Planning for Quality

1. EDUCATIONAL PLANNING
Topic:
PLANNING for QUALITY
Discussant: Mary Gemelie B. Sorsogon
(MAEd - I)

2. This chapter includes the planning guide
proposed by the Department of Education,
Culture and Sports for use by teachers; also
project designs by the Ateneo De Manila
University Teacher Resource Center; the library
project by the Philippine Normal University;
and project designs for teachers’ books
services, teacher resource center and
countrywide teacher training programs.

3. The Ateneo Teacher Center (ATC) was established
by the Education Department in 1985 in response to the
country's need to provide for the retraining of teachers,
especially in basic education.
The Center is a support unit of the Education
Department with the vision to serve the Philippine
educational system by taking the lead in influencing
educational policies and directions through graduate
education, training programs and research. Its mission
is to empower educators through an understanding of
their profession and vocation. Specifically, it aims to
upgrade the skills of teachers, guidance counselors and
school administrators in basic education by conducting
seminars and workshops.

4. As higher education evolved, a number of
conditions and events surfaced that called for
teacher renewal programs rendering in-service
training programs, insufficient. These are:
1. With change and the knowledge base
increasing at a growing rate, there is an urgent
need for all teachers to renew their knowledge
and skills continuously.

5. 2. Access to formal education is becoming too
expensive. The only way that teachers can
continue professional improvement will be
through structures developed for this purpose.
3. There is a decline in student’s verbal and
mathematical skills which has lead to
increasing demands that the schools return to
basics. These demands require large scale
retraining programs for teachers.

6. 4. In response to the rising cost of education and
increased demands for accountability of the
educational system, there is increasing need for
more effective integration of research findings
regarding what works in the classroom.
5. Due to the growing crisis in teacher’s motivation,
there is a need to revitalize her enthusiasm in
teaching. A reorientation of teacher’s commitment
towards teaching as a vocation can be served by
renewal programs.

7. The Teacher (Re) Training Program concept has
been the answer of several educational systems
(United States, Great Britain, Japan).The concept
is a departure from the traditional in-service
education programs which generally are not
directly related to teachers’ most urgent needs as
teachers see them and as today, more and more
are involved in teacher retraining programs.

8. Due to the nature of its graduate student body, the
Education Department of Ateneo was frequently called
to participate in the in-service training programs of
teachers, administrators and guidance counselors. As a
result, since Summer 1984 regular seminar workshops
in the different subject areas has been conducted every
term to meet the needs of the field. Aside from involving
the graduate faculty in these activities, resource
persons/facilitators on call from the Ateneo High School
and the Ateneo Grade School and other Departments of
the School of Arts and Sciences were invited to share
their experience and expertise. It is upon this
background that the Ateneo Teacher Center had
evolved.

9. Since the Ateneo Teacher Center was formally
created, it has then:
1. Provided systematic and relevant retraining
programs for teachers and other school personnel;
2. Assisted schools in planning renewal programs in
the different subject areas in the curriculum;
3. Conducted lectures and workshops in classroom
test constructions and development of
instructional materials and media;

10. 4. Assisted schools in developing their reading
programs;
5. Assisted schools in planning renewal programs on
motivation and attitude towards teaching; and
6. Provided training need of teachers, administrators,
supervisors, guidance counselors and other school
personnel.

11. The center has also been the venue for visiting
local and foreign specialists in the different subject
areas of the curriculum to share new trends and
developments in their fields of expertise.
A beginning endeavour that it has embarked on is
the consultancy with schools. In a quite infant stage
of consultancy, the facilitators of the center have
been invited by schools to help them in the various
aspects of their operations

12. The, center, too, has coordinated the Ateneo De
Manila University Summer Outreach Program which
began in 1985.
In this program, the Ateneo De Manila University
on consortium with 5 Jesuit Schools located in the
provincial areas of Luzon (Ateneo De Naga), Visayas
(Sacred Heart School for Boys, Cebu) and Mindanao
(Xavier University, Cagayan De Oro, Ateneo De Davao
and Ateneo De Zamboanga) has been conducting an
intensive two-week equivalent to 77-hour session to
retrain teachers at the basic level areas of
Communication Arts (English and Filipino) and
Mathematics.

13. The objectives of this program are:
1. To help private and public schools teachers at the
basic education level by updating and enriching
their mastery of content;
2. To suggest some more innovative and effective
ways of communicating this content to students;
3. To motivate the participants to assume greater
responsibility for instructional improvement;
4. To provide retraining on a tuition-free basis.

14. The trainors of the program are 15 Ateneo de
Manila basic education teachers who team with 15
experienced counterparts coming from the faculty of
the five local Ateneos- all of whom have undergone a
training module at the Ateneo Teacher Center. A two-
day motivation module precedes the program in
content areas. Five psychologists from the Human
Resource Center of the Ateneo de Manila serve as
facilitators.
The participants of this program are 750 basic
education teachers- 150 at each provincial center
invited and selected from the basic education sector
by the local coordinator.

15. WHAT COULD STILL BE DONE?
As part of its vision, however, the ATC could still
expand its horizon. In the current literature of faculty
development, as a concern of schools theorists and
practitioners, there are three major elements critical to
integrated faculty development programs:
Professional
Development
Personal
Development
Organizational
Development

16. The ATC has been focusing on instructional
development or professional career on its retraining
modules. With the assurance that it had and has been
handling these modules successfully, it can now
expand and develop modules on the personal
development of teachers and the reciprocal need for
teacher and administrators and organizational
development since schools are goal – oriented
organizations seeking to produce measurable results
on students under their influence.

17. On its sixth year, it has served the main purpose
for which it was created. It has provided the
teachers who come for retraining in an environment
supportive of inquiry and a sense of discovery. It
has encouraged practicing teachers to probe the
frontiers of knowledge, even knowledge of the
pedagogy that they practice. In all these tasks, the
center finds further encouragement in the
increasing number of participants.

18. PLANNING FOR QUALITY:
TEACHER EDUCATION AND MEDICAL SCIENCE
The DEPED, echoing a UNESCO principle
emphasizes that planning is concerned with the
shaping of the quality of life and not just the place
of education in economic growth.

19. Tasks for planners and administrators
• is to sharpen their concepts of what constitutes quality
in education.
• They must know how the socio-economic background
and other non-educational factors affect the teaching-
learning process.
• They must be familiar with the process whereby the
general educational objectives are translated into
content, specifications, and learning goals for purposes
of curriculum development.

20. With the national development goals in our
country more clearly defined education may
be characterized with Q2
Quantity- increasing the number of people to
whom education is delivered;
Quality- everyone in the school should get equal
quality education

21. Three concepts of the term Quality of Education
1. Pupil Performance
2. Educational system tends to respond to the economic
and other needs of the society
3. Effectiveness with which the educational system
promotes or reinforces among children and young people
the culture and values, mores and attitudes particular in
a given society.

22. In addition, Dr. Salvador P. Lopez, in his paper: Relevance
and Quality in Education
“Quality in education means in principle, the best
education on what money can buy in terms of teachers and
facilities as well as academic standards and traditions
developed over time. In realistic terms, however, it would
mean for a developing country like ours the best education
we can afford. But the kind of education we can afford is in
turn determined by the importance we attach to the
educative enterprise.