EDUCATIONAL

LEADERSHIP

This Chapter is taken from Llagas A.T., Corpuz, B.B. and Bilbao, P.P. (2016).
Becoming a 21st Century Educational Leader. Q.C.: Lorimar Publishing, Inc.
 From Administration and Supervision to
Instructional Leadership

Studies on the quality of Supervision has been a neglected area of

education here in the country
and abroad brought to the
fore renewed interest in
supervision coupled with
quality monitoring. Goddard
and Richards (in Llagas,
C orpuz, & Bilbao, 2016, p.28)
describes the renewed
interest.
education management for a long time.
During the 1970’s, the w ord inspector or
even supervisor had a negative connotation
and even became a taboo term in some
countries.
Inspection w as seen as an old-fashioned,
non-democratic institution as a few
countries got rid not only of the terminology
but also the supervision service itself. S ince
the beginning of the 1990’s, there have
been renew ed interest in issues of quality
and therefore in quality monitoring and
supervision.

Weber (in Llagas, et al., 2016) pointed out that instructional leadership includes
both management and supervision. He underscored that “beyond the direct
contact with teachers (supervision) and the control of support services for
instruction (management) leadership 2
 Leadership is authority invested in a trusted person and thus
qualifies as a kind of moral and transformational power over the
organization, (Weber, in Llagas, et al. 2016). The leadership process is
interpersonal and dynamic with the following functions

1.Setting school academic goals

2. Maximizing effects of instruc tional organization
3. Hiring, supervising, evaluating teachers
4. Protecting instruc tional time and programs
5. Setting standards for ac hievement/setting tone
for learning climate
6. Monitoring ac hievement levels/evaluating
programs
The instructional leader
is expected to be familiar with all levels of
instruction in the school. S/he is likened to a
conductor who knows the qualities of each
instrument in the orchestra. The
instructional leader relies on collaborative
planning with teachers, parents, internal and
external stakeholders. S/he is focused on
two domains:
(1) curriculum management and
(2) (2) staff development. 4
Functions of
instructional leader
a. Hiring, supervising, and evaluating
b. possess competence to observe
teachers, to offer advice as needed
c. listen to the problems encountered
d. make formative as well as summative
evaluation of teacher performance.

5
Functions of
instructional leader
a. Monitoring achievement levels and evaluating
program
b. Setting high expectations for students is a
challenge to teachers and instructional leaders.
c. ‘physician’ of the instructional program, keeping a
finger on the pulse of the process, by knowing the
program objectives, looking for symptoms of health
or problems, and prescribing remedies for weak or
troubled areas.
6
Monitoring can be defined as an internal management
process of continuous control of inputs, processes, and
outputs in order to identify strengths and weaknesses,
formulate practical proposalsfor action to be taken and
take the necessary steps to reach the expected results.

✓ Compliance monitoring
✓ Diagnostic monitoring
✓ Performance monitoring

7
Characteristics Type

Compliance Diagnostic Performance

Theoretical Bureaucratic Pedagogical Market

Reference Organization Theory Competition
Theory Theory

Goal Ensure Ensure Promote

standardized efficient academic
formal quality learning achievement

Focus Inputs Teaching Academic

learning achievement
process

Key Monitoring Inspectorate Advisory Standardized

Device and self services and testing and
reporting self league tables
assessment
8
“ The Core Principle School heads are
competent, committed and
accountable in providing access to
quality and relevant education for all
through transformational leadership

9
 Behaviors of a good supervisor according to
a focus group discussion in Chile

✓ Helps assists and indicates possible errors without waiting for

them to occur in order to be able to sanction them
✓ Does not impose, but who respects the specificity of the
school and is willing to listen
✓ Knows how to guide, with human relations and empathy
✓ Concentrates on the daily school processes in a systematic
and integrated way
✓ Develops support networks
✓ Takes into account the know-how of the teacher and
stimulates his/her professional development

10
 3 dimensions of the principal as a leader (Referee
Report for Accredited Membership of the Australian
Principal Centre (APC): (S.E.P. Leadership)

Strategic Educational People

Leadership Leadership
Leadership

The ability to explore The ability to lead in The ability to work

complex issues from crafting a shared with various
global perspective, to school vision including stakeholders. Misfire
manage and the development of the respect and
educational enterprise, curriculum policies and cooperation of people
to focus resources and practices; and promote the
motivate people in the development and
realization of the effectiveness of
shared school vision. people within the
organization.
11
 Reinventing the Principalship
This is a review of the functions and competencies of school leaders in basic
education: the principal/school head, head teachers/department heads, and
teachers-in-charge

DESIGNER STEWARD TEACHER LEADER

A s a designer, the A s a steward, the A s a teacher, the the principal is a

principal principal is principal fosters team player, fosters
encourages committed to and learning for team learning and
building a shared responsible for the everyone in the collaborative
vision/mission on vision, manages it organization.. problem-solving as
how to deal with over self-interest. the school culture
critical issues. develops trust,
supports innovation
and creativity,

(Senge, P. in Llagas, et al. 2016). 12

 Functions, Responsibility and Accountability of School Heads (RA
9155 of 2001, Governing Act of Basic Education):

1. Setting the mission, vision, goals and objectives of the school;

2.Creating an environment within the school that is conducive to teaching and
learning;

3. Implementing the school curriculum and being accountable for higher learning
outcomes

4. Developing the school education program and school improvement plan;

5. Offering educational programs, projects, and services which provide equitable

opportunities for all learners in the community;

6. Introducing new and innovative modes of instruction to achieve higher

learning outcomes;

7.Administering and managing all personnel, physical and fiscal resources of the
school
13
 Functions, Responsibility and Accountability of School Heads
(RA 9155 of 2001, Governing Act of Basic Education):

8. Recommending the staffing complement of the school based on its needs;

9. Encouraging staff development;

10. Establishing school and community network and encouraging the active
participation of teachers’ organizations, non-academic personnel of public
schools, and parents-teachers-community associations;

11.Accepting donations, gifts, bequest and grants for the purpose of upgrading
teachers/learning facilitators’ competencies, improving and expanding school
facilities and providing instructional materials and equipment. Such donations or
grants must be reported to the appropriate district supervisors and division
superintendent; and

12. Performing such other functions as may be assigned by proper authorities.

14
 New perspectives of transformative leadership are
emerging aimed to reinvent/reshape school leadership.
Sergiovanni (in Llagas, et al. 2016)proposes a reflective practice perspective
initiating that administering which includes the principalship is a moral
craft with three dimensions: (1)heart, (2) head, and (3) hand.

Heart of leadership Head of leadership Hand of leadership

has to do with what a has to do with the has to do with the

person believes, theories of actions we take, the
values, dreams practice each of us decisions we make, the
about, and is has developed leadership and
committed to or that over time and our management behaviors
person’s personal ability to reflect on we use as our strategies
vision the situations we become institutionalized
face in light of in the form of school
these theories programs, policies, and
procedures.

(in Llagas, et al. 2016). 15

Experts ones said…

16
What may a principal do to develop
and help emerge followership?

To do these, principals may have to

draw from the 4 sources of
authority as described by
Sergiovanni.

17
 4 sources of authority as described by Sergiovanni.

Bureaucratic Personal Professional Moral

Authority Authority. Authority. Authority.

When principals When principals rely When principals rely

on professional on moral authority,
When principals use personal authority, they they bring to the
use bureaucratic authority, they rely appeal to expertise, forefront a form of
authority, they rely on their own expecting everyone normative rationality
on rules, interpersonal style, to be subordinates
cleverness, guile, as discussed above
mandates, and to a form of
that places every
regulations in political know-how technical rationality
subordinate to a set
efforts to direct and other forms of that is presumably
of ideas, ideals, and
thought and managerial and validated by craft
shared values and
action. psychological skills notions of what
asks them to respond
in order to direct constitutes best
morally by doing their
thought and educational practice
duty, meeting their
or scientific findings
action. . obligations,and
from educational Sergiovanni (in Llagas, et al. 2016)
accepting their
research.
responsibilities. 18
 The challenge of cultural with moral leadership in
schools is for the principals to engage in the process
of decision- making without thought to self- interest .
❖ The principal leads in developing a school culture that:
❖ Affects how individuals treat and relate to one another
❖ Develops slowly and is remarkably resistant to change
❖ Is shaped by the behavior of everyone in the organization –
administration, learners, faculty, staff and parents
❖ Shapes teachers’ feeling optimistic and positive about their
work and not frustrated that their expertise and efforts are not
being used to best advantage
❖ Shapes the tone of the organization; a positive culture inspires
optimism and hope; a negative culture promotes cynicism and
defeatism
19
 The challenge of cultural with moral leadership in
schools is for the principals to engage in the process
of decision- making without thought to self- interest .
❖ The principal leads in developing a school culture that:
❖ Enhances respect toward learners which does not happen by itself; it
must be cultivated
❖ Promotes interpersonal relationship with respect, both personal and
professional
❖ Promotes student culture of hard work, responsibility and success
❖ Enhances ongoing learning and professional inquiry whic h are
regarded as hallmarks of a profession
❖ Ensures the quality of the initiatives undertaken by the
administration, faculty, staff, students, parents and community (LGUs
and NGOs)
❖ Culminates Total Quality Management (TQM) and Total Quality
20
Education (TQE)
The Principal and the Servant Leadership

✓ responsible for ministering to the needs of the schools they serve

✓ furnishes help and being of service to parents, teachers, and students

✓ provides leadership in a way that encourages others to be leaders in their own

right

✓ highlights and protects the values of the school.

✓ is devoted to a cause, mission or set of ideas and accepts the duty and
obligation to serve this cause

✓ Quality of followership is a barometer that indicates the extent to which moral

authority has replaced bureaucratic and psychological authority.

✓ When moral authority drives leadership practice, the principal is at the same
time a leader of leaders, follower of ideas, minister of values, and servant to
the followership 21
 The Principal and Accountability to the State, Community and Stakeholders

✓ School Heads or Principals are responsible for transforming schools to nurseries of the citizens of the
state, (Article II, Section 1, Code of Ethics).

✓ T hey are accountable to deliver quality education and report such educational outcomes, not just outputs
of the teaching-learning process periodically. T his is their personal accountability to the state, the
community and stakeholders.

✓ A s they perform their role, functions and responsibilities, they are guided by the Ethical Standards in the
Code of Ethic of Professional Teachers and the provisions of RA 6713 Establishing a Code of Conduct ad
Ethical Standards for Public O fficials and Employees to uphold the time-honored principle of “public office
being a public trust.

✓ A s an instructional/curriculum leader, the school head has the overall responsibility in setting up an
efficient and effective instructional system at the classroom level. Instructional leadership will enhance
the creation of a school environment conducive to learning and develop a synergy in the school

✓ community. With the responsibility as an instructional leader goes the accountability of the school head to
the school community and other stakeholders, (SBM-TEEP, 2000 in Llagas, et al, 2016).

22
 The Principal and Accountability to the State, Community and Stakeholders

✓ School Heads or Principals are responsible for transforming schools to nurseries of the citizens of the
state, (Article II, Section 1, Code of Ethics).

✓ T hey are accountable to deliver quality education and report such educational outcomes, not just outputs
of the teaching-learning process periodically. T his is their personal accountability to the state, the
community and stakeholders.

✓ A s they perform their role, functions and responsibilities, they are guided by the Ethical Standards in the
Code of Ethic of Professional Teachers and the provisions of RA 6713 Establishing a Code of Conduct ad
Ethical Standards for Public O fficials and Employees to uphold the time-honored principle of “public office
being a public trust.

✓ A s an instructional/curriculum leader, the school head has the overall responsibility in setting up an
efficient and effective instructional system at the classroom level. Instructional leadership will enhance
the creation of a school environment conducive to learning and develop a synergy in the school

✓ community. With the responsibility as an instructional leader goes the accountability of the school head to
the school community and other stakeholders, (SBM-TEEP, 2000 in Llagas, et al, 2016).

23
 Instructional Leadership
and Supervision Models

❖ Model 1. Supervision as Inspection (Pre-1900)

❖ Model 2. Democracy in Supervision (1900-1960)

❖ Model 3. Supervision as Leadership (1960 to early 1990)

❖ Model 4. Standard-Based Supervision (2000 - )

24
 Instructional Leadership
and Supervision Models
Model 1. Supervision as Inspection (Pre-1900)

❖ Supervision of teachers was duly the function of

administrators as managerial routines.
❖ The supervisor’s function is to instruct poorly
prepared teachers to conform to standard
practice in the organizational administration.
❖ The focus of supervision through the school
masters who have unlimited powers to establish
criteria for effective instruction.
25
 Instructional Leadership
and Supervision Models
Model 2. Democracy in Supervision (1900-1960)
❖ This model used scientific means of supervision.
❖ Supervisors were specialists and must have the
ability to analyze teaching situations.
❖ The use of data-gathering devices and tools was
introduced.
❖ Teachers must possess certain skills to develop
new methods and materials for instruction.
❖ The influence of John Dewey was very prominent
during this period. 26
 Instructional Leadership
and Supervision Models
❖ Model 3. Supervisionas Leadership (1960 to early 1990)
❖ Leadership was guiding organization.
❖ Supervision to lead mutually accepted goals, extending democratic
methods, improving classroom instruction, promoting research and
professional leader

❖ Use of clinical supervision was premised on the principle that

teaching could be improved by a prescribed formal process of
collaboration between teacher and instructional leader.
❖ Incorporated the cycle of supervision which consisted of as pre-
conference, observation and post-conference.
❖ Supervision embraced the concepts of being developmental
(professional growth plans), teacher empowerment, peer supervision, 27
transformational instructional leadership.
 Instructional Leadership
and Supervision Models
Model 4. Standard-Based Supervision (2000 - )

❖ Emergence of standard-based reforms to raise academic

achievement, new curriculum standards, teacher standards, school
heads standards and high stake tests.

❖ Supervision focused on teaching-learning standards for

improvement of teaching-learning outcomes.
❖ Changed the view of supervision from inspection to participation,
from bureaucratic to democratic and from evaluation to support.

28
 Perspectives for School Heads as Instructional
Leaders Instructional leadership embraces actions
that the principal or school head makes or
delegates to others to promote growth in students’
learning which include
(a) the clear statement of school’s vision, mission, and
goals, (b) support for learning resources, (c) support for
professional development of teachers, and (d) creation of
a Professional Learning Community (PLC).
As instructional or curriculum leaders, their major tasks
include:
1. Ensuring curriculum quality and applicability
2. Integrating and aligning the curriculum
3. Implementing the curriculum efficiently and effectively
4. Regularly evaluating, enriching and updating the
curriculum
 6 Fundamental standards that define what principals
should do , (United States of America National
Association of Elementary School Principals, 2001):

1. Lead schools to place student learning at the center.

2. Set high expectations and standards for the academic

performance of learners and adults.
3. Demand content and instruction that ensure student
achievement on agreed upon academic achievement.
4. Create a culture of continuous learning for adults
connected to student learning.
5. Use multiple sources of data as diagnostic tool to
assess, identify, and apply instructional improvement.
6. Actively engage the community to create shared
responsibilities for student and school success
PHILIPPINE
PROFESSIONAL
STANDARDS FOR
SCHOOL HEADS

DEPED ORDER NO. 24 S 2020

September 2020
“ National Adoption and
Implementation of PPSSH
Figure 1. The PPSSH Framework 32
The PPSH Framework adheres to the
following PRINCIPLES:

a. It is learner-centered.
b. It emphasizes building and
strengthening a network of stakeholders
for school and people effectiveness;
c. It reflects the understanding of problems
and issues at the school and the need to
address them;
The PPSH Framework adheres to the
following PRINCIPLES:

d. It focues on developing high-quality

instruction, developing a strong culture,
and ensuring job-embedded professional
development of school personnel;
e. It reflects values and concepts in
promoting school success;
The PPSH Framework adheres to the
following PRINCIPLES:

f. It regards supervision as crucial

organizational behavior in school
management;
g. It highlights the importance of
accountability and transparency of schools
heads; and
h. It is anchored on the principles of inclusivity.
 - Depicts the synergy
between maximizing
school effectiveness and
ensuring people
effectiveness through a
broad sphere of
instruction and
administrative practices

Figure 1. The PPSSH Framework

36
 DOMAINS AND STRANDS

DOMAIN 1: LEADING STRATEGICALLY

1.1 Vision, mission and core values

1.2 School planning and implementation
1.3 Policy implementation and review
1.4 Research and innovation
1.5 Program design and implementation
1.6 Learner voice
1.7 Monitoring and evaluation processes and tools

37
 DOMAINS AND STRANDS

DOMAIN 2 : MANAGINg SCHOOL OPERATIONS AND

RESOURCES

2.1 Records management

2.2 Financial Management
2.3 School facilities and equipment
2.4 Management of staff
2.5 School safety for disaster preparedness, mitigation and
resiliency
2.6 Emerging opportunities and challenges
38
 DOMAINS AND STRANDS

DOMAIN 3 : FOCUSING ON TEACHING AND LEARNING

3.1 School-based review, contextualization and
implementation of learning standards
3.2 Teaching standards and pedagogies
3.3 Teacher performance feedback
3.4 Learner achievement and other performance
indicators
3.5 Learning assessment
3.6 Career awareness and opportunities
3.7 Learner discipline.
39
 DOMAINS AND STRANDS

DOMAIN 4 : DEVELOPING SELF AND OTHERS

4.1 Personal and professional development
4.2 Professional reflection and learning
4.3 Professional networks
4.4 Performance management
4.5 Professional development of school personnel
4.6 Leadership development in individuals and teams
4.7 General welfare of human resources
4.8 Rewards and recognition mechanism

40
 DOMAINS AND STRANDS

DOMAIN 5 : BUILDING CONNECTIONS

5.1 Management of diverse relationships

5.2 Management of school organizations
5.3 Inclusive practice
5.4 Communication
5.5 Community engagement

41
CAREER STAGES

42
DOMAIN 1: LEADING STRATEGICALLY

43
DOMAIN 1: LEADING STRATEGICALLY

44
 DOMAIN 2: MANAGING
SCHOOL OPERATIONS AND
RESOURCES

45
DOMAIN 2: MANAGING SCHOOL OPERATIONS AND
RESOURCES

46
DOMAIN 2: MANAGING SCHOOL OPERATIONS AND
RESOURCES

47
DOMAIN 3: FOCUSING ON TEACHING AND LEARNING

48
DOMAIN 3: FOCUSING ON TEACHING AND LEARNING

49
DOMAIN 4: DEVELOPING SELF AND OTHERS

50
DOMAIN 4: DEVELOPING SELF AND OTHERS

51
DOMAIN 5: BUILDING CONNECTIONS

52
DOMAIN 5: BUILDING CONNECTIONS

53
Teacher Leaders perform the following roles:
1.Instructional Leader. As an instructional specialist, teacher and master
teachers help colleague use effective teaching strategies. They assist their
peers in various aspects of teaching like assessment in learning,
development of instructional materials or doing action research. They
become mentors to novice teachers.

2. Curriculum Leader. As a curriculum specialist, teacher leaders understand

3. Classroom Leader

4. Learning Leader

5. Peer Leader
6. School Leader

54
The Principal as Leader of Leaders
The Principal and Instructional Leadership
Instructional Leadership Defined
Instructional Delivery Systems

o Inquiry Instructional System

o Cooperative Instructional System
o Problem-Based Instructional System
o Concept Attainment Instructional System
o Classroom Discussion Instructional System

55
The Principal as Leader of Leaders
Instructional Collaboration
Evaluation of Instruction

o Two-Hat Theory of Instructional Evaluation

o Results-Based Supervision as a Model for Instructional Evaluation
o Democratic Supervision as a Model for Instructional Evaluation
Integrity and Ethics for School Leadership

Ethical Conduct
Core Values and Ethical Decision Making
Ethical Leadership
56
REITERATING ADHERENCE TO AND STRICT COMPLIANCE OF THE
DEPARTMENT OF EDUCATION’S POLICIES ON TEACHING AND NON-
TEACHING RELATED ISSUES AND CONCERNS

1. ATTENDANCE are required to utilize the Biometrics

2. NUMBER OF TEACHING HOURS
3. VACATION/SICK LEAVE
and attendance logbook for daily log in
and log out
For Teaching Personnel, a maximum
of six (hours) teaching load and two
(2) hours for teaching related
activities shall be considered as a
regular working hours per day.
1 Sections 51 and 53, Rule XVI of the
Omnibus Rules Implementing Title I,
Subtitle A, Book V of the
Administrative Code of 1987 on cases
of Vacation and Sick Leaves states
that:
57
REITERATING ADHERENCE TO AND STRICT COMPLIANCE OF THE
DEPARTMENT OF EDUCATION’S POLICIES ON TEACHING AND NON-
TEACHING RELATED ISSUES AND CONCERNS
4. ATTENDANCE TO FLAG CEREMONY There shall be absolutely NO TEACHING by
government officials and employees during
office hours (6 hours actual teaching and
additional 2 hours to complete the 8 hours
required) even if the time spent is covered
by corresponding vacation leave.
5. TRANSFER OF STATION 7.2 Authority to Travel maybe issued by
other DepED officials ONLY upon the
authorization from the Schools Division
Superintendent.
7. PERFORMANCE RATING DepED Order No. 2, s. 2015 entitled
Guidelines on the Establishment and
Implementation of the Results-Based
Performance Management System (RPMS)
in the Department of Education provides the
following provisions: 58
 REITERATING ADHERENCE TO AND STRICT COMPLIANCE OF THE DEPARTMENT OF
EDUCATION’S POLICIES ON TEACHINGAND NON-TEACHINGRELATED ISSUES AND
CONCERNS

9. SCHOOLS IN-SERVICE TRAINING
(INSET) AND SCHOOL LEARNING
ACTION CELLS (SLACS) INCLUDING
GENDER AND DEVELOPMENT (GAD)
SEMINARS/TRAININGS
school In-Service Trainings (INSET) as well as Gender and
Development (GAD) trainings shall be allowed to be
conducted by the office with the following conditions, to wit:
9.1.1 For INSETs, Training Proposal should be submitted
with attached results of the Training Needs Assessment
(TNA).

10. NO COLLECTION POLICY
11. SCHOOL MAINTENANCE AND
OTHER OPERATING EXPENSES (MOOE)
ELIGIBLE EXPENSES
10.1 DepED Memorandum No. 143, s. 2016 “Reiteration of
the No Collection Policy from the Parents-Teachers
Association” and DepED Order No. 41, s. 2012 “Revised
Guidelines on the Operation of Classes” stipulate the
following provisions:
11.1 DepED Order No. 13, s. 2016 entitled “Implementing
Guidelines on the Direct Release and Use of MOOE
Allocation of Schools Including Funds Managed by School”
stipulates the following provisions, to wit:

44
 REITERATING ADHERENCE TO AND STRICT COMPLIANCE OF THE DEPARTMENT OF
EDUCATION’S POLICIES ON TEACHINGAND NON-TEACHINGRELATED ISSUES AND
CONCERNS

12. EDUCATIONAL FIELD TRIPS AND
OTHER SIMILAR ACTIVITIES
12.1 DepED Memorandum No. 47, s. 2017 otherwise
known as Moratorium on DepED Educational Field Trips
and Other Similar Activities provides the following
provisions: n line with the review of DepED’s policies on
field trips, a moratorium on field trips is currently in
effect. DepED officials and personnel SHALL NOT
ENDORSE ANY PLANS, PROPOSALS AND
INTENTIONS relative to the conduct of field trips.

`13. DRESS CODE FOR Official Attire. …respective office uniforms as

GOVERNMENT OFFICIALS AND prescribed by the different government agencies shall be
EMPLOYEES the official attire of all government officials and
employees, which shall be worn in accordance with their
assigned schedule…

60
MODIFIED QUALIFICATION STANDARDS FOR ELEMENTARY SCHOOLS – PRINCIPALS

POSITION SG LEVE EDUCATION EXPERIENCE TRAINING ELIGIBILITY

TITLE L
Principal I 18 2 Bachelor's degree in Head Teacher (HT) for 40 hours of RA 1080
Elementary Education; or 1 year; or relevant training (Teacher)
Bachelor's degree w/ 18
professional education Teacher-In-Charge
units (TIC) for 2 years; or
Master Teacher (MT)
for 2 years; or Teacher
for 5 years.
Principal 19 2 Bachelor's degree in 1 yr. as Principal 40 hours of RA 1080
II Elementary Education; or relevant training (Teacher)
Bachelor's degree w/ 18
professional education
units + 6 units of
Managemen

61
MODIFIED QUALIFICATION STANDARDS FOR ELEMENTARY SCHOOLS – PRINCIPALS

POSITION SG LEVE EDUCATION EXPERIENCE TRAINING ELIGIBILITY

TITLE L
Principal 19 2 Bachelor's degree in 2 yrs. as Principal 40 hours of RA 1080
III Elementary Education; or relevant training (Teacher)
Bachelor's degree w/ 18
professional education
units + 6 units of
Management

Principal 20 2 Bachelor's degree in 3 yrs. as Principal 40 hours of RA 1080

IV Elementary Education; or relevant training (Teacher)
Bachelor's degree w/ 18
professional education
units + 6 units of
Management

62
63
LEARNING EXTENSION: REFLECTION
ACTIVITY
1. Based on our lesson on educational and instructional leadership, compose a well-structured
essay based on the assigned relevant literature/text/topic.
2. Evidence of an appreciation of the key issues and an in-depth thinking about those issues is a
must. Relate this issue to Philippines Educational Culture, Leadership, Management and PPSSH.

3. You must present development of personal perspectives or insights by citing specific or

concrete examples/situations happening in the workplace which should be supported by
readings from books, periodicals etc. or from internet sources, e.g., According to Bates (
1998) . . . . . (This will be reflected under Reflections and Insights.) will be part of the criteria in
grading your work.

4. Provide accurate references or grammatical structures following the format given.

5. Manuscript should be at least three (3) pages single spacing.

6. Submission will be through our Showbie App with a code of of RB5GE on July 29, 2021. Late
submission will not be entertained.
FORMAT OF THE REFLECTION PAPER

I. Introduction

II. Synopsis/Summary of Philippine Educational or Instructional Leadership and PSSH.

III. Personal Reflections/Insights (to be supported by readings related literature and proper
in-text citations)

IV. Plan of Actions based on Insights and Personal Reflections

V. Conclusion

V. References (APA Format)

PARTS OF CULTURE SURVEY
WRITE-UPS:

TITLE
PROPONENTS
AFFILIATION

1.0 RATIONALE
2.0 SUMMARY OF LITERATURES ON SCHOOL CULTURES
3.0 SALIENT RESULTS AND FINDINGS
4.0 CONCLUSION
5.0 REFERENCES
Any questions?

Please answer the 20 items quiz on your LMS this weekend. ☺