Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
Lucban, Quezon

PED03 – The Teacher & the Community

School Culture & Organizational Leadership
2nd Semester AY 2019-2020

Almario, Marjorie S.
BSED FILIPINO II

MODULE 1:
The Teacher and the Community: Teacher’s Ethical and Professional Behavior

Let’s apply!
After reading the key concepts, work on the following situations.

1. During barangay fiesta, Mr. Ben Y. Maya was designated as the fiesta directorate
chairman. Because of his talent, he accepted the task willingly even without any
honorarium. He facilitated culture-based activities that made their barangay fiesta
a significant one. Is it alright for Mr. Maya not to receive any compensation for his
services rendered since this will be a precedent for the succeeding activity
coordinator?

Yes, because after all Mr Maya accepted the task without any honorarium.
According to Section 2 every teacher shall proud leadership and initiative to actively participate
in community movements for moral, social, educational, economic and civic betterment. The
teacher should not wait for the community we need to be iniatitive to participate the brgy
fiesta. Being a future education this opportunity I need to added my background to make small
good my resume. The role of teacher is to guide the youth for the leadership.

2. Mr. Ricky dela Cruz is one of the youngest teachers in Silab Community High
School. Due to his young age he has lots of friends and barkadas. After school
hours, he is always seen with his friends in an internet café playing Dota, in
gambling dens, and in beerhouses. He also frequently seen in discos during
weekends. Is Mr. Cruz acting as a good to his students?
 No, because being a good teacher we need to show a role model to our students
not to show being bad person. It is not reasonable our being youngest teacher. In
section 3 show the dignity and respect because our society expect too much being
professional teacher than others professional. It's not good to say other "titser na titser
banyan kilos parent walang pinag-aralan banyan na ba ang mga huwarang guru para
sa mga kabataan ". I said to say some teacher performing like that our figure broke
because of the bad habit the others teacher. It's not role models of being professional
teacher.

Encircle the letter of the correct answer.

1. As a teacher, you are facilitator of learning? What is expected of you?
B. Make teaching-learning interactive and exciting.

2. The professional teacher is quite xenocentric.

B. Looks at her culture as inferior to that of others.

3. Who is not a member of the Parent-Teachers Association?

A. Parents with no child currently enrolled in school.
4. Which is policy-making body composed of internal and external stakeholders with
whom school head and teachers relate?
C. School Governing Council

5. In her leadership in the community, a professional teacher shows no signs of

ethnocentricism? What does this mean?
A. Does not belittle other people’s culture.
 MODULE 2:
Organizational Leadership

After reading the key concepts, work on the following situations.

1. You are assigned as a school head in a low performing school. Students are
poorly motivated, parents and community are not very cooperative, and teacher
have low morale. As a leader, what should you do? Outline your steps.
1. Improve the school climate.
2. Establish and nurture human relationships among educators, teachers and
administrators, among educators and students, and among educators and families.
3. Provide opportunities for collaborative planning and designing curriculum and
lessons.
4. Provide staff development opportunities on effective teaching strategies.
5. Recruit competent teachers who are sensitive and capable to
teach all student populations.
6. Provide guidance to new teachers; protect them from the influence of other
teachers who overtly or covertly are sabotaging any innovative school reform.
7. Map the assets represented in the community and in families and integrate
them into the instructional plan.
8. Organize instruction in innovative ways; build flexibility into the instructional
design.
9. Establish a program that capitalizes on the linguistic strengths of students and
families in the community.
10. Promote instructional approaches that foster biliteracy development and content
acquisition. According to Abelardo Villarreal, Ph.D.
2. Based on this lesson and by means of an acrostic, give qualities or specific
behaviors of good leaders.
L - oving to follower
E - ncouragement
A - ccountability
D- elegate
E- mpathy
R- eflective
S – upportive

Encircle the letter of the correct answer.

1. Is a manager also a good leader?

A. Yes

2. What is the message of situational leadership?

B. A leader must fir leadership style to the follower’s level of readiness and willingness.
3. Which is the essence of servant leadership?
A. Leading is serving

4. Who is most interested in improving the present status of an organization?

D. The servant leader

5. What must a leader do if he/she wants an innovation to affect substantially and

positively school culture?
C. Ensure that the innovation is welcomed by all, no exception

MODULE 3:
School-Based Management

Taking It Into the Net

1. Individual Assignment.

1. List down the aims of implementing SBM

 Allow competent individuals in the schools to make decisions that will

improve learning;
 SBM must have the strong support of school staff.
 SBM is more successful if it is implemented gradually. It may take 5
years or more to implement SBM.
 Focus accountability for decisions;
 Redirect resources to support the goals developed in each school;
 Lead to realistic budgeting as parents and teachers become more
aware of the school’s financial status, spending limitations, and the
cost of its programs; and,
 Improve morale of teachers and nurture new leadership at all levels.
2. Compare the types of resources which are to be decentralized in SBM schools.
  Decentralisation refers to the process of transferring decision making,
power, responsibility, tasks from higher to lower organizational levels,
increases school autonomy and closer to the beneficiary.

 Decentralisation can take different forms. One major distinction is that

between functional and territorial decentralisation: Functional
decentralisation refers to the distribution of powers between various
authorities that operate in parallel (e.g. one ministry responsible for basic
education and another ministry responsible for higher education and
research, a separate examinations authority or accreditation/inspection
authority operating within the ministry of education). Education planning
may benefit from effective coordination and synergies among these
authorities.

 Territorial decentralisation refers to the redistribution of authority among

the different geographic tiers of government, such as central/federal
government, states, regions, provinces, districts, and schools.

3. Discuss the strategies of change in SBM.

- School-based management (SBM) offers a mechanism to promote school

improvement through decentralization. Decentralization can occur only
gradually and cannot simply be implemented. The power to make decisions
influencing organizational policies must shift to school-based councils
comprised of administrators, teachers, parents, community members, and
students. The control and use of knowledge, through expansion of job skills,
teamwork skills, and organizational skills, should be decentralized.
Information should be diffused through systematic strategies for sharing
information. Decentralizing reward schemes is critical to motivate individuals
to use their enhanced resources of power, knowledge, and information to
further reforms. The transition to SBM entails major changes in educational
organizations that can threaten participants unless accompanied by a clearly
articulated vision, the development of new skills and capabilities in council
members, and the provision of adequate time and financial resources. States
and school districts must offer encouragement and provide support for a
successful transition.
 -

4. Explain the six (6) benefits of SBM.

1. Improve oneself- it allow competent individuals in the schools to make

decisions that will improve learning.
2. Decision-making- give the entire school community a voice in key decisions;
focus accountability for decisions.
3. Creativity- it leads to greater creativity in the design of programs
4. Resourceful- it redirect resources to support the goals developed in school
5. Finance or Budgeting- it lead to realistic budgeting as parents and teachers
become more aware of the school's financial status, spending limitations, and the
cost of its programs; and,
6. Morale and Leadership- it improves morale of teachers and nurture new
leadership at all levels.

5. Discuss the expected outcomes in the use of SBM model.

Through school-based management, schools have more autonomy and

assume greater responsibility to create an environment that is conducive to continuous
school improvement and to put in place a self-evaluation mechanism to assure the
quality of learning and teaching. The ultimate aim of school-based management is to
improve the standard of teaching and students’ learning outcomes through the
concerted efforts of the key stakeholders, the leadership and commitment of frontline
educators and the support of the Government.

Let’s Check for Understanding

I. Put a check ( ) before the statement/s that apply/ies to SBM and an ( x )
before those that don’t.

✔ 1. In SBM, only the school head matters.

✖ 2. In SBM, the Schools Division Superintendent is the leader.

✖ 3. Parents who have no children in the school cannot be consulted in SBM.

✔ 4. School empowerment is the essence of SBM.

✖ 5. Students cannot be consulted by the school head because they are not
yet adults.

✔ 6. One advantage of SBM is the development of a sense of school

ownership among members of the academic and larger community.

✔ 7. SBM is aligned to the principle of subsidiarity.

✖ 8. SBM succeeds even if school head is closed to ideas and suggestions.

Anyway, he/she is the head on whom the solution of the problem depends.

✔ 9. One weakness of SBM is delayed action because there must be

consultation of stakeholders.

✖ 10. SBM has no weakness, only strengths.

✔ 11. SBM is in keeping with the decentralization move as encouraged by the

Philippine Constitution.

✔ 12. SBM is school empowerment.

✔ 13. An authoritarian atmosphere encourages empowerment.

✖ 14. In SBM, experimentation is welcome.

✔ 15. In SBM, schools just wait for approved budget that includes specific items
to spend on.
 MODULE 4:
Creating a Positive School Culture

ACTIVITY 1: Let us test how creative you are. Define school culture by thinking of an
adjective that starts with each letter of the term. Write your answer below:

S - haring Experiences

C - ollegiality

H - igh expectations

O - ptimism

O - utstanding

L - awful

C - reative

U - niqueness

L – ighthearted

T - echnology

U - nite

R - esponsible

E – xcellent
ACTIVITY 2:

Pledge to be part of a positive school culture. Write an essay about your little
steps on how you will impose positive culture within your school.

The step I can do to have a positive school culture first always build a good
relationship with them and think positive all the time. Also being a student I can do be a
role model to others even my behavior and engage students in how them to be a
positive and be a good student. One of the most important part to do positive school
culture is relationship be a role model to understand anything in school building. Even to
build good relationship we need to create meaningful parent involvement and establish
school norms that build values. Relationship need set a consistent discipline and
Communication is one of the road to be good in your all stakeholders to avoid conflicts.

Let’s Check for Understanding

Topic:Establishing a Positive School Culture

Instructions:

1. Write a paragraph discussing your plan to establish and maintain a positive

school culture, as a new school leader. Specifically address actions you will take
and/or strategies you will employ.
As a new school leader it is my responsibility to create a positive school
culture. To improve the school culture need to policy for prevention and build the
program to support children and school environment to improve the new strategies
being a new leader. Being a new leader the main role model for an organization
need to look in the mirror transparent. Always make your vision tangible like the
symbolic object and special traditions/norms can all help reinforce your cultural
vision. Effective school leaders build a strong relationship with stakeholders. As a
leader they lead by example almost always receives respect and admiration, without
which he or she will find little luck in leadership. Communicate well and often when
a school leader ensures that students,staff, and also parents are not only informed
but have an active voice.
2. Is school culture also referred to as the hidden curriculum? YES or NO.
WHY?
Yes school culture referred as hidden curriculum. Generally speaking, the
concept of a hidden curriculum in schools has become more widely recognized,
discussed, and addressed by school leaders and educators in recent decades.
Ideas such as “white privilege,” equity, voice, and multicultural education—to name
just a few—have arguably led to greater tolerance, understanding, and even
celebration of racial,cultural. physical, and cognitive differences in public schools. In
addition, school communities, educators, and students are more likely than in past
decades to actively and openly reflect on or question their own assumptions, biases,
and tendencies, either individually or as a part of a formal school policy, program, or
instructional activity. For example, topics such a bullying and diversity are now
regularly discussed in public schools, and academic lessons, assignments,
readings, and materials are now more likely to include multicultural perspectives,
topics, and examples. Political and social pressures, including factors such as the
increased scrutiny that has resulted from online media and social networking, may
also contribute to greater awareness of unintended lessons and messages in
schools. For example, harmful, hurtful, or unhealthy student behaviors are now
regularly surfaced on social-networking sites such as Facebook or Twitter, which
often leads to greater awareness of student behaviors or social trends.
MODULE 5:
School Policies and their Functions

Questions to ponder. (Explain your answers in not less than five sentences.)
1. Why are polices important in a school?
Policies help define rules, regulations, procedures and protocols for schools.
All of these are necessary to help a school run smoothly and safely and ensure that
students receive a quality education. The policies written by schools should include
clear plain language and definition of terms in order to function effectively. Schools
must have clear policies and procedures that guide day-to-day processes. These
policies cover everything from attendance, to student discipline, to emergency
procedures, to the curriculum.
2. What is your attitude towards school policies? Do you welcome them? Why?
Why not?
Yes, I use the positive mindset to look the policies of school. Think about your
friends’ attituder, Try to change this pattern so that the negative vibes don’t bring
you down. Make a list of things you are grateful for taking some time to feel grateful
can improve your attitude. Think before you speak, Make a list of what you have
learned, Find the good in everyone, Do good deeds and the last is smile, Smiling is
a great way to communicate to others that you are open and positive. Smiling and
laughing can improve your mood and help wash away some of the negative
thoughts.
 MODULE 6:
Roles and Competencies of School Head

Let’s apply!

1. By means of a Venn diagram, compare the domains of the NCBSSH and

Southeast Asian Competency Framework for School Heads.

(1) Strategic Thinking and

Innovation
Southeast Asian
Competency(To promote using the new
technology
framework for School or something
Head new inventory to provide a
quality education)

(2) Managerial Leadership

(To promote to be
managed all the resources
and system for the
students and others
stakeholders)
(3) Instructional Leadership
both promote
( Creating a learner centered
improvement,
environment and promote
team-based leadership,
approaches to IL)
learner-
centered, and
to be
NCBSSHsuccessful
what are need
to implement

Domain 1. School
leadership

Domain 2.
Instructional
 (4) Personal Excellence
( To promote better
changing to be
professional
development)
Southeast Asian
Competency (5) Stakeholder
framework forEngagement.
School Head
( Promoting shared
responsibility for school
improve and also the
support of community
based programs and
projects)

NCBSSH
Domain 5. Parent
involvement and
community partnership

Domain 6. School
Management and Daily
Operations

Domain 7. Personnel and

Professional Attributes
and Interpersonal
Effectiveness

(To development of pride

in the nobility of the
teaching profession.)
2. Do the competencies for both frameworks emphasize more on instructional
leadership or administrative leadership? Defend your answer.
- for me is an instructional leadership because every domain of both
competency framework is always promote being leader to have a good
implementing the curriculum not only to students it is also for all stakeholders
like community. Instructional leadership delivered well what planned learning
outcome. For the competency framework always need first being a role model
like a leader to us. The instructional leadership one of the most important part
to implement all the plan to success.

Let’s asses your understanding!

A. With the word SCHOOL HEAD, give the competencies of a school head based
on the 2 competency frameworks for school heads you just studied.

S - upport
C - ommitted
H - egemonic
O - wnership
O - bliging
L - ends

H - igh-minded
E - xpresses
A - ccountable
D - eveleped