LORI

MAR
POBUSHING

ESSENTIALS
Of
Teacher
Leadership

AVELINAT.
LLAGAS, EdD
BRENDAB.
CORPUZ, PhD
 PROLOGUE

Essentials of Teacher Leadership

Teacher leaders are those whose dreams of making a difference have either
been kept alive or have been reawakened by engaging with colleagues and
working within a professiomal culture.
- L. Lambert

ducational reforms established features that focused on

Dteachers and teaching as a profession. Professional
literatures assert that "teacher leadership was a crucial element of
school improvement" and professionalization of the teacher work Teacher
force. Weise and Murphy (1995) emphasized that "the idea of teacher leadership refers
to that set of skills
leadership as a means of reform dates back at least to the early 1900s"
demonstrated by
The term teacher leadership refers to that set of skills teachers who
demonstrated by teachers who continue to teach students but also continue to teach
have an influence that extends beyond their own classrooms to students but also
others within their own school and elsewhere. It entails mobilizing and have an influence
that extends
energizing others with the goal of improving the schools performance
beyond their own
of its crtical responsibilties related to teaching and leaming. Mobilizing
classrooms to
and energizing does not occur because of the role of the leader as boss others within their
(as might be the case with a principal), but rather because the individual Own school.
is informed and persuasive. Therefore, an important characteristic of
ateacher leader is expertise and skill in engaging others in complex
work. It also entails an unwavering passion or the core mission of the
school and the courage to confront obstacles to achieving that mission.
(Danielson C. 2006).
Opportunities for teacher leadership came in the "form of career
ladder and mentor teacher programs." The appointment of master
teacher wasS seen as an instrument of school improvement and student
academic learning. Teacher leaders would breakdown "an educational
bureaucracy that impeded reform and restricted teachers' ability to work
according to their notions of best practices." (Lichtenstein, et al, 1992)
Teacher leaders have spoken, to wit:
Thank you for sharing with us- the essentials of educational
 Teacher Leadership? HHow Praioge
How about do
the 21" Century.
e a c s h p in
leadership in
the 21 century
while tting imme
getting immersed
we devekp teacher
teachers?"
n the 21 century skils of
for the last ten years. I am he
7ve been a Master Teacher il
for Prin
being School Culture
submit the necessary papers
by the Principal to ncipal Communicatiens and
want to remain a teacher. What
aher encouraged
because I is
postton which I decined Community Relations Scheahwide
Teaching and Polides and
etais my future Papil /Stadet
antng Progams
mobukzng expressed in the open forum after Learning
These remarks were a Prujec
Educateal
nd energzng session and sharing Iestrerte a

ohers with Continuing Professional Development the leuderski Supervisim

/ Lam and

essentials of educational leadership

heade
conducted with school Su
and curniculum coordinators and supervisors
mpovng master teachers
schools write Essentials of Teacher
These comments inspired us to
performance a 21s Century Educational Leader
Leadership as a sequel to Becoming Widdn one's ownepartment or tem
are clarion calls for
the need to clarify the Career
(October, 2016). They
Path of Teachers, especially teachers who opt to remain teachers and

are not aspiring to become school heads.

What is the Teacher's Career Path? The Department of Education Across the school
sets the qualification standards for Master Teachers I, Il, l and IV
When do they become Master ll? Master IV? ls there a need to amend

Republic Act 4760 on the Magna Carta for Public School Teachers to
clarify the teacher's career path and institutionalize teacher leadership? Beyond the srhool
*******n-muoono-a*
Republic Act No. 7836 known as the Philippine Teachers
Professionalization Act of 1994 "promotes quality education by Figure 1
Source: Danielson C. (2006) Teacher Leadership that strengthens professional practices.
proper supervision and regulation of the licensure examination and
professionalization of the practice of the teaching profession." would nurture teacher leadership as
Hopefully, the policy
On August 11, 2017, the DepEd issued DepEd Order No. 42, s. envisioned. A framework for teacher leadership is embedded in the
2017 entitled National Adoption and Implementation of the Philippine school culture in which such leadership is exercised. A vision of high
Professional Standards for Teachers. The Order aims to: expectations for learners is an important context encompassing "school
culture and others." The pervasive influence of organizational culture
a. set out clear expectations of teachers along well-
about school leadership and teacher leaders are critical in
defined career stages of professional development from brought by
the institutional culture.
beginning to distinguished practice
and
The essentials of teacher leadership entails "mobilizing
b. engage teachers to activity embrace a continuing effort t
energizing others with the goal of improving schools performance...
in attaining proficiency; and the core mission of the school as
also entails unwavering passion for
C. apply a uniform measure to assess teachers reflected in its culture." (Refer to Figure 1).
performance, identify needs, and provide support tor School culture, overall, sets the tone for
professional development what
teacher leadership. It influences not so much
 Leadershp
Esentais of Tevcher

do, but
how they think
administrators
teachers and context within
broader
do the CHAPTER
about what they The implications
work.
their
they regard When
which

inherent in school culture

a
are profound:
or make
1
with their colleagues
A school's leaders work
culture of
teacher
to a parent group, they
do so with an
Historical Perspectives of Teacher
a presentation leaders
When teacher
professiona
inquiry
underlying tone
of respect.
to one of the
school's policies Leadership
estabishes the propose a change
students, the proposal is situated
ethos withn or programs for
leaming and hard work The historical sense involves a perception
which teacher within a vision of high-level
a small matter not only of the pastmess of the past, but of its presence
leaders can School culture is not
by students. - T.S. Eliot
emerge and attention to it from both teachers
and systematic
initate efforts condition for
and administrators is a necessary
regarding nature of culture the laws in the Philippines that
the school's meaningful improvement.
Given the This Chapter highlights
with which cultures promote the social and economic status as well as the
program. and the notoriously slow pace
But it is the not a short-term effort; it requires employment and career prospects of teachers, and recognize
change, this is
period. It is this teaching as a profession. It is noted, however, that the term "teacher
other aspects commitment over an extended Teacher
of culture, much as any other, that reinforces
leadership" has not been focused on while in the United States leadership
consideration, as
including an
the essential role of teacher leaders in promoting professional literatures assert that "teacher leadership is not the is not the
environment product of recent educational reform." product of
of respect,
both school improvement and the professionalization
recent
It is noted that teacher leaders were trainors in the foreign-
a vision of of teaching. educational
leaming, and funded projects in basic education specifically PRODED, SEDIP, reform."
A school's culture of professional inquiry
a cuture of SEDP and TEEP. Division and Regional Leader Schools were set up
hard work and
establishes the ethos within which teacher leaders for the mass training of teachers in SEDP and the trainors were sent
opportunity, can emerge and initiate efforts regarding the on scholarship under a joint project of Australia and the Philippines;
that help school's program. But it is the other aspects of | Weise and
Centers of Excellence in the country trained the trainors in various
the projects culture, including an environment of respect, a Murphy (1995)
subject areas. remind us
undertaken vision of learning, and a culture of hard work and
by teacher that the idea
opportunity, that help the projects undertaken by of teacher
leaders to Perspectives for Educational Reforms
teacher leaders to actually improve that leadership as
actually
For example, a teacher's initiative to
program Educational reforms in the Philippines and in other countries a means of
improve that implement reform dates
program. a punitive grading policy, while established features that focused on teachers and teaching as a
representing a profession. In the United States professional literatures assert that
back at least
manifestation of teacher leadership, would not to the early
"teacher leadership is not the product of recent educational reform."
represent an improvement. Hence, we see the 1900s to
importance of school culture in ensuring the The literature has iong recognized teachers' informal leadership progressive
of the initiatives undertaken quality in schools and classroorms (Smylie, 1997). For years, teachers have educators
by teacher leaders. calls to
(Danielson, C. 2006). also assumed various formal leadership roles in union activity, as
reshape
department chairs, and as members of advisory committees. Weise schools as
and Murphy (1995) remind us that the idea of teacher leadership as a democratic
means of reform dates back at least to the early 1900s to progressive communities.
 Leodershp Chapter i Historica Perspectwes f feccher oderss
Essentiols of Teacher

democratic communitie
schools as
to reshape
educators'calls began to appear
in the s c h . reforms: PRODED, and SEDIP through the Learning Action Celis
1980's, arguments loadershiny (LACs) in the elementary level and the mass training of secondary
n the mid asserting
literatures
that teacher
rship was school teachers in Regional and Division Leader Schools.
and professionel improvement
and the developm
ment and (LIagas
element of school Corpuz & Bilbao, 2016).
a crucial teacher work force. To some observe
of the The institutionalization process further involves the orchestration
professionalization"

to improve
schools, attract and retain talenented and efficient utilization of all human and material resource inputs
t would be impossible demands upon
school
administrat
rators
sensible
teachers, or make that the SEDP has already set in place. Forming the resource pool
Teacher teacher leadership
1988; Wasle
(e.g., Little,
without promoting w are the Regional Leader Schools (RLSs) all over the country and a nstitutionalizetion
for teacher leadershin
leadership creating opportunities host of specialists, a great number of whom were recipients of SEDP
process further
was seen as 1991). To others, teachers their professional due and invoves the
an investment a moral imperative, to give education they deserve (a
training grants. They included thefollowing
orchestration and
the quality of 9 o

of school provide all children with a. The trainors for each subject area trained in the efficient utilizabon
improvement and Barth, 2001, Maerof, 1988. Centers of Excellence (CENTREXes): Philippine Normal of al human
improvement of to develop teacher leadership fadert University. University of the Philippines, Miriam College
In the United States efforts
and materia
student academic
of community control initiatives of the 1960s and and the Technological University of the Philippines, resource ingputs
leaming... teacher in the shadow
and trainings coordinated by the Bureau of Secondary that the SEDP
in the mid-1980s in response to the
leadership 1970s, but they were renewed Education in 1989-1995: has aireacy set
initiatives were bureaucratic reforms of the late 1970s and early 1980s in place. Formning
regulatory b.The SEDPfellows of the technical assistance program
every American state had
considered
(Murphy, 1990). By the late 1980s, nearly The trainors who underwent training under the
the resource poo
important means
adopted or was studying some form of teacher leadership program are he Regiona
of "empowering" Philippines-Australia Science and Mathematics Education Leader Schoois
orpolicy (Smylie, 1997)... Opportunities for teacher leadership came Project (PASMEP) and GTZ (German government) (RLSs) alfl over
individual teachers, teacher programs, the
in the form of career ladder ahd mentor d The teacher education fellows from the Teacher the country and a
professionalizing" and policies to decentralize
the teacher work appointment of master arnd lead teachers, Education Institutions (TEls); and host of speciaists
force and and involve teachers in school-and district-level decision making Course members of the RELC. RECSAM, INNOTECH a great numder

improving teacher and other intenational scholarships. of aom were

Teacher leadership was seen "as an investment of schoo
performance. recipients of SEDP
improvement and improvement of student academic learning The trainors, specifically inMathematics and Science were
raiing graeES
teacher leadership initiatives were considered important means of sent on a one-year training under the Philippine Australian Science
"empowering" individual teachers, professionalizing" the teacher and Mathematics Education Program (PASMEP) who became
teacher leaders / trainors in the regionai and division leader schooks
work force and improving teacher performance (Lichtenstein, 1992) The National Institute of Science and Mathematics Education
In general, they followed a logic that variation and expansion
of teachers' work, including increased leadership responsibilities
(NISMED) in the University of the Philippines institutionalized the
with commensurate recognition and compensation, would increase training of teacher leaders in science and mathematics. Centers of
Excellence were identified: Philippine Normal University for language
teachers' motivation, job commitment, satisfaction, and performance and Values Education, College of Human Kinetics for MAPEH
New leadership roles would provide more effective incentives to
atract and retain the best teachers in the
College of Home Economics, University of the Philippines for Home
profession. Moreover, Economics majors; and the Technical University of the Philippines
these new roles wouid benefit not
only the individual teachers wno for Technology and Livelihood Education (TLE). Many trainorS were
perfomed them, but also others in the school as teacner
community, promoted to Master Teacher I positions Pursuant to Executive Order
leaders applied their expertise to No.500 dated March 21, 1978. Qualified Master Teachers i and #
making, and the professional development ofdevelopment, deCiSIo
program
their colleagues. were recommended for reciassification to Master Teacher lil and IV
In the
Philippines teacher leadership emerged in basic
educato
 in c Chopteri Hrstorncad Persper trvers of Tegter Leaer

orena kx master
teacher
promotions
are d i s c u s s e d
Chapter 9
e
the following:
1. Professionalize teachers and teaching
The Philippine Setting
2 Create well-defined career service paths, for promotion
known as the Magna car and career planning for teachers and administrators.
4670, otherwise
Repubic Act No. enacted on
June 18, 1966 3. Strengthen presenvice teacher education.
School Teachers
was The 4.
for Public Improve and expand training programs for both public and
follows:
Deciaration of Policy, private school teachers.
plicy of this Act to promote
declared to be
the and 5. Improve the teacher's welfare and benefits.
i s hereby of public school teach May Section 19
economic status 6. Encourage teacher organizations. They will look after
social and
improve the employment and care of RA 7836 be
conditions, their areer teacher welfare and conditions of employment, and will
their living and working the springboard
compare favorably
with exist
prospects in order
that they may
and retain in the
sting
teachi
encourage professional growth. for a serious

opportunities in other
walks attract
of life, ching On December 15, 1994 Congress passed Republic Act No. consideration of
qualification, t being recognize. 7836, "an Act to Strengthen the Regulation and Supervision of
the career path
profession more people with proper
depends on the qualification and abilih. the Practice of Teaching in the Philippines and Prescribing a
toward teacher
that advance in education leadership?
staff and that education is an
essential factor in
he t Licensure Examination for Teachers and for Other Purposes." The This is a
of the teaching
a productive investment of vital Act created the Board for Professional Teachers under the general perspective that
economic of the nation
growth
as
Supervision and administrative control of the Professional Regulation the Department
importance Commission. Section 19 of RA 7836 is entited Merit Examination of of Education
Career does not clarify the
Section 3. On recruitment and Teachers, to wit: and the Board
to note, however, that the law
teacher's career path. It is interesting for Professional
To encourage continuing professional growth and development Teachers
recognizes teaching as a profession (1966).
and to provide additional basis for merit promotion in addition to may consider
Decree No. 1006 entitled
On September 22, 1976, Presidential their performance ratings, teachers may take an oral and written in the 21
The Decree
Providing for the Professionalization of Teachers. Regulating Their examination at least once in five years as basis for merit promotion. Century and in
ecognized the Practice in the Philippines and for Other Purposes," was promulgated conjunction with
In taking this examination, no fee shall be required.
va role of the Continuing
sechers in nebon and took effect on January 1, 1977. Section 21 provides the incentives for teachers who pass the Professional
buiding and "es The Decree recognized the vital role of teachers in nation merit examination, as follows: Development
an nceneveto (CPD)
building and "as an incentive to raise the morale of teachers, it is a) Be awarded a diploma of merit by the Board; mandated by
rase he morale
ofleachers imperative that they be considered as professionals and teaching b) Eam merit points for purposes of promotion in salary or to RA 10912
be recognized as a profession.." The Decree created the National a higher position of grade level;
Smperate
that they be Board for Teachers with the Secretary of Education and Culture c) Be placed in the priority list for government scholarship; and
Considered a8s and the Chairman of the Civil Service Commission as Co-Chirs. d) Enjoy such other benefits as may be promulgated by the
professionais Members were the Commissioner of the Professional Regulation Board.
and teaching be
Commission and two members representing the private sector.
recognized as a Similar incentives shall be given to teachers who make
profession. In 1991 the Congressional Oversight Committee on Education inventions, develop new methods of teaching, write a book or books
(EDCOM) underscored the problems of basic and higher education. and create works of artistic merit.
The Agenda identified the teachers "at the heart of the problem In the year 2000, the Board for Professional Teachers confemed
for teaching: that teaching is "perceived as a poorly
esteeme then, DepEd Secretary Andrew Gonzales for the implementation
profession, doesn't attract or hold the best." EDCOM recommendeo of Section 19 but the availability of funds to administer the
 Essertois ot leache Lexdershp

10 Chapter1- Historical Perspectives of feacher Leadership

xamination was a problem for DepEd.
the springboard for a so

May Section 19 of RA 7836 be rious 11

toward teacher leadership? T
consideration of the career path
of Education and the Ro
This
is a perspective that the Department oard
for Professional Teachers may
consider in the 21st Cent entury and n
conjunction with the
Professional Development
Continuing (oPD EFLECTIONS
mandated by RA 10912.
1. As a future teacher
you undergo Field Study programs in
basic education
schools. The resource teachers are considered teacher leaders. How do
you
characterize them?
12 CHAPTER
2
and tear
REFLECTIONS cont'd
their
colleagues
acher Developmental Patterns of Teacher
teacherleaders
role models of
ZWhyare
you? Leadership
education studentslike be leaders..
Great leaders dont set out to
Ahep set to make a diference.
t's never about the role-avaps about the goal.
Author Unknown

teacher
his Chapter, presents a conceptual framework of
culture that values teacher
leadership within a school The patterns
This is aptly described by former of teacher
knowledge, skills and expertise.
wit: leadership
Secretary Gonzales, to involving
life to his class, teaching students,
no longer
The teacher brings teacher
society, which all
subjects. He teaches person's family, community, research,
for his classes, for his conversations, distributive
became his reference points
even for his quiet moments. leadership and
for his reflections, for his dealings, and
rare and priceless... self-
Then he becomes a pearl in the academic seas,
managed
(DepEd Secretary Andrew Gonzales, 1998). teams have

The patterns of teacher leadership involving teacher research, significant

individual teachers, professionalizes teacher distributive leadership and self-managed teams have significantimpl
implications
3 Teacher leadership empowers shift from individual to school
improves teacher performance. Reflect onthis. implications to school leadership, a "substantial
work force and to collective leadership."
leadership, a

"substantial
Article XIV of the 1987 Philippine Constitution on Education shift from
mandates, to wit:
Science and Technology, Arts, Culture, and Sports
individual
to collective
the right of all
Section 1. The State shall protect and promote leadership
citizens to quality education at all levels
and shall take appropriate
make such education accessible to all.
steps to
5
The Constitution mandates, further in Section (nos.
4 and 5)
of teachers to
(4) The State shall enhance the right
academic and
professional advancement. Non-teaching
the protection of the
non-academic personnel shall enjoy

state
priority to
(5) The State shall assign the highest budgetary
attract and retain its
education and ensure that teaching will 13
 ater i.eosers
ES
talent through
4 best
available
Chapter2 Developmental Patterns of Teacher Leodershp
-

nghthul
r e m u n
share

e r a t i o
of the
n
and
other
means
of
sfaction and
job satisfac
5
New Approaches to Teacher Leadership
fulfilment.
budgetary priorit,
the "highest New initiatives toward collaborative and task-oriented
While it is a
fact that to education, the
bulkh approaches
The ieaiershio amount is alloted Act goesand resources - c l acoun
Appropiationsfacilities
to physical ssh to teacher leadership are significant to the
development of the
roie is
exeased o
annual General
and washing
facilities. Lately theclassrooms 21st century skills of teachers. While individual
empowerment is
encouraged, organizational conditions necessary for teacher
ony in the desks, tables,
health
typhoons, floods,
earthau
techer's experienced
various
calamities:
basic educat
in
uakes
cation, specifi
leadership have to be considered. There is a need to review the
school or increase in enrollment qualification standards for principalship, the leadership roles of school As a social
conflicts, and
dlepartment but construction school buildings and of morethe heads that should be considered in consonance with the
principle of
influence process
which needed the Grades 11 and 12 o implement
to i shared governance and accountability. The career leadership
goes across
classrooms.
facilities for
Physical
paths of the school permeates
and beyond the head and teacher leaders should be defined to prevent confilict and
become priorities. organizations
school. curmiculum tracks disillusionment.
to be filled as rather than
of teacher positions have SY
Thousands
It is note The developmental patterns and residing in
53,831 (Briones, 2017). approaches to teacher
2017-2018. DepEd needed leadership are anchored on the definition of leadership "as a social particular people
has trained thousands of trainors or formal positions
however, that the DepEd lead to the developmen
influence process aimed at achieving some collective or
organizational of authority.
12 which could mental
teachers for Grades 11 and end (Bass, 1990; Yuki, 1998). As a social influence
process,
patterns of teacher leadership. leadership permeates organizations rather than residing in particular
Century calls for in sch transformation people or formal positions of authority.
Education in the 21
leadership. The approval of the Den Figure 2 is a conceptual framework of the developmental
leadership and instructional
Plan led to the new organizational structures in tha patterns for teacher leadership. The patterns may be modified as the
Education in Rationalization
offices. Department Order No. 52, . leadership approaches fit in the school community.
the 21 Century central, regional and division
calls for 2015 clarifies that:
transformation structures (Appendix K) School Culture
in school The approved organizational are
consistent with the provisions of R.A. 9155 in applying the principles
leadership and Teacher Research
instructional of decentralization and shared governance to ensure accountability
leadership. and relevance to the context and development needs of the learners Teacher
and stakeholders of the various organizational levels. The hierarchical Distributive Leadership Self
Leadership Managed
and bureaucratic structure is expected to pave the way for effective Teams
school leadership "nurturing" teacher leadership.
Professional Developmept
Within one's own department or
team
Across the school

Beyond the school

 Eserdi of lerter LGery

16 re6sponsibit
t is important
that teacher
leaders assume
ibility
t
17
above standards and that
performance is contributions to school improvemert and outcomes for students,
their teaching Teacher leadershio
teachers Teacher leadership has "added value" to adrministrative lesdership in
respectedas "exemplary the crediblity and expetis d
depending on schools Depending on how one conceptualizes i, that "added valiue Distributrve
on one area
focused exercised not only ie
leadership role Is the may ba equal to or greater than the sum of the parts. ieadership
the teacher leader. The
but t goes across and beyond paltems descrits
teacher's school or department the Teacher leadership as a social infuence process is a "given'
and continuing professional develoom
that
school. The school culture
of teacher leaders.
oprnert in schools. Whether or not they occupy leadership roles, whether
or not they perform particular leadership functions, teachers can
teachers can
nurture/sustain the role and do leadership
the most leadership is the teacher's initia ve exert infiuence by simply being part of the "webs' or relationships tasks inside and
One pattern of teacher that define school organizations. We are reminded that inftuence in
effective avenue
research. He/She is the best person to idenk Outside positions
for professional to conduct action schools is exercised in all directions and among ali participants. We of authonty, by
to effective teaching. According to Cochran-Smih
developmet problems pertinent are also reminded that relationships among leaders and folilowers are virtue of their
teacher research carries with it an
s cooperative and Lytle (1999) "the concept of krnowledge and
teacher's role -as decision maker, consultant mutually influential and co-dependent. Even as "folowers, teachers skilis different
study by enlarged view ofthe shape at the same time that
they shaped by other sources of
are
personnel
teachers school leader." Teachers who
curriculum developer, analyst, activist,
themselves into are involved in research may become more reflective, critical, and
leadership in their schools. Because leadership exists and functions might perform
in the relationships between leaders and followers, teachers as leadership tasks.
problems and
issues arising analytical not just of their own teaching but of practices around them. followers are by definition a constituting part of school leadership.
from their A study of Harris and Drake (1997) revealed that "teacher Teachers are also key actors who shape the situations in which
attempts to make research teams developed teachers as change agents and promoted leadership relationships develop and are exercised.
their practice
a more collaborative, reflective faculty culture. They believed that the In the 21t century there is an emphasis on self-managed
consistent with
research experience enhanced their ability to promote change at the teams for promoting teacher collaboration, improving teaching and
their educational
values. school level and a source for their own professional development learning process in line with the 21 Century Skils of teachers.
Teams are small task groups in which members have a common
Teacher leadership thrives best in a supportive organizational,
purpose, interdependent roles and complementary skills (Yuki, 1998).
structural and socio-cutural contexts. A study conducted in Chicago The group is referred to as self-rmanaged teams which in Philippine
elementary schools (2001) indicates that the "performance of setting can be a subject department. In at least two ways, self
leadership tasks is distributed among multiple leaders incluing
managed teams can be considered sources of teacher leadership.
principals, teachers,assistant principals, counselors, and curicuium
coordinators. The model is termed distributive leadership and has
First, it is possible that these social units and the products of their
work may promote improvement at the school level. Second, well-
several impilications to teacher substantial social
leadership and to "principal leadershp composed and well-functioning teams can exert
because he/she cannot do it all." The and normative influence over their members, shaping their thinking,
logic of distribution "indicales
that school leadership overall is
ultimately enhanced by the difteren beliefs, and behaviors (Hackman, 1990; Yuki, 1998). Through their
knowledge and skills brought by a variety of relationships and the work they perform together, teacher members
commitments that all developed people and Dy
among those who perform leadersny can influence and lead one another. Group processes and the
tasks together." influence teachers may exert over one another in teams
which
can provide some substitute for external administrative leadership,
Distributive leadership pattems
do describe that teachers can and reducing the need for administrative initiative, guidance, and
control
leadership tasks inside and outside Kerr & Jermier, 1978; see also Pitner, 1988).
virtue of their knowledge and positions of authorny (Bass, 199p0;
skills different
leadership tasks. Teacher personnel might P Teamed teachers were more likely than non-teamed
teachers

and, with leadership from leadership may make both indepe to integrate their instructional practices
across subject areas.
other sources,
additive or multupuo
 Leadership Chapter 2 -Develcpmerto Pattams e r e r exers
Essentials of Teacher

18 19
that in comparison with
demonstrated
Other studies have
teachers
rience
tend to experieeater The BASRC Cycle of Inquiry
teamed
teamed teachers, and professine
sense of
professionalism, sionai The inquiry Cycle begins with (1) refiect, followed by (2) collaborate
work satisfaction, also tend to have me
Teamed teachers (3) implement, and (4) evaluate. Case studies provided evidences that
eficacy (Pounder, 1999). Webb, 1986) and pro
Inquiry reflects work (Ashton &
another's
the Inquiry Cycle has helped to promote teacher leadership and school Case studies of
basic belief in knowledge of one
and support to
one another. Final. improverment. 10 Leadership
assistance
teacher abiity more intellectual
opportunities for direct a Schools show
considerably more
to formulate teaming provides making, including greate. REPLECT 2 cOLLASOE that the Oycle
teachers in decision
valid questions indirect involvement of
REFLEC of Inquiny
about their own
practice and to
pursue objective
answers to those
questions. ..the
access to information

One of the systematic

development was done by the
(BASRC) (Center for
(Kruse & Louis, 1997).

Research in the

"provided
studies of teacher

Bay Area School

Context of
search
Reform

grants to 86 Leadershin
leadershi
for
Collaborati
Teaching, 2000
The
incqulry
CoL ABOR established a
process that
enabled teachers
to assuma
leadership
most effective Copland, 2001). BASRC
Cycle
VALUATE
roies typicaly
school-based Cycle of Inquiry for schoo
avenue for
professiona
Schools to implement a
4 EVALUATE
MPLEMEN performed by
improvement." 3 administrators
development (Center for
is cooperative Sparks and Harsley (1989) wrote underiying assumptions on
Research on
study by teechers inquiry, to wit: the Context
themselves into| Figure 3 shows the BASRC Cycle of Inquiry.
refilects basic belief in teacher ability to formulate valid
Inquiry
of Teaching.
problems and Source. Sparks and Harsley (1989) 2000) Across
issues arising questions about their own practice and to pursue objective answers these casss.
from their to those questions. ..the most effective avenue for professional teachers worked
teachers themselves into According to the principal survey data, teacher leadership had
attempts to make development is cooperative study by on teams to
their practice problems and issues arising from their attempts to make their practce developed in 90% of the Leadership Schools (Copland. 2001). Case
deveiop goais
consistent with consistent with their educational values." (Hagvarson, 1987) studies of 10 Leadership Schools show that the Cycie of inquiry for scroof wide
their educational established a process that enabled teachers to assume leadership
values."
mprovene
roles typically performed by administrators (Center for Research ad to deegate
(Hagvarson, on the Context of Teaching.
2000). Across these cases, teachers probiem soving
1987). worked on teams to to other groUps
develop goals for school wide improvement and
to withen the
delegate problem soving to other groups within the schooi. They school
shared best practices with fellow teachers and, in some
schoois
lead searches for new administrators. A number of these schoois
developed new leadership structures to support improvement activity,
including a rotating system of lead teachers to replace the principai,
the appointment of teachers to serve as
co-principais, and new
interschool partnerships that supported shared leadership. These and
other examples of teacher leadership brought new
expectations for
principals to work more as professional coiieagues of teachers than
as their administrative superiors.

School leadership is crucial in developing teacher leadership.

The Principal should be "leading" not "bossing. Holmes (1993)
 Essentais of leucher LedershD
20
Chopter 2 -

Developmental Patterns of Teacher Leadership

commented on school leadership:
21
of course very positive
The best of school leaders are
people
even when weighed d
They make light of problems in public, down
to praise, to
thank andsd to
by them. They constantly seek
EFLECTIONS
reasons

reinforce. They interpret the world in an essentially optimistic man.

Teachers are and they show a constant commitment to what the school is th. anner 1. Reflect on the patterns of teacher leadership and how they can help
more likely here
for." Teacher leadership thrives best in "positive" school leadershin become teacher leaders. you
to remain in
teaching when a. Teacher research
their working
Published OECD working papers (2002) Suggest that the
following policies might increase the "professionalism" of teaching
conditions
indicate to them Placing teachers in key decision making roles in their
that they are
performing a role
schools;
that is valued
Inservice training
by society
that they have Peer instruction and evaluation;
support from Rewards for teachers who ean additional credentials and
colleagues and| who
school leaders,|
are more productive.
and that there Teachers are more likely to remainin teaching when their
are opportunities working conditions indicate to them that they are performing a role
for career growth b. Distributive leadership
that is valued by society, that they have support from
(Allen 2002). colleagues
and
school leaders, and that there are opportunities for career growth
(Allen 2002).

C. Self-managed teams
I ii i.
 of leocher Leoders
Chopter 3 Developing Career Path
25

school that is
environment
within the
leaders. Ralis (1990) posed the challenge of school leadership
an
.Creating to find "super"
conducive to teaching and leaning generally, and teacher leadership in particular, is not
the conditions that allow the
.Encouraging staff development leaders but to discover and to promote
head is "leading not leadership to flourish."
In performing these
tasks the school process of and Sports (1997 DECS)
describes the feature
of a healthy school The Department of Education, Culture
.the chalienge of
bossing" Holmes (1993) attention on the morale further Implementation of the school leadership
school leader's issued DECS Order No. 57 entitled
Culture which demands the approaches to for Master Teachers. This is pursuant to generally, and
teachers. He suggests practical
Career Progression System teacher leadership
and motivation of that qualified Master
Executive Order No. 500 dated March 21, 1978, in particular, is
creating a healthy culture: to Master Teacher ll and IV on
to status Teachers Iand lI may be reclassified not to find 'super
School leaders should not automatically
defer of Education and Culture
contributions on their the basis of the criteria given in the Ministry leaders but to
and discussions. Value
in meetings (MEC) Order No. 10, s. 1979. discover and
merits, not on the status of the speaker to promote the
Involve junior staf in high-status tasks such
as policy Criteria for Master Teachers I, II, IlI and IV follow conditions that

reviews and evaluation exercises. 1997)

allow the process
Criteria for Master Teachers (DepEd Order 57,
s.
titles for middle managers or of leadership to
Avoid wordy or pompous
cross-curricular 1. Master Teacher fourish."
team leaders. 'Assistant coordinator of
to Permanent Teacher
assessment and monitoring' may mean something should be
Bachelor's degree for teachers or equivalent
whoever thought of it as a title but as a signature on a
Carta for Teachers.
provided Magna
in
memo it merely invites derision. rating for the last two
Very Satisfactory performance
"Motivation generates reward for recognizing the contribution years (at least 35 pts.)
or has
of individual teachers. The presence or absence of recognition, A t least 25 points in leadership and potential
reward and trust is a more powerful factor in the professional lives of been a demonstration teacher in the district level plus
19 points in leadership and potential.
teachers." Effective school leaders create climates in which change
is manageable, individual teachers are involved and feel "reasonably 2. Master Teacher II
.Master Teacher I for at least one year.
comfortable with change. Hoimes (1989) elucidates further the right
Master
Schooi leadership climate for change, to wit .Very Satisfactory Rating (at least 33 pts.) as

Teacher I.
s &detemining As a leader, you are always going to be closer to the sources of
kactor in Bachelor's degree for teachers or equivalent asS
change than your teachers are. The powertul reasons why something
developing must happen are much more powerftul for you, because you are
provided in Magna Cata for Teachers, plus completion
teacher leaders of academic requirements for Master of Arts (M.A.).
closer to the accountabilities, than they are for those who are a long points in leadership, potential and
way from those accountabilities. You do not create a healthy climate
At least 30
achievement, or demonstration teacher on the division
for educational change by reminding teachers that level plus 20 points in leadership and potential provided
you the leader
are accountable for such and such outcome to the activities or accomplishments listed for this purpose
such and such body!
ideally you want all the teachers in a school to feel accountable for had not been credited or used for earlier promotions.
the outcomes of change.
Perhaps your first responsibility as leader 3. Master Teacher ll
then is in DePree's (1989) terms to 'define .Master Teacher I.
feel that change, particularly where it is
reality. Teachers need to
M.A. in Education or equivalent
affecting the detail of their
Own practice, is part of a wider plan, purpose The following are considered M.A. equivalent
ad hoc addition.
or
reality and not an a. Bachelor's degree for teachers or equivalent plus
School leadership is a determining factor in 20 years experience and at least 20 units in M.A.
developing teacher
 Essentiais of Teacher Leadership Chapter 3 - Developing Career Path of feacher Leaders

26 27
b. Bachelor's degree for teacher or equivalent plus
at least 20 graduate units and at least 18 credit NON-TEACHING GROUP
allowances. CRITERIA Level 1 Level 2
c. Very satisfactory performance rating (at least 35 Performance 35 30
Master Teacher Il Experience 10
points) as
Outstanding Accomplishments 20
4. Master Teacher IV
(Meritorious Accomplishments)
.Master Teacher ll Education 10 15
At least M.A. in Education, MAT, or M.Ed. Training 10 0
Potential 15 5
Outstanding performance as Master Teacher l.
.At least 60 points in leadership. potential and Psycho-social attributes 20 10
achievement provided the accomplishments and TOTAL 100 100
achievements cited for this purpose had not been
credited for in earlier promotion. A. Performance Rating
Considering that the criteria for Master Teacher positions were The performance rating of the candidate for the last three (3) rating
issued in 1997, we propose a reviewirevision of the criteria in line periods prior to screening should be at least Very Satisfactory.
B. Experience
with the quality standards of the 21 century teacher's skills and
Experience must be relevant to the duties and functions of the
competencies position to be filled.
On September 17, 2007 the Department of Education issued C. Outstanding Accomplishments
DepEd Order No. 66, s. 2007 entitled Revised Guidelines on the a. Outstanding Employee Award
Awardee in the school
Appointment and Promotion of other Teaching, Related Teaching and Nomination in the division/awardee in the district
Non-Teaching Positions. For Teaching and Related Teaching Group the Nomination in the regionlawardee in the division
computation of joints follows: Nomination in the Departmen/awardee in the region
National awardee
Innovations
TEACHING AND RELATEDTEACHING GROUP Innovative work plan properly documented, approved by immediate
CRITERIA POINTS chief and attested by authorized regional/division official
Performance 35 Conceptualized
Experience Started the implementation
Outstanding Accomplishments Fully implemented in the school
20 Adopted in the district
(Meritorious Accomplishments)
Education Adopted in the division
Training 25 C. Research and Development Projects
Action research conducted in the school level
Psycho-social atributes Action research conducted in the district level
Potential
Action research conducted in the division level
TOTAL
100 d. Publication/Authorship
Articles published in a journal/newspaper/magazine of
wide circulation
Co-authorship of a book
(Shall be divided by the number of authors)
Sole authorship of a book
e. Consultant/Resource Speaker in Trainings/Seminars/Workshops/
Symposia
 Chapter 3-Developing Career Path of Teocher Leoders

District level 29
Division level 3. Alertness
Regional level
Manifests presence of mind and awareness of the
National level
environment.
Intemational level 4. Judgment
Considering the
D. Education and Training Demonstrates sound judgment. role expectations
a. Education 5. Leadership Ability of teacher
Complete Academic Requirements for Master's Degree Influences others to do the tasks for him. leeders, their
Master's Degree F. Psychosocial Attributes and Personality Traits psychosocial
Complete Academic Requirements for Doctoral Degree attributes and
This factor includes human relations, stress tolerance and
Doctoral Degree personality traits,
decisiveness, which would indicate the capability of the candidate to
b. Training human relations,
be assets to the entire service system and utilize his/her talents and
Participant in a specialized training decisiveness and
expertise to the maximum.
eg. Scholarship Programs, Short Courses, Study Grants stress tolerance
a. Human Relations
indicate teacher
1. Adjust to the variety of personalties, ranks and informal
Participant in three (3) or more training activities in each level leaders to be
groups present in the organization
conducted for at least three (3) days not credited during the last "assets to the
2. Internalizes work changes with ease and vigor entire service
promotions:
District Level
Accepts constructive criticisms objectively whether from system when
his subordinates, peers or superiors their talents and
Division Level
Observes proper decorum in relating with superiors and expertise are
Regional Level
peers. utilized to the
Paricipant in one (1) training conducted for at least three (3) days 5. Takes the initiative to organize work groups, adopt maximum.
not credited during the last promotions:
procedures and standards in his own level
National Level
International Level b. Decisiveness
Chair/Co-chair in a technical/planning committee 1. Thinks logically and acts accordingy
2. Considers altematives and recommends solutions when
District Level
Division Level faced with problem situations
Regional Level 3. Gives convincing recommendations and suggestions
National Level 4. Acts quickly and makes the best decision possible
Intenational Level 5. Exercises flexibility
C. Stress Tolerance
E. Potential 1. Exercises high degree of tolerance for tension resulting
This refers to the from increasing volume of work, organizational change.
capacity and ability of a candidate to environmental conflicts, etc.
assume the duties of the position to be
filled up and those of higher Uses coping mechanisms to handle creatively tensions
level.
The Personnel Selection resulting from one's work.
Board Committee (PSB/C) shall Controls negative manifestations of emotions.
determine the potentials of the candidate based on each of the 4. Performs satisfactorily his duties and functions in a
following components: tension-laden situation.
1. Communication Skills
5. Channels negative emotions to positive and constructive
Speaks and writes effectively in endeavors.
2. Ability to Present ldeas Filipino and English.
Presents their
well-organized and precise ideas with marked Considering the role expectations of teacher leaders,
command of the
language used. traits, human relations,
psychosocial attributes and personality
 Chaipter 3 -Devoloping oreer Path of leKer Leaders
Ledership
fssentias of lexcter
31
leaders to be
tolerance "indicate teacher teacher and expert teacher.
decisiveness and stress
their talents and expertise
service system when
"assets to the entire
with fellow Howey and Strom assert that "there are human
maximum." They share best practices
are utilized to the traits and psychological characteristics that are predictive
The Center for Research on the
teachers and in some schools. of successful teaching and that these can be measured in
ve stages o
Context of Teaching (2000)
studied cases on "rotating system
multiple waysover time. They argue that good teachers,
skil development
of lead teachers to serve as co-principals and new inter school as good persons, should possess the qualities of being
in the process of They argue tha
shared leadership. Other examples
cquiring exper- partnerships that supported adaptable, questioning9, critical, inventive, sef-reviewing and good teachers,
"new expectations for principals to
tse in pedegogy. of teacher leadership brought oriented to moral principles... such persons would evidence as good person
of teachers than as their
His five work more as professional colleagues such qualities by considering different and conflicting should possess
stages include administrative superiors." We propose that the DepEd consider perspectives in thinking and decision making: organizing
the qualities of
positions as a starting point for nurturing, sustaining
novioe, advanced being adaptables
master teacher
beginner and institutionalizing teacher leadership in the system.
and using ideas in a creative manner in problem solving; questioning
competent understanding and using their perspectives in communication; critical, inventiv
teecher, proficient Kingdom (2010-2015), a new 'Master Teacher self-reviewing
teacher and
In the United
seeking a beliefs-practice congruity; understanding and and oriented to
was introduced by aan
expert teacher
Standard' to recognize outstanding teachers accommodating the needs of diverse groups; and evaluating
independent review commissioned by the Government. (Quijano, moral principles
the impact of their actions on other people. They ilustrate SUch persons
2017). The Master Teacher Standard described below is a clear
ways that these patterns of behavior can be measured would evidence
set of characteristics for high-performing teachers. Implicit in these in ongoing educative activities. (American Association of such qualities
characteristics are the leadership skills that master teachers should by considering
Colleges for Teacher Education, 2000)
be able to demonstrate: different and

Deep and extensive knowledge of their specialization, going conflicting

perspectives
beyond the set programmes they teach. in thinking and
Command of the classroom, skilfully leading, encouraging decision makir
and extending pupils. They will have the respect of both pupils
and parents.
Excellent planning and organization to ensure pupils are well
prepared for all forms of assessment.
Their classes demonstrate a stimulating culture of
scholarship
alongside a sense of mutual respect and good manners.
They are highly regarded by colleagues, who want to learn
from them. They play a role in the
development of school
policies and they engage with professional networks
the school beyond
Berliver (1988) has posited "a
based on his studies of
taxonomy of learning
expert and novice teachers. He
identified five stages of skill
acquiring expertise in pedagogy.development in the process o
His five
novice, advanced stages include:
beginner, competent teacher,
proficient
 Essentbos of lexher Leadershp Chapter 3 Developing Career Path of Teacher Leaders

33

EFLECTIONS
Reflect on this statement:
REFLECTIONS cont'd

1. The career path of teachers leadsto "professional restlessness reaching out 3 Reflect and comment on the career stages of teachers in the Philippine
beyond this classics". Professional Standards for Teachers.

2. What roles do school heads perform to develop and sustain the career path
of teacher leaders?
 Essenticls of leacher Leadership

34

CHAPTER
REFLECTIONS cont'd 4
Professional Supervision for Teacher
4 Reflect on your own career path to becoming ateacher leader. Which way
Would you choose? Leadership
Goan Yash, in her contribrution to professional supervision. facused upon refectiom
om practic and
emagement nwith the workersthoughtsandfelings. help them build
tofourish.
berter relariomships and
- Collander-Brown 2005

This Chapter highlights aspects of transactional vis-à-

vis transformational supervision that impinge on the
I
development of teacher leadership. Focus is on acceptance that
teacher leadership is not in competition with the idea of school .teacher
leadership; they are complementary concepts that would lead to leadership is not
in competition
professional relationship of school heads and teacher leaders
with the idea of
which eventually result to the high expectations of the leamers and
schoolleadership
effective school culture. They are
De Grauwe and Carron (1996-2004) conducted extensive Complementary
research and training program on "Reforming school supervision concepts that
would lead ta
and support for quality improvement." Both are program specialists
in IEP. The research discussed four models in school supervision, professional
relationship of
namely: (1) classical supervision model (2) central control model (3) sehool heads and
the close-to-school support model and (4) school-site supervision teacher leaders
model. which eventually
result to the high
Brief discussion of each model follows: expectations of
1. The dlassical model "retains the role to control and provide the leamers and
support in pedagogical and administrative areas: each effective school
school and teacher could be submitted to supervision. Culture
Supervision is conducted by inspectors from the central,
regional, district and school levels."
2. The central control model inspects each school from time
to time and the inspectors publishes a report. The report
examines all aspects of the school's functioning and could
be considered an "audit.

3. The close-to-school support model considers that the "core

35
 Essentios of Teacher Leadership Chapter 4 -

Professional SupervisSIon for leadher Leadership

weakest schools 37
service is to assist the
role of supervision May we consider Senior teachers in the framework as
how to improve;
advice and guidance on
by offering them to get along on teacher leaders? Is the term "Inspectors"
effective schools are to a large
extent left acceptable in educational
Relying on
concentrate on the neediest leadership? With the Principal at the center of the framework how
eachers their own, while supervisors
may be/she discover potential teacher leaders? These are questions
professiona schools."
that need answers to professionalize supervision. Differentiated
accountability model relies on a combination
makes sense 4. The school-site supervision held The DepEd has issued Instructional Supervision: Standards, models
when there is
accountability. Teachers are
of professional and public of instructional
Procedures and Tools (2010) in teacher education for both
tust in thei accountable towards their colleagues, with all participating in supervision
teachers "professional
preservice and inservice. Chapter 7 in Becoming a 21 Century is extensively
professionaism a self-evaluation process. Relying on
Educational Leader (2016) discusses "concepts, principles and discussed as
and when effots when there is trust in their
accountability makes sense practices that relate to supervision for organizational management directive
are mede to
and when efforts are made to develop
professionalism and for instruction. Emphasis is given in the professional learning supervision,
develop teaching attractive career." In a sense this model may collaborative
teaching into an
community of supervisors and teachers bound together by the
into an atractive
supervision, and
career." In a sense be called professional supervision. common principles of teacher support, mutual trust and accountability
non-directive
this model may be
Below is a holistic framework
for school-site supervision. in support for developing teacher leadership. supervision or self-
calied professional
Differentiated models of Instructional Supervision is extensively directive
Supervision. Supervision. "As
discussed as: (1) directive supervision (2) collaborative supervision,
a democratic
and non-directive supervision or self-directive supervision in
Fomal enterprise
procedures Becoming a 21st Century Educational Leader (2016). "As a instructional
democratic enterprise instructional supervision models permit for supervision
varying degrees of guidance and ownership which hopefully would models permit for

Inspectors
lead to the development of teacher leadership. varying degrees
of guidance
The development of professional supervision is credited and ownership
Advisers
Schooi management commitees to Muriel Joan Tash who made a "lasting contribution" to the which hopeftully
understanding of the process of youth work and informal education would lead to the
Senior teachers Resource
Parentheacher
assocation
canters
in the United Kingdom" (Becoming a 21s Century Educational Leader, development of
Pedagogical 2016 pp. 19-20). teacher leadership.
Administrative Princlpal matlers
maters

Pupis Teachers David Collander Brown (2005-106) describes his experience

of Joan Tash as a student:
I never heard her give a lecture, preferring to teach through
small groups. She would introduce snippets of theory and then get
Parents
the group to explore the ideas, often letting the discussion run on
before introducing a question that moved the focus on. Because she
would always insist of your own leaming, as distinct from dispensing
words of teacherly wisdom, one began to discover the golden secret,
Informal processes
of taking responsibility for one's own learning. Allowing the secret
to penetrate she helped move the learner from dependency on the
Figure 4 is a holistic framework for school-site supervision. teacher to responsibility for the use of the teacher. The group almost
embed
Source: Reforming School Supervision, De Gauwe and Carron
always came away from sessions wrestling to connect and
(1996) these ideas and examples.
 Leadership Chapter4-Proressiondi Supervision for leacher Leadershp
Essentiais of Teocher

39
38
effective teaching,
Encouraging explore ideas on
teachers to effectiveness. Coaching helps professionalize teaching. Teachers feel
principle in professional
not dictated/suggested by
supervisors is a
in control and
Competency-Based Standards in experience a renewed sense of efficacy
supervision. Chapter 6
on
a 21st Century Educational
Instructional Leadership (Becoming Model of Teacher Status
Staff development
discusses comprehensively the principles
s a component Leader, 2016-pp. 66-80) The National Commission on Teaching and America's Future
in the development of teacher leadership.
of professional of professional supervision (Youngs, 2002) advocates that schools be reorganized in ways that
Supervision when References also include the DepEd Handbooks namely: NCBTS Tool
support teachers' success. The report states "that teachers are more
teachers choose
Kit-Teacher Strengths and Needs Assessment (TSNA); Individual
objectives and likely to remain in teaching when their working conditions indicate to
Plan for Professional Development (IPPD) Competency-Based
activities for and TSNA them that they are performing a role that is valued by society, that
Performance Appraisal System for Teachers (CB-PAST); they have support from colleges and school leaders, that their work
themselves
teachers partici- Tool Kit. load is manageable, that there are opportunities for career growth,
pate as helpers
Staff development is a component of professional supervision (Allen, 2002). The development of career paths that piace greater
to each other
when teachers choose objectives and activities for themselves; value on teachers' classroom work and provide greater incentives
and planners with
school leaders teachers participate as helpers to each other and planners with for all teachers to develop high levels of efficacy is also an area of
is emphasis on
of inservice school leaders of inservice activities; when there premise.
activities; when
demonstration, "supervised trials, and feedback; there is ongoing Teacher Councils in Australia and New Zealand reported that
there is emphasis assistance and support available on request. the Councils play major roles in securing the professional status of
on demonstration, teaching and building morale in the profession. The report inciudes
Professional supervision encourages inquiry approach to staff
'supervised trials, initiatives that address aspects of teacher status that would enhance
and feedback; development. Supervisors should acknowledge that:
teacher leadership. Figure 2 shows a model of teacher status
there is ongoing Teachers are intelligent, inquiring individuals with legitimate
assistance and
expertise and experience.
Support available mitment and Support.
on request.
Teachers are inclined to search for data to answer pressing
questions and to reflect on the data to formulate solutions.
s y s t e m iC
c o

and Alignmen.
Disseminaton
Teachers willdevelop new understandings as they formulate of research esearch

their own questions and collect their own data to answer on teachsng
Professional
Supervision them.
encourages Teacher Inituai teacrer
capabrhty ard educabon
inquiry approach
to staff
Inguarson (1987) has this assumption on staff development for performance Teacher
teacher leaders: Status
development
..the most effective venue for professional
development is cooperative study by teachers
teacher
themselves into problems and issues arising from Professiona induetion
teamwng
their attempts to make their practice consistent with environments

their educational values...

Williamson and Russell (1990) recommended

peer -

coaching
as a follow-up to
training. They encourage coaching as par Figure 5. Model of Teacher Status
of professional
supervision which helps breakdown Source New Zealand Teachers C20unci
between dlassrooms and barriers
provides teachers with affirmation of theu
 leacner LeOuET Si iL
ESsentkaIS or

40 41
commitment
"The modelillustrates the importance ofsystemic Hanessing these potentials would elevate teacher status and enhance
of the teaching
and support to improve public understanding the professional learning environment.
investment in initial teacher
profession along with significant A pre-observation conference with the teacher would encourage
Strengthening education, beginningand new teacher induction, the professional class observation rather than a negative attitude toward class visit. The
teacher education, and performance".
teacher induction,
teaching environment, teacher capability old practice of "surrendering" the teachers lesson plan to the observer
(New Zealand Teachers Council, 2003). belongs to the past.
teachercapabilty Accountability
needs support and Accountability and quality are concerns in professional
and performance Teaching is a developmentat process that and quality
and the professional hence the role of teacher leaders and Supervision and considered pressures of school leadership in a
mentoring of other colleagues, are concens
learming school leaders. Dirham (2002) notes that efforts to foster teacher complex environment. As a school leader you need to be clear about in professional
environment professionalism are more likely to improve status. Strengthening teacher fundamental aspects of boundaries and expectations of the internal and Supervision
including education, teacher induction, teacher capability and performance and external stakeholders expecting quality in your school. Concerns on and considered
Supervision, in pressures of
the professional learning environment including supervision, in which the nature of supervision should be discussed with teacher leaders and
which teachers work school leadership
have potentials to| teachers work have potentials to enhance teacher status to foster "significant others" on the staff. The following aspects are considered: in a complex
enhance teacher teacher leadership. 1. As a school policy, how is supervision conducted/differentiated environment. As a
status to foster We are introducing the term "professional supervision" among the teacher leaders, experienced teachers and school leader you
teacher leadership. beginning teachers? need to be clear
characterized by:
enhancing teacher leadership in collaboration with school 2. A school head "cannot do it all." To whom should proper about fundamenta
delegation to supervise be assigned? aspects of
leadership boundaries and
recognizing the initiative of teachers who are eager to share 3. You want to ensure that you are not defending an
expectations
innovative teaching strategies/practices. "outdated status quo'; you fimly state your position on your
|of the internal
building teachers capability to do action research for the accountability to achieve quality. If a dilemma on supervisory and external
improvement of the teaching-learning process activities occur, what decisions should be made by the school stakeholders
monitoring and evaluating performance in consultation leader with the staff? expecting quality
conference with teachers. The notion of quality is a useful and relevant flter for the school |in your school.
An interview with principals revealed incidents of teacher
leader coming to terms with his/her accountabilities.. you may wish
leadership potentials. to avoid the technical rhetoric of total quality management in your
Narrations were as follows:
leadership of the school but some of its building blocks will enable you
."Ma'am l'm trying to teach poetry with appreciation that may to view some of your leadership concerns in a sharper focus... (Homes,
lead to
writing poetic lines eventually. May you observe my
class and comment, 1993) like conducting professional supervision in nurturing teacher
please? leaders who can be your partners in school leadership.
My physics lesson tomorrow is on thermodynamics. May ask
help from Mr. Cruz, the electricity teacher? He
I Leithwood and Jantzi (2000) adopted a similar perspective to
may be more study the effects of principal and teacher leadership, separately and
knowledgeable on the topic.
together, on school organizational conditions and student engagement
The school leader was with school. They examined the effects of leadership on (a) the clarity
inspired to observe the class, too and
that started team teaching in that school. and awareness of school mission and goals; (b) collaborative school
A mathematics teacher approached her culture; (c) the perceived effectiveness of school planning processes;
requested: May I invite the two new mathdepartment head and
teachers to observe (d) the school's instructional program; (e) structure and organization that
my class? They felt that support school mission and goals; (f) information collection and decision
teaching fractions is rather
Professional supervision of school challenging. student
heads would making; and (g) policies and procedures that support instruction,
the motivation and initiative of teachers who certainly lead to learning, and teacher professional growth. They examined the effects
have leadership potentials.
 Essentials of Teocher Leadership

2 Chopter 4- Professional Supervision for Teacher Leadersnip

of leadership on student engagement, taking into consideration as 43

mediating factors these organizational conditions and "family educational
culture" (i.e., assumptions, norms, values, and beliefs held by the family
about intellectual work in general, school work, in particular, and the
conditions hat foster both.) Leithwood and Jantzi found that principal
infuence and teacher inftuence were both separately and positively EFLECTIOWS
related to school organizational conditions. Principal and teacher
1. Reflect on the models of
influence had an indirect relationship to student engagement through supervision.
school organizational conditions.
Professional supervision anchors on the principles of Model Characteristics
professionalism guided by transformational leadership resulting to a a. classical
new culture, new identity, new role and a working style not over acting b. central control
inspection of teachers and schools. How can all these transformations C. close-to-school
be done considering the hierarchical and bureaucratic set up in schools d. school-site
and field offices? The DepEd plays the major role in issuing policies on
professionalizing supervision of teachers and schools. Which model is best for the development of teacher leaders?
44

CHAPTER
REFLECTIONS cont'd 5
Teacher Leaders for Induction
2.Based on the model you chose, discuss the role of the school head in Program
conducting instructional leadership.
Snduction programs were conducted for teachers with 0-3
and transferees from private to pears experience
public schools to systematize, structure and
organize teacher support to prevent curve of disenchantment.
(TIP Manual of Implementation)

his
Chapter highlights
T conducted by the
the Teacher Induction Program (TIP)
DepEd through the Teacher Education
Council (TEC) in collaboration with the teacher education institutions
from 2006 to 2012. The TEC was mandated
by RA 7784 to "design
collaboration programs and projects that would enhance
preservice
and inservice teacher training, orientation and teacher
development."
3 Reflect on the meaning of professional supervision. Give comments Pursuant to this function, the TEC conducted a systematized teacher
induction program for newly hired teachers nationwide (Tormo,
Suggestions on how teacher leaders can initiate supervisory activities with 2007).
theschool leaders. The pilot implementation of the TIP was issued in DepEd
Memoranda Nos. 36 and 66 s. 2006. The 15 pilot school/city
divisions were the following: Region lI-Bulacan, Pampanga, Nueva
Ecija; Region IV-A- Cavite, Laguna, Rizal; Region VIl-Bohol, Cebu,
Negros Oriental; Region Xli Cotabato, General Santos, Sultan
Kudarat; NCR Caloocan City, Pasig City/San Juan, Quezon City
Parallel try-outs were conducted by the Basic Education
Assistance in Mindanao (BEAM) and in selected private schools
in lloilo City, Cagayan de Oro City, and Manila. The
try-out was
supervised by TECin collaboration with West Visayas State
4. Why is teacher status University, lloilo City: Liceo de Cagayan, Cagayan de Oro City
important in understanding the teaching profession
and investment in teacher education? Centro Escolar University and University of Santo Tomas, Manila.

Program Overview
The TIP Modules are:
Module 1- Educational Laws and Surveys, Programs and
Projects of the DepEd.
Module 2- The Philippine Basic Education Cuiculum
2.1 Multigrade Teaching
45
5ap pxheY i eGJersh
Chapter 5 Teacher Leaders for Induction Program
-

22 Alternative Leaming Systems 4

2.3 Grading for Performance insights into the need of a structured induction
of program expressed
Module 3- Roles, Responsibility and Accountability
a
spontaneously during the FGDs and in the module evaluation, as
Filipino Teacher follows:
Professionalism and Personal Welfare Induction helps new teachers build their self-confidence and
Module 4
Module 5 School and Community Partnership
-

self-esteem. Induction helps

new teachers
Module 6- Curriculum and Intstruction It decreases
unproductive stress in the learning environment build their self-
6.1 The Teaching of English work place.
confidence and
6.2-Ang Pagtuturo ng Filipino The mentors found the modules
very helpful
work; in their self-esteem.
6.3- The Teaching of Mathematics they learned and relearned concepts/practices of their It decreases
6.4 The Teaching of Science responsibility and accountability. unproductive
The mentoring component led stress in
6.5-Ang Pagtuturo ng Makabayan to
productive professional the leaming
6.6-Ang Pagtuturo ng Araling Panlipunan relationships as trust developed through regular meetings environment
6.7 Ang Pagtuturo ng Edukasyon sa and the sharing of expertise.
work place.
Pagpapahalaga at Strong leadership at the division and school level is a key to
successful implementation of the TIP
Edukasyong Pagpapakatao
The inductees and their mentors viewed themselves as
6.8- The Teaching of MAPEH
6.9 The Teaching of TLE continuous learners and acknowledged that time allocation
for the modules, providing support and
Source: DepEd Teacher Induction Program, (2007) on-going feedback
Teacher Education Council
were important components of TIP
(Reprinted from the PTM, Vol. I, No. 1, 2007)

Monitoring and Evaluation

Monitoring and evaluation were integral to the TIP pilot
implementation. The TEC conducted Focus Group Discussions
(FGDs) as part of the monitoring and evaluation of the pilot
implementation in the 15 pilot school divisions and in the parallel
try out schools. The activities aimed to: (1) validate comments and
Teacher Induction Program (TIP)
Republic Act No. 10533 known as the "Enhanced Basic
Education Act of 2013 mandates and institutionalizes the training of
new teachers and school leadership to wit:

recommendations on the module evaluation as bases for the revision Section 7. Teacher Education and Training. To ensure -

and finalization of the modules, and (2) gather that the enhanced basic education program meets the demand for
in-depth feedback on
the pilot implementation. quality teachers and school leaders, the DepEd and the CHED
in collaboration with relevant partners in
Feedback from the FGDs, the module evaluation and interview government, academe,
industry, and nongovemmental organizations, shall conduct teecher
with the TIP managers, coordinators, mentors, and inductees
were education and training programs, as specified:
the bases of the revision and finalization
by
the writers.
It was
(a) In-service Training on Content and Pedagogy Curent
gratifying to note in the monitoring and evaluation process, that the
DepEd teachers shall be retrained to meet the content and
participants were unanimous that the TIP should be institutionalized
performance standards of the new K to 12 curriculum.
by DepEd. They envisioned a more structured and
teacher induction systematic The DepEd shall ensure that private education institutions
program with the availability of modules in every
school. shall be given the opportunity to avail of such training.

Feedback from inductees and (b) Training of New Teachers. - New graduates of the curent
mentors provided invaluable