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Curriculum Vitae

Name : Jenelyn G. Tacda

Course, Year & Section :BSED SCIENCE 2A
Sex : Female
Age :20 years old
Date of Birth : Calaya, Nueva Valencia, Guimaras
Home Address : Calaya, Nueva Valencia, Guimaras
Mobile Phone :09101221144
Mother :Ma. Socorro Tacda
Address :Calaya, Nueva Valencia, Guimaras
Father :Bonifacio Tacda
Address :Calaya, Nueva Valencia, Guimaras

II. Educational Background

Elementary : Calaya Elementary School
:Calaya, Nueva Valencia, Guimaras
:2009-2015

Secondary :Calaya National High School

:Calaya, Nueva Valencia, Guimaras
:2015-2021
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College of Teacher Education

Prof Ed 3– The Teacher and the Community, School Culture and
Organizational Leadership
2nd Semester 2023-2024

Reflection Portfolio

Final Project

“How Community Immersion Enhances Lifelong Learning: A Reflection on

NSTP Student’s Experiences”

Community Immersion is a partnership between the school and community

which aims to inculcate to students a sense of social responsibility and
provide practical learning experiences. According to the research conducted
by Baguio Cential University on March 2024 it shows that community
immersion gave substantial experience to students. It also contribute to the
holistic development of the diverse skills of the Students as a life long
learners.
I agree to the implementation of Community lmmersion specifically to
the NTSP. For this could enhance the skills of students and introduce to
every youth their civic responsibility. Also this strengthens the partnership of
school and community. Through this programs it is another way for the
school to extend its welfare to the community and vice versa.
Therefore I conclude that implementation of community immersion gives
the community and the school both benefits. As well as the students for them
to develop and enhance their skills and experience's they needed for their
continous learning. Community immersion of the National Service Training
Program (NSTP) helps students apply what they’ve learned in school in real
life situations. Students directly engaged and immersed themselves in local
communities to gain actual experiences and insights into the challenges faced
by various groups.
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Why Am I Willing to be a Teacher?

Let me introduce to you my brief education background, I graduated my

senior high school in Calaya National High School, in the year 2021, the first
thing that came up in my mind was to be a teacher because my mother want
that profession for me. I was inspired by one of the most committed teachers
I have ever known. Her name was Mrs. Gallego and she is teaching Science
subjects. She taught our class with passion, excitement, and always tried to
disguise the teaching into games. I enjoyed her class the most. At that time, I
was hesitant and was not sure of what to choose, in addition to being
overwhelmed with suggestions from my public teachers and with the time
limitation, the compromise was to follow what some of my classmates did,
namely to study what seemed to be interested in education. Then, I decided
to study in the Science in Guimaras State University.

I might have not realized the path to reach my dreams is not going to be
easy as my imagination. Now my biggest fear is should I quit or continue
what I've started? I have to admit that I had the hesitation. As I continue to
achieve my dreams I've realized that being a teacher is not easy, it's not just
about teaching,giving activities and giving good grades but a great teacher
should be able to teach the students with knowledge not only in textbooks
but also knowledge for life or real life applications.Moreover, I might have not
realized teachers are usually overloaded with work, despite relatively low
paid. However, we are expected to be able to make the students to be both
academically excellent and emotionally stated in their society.

Code of ethics help teachers create a safe, productive, and positive

learning environment in their teaching career. Teachers are expected to
maintain challenging expectations that will improve the potential of all
learners through meaningful and inclusive participation in the classroom,
school, and community. The Ethical Principles promote good relationships
between teachers, students, and parents when making educational decisions.
This relationship between the students, the parents, and the teachers, can
promote a supportive learning environment and can create a good
relationship. Moreover, the Code of Ethics also challenges teachers to use
current data and professional knowledge to improve teaching and learning
activities in the classroom.
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Management and Leadership

On a recent OECD report, Improving School Leadership, it argues how

school leadership and management style meet the educational needs of the
21st Century. Leadership takes a long perspective and tackles the "why"and
"what" whereas, management concentrates on a short-term objective that
answers the "how" to execute and implement the plans. These two skills must
work together to be an effective and productive professional teacher that is
ready to hone the education of today's generation.

Moreover, a research entitled "Leading to Lean:, School Leadership and

Management Styles" (OECD, 2019), concluded that instructional leadership
style is closely aligned with new ideas about school management and recent
recommendations of the OECD. The instructional leadership style by principal
is associated with aspects of the management of instruction that is in line
with research and policy recommendations for developing teachers in school.
Supportive appraisals and feedback from which teachers can judge and
improve their professional practices is a crucial part of effective teacher
management.

In conclusion, I believe that the hiring process for professional teachers

must be scanned thoroughly, knowing and examine their skills both in
leadership and management. Thus, schools must develop the full potentional
of students taking the Bachelor Degree of Education because the increasing
demand of educational need of the 21st Century is crucial and must be
addressed. The key for it is these skills that teachers must possess.
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Role of a School Heads in establishing a Positive culture

School culture fosters improvement, collaborative decision making,

professional development of staff and student learning. The principal’s role
indeed became increasingly complex over the past decade. A decrease of
central regulations and an increased autonomy of schools extend the
principal’s responsibilities and at the same time the number of policy and
management domains he has to account for. Though he has to take his
decisions in collaboration with numerous consultative bodies, he’s held
responsible for these decisions and the implementation. A positive or ‘good’
school culture is considered as one in which meaningful staff development
and enhanced student learning are practised. By creating a number of
motivating conditions which encourage teachers to learn and to optimize their
practice, principals adopt a mediation role.

Moreover, a research entitled "Principals in Schools with a Positive

School Culture" (Devos, 2000) concluded that supportive and structure
initiating leadership go hand in hand and are both related to a strong vision
and an innovative culture, confirms the thesis that a balance between
interventions fitting within a model of regulation and control and interventions
fitting within a facilitating style of leadership is most effective.. It is important
for leaders to communicate clearly on their vision and their expectations and
at the same time stimulate and value teacher initiative, and provide support
and feedback. This requires flexibility and efforts to gain commitment and
participation from teachers in order to shape a culture in which they are
committed to the mission of the school and prepared to work to achieve the
shared goals.

In conclusion I believe that schools with very positive school cultures

find principals with high achievement orientation, who focus on creating a
flexible, stimulating, participative and supporting environment, who do not
only identify with roles of mentor or innovator but manage to devote most of
their time to their preferred role.
 Competencies expected from school heads in the Philippines as contained in
the NCBSSH and the ASEAN Competency Framework

National Competency Based Standard for School Head (NCBSSH) focuses

on the parent involvement and community partnerships, HR management and
professional development and creating student centered learning climate
which is not focused in the other competency. Southeast Asian Competencies
for School Head focuses on the overall competencies divided into 4 domains.

Based on the the NCBSSH and Southeast Asian Competency Framework

the school head should be competent, committed, and accountable in
providing access to quality and relevant education for all through
transformational leadership and high degrees professionalism this
characteristics is important when we become a school head, so that when we
become a school head we need to know the different issues or problems, we
have a capabilities how to handle this kind of situation and how we improve
the schools specially the student learning.

On the listed competencies of school heads in NCBSSH and the Southeast

Asian competencies I have most is engaging in community and parent’s
involvement, communicate effectively with other people. For those who have
the power to become a school head, the important thing that always put in
your mind that when you become a school head always think and analyze in
making a decision if it is right for the school or it will help the students in
there learning and have a communication with community and parent
involvement.