MODULE 3: ORGANIZATION AND ADMINISTRATION OF GUIDANCE

Lesson 1

Learning Activity:

1. Below are important pre-organizational considerations for an effective organization of guidance. Opposite
each consideration, give reasons (at least 2) why they are necessary.

PURPOSES OF THE PROGRAM To be able to address the specific and different situations in terms of
academic, career and social/emotional development of individuals.
To be able to identify the talents and uniqueness of each individuals.

FUNCTIONS TO BE SERVED To help an individual with options and ideas and find effective solution for
his situation.
To encourage students' academic, social, emotional and personal
development.

ALLOCATION OF Identifying roles and responsibilities will enhance the performance of an

RESPONSIBILITIES individual.
To be able to identify the poor performance, investigating reasons why
and finding mutual agreeable solutions for the effectiveness and meeting
goals of an individual.
LINES OF AUTHORITY To be able to establish clear connections between the guidance officer
and the client.
To be able to help individual to create order, provides a solid, simple
framework to address the situation.

2. There are 11 important points to consider in guidance organization. Theses pointers will provide the
organizers with the needed data in coming out with the best suited guidance organization for their school.
Prepare a survey form.

Direction: In a 4-point rating scale, please check mark (√) the number which best represents the guidance
organization.

Rating Scale:

4- Highly Recommended
3- Moderately Recommended
2- Slightly Recommended
1- Not Recommended
 Indicators (HR) (MR) (SR) (NR)
4 3 2 1
1. Include different areas of experience (e.g. academic, social etc.) of
students that served with best options and effective solutions to
address it.
2. Personnel should have adequate time and materials to implement
the program.
3. Personnel are properly trained and qualified to render the
proposed guidance services.
4. Additional personnel to enhance and monitor the programs if it is
effective and implemented properly.
5. Members and staff of the organization should have interest and to
participate in implementing guidance programs and has an intent to
help individuals.
6. Principal, members and staff of guidance should be able and willing
to devote time and energy needed to develop adequate programs
and its implementations.
7. The guidance facilities must be open every day and easy to locate.
8. Free consultations and free services. (As it included in student’s
miscellaneous fees).
9. Parents cooperation in implementing guidance program is highly
needed in order to monitor their child’s behavior inside the class.
10. Concerns of the community and other concerned agencies on
guidance programs are considered and should be a basis in making
programs.
11. Students that have interest on guidance programs are encourage
and participate to share their knowledge as they are the sources of
information of their own problems.

II. Existing organizational structure of guidance in the DECS.

 PUBLIC PRIVATE

How do the structures differ? Point out some similarities and differences.

The structures are different with each other but have the similarities in personnel. However, on a
private school structure, it has specific personnel that will assist students in different areas of experience of
individuals.

Lesson 2
 Learning Activity:

1. Model for the structure of the guidance unit in your school by means of schematic diagram or flow chart.

GUIDANCE GOALS

Individual
Social Development
Development

Career Maturity Good Citizenship

Good Family life

Psychological
Educational Growth
Development

2. Based on the prepared model, you now plot the organizational structure for your school.
 PRINCIPAL

GUIDANCE
COMMITTEE

(Classroom Social Counselor/

Teacher)Individual Worker (Social
Development Development)

Career Counselor Homeroom Teacher

(Career Maturity) (Good Citizenship)

Homeroom Teacher
Psychometrician
Classroom Teacher (Family life Good
(Psychological life)
(Educational Growth) Development)

STUDENTS
Lesson 3

Learning Activity: Identification

1. Administrator
2. Teacher-counselor
3. Division Supervisor of Research and Evaluation and Guidance
4. Guidance Counselor
5. Homeroom Adviser

II. Action plan for guidance task.

Time Frame Objectives Activity Implementing Materials/Tools Expected

Strategy Needed Outcome/result
August To get to know The Talent Getting to know Electronic The activity
the student’s Show- each other. devices, art boosts the self-
personality, Students will materials and esteem and
skills and have the available confidence of the
interests. opportunity to materials that students to
perform their are needed on participate in the
unique talents the talent show. class.
and skills.
September- To address the Group Games: Social activities School supplies Students
October communication The Social are a way to and available participate and
weaknesses of Activity develop materials inside enhance their
the students. communication the school. communication
skills. skills in the class
such as
reporting, debate
and other
activities.
August to May To address and Monthly Identify and Student Helps the
monitor the Meeting create concrete Records/ students improve
improvement of solutions for Portfolio and achieve
the students’ students’ his/her goals.
behavior. behavior.
August-May To inform the Bahay-Bisita Interpret and Student Help the
parents about Program identify factors in Records/ students to
students' their home Portfolio improve their
strengths, environment that behavior through
needs, affect the poor guidance and
behaviors, and behavior of the counseling.
learning styles students inside
inside the the classroom.
classroom.
SUMMATIVE TEST

I. IDENTIFICATION

1. Line Organization
2. Non-centralized guidance program
3. Guidance Specialists
4. Centralized Guidance Program
5. Classroom teacher

II.

1. Reactions to the qualifications of the guidance coordinators and the guidance counselors in the secondary
and tertiary schools in La Union.

Guidance counselors and coordinators should be properly trained and have the credentials and
properly trained to implement guidance programs.

2. Cumulative record form.

 Name: __________________

Age:______________

Sex: __________

Grade:____________

Section:___________
REPORT ON LEARNING School Year:_________ LRN:___________
PROGRESS AND
ACHIEVEMENT __________ ____
Learning QUARTER Teacher
Final Remarks
Areas 1 2 3 4 Grade
_____________ Principal

Filipino
English
Mathematics REPORT ON ATTENDANCE
Descriptors Grading Remarks
Science Au Sep Oc No De Scale Ja Fe Ma Apri Ma Jun
g t t v c n b r l y
Araling Outstanding 90-100 Passed
Panlipunan No. of
(AP) School
Days Very 85-99 Passed
Edukasyon sa Satisfactory
Pagpapakatao No. of
Day Satisfactory 80-84 Passed
(ESP)
Presen
Technology &
t Fairly 75-79 Passed
Livelihood
No. of Satisfactory
Education
(TLE) Days Do not meet Below Failed
Absent Expectations 75
MAPEH
Music
Arts
PE
Health
General
Average

REPORT ON LEARNER’S OBSERVED VALUE

Core Values Behavior Statement QUARTERS

1 2 3 4
Marking Non-Numerical Rating
Maka Diyos AO
Shows adherence Always Observed
to ethical principles by
SO
upholding truth.Sometimes Observed
RO Rarely Observed
Makatao NO
Is sensitive to Notcultural
individual, social and Observed
differences.

Makakalikasan Cares for the environment and utilizes resource

wisely, judiciously and economically.
Makabansa Demonstrates pride in being Filipino; exercises
the rights and responsibilities of a Filipino citizen
Work Habits  Participates in daily instruction
 Listen and follows direction
 Classwork is completed
 Homework is completed
 Stays on task during independent work
time
 Puts great efforts on activities