CHAPTER 7

The Teacher and the Community: Teacher's Ethical and Professional Behavior

Learning Outcomes:

At the end of this Chapter, you should be able to

• elaborate on community's expectations from teachers and on teachers expectation from

communities 
• describe teacher's ethical and professional behavior in the community by giving concrete
examples

Activity-Let's Read These

Activity 1-Think, Pair, Share

1. Think of your favorite teacher. Why was he/she your favorite? What qualities did he/she
possess? Is he/she your ideal teacher? What influence did he/she have in your life? Did
she act in accordance to the expectations of the community?
2. Group yourselves by 5. Share your answers to #1 with the group
         Take note of qualities common among your favorite teachers.

Activity 2

     Here are quotes on teachers. Read and understand them. Do you agree with each ot the
quotation?

1. "Teachers change the world, one child at a time."

2. "Teachers, I believe are the most responsible and most important members of society
because their professional
efforts affect the fate of the earth."
3. "Every child deserves a champion, an adult who will never give up on them, who
understands the power of connection and insists they become the best they can possibly
be."         -Rita Pierson
4. "The influence of a good teacher can never be erased."
5.  "I'm a teacher.

       I am not in it for the income.

       I am in it Jor the outcome.
       I am a teacher.
       It's who l am.
       It's my passion, my calling, and my   world."

What is your favorite quote? Any message for you? Share with your group.

Analysis - Let's Analyze

1.Are the traits shared in your small groups the same traits that schools and the larger
community expect of professional teachers ?

2. Based on your observation, do all teachers embody the traits expected of professional
teachers?

Abstraction Let's Conceptualize

Code of Ethics for Professional Teachers, Article III

     The very title of this Unit indicates that teachers are expected to be part of the
community. To be part of the community definitely means to participate in the life of that
community. What is that community referred to here? The 8 Sections of Article III of the
Code of Ethics refers to the community within the school and the community outside the
school. How can teachers be a part of the community? The various Sections of Article III
give more details.
Teacher as Facilitator of Learning

     Article III, Section1 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.

     Facilitator comes from the word "facilitate" which means to make something easy or
easier. You as, the professional teacher, facilitate learning or make learning easier. Learning
is a difficult task and is made easier when you make dry lesson interesting, exciting and
enjoyable. As a professional teacher, you make learning easier when you simplify the
complex and concretize the abstract. This is what is ethical for every professional teacher
like you ought to do. This you can do after four long years of academic preparation.

     What happens sometimes, however, is teachers complicate the simple and teaches only
at the abstract level.

     To facilitate learning, a conducive learning environment is necessary. It has been proven
that learners learn best in a pleasant environment. A pleasant environment is where the
learners can be themselves because teachers are caring. No need to put best self forward
because teachers and classmates truly care and take you for who you are. All forms of
bullying has no place in a conducive learning environment. A conducive learning
environment makes learners believe they can do the work and they feel accepted. A
favorable learning climate is not competitive where everyone is tense.

     The teacher who believes that "Every child deserves a champion, an adult who will never
give up on them, who understands the power of connection and insists they become the
best they can possibly be" like Teacher Rita Pierson in TED Talk is a facilitator of learning.

Teacher Leadership and Initiative for Community Participation

       Section 2 refers to the "leadership and initiative of the professional teacher to participate
in community movements for moral, social, economic and civic betterment of the community.

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 be-in-the-world and to be-in-the-world- with-
others and for others (borrowing the words of Heidegger)

     The words in Section 2 of Article III are "provide leadership and initiative... This implies
that as a professional teacher you have not to wait for community to ask for help. Section 6
further explicitqates how you can show your professional leadership, to wit: "Every teacher
is an intellectual leader in the community, especially in the barangay, 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."

     You do not just welcome the opportunity to lead. Section 2, states that you, the
professional teacher ought to take the initiative to offer your help for the improvement of the
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 adviser, a nurse, a doctor, commentator, prayer rolled into one.

     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.

     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

     Section 3 states: "Every teacher shall merit reasonable social recognition for which
purpose he shall behave with honor and dignity at all times and refrain from such activities
as gambling, smoking, drunkenness, and other excesses much less illicit relations."
Obviously, if as a professional teacher, you are an inveterate gambler, chain smoker and
alcoholic or if it is common knowledge that you are engaged in an illicit relationship, how can
you have moral authority? Who will listen to you when you advise your class not to smoke,
not to drink alcoholic drinks, not to gamble, etc? Your audience will say "Look, who is
talking!" It is a matter of "do what I say not what I do."
     Society expects so much of teachers that when 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 much more from
professional teachers than from any other professional and so look at teachers with
scrutinizing eyes.

     The quotation states "The influence of a good teacher can never be erased" but the
influence of a dishonorable teacher is as lasting.

Teacher's Attitude Toward Local Customs and Traditions

     Section 4 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 sympathetic attitude,
therefore, refrain from disparaging the community." The professional teacher is neither
ethnocentric nor xenocentric. He/she is not ethnocentric and so does not look down on
community's culture because of the thought that his/her culture is superior to the culture of
the community. Neither is he/she xenocentric and so looks at his/her culture as inferior in to
other community's culture.

     Fortunate and happy is the community that has teachers who live with them, exert effort
to understand their local customs and traditions and consequently appreciate the same. This
author sees no culture as perfect. 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 teachers pointing them out tactfully and sincerely.

The Professional Teacher and Information Update

    Section 5 states that the teacher "shall help the school inform the community about the
school's work, accomplishments, needs and problems. Community here refers to internal as
well as external stakeholders. Internal stakeholders include the students, the parents of the
students and the 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 /alumnae 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 problem. 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 school's problems and needs.

The Parents-Teachers Association

     We have Parents' and Teachers' Associations (PTA) in place in every school. Some
private schools call it Home School Association or Family Advisory Council. This is for
internal stakeholders only. A PTA is an association of teachers and parents with children
who are enrolled in a school. It is a forum for discussions on school problems and how they
can be solved.

The School Governing Council

     Other than the PTA is the School Governing Council. The SGC has different membership
and functions. A School Governing Council as a policy-making body has the school head as
Chief Executive Officer, Manager and Chief Operations Officer. The formation of SGC in
every school is a proof of school head sharing his/her leadership with members of the
community.

     It determines general policies on student welfare, discipline, well-being; it is concerned

with the development and implementation, monitoring and evaluation of the School
Improvement Plan (SIP), and reporting of the progress of the SIP implementation to the
Schools Division Superintendent and the community. In addition to PTAs are the School
Governing Council in every public school. This School Governing Council shares in the
management of the school with School Head as Chair. This School Council is another
opportunity for communities to participate in school activities.
 The Professional Teacher and Government Officials and Other Professionals

     Section 7 states: "Every teacher shall maintain harmonious and pleasant personal and
official relations with other professionals, with government officials and with the people
individually or collectively." 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, ven the dull and
the ignorant; they too have their story."

The Professional Teacher Does not Use Position to Proselyte

     Finally, Section 8, says: "A teacher possesses freedom to attend church and worship as
appropriate, but shall not use his position and influence to proselyte others."To be in a
position means to have power or influence for a purpose, i.e. for you 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.Besides freedom of religion is guaranteed by
the 1987 Philippine Constitution. "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."
(Article I, Section 6).

Application-Let's Apply

1. Here is what one Dean of a College of Education told her freshmen teacher education
students in her Welcome Address on Orientation Day:

Believing that you don't learn everything in the classroom, the College of
Education, which will be your home for four years has prepared a menu of annual
co-curricular activities for you. All of these are meant to help you become the true
professional teacher that this College and University have envisioned you to
become...

       a) What message do you get from the Dean's Welcome Address?

b) In the context of this Welcome Address, what does this statement ".. do more, learn more,
and have more.. (Pope Paul VI, Populorum Progression, 1967) What message do you
get in relation to your pre-service education?

2. A professional teacher creates a conducive learning environment to facilitate learning.

Based on experiences, illustrate with a drawing or comic strip what a conducive learning
environment is. Display your work in class. Conduct a gallery walk for everyone to see
and comment/ask questions about the comic strips.

3. The Bible says: "You are the salt of the earth. Bus if the salt loses its saltiness, how can it
be made salty again? It is no longer good for anything, except to be thrown out and
trampled underfoot. You are the light of the world. A town built on a hill cannot be
hidden. Neither do people light a lamp and put it under a bowl. Instead they put it on its
stand, and it gives light to everyone in the house. In the same way, let your light shine
before others, that they may see your good deeds and glorify your father in heaven.
(Matthew 5:13-16)

Based on this Chapter on the teacher as a community leader, How do these biblical
passages apply to the professional teacher?

4.  "I don't hear what you are saying because who you are speaks louder than what you
say." How does this quote apply to the professional teacher as a community leader?
Discuss.

5. A teacher is fully convinced that her religion is the only true religion, the only way to
salvation. As a result, she proselytes. Can her good intention of salvation for all justify
her proselyting? Why or Why not?
6. As a community leader, what will you do if you see something negative in the community
Culture? Example.

7. Your mayor has a teacher candidate for a teaching position. Your ranking is over. Your
mayor's candidate was not part of the ranking and is not a licensed teacher. As a
professional teacher, what would you do?

8. Cite at least 3 specific ethical behaviors of a professional teacher based on Article III of
the Code of Ethics for Professional Teachers. Come up with a powerpoint presentation or
a skit.

TAKEAWAYS

• Article III of the Code of Ethics for Professional Teachers states that a professional
teacher shall live for and with the community.

• The community includes internal stakeholders (learners and their parents/guardians,

teachers and the school head) and external stakeholders (members of the community
who have no children enrolled in the school such as community non-government
officials, church leaders, non-organizations and government organizations).

• For the learners, you facilitate learning and the development of the youth. To do this, you
have to create a nurturing, positive learning environment.

• For the community, you are a leader. You take the initiative and leadership to actively
participate in community affairs and movements and in turn to involve the community in
school activities for the upliftment of both school and the community. This can readily
happen if you are in a harmonious relations with all people in the community

• To keep parent and community involvement in school, they must be updated with
happenings in the school accomplishment, achievements, problems and projects.

• At all times, at all places and for all people, don't misuse nor abuse that authority or power
bestowed on you as a professional teacher. For you to be credible as a community
leader, you shall behave with honor and dignity twenty-four hours a day, 7 days a week,
respect community culture and seek it , understand them or else lose your "flavor as a
community leader.

Let's Check for Understanding

1. Give at least 3 expectations that community has for teachers.

2. How should a professional teacher regard indigenous people's culture?

Let's Reflect

1. The mother of this author was once a public school teacher. When this author was in her
preschool age, her mother taught in the remote barrios of the town and so where her
mother was assigned the family went along. This author vividly remembers how her
mother was dearly loved by the community. She was teacher, counselor and consultant
to everyone who came. She was indeed a missionary. Her transfer to another school
was always an emotional one, a mother crying, too. To top it all, the one most touching
etched in my memory was one community leader had a big rooster. So many wanted to
buy that rooster but refused to sell it. On the eve of our departure, he butchered it for
that last evening meal with them. This author will never forget such act of generosity. In
their poverty, these people can give all. 

a). If given the opportunity, would you welcome teaching in the far flung schools? Why or
Why not?

b). If you say yes to the call to teach in a far flung school what should be doing more in
your pre-service education?

Taking It to the Net

1. One instance that proves that school-community partnership has been established is the
Brigada Eskwela of the Department of Education. Research on what Brigada Eskwela is
and the good things it has brought to schools. Share your research findings in class.

2. In what other ways can parents and community leaders be involved in the school to
improve school performance?

3. a) Interview a school head and a member/members of the School Governing Council.

Ask:
1) what they have accomplished as a School Governing Council
2) what difficulties they are facing
b) Share your findings with the class
c) Based on your interview, are you in favor of schools having a SGC? Or is the PTA
enough? Defend your stand.

4 Assign four to read "The Power of Social and Emotional Skills" by OECD and ask them to
share at least 5 findings related to conducive learning atmosphere.

     The Power of Social and Emotional Skills, a 2015 publication from the Organization for
Economic Cooperation and Development (OECD), highlights a nine-country analysis that
found there is a common set of skills that seems to matter across cultures including self-
esteem, self-efficacy, and sociability. These skills consistently affect outcomes like college
completion, job attainment, health, and civic engagement.

LET Clinchers

1. In her leadership in the community, a professional teacher shows no signs of

ethnocenricism?What does this mean?
A. Does not belittle other peoples' culture
B. Looks at her culture as superior to other's culture
C. Is ashamed of her own culture
D. Does not mind other people's culture

2. The professional teacher is quite xencocentirc. How is this manifested?

A. Looks at her culture as superior to that of others
B. Looks at her culture as inferior to that of others
C. Does not mind if her culture is inferior or superior
D. Is at home with all cultures

3. Which is a policy-making body composed of internal and external

stakeholders with whom school head and teachers relate?
A. Parents Teachers Association
B. Supreme Student Council
C. School Governing Council
D. Faculty Club

4. Who is not a member of the Parent Teachers Association?

A. Parents with no child currently enrolled in school
B. Parents of children currently enrolled in school
C. School head
D. Teacher representative

5. As a teacher, you are a facilitator of learning? What is expected of you?

A. Do not fail anyone.
B. Make teaching-learning interactive and exciting.
C. Use video clips.
D. Allow them to use their cellphones in the classroom.
 CHAPTER 8
Organizational Leadership
Learning Outcomes:

At the end of this Chapter, you should be able to:

1. explain what organizational leadership is;

2. distinguish between leadership and management;
3. describe different organizational leadership styles;
4. explain what situational leadership, servant leadership are; and
5. discuss how to sustain change in an organization

Introduction

     Expected of professional teachers who care for and embark on continuing professional
development is a promotion along the way. With this in mind, this course won't be complete
without a discussion of an effective leader and manager for which you will be in the future.
But should you refuse offer for a managerial or leadership position in school or in the bigger
educational organization because of the love for teaching and learners, this lesson on
organizational leadership won't be laid to waste because even as teacher you are ready a
leader and a manager. You are a teacher and a class or classroom manager.

Activity-Let's Draw

     Present or draw an object that symbolizes a leader of an organization. Explain your

symbol of leadership.

Analysis- Let's Analyze

Based on the symbols and drawings presented:

1.Who is an organizational leader?

2. What do organizational leaders do
3. What qualities do they possess?

Abstraction- Let's Conceptualize

Organizational Leadership

     In organizational leadership, leaders help set strategic goals for the organization while
motivating individuals within the organization to successfully carry out assignments in order
to realize those goals. In the school setting, the school leader helps set the goals/ targets for
the school and motivates teachers, parents, learners, non-teaching personnel and other
members of the community to do their task to realize the school goals.

     Organizational leadership works towards what is best for individual members and what
is best for the organization as a group at the same time. Organizational leadership does not
sacrifice the individual members for the sake of the people nor sacrifice the welfare of the
group for the sake of individual members. Both individual and group are necessary.

     Organizational leadership is also an attitude and a work ethic that empowers an

individual in any role to lead from the top, middle, or bottom of an organization. Applied to
the school setting, the school leader helps anyone from the organization not necessarily
from the top to lead others. An example of this leadership which does not necessarily come
from the top of the organization is teacher leadership.

Leadership Versus Management

     Are leadership and management synonymous? Is a leader a manager or is a manager a

leader? If I am a good leader, does it follow that I am also a good manager? Or if l am a
good manager, am I at the same time a good leader? Not necessarily.

School Head Must be Both a Leader and a Manager

A school head must be both a leader and a manager

Study the Figure below.

     A school head leads the school and community to formulate the vision, mission, goals,
and school improvement plan. This is a leadership function. She/he sees to it that this plan
 gets well implemented on time and so ensures that the resources needed are there, the
persons to do the job are qualified and available. This is a management function. Imagine if
the school head is only a leader. You have the vision, mission, goals and school plan but no
implementation. The plan is good only in paper. If you do the task of a manager only, you
will be focusing on the details of the day-of-day implementation without the big picture, the
vision and mission. So it big picture for connect and meaning. This means that it is best that
a school leader is both a leader and a manager.

Table 3. Comparison of Manager and Leader

MANAGERS   versus LEADERS

Managers  Leaders

Administer Innovate

Their process is transactional; meet Their process is transformational develop a vision

objectives and delegate tasks. and find a way forward.

Work Focused People Focused

The goal is to get things done. They are The goals include both people and results. They care
skilled at allocating work. about you and want you to succeed.

Have Subordinates Have Followers

They create circles of power and lead by They create circles of influence and lead by inspiring.
authority.

Do Things Right Do the Right Thing

Managers enact the existing culture  Leaders shape the culture and drive integrity..
and maintain status quo.

Source: Dubrin, Andrew E. (2006) Essentials of management, Mason, OH 45040 USA

Types of Skills Demanded of Leaders

     Leaders use 3 broad types of skills: 1) technical, 2) human and 3) conceptual.

Technical skills refers to any type of process or technique like sending e-mall, preparing a
power point presentation. Human skill is the ability to work effectively with people and to build
teamwork. This is also referred to as people skills or soft skills.

     Conceptual skill is the ability to think in terms of models, frameworks and broad
relationships such as long range plans. In short, conceptual skills deal with ideas while human
skill concerns relationship with people and technical skills involves psychomotor skills and
things. The ideal school leader possesses all three.

Leadership styles

Here are leadership styles:

Autocratic; consultative; democratic; laissez faire

     Autocratic leaders do decision making by themselves. Consultative leaders allow

participation of the members of the organization by consulting them but make the decision
themselves. This is what happens in consultation meetings called by schools when they
increase tuition fees. Sometimes education stakeholders get disappointed that their
suggestions are not carried after school leaders have consulted them. They do not
understand that consultation does not necessarily mean approval of stakeholders
suggestions. 

     Democratic leaders allow the members of the organization to fully participate in decision
making. Decisions are arrived at by way of consensus. This is genuine participation of the
members of the organization which is in keeping with school empowerment.

     In laissez faire or free-rein leadership style, leaders avoid responsibility and leave the
members of the organization to establish their own work. This leadership style leads to the
kanya-kanya mentality, one weaknesses of the Filipino character. There will be no problem if
the situation is deal, i.e. each member of the organization has reached a level of maturity
and so if members are left to themselves they will do only what is good for the organization.
 On the other hand, it will be chaos if each member will do as he/she please even if it is
against the common good. 

     Which leadership styles are participative? The consultative and democratic leadership
style are the only ones that allow for participation of the members of the organization.
Between the consultative and democratic styles of leadership, the democratic style is
genuinely participative because it abides by the rule of the majority.

The Situational Leadership Model

     In situational leadership, effective leaders adapt their leadership style to the situation of
the members of the organization,to the readiness and willingness of group members. Paul
Hersey and Kenneth H. Blanchard (1996) characterized leadership style in terms of the
amount of task behavior and relationship behavior that the leader provides to their followers.
They categorized all leadership styles into four behavior styles, which they named S1 to S4.

Table 4. Behavior Styles in Situational Leadership

S1 S2 S3 S4

Selling / Directing Telling / Coaching Participating/ Delegating

Supporting

Individuals lack the Individuals are more Individuals are Individuals are
specific skills able to do the task; experienced and able experienced at the task,
required for the job however, they are to do the task but lack and comfortable with their
in hand and demotivated for this the confidence or the own ability to do it well.
however, they are job or task. willingness to take on They are able and willing
novice but Unwilling to do the responsibility. to not only do the task,
enthusiastic. task. but to take responsibility
for the task.

 If the group member is able, willing and confident (high readiness), the leader uses a
delegating leadership style.The leader turns over the responsibility for decisions and
implementation to the members.. On the other hand, if the group members have low readiness,
i.e.. unable and unwilling, the leader resort to telling the group members what to do.

 In short, competent members of the organization require less specific direction than less
competent members. Less competent people need more specific direction than more competent
people.

For a graphic presentation of the Situational Leadership Model, visit

https://teachthem.files.wordpress.com /2012/11/si tuational-leadership-odel.jpg

Among these leadership styles, no one style is considered best for all leaders to use all the
time. Effective leaders need to be flexible, and must adapt themselves according to the
situation, the readiness and willingness of the members of the organization.

Servant Leadership

     Robert K. Greenleaf (1977) coined the paradoxical term servant leadership. How can one
be a leader when he/she is servant? That's the common thinking. But the paradox is
Greenleaf's deliberate and meaningful way or emphasizing the qualities of a servant leader.
He describes the servant

...servant first. It begins with the natural feeling that one wants to serve. Then conscious choice
brings one to aspire to lead. The best test is: do those served grow as persons: do they, while
being served, become healthier, wiser, freer, more autonomous, more likely themselves to
become se servants. And, what is the effect on the least privileged in society they benefit, or,
at least, not be further deprived? (Greenleaf,1977/2002, p. 27)

     The first desire of the servant leader is to serve.How? By leading. The greatest teacher of
humankind, Jesus Christ, was a servant leader. He taught his disciples "he who wants to great
must be the servant of all". The life of the Greatest Teacher was a life of total service to all.

     We often hear the term public servants" to refer to appointed and elected officials of the
government to emphasize the fact that they indeed are servants of the people. Their first duty
is to serve and in serving, they lead. They don't think of their power as leaders first. If they do,
they tend to become more conscious of their importance felt over their conscious of their
power over their constituents and tend to impose that power or make their importance felt over
their constituents and forget that if ever they are given power it is to serve their people.
Someone said "power corrupts." And I need it does,when leaders think first of their power and
forget the very reason why such power was given, i.e. to serve. The greatest teacher said:

     "... and whoever wants to be first among you must be your slave." (Matthew 20:27)

     "The greatest among you shall be your servant." (Matthew 23:11)

     "If anyone wants to be first, he must be the last of all and the servant of all" (Mark 9:35)

     "You know how the pagan rulers make their powers felt. But it shall not be this way among
you. Instead, whoever wants to become great among you must be your servant." (Mark 10:43)

     His whole life was a life of service. In fact, he wanted to impress this idea of servant
leadership by doing something dramatic in his last days on earth. He washed the feet of his
apostles. Washing the feet was the work of a servant in his time.

     He wanted to etch in the memories of his apostles the idea that leaders are supposed to be
"footwashers". Leaders are supposed to be servants of all.

     Servant leadership seeks to involve others in decision making,is strongly based in ethical
and caring behavior, and enhances the growth of workers while improving the caring and
quality of organizational life.

     The school head who acts as a servant leader forever remembers that he/she is there to
serve his/ her teachers, the students, the parents etc. and NOT the teachers, learners,
parents to serve him/her.

Transformational Leadership

     Robert Kennedy once said: "Some men see things as they are, and ask why. I dream of
things that never were, and ask why not." Those who dream of things that never were and ask
"why not are not transformational leaders. The transformational leader is not content with
status quo and sees the need to transform the way the organization thinks, relates and does
things. Th transformational school leaders sees school culture as it could be and should be,
not as it is and so plays his /her role as visionary, engager, learner, collaborator, and
instructional leader. As a transformational leader he/she makes positive changes in the
organization by collaboratively developing new vision for the organization and mobilizing
members to work towards that vision.

     To do this the transformational leader combines charisma, inspirational leadership and
intellectual stimulation to introduce innovation for the transformation of the organization.

Sustaining Change

     For reforms to transform, the innovations introduced by the transformational leader must
be institutional and sustained or else that innovation is simply a passing fad that loses its
flavor after a time. A proof that an innovation introduced has transformed the organization is
that the result or effect of that change persists or ripples even when the transformative
leader is gone or is transferred to another school or gets promoted in the organization.

     We feel most comfortable with our old pair or shoes. We like to live in our comfort zones
and so sometimes we don't welcome change. And yet if we want improvement in the way
we do things in our organization, in our school or if we want to improve in life we must be
willing to change. The transformational leader ought to deal with resistance to change to
succeed. There will always be resisters to change. To ensure that the innovation he/she
introduces leads to the transformation of the organization, Morato of Bayan ABS CBN,
(2011) gives the following advice: 

1. seek the 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. Innovations cannot be
forced upon the teachers, the students, the parents, the community... without serious
consequences."

2. get people involved early and often- Resistance drops off in proportion to the involvement
of participants. You may not to expect 100-percent support from any individual who was not
personally involved in a change that affected his/her work. 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-Morata (2011) asserts: "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 and 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.

Application-Let's Apply

1. Based on this lesson and by means of an acrostic, give qualities or specific behaviors of
good leaders. See example.

L-

E-

A-

D-

E-

R-

S- Servant. He is servant first before a leader.

2. You are assigned as a school head in a low-performing school. Students are poorly
motivated, parents and community are not very cooperative, and teacher have low morale.
As a leader, what should you do? Outline your steps.

3. You are introducing an innovation in school. Sociologically, Filipinos are known for the
"ningas-cogon" mentality. How does this mentality affect school innovation? As a leader,
how will you counteract it?

4. Two of your teachers are doing very well. Four strongly resist Continuing Professional
Development. Two are about to retire and are simply waiting to retire. To make your school
perform, As a school head, what moves will you take? Explain.

5. Here are various methods that leaders employ 

• Model the way. Set the example.

• Share your vision. Enlist others.
• Challenge the process. Look for ways to grow.
• Enable others to act. Empower others.
• Set goals.
• Build trust.
• Give the direction.
• Encourage the heart. Give positive reinforcement.
Identify the leadership style employed in each method. Explain your answer.
6. In groups of five, develop a servant leadership assessment instrument.

TAKEAWAYS

• Organizational leadership is also an attitude and work ethic that empowers an individual in
any role to lead from the top, middle, or bottom of an organization.
• Leadership and management are not synonymous but are related to each other.
• Leadership is focused more on the vision, the future state of the organization, while
management is concerned with daily operations. An effective school head is both a leader
and a manager.
• There are various leadership styles from autocratic, consultative, democratic and laissez
faire (free rein) style.
• The democratic leadership style is the most participative. Decisions are arrived at by
consensus. Consultative style is also participative because it involves members of the
organization but the leader decides. Autocratic leadership is dictatorial leadership The
members of the organization do not participate in decision making. In the laissez faire
leadership style,the leader does not interfere with the members of the organization who are
left to decide for themselves.
• In servant leadership, it 1sis most important that the leader sees himself/herself as a
servant first before he/she is a leader
• Transformational leadership is concerned with introducing and sustaining innovations.
• Situational leadership is leading the organization in a way that fits the situation the
readiness of the followers.

Let's Check for Understanding9

Direction: Write T if the statement is true and F if it is false, underline the word or words that
make the sentence false and supply the correct word/s to make statement true.

_____1. Leadership is interchangeable with management because they mean the same.

_____2. A leader cannot be a manager and manager cannot be a leader at the same time
time.

_____3. In the laissez faire leadership style, the leader fully interferes in the decision-
making of his/her followers.

_____4. In the consultative style of leadership, members of the organization arrive at a

decision by way of consensus.

_____5. In the democratic style of leadership, the members of the organization are
consulted in decision making.

_____6. The autocratic leader consults his/her followers.

_____7. A transformational leader is content with status quo.

_____8. In situational leadership, if followers are unwilling and unable" to do the job, leader
must resort to delegating.

_____9. In situational leadership, if followers are "willing and able" to do the job, leader must
resort to telling.

_____10.Transformational leadership is focused on innovations.

_____11. Innovations when relevant do not need to be sustained.

Let's Reflect

     What kind of a leader am I? What should I do to become an effective leader?

Taking It to the Net

1. What is meant by CQI? What is Kaizen? How are these related to transformational
leadership?

LET Clinchers

Select the letter of the CORRECT answer.

1. Which is the essence of servant-leadershipr

A. Leading is serving.
B. Leading is making your subordinates feel your power over them.
C. Leading is ensuring that yourself is the first.
D. Leading is changing.

2. What is the message of situational leadership? 

A. A leader is first a servant
B. A leader must fit leadership style to the follower's level of readiness and willingness
C. A leader can choose the leadership style that fits him most.
D. Authoritarian leadership is best because organization accomplishes much

3. Who is most interested in improving the present status of an organization?

A. The authoritarian leader

B. The laissez faire type of leader
C. The transformational leader
D. The servant leader

4. What must a leader do if wants an innovation to affect substantially and positively school
culture?

A. Sustain the innovation

B. Introduce innovation one after another
C. Ensure that the innovation is welcomed by all, no exception
D. School head is the origin of the innovation

5.  Is a manager also a good leader?

A. Yes.
B. It depends on the person.
C. Not necessarily
D. It depends on the type of organization
 CHAPTER 9

The School Head in School Based Management (SBM)

Learning Outcomes:

At the end of this Chapter, you should be able to.

• explain the meaning, advantages, disadvantages and demands of SBM;

• state practices aligned to SBM; and

• explain the roles, functions and competencies of school heads in SBM.

Introduction

     The Local Governance Code of 1991 (RA 7160) provided for a more responsive local
government structure through a system of decentralization where local governments are
given more power, authority, responsibilities and resources. Likewise with the introduction of
School-Based Management in Philippine schools, schools are given more power to direct
their affairs with the learning and development of learners as ultimate goal. In this Chapter,
you are expected to learn the rewards and challenges in implementing SBM especially on
the part of the school head.

Activity- Let's Read These

     Mabuhay Elementary School had very low Mean Percentage Score (MPS) in the last
Grade 6 exit examination. Pupil tardiness and absences are rampant. Truancy is another
problem as some pupils cut classes because they spend their time playing video games in
the computer shops nearby. Absences are also very rampant. Children claim they are told to
absent by their parents to do rice planting and harvesting.

     Feeling helpless, Ms. Ligaya called on teachers, parents and leaders of the community
for a meeting. In the meeting, she presented the problems of the school and asked for help
to improve school performance. There were many suggestions given. So these were written
down in a simple matrix like the one below:

Problem Cause Objectiv Activity Person Resourc Timefra Expecte

e s es me d
Involve Needed Outcome
d

1. Tardiness Late To Talk PTA PTA Zero

rising reduce parents officers; meeting Tardiness
due to tardiness in Teacher on March
TV; to zero Homeroo s; 15
distance m School
of home head;
to March 30
school; Parents
Comput to limit tv
er Shop viewing;

PTA
meet with
computer
2.Absenteeis shop Video
m owners Clip  Unexcus
not to ed
To allow PTA absences
reduce students officers; Games reduced
unexcus in shop Teacher March 30 to zero
Games ed from 6:30 s;
in absence AM and School Referenc
compute during
 r shops; s to zero school Head; es
pupils' hour
lack of
interest
to go to Present
school; problem
work in and seek
the farm solutions
in PTA
Meeting;
PTA talk
to
computer
shops'
owners;

Teachers
to come
up with
interestin
g lessons
to
motivate
students
to come
to school

Analysis - Let's Analyze

Share your answers with your small group.

1. What problems did Mabuhay Elementary School have?

2. What did Ms. Ligaya, the school head, do to address the problem?

3. Could it have been better if she addressed the problem by herself? What could have
possibly happened if she did it alone?

4. What was the advantage of involving others in addressing the problems?

5. Wasn't a directive from the Office of the Superintendent or Regional Director the fastest
solution to the problems? Why or why not?

Abstraction Let's Conceptualize

The Meaning of School-Based Management (SBM)

     Ms. Ligaya, the school head, is smart. She knew she couldn't solve the problems all
alone so she involved the teachers, the parents, the student leaders and leaders of the
community. She knew that by involving them, these members of the school community will
feel a sense of importance and a sense of ownership. Because they were the ones directly
involved with the problems, they themselves are in the best position to solve the problem.
The actions that Ms. Ligaya took are all in accordance with School-Based Management.

     What is school-based management? School based-management is a decentralized

management initiative by developing power or authority to school heads, teachers, parents
and students. (SBM) is a strategy to improve education by transferring significant decision-
making authority from the DepEd Central Office, regional offices, division offices to individual
schools. SBM provides principals, teachers, students, and parents greater control over the
education process by giving them responsibility for decisions about the budget, personnel,
and the curriculum. Through the involvement of teachers, parents, and other community
members in these key decisions, SBM can create more effective learning environments for
children.

SBM and the Principle of Subsidiarity

    SBM is in keeping with the principle of subsidiarity which states that 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. This tenet holds that "nothing should be done by a larger and more complex
organization which can be done as well by a smaller and simpler organization. In other
words, any activity which can be performed by a more decentralized entity should be done
by that more decentralized entity."
https://action.org/pub/religion-libertyvolume-6-number-4/principle-Subsidiarity) . 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.

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 ot 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; and,

• Improve morale of teachers and nurture new leadership at all levels.

     Through SBM, decision making authority is devolved to school heads, teachers, parents
and students. This is school empowerment. This reduces bureaucratic controls on schools
and encourage school heads, teachers and parents to use greater initiative in meeting the
needs of students and community. This results in a sense of community school ownership
which makes the school realize its vision and mission.

     Involving stakeholders parents, teachers, students and other members of the community
- is also helpful in the mobilization of local resources to complement public resources.
Concrete proof of this is the number of classrooms built as a result of the strong partnership
between schools and communities and successful school-community programs like those
described in the Chapter on The School and the Community.

     Through SBM, problems and needs at the school level get solved faster and specific
personalities and cultures are taken into consideration. These personalities and cultures are
usually ignored in multi-layered in hierarchical organization like DepEd. In a hierarchical
organization, straight jacket rules, procedures and allocation norms are given and apply to
all. It takes time to solve problems if schools have to wait for answers from above. As a
result, teachers, parents and students are frustrated due to delays.

     In SBM, schools take the responsibility to plan and implement their School Improvement
Plans (SIP). ( The table that you scrutinized in the Activity phase of the lesson is a of a part
of a School Improvement Plan). It is the schools themselves, not DepEd higher offices that
know best their problems and the solutions to these problems. It is the schools that
determine the number and kind of teachers they need, the kind of learning materials and
resources they need.

     Since schools are given more power to direct themselves, they are made accountable for
results. SBM makes schools accountable to the stakeholders.

Legal Basis of SBM

     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 Constitutional provision.

     This means that long before the Department of Education (DepEd) legally introduced
decentralization in schools through School-Based Management (SBM) in 2001 through the
enactment of RA 9155, local government units were already empowered for local
 governance. RA 9155, Basic Governance Act transfers the power and authority as well as
the resources to the school level. School empowerment is based on the assumption that the
school heads including teachers, key leaders in the community, parents know best the root
and solution to the problem.

Conditions for the Success of SBM

• Teachers, school heads must be given the opportunity to make choices.They must actively
participate 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. They

must have a say on resource allocation to meet specific needs.

• Higher authorities must actively encourage thoughtful experimentation and innovation in an

atmosphere where mistakes are viewed as learning experiences. They must be willing to
share their authority with the academic and the larger community.

• Teachers must develop reflection, problem solving.

     In addition, based on international experience, 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

     The success of SBM very much depends on the school head. Below are his/her
functions:

Table 5. Functions of a School Head

Roles  Functions Knowledge/Skills/ Attitudes

Required

Visionary Lead in setting the vision, mission and Change and future orientation
principal, goals of the school
motivator,
advocate and
planner

Builder of Organize/ expand school, community and Networking, organizing, social

networks and local government networks and groups that mobilization, advocacy
support systems will actively participate in school
improvement

ead in developing the School Improvement Development of teamwork,

Plan with the participation of the staff and building consensus and skills
the community in negotiation.and conflict
resolution

ead in developing and maintaining the Participatory planning and

School Management Information System administrative management

Generation and use of data

and information as basis for
planning and management

Curriculum Create a physical and psychological Development of collective

developer climate conducive to teaching and learning accountability for school and
 student performance

Localize and implement school curriculum Designing of the curriculum to

address both national goals,
local needs and aspirations

Encourage development and use of Creation of an open learning

innovative instructional methods focused in
improving learning outcomes, increasing
access to basic education, improving the
holding power of schools and addressing
specific local problems
system based on several
resource materials rather than
on single textbooks
Participatory and peer-based
instructional supervision

Fiscal Administer and manage all personnel, Fund management

Resources physical and fiscal resources of the school

 Manager

Encourage and accept donations,gifts, Serving as model for

bequest and grants for educational purposes transparency and accountability
and report all such donations to the especially in financial
appropriate offices management

Factors of School Effectiveness Based on Research

     Effective practices need to be institutionalized for them to become part of the school
culture. To build professional capacity and establish mechanism that supports the continuing
quality improvement of schools is an assurance that effective schools even become more
effective.School-Based Management (SBM) is the mechanism introduced by the
Department of Education in the Philippines to continuously work on effective schools. As the
term implies, in SBM,schools are given greater autonomy to make decisions regarding
education of children.

     There research finding of OECD confirms "that school autonomy has a positive
relationship with student performance when accountability measures are in place and/or
when school principals and teachers collaborate in school management" (OECD, 2012).
China and Singapore have been "devolving more responsibility to the school level" (Stewart,
2008). In Finland, accountability rests on the trust placed by families and government in the
professional competence of teachers (Stewart, 2008).

In the Philippines, the devolving of more responsibility was done through the School-Based
Management (SBM). SBM was introduced during the implementation of the Third
Elementary Education Project (TEEP), 1999-2005. In 2005, TEEP conducted a study to
determine the effect of school-based management on student performance in the
Philippines using the administrative dataset of all public schools in 23 school districts over a
3-year period, 2003-2005. The results showed that the introduction of SBM had a
statistically significant, although small, overall positive effect on average school-level test
scores in 23 school districts in the Philippines. (Source: http://elibrary.worldbank.org/doi/
abs/10.1596/1813-9450-5248). Accessed 9-1-16)

With SBM, significant decision-making authority was transferred from state and district
offices to individual schools. SBM provided principals, teachers, students, and parents
greater control over the education process by giving them responsibility for decisions about
the budget, personnel, and the curriculum. Through the involvement of teachers, parents,
and other community members in these key decisions, SBM can create more effective
learning environments for children. (Source: Office of Research Education/Consumer
Guide). To further strengthen the School-Based Management (SBM) practice and re-
emphasize the centrality of the learners and the involvement of relevant community in basic
education service delivery, the Department of Education (DepEd) embarked on revisiting the
SBM framework, assessment process and tool to improve on already recognized successful
SBM practices across the regions (DO 83, s. 2012). To institutionalize

decentralization efforts at the school level and in line with Republic Act No. 9155 also known
as Governance of Basic Education Act of 2001, the Department of Education (DepEd)
provided School-Based
Management (SBM) Grants as additional funds to public elementary and secondary
schools,... too augment the school fund on Maintenance and Other Operating Expenses
(DO 45, S. 2015).

Philippine Accreditation System for Basic Education (PASBE)

     The institutionalization of SBM was strengthened with the introduction of the Philippine
Accreditation System tor Basic

Education (PASBE) which was launched through DepED Order No.64, S. 2012.
Accreditation is a process of self-evaluation and peer review to ensure that quality standards
agreed upon by stakeholders are understood, implemented, maintained, and enhanced for
continuous improvement of learner outcomes (DepEd DO 20, s. 2013 The Philippine
Accreditation System for Basic Education (PASBE Supplemental Guidelines to DepEd Order
No. 83, S. 2012). Source:http://www.teacherph.com/a-comprehensive-guide-to-school-
based-management-sbm/Accessed 9-2-2016

     The agreed upon standards of quality or effective schools are grounded on the four
principles of A Child-and -Community Centered Education Systems (ACCESs), namely: (1)
principle of collective leadership (2) principle of community-based learning (3)principle of
accountability for performance and results and (4) principle of convergence to harness
resources for education. All of these four principles also apply to SBM.

     The school's level of SBM practice can either be Level 1,Developing; Level II, Maturing
and Level III, Advanced. A school that reaches the highest level of SBM practice qualifies for
an accredited status.

Figure1. SBM - PASBE Operational Framework ( Source: DepEd Order#64, s.2012)

A school in Level I, developing, means that these developing structures and mechanisms
with acceptable level and extent of community participation and impact on learning school in
Level II, described as Maturing, means that the school is introducing and sustaining
continuous improvement process that integrates wider community participation and
significantly improve performance and learning outcomes. Level III, Advanced (Accredited)
means that the school is ensuring the production of intended outputs/outcomes and meeting
all standards of a system fully integrated in the local community and is self-renewing and
self-sustaining.
      In conclusion, PASBE is a means to institutionalize SBM, the granting of more autonomy
to schools for them to chart their destiny to grow in effectiveness continuously.

Factors that Contribute to School Effectiveness

Research findings point to the following factors that spell school effectiveness:

1. Human factors - These include a dynamic school head, highly selected competent and
committed teachers, highly motivated pupils with high expectations, and a supportive
community. 

2. Non- human factors, processes-  These refer to clear and shared vision-mission (focus,
high expectations/ ambitious standards, emphasis on accountability, aligned curriculum,
instruction and assessment with state DepEd standards, efficiency or optimal utilization of
resources and facilities, collaboration and communication, focused professional
development, and global and future orientation.

     These factors are exemplified by high performing schools in the Philippines and abroad
and by the best education performing countries in the world.

     In the Philippines, the practice of School-Based Management, gave greater autonomy to
schools to make decisions in collaboration with parents and community towards greater
school effectiveness. The SBM Assessment Tool is an instrument used to assess schools
effectiveness and its use for accreditation of schools is an assurance that effective practices
get institutionalized to build the school's culture of excellence. A copy of this SBM
Assessment Tool is in Appendix A.

     The heart of all these elements, both human and non-human is the school head, the
school leader. This means that all these factors that contribute to school effectiveness come
forth only with a dynamic and a transformational school leader.

Application- Let's Apply

1. Form 4 groups. Each group will do a Powerpoint presentation to explain one of the following:
1) meaning, 2) advantages, 3) disadvantages and 4) demands of SBM.

2. Divide the class into 2 groups. Each group will simulate a  meeting called by the school head
to address the following problems: 1) litter in the school grounds and classroom, 2) bullying
among students, 3) poorly motivated students. Apply the principles of SBM.

     After each simulation, point out which act was/was not in accordance with SBM
principles?

TAKEAWAYS

• SBM means school-based management. It is the empowerment of  schools to direct their
own affairs for high performance.

• It involves the school he head leading his/ her teachers, students, parents and other
members of the community to address problems and concerns with the ultimate goal of
improving school performance. It is based on the principle of subsidiarity which states that it
is those who are most involved at the lowest level of the organization who can best solve
their problems.

• The advantages of SBM include:

- Allows competent individuals in the schools to make decisions that will improve learning;

- Gives the entire school community a voice in key decisions;

- Practices focuses accountability for decisions;

- Demands greater creativity in the design of programs;

- Redirects resources to support the goals developed in each school,

- Leads to realistic budgeting as parents and teachers become more aware of the school's
financial status, spending limitations, and the cost of its programs;

- Improves morale of teachers and nurtures new leadership at all levels.

• Disadvantage of SBM

- Participatory decision-making needs time and may slow down process

• Demands of SBM

- Active and intelligent participation of stakeholders

- Democratic and transformative leadership of school head

- Support and openness of higher authorities to schools

• Roles of school head

- Visionary leader, planner, implementer, evaluator

- Fiscal resource manager

- Curriculum developer

Let's Check for Understanding

I. Put a check (✓) before the statement/s that apply/ies to SBM and an (X) before those that
don't.

     1. In SBM, only the school head matters.

     2. In SBM, the Schools Division      Superintendent is the leader,

     3.Parents who have no children in the school cannot be consulted in SBM.

     4. School empowerment is the essence of SBM.

     5.Students cannot be consulted by the school head because they are not yet adults.

     6. One advantage of SBM is the development of a sense of school ownership among
members of the academic and larger community.

     7. SBM is aligned to the principle of subsidiarity.

     8. SBM succeeds even if school head is closed to ideas and suggestions. Anyway,
he/she is the head on whom the solution of the problem depends.

     9. One weakness of SBM is delayed action because there must be consultation of
stakeholders.

     10. SBM has no weakness, only strengths.

     11. SBM is in keeping with the decentralization move as encouraged by the Philippine
Constitution.

     12. SBM is school empowerment.

     13. An authoritarian atmosphere  encourages empowerment.

     14. In SBM, experimentation is welcome.

     15. ln SBM, schools just wait for approved budget that includes specific items to spend
on.

II. Metaphoric Thinking

     To which do you compare SBM ? Write a metaphor SBM is

_________________________________________________________________________
_________________________________________________________________________
________________
      As a future teacher what did you find most meaningful in this lesson and why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________

Let's Reflect

Do welcome SBM or do I see it as an additional work?

Taking it to the Net

Which countries apply SBM? Did SBM implementation help  improve their schools? Share
your findings.

LET Clinchers

Multiple Choice: Select the letter of the correct answer.

1. Is SBM,if implemented the right way, an effective way to strengthen school and
community partnership

A. Yes

B.No

C. Depends on size of school

D. Depends on school location

2. Which iss an advantage of SBM?

A. Fast resolution of problems in school because school head decides

B. Sense of ownership of stakeholders

C. In accordance with decentralization law

D. Total independence of schools

3. Which is the essence of SBM?

A. Reduced authority of school head

B. Absolute freedom of education stakeholders

C. Principal empowerment

D. School empowerment

4. For SBM to succeed, which must be present?

A. Effective school support system

B. Leader with a strong personality

C. Docile community

D. Low expectation

5. With SBM in mind, which does NOT belong?

A. Decentralized management

B. Devolution of power to schools

C. School empowerment

D. Centralized management
 CHAPTER 10

Creating a Positive School Culture

Learning Outcomes:

At the end of this Chapter, you should be able to:

• explain the meaning of school culture,

• discuss how sch0ol culture affects learning; and

• cite ways by which you can contribute to the building of positive culture.

Introduction

     School culture matters. This influences to a great extent how well students perform.
School culture is a creation of all the people in 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.

Activity- Let's Read These

      Here are twelve norms of school culture where people and programs improve. Study
them.

1.Collegiality 7. Appreciation, recognition

2. Experimentation 8. Caring, celebration, humor

3. High Expectations 9. Involvement in decision making

4. Trust and confidence 10. Protection of what is important

5. Tangible support 11. Traditions

6. Reaching out to the knowledge 12. Honest, open communication

base

Source: www.ased.org/A SCD/pdfjournals/ed lead/el 198503 saphier.pdf

Read the following episodes then identify which norm of school culture is illustrated.

1. When high school students arrive for pre-calculus class, the know exactly what to expect.
Projected on the screen are clear instructions for the day's Success Starter. Everyone is
expected to work on them successfully.

2. You might not reach an answer today. You might not reach an answer tomorrow. Struggle
is okay." Students know that by the third day, they will be expected to present their
understanding and problem-solving strategy to the class.

3. 'You have a short memory,'she replies with a kind smile. You say this every time we
tackle a problem. Remember the last time you  struggled and then overcame your
confusion? Remember our norms that we wrote together? One of them was a  growth
mindset. And remember that I am here for you." 

4. I hear some students talking while someone is reciting. I don't think you will like that if you
are the one reciting. Can we agree on a rule? "Give me a rule." Student suggests. Let's
keep quiet and listen when someone is reciting. Raise your hand if you want to recite.
Teacher asks, "can we keep this rule?"
5. Today you are going to compute your scores for class standing - written quizzes,
seatwork, performance test, homework. These were all corrected and returned to you.When
you are done, compare your total with mine. Should there be discrepancy, be ready to show
your corrected papers.

6. During the first week of school Barb teacher asks her sixth graders two questions: What
questions do you have about yourself?" and "What questions do you have about the world?"
The students begin enumerating their questions, "Can they be about silly, little things? asks
one student. "If they're your questions that you really want answered, they're neither silly nor
little," replies the teacher. After the students list their individual questions, teacher organizes
the students into small groups where they share lists and search for questions they have in
common. After much discussion each group comes up with a priority list of questions, rank-
ordering the questions about themselves and those about the world. Back together in a
whole group session, teacher solicits the groups priorities and works toward consensus for
the class's combined lists of questions. These questions become the basis for guiding the
curriculum in class. One question, "Will I live to be 100 years old?" spawned educational
investigations into genetics, family and oral history, actuarial science, statistics and
probability, heart disease, cancer, and hypertension. The students had the opportunity to
seek out information from family members, friends, experts in various fields, on-line
computer services, and books, as well as from the teacher. She describes what they had to
do as becoming part of a learning community." According teacher, "We decide what are the
most compelling intellectual issues, devise ways to investigate those issues.
(https://www.nap.edu/read/9853/chapter/11#156)-Consensus Study Report National
Research Council. 2000. How People Learn: Brain, Mind, Experience, and School.
Expanded Eaition.Washington, DC: The National Academies Press.
https://doi.org/10.17226/9853.

     7. The sense of community is strong, even palpable. But this sense didn't just spring ful-
blown from being a group of people occupying the same place at the same time. It was built
upon many small and specific moments of learning the same verses to songs and sharing
traditions, memories of times together and stories often-told...  

Some of our traditions are once a year events; some happen every week or even every day.
They give us ways to greet each other, to learn about each other, to sing and celebrate and
say goodbye. These events mark our comings and our goings and affirm our common
interests in the time we spend together. 

     8. Because they treasure, health, sanitation and self-discipline, St. Bernadette Catholic
School includes the following in their Canteen Policies.

     9. The teacher wrote, "nice job" on my sketch of an orange. I knew very well that my
smudged mess of an orange wasn't a nice job. It wasn't even a decent representation of any
fruit known to man. I would have benefited by her telling me one thing I could do to make it
better. Maybe something like "We are learning about perspective.Try adding a shadow
behind your sketch." Her "nice job" told me little about how to improve. Knowing I received
undeserved praise lessens the impact or praise when it is truly earned.

(Source.nttp:/inservice.as.cd.org/six-tips-for-creating-a-positive-learning-environment-in-
your-classroom)

10. Teacher Paz remarks: "I like to attend that CPD seminar. I like to hone my teaching skills
and update my PCK (pedagogical content knowledge)...

11. Good teaching is honored in this school. 

12. My school head protects my academic time. She keeps meeting time to the minimum.

Analysis- Let's Analyze

1. Which of the twelve elements of a positive culture were illustrated by the given episodes
vignettes? Which element was illustrated by describing the opposite?

2. Is there any element left out? If there is can you as a group supply an episode or a
vignetter A vignette is a short description of an episode in school like the 9 given above.

Abstraction Let's Conceptualize

      Eleven (11) vignettes in the first part of this Chapter give a concrete picture of a positive
school culture.

Vignette Norm of School Culture Illustrated

1 High expectation

2 Honest and open communication

3 Tangible support; caring; celebration; humor

4 Involved of decision making; protection of what is important

5 Trust and confidence traditions

6a Collegiality; honest, open communication

6b Collegiality; experimentation; reaching out to the knowledge bases;

appreciation, recognition

7 Collegiality; traditions

8 Tangible support; protection of what is important; tradition

10 Reaching out to the knowledge base

11 Appreciation and recognition

12 Protection of what is important

     Item # 9 does not illustrate positive culture, specifically honest and open communication.

     After having read the vignettes, by this time you have an idea on what school culture is.
All of the vignettes are manifestations of school culture.

The Meaning of School Culture

     School culture is one of the most complex and important concepts in education (Schein,
1985). It generally refers to the beliefs, perceptions, relationships, attitudes and written and
unwritten rules that shape and influence every aspect of how a school functions
(https://www.edglossary.org.school-culture). However, the term also encompasses more
concrete issues such as the 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.

     According to Spacey (http://simplicablel/new/schoolJohn, Nov. 23, 2017), school culture

consists of the norms and shared experiences that evolve over school's history. In fact,
Scott and Marzano (2014) state that "school culture is reinforced by norms, expectations
and traditions, including everything from dress codes to discipline systems to celebrations of
achievement. Therefore, it may be described as the character of a school that gives a
school qualities beyond its structures, resources and practices. They are "built through the
everyday business of school life. It is the way business is handled that both forms and
reflects the culture." (Sophier, J. 1985)

Culture as a Social Construct

     Culture is a social construct not a genetic construct. This means that school culture is,
therefore, something that we do not inherit or pass on through the genes. Rather, it is
something that we create and shape. It is shaped by everything that all people in school
see, hear, feel and interact with. It is a creation of the school head, teachers, parents, non-
teaching staff students and community. Sean Slade (2014) elaborates:

     Within a couple of minutes of walking into a school or a classroom, you can tell, define
almost taste the culture that permeates that space. Is it an open, sharing environment? Or is
it a rigid, discipline defined playing field? It is safe and welcoming, or intimidating and
confronting? Does it welcome all voices, or does it make you want to shrink? Is it waiting for
instruction and leadership or is it self-directed with a common purpose?
School Climate and School Culture

     How does school climate differ from culture? These terms are frequently used
interchangeably but school climate is relational; it is illustrated by the attitudes and
behaviors of the school staff and is focused on the style of the school's organizational
system. School climate refers to the school's effects on students, including teaching
practices, diversity and the relationships among administrators, teachers, parents and
students. School climate is driven by and reflected in daily interactions of staff,
administration, faculty, students support staff and the outside community. (https://
www/slideshare.net/module)

     School culture is a deeper level of reflection of shared values, beliefs, and traditions
between staff members. School culture refers to the way teachers and other staff members
work together and the set of beliefs, values and assumptions they share.
(www.ascd.org./research). School culture is a broader term and so is inclusive of school
climate.

The Role of School Culture in Learning

     School culture matters. Research confirms the central role of culture to school success.
School culture can be positive or negative or toxic. A positive school culture fosters
improvement, collaborative decision making, professional development and staff and
student learning. A negative culture fosters the opposite.

Elements of a Positive Culture

     As given in the Activity phase of this Lesson a positive school climate is characterized by
the following:

1. Collegiality - The school atmosphere is friendly. You work in an atmosphere where

responsibility and authority are shared by everyone. You can be yourself. You nave not to
put your best forward to impress others. The school head does not throw his/her weight.
He/she does not make his/her authority felt by his/her colleagues.

2. Experimentation- The atmosphere encourages experimentation and so will welcome

mistakes as part of the learning process. No student, no teacher gets punished for a
mistake. Mistakes are not intended. They give a lot of lesson. Referring to his 10,000 failed

attempts then he was experimenting in the light bulb, Edison said: "I have not failed. I've just
found l0,000 ways that won't work."

3. High expectations -  It has been said one's level of achievement is always lower than
one's level that aspiration. So set high expectations for high achievement. Two problems
arise here.Robert J. Marzano warns us:

     First, expectations are subtle and difficult to change. Teachers may be unaware that they
have low expectations for some students; even when they become aware, they may have
difficulty changing their expectations because their beliefs and biases have developed over
the years.

     Second, what actually communicates expectations to students is teacher behavior. If

teachers consciously work to change their biases but don't change their behavior toward
those students from whom they have tended to expect less, their change of attitude will
have little effect on student achievement.

4. Trust and confidence - Students, teachers, school heads and parents relate well and work
well when relationships are solidly built on trust and confidence. In fact, honest and open
communication (# 12 in this list ) is possible only when there is trust and confidence in each
other in the school community. I can share my inner thoughts only when I am confident that I
do not get ostracized when I do.

5. Tangible support -  Everyone in the school community gets concrete support for the good
that they do. Support comes in not just in words but in action. School head sees to it that
LCDs in the classrooms are functioning.

6. Reaching out to the knowledge base -  Teachers care to grow professionally to update
themselves on content knowledge and pedagogy, the first domain in the Philippine
Professional Standards for Teachers.
 7. Appreciation and recognition - Certainly words of appreciation and recognition make
classroom climate highly favorable. A reminder to teachers:You are not made less when you
praise others. Instead, you become magnanimous. So don't be stingy with your sincere
praise. The problem sometimes is our eyes are so quick to see the negative and so we
despise them immediately but our eyes are blinded to the good and so we overlook them
and fail to appreciate.

8. Caring, celebration, humor - Kids don't care what you know until they know that you care.
They don't listen to teacher when teacher doesn't care. It may be good to remind teachers
that many of students, especially those who struggle, don't receive nearly enough positive
feedback in the classroom or in their personal lives.

     "When kids are taught with a proactive, praise-heavy approach, they tend to do better,"
says Erin Green of Boys Town. But be specific. Generic, overly generalized comments such
as "Good job!" don't really help. Complimenting a specific behavior ("Thanks for showing
respect to our visiting guest"), on the other hand, reinforces that particular behavior.

9. Involvement in decision making involving others who are concerned with decisions to be
made enhances sense of ownership. They also feel important.

10. Protection of what is important- What schools consider important must form part of their
tradition and so must be protected by all means. In the Activity above, mention was made on
School Canteen Policies that include "no soft drinks, no chocolate etc." and CLAYGO
because the school considers nutrition and health and cleanliness as important.

11. Traditions A school must have an intentional culture-based program on shared values,
beliefs, and behaviors. This strengthens sense of community. A truly positive school culture
is not characterized simply by the absence of gangs, violence or discipline problems but
also by the presence of a set of norms and values that focus school community's attention
on what is most important and motivate them to work hard toward a common purpose.

12. Honest and open communication - No one gets ostracized for speaking up his mind. The
atmosphere is such that everyone is encouraged to speak his mind without fear of being
ostracized. The agreement at every discussion is "agree to disagree.

Shared Norms: Teacher and Student Norms

     Shared norms for both teachers and students contribute to a positive school culture.
Boss and Larmer (2018) share teacher norm and student norms to contribute to a fair and
an engaging learning environment, a characteristic of a positive school culture. They check
on the following norms each week.

Table 6.

Teacher Norms Student Norms

1. Teach in different ways. 1.Have a growth mindset.

2. Call students by their names.     a. Believe you can improve.

3. Care about students' feelings.     b. Fail forward.

    a. Understand their situation.     c. Keep trying.

4. Have a good attitude.     d. Speak positively about your abilities to learn.

    a. Stay calm. 2. Call classmates by their names.

    b. Use kind words. 3. Be responsible for your work.

    c. Have patience.     a. Have materials ready.

    d. Greet students and say good-bye.     b.Advocate for yourself.

5. Help students understand.     c. Be a professional.

   a. Work at a reasonable pace.     d. Meet deadlines.

    b.Explain clearly     e. Participate.

    c. Support different learning styles.     f. Be on time to class.

    d. Expect the best. 4. Listen... 

    e. Re-explain if necessary     a.to the teacher

6. Attend School the majority of the time.     b. to your classmates.

7. Be respectful.     c. to guests.

    a. Give everyone what they need.     d. to the directions.

     b. Use proper language. 5. Attend school the majority of the time.

    c. Allow space if needed. 6. Be a good team player.

    d. Use supportive words when explaining     a. Provide good, helpful feedback

    e. Call by your name.     b. Stay calm.

8. Have a growth mindset.     c. Encourage others.

    d. Stay on topic.

    e. Be considerate.

    f. Use proper language.

9.Communicate clearly to students and teacher(s)

(Source: Suzie Boss, John Larmer and Foreword by Bob Lenz, (2018) Project based
teaching: how to create rigorous and engaging learning experiences.)

Application Let's Apply

1. Based on your experiences, give at least 10 school practices that don't contribute to
positive culture.

2. Are the following items good tips in building positive culture? Defend your answer. If it is
not so good tip, replace it with good one.

a. "No Talking"  as classroom rule #1 imposed by teacher

b. If ome students say they need a quiet area to work in at times, they make a sign like,
"Quiet Area, Brains at Work."

c. We talked about this yesterday. Did you forget?" "You had this so well yesterday. I know
you can get it today."

d. Do you believe in your own ability to learn and grow? Do you believe it is your obligation
as a teacher to model learning and growing?

e. The teacher wrote, "nice job" on a student's sketch of an orange.

f. Come up with a Question and Answer Wall. Here students post the academic question
they want answered within the month with their name on it. Anybody can give an answer
with his/ her name written.

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

4. Choose a school. Determine the presence of any of the 12 practices of a positive school
culture in that school by noting down conversations, comments, activities that you
hear/observe in that school of your choice.

Indicator Conversation/ Comment Your

Heard or Activities Observed Comments

1. Collegiality

2. Experimentation

3. High Expectations
4. Trust and confidence

5. Tangible supports

6. Reaching out to the knowledge bases

7. Appreciation, recognition

8. Caring, celebration, humor

9. Involvement in decision making

10. Protection of what is important

11. Traditions

12. Honest, open communication

Let's Check for Understanding

I. Answer the following questions briefly.

1. What is school culture?

_________________________________________________________________________

_________________________________________________________________________

2. Does school culture affect student learning? Explain.

_________________________________________________________________________

_________________________________________________________________________

d. Cite at least 3 ways by which you, as future teacher, can contribute to a positive school
culture

_________________________________________________________________________

_________________________________________________________________________

Let's Reflect

I learned that
_________________________________________________________________________

I realized that
_________________________________________________________________________

I was pleased that

_________________________________________________________________________

I was not aware that

_________________________________________________________________________

TAKEAWAYS

• School culture is the character of a school that gives the school qualities beyond its
structure, resources and practices. It is created by all the people in the school. It is not
inherited and so is not passed on through the genes.

• School culture includes school climate and so school culture is broader than school
climate. School climate is relational while school culture is a deeper level of reflection of
shared values, beliefs and traditions.

• Undoubtedly, school culture affects learning and so schools must, by all means, build
positive not toxic school culture.
Taking it to the Net

     Is school culture also referred to as the hidden curriculum? Research on this and share
your findings in class.

LET Clinchers

1. Which is TRUE of school culture ?

A. Passed on like a hereditary trait

B. Created by the school head and other stakeholders

C. Has insignificant effect on student performance

D. Cannot be altered

2. Which contributes to a positive school culture?

A. Growth mind set                                 B. Low expectations

C. Authoritarian leadership                      D. Exclusivity

3. Which form part of school culture?

I. Structure

II. Resources

III. Practices

IV. School Climate

A. I and I                   C. II and III

B. I, II and II               D. I, II, III and IV

4. School head respects academic time so she does not just call on teachers during class
hours. Which element of positive school culture is illustrated?

A. Tradition

B. Collegiality

C. Protection of what is important

D. High expectation

5. Complete the analogy. Positive culture: Growth mindset 

Toxic culture:__________.

A. Inclusivity

B. Exclusivity

C. Resignation to failure

D. Team work

CHAPTER 11
 School Policies and Their Functions

Learning Outcome:

At the end of this Chapter, you should be able to explain the importance of school policies in
school operation.

Introduction

     Schools are institutions motivated by a shared vision. Necessarily, schools must have
policies for them to realize their vision 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. In this Chapter, we will focus on school policies that govern school and community
partnership.

Activity-Let's Read These

1. Group yourselves by 6 then share your answers to this question.

• For Groups 1, 2 and 3 -  Here is a part of the policy on grading given by the DepEd Central
Office in DepEd Order 8, s. 2015, dated April 1, 2015. Study the components and the
corresponding percentage weights.

Table 7. Weights of Components for Grade 1-10

Components Languages, AP, EsP Science and MAPEH, EPP and TLE
Math

Written Work 30% 40% 20%

Performance Tasks 50% 40% 60%

Quarterly Assessment 20% 20% 20%

2. For Groups 4,5 & 6- Read this policy on students' absences and tardiness:

     A learner who incurs absences of more than 20% of the prescribed number of cass or
laboratory periods during the school year or semester should be given a failing grade and
not earn credits for the learning area or subject. Furthermore, the school head may, at
his/her discretion and in the individual case, exempt a learner who exceeds the 20% limit for
reasons considered valid and acceptable to the school. The discretionary authority is vested
in the school head and may not be availed of by a student or granted by a faculty member
without the consent of the school head.... (DepEd Order 8, s. 2015)

     Habitual tardiness, especially during the first period in the morning and in the afternoon,
is discouraged. Teachers shall inform the parents/ guardians through a meeting if a learner
has incurred 5 consecutive days of tardiness.

3. For All Students

•     Read this excerpt of DepEd Order 54, s. 2009. Activities. All PTA activities within the
school premises or which involve the school, its personnel or students shall be with prior
consultation and approval of the School Head.

    Financial Matters. Such collections shall be made by the PTA subject to the following
conditions: If collection of the School Publications Fee, Supreme Student Government
(SSG) Developmental Fund and other club membership fees and contributions is coursed
through the PTA as requested by the concerned organization, the amount collected shall be
remitted immediately to the school, SSG or other student organizations concerned on the
day it was collected. The pertinent organization shall deposit the funds with a reputable bank
on the next banking day under the organization's account. No service fee shall be charged
against any student organization by the PTA.

     Non-compliance or any violation of the aforementioned conditions shall be a ground for

the cancellation of the PTA's recognition and/ or the filing of appropriate charges as the case
may be.
1. Policy on Collection of Contributions

     Cognizant of the need of an organization for adequate funds to sustain its operations, a
duly recognized PTA may collect voluntary financial contributions from members and outside
sources to enable it to fund and sustain its operation and the implementation of its programs
and projects exclusively for the benefit of the students' and the school where it operates.
The PTA's programs and projects shall be in line with the School Improvement Plan (SIP).

     The contributions should be a reasonable amount as may be determined by the PTA

Board of Directors;

    Non-payment of the contributions by the parent-member shall not be a basis for non-
admission or non-issuance of clearance(s) to the child by the school concerned;

     The contributions shall be collected by the PTA Treasurer on a per parent-member basis
regardless of the number of their children in school;

    No collection of PTA contributions shall be done during the enrollment period; and

     No teacher or any school personnel shall be involved in such collection activities.

     Safekeeping of Funds All collections of contributions or proceeds of fundraising activities

shall be deposited in a reputable banking institution as determined by the Board of
Directors. The PTA's Treasurer or a duly authorized representative shall undertake the
collection and shall issue official receipts/ acknowledgement receipts. In no case shall any
school official or personnel be entrusted with the safekeeping and disbursement of
collections made by the PTA. All disbursements of funds shall be in accordance with
generally accepted accounting and auditing rules and regulations.

PTAs are prohibited from:

     Interfering the academic and administrative management and operations of the school,
and of the DepED, in general; 

     Engaging in any partisan political activity within school premises;

     Operating a canteen school supplies store, or being a concessionaire thereof inside the
school or nearby premises, or offering these services to the school as its client either directly
or indirectly;

     Selling insurance, pre-needplans or similar schemes or program to students and/ or their

parents; and 

     Such other acts or circumstances analogous to the foregoing.

PTA Officers and members of the Board of Directors are prohibited from collecting salaries,
honoraria, emoluments or other forms of compensation from any of the funds collected or
received by the  PTA.

     PTAs shall have no right to disburse, or charge any fees as service fees or percentages
against the amount collected pertinent to the School Publication Fee, Supreme Student
Government (SSG) Developmental Fund and other club membership fees and contributions.

     In no case shall a PTA or any of its officers or members of the Board of Directors call
upon students and teachers for purposes or investigation or disciplinary action.

     The recognition of any PTA shall be cancelled by the Division PTA Affairs Committee
upon the recommendation of the School Head concerned for any violation of the above-
mentioned prohibited activities and these Guidelines. Thereafter, the School Head may call
for a special election to replace the Board of Directors of the PTA whose recognition was
cancelled. Criminal, civil and/or administrative actions may be taken against any member or
officer of the Board of the PTA who may appear responsible for failure to submit the
necessary annual financial statements or for failure to account the funds of the PTA.

Analysis - Let's Analyze

For all Groups:

1. How do you feel about the policies? Are you happy about them? Or are you happier
without them? Why?

For Groups 1-3

2. What if schools had no policies on the grading system? What may happen? What are
possible consequences on teaching and learning?

For Groups 4-6

3. What if schools had no policies on the students' tardiness and absences ? What may
happen? What are possible consequences on school atmosphere ? on teaching and
learning?

For all Groups

4. Based on the DepEd Order on PTA collections, why are schools very strict with money
collections?

5. The policies given above come From DepEd Central Office.

Should all school policies come from DepEd Central Office? Can schools also formulate
their own policies? lf yes, why? If no, why not?

6. lf schools can formulate their own policies, what conditions must be met for these policies
to be surely implemented?

7. What is an advantage of a policy formulated by the school community over that policy
which comes from above?

Abstraction - Let's Conceptualize

Importance of Policies

     Schools in partnership with their community have their own picture of what they want to
be (vision statement) and so must offer services and must do what they are supposed to do
(mission statement) in order to realize what they envisioned themselves to be. For these to
happen, policies must be in place. Observance of these policies ensures everyone in the
school community to tow the line. If conditions are ideal like when all members of the school
community are perfect-school heads, teachers, students, parents, non-teaching personnel
and other members of the outside community- there may be no need for a policy. The truth
is conditions in the school community and in this world are far from ideal and persons that
make the school community are far from perfect and so the need for policies.

     One may wonder as to why the Department of Education has issued very stringent
policies and guidelines for PTAs in matters of collecting contributions. Even engaging in any
partisan political activity within school premises is written as one prohibited activity. There
must a history to that. Perhaps malversation of funds and other forms of abuse happened in
the past.

     Schools' policy on the grading system is important for everyone concerned to know how
grades are computed. Both students and parents know how grades are derived objectively.
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 subjective. 

     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 tardiness and absenteeism to ensure learning.

Effective Policy Formulation and Implementation in a School Community Partnership.

     The policies on grading, student tardiness an absenteeism came from above, DepEd
Central office. At times there is need for policies from above. But policies do not need to
come from above all the time.
     There are times when a school formulates a policy to address a local problem. In fact,
this is how it should be in a school-community partnership. ldeally, a policy must not be
formulated by the school head by himself/herself. The school head must lead in the policy
formulation process. The word "lead" implies that an effective policy formulation process
must be participatory. This means that it is best that the rest of the school and community be
involved. Two good heads are better than one. Besides participation of school and
community develops a sense of ownership of such formulated policy which ensures a more
effective implementation. This is school empowerment in action. Aside from involving the
school and community in policy formulation, a school head must ensure wide dissemination
and correct and clear understanding of the policy.

Application - Let's Apply

A. Interview a school head on at least one school policy formulated under her leadership.
Ask the following

1. Why was it formulated?

2. How was it formulated? Was it formulated with the representatives

from the school and community? Why or why not?

3. Does the implementation of policy address the problem for which it was created? lf it
doesn't, what 's next step is being planned?

Report your findings in class.

B. Do a simulation. One of you plays the role of a school head. Three will be teacher
representatives, 4 will be officers of the Parent Teachers Association, 4 are barangay
officials, 4 are other members of the Community (alumni, NGO representative, Church
representative) and 3 student leaders.

     The problem in school is malnutrition. Many kids are sleepy, malnourished and are
underperforming. This is true most especially for kids who walk to school 1 hour from home.
They eat their baon upon arrival in school so no more to eat for lunch. As a result, they are
restless and inattentive and so poor performance.

     You are the school head. Preside in the meeting. What policy will you formulate to
address the problem?

     The other members of the class who are not involved in the simulation are observers and
evaluators. They will be asked to comment on the simulation at the end of the activity. Here
are the specific criteria:

1. participation of the group- Was there an active participation of the group?

2. school head - How open was the school head, the presider, to ideas or suggestions
shared? What did she do to encourage everyone to participate?

3. decision-making - Was the decision arrived at by a consensus?

4. respect - Was respect of ideas and participants evident?

C. If you were to formulate a policy on food items sold at the Cooperative Store of your
school, which would you do as a school head? Why?

D. Read April 11, 2018, DM 066, s. 2018 - 2018 Brigada Eskwela Implementing Guidelines.
Individually, present a policy that you read in the DedEd Memorandum. Explain what the
policy states and why this policy is necessary.

TAKEAWAYS

• Policies are intended to ensure that schools perform and they have envisioned for
themselves.
• There are policies that come from authorities above the school since the school is a
member of a bigger organization or system.

• But schools are also empowered to formulate their own

• policies to address their concerns speedily provided they are not contrary to policies that
come from above.

• School policies are effective when they are formulated with the participation of the
members of the school an community as this develops sense of ownership which ensures
implementation of the family.

• Policies must also 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.

Let's Check for Understanding

1. Why are policies important in a school?

2. List down at least 2 school policies (one from Central Office and another from the school
level). Explain the purpose behind the policy.

Let's Reflect

What is my attitude towards school policies? Do I welcome them?

Taking it to the Net

1. Research on School Policies on attendance, tardiness, uniform, ID special examinations.

Know the why behind the policies.

LET Clinchers

1. What are PTAs prohibited from doing?

I. Interfering in the academic and administrative  operations of the school, and of the DepED

II. Engaging in any partisan political activity within school premises;

III. Operating a canteen/school supplies store, or being a concessionaire thereof inside the
school or nearby premises, or offering these services to the school as its client either directly
or indirectly;

A. l, ll and III                             B. II and III

C. I and II                                 D. I and III

2. Which statement on School Policies is CORRECT?

A. They suffocate school climate.

B. They help ensure realization of school goals.

C. They come from above and so by all means be observed.

D. They cannot be changed.

3. Which is the most effective way of making policies?

A. School Head to involve stakeholders

B. Students not to participate since policies are for them

C. Only parents of students enrolled are involved

D. School policies are permanent to build the culture of excellence

3. Why is there a policy on grading?

I. To fulfill the purposes of assessment

II. For fair grade computation

III.For the guidance and information of all

A.l ,ll                           B. I and II

C. II and III                   D. I, II and lll

5. "The Sabbath is made for man and not man for the Sabbath." What does this imply
regarding policies?

A. Policies are formulated to help people in the organization.

B. Policies showed not be adjusted when people in organization cannot aside by the policy.

C. Policies are orders form above like the law of the Sabbath.

D. Laws are formulated by man and women in society.

CHAPTER 12

Roles and Competencies of School Heads

Intended Learning Outcomes:

At the end of this Chapter, you should be able to discuss the competencies expected of
school heads as contained in competency frameworks for Philippines and for Southeast
Asia.

Introduction

     As stipulated in Chapter 1, Section 5, E of RA 9155 the school head is an administrative

and an instructional leader. Because the main function of school is students' learning, the
school head must spend more time as an instructional leader. As an instructional leader,
he/she supervises instruction by observing teachers while they teach, conducting post-
observation conferences with individual teachers, mentoring and coaching them, ensuring
that teachers have the needed resources for teaching. While physical improvement and fund
sourcing - the concerns of administrative leadership - help improve schools, the more
important concern is improvement of instruction as this has a direct bearing on learning.
More often than not, however, school heads spend more time soliciting funds for a flagpole,
a stage, a classroom, pathwalk, waiting shed, etc. leaving no time left for instructional
supervision.

Activity - Let's Read These

     Chapter 1, Section 5, E of RA 9155 states that the school head is an administrative and
an instructional leader.

1. List down 2 things that the school head does as an instructional leader and 2 things as an
administrative leader.

2. Based on your observations of school heads, with which role is the school head more
occupied? Prove your answer.

Analysis -  Let's Analyze

Answer the following questions:

 1. Based on your lists (in the Activity Phase of this lesson) how does an administrative
leader differ from an instructional leader?

2. In your opinion, which between the two leadership roles - administrative and instructional
- should be given more time by the school head? Why?

 Abstraction Let's Conceptualize

Competencies for School Heads: The NCBSSH

     In the list of competencies expected of school heads, there are competencies for both
instructional leadership and administrative leadership. Let's take a look at the competencies
expected of school heads as contained in the National Competency-Based Standards for
School Heads (NCBSSH) issued in DepEd Order 32, s. 2010 on April 16, 2010.

Figure 2. The National Competency- Based Standards for School Heads (Inclosure to DepEd
Order No.32, s.2010)

Table 8. The National Competency- Based Standards for School Heads

Domains and Competency Strands

DOMAINS Competency Stands

Domain 1 1.A Developing & Communicating Vision,

Mission, Goals, and Objectives ( VMGO)
School Leadership
1.B. Data-based Strategic Planning

1.C. Problem Solving

1.D. Building High Performance Teams

1.E. Coordinating with others

1.F. Leading & Managing Change

Domain 2 2.A. Assessment for Learning

Instructional Leadership 2.B. Developing Programs &/or Adapting Existing

Programs

2.C. Implementing Programs for Instructional

Improvement

2.D. Instructional Supervision

Domain 3 3.A. Setting high social & academic expectations

Creating a student Centered Learning 3.B. Creating school environments focussed on

Climate the needs of the learner

Domain 4 4.A. Creating a Professional Learning

Community
HR Management and Professional
Development 4.B. Recruitment & Hiring

4.C. Managing Performance of Teachers and

Staff

Domain 5 5.A. Parental Involvement

Parent Involvement and Community 5.B. External Community Partnership

Partnership

Domain 6 6.A. Managing School Operations

School Management and Operations 6.B. Fiscal Management

6.C. Use of Technology in the Management of

Operations

Domain 7 7.A. Professionalism

Personal and Professional Attributes and 7.B. Communication

Interpersonal Development
7.C. Interpersonal Sensitivity

7.D. Fairness, Honesty and Integrity

   

  Study Figure 2 side by side with the Table 7 on domains and strands. Notice that there are
competencies expected of school heads as instructional leaders and as administrative
leaders. Focused on instructional leadership are Domain 2, which is instructional leadership
itself and Domain 3, creating a student-centered learning climate which is part of
instructional leadership. Related to administrative leadership are Domain 1, school
leadership; Domain 6, school management and operations; and Domain 4, human resource
management and professional development; Domain 5, parent involvement and community
partnership. Domain 7, personal and professional attributes and interpersonal effectiveness
 can relate to both instructional leadership and administrative leadership since this has
something to do a teacher's person-hood which cannot detach from what a teacher says
and does.

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.

Figure 3. Competency Framework for Southeast Asian school Heads, 2014

Ed Study Figure 3 and the Table 8 below:

Table 9. Competency Framework for Southeast Asian School Heads

Domain: Stakeholder Engagement (SE)

1. (SE) Promoting a shared 1.1. Build trust and lead tes/ communities for
responsibility for school school improvement
improvement
1.2. Empower the community to work for
enhancement of school performance

2. (SE) Managing education alliances 2.1. Communicate effectively with different

and networks stakeholders

2.2. Facilitate school community partnerships and

activities

2.3. Promote consensus-building

2.4. Manage conflict and practice negotiation

skills

3. (SE) Sustaining collaborative 3.1. Support community+based programs and

relationships with stakeholders projects

3.2. Communicate school performance report to

 stakeholders

4. (ML) Managing school resources 4.1. Manage financial resources

and systems
4.2. Manage learning environments

4.3. Manage systems and procedures

5. (ML) Managing staff Performance 5.1. Manage school personnel requirements

5.2. Support professional development of staff

5.3. Recognize staff performance

6. (ML) Managing sustainable school 6.1. Demonstrate program and project

programs and projects management skills

6.2. Promote school-based programs and projects

that support sustainable development

Domain: Instructional Leadership (IL)

1. (IL) Leading curriculum implementation 1.1. Manage curriculum implementation

and improvement
1.2. Promote sensitivity of diversity and
differentiated instruction

2. (IL) Creating a learner centered 2.1. Promote learner centered activities

environment
2.2. Promote sensitivity of diversity and
differentiated instruction

2.3. Promote a culture of peace and respect

for diversity

3. (IL) Supervising and evaluating 3.1.  Apply appropriate models for

teachers' performance supervision and evaluation

3.2. Nurture teacher leaders

4. (IL) Delivering planned learning 4.1. Promote team-based approaches to

outcome instructional leadership

4.2. Manage assessments to improve

teaching and learning

Domain: Personal Excellence (PE)

1. (PE) Managing personal effectiveness 1.1. Lead by example

1.2. Demonstrate transparency and

accountability

1.3. Practice q balanced healthy lifestyle

1.4. Take pride in one's profession

1.5. Deliver results

2. (PE) Acting on challenges amd 2.1. Manage priorities

possibilities
2.2. Exhibit decisiveness in addressing
challenges

2.3. Exhibit an enterprising attitude

3. ( PE) Pursuing continuous professional 3.1. Take responsibility for lifelong

development learners
 3.2. Advocate ASEAN values and
perspectives

Domain: Stakeholder Engagement (SE)

1. (SE)  Promoting shared 1.1. Build trust and lead teams / communities for
responsibility for school improvement school improvement

1.2. Empower the community to work for

enhancement of school performance

2. (SE) Managing education alliances 2.1. Communicate effectively with different

and networks stakeholders

2.2. Facilitate school community partnership and

activities

2.3. Promote consensus-building 

2.4. Manage conflict and practice negotiation

skills

3. (SE) Sustaining collaborative 3.1. Support community-based programs and

relationships with stakeholders projects

3.2. Communicate school performance report to

stakeholders

4. (ML) Managing school resources 4.1. Manage financial resources

and systems
4.2. Manage learning environments

4.3. Manage systems and procedures

5. (ML) Managing staff performance 5.1. Mange school personnel requirements

5.2. Support professional development of staff

5.3. Recognize staff performance

6. (ML) Managing sustainable school 6.1. Demonstrate program and project

and projects management skills

6.2. Promote school-based programs amd

projects that support sustainable development

Domains and Competencies for School Heads in Southeast Asia

Instructional Leadership

     Like the NCBSSH for Philippines, the competency framework for Southeast Asian school
heads also include domains for instructional leadership and administrative leadership. The
domain on Instructional Leaders hip encompasses 4 competencies: 1) leading curriculum
implementation and improvement; 2) creating a learner centered environment: 3)
supervising and evaluating teachers' performance; and 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
administrative leadership. Whatever personal improvement school heads have on their
personal effectiveness by pursuing continuous professional development redounds to
improved administrative and instructional leadership.
School Head and the Community

     Like a refrain in a song, the idea that the school and community are partners in the
education of the child has been said repeatedly in this book. Rightly so, to be faithful to the
descriptive title of this course, The Teacher and the Community, School Culture and
Organizational Leadership. In fact, in this book, a separate Chapter was devoted to school
and community partnership to emphasize this significant role of teachers and school heads
in relation to communities. 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 objectives (Domain 1A)

• explains the school vision to the general public (Domain 1A)

• aligns the School Improvement Plan/Annual Improvement Plan with national, regional and
local education policies and thrusts (Domain1 B)

• communicates effectively SIP/AIP to internal and external stakeholders (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
programs and projects creates and manages a school process to ensure student progress is
conveyed to students and parents/guardians, regularly (Domain 2 C)

• recognizes high performing learners and teachers and supportive parents and other
stakeholders (Domain 3 A)

• prepares financial reports and submits/ communicates the same to higher education
authorities and other education partners (Domain 6 B)

• maintains harmonious and pleasant personal and official relations with superiors,
colleagues, subordinates, learners, parents and other stakeholders (Domain7 A)

• 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 and 3) sustaining collaborative
relationships with stakeholders.

Application- Let's Apply

1. By means of a Venn diagram, compare the domains or the NCBSSH and Southeast
Asian Competency Framework for School Heads.

2. What competencies for school heads are common to the NCBSSH and the Southeast
Asian Competencies for School Heads?

3. What is/are in the Southeast Asian Competencies for School Heads that is/are not in the
NCBSSH?

4. What is/are in the NCBSSH that is/are not in the Southeast Asian Competencies for
School Heads?

5. Do the competencies for both frameworks emphasize more on instructional leadership or

administrative leadership? Defend your answer.

TAKEAWAYS

• A school head is an administrative leader and an instructional leader.

• 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 school performance.
       • The National Competency-Based Standards for School Heads (NCBSSH) and the
Southeast Asian Competency Framework for School Heads list the competencies expected of
effective school heads.

Let's Check for Understanding

6. With the word SCHOOL HEAD, give the competencies of a school head based on the 2
competency frameworks for schools heads you just studied.

S—

C—

H—

O—

O—

L—

H—

E—

A—

D—

Lets Reflect

• Based on the NCBSSH and the Southeast Asian Competency Framework, do you have
the makings of a school head?

• Of the Iisted competencies for school heads in NCBSSH and the Southeast Asian
Competencies, which do you have most? least? What message does this give you as a
future candidate for the position of school head?

Taking It to the Net

     Research on competencies of school heads/ school leaders of other high-performing

educational systems in the world. e.g. Finland, Singapore, Canada.

     Will an effective teacher necessarily be an effective school head? What does research
say?

LET Clinchers

Direction: Choose the letter of the correct answer.

1. Which competency/ies is/are practiced by a school head demonstrates strategic thinking

and innovation?

I. Charting the strategic direction of the school

II. Making informed decisions

II. Leading change and innovation

A. I and I                    C. II and II

B. I only                      D. I, II and III

2. Which does the school head do as an instructional leader?

A. Leads in curriculum implementation and improvement

B. Manages education alliances and networks

C. Manages school resources and systems

D. Makes informed decisions

3. To which domain in School Heads' Competency Framework Supervising and evaluating

teachers' performance aligned?

A. Strategic thinking and innovation

B. Instructional leadership

C. Personal excellence

D. Stakeholder's engagement

4. How can a school head create a student-centered learning climate?

I.Set high social and academic expectations

II. Prepare financial reports

III. Create school environments focused on the learner

A. I only                       B. I, II and II

C. II only                      D. I and II

5. Based on the NCBSSH, what are expected of the school head as school leader?

I. Developing and communicating vision, mission, goals, and objectives

II. Data-based strategic planning

III. Building high-performing teams

A. I and II                      B. II and II

C. l, ll and lll                 D. I and III