THE TEACHER’S ARCHIVE 2021-2022 CvSU-INDANG/ EDUCATION CIRCLE

Cavite State University-Indang

Education Circle
2021-2022

THE TEACHER’S ARCHIVE

The Teacher and the Community, School Culture, and Organizational Leadership
EDUC 60

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Fabrero, Teri Anne Arguero (BSED SCIENCE 1-1)

Oleta, Gliecy Olido (BSED SCIENCE 1-1)

Cabansag, Roche Anne C. (BESED FIL 3-2)

Micosa, Mark Raven B. (BESED FIL 3-2)

Calaranan, Jhann Jefferson A. (BESED ENG 1-1)

Reyes, Allissa Irish D. (BESED ENG 1-1)

Palapas, Jolina (BEED 1-2)

Pestaño, Meynard (BEED 1-2)

Project Heads:

PYAR CHING KIMBERLY NICOLE TAN

Vice Chairman-External Auditor

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CvSU Vision Republic of the Philippines CvSU Mission

The premier university CAVITE STATE UNIVERSITY Cavite State University shall provide
in historic Cavite
recognized for excellence
Don Severino de las Alas Campus excellent, equitable and relevant educational
opportunities in the arts, science and
in the development of Indang, Cavite technology through quality instruction and
globally competitive and relevant research and development activities.
morally upright individuals. It shall produce professional, skilled and
morally upright individuals for global
competitiveness.

Acknowledgement of Responsibility

DISCLAIMER
This document is strictly confidential. Any review, retransmission, dissemination or other use of, without the prior written
consent of Education Circle of Cavite State University-Indang is prohibited.

Informed Consent
I understand that my participation is voluntary and that I am free to withdraw at any time, without cost. I understand that I
will be given a copy of this consent form.

I voluntarily agree to take part in this academic matter.

Participant’s signature: Mr. JOHN ERICKSON R. BULAN Date: March 23, 2022

Prepared by:

PYAR CHING KIMBERLY NICOLE TAN

Vice Chairman-External Auditor

Conformed by:

ANNE JADE NICOLE MANICAD MAE ZAVILL CRISTORIA ANGELO DE VILLA

Chairman Vice Chairman-Internal Secretary

JAMES WARREN CRUSPE LAARNI JANE PAREJA DANA MARGARETTE JUGANAS

Treasurer Public Relations Officer Business Manager-Internal

ELLA MARIE PAMPLINA ROVI MAE PEREY ABEGAIL VALENZONA MELANIO

Business Manager-External Sergeant at Arms Second Year Representative

VAL PATRICK DELA REA YUAN ANGELO

Third Year Representative First Year Representative

Approved by:

JAKE RAYMUND F. FABREGAR, DEM JOVAN B. ALITAGTAG, DEM, LPT

Adviser, Education Circle Adviser, Education Circle

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SYLLABUS COPY

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FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

TABLE OF CONTENTS

Title Page Page Number

I. Philosophical Thoughts on Education ………………………………………………… 13
a. Education Philosophers …………………………………………………….………….... 13
II. Historical Foundation of Education……………………………………………….…… 14
a. Key Periods in Educational History …………………………………………………….……... 14
b. The History of Philippine Educational System ……………………………………………..…… 15
III. Social-Science Theories and their Implications to Education …………….……..……… 17
a. Three Social Theories ……………………………………………………………..….. 17
IV. The Strengths and Weaknesses of the Filipino
Character: A Socio-Cultural Issue …………………………………………………….………….... 18
V. Global Issues that concern
Schools and Society ………………………...………………………………………….……..…. 18
a. Top Ten Global Issues and How
they can be addressed …………………...………………………………………………….. 18
VI. The Why and How of School and Community Partnerships ………………….… 18
a.Opportunities for
School-Community Partnership ……………………………………………………….... 18
b. Legal Bases for Parents and Community Involvement ……………………………….….. 19
VII. The Teacher and Community ……………………………………………………...….. 19
a. Teacher’s Ethical and Professional Behavior …………………………………………………... 19
VIII. The School Head in School-Based Management (SBM) …………………………….….. 22
VIII. Creative a Positive School Culture ……………………………………………….….. 25
VIII. School Policies and Their Functions ……………………………………….….….. 27
VIII. Roles and Competencies of School Heads ……………………………………….….. 28

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PHILOSOPHICAL THOUGHTS ON EDUCATION
EDUCATION PHILOSOPHERS
A. JOHN LOCKE: THE EMPRICIST EDUCATOR
 Acquire knowledge about the world through
senses- learning by doing and by interacting with
the environment.
 Inductive method
 Questioned that knowledge came exclusively from
literary resources particularly greek and latin
classics.
 Opposed the “divine right of kings” theory which
held that the monarch had the right to be an
unquestioned and absolute ruler over his subjects
 Political order should be based upon a contract
between the people and government.
 Aristocrats are not destined by birth to be rulers.
People were to establish their own government
and select their own political leaders; civic
education is necessary
 Education is not acquisition of knowledge contained
in the Classics. It is learners interacting with
concrete experience. The learner is an active not a
passive agent of his/her own learning.
 From the social dimension, education is seeing
citizens participate actively and intelligently in
establishing their government and in choosing who
will govern them from among themselves. They
are of the thinking that no one person is destined
to be ruler forever. This is in keeping with Anti-
political Dynasty Bill.
B. HERBERT SPENCER: UTILITARIAN EDUCATION
 To survive in a complex society, Spencer favors
specialized education over that of general
education.
 “The expert who concentrates on a limited field is
useful, but if he loses sight of the interdependence
of things he becomes a man who knows more and
more about less and less. We must be warned of
the early peril of over-specialism. Of course we do
not prefer the other extreme, the superficial person
who everyday knows less and less about more and
more.
 Survival of the fittest: Who is fittest survives
individual competition leads to social progress.
 Social development had taken place according o
an evolutionary process by which simple
homogeneous societies had evolved to more
complex. Societal systems characterized with
humanistic and classical education.
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CvSU-INDANG/ EDUCATION CIRCLE
 Curriculum should emphasize the practical,
utilitarian and scientific subjects that helped human
kind master the environment.
 Schooling must be related to life and to the
activities needed to earn a living.
 Curriculum must be arranged according to their
contribution to human survival and progress.
 Science and other subjects that sustained human
life and prosperity should have curricular priority
since it aids in the performance of life activities.
B. JOHN DEWEY:LEARNING THROUGH
EXPERIENCE
 Education is a social process and so school is
intimately related to the society that it serves.
 Children are socially active human beings who
want to explore their environment and gain control
over it.
 members of the group especially the children, are
brought to participate in the society.
 The school is a special environment established
by members of society, for purpose of simplifying,
purifying and integrating the social experience of
the group so that it can be understood, examined
and used by its children.
 The sole purpose of its education is to contribute
to the personal and social growth of individuals.
 The steps of the scientific or reflective method
which are extremely important in Dewey’s
educational theory are as follows:
 -the learner has “genuine situation of
experience”- involvement in an activity in which
he/she is interested.
 -within this experience the learner has a “genuine
problem” that stimulates thinking.
 -the learner possesses the information or does
research to acquire the information needed to
solve the problem.
 -the learner develops possible and tentative
solutions that may solve the problem.
 -the learner tests the solutions by applying
them to the problem. In this one way one
discovers their validity for oneself.
 The fund of knowledge of the human race-past
ideas, discoveries and inventions was to be used
as the material for dealing with problems.
 The school is social, scientific and
democratic.
 Introduces children to society and their
heritage.
 The authoritarian or coercive style of
administration and teaching is out of place
because they block genuine inquiry and dialogue.
 Schools are for the people and by the people.
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D. GEORGE COUNTS: BUILDING A NEW SOCIAL
ORDER
 Education is not based on eternal truths but is
relative to a particular society living at a given time
and place.
 By allying themselves with groups that want to
change society, schools should cope with social
change that arises from technology.
 There is a cultural lag between material progress
and social institutions and ethical values.
 Instruction should incorporate a content of a
socially useful nature and a problem-solving
methodology.
 Schools become instrument for social improvement
 rather than an agency for preserving the status quo.
 Teachers should lead society rather than follow it.
 Schools ought to provide an education that afford
equal learning opportunities to all students.
 Schools and Teachers are agents of change.
E. THEODORE BRAMELD: SOCIAL
RECONSTRUCTIONISM
 Like John Dewey and George Counts, social
reconstructionist Brameld believe in active
problem-solving as the method of teaching and
learning.
 Social reconstructionists are convinced that
education is not a privilege of the few but a right to
be enjoyed by all.
C. PAULO FREIRE: CRITICAL PEDAGOGY
 Learners are not empty receptacles to be filled.
 Paulo Freire, a critical theorist , like social
reconstructionist, believed that systems must be
changed to overcome oppression and improve
human conditions.
 Education and literacy are the vehicle for
social change. In his view, humans must learn to
resistoppression and not become its victims, nor
oppress others.To do so requires dialogue and
critical consciousness, the development of
awareness to overcome domination and
oppression.
 Rather than “teaching as banking”, in which the
educator deposits information into students ’ heads,
Freire sawteaching and learning as a process of
inquiry in which the child must invent and
reinvent the world.
 Teacher must not see themselves as the sole
possessors of knowledge and their students as
empty receptacles. He calls this pedagogical
approach the “banking method” of education.
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 Freire ’ s critical pedagogy is problem-posing
education.
 A central element of Freire’ s pedagogy is
dialogue. It is love and respect that allow us to
engage people in dialogue and to discover
ourselves in thee process and learn from one
another. By its nature, dialogue is not something
that can be imposed. Instead, genuine dialogue is
characterized by respect of the parties involved
toward one another. We develop a tolerant
sensibility during the dialogue process, and its only
when we come to tolerate the points of view and
ways of being of others that we might be able to
learn from them and about ourselves in the
process. Dialogue means the presence of equality,
mutual recognition, affirmation of people, a sense
of solidarity with people, and remaining open to
questions.
 Dialogue is the basis for critical and problem-
posing pedagogy, as opposed to banking
education, where there is no discussion, only the
imposition of the teacher’s ideas on the students.
HISTORICAL FOUNDATION OF EDUCATION
 Socialization is the “process of learning the
roles, statuses and values necessary for
participation in social institutions.”
 Anticipatory socialization is the role learning that
prepares us for future roles.
 In primitive societies, preliterate persons faced the
problem of survival in an environment that pitted
them against natural forces and wild animals. To
survive human beings needed food, shelter,
warmth and clothing. To transform a hostile
environment into one that is life-sustaining,
humankind developed life skills that eventually
becamecultural patterns.
 These life skills included (1) tool or instrument
making, (2)adherence to the moral behavior cod of
group life and (3) language.
 Socialization is the process by which
individuals internalize the norms and values
of society and sosocial and cultural continuity
are attained. This is also informal education in
action.
KEY PERIODS IN EDUCATIONAL HISTORY
 In primitive societies survival against natural
forces was the need and so what were thought
were survival skills and values to cultivate group
cohesiveness.
 For the Athenian in ancient greece, what mattered
most ineducation was the rounded development of
every individual while for the Spartan. It was the
development ofsoldiers and military leaders.
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 For the early Romans, schools needed to develop THE HISTORY OF PHILIPPINE EDUCATIONAL
a sense of civic responsibility and to develop SYSTEM
administrative and military skills a citizens of the
Roman Empire.
 For the Ancient Arabic world where Islam rose
the most important concern of education was to EDUCATION DURING PRE-COLONIAL PERIOD
cultivate religious commitment to Islamic beliefs.
 During the Medieval period, schools were
 Education was informal and unstructured,
concerned with the development of religious
decentralized.
commitment, knowledge and ritual to establish
 Fathers taught their sons how to look for food and
order.
other means of livelihood.
 Renaissance period was s fervent period of
 Mothers taught their daughters to do the
European cultural, artistic, political and economic
householdchores.
“ rebirth” followingthe Middle Ages. Education was
 Children to become good husband and wife.
focused on the rediscovery of classical philosophy,
 More on vocational training.
literature and art.
 Teachers were tribal tutors (babaylan or katalonan)
 The reformation period had as for its educational
goals the cultivation of a sense of commitment to a
particular religious denomination and general EDUCATION DURING THE SPANISH ERA
literacy.
 Education was formal and organized.
Table:  Authoritarian
 Spanish missionaries are the teachers.
 Instruction was Religion-oriented held in parochial
school.
 Separate school for boys and girls.
 Wealthy Filipinos or the ilustrados were
accommodated inthe schools.
THE EDUCATIONAL DECREE OF 1863

 This law gave Filipinos a complete system of

educationfrom elementary to the collegiate
level.
 Curriculum included subjects were reading, writing,
arithmetic, history Christian doctrine, Spanish
language, vocal music, agriculture for the boys and
needlework for the girls.
 Attendance was compulsory between ages seven
andtwelve.
EDUCATION DURING THE AMERICAN
REGIME 1898-1946

 The Americans promoted democratic ideals and

the democratic way of life.
 Filipinos to become good citizens of a democratic
country.
 The schools maintained by the Spaniards for. More
than three centuries were closed but were
reopened on August29, 1898 by the secretary of the
interior.
 A system of free and compulory elementary
education was established by the Malolos
Constitution.
 In May 1898, the first American school was.
Established in Corregidor, and shortly after the
capture of Manila in 1899, seven schools were
opened i the city.

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 Training was done through the schools both public
and secular manned by Chaplains and Military
Officers of the US Army.
 Thomasites arrived in the Philippines on August 23,
1901
 The University of the Philippines was founded in
1908
 The Department of Public Instruction set up a three
level school system. The first level considered a
four-year primary and three-year intermediate or
seven-year elementary curriculum. The second
level was a four-year junior college and later a four
year program.
THE COMMONWEALTH PERIOD (1935-1942)
 Free education in public schools was provided all
over the country, in accordance with the 1935
constitution.
 Education also emphasized nationalism.
 Vocational education and some household
activities like sewing, cooking, and farming were
also given importance. As well as good manners
and discipline.
 The institute of private education was established
in orderto observe private schools.
 Formal adult education was also given.
 Executive Order No. 134 (of 1936) was signed by
Pres. Manuel L. Quezon designating Tagalog as
our National Language.
 Executive Order No. 217 otherwise known as the
Quezon Code of Ethics was taught in schools.
 Executive Order No. 263 in (1940) required teaching
of the Filipino, national language in the senior year
of all high schools and in all years in the normal
schools.
 The Education Act of 1940 (C.A. 586) was
approved by the Philippine Assembly on August 7,
1940, which provided for.The following:
 Reduction of the 7 year elementary course to 6
years
 Fixing the school entrance age at 7
 National support for elementary education
 Compulsory attendance of primary children
enrolled inGrade 1
 Adoption of double-single sessions in the primary
grade with one teacher one class assignment of
intermediate teachers.
THE JAPANESE OCCUPATION
 Make the people understand the position of the
Philippines as a member of the East Asia Co-
Prosperity Sphere.
 Eradication of the idea of reliance upon Western
States particularly the US and Great Britain.
 Fostering a new Filipino culture based on the
consciousness of the people as orientals.
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 Elevating the moral of the people giving up over
emphasison materialism
 Diffusion of elementary education and promotion
of vocation education
 Striving for the diffusion of the Japanese language
in the Philippines and the termination of the use of
English in schools
 Developing in people the love of labor
POST-COLONIAL PHILIPPINES
 Education aimed at the full of realization of the
democraticideals way of life.
 The Civil Service Eligibility of teachers was made
permanent pursuant to R.A. 1079 in June 15, 1954
 A daily flag ceremony was made compulsory in all
schools including singing of the National Anthem
pursuant to R.A. 1265 approved on June 11, 1955
 Curricular offerings in all schools, the life, the
works and writings of Jose Rizal especially the
Noli Me Tangere and El Filibusterismo shall be
included in all levels.
 Elementary education was nationalized and
matriculation fees were abolished.
 Magna Carta for Teachers was passed into law by
virtue of
 R.A. 4670
 The fundamental aims of education in the 1973
constitution are: foster love of country- teach
duties of citizenship- develop moral character,
self discipline and scientific, technological and
vocational efficiency.
OTHER DEVELOPMENTS
 Integration of values in all learning areas
 Emphasis on mastery learning
 YDT and CAT introduced as new courses Media of
Instruction- Bilingual Education Policy: Mandates
the used of English as Filipino separately as media
of instruction in schools.
 Education Act of 1982- created the Ministry of
Education, Culture and Sports.
 NCEE- National College Entrance
Examination introduced- Executive Order No. 117-
President Corazon C.Aquino renamed Ministry of
Education, Culture and Sports(DECS) in 1987
 Creation of the Board for Professional Teachers
composed of 5 under PRC
 Replacement of PBET (Professional Board
Examination for Teachers) by LET (Licensure
Examination for Teachers)
 Transfer of authority of administering the LET from
CSC and DECS to the Board of Professional
Teachers under PRC
 Trifocalization of Education System
 TESDA. Now administers the post-secondary,
middle-level manpower training and development
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R.A. 7796- Technical Education and Skills
Development Act of 1994
 CHED is responsible for higher education R.A.
7722- Higher Education Act of 1994
 In August 2001, Republic Act of 9155, otherwise
called the Governance of Basic Education Act, was
passed transforming the name Department of
Education, Culture and Sports (DECS) to the
Department of Education (DepEd)
 The goal of basic education is to provide the school
age population and young adults with skills,
knowledge, and values to become caring, self-
relliant, productive and patriotic citizens.
 Governance of Basic Education Act (R.A. 9155);
was passed renaming the DECS to DepEd and
redefining the role of field offices which include the
regional offices, division offices, district offices and
schools.
 Values Education is offered s a separate subject in
NSEC and integrated in all subject areas in both
curricula implementation of New Secondary
Education Curriculum (NSEC)
 R.A. 10157, Jan 20, 2012- Kindergarten Act, an act
institutionalizing the kindergarten education into the
basic education system.
 K to 12 Program (R.A. 10533) May 15, 2013- The K-
12 Program
SOCIAL-SCIENCE THEORIES AND THEIR
IMPLICATIONS TO EDUCATION
THREE SOCIAL THEORIES
1. STRUCTURAL-FUNCTIONAL THEORY
 By Herbert Spencer
 A system of interconnected parts each with a
unique function. The parts have to work
together for stability and balance of society.
 Society is compared to the human body with
different but interrelated parts performing different
functions. Just as the human body has many parts,
society has different but interrelated components
such as the family, the state, the school, the church,
mass media, economics. These must coordinate
and collaborate for society to function well. If one
part does not does not function well, the whole body
is affected. In the same way, when one component
of society does not do its part, society will not
function well. The overall health of the organism
(society) depends upon the health structure.
 The functionalist theory of education focuses on
how eduction serves the need of society through
the development of skills encouraging social
cohesion.
 The functionalist theory focused on social stability
and solidarity. Functionalists see education as a
beneficial contribution to an ordered society.
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 Functionalism sees active social change as
undesirablebecause the various parts of society will
compensate naturally for any problems that may
arise.
 Purpose of Schooling according to Functionalists
are:
1. Intellectual purposes-acquisition of cognitive skills,
inquiry skills.
2. Political purposes- educate future citizens; promote
patriotism; promote assimilation of immigrants; ensure
order, public civility and conformity to laws.
3. Economic purposes- prepare students for later work
roles; select and train the labor force needed by
society.
4. Social purposes- promote a sense of social and
moral responsibility; serve as a site for the solution or
resolution of social problems; supplement the efforts
of other institutions of socialization such as the family
and the church.
2. CONFLICT THEORY
 There are always two opposing sides in a conflict
situation. People take sides between maintaining
the status quo and introducing change then arrive
at an agreement.
 Conflict theorists find potential conflict between
any groups where inequality exists: racial, gender,
religious, political, economic, and so on.
 The constant competition between groups forms
the basisfor the ever-changing nature of society.
 Education is not truly a social benefit or
opportunity as seen by the functionalists. Rather,
education is a powerful means of maintaining
power structures and creating a docile work
force for capitalism. The purpose of education is
to maintain social inequality and to preserve the
power of those who dominate society and teach
those in the working class to accept their position
asa lower class worker of society.
 The “hidden curriculum” socializes young
people into obedience and conformity for them
to be developed asa docile workers.
3. THE SYMBOLIC INTERACTIONIST THEORY
PERSPECTIVE
 Three tenets of symbolic interactionist theory are:
1. An individual ’ s action depends on meaning-
We act based on the meaning we give to
symbols. Symbols can be actions, objects or
words. If a student understands that teacher
believes in his/her ability he/she tries his/her best
prove that indeed he/she is able. If a teacher
does otherwise, a student. Tends to behave in
accordance withteacher’s poor perception.
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2. Different people may give different meanings Nation” submitted on April 27, 1988 by the Task
to the same things- When teachers are strict, Force to President Corazon Aquino, the Senate
some students see it as a expression of care. and the members of the press by then Senator
Others may rebel because they perceive Leticia Shahani, the moving spirit behind the
teacher’ s behavior as limiting their moves and program.
desires. A businessman may look at a tree and
starts estimating how much money he can get if  The Weaknesses of the Filipino character as cited
he has a tree cut down for lumber. A philosopher in the Report are as follows:
or poet may look at It wit the thought, “they also
serve only stand and wait” like John Milton’s from 1. Extreme family centeredness
his poem “On his Blindness” 2. Extreme personalism
3. Meanings change as individuals interact with 3. Lack of discipline (as well as palusot and ningas
one another- A negative meaning that you used cogon)
to associate with hospital when you went to a 4. Passivity and lack of initiative
hospital which looked more as a hotel than the 5. Colonial mentality
usual hospital you know is changed. After you 6. Kanya-kanya syndrome, talangka mentality
have taught well, your first impression of 7. Lack of self-analysis and self reflection
teaching as boring is changed to teaching is 8. Emphasis on porma rather than substance
exciting.
 The Strengths of Filipino character as cited in the
 Directs sociologists to consider the symbols Report are as follows:
and details of everyday life, what these 1. Pakikipagkapwa-tao
symbols mean, and how people interact with 2. Family orientation
each other. 3. Joy and humor
 Language is a predominant symbol among 4. Flexibility, adaptability and creativity
people. People attach meanings to 5. Hardwork and industry
symbols, and then they act according to 6. Faith and religiosity
their subjective interpretation of these 7. Ability to survive
symbols.
GLOBAL ISSUES THAT CONCERN SCHOOLS AND
SOCIETY
TOP TEN GLOBAL ISSUES AND HOW THEY CAN BE
THE WHY AND HOW OF SCHOOL AND
ADDRESSED
COMMUNICATION PARTNERSHIP
1. Large scale conflict/ wars/ violence/ terrorism
OPPORTUNITIES FOR SCHOOL-COMMUNITY 2. inequality (income, discrimination)
PARTNERSHIP 3. Poverty, unemployment
4. Religious conflicts
5. Graft and corruption
 The weakness of Symbolic Interaction Theory is
that it neglects the macro level of social 6. Food and water security/ malnourishment, hunger
interpretation. 7. Lack of education
 Symbolic interactionism traces it’s origins to Max 8. Safety, security and well-being
Weber’s assertion that individuals act according to 9. Lack of economic opportunity and employment
their interpretation of the meaning of their world. 10. Pollution
However, it was the American Philosopher George
H. Mead who introduced this perspective to  The 17 Sustainable Development Goals are the
American sociology in 1920s blueprint to achieve a better and more sustainable
THE STRENGTHS AND WEAKNESSES OF THE future for all. They address the global challenger we
FILIPINO CHARACTER: A SOCIO-CULTURAL ISSUE face, including those related to poverty, inequality,
climate, environmental degradation, prosperity, and
 Below is an excerpt of the Report “ A Moral peace and justice.
Recovery Program: Building a People, Building a
3. Work experience programs- business
WHAT CAN COMMUNITY DO FOR SCHOOLS? establishments and offices in the community can serve
1. Brigada Eskwela- school maintenance program that as training ground for learners.
4. Remediation and enrichment classes- parents and
has been institutionalized since 2009 when DepEd issued
DepEd Order #100 retired teachers may be involved in the School Reading
2. Curriculum development- use of community remediation and Learning Enrichment Programs.
5. Youth Development Programs
resources for learning such as museum
6. Community Service

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THE TEACHER’S ARCHIVE 2021-2022
WHAT CAN SCHOOLS DO FOR COMMUNITIES IN
RETURN?
 Schools may allow 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. Classroom used by community organizations for
meetings
3. School used as a polling place and venue for
medicalmission
4. School used by Rural Health Unit for mothers ’
class onchild care
5. School used as an evacuation center
6. School facilities used for community assemblies
7. School basketball court used for local celebrations
and barangay sports league
8. Schools conduct livelihood skills-training programs
for parents and out-of-school youths by using
school resources
Livelihood skills-training for parents and out-of-school-
youths by teachers themselves
LEGAL BASES FOR PARENTS AND COMMUNITY
INVOLVEMENT
 RA 9155, Governance of Basic Education Act,
Section E (10) explicitly states that one of the
responsibilities of school heads is “ establishing
school and community networks and encouraging
the active participation of teachers organizations,
nonacademic personnel of public schools, and
parents-teachers-community associations”
 Section 3 of the same Act encourages “local
initiatives for the improvement of schools and
learning centers and to provide the means by which
improvements may be achieved and sustained.”
 Batas Pambansa Blg. 232, otherwise known as the
Education Act of 1982, Section 7 states that: Every
educational institution shall provide for the parental
participation through regular meetings to plan and
monitor their child’s participation and progress at
school.
 establishment of appropriate bodies through which
the members of the educational community may
discuss relevant issues and communicate
information and suggestions for assistance and
support of the school and for the promotion of their
common interest. Representatives from each
subgroup of the educational community shall sit and
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participate in these bodies, the rules and procedures
of which must be approved by them and duly
published.
 RA 8525, Adopt A School Program Act, also provides
for school-community partnership. It allows “private
entities to assist a 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.”
 Philippine Education for All (EFA) 2015 Plan, then
a vision and a holistic program of reforms that
aimed to assist a 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.”
1. Philippine Education for All (EFA) 2015 Plan, then a
vision and a holistic program of reforms that aimed
to improve the quality of basic education f every Filipino by
end 2015 likewise states: “ Schools shall continue to harness
local resources ad facilitate involvement of every sector of the
community in the school improvement process.”
2. EFA 2015 Plan was extended in Education for All
Beyond 2015 Agenda 2030. Agenda 2030 has 7 new
educational targets from 2015 to 2030 that must involve
education stakeholders which in essence is school-
community partnership. UNESCO Assistant Director
General for Education, Dr. Qian Tang, himself admits
that Agenda 2030 cannot be realized without schools
partnering with community. He said “ Our vision must
be more aggressive, more committed not just involving
government, non-government agencies but all
stakeholders.”
3. RA 9155, states that partnership between school and
community also ensures... that: 1) educational
programs, projects and services take into account the
interests of all members of the community (Sec 3, d); 2
the schools and learning centers reflect the values of
the community by allowing teachers/ learning facilitators
and other staff to have the flexibility to serve the needs
of all learners (Sec 3, e); and 3) local initiatives for the
improvement of schools and learning centers are
encouraged and the means by which these
improvements may be achieved and sustained are
provided (Sec 3, f). So schools and communities
function better when they work as a team.
THE TEACHER AND THE COMMUNITY: TEACHER’S
ETHICAL AND PROFESSIONAL BEHAVIOR
CODE OF ETHICS FOR PROFESSIONAL TEACHER
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THE TEACHER’S ARCHIVE 2021-2022
 ARTICLE 3
o THE TEACHER AND THE COMMUNITY
▪ The teachers are expected to be part of
the community.
▪ Professional Teacher shall live for and
with the community.
TEACHER AS A FACILITATOR OF LEARNING
SECTION 1 states that teachers shall render the best
service by providing an environment for such
learning and growth.
 All forms of bullying has no place in conducive
learning environment. A conducive learning
environment makes learners believe they ca do the
work and they feel accepted.
 The Professional teacher facilitate learning or make
learning easier by makin dry lesson interesting,
exciting, and enjoyable.
 Make learning easier when you simplify the complex
and concretize the abstract.
TEACHER LEADERSHIP AND INITIATIVE FOR
COMMUNITY PARTICIPATION
SECTION 2 refers to professional teachers to participate in
community movement for moral, social, economic, and 
civic betterment of the community
 Professional teachers should not wait for the
community to ask for help, they should take the
initiative to offer their help for community ’ s
improvement.
 It may also be in the means of getting the parents and
other members of the community participate in school
activities.
SECTION 6 further explicitate how a professional teacher
can show their help, and it is by being an intellectual
leader and shall welcome the opportunity to provide such
leadership when needed; To extend counseling services
as appropriate; And to be actively involved in matters
affecting the welfare of people.
PROFESSIONAL TEACHER WITH HONOR AND
DIGNITY
SECTION 3 states that every teacher shall refrain from such
activities as gambling, smoking, drunkenness, and other
excesses much less illicit relations.
TEACHER’S ATTITUDE TOWARD LOCAL CUSTOMS
AND TRADITIONS
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SECTION 4 expects every teacher to study and understand local
customs and traditions in order to have a symphatetic attitude,
therefore refrain from disparging the community. Understand
their local customs and traditions and consequently appreciate
the same.
 Professional teacher is niether ethnocentric nor xenocentric.
 Being not ETHNOCENTRIC does not look down on
community’s culture thinking that their own culture is
superior toothers.
 Niether XENOCENTRIC that looks at their culture as inferior
into oter community’s culture.
TEACHER AS A FACILITATOR OF LEARNING
SECTION 5 states that the teacher shall help the chool
inform the community about the school ’ s work,
accomplishments, needs, and problems.
COMMUNITY:
Internal stakeholders- students, parents of students, and
teachers.
External stakeholders- parents without children enrolled
in school, brgy. And other govt. Officials, non-govt. Org.,
govt. Org., alimni/alumnae, and retirees.
This will give them a sense of ownership that may
encourage them to be more active in participating in the
resolution of school’s problems and needs.
PTA (Parents-Teachers Association)- This is for
internal stakeholders only that is having a forum for
discussions on school problem and how they can be
solved.
SGC (School Governing Council)- is a proof of school
head sharing his/her leadership with members of the
community.
-determines general policies on student welfare, discipline,
and well-being.
-concerned with the development and implementation,
monitoring and eval. of SIP
THE PROFESSIONAL TEACHER AND GOVERNMENT
OFFICIALS AND OTHER PROFESSIONALS
SECTION 7 states: “Every teacher shall maintain
harmonious an pleasant personal and official relations with
other professionals, with government officials and qith the
peopleindividually or collectively”.
 It is always best to be in good terms with everyone
else in the community.
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THE TEACHER’S ARCHIVE 2021-2022 CvSU-INDANG/ EDUCATION CIRCLE

THE PROFESSIONAL TEACHER DOES NOT USE They see the plan gets well implemented on time and so
POSITION TO PROSELYTE ensures that the resources needed are there, the persons
to do the job are qualified and availabale.
SECTION 8 says: “ A teacher possess freedom to attend
church and worship as appropriate, but shall not use his
position and influence to proselyte others.”
TYPE OF SKILLS DEMANDED ON

ORGANIZATIONAL LEADERSHIP LEADERS

● School leader helps set the goals/targets for the
school and motivates internal stakeholders and other
members of the communityto do their task to realize
the school goals.
● Organizational leadership does not sacrifice the
individual members for the sake of the people nor
likewise.
LEADERSHIP VERSUS MANAGEMENT
MANAGERS VERSUS LEADERS
 TECHNICAL Skill- Any type of process or technique
like sending e-mail, preparing a power point. It deals
with psychomotor skills and things.
 HUMAN Skill- or sometimes referred as People/Soft
Skills. The ability to work effectively with people and
tobuild teamwork. Deals wih relationship with people.
 CONCEPTUAL Skill- Ability to think in terms of
models, frameworks, and broad relationships such as
long-range plans. It deals with ideas.

MANAGERS LEADERS
LEADERSHIP STYLES
Administer Innovate
 AUTOCRATIC leaders- they do decision-making by
Their process is Their process is themselves.
transactional; meet transformaional; develop a  CONSULTATIVE leaders- allows participation of the
objectives and delegate vision and find a way members of the organizaton by consulting them but
tasks. forward.
stillmake the decision by themselves.
Work Focused People Focused  DEMOCRATIC leaders- allow the members of the
organization to fully participate in decision making.
The goal is to get things The goals include both Decisions are arrived at by way of consensus.
done. They are skilled at people and results. They  LAISSEZ FAIRE style- or free-rain leadership style
allocating work. care about you and want avoids responsibility and leave the members of the
you to succeed.
oganization to establish ther own work. This leads to
Have Subordinates Have Followers kanya-kanya meantality.

They create circles of power They create circles of

and lead by authority.
Do Things Right
Managers enact the existing
cultureand aintain status
quo.
SCHOOL HEAD MUST BE BOTH A LEADER AND A
MANAGER
influence and lead by
inspiring.
Do The Right Thing
Leaders shape the culture
and drive integrity.
THE SITUATIONAL LEADERSHIP MODEL
In situational leadership effective leaders adpat
the style to the situation of the members of the
organization, the readiness, and willingness of group
members.
Paul Hersey and Kenneth H. Blanchard (1996)
characterized leadership style in terms of the amount of
task behavior and relationship behavior that the leader
provides to their followers.

A school head leads the school and community to

formulate the vision, mission, goals, and school SERVANT LEADERSHIP
improvement plan.
The school head who acts as a servant leaders
forever remembers that he/she is there to serve his/her

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THE TEACHER’S ARCHIVE 2021-2022
teachers, the students, parents, etc., and NOT the
teachers, learners parents to serve him/her.
It is most important that the leader sees
himself/herself as a servant first before he/she is a
leader.
TRANSFORMATIONAL LEADERSHIP
Transformational leaders are not content with
status quo ad sees the need to transform the way the
organization thinks, relates and does things. As
transformational leader he/she makes positive changes
in the organization by collaboatively developing new
vision for the organization and mobilizing members to
work towards that vision.
SUSTAINING CHANGE
For reforms to transform, the innovations
introduced by the transformational leader must be
institutional and sustained even if the leader hiself is
gone or transferred, or else that innovation is simply a
passing fad that loses its flavor after a time.
But then with all of the changes, there will
always be resister to change. To ensure the innovation
he/she introduces leads to the transformation of the
organization, Morato of Bayan ABS-CBN, (2011) gives
the following advice.
ADVICE:
1. Seek support of the stakeholders- The leaders
must build a “strong coalition of allies in order to
push for any meaningful change that would yield
results”.
2. Get people involved early and often- It is best
to set up networks to reach out to as many
people as possible.
3. Plan a communications campaign to “sell”
the innovation- The change envisioned must
cascade downwards to the last lesson plan and
ripple sidewards to win the support of major
stakeholders.
4. Ensure that the innovation is understood by
all- The benefits an costs must be appreciated
and weighed carefully.
5. Consider timing and phasing- These are
highly critical; missteps might backfire and lack
of sensitivity to stakeholders might lead to
resistance.
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THE SCHOOL HEAD IN SCHOOL-BASED
MANAGEMENT (SBM)
SCHOOL BASED MANAGEMENT
 It is a decentralized management initiative by
developing power or authority to school heads,
teachers, parents, ans students.
 SBM IS A STRATEGY to improve education by
transferring significant decision making authority from
higher Central Offices to individual schools.
SBM AND THE PRINCIPLE OF SUBSIDIARITY
It is the people at the lowest level who will
know best their problems and so are in the best position
to address the same.
Those in the higher echelon are far removed
from the scene and are therefore not as involved and as
informed as those from those below. Because the
community were the most exposed to the problems than
the upper offices who are just mostly giving solutions
based on census.
ADVANTAGES OF SBM
The following are strengths of SBM:
 Allow competent individuals in the schools to make
decisions that will improve learning;
 Give the entire school community a voice in key
decisions;
 Focus accountability for decisions;
 Lead to greater creativity in the design programs;
 Redirect resources to support the goals developed in
each school;
 Lead to realistic budgeting as parents and teachers
become more aware of the school’s financial status,
spending limitations, and the cost of its programs;
 Improve morale of teachers and nurture new
leadership at all levels;
 This is school empowerment;
 This reduces bereaucratic controls on schools;
 Encourage school heads, teachers,a nd parents to
use greater initiative in meeting the needs of the
students and community;
 Involving stakeholders is also helpful in the
mobilization of local resources to complement public
resources;
 Through SBM, problems and needs at the school
level get solved faster and specific personalities and
cultures are taken into consideration which are
usually ignored in multi-layered in hierarchial
organization like DepEd, because in such
organizations, they has straight jacket rules, all
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THE TEACHER’S ARCHIVE 2021-2022 CvSU-INDANG/ EDUCATION CIRCLE

decisions are given and apply to all. It takes time to
solve problems if schools have to wait for answes
from above that the community become frustrated
due to delays;
 In SBM, schools take the responsibility to plan and
implement their SIP (School Improvement Plans- the
table that you scrutinized in the Activity phase of the
lesson); and,
 SBM makes schools accountable to the stakeholders.
DISADVANTAGES OF SBM
Participatory decision-making needs time and may slow
down process.
DEMANDS OF SBM
 Active and intelligent participatio of stakeholders
 Democratic and transformative leadership of school
head.
 Support and openness of higher authorities to school.
 Higher authorities must actively encourage thoughtful
experimentationa nd innovation in an atmosphere
where mistakes are viewed as learning experience.
They must be willing to share their authority with the
academic and the larger community.
 Teachers must develop reflection, problem solving.
In addition, the following must be present for SBM to
succeed in schools:
 Have basic resources;
 Have developed an effective school support system;
  Are provided with regular information on their
performance;
 Are given advice on how they may improve; and,
 Emphasize the motivational element in the
management work of the principal.

FUNCTIONS OF SCHOOL HEAD

LEGAL BASIS OF SBM The success of SBM very much depends on the school
head
RA 9155, Basic Governor Act- transfers the power and
authority as well as the resources to the school level.
The Philippine Constitution provides that Congress shall
enact a local government code that will institutionalize a
system of decentralization (Article 10, Sec. 3) whereby
local government units shall be extended more power,
authority... The Local Government Code in 1991 is a
fulfillment of this Constitutionl provision even before the RA
9155 has been approved.
LOCAL GOVERNANCE CODE OF 1991 (RA 7160)- for a
more
responsive local governmet structure through a system of
decentraliation where local governments are given more
power, responsibilities and resources.

CONDITIONS FOR THE SUCEES OF SBM

 Teachers, school heads must be given the opportunity

to make choices. They must actively particiate in
school improvement planning.
 The involvement of parents and teachers must be
strongly encouraged and highly welcomed.
 Stakeholders must participate in the development of a
School Improvement Plan. The must have a say on
resource allocation to meet specific needs.

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THE TEACHER’S ARCHIVE 2021-2022 to basic EDUCATION CIRCLE
CvSU-INDANG/
education,
Roles Functions Knowledge/ improving the
Skills/ Attitudes holding power of
Required schools and
addressing
Visionary Lead in setting Change and specific local
principal, the vision, future orentation. problems.
motivator, mission, and
advocate and goals of the Participatory and
planner. school. peer-based
instructional
Builder of Organize/ expand Networking, supervision.
networks and school, organizing, social
support community and mobilization, Fiscal Resource Administer and Found
systems. local government advocacy. Manager manage all management
networks and personnel,
groups that will physical and fiscal
actively resources of the
participate in school
school
improvement. Encourage and Serving as model
accept donations, for transparency
Lead in Development of gifts, bequests and acountability
developing the teamwork, and grants for especially in
School building educational financial
Improvement Plan consensus and purposes and management.
with the skills in report all such
participation of negotiation and donations to the
the staff and the conflict resolution. approproate
community. offices.

Lead in Participatory
developing and planning and
maintaining the administrative FACTORS OF SCHOOL EFFECTIVENESS BASED ON
School management.
RESEARCH
Management
Information
System Effective practices need to be institutionalized
for them to become part of the school culture.
Generation and
use of data and The research finding of OECD confirms “that
information as school autonomy has a positive relationship with student
basis for planning performance when accountability measures are in place
and management and/or when school principals and teachers collaboratein
school management” (OECD, 2012).
Curriculum Create a physical Development of
developer and psychological collective With SBM, significant decision-making
climate conducive accountability for authority was transferred from state and district offices to
to teachng and school and
individual schools.
learning. student
performance. SBM can create more effective learning environments for
Localize and Designing the children.
implement school curriculum to
curriculum address both
PHILIPPINE ACCREDITATION SYSTEM FOR BASIC
national goals, EDUCATION (PASBE)
local need, and
aspirations.
PASBE (Philippine Accredition System for Basic
Education)- Accreditation is a process of self-evaluation
Encourage Creation of an and peer-review to ensure that quality standards agreed
development and open learning upon by stakeholders are understood, implemented,
use of innovative system based on maintained, and enhanced for continuous improvement of
instructional several resource learner outcomes.
methods focused materials rather
on improving than on singke
learning textbooks.

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THE TEACHER’S ARCHIVE 2021-2022
Standards of effective schools are grounded on the
four principles of A Child-and-Community-Cenetered Education
Systems (ACCESs) that were all apply also to SBM, namely:
1.Principle of collective leadership
2.Principle of community-based learning
3.Principle of accountability for performance and results
Principle of convergence to harness resources for
education.
The school ’ s level of SBM practice, wherein the school
that reaches the highest level of SBM practice qualifies
for an accredited status.
  LEVEL I (Developing)- the school is developing
structures and mechanisms with acceptable level and
extent of community participation and impact on
learning.
  LEVEL II (Maturing)- the school is introducing and
sustaining continuous improvement prcess that
integrates wider community participation and
significantly improve performance and learning
outcomes.
  LEVEL III (Advanced/Accredited)- the school s
ensuring the production of intended outputs/outcomes
and meeting all standards of a system and self-
sustaining.
FACTORS THAT CONTRIBUTE TO SCHOOL
EFFECTIVENESS
Research findings point to the following factors that spell
schooleffectiveness:
1. Human factors- Includes a dynamic school
head, highly seleted competent and committed
teachers, highly motivated pupils with high
expectation, and a supportive community.
Non-human factors, processes- Refers to clear and
shared vision-mission (focus), high
expectations/ambitious standards, emphasis on
accountability, aligned curriculum, focused professional
development, and global and future orientation.
SBM Assessment Tool- is an instrument used to
assess school’s effectiveness and its use for
accreditation of schools is an assurance that effective
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practices get institutionalized to build the school’s culture
of execellence.
CREATING A POSITIVE SCHOOL CULTURE
SCHOOL CULTURE
 This are the beliefs, perceptions, relationships,
attitudes, and written and unwritten rules that shape
and influence every aspect of how a school functions.
 It also encompasses more concrete issues such as
physical and emotional safety of students, the
orderliness of classrooms and public spaces or
degree to which a school embraces racial, ethnic,
linguistic and cultural diversity.
 It consists of the norms and shared experiences that
evolve over school’s history.
 Built through the everyday business of school life.
CULTURE AS A SOCIAL CONSTRUCT
Social construct, not a genetic construct
which means that we do not inherit or pass o through the
genes but rather, it is something that we create and
shape by everything that all people in school see, hear,
feel, and interact with. Created by the school head,
teachers, parents, non-teaching staff, students, and
community.
SCHOOL CLIMATE AND SCHOOL CULTURE
SCHOOL CLIMATE- is more relational, illustrated by the
attitudes and behaviors of the school staff and is focused
on thestyle of the school’s organizational system.
- It is the school’s effects on
students, including teaching
practices, relationship and
diversity among the community.
- This is driven by and reflected in
dailyinteractions of stakeholders.
SCHOOL CULTURE- is a deeper level of reflection of
shared values, beliefs, and traditions, between staff
members.
- Refers to the way teachers and
other staff members work together
and the set of beliefs, values, and
assumptions, they share.
- This is a broader term and so is
inclusive of school climate.
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THE TEACHER’S ARCHIVE 2021-2022 CvSU-INDANG/ EDUCATION CIRCLE

In conclusion, school culture includes school climate and become magnanimous. So don’t be stingy with
so school culture is broader than school climate. your sincere praise.
8. CARING, CELEBRATION, HUMOR- Children
don’tlisten to teacher when teacher doesn’t care.
THE ROLE OF SCHOOL CULTURE IN LEARNING Whn they were taught with proactive, praise-
heavy approach, they tend to do better.
9. INVOLVEMENT IN DECISION MAKING-
School culture matters.
Involving others who are concerned with
School culture can be positive or negative or toxic. decisions to be made enhances sense of
ownership. They also feel important.
A positive school culture fosters improvement, 10. PROTECTION OF WHAT IS IMPORTANT-
collaborative decision making, professional development What schools consider important must form part
and staff and students learning. of their tradition and so muct be protected by all
means. Such a policies like “no softdrinks, no
A negative culture fosters the opposite.
chocolate etc.” As the school considers nutrition
and health as important.
ELEMENTS OF A POSITIVE CULTURE 11. TRADITIONS- A school must have an
international culture-based programs on shared
1. COLLEGIALITY- The school atmosphereis values, beliefs, and behaviors. This strengthens
friendly. You work in an atmosphere where sense of community. A truly positive culture has
responsbility and authority are shared by the presence of a set of norms and values that
everyone. You can be yourself. You have not to focus school community’s attention on what is
put your best forward to impres others. The most important and motivate them to work hard
school head does not throw his/her weight. toward a common purpose.
He/she does not make his/her authority felt by 12. HONEST AND OPEN COMMUNICATION- The
his/her colleagues. atmosphere is such that everyone is encouraged
2. EXPERIMENTATION- The atmosphere to speak his mind without fear of being
welcome mistakes as part of the learning ostracised.
process, no punishment. As mistakes are not
intended. They give a lot of lesson.
3. HIGH EXPECTATIONS- It has been ssaid that
one’s level of achievement is always lower than SHARED NORMS: TEACHER AND STUDENT
one’s level that aspiration. So set high NORMS
expectations for high achievement.
4. TRUST AND CONFIDENCE- Internal Shared norms contribute to a positive school culture and a
stakeholders relate and work well when fair and engaging learning environemnt which is also a
relationships are solidly built on trust and characteristic of a positive school culture.
confidence. In fact, honest and open
communication (#12 in this list) is possible only
if they had this in each other in the school
community.
5. TANGIBLE SUPPORT- Everyone in the school
community gets concrete support for the good
that they do. Support comes in not just words
but in action.
6. REACHING OUT TO KNOWLEDGE BASE-
Teachers care to grow pofessionally to update
themselves on content knowledge and
pedagogy.
7. APPRECIATION AND RECOGNITION-
Certainly words of appreciation and recognition
make classroomclimate highly favorable.
A reminder to teachers: “You are not
made less when you praise others. Instead, you

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SCHOOL POLICIES AND THEIR FUNCTIONS

POLICIES
Intended to ensure that schools perform and realize what
they have envisioned for themselves.
It must alsoo be widely disseminated for the information
of the entire system- school and community- and must be
understood correctly and clearly.

Policies set order in schools. The absence of clear-

cut policies may court chaos.

INTRODUCTION

Schools are institutions motivated by shaed

vision. Necessarily, schools must have policies for them
to realize their mission and mission. These policies are a
reflection of the values of the people who created them.
Whatever policies are formulated must redound to the
improved teaching-learning of learners which is the very
reason of the existence of schools.

IMPORTANCE OF POLICIES

Schools in partnership with their communit have

their own vision and ission statement in order to realize
what they envisioned themselves to be.

Observance of these policies ensures everyone in

the school community to tow th line.

EXAMPLES OF SITUATIONS FOR POLICIES

 Schools ’ policy on the gradig system is important for

everyone concerned to know how grades are compued.
Both students and parents know how grades derived
objectvely. Percentage weights for each component
are clear.
 • Teachers are guided in their assessment practices.
The grading policy ensures objective assessment
practice. Without the grading policy, grading may
become highly objective.
 Similarly, if there are no policies on students’ tardiness
and absenteeism, students may just come in late or
absent. The policies on students ’ tardiness and
absenteeism certainly will curb tardinss and
absenteeism to ensure learning.

EFFECTIVE POLICY FORMULATION AND

IMPLEMENTATION IN A SCHOOL COMMUNITY
PARTNERSHIP

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THE TEACHER’S ARCHIVE 2021-2022 CvSU-INDANG/ EDUCATION CIRCLE

 The policies on grading, student tardiness and

absenteeism came form above, DepEd Central Office.
At times there is need for policies from above. But
policies do not need to come form above all the time.
 There are times when a school formulates policy to Domains and Competency Standards
address a local problem. In fact, this is how it should
be in a school-community partership. Ideally, a policy DOMAINS COMPETENCY
must not be formulated by the school head by STANDARDS
him/herslef. The school head must lead in the polcy
Domain 1 1. A. Developing &
formulation process must be participtory. Communicating Vision,
 This means that it is best that the rest of the school an SCHOOL LEADERSHIP Mission, Goals, and
community be involved. Two good heads are better Objectives (VMGO)
than one. Besides participation of school and
community develops a sense of ownership of such 1. B. Data-based Strategic
formulated policy which ensures a more effective Planning
implementation.
 This is school empowerment in action. Aside from 1. C. Problem Solving
involving the school and community in policy
formulation, a school head must ensure wide 1. D. Building High
dissemination and correct and Performance Teams
 clear understanding of the policy.
1. E. Coordinating with
others
ROLES AND COMPETENCIES OF SCHOOL HEADS
G

1. F. Leading & Managing

Change
SCHOOL HEAD
Domain 2 2. A. Assessment for
 As stipulated in Chapter 1, Section 5, E of RA 9155 the Learning
INSTRUCTIONAL
school head is an administrative and an instructional LEADERSHIP 2. B. Developing Programs
leader. Because the main function of school is &/or Adapting Existing
students’ learning, the school head must spend more Programs
time as an instructional leader.
2. C. Implementing
 As an instructional leader, he/she supervises Programs for Instructional
instruction by observing teachers while they teach, Improvement
conductig post-observation conferences with
individual teachers, mentoring and coaching them, 2. D. Instructional
Supervision
ensuring that teachers have the needed resources for
teaching. Domain 3 3. A. Setting high social &
academic expectations
 While physical improvement and fund sourcing – the CREATING A STUDENT
concerns of administrative leadership – help improve CENTERED LEARNING 3. B. Creating school
CLIMATE environments focused on
schools the more important concerns is improvement
the needs of the learners
of instruction as this has a direct bearning on learnin.
More often than not, however, school heads spend Domain 4 4. A. Creating a Professional
more time soliciting funds for a flagpole, a stage, a Learning Community
classroom, pathwalk, waitin shed, etc. Leaving no time HR MANAGEMENT AND
PROFESSIONAL 4. B. Recruitment and Hiring
left for instructional supervision.
DEVELOPMENT
4. C. Managing performance
THE NATIONAL COMPETENCY-BASED STANDARDS of Teachers and Staff
FOR SCHOOL-HEADS

Competencies expected of school heads as

contained in the National Competecy-Based Standards
for School Heads (NCBSSH) issued in DepEd Order 32,
s. 2010 on April 16, 2010.

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THE TEACHER’S ARCHIVE 2021-2022 CvSU-INDANG/ EDUCATION CIRCLE

Domain 5 5. A. Parental Involvement

PARENT INVOLVEMENT 5. B. External Community

AND COMMUNITY Partnership
PARTNERSHIP

Domain 6 6. A. Managing School

Operations
SCHOOL MANAGEMENT
AND OPERATION 6. B. Fiscal Management

6. C. Use of Technology in
the Management of
Operations

Domain 7 7. A. Professionalism

PERSONAL & 7. B. Communication

PROFESSIONAL
ATTRIBUTES AN 7. C. Interpersonal
INTERPERSONAL Sensitivity
EFFECTIVENESS
7. D. Fairness, Honesty, and
Integrity
DOMAIN: INSTRUCTIONAL LEADERSHIP (IL)

COMPETENCY FRAMEWORK FOR SOUTHEAST

ASIAN SCHOOL HEADS, 2014 EDITION

As a member of the Association of

Southeast Asian Nations (ASEAN), let’s also take a look
at the competencies of school heads for Southeast Asia

DOMAIN: STAKEHOLDER ENGAGEMENT (SE)

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THE TEACHER’S ARCHIVE 2021-2022
DOMAIN: PERSONAL EXCELLENCE (PE)
DOMAINS AND COMPETENCIES FOR SCHOOL HEADS
IN SOUTHEAST ASIA
INSTRUCTIONAL LEADERSHIP
Like the NCBSSH for Philippines, the competecy
framework for Southeast Asian school heads also
include domains for instructional leadership and
administrative leadership. The domain on instructional
leadership encompasses 4 COMPETENCIES:
1.Leading curriculum implementation and improvement
2.Creating a learner-centered environment
3.Supervising and evaluating teachers’ performance
4.Delivering planned learning outcomes
ADMINISTRATIVE LEADERSHIP
This includes strategic thinking and innovation (Domain 1)
stakeholders ’ engagement (Domain 4) and managerial
leadership (Domain 5). For the enabling competencies
for each domain, refer to the table above.
Personal excellence, another Domain (Domain 3), relates
to both instructional and adminstrative leadership.
Whatever personal improvement school head have on
their personal effectiveness by pursuing continuous
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CvSU-INDANG/ EDUCATION CIRCLE
professional development redounds to improved
administrative and instructional leadership.
SCHOOL HEAD AND THE COMMUNITY
In the NCBSSH, several strands and indicators point to
this school and community partnership. The strands are
as follows:
Involves internal and external stakeholders in
formulating and achieving school vision, mission, goals,
and ojectives (Domain 1 A)
Explains the school vision to the general public (Domain
1A)
  Aligns the School Improvement Plan/Annual
Improvement Plan with national, reginal, and local
education policies and thrusts (Domain 1B)
  Communicates effectively SIP/AIP to internal and
external stakeholder (Domain 1B)
  Involves stakeholders in meetings and deliberations
for decision-making (Domain 1D)
  Provides feedback and updates to stakeholders on
the status of progress and completion of progams and
projects
  Creates and manages a school process to ensure
student progress is conveyed to students and
parents/guardians, regularly (Domain 2C)
  Recognizes high performing learners and teachers
and supportive parents and other stakeholders
(Domain 3A)
 Prepares financial reports and submits/communicates
the same to higher education authorities and other
education partners (Domain 6B)
  Maintains harmonious and pleasant personal and
official relations with superiors, colleagues,
subordinates, earners, parents, and other stakeholders
(Domain 7A)
  Listens to stakeholders ’ needs and concerns and
responds appropriately in consideration of the political,
social, legal, and cultural context
In the Southeast Asian Competency Framework, the
following competencies strengthen school and community
partnership:
1.Promoting shared responsibility for school improvement
2.Managing education alliances and networks
3.Sustaining collaborative relationships with stakeholders
School heads tend to spend less time for instructional
leadership compared to time devoted to administrative
leadership. An effective school head gives emphasis on
school leadership since good teaching and effective
teachers are the most important factors in improved scool
performance.
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THE TEACHER’S ARCHIVE 2021-2022 CvSU-INDANG/ EDUCATION CIRCLE

REFERENCES:

Main Reference: Penalba, P. M., & Romen, J. A. (2019). CvSU

INDANG/BSNED: Bachelor of Special Needs Education.
Foundation of Special and Inclusive Education, EDUC 65;
Collaborative Reviewer.

List of References Provided and other References:

 https://www.family-advocacy.com/assets/Uploads/FA-
Policies/6db4a5fbf6/Family-Advocacy-inclusive-education
policy-May-2014.pdf
 https://www.slideshare.net/MariaMarthaManetteMadrid/p
olicies-and-guidelines-of-special-education-in-the
philippines
 https://www.slideshare.net/mhia261/special-education-in-
the-philippines
 https://www.kaplanco.com/ii/classroom-environment-
special-needs
 https://childrightsnetwork.ph/advocacies/inclusive-
education-for-children-and-youth-with
disabilities/#:~:text=The%20Convention%20states%20tha
t%20PWDs,the%20basis%20of%20equal%20opportu
nity.&text=persons%20with%20disabilities%20receive%20
the,facilitate%20their%20effective%20education%3B
%20and
 http://www.nise.go.jp/kenshuka/josa/kankobutsu/pub_d/d
-175/d-175_1_10.pdf
 http://aasep.org/fileadmin/user_upload/Protected_Directo
ry/BCSE_Course_Files/Course_2/Chapter_9_PRINCIP
LES_IEP_DEVELOPMENT.pdf
 https://www.masters-in-special-education.com/what-is-
special-education-2/
 Introduction to special education, scope and Role in
Society
 http://www.projectidealonline.org/v/special-education-
public-policy/
 Regular and SPED Compared
 http://www.nise.go.jp/kenshuka/josa/kankobutsu/pub_d/d
-175/d-175_1_10.pdf
 https://www.scasd.org/cms/lib5/PA01000006/Centricity/Do
main/114/13_categories_of_exceptionality_as_defined
_by_IDEA.pdf
 https://downloads.unicef.org.uk/wp-
content/uploads/2010/05/UNCRC_PRESS200910web.pdf
 http://www.csie.org.uk/inclusion/unesco-salamanca.shtml
 https://elibrary.worldbank.org/doi/abs/10.1596/0-8213-
3036-5

 https://courses.lumenlearning.com/boundless-
psychology/chapter/prenatal-development/

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