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TABLE OF CONTENTS

COURSE CODE: EDUC 3 TOPIC 1: Introduction to Society, Community and

Education Defining the Basic Concept
DESCRIPTIVE TITLE: The Teacher and the Community,
School Culture and Organizational Leadership TOPIC 2: Unit 1 - Society and Education

PREREQUISITE(S): N/A TOPIC 3: Philosophical Perspectives

CREDIT UNITS: 3 TOPIC 4: Sociological Perspectives

COURSE DESCRIPTION: This course focuses on society TOPIC 5: Unit 2 - School as a Social System
as a context upon which schools have been established.
Educational philosophies that are related to the society TOPIC 6: The School as a Community
as a foundation of schools and schooling shall be
emphasized. Further, principles and theories on school TOPIC 7: School as a Learning Community
culture and organizational leadership, and school
policies and procedures shall be included to prepare TOPIC 8: Unit 3 - The Teacher and the
prospective teachers to become school leaders and Community
managers
TOPIC 10: The Teacher and the State
COURSE OUTCOMES: After successful completion of
the course, students should be able to: TOPIC 11: Unit 4 – The Teacher as School Culture
Catalyst
1. articulate the rootedness of education in
philosophical, socio-cultural, historical, legal and TOPIC 12: Structure in Schools
political content;
2. establish school-community partnerships to TOPIC 13: Changing School Culture
enrich the learning environment and to strengthen
community’s engagement in the educative process; TOPIC 14: Changing the Climate of Schools
3. link teaching-learning to the experiences,
interests and aspirations of the wider school community TOPIC 15: Unit 5 – The Teacher as an
and other stakeholders; Organizational Leader
4. demonstrate fulfillment of the professional
obligation to uphold professional ethics, accountability TOPIC 16: Transformational Leadership
and transparency;
5. promote professional and harmonious TOPIC 17: Evolutionary Leadership Theory (ELT)
relationships with internal (learners, parents, fellow
teachers and school head) as well as external TOPIC 18: Instructional Leadership
stakeholders (local officials, NGOs, alumni, and others in
the wider community; and
6. discuss leadership and management styles that
establish positive school culture for effective school
performance.

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WEEK NO: 1 – 4 united in one purpose and guided by common values
and culture. As a community, the school is guided by
the following essential elements:
Introduction to Society,
a. Vision – a sense of direction of what the
Community and Education Defining school hopes to accomplish for itself, for the people and
the Basic Concept for the society.
3. School as a community - it is composed of teachers,
administrators, students, staff and other stakeholders

During your class in Teaching Profession on

Chapter 1, you already learned about the role of the
teacher in the society. Its significant literatures and
theories in understanding the personal traits and values
as well as important needs, rights and roles of teachers
in the society.
Our society influences us to the extent that we
allow ourselves to be influenced by it. Our thoughts,
values and actions are somehow shaped by events and
by people with whom we come in contact. We shape
our society by its events, its people, and its destiny.
Schools are national and regional symbols
serving as repository of the people’s history and culture.
In a nutshell, a school is a dynamic social organization
that develops every learner for various social roles. It is
influenced by a system anchored on a philosophy,
mission and vision.

1. School as an organization – it has its own system of

governance influenced by a fixed organizational
structure or bureaucracy. In basic education, the
Department of Education determines the bureaucratic
structure of schools from national, regional, division,
district and the local school level. At the national level,
the DepEd Secretary acts the head of the whole
bureaucracy supported by Undersecretaries and
Assistant Secretaries. The Central Office is composed of
4 Bureaus namely (1) Bureau of Curriculum
Development, (2) Bureau of Learning Delivery, (3)
Bureau of Leaning Resources and (4) Bureau of
Educational Assessment. The Regional Offices are
headed by Regional Directors supported different
education supervisors. The Division Offices are headed
by the Superintendent and also supported by
educational supervisors. The District Offices are headed
by the District Supervisors and supported by
educational supervisors. Lastly, at the school level, the
principal serves as the chief administrative and
academic officer of the school. Master Teachers and
classroom teachers support the principal in
accomplishing various tasks.

2. School as a learning organization – its main function

is to help learners to learn and develop knowledge,
skills and values essential for every individual. Its main
function is to implement the curriculum prescribed by
the Department of Education. Guided by the different
principles and theories of teaching and learning, the
school carries this function by helping to mold the
minds and character of the students. Students in school
with the help of teachers develop much knowledge and
skills.

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b. Values – provides a framework for
organizational culture and behavior of the entire
school.
c. Leadership – provides administrative
and management support for the day-to-day
activities and functions of the school; and
d. Culture – pertains to shared values and
behaviors of students, teachers, staff and
administration.

Unit 1 – Society and Education

We have nothing against facts. But isolated

facts make no sense but become meaningful when
seen in relation to other facts. These facts when
combined with other facts (with further
questioning from the teacher) help the learner see
meaning and connection to his / her life. Example:
The pupil learned that the food is broken down into
small pieces, which is digested by the stomach and
is absorbed by the intestine. To connect the facts,
teachers should ask more questions like: “What if
the food is not chewed in the mouth, what happens
to the food in the stomach and to the stomach
itself? What if the stomach fails to digest food from
the stomach, what happens to the food in the small
intestines? Will the small intestines be able to
absorb food etc.?

Philosophical Perspectives

1. Idealism – contends that reality lies in our

consciousness or our intellect. Idealists believe that
perfect knowledge of the ideal resided outside
humans as an Absolute or as a God. They believe
that the spiritual essence or soul is the permanent
element of human nature that gives them the
power to think and feel. They believe that the ideas
that make-up reality have already existed the mind
of Absolute or God so that when we know
something, it means we have reached our
conscious understanding of these ideas. Idealism
envisions schools that are intellectual centers of
teaching and learning, where teachers guide the
students to realize their intellectual potential and
appreciate the finest and enduring achievements of
culture.

Idealist Teachers:

1.1. Believe that the schools are the repositories of

eternal truth which have organized the hierarchical
curriculum in education.

1.2. Believe that on top of this hierarchy are the

most important subjects that cultivate abstract
thinking – Philosophy, Theology and Mathematics

1.3. Believe in the use of Socratic method – asking

probing questions to stimulate consciousness of
students in discovering knowledge.

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1.4. Believe that thinking and learning are the processes
of bringing latent ideas to consciousness and logic is
encouraged in organizing their lessons.
1.5. Believe that teachers should lead exemplary lives
and be models for students to imitate.
1.6. Believe that the internet can make the great book
accessible to all, but they insist that technology should
be the means rather than the end in transmitting
knowledge.
2. Realism – advocates that reality is outside of our
minds. They are not internal to our minds as idealists
claim. Realists believe that the objects we perceive exist
independently of the mind; that whether or not we
perceive these objects, they really exist in the world.
Realists assert that the human mind can know about
the real world and that knowledge is a reliable guide to
our behavior. For the realists, the purpose of education
is to teach students about the world in which they live.
That the most accurate and efficient way of learning is
through the curriculum or organized and classified
subject-matter discipline.
Realist Teachers:
2.1. Believe that teachers should be equipped with a
wide repertoire of methods in teaching to achieve their
goals.
2.2. Believe that their primary responsibility is to bring
students’ ideas about the world into reality.
2.3. Believe that deductive and inductive logic, and the
scientific method are reliable means to discover
knowledge.
2.4. Believe that the inclusion of non-academic activities
interfere with the school’s primary purpose as a center
of disciplined academic injury.
2.5. Believe in the use of technology as an aid in
learning; they recommend computer program to be
“realistic” and effective as possible.
3. Pragmatism – evaluates the truth and meaning of
ideas according to their physical consequences and
practical value. It emphasizes the need to test the
validity of these ideas by acting on them. The best way
to validate of these ideas by acting on them. The best
way to validate ideas empirically is by using the
scientific method. For pragmatists, if something works,
it is true. Students should be trained to construct
knowledge as they interact in the world.
Pragmatist Teachers:
3.1. Believe that education is an experimental process –
method of solving problems challenges people as thy
interact with the world.
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3.2. Believe that children should learn how to make
difficult decisions by considering consequences of their
actions on others.
3.3. Believe that education should focus in real-life
problems to be prepared to live fully effectively in
society.
3.4. Believe that students should learn the process of
problem-solving rather than by being passive learners
as knowledge is being transmitted to them.
3.5. Believe in collaborative learning where students
share their interests and problems.
3.6. Believe that interdisciplinary education is better
that departmentalized curriculum education.
3.7. Believe in taking risk in education to achieve their
goal.
3.8. Believe in values-clarification rather blindly
accepting inherited values.
3.9. Believe that communication technologies such as e-
mail and internet provide opportunities to share, ideas,
insights and experiences.
4. Existentialism – is a philosophy that emphasizes the
subjectivity of human experience. It is more a process of
philosophizing than it is a philosophy. Existentialism
asserts that purpose of education is to help students
find meaning and directions in their lives. Existentialists
maintain that we create our own definition and make
our own essence by making personal choices in our
lives.
Existentialist Teachers:
4.1 Believe that the purpose of education is to awaken
our consciousness about our freedom to choose and to
create our own self – awareness that contributes to our
identity.
4.2. Believe that students should be trained to
philosophize, to question, and to participate in
dialogues bout the meaning of life.
4.3. Believe that self-expression, creativity, self-
awareness, and self-responsibility should be developed
in the students.
4.4. Believe that open classrooms maximize freedom of
choice.
4.5. Believe in self-directed instruction.
4.6 Believe that students should decide what they want
to learn and when to learn it.
5.Perennialism – Perennialists assert that the primary
purpose of education is to bring students in contact
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with the truth by cultivating their intellect and
sense of

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rationality or reasoning power. They oppose the
inclusion of non – academic subjects in the curriculum
because they defeat the primary purpose of the school
which is to develop students intellectually.
Perennialist Teachers:
5.1. Believe that teachers are the intellectual mentors
and models for their students.
5.2. Believe that fundamental skills such as reading,
writing, computation and research be developed
starting elementary grades to prepare them for lifelong
learning.
5.3. Believe that subjects with the human concern like
history, literature, drama and art should be included in
the secondary school curriculum.
5.4. Believe that electronic version of great books and
other classics maybe viewed by larger audience but this
could not be a substitute for reading the classics
5.5. Believe that their role is to sharpen the students’
intellectual powers and enhance their moral qualities.
6. Essentialism - is a teacher-centered philosophy that
adheres to the belief that the basic skills of literacy
(reading and writing) and numeracy (arithmetic) as well
as subject-matter knowledge should be developed in
schools. Subjects such as history, mathematics, science,
languages and literature are essential subjects for
secondary education. They believed that these basic
essential subject-matter need to be mastered to be able
to function effectively in society. These skills will
prepare them to be competent and skilled individuals
for competitive global village. Existentialists argue that
school and teachers must be committed to their
primary academic function – to teach students with
knowledge and skills that will prepare them to function
effectively and efficiently in a democratic society.
Essentialist Teachers:
6.1. Believe that teachers have the authority to
discipline students.
6.2. Believe that teachers should have mastery of
knowledge and skills they teach.
6.3. Believe in the use of deductive method of teaching.
6.4. Believe that students should learn the “essentials”.
6.5. Believe that only when the students have mastered
the required competencies can they promoted to the
higher level.
6.6. Believe that the test scores are the basis for
evaluating students’ progress.
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7. Progressivism – progressivists belong to a reform
movement that opposed the traditional education. They
were against: (1) authoritarian teachers (2) book-based
instruction, (3) rote memorization, and (4) authoritarian
classroom management. Progressivists contend that
although knowledge may come from varied sources, the
best way to learn is by actively exploring/or by engaging
in direct experiences. They believe that the school
should be a laboratory for experimentation. They
organize school around the concerns, curiosity and real-
world experiences of the learners. They advocate using
the project method which promotes democratic
learning communities in the classroom.
Progressivists Teachers:
7.1. Believe that teachers should possess a repertoire of
learning activities to be used in the teaching-learning
process like problem-solving, field trips, creative artistic
expression and projects.
7.2. Believe that the child should be free to develop
naturally.
7.3. Believe that interest motivated by direct experience
stimulates learning.
7.4. Believe that the teacher is a facilitator of learning.
7.5. Believe that there should be close cooperation
between the home and the school.
7.6. Believe that students’ needs, interest, and readiness
should be considered in constructing the curriculum.
8. Social Reconstructionism / Humanism – this theory
rooted on progressivism. They sought to make schools
the center of larger reforms. They contented that
schools need to investigate and work to solve social,
political and economic problems and eventually create a
new society. Social reconstructionist believes that
people are responsible for their social conditions. They
have the power to take control of their lives, improve
their human conditions, and build a just and good
society. Education, therefore, should prepare the
students to meet the demands of society.
Social Reconstructionist Teachers:
8.1. Believe that the school is the ideal place to begin
alleviating social problems.
8.2. Believe in using project method in teaching.
8.3. believe that research is an effective means in
solving problems of society.
8.4. Believe that the intellectual, emotional and
personal needs of the students should be considered in
the learning process.
8.5. Believe that teachers must model democratic
principles.
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Sociological Perspectives manage the relationship among other three functional
imperatives (AGL)
Consensus is a general or widespread agreement among
all members of a particular society while conflict is a 4. Latency: (pattern maintenance): A system must
disagreement or clash between opposing ideas, furnish, maintain and renew both the motivation of
principles or people which may be covert or overt. individuals and the cultural patterns that create an
sustain the motivation.
Consensus Theories viewed shared norms and values as
fundamental to society, focus on social order based on tacit Parsons designed the AGIL scheme to be used at all
agreements, and view social change as occurring in a slow and levels in this theoretical system. The behavioral
orderly fashion while conflict theories emphasize the organism is the action system that handles the adaption
dominance of some social groups by others, see social order as function by adjusting to and transforming the external
based on manipulation and control by dominant groups, and world. The personality system performs the goal-
view social change as occurring rapidly and in disorderly fashion attainment function by defining system goals and
as subordinate groups overthrow dominant groups. mobilizing resources to attain them. The social system
copes with the integration function by controlling its
Theconflict component parts. Finally, the cultural system performs
modelis the latency function by providing actors with the norms
concernedwith the and values that motivate them for action.
Social structures
stresses and
conflictsthat
produce patterns of
inequality in the Cultural Social
emerge in society
becauseof
distribution of scarce
resources.
System System
competition over
scarce resources.
It focuses on the
inequalitiesthat Conflict
are built into Action Personality
social structure
rather than on Recognition and System System
those that emerge change
becauseof Structure of the General Action System
personal traits.

The Conflict Model
The consensus and conflict sociological theories are
reflected in the works of certain dominant social
theorists such as Karl Marx, Emile Durkheim and Max
Weber and other prominent social theorists such as
Talcott Parsons & Robert Merton, Louis Althusser &
Ralph Dahrendorf and Herbert Mead & Herbert Blumer.
The heart of Parsons’ work is found in his four action
system. In the assumptions that Parson made regarding
his action systems we encounter the problem of order
which was his overwhelming concern and that has
become a major source of criticism of his work. Parsons
found his answer to the problem of order in structural
functionalism, which operates in his view the following
sets of assumptions:

1. System have the property of order and

Structural Functionalism interdependence of parts.

Talcott Parsons’ structural functionalism has
four functional imperatives for all “action” systems,
embodied in his famous AGIL scheme. These functional
imperatives that are necessary for all systems are:
1. Adaptation: A system must cope with external
situational exigencies. It must adapt to its environment
and adapt environment to its needs.
2. Systems tend toward self-maintaining order, or
equilibrium.
3. The system may be static or involved in an ordered
process of change.
4. The nature of one part of the system has an impact
on the form that the other parts can take.

2. Goal Attainment: A system must define and achieve 5. Systems maintain boundaries with their
its primary goals. environments.

3. Integration: A system must regulate the 6. Allocation and integration are two fundamental
interrelationship of its component parts. It must also processes necessary for a given state of equilibrium of a
system.

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7. Systems tend toward self-maintenance involving the
maintenance of the relationships of parts to the whole,
control of environmental variations, and control of
tendencies to change the system from within.
Interactionist Theories
Interactionist theories attempt to make the
“commonplace strange” by turning on their heads
everyday taken-for-granted behaviors and interactions
between students and students and between students
and teachers. It is exactly what most people do not
question that is most problematic to the interactionist.
A. Symbolic Interactionism – views the self as socially
constructed in relation to social forces and structures
and the product of on-going negotiations of meanings.
Thus, the social self is an active product of human
agency rather than a deterministic product of social
structure.
Symbolic interactionists are, of course,
interested not simply in socialization but also in
interaction in general, which is of “vital importance in
its own right”. Interaction is the process in which the
ability to think is both developed and expressed. All
types of interaction, not just interaction during
socialization, refine our ability to think. Beyond that,
thinking shapes the interaction process. In most
interaction, actors must take others into consideration
and decide if and how to fit their activities to others.
However, not all interaction involves thinking.
B. Non – Symbolic Interactionism – does not involve
thinking. The concept used here is the looking-glass
self. The basic notion of the looking-glass self can be
summed up as “We see ourselves as others see us.” In
other words, we come to develop a self-image on the
basis of the messages we get from others, as we
understand them.
If your teachers and fellow students give you
the message that you are “smart,” you will come to
think of yourself as an intelligent person. If others tell
you that you are attractive, you will likely think of
yourself as attractive. Conversely, if people repeatedly
laugh at you and tease you about being clumsy, you will
probably come to decide that you are clumsy. You use
other people as mirror into what you look to see what
you are like.
Schools and Social Institutions
Schools are important organizations that
prepare young children of their future roles as
productive citizens in the country. The way schools
fulfill this function has a strong effect on the quality of
education they provide. Social institutions are special
structures which are organized to meet the basic needs
of society. Social institutions include family, education,
religion and government.
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1. Family – it is a group of people who related by
marriage, blood or adoption and who often live
together sharing a common residence and common
economic resources.
The family is the most universal social
institution. Its primary function is to provide for the
physical and emotional needs of its members. Those
who deprived of the family’s affection and attention
often times grow with personality problems.
2. Education – refers to the process in which
knowledge, skills, values and patterns of behavior and
transmitted from an individual or group to another.
Schooling is a formal education which involves
instruction based on a curriculum by professional
teachers. Schools and teachers are responsible for
formal education. They are tasked to transmit
knowledge and technical skills for survival, transmit
shared values and beliefs and prepare the students for
their role in society.
3. Religion (Church) – is a system of roles and norms
that involves faith which binds people together in social
groups.
The church is an institutionalized organization
of religious believers following a body of doctrine or
dogma.
4. Government – It is an institution that holds the
power and make enforce the rules and laws of society.
The ruling body must be recognized by its people to
enforce the laws or rules and govern them.
In democratic type of government, the citizens
elect their official periodically to govern them for the
given period.
Education 4.0: Responding to the Demands of Society
Education 4.0 is a desired approach to learning that
aligns itself with the emerging fourth industrial
revolution.
This industrial revolution focuses on smart
technology, artificial intelligence, and robotics; all of
which now impact our everyday lives.
For universities to continue to produce
successful graduates, they must prepare their students
for a world where these cyber-physical systems are
prevalent across all industries.
This means teaching students about this
technology as part of the curriculum, changing the
approach to learning altogether, and utilizing this
technology to better improve the university experience.
Pointers of Education 4.0
 It will cater to the need of Industry 4.0 enabling
the workforce and machines to align to explore
new possibilities.
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 It will deploy the potential of digital
technologies, open-sourced content and
personalised data of this globally connected and
tech-driven world.
 It will create a blueprint for the future of learning
– from school-based learning to learning at the
workplace.
Educational Reforms: The K to 12 Curriculum
Example What is K to 12 Program?
The K to 12 Program covers Kindergarten and
12 years of basic education (six years of primary
education, four years of Junior High School, and two
years of Senior High School [SHS]) to provide sufficient
time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and
entrepreneurship.
Salient Features of K to 12 Program
1. Strengthening Early Childhood Education (Universal
Kindergarten)
Every Filipino child now has access to early
childhood education through Universal Kindergarten. At
5 years old, children start schooling and are given the
means to slowly adjust to formal education.
Research shows that children who underwent
Kindergarten have better completion rates than those
who did not. Children who complete a standards-based
Kindergarten program are better prepared, for primary
education.
Education for children in the early years lays the
foundation for lifelong learning and for the total
development of a child. The early years of a human
being, from 0 to 6 years, are the most critical period
when the brain grows to at least 60-70 percent of adult
size.
In Kindergarten, students learn the alphabet,
numbers, shapes, and colors through games, songs, and
dances, in their Mother Tongue.
2. Making the Curriculum Relevant to Learners
(Contextualization and Enhancement)
Examples, activities, songs, poems, stories, and
illustrations are based on local culture, history, and
reality. This makes the lessons relevant to the learners
and easy to understand.
Students acquire in-depth knowledge, skills,
values, and attitudes through continuity and
consistency across all levels and subjects.
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Discussions on issues such as Disaster Risk
Reduction (DRR), Climate Change Adaptation, and
Information & Communication Technology (ICT) are
included in the enhanced curriculum.
3. Ensuring Integrated and Seamless Learning (Spiral
Progression)
Subjects are taught from the simplest concepts
to more complicated concepts through grade levels in
spiral progression. As early as elementary, students gain
knowledge in areas such as Biology, Geometry, Earth
Science, Chemistry, and Algebra. This ensures a mastery
of knowledge and skills after each level.
For example, currently in High School, Biology is
taught in 2nd Year, Chemistry in 3rd Year, and Physics in
4th Year. In K to 12, these subjects are connected and
integrated from Grades 7 to 10. This same method is
used in other Learning Areas like Math.
4. Building Proficiency through Language (Mother
Tongue-Based Multilingual Education)
Students are able to learn best through their
first language, their Mother Tongue (MT). Twelve (12)
MT languages have been introduced for SY 2012-2013:
Bahasa Sug, Bikol, Cebuano, Chabacano, Hiligaynon,
Iloko, Kapampangan, Maguindanaoan, Meranao,
Pangasinense, Tagalog, and Waray. Other local
languages will be added in succeeding school years.
Aside from the Mother Tongue, English and
Filipino are taught as subjects starting Grade 1, with a
focus on oral fluency. From Grades 4 to 6, English and
Filipino are gradually introduced as languages of
instruction. Both will become primary languages of
instruction in Junior High School (JHS) and Senior High
School (SHS).
After Grade 1, every student can read in his or
her Mother Tongue. Learning in Mother Tongue also
serves as the foundation for students to learn Filipino
and English easily.
5. Gearing Up for the Future (Senior High School)
Senior High School is two years of specialized
upper secondary education; students may choose a
specialization based on aptitude, interests, and school
capacity. The choice of career track will define the
content of the subjects a student will take in Grades 11
and 12. SHS subjects fall under either the Core
Curriculum or specific Tracks.
a. CORE CURRICULUM - There are seven Learning Areas
under the Core Curriculum. These are Languages,
Literature, Communication, Mathematics, Philosophy,
Natural Sciences, and Social Sciences. Current content
from some General Education subjects are embedded in
the SHS curriculum.
b. ACADEMIC TRACKS - Each student in Senior High
School can choose among three tracks: Academic;
Technical-Vocational-Livelihood; and Sports and Arts.
The Academic track includes three strands: Business,
Accountancy, Management (BAM); Humanities,
Education, Social Sciences (HESS); and Science,
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Technology, Engineering, Mathematics (STEM).

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Students undergo immersion, which may  Earth science (instead of Earth and life science
include earn-while-you-learn opportunities, to provide for those in the STEM strand)
them relevant exposure and actual experience in their  Disaster readiness and risk reduction (taken
chosen track. instead of Physical science for those in the
STEM strand)
c. TVET (TECHNICAL VOCATIONAL EDUCATION &
TRAINING) NATIONAL CERTIFICATE APPLIED TRACK SUBJECTS
After finishing Grade 10, a student can obtain  English for academic and professional purposes
Certificates of Competency (COC) or a National  Practical research 1
Certificate Level I (NC I). After finishing a Technical-  Practical research 2
Vocational-Livelihood track in Grade 12, a student may  Filipino sa piling larangan
obtain a National Certificate Level II (NC II), provided  Akademik
he/she passes the competency-based assessment of the  Isports
Technical Education and Skills Development Authority  Sining
(TESDA).  Tech-voc
NC I and NC II improves employability of  Empowerment technologies (for the strand)
graduates in fields like Agriculture, Electronics, and  Entrepreneurship
Trade.
 Inquiries, investigatories, and immersion
d. MODELING BEST PRACTICES FOR SENIOR HIGH
SPECIALIZED SUBJECTS
SCHOOL
 Accountancy, business, and and management
In SY 2012-2013, there are 33 public high
strand
schools, public technical-vocational high schools, and
 Humanities and social sciences strand
higher education institutions (HEIs) that have
 Science, technology, engineering, and
implemented Grade 11. This is a Research and Design
mathematics strand
(R&D) program to simulate different aspects of Senior
 General academic strand
High School in preparation for full nationwide
implementation in SY 2016-2017. Modeling programs
offered by these schools are based on students’
interests, community needs, and their respective
capacities.

6. Nurturing the Holistically Developed Filipino

(College and Livelihood Readiness, let Century Skills)
Did you know?
After going through Kindergarten, the enhanced
Elementary and Junior High curriculum, and a
From 2010-2014, DepEd has filled 128,105 new teacher items.
specialized Senior High program, every K to 12 graduate
DepEd is targeting two kinds of teachers: those who will teach
will be ready to go into different paths – may it be
the core subjects, and those who will teach the specialized
further education, employment, or entrepreneurship.
subjects per track. DepEd will hire 37,000 teachers for Senior
High School for 2016 alone.
CORE CURRICULUM SUBJECTS
There are seven Learning Areas under the Core
Curriculum: Languages, Literature, Communication,
Mathematics, Philosophy, Natural Sciences, and Social
Sciences.

 Oral comunication
 Reading and writing
 Komunikasyon at pananaliksik sa wika at
kulturang Filipino
 21st century literature from the Philippines and
the world
 Contemporary Philippine arts from the regions
 Media and information literacy
 General mathematics
 Statistics and probability
 Earth and life science
 Physical science
 Introduction to philosophy of the human
person/Pambungad sa pilosopiya ng tao
 Physical education and health
 Personal development/pansariling kaunlaran

EDUC 3: The Teacher and the Community, School Culture and Organizational Leadership | 2nd semester, AY 2021-2022 1
1
 TEP – 001 – 18 - 202

WEEK NO: 5 – 7 to the younger generation. It is the best around for

practice of democratic traits in the wider social situation.
School as a Social System

Schools are important organizations that pre- pare our

children for adult roles. Their working mechanism has a strong
effect on the quality of education. There are many theories
that try to explain the nature of the school organizations.
Among them, social systems theory has become of the most
realistic models for schools.

A. Social Systems Models

Social progress is not always so simple. It usually

comes about very gradually. But the gradual evolutionary pace
of social progress is not fast enough. The demand for
accelerated social change may also arise on more theoretical
grounds. Sociology of education may be defined as the
scientific analysis of the social processes and social patterns
involved in the educational system. According to sociologists,
education is a social procession which helps in the eliminating
the defects in the society and many perpetuate desirable
institutions and group activities. The school is the one of the
formal agencies of socialization. It has acquired importance
because of its sociological changes and influences. The school
is a formal agency of education imparts the maximum
knowledge of the subjects required for necessary living of a
useful and successful life.

Social systems theory has been a sound perspective to

explain the working of schools. Sociology of education
particularly studies the school as a social system. The social
organization in the school consists of different roles and B. Key Elements of the School as a Social System
statuses for the educator. Among the teachers also there are
different statuses and roles according to their seniority, Social System Schools are social systems with the
qualifications, special skills and the position of the hierarchy of following key parts:
the school. The head in every school occupies a pivotal 1. Structure: roles are expectations of positions that are
position, more responsibility, more administrative power and arranged in a hierarchy.
therefore the most important role. Similarly, among the 2. Individual: the individual is a key unit in any social
educed also different students occupy different statuses and system; regardless of position, people bring with
roles in the schools according to their seniority, special skills them individual needs, beliefs, and a cognitive
and allotted responsibilities etc. understanding of the job.
All the schools impart knowledge of 3r’s: reading, 3. Culture: represents the unwritten feeling part of the
writing and arithmetic. This is necessary to help every male organizations: its shared values
and female to skillfully manage the household affairs and also 4. Politics: informal power relations that: informal
matters concerning everyday life. The younger generation power relations that develop spontaneously.
learns future roles by means of perception and identity 5. Technical Core: the teaching-learning process is the
formation both in the family and in the school. Extra-curricular technical core of schools.
activities in the school are important to develop individual 6. Environment: everything outside the organization;
differences and particular skills of the students. Thus, some of source of inputs.
them may develop social leadership qualities, other political 7. Outcomes: the products of the organizations, e. g.
leadership traits and so on. An important function of educated students.
education is the development of the individuality of the 8. Feedback: communication that monitors behavior;
students. This individuality is developed by the development the congruence between expected and actual
of individual skill and the allotment of roles and statuses outcomes.
according to it. As a social system the school is the best place
to teach equality, liberty, and fraternity A school is thought of as a social system, with its
characteristic institutional functions, roles, and
expectations. As an institution it has the function of
EDUC 3: The Teacher and the Community, School Culture and Organizational Leadership | 2nd semester, AY 2020-2021 10

socialization. There are various incumbents in it who must
play the roles expected of them. In the social system of a
school the goal behavior is achieved through the
integration various institutions social systems theory has
been a sound perspective to explain the working of
schools. Comparing the traditional and progressive school
according to the criteria explained above, we find a few
drawbacks in traditional schools of our country. In our
schools of today, only formal education of geography and
science is imparted to children.
1. Systems Theory - Scholars have developed various
perspectives under the systems theory to analyze
organizations through different lenses. In this section,
perspectives of rational systems, natural
TEP – 001 – 18 - 202
each other’s personal life, habits, feelings etc. Some
people are liked and respected while others are not.
Those who are followed have an informal authority over
others. Those who are disliked may be alienated. Also,
when personal interests differ from those of organizations,
informal structures are more likely to occur. Research
shows that within each formal organization, informal
structures occur inevitably (Hoy & Miskel, 2005). Although
informal organization is first emphasized by natural
systems theory, it should not be conceived of unique to
natural systems. While being a formal organization, social
systems too are to some extent

systems, open systems and social systems will be

elaborated.
2. Rational systems - Rational systems perspective views
organizations as machines built to achieve some desired
ends. Their main purpose is to mold every aspect of an
organization specifically in respect to a proven prescription
in order to ensure its working in a solid and stable fashion.
By utilizing what already is known to be working, any risk
of failure and emergence of undesired outcomes are
eliminated. The assumption is that if everything stays
within the lines of logic, so will the outcomes.
3. Formal organization - Formalization derives from the
bureaucratic structure of rational systems. Within rational
systems there are hierarchies of authority, division of
labor, work specialization, rules and regulations. All these
are typically associated with bureaucracy. Organizational
goals require obedience to clear rules which leave little
room for interpretation. Obedience is enforced through
rewards and sanctions. Individuals within organizations
are assigned to specific roles that are independent of their
personality. The goal here is to make behavior predictable
by standardizing roles (Scott, 1998). So, each person does
exactly what s/he is pre-scribed to do and produces only
the desired outcomes that are essential to working of the
organization. This resembles to a machine. Each part does
its job and the machine works in a linear fashion.
However, human beings are not as simple as the parts of a
machine and they cannot be expected to be always
rational and work like robots. This assumption was later
defended by advocates of natural systems.
4. Natural System - While rational systems emphasize goals,
natural systems propose that organizations, in fact, strive
to survive and the goals are meaningful as long as they
help the organization’s survival. Therefore, the
organization may modify or even remove the goals when
necessary. Organizations are living systems consist of
social elements and therefore cannot be used as tools and
thrown away when the goals are accomplished. They tend
to exist even after there remain no more goals to achieve
(Gouldner,1959). Natural systems emphasize the human
side of organizations, and they reject the dualism that
splits people and organizations (Greenfield & Ribbins,
1993).
5. Informal organization - Individuals have to interact with
each other to carry out organizational goals. They learn
EDUC 3: The Teacher and the Community, School Culture and Organizational Leadership | 2nd semester, AY 2020-2021 11

informal organizations. To understand a social system
as a whole, one should look at both formal and
informal organizations within it. Social systems
cannot survive without an informal organization that
allows “maintenance of group cohesion through
regulating the willingness to serve.
C. The School as a Community
If a school is to be inclusive, it will need to locate
itself within society. Managers and practitioners will then
need to consider their place within the broader context.
This lesson defines schools as a community within a
community. As such, schools reflect community needs,
both social and educational. Essentially, schools exist to
enable learning and teaching to take place, which does
not happen in a vacuum. Relationships with parents and
the broader community are central to the effectiveness of
schools.
If schools are to be inclusive, every school should
be central to its local community. School heads and
practitioners have a responsibility to understand that
their school has to become a community within a
community. Members of the school will be members of
their local community reflecting its beliefs and values,
conveyed through the action, behavior and attitudes of
the pupils, teaching and non-teaching staff, parents, and
stakeholders.
Community can be defined as multidimensional
within:
• location – where it is, the influence of the
environment and systems of control;
• structure – the administrative elements and guidance
that determine equality of provision; and
• process – the management of people and
development of a shared understanding of beliefs and
values.
All members of the school, including those with
special educational needs, as participants in the school
and local community, should be encouraged to have a
shared commitment to the creation of the school
community. It emerges that the connection between the
school and the community is not static but develops on a
continuum. The level at which the school reaches its
community and vice-versa is their level of community
orientation.
There are three possible patterns of connection
between the school and the community as described in
the educational literature:
1. The closed-door pattern: the school deals with all
the child’s educational and social problems, and
community involvement and intervention are
minimal. With a closed system like the laws of
nature (entropy), the energy of the system will
deteriorate. Therefore, according to Friedman
(1986), the closed-door policy towards the
community needs feedback. In Friedman’s view a
closed-door policy will waste energy without the
right guidance. In the absence of constant input
from the parents and the community, the school
will be unaware of changes occurring in these
systems, and hence will be unable to adapt
EDUC 3: The Teacher and the Community, School Culture and Organizational Leadership | 2nd semester, AY 2020-2021
TEP – 001 – 18 - 202
itself and its curricula to these changes and will keep
degenerating.
2. The open-door pattern: the school and the parents
operate as open systems, so that information flows
freely in both directions. The school with an open-
door policy makes the parents partners to their child’s
educational process and strives to become an
influential factor in the life of the community. A basic
assumption of systems theory is that the open system
is designed to process the inputs of its external
environment, only to return the processed product to
the environment for its use and benefit. The exchange
of energy occurs in a cyclic nature. The final and
improved product serves as a new source of energy
passing from the environment to the system. In this
way the deteriorating entropy process is stopped
(Katzand Kahn, 1978). According to Friedman (1986),
the school with an open-door policy receives its pupils
from the parents, teaches them and raises their level
of education, to return them to their community. In
their adult life they will produce a new generation of
pupils, whose contribution to their children’s
education is expected to be greater than that of their
parents’ generation.
3. The balanced pattern: the school and the parents set
the degree of closeness or distance between them, in
order to achieve their educational and social goals to
the optimal extent. When the distance is large, the
school has to bridge the gap and reach out to the
community; when the distance is small, the school has
to close its gates somewhat.
Opportunities for School-Community Partnership
Partnership implies two parties helping each other;
both parties benefit. This means that if a school- community
partnership exists.
Here are examples of what a community ca do for
schools:
1. Brigada Eskwela – also called as the National Schools
Maintenance Week is a nationwide initiative by the
Department of Education (DepEd) that mobilizes
thousands of parents, alumni, civic groups, local
businesses, non- government organizations, teachers,
students, and individuals who volunteer their time and
skills to do repairs, maintenance work, and clean-up of
public elementary and secondary schools.
2. Curriculum development – this can mean of
community resource of learning, e.g. museum, elders
of the community as key informants in research or
resource person in the study of local history.
3. Work experience programs – business establishments
and offices in the community can serve as training
ground for teachers.
In this school-community partnership, the school can
fulfill what curriculum requires
12
 TEP – 001 – 18 - 202
D. School as a Learning Community

“Can you believe our students are able to accomplish

Educational leaders on the threshold of the new this?” remarked a parent at his son’s math fair.
millennium are critically aware that their students and Replied the school principal, “This would not have
communities do not face the same life as their parents. been possible without the shared commitment to
The demands on society to adapt to globalization have reform from our total school community.”
forced all organizations that wish to survive and remain
competitive to operate as learning organizations. As
educators assess and reflect on the future needs of
education, educational leaders are repeatedly discussing
the merits of schools as learning organizations
(Proceedings of the Society of Educators and Scholars,
2001)

The learning community operates as an organic,

dynamic, ever-changing system. In the Hiatt-Michael
vision, the organization is dynamic, like the human system
held together by the skeleton and skin yet changing
constantly within all the human subsystems. Despite so
many developing parts, a tenuous balance is maintained
within the system. The human body is only as healthy as
each part. Each part is adapting to changes created by
other elements within the environment. Yet the system
maintains a unique identity that is discerned from the
outside environment. If one envisions an organization like
the human system, then the importance of
interconnectedness and change seems self-evident.

What is a community of practice?

A community of practice (CoP) is a group of
people who share a common concern, a set of problems,
or an interest in a topic and who come together to fulfill
both individual and group goals.
Communities of practice often focus on sharing
best practices and creating new knowledge to advance a
domain of professional practice. Interaction on an
ongoing basis is an important part of this.
Many communities of practice rely on face-to-
face meetings as well as web-based collaborative
environments to communicate, connect and conduct
community activities.

EDUC 3: The Teacher and the Community, School Culture and Organizational Leadership | 2nd semester, AY 2020-2021 13

School Learning Action cells(SLAC): Professional
Learning Communities
While people have learned together through
informal communities of practice throughout history, the
primary use of the concept originated in learning theory.
Cognitive anthropologists Jean Lave and Etienne
Wenger coined the term “community of practice” when
studying apprenticeships as a learning model—the term
referred to the community that acts as a living curriculum.
Once the concept was articulated the researchers
started to see communities everywhere, even when no
formal apprenticeship system existed.
There are three characteristics of a community of
practice:
1. Domain: Community members have a shared
domain of interest, competence and commitment
that distinguishes them from others. This shared
domain creates common ground, inspires
members to participate, guides their learning, and
gives meaning to their actions.
2. Community: Members pursue this interest
through joint activities, discussions, problem-
solving opportunities, information sharing and
relationship building. The notion of a community
creates the social fabric for enabling collective
learning. A strong community fosters interaction
and encourages a willingness to share ideas.
3. Practice: Community members are actual
practitioners in this domain of interest and build a
shared repertoire of resources and ideas that they
take back to their practice. While the domain
provides the general area of interest for the
community, the practice is the specific focus
around which the community develops, shares
and maintain its core of collective knowledge.
EDUC 3: The Teacher and the Community, School Culture and Organizational Leadership | 2nd semester, AY 2020-2021
TEP – 001 – 18 - 202
In line with the implementation of Republic Act
No. 10533, or the Enhanced Basic Education Act of 2013,
the Department of Education (DepEd) issues the enclosed
policy on The Learning Action Cell (LAC) (DepEd Order
No. 35, s. 2016) as a K to 12 Basic Education Program
School-Based Continuing Professional Development
Strategy for the Improvement of Teaching and Learning.
Through this policy, the DepEd fully supports the
continuing professional development of its teaching
personnel based on the principle of lifelong learning and
DepEd’s commitment to the development of teachers
potential aimed towards their success in the profession.
This can be done through the school-based LAC, which
primarily functions as a professional learning community
for teachers that will help them improve practice and
learner achievement.
As an institution of learning, the Department of
Education (DepEd) works to protect and promote the
right of Filipinos to quality basic education that is
equitable, culture-based, and complete, and allows them
to realize their potential and contribute meaningfully to
building the nation. The investment of the DepEd in the
development of human potential is a commitment it
makes not only to its learners but also its teachers.
Towards this end, the DepEd fully supports the
continuing professional development of its teaching
personnel based on the principle of lifelong learning and
the view of the teaching profession as one that “requires
teachers expert knowledge and specialized skills,
acquired and maintained through rigorous and
continuing study” (UNESCO 1966).
The DepEd also recognizes that the quality of
learning is greatly influenced by the quality of teaching.
Therefore, it is imperative for the DepEd to hire good
teachers and to support their development in the
teaching profession. Organizing professional learning
communities will aid teachers in the construction of new
knowledge about instruction as well as in revising
traditional beliefs and assumptions about education,
community, teaching, and learning (Little 2003) to suit
the present needs of learners. Affirmative bases for this
policy are also drawn from the learnings of many
interventions in education such as the Program for
Decentralized Education (PRODED), Third Elementary
Education Project (TEEP), Secondary Education
Development and Improvement Project (SEDIP) as well as
empirical studies on similar professional development
programs that demonstrate that teachers’ participation
in professional development activities have a positive
impact on teachers’ beliefs and practices, students’
learning, and the implementation of educational reforms
(UNESCO ISO 2006).
Successful teaching is a result of the systematic use of
appropriate strategies for delivering and assessing the
learning objectives targeted for each lesson (UNESCO
GMR 2014). Successful teachers 1) possess a good grasp of
content which they can consequently convert to sound
learning objectives, 2) are able to select and implement
the most effective instructional strategies and materials to
14

teach the identified content objectives,
3) make instructional decisions on the basis of
formative assessment results, 4) promote sincerely
their students’ learning and holistic development, and
5) are professional and ethical in the conduct of their
work (Stronge 2007).
Different methods of teacher professional
development are implemented throughout the DepEd
to improve teaching-learning processes. However,
most of these are top-down processes wherein expert
knowledge is shared or transferred. Examples of these
are lectures or workshops during cascaded or echoed
teacher training and short-term courses. Other top-
down training programs are done over time such as
scholarships, and distance learning programs.
Key aspects of the process are ongoing
collaborative learning or problem solving within a
shared domain of professional interest, self-directed
learning, reflective practice leading to action and self-
evaluation, and collective competence. The following
are the objectives of this policy:
• to improve the teaching-learning process that will
lead to improved learning among the students;
• to nurture successful teachers;
• to enable teachers to support each other to
continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes; and
• to foster a professional collaborative spirit among
school heads, teachers, and the community as a whole.
LACs are the most cost-effective CPD process
but may entail some expenses for meetings and
handouts. Funds for the LACs may be sourced from the
school’s Maintenance and Other Operating Expenses
(MOOE), subject to its utilization guidelines. Other
resources may be generated by the school or schools
divisions to support LACs as these endeavor to upgrade
the quality of teaching and learning in their respective
schools.
The theoretical framework in Figure 1 shows
that communities of practice, in this case, LACs, enable
teachers to do collaborative planning, problem solving,
and action implementation that will lead to improved
teachers’ knowledge, skills, and attitudes that will
consequently and significantly improve student
learning and development.
The content of LAC sessions may be determined
EDUC 3: The Teacher and the Community, School Culture and Organizational Leadership | 2nd semester, AY 2020-2021
TEP – 001 – 18 - 202
by the teachers themselves under the general
guidance of the school head or LAC leader. This may
be done through needs assessment, the results of
which should assist the LAC in listing their priority
areas of learning.
1. Learner Diversity and Student Inclusion
2. Content and Pedagogy of the K to 12 Basic
Education Program
3. Assessment and Reporting in the K to 12 Basic
Education Program
4. 21st Century Skills and ICT Integration in Instruction
and Assessment
5. Curriculum Contextualization, Localization, and
Indigenization
Every teacher must be part of a LAC. LACs could be
formed based on the prioritized need(s) and depending
on the number of teachers in every school or cluster of
schools. However, these groupings are flexible according
to need and context. The SLAC Implementation Process:
1. Assessment of Needs
2. Prioritization of Topics or Agenda
3. Formation of LAC
Assignment of Work
The LAC members could be given specific roles to
perform during LAC sessions. These roles could be
rotated among the members of the group.
LAC Implementation Norms. Norms are the
framework from which team members commit to
conduct business. Developing norms and adhering to
them ensure the success of the group, and facilitate the
members’ ability to deal with critical issues. Norms have
several components that clarify team dynamics. These
are some elements to address:
1. Time and Venue: Where and when will we meet? Will
we start on time?
2. Listening: How will we listen to our peers? How will
we discourage interruptions when someone is
speaking?
3. Confidentiality: What content is to be held in
confidence? What can be shared after the meeting?
4. Decision Making: How will we arrive at a decision?
What if everyone doesn’t agree with the group
decision?
5. Participation: Is participation optional? Will we have
an attendance policy? What will we do if a member
15

constantly misses meetings?
6. Expectations: What do we expect from team
members? Do we need a method for ensuring each
member comes to the meeting prepared with
appropriate data or other assignments?
WEEK NO: 8 – 10
The Teacher and the Community
Schools are important organizations that pre- pare
our children for adult roles. Their working mechanism
has a strong effect on the quality of education. There
are many theories that try to explain the nature of the
school organizations. Among them, social systems
theory has become of the most realistic models for
schools.
A. External Environments and Accountability
of Schools
To understand the behavior of an organization you
must understand the context of that behavior-that is,
the ecology of the organization.” Pfeffer and Salancik
(2003), The External Control of Organizations.
Refers to a research tradition that emerged from
the basic framework of Jeffrey Pfeffer and Gerald R.
Salancik’s classic 1978 work, The External Control of
Organizations: A Resource Dependence Perspective.
Based on the principle that an organization must
engage in transactions with other actors and
organizations in its environment to acquire resources.
These may create dependencies that are not.
Resources that the organization needs may be scarce,
not always readily obtainable, or under the control of
uncooperative actors. The resulting unequal exchanges
generate differences in power, authority, and access to
further resources.
B. Adapting to External Environment
External environment may be defined as all those
conditions and forces which are external to the
business, education and are beyond the individual unit,
but it operates within it. External environment refers to
the environment that has an indirect influence on the
business. The factors are uncontrollable by the school
or education.
The microenvironment is also known as the task
environment and operating environment because the
micro environmental forces have a direct bearing on
the operations of the school. The micro environmental
factors are more intimately linked with the school than
the macro factors.
Macro environment is also known as general
environment and remote environment. Macro factors
are generally more uncontrollable than
microenvironment factor. When the macro factors
EDUC 3: The Teacher and the Community, School Culture and Organizational Leadership | 2nd semester, AY 2020-2021
TEP – 001 – 18 - 202
become uncontrollable, the success of school depends
upon its adaptability to the environment.
The microenvironment consists of the factors in the
company’s immediate environment that affects the
performance of the school.
Internationalization and Globalization of education
Jane Knight - Adjunct Professor, Department of Leadership,
Higher and Adult Education in OISE (Ontario Institute for
Studies in Education), University of Toronto Globalization is
a 'process that focuses on the worldwide flow of ideas,
resources, people, economy, values, culture, knowledge,
goods, services, and technology', while internationalization
of higher education is described as 'the process of
integrating an international, intercultural and global
dimension into the goals, teaching/learning, research and
service functions of a university or higher education
system'. Internationalization emphasizes the relationship
between and among nations, people, cultures, institutions,
systems while globalization stresses the concept of
worldwide flow of economy, ideas, culture, etc. The
difference between the concept of 'worldwide flow' and
the notion of 'relationship among nations' is both striking
and profound. Thus, these two concepts are very much
related to each other but at the same time different.
Debate continues whether internationalization of higher
education is a catalyst, reactor or agent of globalization.
There is no recipe or one set of indicators for an
internationalized university. Internationalization is a
process of change which is tailored to meet the individual
needs and interests of each higher education entity.
Consequently, there is no 'one size fits all' model of
internationalization. Adopting a set of objectives and
strategies which are 'in vogue' and for 'branding' purposes
only negates the principle that each program, institution,
or country needs to determine its individual approach to
internationalization based on its own clearly articulated
rationales, goals and expected outcomes. This recognizes
that the internationalization process is driven by an
assessment of individual needs and priorities and that a
'formulaic' or latest fad approach is not appropriate,
beneficial or sustainable. This truth can also present
challenges. For example, what if an institution or county
sees internationalization of higher education as a tool for
economic gain or political advantage? This is an example
where the academic purposes and values of cooperation,
16

mutual benefit and partnership need to be emphasized.
After several decades of intense development
internationalization has grown in scope, scale and
importance. There is no question that it has
transformed the world of higher education, but
internationalization has also undergone fundamental
changes itself. The key question is whether the changes
have been for better or worse? For instance, twenty-
five years ago could anyone have imagined that
international student mobility in 2014 would be big
business and more closely aligned to the recruitment
of brains for national innovation agendas than helping
developing countries build human capacity. Recent
national and worldwide surveys of university
internationalization priorities and rationales show that
establishing an international profile or global standing
is becoming more important that reaching
international standards of excellence. Capacity building
through international cooperation projects is being
replaced by status building initiatives to gain world
class recognition and higher rankings. Awarding two
degrees from institutions located in different countries
based on the workload for one diploma is being
promoted through some rather dubious double degree
programs. And all of this is in the name of
internationalization?
At the same time, there are countless examples
of positive initiatives which illustrate how collaborative
scholarship, cross border education exchange, and
campus-based internationalization strategies
contribute to the development of individuals,
institutions, nations, and the world at large. The
benefits of internationalization are many and varied, so
are potential risks and unintended consequences.
Quality issues and challenges related
internationalization
It is forecasted that by 2025 the demand for
international education will grow to 7.2 million
students- a quantum leap from 1.2 million students in
2000. Some, but certainly not all of this demand, will
be met by student mobility. Consequently, the number
of new providers are delivering programs to students in
their home countries is accelerating at an
unprecedented rate. It is no longer just students,
faculty, and researchers who are internationally mobile
- -academic programs are being delivered across
borders and branch campuses are being established in
Section 5. Every teacher shall help the school keep the
developing and developed countries around the world.
people in the community informed about the school’s
While these new developments are intended to
work and accomplishments as well as its needs and
increase access to higher education and meet the
problems.
appetite for foreign credentials and employment, there
are serious issues related to the quality of the academic
Section 6. Every teacher is intellectual leader in the
offer, the integrity of the new types of providers, and
community, especially in the barangay, and shall
the recognition of credentials. The increase in the
welcome the opportunity to provide such leadership
number of foreign degree mills (selling 'parchment'
when needed, to extend counseling services, as
only degrees) and accreditation mills (selling bogus
appropriate, and to actively be involved in matters
accreditations for programs or institutions), and rogue
affecting the welfare of the people.
for-profit providers (not recognized by national
authorities) are realities that face students, parents,
Section 7. Every teacher shall maintain harmonious
employers, and the academic community. Who would
and pleasant personal and official relations with other
have guessed two decades ago that international
professionals, with government officials, and with the
education would be struggling to deal with fake
people, individually or collectively.
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degrees and accreditations; academic credentials that
are earned but not recognized; and non- regulated 'fly
by night' institutions? Of course, it is equally important
to acknowledge innovative developments by bona fide
new providers and universities who are delivering high
quality programs and legitimate degrees through new
types of arrangements and partnerships (franchise,
twinning, branch campus). The perpetual issue of
balancing cost, quality and access significantly
challenges the benefits and risks of cross border
education.
Regional institutional agreements and networks
It if is often believed that the greater number of
international agreements or network memberships a
university has the more prestigious and attractive it is to
other institutions and students. But practice shows that
most institutions cannot manage or even benefit from a
hundred plus agreements. To maintain active and fruitful
relationships requires a major investment of human and
financial resources from individual faculty members,
departments and international offices. Thus the long list of
international partners often reflects paper based
agreements not productive partnerships. Quantity is
perceived as more important than quality and the
international agreements list is more of a status symbol
than a record of functional academic collaborations. A
more recent trend is the paring down of the number of
agreements to ten or twenty institution-wide priority
partnerships. This can lead to more comprehensive and
sustainable relationships but also to a sense of
to disgruntlement among faculty members and researchers
about a top-down approach to international collaboration
and the curtailment of individual international research or
curricular interests.
A. The Teacher and the Community
The very title of this course subject indicates that
the teachers are expected to be part of the community. To
be part of the community definitely means to participate
in the life of the community.
The eight (8) Sections of Article III of the Code of
Ethics refer to the community within the school and the
community outside the school.
ARTICLE III
THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of
the development of the youth; he shall, therefore,
render the best service by providing an environment
conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and
initiative to actively participate in community
movements for moral, social, educational, economic
and civic betterment.
Section 3. Every teacher shall merit reasonable social
recognition for which purpose he shall behave with
honor and dignity at all times and refrain for such
activities
as gambling,
| 2nd semester, smoking, drunkenness, and 17
AY 2020-2021
other excesses, much less illicit relations.

Teacher as Facilitator of Learning
Section 1 states that the teacher is a facilitator
of learning and the development of the youth…
therefore shall render the best service by providing an
environment conducive for such learning and growth.
By definition, a facilitator is “a person…that
makes an action or process easy or easier.” If ever there
was an insufficient definition for something, this is it.
Effective facilitators have to wear many hats in
any given session. The role encompasses presentation
abilities, training abilities, people skills, project
management – and more. This person has to keep the
group focused, take them deeper with a topic, and
(sometimes) keep a potentially volatile situation at bay.
This is a dynamic role in which the facilitator is
delivering important content and helping to engage
productive interactions without necessarily knowing as
much as the individuals he or she is facilitating.
In short, a good facilitator is focused on the
topic at hand, the interaction process and students, and
the optimal path to reach the objective. This is a
complex balancing act that requires numerous skill sets.
We have identified eight distinct roles that a
facilitator is likely to play during a session.
1. Motivator: From the rousing opening statement to the
closing words of cheer, you ignite a fire within the
group, establish momentum, and keep the pace.
2.Guide: You know the steps of the process the group
will execute from beginning to end and carefully
guide the participants through each step-in turn.
3. Questioner: You listen carefully to the discussion and
quickly analyze comments to formulate questions
that help guide a productive group discussion and
challenge the group when appropriate.
4.Bridge Builder: You create and maintain a safe and
open environment for sharing ideas. Where other
people see differences, you find and use similarities to
establish a foundation for building bridges to consensus.
5. Intuitive: Throughout the session, you are attuned to
signs of strain, weariness, aggravation, and
disempowerment, and respond in advance to prevent
dysfunctional behavior.
6. Peacemaker: Although it is generally to avoid direct
confrontations, should it happen, you step in quickly
to reestablish order and direct the group toward a
constructive resolution.
7. Taskmaster: You are ultimately responsible for
keeping the session on track. This entails tactfully
cutting short irrelevant discussions, preventing
detours, and maintaining a consistent level of detail
throughout the session.
8. Praiser: At every opportunity, you should praise
participants for good effort, progress, and results-
praise well, praise often, praise specifically.
It can seem difficult to pinpoint impact of a
professional facilitation. By understanding all of the many
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roles that a professional facilitator must play during a
session, however, you are equipped to ask the right
questions and evaluate whether your facilitator will
ensure efficient use of resources, high participation, and
productive outcomes.
Teacher Leadership and Initiative for Community
Participation
As professional teachers you do not live in an ivory
tower, meaning you are not supposed to be removed nor
aloof from community life. Schools are at the heart of
communities and you as professional teachers are
expected to-be-in-the-world and to-be-in- the-world-with-
others and for others, borrowing the words of Heidegger.
Providing leadership and initiative also means
working with the community. This means getting the
parents and other members of the community participate
in school activities.
You do not just welcome the opportunity to lead,
you may offer your help for the improvement of your
community. Many a time, you can be a guidance
counselor, a prayer leader, commentator or reader in
religious celebrations, fiesta coordinator, judge in or coach
for a contest, financial manager, etc.
Teachers, as they participate in community affairs
prove that they “are the most responsible and most
important members of society because their professional
efforts affect the fate of the earth.”~
Professional Teacher with Honor and Dignity
Obviously, if as a professional teacher, you are an
inveterate gambler, chain smoker, and alcoholic or it is
common knowledge that you are engaged in an illicit
relationship, how can you have moral authority? Who will
listen to drink alcoholic drinks, not to gamble, etc.? Your
audience will say “Look who’s talking?”. It is a matter of do
what others want to do.
Society expects so much of teachers, that they fail
to live up to the challenge to behave or model good
behavior, they are condemned without trial. It is no
wonder why many are afraid to answer the call to teach.
Society seems to expect too much more from professional
teachers than from any other professionals and look at
teachers with scrutinizing eyes.
The quotation states, “The influence of a good
teacher can never be erased, but the influence of
dishonorable teacher is as lasting.”
Teacher’s Attitude toward Local Customs and Traditions
The community expects every teacher to live for and
with the community and shall therefore study and
understand local customs and traditions in order to have
a symphatetic attitude, therefore refrain from
disparaging the community.
Every culture including hers has its positive and negative
aspects. What we need to pass on are the positive
aspects of the culture. We need to purify, however, the
negative aspects with teacher pointing them out
tactfully and sincerely.
The Professional Teacher and Information Update
Community refers to be internal and external
stakeholders. As internal stakeholders, it includes the
18

students and teachers. The external stakeholders are
the other parents in the community without children
enrolled in school, barangay officials, and other
government officials, non-government organizations,
government organizations, alumni, and retirees.
Why do these stakeholders have to be informed? The
school is there for the community and so the
community has the right to be informed about its
activities, accomplishments, needs and problems.
Informing them about the school’s projects, needs and
problems give them a sense of ownership. Having a
sense of ownership, these stakeholders will participate
more actively in the resolution of school’s problems and
needs.
Professional Teacher and Government Officials and
other Professionals
As a professional teacher, you cannot afford not to be in
pleasant relations with others especially those with
whom you work with like other professional teachers. It
is always best to be in good terms with everyone else in
the community.
Desiderata gives this advice: “As far as possible, without
surrender, be on good terms with all persons. Speak
your truth quietly and clearly; and listen to others, even
the dull and the ignorant they too have their story.”
Professional Teacher Does not Use Position to Proselyte
To be in a position means to have power to influence for
a purpose, i.e., for your to use that position to perform
your job as a professional teacher. It is highly
unprofessional for a teacher like you to use your
position of influence to proselyte.
The 1987 Philippine Constitution states, “No law shall be
made respecting an establishment of religion or
prohibiting the free exercise thereof. The free exercise
and enjoyment of religious profession and worship,
without discrimination or preference, shall forever be
allowed. No religious test shall be required for the
exercise of civil or political rights.”
Opportunities for School-Community Partnership
Partnership implies two parties helping each other. Both
parties benefit. This means that if a school- community
partnership exists, both parties benefit from the
relationship. Thus in the following paragraphs we shall
present what communities can do for schools and what
schools can do for communities.
What can schools do for communities in return?
Schools may allow the community to use school
resources. Here are concrete examples enumerated by
the DepEd Primer on School-Community Partnership:
1. Classroom used by community organizations for
meetings
2. School used as polling place and venue for
medical mission which it may co-sponsor with the
Rural Health Unit
3. School used by the Rural Health Unit for
mothers’ class on child care
4. School used as an evacuation center
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5. School facilities used for community assemblies
6. School basketball court used for local
celebrations and barangay sports league
7. School conduct livelihood skills-training programs
for parents and out-of-school youths by using
school resources
8. Livelihood skill-training for parents and out-of-
school youths by teachers themselves
Every community has resources that surround the
school.
 Natural resources Human resources – refer to the
skills, talents, qualities and attitudes of the people
living in the community.
 Social assets – the relationships, rules, established
course of action, and practices that can serve as
instruments in attaining specific school goals in a
given situation.
 Material resources – man made things such as
equipment, property, facilities, tools, and the like
which can be used by the community anytime.
 Financial assets – monetary, income or cash
resources.
 Natural resources – refer to the physical environment
of the community Teachers who are skillful in tapping
these resources have the power to break the cycle of
financial difficulties of the school.
Creating a community of learning partners in school
recognizes that many public and private community
institutions share responsibility for helping:
 Children develop socially, emotionally, physically,
and academically ;
 Students become motivated and engaged in
learning;
 Families and schools work effectively together; and
 Communities become safer and more economically
vibrant.
Let us remember this, “Learning and the areas to be
learned should not have boundaries. Education, as a public
property, should belong everyone, not just the
academically successful but also those who have wisdom
outside the school.” Sayer and Williams, 1989~
Sociological Basis of School-Community Partnership?
The functionalist theory states that institution
must perform their respective functions for the stability of
society. Other institutions must come in if one institution
fails to do its part for the sake of society.
The school cannot do it all. “It takes a village to educate
a child”, African Proverb. It has to work in partneship
with other institutions in the community such as the
church, government organizations and non-
government organizations. With the breakdown of
families, schools face greater challenge in education the
young.
The rearing and education of child is the primary
obligation of parents. The school, the Church and other
social institutions come in to assist parents and families
to fulfill their irreplaceable obligation. So, families,
schools, and other social institution need to work
19

together to save the youth.
Legal Bases for Parents and Community
Involvement
It is no wonder why even our laws support
school-community partnership.
1. Republic Act 9155 “Governance of Basic Education Act
of 2001” Section 1.2 The parents and the community
shall be encouraged for active involvement in the
education of the child. The participation, coordination
between and among the schools, the, local school
boards, the Parent Teachers Associations (PTAs) must
be maximized;
2. Republic Act 10410 “Early Years Act (EYA) of 2013”.
Section 5. (b) Parent Education and Involvement,
Advocacy and Mobilization of Communities. – This
component shall harness and develop parents’
strengths as providers of ECCD programs at home, as
active partners of other stakeholders, as advocates for
community concerns that affect children, and as pillars
of support for local and national ECCD programs
through community organization efforts;
3. Republic Act 8525 “Adopt-a-School Program Act”, it
allows “private entities to assist public school, whether
elementary, secondary, or tertiary,… in, but not limited
to, the following areas; staff and faculty development
for training and further education; construction of
facilities; upgrading of existing facilities, provision of
books, publications and other instructional materials;
and modernization of instructional technologies.”
4. Philippine Education for All (EFA) 2015 Plan, then a
vision and a holistic programs of reforms that aimed to
improved the quality of basic education for every
Filipino by end 2015 likewise states: Schools shall
continue to harness local resources and facilitate
involvement of every sector of the community in the
school improvement process. This EFA 2015 Plan was
extended in Education for All Beyond 2015 – Agenda
2030.
School culture matter. This influence to a great
extent how well students perform. School culture is a
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creation of all the people in the school and in the
community especially that of the school heads. It can be
positive or negative. It can facilitate or adversely affect
learning. A school community must therefore strive to
create a positive culture.
While teacher leaders have always been an
important part of a school’s culture, this type of leadership
continues to gain much needed attention and momentum
in school systems nationwide.
Leaders, Born or made? Good leaders are made
not born. Effective leader-desire and will power through a
never-ending process of self-study, education, training, and
experience. (Jago, 1982).
To inspire your workers into higher levels of
teamwork, you must: be, know and do. These do not come
naturally but are acquired through continual work and
study. Good leaders continually improve their leadership
skills; they are NOT resting on their laurels.
The Meaning of School Culture
The term school culture generally refers to the
beliefs, perceptions, relationships, attitudes, and written
and unwritten rules that shape and influence every aspect
of how a school functions, but the term also encompasses
more concrete issues such as the physical and emotional
safety of students, the orderliness of classrooms and public
spaces, or the degree to which a school embraces and
celebrates racial, ethnic, linguistic, or cultural diversity.
Structures in Schools
By law, education is compulsory for thirteen years
(kindergarten and grades 1–12) and is grouped into three
levels: elementary school (kindergarten–grade six) junior
high school (grade seven – grade ten) and senior high
school (grade eleven and grade twelve)
In the Philippines, education is a public or state
function. Public elementary and secondary education is
supported by the national government, the former as
mandated by the Constitution (1987), which states that
“the State shall protect and promote the right of all citizens
to quality education at all levels and shall take appropriate
steps to make such education accessible to all”, and the
latter by Republic Act No. 6655 (Free Secondary Education
Act). Specific provisions on education upon which all
decrees, policies, regulations, and rules on education are
based, are provided in the Constitution. These are expressly
stated by way of the constitutional mandate, Presidential
decree, and other legal provisions. The objectives of formal
education at the elementary, secondary, and tertiary levels
as well as those of non-formal education are specified in
the Education Act of 1982. The Republic Act No. 6728
deals
with private education, notably by setting common
minimum WEEK NO:
physical 11 – 14
facilities and curricular
requirements for all schools and by liberalizing the
subject content of values education.
The Teacher as
1.Max Weber’s Bureaucratic
School TheoryCatalyst
Culture
Bureaucratic Theory was developed by a
German Sociologist and political economist Max
Weber (1864- 1920). According to him, bureaucracy is
the most efficient form of organization. The
organization has a well- defined line of authority. It
20

has clear rules and regulations which are strictly
followed.
Bureaucracy refers to a specialized system and
process of maintaining uniformity or authority within
an organization. Bureaucratic processes are most
common in large organizations, and government.
Criticism of Bureaucratic Organization
1. Bureaucratic organization is a very rigid type of
organization.
2. It does not give importance to human relations.
3. It is suitable for government organizations.
4. It is also suitable for organizations where change
is very slow.
5. Too much emphasis on rules and regulations.
6. The rules and regulations are rigid and inflexible.
7. There will be unnecessary delay in decision-
making due to formalities and rules.
8. Bureaucracy involves a lot of paper work. This
results in lot of wastage of time, effort and money.
2. Mintzberg’s Coordinating Mechanisms of Structure
By understanding the organizational types that
Mintzberg defines, every manger can think about
whether your company's structure is well suited to its
conditions.
1. Entrepreneurial form (simple form) - central role
for the strategic apex which directly controls activities
in the operating core with little in terms of middle line,
technostructure or support functions
2. Machine form - the force for efficiency dominates
with a large middle line as well as sizeable support
staff and technostructure that create extensive
standardization and formalization through rules and
regulations
3. Professional form - the force for proficiency leads
and is often found in professional service
organizations Adhocracy form - the force for creating
novelty and innovation in in research organizations,
political think tanks, advertising agencies and boutique
consulting firms.
4. Heterarchy - meaning that different people and
subunits are not ordered according to predetermined
differences in formal authority (hierarchy) but rather
all have the potential to be deployed as is seen fit and
in accordance to the requirements of the particular
tasks
5. Diversified form - the force for concentration creates
structure which first diversifies across different
domains (such as markets or products) and then
divisionalizes by concentrating activities within the
unit dealing with a particular domain.
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3. The DepEd Organizational Structure (based on Republic
Act No. 9155) National, Division, School
Philippines: structure of the education system
Department of Education 52, s. 2015 – New
Organizational Structures of the Central, Regional, and
Schools Division Offices of the Department of Education
In August 2001, Republic Act No. 9155 (RA 9155),
An Act Instituting A Framework of Governance for Basic
Education, Establishing Authority and Accountability,
Renaming the Department of Education, Culture and
Sports as the Department of Education, and for Other
Purposes, otherwise known as the Governance of Basic
Education Act of 2001, was issued. It provided a
framework for the governance of education,
decentralizing governance to the field, and making the
schools and learning centers the heart of the education
system. The law also established the authority and
accountability of the various organization levels of the
Department of Education (DepEd).
In October 2004, Executive Order No. 366 (EO
366, s. 2004), Directing A Strategic Review of the
Operations and Organizations of the Executive Branch
and Providing Options and Incentives for Government
Employees Who May Be Affected by the
Rationalization of the Functions and Agencies of the
Executive Branch, was issued. According to Section 2
of the said EO, the initiative aimed to: (a) focus
government efforts and resources on its vital/core
service; and (b) improve the quality and efficiency of
government services delivery by
eliminating/minimizing overlaps and duplication, and
improving agency performance through the
rationalization of service delivery and support systems,
and organization structure and staffing (Section 2, EO
21
 TEP – 001 – 18 - 202
366, s. 2004).
In December 2011, DepEd embarked on the
review and revision of its Rationalization Plan (RP)
based on RA 9155 and long-term reforms needed in the
education sector to respond to fast-changing demands
of the local and global environment.
On November 15, 2013, the DepEd Rationalization Plan
(RP) was approved by the Department of Budget and
Management (DBM). The approval included the
rationalized structure and staffing pattern of offices at
the central, regional, and schools division levels.

Rationale of the Organizational Structures

The rationalized organizational structures and
staffing patterns were a result of the thorough study of
the DepEd Change Management Team (CMT) on the
current structures, functions and staffing complement
of the DepEd offices vis-à-vis the long-term education
reforms, requirements of the learners and the changing
environment, and national government policies.
The approved organizational structures are
consistent with the provisions of RA 9155 in applying
the principles of decentralization and shared
governance to ensure accountability and relevance to
the context, and development needs of the learners
and stakeholders of the various organizational levels.
Please see the next page for the organizational
structure of DepEd.

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School Culture
Consider the following laments that I have
heard recently from school leaders: “We can't change
the grading policy—it's part of our culture.” “Public
displays of data won't work here—the culture won't
allow it.” “The parents just don't understand—you
can't change the culture by passing a law.” Each of
these statements includes the word culture, but the
meaning of the term ranges from policies and
procedures to personal preferences to deeply
embedded belief systems.
Cultural change, although challenging and
time- consuming, is not only possible but necessary—
especially in organizations in which stakeholders use
the word “culture” as a rhetorical talisman to block
leadership initiatives, stifle innovation, and maintain
the status quo. In the last decade, the education
standards movement has taught us that policy change
without cultural change is an exercise in futility and
frustration.
How do you change the culture of schools?
When it comes to lasting cultural change, four
essentials are consistent across many leadership
contexts.
First, define what you will not change. Identify specific
values, traditions, and relationships that you will
preserve. Rather than make every change a battle that
exhausts political capital and diminishes trust, effective
leaders place change in the context of stability. They
take care not to convey the message, “Everything you
have been doing in the past was ineffective, and your

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 TEP – 001 – 18 - 202
experience and professional judgment are irrelevant.” A Although education leaders must make speeches
more thoughtful message is, “I am only going to ask you and attend board meetings, leaders aspiring to change
to engage in changes that will have meaning and value school cultures will take the risk, as Superintendent Stan
for you and every stakeholder we serve.” For example, Scheer of Murrieta Valley Unified School District in
many schools have cherished traditions of excellence in California has done, of taking a turn as a substitute teacher
athletics, music, or art—traditions that can be or spending time with bus drivers at 5:00 on a frosty
threatened when the leader says that academic
morning. When the school leader puts down the briefcase
achievement must be the top priority. Effective change
and picks up a stack of trays in the cafeteria or a pile of
leaders identify and build on traditions rather than
compete with them. The trophy case bursting with
evidence of athletic championships can share space
writing portfolios for personal review, then everyone
with exceptional student artwork, outstanding science
knows that the leader takes every job in the school
projects, and superb essays.
seriously. If you believe that every job has value and
Second, recognize the importance of actions.
there is no such thing as unimportant work in schools,
Speeches and announcements are not enough. To
then demonstrate that belief through your actions.
lead challenging reform efforts, you must be willing to
Meaningful school improvement begins with
make personal changes in decision-making policies
cultural change—and cultural change begins with the
(Who has the authority to decide what?); personal
school leader.
time allocation (Which meeting invitations do you
Philippine is the world’s second-largest archipelago
accept and which do you decline?); and collegial
which consists of more than 7,000 islands. It is the only
relationships
English-speaking archipelago in Southeast Asia with a
(Do you make time to listen to the personal stories of
majority of people following the Catholic religion. The
your colleagues?).
national language of Philippine is English next to Filipino
and its uniqueness has a great impact on its
education system. The Philippine education system is
The greatest impediment to meaningful cultural
based on the American system where English is the
change is the gap between what leaders say they value
medium of instruction. Along with academics social and
and what they actually do. Staff members are not seduced
cultural aspects are also cherished by the Philippine
by a leader's claim of “collaborative culture” when every
schools.
meeting is a series of lectures, announcements, and
Culture is the foundation of education,
warnings. Claims about a “culture of high expectations”
sustainable development, and governance in culture-
are undermined when school policies encourage good
based education. Culture provides perspective,
grades for poor student work. The “culture of respect” is
methodology, principle, assessment, framework, and
undermined by every imperious, demanding, or angry e-
evaluation upon which abilities, skills, and knowledge
mail and voice mail coming from the principal. Leaders
regarding a person and the world are disseminated. It is
speak most clearly with their actions. When staff members
a teaching strategy and a philosophy of education where
hear the call for transformation from a leader whose
student learning is grounded on the unique values,
personal actions remain unchanged, their hope turns to
norms, cultural beliefs, knowledge, practices, heritage,
cynicism.
language, experiences of the community. The Filipinos
Third, use the right change tools for your school or district.
develop a great understanding, awareness, and
Christensen, Marx, and Stevenson (2006) differentiate
appreciation of their history, arts, heritage, and
culture tools, such as rituals and traditions; power tools,
geography towards the perception that will enhance the
such as threats and coercion; management tools, such as
quality of life. With the implementation of culture-based
training, procedures, and measurement systems; and
education the Philippines visualizes to progress as a
leadership tools, such as role modeling and vision. Leaders
nation of culturally empowered and literate Filipinos
must choose the appropriate change tools on the basis of a
who are committed global citizens as well as ardent
combination of factors, including the extent to which staff
nationalists and patriotic people.
members agree on what they want and how to get there.
Applying cultural values in education has a
Leaders who approach reform determined to apply a
positive effect on several elements. It nurtures the
particular change method are making the mistake of the
sense of belonging, identity, and strengthens
person holding a hammer who therefore sees only nails.
community participation; it also promotes appreciation
Fourth, be willing to do the “scut work.” In
and understanding of history and cultural heritage.
Mountains Beyond Mountains: The Quest of Dr. Paul
Cultural heritage is not only about old things but also
Farmer, a Man Who Would Cure the World, Tracy Kidder
about new objects, practices, and places which hold
(2004) describes a renowned infectious disease specialist
cultural value for recent generations. The crucial role of
and leader in international health care. Farmer has
the community’s culture carriers in teaching and
revolutionized the beliefs and practices of stakeholders
learning process is maintained. A sense of responsibility
ranging from the poorest rural villagers in Haiti to the
in valuing, developing and protecting the environment
faculty of Harvard Medical School to policymakers at the
is inculcated in children. Students develop
United Nations. Combining his extensive field experience
competencies and cultural skills which are required for
with sophisticated research and medical analyses, Farmer
interacting with people around the world. The culture
has upended traditional notions of health care. What does
instills the sense of national pride and develops an
Farmer cite as one of his secrets? The willingness to do
individual’s identity as a nation. Preserving the cultural
“unglamorous scut work.”
memory will lead to a greater understanding of the
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 TEP – 001 – 18 - 202
nation’s destiny in the global society and community of
nations.

Culture-based Pedagogy
Batangas city in the Philippines is honored with
incredible cultural heritage, predominantly Batangas
music, literature, traditions, dance, food, arts, and
values that reflect the distinctive characteristics of the
Batanguenos’ approach of life. To reinforce the learning
of student and help them attain high academic
performance

a teaching guide was developed using culture-based

pedagogy. In a study carried out at Batangas State
WEEK
University, few topics in NO:
physics15 – 18
were assessed where
culture-based pedagogy can be utilized and the aspects of
Batangueno culture were applied. For example, Karerang
BangkaThe Teacher
aspect of culture as
wasanusedOrganizational
to teach linear motion
also various other aspects were used to teach physics. The
Leader
procedure of cooking traditional food, street dancing, and
parade of floats during Batangas city foundation etc. give a
clear presentation of scientific principles of aspects of
typical Batangueno culture. Engagement in cultural The notion of teacher leadership is not new, but
activities will lead to meaningful learning experiences by recently it has been transformed. In the past, teacher
the students and also gain knowledge of Physics. This is a leadership roles have been limited in scope and
very innovative way of teaching method which will help established at the prerogative of school administrators.
students gain academic knowledge along with insights to Teachers have long served as team leaders, department
cultural aspects of the country. chairs, association leaders and curriculum developers. In
The use of cultural aspects in education may serve these roles teachers have often served as
as a new flavor that can uplift student’s interests towards "representatives" rather than "leaders" who enact
the subject matter. Furthermore, this can lead learners to change. In addition, leadership roles for teachers have
a strong connection between classroom learning traditionally lacked flexibility and required a lengthy,
experiences and their way of life. They may also develop a ongoing commitment of time and energy. Often the
spirit of patriotism, nationalism, and cultivate their strong decision to take on leadership tasks has been
sense of belongingness to the community. All this will lead accompanied by a decision to get out of teaching and
to an optimistic change to the nation. into administration.
Culture plays a noteworthy role in learning-
teaching process and serves as the origins of the teacher’s Recently, reports on the status of teacher
innovation and creativity in teaching methodologies and education have issued strong and compelling pleas for
approaches. Culture dictates the behavior of mankind and dramatically different roles for teachers and increased
it is complex formed from the history of ancient professional development While recognizing the
civilizations which is inherited to generations. In order to centrality of teaching, the reports emphasize the need
improve the educational process, there is a need to cope for teachers to extend their sphere of influence beyond
up with the challenges and stand out among others. the classroom and into school wide leadership activities.

Advocacy for teacher professionalism and

expanded leadership roles is based on the
understanding that teachers, because they have daily
contacts with learners, are in the best position to make
critical decisions about curriculum and instruction.
Moreover, they are better able to implement changes in
a comprehensive and continuous manner. The
movement to expand teacher roles is also motivated by
an ongoing need to attract and retain qualified teachers.

What is Teacher Leadership?

Teachers typically define career satisfaction in

terms of their ability to be of service to others and make
a difference in the lives of their students Similarly, the
leadership considerations of teachers are grounded in
their desire to improve the quality of teaching and
learning for all students. Studies have shown that
teachers do not subscribe to traditional definitions of
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leadership as "higher" or "superior" positions within the
organizational hierarchy. Instead, teachers view
leadership as a collaborative effort, a "banding
together" with other teachers to promote professional
development and growth and the improvement of
educational services.
Today, leadership roles have begun to emerge
and promise real opportunities for teachers to impact
educational change-without necessarily leaving the
Classroom. Teachers are now serving as research
colleagues, working as advisor-mentor to new teachers,
and facilitating professional development activities as
master teachers. Teachers also act as members of school-
based leadership teams, instructional support teams and
leaders of change efforts. In addition, teachers are forging
a number of new and unique leadership roles through
their own initiative by developing and implementing
programs they personally believe will result in positive
change.
What Do Teacher Leaders Do?
In one of the most extensive studies on the work of
teacher leaders, teachers actually did when they
assumed leadership positions designed to provide
assistance to other teachers. The practitioners found that
the work of lead teachers was varied and largely specific
to the individual context of the school. In order to be
effective with their colleagues, lead teachers found it
necessary to learn a variety of leadership skills while on
the job. Those skills included:
 Building trust and developing rapport
 Diagnosing organizational conditions
 Dealing with processes
 Managing the work
 Building skills and confidence in others
REACH MODEL FOR TEACHER-LEADERS
When taken together, the sum of the behaviors
named in the REACH model equals the type of
performance ideal teacher-leaders exemplify in their
classrooms, their schools, and their professional learning
communities.
1. Risk-Taking and Teacher Leadership – Early adapters
who are willing to try new things, teacher-leaders are
risk-takers who relish challenges and pursue professional
growth for their own satisfaction and to increase student
achievement. These teachers identify with and help
solidify the mission statement of a school even as they
contribute to the adoption of new approaches to
teaching and school improvement processes. Risk-takers
have often been called “movers and shakers” because of
their responsiveness to problems and their willingness to
participate in decision making, to “shake up” the system,
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and to tackle the status quo. Of course, classroom
teachers solve problems and make decisions every day,
but the characteristic that enables teachers to become
leaders is a take-charge attitude—an internal locus of
control—and the confidence and work ethic to set and
accomplish goals.
Why would a teacher-leader take risks? What are the
benefits of risk-taking?
Wheatley (2015) maintains, “The capacity to
create and adapt is universal. Scientists keep discovering
more species; they don’t know if there are ten million or
fifty million species. Yet each one embodiment of
innovations that worked”. Taking a managed risk by
Introducing new teaching/learning strategies hat have a
research base or participating in new systems within an
educational organization supports change and the
possibility of new paradigms or adaptations for
individuals as well as the whole. As teachers-leaders
step up and take risks, however, there are bound to be
some mistakes. But mistakes can also be learning
experiences, and support given by administration and
other teachers to make adjustments and try again can
also serve as marks of leadership recognition.
The positive impact of risk-taking for teacher
leaders must be balanced by the reality that everyone
does not value innovation or want to see the status quo
upset. The School Leadership for the 21st Century
Initiative Report asserts, “With some exceptions, the
very nature of today’s schools militates against
innovation, much less relatively free expression or
professional ‘leadership’ by anyone other than statutory
supervisors”. Teachers in this type of circumstance may
face resentment from other teachers who feel that
teacher-leaders are breaking ranks with those who
would be satisfied with maintenance of current
conditions. They may also find it difficult to identify
models or mentors who exercise teacher leadership
outside of an administrative position. Obviously, teacher
leadership is an opportunity for schools to engage in
shared leadership and relate closely to students, but
schools must also support this leadership by
professional development and a network of colleagues
who encourage risk-taking.
2. Effectiveness and Teacher Leadership - Teacher-
leaders are also effective teachers who exhibit best
practice, professional growth, and “heart” (the affective
actions of caring, mentoring, and living one’s values).
Obviously, teacher-leaders must have expertise in their
subject areas in order to establish credibility, but they
also need to be able to effectively carry out the
following activities:
• Establish connections among disciplines
• Know a variety of teaching methodologies in order
to deliver the subject to all students
• Develop curriculum consistent with subject
discipline and developmental level
• Make informed choices about textbooks and materials
• Embrace technology that enhances learning
26

• Establish relevance to students’ lives
Teacher-leaders are indeed professional educators as
well as intellectual and critical learners in the teaching
process. The depth of their disciplinary and pedagogical
knowledge empowers teachers as professionals by
providing authority and credibility with students and
other educational stakeholders. These teachers know
that their learning did not end as they began their
teaching career, but rather that teaching demands a
continued commitment to the interrelationship of
subject knowledge and educational practice. The
current emphases on teacher expertise and
effectiveness in classrooms are strongly linked to the
“standards” movement in education. Standards for
student achievement may be developed locally, by
professional associations, schools, or the government,
but their purpose is to make classroom learning tasks
clear and to
hold both teachers and students accountable for that
learning.
In a world where the most powerful resource is
information, continuing to grow intellectually is the
only way to sustain professional expertise. To this end,
effective teacher-leaders practice the following
intellectual behaviors:
• They value their continuing education.
• They assess their teaching in terms of their students’
achievement.
• They read and analyze educational research.
• They conduct action research.
• They deepen their subject discipline knowledge.
• They update their technology skills.
• They develop curricular materials appropriate to their
classes’ developmental levels.
• They scaffold tasks to allow for student success.
• They create authentic activities that promote
connections to the work world.
• They help students assume a progressive transference
to their own responsibility for learning.
Leadership, however, is not just a function of the
mind. Just as learning does not exist only as a cognitive
task, leadership also demands heart. This aspect of
leadership provides self-knowledge and the courage to
act on that knowledge. The element of “heart” is more
than beliefs and values—it is the passion that helps
define a person and his or her reality. Teacher leaders
who are influenced by heart not only care for their
students, but they also seek what is best for them and
empathize with their concerns.
“The power for authentic leadership,” according
to Palmer (2013), “is found not in external arrangements
but in the human heart. Authentic leaders in every
setting—from families to nation-states—aim at liberating
the heart, their own and others’, so that its powers can
liberate the world” While this may seem like a tall order,
it can begin simply by self-reflection and the courage to
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make choices that enhance others’ welfare. Teacher-
leaders exemplify leadership with heart by being
approachable and sharing their ideas, time, and support.
They listen closely to what others say and listen as well to
nonverbal signals that indicate distress, anxiety, or fear.
They also empathize with others and provide some
flexibility and accommodations when appropriate. The
willingness of teacher-leaders to sincerely care about
others enables them to form strong, positive
relationships and to model the values they espouse.
Sergiovanni (2015) argues that schools have a
“heartbeat,” and, “when leaders strengthen the
heartbeat, their schools become stronger and more
resilient. . .. Change begins with us—with our heart,
head, and hands that drive our leadership practice.
3. Autonomy - Autonomous teacher-leaders are not
islands unto themselves, but rather those who
display initiative, independent thought, and
responsibility. School improvement movements have
encouraged teachers to reflect on their own classroom
practice. However, teachers have not generally been
encouraged to develop and voice individual opinions
about curricular and policy matters that affect their
students or school as a whole. In the interest of their
“service” profession, too many teachers have been
made feel like servants, taking orders from distant
administrators, politicians, and special interest groups
who have no knowledge of their classrooms or the
need of the students.
Should all teachers simply act as they see fit?
Autonomy is not anarchy, and a teacher is still part of a
system. Teacher-leaders who show initiative practice
independent thought, see school curriculum outlines as
guides and standards as goals. How they choose to
design curriculum or meet national goals need not be in
conflict with the standards movement for school
improvement. National and local standards should and
do provide goals for student outcomes, but decisions
about how to address and assess those standards should
lie with professional educators within schools.
When teacher-leaders are given these types of
opportunities, they are by extension endowed with the
autonomy necessary to effectively carry out initiatives
focusing on student achievement.
What about teacher accountability?
The flip side of autonomy is responsibility. When
teachers assume decision-making roles, they assume
responsibility for decisions involving collaborative
management and their professional work lives.
Consequently, teacher-leaders must accept the
responsibility of helping with school improvement plans
and addressing students’ continuing cognitive and social
growth. In addition, they must accept responsibility for
reflection, inquiry, and improvement of their own
practice. When teacher-leaders are responsible for
themselves, they are truly empowered, finding their
power in knowledge. Teachers who challenge
themselves to undertake action research, for example,
27

enjoy a greater confidence by finding the answers they
are looking for in classroom questions. Inquiry into
educational issues and learning new instructional
methods also promotes this type of self-trust in
classroom curriculum decisions, just as sharing results
and teaching strategies with teacher’s builds
community. Responsibility, however, does not mean
accepting more work indiscriminately or doing others’
work; rather, it means organizing and performing one’s
own work as a self-manager and leader.
4. Collegiality - Teacher-leaders who promote
community and practice interactive communication
skills provide the cement needed to secure the
foundation of a school culture. The community of a
school is closely related to its culture because the
success of the community is dependent on
organizational factors and the quality of its members.
Many teachers feel the isolation of their classrooms
acutely and wish this could be changed, yet they are
reluctant to give up the privacy of that isolation or to
violate the privacy of another teacher. Teacher privacy
is the uninformed equalizer of a school, the “don’t-ask,
don’t-tell” unwritten policy within schools. It is a way to
believe that all classrooms are the same and all teachers
are the same without any data to back up this belief.
This is a myth, and teachers know it, but it is a safe myth
and one that absolves teachers of the responsibility of
assessing themselves and other members of their
profession
To ensure quality practice in schools, teachers
need to have a community that respects them as
contributing professionals. Teachers will, however, have to
accept their responsibility within this community to ensure
quality and give up the sentimental metaphor that calls a
school culture a “family.” While the notion of family
generally carries a warm connotation, it is an
inappropriate metaphor for a community of learners
because it reinforces a hierarchical system with the head
of the family (the principal) in charge of supervising and
directing the actions of the other members. In this
scenario, teachers are not imagined as the co-parents;
they are too often considered the kids. This metaphor also
fosters dependence on the principal, negating teachers’
own autonomy and putting undue pressure on an
administrator to take care of all the problems.
When teachers elect to consider themselves a
democratic community of learners and act in a collegial
manner, an interdependent atmosphere and attitude
replace a dependent atmosphere and attitude. Members
of such communities find that support and sharing break
down barriers and move conversations from problems to
possibilities. To be a teacher-leader within such a
community requires problem-solving and conflict
management skills, the ability to establish trust among
members, and an orientation toward the good of the
entire organization. While an administrator can
encourage the organization of a learning community and
even participate in it, its success will depend on the
school’s teachers showing leadership by seeking and
maintaining collegial relationships.
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As defined by Sergiovanni (2012), collegiality is reciprocal
because it involves both support and cooperation—give
and take between professionals. “What makes two people
colleagues is common membership in a community,
commitment to a common cause, shared professional
values, and a shared professional heritage. Without this
common base, there can be no meaningful collegiality”.
Collegiality is different from both a social bond among
persons who know one another well and enjoy one
another’s company, and the superficial politeness among
persons who are simply tolerating one another. True
collegiality involves work goals and organizational identity
that are shared, so that working together for the common
good follows naturally. Clearly, collegial leadership
necessitates building professional respect for individual
effectiveness and strong, interactive communication.
Teachers must be able to trust the competencies and
intentions of other members of a collegial learning
community. When all teachers see themselves as leaders,
however, these competencies and intentions are already
part of their professional identities, so they are more
easily accessed and shared.
As described above, collegiality not only achieves
organization goals, but it produces social capital as well.
First described by James Coleman, social capital is one of
three forms of capital: financial, human, and social.
Financial capital is based on money and other assets,
while human capital is the sum of a human’s knowledge
and skill. Generally, educational institutions focus on
human capital. However, Gary Wehlage, as interviewed
by Lockwood (1996), explains that social capital is
fundamental to finding true colleagues and imperative
for creating relationships with all educational
stakeholders: Social capital cannot be possessed like
financial and human capital can. Social capital adheres in
the set of relationships among people—and those
relationships are productive to the extent that they are
based on a common set of expectations, a set of shared
values, and a sense of trust among people. Where social
capital is weak, there are conflicting values and a
significant lack of trust
In schools, leadership teams that seek social
capital can break through barriers of superficiality and
bias to create trust in relationships. Then a teacher-
leader can be confident that his or her colleagues are
reliable, fundamental values are shared, and collegiality
has been established.
5. Honor - Teacher-leaders demonstrate integrity,
honesty, and professional ethics because they
understand that teaching and leadership are both linked
to intent. Teacher-leaders are not just good teachers;
they are good people. Teachers are often uncomfortable
when educational conversations turn to values, but the
purpose of any academic standard is ethical, centering
on the greatest good for students. Moreover, the
question so many teachers ask themselves— “Why am I
doing this?”—has its base in professional and personal
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integrity, as they try to offer the best teaching in order
to facilitate the best learning. The late Ernest Boyer
(2012), pointed out that as schools combat ignorance,
they are in the business of teaching values: “Working
hard, getting to school on time, completing assignments,
and respecting teachers are all values that go to the very
heart of education”
These same values go to the purpose of teacher
leadership. A flashy personality can
sometimes masquerade as leadership, but
ultimately, people want their leaders to have strong
personal character and to treat others with respect
and dignity. This perspective refutes control
management systems in favor of a relationship-
oriented approach. A relationship oriented approach
means moving beyond convivial relationships with
peers, students, and administrators to personal ones.
Waldron, Collie, and Davies (2010) write about
teaching and school as a moral activity, noting that
power and authority when used to simply control
must be replaced by leadership that “must invite,
inspire, and accompany young people in their learning,
in their process of becoming”. Fullan (2013) echoes
these sentiments: Moral purpose of the highest order is
having a system where all students learn,
the gap between high and low performance becomes
greatly reduced, and what people learn enables them to
be successful citizens and workers in a morally based
knowledge society.
While this moral purpose is the business of all
educational stakeholders, teacher-leaders who are in
direct contact with students and the curriculum with
which they are educated are best situated to relate to
and lead students in this direction.
Discussions about the ethics of teaching
professionals are not meant to place one person’s set of
personal values above another’s. The ethics of teaching
are currently based in what is termed a “public ethic”:
those values and beliefs appropriate in a liberal
democracy such as fairness, integrity, justice, liberty, and
so on. However, the application of these ethical
considerations also extends to presenting the best
scholarly and ethical standards of a teacher’s discipline
and educating students’ moral sensibilities. Nel Noddings
(2013) finds that moral life is completely relational; “from
this perspective, even the self is relational. A
relational view weakens and blurs the distinction
between egoism and altruism, because much of what we
do for others strengthens the relations of which we are
part and, thus, our selves”. Teacher-leaders who have
taken care to establish relationships with their students
can teach ethical values and develop their own ethical
character at the same time. For example, if a teacher
does not download, share, or pirate computer software
or music files illegally, he or she teaches about honesty
without saying a thing.
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Transformational Leadership
What is Transformational Leadership?
Transformational leadership is a model of
leadership used across the spectrum of politics,
education, entertainment, finance, technology, and
other industries.
“When you look at people that are good
examples of transformational leaders, you think of the
people that have had an impact, whether that’s on an
organization or on the country,”. “These are the people
that can rise to any challenge and bring everybody
together collectively to make a difference.”
This transformational approach to leadership
relies on encouraging and motivating followers to
participate in molding a successful future for an
organization. This often includes establishing a group’s
common purpose—a concept rooted in an organization’s
official “vision” and “mission,” which are two aspects
leaders use to help define and outline goals. “[Vision]
tells me where I want my organization to be in the future
and why. [Mission] explains the reason for my
organization’s existence—its purpose.”. No organization
can succeed without a clear vision and mission and that
both are vital aspects for leadership to establish early on.
It is believed that a truly transformational leader
can enter a struggling or stagnant organization, analyze
the circumstances, and articulate needed improvements
almost immediately. He or she should then be able to
guide the organization in defining or redefining its core
values in a way that unites the group in a common
effort.
At the most basic level, transformational
leadership is used to inspire employees to look ahead
with a focus on the greater good and to function as a
single unit with a common goal in mind. It is not until a
leader can accomplish these steps that a successful
transformation can begin.
Qualities of Transformational Leaders
Educators considers transformational leaders to
be people who can bring an organization together “to
understand a common purpose and motivate in a way
that creates an organizational culture focused on
success. “These types of leaders commonly possess a
particular set of traits and characteristics.
A transformational leader is:
 Visionary
 Team-centric
 Engaging
 Inspiring
 Inclusive
 Emotionally Intelligent
 Collaborative
Leaders who have these skills are also commonly
charismatic, empathetic, motivating, Stein says. On a
personal level, they possess strong ethical values. They
29

strive to put their teams before themselves without ever
thinking about their own power or how their actions will
benefit them personally moving forward.
As part of a team, transformational leaders have an
innate ability to understand people, define each team
member’s goals and aspirations, and bring everybody
together to make a difference. They are also likely
visionary in their own way of thinking and possess
communication skills that allow them to not only
articulate their thoughts clearly, but to do so in a way
that is inspiring to others.
Transformational leaders must also be able to
create a positive work culture for their employees. This
requires they assemble the right group of people on a
team and create a collaborative environment in which
individuals are free to work together, express their
thoughts and opinions, and feel safe to share any
creative and innovative ideas that might benefit the
organization.
An effective transformational leader as one who is,
“always focused on making the organization the best
that it can be.” This includes asking for opinions,
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gathering ideas, and making sure that every person on
the team feels included, heard, and valued.
Most transformational leaders are found at the
executive levels of organizations because, “they have to
be in a position of responsibility to impact the success of
their organizations,
How to Embrace Transformational Leadership in Your
Workplace?
Given the many benefits of a successful
transformational leadership strategy, it is no wonder so
many employees feel inspired to practice these skills and
incorporate these values into their work. Academics in
the leadership community, however, are divided on
whether “choosing” to be a transformational leader is
that simple.
“The ‘Great Man Theory’ is based on the idea that
people are born with leadership skills,”. For this reason,
many in the community operate under the belief that the
qualities required to be a successful transformational
leader are not ones that can simply be taught.
Those on the opposite side of the argument,
however, believe that society has, “since transitioned to
the idea that leadership can be learned,”. From this view,
practitioners believe that “The transformational
leadership model challenges a bit of both.”
While many believe the core qualities of a
transformational leader—such as charisma and empathy
—are ones that people are either born with or are not,
with hard work and an honest desire to improve an
organization, there are some transformational leadership
skills that many individuals can learn to embrace.
Use the following tips to explore transformational
leadership and learn the ways you can apply its methods
to your workplace.
1. Work on Yourself as a Leader - Before you can start
making changes to your team and your organization, it’s
important to look at how you function as a leader.
Successful transformational leaders are empathetic,
charismatic, and inspirational. These traits may not
appear to be learnable, but there are steps you can take
as a leader to develop them.
Empathy–Take the time to sit down and get to know the
people you work with on an individual level and in a
context that’s broader than just their role in your
organization. Ask about their backgrounds, their personal
goals, and even the concerns that weigh heavy on their
minds from day-to-day. You may walk away from this
exercise with a better understanding of how they will
react to change in the organization, how to approach
feedback with them, or even what tactics and tools can
be used to motivate them. At the very least, taking time
to connect with them on a personal level should allow
you to put yourself in their shoes much more easily,
anecessary factor when determining how best to inspire
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them. your workplace

Charisma—In leadership coach Olivia Fox Cabane’s book

titled “The Charisma Myth,” she outlines a set of tactics
anyone can use to become a more charismatic person.
These tactics include being present in every situation,
neutralizing negative thoughts, dressing to impress,
mirroring body language, and more. Books like this,
while not fool-proof guides, do offer future leaders
struggling to find their natural charm a starting point for
improvement.

Inspiration–There are dozens of guides on how to

inspire and motivate, and each offers a variety of viable
tools and methods for doing so. For example, this piece
outlines nine creative approaches to inspiring people—
listing everything from actively listening to using high-
powered talent when trying to motivate. However, at
the center of all this advice is simply the idea that you
must approach every situation with the greater good of
the organization in mind. Leaders who truly conquer this
skill naturally create a level of trust and accountability
among their team, which allows those being led to feel
safe and secure in choosing to follow.

2. Create the Proper Culture in Your Workplace –

School culture is an increasingly important aspect of an
teacher’s overall work experience. For that reason,
teachers tend to put a lot of time and energy into
establishing a work environment that their colleagues
can enjoy, incorporating perks, events, and benefits in
an effort to make each individual feel appreciated by the
organization and thus motivated to work harder.

Putting a similar emphasis on culture from a

transformational leadership perspective can go a long
way in your workplace. Not only is it important to make
sure your team feels appreciated and respected, but
those wishing to utilize transformational methods must
also take the time to ensure the environment is one
which encourages collaboration, innovation, and
communication. Establishing each of these will help to
create the collective enthusiasm among your team that
is necessary for a successful transformation.

Collaboration—Transformational leadership is based on

the idea that all employees should be working together
towards a singular, common goal within an organization.
It is vital that leaders create a collaborative environment
in their workplace to accomplish this. Whether this
means working as larger groups on projects very clearly
tied to the achievement of that common goal, or simply
ensuring employees can see how their own daily work
contributes to the greater goals of the school,
establishing these methods of collaboration early on will
help set your organization up for success.

Innovation—More often than not, the most creative

ideas will come from employees within your
organization who are spending the most time with your
product or services every day. Embrace the
transformational leadership method by making sure
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issues.
culture encourages the sharing of suggestions,
improvements, and ideas from team members at every
tier of the school.
Communication—Ensure that every member of your
team not only feels comfortable enough to voice their
opinions and share their innovative ideas, but that they
know what they have to say will be heard and valued.
This starts with you, as the leader, establishing a flow of
open communication with your employees.
3. Practice Identifying and Facilitating Core Values – The
first (and often most significant) impact a
transformational leader can make occurs by defining and
clarifying an organization’s values. This may come in the
form of cleaning or updating its mission and vision
statements or simply ensuring there is a clear difference
between the two. Transformational leaders can step into
a new organization, identify what isn’t working, and
come up with a strategy and set of recommendations to
solve it.
In order to begin to formulate these skills,
aspiring transformational leaders should simply begin to
familiarize themselves with this type of process. Identify
the vision and mission of your current organization and
begin to draw conclusions to determine if, from your
position, those values are being supported by every
division within the company. If they are being supported,
try to identify what strategies executives are utilizing to
accomplish this. You may also consider these leaders as
potential coaches and mentors and work to mirror their
leadership styles. If they aren’t, consider ways you might
approach rallying the organization together to reach
those common goals. While it is important to be wary of
your company’s leadership infrastructure and how they
may react to such suggestions, Stein encourages aspiring
leaders to remember that, “transformational leaders
don’t wait for change to happen—they create it.”
Five Common Leadership Styles
1. Transformational Leadership – These highly influential
leaders serve as role models to inspire others. Defined by
leadership studies scholars Bruce Avolio and Bernard
Bass, this leadership style involves improving the morale
and job performance of team members by connecting
with their sense of identity and the collective identity of
the organization. A transformative leader is a visionary
who inspires others and encourages critical thinking and
innovation. Examples of transformational leaders include
politicians like Winston Churchill and business visionaries
like Steve Jobs.
2. Participatory Leadership – Leaders who employ this
hands-on style seek to bring a more democratic
dimension to management instead of utilizing a
traditional top-down approach. This leadership style
recognizes that employees are stakeholders in the
organization and are entitled to their own voice.
Participatory leaders empower employees who will be
most affected by certain decisions to have participation
and/or decision-making capabilities in addressing those
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3.Value-based Leadership – Value-based leaders
guide their teams by encouraging others to act in
accordance with the organization’s shared core values.
Instead of focusing exclusively on metrics, values-based
leadership drives positive change by emphasizing the
organizational mission and purpose. This means having
a leader who “walks the talk” and upholds the founding
principles of the organization. This type of leader is
driven by his or her core values which are modeled and
aligned with company values.
4.Situational Leadership – This model was developed by
business consultant and bestselling author Ken
Blanchard and behavioral scientist Paul Hersey. It is a
framework for leaders to match their behaviors to the
performance needs of those they are working to
influence. The Center for Leadership Studies explains
that situational leaders must have the ability to:
 Diagnose an individual’s performance readiness to
complete a specific task
 Adapt leader behavior based on the diagnosis
 Communicate an influence approach in the
manner that followers can both understand and accept
 Advance by making the move toward higher
performance
5. Servant Leadership – Servant leaders enrich the
lives of others by focusing on building better
organizations and ultimately creating a world that is
more caring and equitable. First coined by Robert K.
Greenleaf, the term servant leader refers to a person
who makes a conscious decision to aspire to lead in a
way that places other people’s needs as their highest
priority. The servant leader dedicates himself or herself
to the growth and well-being of people in the
community. Instead of focusing on accumulating power,
this leader shares power and helps others perform as
highly as possible.
Evolutionary Leadership Theory (ELT)
Evolutionary Leadership Theory analyses leadership
from an evolutionary perspective. Evolutionary
Psychology assumes that our thinking, feeling and doing
are the product of innate psychological mechanisms.
These mechanisms have evolved because they enable
people to effectively deal with situations that (directly or
indirectly) are important for survival and reproduction
(reproductive success).
Evolutionary leadership theory (ELT) argues that
humans possess specialized psychological mechanisms
for solving coordination problems through leadership
and followership. We discuss the evolutionary functions
and psychological processes underlying leadership, and
how to study leadership and followership from an
integrated evolutionary perspective. An evolutionary
perspective offers novel insights into major barriers to
leadership effectiveness in organizations. These
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obstacles include (a) mismatches between modern and
ancestral environments, (b) evolved cognitive biases
affecting leader selection and decision-making and (c)
innate psychological mechanisms designed to dominate
and exploit other individuals. Understanding the evolved
psychological mechanisms underlying leadership, in
terms of adaptive functions, mismatches, and
psychological processes, is critical for the development
and integration of leadership theory, research, and
practice.
The theory distinguishes itself from other theories of
leadership by stating that:
 leading and following are adaptive behavioral
strategies that have evolved to solve social
coordination problems in ancestral groups (e.g.
moving to new areas, big game hunting or
conflicts with other groups).
 the relationship between leaders and followers is
fundamentally ambivalent. The leader can abuse
his position of power for his own benefit at the
expense of others.
 modern organizational structures are sometimes
inconsistent with innate psychological
mechanisms of leading and following. This
inconsistency is one possible explanation for the
problems in the relationship between managers
and subordinates in modern organizations.
Barriers to improving leadership:
Evolutionary leadership theory produces several
novel insights into obstacles that need to be overcome to
improve the quality of leadership in modern work
organizations. These include:
(a) mismatches between modern and ancestral
environments, the discrepancy between modern and
ancestral environments potentially creates mismatches
between aspects of human evolved psychology and the
challenges of modern society. This may well be the
underlying cause of a wide range of problems causing
failures in leadership and organizational management.
Mismatches can pertain to both the selection of leaders
and to their functioning and effectiveness in modern
organizations. Consider the selection of leadership in
modern organizations. This is often a top-down process in
which managers at a lower level are appointed by
managers at levels higher up in the hierarchy. Or
individuals are ‘‘flown in’’ from outside the organization
to be appointed as managers. The selection process for
leaders consists of an assessment of an individual
candidate’s personality, skills, and competencies based
on some formalized tests, their CV, and an interview,
usually with individuals higher up the hierarchy rather
than with the subordinates whom they may lead. There is
some evidence that we are still stuck with these biases
for ancestral leader proto- types. For example, height is
one of the more consistent predictors of leadership
emergence in business and politics. Taller individuals are
perceived as higher in status, have higher levels of
educational achievement, higher starting salaries, earn
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more money across their careers, and occupy higher
positions in organizations. There is no obvious reason
why height and physical formidability would still gain
individuals a leadership advantage in modern
organizations. So selection on these cues seems to
represent a mismatch
(b) evolved cognitive biases affecting leader selection
and decision-making; Leaders often make decisions on
behalf of their group and any biases in their decision-
making will have great implications for the organizations
that they lead, both positive and negative. Both
historically and today one of the most critical problems
faced by groups is how to best assess whether aspiring
leaders possess the talents and skills necessary to lead
the group towards their goals. As such, people are highly
sensitive to displays of competence and one such
display is that of confidence. Beyond confidence in one’s
actual abilities, overconfidence too appears to offer
advantages to aspiring leaders, resulting in higher social
status ELT suggests however that within contemporary
organizations the cost to benefit ratio associated with
overconfidence in leadership selection is such that
modern leaders are likely to be particularly prone to this
self-evaluative bias. Within ancestral environments, the
costs associated with falsely attributing confidence to
competence (i.e., overconfidence) would have been
kept in check. Overconfidence in leadership would have
been a regulated problem, as individuals could easily
cease following overconfident leaders who provided
more harm than benefit to groups
(c) innate psychological mechanisms designed to
dominate and exploit other individuals. A third barrier
to effective leadership, according to ELT, stems from the
competition inherent to the process of evolution via
natural selection. An individual’s reproductive success is
always relative: How well does an individual with a
particular trait do compared to other individuals with
alternative traits? Because natural selection operates on
variation between individuals, one person’s gain in
reproductive success is often another person’s loss. An
implication is that humans have evolved psychological
mechanisms designed to dominate and exploit others,
ascend social hierarchies, and prevent rivals from
achieving dominance, where the strongest and most
determined individual in the group, usually a male,
prevails and controls group resources and directs group
activities.
There are various mechanisms that enable leaders to
increase or consolidate their power that are deeply
rooted in our evolutionary leadership theory
 First, individuals can achieve power through
corruption, bribery, or nepotism.
 Second, leaders can consolidate their powerbase
through providing public goods generously to followers.
 Third, leaders can strengthen their position through
winning an intergroup competition.
 Fourth, leaders can dominate groups by controlling
the flow of information within an organization.
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 Finally, leaders might decide to get rid of rivals in
order to consolidate power.
Seven Competencies of Evolutionary Leadership
1. Personal Evolution
Personal Evolution Competency supports leaders
in developing a complexity of consciousness and a new
worldview through becoming a different kind of observer
of the world.
Most of our leaders operate from conventional
mind influenced by the tribal mindset that makes people
put their tribe’s survival first and consider their tribe’s
culture as the main point of reference for understanding
and dealing with our complex world.
Developing Personal Evolution Competency
requires continuous efforts towards understanding our
human nature and consciously evolving our mindset to
embrace the complexity of the world and transcend
limiting beliefs and assumptions that undermine our
ability to build a more just, sustainable, and flourishing
world.
2. Emotions & Generative Language
Evolutionary Leaders use the power of emotions
and language to bring forth new realities. This
competency invites leaders to master their emotions in a
way that sets the foundation for healthy relationships, for
caring, for seeing the other as a legitimate other and for
setting the context for generative dialogue.
This competency also includes developing
philosophical understanding of language and its
relationship with emotions which facilitates conscious
articulation of new possibilities and empowers leaders to
declare bold stands and purposes for a just, flourishing,
and sustainable world. Though developing deeper
understanding of humans as emotional and linguistic
beings, language becomes a powerful tool that shapes
human reality and elicits commitments to effective
action.
Evolutionary Leaders use this powerful
generative language to facilitate the emergence of new
historical narratives, a new story of life and human
beings that promotes meaning, purpose, solidarity
among people, and harmony with our natural world.
3. Systems Thinking
We need to be aware of the fact that we exist
within a multiplicity of systems: natural systems, living
systems, social systems, and technological systems, to
name a few. This competency enables leaders to see
systems, design new ones, and influence those systems
toward systemic sustainability.
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Systems Thinking offers powerful tools for
observing the dynamics and outcomes of systems. It is
a
discipline for seeing the whole not just parts, a method
for seeing visible and invisible causes of our world
problems.
Our world problems are often diagnosed as
isolated issues: poverty, hunger, energy, war, population
growth, climate change, deforestation, human rights,
etc. are often understood and treated in isolation,
instead of as part of a larger system. Most of our leaders
in corporations, NGOs, and governments deal with parts
of the system and have a short-term understanding of
the behaviors of complex systems.
Systems Thinking enables leaders to influence
the dynamics of these systems and it can direct their
ability to design new social and technological systems to
promote justice, well-being, prosperity, and harmony
with nature.
4. Systemic Sustainability
Most people think of sustainability exclusively as
an environmental issue. Systemic Sustainability defines
sustainability as a macro-complex system made up of
three important sub-systems: Environmental
Sustainability, Human Sustainability, and Institutional
Sustainability. Each one of these sub-systems supports
the existence of the other two which makes all three
sub- systems mutually interdependent. Together, the
three sub-systems bring forth an emergent complex
new system: sustainability as a coherent property that
supports the well-being of all three systems.
We human beings are now the stewards and
caretakers of our systems. This is a big responsibility and
the sooner we understand it and confront this challenge
the better our chances are a species not only to survive,
but to build a just, sustainable, and flourishing world.
Understanding the concept of Systemic Sustainability
and mastering tools and techniques that allow every act
of design be assessed based on its implications on
environmental, human, and institutional sustainability
enables Evolutionary Leaders to make a lasting impact
on a global scale.
5. Ontological Designing
Ontological Designing is a discipline for consciously
designing our lifeworld’s, our institutions, our products,
our processes, and our self, so that they contribute
toward the futuring of sustainment of life on this planet.
At the foundation of Ontological Design there are three
basic principles:
1. The human world that we live in is a product of
human design. We are all designers of our world, no
matter if we want it or not
2. The world we live in designs us, so everything we
design eventually comes back and designs us
3. Most of the time we are not aware of what we are
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designing – changing that gives us power to effectively
design ourselves and the world around us
EDUC 3: The Teacher and the Community, School Culture and Organizational Leadership | 2nd semester, AY 2020-2021
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4.Ontological Design is a powerful distinction and a powerful
discipline that can be used for good or for bad.
Evolutionary Leaders develop skills and capacity
to identify, leverage, and influence the feedback
loop between one’s worldview and the cultural,
institutional, and physical context, and use this
power to design new realities in an ethical,
sustainable, and future-focused ways.
6. Adaptive Work & Collaboration
An adaptive challenge is a challenge that involves
a disparity between values and circumstances, a
challenge in which learning must occur for an effective
solution to be found. Our world today is full of adaptive
challenges, and our leaders often misdiagnose these
challenges and treat them as technical problems that
they think they already know the answers to, which
causes the problems to persist. Global poverty, hunger,
climate change, energy, nuclear proliferation, and many
others are examples of adaptive challenges.
Adaptive work requires that people confront
tough issues, confront losses, change of values, make
choices, while staying open to finding new solutions
together instead of trying to find experts who “know it
all”. Therefore, collaboration is the fuel for the engine of
adaptive work. Evolutionary leaders need to develop
skills and capacity to identify and engage stakeholders in
a way that facilitates addressing adaptive challenges.
7. Evolutionary Visions, Scenarios, and Wisdom
This competency supports leaders in
understanding our evolutionary history as living systems,
and as human beings. It also invites us to develop
wisdom in order to make the right choices for our future.
Wisdom asks you to consider the importance of those
actions, the choices, and the long term consequences of
those actions.
Evolutionary Leaders think in terms of
evolutionary time, and use their understanding of
evolutionary principles to design and direct the process
of human evolution. They can think strategically in terms
of 10, 25, 50, or 100 years or more to envision that we
can design and build a better world.
Besides knowing history and understanding
principles of our evolution, designing scenarios and
visions of a just, sustainable, and flourishing world
required an ability to break off the tenets of the past and
look into the highest possibility of the future.
Evolutionary leaders must work within the creative
tension, of solving immediate tough local and global
problems, like poverty, hunger, climate change, and also
working from the future, not just problem solving, but
also being designers of new institutions, new futures.
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Instructional Leadership
Instructional leadership is generally defined as the
management of curriculum and instruction by a school
principal. This term appeared as a result of research
associated with the effective school movement of the
1980s, which revealed that the key to running successful
schools lies in the principals' role. However, the concept
of instructional leadership is recently stretched out to
include more distributed models which emphasize
distributed and shared empowerment among school
staff, for example distributed leadership, shared
leadership, and transformational leadership.
Models of Instructional Leadership
An indirect-effect model where principals directly affect
student outcomes without mediating variables.
A mediated-effects model where principals indirectly
affect student outcomes through mediating variables
(e.g. features of school organization, teachers, and staff.
Reciprocal-effects model where principals and features
of the school have an interactive relationship
Role of instructional leaders in three dimensions:
1) Defining the school mission, their analyses of a
leader's role in defining the school mission focuses on
two functions: framing clear school goals and
communicating clear school goals.
2)Managing the instructional program, in the area of
managing the instructional program, principals have
three functions: supervising and evaluating instruction,
coordinating curriculum, and monitoring student
progress.
3) Promoting a positive school-learning climate. in
regards to promoting a positive school-learning
climate principals have five functions: protecting
instructional time, promoting professional development,
maintaining high visibility, providing incentives for
teachers, and providing incentives for learning.
Six Functions of Instructional Leadership related to
Teacher and School Effectiveness:
1) Staff development: recruitment, in-service
education, and staff motivation,
2) Instructional support: organized activities to
maintain an environment geared towards improving
teaching and learning,
3) Resource acquisition and allocation: adequate
learning materials, appropriate facilities, and skilled
support personnel
4) Quality control: evaluation, supervision, rewards,
and sanctions,
5) Coordination: activities that prevent cross-purposes
or duplicate operations, and
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7.) Troubleshooting: anticipation and resolution of
problems in school operation.
Baldanza’s Model of 21st Century Instructional
Leadership
Broad Theory of Action
If schools and districts model, foster, and insist upon
strong advocacy for each student and leadership is used
as a catalyst for improved teaching and learning;
 with an adult professional culture where
everyone knows their purpose and goals, and
treats others with respect due to full partners;
 with continuous improvement of teaching
expertise based on student academic, social,
physical, and moral needs; and
 with a deliberate focus on results and teamwork
where collaborative problem solving is the
established norm;
Then schools and districts will be forward leaning,
responsive, productive, purposeful places where learning
flourishes in and for each student.
Theory of Action #1: Strong Advocacy and Leadership
If we develop, advocate, and enact a shared school
mission, vision, and core values focused on each student;
and
 we strive for equity and cultural responsiveness
while managing resources toward goals and
improved outcomes;
 we lead a learning community with an
understanding of change management; and
 we foster productive and trusting relationships
among and between stakeholders; and
 we have our own personal learning network and
mentor;
Then our advocacy and leadership will be a strong
catalyst for improved teaching and learning for all.
Theory of Action #2: Adult Professional Culture
If we act ethically and according to agreed-upon
professional norms and insist that others do the same;
and
 we cultivate a caring and inclusive culture based
on ethical practice keeping students front and
center; and
 we apply adult learning theory to develop
capacity in others and support professional
learning; and
 we provide opportunities for collaboration and
job-embedded learning; and
 we coach and mentor others to support
modeling, questioning, and observing practice;
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Then everyone knows their purpose, roles and

responsibilities and is a full partner in the life of the
school.

Theory of Action #3: Continuous Improvement of

Teaching Expertise

If we develop and support rigorous curriculum,

instruction, and assessment and accept no excuses for
inaction and failure; and

 we refocus teaching after assessing and redesign

priorities around instructional needs; and
 we embrace and incorporate digital tools to
enhance collaboration and communication; and
 we visit classrooms frequently and deliver
meaningful feedback to students and teachers; and
 we foster curricular coherence and innovation that
links goals, learning tasks, and assessments around the
mission, vision, and core values;

Then we have established a forward-thinking culture

focused on the current and future needs of each student.

Theory of Action#4: Results-Oriented Teams

If we engage a professional learning community,

including varied stakeholders, in meaningful work; and

 we monitor and support high quality, standards-

aligned curriculum, instruction, and assessment;
and
 we design acceleration, not remediation, models
of support for students and teachers; and
 we collect and analyze performance data to
make instructional and support decisions; and
 we identify and develop teacher leaders
including models for induction and mentoring;
Then our teams can be high functioning problem s s
solvers with accountability and authority to make
shifts and decisions that support each student.
Let’s have some fun with this model to help
understand its potential. I separated the verbs and the
concepts from the theories of action. It makes an
impressive list of attitudes, skills (verbs), and knowledge
(concepts) the 21st century educational leader must
have to analyze, enhance, and increase staff and student
performance!
EDUC 3: The Teacher and the Community, School Culture and Organizational Leadership | 2nd semester, AY 2020-2021
To demonstrate the overlap and connectivity of this
model, take a verb from the first column and pair it with
each concept from the concept section. Do that with the
second verb, third verb, and so on. Every verb can be used
with every concept and slightly shifts the meaning to
become an equally important or more important idea.
Examples are:
 Model strong advocacy. Model leadership. Model
being a catalyst. Model an adult professional
culture. Model purpose. Model goals. Model
partnerships. Model continuous improvement.
Model teamwork…. Model shared decisions.
 Foster strong advocacy. Foster leadership. Foster
being a catalyst. Foster an adult professional
culture. Foster purpose. Foster goals. Foster
partnerships. Foster continuous improvement.
Foster teamwork…. Foster shared decisions.
 Embrace teamwork. Embrace equity. Embrace
learning communities. Embrace digital tools.
Embrace collaboration. Embrace strong
advocacy. Embrace leadership. Embrace ethical
practice. Embrace innovation…Embrace shared
decisions.
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just say you need to work on building better ones. Either
provide an example that you have created or co-create
an assessment together.

Teach a Class This can be accomplished regularly during

the year or by co-teaching with both struggling and

10 Strategies to Improve Instructional Leadership

Get in Classrooms More This seems so easy, yet it

remains a constant struggle. Begin by increasing the
number of formal observations conducted each year
and commit to a schedule to get them all done. We
formally observed each of our teachers three times a
year regardless of experience. Another successful
strategy is to develop an informal walk-through
schedule with your leadership team. I mandated five
walks a day for each member of my team, and we used
a color-coded Google Doc to keep track of where we
visited and the specific improvement comments
provided to each teacher.

Streamline Expectations and Eliminate Ineffective

Practices Begin with establishing a common vision and
expectations for all teachers. We did this by using
the Rigor Relevance Framework, which provides all
teachers with consistent, concrete elements to focus on
when developing lessons. Get rid of the dog and pony
show ritual of announced observations. If lesson plans
are still collected, ask for them to demonstrate what will
be done two weeks into the future. Consider less of a
focus on lesson plans and more on assessment. Collect
and review assessments two weeks into the future.

Improve Feedback Provide at least one suggestion for

improvement no matter how good the observation
is. There is no perfect lesson. Suggestions for
improvement should always contain clear, practical
examples and strategies that a teacher can begin to
implement immediately. Timely feedback is also
essential.

Be a Scholar Being a scholar not only helps you as a

leader to improve professional practice, but it also puts
you in a position to have better conversations with your
teachers about their own improvement. This adds a
whole new level of credibility to post-observation
conferences. I made a point of aligning every piece of
critical feedback to current research. As you come
across research that supports the types of effective
pedagogical techniques that you wish to see in your
classrooms, archive it in a document that you can refer
to when writing up observations. I spent each summer
as principal reading, researching, curating, and adapting
this research for use during the school year. It not only
saved me time when it came to writing up observations,
but it also greatly improved my relationship with my
staff as the instructional leader.

Model Don’t ask your teachers to do anything that you

are not willing to do yourself. This is extremely
important in terms of technology integration in the
classroom and professional learning to improve practice.
If a teacher is struggling with their assessments, don’t
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distinguished teachers. During my first couple of years as
an administrator, I taught a section of high school
biology. This is leading by example at its best. It also
provides a better context for the evolving role of the
teacher in the digital age. An instructional leader who
walks the walk builds better relationships with staff and
in turn will be in a much better position to engage staff in
conversations to improve instruction.

Grow Professionally Attend at least one conference or

workshop a year that is aligned to a major initiative or
focus area in your school or district. Try to also read one
education book and another related to a different field
such as leadership, self-help, or business. So many
powerful lessons and ideas can be gleaned once we
venture outside the education silo. To compliment
traditional means of professional learning, work to create
or further develop a Personal Learning Network. Social
media provides a 24/7 pathway to ideas, strategies,
feedback, resources, and support that every educator
should take advantage of in the digital age.

Write in Order to Reflect Like many other connected

educators, writing has enabled me to process my
thinking, resulting in a more critical reflection of my work
in relation to teaching, learning, and leadership. Our
reflections not only assist us with our growth, but also
can be catalysts for our staff and others to reflect on their
own practice or grow professionally. Having teachers
write a brief reflection prior to the post-observation
conference is a great strategy to promote a conversation
on improvement that isn’t one-sided.

Integrate Portfolios Portfolios were a requirement for my

teachers and complimented our observation process
nicely. They provided more clarity and detail on
instruction over the entire course of the school year.
Portfolios can include learning activities, assessments,
unit plans, examples of student work, and other forms of
evidence to improve instructional effectiveness. They can
also be used to validate good practice.

Co-Observe During the first quarter of each year, I co-

observed lessons with members of my administrative
team. This was invaluable for many reasons. For one, we
were able to take advantage of two sets of eyes during
observations, as some things will always be missed when
done solo no matter how much experience you have. This
also allowed me to work with my team to help them
improve their own instructional leadership. It also helped
me improve, as every conversation helped me to further
reflect on what I saw. Nothing is more important than
ensuring quality learning is taking place in our
classrooms. These ten strategies can be implemented
immediately to improve your instructional leadership.
Like all lists, there are many great strategies that I
missed. With that being said, what would you add to the
list?

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