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THE TEACHER AND THE COMMUNITY

SCHOOL CULTURE AND ORGANIZATIONAL
LEADERSHIP
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MODULE IN POFFESIONAL EDUCATION

Course Title: The Teacher and the Community School Culture and Organizational
Leadership
Credit Units: 3 units
Course Description:

This course focuses on society as a context upon which the schools have been
established. Educational philosophies that are related to the society as a foundation of
schools and schooling shall be emphasized. Further, principles and theories on school
culture, social, and organizational leadership shall be included to prepare prospective
teachers to become school leaders and managers.

Learning Outcomes:

At the end of this module, students are expected to:

Knowledge

1. Articulate the rootedness of education in the philosophical, socio-cultural,

historical, legal and political context Explain how cultural and global issues
affect communication.
2. Establish school-community partnerships to enrich the learning environment
and to strengthen community‟s engagement in the educative process.
Skills

1. Link teaching-learning to the experiences, interests and aspirations of the

wider school community and other stakeholders Create clear, coherent, and
effective communication materials.
2. Demonstrate fulfillment of the professional obligation to uphold professional
ethics, accountability and transparency Write and present academic papers
using appropriate tone, style, conventions, and reference styles

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Values

1. Promote professional and harmonious relationships with internal (learners,

parents, fellow teachers and school head) as well as external stakeholders
(local officials, NGOs, alumni, and all others in the wider community);
2. To discuss leadership and management styles that establish positive school
culture for effective school performance.

LESSON 1
A. PHILOSOPHICAL THOUGHTS ON EDUCATION

Intended Learning Outcomes

Discuss the philosophical thought on education

Learning Activities

The school as an agent of social change that focuses on the significant literatures
and theories in understanding the significant role of the school in imparting social
transformation. The development of individuals and societies, sources of knowledge and
innovations, contributors to economic development, and the development of manpower
needs of the society‟s skills, values, and knowledge needed in everyday life, particularly
in the industry. The system is anchored on a philosophy, mission, and vision. A school is
a dynamic social organization that develops every learner for various social roles.

THE 6 PHILOSOPHICAL THOUGHTS ON EDUCATION

A. John Locke (1632-1704): The Empiricist Educator

For John Locke education is not acquisition of knowledge contained in the Great
Books, but learners do interact with concrete experiences, comparing and reflecting on
the same concrete experience.

B. Herbert Spencer (1820-1903): Utilitarian Education

Spencer‟s educational theory is called “Social Darwism”. His concept of “survival of

the fittest,” that human development had gone through an evolutionary series of stages
from:

The simple to complex

From the uniform to the more specialized activity

Through evolutionary process
Curriculum aspect-related to human survival
Not inclined to rote learning
Schooling be related to life activities needed to earn a living
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Individual competition leads to social progress. He who is fittest survives.

(Ornstein,1984).

C. John Dewey (1859-1952): According to him Schools are for the People and By the
People

D. George Counts (1889-1974): Building a New Social Order

For any societal change, instrument for these is the schools and teachers whose tasks
for the implementation for school improvement. Teachers are called to make choices in
areas of economics, politics and morality to avoid failure. Furthermore, schools ought to
provide education that afford equal learning opportunities to all students. (Ornstein, A.
1984).

E. Theodore Brameld (1904-1987): Social Reconstruction

Like John Dewey and George Counts, social reconstructionist are convinced that
education is not a privilege but a right to be enjoyed by all.

F. Paulo Freire, believed that school systems must be changed:

to overcome expression and improve human conditions,

democratic relationship between the teachers and students,
that education and literacy a vehicle for social changes,
dialogue is most concern on critical pedagogy.

LESSON 2
A. HISTORICAL FOUNDATION OF EDUCATION
Intended Learning Outcomes
State the relationship of society and schools
Prove that schools transmit cultural values by stating facts from education
history in the world and in the Philippines
Explain the meaning of socialization as a function of schools

Learning Activities

https://www.slideshare.net/mobile/DyenkayeSaludez/historical-foundation-of-
education-127615560

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LESSON 3

A. SOCIAL SCIENCE THEORIES AND THEIR IMPLICATIONS TO

EDUCATION

Intended Learning Outcomes

Explain three social science theories and their implications to education

Learning Activities

Sing this song: Dem Bones, and explain the Three Social Theories

1. Structural - functional theory

A system of interconnected parts each with a unique function. These parts have to
work together for stability and balance of society.” (Herbert Spencer). This is exactly the
message of the songs (Refer to https://www.youtube.com/watch?v=for the melody)The
bones are interconnected. Each has a unique function.

2. Conflict Theory

Conflict is common in any society. Conflict results to misunderstand in a group or

society. The conflict theorists, a conflict between groups where inequality exists as racial,
gender, religious, political, economic and so on.

3. The Symbolic Interactionists Theory Perspective

There are three tenets of symbolic interactionist theory.

a. An individuals’ action depends on memory.

Social clues as sign and symbol can resolved to a meaning. It can be

verbal/nonverbal language.

b. Different people may give different meanings to the same thing.

People are unique with different culture and basic languages. Behavioral pattern
from teachers and students may cause rebellion among students and teacher as well.

c. Meanings change as an individual interact with one another.

There are times that negative meaning describes a similar structure than the usual
structure. Hence, first impression is changed to teaching/learning.

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LESSON 4
A. THE SCHOOL AS A CULTURAL INSTITUTION

B. THE STRENGTHS AND WEAKNESSES OF THE FILIPINO

CHARACTER C. CREATING A POSITIVE SCHOOL CULTURE

Intended Learning Outcomes

Discuss the strengths and weakness of the Filipino character
Cite ways by which schools can counteract the weakness of the Filipino
character

Learning Activities

This lesson highlights the role of the school as a cultural institution. It includes
the different guiding principles and practical strategies in turning school culture to a
positive one. The school is proven to address socio-cultural problems. The school culture
is a creation of all the people in school and in community especially that of the school
heads. It can be positive or negative that can facilitate learning.

THE SCHOOL AS A CULTURAL INSTITUTION

Selznick (1957) claimed that culture is a distinctive identity of a school from the
other schools. Some school cultures the twentieth century. Edward Tyler, a well-known
anthropologist defined culture as a complex whole which includes knowledge, belief,
arts, morals, laws, custom and any other capabilities and habits acquired but man as a
member of society.
Definition of Culture

Culture evolved in the twentieth century. Edward Tyler, a well-known

anthropologist defined culture as a complex whole which includes Knowledge, belief,
arts, morals, laws, custom and any other capabilities and habits acquired by man as a
member of society.

Culture is an ordered system of meaning and symbols in terms of which social

interaction take place (Tharp,2009).

Deal and Peterson (2002) claimed that culture denotes the complex elements of
values, traditions, language and purpose in a setting. It comprises on beliefs from which a
group‟s norm, practices, rituals, and meaning emerge Wiencek 1995).

School culture is characterized by deeply rooted traditions, values, and beliefs,

some of which are common across schools embedded in the school‟s history and location.

It is a complex web of traditions and rituals that have built up over time as
teachers, students, parents, and administrators work together and deal with
accomplishments and crises (Schein,1995).

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Activity 1. Define school culture by thinking of an adjective that starts with each letter of
the term. Write your answer below.
S - _____________________________________________________________________
C- _____________________________________________________________________
H -
_____________________________________________________________________
O -
_____________________________________________________________________
O -
_____________________________________________________________________
L - _____________________________________________________________________

C - _____________________________________________________________________
U -
_____________________________________________________________________
L - _____________________________________________________________________
T - _____________________________________________________________________
U -
_____________________________________________________________________
R - _____________________________________________________________________
E - _____________________________________________________________________

OTHER CULTURES IN A SCHOOL

In a school series and various culture are existing. Like the parent cultures,
teacher cultures, students/pupil cultures, stakeholders and staff members.

However, the teachers have received more attention to the needs and for the
improvement of the school. There are four teaching cultures highlighted by
(Hargreaves,1994)

Individualism
Collaboration
Contrived collegiality
Balkanization
There are some tangible changes that may give an initial indication as (Starrat,1993):

School‟s statement of purpose

School management plan
School policies such as the student welfare policy
School‟s prospectus
School‟s motto
Information booklet for casual teachers
Information/induction booklet for newly appointed staff
School‟s newsletter
Interactions between teachers and students

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TYPOLOGY OF SCHOOL CULTURES

School‟s culture varies. However, schools with similar contextual characteristics

have different idealized types of school culture.

School culture can be determined through model type that may focused on
effectiveness and pace of change. So, it be on concepts dimension as effectiveness-
ineffectiveness and improving-declining.

A Typology of School Cultures

Improving Declining

Effective Moving Cruising

Strolling
Struggling Sinking
Ineffective

1. Moving refers on the following:

Boosting pupils‟ progress and development
Know where they are going
Possess norms of improving schools
Working together to respond to changing context

2. Cruising focuses on the following:

Appear to be effective
Usually in more affluent areas
Pupils achieve despite teaching quality
Not preparing pupils for changing world
Possess powerful norms that inhibit change

3. Strolling highlights on the following:

Neither particularly effective nor ineffective
Moving at inadequate rate to cope with pace of change
Meandering into future to pupils‟ detriment
Ill-defined and sometimes conflicting aims inhibit improvement

4. Struggling centers on the following:

Ineffective and they know it
Expend considerable energy to improve
Unproductive “thrashing about”
Will ultimately succeed because have the will if not the skill
Often identified as “falling”, which is demotivational

5. Sinking refers on the following:

Ineffective norms of isolation, blame, self-reliance, and loss of faith
powerfully inhibit improvement
Staff unable to change

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Often in deprived areas where they blame parenting or unprepared

children Need dramatic action and significant support

SCHOOL MISSION, VISION, AND VALUES

The mission and vision mirror what the school wishes hopes to eventually become
and accomplished (Peterson & Deal,2009). They are embodied by all the values, beliefs,
norms, and assumption that school hold. (Confed,2016).

Internet activity: Research on the Department of Education‟s Mission, Vision, and Core
Values.
Ten cultural norms that influenced school improvement (Stool & Fink,1996)
Shared goals – “we know where we „re going”
Responsibility for success - “we must succeed”
Collegiality- “we‟re working on this together”
Continuous improvement - “we can get better”
Lifelong learning – “learning is for everyone” Risk
taking – “learn by trying something new” Support
- “there‟s always someone there to help”
Mutual respect - “everyone has something to offer”
Openness – “we can discuss our differences”
Celebration and humor- “we fill good to ourselves”
SCHOOL HISTORY AND STORIES

Discussing the history and stories the past is a reference to consider. Every story
has a different purpose to consider. Trace the history of your school include the timeline
citing for a specific time/year.

Founding of your school

SCHOOL ARTIFACTS, ARCHITECTURE, AND SYMBOLS

There are three -school artifacts, architecture, and symbols to create and sustain a
positive school culture. The artifacts and symbols are the tangible objects that represent
the intangible values and beliefs of the school (Peterson & Deal,2009).

To refresh your loyalty, draw and explain the meaning of the logo of your school
where you graduated in secondary level.

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Levels of School Culture

Starrat (1993) crafted a diagram representing the level of school life being comprised of
layers resembling an onion. The outer layers represent the operational level of the school.
Underneath that layer is the organizational level of the school. Beneath that layer are the
goals and purposes level. Nearing the center or core of the onion, level of beliefs and
assumptions. The list of beliefs and assumptions is potentially infinite for they include
beliefs about the most basic matters in life. At the core of the diagram, is the myth,
meaning, and belief that leaders find the grounding for their vision of what school might
or ought to become. It is a myth of heroism, human destiny and of the nature of human
society. These are embodied in story, in poems, or in highly symbolic literature.

Assessing School Culture

To assess the culture within your school you may use the instrument by Gruenert
& Valentine (2015)
The twelve key aspects are:
1. student achievement
2. Collegial Awareness
3. Shared Values
4. Decision Making
5. Risk Taking
6. Trust
7. Openness
8. Parent Relations
9. Leadership
10. Communication
11. Socialization
12. Organization History
The six types of school cultures:
1. Toxic
2. Fragmented
3. Balkanized
4. Contrived-Collegial
5. Comfortable-Collaborative
6. Collaborative
Toxic School Cultures

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Toxic cultures lack a mission and vision, value laziness and apathy, appreciate
separateness and exclusivity, and have a negative peer relationships
(Peterson,2002).These cultures focus on failures and use as an excuse to remain stagnant.
(Gruenert & Whitaker,2015).

Description of schools with negative or toxic culture:

Lack a clear sense of purpose
Have norms that reinforce inertia
Blame of students for lack of
progress Discourage collaboration.
Often actively hostile relations among staff.
Toxic cultures, Staff:
View the students as problem rather than as their valued clients
Are sometimes parts of negative subcultures that are hostile and critical of
change Believe they are doing the best they can and do not search out new ideas
Frequently scare stories and historical perspectives on the school that are often
negative, discouraging, and demoralizing
Complain, criticize, and distrust any new ideas, approaches, or suggestions for
improvement raised by planning committees
Rarely share ideas, materials, or solutions to classroom problems
Have few ceremonies or school traditions that celebrate what is good and hopeful
about their place of work
Creating a Positive School Culture

To create a new culture of change, school principals, and teacher leaders must focus
on some of the following practices.

Defining the role of the school principal, teacher, and school community through
open communication and academic growth activities that can best serve the needs
of a particular school community.
Scheduling effective communication mechanisms, as staff lunchroom visits,
department forums, staff meeting pop-ins, and all district rallies.
Sharing successes through employee union newsletters, internal correspondence,
and community relations that breed further successes for diverse student
populations.
Visualizing school wide and classroom goals that support the goals of a school
site and district to generate key results and offering staff development training
that support these results.
The eight attributes of effective schools with strong cultures: Deal (1985)
1. Shared values and a consensus on “how we get things done around here.”
2. The principal as a hero or heroine who embodies core values.
3. Distinctive rituals that embody widely shared beliefs.
4. Employees as a situational heroes or heroine.
5. Rituals of acculturation and cultural renewal.
6. Significant rituals to celebrate and transform core values.
7. Balance between innovation and tradition and between autonomy and control.
8. Widespread and participation in cultural rituals.

Thirteen characteristics for cultural improvement in schools: (Wagner & Phillips,

2003)

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1. Collegiality
2. Efficacy
3. High expectations
4. Experimentation and Entrepreneurship
5. Trust and Confidence
6. Tangible Support
7. Appreciation and Recognition Improvement
8. Humor
9. Shared Decision-Making by all Participants
10. Protect what is Important
11. Traditions-Celebrations
12. Open and Honest Communication
13. Metaphors and Stories

Assessment and Strategies

Activity 1. How do school affect school culture? Explain briefly?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Activity 2. In a table format, enumerate three school rituals, tradition, and ceremonies
you‟ve join or participate as extracurricular activities. Explain each for their purpose/s.
RITUALS TRADITIONS CEREMONIES

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Activity 3. Choose three among the eight attributes of effective schools according to Deal
(1995) Give examples of each.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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________________________________________________________________________
________________________________________________________________________

Activity 4. Assess your schools‟ by checking the right statement for your school. Toxic
or positive?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Activity 5. Suggest 5 concrete ways to establish a positive school culture.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Activity 6. Choose a school. Determine the presence of any of the 12 practices of a
positive school culture in that school by noting down conversations, comments, activities
that you hear/observe in that school of your choice.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Indicator Conversation/Comment Your Comments
Heard or Activities
Observed
1. Collegiality
2. Experimentation
3. High expectations
4. Trust and confidence
5. Tangible support
6. Reaching out to the
knowledge bases
7.Appreciation, recognition
8. Caring, celebration, humor
9. Involvement in decision
making
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10. Protection of what is

important
11. Traditions
12.Honest, open communication
LESSON 5

A. GLOBAL ISSUES THAT CONCERN SCHOOLS AND SOCIETY

Intended Learning Outcomes

Discuss at least two global issues in
society Explain proposed solution
Learning Activities

https://www.slideshare.net/mobile/carlonarbs/global-issues-ppt-carlo

LESSON 6

A. THE WHY AND HOW OF SCHOOL AND COMMUNITY PARTNERSHIP

Intended Learning Outcomes

Explain what school and community partnership
means Cite examples of community partnership
Explain the legal and socio-logical bases of school and community partnership
Learning Activities

Schools are both national and regional symbols serving as repository of the peoples‟
history and culture. A system which is anchored on a philosophy, mission and vision.

School as an Organization

It is a system of governance influenced by a fixed organizational structure or

bureaucracy. For basic education, the Department of Education determines the
school structure from national, regional, division, district and the local school
level. For national level, it‟s the Department of Education Secretary supported by
Undersecretaries and Assistant Secretaries. There are 4 Bureaus for Central
Office:

1. Bureau of Curriculum Development

2. Bureau of Learning Resources

3. Bureau of Delivery

4. Bureau of Educational Assessment

The Regional Directors are from Regional Offices, Then Division Offices which
are headed by Superintendent with their respective educational supervisors.

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Then District Supervisor and educational supervisors in a District Offices. For

school level, the principal as the chief administrative and academic officer.
Students‟ knowledge and skills are the tasks of the classroom teachers and
qualified master teachers together with the principal.

School as a Learning Organization

Main function of which to implement the curriculum prescribe by the Department

of Education, guided by the principles and theories of teaching and learning

School as a Community

It is a one purpose and guided by common values and culture, which include the
teachers, administrator, students, staff/personnel and stakeholders. As a
community, the school is guided by the following elements “

o Vision
o Values
o Leadership
o Culture

The school as a community are tasks for shaping the future of the society
based on the delivery of quality education.

School as a Social Organization

Schools are organizations molding young learner of their roles as productive

citizens for the future.

Several theories explain the nature of the school organizations. System theory is
the best which includes the characteristics of schools including structure, culture, climate,
leadership, decision-making and the relationship among personnel (Bozkus, 2014)

SOCIAL CHANGE AND ITS EFFECT IN THE EDUCATIONAL SYSTEM

Social change is a broad term and every society develops and devolves in a
unique way as influenced by different social factors and events. Social changes occur due
to economic development, technology, physical features etc.

However, sociologists view of social change, as changes in the human interactions

and relationships that transform cultural and social transformation. The financial
Institutions 2025 Risk Index identified six mega trends that continues to shape and
influence our society.

Digitalization and technological advances

Demographic and behavioral changes

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Global talent and skills race

Business operating model pressures
Regulatory changes and complexity
Changes in investment, capital sources and returns

TH
SOCIAL CHANGES AND CHALLENGES BROUGHT BY THE 4
INDUSTRIAL REVOLUTION

The concept of Fourth Industrial Revolution, according to Davis (2016) builds on

the Digital Revolution with cyber-physical systems providing new mechanisms and
allowing technology to be embedded within societies and even the human body. Bernard
th
(2016) posits that the 4 Industrial Revolution provides various opportunities to improve
human communication and conflict resolution.

The Fourth Industrial Revolution brought significant social transformation that

created a new world economy characterized by:

a. Wider Employment Opportunities

b. Demand for Quality, Competitive and Flexible Workers
c. Globalization
d. Millennial Workforce
e. mobility
f. Technological Advancement
g. New Behaviors

th
The 4 industrial Revolution calls for the education system to develop graduates
who are equipped with knowledge and new skills and prepared for responding to the
various social challenges that may come. In order to produce qualified graduates, the
curriculum needs a new orientation. The old literacies (reading, writing, and math), must
be strengthened as well as by adding the new and emerging literacies, to produce
qualified human who can thrive in digital era. There are three literation that needs to be
th
developed to prepare graduate for this 4 Industrial Revolution:

1. Data Literation
2. Technology Literation
3. Human Literation

th
With the changes and challenges of the 4 Industrial Revolution, schools need to
revisit their academic programs and focus on what are essentials skills that need to be
learned for human beings to become productive and enjoy the fullness of life. The World
Economic Forum in 2016 identified examples of these skills:

Complex Problem Solving

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Critical Thinking
People Management
Collaboration
Emotional Quotient
Decision Making
Negotiation Skills
Entrepreneurship
Cognitive Fluency

THE SCHOOL IS AN ORGANIZATION AND ORGANIZATIONAL

LEADERSHIP

The school is established and organized to pursue a collective goal and meet
specific objectives.

Organizational Theories

The term organization differs according to approaches and characteristics defined by

different theorist. According to an article “Organization theory:( n.d), organization is
basically defined as an assembly of people working together to achieve a common
objective through division of labor. McNamara (n.d) also defined organization as group
of people intentionally organized to accomplish overall, common goal or set of goals
which have major subsystems that functions with other subsystems in order to achieve
the overall goal of the organization. For the structure of the organization, classical and
modern organizational theories deal with formal organizational concepts. These are
Taylor‟s scientific management approach, Weber‟s bureaucratic approach, and Fayol‟s‟
administrative approach. Taylor‟s work is based on the concept of planning of work to
achieve efficiency, standardization, specialization, and simplification that promotes
mutual trust between the management and workers in order to increase productivity.
(Organizational theory, n.d.)

Four principles of scientific management proposed by Taylor’s:

1. Science, not rule of thumb
2. Scientific selection of the worker
3. Management and labor cooperation rather than conflict
4. Scientific training of the worker

Three types of power highlighted by Mulder (2017) and Laggard (2006) based on
Weber’s Bureaucratic Model

Traditional authority
Legal, rule-oriented authority

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Charismatic authority

Mulder (2017) elements that supported Fayol’s bureaucratic management:

All regular activities within a bureaucracy can be regarded as official duties,

management has the authority to improve rules, and
Rules can easily be respected based on established methods.

Weber lays down the basic principles of bureaucracy and emphasis on the division of
labor, hierarchy, rules and impersonal relationship.

Salient features of Max Weber’s Bureaucratic Theory highlighted by Mulder (2017).

1. Task Specialization

2. Hierarchical of authority

3. Formal selection

4. Rules and Requirements

5. Impersonal

6. Career Orientation

The works of Taylor, Weber, and Fayol are theories that have significantly
contributed in the management of organizations.

THE SCHOOL AS AN EDUCATIONAL ORGANIZATION

As a future teacher and educational leader, it is important to understand what

constitutes a school and how it functions. The establishment of a basic education school
in the Philippines requires a School Principal/ Administrator, Academic, Non-teaching
Personnel( registrar, librarian, school physician, school dentist, school nurse, school
office staff, guidance counselor, support staff, etc.) and teaching staff as embodied in
DECS Order No. 12, series of 1991).

REFORMS IN THE DEPARTMENT OF EDUCATION

Department of Education has initiated many reforms that have significantly contributed
in the improvement of the Philippines education system to provide every Filipinos with
education they need to compete in global context.

• Enhanced Basic Education

• Institutionalization of Kindergarten
• Mother Tongue-Based Multilingual Education
• Contextualized Curriculum
• Senior High School

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The additional two years of Senior High School is one of the most relevant
reforms that may be considered. The 2 years of senior high school was made to provide
students sufficient time for mastery of concepts and skills, develop lifelong learners, and
prepare graduates for tertiary education, middle-level skills development, employment,
and entrepreneurship ( K12 Official Gazette, n.d.). The following tracks in the senior
high school:

Academic Track

1. Accountancy, Business and Management (ABM)

2. Humanities and Social Sciences (HUMSS)
3. Science, Technology, Engineering and Math (STEM)
4. Pre-baccalaureate Maritime

Technical-Vocational-Livelihood

1. Agri- fishery
2. Home Economics
3. Information and Communications Technology
4. TVL Maritime

Sports

Arts and Design

LESSON 7

A. THE TEACHER AS A LEADER OF EDUCATIONAL

REFORMS B. ROLES AND COMPETENCIES OF SCHOOL
HEADS Intended Learning Outcomes
Elaborate on community’s expectations from teachers and on
teachers’ expectation from communities
Describe teacher’s ethical and professional behavior in the community by
giving concrete examples

Learning Activities

The recent reforms of the Philippine educational system bring to the light the
importance of the role of teachers in ensuring the initiatives to improve the teaching
learning process effectively and efficiently.

Educators play an important role in the development of people and communities.

Jan and Ed Philpot (1994) concretized the idea by encouraging and initiating a stronger
link between home, school, and community through effective programs developed and
implemented by teachers. First, teachers are in close coordination with the student. Two,

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teachers are the ones who implement the reforms in the classroom and aware how these
new initiatives directly influence or affect the way they teach. Three teachers are in direct
communication with stakeholder, with colleagues, parents and the community. Interest in
teacher leadership has been growing because studies reveal that it has a great impact in
improving schools, student achievement and teacher retention (Berry,2016;
PankakeAbrego,2017)
TEACHER LEADERSHIP AND SCHOOL IMPROVEMENT

When schools encounter problems/issues they rely on an expert without

considering the knowledge about the culture of the school or its people. Teacher leaders
can address such issues, because they are aware of the reasons of such issues/concerns
why it happened and how it happened. Having directly experience the concerns and this
sense of familiarity with the school community allow teacher leaders to address specific
needs and issues affecting the school (Nappi,2014).
TEACHER LEADERSHIP AND TEACHER RETENTION

Teachers are truly satisfied with the work that they do, they stay. A study reveals
that teachers leave because of various reasons, as low pay, personal circumstances, stress,
working conditions and isolation (Borman and Dowling,2008). Some other profession,
novice teachers feel isolated if left on their own most of the time. Doing some activities
other than teaching, managing classroom environment and assessing students‟ activities.
Seclusion has been identified as one of the main reasons why teachers leave the
profession. It is imperative that they have someone whom they can discuss and
collaborate with in order to help them get through with challenging issues/concerns
(Basich,2018). Teacher leadership contributes a lot in making teachers stay. They provide
with other teacher with assistance, and a role in influencing the work environment to
change and to make an ideal for collaboration and growth. Teacher leadership does not
always refer to formal administrative roles. Teachers become leaders because of certain
qualities or actions they do (Danielson,2006).
TEACHERS LEADERSHIP INVOLVES COLLABORATION

Teacher leaders collaborates with others. They listen to others‟ and students‟
experiences, explore others‟ and students „understanding and facilitate students‟ ideas.
When teachers collaborate, students and stakeholders will be benefited to come-up to a
bases of decisions. Through collaboration, the high school teachers, specifically were
able to do more than merely training the pre-service teachers and developed themselves
as teachers (Eargle,013).

TEACHER LEADERSHIP INVOLVES TAKING ACTION

Teachers see the value of further studies and attending professional development
programs to instill skill and knowledge. In a study conducted to determine how teacher
leaders emerge, it was revealed that teachers initially take action to pursue further studies
to improve their quality of teaching and improve student learning. They are committed to
engage in collaborative work, a commitment to improve them and bringing about
significant changes in school (Fairman and Mackenzie,2012).

TEACHER LEADERSHIP INCLUDES ROLE-MODELING

Teachers can become role-models in the following areas:

  sharing of resources and instructional expertise with others

  specializing in curriculum
 facilitating learning
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  leading the school

  coaching using data
  mentoring
  instigating change
 learning

(sources Harrison and Killon. 2007)

Activity: Pause a while! Are you a role model? Assess yourself and for sure you are
in your way to an expert “Leaders”.

Teacher leaders know the curriculum, sharing his knowledge to others

sharing their expertise can facilitate development of other teachers
as a mentor, a good way to model good leadership skills
A teacher leader accepts responsibilities engagement within the classroom as
accepting administrative functions and or handling a committee.
Discover their strengths/weaknesses as they embark on different responsibilities
gaining confidence on what they can do as a professional teacher,
A teacher must always be active in the business of lifelong learning.

ATTRIBUTES OF TEACHER LEADERS IN THE PHILIPPINE

The concept of teacher leadership can be best understood within the context of the
culture.
There are seven attributes associated with teacher leadership (Oracio in
2014)
Teacher are:
1. self-motivated
2. possess positive outlook
3. service oriented
4. responsible and dedicated
5. have high expectations
6. humble
7. trustworthy

The characteristics of teacher leaders are definitions attributed to teachers who have
shown propensity to lead others. These enable the teacher leaders to contribute to
effecting reforms for the betterment of the school and students.

TEACHER LEADERSHIP AND EDUCATIONAL REFORMS

Champions of Learning

To improve educational system, the school attempt to influence the curricula and
instruction. These reforms are meant to improve the way the students learn. The teachers
will ensure that all reforms or innovations which emanate from external sources aligned
with the existing practices.

Three leadership practices to promote student learning (Leithwood, Louis,

Anderson and Wahlstrom,2010)

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1. Setting Directions
2. Developing people
3. Redesigning the organization

TEACHER LEADERS AS AGENTS OF INNOVATION

Any form of innovation that will benefit students, is welcomed by teachers. Aside
from trying out these innovations, teacher leaders see the value of having a support they
can get from colleagues, administrators and students (Butkevika and Zobena,2017).

Butkevika and Zobena (2017) further suggest that teacher leaders also provide
other teachers a safe space to experiment and try innovative approaches. These are
important in a sense that teachers need to be in an environment where they can rejoice
over successes and support in times of failures.

CHALLENGES OF TEACHER LEADERS

Teachers who have been in the field four to ten years of their careers have already
gained enough experiences and expertise which could be shared and to help other
teachers. Teachers who are ready to move on to to leadership roles see this as an
opportunity to grow. Teachers are sometime confronted with issues that revolve around
the norms of school culture as autonomy, egalitarianism and defense to seniority.
(Johnson and Donaldson,2007).

In autonomy teacher leaders find it difficult to work with others, being in-
charge of their own class not to welcome other teachers who are willing to help,
defeating the purpose of teachers working together to improve the teaching
process.
Egalitarianism identified as a challenge to teacher leaders.
Teacher leaders are to be in constant communication with school
administrators/supervisors to coordinate plans with them.
Finally, teacher leaders find it difficult to share their expertise, because their age
is being equated with qualification. To older teachers find it hard to accept that
the younger teachers are more qualified to share their knowledge and expertise,
thus lead to resentment.

There are various reasons why teachers are deterred from assuming leadership roles. The
“principal-oriented” nature of leadership is so entrenched in the Philippine Educational
System. Meaning, the concept of leadership is attributed to formal roles as:

Principals are loaded with work and responsibilities, do not have time to
teach students.
Many teachers do not want to give up teaching, either to assume a
leadership role and stay in the classroom.
Lack of leadership training, which prevents teachers from assuming
leadership roles.
Teacher classification hinders teachers from becoming leaders.
Classification would resolve teaching positions which is based on
qualifications rather than functions. (Alegado,2018).

NEW DEVELOPMENTS IN EDUCATION

There are three exciting developments in the field of education that would
pave for the need to promote teacher leaders. (CEO of the Center of Teaching
Quality, Barnett Barry).

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New forms of Assessments are becoming more accepted and used by

educators.
Organizational structures are becoming leaner and flatter making it
possible for teachers to collaborate closely as they are provided more
autonomy and freedom to engage in decision making.
Teachers have more opportunities to network with other teachers making it
possible to benchmark and share best practices (Shwartz,2016).

Points to Ponder:

Do you think the present educational system support the development of teacher
leaders? If yes, why? If no, why not? (5-8 sentences).
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

PAVING THE WAY FOR TEACHERS TO BECOME LEADERS

The impact that the teachers have in the teaching-learning process makes it vital to
have a deliberate and systematic approach that will pave the way for the teachers to
become leaders.

Various ways for schools to develop leaders (Killion, Harrison, Colton, Bryan, Delahan
and Cooke 2016).

It is imperative to first and foremost have a solid definition of teacher

leadership and the desired outcomes in order to determine the roles and
responsibilities of teacher leaders (Killon et. al.,2016 p. 10)
a healthy work environment would require a culture of acceptance and
supportive structures. Culture in the work place would refer to the beliefs,
practice, norms, and values of the people (Killon et,al.,2016)
It is vital to cultivate appropriate dispositions for teachers leadership (Killon
et.al.,2016, p.12)It is necessary to develop teachers to have a set of
dispositions that all leaders should possess regardless of functions, that
include passion and commitment for student learning to possess a broader
perspective, humble, courageous and willing to take risks, confident,
flexible and possesses enthusiasm for continuous learning.
All teachers have the students‟ best interest at heart thus:

Teacher leaders will support anyone who is determined to improve the way
students learn.
Teacher leaders have the humility to work with
others. Teacher leaders willing to take risks
Teacher leaders value their own professional development

It is also important to assess the impact of the teacher leadership program (Killion et,
al.,2016, p.12)
1. examining the teacher leadership program
2. performance of the teacher leaders using identified performance indicators which
are aligned with the function of the leader.
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3. personal and collaborative reflection of ones‟ own practice of assessment

4. assessment on personal and collaborative reflection of ones‟ own practice.
Points to Ponder:

Do you think it is possible for schools in the Philippines to have a leadership plan? Why?
Why not? (3-5 sentences).
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
TRANSITIONING INTO TEACHER LEADERS

The provision of structures and deliberate programs for teacher leadership gives
teachers an opportunity to assume leadership roles.
Six Stages according to Sanocki (2013).

1. First stage of the teachers‟ journey toward transitioning into leadership role is that
they all start as classroom teachers (Sanocki, 2013, p.136)
2. Second stage is characterized by the teachers‟ own reflection of the journey as he
or she experiences distributed leadership. Through reflection, the teacher begins
to assess her/his own values and beliefs on leadership (Sanocki,2013,p.137)
3. Third stage is described as overcoming fears on leadership. This is brought about
by constantly reflecting as one own practice (Sanocki.2013, p.137)
4. Fourth stage, teacher leaders gain confidence in doing their roles as they work
with others while giving utmost respect to the more experienced and senior
teachers and recognizing that they need to operate within the confines of the
hierarchical leadership structures(Sanocki,2013, o.137)
5. Fifth stage, the teacher continues to perform her role in improving the community
by collaborating and working with various stakeholders to improve the
curriculum, pedagogy and assessment serving as a link between the
administration and teachers(Sanocki,2013,p.137)
6. Sixth stage, teacher leaders continue to perform their function as they seek ways
on how to implement positive and essential reforms within the school. These
teachers continue to pursue reforms that will greatly impact the teaching learning
process (Sanocki, 2013, p.138)
Reflection:

As a future teacher, do you think that you will be able to accept leadership
responsibilities? Why? Why not? (3-5 sentences).
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Assessment and Strategies

Activity 1. Points for Reflection
1. Are teacher leaders important? Why? Why not?
2. List 5 characteristics or traits that you consider making them teacher leaders.

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3. How can teacher best adopt innovative practices in teaching?

4. Can teacher maximize students‟ learning? How?
5. Do schools should support teachers to become leader? How?
Activity 2. Interview two teachers. Ask them the following questions:
What traits/qualities do you think teacher leader should possess?

Activity 3. Compare your findings with the definitions given on teacher leadership. Write
your own definition of teacher leadership based on your findings.

Activity 4. Interview
Interview a teacher. Ask the following questions:
What are some innovative practices have you tried?
What factors prompted you to do?

Interview your fellow classmate. Ask the following questions:

As future teacher, what are the seps that you are going to take that will contribute much
to the development of your student and for the community?

Interview a school administrator. Ask the following questions:

Are there programs that will empower teachers to become leaders? If yes, what are these
programs?
What can administrators do to encourage teachers to take on leadership roles?
What salient points that lead their journey toward teacher leadership?

LESSON 8

A. ORGANIZATIONAL LEADERSHIP

Intended Learning Outcomes

Explain what organizational leadership is
Distinguish between leadership and management
Describe different organizational leadership styles
Explain what situational leadership, servant leadership
are Discuss how to sustain change in an organization

Learning Activities

Organizational leadership works towards what is best for individual members and
what is best for the organization as a group at the same time.

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Organizational leadership in school setting, the school leader helps anyone from the
organization not necessarily from the top to lead others.

Types of Skills Demanded of Leaders

Technical
Human
Conceptual

Leadership Styles:

Autocratic
Consultative
Democratic
Laissez Faire

SITUATIONAL LEADERSHIP MODEL

In situational leadership effective leaders adapt their leadership style to the

situation of the members of the organization. to the readiness and willingness of group
members. Paul Hersey and Kenneth H. Blanchard (1996) characterized leadership style in
terms of the amount of task behavior and relationship behavior that the leader provides to
their follower.

There are 4 behavioral styles in Situational Leadership

S1. Selling/Directing

S2. Telling/Coaching

S3. Participating/ Supporting

S4. Delegating

For a graphic presentation of the Situational Leadership Model, visit https:// teach
themes, files, word press. Com/2012/ 11/ situational leadership model. Jpg

TRANSFORMATIONAL LEADERSHIP

Robert Kennedy once said, “Some men see things as they are, and ask why. I
dream of things that never were and ask why not. “Those who dream of things that never
were and ask “why not” are not transformational leaders. Hence, they are:

o Not content in the status quo

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o Sees school culture as it could be and should be,

o Makes positive changes in the organization by collaboratively developing

new vision for the organization
o Mobilizing members to work towards that vision

Assessment Strategies
Activity 1. Identify a successful school. What are the contributions of that school in the
community? Write your findings in 6-8 sentences.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Activity 2. Identify the school traditions as well as the culture in your college or
university. (3-5 sentences.).
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Activity 3. In your own school, what noble activities, programs, and projects that have
brought positive changes in the community. (8-10 sentences).
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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Activity 4. What activities and projects that aim to respond to the needs and demands of
culturally diverse global community? (6-8 sentences).
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Activity 5. Explain how students will benefit from the reforms initiated by the
government in the Department of Education. (Ex. Senior High School.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Activity 6. In a concept map, Identify Strategies that schools can adopt to respond to the
needs of the society.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

RUBRICS FOR CHECKING:

Narrative techniques 30%

- Introduction engages the reader and first person point of view is
consistent.
Organization 30%
- Events are in chronological order.
Style 20%
- Details are elaborated making people, events, place seem real.
Writing Convention 20%
- Spelling, punctuation, capitalization, grammar and sentence
structure.
Total 100%
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LESSON 9
A.THE SCHOOL HEAD IN SCHOOL-BASED MANAGEMENT
Intended Learning Outcomes
Explain the meaning, advantages, disadvantages and demands of
SBM State practices aligned to SBM
Explain the roles, functions and competencies of school heads in SBM
Learning Activities

https://www.teacherph.com/a-comprehensive-guide-to-school-based-management-sbm/

LESSON 10
A. CREATING A POSITIVE SCHOOL CULTURE
Intended Learning Outcomes
Explain the meaning of school culture
Discuss how school culture affects learning
Cite ways by which you can contribute to the building of positive culture
Learning Activities

The Meaning of School Culture

School culture is one of the most complex and important concepts in Education
(Schein,1985). It refers to the beliefs, perceptions, relationships, attitudes, unwritten and
written rules that shape and influence every aspect of how a school functions(
https://www.edg./school culture) It concern on physical and emotional safety of students,
orderliness of classrooms and space to which a school embraces racial, ethnic, linguistic
and cultural diversity.
School Climate and School Culture

School climate refers to the school‟s effects on students, including teaching

practices, diversity and the relationships among administrators, teachers, parents, and
students. It is driven by and reflected in daily interactions of staff and outside community.
( https://www/ slides share.net/module)
Elements of a Positive School Climate as the following characteristics:
Collegiality
Experimentation
High Expectations

These are level of achievement which are always lower than ones‟ level that
aspiration.

Trust and Confidence

Tangible support
Reaching out to the knowledge base
Appreciation and recognition. - As professional, teacher must continuously seek
professional career advancements through joining professional associations,
attending education activities for teachers and doing graduate studies.

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Caring, Celebration, Humor. - When kids are taught with a proactive, praise-
heavy approach, they tend to do better,
Involvement in decision-making. - Involve others to share their own ideas to
ensure effectiveness.
Protection of what is important. -Rules and policies should be imposed and
protected to maintain a healthy school environment.
Traditions. - A school culture is not characterized by the absence of gangs,
violence or any form of unruled discipline problems, but by the presence of norms
and values focus by school community‟s attention, this will serve motivation to
work hard for a purpose.
Honest and Open Communication. - This is possible only when there is trust
and confidence in each other in the school community.

Shared Norms: Teacher and Student Norms

Boss and Larner (2018) share teacher norm and student norms to contribute to a
fair and an engaging learning environment, a characteristic of a positive school culture.
Refer to table 6, p116, Reference Book The teacher and the community school culture
and organizational leadership, Prieto, N. et al.

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LESSON 11
A. SCHOOL POLICIES AND THEIR FUNCTION
Intended Learning Outcomes
Explain the importance of school policies in school operation
Learning Activities

https://www.slideshare.net/mobile/HarleenSing/school-policies-procedures-and-contracts

LESSON 12
A. ROLES AND COMPETENCIES OF SCHOOL HEADS
Intended Learning Outcomes
Discuss the competencies expected of school heads as contained in
competency frameworks for Philippines and for Southeast Asia
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Learning Activities

https://www.slideshare.net/mobile/DSLPdic/roles-functions-of-s-hs

References:
Prieto, G., C. Arcangel, and B. Corpuz (2019). The Teacher and the
Community, School Culture and Organizational Leadership. Quezon City:
LORIMAR Publishing, INC. (Teacher’s Personal Copy)
Pawilen, G. T., E. Reyes, J. A. Rivera, and T. M. Sison (2019). The School
and the Community, School Culture, and Organizational Leadership.
Manila, Philippines. REX Book Store. (Teacher’s Personal Copy)

Internet Resources

https://www.slideshare.net/mobile/sherwinbalbuena/philosophies-of-education-
35587809
https://www.slideshare.net/mobile/DyenkayeSaludez/historical-foundation-of-
education-127615560
https://www.slideshare.net/mobile/estanislao76/educational-implications-
of-various-sociological-concepts-59621853
https://www.slideshare.net/mobile/BelindoAguilar/strengths-and-weaknesses-of-
the-filipino-character
https://www.slideshare.net/mobile/carlonarbs/global-issues-ppt-carlo
https://www.slideshare.net/mobile/ubdmath2010/school-community-partnership
https://www.slideshare.net/mobile/jaymarkbangahon/the-code-of-ethics-of-the-
professional-teachers
https://www.slideshare.net/mobile/missleenmartin/organizational-
leadership-40690086
https://www.teacherph.com/a-comprehensive-guide-to-school-based-
management-sbm/
https://www.slideshare.net/mobile/marylinejoycumaling1/creating-a-positive-
school-culture-81276051
https://www.slideshare.net/mobile/HarleenSing/school-policies-procedures-and-
contracts
https://www.slideshare.net/mobile/DSLPdic/roles-functions-of-s-hs

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