October 8, 2021

Loberiano, Gerald N.
BSEd-Math 3rd Year

THE TEACHER AND THE COMMUNITY

ACTIVITY

1. Enumerate and discuss the roles of administrators, teachers and students

in promoting schools as agent of social change.

School administrators are experts who help to transform institutions,

people’s behaviour and their social relation through the instrumentality of
education. Educational leadership for social change is concerned with the need for
school leaders to have practical skills and experience, foundational knowledge and
ethical commitments necessary to achieve lasting and effective societal change
within the field of education, including but not limited to the classroom learning
environment. They have competencies such as

 Having foundational knowledge of the historical and philosophical

underpinnings of education in general as an instrument par excellence for
every child’s development and self-actualization.

 They analyze past and present models of administrative leadership for their
effectiveness in promoting equality of educational opportunity and greater
workplace democracy to enhance people’s exercise of their rights;

 They utilize networks and coalitions for broad-based, popular initiatives and
reforms in educational policies and programmes that will engender all-
inclusive non-discriminatory education systems.

 They promote meaningful collaboration among and between parents and

stakeholders in education for the vulnerable children’s unfettered access to
quality education.
  They develop and demonstrate the knowledge, skills and dispositions
necessary to create and maintain learning environments that value diversity,
continual knowledge acquisition, instructional leadership, innovative and
ethical decision-making and the successful achievement of all school-aged
youth.

Teachers as cosmopolitan educators, are people who have a global outlook and
are open to new ideas and approaches. However, being an agent of change is more
than just having a particular outlook on the world and a commitment to greater
social justice. It also means having the skills and opportunities to influence
education and learning at all levels. Teachers are looked upon as the individuals who
can help to bring about positive changes in the lives of people. They are seen as
natural leaders who can give advice on various affairs of the communities. Within
the context of their direct interaction with children, parents and communities,
teachers and educators could play several major roles to promote schools as agent
of social change which are the following:

 Encourage active participation and experimentation with ideas among

students.

 Teach students how to think instead of teaching them what to think.

 Prepare students to expect the need for change and to believe in their own
ability to take positive steps for the benefit of society.

 Make classroom processes democratic to establish the idea that if we

actively participate in our communities, we can help make decisions about
how they function

 Facilitate discussions among teachers as a group – starting with student

teachers – about the decisions they can make to drive social change.
 On the other hand, students can also promote schools as agent of social
change by fulfilling the following roles;

 Being self-aware of the beliefs, values, attitudes, and emotions that

motivate you to take action. Being mindful, or aware of your current
emotional state, behaviour and perceptual lenses.

 Acting in ways that are consistent with their values and beliefs. Thinking,
feeling, and behaving with consistency, genuineness, authenticity and honesty
towards others.

 Having significant investment in an idea or person, both in terms of intensity

and duration. Having the energy to serve the group and its goal. Commitment
originates from within, but others can create an environment that supports
an individual’s passions.

 Working with others in a common effort, sharing responsibility and authority.

Multiplying group effectiveness by capitalising on various perspectives and
talents, and on the power of diversity to generate creative solutions and
actions.

 Believing in a process whereby an individual and/or group become responsibly

connected to the community and to society through some activity and
recognising that members of communities are not independent, but
interdependent as well as having the mindset that everyone have
responsibility for the welfare of others.

 Believing in the importance of making a better world and a better society

for oneself and others. Believing that individuals, groups, and communities
have the ability to work together to make that change.
2. Identify several strategies that leaders in school could do to be effective

 Promote and facilitate collaboration. Principals have a responsibility to

structure the school day and teachers' schedules so that teachers have time
to collaborate on teaching strategies, develop lesson plans together, and
determine curricular goals.

 Establish a shared school vision and set school goals by encouraging

shared leadership. Such collaboration can be accomplished through the
development of a school leadership team that works with the principal and
the rest of the school staff. This team can be charged with setting the
vision, goals, and strategies of the school—based on student achievement
data and other information about the school

 Promote effective staffing, professional development, and teacher

evaluation strategies. Principals and administrators can ensure productive
outcomes by selecting and assigning teachers effectively; providing
professional development opportunities for teachers to improve their skills,
knowledge, and capabilities; and adopting tools for teacher evaluation that
provide meaningful feedback for teachers to improve their practice.

 Create a positive and supportive school culture. A positive school culture

for teachers can be promoted through shared leadership, time to
collaborate with colleagues, recognition for highly effective teaching, a
focus on practical issues such as using time and data effectively, and
provision of effective instructional leadership that guides effective
teaching practice in a mutually supportive manner. Another aspect of
creating a supportive environment is to ensure that school facilities are
functioning and well maintained.

 Develop, manage, and exhibit the personal qualities necessary for

effective leadership. These personal leadership qualities include open-
mindedness, readiness to learn from others, flexibility in one’s views,
persistence in the pursuit of achievement for all, resilience, and optimism.