LESSON7

THETEACHERANDTHECOMMUNI
TY

TOPI
CS
1.CodeofEt hi
csforProfessi
onalTeacher
2.ProfessionalTeacher
swi thHonorandDigni
ty
3.Parent-TeachersAssociati
on

LEARNI
NGOUTCOMES
Attheend oft helesson,youshould beableto:elaborateon
communi ty
's expectat
ions fr
om t eachers and on t eachers’
expect
ationfr
om communi ti
es;anddescribet
eacher'
sethicaland
prof
essionalbehav i
or inthe communi ty by giv
ing concrete
examples

Thev eryt i
ttl
eofthisuUnitindi
catest hatteachersareexpect
edt obepar tofthe
communi ty.Tobepar tofthecommuni t
ydef ini
tel
ymeanstopar ti
cipat
ei nthe
l
ifeoft hatcommuni ty
.Whati sthatcommuni t
yreferr
edtohere?The8Sect ions
ofArticleII
IoftheCodeofEt hi
csr eferstothecommuni t
ywit
hintheschoolsand
thecommuni tyoutsidetheschool.Howcant eachersbeapartofthecommuni ty
?
Thevar iousSecti
onsofAr t
icl
eIIIgiv
emor edet ai
l
s.

TOPI
C1.CODEOFETHI
CSFORPROFESSI
ONALTEACHERS,
ARTI
CLEI
II

TeachersasFacil
it
atorofLearning
Art
icl
eIII
,Sect
ions1st atesthattheteacherisafaci
li
tat
orofLearni
ngandthe
devel
opmentoft heyouth..
.theref
oreshallr
enderthebestser
vicebypr
ovi
ding
anenvir
onmentconductiveforsuchlear
ningandgrowth.

Faci
li
tatorcomesf r
om t heword"faci
li
tate"whi chmeanst omakesomet hi
ng
easyandeasi er.Youas,t heprofessi
onalt eacher,faci
li
tatelear
ningormake
l
earni
ngeasi er.Learningi sadif
fi
cultt
askandi smadeeasi erwheny oumakedr y
l
essoni nter
esting,exci t
ingandenjoyable.Asapr ofessi
onalteacher,y
oumake
l
earni
ngeasi erwheny ousimpli
fythecompl exandconcr etizetheabstract.Thi
s
i
swhati sethicalforev eryprof
essi
onal t
eacherlikeyououghtt odo.Thisy oucan
doafterfourlongy earsofacademi cpreparati
on.

Whathappenssomet i
mes,howev er
,ist eacherscompl i
cat
et he simpleand
teachesonl yattheabstractl
ev el.
Tof acil
it
atelearning,aconduciv elearni
ngenv i
ronmenti snecessary.I
thasbeen
proven t hat l
ear ner
sl earn best i n a pl easant env ir
onment .A pl easant
environmenti swher et helear nerscanbet hemselvesbecauset eachersar e
cari
ng.Noneedt oputbestsel ff orwardbecauset eachersandcl assmatest r
uly
careandt akey ouf orwhoy ouar e.Allf
or msofbul l
yinghavenopl acei na
conduci v
el earning envir
onment .A conduci vel earni
ng environmentmakes
l
earner sbelievet heycan do t hewor kand t heyf eelaccepted.A f avorable
l
earni ngcli
matei snotcompetitivewher eeveryoneistense.

Thet eacherwhobeli
ev esthat"
Ever
ychi l
ddeservesachampion,anadul
twho
willnevergi
veupont hem,whounderstandsthepowerofconnecti
onandi
nsi
sts
theybecomet hebesttheycanpossi
blybe"li
keTeacherRi
taPiersoni
nTEDTalk
i
saf
aci
l
itat
orofl
ear
ning.

TeacherLeader shi
pandInit
iati
veforCommuni tyPartici
pati
on
Section2r eferstothe"l
eadershi
pandi ni
tiati
veoft heprofessionalt
eacherto
parti
cipatei n communitymov ementsformor al
,social,economi c and ci
vi
c
bettermentoft hecommuni t
y"Aspr of
essi
onal t
eachersyoudonotl i
veinanivory
tower ,meani ngyouarenotsupposedt ober emovednotal ooff r
om communi ty
l
ife.School sar eattheheartofcommuni t
iesandy ouaspr ofessi
onalteacher
s
areexpect edt obeinthewor l
dandt obeint heworldwithothersandf orother
s
(borrowingt hewordsofHeidegger)

Thewor dsi nsection2ofAr t

icleIIIare"provi
del eadershipandi ni
ti
ative"Thi
s
i
mpl i
est hatasapr ofessionalteachery ouhavenott owai tforcommuni tytoask
forhelp.Sect i
on 6 f urt
herexpl icateshow y ou can show y ourpr ofessi
onal
l
eadershi p,to wit:"Ev er
yt eacheri sani nt
ell
ectualleaderi nthecommuni t
y,
especi
allyi nthebar angay .Andshal lwelcomet heoppor tunit
ytopr ovidesuch
l
eadershi pwhenneeded.Toext endcounsel li
ngser vi
cesasappr opr
iate,andto
beactivelyinvolv
edi nmat t
erseffecti
ngt hewelfareofpeopl e.
"

Youdonotj ustwelcomet heoppor t

unityt olead.Sect i
on2.Statesthatyou,t he
prof
essionalt eacheroughtt ot ake the initi
ati
vet o offery ourhelpf ort he
i
mpr ovementoft hecommuni ty
.Manyt imesy oucanbeagui dancecounsel l
or,a
prayerl
eader,comment atororreaderi nr el
igi
ouscel ebrati
ons,fi
estacoordinator
,
j
udgei norcoachf oracont est,f
inancialadv i
ser,anur se,adoctor,
comment ator
,
prayerrol
ledintoone.Pr ovidi
ngl eader shipandi nit
iati
vealsomeanswor king
withthecommuni ty
.Thismeansget ti
ngt hepar ent sothermember soft he
communi typarti
cipatei
nschool act i
vi
ties.

Teachers,astheypart
ici
pat
eincommuni
tyaf
fai
rsprov
et hatt
hey"ar
ethemost
responsi
bleandmosti mport
antmember
sofsoci
etybecausethei
rprof
essi
onal
effor
tsaffectt
hedateoftheear
th.
"

TOPI
C2.PROFESSI
ONALTEACHERSWI
THHONORANDDI
GNI
TY

Sect i
on3st ates:" Ever
yt eachershal lmer i
treasonabl esoci alrecogniti
onf or
whi chpur poseheshal lbehavewi thhorroranddi gni t
yatal ltimesandr efrain
from suchact ivi
tiesasgambl i
ngsmoki ng,drunkenness,andot herexcesses
muchl essi l
l
ici
tr elat
ionsl."Obv iously,i
fasapr ofessionalteacher,youar ean
i
nv eterat
egambl erchai nsmokerandal coholi
corofi tiscommonknowl edge
thaty ouareengagedi nani l
li
citrelati
onship,
howmor alauthori
ty?Whowi l
lli
sten
toy ouwheny ouadv i
seyourclassnott osmoke, nottodr i
nkalcoholi
cdrinks,not
togambl e,et
c?Youraudi encewi llsay"Look,whoi stalking?"I
tisamat t
erof" do
whatIsaynotwhatIdo. "

Societyexpect sso muchoft eacherst hatwhent heyf ai

ltoliveup t ot he
challengetobehav eormodel goodbehav iour
,theyare"condemnedwi thoutt
ri
al"
.
Itisnowonderwhymanyar eafr
aidtoanswert hecalltoteach.Societyseemst o
expect t o much mor ef rom professionalt eacherst han fr
om any ot her
professionalandsol ookatteacherswithscrutini
zingeyes.Thequot ationst
ates
"Thei nfl
uenceofagoodt eachercannev erbeer ased"butt heinfluenceofa
dishonorableteacherisaslasti
ng.

Teacher'
sAt t
it
udeTowedLocalCust omsandTradi
ti
ons
Secti
on4expect sever
yteachertol iv
eforandwiththecommuni t
yandshall
,
ther
efor
est udyandunder
standlocalcustomsandtradit
ionsi
nordert
ohavea
sympatheti
cat t
it
ude,t
her
efore,r
efrainfr
om di
sparagingthecommunity
."The
prof
essionalteacheri
snei
therethnocent
ricnorxenocentri
canddodoesnotlook
down on communi tycul
tur
ebecauseoft het houghtthathis/
hercult
ureis
superi
ortot hecultur
eofthecommuni t
y.Neitherishe/shexenocent
ri
candso
l
ooksathi s/
hercultur
easinfer
iorintoothercommuni ty
'scul
tur
e.

Fort
unat eandhappyisthecommuni tythathast eacherswhol i
vewi t
ht hem,
exerteffortt
ounderst
andtheirlocalcustomsandt radit
ionsandconsequent l
y
appreciatethesame.Thisaut horseesno cul t
ur easper fect
.Ev er
ycul t
ure
i
ncludingher shasi
tsposit
iveandnegat iveaspects.Whatweneedt opur i
fy,
howev er,thenegat
iveaspect
swi thteacherpointi
ng them outt act
ful
lyand
si
ncerely.

ThePr ofessionalTeacherandI nformat i

onUpdat e
Section5st atesthatt heteacher" shallhel ptheschoolinfor mthecommuni ty
aboutt heschool '
swor k,accompl i
shment s,needsandpr oblems.Communi ty
herer efer
st ointernalaswel lasext ernalstakeholder
s.Int er
nalstakeholders
i
ncludet hestudents,theparentsoft hest udentisandtheteachers.Theext ernal
stakeholdersaretheot herparent
si nthecommuni tywit
houtchi l
drenenr oll
edin
school,bar angay offici
als and othergov er
nmentof fi
cials,non-gov ernment
organizati
onm, governmentor ganizati
ons, alumni/alumnaeandr eti
rees.

Whydot hesestakeholder
shav et obei nfor
med?Theschooli st hereforthe
communi t
yand so t he communi t
yhas t he r
ightto be inf
ormed abouti ts
acti
vi
ti
es,accompl i
shment s,needsandpr obl
ems.I nfor
mingt hem aboutt he
schoolsproj
ect
.Needsandpr oblem gi v
et hem asenseofowner ship.Havi
nga
senseofowner ship,thesest akeholderswi l
lparti
cipatemoreact i
vel
yint he
resol
uti
onofschoolsproblemsandneeds

TOPI
C3.THEPARENTS-
TEACHERSASSOCI
ATI
ON

Wehav eParent
sandTeacher sAssoci
ation(PTA)i
nplaceinev er
yschool.Some
pr
ivat
eschoolscallitHomeSchoolAssociati
onorFamilyAdv i
soryCouncil
.Thi
s
i
sforinter
nalst
akeholder
sonly.APTAi sanassoci
ati
onoft eachersandparent
s
wi
thchildr
enwhoar eenrol
ledinaschool.I
tisafor
um fordi
scussionsonschool
pr
oblemsandhowt heycanbesolved.

TheSchool GoverningCounci l
Otherthant hePTA i stheSchoolGov er
ningCounci l
.TheSGC hasdi f f
erent
member shipandf uncti
ons.ASchoolGov erni
ngCounci lasapol i
cy-makingbody
hast heschoolheadasChi efExecuti
v eOfficer,ManagerandChi efOperati
ons
Offi
cer.Theformat i
onofSGCi neveryschooli nev eryschooli sapr oofofschool
headsharinghis/
herl eadershipwit
hmember soft hecommuni ty
Itdeterminesgener alpoliciesonst udentwel fare,discipl
ine,wel l
-bei
ng;i tis
concernedwiththedev el
opmentandi mpl ement ation,moni t
oringandev aluation
oftheSchoolI mpr ovementPl an(SIP),andr eportingoft hepr ogressoft heSI P
i
mpl ementati
ontot heSchool sDivi
sionSuper int
endentandt hecommuni ty

I
naddi t
ionPTAsar et
heSchoolGover
ningCounci
lineverypubl
icschool
.Thi
s
SchoolGov er
ningshar
esi
nt hemanagementoftheschoolwit
hSchoolHeadas
Chair
.ThisSchoolCounci
lisanot
heropport
uni
tyforcommuniti
estoparti
ci
pat
e
i
nschool acti
vi
ties.

ThePr ofessionalTeacherandGov ernmentOffici

alsandOtherProfessional
Secti
on 7 st at
es:" Everyteachershallmai ntai
n harmonious and pl easant
personalandof fi
cialrel
ati
onswithotherpr
ofessional
s,wit
hgov er
nmentof f
ici
als
andwi tht hepeopl eindi
vidual
lyorcoll
ecti
vel
y "Asapr ofessi
onalteacher,y ou
cannotaf for
dnott obei npleasantrel
ati
onswi thother
sespeciall
yt hosewi th
whom y ouworkwi thli
keotherprofessional
steacher
s.Iti
salway sbestt obein
goodt ermswithev ery
oneel seint hecommuni t
y.Desiderat
agi vet hi
sadvice;
"Asfaraspossible,wit
houtsurrender,beongoodt ermswithallpersons.Speak
yourtrut
hquietl
yandcl earl
y;andlistentoother
s,eventhedullandt heignor
ant
theytoohavethei
rst or
y."

ThePr of essionalTeacherDoesnotUsePosi tiont oProselyte

Finall
y,Sect ion8say s:" Ateacherpossessesf reedom toat t
endchur chand
wor shi
pasappr opri
ate,butshal lnotusehi sposi t
ionandi nfl
uencet oprosely t
e
others.
"Tobei naposi t i
onmeanst ohav epowerori nfl
uencef orapur pose,i .
e
fory out ouset hatpositi
ont oper formy ourjobasapr ofessionalteacher.Itis
highlyunpr ofessionalforat eacherl i
key out ousey ourposi t
ionofi nf
luencet o
proselyte.Besi desf r
eedom ofr el
i
gioni sguar anteedbyt he1987Phi l
ippines
Const i
tution.“Nol awshal lbemader espect
ingandest abli
shmentofr eli
gion,or
prohibi
tingt hef r
eeexer ci
seandenj oymentofr eli
giousprofessionandwor shipl,
withoutdi scriminati
onorpr eference,shallforev erbeall
owed"( Art
icl
eII,Section
6).

Expectedofpr ofessi
onalteacherswhocar eforandembar koncont i
nuing
professionaldev elopmenti spr omot i
on along t
he way .Witht hismi nd,this
coursewoul dnotbecompl et
ewi thoutdiscussi
onofanef fectivel
eaderand
managerf orwhichy ouwi l
lbei nt hefut
ure.Butshouldy our efuseofferfora
manager i
alorl eadership positi
on in schoolori nt he bi ggereducat i
onal
organization because f orthe love ofteaching and l
earners,thislesson on
organizationalleadershipwouldnotbel aidtowast ebecauseev enast eacher
you ar er eadya l eaderand a manager .You area t eacherand a cl assor
classroom manager .

Organizati
onalLeadership
Inorganizati
onalleadership,leadershelpsetstrat
egicgoalsfortheor ganizat
ion
whil
emot i
vati
ngi ndi
vidualswi thi
nt heor gani
zati
ontosuccessf ul
l
ycar r
yout
assi
gnment sinor dertor ealizethosegoal s.I
nt heschoolset t
ing,theschool
l
eaderhel pssetthegoal s/tar
getsf ort
heschool andmotivatesteachers,parents,
l
earners,non–t eachingper sonnelandot hermember soft hecommuni tytodo
thei
rtaskt oreali
zetheschool goals.

Organizati
onall eadershi
pwor kst owardswhati sbestf orindivi
dualmember s
andwhati sbestf ort
heor ganizationasagr oupatt hesamet ime.Or ganizational
l
eader shi
pdoesnotsacr if
icet heindivi
dualmember sf orthesakeoft hepeopl e
norsacr i
fi
cet hewel fareoft hegr oupf orthesakeofi ndivi
dualmember s.Bot h
i
ndividualandgr oupar enecessar y.
Organizati
onalleadershipisal soanat ti
tudeandawor kethicthatempower sand
i
ndividualinanyr oletol eadf rom thetop,middl e,orbot t
om ofanor ganization.
Applied tot he schoolset ting,t he schooll eaderhel ps anyone f rom t he
organizati
onnotnecessar i
lyf rom thet optol eadot hers.Anexampl eoft his
l
eader shi
pwhi chdoesnotnecessar i
lycomef rom t het opoftheor ganizationi s
teacherleadership.

Leader
shi
pver
susManagement
Areleadershipandmanagementsy nony
mous?I sal eaderamanagerori sa
manageral eader
?Ifam Iagoodleader,doesitfol
l
ow thatIam al
soagood
manager?Ori fIam agoodmanager,am Iatthesamet i
meagoodl eader
?Not
necessar
il
y .

School
HeadMustbebothaLeaderandaManager
Aschoolheadmustbebot
haleaderandmanager
.St
udyt
hef
igur
ebel
ow.

Aschoolheadl eadst heschoolandcommuni t

ytof ormulatethev ision,mi ssi
on,
goal s,andschool impr ovementpl an.Thi
sisaleadershipfunction.S/ heseest oit
thatt hispl
anget swel limplement edontimeandsoensur est hatt her esources
neededar ethere,theper sonst odot hejobarequal i
fi
edandav ail
abl e.Thisisa
managementf unction.Imagi neiftheschoolheadi sonlyal eader.Youhav ethe
vision,missi
on,goal sandschoolpl anbutnoi mplementation.Thepl ani sgood
onlyi npaper.Ify oudot het askofamanageronl y,youwi l
lbef ocusi ngont he
det ail
softheday–ofdayi mplementati
onwithoutthebigpi ctur
e,thev i
sionand
mi ssion.Soitbigpictur eforconnectandmeani ng.Thismeanst hati ti
sbestt hat
aschool l
eaderi sbothal eaderandamanager .

Tabl
e3.Compar
isonofManagerandLeader

Manager
sVer
susLeader
s

Manager
s
l
eader
s

Admini
ster
Thei
rprocessi
str
ansact
ional
;meetobject
ivesanddelegatet
asks.
I
nnovat
e
Thei
rprocessi
str
ansfor
mational
:dev
elopav i
sionandfindawayforwar
d.

WorkFocused
Thegoalistogett
hingsdone.Theyareski
ll
edatall
ocati
ngwork.
PeopleFocused
Thegoalsincl
udebothpeopleandresul
ts.Theycareabouty
ouandwanty
out
o
succeed.

HaveSubordi
nates
Theycreat
ecir
clesofpowerandleadbyaut
hor
it
y.
Havefoll
ower
s
Theycreat
ecir
clesofi
nfl
uenceandleadbyi
nspi
ri
ng.

DoThingsRight
Managersenacttheexist
ingcul
tureandmaint
ainst
atusquo.
DotheRightThi
ng
Leader
sshapethecultureanddriv
eintegr
it
y.

TypesofSki ll
sDemandedofLeader s
Leaders use 3 broad t y
pes ofski l
l
s:1)t echnical,2)human and 3)
conceptual.Technical
skil
lsrefertoanytypeofprocessort echniquel i
kesending
e–mai l,prepari
ngaPower Pointpresentat
ion.Humanski ll
sar et heabili
tyto
workef f
ect i
vel
ywi thpeopleandt obui l
dteamwor k.Thisi sal sor efer
redtoas
peopleski l
lsorsof tski
ll
s.Concept ualskil
listheabi l
i
tyt othinki ntermsof
models,framewor ks.Andbroadr elat
ionshi
pssuchasl ongr angepl ans.Inshort
,
conceptualskill
sdealwi t
hi deaswhi lehumanskillconcer nsski l
l
sandt hi
ngs.
Theideal schooll
eaderpossessesal lthr
ee.
Autocraticleadersdodeci si
onmaki ngbyt hemselves.Consult
ati
veleadersall
ow
parti
cipati
onoft hemember soft heor gani
zati
onbyconsul t
ingthem butmake
decisi
ont hemsel v
es.Thisiswhathappensi nconsultat
ionmeet i
ngscal l
edby
schoolswhent heyincr
easet ui
ti
onf ees.Sometimeseducationstakeholdersget
disappointedt hattheirsuggesti
onsar enotunder standthatconsultat
iondoes
notnecessar il
ymeanappr ovalofstakeholder
s’suggesti
ons.

Democr ati
cleader
sallowt hemembersoftheor
gani
zati
ont oful
l
yparti
cipat
ein
deci
sionmaki ng.Deci
sionsarearr
ivedatbywayofconsensus.Thisi
sgenuine
part
icipat
ionoftheparti
cipati
onofthemembersoft
heor gani
zati
onwhichisin
keepingwithschoolempower ment
.

Inlaissezf ai
reorf r
ee–r einleadershi pstyle,leadersav oidresponsibi
li
tyand
l
eav et he member s oft he or ganization to est abl
ish theirown wor k.Thi s
l
eader shipstyleleadst okany a–kany ament alit
y,oneweaknessesoft heFili
pino
character.Ther ewillbenopr oblem ifthesi tuati
oni sdeal,i.
e.eachmemberof
theor ganizati
onhasr eachedal evelofmat ur i
tyandsoi fmember sareleftto
themsel vestheywi l
ldoonl ywhati sgoodf ortheor ganizat
ion.Ont heotherhand,
i
twi l
lbechaosi feach;memberwi lldoashe/ shepleaseev enifitisagainstthe
commongoods.
Which l eadership styles are part
icipated? The consul t
ative and democr ati
c
l
eader shipstylesaret heonlyonest hatal l
owf orparti
cipati
onoft hemember sof
theor ganizat
ion.Bet weent heconsul tativ
eanddemocr at
icstyl
esofl eadership,
thedemocr at
icst yl
eisgenui nel
ypar ti
cipativ
ebecausei tabidesbyt herul
eoft he
major i
ty.

TheSi tuationalLeadershipModel
Insi tuat
ionalleadership,ef
fecti
veleader
sadapttheirleader
shipstyl
et o
the situation oft he member s ofthe organi
zati
on,.e.
g.,t oreadiness and
wil
li
ngnessofgr oupmember s.PaulHerseyandKennet hH.Bl anchard(1996)
characterizedleader shipstyleint er
msoft heamountoft askbehav i
orand
rel
ationshipbehav iorthattheleaderprovi
destothei
rfol
l
ower s.Theycategor
ized
all
leader shipstyl
esint ofourbehavi
orstyl
es,whicht
heyS1toS4.

Tabl
e4.Behav
iorSt
ylesi
nSi
tuat
ional
Leader
shi
p
S1
S2
S3
S4

Sel
l
ing/Di
recti
ng
Tel
l
ing/Coaching
Par
ti
cipat
ing/Suppor
ti
ng
Del
egati
ng

I
ndi
vi
dualslackthespecifi
cskil
lsrequir
edf ort
hejobinhandandt
heyarewil
l
ing
t
oworkatt hetask.Theyarenovi
cebutent husi
ast
ic.
I
ndi
vi
dualsar emor eabletodot hetask;however
,theyaredemot
ivat
edforthi
s
j
obortask.Unwill
ingtodothetask.
I
ndi
vidual
sar
eexperi
encedandabl et
odot
het
askbutl
ackt
heconf
idenceort
he
wi
ll
i
ngnesstotakeonresponsi
bil
i
ty.

I
ndividualsareexper
iencedatthetask,andcomfor
tabl
ewi
ththei
rownabi
li
tyto
do itwel l
.Theyar e able and wi
ll
ing t
o notonl
ydo the t
ask,butt
ot ake
responsibi
li
tyfort
hetask.

I
ft hisgroupmemberi sabl
e,will
i
ngandconf i
dent(highr eadiness),theleader
usesadel egat
ingleader
shipst
y l
et hel
eaderturnsov ert her esponsibi
l
ityfor
decisionsandimplementati
ontot hemembers.
.Ont heot herhand,i fthegr oup
member shavel ow r
eadi
ness,i
.e.unabl
eandunwi ll
ing,thel eaderr esor
tedt o
tel
li
ngt hegroupmember swhattodo.

I
nshor t,compet entmember soft heor gani
zationrequi
relessspecifi
cdirecti
on
than l
esscompet entmember s.Lesscompet entpeopleneed mor especifi
c
dir
ecti
ont hanmor ecompet entpeople.
https:
//t
eachthem. fi
les.wordpr
ess.com/ 2012/11sit
uati
onal-
leadershi
p-model.
jpg
Amongt hesel eadershi
pst yles,noonest yl
ei sconsideredbestf orall
l
eaderst ouseal lthet i
me.Ef f
ecti
v eleadersneedt obeflexibl
e,andmustadapt
themselvesaccor ding t othesituation,ther eadi
nessand wi l
l
ingnessoft he
member soft heor ganizati
on.

Serv
antLeader ship
RobertK.Gr eenleaf(1977)coinedthepar adoxi
calterm serv
ant– l
eadershi
p.
Howcanonebeal eaderwhenhe/ sheisservant?That’sthecommonthinki
ng.
Buttheparadoxi sGreenleaf’
sdel
iber
ateandmeani ngfulwayofemphasi
zi
ngt he
qual
iti
esofaser vantleader.Hedescri
bestheservant

…Ser vantfi
rst.I
tbegi nswiththenat ur
alf eeli
ngthatonewant st oserve.Then
consciouschoicebr i
ngsonet oaspiretol ead.Thebestt esti
s:dot hoseserved
growasper sons:dot heywhilebeingserved, becomehealthi
er,
wi ser
,fr
eer,more
autonomous, morelikelyt
hemselvestobecomeser vant
s?And,whati stheeff
ect
ont heleastpr i
vi
legedi nsociet
y;wi l
ltheybenef it
,or,atleast,notbef urt
her
depriv
ed?(Greenleaf,1977/2002,p.27)

Thef i
rstdesir
eoft heserv
antleaderistoser
ve.How?Byleadi
ng.Thegr eat
est
teacherofhumankind,JesusChrist
,wasaser vant–l
eader
.Hehisdisci
ples“he
whowant stogreatmustbet heservantofal
l
”.Theli
feoftheGr
eatestTeacher
wasal if
et ot
alser
vicetoal
l.

Weof tenheart het erm “ publicservants”t orefert oappoi ntedandel ected

offi
cialsofthegov ernmentt oemphasi zet hefactthatt heyindeedar eservants
ofthepeopl e.Theirfirstdutyist oserveandi nservi
ng, theylead.Theydon’tthink
oftheirpowerasl eadersf i
rst.Iftheydo,theytendtobecomemor econsciousof
thei
ri mportancef eltov ertheirconsciousoft heirpowerov ertheirconsti
tuents
andt endt oimposet hatpowerormaket hei
rimpor tancef el
tov erconsti
tuents
andf orgetthatifev ertheyar egi venpoweri tistoser vet hei
rpeopl e.Someone
said“powercor rupts”.AndIneedi tdoes,whenl eader st hi
nkfir
stoft hei
rpower
andf orgetthever yreasonwhysuchpowerwasgi ven,i.e.toserve.Thegreatest
teachersaid:

“
…andwhoev
erwant
stobef
ir
stamongy
oumustbey
oursl
ave.
”(Mat
thew20:
27)

“
Thegr
eat
estamongy
oushal
lbey
ourser
vant
.”(
Mat
thew23:
11)

“
Ifany
onewant
stobef
ir
st,hemustbet
hel
astofal
landt
heser
vantofal
l
”
(
Mar
k9:
35)

“
Youknowhow t hepaganr uler
smaket hei
rpowersf
elt.Buti
tshal
lnotbet
his
wayamongy ou.Instead,whoeverwant
st obecomegreatamongyoumustbe
yourser
vant
.”(Mar k10:43)

Hiswhol
el i
fewasal i
feofservi
ce.Infact,hewant
edt oimpresst
hisi
deaof
serv
antl
eadershi
pbydoingsomet hi
ngdr amati
cinhislastdaysoneart
h.He
washedthefeetofhi
sapost
les.Washingt hef
eetwasthewor kofaser
vanti
n
histi
me.

Hewant edtoet
chinthememor iesofhisapostl
esthei
deathatleader
sar
e
supposedtobe“
foot
washer
s”.Leader
saresupposedt
obeser
vantsofall
.

Ser
vantleader
shi
pseekstoinvolv
eothersindecisionmaki
ng,i
sst
rongl
ybased
i
n ethi
caland cari
ng behav
ior,and enhances the gr
owt
h ofworker
s whil
e
i
mprovingthecar
ingandqual
it
yoforganizat
ional
life.

Theschoolheadwhoact sasaser vantl

eaderfor
everr
emember
sthathe/
sheis
theretoservehis/herteacher
s,thest udent
s,theparent
set
c.andNOT the
teacher
s,l
ear
ners,parent
stoservehim/her.

TransformationalLeadershi
p
RobertKennedyoncesai d:“Somemenseet hi
ngsast heyare,andaskwhy .I
dream oft hi
ngsthatnev erwere,andask“ whynot ”nottransformat
ionalleaders.
Thet r
ansformat i
onalleaderisnotcont entwi thstatusquoandseest heneedt o
tr
ansform t he way t he organizati
on t hi
nks,r elates and does things.The
tr
ansformat i
onalschoolleadersseesschoolcul t
ureasi tcouldbeandshoul dbe,
notasi tisandsopl ayshis/herroleasv i
sionar
y,engager ,l
earner
,collabor
ator,
andi nstr
uctionalleader.Asat ransformationalleaderhe/ shemakeposi tive
changesi ntheorganizati
onandmobi l
izingmember st oworktowardsthatv i
sion.

To do thi
st he tr
ansformati
onall eader combines chari
sma,inspi
rat
ional
l
eader
ship and int
ell
ectual stimul
ation t
o i nt
roduce innov
ati
on for the
tr
ansf
ormati
onoftheorganizat
ion.

Forr eformstot ransform,theinnovationsi ntr

oducedbyt hetransformational
l
eadermustbei nstit
uti
onalandsust ained.Orel set hatinnovati
oni ssimpl ya
passing fad t
hatl oses i
tsf l
avoraftera t i
me.A pr ooft hatan i nnovati
on
i
nt r
oducedhast ransf or
medt heorganizationist hatthatt heresultoreffectof
thatchangeper sistorr i
pplesevenwhent hetransformat i
veleaderi sgoneor
transferr
edtoanot herschoolorget
spr omot edint heorganizati
on.

Wef eelmostcomf ortablewithourol dpairofshoes.Wel i

ket ol i
veinour
comf ortzonesandsosomet i
meswedon’ twelcomechange.Andy etifwewant
i
mpr ov ementi nt
hewaywedot hi
ngsi nourorganizati
on,inourschoolori fwe
wantt oi mproveinli
fewemustbewi l
li
ngtochange.Thet ransfor
mat ionall
eader
oughtt o dealwithr esist
ance to change t
o succeed.Ther e wil
lal ways be
resister stochange.Toensur ethattheinnov
ati
onhe/ shei
ntroducesleadst othe
transf ormationoftheor gani
zat
ion,MoratoofBay anABS–CBN, (2011)givesthe
foll
owi ngadv i
ce.

Seekthesupportofthestakehol
der
s–t hel eader
smustbui l
da“strongcoali
ti
on
ofall
iesi
nor dertopushf oranymeani ngfulchangethatwouldy i
eldsresul
ts.
I
nnovati
onscannotbef orceduponthet eachers,t
hestudents,t
hepar ent
s,and
thecommuni t
y…withoutseri
ousconsequences.”
Getpeopleinvol
vedearlyandoften–r esistancedropsoffinproporti
ontothe
i
nv olvementofpar ticipant
s.Youmaynott oexpect100–per centsupportfrom
anyi ndividualwhowasnotper sonal lyinvolvedinachanget hataffectedhis/her
wor k.Itisbesttosetupnet wor kstor eachoutt oasmanypeopl easpossible.
Planacommuni cati
onscampai gnt o“sell”theinnovationsMor ato(2011)asserts:
“Thechangeenv i
sionedmustcascadedownwar dst ot hel astlessonplanand
ri
ppl esidewar dtowi nt hesuppor tofmaj orstakeholder s”
.
Ensur et hattheinnov ati
onisunder stoodbyal l–Thebenef itsandcost smustbe
appr eciatedandwei ghedcar efully.
Consi dert i
mingandphasi ng–Thesear ehighlycri
tical;misstepsmi ghtbackf i
re
andl ackofsensi t
ivi
tyt ost
akehol dersmi ghtleadtor esistance.
Mor atodescr i
bedt hesuccessf ulinnovat i
onsi nsev eralschool sinnovat
ionsi n
thePhi li
ppines.

The Phi l
ippi
ne Const i
tuti
on prov i
des that congress shallenact a l ocal
governmentcodethatwi ll
inst
it
utional
izeasystem ofdecentr
alizat
ion(
Arti
cle10,
Sec.3)wher eby localgov ernmentuni ts shal
lbe ext ended mor e power,
authori
ty… The localgov er
nment code i n 1991 i saf ulf
il
ment of thi
s
Constit
uti
onalprov
ision.

Thel ocalgovernancecodeof1991( RA7160)pr ovidedforamor eresponsiv

e
l
ocalgov ernmentst ructur
et hr
oughasy stem ofdecent r
ali
zationwher elocal
gov er
nment saregi v
enmor epower ,aut
hor i
ty,r
esponsibil
i
tiesandr esources.
Likewisewi t
ht heintroducti
onofSchool– BasedManagementi nPhi li
ppi
ne
schools,schoolsaregi venmor epowertodi recttheiraf
fair
swi ththelearni
ng
anddev elopmentofl ear
nersasul t
imategoal.InthisChapter,youareexpected
tolearntherewar dsandchal l
engesinimplementingSBM especi al
lyont hepart
oftheschool head.

Thi s means t hatlong bef oret he DepartmentofEducat ion (DepEd)l egall

y
i
nt roduced decent r
ali
zation in schoolthrough School– Based Management
(SBM)i n2001t hrought heenact mentofRA9155,l ocalgovernmentunitswer e
already empower ed forl ocalgov ernance.RA 9155,Basi c Gov er
nance Act
transfersthepowerandaut hor
ityaswel lasther esour
cest otheschooll evel
.
Schoolempower menti s based on t he assumpt i
on thatthe schoolheads
i
ncl udingteachers,keyleader si
nt hecommuni t
y,parentsknowbestt herootand
solutiontothepr oblem.

Whati s school– based management ?Schoolbased – managementi sa

decentralizedmanagementi nit
iati
vebydev el
opingpoweroraut horit
ytoschool
heads,teacher s,par ent
sandst udents.(SBM)isast rategytoimpr ov eeducat
ion
byt r
ansf erri
ngsi gnifi
cantdeci sion–maki ngauthori
tyf r
om theDepEdCent ral
Offi
ce,regi onalof f
ices,anddi v
isionoff
icestoindivi
dualschool s.SBM pr ovi
des
pri
ncipals,t eachers,student s,andpar entsgreatercont r
olov ert heeducation
processbygi vi
ngt hem r esponsibil
it
yfordecisi
onaboutt hebudget ,per
sonnel,
andt hecur ri
culum.Thr ought heinvol
vementoft eachers,parent s,andother
communi tymember sint hesekeydeci si
ons,SBM cancr eatemor eeff
ecti
ve
l
earningenv ir
onment sforchildren.

SBM andthePri
nci
pleofSubsidiar
ity
SBM isinkeepi
ngwi ththeprincipl
eofsubsi di
ari
tywhichstatesthatiti
sthe
peopl
eatt hel
owestlevelwhowi llknow bestthei
rproblemsandsoar eint
he
bestposi
ti
ontoaddressthesame.Thi stenethol
dsthat“nothi
ngshouldbedone
byal ar
gerandmorecompl exor ganizat
ionwhichcanbedoneaswel lsmal
ler
andsimpleror ganizat
ion.inotherwor ds,anyactiv
itywhichcanbeper formedby
amor edecent rali
zedent ityshouldbedonebyhatmor edecentr
ali
zedent i
ty.
”
htt
ps:
//action.
or g/
pub/ rel
igi
on-l
ibert
y/volume-6number-4/pr
ici
ple-
subsi
diari
ty)
Thoseint hehi gherechel onaref arremov edfrom thesceneandar et her
efore
notasinvolvedandasi nformedast hosef r
om thosebelow.

Thefollowingar estrengthsofSBM:
All
ow compet entindivi
dual sint heschool stomakedeci si
onst hatwil
limpr
ove
l
earning;
Givetheent i
reschool communi tyav oiceinkeydecisi
ons;
Focusaccount abi
li
tyfordeci si
ons;
Leadt ogreatercreativi
tyi nthedesignofpr ograms;
Redir
ectresour cestosuppor tthegoalsdev elopedineachschool;
Leadt oreali
st i
cbudget ingaspar entsandt eachersbecomemor eawareofthe
school’sfi
nanci al
status, spendingli
mi tat
ions,andcostofit
sprogr ams;
and,
Improvemor aleoft eacher sandnur turenewl eader
shipatalll
evels.

ThroughSBM,deci sionmakingauthori
tyisdevol
vedt oschoolheads,teacher
s,
parentsandst udent
s.Hi si
sschoolempower ment
.Thi sreducesbureaucrat
ic
control
sonschool sandencouragesschoolheads,teachersandparentstouse
greateri
nit
iat
iveinmeet i
ngtheneedsofstudentsandcommuni t
y.Thi
sr esul
tin
asenseofcommuni t
yschoolownershipwhichmakest heschoolreali
zesits
vi
sionandmi ssion.

Invol
v i
ngst akeholders–par ents,teacher s,studentsandot hermember softhe
communi t
y–i salsohel pf
ulinthemobi li
zat i
onofl ocalresourcest ocompl ement
publi
cr esources.Concr et
epr oofoft hi
si sthenumberofcl assr oomsbui ltasa
resul
tof t he strong par t
nership bet ween school s and communi t
ies and
successfulschoolcommuni t
ypr ogr amsl iket hosedescr i
bedi nt heChapt eron
theschool andt hecommuni ty.
ThroughSBM,pr oblemsandneedsatt heschooll evelgetsol vedf asterand
specifi
c per sonalit
ies and cul tures ar e t aken i nto consi der at
ion. These
personali
ti
esandcul t
uresareusual lyi
gnor edi nmul t
i–l ayeredi nhierarchi
cal
organizati
on likeDepEd.I n a hi erarchicalor ganizati
on,st rai
ghtj acketr ul
es,
proceduresandal locati
onnor msar egivenandappl yt oall
.Ittakest i
met osolve
problemsi fschool shavetowai tf oranswer sf r
om abov e.Asar esult,t
eachers,
parentsandst udent sarefr
ustratedduet odel ay s.

InSBM,school st aket her esponsibil

it
yt o planandi mplementtheirSchool
ImprovementPlans( SIP).(Thet ablethatyouscr ut
inizedintheacti
vit
yphaseof
thelessoni
sapar tofaSchoolI mpr ovementPl an).Itistheschoolsthemselves,
notDepEdhi gherof ficesthatknow bestt hei
rPr obl emsandt hesol uti
onst o
theseprobl
ems.Itist heschool sthatdet er
mi nethenumberandki ndoft eachers
theyneed,t
hekindofl earni
ngmat eri
alsandr esourcest heyneed.Sinceschool s
aregi v
enmor epowert o dir
ectt hemselves,t heyar emadeaccount abl
ef or
resul
ts.SBM makesschool saccount abletothest akeholders.

Teachers,schoolheadsmustbegi v
ent heopport
uni
tytomakechoices.They
mustact ivel
ypar
ti
cipat
ei nschooli
mpr ovementpl
anni
ng.
Thei nvolvementofpar entsandt eachersmustbest r
onglyencour
agedand
hi
ghlywel comed.
Stakeholdersmustpart
icipat
einthedev el
opmentofaschoolI
mprovementPl
an.
Theymusthav easayonr esourceal l
ocati
ontomeetspecifi
cneeds.
Higherauthori
ti
es mustact ively encourage thought
fulexperi
mentati
on and
i
nnov at
ioninanatmospherewher emi stakesareviewedaslear
ningexperi
ences.
Theymustbewi l
li
ngt osharet heirauthori
tywiththeacademicandt helarger
communi ty
.
Teachersmustdeveloprefl
ecti
on, probl
em solv
ing.

I
nadditi
on,basedoni nternati
onalexperi
ence,thefol
l
owingmustbepresentfor
SBM t
osucceedi nschool s:
Havebasicresources;
Havedevelopedanef fecti
v eschoolsupportsyst
em;
Arepr
ovidedwi t
hr egulari
nf or
mationontheirperf
ormance;
Aregi
venadv i
ceonhowt heymayi mprove;and
Emphasi
zet hemot ivati
onal el
ementinthemanagementwor koft
hepri
ncipal

ThesuccessofSBM v
erymuchdependsont
heschoolhead.Bel
owar
ehi
s/her
funct
ions.

Table5.Functi
onsofaSchoolHead
Roles
Functi
ons
Knowledge/Ski
ll
s/Att
it
udesRequi
red

Visi
onar
yPrinci
pal,
mot i
vator,advocat
eandpl
anner.
Leadinset
ti
ngt hevi
sion,missionandgoal
softheschool
.
Changeandf ut
ureori
entat
ion

Buil
derofnetworksandsuppor
tsystem.
Organi
ze/expandschool,
communityandl ocalgover
nmentnet
wor
ksandgr
oups
thatwi
llact
ivel
ypart
ici
patei
nschool i
mprovement
Networki
ng,organi
zi
ng,soci
almobil
izati
on,advocacy

Leadi ndevelopi
ngtheSchoolI
mprovementPlanwit
ht hepar
ti
cipat
ionoft
he
staf
fandt hecommunit
y
Developmentoft eamwork,bui
l
dingconsensusand ski
ll
sinnegoti
ati
onand
confl
ictr
esoluti
on

Leadindevel
opingandmai
ntai
ningtheSchoolManagementI
nfor
mat
ionSy
stem
Part
ici
pat
oryplanni
ngandadminist
rat
ivemanagement

Gener
ati
on and use ofdat
a and i
nfor
mat
ion as basi
sforpl
anni
ng and
management

Curri
culum Devel
oper
Createaphy si
calandpsychologi
calcl
imateconduci
vetoteachi
ngandlear
ning
Developmentofcollect
iveaccountabi
l
ityf
orschoolandst
udentper
formance

Locali
zeandi
mplementschool
cur
ri
culum
Designi
ngofthecurri
cul
um toaddressbot
hnat
ionalgoal
s,l
ocalneedsand
aspi
rati
ons

Encour
agedev
elopmentandusedofi
nnov
ati
vei
nst
ruct
ionalmet
hodsf
ocused
on improving l
ear ni
ng outcomes,increasi
ng access to basi
c educati
on,
i
mpr ovi
ngtheholdingpowerofschoolsandaddressi
ngspecif
icl
ocalpr
oblems
Creati
onofanopenl ear
ningsyst
em basedonsev er
alresour
cemateri
alsrat
her
thanonsinglet
extbooks

Par
ti
cipat
oryandpeer–basedi
nst
ruct
ional
super
visi
on

Fi
scalr
esourcemanager
Admini
sterandmanageall
per
sonnel
,phy
sical
andf
iscal
resour
cesoft
heschool
Fundmanagement

Encourageandacceptdonations,gi
ft
s,bequestsandgr antsforeducati
onal
purposesandr
epor
tall
suchdonat i
onstot
heappr opri
ateof
fi
ces
Servi
ng asmodelfortransparencyand accountabi
li
tyespeci
all
yinfinanci
al
management

Eff
ecti
venesspract i
cesneedt obei nsti
tuti
onali
zedforthem tobecomepar tof
theschoolcult
ure.Tobui l
dprofessi
onalcapaci t
yandest abli
shmechanism t
hat
support
st hecontinuingquali
tyimpr ovementofschool si sanassurancethat
eff
ecti
veschoolsev enbecomemor eeffecti
ve.School
-basedManagement( SBM)
i
st hemechanism intr
oducedbyt hedepar t
mentofeducat i
oninthePhil
i
ppinesto
conti
nuouslyworkonef fect
iveschools.Ast hetermimpli
es, i
nSBM,schoolsare
giv
engreaterautonomyt omakedeci sionsregardi
ngeducat i
onofchi
ldr
en.

Ther esearchf i
ndingofOECDconf ir
ms“ thatschoolautonomyhasaposi ti
ve
relationshi
p wi t
hst udentperformancewhenaccount -
abili
tymeasur esar ei n
place and/ orwhen schoolpr inci
pal
s and t eacher
s collaboratei n school
management ”(OECD,2012) .ChinaandSi ngaporehavebeen“ devolvi
ngmor e
responsi bi
li
tytot heschooll
evel”(St
ewart,2008).I
nFinl
and, accountabi
li
tyrests
ont hetrustplacedbyf amil
iesandgov er
nmenti ntheprofessionalcompet ence
oft eachers( St
ewar t
,2008)
.

Int hePhili
ppines,thedev olv
ingofmor er esponsi bil
itytot heschool swasdone
throught heSchool -basedManagement( SBM) .SBM wasi ntroduceddur ingt he
i
mpl ementati
onoft heThi rdElement aryEducat ionPr oject( TEEP),1999-2005.I n
2005,TEEP conduct ed a st udy to det ermi ne t he eff ectofschool -
based
managementonst udentper formancei nt hePhi li
ppinesusi ngtheadmi nistr
ative
datasetofal lpubli
cschool sin23schooldi str
ict sov era3–y earperi
od, 2003–
2005.The r esult
s showed t hatt he i
ntroduct i
on ofSBM had a st at i
sti
cal l
y
signifi
cant,alt
houghsmal l
,ov eral
lpositi
veef f
ectonav erageschool–l eveltest
scor es i n 23 school di str
icts i n t he Phi l
i
ppines. ( Source:
http://
eli
brary.
worldbank.org/doi/abs/10.1596/ 1819- 9450- 5248) .Accessed 9- 1-
16)

Wi t
hSBM,si gnif
icantdecisi
on–maki ngaut hor i
tywast ransfer
redf rom st ate
anddi str
ictsoffi
cerst oindivi
dualschool s.SBM pr ov idedpr i
ncipals,teachers,
students,andpar entsgreat
ercont rolovertheeducat ionpr ocessbygi vingthem
responsibil
it
yf ordecision aboutt he budget ,personnel ,and the cur ri
culum.
Throught heinvolvementoft eachers,parents,
andot hercommuni tymember si n
thesekeydeci sions,SBM cancr eatemor eef fecti
vel earningenv i
ronment sf or
chil
dren.( Sour
ce:Of fi
ceofResear chEducation/ConsumerGui de).Tof urt
her
str
engthent heSchool–BasedManagement( SBM)pr acticeandr e–emphasi ze
thecent r
alityoft heleanersandt heinvolvementofr elevantcommuni tyinbasic
educationser v
icedel i
very,theDepar tmentofEducat i
on( DepEd)embar kedon
revi
sit
ing theSBM f ramewor k,assessmentpr ocessand t ooltoimpr oveon
alr
eadyr ecogni zedsuccessf ulSBM pr acti
cesacr osst heregions(DO83, s.2012).
Toi nsti
tutionalizedecent r
alizat
ionef fortsatt heschooll evelandi nli
newi th
RepublicActno.9155al soknownasGov ernanceofBasi cEducat i
onActof2001,
theDepar t
mentofEducat ion( DepEd)pr ovidedSchool– BasedManagement
(SBM)Gr antsasaddi t
ionalfundst opubl icelement aryandsecondar yschools,…
toaugmentt heschoolf undonmai ntenanceandOt herOper atingExpenses(DO
45,s.2015) .
Phil
ippineAccr editat
ionSy stem forBasi cEducat i
on( PASBE)

Thei nstit
uti
onal i
zati
onofSBM wasst r
engt henedwi ththei ntr
oduct i
onoft he
Phili
ppine Accr edit
ati
on Sy st
em f or Basic Educat ion ( PASBE) whi ch was
l
aunchedt hroughDepEdOderNo.64,s.2012.Accr editati
oni sapr ocessofsel f
–Ev aluati
onandpeer–r evi
ewt oensur et hatqualityst andardsagr eeduponby
stakeholders ar e understood,i mpl emented,mai ntained,and enhanced f or
continuous impr ovementofl earnerout comes ( DepEd DO 20,s.2013 t he
Phili
ppine Accr edit
ati
on Sy stem f orBasi c Educat i
on ( PASBE)Suppl emental
GuidelinestoDepEdOr derNo.83, S.2012).Sour ce:
ht tp://
www. teacherph.com/a
-compr ehensive-gui
de-t
o-school -
based-management -
sbm/ Accessed9-2-2016

Theagreeduponst andar dsofqual i

tyoreff
ecti
veschoolsaregroundedont he
fourprinci
ples ofA Chi ld-
and – Communi ty– Centered Educati
on System
(ACCESs),namel y:( 1) princi
ple of col
l
ecti
vel eader
ship( 2) pri
nci
ple of
communi ty–basedl earning(3)pri
ncipl
eofaccountabi
li
tyforperf
ormanceand
resul
tsand( 4)pri
ncipleofconv er
gencetoharnessresourcesforeducat
ion.All
ofthesefourpri
nciplesalsot oapplySBM.

Theschool’sl
ev elofSBM pr acti
cecaneitherbeLev el1,Developi
ng;LevelI
I,
Mat ur
ingandLev elII
I,Adv
ance.AschoolthatreachesthehighestlevelofSBM
practi
cequal
if
iesf oranaccredi
tedst
atus.

Level
III
Adv
anced(Accr
edi
ted)

Aschooli nLev elI,developi ng,meanst hattheschooli sdev el

opingst r
uctures
andmechani sm withaccept ablelev elandextentofcommuni t
ypar ti
cipati
onand
i
mpactonl earni
ng.A schoolLev elI IasMat uringmeanst hattheschooli s
i
nt r
oducing and sust ai
ning cont i
nuous i mprov ementpr ocess thati nt
egrates
widercommuni t
y par t
icipation and si gni
fi
cant lyi mpr ove per f
ormance and
l
ear ni
ng outcomes.Lev elI II,Advanced,( Accredi ted)meanst hatt he school
ensuring the pr oducti
on of i ntended out puts/ outcomes and meet i
ng all
standardsofasy stem fullyi nt
egr atedinthel ocalcommuni tyandi sself–
renewingandsel f–sust aining.
Inconclusion,PASBEi sameanst oinstitutional
izeSBM,t hegr anti
ngof
mor e autonomy t o school sf ort hem to char tt heirdest iny to grow i n
effect
ivenesscont i
nuously.
FactorsthatCont ribut
et oSchool Effecti
veness
Researchf indingspoi nttot hef oll
owi ngfactorsthatspellschool ef
fecti
veness:
Human f act ors – These i nclude a dy nami c schoolhead,hi ghly select
ed
compet ent and commi tted t eachers,hi ghly mot ivated pupils with high
expectati
ons, andasuppor ti
vecommuni ty.
Non– humanf actor
s,pr ocess– Theser eferto clearandshar ed vi
sion–
mission ( focus) , high expect at
ions/ambi ti
ous st andards, emphasi s on
accountability,al i
gned cur r
iculum,i nst
ruction and assessmentwi th state/
DepEd st andar ds,eff i
ciencyoropt i
malut il
izati
onofr esourcesandf acili
ti
es,
coll
aborationandcommuni cation, f
ocusedpr ofessionaldevelopment ,
andgl obal
andf ut
ureor i
entation.

Thesefact
orsareexempli
fiedbyhighper
for
mingschool
sinthePhi
li
ppi
nesand
abroadandbythebesteducati
onperf
ormi
ngcount
ri
esintheworl
d.

InthePhi
li
ppines,thepracticeofSchool– BasedManagementgav egr eat
er
aut
onomyt o schoolst o make decisi
ons in coll
aborat
ion wi
th par
ents and
communit
ytowar dsgreaterschooleff
ecti
veness.TheSBM AssessmentTooli s
anassur
ancet hateff
ecti
v epract
icesgetinsti
tuti
onal
izedtobuil
dt heschool’
s
cul
tur
eofexcell
ence.Acopyoft hisSBM AssessmentTool isi
nAppendixA.

Theheartofallt
heseelement
s,bothhumanandnon–humani stheschool
head,
theschoolleader.Thi
smeanst hatallt
hesefact
orst
hatcontr
ibutetoschool
eff
ect
ivenesscomef ort
honlywithady nami
candat ransf
ormati
onalschool
l
eader.

Schoolsculturematters.Thisinfl
uencestoagr eatext
enthow wellstudent
perf
or m.Schoolcultureisacr eationofallthepeopleinschoolandi nt he
communi tyespeci
all
yt hatoftheschoolheads.I
tcanbeposit
iveornegativ
e.It
canf aci
l
itat
eoradv erselyaff
ectlearni
ng.Aschoolcommunitymustt her
efore
str
ivetocreateapositi
vecult
ure.

Herearetwelvenormsofschoolcul
tur
ewher
epeopl
eandpr
ogr
amsi
mpr
ove.
Studyt
hem.
Coll
egi
ali
ty
7.Appr
eciat
ion,r
ecogni
ti
on

Exper
imentat
ion
8.Car
ing,
celebr
ati
on,
humor

HighExpect
ati
ons
9.Inv
olv
ementindeci
sionmaki
ng

Trustandconfi
dence
10.Protect
ionofwhati
simpor
tant

Tangi
blesuppor
t
11.Tr
adit
ions

Reachi
ngouttotheknowl
edgebase
12.Honest
,opencommunicat
ion
 Readt hef ol lowi ngepi sodest heni dent ifywhi chnor m ofschoolcul tur eis
i
llust rat ed.
Whenhi ghschoolst udentar rivef orpr e–cal cul uscl ass, theyknowexact l
ywhat
toexpect .Pr oj ect edont hescr eenar ecl eari nst ruct i
onsf ort heday ’
sSuccess
Star ter.Ev ery onei sexpect edt owor kont hem successf ul l
y .
Youmi ghtnotr eachananswert oday .Youmi ghtnotr eachananswert omor row.
Struggl ei sokay .”St udent sknow t hatbyt het hi rdday ,t heywi llbeexpect edt o
presentt heirunder standi ngandpr obl em-sol v i
ngst rategyt ot hecl ass.
‘
Youhav eashor tmemor y’,sher eplieswi thaki ndsmi le.“ Yousayt hi sev eryt ime
wet ackl eapr obl em.Remembert hel astt imey oust ruggl edandt henov ercome
yourconf usion?Rememberournor mst hatwewr ot et oget her ?Oneoft hem was
growt hmi ndset .Andr ememberIam her ef ory ou” .
Ihearsomest udent st alkingwhi lesomeonei sr eciting.Idon’ tt hi
nky ouwi lll i
ke
thati fy ouar et heoner eci ting.Canweagr eeonar ule?Gi vemear ule” .St udent
suggest s.Let ’skeepqui etandl istenwhensomeonei sr eci ting.Rai sey ourhand
i
fy ouwantt or eci te. ”Teacherasks, canwekeept hisr ul e?
Todayy ouar egoi ngt ocomput ey ourscor esf orcl assst andi ng–wr it t
enqui zzes,
seat wor k, per for mancet est , homewor k.Thesewer eal lcor rect edandr et urnedt o
you.When y ou ar e done,compar ey ourt ot alwi th mi ne.Shoul dt here be
discr epancy ;ber eadyt oshowy ourcor r
ect edpaper s.
Dur ing t he f irstweek ofschoolBar bt eacherasks hersi xth gr ader st wo
quest ions:“ Whatquest ionsdoy ouhav eaboutt hewor l
d? ”t hest udent sbegi n
enumer atingt hei rquest ions,“ Cant heybeaboutsi lly,l ittlet hings? ”asksone
student .“Ift hey ’
r ey ourquest i
onst haty our eal lywantanswer ed,t hey ’
renei ther
sill
y norl it
tle. ”Repl ies t he t eacher .Af tert he st udent sl istt hei ri ndi vidual
quest ions,t eacheror gani zest hest udent si nt osmal lgr oupswher et heyshar e
l
ist sandsear chf orquest ionst heyhav eincommon.Af termuchdi scussi oneach
groupcomesupwi thapr ior it
yl istofquest ions,r ank–or der ingt hequest i
ons
aboutt hemsel vesandt hoseaboutt hewor ld.Backt oget heri nawhol egr oup
sessi on,t eachersol i
ci tst hegr oups’pr i
or iti
esandwor kst owar dconsensusf or
thecl ass’ scombi nedl istsofquest ions.Thesequest ionsbecomet hebasi sf or
gui dingt hecur ricul um i ncl ass.Onequest i
on,“ wi l
lIl i
v et obe100y ear sol d?”
spawned educat i
onali nv est igat ions i nto genet i
cs,f ami ly and or alhi st ory,
act uar ial sci ence, st atist i
cs and pr obabi li
ty ,hear t di sease,cancer ,and
hy per tensi on.Thest udent shadt heoppor tuni tyt oseekouti nfor mat ionf rom
fami l
ymember s,f riends,exper tsi nv ariousf iel ds,on–l inecomput erser vices,
andbooks,aswel lasf rom t het eacher .Shedescr i
beswhatt heyhadt odoas
becomi ngpar tofa“ lear ni ngcommuni ty.”Accor dingt eacher ,“ wedeci dewhat
themostcompel lingi nt ellect uali ssuesar e,dev iseway st oi nvest i
gat et hose
i
ssues.
Thesenseofcommuni tyi sst rong,ev enpal pabl e.Butt hissensedi dn’tj ust
spr ingf ull–bl ownf rom bei ngagr oupofpeopl eoccupy ingt hesamepl aceatt he
samet ime.I twasbui ltuponmanysmal landspeci ficmoment sofl ear ningt he
samev ersest osongsandshar ingt radi t
ions,memor iesoft i
mest oget herand
stor iesof ten–t old…
Someofourt radi tionsar eonceay earev ent s;somehappenev eryweekorev en
ev eryday .Theygi v eusway st ogr eeteachot her ,tol ear nabouteachot her ,to
singandcel ebr at eandsaygoodby e.Theseev ent smar kourcomi ngsandour
goi ngsandaf firm ourcommoni nt erest si nt het imewespendt oget her .
Becauset heyt reasur e,heal th,sani tationandsel f– di sci pline,St .Ber nadet te
Cat hol icSchool incl udest hef ollowi ngi nt hei rcant eenpol icies.
Foodst hatwi llnotbesol d:
Ful lfatpast r yi tems
Chocol ateconf ect ionar y /lol lies/ pot atochi ps/cr eam f illedbun
Sof tdr inks
Hi ghcaf feinedr inks–e.g.dr i
nkscont ainingguar anaorcaf feine
Deepf riedf oodofanydescr iption
CLAYGO–“ Cl eanasy ougo”
Thet eacherwr ote,“Ni
cej ob”onmysket chofanor ange.Iknewv erywel lthatmy
smudged mess ofan or ange wasn’ ta ni ce job.Itwasn’ tev en decent
representati
onofanyf ruitknownt oman.Iwoul dhav eabenef i
tedbyhert ell
i
ng
meonet hingIcoul ddot omakei tbett
er.May besomet hi
nglike“ wear elear ni
ng
aboutper spective.Tryaddi ngashadowbehi ndy oursketch.Her“ nicej ob“ told
mel i
tt
leabouthow t oi mpr ove.KnowingIreceivedundeser vedpr aisel essens
theimpactorpr aisewheni tistrul
yearned.
TeacherPazr emar k:“
Ili
ket oat t
endthatCPDsemi nar.Il
i
ket ohonemyt eaching
skil
l
sandupdat emyPCK( pedagogicalcont
entknowl edge)…
Goodt eachingi shonoredi nt hi
sschool.
Myschoolheadpr otectsmyacademi csti
me.Shekeepsmeet ingt imet ot he
minimum.

Anal ysi
s
Whi choft het welveelementsofaposi t
ivecult
urewereil
lustr
atedbythegiven
episodesv ignettes?Whichelementwasill
ustr
atedbydescri
bingtheopposit
es?
Isther eanyel ementleftout
?Ifther
eiscany ouasagr oupsupplyanepisodeor
vignette?Av ignettei
sashor tdescr
ipt
ionofanepisodeinschoolli
kethe9given
abov e.

El
ev en(11)vi
gnettesinthef
irstpar
toft
hischapt
ergi
veaconcr
etepi
ctur
eofa
positi
veschoolcult
ure.
Vignett
e
Norm ofSchool Cult
ureI
ll
ust
rated

1
Hi
ghexpect
ati
on

2
Honestandopencommuni
cat
ion

3
Tangi
blesuppor
t;car
ing,
cel
ebr
ati
on,
humor

4
I
nvol
vementi
tdeci
sionmaki
ng;
prot
ect
ionofwhati
simpor
tant

5
Tr
ustandconf
idencet
radi
ti
ons

6a
Col
legi
ali
ty;
honest
,opencommuni
cat
ion

6b
Collegi
ali
ty;exper
iment
ati
on;r
eachi
ngoutt
otheknowl
edgebases;appr
eci
ati
on,
recognit
ion.

7
Col
l
egi
ali
ty;
tradi
ti
ons

8
Tangi
blesuppor
t;pr
otect
ionofwhati
simpor
tantt
radi
ti
on
10
Reachi
ngoutt
otheknowl
edgebases

11
Appr
eci
ati
onandr
ecogni
ti
on

12
Pr
otect
ionofwhati
simpor
tant

It
em # 9 does notil
lustrat
e posit
ive cul
tur
e,specifi
cal
l
yhonestand open
communicat
ion.Aft
erhavingreadthev i
gnet
tes,bythi
stimeyouhaveanideaon
whatschool
cult
urei
s.Allofthevi
gnettesaremanifest
ati
onsofschoolcul
tur
e.

TheMeani ngofSchool Culture

Schoolcultur
eisoneoft hemostcompl exandi mpor tantconcept si neducati
on
(Schein,1985).Itgener all
yr eferstot he beliefs,per ceptions,r elat
ionshi
ps,
atti
tudesandwr it
tenandunwr i
tt
enr ul
est hatshapeandi nfl
uenceev eryaspects
of how a schoolf uncti
ons (
htt
p://www. edglossar y.
org./school-cul
tur
e).
Howev er,
theterm alsoencompassesmor econcr eteissuessuchast hephy si
cal
andemot i
onalsaf et
yofst udents,theor derl
inessofcl assroomsandpubl ic
spacesordegr eet o which a schoolembr acesr acial
,et hnic,li
ngui st
icand
cult
uraldi
versi
ty.

Accor ding to Spacey( htt

p://simpli
cable//
new/ /
school/John.Nov .23,2017) ,
schoolcul tureconsi stsoft henor msandshar edexperiencest hatevolveov er
school’shistor y.I
nf act,Scot tandMar zano( 2014)statethat“ schoolcultur
ei s
rei
nforcedbynor ms,expect ationsandtradit
ions,i
ncludi
ngev erythi
ngf r
om dress
codest odi scipli
nesy stemst ocelebr
ati
onsofachi evement .Therefore,
itmaybe
describedast hechar acterofaschoolt hatgivesschoolqual i
ti
esbey ondi ts
str
uctures,r esources and pr acti
ces.They ar e“ buil
tt hrough t he every
day
businessofaschooll i
fe.Itist hewaybusi nessishandledt hatbot hformsand
ref
lectst hecul t
ure.”(Sophier,1985)

Cul tureasaSoci al Const ruct

Cul turei sasoci alconst r
uctnotagenet icconst r
uct .Thismeanst hatschool
cultur ei s,t herefor e,somet hi ngt hatwedonoti nheritorpassont hrought he
genes.Rat her ,iti s somet hing t hatwe cr eate and shape.I ti s shaped by
ever ythingt hatal lpeopl ei nschoolsee,hear ,feelandi nteractwi th.Iti sa
creat ionoft heschoolhead,t eachers,par ents,non- t
eachingst affst udent sand
communi ty.SeanSl ade( 2014)el abor ates:
Wi thinacoupl eofmi nutesofwal kingi ntoaschooloracl assr oom,y oucant el
l
,
def i
neal mostt astet hecul t
ur et hatper meat est hatspace.I si tanopen,shar ing
env ironment ?Ori ti sar igid,di scipli
ne– def inedpl ayingf i
eld?I tissaf eand
wel comi ng,ori ntimi datingandconf r
ont i
ng?Doesi twel comeal lv oices,ordoes
i
tmakey ouwantt oshr i
nk?I si twai ti
ngf orinstruct i
onandl eader shipori si tself
-
direct edwi thacommonpur pose?
School Climat eandSchool Cul ture
How doesschoolcl i
mat edi f ferfrom cul ture?Theset ermsar ef requent lyused
i
nter changeabl ebutschoolcl i
mat ei smor er elational;iti si l
lustratedbyt he
attitudesandbehav i
orsoft heschoolst affandi sf ocusedont hest y l
eoft he
school ’
sor gani zationalsy st em.Schoolcl imat er eferst otheschool ’
sef fectson
thest udent s,i ncludingt eachi ngpr actices,diversityandt her elati
onshi psamong
admi nistrator s,teacher s,par ent sandt hest udent s.Schoolcl imat ei sdr ivenby
andr eflect edi ndai lyint eract ionsofst aff,admi nistration,faculty,st udent sand
suppor tst affandt heout sidecommuni ty.(https://www/ sli
deshar e.net /
modul e)
Schoolcul t
urei sa deeperlevelofr ef
lecti
on ofshar ed val
ues,belief
sand
tradi
ti
onsbet weenstaffmember s.Schoolculturerefer
stothewayt eachersand
otherst af
f member s wor ktoget her and t he setof bel i
efs,values and
assumpt i
onst heyshare.(
www. ascd.or
g./research).Schoolcul
turei
saboar der
term andsoisi ncl
usi
veofschool cl
imate.

Schoolcul
tur
emat t
ers.Resear
chconf i
rmsthecentralr ol
eofcultureto
thesuccess.Schoolcult
urecanbepositi
veornegati
veortoxic.Aposit
iveschool
cult
ure foster
si mpr ovement,coll
aborati
ve deci
sion maki ng,professi
onal
developmentandstaffandt hestudentlearni
ng.anegati
vecul t
uref
ostersthe
opposite.

Element sofaPosi t i
v eCul t
ur e
Asgi veni nt heact i
v i
typhaseoft hi sl essonaposi tiveschoolcl imat ei s
char acterizedbyt hef ol lowi ng:
Col legialit
y– Theschoolat mospher ei sf riendl y.Youwor ki nanat mospher e
wher er esponsi bi l
ityandaut hor ityar eshar edbyev er yone.Youcanbey our sel f.
Youhav enott oputy ourbestf or war dt oi mpr essot her s.Theschoolheaddoes
nott hrowhi s/herwei ght .He/ shedoesnotmakehi s/heraut hor ityf eltbyhi s/her
col l
eagues.
Exper i
ment at ion – Theat mospher eencour agesexper i
ment ation and so wi ll
wel comemi stakesaspar toft hel ear ningpr ocess.Nost udent ,not eacherget s
puni shedf orami st ake.Mi stakesar enoti nt ended.Theygi veal otofl esson.
Ref er r
ingt ohi s10, 000f ail
edat tempt st henhewasexper i
ment i
ngi nt hel i
ght
bul b.Edi sonsai d: “Ihav enotf ailed.I ’
v ej ustf ound10, 000way st hatwon’ twor k. ”
Hi ghexpect at ions–I thasbeensai done’ sl ev elofachi ev ementi sal way slower
thanone’ sl ev elt hati saspi ration.Sosethi ghexpect ationsf orhi ghachi ev ement .
Twopr obl emsar iseher e.Rober tJ.Mar zanowar nsus:
First ,expect ationsar esubt leanddi fficul tt ochange.Teacher smaybeunawar e
thatt heyhav el ow expect at i
onsf orsomest udent s;ev enwhent heybecome
awar e, t
heymayhav edi fficultychangi ngt hei rexpect ationsbecauset hei rbel iefs
andbi aseshav edev elopedov ert hey ear s.
Second,whatact ual ly communi cat es expect at i
ons t o st udent si st eacher
behav ior.I ft eacher sconsci ousl ywor kt ochanget hei rbi asesbutdon’ tchange
thei rbehav iort owar dt hosest udent sf rom whom t heyhav et endedt oexpectl ess,
thei rchangeofat titudewi l
lhav el it
tleef fectonst udentachi ev ement .
Trustandconf idence–St udent s, teacher s, schoolheadsandpar ent sr elatewel l
andwor kwel lwhenr elat i
onshi psar esol idlybui l
tont rustandconf idence.I nf act ,
honestandopencommuni cation( #12i nt hisl ist)i spossi bleonl ywhent her ei s
trustandconf idencei neachot heri nt heschoolcommuni ty .Icanshar emyi nner
thought sonl ywhenIam conf i
dentt hatIdonotgetost r
aci zed.WhenIdo.
Tangi blesuppor t–Ev er yonei nt heschoolcommuni tyget sconcr etesuppor tf or
thegoodt hatt heydo.Suppor tcomesi nnotj usti nwor dsbuti nact i
on.School
headseest oi tt hatLCDsi nt hecl assr oomsar ef unct ioni ng.
Reachi ngoutt heknowl edgebase– Teacher scar et ogr ow pr ofessi onal l
yt o
updat et hemsel v esoncont entknowl edgeandpedagogy ,thef ir
stdomai ni nt he
Phi li
ppi nepr of essi onal standar dsf ort eacher s.
Appr eciationandr ecogni ti
on–Cer tainl ywor dsofappr eciat ionandr ecogni tion
makecl assr oom cl i
mat ehi ghl yf av orabl e.Ar emi ndert ot eacher s:“ Youar enot
madel esswheny oupr aiseot her s.Inst ead, y oubecomemagnani mous.Sodon’ t
best i
ngywi thy oursi ncer epr ai se.Thepr obl em somet i
mesi sourey esar eso
qui ckt oseet henegat iveandsowedespi set hem i mmedi at elybutourey esar e
blindedt ot hegoodandsoweov erlookt hem andf ai ltoappr eciat e.
Car ing,cel ebr ation,humor–Ki dsdon’ tcar ewhaty ouknowunt ilt heyknowt hat
youcar e.Theydon’ tlist ent ot eacherwhent eacherdoesn’ tcar e.I tmaybegood
tor emi ndt eacher st hatmanyofst udent s,especi all
yt hosewhost ruggl e,don’ t
recei venear lyenoughposi ti
vef eedbacki nt hecl assr oom ori nt hei rper sonal
l
iv es.
“Whenki dsar et aughtwi t
hapr oact
ive,pr aise–heav yappr oach, t
heyt endt odo
bet ter,”say s Er i
n Gr een ofBoy s Town.Butbe speci fi
c.Gener ic,ov erl
y
gener ali
zedcomment ssuchas“ GoodJob! ”don’ tr eallyhel p.Compl ement i
nga
speci f
icbehav ior( “Thanksf orshowi ngr espectt oourv isiti
ngguest ” )
,ont he
otherhand, reinforcest hatparti
cularbehav ior.
Inv olvementi n deci sion maki ng – Inv olv i
ng ot her swho ar econcer ned wi t
h
deci siont obemadeenhancessenseofowner ship.Theyal sof eelimportant.
Pr otectofwhati si mpor tant–Whatschool sconsi deri mpor tantmustf orm part
oft heirtraditi
onandsomustbepr otect edbyal lmeans.I nt heactiv
ityabov e,
ment i
onwasmadeonschoolcant eenpol icest hati ncl ude“ nosof tdr i
nks,no
chocol ateet c.”andCLAYGObecauset heschoolconsi der snut r
it
ionandheal t
h
andcl eanlinessasi mpor t
ant.
Tradi t
ions– aschoolmusthav eani nt ent i
onalcul ture– basedpr ogr am on
shar edv alues,bel iefs,andbehav i
ors.Thi sst rengthenssenseofcommuni ty.A
trulyposi tiveschoolcul t
ureisnotchar act erizedsi mpl ybyt heabsenceofgangs,
violenceordi scipli
nepr oblemsbutal sobyt hepr esenceofasetofnor msand
val uest hatf ocusschoolcommuni t
y’sat tent iononwhati smosti mpor tantand
mot ivatethem t owor khar dtowar dacommonpur pose.
Honestandopencommuni cati
on–Nooneget sost racizedf orspeaki nguphi s
mi nd.Theat mospher eissucht hatev ery onei sencour agedt ospeakhi smind
wi thoutf earofbei ngost r
acized.Theagr eementatev erydi scussionis“ agreeto
disagr ee.

Shar
ed normsf orbothteacher
sand st udentcontr
ibut
et o apositi
ve
schoolcult
ure.BossandLeaner( 2018)shareteachernorm andstudentnorms
tocontri
butetoafairandanengaginglear
ningenvironment
,acharacter
ist
icofa
posit
iveschoolcul
ture.Theycheckonthefol
lowingnormseachweek.

Tabl
e6.

TeacherNorms
StudentNor
ms

Teachindiff
erentways.
Callst
udentbytheirnames.
Careaboutstudents’f
eeli
ngs.
Understandi
ngtheirsi
tuat
ion.
Haveagoodat t
it
ude.
Staycal m
Usedki ndwor ds
Hav epat ience
Greetst udentandsaygood–by e
Helpst udent sunder st and.
Wor katar easonabl eatpeace
Explai ncl ear l
y
Suppor tdi ff
er entl ear ningst y
les
Expectt hebest
Re–expl ainifnecessar y
Attendschool themaj ori
tyoft het i
me.
Ber espect ful.
Giveev ery onewhatt heyneed
Usepr operl anguage.
All
owspacei fneeded.
Usesuppor tivewor dswhenexpl aini
ng.
Call byy ourname
Hav eagr owt hmi ndset
Hav eagr owt hmi ndset .
Believ ey oucani mpr ov e.
Failfor war d.
Keept rying.
Speakposi t
ivelyabouty ourabi l
i
tiestolear
n.
Call classmat esbyt hei rnames.
Ber esponsi blef ory ourwor k.
Hav eamat erial ready .
Adv ocat ef ory our self.
Beapr ofessi onal
Meetdeadl i
nes.
Participat e.
Beont i
met ocl ass.
Li
st en…
Tot het eacher .
Toy ourcl assmat e.
Toguest .
Tot hedi rections.
Attendschool themaj ori
tyoft het i
me.
Beagoodt eam pl ayer .
Prov idegood, hel pful feedback.
Staycal m.
Encour ageot her s.
Stayont opic.
Beconsi derat e.
Usepr operl anguage.
Communi cat ecl ear l
yt ost udentsandt eacher(
s).

Schoolsareinst i
tuti
onsmot iv
at edbyashar edv i
sion.Necessar i
ly
,schoolsmust
havepolici
esf orthem torealizethei
rv i
sionandmi ssion.Thesepol ici
esarea
ref
lect
ionoft hev al
uesoft hepeopl ewhocr eatedt hem.What everpoli
ciesare
for
mulatedmustr edoundtot heimpr ov
edt eaching–l earningofl eanerswhich
aretheveryr easonoft heexistenceofschool s.I
nt hi
sChapt er
,wewi llf
ocuson
schoolpoli
ciest hatgover
nschool andcommuni t
ypar t
nershi
p.

Act
ivi
ty:
Groupyourselvesby3t henshar
ey ouranswert
othisquesti
on.
Hereisapar tofthepolicyongr
adinggivenbytheDepEdCentralOf
fi
ceinDepEd
Order 8,s.2015,dat ed Apri
l1,2015.St udy the components and t
he
corr
espondingper cent
ageweights.

Table7.WeightofComponent
sforGr
ade1–10
Components
Languages,
AP, EsP
Sci
ence
AndMat h
MAPEH,
EPPandTLE

Wri
ttenwor
k
30%
40%
20%

Per
for
manceTasks
50%
40%
60%

Quart
erl
yAssessment
20%
20%
20%

Readt hispoli
cyonst udent s’absencesandt ardiness:
Al eanerwhoi ncursabsencesofmor et han20% oft heprescri
bednumberof
classorl aborat
or yperiodsdur ingt heschooly earorsemest ershoul dbegi vena
fail
inggradeandnotear ncr editsforthel earnerar eaorsubj ect
s.Fur thermor e,
theschoolheadmay ,athi s/herdi scr
etionandi nthei ndivi
dualcase,exempta
l
eanerwhoexceedst he20%l imitforreasonsconsi deredv al
idandaccept abl
et o
theschool .Thedi scretionaryaut hori
tyisv estedint heschoolheadandmaynot
beav ail
edofbyast udentorgr antedbyaf acultymemberwi thouttheconsentof
theschool head.( DepEdOr der8, s.2015)
Habi t
ualt ar
diness,especi allyduringthef ir
stper iodinthemor ningandi n
the afternoon,i s discouraged.Teacher s shallinform t he parents/guardians
throughameet ingifal earnerhasi ncurred5consecut ivedaysoft ardiness.

Readt
hisexcer
ptofDepEdOr
der54,
s.2009.

Acti
vit
ies.AllPTA activ
iti
eswi t
hint
heschoolpr
emisesorwhi chinv
olvethe
school,i
tspersonnelorstudent
sshal
lbewi
thpri
orconsul
tat
ionandapprov
alof
theSchoolHead.

FinancialMat t
er .Suchcol l
ecti
onsshal lbemadebyt hePTA subj ecttot he
foll
owing condi ti
ons:ifcollecti
on oft he SchoolPubl ications Fee,Supr eme
StudentGov ernment( SSG)Dev elopmentalFundandot hercl ubmember shi
pf ees
andcont ri
but i
onsi scoursedt hroughthePTAasr equest edbyt heconcer ned
organizati
on,theamountcol l
ectedshallber emit
tedimmedi atel
yt otheschool,
SSGorot herstudentor gani
zationsconcernedont hedayi twascol lect
ed.The
perti
nentor ganizati
onshalldeposi tt
hefundswi t
har eput ablebankont henext
bankingdayundert heorganization’
saccount.Noser vi
cef eeshal lbechar ged
agai
nstanyst
udentor
gani
zat
ionbyt
hePTA.

Non–compl ianceoranyv i
olat
ionoftheafor
ementi
onedcondit
ionsshallbea
ground forthe cancel
lat
ion oft he PTA’
srecogni
ti
on and/
ort he fi
l
li
ng of
appropr
iatechargesast
hecasemaybe.

Poli
cyonCol lect
ionsofContri
buti
ons
Cognizantoftheneedofanor ganizationf oradequat
ef undstosustainits
operati
ons,adul yrecogni
zedPTAmaycol lectv olunt
aryfi
nancialcontr
ibuti
ons
from member sandout si
desourcestoenabl ei ttofundandsust ai
ni t
soperation
andtheimpl ementati
onofitsprogram andpr oj
ectsexclusi
velyforthebenefitof
thestudentsandt heschoolwhereitoperates.ThePTA’ sprogramsandpr ojects
shallbeinwiththeSchoolImprovementPl an( SIP).

Thecont
ri
but
ionsshouldbear
easonabl
eamountasmaybedet
ermi
ned
byt
hePTABoar
dofdirect
ors;

Non–paymentofthecont
ri
buti
onsbytheparent–membershal
lnotbea
basi
sfornon–admissi
onornon–i ssuanceofcl
earance(
S)t
othechi
ldbythe
school
concer
ned;

Thecont
ributionsshal
lbecoll
ect
edbythePTATreasureronaperpar
ent
–memberbasi
sr egardl
essofthenumberoft
hei
rchi
l
dreninschool
;

Nocollecti
onofPTA contr
ibut
ionsshallbedoneduri
ngtheenr
olment
per
iod;and no t eacheroranyschoolpersonnelshal
lbeinv
olv
ed i
n such
col
l
ectionact
ivi
ti
es.

SafekeepingofFundsAl lcol lect

ionsofcont ribut
ionsorproceedsoff undrai
sing
acti
v i
ti
esshal lbedeposi tedi nar eputablebankinginsti
tutionasdet erminedby
theBoar dofDi rect
ors.ThePTA’ sTr easureroradul yauthor i
zedrepresentat
ive
shallunder t
aket hecol lectionand shal lanyschoolof ficialorper sonnelbe
entrustedwi t
ht hesaf ekeepi nganddi sbursementofcol lectionsmadebyt he
PTA.Al ldisbursementsoff undsshal lbei naccordancewi thgenerall
yaccept ed
account i
ngandaudi ti
ngr ulesandr egulat
ions.

PTASar epr ohi bitedf rom:

Interferingi nt heacademi candadmi ni
strativemanagementandoper at i
onsof
theschool ,andoft heDepEd, ingener al;
Engagi ngi nanypar ti
sanpol i
ti
cal act i
vi
tywithi nschool premi ses;
Oper ati
ngacant een/schoolsuppl iesstore,orbei ngaconcessi onairet hereof
i
nsi det heschoolornear bypr emises,orof fer i
ngt heseser v i
cest otheschoolas
i
t sclientei therdi rect l
yori ndirectl
y;
Sellingi nsur ance,pr e–needpl ansorsi milarschemesorpr ogramst ost udents
and/ ort heirpar ents;andsuchot heract sorci rcumst ancesanal ogoust ot he
foregoi ng.
PTA Of ficers and member s oft he Boar d ofDi r ect ors ar e prohibited from
collect i
ngsal aries,honor ari
a,emol umentsorot herf ormsofcompensat ionfrom
anyoft hef undscol lectedorr ecei v
edbyt hePTA.
PTAsshal lhav enor i
ghtt odisburse,oranychar geanyf eesasser vicef eesor
per cent ageagai nstt heamountcol lectedper tinenttot heSchool PublicationFee,
Supr eme St udentGov ernment( SSG)Dev elopment alFund and ot hercl ub
member shipf eesandcont r
ibutions.
Innocaseshal laPTAoranyofi t
sof fi
cersormember soft heBoar dofDi r
ectors
calluponst udent sandt eacher sf orpurposesofi nv estigati
onordi scipli
nary
action.
Ther ecogni t i
on ofanyPTA shal lbe cancel l
ed byt he di visi
on PTA Af fai
rs
Commi tteeupont her ecommendat i
onoft heSchoolHeadconcer nedf orany
vi
olati
onoft heabove–ment i
onedpr ohibi
tedact i
vit
iesandt heseGui deli
nes.
Thereaft
er,t
heSchoolHeadmaycallforaspeci alelectiontoreplacet heBoar d
ofDirect
orsoft hePTAwhoserecogni
tionwascancel led.Cri
mi nal,ci
viland/or
administ
rati
veacti
onsmaybetakenagainstanymemberorof f
iceroft heBoar d
ofthePTA whomayappearr esponsibleforfailuret osubmi tt henecessar y
annualfi
nancial
stat
ement
sorforfai
lur
et oaccountthef undsofthePTA.

Analy
sis:
How doy ouf eelaboutt
hepol
i
cies?Ar
eyouhappyaboutt
hem?Orar
eyou
happi
erwithoutthem?Why?

Whati
fschool
shadnopol ici
esont hegradi
ngsystem?Whatmayhappen?What
ar
epossi
bleconsequencesonteachingandlear
ning?

Whati
fschoolshadnopol i
ciesont hestudent
s’tardi
nessandabsences?What
mayhappen?Whatar e possi
ble consequences on schoolat
mosphere?On
t
eachi
ngandlear
ning?

BasedontheDepEdOr
deronPTAcol
l
ect
ions,whyar
eschool
sver
yst
ri
ctwi
th
moneycol
l
ecti
ons?

Thepoli
ciesgi
venabovecomef rom DepEdCentr
alOffi
ce.Shouldal
lschool
pol
i
ciescomefrom DepEdCent
ralOff
ice?Canschoolal
soformulat
ethei
rown
pol
i
cies?I
fyes,
why?Ifno,
whynot?

Ifschool
scanf or
mul
atethei
rownpol
ici
es,whatcondi
ti
onsmustbemetf
or
t
hesepoli
ciest
obesur
elyi
mplement
ed?

Whati
sanadvant
ageofapol i
cyf
ormul
atedbyt
heschoolcommuni
tyov
ert
hat
pol
i
cywhi
chcomesfrom abov
e?

School sinpar tner shipwi tht hei rcommuni t

yhav et heirownpi ctureof
whatt heywantt obe( visionst atement )andsomustof ferser vicesandmustdo
whatt heyar esupposedt odo( mi ssionst at ement )i nor dert orealizewhatt hey
env i
sioned t hemsel vest o be.Fort hesehappen,pol iciesmustbe i n pl ace.
Obser v anceoft hesepol i
ciesensur esev eryonei nt heschoolcommuni tyt ot ow
thel i
ne.I fcondi t
ionsar ei deallikewhenal lmember soft heschoolcommuni t
y
are per fect– schoolheads,t eacher s,st udents,par ent s,non – t eachi ng
personnelandot hermember soft heout sidecommuni ty–t heremaybenoneed
forapol i
cy .Thet ruthi scondi ti
onsi nt heschoolcommuni tyandi nt hiswor ldar e
farfrom i dealandper sonst hatmaket heschoolcommuni tyar ef arfrom per fect
andsot heneedf orpol ices.
Onemayast owhyt heDepar tmentofEducat i
onhasi ssuedv eryst ringent
polici
esandgui delinesf orPTAsi nmat tersofcol lect i
ngcont ri
butions.Ev en
engagi ngi nanypar ti
sanpol it
icalact i
vitywi thinschool premi sesi swr it
tenasone
prohibit edact ivi
ty .Ther emustahi storyt ot hat.Per hapsmal versationoff unds
andot herf or msofabusehappenedi nt hepast .
School s’pol i
cy on t he gr ading sy st
em i si mpor t
ant f or ev eryone
concer nedt oknowhowgr adesar ecomput ed.Bot hst udent sandpar ent sknow
howgr adesar eder ivedobj ect i
vely .Per cent agewei ght sf oreachcomponentar e
clear.
Teacher sar egui dedi nt hei rassessmentpr act ices.Thegr adi ngpol i
cy
ensur esobj ectiveassessmentpr act i
ce.Wi thoutt hegr adi ngpol icy,gradi ngmay
becomehi ghl ysubj ective.
Si mi l
ar ly
,ift herear enopol iciesonst udent s’t ardinessandabsent eeism,
student smayj ustcomei nl at
eorabsent .Thepol iciesonst udent s’tardinessand
absent eei sm cer tainlywi l
lcurbt ar dinessandabsent eeism t oensur elear ning.
Eff
ecti
ve Pol
icy For
mul
ati
on and I
mpl
ement
ati
on i
n a SchoolCommuni
ty
Part
nershi
p.

Thepoli
ciesongr adi
ng,studenttardi
nessanabsenteei
sm camefr
om above,
DepEdCentralOf
fi
ce.Attimest her
eisneedforpol
i
ciesfr
om abov
e.Butpol
i
ces
donotneedtocomef rom aboveallt
hetime.

Ther earetimeswhenaschoolf or mulat

esapol icytoaddr essal ocalproblem.In
fact,thisishow i tshouldbei naschool– communi typar tnership.Ideall
y,a
policymustnotbef ormulatedbyt heschoolheadbyhi msel f/herself
.Theschool
headmustl eadinthepolicyformulati
onpr ocess.Thewor d“ l
ead”i mpli
est hatan
effectiv
epol i
cyformulati
onpr ocessmustbepar t
icipatory.Thi smeanst hati
tis
bestt hattherestoftheschoolandcommuni tybei nvolved.Twogoodheadsar e
bettert hanone.Besi despar ti
cipati
onofschoolandcommuni tydev elopsa
senseofowner shi
pofsuchf ormulatedpol i
cywhi chensur esmor eef f
ecti
ve
i
mpl ementati
on.Thisisschoolempower menti nact i
on.Asi def rom i
nv ol
v i
ngthe
schoolandcommuni tyinpol i
cyf ormulat
ion,aschoolheadmustensur ewide
dissemi nati
onandcor r
ectandcl earunderstandingoft hepol i
cy .

I
nt heli
stofcompet enciesexpectedofschoolheads,therearecompetenciesfor
bothinstructi
onalleadershipandadmi ni
strat
iveleadershi
p.Let’
stakeal ookat
the compet enci
es expect ed ofschoolheads as cont ai
ned inthe Nat i
onal
Compet ency-BasedSt andardsforSchoolHeads(NVBSSH)i ssuedinDepEd32, s.
2010onApr i
l16.2010.

Tabl
e8t heNat
ional
Competency-
BasedSt
andar
dsf
orSchool
Heads
DomainsandCompetencySt
rands

DOMAINS
CompetencySt
andar
ds

Domain1
SchoolLeadershi
p
1.
A.Dev el
oping&Communi cat
ingVisi
on,
Missi
on,
Goal
s,andObj
ect
ives(
VMGO)
1.
B.Data-Basedst r
ategi
cpl
anning
1.
C.problem sol
vi
ng
1.
D.buil
dinghighper
formanceteam
1.
E.coordinat
ingwi
thother
s
1.
F.l
eading&managi ngchange

Domain2
I
nstr
ucti
onalLeadership
2.
A.assessmentf orl
earning
2.
B.Developi
ngPr ograms&/ oradapt
ingexi
sti
ngprogr
ams
2.
C.implementi
ngpr ogramsf ori
nstr
ucti
onali
mprovement
2.
D.inst
ructi
onalsupervisi
on

Domain3
Creat
ingast udentcent
eredl
earni
ngclimate
3.
A.Set ti
nghighsocial
&academicexpectati
ons
3.
B.Cr eati
ngschoolenvir
onmentsfocusedontheneedsoft
hel
ear
ner

Domain4
HRManagementandPr ofessi
onalDevelopment
4.
A.Creati
ngaProfessi
onalLear
ningCommuni ty
4.
B.Recrui
tment&hiri
ng
4.
C.ManagingPerf
ormanceofTeacher sandStaff

Domain5
Par
entInvolv
ementandCommunityPar
tner
shi
p
5.
A.ParentalInv
olv
ement
5.
B.Exter
nal Communi
tyPar
tner
ship

Domain6
SchoolManagementandOperat
ions
6.
A.ManagingSchoolOper
ati
ons
6.
B.Fiscal
Management
6.
C.UseofTechnologyi
ntheManagementofOper
ati
ons

Domai n7
Personal &Pr of
essional
Att
ributesandi nterpersonaleff
ecti
veness
7.
A.Pr ofessionali
sm
7.
B.Communi cati
on
7.
C.I nt
er per
sonal Sensiti
vi
ty
7.
D.Fai rness,Honest yandIntegri
ty

Studyf igur
e2si debysi dewi ththet able7ondomai nsandst rands.Not i
cet hat
therear ecompetenciesexpect edofschool headsasi nstructionalleader sandas
admi nistr
ati
veleaders.Focusedoni nstructi
onalleadershipisdomai n2, whichi s
i
nstruct i
onall
eadershipitsel
fandDomai n3, creati
ngast udent -centeredl earning
cli
mat e which is par tofi nstr
uct i
onall eadership.Related t o admi nistr
ative
l
eader shiparedomai n1,schooll eadership;Domai n6,schoolmanagementand
operations;and Domai n 4,human r esource managementand pr ofessional
development ;Domai n5, par
entinv ol
vementandcommuni typar tnership.Domai n
7,personalandpr ofessionalattr
ibutesandi nterpersonaleffectivenesscanr elate
to bothi nstr
ucti
onall eadershipandadmi nistr
ati
v eleader shipsi ncet hishas
somet hingt odoat eacher’
sper son-hoodwhi chcannotdet achf r
om whata
teachersay sanddoes.

Asamemberoft
heassoci
ati
onofSout
heastAsi
anNat
ions(
ASEAN)
,let
’sal
so
t
akeal
ookatt
hecompet
enci
esofschool
headsf
orSout
heastAsi
a.

Tabl
e9Compet encyFr
ameworkforSout
heastAsi
anSchool
Heads
Domain:
Stakehol
derEngagement(
SE)

1.(SE)Promoti
ngsharedresponsi
bil
it
yforschoolimprovement
1.1.Bui
ldtr
ustandleadter
ms/ communi t
iesforschooli
mprovement
1.2.Empowerthecommuni tyt
owor kforenhancementsofschoolper
for
mance

2.(SE)Managi ngeducat
ional
li
ancesandnetwor ks
2.1.Communi cateEff
ecti
vel
ywithdi
ffer
entstakeholder
2.2.Faci
l
itat
eschool communit
ypartner
shipsandact iv
iti
es

3.(SE)sust
ainingcol
l
aborati
verelat
ionshi
pswithstakehol
der
s
3.1.Suppor
tcommuni ty
-basedprogramsandpr oj
ects
3.2.Communi cat
eschoolsperf
ormancer epor
ttostakehol
der
s

4.(ML)Managingschoolresourcesandsy
stems
1.1.Managefi
nanci
alresources
1.2.Managel
earni
ngenv i
ronment s
1.3.Managesyst
emsandpr ocedures

5.(ML)Managi ngstaffperf
ormance
2.1.Manageschool personnelr
equi
rements
2.2.Supportprof
essionaldevel
opmentofst
aff
2.3.Recognizestaf
fperformance

6.(ML)Managi ngsust
ainabl
eschoolpr
ogramsandproj
ects
3.1.Demonstratepr
ogram andpr
ojectmanagementski
l
ls
3.2.Pr omot
e school-
based pr
ograms and pr
oject
sthatsuppor
tsust
ainabl
e
development

Domai
n:I
nst
ruct
ional
Leader
shi
p(I
L)

1.(IL)Leadi
ngcurr
icul
um implementat
ionandimprovement
1.1.Managecurri
culum i
mplementati
on
1.2.Promotesensi
tivi
tyofdi
versi
tyanddif
fer
enti
atedinst
ruct
ion

2.(IL)Cr
eat
ingalearnercenteredenvir
onment
2.1.Promot
elear
nercent er
edact i
vit
ies
2.2.Promot
eaheal t
hy,safe,andincl
usivelearnerenvi
ronment
2.3.Promot
eacultureofpeaceandr espectfordiver
sit
y

3.(IL)Superv
isi
ngandev al
uat
ingteachers’per
for
mance
3.1.Applyappropr
iat
emodelsforsupervi
sionandeval
uat
ion
3.2.Nurtur
eteacherl
eaders

4.(IL)Del
i
veri
ngPlannedl
earni
ngoutcomes
4.1.Promotet
eam-basedapproachest
oinst
ruct
ionalleader
shi
p
4.2.Manageassessmentst
oi mprovet
eachi
ngandl earni
ng

Domai
n:Per
sonal
excel
l
ence(
PE)

1.(PE)Managingpersonalef
fect
iveness
1.1.Leadbyexample
1.2.Demonstr
atetr
ansparencyandaccount
abi
l
ity
1.
3.Pract
iceabalancedheal
thyli
fest
yle
1.
4.Takeapr i
deinone’spr
ofessi
on
1.
5.Deli
verresul
ts

2.(PE)Actingonchallengesandpossibi
l
iti
es
2.1.Managepr i
ori
ties
2.2.Exhi
bitdeci
sivenessinaddressi
ngchall
enges
2.3.exhi
bitanenterpri
singat
ti
tude

3.(PE)Pursuingconti
nuouspr
ofessi
onal
devel
opment
3.1.Taker esponsi
bil
i
tyforli
fel
onglear
ning3.
2.Advocat
eASEAN v
aluesand
perspect
ive

Domai
n:St
akehol
derEngagement(
SE)

1.(SE)Promoti
ngsharedresponsi
bil
it
yforschool i
mprovement
1.1.Bui
ldtr
ustandleadteams/communi t
iesforschool
improvement
1.2.Empowerthecommuni tyt
owor kforenhancementofschoolper
for
mance

2.(SE)Managi ngeducati
onal li
ancesandnet works
2.1.Communi cateeffect
ivelywithdi
ffer
entstakeholders
2.2.Faci
li
tat
eschool communi typar
tnershi
psandact iv
iti
es
2.3.Promoteconsensus-bui l
ding
2.4.Manageconf l
ictandpr acti
cenegoti
at i
onskil
ls

3.(SE)Sust
aini
ngcoll
aborati
verelat
ionshi
pswithstakeholders
3.1.Suppor
tcommuni t
y-basedprogramsandpr oj
ects
3.2.Communicateschoolperf
ormancer epor
ttostakeholders

4.(ML)Managingschoolresourcesandsy
stems
1.1.Managefi
nanci
alresources
1.2.Managel
earni
ngenv i
ronment s
1.3.Managesyst
emsandpr ocedures

5.(ML)Managi ngstaffperf
ormance
2.1.Manageschool personnelr
equi
rements
2.2.Supportprof
essionaldevel
opmentofst
aff
2.3.Recognizestaf
fperformance

6.(ML)Managi ngsust
ainabl
eschoolpr
ogramsandproj
ects
3.1.Demonstratepr
ogram andpr
ojectmanagementski
l
ls
3.2.Pr omot
e school-
based pr
ograms and pr
oject
sthatsuppor
tsust
ainabl
e
development

Inst
ructi
onal Leadershi
p
Like t he NCBSSH f or Philippines,t he compet ency f r
amewor kf or
SoutheastAsi anschoolheadsal soi ncludesdomai nsforinst r
uct i
onall
eadership
and admi nistr
ati
ve leadership. The domai n on I nstructional Leadership
encompasses 4 compet encies:1)l eading curr
icul
um i mpl ementati
on and
i
mpr ovement ;2)creat
ingal earner-centeredenv i
ronment :3)super vi
singand
eval
uatingt eacher
’sperfor
mance; and4)del i
veri
ngplannedl earningoutcomes.

Administ
rat
iveLeadership
Thisincludesstrat
egi
cthi
nki
ngandinnovat
ion(Domai
n1)
,st
akehol
ders’
engagement( Domain4)and manager
iall
eader
shi
p( Domai
n5).Forenabli
ng
compet enci
esforeachdomai n,ref
ertothetableabove.
Personalexcell
ence,anot her Domai n( Domain 3),relat
es to both
i
nstructi
onaland admi ni
strati
veleadershi
p.What ev
erpersonalimprovement
schoolheads hav e on theirpersonaleff
ect i
veness bypursui
ng conti
nuous
prof
essionaldevel
opmentr edoundstoimprov edadminist
rat
iveandinst
ruct
ional
l
eadership.

Li
kear efr
aininasong,t hei deat hattheschoolandcommuni t
yare
partner
sint heeducat ionoft hechildhasbeensai drepeatedlyint hi
sbook.
Rightl
yso,tobef ait
hfultot hedescripti
vetitl
eofthiscourses,TheTeacherand
theCommuni t
y,SchoolCul t
ureandOr ganizati
onalLeadershi
p.Inf act,i
nt hi
s,
separate Chapterwas dev oted to schooland communi t
y partnershipto
emphasizet hi
ssi gnif
icantr oleoft eachersand schoolheadsi nr elat
ion t
o
communi ti
es.IntheNCBSSH, sever
alstrandsandi ndi
cator
spoi ntt
ot hisschool
andcommuni t
ypartnership.Thest r
andsar easfoll
ows:

Inv olvesi nter nalandext er nalstakehol der sinf ormul at i

ngandachi evingschool
vision, mi ssion, goal sandobj ectives( Domai n1A)
Expl ainst heschool v i
si ont ot hegener alpubl ic( Domai n1A)
Alignst heschooli mpr ov ementPl an/ AnnualI mpr ov ementPl anwi thnat i
onal,
regi onal andl ocal educat ionpol i
ciesandt hrust s(Domai n1B)
Communi cat esef f
ect i
v elySI P/AIPt oi nternalandext ernalstakeholder s(Domai n
1B)
Inv olves st akehol der si n meet i
ngs and del iberati
ons f ordeci sion – maki ng
(Domai n1D)
Prov i
desf eedbackandupdat est ost akehol der sont hest atusofpr ogr essand
compl etionofpr ogr amsandpr ojects
Cr eat esandmanagesaschoolpr ogr esst oensur est udentpr ogressi sconv eyed
tost udent sandpar ent s/ guar dians, regular l
y( Domai n2C)
Recogni zeshi ghper formi ngl earner sandt eacher sandsuppor t
ivepar entsand
otherst akehol ders( Domai n3A)
Prepar es f inanci alr epor ts and submi ts/communi cat es the same t o higher
educat ionaut horitiesandot hereducat ionpar tners(Domai n6B)
Mai ntainshar moni ousandpl easantper sonal andof ficialrel
ationswi t
hsuper i
ors,
col l
eagues, subor dinat es, lear ners,par entsandot herst akeholders(Domai n7A)
List en t o st akehol der s’needs and concer ns and r esponds appr opriatel
yi n
consi der ationoft hepol itical,soci al,l
egal andcul t
ural context
Int heSout heastAsi anCompet encyFr amewor k,thef oll
owi ngcompet encies
strengt hen school and communi ty par tnership. 1) Pr omot i
ng shar ed
responsi bil
ityf orschooli mpr ovement ’s2)managi ngeducat i
onal li
ancesand
net wor ksand3)sust ainingcol l
abor ativer elationshipswi t
hst akeholders.