ED304

THE TEACHER & THE COMMUNITY,

SCHOOL CULTURE & ORGANIZATION
Group 14
DR. EDMARK IAN L. CABIO
Instructor
JERSON ADRIAN MITZ CORINE
ANA MARIE JHUZTINE FAITH
 Guess the
Gibberish
Ain't-struck-chanelle
Ain't-struck-chanelle
"INSTRUCTIONAL"
leigh-dare-SHEEP
leigh-dare-SHEEP
"leadership"
INSTRUCTIONAL
leadership
Learning OBJECTIVES:
At the end of the discussion, students should be
able to:
Understand the concept of Instructional
Leadership;
Identify best practices that foster harmonious
relationships within the school; and
Reflect on the role of teachers and school heads
as instructional leaders.
INSTRUCTIONAL LEADERSHIP
Instructional leadership is generally defined as the
management of curriculum and instruction by a school
principal. (Wikipedia, 2022)
The term appeared as a result of
research associated with the
effective school movement of the
1980s, which revealed that the
key to running successful schools
lies in the principals' role.
The research revealed that the personality characteristics of
the ideal principal are strong mindedness, directness, top-
down management and charisma.

However, the concept of instructional

leadership is recently stretched out to
include more distributed models which
emphasize distributed and shared
empowerment among school staff (e.g.
distributed leadership, shared
leadership, and transformational
leadership).
 Instructional leadership is leadership that supports the
development of teaching and learning. It is referred to using
different names including pedagogical leadership, learning-
centred leadership, leadership for learning, and student-centred
leadership. These terms can be considered under the broad
umbrella of instructional leadership and represent the specific
and focused practices in which school leaders engage to
intentionally support the development of effective teaching and
learning in schools.
For decades, researchers have sought to understand what
instructional leadership is, and there is general consensus that it
includes:
A strong focus on learning
Developing teaching and learning objectives
Holding high expectations of students
Creating and supporting student learning goals
Monitoring learner progress
Protecting instructional time
 Coordinating curriculum
Providing instructional support
Supporting teacher learning

Instructional leadership is distributed through networks of

influence in and across schools. While the principal and senior
leadership team have an important and central role in instructional
leadership, it is also clear that middle leaders and other teachers
who have responsibility for teaching and learning beyond their
own classroom play a key role in instructional leadership in
schools.
 Distributed or shared leadership
are terms used to describe the
network of both formal and informal
sources of influence within a school.
Distributed leadership doesn’t mean
that anyone and everyone is a leader,
but that leadership is situated
through a web of influence in a
school based on expertise and
influence.
 Roles of Teachers in Instructional Leadership

Roles in teacher leadership vary greatly. All teacher leaders, whether

designated as a leader through certification and job title or simply making
a difference in their school a community, drive education forward.
Instructional Specialists
Mentors
Speakers and Bloggers
Data Coaches
Political Advocates
 Why is instructional leadership important?

Instructional leadership is the most effective type of

leadership practice for improving student learning outcomes.
Syntheses of international research on educational leadership
concur that instructional leadership has demonstrated the
strongest impact on student learning. A number of large
international studies have shown that, even after controlling for
other variables such as school context and student
demographics, principal instructional leadership accounts for a
significant amount of variance in student achievement.
In addition, these metanalyses that compare different leadership
practices indicate instructional leadership to be the most
effective in improving student achievement across a range of
school contexts and levels.
 SCHOOL- BASED
MANAGEMENT (SBM)
 School Improvement Plan
(SIP)

Pursuant to Republic Act No. 9155 known as Governance of Basic

Education Act of 2001, this policy aims to strengthen School-Based
Management (SBM) by further devolving the governance of education
to schools, empowering school teams and personnel, expanding
community participation and involvement, and making the delivery of
education services to the learners more responsive, efficient, and
effective through an enhanced school planning and communication
process.
 The School Improvement Plan (SIP) is a roadmap that
lays down specific interventions that a school, with the help
of the community and other stakeholders, will undertake
within a period of three consecutive school years.

The SRC is a tool for advocating and communicating the

school situation, context, and performance to internal and
external stakeholders.
 Schools shall begin a new
SIP cycle using the
enhanced planning process
in these guidelines.
 The School Improvement Plan (SIP) Guidebook is
provided which details the procedure in preparing the
enhanced SIP and SRC. The enclosed guidelines and the
Guidebook shall serve as the official reference in the
preparation and implementation of the SIP and SRC.

Planning and implementation of school improvement

projects that address problems related to the teaching-
learning processes should involve the members of the school’s
LACs. In the same way, activities of LACs should be aligned to
the SIP or AIP.
SCHOOL IMPROVEMENT
PROCESS

1. Diagnose
2. Plan
3. Implement
4. Monitor
5. Intensify
Action
Working with School
Stakeholders:
Brigada Eskwela
 stakeholders
In education, the term stakeholder typically refers to anyone
who is invested in the welfare and success of a school and its
students, including administrators, teachers, staff members,
students, parents, families, community members, local business
leaders, and elected officials such as school board members, city
councilors, and state representatives. Stakeholders may also be
collective entities, such as local businesses, organizations,
advocacy groups, committees, media outlets, and cultural
institutions, in addition to organizations that represent specific
groups, such as teachers unions, parent-teacher organizations, and
associations representing superintendents, principals, school
boards, or teachers in specific academic disciplines (e.g., the
National Council of Teachers of English or the Vermont Council of
Teachers of Mathematics).
 Reform

The idea of a “stakeholder” intersects with many school-reform

concepts and strategies—such as leadership teams, shared
leadership, and voice—that generally seek to expand the
number of people involved in making important decisions
related to a school’s organization, operation, and academics.

Stakeholders may also play a role in community-based learning,

which refers to the practice of connecting what is being taught
in a school to its surrounding community, which may include
local history, literature, and cultural heritages, in addition to
local experts, institutions, and natural environments.
 Reform
Community-based learning is also motivated by the belief
that all communities have intrinsic educational assets that
educators can use to enhance learning experiences for students,
so stakeholders are necessarily involved in the process.

Stakeholder-engagement strategies are also widely

considered central to successful school improvement by many
individuals and organizations that work with public schools.
Because some communities may be relatively uninformed about
or disconnected from their local schools, a growing number of
educational reformers and reform movements advocate for more
inclusive, community-wide involvement in a school-
improvement process.
 Reform
The general theory is that by including more members of a
school community in the process, school leaders can foster a
stronger sense of “ownership” among the participants and
within the broader community. In other words, when the
members of an organization or community feel that their ideas
and opinions are being heard, and when they are given the
opportunity to participate authentically in a planning or
improvement process, they will feel more invested in the work
and in the achievement of its goals, which will therefore increase
the likelihood of success.
BRIGADA
ESKWELA
 brigada eskwela
Brigada Eskwela had its roots in Republic Act 8525, which was
enacted during the time of President Ramos. The Adopt a School
Program aimed to encourage volunteerism and public-private
partnership in public education. RA 8525 provided tax incentives
for private interventions in schools.
Brigada Eskwela or School Brigade, also known as the National
Schools Maintenance Week, is a nationwide voluntary effort that
was first established in 2003. A program of DepEd (Department of
Education) which aims to address resource gaps faced by the
Department through strengthening partnerships with the local
communities.
 WHAT EACH STAKEHOLDER CAN DO
DURING THE BRIGADA ESKWELA WEEK.

Stakeholders Nature of Engagement

a.. Coordinate with DepEd Division Offices
b. Secure a copy of the school
preparednesschecklist
c. Convene Local School Board (LSB) to
Provincial
identifypossible support in school preparedness
Government Units d. Mobilize local support through the business
sector, philanthropies, academe and local
organization to assist schools’ preparations for
class opening
 WHAT EACH STAKEHOLDER CAN DO
DURING THE BRIGADA ESKWELA WEEK.

Stakeholders Nature of Engagement

a. Coordinate with DepEd Division/District Offices
b. Secure a copy of the school preparedness checklist
c. Convene LSB to identify possible support on school
Municipal/City preparedness
Government d. Mobilize local support through the business sectors,
philanthropies, academe and local organization to assist
Units schools’ preparations for class opening
e. If available, include schools in the early warning system
implemented in the locality
 WHAT EACH STAKEHOLDER CAN DO
DURING THE BRIGADA ESKWELA WEEK.

Stakeholders Nature of Engagement

a. Coordinate with nearby elementary and/ or secondary
school
b. Participate in school preparatory meetings for Brigada
Eskwela
Barangay
c. Mobilize local assistance to support school
Government Units preparedness strategies
d. Secure a copy of the school preparedness checklist
e. Support the school preparedness strategies
f. Assist schools in establishing an early warning system
 WHAT EACH STAKEHOLDER CAN DO
DURING THE BRIGADA ESKWELA WEEK.

Stakeholders Nature of Engagement

a. Coordinate with DepEd Division or District or
School
b. Secure a copy of the school preparedness
checklist
Private Partners c. Provision of Emergency kits/bags for students,
teachers and schools, teacher’s kit, learner’s kit
d. Provision of advocacy/information materials for
schools
e. Support the school preparedness strategieS
 WHAT EACH STAKEHOLDER CAN DO
DURING THE BRIGADA ESKWELA WEEK.

Stakeholders Nature of Engagement

a. Coordinate with target elementary and/or secondary schools
b. Secure a copy of the school preparedness checklist
c. Signify interest to assist school during preparation for class
opening
Local CSOs and
d. Participate in school preparatory meetings for Brigada Eskwela
Volunteers e. Identify and communicate support that will be provided to schools
f. DRRM Service orientation for parents
g. Assist in the conduct of risk profiling
h. Support the school preparedness strategies
 WHAT EACH STAKEHOLDER CAN DO
DURING THE BRIGADA ESKWELA WEEK.

Stakeholders Nature of Engagement

a. Participate in school preparatory meetings for Brigada Eskwela
Parents b. Support the school preparedness strategies

a. Issuance of School preparedness guide, which provides checklist on

school preparedness measures
b. Prepare guidelines on conducting risk profiling based on the
following considerations:
Central
• Location of the school
• Immediate environment of the school
• Historical disasters experience
 WHAT EACH STAKEHOLDER CAN DO
DURING THE BRIGADA ESKWELA WEEK.

Stakeholders Nature of Engagement

A. Conduct planning meeting with DOs to determine school
needs
b. Provide assistance to DOs in formulating strategies to
Region support school preparedness
c. Monitor and prepare report regarding the implementation
of preparedness strategies
 WHAT EACH STAKEHOLDER CAN DO
DURING THE BRIGADA ESKWELA WEEK.

Stakeholders Nature of Engagement

a. Mobilize assistance from education partners and other government
agencies for schools’ implementation of preparedness measures
b. Coordinate with local government agencies on local risk profiling
c. Ensure availability of the summary of school level data for local
partners’ reference
Division d. Prepare list of schools that would be needing most assistance
from partners
e. Ask local fire bureau, local PNP, local AFP to participate in "How to
Make Your School Safer” campaign
f. Ensure support is equitably distributed to all schools
 WHAT EACH STAKEHOLDER CAN DO
DURING THE BRIGADA ESKWELA WEEK.

Stakeholders Nature of Engagement

a. Distribute emergency kits/bags to students and
teachers, learner’s kit and teacher’s kit (See Annex C
Schools of Enclosure No. 1)
b. Spearhead the implementation of school
preparedness guide
strategies
of BRIGADA
ESKWELA
 strategies of BRIGADA ESKWELA
It is a school maintenance program nationwide that engages all
education stakeholders to contribute their time, efforts and resources
in ensuring that public schools are all set in time for class opening.

the school head should conduct a meeting wherein proper preparation

and tasks that should be followed before, during and after the activity
are set-up.

The assigned working and steering committees need to list down all
specific activities that will be undertaken in relation to the conduct of
the Brigada Eskwela activity.

teachers can do a house to house visitation to encourage each and

every one on the upcoming school brigade.

 strategies of BRIGADA ESKWELA

posting the Brigada Eskwela Activities on

facebook, putting banners in barangays,
informing people thru radio
announcements, putting beach flags in
school and others.

importance
of BRIGADA
ESKWELA
In the past, the DepEd struggled with what seems like the
lack of priority for education in the country, as
reflected in the deficiency of resources for public
schools, the shortage of classrooms, overcrowded
classes, and schools being not ready for the upcoming
school year. In the school opening, pupils and teachers
have to put up with an unclean classroom, blackboards
that are already too rough to write on, chairs with
broken arm rests, and other stuff that needs repairs,
maintenance, and cleaning. This affects the first day of
classes as the teachers and pupils are obliged to do all
the tasks instead of focusing on the first day of their
lessons in class.

References:
https://en.wikipedia.org/wiki/Instructional_leadership
https://theeducationhub.org.nz/instructional-leadership-and-why-it-matters/
https://www.deped.gov.ph/2015/10/28/school-based-management-grant/
https://www.deped.gov.ph/2015/09/29/do-44-s-2015-guidelines-on-the-enhanced-
school-improvement-planning-sip-process-and-the-school-report-card-
src/#:~:text=The%20School%20Improvement%20Plan%20
https://www.edglossary.org/stakeholder/#:~:text=In%20education%2C%20the%20term
%20stakeholder,as%20school%20board%20members%2C%20city