College of Education

MODULE in edtcol
THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
 Philosophical Roots in Education
Module 1
Lesson # 1

INTRODUCTION
   Teachers play an active role in inculcating independent thinking in students. However,
to do that you must have your own educational philosophy with in depth understanding of
pillars of learning and possess knowledge, skills, attitudes, and values within yourself to
guide you to direct learners to become the best that they can be and succeed in their
studies, work, and life amidst the fast-paced changes in the 21st century.
  Philosophical thoughts in Education has been defined as the map, which provides
directions to move ahead. One may feel lost without a map. In the same way, you are
going to miss something while teaching if a specific path is not decided. Hence, a map is
always needed to make informed movements. It is not possible to make students learn
something until the teacher knows why and how he/she wants to teach. Once you know
your path, you will be helping your students to plan to reach their destinations.
PH I LO S O PH I C A L T H O U G H T S E N AB L ES T EA C H ER S TO A C Q U I R E A G R AS P
O F TH E C O N C E PTU AL FIE L D O F ED U C ATI O N AN D AN AB ILI TY TO FI N D
TH EIR WAY AR O U N D T H E O FT EN C O N T ES TE D VI EW S W IT H I N TH AT FI EL D ,
W H IC H IN TU R N IM P IN G E U PO N T H E N O R M ATI VE S TR U C TU R E O F
PARTI C U L AR ED U C AT IO N SYS TE MS .
IT AL L O W S T EA C H E R S TO U N D ER STAN D BET TE R TH E C O N C EP TU A L
D EB ATE S T H AT I N VO LVE T H E S U BJ E C T S TH AT TH EY A R E T EAC H IN G A N D IT
H EL P S TEA C H ER S TO BET TE R U N D E R STA N D TH E S C O PE AN D L IM I TS O F
EM PI R IC AL R E SEA R C H IN E D U C ATIO N AN D TH E R EL ATI O N SH IPS B ETW EE N
TH AT R ES EAR C H AN D C O N C E PT U AL IS SU E S I N E D U C ATIO N .
IN TH IS L ES SO N , Y O U W IL L G AIN B ET TE R U N D ER S TAN D IN G O F T H E
PH I L O SO PH IC A L R O O T S AN D FO U N D AT IO N S O F ED U C AT IO N AN D I TS
IM PL IC ATIO N S TO TH E T EA C H I N G AN D L E AR N I N G PR O C ES S AN D T H E
FO U R P IL LA R S O F L EAR N IN G .
OBJECTIVES
At the end of this lesson,
you should be able to:
 Discuss the philosophical
roots in education
 Identify the theories and
the implication of each
philosophy to the
teaching and learning
process
 Determine the critical
role of the pillars of
learning in education
ENGAGE
Disposition is a term used to indicate a state or condition where context may determine what
counts as sufficiently large. Activity 1 will help you identify your philosophical disposition.
 Activity 1
Read and analyze the statements below. Identify the philosophical dispositions that you
consider most important with regard to education. List these four statements on an A4 bond
paper. Identify only the four statements that you consider to be the most fundamental
perspectives.
 
Use the guide below to determine your philosophical disposition as you answer the activity on
the next page.
 
 What is your Philosophical Disposition?
1. There are certain works of literature, such as the 7. If children are to function effectively in society, schools should
1
Odyssey, Romeo and Juliet and the Tale of two cities that provide them with experiences that reflect society such as exercises
everybody should read. in democracy and good work habits.
2. We must understand math to survive in the world. 8. We can begin solving the problem of the future by what we teach
For example, we use math when measuring things or children today.
in buying something. We need to know basic math
because it is part of daily living.
3. Things change, fads come and go, but certain 9. School is about more than just what’s in books. It includes how one
values remain the same, such as honesty, integrity lives his or her life worthy home membership and wise use of leisure
and personal responsibility. This is what students need time.
to learn.
4. A child knows what his/ her interests are, and that 10. Math is a constant idea of 2+2=4 does not change. Children need
knowledge should guide the curriculum. to learn these basic and enduring lessons.

5. Students should learn to appreciate beauty in the 11. The language of United States is English, so everybody ought to
world because beauty is eternal, For instance paintings learn to read, write and speak proper English.
that were considered beautiful hundreds of years ago,
are still considered beautiful today.

6. If the country is to survive, we must share the same 12. Schools educate individuals, not masses. The emphasis of
values. All children should learn those basic values at schools should be on the development of each individual.
school as well as at home.
 If you have selected 2 or more items from a particular philosophy, it indicates that
your thinking might match well with that perspective. If each of the items you choose is
from a different category, your philosophy might be called eclectic, which is a
combination of philosophies.

(Note: This brief exercise is intended only to get a glimpse into your philosophical
perspective. It is not an absolute measure of your philosophical perspective).
PERRENIALISM ESSENTIALISM PROGRESSIVISM
Items
1 , 4 , 6 , 10 2 , 3 , 7 , 11 5 , 8 , 9 , 12

This module explains each of these philosophies, you may find it interesting to read through
this survey again to see whether your opinions have changed or remained the same
 
 EXPLORE
Activity 2
Look at the picture. Describe what you see. What lesson is presented by the teacher?
What is your concept about the teaching of basic skills in numeracy? Do you agree that
the teaching of early numeracy should really be taught in the school? Why? (Discuss
your answer in an A4-sized bond paper.

Note: All activities will be assessed using the provided rubric at the end of the lesson.
Activity 3
This time, take a good look at this picture. Describe how the teacher presents the lesson. What philosophical
concept is presented in the picture? Is the method of teaching used by the teacher a means of achieving a
desirable goal? Why? Justify your answer.

How did you find the activity? Were you able to use your learnings to identify the philosophical thoughts in
education? If you had a hard time answering the questions, the preceding lesson will help you understand more.
 EXPLAIN
What is Philosophy?
Philosophy – originated with the ancient Greek word Philo which means love and Sophie which
means wisdom (Philosophy is therefore the love of wisdom.)
– can be defined as a set of ideas that answer questions about the nature of reality and about
the meaning of life
 
Philosophy of Education
is a set of related beliefs that influence what and how students are taught
Teachers’ philosophy of education guides their behavior or performance in the classroom.
The philosophy statement reflects their personality and values
 1. Metaphysics – addresses reality, has 2 categories:
3 Branches of Philosophy:

Ontology – examines issues related to nature, existence or being

Cosmology – is related with the nature and origin of the universe (the
cosmos)
2. Epistemology – is concerned with the nature of knowledge, how we
come to know about things, or how we acquire knowledge
– we acquire knowledge through our senses, intuition, observation
and logic, and use of scientific method
3. Axiology – relates to value
Ethics relates to issues in morality and conduct.
Aesthetics is concerned with beauty.
 Philosophical Roots of Education:
Philosophical Description Teachers believe that…
Root
Idealism 1. reality lies in our consciousness or   on top of this hierarchy of the curriculum are the most
our intellect important subjects that cultivate abstract thinking –
2. envisions schools that are Philosophy, Theology, and Mathematics
intellectual centers of teaching and  the use of Socratic method – asking probing questions
learning stimulate consciousness of students in discovering
knowledge
 thinking and learning are the processes of bringing latent
ideas to consciousness and logic is encouraged in
organizing their lessons
 teachers should live exemplary lives and be models for
students to imitate
 the internet can make the great book accessible to all, but
technology should be the means rather than the end in
transmitting knowledge
 Philosophical Description Teachers believe that…
Root

Realism  advocates that reality is  teachers should be equipped with a wide repertoire of
outside of our minds methods in teaching to achieve their goals
 realists believe that the  teachers’ primary responsibility is to bring students’’
objects we perceive exist ideas about the world into reality
independently of the mind  the use of deductive / inductive logic, and scientific
method are reliable means to discover knowledge
 knowledge is a reliable guide  inclusion of non-academic activities interfere with the
to our behavior school’s primary purpose as a center of disciplined
academic inquiry
 the use of technology is as an aid in learning;
therefore recommend computer program realistic
and effective to be
 Philosophical Description Teachers believe that…
Root
Pragmatism  evaluates the truth and meaning education is an experimental process – a method of
of ideas according to their solving problems that challenges people as they
physical consequences and interact with the world
practical value for pragmatists, if children should learn how to make difficult
something works, it is true decisions by considering the consequences of their
 John Dewey, a pragmatist relates actions on others
education for life education should focus in real-life problems to be
 students should be encouraged to prepared to live fully and effectively in society
do researches and apply them to students should learn the process of problem-
the solution of a problem solving
students share their interests and problems in
collaborative learning
interdisciplinary education is better than
departmentalized curriculum in education
taking risk in education to achieve their goal in
values-clarification
 Philosophical Description Teachers believe that…
Root
Perennialism  the primary purpose of teachers are the intellectual mentors and models for their
education is to bring students students
in contact with the truth by fundamental skills such as reading, writing, computation and
cultivating their intellect and research be developed starting the elementary grades to
sense of rationality or prepare them for lifelong learning
reasoning power subjects like history, literature, drama, and art should be
included in the secondary school curriculum
 the primary purpose of the Teacher’s role is to sharpen students’ intellectual powers and
school is to develop the enhance their moral qualities
students intellectually Electronic version of great books and other classic maybe
viewed by large audience but could not be a substitute for
reading the classics
Teachers apply whatever creative techniques and other
tried and true methods which are believed to be the most
conducive to disciplining the students’ minds.
 Philosophical Description Teachers believe that…
Root

Essentialism  is a teacher-centered philosophy  have authority to discipline students

that adheres to the belief that the
basic skills of literacy (reading and
writing) and numeracy (arithmetic)
as well as subject matter knowledge  Teachers should have mastery of the knowledge and
should be developed in schools. skills they teach
 Essentialist teachers do not favor  Teachers should use deductive method of teaching
innovative or process (teacher –  It’s only when the students have mastered the
required competencies they can be promoted to the
directed instruction) higher level test scores are the basis for evaluating
 Teachers are seen as the students progress
foundation of information and as  Program are academically rigorous (emphasis is on
paragon of virtue. academic content)
Philosophical Description Teachers believe that…
Root

Progressivism  Progressivists belong to a reform Teachers should posses a repertoire of learning

movement that opposed the activities to be used in the teaching-learning process.
traditional education:
 authoritarian teachers
 book-based instruction the child should be free to develop naturally
 rote memorization interest motivated by direct experience stimulates
learning
 Authoritarian classroom the teacher is a facilitator of learning
management there should be close cooperation between the home
and the school
students’ needs, interest, and readiness should be
considered in constructing the curriculum
Change is the only thing that does not change
Teach through field trips, thought-provoking games, and
puzzles.
 Philosophical Description Teachers believe that…
Root
Constructivism  seeks to develop intrinsically  learners are taught how to
motivated and independent learn
learners adequately equipped
with learning skills to be able
to construct knowledge and
make meaning of them
Philosophical Description Teachers believe that…
Root
Existentialism emphasizes the subjectivity of human the purpose of education is to awaken consciousness
experience on our freedom to choose and create self-awareness
   that contributes to our identity
the purpose of education is to help students should be trained to philosophize, to
students find meaning and directions question, and to participate in dialogues about the
in their lives meaning of life
Existentialist author Jean-Paul Sartre self-expression, creativity, self-awareness, and self-
open quoted the phrase: Existence responsibility should be developed in the students
precedes essence. (Meaning: we owe open classrooms maximize freedom of choice
our existence to nature but we define Existentialists believe in self- directed instruction.
ourselves through our action) Students should decide what they want to learn and
when to learn it.
Existentialists maintain that we
create our own definition and make Teachers employ values clarification strategy
our own essence by making personal
Teachers takes care not to impose their values on
choices in our lives their students since values are personal.
ELAVORATE
Activity 4- A
Which of the philosophical roots of education will you adopt as a pre service teacher? Why?
Justify your answer in not less than 300 words.
 EVALUATE
Activity 4-B.
Direction: Answer the following questions as best as you can. Use A4 bond paper.
1. The Philippine Elementary School Curriculum gives greater emphasis on the development of basic skills like reading, writing,
and arithmetic. What is the philosophical basis for this?
A. Pragmatism B. Perennialism C. Essentialism D. Existentialism
 2.Teacher Hannah asks one of her students, “What do you want to become when you grow up?” This question is an indication of
what kind of philosophy?
A. Progressivism B. Naturalism C. Existentialism D. Idealism
 3. Teacher Kattie has not only explained the concept of Philosophy of Education but also imparted this to her students. This
demonstrates what kind of philosophy? A. Naturalism B. Idealism C. Realism D. Perennialism
4. In her class, Teacher Kane always presents principles and values so as to encourage his students to examine them and decide
for themselves whether to accept them or not. What kind of philosophy does she practice?
A. Idealism B. Essentialism C. Humanism D. Existentialism
5. When a teacher emphasizes that man’s sense should be trusted because they are the only way to acquire knowledge, the
teacher can be regarded as A. Naturalist B. Realist C. Empiricist D. Pragmatist
 
D. Pragmatist

 
 

6. Teacher Matt views his pupils as unique, free choosing, and responsible individuals. He plans activities
where the pupils can develop their unique personality. What theory underlies this nature of the pupil?
A. Realism B. Essentialism C. Existentialism D. Progressivism
7. "Learning is the process of retrieving prior learning", this is a statement from _____.
A. Constructivist B. Reconstructivist C. Progressivist D. Empiricist
8. Teacher Dyan teaches to her pupils that pleasure is not the highest good. Teacher's teaching is against
what philosophy?
A. Realism B. Hedonism C. Epicureanism D. Empiricism
9. After listening to the homily of the Priest about fidelity, Catherine has a moment of reflection. Her
understanding of the value of fidelity has become deeper as she related this to her past experience. This
typifies what kind of philosophy?
A. Constructivism B. Reconstructivism C. Humanism D. Existentialism
10. After studying the Principle of Identity, Teacher Wanny asks her students to determine which among
the given set of problems conforms to the said identity. This shows that Teacher Wanny upholds what kind
of Philosophy?
A. Perennialism B. Progressivism C. Essentialism D. Naturalism
 
 

 
 Module 1 Four Pillars of Education
Lesson #2

INTRODUCTION
A desire to learn continuously through one’s lifetime is a mark of a 21st century learner.
The International Commission on Education for the Twenty-first Century to UNESCO,
identified learning throughout life as a key to meet the challenges of the 21st century.
It describes a holistic approach to learning that encompasses more than what occurs in the
classroom. This is referred to as lifelong learning - a philosophy that involves the
development of knowledge, skills, attitudes, and values throughout one’s life—from early
childhood through adulthood. Learning is seen not just as an intellectual process, but one
that encompasses all aspects of an individual’s life, including their role in the community,
performance in the workplace, personal development, and physical well-being.
The framework that organized lifelong learning into four pillars are learning to
know, learning to live together, learning to do, and learning to be. The four pillars of
learning are seen as fundamental principles for reshaping the 21st century education.
Knowing these pillars and applying them to your own learning can help you develop the
KSAVs required to fulfil your tasks and roles as a provider of quality and relevant education
to your students.
Objectives:
After studying this chapter, you should be able to:
Identify the four pillars of education;
Describe how each pillar contribute to the development of every individual; and
Discuss the new areas of learning ( New Literacies) that students need to succeed in their careers as
future teachers
ENGAGE
Have you observed a classroom filled with students seated in groups, abuzz with activity and
discussions and are animatedly talking about last night’s email exchanges and electronic discussions
about planning their group project’s presentation just like the picture shown below?
Take a closer look at the picture. What makes you think that they are actively engaged in their activity?
Who do you think is the influential factor behind the action of these children?
Do you agree that as a teacher you have a special responsibility to guide your learners towards
becoming the best that they can be, and at the same time, help them meet the challenges of the
21st century. You are tasked to help provide your students with the knowledge, skills, attitudes, and
values they need to succeed in their studies, work, and life?
EXPLORE
As a future educator, what are the necessary skills that you need to possess and develop within
yourself to become an important agent in preparing your students become 21st century – ready?
EXPLAIN
The Pillars of Education operates on the fundamental principle that education must
contribute to the total development of the whole person. These pillars are crucial to peace
and mutual understanding. They emphasize the value of education as a manifestation of
the spirit of unity. This stems from the will to live together as active members of a global
village and contribute to attainment of a culture of peace.
Knowing the essential skills necessary to become century literates, as a future teacher
you need to develop students who are important agents in becoming 21st century ready
through studying the four pillars of learning.
LEARNING TO KNOW
 implies thirst for knowledge and acquisition of such knowledge
 is more on the mastery of learning tools (numeracy, literacy, life skills) than with
the acquisition of structured knowledge
 This also means learning to learn, so as to benefit from the opportunities
education provides throughout life.
 Components of learning to learn: concentration, memory skill, thinking
 an individual who is knowledgeable is literate
 
LEARNING TO DO
 Represents the skillful, creative and discerning application of knowledge.
One must learn how to think creatively, critically and holistically, and
how to deeply understand the information that is presented
 in order to acquire not only an occupational skill but also, more broadly,
the competence to deal with many situations and work in teams
 It also means learning to do in the context of young peoples' various
social and work experiences which may be informal, as a result of the
local or national
 context, or formal, involving courses, alternating study and work.
In the classroom: use of multiple intelligences and learning styles
 LEARNING TO LIVE TOGETHER
 Learning to live together in peace and harmony requires that quality of
relationship at all levels is committed to peace, human rights, democracy
and social justice in an ecology sustainable environment.
 teach students about human diversity
 instill in them an awareness of the similarities and interdependence of
people spirit of empathy is encouraged in schools
 schools should promote social awareness, acceptance, and respect
 by developing an understanding of other people and an appreciation of
interdependence - carrying out joint projects and learning to manage
conflicts
 LEARNING TO BE
Refers to the role of education in developing all the dimensions of the
complete person: the physical intellectual, emotional, and ethical
integration of the individual into a complete man
The aim of development is the complete fulfilment of man, in all the
richness of his personality
Education must not disregard any aspect of a person's potential: memory,
reasoning, aesthetic sense, physical capacities and communication skills
Formal education systems tend to emphasize the acquisition of
knowledge to the detriment of other types of learning
ELABORATE : The 21st Century Literacies:
The Arts & Creativity Creativity and innovation are 21st century skills, thus in solving problems and creating
art works are part of this literacy.
Eco literacy Acquisition of knowledge about climate change, pollution, loss of natural habitats and
biodiversity. Solutions on how these environmental problems could be addressed must
be practiced.
Cyber literacy / Digital Being in the rapid changes in the use of technology for teaching and learning, teachers
Literacy (Information and learners need to develop and enhance the use of digital gadgets whether on-line or
and ICT Knowledge) off-line.
Financial Literacy Basic knowledge about the basics of economics and financial management. This is
necessary for every learner and teacher to be able to handle income expenses and
investments to be economically secure.
Media Literacy Teachers and learners must learn how to discern about any information which are
transmitted via various forms and media.
Social/Emotional Knowledge about social dimensions and social skills that are appropriate in the context
Literacy of society. Emotional intelligence must also be developed to be able to effectively
manage the stresses due to the changing environments of the 21 st century society.
Globalization and Multi- If you respect multi-cultural diversity, aware of the global trends, acknowledge
Cultural Literacy differences and similarities, respect each other’s dignity, then you are multi-cultural
literate.
EVALUATES
Study the first column of the table below, which provides a list of the new parameters in
education in the 21st century. Your task is to provide examples of the “new things” in education
listed in the first column. You may write your answer in the second column. The last item, New
Spaces/Dimensions of Learning, has been done for you. Work on the rest of the examples.

What’s New in Education Examples

New environment of learning

New content of learning

New process of learning

New types of learners

New spaces/dimensions of learning

 Rubric for Evaluation of Activity
Point 2 points 1 points .5 points 0 points Score
Value

Organizatio logical progression of Details are arranged in Acceptable No discernible

n of Ideas supporting examples; a logical progression arrangement of pattern of
examples; organization;
Unrelated details;

Supporting Interesting, concrete and Examples and details Sufficient number of Insufficient,
Details  descriptive examples and relate to the topic and examples and details vague, or
details with explanations that some explanation is that relate to the undeveloped
relate to the topic included.  topic examples

Style Appropriate tone, pleasing Appropriate tone; Acceptable tone; Inappropriate

variety in sentence structure; Clear sentences with some variety in tone; Awkward,
precise word choices. varied structures; sentence structures; unclear, or
incomplete
sentences; poor
word choice.

Mechanics Consistent standard English Some errors, but none A few errors in Distracting errors
usage, spelling, and major, in usage, spelling, usage, spelling, or in usage, spelling,
punctuation. No errors. or punctuation. (1-2) punctuation (3-4) or punctuation
 The Road Toward Effective Teaching
Lesson #3

Introduction
The road toward effective teaching is a continuing educative process.
This becomes a reality when teachers develop total commitment and
dedication to service in their effort to produce productive citizens. On
this 21st century, a teacher is not just a holder of a Bachelor’s Degree,
but someone who possesses professional abilities and skills. They
manage to equip themselves with updates himself/herself with
management, organizational and teaching skills- the very important
foundations toward the development of effective classroom teachers.

The skills needed for effective teaching involve more than just expertise in an academic field. A teacher must be
able to interact with people and help them understand a new way of looking at the world. This is not an easy job!
Although there are many different ways to teach effectively, good instructors have several qualities in common. They are
prepared, set clear and fair expectations, have a positive attitude, are patient with students, and assess their teaching on
a regular basis. They are able to adjust their teaching strategies to fit both the students and the material, recognizing
that different students learn in different ways.
OBJECTIVES
After completing this module, you should be able to:
Describe the characteristics of professional teachers
Identify the 7 domains of professional teachers
Discuss guidelines in developing teachers’ competencies
ENGAGE

  as a Teacher
Thinking
On a sheet of A 4 bond paper, draw a
picture of your favorite teacher delivering
lesson. As soon as you are done, choose
from among the list of metaphors from
the pink boxes the description/s that
suggest for her/his style of teaching. Write
this metaphor below your drawing, then
explain where does she/he fits and why?
 LAMPLIGHTERS MUSCLE BUILDERS
They attempt to illuminate They exercise and BUCKET FILLERS They pour
GARDENERS the minds of their learners. strengthen flabby minds information into empty
Their goal is to cultivate the so learners can face the containers with the
mind by nourishing, heavyweight learning assumption that a filled
enhancing the climate, tasks of the future. bucket is a good bucket. In
removing the weeds and other words, a head filled
other impediments, and CHALLENGERS  They with information makes an
then standing back and question learners’ educated person.
allowing growth to occur. assumptions, helping them
see subject matter in fresh CRAFTSPEOPLE 
ways and develop critical They use various teaching
thinking skills. skills and are able to
analyze teaching
situations, apply scientific
findings when applicable,
TRAVEL GUIDES and incorporate an artistic
dimension into teaching. FACTORY SUPERVISORS
They assist people along the
ARTISTS They supervise the
path of learning.
For them teaching has no learning process, making
prescriptions and the certain that sufficient
ends are not clear at the inputs are present and
beginning of the process. that the outputs are
The entire activity is an consistent with the
APPLIED SCIENTISTS  inputs.
aesthetic experience.
They apply research findings to teaching problems and see
scientific research as the basis for teaching.
- EXPLORE
In this activity, you will be writing a paragraph (not less than 200 words) that will describe the kind of
teacher everybody loves to remember for the rest of their lives. Please be guided with the 5 questions
stated below.

How do you describe teachers who -

 are truly passionate about teaching?
 wants to be an inspiration to every child?
 
 are happy with his/her job at all times?
 every child in the school would love to have and
 remember for the rest of their lives?
 THE TEACHER AS A COMPETENT PROFESSIONAL
More than any other professionals, teachers are subjected to scrutiny to the minutest detail by those
they associate with. Teachers are judged more strictly than other professionals.
 
Professionalism is something demanded of teachers both as professionals and as persons.
Professionalism is succinctly described in Article XI of the Code of Ethics for Professional Teachers, to
wit:
Section 1: A teacher shall live with dignity at all times.
 
Section 2: A teacher shall place premium upon self-respect and self-discipline as the principle of
personal behavior in all relationships with others and in all situations.
 

Section 3: A teacher shall maintain at all times a dignified personality which could serve as model
worthy of emulation by learners, peers, and others.
 

Section 4: A teacher shall always recognize the Almighty God or being as guide of his own destiny
and of the destinies of men and nations.
 The Teacher and
The Profession (RA 7836)

Section 1: Every teacher shall actively help insure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2: Every teacher shall uphold the highest possible standards of quality education, shall make the
best preparation for the career of teaching, and shall be at his best at all times in the practice
of his profession.
Section 3: Every teacher shall participate in the continuing professional education (cpe) program of the
professional regulation commission, and shall pursue such other studies as will improve his
efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and
productivity in order to be nationally and internationally competitive.
Section 4: Every teacher shall help, if duly authorized, to seek support for the school, but shall not make
improper misrepresentations through personal advertisements and other questionable means.
Section 5: Every teacher shall use the teaching profession in a manner that makes it a dignified means for
earning a decent living.
 Characteristics of Competent Teachers
Kellough (2003) prepares an annotated list of the characteristics
of a competent classroom teacher. These characteristics should
give  teachers an idea of what they should strive to be.

1. The teacher is knowledgeable about the subject matter.

2. The teacher is an educational broker. He/ She knows how to
discover information about the instruction content.
3. The teacher is an active member of a professional organization.
4. The teacher understands the process of learning. He/ She
ensures that students understand the lesson objectives and
classroom procedures.
5. The teacher uses effective modeling behavior. His/ Her behavior
should be consistent with what is expected by his/ her actions.
 Characteristics of Competent Teachers
6. The teacher is open to change. He/ She is willing to take risk and be
held accountable for his/ her action.
7. The teacher is non-prejudicial toward sex, sexual orientation,
ethnicity, and religion
8. The teacher organizes the classroom and plans lessons carefully.
9. The teacher is capable communicator. He/ She select words carefully,
plans questions, and has expressive voice inflections.
10. The teacher functions effectively as a decision maker.
11. The teacher is perpetually learning to further develop a repertoire
of teaching strategies.
12. The teacher demonstrates concern for the safety and health of his/
her students.
13. The teacher demonstrates optimism for the learning of every
student.
14. The teacher demonstrates confidence in each student’s ability to
learn.
15. The teacher is skillful and fair in the implementation of strategies for
the assessment of student learning.
 Characteristics of Competent Teachers

16. The teacher is skillful in working with parents, guardians,

colleagues, and administrators.
17. The teacher demonstrates a continuing interest in
professional responsibilities challenges, and opportunities.
18. The teacher exhibits a wide range of interests.
19. The teacher shares a healthy sense of humor.
20. The teacher is competent. He/ She can be relied on in
fulfilling professional responsibilities and commitments.
 Domains of Knowledge of Professional Teacher
A survey of the experiences of practicing teacher’s reveals, among others, that there are several domains
of knowledge on which they could anchor the learning activities they usually provide in the classroom. In
third connection, Schuman (1987) managed to organize the important domains of knowledge of teachers
into seven categories.
1. Content Knowledge or knowledge of the particular subjects to be taught, such as Mathematics, English,
and History.
2. Pedagogical content knowledge, that is, the special amalgam of content and pedagogy that is uniquely
the province of teachers – their own special form of professional understanding.
3. Knowledge of learners and their characteristics
4. General pedagogical knowledge with special reference to the broad principles and strategies of classroom
management and organization that appear to transcend subject matter.
5. Knowledge of educational contexts ranging from the working of the group or classroom to the
governance and financing of school districts to the character of communities.
6. Curriculum knowledge with a particular grasp of materials and programs that serve as the tails of the
trade for teachers.
7. Knowledge of educational ends, purpose, and values and their philosophical and historical grounds.
 Guidelines in Developing Teachers’ Competencies (Ellis, 1986)
1. Making decisions. Teachers decide many things, e.g., what to teach at what time of the day, what
topics to include, and what methods of instruction to use.
2. Use a learning theory. There is a need to implement principles of motivation, reinforcement, and
retention.
3. Use a variety of instructional strategies. This prevent boredom from a set of highly predictable
routine.
4. Build bridges to other subjects. When building bridges, a natural reinforcement of subject matter is
achieved, learning seems more real and students are provided with the opportunities to experience
learning transfer.
5. Build relationships between facts and concepts. Teaching facts without concepts is extremely
inefficient.
6. Teach for transfer. There has to be real-life learning.
7. Emphasize hands-on experience. Direct, active experiences for making and investigating things can
form the basis from learning.
8. Keep the focus on people. Provide time for sharing, cooperating, and caring for each other.
9. Gather materials. Teacher need to be resourceful in utilizing used magazines, old maps, books,
pictures, posters, games, and other instructional materials.
10. Teach content. Sketch or outline the most important content of the information to be taught.
 
11. Teach concepts. A concept is an idea. Content is specific to a time period or place, but concepts
transcends time and space.
12. Teach skills. Once a skill is acquired, it can be used many times in different situations.
13. Teach values. Integrating trust, cooperation, respect, and dignity can be modeled and talked
about in the classroom.
14. Give students freedom. Give the students a certain amount of free time.
15. Differentiate instruction. Remember that students have different gifts, talents, and maturity
levels. Interest centers, game tables, and reading corners.
16. Create a sense of place. Do not overlook the value of displays, bulletin boards, interest centers,
game tables, and reading corners.
17. Promote success. Children need to experience values.
18. Reward excellence. Do not let the fine work of student go unnoticed.
EVALUATION

Take a good look at the picture. On a piece of A4 bond paper, jot down 10 w0rds and ideas that
describe about the picture. Now using the words and ideas you jotted down, write a short paragraph
that sums up what’s happening in the photograph.
 The Teacher and the Community
Lesson #4

INTRODUCTION

The teacher works in, for and with the community. As a future teacher, you rub
elbows with the elders and members of the community who, like them, aspire for
the development of the young. You work in a community with its own established
customs and traditions which are sometimes different from the practices of the
community where you belong.
 
In this part of the lesson, you will look at how you, as a professional teacher,
should relate with the community, a group of tertiary stakeholders.
OBJECTIVES:
 
At the end of this lesson, you should be able to:
√ Explain how professional teachers should relate to the community and the parents
√ Discuss The Preamble and Articles III and IX of the Code of Ethics for Teachers in the
Philippines
 ENGAGE
Below are key words related to Article III of the Code of Ethics for Professional Teachers in the Philippines.
Write on the blanks provided what comes to your mind the moment you read these words.
facilitator of learning______________________________________________________________
 conducive environment
 
 leadership ____________________________________________________________________
 
 not use position to proselyte ___________________________________________________
 
harmonious official relations ______________________________________________________
 
disparaging the community________________________________________________________
 
social recognition _______________________________________________________________
 
community informed _____________________________________________________________
 
 
 EXPLORE
By means of four (4) separate graphic organizers, show the different
groups with whom you will relate (as a teacher) and describe
HOW you should relate to each group.

PROFESSI
ONAL
TEACHER
(You)
 EXPLAIN
PREAMBLE
(Code of Ethics for Professional Teachers)
  Teachers are duly licensed professionals who possess dignity and reputation with high
moral values as well as technical and professional competence. In the practice of their noble
profession, they strictly adhere to, observe and practice this set of ethical and moral principles,
standard, and values.
ARTICLE I (Code of Ethics for Professional Teachers)
Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institutions shall offer quality
education for all Filipino citizens, a vision that requires professionally competent teachers committed to its
full realization. The provisions of this Code shall apply, therefore, to all teachers in all schools in the
Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions at the
preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical or
non-formal. The term “teacher” shall include industrial art or vocational teachers and all other persons
performing supervisory and/or administrative functions in all schools at the aforesaid levels, whether on full-
time or part-time basis.
A review of the Preamble and Article I tells that teachers who have no license are not included in the
group of professional teachers.
 
All teachers both public and private in all levels from preschool to secondary whether they are
academic, vocational, special, technical or non-formal are included in the definition of professional
teachers and are therefore required of a professional license and are subject to the Code of Ethics for
Professional Teachers.
ARTICLE III (Code of Ethics for Professional Teachers)
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/she shall behave with
honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and
other excesses, much less illicit relations.
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 a 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 possesses freedom to attend church and worship as appropriate, but shall not use his
position and influence to proselyte others.

As a professional teacher, you are a facilitator of learning by ensuring that you provide a
favorable environment for learning. You act as a leader by initiating and participating in
community activities for the benefit of community members and the community as a whole. As
a community leader, you deal with other professionals and community officials harmoniously
and professionally. Because you want to work with the community, you keep people informed
of developments in school. You do not take advantage of your position as a professional teacher
to proselyte. Neither do you criticize community customs and traditions. Instead, you exert
effort to understand them with a sympathetic attitude. Above all, to be a credible community
leader, you can earn the respect of the community by behaving with dignity at all times and so
will not engage in vices such as gambling, smoking, drunkenness, and illicit relations.
 Parents are secondary stakeholders while their children (learners) are primary stakeholders.
How should you, as a future teacher relate with parents is the concern of this part of the lesson.

ARTICLE IX (Code of Ethics for Professional Teachers)

The Teacher and Parents

Section 1. A teacher shall establish and maintain cordial relations with parents, and shall conduct himself to
merit their confidence and respect.
Section 2. A teacher shall inform parents, through proper authorities of the progress or deficiencies of learners
under him, exercising utmost candor and tact in pointing out learners’ deficiencies and in seeking
parent’s cooperation for the proper guidance and improvement of leaners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage
unfair criticism.
As a teacher, you need to connect with parents, your partner in the education of the learner.
For the partnership to flourish, you shall maintain cordial relations with parents. This
relationship remains cordial is you are sincere and tactful in reporting child’s progress.

ELABORATE
Activity 1
By means of a graphic organizer present the various groups that are included in the word
“teachers” in the Code of Ethics.
Activity 2
State 5 DO’s and 5 DONT’s on how you should relate to parents for the sake of the learners.
Make sure your DO’s and DON’T’s are concrete.
DO’s DONT’s
   
 

   
 

   
 

   
 
   

 
 EVALUATE

Encircle the letter of the BEST answer.

1. How can teacher be a facilitator of learning?
A. By providing a conducive learning atmosphere
B. By earning social recognition from the community
C. By relating professionally with community officials
D. By keeping community leaders informed of school development
 
2. Can a professional teacher take the initiative to organize community activity for
community development?
E. No, the professional teacher is confined only to the classroom.
F. Yes, as a professional teacher he is a community leader.
G. No, community development is the concern of government officials.
H. Yes, provided he always involves the learners.
  
3. How can a teacher show respect for community customs and traditions?
A. Reject local customs and traditions which are different from his.
B. Divide the community by pointing out the negative elements of given local customs and traditions.
C. Disparage the community.
D. Study and strive to understand local customs and traditions
 
4. How should a professional teacher respond to unfair criticism raised by parents?
E. Listen to the criticism but discourages it
F. Reject the criticism outright
G. Ignore the criticism
H. Probe into the criticism and joins the parents afterwards
 
5. How is professionalism manifested when a parent complains to a teacher for her son’s failing grade?
I. Blames the son for his failure
J. Inquires on what home is doing to help son cope with his failure
K. Explains that failure is due to learner’s indifferent attitude
L. Objectively shows how the failing grade came about and assures the parent that the son is given all the
academic help he needs
 
 
 Creating a Positive School Culture
INTRODUCTION
  The end goal of a study of philosophies of education,
historical and legal foundations of education, social theories,
ethical and professional behavior, organizational leadership
and management, school and community partnership is the
building of a positive school culture. The ultimate fruit of
positive school culture is excellent school performance.
 In this lesson, you will have a better understanding of
the fact that school culture matters. This influences to a
great extent how well students perform. School culture is a
creation of all the people in school and in the community
especially that of the school heads. It can be positive or
negative. It can facilitate or adversely affect learning. A
school community must therefore strive to create a positive
culture.
 
 
 Allotted Time: Week 4 (9 Hours)
 OBJECTIVES
At the end of this lesson, you should be able to:
Explain the meaning of school culture;
Discuss how culture affects learning;
Cite ways by which you can contribute to the building of
positive school culture.
 ENGAGE
Activity: Let’s Read This
Here are the twelve norms of school culture where
people and programs improve. Study them.
1. Collegiality
2. Experimentation
3. High Expectations
4. Trust and confidence
5. Tangible support
6. Reaching out to the knowledge base
7. Appreciation, recognition
8. Caring, celebration, humor
9. Involvement in decision making
10.Protection of what is important
11.Traditions
12.Honest, open communication
Read the following episodes then identify which norm of school culture is illustrated.
When high school students arrive for pre-calculus class, they know exactly what to expect. Projected
on the screen are the clear instructions for the day’s Success Starter. Everyone is expected to work on
them successfully.
“You have a short memory.”, she replies with a kind smile. “You say this every time we tackle a
problem. Remember the last time you struggled and then overcame your confusion? Remember our
norms that we wrote together? One of them was a growth mindset. And remember I am here for
you.”
I hear some students talking while someone is reciting. “ I don’t think you will like that if you are the
one reciting. Can we agree on a rule? Give me a rule.” Student suggests. “Let’s keep quiet and listen
when someone is reciting. Raise your hand if you want to recite.” Teacher asks, “can we keep this
rule?”
Today you are going to compute your scores for class standing – written quizzes, seatwork,
performance test, homework. Theses were all corrected and returned to you. When you are done,
compare your total with mine. Should there be discrepancy, be ready to show your corrected papers.
My school head protects my academic time. She keeps meeting time to the minimum.
EXPLORE
Activity: Answer briefly the question below.
Which of the twelve elements of a positive school culture were
illustrated by the given episodes? Which element was illustrated by
describing the opposite?
EXPLAIN
The Meaning of School Culture
School culture is one of the most complex and important concepts
in education (Schein, 1985). It generally refers to the beliefs,
perceptions, relationships, attitudes and written and unwritten rules
that shape and influence every aspect of how a school functions (
https://www.edglossary.org./school-culture). However, the term also
encompasses more concrete issues such as the physical and emotional
safety of students, the orderliness of classrooms and public spaces or
degree to which a school embraces racial, ethnic, linguistic and cultural
diversity.
According to Spacey (https://simplicable//new//school/John, Nov. 23,
2017), school culture consists of the norms and shared experiences that
evolve over school’s history. In fact, Scott and Marzano (2014) state
that “school culture is reinforced by norms, expectations and traditions,
including everything from dress codes to discipline systems to
celebrations of achievement. Therefore, it may be described as the
character of a school that gives school qualities beyond its structures,
resources and practices. They are built through the everyday business
of school life. It is the way business is handled that both form and
reflect the culture.” (Sophier, 1985).
 
 Culture as a Social Construct
Culture is a social construct not a genetic construct. This means that school
culture is, therefore, something that we do not inherit or pass on through
the genes. Rather, it is something that we create and shape. It is shaped by
everything that all people in school see, hear, feel and interact with. It is a
creation of the school head, teachers, parents, non-teaching staff students
and community. Sean Slade (2014) elaborates:
Within a couple of minutes of walking into a school or a classroom, you can
tell, define almost taste the culture that permeates that space. Is it an open,
sharing environment? Or is it a rigid, discipline –defined playing field? It is
safe and welcoming, or intimidating and confronting? Does it welcome all
voices, or does it make you want to shrink? Is it waiting for instruction and
leadership or is it self-directed with a common purpose?
School Climate and School Culture
  How does school climate differ from culture? These terms are frequently used
interchangeably but school climate is more relational; it is illustrated by the attitudes
and behaviors of the school staff and is focused on the style of the school’s
organizational system. School climate refers to the school’s effects on students,
including teaching practices, diversity and the relationships among administrators,
teachers, parents and students. School climate is driven by and reflected in daily
interactions of staff, administration, faculty, students support staff and the outside
community. (https://www/slideshare.net/module)
School culture is a deeper level of reflection of shared values, beliefs, and traditions
between staff members. School culture reflects to the way teachers and other staff
members work together and the set of beliefs, values and assumptions they share. (
www.ascd.org./research). School culture is a broader term and so is inclusive of school
climate.
The Role of School Culture in Learning
  School culture matters. Research confirms the central role of culture to
school success. School culture can be positive or negative or toxic. A
positive school culture fosters improvement, collaborative decision making,
professional development and staff and student learning. A negative
culture fosters the opposite.
 Elements of a Positive Culture
As given in the Activity phase of this Lesson a positive school climate is characterized
by the following:
1. Collegiality - The school atmosphere is friendly. You work in an atmosphere where
responsibility and authority are shared by everyone. You can be yourself. You do not
have to put your best forward to impress others. The school head does not throw
his/her colleagues.
2. Experimentation - The atmosphere encourages experimentation and so will
welcome mistakes as part of the learning process. No student, no teacher gets
punished for a mistake. Mistakes are not intended. They give a lot of lesson.
Referring to his 10,000 failed attempts, then he was experimenting in the light bulb,
Edison said: “I have not failed. I’ve just found 10,000 ways that won’t work.”
 
 3. High Expectations - It has been said one’s level of achievement is always lower than one’s level of
aspiration. So set high expectations for high achievement. Two problems arise here. Robert J. Manzano
warns us:
First, expectations are subtle and difficult to change. Teachers may be unaware that they have low
expectations for some students; even when they become aware, they may have difficulty changing their
expectations because their beliefs and biases have developed over the years.
Second, what actually communicates expectations to students is teacher behavior. If teachers
consciously work to change their biases but don’t change their behavior toward those students from
whom they have tended to expect less, their change of attitude will have little effect on student
achievement.

4. Trust and Confidence - Students, teachers, school heads and parents relate well and work well when
relationships are solidly built on trust and confidence. In fact, honest and open communication (#12 in
this list) is possible only when there is trust and confidence in each other in the school community. I can
share my inner thoughts only when I am confident that I do not get ostracized when I do.
5. Tangible Support - Everyone in the school community gets concrete support for the good that they do.
Support comes in not just in words but in action. School heads see to it that LCDs in the classrooms are
functioning.
 

6. Reaching Out to the Knowledge Base - Teachers care to grow

professionally to update themselves on content knowledge and pedagogy,
the first domain in the Philippine Professional Standards for teachers.
7. Appreciation and Recognition - Certainly words of appreciation and
recognition make classroom climate highly favourable. A reminder to
teachers: “You are not made less when you praise others. Instead, you
become magnanimous. So don’t be stingy with your sincere praise. The
problem sometimes is our eyes are so quick to see the negative and so we
despise them immediately but our eyes are blinded to the good and so we
overlook them and fail to appreciate.
 
 
8. Caring, Celebration, Humor - Kids don’t care what you know until they know that you care. They
don’t listen to teacher when teacher doesn’t care. It may be good to remind teachers that many of
the students, especially those who struggle, don’t receive nearly enough positive feedback in the
classroom or in their personal lives.
“When kids are taught with a proactive, praise-heavy approach, they tend to do better,” says Erin
Green of Boys Town. But be specific. Generic, overly generalized comments such as “Good job!” don’t
really help. Complimenting a specific behavior (“Thanks for showing respect to our visiting guest”), on
the other hand, reinforces that particular behavior.
 
9. Involvement in Decision Making - Involving others who are concerned with decisions to be made
enhances sense of ownership. They also feel important
 10. Protection of what is Important - What schools consider important must form part of their
tradition and so must be protected by all means. Like for instance in one school that gives
attention to School Canteen Policies that include “no soft drinks, no chocolate, etc.” and
CLAYGO considers nutrition and health and cleanliness as important.
 
11. Traditions - A school must have an intentional culture-based program on shared values,
beliefs, and behaviors. This strengthens sense of community. A truly positive school culture is
not characterized by the absence of gangs, violence or discipline problems but also by the
presence of a set of norms and values that focus on school community’s attention on what is
most important and motivate them to work hard toward a common purpose.
 
12. Honest and Open Communication - No one gets ostracized for speaking up his mind. The
atmosphere is such that everyone is encouraged to speak his/her mind without fear of being
ostracized. The agreement at every discussion is “agree to disagree”.
 
 

Shared Norms: Teacher and Student Norms

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

TEACHER NORMS STUDENT NORMS

1. Teach in different ways. 1. Have a growth mindset.
2. Call students by their names. a. Believe you can improve.
3. Care about students’ feelings. b. Fail forward.
-Understand their situation. c. Keep trying.
4. Have a good attitude. d. Speak positively about your abilities to
a. Stay calm. learn.
b. Use kind words. 2. Call classmates by their names.
c. Have patience.
d. Greet students and say goodbye.
5. Help students understand. 3. Be responsible for your work.
a. Work at a reasonable pace. a. Have materials ready.
b. Explain clearly. b. Advocate for yourself.
c. Support different learning styles. c. Be a professional.
d. Expect the best. d. Meet deadlines.
e. Re-explain if necessary. e. Participate.
6. Attend school the majority of the time. f. Be on time to class.
7. Be respectful. 4. Listen…
a. Give everyone what they need. a. to the teacher.
b. Use proper language. b. to your classmates.
c. Allow space if needed. c. to guests.
d. Use supportive words when explaining. d. to the directions.
e. Call by your name. 5. Attend school the majority of the time.
8. Have a growth mindset. 6. Be a good team player.
a. Provide good, helpful feedback.
b. Stay calm.
c. Encourage others.
d. Stay on topic.
e. Be considerate.
f. Use proper language.
g. Communicate clearly to students and
teachers.

ELABORATE
 

Cite 5 ways by which you, as future teacher, can contribute to a positive school culture.
EVALUATE
Direction: Answer the following questions as best as you can. Use A4-sized bond
paper. Write your name, course, year and section, name of the subject and
the date of submission.
1. Which is TRUE of school culture?
A. Passed on like a hereditary trait
B. Created by the school heads and other stakeholders
C. Has insignificant effect on student performance
D. Cannot be altered

2. Which contributes to a positive school culture?

A. Growth mindset C. Authoritarian leadership
B. Low expectations D. Exclusivity
3. Which form part of school culture?
I. Structure
II. Resources
III. Practices
IV. School Climate
A. I and II C. II and III
B. I, II, and III D. I, II, III, and IV

4. School head respects academic time so he/she does not just call on teachers during class hours. Which
element of positive school culture s illustrated? Tradition
A. Tradition C. Protection of what is important
B. Collegiality High expectation
 
5.Toxic culture: __________________
A. Inclusivity C. Resignation to failure
B. Exclusivity D. Team work
 Organizational Leadership

INTRODUCTION
 
"If your actions inspire others to dream more, learn more, do more and become more, you are a
leader” - John Quincy Adams.

Leadership in the school setting plays a very important factor for making the
organization succeed. It influences people to perform assigned tasks willingly,
efficiently and competently. When good leadership is present in the organization, it
can be felt throughout the entire organization. With good leadership, organizational
culture is not forced but developed. Communication is effective and open. Everyone
understands the vision and goals of the organization, and everyone has input into
how the process can be improved.
 A good school leader helps set the goals and targets for the school and motivates teachers,
parents, learners, non-teaching personnel and other members of the community do their
task in order to realize the school goals.
 
When a leader dreams, learns, and does more, they inspire their team to become more!
 
This course presents topics on organizational leadership, different organizational
models, sustaining change in the organization and roles of school heads in school-based
management.
 
 
 Allotted Time: Week 4 (9 Hours)
 OBJECTIVES
 At the end of this lesson, you should be able
to:
Explain what organizational leadership is;
Distinguish between leadership and
management;
Discuss different leadership models;
Explain the roles of school heads in the
School Based Management
 
ENGAGE
 
Activity: Let’s DRAW

Choose an object from the given

illustration that best symbolizes a leader
of an organization. In a paragraph form,
explain the symbol of leadership that you
have chosen in not less than 10
sentences.
EXPLORE
 Activity: Based on the symbol/drawing you have chosen:
Answer each question in 5 sentences.
1. Who is an organizational leader?
2. What do organizational leaders do?
3. What qualities do they possess?
 

EXPLAIN
Organizational Leadership
  Organizational leadership works towards what is best for individual members and for the organization as
a group at the same time. Organizational leadership does not sacrifice the individual members for the sake of
the people nor sacrifice the welfare of the group for the sake of individual members. Both individual and
group are necessary.
 
Organizational leadership is also an attitude and a work ethic that empowers an individual in any role to
lead from the top, middle, or bottom of an organization. Applied to the school setting, the school leader helps
anyone from the organization not necessarily from the top to lead others. An example of this leadership
which does not necessarily come from the top of the organization is teacher leadership.
What Makes a Good Leader?
 
Are leadership and management synonymous? Is a leader a manager or is a manager a leader? If I
am good leader, does it follow that I am also a good manager? Or if I am a good manager, am I at the
same time a good leader?
 
A school head must be both a leader and a manager. A school head leads the school community to
formulate the vision, mission, goals, and school improvement plan. This is a leadership function. He/She
sees to it that this plan gets well implemented on time and so ensures that the resources needed are
there, the persons to do the job are qualified and available. This is a management function. Imagine if the
school head is only a leader. You have the vision, mission, goals and school plan but no implementation.
The plan is good only in paper. If you do the task of a manager only, you will be focusing on the details of
the day-of-day implementation without the big picture, the vision and mission. This means that it is best
that a school leader is both a leader and a manager.
 Comparison of Manager and Leader
 
Manager versus Leader
MANAGERS VERSUS LEADERS
 

MANAGER LEADER

Administer Innovate
Their process is transactional; meet objectives and Their process is transformational: develop a vision and
delegate tasks. find a way forward.

Work Focused People Focused

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

Have Subordinates Have Followers

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

Do Things Right Do the Right Thing

Managers enact the existing culture and maintain status Leaders shape the culture and drive integrity.
quo.
Types of Skills Demanded of Leaders
 
Leaders use 3 broad types of skills: 1) technical, 2) human and 3) conceptual.
Technical skills refer to any type of process or technique like sending e-mail,
preparing a power point presentation. Human skill is the ability to work effectively
with people and to build teamwork. This is also referred to as people and skills or
soft skills.
 
Conceptual skill is the ability to think in terms of models, frameworks and broad
relationships such as long range plans. In short, conceptual skills deal with ideas
while human skill concerns relationship with people and technical skills involve
psychomotor skills and things. The ideal school leader possesses all three.
Leadership Models for a Powerful Leader
 
Autocratic leaders do decision making by themselves. They make choices based on
their ideas and judgments and rarely accept advice from followers.
 
Consultative leaders allow participation of the members of the organization by
consulting them but make the decision themselves. This is what happens in consultation
meetings called by schools when they increase tuition fees. Sometimes education
stakeholders get disappointed that their suggestions are not carried after school leaders
have consulted them. They do not understand that consultation does not necessarily
mean approval of stakeholders’ suggestions.
 
Democratic leaders allow the members of the organization to fully participate in
decision making. Decisions are arrived at by way of consensus. This is genuine
participation of the members of the organization which is in keeping with school
empowerment.
In Laissez Faire or free-rein leadership style, leaders avoid responsibility and
leave the members of the organization to establish their own work. This leadership
style leads to the kanya-kanya mentality, one weakness of the Filipino character.
There will be no problem if the situation is deal, for example, each member of the
organization has reached a level of maturity and so if members are left to themselves
they will do only what is good for the organization. On the other hand, it will be chaos
if each member will do as he/she pleases even if it is against the common good.
 
Which leadership styles are participative? The consultative and democratic
leadership styles are the only ones that allow for participation of the members of the
organization. Between the consultative and democratic styles of leadership, the
democratic style is genuinely participate because it abides by the rule of the majority.
The Situational Leadership Model
  In situational leadership, effective leaders adapt their leadership style
to the situation of the members of the organization, for example, to the
readiness and willingness of group members. Paul Hersey and Kenneth
H. Blanchard (1996) characterized leadership style in terms of the
amount of task behavior and relationship behavior that the leader
provides to their followers. They categorized all leadership styles into
four behavior styles, which they named S1 to S4.
 Behavior Styles in Situational Leadership
 
S1 S2 S3 S4
Selling/Directing Telling/Coaching Participating/Supporting Delegating
Individuals lack the Individuals are more Individuals are experienced Individuals are
specific skills able to do the task; and able to do the task but experienced at the
required for the job however, they are lack the confidence or the task, and comfortable
in hand and they are demotivated for this willingness to take on with their own ability
willing to work at job or task. Unwilling responsibility. to do it well. They are
the task. They are to do the task. able and willing to not
novice but only do the task, but to
enthusiastic. take responsibility for
the task.
If the group member is able, willing and confident (high readiness), the leader uses a
delegating leadership style. The leader turns over the responsibility for decisions and
implementation to the members. On the other hand, if the group members have low
readiness, for example, unable and unwilling, the leader resorts to telling the group
members what to do.
 
In short, competent members of the organization require less specific direction than
less competent members. Less competent people need more specific direction than
more competent people.
 
Among these leadership styles, no one style is considered best for all leaders to use
all the time. Effective leaders need to be flexible, and must adapt themselves according
to the situation, the readiness and willingness of the members of the organization.
Servant Leadership
 
Robert K. Greenleaf coined the paradoxical term servant leadership. How
can one be a leader when he/she is servant? That’s the common thinking. But
the paradox is Greenleaf’s deliberate and meanigful way of emphasizing the
qualities of a servant leader. He describes the servant:
 
It begins with the natural feeling that one wants to serve. Then
conscious choice brings one to aspire to lead. The best test is: do those served
grow as persons: do they, while being served, become healthier, wiser, freer,
more autonomous, more likely themselves to become servants? And, what is
the effect on the least privileged in society; will they benefit, or, at least, not be
further deprived? (Greenleaf, 1977/2002, p. 27)
The first desire of the servant leader is to serve. How? By leading. The greatest
teacher of humankind, Jesus Christ, was a servant – leader. He taught his disciples
“he who wants to be great must be the servant of all”. The life of the Greatest Teacher
was a life of total service to all.
 
Servant leadership seeks to involve others in decision making, is strongly based
in ethical and caring behavior, and enhances the growth of workers while improving
the caring and quality of organizational life.
 
The school head who acts as a servant leader forever remembers that he/she is
there to serve his/her teachers, the students, the parents etc. and NOT the teachers,
learners, parents to serve him/her.
 
Transformational Leadership
 
Robert Kennedy once said: “Some men see things as they are, and ask why. I
dream of things that never were, and ask why not.” Those who dream of things that
never were and ask “why not” are not transformational leaders. The transformational
leader is not content with status quo and sees the need to transform the way the
organization thinks, relates and does things. The transformational school leader sees
school culture as it could be and should be, not as it is and so plays his/her role as
visionary, engager, learner, collaborator, and instructional leader. As a transformational
leader he/she makes positive changes in the organization by collaboratively developing
new vision for the organization and mobilizing members to work towards that vision.
 
To do this the transformational leader combines charisma, inspirational leadership
and intellectual stimulation to introduce innovation for the transformation of the
organization.
Sustaining Change
 
For reforms to transform, the innovations introduced by the transformational leader
must be institutional and sustained. Or else that innovation is simply a passing fad that
loses its flavor after a time. A proof that an innovation introduced has transformed the
organization is that the result or effect of that change persists or ripples even when the
transformative leader is gone or is transferred to another school or gets promoted in the
organization.
 
We feel most comfortable with our old pair of shoes. We like to live in our comfort
zones and so sometimes we do not welcome change. And yet if we want improvement
in the way we do things in our organization, in our school or if we want to improve in life
we must be willing to change. The transformational leader ought to deal with resistance
to change to succeed. There will always be resisters to change. To ensure that the
innovation he/she introduces leads to the transformation of the organization.
 
THE CHALLENGING ROLES OF A SCHOOL PRINCIPAL
SOURCE:GALLERY APRIL 21, 2014 ARIAS
School principals are the key leaders in our educational system. They are
responsible of carrying out the school vision and mission. School Principals play
integral roles in making schools function smoothly. They are involved in all aspects of
the school’s operation. They are the leaders responsible in providing leadership in the
development and implementation of all educational programs and projects in the
school. They play a vital role in achieving the government’s aim to provide quality
basic education.
It is evident that the quest for quality education has resulted in a number of
initiatives which have made significant demands on principals in public schools to
transform leadership towards improved school performance, among which is the
practice of School-Based Management (SBM).
The roles and responsibilities of the school principals are embedded in School
– Based Management as it captures the whole thing in the school as an institution of
learning.
The Meaning of School-Based Management (SBM)
 
School –Based Management is a decentralized management initiative by
developing power or authority to school heads, teachers, parents and students. It
is a strategy to improve education by transferring significant decision-making
authority from the DepEd Central Office, regional offices, division offices to
individual schools. SBM provides principals, greater control over the education
process by giving them responsibility for decisions about the budget, personnel,
and the curriculum. Through the involvement of teachers, parents, and other
community members in these key decisions, SBM can create more effective
learning environments for children.
Important Things to Remember:
 
 SBM means school-based management. It is the empowerment of schools to direct their own
affairs for high performance.
 It involves the school head leading his/her teachers, students, parents and other members of
the community to address problems and concerns with the ultimate goal of improving school
performance. It is based on the principle of subsidiary which states that it is those who are
most involved at the lowest level of the organization who can best solve their problems.
 The advantages of SBM include:
- Allows competent individuals in the schools to make decisions that will improve learning;
- Gives the entire school community a voice in key decisions;
- Practices focus on accountability for decisions;
- Demands greater creativity in the design of programs;
- Redirects resources to support the goals developed in each school;
- Leads to realistic budgeting as parents and teachers become more aware of the school’s
financial status, spending limitations, and the cost of its programs;
 Disadvantage of SBM
- Participatory decision-making needs time and may slow down process
 Demands of SBM
- Active and intelligent participation of stakeholders
- Democratic and transformative leadership of school head
- Support and openness of higher authorities to schools
 Roles of School Head
- Visionary leader, planner, implementer, evaluator
- Fiscal resource manager
- Curriculum developer
ELABORATE

Based on this lesson and by means of an acrostic, give qualities

or specific behaviors of good Leaders. Use an A4-sized bond
paper. Create background designs.

L -
E -
A -
D -
E -
R -
 
 
 EVALUATE
Direction: Select the letter of the correct answer by encircling it. Use an A4-sized bond paper. Write your name,
course, year and section, name of the subject and the date of submission. (6 points)
 
1. Which is the essence of servant-leadership?
A. Leading is serving.
B. Leading is making your subordinates feel your power over them.
C. Leading is ensuring that your self is the first.
D. Leading is changing.
 
2. What is the message of situational leadership?
A. A leader is first a servant.
B. A leaders must fit leadership style to the follower’s level of readiness and willingness.
C. A leader can choose the leadership style that fits him most.
D. Authoritarian leadership is best because organization accomplishes much.
 
3. Who is most interested in improving the present status of an organization?
A. The Authoritarian Leader C. The Transformational Leader
B. The Laissez-Faire Type of Leader D. The Servant Leader
 
 4. What must a leader do if he/she wants an innovation to affect substantially and
positively school culture?
A. Sustain the innovation
B. Introduce innovation one after another
C. Ensure that the innovation is welcomed by all, no exception
D. School head is the origin of the innovation
 
5. Is a manager also a good leader?
A. Yes C. Not necessarily
B. It depends on the person. D. It depends on the type of organization

6. Which is the essence of SBM?

A. Reduced authority of school head C. Principal Empowerment
B. Absolute freedom of education D. School empowerment
stakeholders

ESSAY: Explain in not less than 10 sentences only. (4 points)

  As a future teacher, what did you find most meaningful in this lesson and why?
 
 Competencies of School Heads
Module 6 School Policies and their Importance

INTRODUCTION

Republic Act 9155 emphasizes that the school head is both an administrative and
instructional leader. As the main function of school is students’ learning, the school
head must spend more time as an instructional leader. As an instructional leader,
he/she supervises instruction by observing teachers while they teach, conducting post-
observation conferences with the individual teachers, mentoring and coaching them
and ensuring that teachers have the much needed resources for teaching. While the
concern of administrative leadership is toward physical improvement and fund
sourcing, more important concern is focused on the improvement of instruction as this
has a direct bearing on learning.
 In this lesson, you will see yourself
portraying the role of a multi-tasking
school leader and the importance
of implementing school policies in
order to realize the vision and
mission of the school..
Allotted Time: Week 4 (9 Hours)

OBJECTIVES
 At the end of this lesson, you should be able to:
 Discuss the competencies expected of school heads
as contained in competency frameworks for
Philippines and for Southeast Asia. Source: Clipart Library

 Explain the importance of school policies in school

operation.
ENGAGE
Activity:
Use an A4-sized bond paper
Explain your answer for each item in 3 sentences only.
1. What if schools have no policies on the grading system? What may happen? What are the
possible consequences on the teaching learning process?
2. What if schools have no policies on students’ tardiness and absences? What may happen?
What are the possible consequences on school atmosphere?
3. In your opinion, which of the two roles should be given more attention by the school head?
Should he/she focus on being an administrative leader or instructional leader? Why?
 

EXPLORE
Activity: Answer each question below in 3 – 5 sentences.
4. Will an effective teacher automatically be an effective school head?
5. If you were to formulate a policy on food items sold at the school canteen, what would you
propose as a school head? Why?
EXPLAIN
Competencies for School Heads
A. The School Head as an Instructional Leader
Instructional leadership is a quality that demands knowledge, ability, focused
action and shared determination on improvement of instructions that requires
conceptualization, implementation and evaluation of activities and projects intended
to contribute to realize instructional goals.

As an instructional leader, the school head crystallizes the vision of the school-
the image of what school can be and what he wants the school to accomplish. He
translates it into goals and objectives to be attained. He focuses activities on
instruction and the performance of the teacher and continuously monitors progress.
He likewise intervenes in a supportive/ corrective manner when this seems
necessary.
 Strengthening the Principals Instructional Leadership Role
The principal’s highest function is to enhance and strengthen his instructional
leadership. To be strong and effective as an instructional leader, the principal must zero
in on four (4) basic competencies, namely: Curriculum, Instruction, Performance, and
Evaluation.
 Curriculum
The school head ensures that curriculum implementation and improvement is given
attention
● Instruction
The school head must be proficient in helping teachers plan and implement teaching
strategies that match the student’s learning needs.
● Performance
The school head should steadfastly maintain high expectations for pupils’ achievement
and staff effectiveness.
● Evaluation
The school head should assess pupils’ performance and teacher effectiveness toward
identifying weakness and then reinforcing appropriate assistance, plans and remediation.
  
 
B. The School Head as an Administrative Leader
By definition, a school head means a person who is the most
important member of the organization. Instructional initiatives,
strategic thinking, innovation, stakeholders’ engagement and
managerial leadership are the competencies of administrative
leaders.
Personal excellence as the end result of pursuing continuous
professional development redounds to improved administrative and
instructional leadership.
 
 
C. The School Head and the Community
The school and community are partners in the education of the child. Rightly so,
to be faithful to the descriptive title of this course “The Teacher and the Community,
School Culture and Organizational Leadership, the following indicators are directed
towards the school and community partnership.

 Involves internal and external stakeholders in formulating and achieving school

vision, mission, goals and objectives
 Explains the school vision to the general public
 Aligns the School Improvement Plan (SIP)/Annual Improvement Plan (AIP) with
national, regional and local education policies and thrusts
 Communicates effectively SIP/AIP to internal and external stakeholders
 Involves stakeholders in meetings and deliberations for decision-making
 Provides feedback and updates to stakeholders on the status of progress and completion of
programs and projects
 Creates and manages a school process to ensure student progress is conveyed to students and
parents/guardians, regularly
 Recognizes high performing learners and teachers and supportive parents and other
stakeholders
 Prepares financial reports and submits/communicates the same to higher education authorities
and other education partners
 Maintains harmonious and pleasant personal and official relations with superiors, colleagues,
subordinates, learners, parents and other stakeholders
 Listens to stakeholders’ needs and concerns and responds appropriately in consideration of the
political, social, legal and cultural context
In the Southeast Asian Competency Framework, the following competencies strengthen school
and community partnership.
1. Promoting shared responsibility for school improvement;
2. Managing education alliances and networks; and
3. Sustaining collaborative relationships with stakeholders
 
 
D. The School Head as a Crisis Manager
Definition of Crisis
Crisis is applied to situations which are perceived at involving an immediate
threat of unacceptable adverse consequences. It is a term generally applied to a
critical situation, a turning point characterized by a sense of urgency.
 
Elements of Crisis
1. Threat: a potential hindrance to some state of goal desired by an organization or
individual.
2. Decision: time is short when the situation will be altered in the near future after
which no decision can be made only under less favorable circumstances
3. Surprise: refers to lack of awareness by those affected by the crisis, is likely to
occur, but is not equated with the lack of planned response to the situation. Even if
plans exist, an individual can still be surprised.
 The Effective Crisis Management Method
1. Plan for crisis. This means being sensitive to various potential crisis situations. This implies
that conflicts, no matter how minor must be confronted so they don’t blow up into the more
difficult to manage crisis
2. The top executive of the organization must be involved. He should be the primary
spokesperson, delivering prepared statements about the crisis. There should be no delegation
of this primary role because this will only bring him under greater suspicion and scrutiny
3. The organization involved should take the initiative in handling the situation. S “high
touch” response to crisis is, perhaps, the most crucial element of crisis management aside from
planning
4. Communication. Communicate with the media and public as soon as possible. Within the
organization employees must be informed of the crisis and give some reassurance if possible.
Also crisis communication should focus on the shared objectives between the organization and
those affected by the situation.
5. Action is required. A crisis requires solution, not cover-up or “massaging”
6. Identify and address only those changes that have to be tackled immediately. This
deliberate restriction of scope means that plans are usually interim measures.
The School Policies and Their Importance
Schools have their own picture of what they want to be ( vision statement ) and so must
offer services and must do what they are supposed to do ( mission statement ) in order to
realize what they envisioned themselves to be. For these to happen, policies must be in
place. Observance of these policies ensures everyone in the school community to tow the
line and so the need for policies.

Schools’ policy on the grading system is important for everyone concerned to know how
grades are derived objectively. Percentage weights for each component are clear.

Teachers are guided in their assessment practices. The grading policy ensures objective
assessment practice. Without the grading policy, grading may become subjective.

Similarly, if there are no policies on students’ tardiness and absenteeism, students may
just come in late or absent. The policies on students’ tardiness and absenteeism certainly will
curb tardiness and absenteeism to ensure learning.
 Policy Formulation and Implementation
There are times when a school formulates a policy to address a local problem. In
fact, this is how it should be in a school-community partnership. Ideally, a policy must
not be formulated by the school head by himself/herself. The school head must lead
in the policy formulation process.

The word “lead” implies that an effective policy formulation process must be
participatory. This means that it is best that the rest of the school and community be
involved. Two good heads are better than one. Besides participation of school and
community develops a sense of ownership of such formulated policy which ensures a
more effective implementation.

This is school empowerment in action. Aside from involving the school and
community in policy formulation, a school head must ensure wide dissemination and
correct and clear understanding of the policy.
Important Things to Remember

 Policies are intended to ensure that schools perform and realize what they have
envisioned for themselves.
 There are policies that come from authorities above the school since the school is a
member of a bigger organization or system.
 Schools are also empowered to formulate their own.
 Policies to address their concerns speedily provided they are not contrary to policies
that come from above.
 School policies are effective when they are formulated with the participation of the
members of the school community as this develops sense of ownership which
ensures implementation of the family.
 Policies must also be widely disseminated for the information of the entire system-
school and community – and must be understood correctly and clearly.
 Policies set order in schools. The absence of clear-cut policies may court chaos.
 ELABORATE
Research on competencies of school heads/school leaders of other high-performing
educational systems in the world. Example: Finland, Singapore, Canada, etc.
EVALUATE
Direction: Select the letter of the correct answer by encircling it. Use an A4-sized bond paper.
Write your name, course, year and section, name of the subject and the date of submission. (5
points)
1. Which statement on school policies is CORRECT?
A. They suffocate school climate.
B. They help ensure realization of school goals.
C. They come from above and so by all means be observed.
D. They cannot be changed.
 
2. Which is the most effective way of making policies?
A. School Head to involve stakeholders
B. Students not to participate since policies are for them
C. Only parents of students enrolled are involved
D. School policies are permanent to build the culture of excellence.
 

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

A. Leads in curriculum implementation and improvement
B. Manages education alliances and networks
C. Manages school resources and systems
D. Makes informed decisions
 4. To which domain in School Heads’ Competency Framework is supervising and evaluating teachers’
performance aligned?
A. Strategic thinking and innovation C. Personal excellence
B. Instructional Leadership D. Stakeholder’s engagement
 5. How can a school head create a student– centered learning climate?
I. Set high social and academic expectations
II. Prepare financial reports
III. Create school environments focused on the learner
A. I only C. II only
B. I, II and III D. I and II
 
Suggested Textbooks and References:
Boss, S. (2018). Project Based Teaching: How to Create Rigorous and Engaging Learning Experiences
The National Competency-Based Standards for School Heads (DepEd Order No. 32, s. 2010

Thank you