Lesson 6 effective engagement.

This set of
standards makes explicit what
Teacher Leadership in Pre-service teachers should know, be able to do and
education and the Philippine Professional value to achieve competence, improved
Standard for Teachers student learning outcomes, and
 The Philippine Government has eventually quality education.
consistently pursued teacher quality  It is founded on teaching philosophies
reforms through a number of of learner-centeredness, lifelong
initiatives. As a framework of learning, and inclusivity/inclusiveness,
teacher quality, the National among others. The professional
Competency-Based Teacher Standards standards, therefore, become a public
(NCBTS) was institutionalized through statement of professional accountability
CHED Memorandum Order No. 52, s. that can help teachers reflect on and
2007 and DepED Order No. 32, s. 2009. assess their own practices as they aspire
It emerged as part of the for personal growth and professional
implementation of the Basic Education development.
Sector Reform Agenda (BESRA), and Teacher Quality in the Philippines
was facilitated by drawing on the
learning considerations of programs,  The Philippine Professional Standards for
such as the Basic Education Assistance Teachers defines teacher quality in the
for Mindanao (BEAM), the Philippines. The standards describe the
Strengthening Implementation of expectations of teachers ‘increasing levels
Visayas Education (STRIVE) project and of knowledge, practice and professional
the Third Elementary Education engagement. At the same time, the
Project (TEEP). standards allow for teachers’ growing
 The K to 12 Reform (R.A. 10533) in understanding, applied with increasing
2013 has changed the landscape of sophistication across a broader and more
teacher quality requirements in the complex range of teaching/learning
Philippines. The reform process situations.
warrants an equivalent supportive focus The following describes the breadth
on teacher quality – high quality of 7 Domains that are required the
teachers who are properly equipped teachers to be effective in the 21st
and prepared to assume the roles and Century in the Philippines. Quality
functions of a K to 12 teachers. teachers in the Philippines need to possess
 The Philippine Professional Standards the following characteristics:
for Teachers, which is built on teachers
the reform initiatives on teacher -recognize the importance of mastery
quality from pre-service education of content knowledge and its
to in-service training. It articulates interconnectedness within and across
what constitutes teacher quality in curriculum areas, coupled with a sound and
the K to 12 Reform through well-defined critical understanding of the application of
domains, strands, and indicators that theories and principles of teaching and
provide measures of professional learning.
learning, competent practice, and
-provide learning environments that are theories and principles of teaching and
safe, secure, fair and supportive in order to learning.
promote learner responsibility and
STRANDS
achievement.
1. Content knowledge and its application
-establish learning environments that
within and across curriculum areas.
are responsive to learner diversity. They
respect learners’ diverse characteristics and 2. Research-based knowledge and principles
experiences as inputs to the planning and of teaching and learning.
design of learning opportunities.
3.Positive use of ICT
-interact with the national and local
curriculum requirements. They translate 4. Strategies for promoting literacy and
curriculum content into learning activities numeracy.
that are relevant to learners and based on 5. Strategies for developing critical thinking,
the principles of effective teaching and as well as other higher-order thinking skills.
learning.
6. Mother Tongue, Filipino and English in
-apply a variety of assessment tools and teaching and learning.
strategies in monitoring, evaluating,
documenting and reporting learners’ needs, 7. Classroom communication strategies.
progress and achievement. Domain 2, Learning Environment
-establish school-community partnerships -Highlights the role of teachers to provide
aimed at enriching the learning learning environments that are safe, secure,
environment, as well as the fair and supportive in order to promote
community’s engagement in the learner responsibility and achievement.
educative process.
STRANDS
-value personal growth and
professional development and exhibit 1. Learner safety and security
high personal regard for the profession by
2. Fair learning environment
maintaining qualities that uphold the dignity
of teaching such as caring attitude, respect 3. Management of of classroom structure
and integrity. and activities.

The 7 Domains collectively comprise 37 4.Support for learner participation

strands that refer to more specific
5. Promotion of purposive learning
dimensions of teacher practices
6. Management of learner behavior
Domain 1, Content Knowledge and
Pedagogy Domain 3, Diversity of Learners
-recognizes the importance of teachers’ -Emphasizes the central role of teachers in
mastery of content knowledge and its establishing learning environments that are
interconnectedness within and across responsive to learner diversity. This Domain
curriculum areas, coupled with a sound and underscores the importance of teachers’
critical understanding of the application of knowledge and understanding of, as well as
respect for, learners’ diverse characteristics and documenting and reporting learners’ needs,
experiences as inputs to the planning and progress and achievement. This Domain
design of learning opportunities. concerns the use of assessment data in a variety
of ways to inform and enhance the
STRANDS
teaching and learning process and
1. Learner’s gender, needs, strengths, interests programs.
and experiences.
STRANDS
2. Learner’s linguistic, cultural, socio-economic
1.Design, selection, organization and utilization
and religious backgrounds.
of assessment strategies.
3. Learners with disabilities, giftedness and
2. Monitoring and evaluation of learner
talents.
progress and achievement.
4. Learners in difficult circumstances.
3.Feedback to improve learning.
5.Learners from indigenous groups
4. Communication of learner misprocess and
Domain 4, Curriculum and Planning achievement to key stakeholders.

-Addresses teachers’ knowledge of and 4. Communication of learner misprocess and

interaction with the national and local achievement to key stakeholders.
curriculum requirements. This Domain
5. Use of assessment data to enhance teaching
encompasses their ability to translate
and learning practices and programs.
curriculum content into learning activities
that are relevant to learners and based Domain 6, Community Linkages and
on the principles of effective teaching and Professional Engagement
learning.
- Affirms the role of teachers in establishing
STRANDS school-community partnerships aimed at
enriching the learning environment, as well as
1.Planning and management of teaching and
the community’s engagement in the
learning process.
educative process.
2. Learning outcomes aligned with learning
STRAND
competencies.
1. Establishment of learning environments that
3.Relevance and responsiveness of learning
are responsive to community contexts.
programs.
2.Engagement of parents and the wider school
4.Professional collaboration to enrich teaching
community in the educative process.
practice.
3.Professional ethics
5.Teaching and learning resources including ICT.
4.School policies and procedures
Domain 5, Assessment and Reporting
Domain 7, Personal Growth and
-relates to processes associated with a variety of
Professional Development
assessment tools and strategies used by
teachers in monitoring, evaluating,
- Focuses on teachers’ personal growth and subjects/areas in which they are trained in
professional development. It accentuates terms of content knowledge and pedagogy.
teachers’ proper and high personal regard for
Career Stage 2 or Proficient Teachers- are
the profession by maintaining qualities that
professionally independent in the application
uphold the dignity of teaching such as caring
of skills vital to the teaching and
attitude, respect and integrity.
learning process. They provide focused
STRAND teaching programs that meet curriculum and
assessment requirements.
1. Philosophy of teaching
Career Stage 3 or Highly Proficient Teachers-
2. Dignity of teaching as a profession
consistently display a high level of performance
3. Professional links with colleagues. in their teaching practice. They manifest an in-
depth and sophisticated understanding of the
4. Professional reflection and learning to teaching and learning process
improve practice.
Career Stage 4 or Distinguished Teachers -
5.Professional development goals. embody the highest standard for teaching
CAREER STAGES grounded in global best practices. They
exhibit exceptional capacity to improve their
-Teacher professional development happens in a own teaching practice and that of others.
continuum from beginning to exemplary
practice. Anchored on the principle of lifelong Teacher Leader Model Standards
learning, the set of professional standards for Domain, I Fostering a Collaborative Culture to
teachers recognizes the significance of a Support Educator Development and Student
standards framework that articulates Learning
developmental progression as teachers develop,
refine their practice and respond to the -The teacher leader understands the principles
complexities of educational reforms. of adult learning and knows how to develop
a collaborative culture of collective
The following statements, which define the responsibility in the school. The teacher
work of teachers at different career stages, leader uses this knowledge to promote an
make explicit the elements of high-quality environment of collegiality, trust, and respect
teaching for the 21st century. They comprise that focuses on continuous improvement in
descriptors that have been informed by instruction and student learning.
teachers’ understandings of what is
required at each of the four Career Domain II Accessing and Using Research to
Stages. The descriptors represent a continuum Improve Practice and Student Learning
of development within the profession by
The teacher leader understands how
providing a basis for attracting, preparing,
research creates new knowledge, informs
developing and supporting teachers.
policies and practices and improves
Career Stage 1 or Beginning Teachers- have teaching and learning. The teacher leader
gained the qualifications recognized for models and facilitates the use of
entry into the teaching profession. They systematic inquiry as a critical component of
have a strong understanding of the teachers’ ongoing learning and development.
Domain III Promoting Professional Learning with colleagues to promote ongoing
systematic collaboration with families,
for Continuous Improvement
community members, business and community
The teacher leader understands the leaders, and other stakeholders to improve
evolving nature of teaching and learning, the educational system and expand
established and emerging technologies, and the opportunities for student learning.
school community. The teacher leader uses this
Domain VII Advocating for Student Learning
knowledge to promote, design, and facilitate
and the Profession
job-embedded professional learning aligned
with school improvement goals. The teacher leader understands how
educational policy is made at the local, state,
Domain IV Facilitating Improvements in
and national level as well as the roles of school
Instruction and Student Learning
leaders, boards of education, legislators, and
The teacher leader demonstrates a deep other stakeholders in formulating those policies.
understanding of the teaching and learning The teacher leader uses this knowledge to
processes and uses this knowledge to advocate for student needs and for practices
advance the professional skills of colleagues that support effective teaching and increase
by being a continuous learner and modeling student learning, and serves as an
reflective practice based on student results. The individual of influence and respect within
teacher leader works collaboratively with the school, community, and profession.
colleagues to ensure instructional practices
are aligned to a shared vision, mission, and
goals. LESSON 7: PRINCIPLES AND THEORIES ON
Domain V Promoting the Use of
SCHOOL CULTURE
Assessments and Data for School and TOPIC 1: Define Culture
District Improvement
Culture -is a complex system of meaning that
The teacher leader is knowledgeable about has been defined in many ways by different
current research on classroom-and school- authorities. Culture is a way of life which
based data and the design and selection of includes the language, beliefs, norms, values,
appropriate formative and summative customs, and material objects, which are shared
assessment methods. The teacher leader and passed through from one generation to
shares this knowledge and collaborates with another generation.
colleagues to use assessment and other data to
make informed decisions that improve learning Culture -is a totality of learned, socially
for all students and to inform school and district transmitted customs, knowledge, material
improvement strategies. objects and behavior. It includes the ideas,
values, and artifacts (for example, DVDs, comic
Domain VI Improving Outreach and books, and birth control device) of group of
Collaboration with Families and Community people (Shaefer, 2013).
The teacher leader understands that For Brinkerhoff (2008), it is the total way of life
families, cultures, and communities have a shared by members of community. It includes
significant impact on educational processes and not only language, values and symbolic
student learning. The teacher leader works
meanings but also technology and material Culture – the shifting tensions between the
objects. shared and the unshared (as different from the
shared or unshared things.)
Lustig (2013) defined it as a learned set of
shared interpretations about beliefs, values, Example: “American culture has changed from
norms and social practices which affect the master/slave, to white only/black only, to anti-
behaviors of a relatively large group of people. war and black power, to affirmative
action/multiculturalism and political
Wen Shu Lee (cited in Martin, 2010) identifies
correctness, to transnational capital and anti-
different common uses of the term culture and
sweatshop campaigns.
then describes how each definition serves
particular interests. TOPIC 2: Characteristics of Culture

Culture – unique human efforts (as different 1.) Culture is Learned

from nature and biology).
-Culture is learned from various people you
Example: “Culture is the bulwark against the have encountered and interacted with through
ravages of the nature.” forms of socialization with parents and family
members, friends or even with people you have
Culture – refinement, mannerism (as different
met for the first time. Culture can be taught and
from things that are crude, vulgar, and
learned directly through observation and
unrefined). Example: “Look at the way in which
imitation.
he chows down his food. He has no culture at
all.” 2.) Culture is Shared

Culture – civilization (as different from -This is collectively experienced and agreed
backward barbaric people). upon; this is what makes human society
possible. The perceptions of an individual may
Example: “In countries where darkness reigns
be similar to that of other people in the same
and people are wanting in culture, it is our
environment, and so cultural patterns are
mandate to civilize and Christianize those poor
shared when these group of people would be
souls.”
interacting and would be sharing those
Culture – shared language, beliefs, values (as similarities in terms of experiences, ideas,
different from language beliefs and values that attitudes, and more.
are not shared; dissenting voices; and voices of
3. Culture Involves Large Group of People
the “other”).
-Interaction with a larger group of people makes
Example: “We come from the same culture, we
it more associated with culture. Daily
speak the same language, and we share the
interactions with the same group of people
same tradition.”
every day will develop shared perceptions and
Culture – dominant or hegemonic culture (as experiences which might affect your way of
different from marginal cultures). living. This also brings culture into broad based,
larger, and societal level of organization.
Example: “It is the culture of the ruling class
that determines what is moral and what is 4. Culture is Dynamic and Heterogeneous
deviant.”
-Another characteristic of culture is its
dynamism and may vary across time and place
as humans adapt to the physical and social can constitute as they can be collected in
environment around them. Culture is dynamic museums and can determine what they
or not static. It changes as a person grows older represent. This begins from a raw material and,
or when a person would be living in another through the use of technology; it can be
community or environment different from the transformed into usable materials.
previous one. Varying opinions among members
According to Ferrante (2014), sociologists strive
of the community in a certain issue is an
to understand the larger context in which the
example of cultural heterogeneity.
object exists by identifying the meaning people
5. Culture Affects Behavior assign to the object and the way it is used. From
this point, material objects are windows into
-The culture in which a person has grown will
culture because they offer clues about how
dedicate or dictate how a person would think
people relate one another and about what is
and behave. The cultural beliefs, values, and
valued.
norms that a person practices are follows or
patterns or a paradigm on how he or she would Non-material culture is tangible, abstract or
think and how he or she would behave as well. ideas about culture. Non-material culture can
be found in everyday patterns of life such as
6. Culture Involves Feelings
norms, symbols, values, customs, and beliefs of
-Since feelings are emotions, is considered as a people.
natural and universal phenomenon. Then it may
TOPIC 4: Elements of Culture
be affected by different cultures. As observed,
since a classroom has diverse learners coming Values-Deeply held principles or standards that
from different cultural backgrounds, therefore people use to make judgements, about the
culture also deals with adapting to changes world, especially in deciding what is desirable or
when necessary and decided upon. worthwhile.

7. Culture Involves Beliefs, Values, Norms, and Beliefs- Shared ideas held collectively by people
Social Practices within the given culture about what is true.

-Culture is the basis of a person on what to Knowledge-The range of information

believe in or his or her beliefs, how a person awareness, and understanding that helps us
views the right from the wrong, how he or she navigate our world.
understands the values of others and of himself
Norms-Set established rules of behavior or
or herself, what norms shall be acceptable or
conduct, a culture’s expectations for
not, and more behavioral patterns. In a
appropriate behavior.
community, there are social behavior that the
people follow and some may change according COMMUNICATING CULTURE
to how they accept a certain norm.
1. LANGUAGE - the ability to communicate in
TOPIC 3: Material and Non-Material Culture symbols, in an abstract system of word
meanings and symbols in all aspects of
Material culture -consists of all physical,
culture.
tangible and human-created objects which
2. SYMBOLS - gestures, words, sounds,
people make use of them and share. This
objects, images that from the basis of
includes tools, buildings, clothing, toys, and
human behavior.
work of arts, cars, and broadcast media. This
TOPIC 5: Essential Functions of Culture 5. Culture Provides Behavior Pattern-A person
is trapped in his or her culture when he or she
1. Culture Defines Situations-Culture somehow
allows it to contain him or herself within the
dictates what should be done and thought by an
limitation or boundary of suggested outcomes
individual. The clothing style or fashion of a
or situations presented by the culture itself. It
person is also determined according to what is
may give a person the chance to attain his or
acceptable and practiced in a community.
her dreams and desires in life, leading him or
2. Culture Defines Attitudes, Values, and herself to the status he or she is expected to
Goods-Culture serves as the basis of a person’s have or hold on to. Moreover, culture sets the
thinking, behavior, and even the views on many standard of what shall be done by an individual
aspects of life, which, also includes the religious and even how he or she may be able to attain
beliefs and other philosophical ideas of an those goals in life.
individual. Values and emotional aspects of a
6. Culture Provides Personality-According to
person are also greatly affected by the culture
Ruth Benedict, personality is provided by the
of an individual.
culture that influenced an individual. Culture
3. Culture is the Treasury of Knowledge-Man’s designs the life of a person towards achieving
physical and intellectual existence relies in his or her goals in life, which includes
knowledge of which culture plays a vital role. personality development and growth. Cultural
Unlike animals that behave or respond to their environment is very necessary; without it, and
environment based on instincts, man possesses then any child would not be able to attain the
greater intelligence. Thus, man can’t only adapt qualities that are expected of him or her to have
with the environment; he can also change it in a culture setting.
based on what is most convenient for oneself.
7. Culture Makes Man a Human Being-To
-Culture makes it easier for a man to do so by become a civilized individual is considered to be
preserving knowledge and helping in its transfer a part of being a human being. To be civilized,
from one generation to another. Culture also culture is essential. Culture provides the human
plays a critical role in the preservation, being about information on what things are
gathering, and dissemination of such needed to fully live as a human being. To be a
knowledge. This mainly separates man from human being, it entails participating in a steady
animals because culture does not manifest in series of activities or engaging in different
their level. activities within a community. This shows that
an individual is more or less responsible for
4. Culture Decides Our Career-Culture following the life design or pattern of a human
somehow sets the mind of a person on what he being.
or she may become and what he or she wanted
to be. Therefore, culture gives a person the idea 8. Culture Provides Solution for Complicated
of what he or she must aim to be in the future Situation-Culture sets the mind of an individual
and sets limitation of a person’s choices as well. on how he or she will be dealing with anything
Choices of becoming an engineer, a professor, he or she will face in his or her life. An
and other more professions known and familiar individual's decisions and actions, in the
to a certain culture set the mind to a limitation absence of culture, shall be automatic. The
of what may happen. goals, behaviors, desires, and perceptions of a
person are all limited according to what his or
her culture has established in his or her mind.
9. Culture Provides Traditional Interpretations process by which culture is passed on to or
to Certain Situation-Culture becomes the basis acquired by its members from one
of how a person interprets a certain situation generation to another generation.
and how a person deals with it as well. There  Enculturation is considered as the process
are some scenarios wherein other people may of teaching another person or group of
have an allegorical perception. Some cultures persons about certain beliefs, values, ideas,
may have similarities in terms of understanding and the likes of a person from a different
the meaning of a certain experience, while culture.
others may be really far too different in terms of  Teaching is through observation,
meaning. Beliefs of a person somehow is related instructions and as well as experiencing a
with how they interpret the meaning of a certain situation. Through enculturation,
certain experience. new cultural practices are introduced, and
sometimes even adapted by another group
10. Culture Keeps Social Relationship Intact-
having a different culture.
Having different cultures in this world has
 Another way of transmitting cultures is
allowed the chance for grouping people
through acculturation, Herskvits (1936)
according to their beliefs, ideals, values, and
posited that acculturation comprehends
such. These people coming from different
those phenomena which take place when
cultural groups have made it possible to give
groups of individuals having different
importance to the interaction. or socialization of
cultures come in into continuous first-hand
each person coming from different cultures.
contact, with subsequent changes in the
11. Culture Broadens the Outlooks of the original cultural patterns of either or both
Individual-Culture gives the chance for an groups.
individual to consider himself or herself as part  Acculturation deals with being able to learn
of a bigger whole, other than the small or adapt the behavior of nature or another
groupings where he or she belongs to like the culture in order to fit and be in harmony
family. A person then of course does not act and with another culture.
think according to his or her own likes alone,  As Kim (1982) explains: The acculturation
but also has to consider other people who may process, therefore, is an interactive and
be affected with his or her actions and thinking. continuous process that evolves in and
through the communication of an
12. Culture Creates New Needs-Culture gives a
immigrant with the new sociocultural
chance for a person to learn new things and be
environment. The acquired communication
driven to feel and have a glimpse of other
competence, in turn, reflects the degree of
experiences around him or her, which may
that immigrant’s acculturation.
either satisfy or improve one’s personality and
being. According to Kim and Abeu (2001)
enculturation and acculturation can shrug
TOPIC 6: Cultural Transmission and Education
and encompasses
CULTURAL TRANSMISSION AND EDUCATION
Four (4) dimensions: behavior, values,
 - the process of passing on from one knowledge and identity
generation to another, the knowledge
1. Behavior-- dimensions which refers to
necessary to maintain cultural identity. This
friendship choice, preference for
can happen through enculturation, the
 television program and reading, Cultural Learning goes on to define three
participation in cultural activities, kinds:
contact with indigenous culture.
• Imitative
2. Value- - dimension refers to attitudes
and beliefs about social relations, • Instructed Learning
cultural customs, and cultural traditions
in addition to gender roles and • Collaborative Learning
attitudes, and ideas about health and Imitative-is basic and it is how infants
illness initiate as they frequently reciprocate their
3. Knowledge-- dimension refers to parent’s behavior.
culturally specific information such as
names of historical leaders in the Instructed Learning– possible around the
culture of origin and the dominant age of four, is a mutual process whereby the
culture, and significance of culturally instructor must know something.
specific activities.
4. Identity- dimension refers to attitude
toward one's cultural identification, Collaborative Learning -deliberately
attitudes toward indigenous and creating opportunities for team members to
dominant groups and level of comfort consistently work together toward common
toward the people of indigenous and goals.
dominant group.
TOPIC 7: Culture as a Social Construct
EDUCATION -Plays a vital role in passing
Culture- is a social construct not a genetic
cultural beliefs and knowledge from one
construct.
generation to another.
-It is the creation of the school head,
• A culture survives or is preserved teachers, parents, non-teaching staff
through the passing of knowledge students and community.
about their own culture from
TOPIC 8: School Climate and School Culture
generation to next.
 How does school climate differ from
• Culture may be altered when the
culture? These terms are frequently used
educational system goes under a great
interchangeably but school climate is
change in terms of the curriculum, the
more relational; it is illustrated by the
designs and methods in teaching, and
attitudes and behaviors of the school
even of how things around an
staff and is focused on the style of the
educational instruction runs the system.
school's organizational system. School
CULTURAL LEARNING climate refers to the school's effects on
students, including teaching practices,
– is made possible because humans diversity and the relationships among
perceive at a very early age that others are administrators, teachers, parents and
living mental and intentional lives, like their students. School climate is driven by and
own ability enables others to see the world reflected in daily interactions of staff,
through another’s eyes an understanding of administration, faculty, students support
the reasons for choosing that action rather staff and the outside community.
than another.
  School culture is a deeper level of 5.TANGIBLE SUPPORT-Everyone in a school
reflection of shared values, beliefs, and community gets concrete support for the good
traditions between staff members. that they do.
School culture refers to the way teachers
6.REACHING OUT THE KNOWLEDGE BASE
and other staff members work together
and the set of beliefs, values and -Teacher’s care to grow professionally to update
assumptions they share. School culture is themselves on content knowledge and
a broader term and so is inclusive of pedagogy.
school climate.
7. APPRECIATION AND RECOGNITION- Certainly
TOPIC 9: The Role of School Culture in words of appreciation and recognition make
Learning classroom climate highly favorable. Reminder to
teachers “You are not made less when you
 School culture matters. Research confirms
praise others”. Instead, you become
the central role of culture to school success.
magnanimous. So don't be shy with your sincere
School culture can be positive or negative or
praise. The problem sometimes if our eyes are
toxic. A positive school culture fosters
so quick to see the negative and so we despise
improvement, collaborative decision
them immediately but our eyes is blinded to the
making, professional development and staff
good and so we overlook them and fail to
and student learning. A negative culture
appreciate.
fosters the opposite.
8. CARING, CELEBRATION, HUMOR- Kids
TOPIC 10: Elements of a Positive Culture
don't care what do you know until they know
1.COLLEGIALITY-The school atmosphere is that you care. They don't listen to teacher when
friendly. teacher doesn't care. It may be good to remind
teachers that many of the students especially
2.EXPERIMENTATION-The atmosphere
those who is struggle don't receive nearly
encourage experimentation.
enough positive feedback in the classroom or in
3.HIGH EXPECTATIONS- their personal lives.

9. INVOLVEMENT IN DECISION MAKING-

 It has been said one’s level of achievement
Involving others who are concerned with
is always lower than one’s level that
decision to be made enhances sense of
aspiration. So set high expectations for high
ownership. They also feel important.
achievement. Two problems arise here:
 First, expectations are subtle and difficult to 10. PROTECTION OF WHAT IS IMPORTANT-
change. What schools consider important must form
 Second, what actually communicates part of their tradition and so must be protected
expectations to students is teacher by all means.
behavior.
11. TRADITIONS- A school math has an
4.TRUST AND CONFIDENCE-Students, teachers, intentional culture-based program on shared
school heads, and parents relate well and work values, beliefs, and behaviors. This strengthens
well when relationship are solidly built on trust sense of community, A truly positive school
and confidence. culture is not characterized simply by the
absence of gangs, violence, or discipline
problems but also by the presence of a set of resources needed are there, the persons to do
norms and values that focus school community the job are qualified and available.
attention on what is most important and
Managers and Leaders
motivate them to work hard toward a common
purpose.

12. HONEST AND OPEN COMMUNICATION- No

one gets ostracized for speaking up his mind.
The atmosphere is such that everyone is
encourage to speak his mind without fear of
being ostracized. The agreement of every
discussion is “agree to disagree”.

LESSON 8: DEFINING ORGANIZATIONAL Types of Skills Demanded of Leaders

LEADERSHIP
-
Technical refer to any type of process or
Organizational Leadership
technique like sending e – mail, preparing a
 works towards what is best for individual PowerPoint presentation.
members and what
Human Skills- ability to work effectively with
is best for the organization as a group at the people and to build teamwork.
same time.
Conceptual- ability to think in terms of models,
 Organizational leadership is also an attitude frameworks.
and a work ethic that empowers and
Leadership Styles
individual in any role to lead from the top,
middle, or bottom of an organization. Autocratic leaders- do decision making by
themselves.
Leadership and Management
Consultative leaders- allow participation of the
Leadership
members of the organization by consulting
-A school head leads the school and community them but make decision themselves.
to formulate the vision, mission, goals, and
Democratic Leaders- allow the members of the
school improvement plan.
organization to fully participate in decision
Management making. This is genuine participation of the
members of the organization which is in keeping
- S/he sees to it that this plan gets well with school empowerment.
implemented on time and so ensures that the
-laissez faire or free – rein leadership style
-leaders avoid responsibility and leave the Robert K. Greenleaf (1977) coined the
members of the organization to establish their paradoxical term servant – leadership. How can
own work. one be a leader when he/she is servant?

-This leadership style leads to kanya – kanya Transformational-Leadership-The

mentality, one weaknesses of the Filipino transformational leader is not content with
character. status quo and sees the need to transform the
way the organization thinks, relates and does
The Situational Leadership Model
things.
Situational Leadership- In situational
-The transformational school leaders sees
leadership, effective leaders adapt their
school culture as it could be and should be, not
leadership style to the situation of the members
as it is and so plays his/her role as visionary,
of the organization.
engager, learner, collaborator, and instructional
Paul Hersey and Kenneth H. Blanchard (1996) leader.
characterized leadership style in terms of the
-As a transformational leader he /she make
amount of task behavior and relationship
positive changes in the organization and
behavior that the leader provides to their
mobilizing members to work towards that
followers.
vision.

Four Behavior Styles

Sustaining Change in Organization

Sustaining Change

 For reforms to transform, the

innovations introduced by the
transformational leader must be
institutional and sustained.
 Or else that innovation is simply a
passing fad that loses its flavor after a
time.
Servant Leadership- The first desire of the  In our school or if we want to improve
in life, we must be willing to change.
 The transformational leader ought to
deal with resistance to change to
succeed.

Morato of Bayan ABS – CBN, (2011) gives

the following advice;

Seek the support of the stakeholders

servant leader is to serve. -the leaders must build a “strong coalition
of allies in order to push for any
 meaningful change that would yields 2. Instruction and Curriculum
results.
3. Accountability and Continuous
Get people involved early and often improvement

-resistance drops off in proportion to the 4. Management and Resources

involvement of participants. It is best to
Advantages
set up networks to reach out to as many
people as possible. • Allow competent individuals in the schools
to make decisions that will improve
Plan a communications campaign to “sell”
learning;
the innovations
• Give the entire school community a voice in
Ensure that the innovation is understood
key decisions;
by all
• Focus accountability for decisions;
-The benefits and costs must be
appreciated and weighed carefully. • Lead to greater creativity in the design of
programs;
Consider timing and phasing
• Redirect resources to support the goals
-These are highly critical; missteps might
developed in each school;
backfire and lack of sensitivity to
stakeholders might lead to resistance. • Lead to realistic budgeting as parents and
teachers become more aware of the
school’s financial status, spending
limitations, and the cost of its programs;
and,

• Improve morale of teachers and nurture

LESSON 9: SCHOOL-BASED MANAGEMENT
new leadership at all levels.
School-based management (SBM)- is a strategy
Disadvantages
to improve education by transferring significant
decision-making authority from state and 1. Participatory decision making
district offices to individual schools. SBM sometimes create frustration and it opens
provides principals, teachers, students, and slower than more autocratic methods.
parents greater control over the education
2. This leaves principals and teachers last
process by giving them responsibility for
time to devote to the other aspects of their job.
decisions about the budget, personnel, and the
curriculum. Through the involvement of 3. Teachers and community members
teachers, parents, and other community who participate in the council may need training
members in these key decisions, SBM can create in the budget matters. Some teachers may not
more effective learning environments for be interested or want to devote time to it.
children.
ROLES, FUNCTIONS, of KSAs REQUIRED OF
Different Components SCHOOL HEADS FOR EFFECTIVE SBM
IMPLEMENTATION
1. Leadership and Governance
Roles 1-Visionary principal, and motivator, learning outcomes, increasing access to basic
advocate, and planner education, improving the holding power of
schools and addressing specific local problems
FUNCTIONS
REQUIRED KSAs
•Lead in setting the vision, mission and the
goals of the school •Development of collective accountability for
school and student performance
Required KSAs
•Designing of the curriculum to address both
•Change and future orientation
national goals, local needs and aspirations
Roles 2-Builder of networks and support system
•Creation of an open learning system based on
FUNCTIONS several resources materials rather than on
single textbooks.
•Organize/ expand school community and local
gov’t networks and groups that will actively •Participatory and peer-based instructional
participate in school improvement. supervision

•Lead in developing and implementing the SIP Roles 4-Final resource manager
with the participation of the school staff and the
FUNCTIONS
community
•Administer and manage all personnel physical
•Lead in developing and maintaining the school
and fiscal resource of the school
MIS
•Encourage and accept donation, gifts, bequests
REQUIRED KSAs
and grants for educational purposes and report
•Networking, organizing, social mobilization, all such to the appropriate offices
advocacy

•Development of teamwork, building consensus

REQUIRED KSAs
and skills in negotiation and conflict resolution
•Fund management
•Participatory planning and administrative
management •Serving as model for transparency and
accountability esp. in financial management.
•Generation and use of data and information as
the basis for planning and management. In summary;

Roles 3-Curriculum developer and instructional • SBM must have the strong support of
leader school staff.

FUNCTIONS • SBM is more successful if it is

implemented gradually. It may take 5
•Create a physical psychological climate
years or more to implement SBM.
conductive to teaching and learning
• School and district staff must be given
•Localize and implement school curriculum
administrative training, but also must
•Encourage dev’t and use of innovative learn how to adjust to new roles and
instructional methods focused on improving channels of communication.
• Financial support must be provided to
make training and time for regular staff
meetings available.

• Central office administrators must

transfer authority to principals, and
principals in turn must share this
authority with teachers and parents.