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TABLE OF CONTENTS

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

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

PREREQUISITE(S): TOPIC 3: Philosophical Perspectives

CREDIT UNITS: 3 TOPIC 4: Sociological Perspectives

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

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WEEK NO: 1-4
Introduction to Society,
Community and Education
Defining the Basic Concept
During your class in Teaching Profession on
Chapter 1, you already learned about the role of
the teacher in the society. Its significant
literatures and theories in understanding the
personal traits and values as well as important
needs, rights and roles of teachers in the society.
Our society influences us to the extent
that we allow ourselves to be influenced by it.
Our thoughts, values and actions are somehow
shaped by events and by people with whom we
come in contact. We shape our society by its
events, its people, and its destiny.
Schools are national and regional symbols
serving as repository of the people’s history and
culture. In a nutshell, a school is a dynamic social
organization that develops every learner for
various social roles. It is influenced by a system
anchored on a philosophy, mission and vision.
1. School as an organization – it has its own
system of governance influenced by a fixed
organizational structure or bureaucracy. In basic
education, the Department of Education
determines the bureaucratic structure of schools
from national, regional, division, district and the
local school level. At the national level, the
DepEd Secretary acts the head of the whole
bureaucracy supported by Undersecretaries and
Assistant Secretaries. The Central Office is
composed of 4 Bureaus namely (1) Bureau of
Curriculum Development, (2) Bureau of Learning
Delivery, (3) Bureau of Leaning Resources and (4)
Bureau of Educational Assessment. The Regional
Offices are headed by Regional Directors
supported different education supervisors. The
Division Offices are headed by the
Superintendent and also supported by
educational supervisors. The District Offices are
headed by the District Supervisors and supported
by educational supervisors. Lastly, at the school
level, the principal serves as the chief
administrative and academic officer of the school.
Master Teachers and classroom teachers support
the principal in accomplishing various tasks.
2. School as a learning organization – its main
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function is to help learners to learn and develop
knowledge, skills and values essential for every
individual. Its main function is to implement the
curriculum prescribed by the Department of
Education. Guided by the different principles and
theories of teaching and learning, the school
carries this function by helping to mold the minds
and character of the students. Students in school
with the help of teachers develop much
knowledge and skills.
3. School as a community - it is composed of
teachers, administrators, students, staff and
other stakeholders united in one purpose and
guided by common values and culture. As a
community, the school is guided by the following
essential elements:
a. Vision – a sense of direction of what
the school hopes to accomplish for itself, for the
people and for the society.
b. Values – provides a framework for
organizational culture and behavior of the entire
school. c. Leadership – provides administrative
and management support for the day-to-day
activities and functions of the school; and
d. Culture – pertains to shared values and
behaviors of students, teachers, staff and
administration.
Unit 1 – Society and Education
We have nothing against facts. But
isolated facts make no sense but become
meaningful when seen in relation to other facts.
These facts when combined with other facts (with
further questioning from the teacher) help the
learner see meaning and connection to his / her
life. Example: The pupil learned that the food is
broken down into small pieces, which is digested
by the stomach and is absorbed by the intestine.
To connect the facts, teachers should ask more
questions like: “What if the food is not chewed in
the mouth, what happens to the food in the
stomach and to the stomach itself? What if the
stomach fails to digest food from the stomach,
what happens to the food in the small intestines?
Will the small intestines be able to absorb food
etc.?
Philosophical Perspectives
1. Idealism – contends that reality lies in our
consciousness or our intellect. Idealists believe

that perfect knowledge of the ideal resided
outside humans as an Absolute or as a God. They
believe that the spiritual essence or soul is the
permanent element of human nature that gives
them the power to think and feel. They believe
that the ideas that make-up reality have already
existed the mind of Absolute or God so that when
we know something, it means we have reached
our conscious understanding of these ideas.
Idealism envisions schools that are intellectual
centers of teaching and learning, where teachers
guide the students to realize their intellectual
potential and appreciate the finest and enduring
achievements of culture.
Idealist Teachers:
1.1. Believe that the schools are the repositories
of eternal truth which have organized the
hierarchical
1.2. Believe that on top of this hierarchy are the
most important subjects that cultivate abstract
thinking – Philosophy, Theology and Mathematics
1.3. Believe in the use of Socratic method – asking
probing questions to stimulate consciousness of
students in discovering knowledge.
1.4. Believe that thinking and learning are the
processes of bringing latent ideas to
consciousness and logic is encouraged in
organizing their lessons. 1.5. Believe that teachers
should lead exemplary lives and be models for
students to imitate. 1.6. Believe that the internet
can make the great book accessible to all, but
they insist that technology should be the means
rather than the end in transmitting knowledge.
2. Realism – advocates that reality is outside of
our minds. They are not internal to our minds as
idealists claim. Realists believe that the objects we
perceive exist independently of the mind; that
whether or not we perceive these objects, they
really exist in the world. Realists assert that the
human mind can know about the real world and
that knowledge is a reliable guide to our behavior.
For the realists, the purpose of education is to
teach students about the world in which they
live. That the most accurate and efficient way of
learning is through the curriculum or organized
and classified subject-matter discipline.
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Realist Teachers:
2.1. Believe that teachers should be equipped
with a wide repertoire of methods in teaching to
achieve their goals.
2.2. Believe that their primary responsibility is to
bring students’ ideas about the world into reality.
2.3. Believe that deductive and inductive logic,
and the scientific method are reliable means to
discover knowledge.
2.4. Believe that the inclusion of non-academic
activities interfere with the school’s primary
purpose as a center of disciplined academic injury.
2.5. Believe in the use of technology as an aid in
learning; they recommend computer program to
be “realistic” and effective as possible.
3. Pragmatism – evaluates the truth and meaning
of ideas according to their physical consequences
and practical value. It emphasizes the need to test
the validity of these ideas by acting on them. The
best way to validate of these ideas by acting on
them. The best way to validate ideas empirically is
by using the scientific method. For pragmatists, if
something works, it is true. Students should be
trained to construct knowledge as they interact in
the world.
Pragmatist Teachers:
3.1. Believe that education is an experimental
process – method of solving problems challenges
people as thy interact with the world.
3.2. Believe that children should learn how to make
difficult decisions by considering consequences of
their actions on others.
3.3. Believe that education should focus in real-life
problems to be prepared to live fully effectively in
society.
3.4. Believe that students should learn the process of
problem-solving rather than by being passive learners
as knowledge is being transmitted to them. 3.5.
Believe in collaborative learning where students share
their interests and problems.
3.6. Believe that interdisciplinary education is better
that departmentalized curriculum education.
3.7. Believe in taking risk in education to achieve their
goal.
3.8. Believe in values-clarification rather blindly
accepting inherited values.

3.9. Believe that communication technologies such as
email and internet provide opportunities to share,
ideas, insights and experiences.
4. Existentialism – is a philosophy that emphasizes
the subjectivity of human experience. It is more a
process of philosophizing than it is a philosophy.
Existentialism asserts that purpose of education is to
help students find meaning and directions in their
lives. Existentialists maintain that we create our own
definition and make our own essence by making
personal choices in our lives.
Existentialist Teachers:
4.1 Believe that the purpose of education is to
awaken our consciousness about our freedom to
choose and to create our own self – awareness that
contributes to our identity.
4.2. Believe that students should be trained to
philosophize, to question, and to participate in
dialogues bout the meaning of life.
4.3. Believe that self-expression, creativity, self-
awareness, and self-responsibility should be
developed in the students.
4.4. Believe that open classrooms maximize freedom
of choice.
4.5. Believe in self-directed instruction.
4.6 Believe that students should decide what they
want to learn and when to learn it.
5. Perennialism – Perennialists assert that the primary
purpose of education is to bring students in contact
with the truth by cultivating their intellect and sense
of They oppose the inclusion of non – academic
subjects in the curriculum because they defeat the
primary purpose of the school which is to develop
students intellectually.
Perennialist Teachers:
5.1. Believe that teachers are the intellectual mentors
and models for their students.
5.2. Believe that fundamental skills such as reading,
writing, computation and research be developed
starting elementary grades to prepare them for
lifelong learning.
5.3. Believe that subjects with the human concern like
history, literature, drama and art should be included
in the secondary school curriculum.
5.4. Believe that electronic version of great books and
other classics maybe viewed by larger audience but
this could not be a substitute for reading the classics
5.5. Believe that their role is to sharpen the students’
intellectual powers and enhance their moral qualities.
6. Essentialism - is a teacher-centered philosophy that
adheres to the belief that the basic skills of literacy
(reading and writing) and numeracy (arithmetic) as
well as subject-matter knowledge should be
developed in schools. Subjects such as history,
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mathematics, science, languages and literature are
essential subjects for secondary education. They
believed that these basic essential subject-matter
need to be mastered to be able to function effectively
in society. These skills will prepare them to be
competent and skilled individuals for competitive
global village. Existentialists argue that school and
teachers must be committed to their primary
academic function – to teach students with
knowledge and skills that will prepare them to
function effectively and efficiently in a democratic
society.
Essentialist Teachers:
6.1. Believe that teachers have the authority to
discipline students.
6.2. Believe that teachers should have mastery of
knowledge and skills they teach.
6.3. Believe in the use of deductive method of
teaching.
6.4. Believe that students should learn the
“essentials”.
6.5. Believe that only when the students have
mastered the required competencies can they
promoted to the higher level.
6.6. Believe that the test scores are the basis for
evaluating students’ progress.
7. Progressivism – progressivists belong to a reform
movement that opposed the traditional education.
They were against: (1) authoritarian teachers (2)
book-based instruction, (3) rote memorization, and (4)
authoritarian classroom management. Progressivists
contend that although knowledge may come from
varied sources, the best way to learn is by actively
exploring/or by engaging in direct experiences. They
believe that the school should be a laboratory for
experimentation. They organize school around the
concerns, curiosity and real-world experiences of the
learners. They advocate using the project method
which promotes democratic learning communities in
the classroom.
Progressivists Teachers:
7.1. Believe that teachers should possess a repertoire
of learning activities to be used in the teaching-
learning process like problem-solving, field trips,
creative artistic expression and projects.
7.2. Believe that the child should be free to develop
naturally.
7.3. Believe that interest motivated by direct
experience stimulates learning.
7.4. Believe that the teacher is a facilitator of
learning.
7.5. Believe that there should be close cooperation
between the home and the school.
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7.6. Believe that students’ needs, interest, and
readiness should be considered in constructing the Recognition and
curriculum. change
8. Social Reconstructionism / Humanism – this
theory rooted on progressivism. They sought to make
schools the center of larger reforms. They contented The Conflict Model The consensus and conflict
that schools need to investigate and work to solve sociological theories are reflected in the works of
social, political and economic problems and certain dominant social theorists such as Karl Marx,
eventually create a new society. Social Emile Durkheim and Max Weber and other prominent
reconstructionist believes that people are responsible social theorists such as Talcott Parsons & Robert
for their social conditions. They have the power to Merton, Louis Althusser & Ralph Dahrendorf and
take control of their lives, improve their human Herbert Mead & Herbert Blumer. Structural
conditions, and build a just and good society. Functionalism Talcott Parsons’ structural
Education, therefore, should prepare the students to functionalism has four functional imperatives for all
meet the demands of society. “action” systems, embodied in his famous AGIL
Social Reconstructionist Teachers: scheme. These functional imperatives that are
8.1. Believe that the school is the ideal place to begin necessary for all systems are:
alleviating social problems. 1. Adaptation: A system must cope with external
8.2. Believe in using project method in teaching. situational exigencies. It must adapt to its
8.3. believe that research is an effective means in environment and adapt environment to its needs.
solving problems of society. 2. Goal Attainment: A system must define and
8.4. Believe that the intellectual, emotional and achieve its primary goals.
personal needs of the students should be considered 3. Integration: A system must regulate the
in the learning process. interrelationship of its component parts. It must also
8.5. Believe that teachers must model democratic manage the relationship among other three functional
principles. imperatives (AGL)
4. Latency: (pattern maintenance): A system must
Sociological Perspectives Consensus is a general or furnish, maintain and renew both the motivation of
widespread agreement among all members of a individuals and the cultural patterns that create an
particular society while conflict is a disagreement or sustain the motivation.
clash between opposing ideas, principles or people
which may be covert or overt. Consensus Theories
viewed shared norms and values as fundamental to
society, focus on social order based on tacit
agreements, and view social change as occurring in a Cultural
Social System
slow and orderly fashion while conflict theories System
emphasize the dominance of some social groups by
others, see social order as based on manipulation and
control by dominant groups, and view social change
as occurring rapidly and in disorderly fashion as
subordinate groups overthrow dominant groups. Personality
Action System System
The conflict
model is Social structures
concerned with
produce patterns Parsons designed the AGIL scheme to be used at all
the stresses and
of inequality in the levels in this theoretical system. The behavioral
conflicts that
distribution of organism is the action system that handles the
emerge in
scarce resources.
society because adaption function by adjusting to and transforming
of competition the external world. The personality system performs
over scarce
resources. It
the goal-attainment function by defining system goals
focuses on the and mobilizing resources to attain them. The social
inequalities that system copes with the integration function by
are built into controlling its component parts. Finally, the cultural
social structure Conflict system performs the latency function by providing
rather than on
those that
emerge
Educ 3: Thebecause
Teacher and the Community, School Culture and Organizational Leadership | 2nd semester, AY 2022-2023
5 of personal
traits.

actors with the norms and values that motivate them
for action.
Structure of the General Action System The heart of
Parsons’ work is found in his four action system. In the
assumptions that Parson made regarding his action
systems we encounter the problem of order which
was his overwhelming concern and that has become a
major source of criticism of his work. Parsons found
his answer to the problem of order in structural
functionalism, which operates in his view the
following sets of assumptions:
1. System have the property of order and
interdependence of parts.
2. Systems tend toward self-maintaining order, or
equilibrium.
3. The system may be static or involved in an ordered
process of change.
4. The nature of one part of the system has an impact
on the form that the other parts can take.
5. Systems maintain boundaries with their
environments.
6. Allocation and integration are two fundamental
processes necessary for a given state of equilibrium of
a system.
7. Systems tend toward self-maintenance involving
the maintenance of the relationships of parts to the
whole, control of environmental variations, and
control of tendencies to change the system from
within.
Interactionist Theories
Interactionist theories attempt to make the
“commonplace strange” by turning on their heads
everyday taken-for-granted behaviors and
interactions between students and students and
between students and teachers. It is exactly what
most people do not question that is most problematic
to the interactionist.
A. Symbolic Interactionism – views the self as
socially constructed in relation to social forces
and structures and the product of on-going
negotiations of meanings. Thus, the social self
is an active product of human agency rather
than a deterministic product of social
structure.
Symbolic interactionists are, of course, interested
not simply in socialization but also in interaction
in general, which is of “vital importance in its own
right”. Interaction is the process in which the
ability to think is both developed and expressed.
All types of interaction, not just interaction during
socialization, refine our ability to think. Beyond
that, thinking shapes the interaction process. In
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most interaction, actors must take others into
consideration and decide if and how to fit their
activities to others. However, not all interaction
involves thinking.
B. Non – Symbolic Interactionism – does not
involve thinking. The concept used here is the
looking-glass self. The basic notion of the looking-
glass self can be summed up as “We see ourselves
as others see us.” In other words, we come to
develop a self-image on the basis of the messages
we get from others, as we understand them.
If your teachers and fellow students give you the
message that you are “smart,” you will come to
think of yourself as an intelligent person. If others
tell you that you are attractive, you will likely
think of yourself as attractive. Conversely, if
people repeatedly laugh at you and tease you
about being clumsy, you will probably come to
decide that you are clumsy. You use other people
as mirror into what you look to see what you are
like.
Schools and Social Institutions Schools are
important organizations that prepare young
children of their future roles as productive citizens
in the country. The way schools fulfill this function
has a strong effect on the quality of education
they provide. Social institutions are special
structures which are organized to meet the basic
needs of society. Social institutions include family,
education, religion and government.
1. Family – it is a group of people who related by
marriage, blood or adoption and who often
live together sharing a common residence and
common economic resources. The family is
the most universal social institution. Its
primary function is to provide for the physical
and emotional needs of its members. Those
who deprived of the family’s affection and
attention often times grow with personality
problems.
2. Education – refers to the process in which
knowledge, skills, values and patterns of
behavior and transmitted from an individual
or group to another. Schooling is a formal
education which involves instruction based on
a curriculum by professional teachers. Schools
and teachers are responsible for formal
education. They are tasked to transmit
knowledge and technical skills for survival,
transmit shared values and beliefs and
prepare the students for their role in society.

3. Religion (Church) – is a system of roles and
norms that involves faith which binds people
together in social groups. The church is an
institutionalized organization of religious
believers following a body of doctrine or
dogma.
4. Government – It is an institution that holds
the power and make enforce the rules and
laws of society. The ruling body must be
recognized by its people to enforce the laws
or rules and govern them. In democratic type
of government, the citizens elect their official
periodically to govern them for the given
period.
Education 4.0: Responding to the Demands of
Society
Education 4.0 is a desired approach to learning that
aligns itself with the emerging fourth industrial
revolution.
This industrial revolution focuses on smart
technology, artificial intelligence, and robotics; all of
which now impact our everyday lives.
For universities to continue to produce
successful graduates, they must prepare their
students for a world where these cyber-physical
systems are prevalent across all industries.
This means teaching students about this
technology as part of the curriculum, changing the
approach to learning altogether, and utilizing this
technology to better improve the university
experience.
Pointers of Education 4.0
It will cater to the need of Industry 4.0
enabling the workforce and machines to align to
explore new possibilities.
It will deploy the potential of digital
technologies, open-sourced content and personalised
data of this globally connected and tech-driven world.
It will create a blueprint for the future of
learning – from school-based learning to learning at
the workplace.
Educational Reforms: The K to 12 Curriculum
Example
What is K to 12 Program? The K to 12 Program
covers Kindergarten and 12 years of basic education
(six years of primary education, four years of Junior
High School, and two years of Senior High School
[SHS]) to provide sufficient time for mastery of
concepts and skills, develop lifelong learners, and
prepare graduates for tertiary education, middle-level
skills development, employment, and
entrepreneurship.
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Salient Features of K to 12 Program
1 Strengthening Early Childhood Education
(Universal Kindergarten)
Every Filipino child now has access to early childhood
education through Universal Kindergarten. At 5 years
old, children start schooling and are given the means
to slowly adjust to formal education.
Research shows that children who underwent
Kindergarten have better completion rates than those
who did not. Children who complete a standards-
based Kindergarten program are better prepared, for
primary education.
Education for children in the early years lays the
foundation for lifelong learning and for the total
development of a child. The early years of a human
being, from 0 to 6 years, are the most critical period
when the brain grows to at least 60-70 percent of
adult size.
In Kindergarten, students learn the alphabet,
numbers, shapes, and colors through games, songs,
and dances, in their Mother Tongue.
2. Making the Curriculum Relevant to Learners
(Contextualization and Enhancement)
Examples, activities, songs, poems, stories, and
illustrations are based on local culture, history, and
reality. This makes the lessons relevant to the learners
and easy to understand.
Students acquire in-depth knowledge, skills, values,
and attitudes through continuity and consistency
across all levels and subjects.
Discussions on issues such as Disaster Risk Reduction
(DRR), Climate Change Adaptation, and Information &
Communication Technology (ICT) are included in the
enhanced curriculum.
3. Ensuring Integrated and Seamless Learning (Spiral
Progression)
Subjects are taught from the simplest concepts to
more complicated concepts through grade levels in
spiral progression. As early as elementary, students
gain knowledge in areas such as Biology, Geometry,
Earth Science, Chemistry, and Algebra. This ensures a
mastery of knowledge and skills after each level.
For example, currently in High School, Biology is
taught in 2nd Year, Chemistry in 3rd Year, and Physics
in 4th Year. In K to 12, these subjects are connected
and integrated from Grades 7 to 10. This same
method is used in other Learning Areas like Math.
4. Building Proficiency through Language (Mother
Tongue-Based Multilingual Education)
Students are able to learn best through their
first language, their Mother Tongue (MT). Twelve (12)

MT languages have been introduced for SY 2012-
2013: Bahasa Sug, Bikol, Cebuano, Chabacano,
Hiligaynon, Iloko, Kapampangan, Maguindanaoan,
Meranao, Pangasinense, Tagalog, and Waray. Other
local languages will be added in succeeding school
years.
Aside from the Mother Tongue, English and
Filipino are taught as subjects starting Grade 1, with a
focus on oral fluency. From Grades 4 to 6, English and
Filipino are gradually introduced as languages of
instruction. Both will become primary languages of
instruction in Junior High School (JHS) and Senior High
School (SHS).
After Grade 1, every student can read in his or
her Mother Tongue. Learning in Mother Tongue also
serves as the foundation for students to learn Filipino
and English easily.
5. Gearing Up for the Future (Senior High School)
Senior High School is two years of specialized upper
secondary education; students may choose a
specialization based on aptitude, interests, and school
capacity. The choice of career track will define the
content of the subjects a student will take in Grades
11 and 12. SHS subjects fall under either the Core
Curriculum or specific Tracks.
a. CORE CURRICULUM - There are seven
Learning Areas under the Core Curriculum.
These are Languages, Literature,
Communication, Mathematics, Philosophy,
Natural Sciences, and Social Sciences. Current
content from some General Education
subjects are embedded in the SHS curriculum.
b. ACADEMIC TRACKS - Each student in Senior
High School can choose among three tracks:
Academic; Technical-Vocational-Livelihood;
and Sports and Arts. The Academic track
includes three strands: Business,
Accountancy, Management (BAM);
Humanities, Education, Social Sciences (HESS);
and Science, Technology, Engineering,
Mathematics (STEM). Students undergo
immersion, which may include earn-while-
you-learn opportunities, to provide them
relevant exposure and actual experience in
their chosen track.
c. TVET (TECHNICAL VOCATIONAL EDUCATION
& TRAINING) NATIONAL CERTIFICATE
After finishing Grade 10, a student
can obtain Certificates of Competency (COC)
or a National Certificate Level I (NC I). After
finishing a Technical Vocational-Livelihood
track in Grade 12, a student may obtain a
National Certificate Level II (NC II), provided
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he/she passes the competency-based
assessment of the Technical Education and
Skills Development Authority (TESDA).
NC I and NC II improves employability
of graduates in fields like Agriculture,
Electronics, and Trade.
d. MODELING BEST PRACTICES FOR SENIOR
HIGH SCHOOL
In SY 2012-2013, there are 33 public
high schools, public technical-vocational high
schools, and higher education institutions
(HEIs) that have implemented Grade 11. This
is a Research and Design (R&D) program to
simulate different aspects of Senior High
School in preparation for full nationwide
implementation in SY 2016-2017. Modeling
programs offered by these schools are based
on students’ interests, community needs, and
their respective capacities.
5. Nurturing the Holistically Developed Filipino
(College and Livelihood Readiness, let
Century Skills)
After going through Kindergarten, the
enhanced Elementary and Junior High
curriculum, and a specialized Senior High
program, every K to 12 graduate will be ready
to go into different paths – may it be further
education, employment, or entrepreneurship.
CORE CURRICULUM SUBJECTS
There are seven Learning Areas under the
Core Curriculum: Languages, Literature,
Communication, Mathematics, Philosophy, Natural
Sciences, and Social Sciences.
• Oral comunication
• Reading and writing
• Komunikasyon at pananaliksik sa wika at
kulturang Filipino
• 21st century literature from the Philippines
and the world
• Contemporary Philippine arts from the
regions
• Media and information literacy
• General mathematics
• Statistics and probability • Earth and life
science
• Physical science
• Introduction to philosophy of the human
person/Pambungad sa pilosopiya ng tao
• Physical education and health • Personal
development/pansariling kaunlaran
• Earth science (instead of Earth and life
science for those in the STEM strand)

• Disaster readiness and risk reduction (taken
instead of Physical science for those in the STEM
strand)
APPLIED TRACK SUBJECTS
• English for academic and professional
purposes
• Practical research 1
• Practical research 2
• Filipino sa piling larangan
• Akademik
• Isports
• Sining
• Tech-voc
• Empowerment technologies (for the strand)
• Entrepreneurship
• Inquiries, investigatories, and immersion
SPECIALIZED SUBJECTS
• Accountancy, business, and and
management strand
• Humanities and social sciences strand
• Science, technology, engineering, and
mathematics strand
• General academic strand
WEEK NO: 5 – 7
School as a Social System
Schools are important organizations that
prepare our children for adult roles. Their working
mechanism has a strong effect on the quality of
education. There are many theories that try to explain
the nature of the school organizations. Among them,
social systems theory has become of the most realistic
models for schools.
A. Social Systems Model
Social progress is not always so simple. It usually
comes about very gradually. But the gradual
evolutionary pace of social progress is not fast
enough. The demand for accelerated social change
may also arise on more theoretical grounds. Sociology
of education may be defined as the scientific analysis
of the social processes and social patterns involved in
the educational system. According to sociologists,
education is a social procession which helps in the
eliminating the defects in the society and many
perpetuate desirable institutions and group activities.
The school is the one of the formal agencies of
socialization. It has acquired importance because of
its sociological changes and influences. The school is a
formal agency of education imparts the maximum
knowledge of the subjects required for necessary
living of a useful and successful life.
Social systems theory has been a sound
perspective to explain the working of schools.
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Sociology of education particularly studies the school
as a social system. The social organization in the
school consists of different roles and statuses for the
educator. Among the teachers also there are different
statuses and roles according to their seniority,
qualifications, special skills and the position of the
hierarchy of the school. The head in every school
occupies a pivotal position, more responsibility, more
administrative power and therefore the most
important role. Similarly, among the educed also
different students occupy different statuses and roles
in the schools according to their seniority, special
skills and allotted responsibilities etc.
All the schools impart knowledge of 3r’s:
reading, writing and arithmetic. This is necessary to
help every male and female to skillfully manage the
household affairs and also matters concerning
everyday life. The younger generation learns future
roles by means of perception and identity formation
both in the family and in the school. Extra-curricular
activities in the school are important to develop
individual differences and particular skills of the
students. Thus, some of them may develop social
leadership qualities, other political leadership traits
and so on. An important function of education is the
development of the individuality of the students. This
individuality is developed by the development of
individual skill and the allotment of roles and statuses
according to it. As a social system the school is the
best place to teach equality, liberty, and fraternity to
the younger generation. It is the best around for
practice of democratic traits in the wider social
situation.
B. Key Elements of the School as a Social System
Social System Schools are social systems with
the following key parts:
1. Structure: roles are expectations of
positions that are arranged in a hierarchy.
2. Individual: the individual is a key unit in
any social system; regardless of position,
people bring with them individual needs,
beliefs, and a cognitive understanding of
the job.
3. Culture: represents the unwritten feeling
part of the organizations: its shared
values.
4. Politics: informal power relations that:
informal power relations that develop
spontaneously.
5. Technical Core: the teaching-learning
process is the technical core of schools.
6. Environment: everything outside the
organization; source of inputs.

7. Outcomes: the products of the
organizations, e. g. educated students.
8. Feedback: communication that monitors
behavior; the congruence between
expected and actual outcomes.
A school is thought of as a social system, with its
characteristic institutional functions, roles, and
expectations. As an institution it has the function of
socialization. There are various incumbents in it who
must play the roles expected of them. In the social
system of a school the goal behavior is achieved
through the integration various institutions social
systems theory has been a sound perspective to
explain the working of schools. Comparing the
traditional and progressive school according to the
criteria explained above, we find a few drawbacks in
traditional schools of our country. In our schools of
today, only formal education of geography and
science is imparted to children.
1. Systems Theory - Scholars have developed
various perspectives under the systems
theory to analyze organizations through
different lenses. In this section, perspectives
of rational systems, natural systems, open
systems and social systems will be elaborated.
2. Rational systems - Rational systems
perspective views organizations as machines
built to achieve some desired ends. Their
main purpose is to mold every aspect of an
organization specifically in respect to a proven
prescription in order to ensure its working in a
solid and stable fashion. By utilizing what
already is known to be working, any risk of
failure and emergence of undesired outcomes
are eliminated. The assumption is that if
everything stays within the lines of logic, so
will the outcomes.
3. Formal organization - Formalization derives
from the bureaucratic structure of rational
systems. Within rational systems there are
hierarchies of authority, division of labor,
work specialization, rules and regulations. All
these are typically associated with
bureaucracy. Organizational goals require
obedience to clear rules which leave little
room for interpretation. Obedience is
enforced through rewards and sanctions.
Individuals within organizations are assigned
to specific roles that are independent of their
personality. The goal here is to make behavior
predictable by standardizing roles (Scott,
1998). So, each person does exactly what s/he
is pre-scribed to do and produces only the
desired outcomes that are essential to
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working of the organization. This resembles to
a machine. Each part does its job and the
machine works in a linear fashion. However,
human beings are not as simple as the parts
of a machine and they cannot be expected to
be always rational and work like robots. This
assumption was later defended by advocates
of natural systems.
4. Natural System - While rational systems
emphasize goals, natural systems propose
that organizations, in fact, strive to survive
and the goals are meaningful as long as they
help the organization’s survival. Therefore,
the organization may modify or even remove
the goals when necessary. Organizations are
living systems consist of social elements and
therefore cannot be used as tools and thrown
away when the goals are accomplished. They
tend to exist even after there remain no more
goals to achieve (Gouldner,1959). Natural
systems emphasize the human side of
organizations, and they reject the dualism
that splits people and organizations
(Greenfield & Ribbins, 1993).
5. Informal organization - Individuals have to
interact with each other to carry out
organizational goals. They learn each other’s
personal life, habits, feelings etc. Some people
are liked and respected while others are not.
Those who are followed have an informal
authority over others. Those who are disliked
may be alienated. Also, when personal
interests differ from those of organizations,
informal structures are more likely to occur.
Research shows that within each formal
organization, informal structures occur
inevitably (Hoy & Miskel, 2005). Although
informal organization is first emphasized by
natural systems theory, it should not be
conceived of unique to natural systems. While
being a formal organization, social systems
too are to some extent informal
organizations. To understand a social system
as a whole, one should look at both formal
and informal organizations within it. Social
systems cannot survive without an informal
organization that allows “maintenance of
group cohesion through regulating the
willingness to serve.
C. The School as a Community
If a school is to be inclusive, it will need to
locate itself within society. Managers and
practitioners will then need to consider their place
within the broader context. This lesson defines

schools as a community within a community. As such,
schools reflect community needs, both social and
educational. Essentially, schools exist to enable
learning and teaching to take place, which does not
happen in a vacuum. Relationships with parents and
the broader community are central to the
effectiveness of schools.
If schools are to be inclusive, every school
should be central to its local community. School heads
and practitioners have a responsibility to understand
that their school has to become a community within a
community. Members of the school will be members
of their local community reflecting its beliefs and
values, conveyed through the action, behavior and
attitudes of the pupils, teaching and non-teaching
staff, parents, and stakeholders.
Community can be defined as
multidimensional within:
• location – where it is, the influence of the
environment and systems of control;
• structure – the administrative elements
and guidance that determine equality of provision;
and
• process – the management of people and
development of a shared understanding of beliefs and
values.
All members of the school, including those
with special educational needs, as participants in the
school and local community, should be encouraged to
have a shared commitment to the creation of the
school community. It emerges that the connection
between the school and the community is not static
but develops on a continuum. The level at which the
school reaches its community and vice-versa is their
level of community orientation.
There are three possible patterns of
connection between the school and the community as
described in the educational literature:
1. The closed-door pattern: the school deals
with all the child’s educational and social
problems, and community involvement
and intervention are minimal. With a
closed system like the laws of nature
(entropy), the energy of the system will
deteriorate. Therefore, according to
Friedman (1986), the closed-door policy
towards the community needs feedback.
In Friedman’s view a closed-door policy
will waste energy without the right
guidance. In the absence of constant
input from the parents and the
community, the school will be unaware of
changes occurring in these systems, and
hence will be unable to adapt itself and its
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curricula to these changes and will keep
degenerating.
2. The open-door pattern: the school and
the parents operate as open systems, so
that information flows freely in both
directions. The school with an open- door
policy makes the parents partners to their
child’s educational process and strives to
become an influential factor in the life of
the community. A basic assumption of
systems theory is that the open system is
designed to process the inputs of its
external environment, only to return the
processed product to the environment for
its use and benefit. The exchange of
energy occurs in a cyclic nature. The final
and improved product serves as a new
source of energy passing from the
environment to the system. In this way
the deteriorating entropy process is
stopped (Katzand Kahn, 1978). According
to Friedman (1986), the school with an
open-door policy receives its pupils from
the parents, teaches them and raises their
level of education, to return them to their
community. In their adult life they will
produce a new generation of pupils,
whose contribution to their children’s
education is expected to be greater than
that of their parents’ generation.
3. The balanced pattern: the school and the
parents set the degree of closeness or
distance between them, in order to
achieve their educational and social goals
to the optimal extent. When the distance
is large, the school has to bridge the gap
and reach out to the community; when
the distance is small, the school has to
close its gates somewhat.
Opportunities for School-Community Partnership
Partnership implies two parties helping each other;
both parties benefit. This means that if a school
community partnership exists.
Here are examples of what a community can do for
schools:
1. Brigada Eskwela – also called as the National
Schools Maintenance Week is a nationwide
initiative by the Department of Education
(DepEd) that mobilizes thousands of parents,
alumni, civic groups, local businesses,
nongovernment organizations, teachers,
students, and individuals who volunteer their
time and skills to do repairs, maintenance

work, and clean-up of public elementary and
secondary schools.
2. Curriculum development – this can mean of
community resource of learning, e.g.
museum, elders of the community as key
informants in research or resource person in
the study of local history.
3. Work experience programs – business
establishments and offices in the community
can serve as training ground for teachers. In
this school-community partnership, the
school can fulfill what curriculum requires.
D. School as a Learning Community
“Can you believe our students are able to accomplish
this?” remarked a parent at his son’s math fair.
Replied the school principal, “This would not have
been possible without the shared commitment to
reform from our total school community.”
Educational leaders on the threshold of the new
millennium are critically aware that their students and
communities do not face the same life as their
parents. The demands on society to adapt to
globalization have forced all organizations that wish to
survive and remain competitive to operate as learning
organizations. As educators assess and reflect on the
future needs of education, educational leaders are
repeatedly discussing the merits of schools as learning
organizations (Proceedings of the Society of Educators
and Scholars, 2001)
The learning community operates as an
organic, dynamic, ever-changing system. In the Hiatt-
Michael vision, the organization is dynamic, like the
human system held together by the skeleton and skin
yet changing constantly within all the human
subsystems. Despite so many developing parts, a
tenuous balance is maintained within the system. The
human body is only as healthy as each part. Each
part is adapting to changes created by other elements
within the environment. Yet the system maintains a
unique identity that is discerned from the outside
environment. If one envisions an organization like the
human system, then the importance of
interconnectedness and change seems self-evident.
What is a community of practice?
A community of practice (CoP) is a group of
people who share a common concern, a set of
problems, or an interest in a topic and who come
together to fulfill both individual and group goals.
Communities of practice often focus on
sharing best practices and creating new knowledge to
advance a domain of professional practice. Interaction
on an ongoing basis is an important part of this.
Many communities of practice rely on face-to
face meetings as well as web-based collaborative
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environments to communicate, connect and conduct
community activities.
While people have learned together through
informal communities of practice throughout history,
the primary use of the concept originated in learning
theory.
Cognitive anthropologists Jean Lave and
Etienne Wenger coined the term “community of
practice” when studying apprenticeships as a learning
model—the term referred to the community that acts
as a living curriculum.
Once the concept was articulated the
researchers started to see communities everywhere,
even when no formal apprenticeship system existed.
There are three characteristics of a
community of practice:
1. Domain: Community members have a shared
domain of interest, competence and
commitment that distinguishes them from
others. This shared domain creates common
ground, inspires members to participate,
guides their learning, and gives meaning to
their actions.
2. Community: Members pursue this interest
through joint activities, discussions, problem-
solving opportunities, information sharing and
relationship building. The notion of a
community creates the social fabric for
enabling collective learning. A strong
community fosters interaction and
encourages a willingness to share ideas.
3. Practice: Community members are actual
practitioners in this domain of interest and
build a shared repertoire of resources and
ideas that they take back to their practice.
While the domain provides the general area
of interest for the community, the practice is
the specific focus around which the
community develops, shares and maintains its
core of collective knowledge.
School Learning Action Cells (SLAC): Professional
Learning Communities
In line with the implementation of Republic Act No.
10533, or the Enhanced Basic Education Act of 2013,
the Department of Education (DepEd) issues the
enclosed policy on The Learning Action Cell (LAC)
(DepEd Order No. 35, s. 2016) as a K to 12 Basic
Education Program School-Based Continuing
Professional Development Strategy for the
Improvement of Teaching and Learning.
Through this policy, the DepEd fully supports
the continuing professional development of its
teaching personnel based on the principle of lifelong
learning and DepEd’s commitment to the
development of teachers potential aimed towards

their success in the profession. This can be done
through the school-based LAC, which primarily
functions as a professional learning community for
teachers that will help them improve practice and
learner achievement.
As an institution of learning, the Department
of Education (DepEd) works to protect and promote
the right of Filipinos to quality basic education that is
equitable, culture-based, and complete, and allows
them to realize their potential and contribute
meaningfully to building the nation. The investment of
the DepEd in the development of human potential is a
commitment it makes not only to its learners but also
its teachers.
Towards this end, the DepEd fully supports
the continuing professional development of its
teaching personnel based on the principle of lifelong
learning and the view of the teaching profession as
one that “requires teachers expert knowledge and
specialized skills, acquired and maintained through
rigorous and continuing study” (UNESCO 1966).
The DepEd also recognizes that the quality of
learning is greatly influenced by the quality of
teaching. Therefore, it is imperative for the DepEd to
hire good teachers and to support their development
in the teaching profession. Organizing professional
learning communities will aid teachers in the
construction of new knowledge about instruction as
well as in revising traditional beliefs and assumptions
about education, community, teaching, and learning
(Little 2003) to suit the present needs of learners.
Affirmative bases for this policy are also drawn from
the learnings of many interventions in education such
as the Program for Decentralized Education
(PRODED), Third Elementary Education Project (TEEP),
Secondary Education Development and Improvement
Project (SEDIP) as well as empirical studies on similar
professional development programs that demonstrate
that teachers’ participation in professional
development activities have a positive impact on
teachers’ beliefs and practices, students’ learning, and
the implementation of educational reforms (UNESCO
ISO 2006).
Successful teaching is a result of the
systematic use of appropriate strategies for
delivering and assessing the learning objectives
targeted for each lesson (UNESCOGMR 2014).
Successful teachers 1) possess a good grasp of
content which they can consequently convert to
sound learning objectives,
2) are able to select and implement the most
effective instructional strategies and materials to
teach the identified content objectives,
3) make instructional decisions on the basis of
formative assessment results,
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4) promote sincerely their students’ learning and
holistic development, and
5) are professional and ethical in the conduct of
their work (Stronge 2007).
Different methods of teacher professional
development are implemented throughout the DepEd
to improve teaching-learning processes. However,
most of these are top-down processes wherein expert
knowledge is shared or transferred. Examples of these
are lectures or workshops during cascaded or echoed
teacher training and short-term courses. Other top
down training programs are done over time such as
scholarships, and distance learning programs.
Key aspects of the process are ongoing
collaborative learning or problem solving within a
shared domain of professional interest, self-directed
learning, reflective practice leading to action and self-
evaluation, and collective competence. The following
are the objectives of this policy:
• to improve the teaching-learning process
that will lead to improved learning among the
students;
• to nurture successful teachers;
• to enable teachers to support each other to
continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes; and
• to foster a professional collaborative spirit
among school heads, teachers, and the community as
a whole.
LACs are the most cost-effective CPD process
but may entail some expenses for meetings and
handouts. Funds for the LACs may be sourced from
the school’s Maintenance and Other Operating
Expenses (MOOE), subject to its utilization guidelines.
Other resources may be generated by the school or
schools divisions to support LACs as these endeavor to
upgrade the quality of teaching and learning in their
respective schools.
Community of practice with collaborative planning
, problem solving, and action implementation.
Improved teacher’s knowledge pedagogical skills,
assessment strategies and professional ethics.
Student learning and holistic development.
Theoretical Framework of the Learning Action Cell
The theoretical framework in Figure 1 shows
that communities of practice, in this case, LACs,
enable teachers to do collaborative planning, problem
solving, and action implementation that will lead to
improved teachers’ knowledge, skills, and attitudes
that will consequently and significantly improve
student learning and development.
The content of LAC sessions may be
determined by the teachers themselves under the
general guidance of the school head or LAC leader.

This may be done through needs assessment, the
results of which should assist the LAC in listing their
priority areas of learning.
1. Learner Diversity and Student Inclusion
2. Content and Pedagogy of the K to 12 Basic
Education Program
3. Assessment and Reporting in the K to 12 Basic
Education Program
4. 21st Century Skills and ICT Integration in
Instruction and Assessment
5. Curriculum Contextualization, Localization,
and Indigenization
Every teacher must be part of a LAC. LACs could be
formed based on the prioritized need(s) and
depending on the number of teachers in every school
or cluster of schools. However, these groupings are
flexible according to need and context. The SLAC
Implementation Process:
1. Assessment of Needs
2. Prioritization of Topics or Agenda
3. Formation of LAC
Assignment of Work
The LAC members could be given specific roles to
perform during LAC sessions. These roles could be
rotated among the members of the group.
LAC Implementation Norms. Norms are the
framework from which team members commit to
conduct business. Developing norms and adhering to
them ensure the success of the group, and facilitate
the members’ ability to deal with critical issues.
Norms have several components that clarify team
dynamics. These are some elements to address:
1. Time and Venue: Where and when will we
meet? Will we start on time?
2. Listening: How will we listen to our peers? How will
we discourage interruptions when someone is
speaking?
3. Confidentiality: What content is to be held in
confidence? What can be shared after the meeting?
4. Decision Making: How will we arrive at a decision?
What if everyone doesn’t agree with the group
decision?
5. Participation: Is participation optional? Will we
have an attendance policy? What will we do if a
member constantly misses meetings?
6. Expectations: What do we expect from team
members? Do we need a method for ensuring each
member comes to the meeting prepared with
appropriate data or other assignments?
Conduct of the LAC Session. Limitation/Prohibitions.
Since LACs and LAC sessions are aimed at the
continuous professional development of teachers, the
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conduct of LAC sessions shall be limited to the
purposes stated in this policy. The holding of LAC
sessions for purposes other than those provided
herein is prohibited. Prohibited purposes may include
but shall not be limited to the following: sale of goods
and other merchandise; lending transactions; political
and religious meetings and other purposes which are
not included in this policy.
WEEK NO: 8 – 10
The Teacher and the Community
Schools are important organizations that
prepare our children for adult roles. Their working
mechanism has a strong effect on the quality of
education. There are many theories that try to explain
the nature of the school organizations. Among them,
social systems theory has become of the most realistic
models for schools.
A. External Environments and
Accountability of Schools
To understand the behavior of an organization you
must understand the context of that behavior-that is,
the ecology of the organization.” Pfeffer and Salancik
(2003), The External Control of Organizations.
Refers to a research tradition that emerged
from the basic framework of Jeffrey Pfeffer and
Gerald R. Salancik’s classic 1978 work, The External
Control of Organizations: A Resource Dependence
Perspective.
Based on the principle that an organization
must engage in transactions with other actors and
organizations in its environment to acquire resources.
These may create dependencies that are not.
Resources that the organization needs may be scarce,
not always readily obtainable, or under the control of
uncooperative actors. The resulting unequal
exchanges generate differences in power, authority,
and access to further resources.
B. Adapting to External Environment
External environment may be defined as all those
conditions and forces which are external to the
business, education and are beyond the individual
unit, but it operates within it. External environment
refers to the environment that has an indirect
influence on the business. The factors are
uncontrollable by the school or education.
The microenvironment is also known as the task
environment and operating environment because the
micro environmental forces have a direct bearing on
the operations of the school. The micro

environmental factors are more intimately linked with
the school than the macro factors.
Macro environment is also known as general
environment and remote environment. Macro factors
are generally more uncontrollable than
microenvironment factor. When the macro factors
become uncontrollable, the success of school depends
upon its adaptability to the environment.
The microenvironment consists of the factors
in the company’s immediate environment that affects
the performance of the school.
Internationalization and Globalization of
education Jane Knight - Adjunct Professor,
Department of Leadership, Higher and Adult
Education in OISE (Ontario Institute for Studies in
Education), University of Toronto.
Globalization is a 'process that focuses on the
worldwide flow of ideas, resources, people,
economy, values, culture, knowledge, goods,
services, and technology', while internationalization
of higher education is described as 'the process of
integrating an international, intercultural and global
dimension into the goals, teaching/learning, research
and service functions of a university or higher
education system'. Internationalization emphasizes
the relationship between and among nations, people,
cultures, institutions, systems while globalization
stresses the concept of worldwide flow of economy,
ideas, culture, etc. The difference between the
concept of 'worldwide flow' and the notion of
'relationship among nations' is both striking and
profound. Thus, these two concepts are very much
related to each other but at the same time different.
Debate continues whether internationalization of
higher education is a catalyst, reactor or agent of
globalization.
There is no recipe or one set of indicators for
an internationalized university. Internationalization is
a process of change which is tailored to meet the
individual needs and interests of each higher
education entity. Consequently, there is no 'one size
fits all' model of internationalization. Adopting a set of
objectives and strategies which are 'in vogue' and for
'branding' purposes only negates the principle that
each program, institution, or country needs to
determine its individual approach to
internationalization based on its own clearly
articulated rationales, goals and expected outcomes.
This recognizes that the internationalization process is
driven by an assessment of individual needs and
priorities and that a 'formulaic' or latest fad approach
is not appropriate, beneficial or sustainable. This truth
can also present challenges. For example, what if an
institution or county sees internationalization of
higher education as a tool for economic gain or
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political advantage? This is an example where the
academic purposes and values of cooperation, mutual
benefit and partnership need to be emphasized.
After several decades of intense development
internationalization has grown in scope, scale and
importance. There is no question that it has
transformed the world of higher education, but
internationalization has also undergone fundamental
changes itself. The key question is whether the
changes have been for better or worse? For instance,
twenty-five years ago could anyone have imagined
that international student mobility in 2014 would be
big business and more closely aligned to the
recruitment of brains for national innovation agendas
than helping developing countries build human
capacity. Recent national and worldwide surveys of
university internationalization priorities and rationales
show that establishing an international profile or
global standing is becoming more important that
reaching international standards of excellence.
Capacity building through international cooperation
projects is being replaced by status building initiatives
to gain world class recognition and higher rankings.
Awarding two degrees from institutions located in
different countries based on the workload for one
diploma is being promoted through some rather
dubious double degree programs. And all of this is in
the name of internationalization?
At the same time, there are countless
examples of positive initiatives which illustrate how
collaborative scholarship, cross border education
exchange, and campus-based internationalization
strategies contribute to the development of
individuals, institutions, nations, and the world at
large. The benefits of internationalization are many
and varied, so are potential risks and unintended
consequences.
Quality issues and challenges related to
internationalization
It is forecasted that by 2025 the demand for
international education will grow to 7.2 million
students a quantum leap from 1.2 million students in
2000. Some, but certainly not all of this demand, will
be met by student mobility. Consequently, the
number of new providers are delivering programs to
students in their home countries is accelerating at an
unprecedented rate. It is no longer just students,
faculty, and researchers who are internationally
mobile - -academic programs are being delivered
across borders and branch campuses are being
established in developing and developed countries
around the world.
While, these new developments are intended
to increase access to higher education and meet the
appetite for foreign credentials and employment,

there are serious issues related to the quality of the
academic offer, the integrity of the new types of
providers, and the recognition of credentials. The
increase in the number of foreign degree mills (selling
'parchment' only degrees) and accreditation mills
(selling bogus accreditations for programs or
institutions), and rogue for-profit providers (not
recognized by national authorities) are realities that
face students, parents, employers, and the academic
community. Who would have guessed two decades
ago that international education would be struggling
to deal with fake degrees and accreditations;
academic credentials that are earned but not
recognized; and nonregulated 'fly by night'
institutions? Of course, it is equally important to
acknowledge innovative developments by bona fide
new providers and universities who are delivering
high quality programs and legitimate degrees through
new types of arrangements and partnerships
(franchise, twinning, branch campus). The perpetual
issue of balancing cost, quality and access significantly
challenges the benefits and risks of cross border
education.
Regional institutional agreements and
networks
It if is often believed that the greater number
of international agreements or network memberships
a university has the more prestigious and attractive it
is to other institutions and students. But practice
shows that most institutions cannot manage or even
benefit from a hundred plus agreements. To maintain
active and fruitful relationships requires a major
investment of human and financial resources from
individual faculty members, departments and
international offices. Thus the long list of
international partners often reflects paper based
agreements not productive partnerships. Quantity is
perceived as more important than quality and the
international agreements list is more of a status
symbol than a record of functional academic
collaborations. A more recent trend is the paring
down of the number of agreements to ten or twenty
institution-wide priority partnerships. This can lead to
more comprehensive and sustainable relationships
but also to a sense of disgruntlement among faculty
members and researchers about a top-down
approach to international collaboration and the
curtailment of individual international research or
curricular interests.
C. The Teacher and the Community
The very title of this course subject indicates that the
teachers are expected to be part of the community.
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To be part of the community definitely means to
participate in the life of the community.
The eight (8) Sections of Article III of the
Code of Ethics refer to the community within the
school and the community outside the school.
ARTICLE III THE TEACHER AND THE
COMMUNITY
Section 1. A teacher is a facilitator of learning
and of the development of the youth; he shall,
therefore, render the best service by providing an
environment conducive to such learning and growth.
Section 2. Every teacher shall provide
leadership and initiative to actively participate in
community movements for moral, social, educational,
economic and civic betterment.
Section 3. Every teacher shall merit
reasonable social recognition for which purpose he
shall behave with honor and dignity at all times and
refrain for such activities as gambling, smoking,
drunkenness, and other excesses, much less illicit
relations.
Section 4. Every teacher shall live for and with
the community and shall, therefore, study and
understand local customs and traditions in order to
have sympathetic attitude, therefore, refrain from
disparaging the community.
Section 5. Every teacher shall help the school
keep the people in the community informed about
the school’s work and accomplishments as well as its
needs and problems.
Section 6. Every teacher is 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 actively be involved in
matters affecting the welfare of the people.
Section 7. Every teacher shall maintain
harmonious and pleasant personal and official
relations with other professionals, with government
officials, and with the people, individually or
collectively.
Section 8. A teacher possess freedom to
attend church and worships as appropriate, but shall
not use his positions and influence to proselyte
others.
Teacher as Facilitator of Learning
Section 1 states that the teacher is a
facilitator of learning and the development of the
youth… therefore shall render the best service by
providing an environment conducive for such learning
and growth.
By definition, a facilitator is “a person…that
makes an action or process easy or easier.” If ever

there was an insufficient definition for something, this
is it.
Effective facilitators have to wear many hats
in any given session. The role encompasses
presentation abilities, training abilities, people skills,
project management – and more. This person has to
keep the group focused, take them deeper with a
topic, and (sometimes) keep a potentially volatile
situation at bay. This is a dynamic role in which the
facilitator is delivering important content and helping
to engage productive interactions without necessarily
knowing as much as the individuals he or she is
facilitating.
In short, a good facilitator is focused on the
topic at hand, the interaction process and students,
and the optimal path to reach the objective. This is a
complex balancing act that requires numerous skill
sets.
We have identified eight distinct roles that a
facilitator is likely to play during a session.
1. Motivator: From the rousing opening
statement to the closing words of cheer,
you ignite a fire within the group,
establish momentum, and keep the pace.
2. Guide: You know the steps of the process
the group will execute from beginning to
end and carefully guide the participants
through each step-in turn.
3. Questioner: You listen carefully to the
discussion and quickly analyze comments
to formulate questions that help guide a
productive group discussion and
challenge the group when appropriate.
4. Bridge Builder: You create and maintain a
safe and open environment for sharing
ideas. Where other people see
differences, you find and use similarities
to establish a foundation for building
bridges to consensus.
5. Intuitive: Throughout the session, you are
attuned to signs of strain, weariness,
aggravation, and disempowerment, and
respond in advance to prevent
dysfunctional behavior.
6. Peacemaker: Although it is generally
better to avoid direct confrontations,
should it happen, you step in quickly to
reestablish order and direct the group
toward a constructive resolution.
7. Taskmaster: You are ultimately
responsible for keeping the session on
track. This entails tactfully cutting short
irrelevant discussions, preventing detours,
and maintaining a consistent level of
detail throughout the session.
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8. Praiser: At every opportunity, you should
praise participants for good effort,
progress, and results – praise well, praise
often, praise specifically.
It can seem difficult to pinpoint impact of a
professional facilitation. By understanding all
of the many roles that a professional
facilitator must play during a session,
however, you are equipped to ask the right
questions and evaluate whether your
facilitator will ensure efficient use of
resources, high participation, and productive
outcomes.
Teacher Leadership and Initiative for
Community Participation
As professional teachers you do not
live in an ivory tower, meaning you are not
supposed to be removed nor aloof from
community life. Schools are at the heart of
communities and you as professional teachers
are expected to-be-in-the-world and to-be-in
the-world-with-others and for others,
borrowing the words of Heidegger.
Providing leadership and initiative
also means working with the community. This
means getting the parents and other
members of the community participate in
school activities.
You do not just welcome the
opportunity to lead, you may offer your help
for the improvement of your community.
Many a time, you can be a guidance
counselor, a prayer leader, commentator or
reader in religious celebrations, fiesta
coordinator, judge in or coach for a contest,
financial manager, etc.
Teachers, as they participate in
community affairs prove that they “are the
most responsible and most important
members of society because their
professional efforts affect the fate of the
earth.
Professional Teacher with Honor and
Dignity
Obviously, if as a professional teacher,
you are an inveterate gambler, chain smoker,
and alcoholic or it is common knowledge that
you are engaged in an illicit relationship, how
can you have moral authority? Who will listen
to drink alcoholic drinks, not to gamble, etc.?
Your audience will say “Look who’s talking?”.
It is a matter of do what others want to do.
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Society expects so much of teachers, others especially those with whom you work
that they fail to live up to the challenge to with like other professional teachers. It is
behave or model good behavior, they are always best to be in good terms with
condemned without trial. It is no wonder why everyone else in the community.
many are afraid to answer the call to teach. Desiderata gives this advice: “As far as
Society seems to expect too much more from possible, without surrender, be on good terms
professional teachers than from any other with all persons. Speak your truth quietly and
professionals and look at teachers with clearly; and listen to others, even the dull and
scrutinizing eyes. the ignorant they too have their story.”
The quotation states, “The influence Professional Teacher Does not Use
of a good teacher can never be erased, but Position to Proselyte
the influence of dishonorable teacher is as To be in a position means to have
lasting.” power to influence for a purpose, i.e., for your
to use that position to perform your job as a
Teacher’s Attitude toward Local professional teacher. It is highly
Customs and Traditions unprofessional for a teacher like you to use
The community expects every teacher your position of influence to proselyte.
to live for and with the community and shall The 1987 Philippine Constitution
therefore study and understand local customs states, “No law shall be made respecting an
and traditions in order to have a symphatetic establishment of religion or prohibiting the
attitude, therefore refrain from disparaging free exercise thereof. The free exercise and
the community. enjoyment of religious profession and
Every culture including hers has its worship, without discrimination or
positive and negative aspects. What we need preference, shall forever be allowed. No
to pass on are the positive aspects of the religious test shall be required for the exercise
culture. We need to purify, however, the of civil or political rights.”
negative aspects with teacher pointing them
out tactfully and sincerely. Opportunities for School-Community
Partnership
The Professional Teacher and Partnership implies two parties
Information Update helping each other. Both parties benefit. This
Community refers to be internal and means that if a school community partnership
external stakeholders. As internal exists, both parties benefit from the
stakeholders, it includes the students and relationship. Thus in the following paragraphs
teachers. The external stakeholders are the we shall present what communities can do for
other parents in the community without schools and what schools can do for
children enrolled in school, barangay officials, communities.
and other government officials, non- What can schools do for
government organizations, government communities in return?
organizations, alumni, and retirees. Schools may allow the community to
Why do these stakeholders have to be use school resources. Here are concrete
informed? The school is there for the examples enumerated by the DepEd Primer
community and so the community has the on School-Community Partnership:
right to be informed about its activities, 1. Classroom used by community
accomplishments, needs and problems. organizations for meetings.
Informing them about the school’s projects, 2. School used as polling place and
needs and problems give them a sense of venue for medical mission which
ownership. Having a sense of ownership, it may co-sponsor with the Rural
these stakeholders will participate more Health Unit.
actively in the resolution of school’s problems 3. School used by the Rural Health
and needs. Unit for mothers’ class on child
Professional Teacher and care.
Government Officials and other Professionals 4. School used as an evacuation
As a professional teacher, you cannot center.
afford not to be in pleasant relations with
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5. School facilities used for one institution fails to do its part for the sake of
community assemblies society.
6. School basketball court used for The school cannot do it all. “It takes a village
local celebrations and barangay to educate a child”, African Proverb. It has to work in
sports league partnership with other institutions in the community
7. School conduct livelihood skills- such as the church, government organizations and
training programs for parents and nongovernment organizations. With the breakdown
out-of-school youths by using of families, schools face greater challenge in
school resources. education the young.
8. Livelihood skill-training for The rearing and education of child is the
parents and out-of-school youths primary obligation of parents. The school, the Church
by teachers themselves. and other social institutions come in to assist parents
and families to fulfill their irreplaceable obligation. So,
Every community has resources that families, schools, and other social institution need to
surround the school. work together to save the youth.
• Natural resources Human resources – refer to the
skills, talents, qualities and attitudes of the people Legal Bases for Parents and Community
living in the community. Involvement
• Social assets – the relationships, rules, established It is no wonder why even our laws support
course of action, and practices that can serve as school-community partnership.
instruments in attaining specific school goals in a 1. Republic Act 9155 “Governance of Basic
given situation. Education Act of 2001” Section 1.2 The
• Material resources – man made things such as parents and the community shall be
equipment, property, facilities, tools, and the like encouraged for active involvement in the
which can be used by the community anytime. education of the child. The participation,
• Financial assets – monetary, income or cash coordination between and among the
resources. schools, the, local school boards, the
• Natural resources – refer to the physical Parent Teachers Associations (PTAs) must
environment of the community Teachers who are be maximized;
skillful in tapping these resources have the power to 2. Republic Act 10410 “Early Years Act (EYA)
break the cycle of financial difficulties of the school. of 2013”. Section 5. (b) Parent Education
and Involvement, Advocacy and
Creating a community of learning partners in school Mobilization of Communities. – This
recognizes that many public and private community component shall harness and develop
institutions share responsibility for helping: parents’ strengths as providers of ECCD
• Children develop socially, emotionally, physically, programs at home, as active partners of
and academically ; other stakeholders, as advocates for
• Students become motivated and engaged in community concerns that affect children,
learning; and as pillars of support for local and
• Families and schools work effectively together; and national ECCD programs through
• Communities become safer and more economically community organization efforts;
vibrant. 3. Republic Act 8525 “Adopt-a-School
Program Act”, it allows “private entities to
Let us remember this, “Learning and the areas to be assist public school, whether elementary,
learned should not have boundaries. Education, as a secondary, or tertiary,… in, but not
public property, should belong everyone, not just the limited to, the following areas; staff and
academically successful but also those who have faculty development for training and
wisdom outside the school.” Sayer and Williams, further education; construction of
1989~ facilities;
4. upgrading of existing facilities, provision
Sociological Basis of School-Community Partnership? of books, publications and other
The functionalist theory states that institution instructional materials; and
must perform their respective functions for the modernization of instructional
stability of society. Other institutions must come in if technologies.”

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5. Philippine Education for All (EFA) 2015
Plan, then a vision and a holistic programs
of reforms that aimed to improved the
quality of basic education for every
Filipino by end 2015 likewise states:
Schools shall continue to harness local
resources and facilitate involvement of
every sector of the community in the
school improvement process. This EFA
2015 Plan was extended in Education for
All Beyond 2015 – Agenda 2030.
WEEK NO: 11 – 14
The Teacher as School Culture
Catalyst
School culture matter. This influence to a great extent
how well students perform. School culture is a
creation of all the people in the school and in the
community especially that of the school heads. It can
be positive or negative. It can facilitate or adversely
affect learning. A school community must therefore
strive to create a positive culture.
While teacher leaders have always been an
important part of a school’s culture, this type of
leadership continues to gain much needed attention
and momentum in school systems nationwide.
Leaders, Born or made? Good leaders are
made not born. Effective leader-desire and will power
through a never-ending process of self-study,
education, training, and experience. (Jago, 1982).
To inspire your workers into higher levels of
teamwork, you must: be, know and do. These do not
come naturally but are acquired through continual
work and study. Good leaders continually improve
their leadership skills; they are NOT resting on their
laurels.
The Meaning of School Culture
The term school culture generally refers to
the beliefs, perceptions, relationships, attitudes, and
written and unwritten rules that shape and influence
every aspect of how a school functions, but the term
also encompasses more concrete issues such as the
physical and emotional safety of students, the
orderliness of classrooms and public spaces, or the
degree to which a school embraces and celebrates
racial, ethnic, linguistic, or cultural diversity.
Structures in Schools
By law, education is compulsory for thirteen years
(kindergarten and grades 1–12) and is grouped into
three levels: elementary school (kindergarten–grade
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six) junior high school (grade seven – grade ten) and
senior high school (grade eleven and grade twelve)
In the Philippines, education is a public or state
function. Public elementary and secondary education
is supported by the national government, the former
as mandated by the Constitution (1987), which states
that “the State shall protect and promote the right of
all citizens to quality education at all levels and shall
take appropriate steps to make such education
accessible to all”, and the latter by Republic Act No.
6655 (Free Secondary Education Act). Specific
provisions on education upon which all decrees,
policies, regulations, and rules on education are
based, are provided in the Constitution. These are
expressly stated by way of the constitutional
mandate, Presidential decree, and other legal
provisions. The objectives of formal education at the
elementary, secondary, and tertiary levels as well as
those of non-formal education are specified in the
Education Act of 1982. The Republic Act No. 6728
deals with private education, notably by setting
common minimum physical facilities and curricular
requirements for all schools and by liberalizing the
subject content of values education.
1. Max Weber’s Bureaucratic Theory
Bureaucratic Theory was developed by a German
Sociologist and political economist Max Weber (1864-
1920). According to him, bureaucracy is the most
efficient form of organization. The organization has a
well- defined line of authority. It has clear rules and
regulations which are strictly followed.
Bureaucracy refers to a specialized system
and process of maintaining uniformity or authority
within an organization. Bureaucratic processes are
most common in large organizations, and
government.
Criticism of Bureaucratic Organization

1. Bureaucratic organization is a very rigid type
of organization.
2. It does not give importance to human
relations.
3. It is suitable for government organizations.
4. It is also suitable for organizations where
change is very slow.
5. Too much emphasis on rules and regulations.
6. The rules and regulations are rigid and
inflexible.
7. There will be unnecessary delay in decision
making due to formalities and rules.
8. Bureaucracy involves a lot of paper work. This
results in lot of wastage of time, effort and
money.
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In August 2001, Republic Act No. 9155 (RA 9155),
An Act Instituting A Framework of Governance for
Basic Education, Establishing Authority and
Accountability, Renaming the Department of
Education, Culture and Sports as the Department
of Education, and for Other Purposes, otherwise
known as the Governance of Basic Education Act
of 2001, was issued. It provided a framework for
the governance of education, decentralizing
governance to the field, and making the schools
and learning centers the heart of the education
system. The law also established the authority
and accountability of the various organization
levels of the Department of Education (DepEd).

2. Mintzberg’s Coordinating Mechanisms of

Structure
By understanding the organizational types that
Mintzberg defines, every manger can think about
whether your company's structure is well suited to its
conditions.
1. Entrepreneurial form (simple form) - central
role for the strategic apex which directly
controls activities in the operating core with
little in terms of middle line, technostructure
or support functions.
2. Machine form - the force for efficiency
dominates with a large middle line as well as
sizeable support staff and technostructure
that create extensive standardization and
formalization through rules and regulations.
3. Professional form - the force for proficiency
leads and is often found in professional
service organizations Adhocracy form - the
force for creating novelty and innovation in in
research organizations, political think tanks,
advertising agencies and boutique consulting
firms.
4. Heterarchy - meaning that different people In October 2004, Executive Order No. 366 (EO 366, s.
and sub-units are not ordered according to 2004), Directing A Strategic Review of the Operations
predetermined differences in formal authority and Organizations of the Executive Branch and
(hierarchy) but rather all have the potential to Providing Options and Incentives for Government
be deployed as is seen fit and in accordance Employees Who May Be Affected by the
to the requirements of the particular tasks. Rationalization of the Functions and Agencies of the
5. Diversified form - the force for concentration Executive Branch, was issued. According to Section 2
creates structure which first diversifies across of the said EO, the initiative aimed to: (a) focus
different domains (such as markets or government efforts and resources on its vital/core
products) and then divisionalizes by service; and (b) improve the quality and efficiency of
concentrating activities within the unit dealing government services delivery by
with a particular domain. eliminating/minimizing overlaps and duplication, and
improving agency performance through the
3. The DepEd Organizational Structure (based rationalization of service delivery and support
on Republic Act No. 9155) National, Division, systems, and organization structure and staffing
School (Section 2, EO 366, s. 2004).
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In December 2011, DepEd embarked on the

review and revision of its Rationalization Plan (RP)
based on RA 9155 and long-term reforms needed in
the education sector to respond to fast-changing
demands of the local and global environment.
On November 15, 2013, the DepEd
Rationalization Plan (RP) was approved by the
Department of Budget and Management (DBM). The
approval included the rationalized structure and
staffing pattern of offices at the central, regional, and
schools division levels.

Rationale of the Organizational Structures

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

Please see the next page for the organizational

structure of DepEd.

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School Culture

Consider the following laments that I have heard

recently from school leaders: “We can't change the
grading policy—it's part of our culture.” “Public
displays of data won't work here—the culture won't
allow it.” “The parents just don't understand—you
can't change the culture by passing a law.” Each of
these statements includes the word culture, but the
meaning of the term ranges from policies and
procedures to personal preferences to deeply
embedded belief systems.
Cultural change, although challenging and
time consuming, is not only possible but necessary—
especially in organizations in which stakeholders use
the word “culture” as a rhetorical talisman to block
leadership initiatives, stifle innovation, and maintain
the status quo. In the last decade, the education
standards movement has taught us that policy change
without cultural change is an exercise in futility and
frustration.
How do you change the culture of schools?
When it comes to lasting cultural change, four
essentials are consistent across many leadership
contexts.

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 ADM – 002- 20- 0061
culture” when every meeting is a series of lectures,
announcements, and warnings. Claims about a
“culture of high expectations” are undermined when
school policies encourage good grades for poor
student work. The “culture of respect” is undermined
by every imperious, demanding, or angry e-mail and
voice mail coming from the principal. Leaders speak
most clearly with their actions. When staff members
hear the call for transformation from a leader whose
personal actions remain unchanged, their hope turns
to cynicism.
Third, use the right change tools for your
school or district. Christensen, Marx, and Stevenson
(2006) differentiate culture tools, such as rituals and
traditions; power tools, such as threats and coercion;
management tools, such as training, procedures, and
measurement systems; and leadership tools, such as
role modeling and vision. Leaders must choose the
appropriate change tools on the basis of a
combination of factors, including the extent to which
staff members agree on what they want and how to
get there. Leaders who approach reform determined
First, define what you will not change.
to apply a particular change method are making the
Identify specific values, traditions, and relationships
mistake of the person holding a hammer who
that you will preserve. Rather than make every change
therefore sees only nails.
a battle that exhausts political capital and diminishes
Fourth, be willing to do the “scut work.” In
trust, effective leaders place change in the context of
Mountains Beyond Mountains: The Quest of Dr. Paul
stability. They take care not to convey the message,
Farmer, a Man Who Would Cure the World, Tracy
“Everything you have been doing in the past was
Kidder (2004) describes a renowned infectious disease
ineffective, and your experience and professional
specialist and leader in international health care.
judgment are irrelevant.” A more thoughtful message
Farmer has revolutionized the beliefs and practices of
is, “I am only going to ask you to engage in changes
stakeholders ranging from the poorest rural villagers
that will have meaning and value for you and every
in Haiti to the faculty of Harvard Medical School to
stakeholder we serve.” For example, many schools
policymakers at the United Nations. Combining his
have cherished traditions of excellence in athletics,
extensive field experience with sophisticated research
music, or art—traditions that can be threatened when
and medical analyses, Farmer has upended traditional
the leader says that academic achievement must be
notions of health care. What does Farmer cite as one
the top priority. Effective change leaders identify and
of his secrets? The willingness to do “unglamorous
build on traditions rather than compete with them.
scut work.”
The trophy case bursting with evidence of athletic
Although education leaders must make
championships can share space with exceptional
speeches and attend board meetings, leaders aspiring
student artwork, outstanding science projects, and
to change school cultures will take the risk, as
superb essays.
Superintendent Stan Scheer of Murrieta Valley Unified
Second, recognize the importance of actions.
School District in California has done, of taking a turn
Speeches and announcements are not enough. To
as a substitute teacher or spending time with bus
lead challenging reform efforts, you must be willing to
drivers at 5:00 on a frosty morning. When the school
make personal changes in decision-making policies
leader puts down the briefcase and picks up a stack of
(Who has the authority to decide what?); personal
trays in the cafeteria or a pile of writing portfolios for
time allocation (Which meeting invitations do you
personal review, then everyone knows that the leader
accept and which do you decline?); and collegial
takes every job in the school seriously. If you believe
relationships (Do you make time to listen to the
that every job has value and there is no such thing as
personal stories of your colleagues?).
unimportant work in schools, then demonstrate that
The greatest impediment to meaningful
belief through your actions.
cultural change is the gap between what leaders say
they value and what they actually do. Staff members
are not seduced by a leader's claim of “collaborative
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Meaningful school improvement begins with
cultural change—and cultural change begins with the
school leader.
Philippine is the world’s second-largest
archipelago which consists of more than 7,000 islands.
It is the only English-speaking archipelago in Southeast
Asia with a majority of people following the Catholic
religion. The national language of Philippine is English
next to Filipino and its uniqueness has a great impact
on its education system. The Philippine education
system is based on the American system where
English is the medium of instruction. Along with
academics social and cultural aspects are also
cherished by the Philippine schools.
Culture is the foundation of education,
sustainable development, and governance in culture-
based education. Culture provides perspective,
methodology, principle, assessment, framework, and
evaluation upon which abilities, skills, and
knowledge regarding a person and the world are
disseminated. It is a teaching strategy and a
philosophy of education where student learning is
grounded on the unique values, norms, cultural
beliefs, knowledge, practices, heritage, language,
experiences of the community. The Filipinos develop a
great understanding, awareness, and appreciation of
their history, arts, heritage, and geography towards
the perception that will enhance the quality of life.
With the implementation of culture-based education
the Philippines visualizes to progress as a nation of
culturally empowered and literate Filipinos who are
committed global citizens as well as ardent
nationalists and patriotic people.
Applying cultural values in education has a
positive effect on several elements. It nurtures the
sense of belonging, identity, and strengthens
community participation; it also promotes
appreciation and understanding of history and cultural
heritage. Cultural heritage is not only about old things
but also about new objects, practices, and places
which hold cultural value for recent generations. The
crucial role of the community’s culture carriers in
teaching and learning process is maintained. A sense
of responsibility in valuing, developing and protecting
the environment is inculcated in children. Students
develop competencies and cultural skills which are
required for interacting with people around the world.
The culture instills the sense of national pride and
develops an individual’s identity as a nation.
Preserving the cultural memory will lead to a greater
understanding of the nation’s destiny in the global
society and community of nations.
Culture-based Pedagogy
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Batangas city in the Philippines is honored with
incredible cultural heritage, predominantly Batangas
music, literature, traditions, dance, food, arts, and
values that reflect the distinctive characteristics of
the Batanguenos’ approach of life. To reinforce the
learning of student and help them attain high
academic performance a teaching guide was
developed using culture-based pedagogy. In a study
carried out at Batangas State University, few topics in
physics were assessed where culture-based pedagogy
can be utilized and the aspects of Batangueno culture
were applied. For example, Karerang Bangka aspect of
culture was used to teach linear motion also various
other aspects were used to teach physics. The
procedure of cooking traditional food, street dancing,
and parade of floats during Batangas city foundation
etc. give a clear presentation of scientific principles of
aspects of typical Batangueno culture. Engagement in
cultural activities will lead to meaningful learning
experiences by the students and also gain knowledge
of Physics. This is a very innovative way of teaching
method which will help students gain academic
knowledge along with insights to cultural aspects of
the country.
The use of cultural aspects in education may
serve as a new flavor that can uplift student’s interests
towards the subject matter. Furthermore, this can
lead learners to a strong connection between
classroom learning experiences and their way of life.
They may also develop a spirit of patriotism,
nationalism, and cultivate their strong sense of
belongingness to the community. All this will lead to
an optimistic change to the nation.
Culture plays a noteworthy role in learning
teaching process and serves as the origins of the
teacher’s innovation and creativity in teaching
methodologies and approaches. Culture dictates the
behavior of mankind and it is complex formed from
the history of ancient civilizations which is inherited to
generations. In order to improve the educational
process, there is a need to cope up with the
challenges and stand out among others.
WEEK NO: 15 – 18
The Teacher as an Organizational
Leader
 ADM – 002- 20- 0061
instructional support teams and leaders of change
The notion of teacher leadership is not new, efforts. In addition, teachers are forging a number of
but recently it has been transformed. In the past, new and unique leadership roles through their own
teacher leadership roles have been limited in scope initiative by developing and implementing programs
and established at the prerogative of school they personally believe will result in positive change.
administrators. Teachers have long served as team
leaders, department chairs, association leaders and What Do Teacher Leaders Do?
curriculum developers. In these roles teachers have In one of the most extensive studies on the work
often served as "representatives" rather than of teacher leaders, teachers actually did when they
"leaders" who enact change. In addition, leadership assumed leadership positions designed to provide
roles for teachers have traditionally lacked flexibility assistance to other teachers. The practitioners found
and required a lengthy, ongoing commitment of time that the work of lead teachers was varied and largely
and energy. Often the decision to take on leadership specific to the individual context of the school. In
tasks has been accompanied by a decision to get out order to be effective with their colleagues, lead
of teaching and into administration. teachers found it necessary to learn a variety of
Recently, reports on the status of teacher leadership skills while on the job. Those skills
education have issued strong and compelling pleas for included:
dramatically different roles for teachers and increased • Building trust and developing rapport
professional development While recognizing the • Diagnosing organizational conditions
centrality of teaching, the reports emphasize the • Dealing with processes
need for teachers to extend their sphere of influence • Managing the work
beyond the classroom and into school wide
• Building skills and confidence in others
leadership activities.
Advocacy for teacher professionalism and
REACH MODEL FOR TEACHER-LEADERS
expanded leadership roles is based on the
understanding that teachers, because they have daily
When taken together, the sum of the behaviors
contacts with learners, are in the best position to
named in the REACH model equals the type of
make critical decisions about curriculum and
performance ideal teacher-leaders exemplify in their
instruction. Moreover, they are better able to
classrooms, their schools, and their professional
implement changes in a comprehensive and
learning communities.
continuous manner. The movement to expand
teacher roles is also motivated by an ongoing need to
attract and retain qualified teachers. 1. Risk-Taking and Teacher Leadership – Early
What is Teacher Leadership? adapters who are willing to try new things, teacher-
leaders are risk-takers who relish challenges and
Teachers typically define career satisfaction in
pursue professional growth for their own satisfaction
terms of their ability to be of service to others and
and to increase student achievement. These teachers
make a difference in the lives of their students
identify with and help solidify the mission statement
Similarly, the leadership considerations of teachers
of a school even as they contribute to the adoption of
are grounded in their desire to improve the quality of
new approaches to teaching and school improvement
teaching and learning for all students. Studies have
processes. Risk-takers have often been called
shown that teachers do not subscribe to traditional
“movers and shakers” because of their
definitions of leadership as "higher" or "superior"
responsiveness to problems and their willingness to
positions within the organizational hierarchy. Instead,
participate in decision making, to “shake up” the
teachers view leadership as a collaborative effort, a
system, and to tackle the status quo. Of course,
"banding together" with other teachers to promote
classroom teachers solve problems and make
professional development and growth and the
decisions every day, but the characteristic that
improvement of educational services.
enables teachers to become leaders is a take-charge
Today, leadership roles have begun to emerge
attitude—an internal locus of control—and the
and promise real opportunities for teachers to impact
confidence and work ethic to set and accomplish
educational change-without necessarily leaving the
goals.
classroom. Teachers are now serving as research
colleagues, working as advisor-mentors to new
Why would a teacher-leader take risks? What are the
teachers, and facilitating professional development
benefits of risk-taking?
activities as master teachers. Teachers also act as
members of school-based leadership teams,
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Wheatley (2015) maintains, “The capacity to
create and adapt is universal. Scientists keep
discovering more species; they don’t know if there
are ten million or fifty million species. Yet each one is
an embodiment of innovations that worked”. Taking
a managed risk by introducing new
teaching/learning strategies that have a research
base or participating in new systems within an
educational organization supports change and the
possibility of new paradigms or adaptations for
individuals as well as the whole. As teacher-leaders
step up and take risks, however, there are bound to
be some mistakes. But mistakes can also be learning
experiences, and support given by administration and
other teachers to make adjustments and try again
can also serve as marks of leadership recognition.
The positive impact of risk-taking for teacher
leaders must be balanced by the reality that everyone
does not value innovation or want to see the status
quo upset. The School Leadership for the 21st Century
Initiative Report asserts, “With some exceptions, the
very nature of today’s schools militates against
innovation, much less relatively free expression or
professional ‘leadership’ by anyone other than
statutory supervisors”. Teachers in this type of
circumstance may face resentment from other
teachers who feel that teacher-leaders are breaking
ranks with those who would be satisfied with
maintenance of current conditions. They may also
find it difficult to identify models or mentors who
exercise teacher leadership outside of an
administrative position. Obviously, teacher leadership
is an opportunity for schools to engage in shared
leadership and relate closely to students, but schools
must also support this leadership by professional
development and a network of colleagues who
encourage risk-taking.
2. Effectiveness and Teacher Leadership –
Teacher leaders are also effective teachers who
exhibit best practice, professional growth, and
“heart” (the affective actions of caring, mentoring,
and living one’s values). Obviously, teacher-leaders
must have expertise in their subject areas in order to
establish credibility, but they also need to be able to
effectively carry out the following activities:
 Establish connections among disciplines
 Know a variety of teaching methodologies in
order to deliver the subject to all students
 Develop curriculum consistent with subject
discipline and developmental level
 Make informed choices about textbooks and
materials
 Embrace technology that enhances learning
 Establish relevance to students’ lives
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Teacher-leaders are indeed
professional educators as well as intellectual
and critical learners in the teaching process.
The depth of their disciplinary and
pedagogical knowledge empowers teachers
as professionals by providing authority and
credibility with students and other
educational stakeholders. These teachers
know that their learning did not end as they
began their teaching career, but rather that
teaching demands a continued commitment
to the interrelationship of subject knowledge
and educational practice. The current
emphases on teacher expertise and
effectiveness in classrooms are strongly
linked to the “standards” movement in
education. Standards for student
achievement may be developed locally, by
professional associations, schools, or the
government, but their purpose is to make
classroom learning tasks clear and to hold
both teachers and students accountable for
that learning.
In a world where the most powerful resource
is information, continuing to grow intellectually is the
only way to sustain professional expertise. To this end,
effective teacher-leaders practice
the following intellectual behaviors:
• They value their continuing education.
• They assess their teaching in terms of their
students’ achievement.
• They read and analyze educational research.
• They conduct action research.
• They deepen their subject discipline knowledge.
• They update their technology skills.
• They develop curricular materials appropriate to
their classes’ developmental levels.
• They scaffold tasks to allow for student success.
• They create authentic activities that promote
connections to the work world.
• They help students assume a progressive
transference to their own responsibility for
learning.
Leadership, however, is not just a function of
the mind. Just as learning does not exist only as a
cognitive task, leadership also demands heart. This
aspect of leadership provides self-knowledge and
the courage to act on that knowledge. The element
of “heart” is more than beliefs and values—it is the
passion that helps define a person and his or her
reality. Teacher leaders who are influenced by heart
not only care for their students, but they also seek
what is best for them and empathize with their
concerns.

“The power for authentic leadership,”
according to Palmer (2013), “is found not in
external arrangements but in the human heart.
Authentic leaders in every setting—from families to
nation-states—aim at liberating the heart, their
own and others’, so that its powers can liberate the
world” While this may seem like a tall order, it can
begin simply by self-reflection and the courage to
make choices that enhance others’ welfare.
Teacher-leaders exemplify leadership with
heart by being approachable and sharing their ideas,
time, and support. They listen closely to what others
say and listen as well to nonverbal signals that
indicate distress, anxiety, or fear. They also empathize
with others and provide some flexibility and
accommodations when appropriate. The willingness
of teacher-leaders to sincerely care about others
enables them to form strong, positive relationships
and to model the values they espouse. Sergiovanni
(2015) argues that schools have a “heartbeat,” and,
“when leaders strengthen the heartbeat, their schools
become stronger and more resilient. . .. Change
begins with us—with our heart, head, and hands that
drive our leadership practice.
3. Autonomy - Autonomous teacher-leaders are
not islands unto themselves, but rather those who
display initiative, independent thought, and
responsibility. School improvement movements have
encouraged teachers to reflect on their own
classroom practice. However, teachers have not
generally been encouraged to develop and voice
individual opinions about curricular and policy
matters that affect their students or school as a
whole. In the interest of their “service” profession,
too many teachers have been made to feel like
servants, taking orders from distant administrators,
politicians, and special interest groups who have no
knowledge of their classrooms or the needs of their
students.
Should all teachers simply act as they see fit?
Autonomy is not anarchy, and a teacher is still part of
a system. Teacher-leaders who show initiative
practice independent thought, see school curriculum
outlines as guides and standards as goals. How they
choose to design curriculum or meet national goals
need not be in conflict with the standards movement
for school improvement. National and local standards
should and do provide goals for student outcomes,
but decisions about how to address and assess those
standards should lie with professional educators
within schools.
When teacher-leaders are given these types
of opportunities, they are by extension endowed with
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the autonomy necessary to effectively carry out
initiatives focusing on student achievement.
What about teacher accountability?
The flip side of autonomy is responsibility.
When teachers assume decision-making roles, they
assume responsibility for decisions involving
collaborative management and their professional
work lives. Consequently, teacher-leaders must
accept the responsibility of helping with school
improvement plans and addressing students’
continuing cognitive and social growth. In addition,
they must accept responsibility for reflection, inquiry,
and improvement of their own practice. When
teacher-leaders are responsible for themselves, they
are truly empowered, finding their power in
knowledge. Teachers who challenge themselves to
undertake action research, for example, enjoy a
greater confidence by finding the answers they are
looking for in classroom questions. Inquiry into
educational issues and learning new instructional
methods also promotes this type of self-trust in
classroom curriculum decisions, just as sharing results
and teaching strategies with teacher’s builds
community. Responsibility, however, does not mean
accepting more work indiscriminately or doing others’
work; rather, it means organizing and performing
one’s own work as a self-manager and leader.
4. Collegiality - Teacher-leaders who promote
community and practice interactive communication
skills provide the cement needed to secure the
foundation of a school culture. The community of a
school is closely related to its culture because the
success of the community is dependent on
organizational factors and the quality of its
members. Many teachers feel the isolation of their
classrooms acutely and wish this could be changed,
yet they are reluctant to give up the privacy of that
isolation or to violate the privacy of another teacher.
Teacher privacy is the uninformed equalizer of a
school, the “don’t-ask, don’t-tell” unwritten policy
within schools. It is a way to believe that all
classrooms are the same and all teachers are the
same without any data to back up this belief. This is a
myth, and teachers know it, but it is a safe myth and
one that absolves teachers of the responsibility of
assessing themselves and other members of their
profession.
To ensure quality practice in schools, teachers
need to have a community that respects them as
contributing professionals. Teachers will, however,
have to accept their responsibility within this
community to ensure quality and give up the
sentimental metaphor that calls a school culture a
“family.” While the notion of family generally carries
a warm connotation, it is an inappropriate metaphor

for a community of learners because it reinforces a
hierarchical system with the head of the family (the
principal) in charge of supervising and directing the
actions of the other members. In this scenario,
teachers are not imagined as the co-parents; they are
too often considered the kids. This metaphor also
fosters dependence on the principal, negating
teachers’ own autonomy and putting undue pressure
on an administrator to take care of all the problems.
When teachers elect to consider themselves a
democratic community of learners and act in a
collegial manner, an interdependent atmosphere and
attitude replace a dependent atmosphere and
attitude. Members of such communities find that
support and sharing break down barriers and move
conversations from problems to possibilities. To be a
teacher-leader within such a community requires
problem-solving and conflict management skills, the
ability to establish trust among members, and an
orientation toward the good of the entire
organization. While an administrator can encourage
the organization of a learning community and even
participate in it, its success will depend on the
school’s teachers showing leadership by seeking and
maintaining collegial relationships.
As defined by Sergiovanni (2012), collegiality
is reciprocal because it involves both support and
cooperation—give and take between professionals.
“What makes two people colleagues is common
membership in a community, commitment to a
common cause, shared professional values, and a
shared professional heritage. Without this common
base, there can be no meaningful collegiality”.
Collegiality is different from both a social bond
among persons who know one another well and
enjoy one another’s company, and the superficial
politeness among persons who are simply tolerating
one another. True collegiality involves work goals
and organizational identity that are shared, so that
working together for the common good follows
naturally. Clearly, collegial leadership necessitates
building professional respect for individual
effectiveness and strong, interactive communication.
Teachers must be able to trust the competencies and
intentions of other members of a collegial learning
community. When all teachers see themselves as
leaders, however, these competencies and intentions
are already part of their professional identities, so
they are more easily accessed and shared.
As described above, collegiality not only
achieves organization goals, but it produces social
capital as well. First described by James Coleman,
social capital is one of three forms of capital:
financial, human, and social. Financial capital is
based on money and other assets, while human
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capital is the sum of a human’s knowledge and skill.
Generally, educational institutions focus on human
capital. However, Gary Wehlage, as interviewed by
Lockwood (1996), explains that social capital is
fundamental to finding true colleagues and
imperative for creating relationships with all
educational stakeholders: Social capital cannot be
possessed like financial and human capital can. Social
capital adheres in the set of relationships among
people—and those relationships are productive to
the extent that they are based on a common set of
expectations, a set of shared values, and a sense of
trust among people. Where social capital is weak,
there are conflicting values and a significant lack of
trust
In schools, leadership teams that seek social
capital can break through barriers of superficiality
and bias to create trust in relationships. Then a
teacher leader can be confident that his or her
colleagues are reliable, fundamental values are
shared, and collegiality has been established.
5. Honor - Teacher-leaders demonstrate integrity,
honesty, and professional ethics because they
understand that teaching and leadership are both
linked to intent. Teacher-leaders are not just good
teachers; they are good people. Teachers are often
uncomfortable when educational conversations turn
to values, but the purpose of any academic standard
is ethical, centering on the greatest good for
students. Moreover, the question so many teachers
ask themselves— “Why am I doing this?”—has its
base in professional and personal integrity, as they try
to offer the best teaching in order to facilitate the
best learning. The late Ernest Boyer (2012), pointed
out that as schools combat ignorance, they are in the
business of teaching values: “Working hard, getting to
school on time, completing assignments, and
respecting teachers are all values that go to the very
heart of education”
These same values go to the purpose of
teacher leadership. A flashy personality can
sometimes masquerade as leadership, but ultimately,
people want their leaders to have strong personal
character and to treat others with respect and
dignity. This perspective refutes control management
systems in favor of a relationship-oriented approach.
A relationship oriented approach means moving
beyond convivial relationships with peers, students,
and administrators to personal ones. Waldron, Collie,
and Davies (2010) write about teaching and school as
a moral activity, noting that power and authority
when used to simply control must be replaced by
leadership that “must invite, inspire, and accompany
young people in their learning, in their process of
becoming”. Fullan (2013) echoes these sentiments:

Moral purpose of the highest order is having a system
where all students learn, the gap between high and
low performance becomes greatly reduced, and what
people learn enables them to be successful citizens
and workers in a morally based knowledge society.
While this moral purpose is the business of all
educational stakeholders, teacher-leaders who are in
direct contact with students and the curriculum with
which they are educated are best situated to relate to
and lead students in this direction.
Discussions about the ethics of teaching
professionals are not meant to place one person’s set
of personal values above another’s. The ethics of
teaching are currently based in what is termed a
“public ethic”: those values and beliefs appropriate in
a liberal democracy such as fairness, integrity, justice,
liberty, and so on. However, the application of these
ethical considerations also extends to presenting the
best scholarly and ethical standards of a teacher’s
discipline and educating students’ moral sensibilities.
Nel Noddings (2013) finds that moral life is
completely relational; “from this perspective, even
the self is relational. . .. A relational view weakens and
blurs the distinction between egoism and altruism,
because much of what we do for others strengthens
the relations of which we are part and, thus, our
selves”. Teacher-leaders who have taken care to
establish relationships with their students can teach
ethical values and develop their own ethical character
at the same time. For example, if a teacher does not
download, share, or pirate computer software or
music files illegally, he or she teaches about honesty
without saying a thing.
Transformational Leadership
What is Transformational Leadership?
Transformational leadership is a model of leadership
used across the spectrum of politics, education,
entertainment, finance, technology, and other
industries.
“When you look at people that are good examples of
transformational leaders, you think of the people that
have had an impact, whether that’s on an
organization or on the country,”. “These are the
people that can rise to any challenge and bring
everybody together collectively to make a difference.”
This transformational approach to leadership
relies on encouraging and motivating followers to
participate in molding a successful future for an
organization. This often includes establishing a
group’s common purpose—a concept rooted in an
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organization’s official “vision” and “mission,” which
are two aspects leaders use to help define and outline
goals. “[Vision] tells me where I want my organization
to be in the future and why. [Mission] explains the
reason for my organization’s existence—its purpose.”.
No organization can succeed without a clear vision
and mission and that both are vital aspects for
leadership to establish early on.
It is believed that a truly transformational
leader can enter a struggling or stagnant organization,
analyze the circumstances, and articulate needed
improvements almost immediately. He or she should
then be able to guide the organization in defining or
redefining its core values in a way that unites the
group in a common effort.
At the most basic level, transformational
leadership is used to inspire employees to look ahead
with a focus on the greater good and to function as a
single unit with a common goal in mind. It is not until
a leader can accomplish these steps that a successful
transformation can begin.
Qualities of Transformational Leaders
Educators considers transformational leaders
to be people who can bring an organization together
“to understand a common purpose and motivate in a
way that creates an organizational culture focused on
success. “These types of leaders commonly possess a
particular set of traits and characteristics.
A transformational leader is:
Visionary
Team-centric
Engaging
Inspiring
Inclusive
Emotionally Intelligent
Collaborative
Leaders who have these skills are also commonly
charismatic, empathetic, motivating, Stein says. On a
personal level, they possess strong ethical values.
They strive to put their teams before themselves
without ever thinking about their own power or how
their actions will benefit them personally moving
forward.
As part of a team, transformational leaders have
an innate ability to understand people, define each
team member’s goals and aspirations, and bring
everybody together to make a difference. They are
also likely visionary in their own way of thinking and
possess communication skills that allow them to not
only articulate their thoughts clearly, but to do so in a
way that is inspiring to others.
Transformational leaders must also be able to
create a positive work culture for their employees.
This requires they assemble the right group of people

on a team and create a collaborative environment in
which individuals are free to work together, express
their thoughts and opinions, and feel safe to share
any creative and innovative ideas that might benefit
the organization.
An effective transformational leader as one who
is, “always focused on making the organization the
best that it can be.” This includes asking for opinions,
gathering ideas, and making sure that every person
on the team feels included, heard, and valued.
Most transformational leaders are found at the
executive levels of organizations because, “they have
to be in a position of responsibility to impact the
success of their organizations,
How to Embrace Transformational Leadership in
Your Workplace?
Given the many benefits of a successful
transformational leadership strategy, it is no wonder
so many employees feel inspired to practice these
skills and incorporate these values into their work.
Academics in the leadership community, however,
are divided on whether “choosing” to be a
transformational leader is that simple.
1. “The ‘Great Man Theory’ is based on the idea
that people are born with leadership skills,”. For this
reason, many in the community operate under the
belief that the qualities required to be a successful
transformational leader are not ones that can simply
be taught.
Those on the opposite side of the argument,
however, believe that society has, “since transitioned
to the idea that leadership can be learned,”. From this
view, practitioners believe that “The transformational
leadership model challenges a bit of both.”
While many believe the core qualities of a
transformational leader—such as charisma and
empathy—are ones that people are either born with
or are not, with hard work and an honest desire to
improve an organization, there are some
transformational leadership skills that many
individuals can learn to embrace.
Use the following tips to explore
transformational leadership and learn the ways you
can apply its methods to your workplace.
1. Work on Yourself as a Leader - Before you
can start making changes to your team and your
organization, it’s important to look at how you
function as a leader. Successful transformational
leaders are empathetic, charismatic, and
inspirational. These traits may not appear to be
learnable, but there are steps you can take as a
leader to develop them.
Empathy–Take the time to sit down and get
to know the people you work with on an individual
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level and in a context that’s broader than just their
role in your organization. Ask about their
backgrounds, their personal goals, and even the
concerns that weigh heavy on their minds from day-
to-day. You may walk away from this exercise with a
better understanding of how they will react to change
in the organization, how to approach feedback with
them, or even what tactics and tools can be used to
motivate them. At the very least, taking time to
connect with them on a personal level should allow
you to put yourself in their shoes much more easily, a
necessary factor when determining how best to
inspire them.
Charisma—In leadership coach Olivia Fox
Cabane’s book titled “The Charisma Myth,” she
outlines a set of tactics anyone can use to become a
more charismatic person. These tactics include being
present in every situation, neutralizing negative
thoughts, dressing to impress, mirroring body
language, and more. Books like this, while not fool-
proof guides, do offer future leaders struggling to find
their natural charm a starting point for improvement.
Inspiration–There are dozens of guides on
how to inspire and motivate, and each offers a
variety of viable tools and methods for doing so. For
example, this piece outlines nine creative
approaches to inspiring people— listing everything
from actively listening to using highpowered talent
when trying to motivate. However, at the center of all
this advice is simply the idea that you must approach
every situation with the greater good of the
organization in mind. Leaders who truly conquer this
skill naturally create a level of trust and accountability
among their team, which allows those being led to
feel safe and secure in choosing to follow.
2. Create the Proper Culture in Your Workplace –
School culture is an increasingly important aspect of
an teacher’s overall work experience. For that reason,
teachers tend to put a lot of time and energy into
establishing a work environment that their
colleagues can enjoy, incorporating perks, events,
and benefits in an effort to make each individual feel
appreciated by the organization and thus motivated
to work harder.
Putting a similar emphasis on culture from a
transformational leadership perspective can go a long
way in your workplace. Not only is it important to
make sure your team feels appreciated and
respected, but those wishing to utilize
transformational methods must also take the time to
ensure the environment is one which encourages
collaboration, innovation, and communication.
Establishing each of these will help to create the

collective enthusiasm among your team that is
necessary for a successful transformation.
Collaboration—Transformational leadership
is based on the idea that all employees should be
working together towards a singular, common goal
within an organization. It is vital that leaders create a
collaborative environment in their workplace to
accomplish this. Whether this means working as
larger groups on projects very clearly tied to the
achievement of that common goal, or simply ensuring
employees can see how their own daily work
contributes to the greater goals of the school,
establishing these methods of collaboration early on
will help set your organization up for success.
Innovation—More often than not, the most
creative ideas will come from employees within your
organization who are spending the most time with
your product or services every day. Embrace the
transformational leadership method by making sure
your workplace culture encourages the sharing of
suggestions, improvements, and ideas from team
members at every tier of the school.
Communication—Ensure that every member
of your team not only feels comfortable enough to
voice their opinions and share their innovative ideas,
but that they know what they have to say will be
heard and valued. This starts with you, as the leader,
establishing a flow of open communication with your
employees.
3. Practice Identifying and Facilitating Cor
e Values – The first (and often most significant)
impact a transformational leader can make occurs by
defining and clarifying an organization’s values. This
may come in the form of cleaning or updating its
mission and vision statements or simply ensuring
there is a clear difference between the two.
Transformational leaders can step into a new
organization, identify what isn’t working, and come
up with a strategy and set of recommendations to
solve it.
In order to begin to formulate these skills,
aspiring transformational leaders should simply begin
to familiarize themselves with this type of process.
Identify the vision and mission of your current
organization and begin to draw conclusions to
determine if, from your position, those values are
being supported by every division within the
company. If they are being supported, try to identify
what strategies executives are utilizing to accomplish
this. You may also consider these leaders as potential
coaches and mentors and work to mirror their
leadership styles. If they aren’t, consider ways you
might approach rallying the organization together to
reach those common goals. While it is important to be
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wary of your company’s leadership infrastructure and
how they may react to such suggestions, Stein
encourages aspiring leaders to remember that,
“transformational leaders
don’t wait for change to happen—they create it.”
Five Common Leadership Styles
1.Transformational Leadership – These highly
influential leaders serve as role models to inspire
others. Defined by leadership studies scholars Bruce
Avolio and Bernard Bass, this leadership style involves
improving the morale and job performance of team
members by connecting with their sense of identity
and the collective identity of the organization. A
transformative leader is a visionary who inspires
others and encourages critical thinking and
innovation. Examples of transformational leaders
include politicians like Winston Churchill and
business visionaries like Steve Jobs.
2. Participatory Leadership – Leaders who employ
this hands-on style seek to bring a more democratic
dimension to management instead of utilizing a
traditional top-down approach. This leadership style
recognizes that employees are stakeholders in the
organization and are entitled to their own voice.
Participatory leaders empower employees who will
be most affected by certain decisions to have
participation and/or decision-making capabilities in
addressing those issues.
3. Value-based Leadership – Value-based
leaders guide their teams by encouraging others to
act in accordance with the organization’s shared
core values. Instead of focusing exclusively on
metrics, values-based leadership drives positive
change by emphasizing the organizational mission
and purpose. This means having a leader who “walks
the talk” and upholds the founding principles of the
organization. This type of leader is driven by his or her
core values which are modeled and aligned with
company values.
4. Situational Leadership – This model was
developed by business consultant and bestselling
author Ken Blanchard and behavioral scientist Paul
Hersey. It is a framework for leaders to match their
behaviors to the performance needs of those they
are working to influence.
The Center for Leadership Studie s explains that
situational leaders must have the ability to:
a Diagnose an individual’s performance
readiness to complete a specific task

b Adapt leader behavior based on the
diagnosis
c Communicate an influence approach in
the manner that followers can both
understand and accept
d Advance by making the move toward
higher performance
5.Servant Leadership – Servant leaders enrich the
lives of others by focusing on building better
organizations and ultimately creating a world that is
more caring and equitable. First coined by Robert K.
Greenleaf, the term servant leader refers to a person
who makes a conscious decision to aspire to lead in a
way that places other people’s needs as their highest
priority. The servant leader dedicates himself or
herself to the growth and well-being of people in the
community. Instead of focusing on accumulating
power, this leader shares power and helps others
perform as highly as possible.
Evolutionary Leadership Theory (ELT)
Evolutionary Leadership Theory analyses leadership
from an evolutionary perspective. Evolutionary
Psychology assumes that our thinking, feeling and
doing are the product of innate psychological
mechanisms. These mechanisms have evolved
because they enable people to effectively deal with
situations that (directly or indirectly) are important
for survival and reproduction (reproductive success).
Evolutionary leadership theory (ELT) argues that
humans possess specialized psychological
mechanisms for solving coordination problems
through leadership and followership. We discuss the
evolutionary functions and psychological processes
underlying leadership, and how to study leadership
and followership from an integrated evolutionary
perspective. An evolutionary perspective offers novel
insights into major barriers to leadership
effectiveness in organizations. These obstacles
include (a) mismatches between modern and
ancestral environments, (b) evolved cognitive biases
affecting leader selection and decision-making and (c)
innate psychological mechanisms designed to
dominate and exploit other individuals.
Understanding the evolved psychological mechanisms
underlying leadership, in terms of adaptive functions,
mismatches, and psychological processes, is critical
for the development and integration of leadership
theory, research, and practice.
The theory distinguishes itself from other theories
of leadership by stating that:
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• leading and following are adaptive behavioral
strategies that have evolved to solve social
coordination problems in ancestral groups
(e.g. moving to new areas, big game hunting
or conflicts with other groups).
• the relationship between leaders and
followers is fundamentally ambivalent. The
leader can abuse his position of power for his
own benefit at the expense of others.
• modern organizational structures are
sometimes inconsistent with innate
psychological mechanisms of leading and
following. This inconsistency is one possible
explanation for the problems in the
relationship between managers and
subordinates in modern organizations.
Barriers to improving leadership:
Evolutionary leadership theory produces
several novel insights into obstacles that
need to be overcome to improve the quality
of leadership in modern work organizations.
These include:
a)mismatches between modern and ancestral
environments, the discrepancy between modern and
ancestral environments potentially creates
mismatches between aspects of human evolved
psychology and the challenges of modern society.
This may well be the underlying cause of a wide range
of problems causing failures in leadership and
organizational management. Mismatches can pertain
to both the selection of leaders and to their
functioning and effectiveness in modern
organizations. Consider the selection of leadership in
modern organizations. This is often a top-down
process in which managers at a lower level are
appointed by managers at levels higher up in the
hierarchy. Or individuals are ‘‘flown in’’ from outside
the organization to be appointed as managers. The
selection process for leaders consists of an
assessment of an individual candidate’s personality,
skills, and competencies based on some formalized
tests, their CV, and an interview, usually with
individuals higher up the hierarchy rather than with
the subordinates whom they may lead. There is some
evidence that we are still stuck with these biases for
ancestral leader proto- types. For example, height is
one of the more consistent predictors of leadership
emergence in business and politics. Taller individuals
are perceived as higher in status, have higher levels of
educational achievement, higher starting salaries,
earn more money across their careers, and occupy
higher positions in organizations. There is no obvious

reason why height and physical formidability would
still gain individuals a leadership advantage in modern
organizations. So selection on these cues seems to
represent a mismatch.
b) evolved cognitive biases affecting leader selection
and decision-making; Leaders often make decisions
on behalf of their group and any biases in their
decision-making will have great implications for the
organizations that they lead, both positive and
negative. Both historically and today one of the most
critical problems faced by groups is how to best
assess whether aspiring leaders possess the talents
and skills necessary to lead the group towards their
goals. As such, people are highly sensitive to displays
of competence and one such display is that of
confidence. Beyond confidence in one’s actual
abilities, overconfidence too appears to offer
advantages to aspiring leaders, resulting in higher
social status ELT suggests however that within
contemporary organizations the cost to benefit ratio
associated with overconfidence in leadership
selection is such that modern leaders are likely to be
particularly prone to this self-evaluative bias. Within
ancestral environments, the costs associated with
falsely attributing confidence to competence (i.e.,
overconfidence) would have been kept in check.
Overconfidence in leadership would have been a
regulated problem, as individuals could easily cease
following overconfident leaders who provided more
harm than benefit to groups.
c)innate psychological mechanisms designed to
dominate and exploit other individuals.
A third barrier to effective leadership, according to
ELT, stems from the competition inherent to the
process of evolution via natural selection. An
individual’s reproductive success is always relative:
How well does an individual with a particular trait do
compared to other individuals with alternative traits?
Because natural selection operates on variation
between individuals, one person’s gain in
reproductive success is often another person’s loss.
An implication is that humans have evolved
psychological mechanisms designed to dominate and
exploit others, ascend social hierarchies, and prevent
rivals from achieving dominance, where the strongest
and most determined individual in the group, usually
a male, prevails and controls group resources and
directs group activities.
There are various mechanisms that enable
leaders to increase or consolidate their power that
are deeply rooted in our evolutionary leadership
theory
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• First, individuals can achieve power through
corruption, bribery, or nepotism.
• Second, leaders can consolidate their powerbase
through providing public goods generously to
followers.
• Third, leaders can strengthen their position
through winning an intergroup competition.
• Fourth, leaders can dominate groups by
controlling the flow of information within an
organization.
• Finally, leaders might decide to get rid of
rivals in order to consolidate power
Seven Competencies of Evolutionary Leadership
1. Personal Evolution
Personal Evolution Competency supports
leaders in developing a complexity of consciousness
and a new worldview through becoming a different
kind of observer of the world.
Most of our leaders operate from
conventional mind influenced by the tribal mindset
that makes people put their tribe’s survival first and
consider their tribe’s culture as the main point of
reference for understanding and dealing with our
complex world.
Developing Personal Evolution Competency
requires continuous efforts towards understanding
our human nature and consciously evolving our
mindset to embrace the complexity of the world and
transcend limiting beliefs and assumptions that
undermine our ability to build a more just,
sustainable, and flourishing world.
2. Emotions & Generative Language
Evolutionary Leaders use the power of emotions and
language to bring forth new realities. This
competency invites leaders to master their emotions
in a way that sets the foundation for healthy
relationships, for caring, for seeing the other as a
legitimate other and for setting the context for
generative dialogue.
This competency also includes developing
philosophical understanding of language and its
relationship with emotions which facilitates conscious
articulation of new possibilities and empowers
leaders to declare bold stands and purposes for a just,
flourishing, and sustainable world. Though developing
deeper understanding of humans as emotional and
linguistic beings, language becomes a powerful tool
that shapes human reality and elicits commitments to
effective action.
Evolutionary Leaders use this
powerful generative language to facilitate the
emergence of new historical narratives, a new story of
life and human beings that promotes meaning,

purpose, solidarity among people, and harmony with
our natural world.
3. Systems Thinking
We need to be aware of the fact that we exist within a
multiplicity of systems: natural systems, living
systems, social systems, and technological systems, to
name a few. This competency enables leaders to see
systems, design new ones, and influence those
systems toward systemic sustainability.
Systems Thinking offers powerful tools for observing
the dynamics and outcomes of systems. It is a
discipline for seeing the whole not just parts, a
method for seeing visible and invisible causes of our
world problems.
Our world problems are often diagnosed as
isolated issues: poverty, hunger, energy, war,
population growth, climate change, deforestation,
human rights, etc. are often understood and treated
in isolation, instead of as part of a larger system. Most
of our leaders in corporations, NGOs, and
governments deal with parts of the system and have a
short-term understanding of the behaviors of complex
systems.
Systems Thinking enables leaders to influence
the dynamics of these systems and it can direct their
ability to design new social and technological systems
to promote justice, well-being, prosperity, and
harmony with nature.
4. Systemic Sustainability
Most people think of sustainability exclusively
as an environmental issue. Systemic Sustainability
defines sustainability as a macro-complex system
made up of three important sub-systems:
Environmental
Sustainability, Human Sustainability, and Institutional
Sustainability. Each one of these sub-systems
supports the existence of the other two which makes
all three subsystems mutually interdependent.
Together, the three sub-systems bring forth an
emergent complex new system: sustainability as a
coherent property that supports the well-being of all
three systems.
We human beings are now the stewards and
caretakers of our systems. This is a big responsibility
and the sooner we understand it and confront this
challenge the better our chances are a species not
only to survive, but to build a just, sustainable, and
flourishing world. Understanding the concept of
Systemic Sustainability and mastering tools and
techniques that allow every act of design be assessed
based on its implications on environmental, human,
and institutional sustainability enables Evolutionary
Leaders to make a lasting impact on a global scale.
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5.Ontological Designing
Ontological Designing is a discipline for consciously
designing our lifeworld’s, our institutions, our
products, our processes, and our self, so that they
contribute toward the futuring of sustainment of life
on this planet. At the foundation of Ontological
Design there are three basic principles:
1. The human world that we live in is a product
of human design. We are all designers of our
world, no matter if we want it or not
2. The world we live in designs us, so everything
we design eventually comes back and designs
us
3. Most of the time we are not aware of what
we are designing – changing that gives us
power to effectively design ourselves and the
world around us .
4. Ontological Design is a powerful distinction
and a powerful discipline that can be used for
good or for bad. Evolutionary Leaders
develop skills and capacity to identify,
leverage, and influence the feedback loop
between one’s worldview and the cultural,
institutional, and physical context, and use
this power to design new realities in an
ethical, sustainable, and future-focused ways.
6. Adaptive Work & Collaboration
An adaptive challenge is a challenge that involves a
disparity between values and circumstances, a
challenge in which learning must occur for an
effective solution to be found. Our world today is full
of adaptive challenges, and our leaders often
misdiagnose these challenges and treat them as
technical problems that they think they already know
the answers to, which causes the problems to persist.
Global poverty, hunger, climate change, energy,
nuclear proliferation, and many others are examples
of adaptive challenges.
Adaptive work requires that people confront
tough issues, confront losses, change of values, make
choices, while staying open to finding new solutions
together instead of trying to find experts who “know
it all”. Therefore, collaboration is the fuel for the
engine of adaptive work. Evolutionary leaders need to
develop skills and capacity to identify and engage
stakeholders in a way that facilitates addressing
adaptive challenges.
7. Evolutionary Visions, Scenarios, and Wisdom
This competency supports leaders in
understanding our evolutionary history as living

systems, and as human beings. It also invites us to
develop wisdom in order to make the right choices
for our future. Wisdom asks you to consider the
importance of those actions, the choices, and the long
term consequences of those actions.
Evolutionary Leaders think in terms of
evolutionary time, and use their understanding of
evolutionary principles to design and direct the
process of human evolution. They can think
strategically in terms of 10, 25, 50, or 100 years or
more to envision that we can design and build a
better world.
Besides knowing history and understanding
principles of our evolution, designing scenarios and
visions of a just, sustainable, and flourishing world
required an ability to break off the tenets of the past
and look into the highest possibility of the future.
Evolutionary leaders must work within the creative
tension, of solving immediate tough local and global
problems, like poverty, hunger, climate change, and
also working from the future, not just problem
solving, but also being designers of new institutions,
new futures.
Instructional Leadership
Instructional leadership is generally defined as the
management of curriculum and instruction by a
school principal. This term appeared as a result of
research associated with the effective school
movement of the 1980s, which revealed that the key
to running successful schools lies in the principals'
role. However, the concept of instructional leadership
is recently stretched out to include more distributed
models which emphasize distributed and shared
empowerment among school staff, for example
distributed leadership, shared leadership, and
transformational leadership.
Models of Instructional Leadership
An indirect-effect model where principals directly
affect student outcomes without mediating variables.
A mediated-effects model where principals indirectly
affect student outcomes through mediating variables
(e.g. features of school organization, teachers, and
staff.
Reciprocal-effects model where principals and
features of the school have an interactive relationship
Role of instructional leaders in three dimensions:
1. Defining the school mission, their analyses of a
leader's role in defining the school mission focuses
on two functions: framing clear school goals and
communicating clear school goals.
2. Managing the instructional program, in the area
of managing the instructional program, principals
have three functions: supervising and evaluating
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instruction, coordinating curriculum, and
monitoring student progress.
3. Promoting a positive school-learning climate. in
regards to promoting a positive school-learning
climate principals have five functions: protecting
instructional time, promoting professional
development, maintaining high visibility, providing
incentives for teachers, and providing incentives
for learning.
Six Functions of Instructional Leadership related to
Teacher and School Effectiveness:
1. Staff development: recruitment, in-service
education, and staff motivation,
2. Instructional support: organized activities to
maintain an environment geared towards
improving teaching and learning,
3. Resource acquisition and allocation: adequate
learning materials, appropriate facilities, and
skilled support personnel
4. Quality control: evaluation, supervision, rewards,
and sanctions,
5. Coordination: activities that prevent cross-
purposes or duplicate operations, and
6. Troubleshooting: anticipation and resolution of
problems in school operation.
Baldanza’s Model of 21st Century Instructional
Leadership
Broad Theory of Action
If schools and districts model, foster, and insist
upon strong advocacy for each student and
leadership is used as a catalyst for improved teaching
and learning;
• with an adult professional culture where
everyone knows their purpose and goals,
and treats others with respect due to full
partners;
• with continuous improvement of
teaching expertise based on student
academic, social, physical, and moral
needs; and
• with a deliberate focus on results and
teamwork where collaborative problem
solving is the established norm;
Then schools and districts will be forward leaning,
responsive, productive, purposeful places where
learning flourishes in and for each student.
Theory of Action #1: Strong Advocacy and Leadership
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If we develop, advocate, and enact a shared • we foster curricular coherence and
school mission, vision, and core values focused on innovation that links goals, learning tasks, and
each student; and assessments
• we strive for equity and cultural around the mission, vision, and core values;
responsiveness while managing resources Then we have established a forward-thinking
toward goals and improved outcomes; culture focused on the current and future needs of
• we lead a learning community each student.
with an understanding of change
management; and Theory of Action #4: Results-Oriented
• we foster productive and trusting Teams
relationships among and between
stakeholders; and If we engage a professional learning community,
• we have our own personal learning network including varied stakeholders, in meaningful work;
and mentor; and
Then our advocacy and leadership will be a strong • we monitor and support high quality,
catalyst for improved teaching and learning for standards aligned curriculum, instruction, and
all. assessment; and
• we design acceleration, not remediation,
Theory of Action #2: Adult Professional Culture models of support for students and teachers;
If we act ethically and according to agreed- and
upon professional norms and insist that others do • we collect and analyze performance data to
the same; and make instructional and support decisions; and
• we cultivate a caring and inclusive culture • we identify and develop teacher leaders
based on ethical practice keeping students including models for induction and
front and center; and mentoring;
• we apply adult learning theory to develop
capacity in others and support professional Then our teams can be high functioning problem
learning; and solvers with accountability and authority to make
• we provide opportunities for collaboration shifts and decisions that support each student.
and job-embedded learning; and
• we coach and mentor others to support Let’s have some fun with this model to help
modeling, questioning, and observing understand its potential. I separated the verbs and
practice; the concepts from the theories of action. It makes an
Then everyone knows their purpose, roles and impressive list of attitudes, skills (verbs), and
responsibilities and is a full partner in the life of knowledge (concepts) the 21st century educational
the school. leader must have to analyze, enhance, and increase
staff and student performance!
Theory of Action #3: Continuous Improvement of
Teaching Expertise

If we develop and support rigorous curriculum,

instruction, and assessment and accept no excuses for
inaction and failure; and
• we refocus teaching after assessing and
redesign priorities around instructional
needs; and
• we embrace and incorporate digital tools to
enhance collaboration and communication;
and
• we visit classrooms frequently and deliver
meaningful feedback to students and
teachers; and

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partnerships. Foster continuous
improvement. Foster teamwork…. Foster
shared decisions.
• Embrace teamwork. Embrace equity.
Embrace learning communities. Embrace
digital tools. Embrace collaboration.
Embrace strong advocacy. Embrace
leadership. Embrace ethical practice.
Embrace innovation…Embrace shared
decisions.

10 Strategies to Improve Instructional Leadership

Get in Classrooms More This seems so easy, yet it

remains a constant struggle. Begin by increasing the
number of formal observations conducted each year
and commit to a schedule to get them all done. We
formally observed each of our teachers three times a
year regardless of experience. Another successful
strategy is to develop an informal walk-through
schedule with your leadership team. I mandated five
walks a day for each member of my team, and we
used a color-coded Google Doc to keep track of
where we visited and the specific improvement
comments provided to each teacher.
Streamline Expectations and Eliminate Ineffective
Practices Begin with establishing a common vision
and expectations for all teachers. We did this by using
the Rigor Relevance Framework, which provides all
teachers with consistent, concrete elements to focus
on when developing lessons. Get rid of the dog and
pony show ritual of announced observations. If lesson
plans are still collected, ask for them to demonstrate
To demonstrate the overlap and connectivity of this what will be done two weeks into the future.
model, take a verb from the first column and pair it Consider less of a focus on lesson plans and more on
with each concept from the concept section. Do that assessment. Collect and review assessments two
with the second verb, third verb, and so on. Every verb weeks into the future.
can be used with every concept and slightly shifts the
meaning to become an equally important or more Improve Feedback Provide at least one suggestion for
important idea. improvement no matter how good the observation is.
There is no perfect lesson. Suggestions for
Examples are: improvement should always contain clear, practical
examples and strategies that a teacher can begin to
• Model strong advocacy. Model implement immediately. Timely feedback is also
leadership. Model being a catalyst. Model essential.
an adult professional culture. Model
purpose. Model goals. Model Be a Scholar Being a scholar not only helps you as a
partnerships. Model continuous leader to improve professional practice, but it also
improvement. Model teamwork…. Model puts you in a position to have better conversations
shared decisions. with your teachers about their own improvement.
• Foster strong advocacy. Foster This adds a whole new level of credibility to post-
leadership. Foster being a catalyst. Foster observation conferences. I made a point of aligning
an adult professional culture. Foster every piece of critical feedback to current research.
purpose. Foster goals. Foster As you come across research that supports the types

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of effective pedagogical techniques that you wish to
see in your classrooms, archive it in a document that
you can refer to when writing up observations. I spent
each summer as principal reading, researching,
curating, and adapting this research for use during
the school year. It not only saved me time when it
came to writing up observations, but it also greatly
improved my relationship with my staff as the
instructional leader.
Model Don’t ask your teachers to do anything that
you are not willing to do yourself. This is extremely
important in terms of technology integration in the
classroom and professional learning to improve
practice. If a teacher is struggling with their
assessments, don’t just say you need to work on
building better ones. Either provide an example that
you have created or co-create an assessment
together.
Teach a Class This can be accomplished regularly
during the year or by co-teaching with both struggling
and distinguished teachers. During my first couple of
years as an administrator, I taught a section of high
school biology. This is leading by example at its best.
It also provides a better context for the evolving role
of the teacher in the digital age. An instructional
leader who walks the walk builds better relationships
with staff and in turn will be in a much better position
to engage staff in conversations to improve
instruction.
Grow Professionally Attend at least one
conference or workshop a year that is aligned to
a major initiative or focus area in your school or
district. Try to also read one education book and
another related to a different field such as
leadership, self-help, or business. So many
powerful lessons and ideas can be gleaned once
we venture outside the education silo. To
compliment traditional means of professional
learning, work to create or further develop a
Personal Learning Network. Social media
provides a 24/7 pathway to ideas, strategies,
feedback, resources, and support that every
educator should take advantage of in the digital
age.
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their own practice or grow professionally. Having
teachers write a brief reflection prior to the post-
observation conference is a great strategy to
promote a conversation on improvement that
isn’t one-sided.
Integrate Portfolios Portfolios were a
requirement for my teachers and complimented
our observation process nicely. They provided
more clarity and detail on instruction over the
entire course of the school year. Portfolios can
include learning activities, assessments, unit
plans, examples of student work, and other forms
of evidence to improve instructional
effectiveness. They can also be used to validate
good practice.
Co-Observe During the first quarter of each year,
I co-observed lessons with members of my
administrative team. This was invaluable for
many reasons. For one, we were able to take
advantage of two sets of eyes during
observations, as some things will always be
missed when done solo no matter how much
experience you have. This also allowed me to
work with my team to help them improve their
own instructional leadership. It also helped me
improve, as every conversation helped me to
further reflect on what I saw. Nothing is more
important than ensuring quality learning is taking
place in our classrooms. These ten strategies can
be implemented immediately to improve your
instructional leadership. Like all lists, there are
many great strategies that I missed. With that
being said, what would you add to the list?

Write in Order to Reflect Like many other

connected educators, writing has enabled me to
process my thinking, resulting in a more critical
reflection of my work in relation to teaching,
learning, and leadership. Our reflections not only
assist us with our growth, but also can be
catalysts for our staff and others to reflect on
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