in designing a PowerPoint.
ii. Compose a letter informing your barangay captain about your intention to form a
local youth organization.
4. Explain the connection between planning, implementing, assessing and evaluating in the
curriculum process.