BSED 2B- Educ 20- Simon, Charlene Joy- Module 1- MIDTERM

Module 1: The Why and How of School and Community Partnership

Education is the passport to the future. Partnership is necessary for this
time to engage in different aspects and to continue growing. Raising well-
educated and well-mannered children need the both support of the community
where they first learn and the school that develops their students.
The partnership between the school and the community can provide
benefits with each other. When schools and community organizations work
together, they both support and benefit each for everyone. Their partnerships
can be an action to strengthen, support and even transform for modernization
and improvement. Schools and community are one unit and partnerships that
possesses different sectors are indispensable to help children showcase their
skills and to reach their maximum potential. Community collaborations with
school helps each other to reinforce values, cultures, and the learning
opportunities that schools can provide for their students. School and
community has partnership because when both of them work together, they
can be able to attain better development and opportunities. On the other hand,
people in the community benefits school by joining the Brigada Eskwela where
they clean in and outside the school’s premises, curriculum development where
students can do work immersion and OJT in the municipal office as their
training ground and develop their competencies. When the schools as well as
the parents and the whole community develop partnership, great and
triumphant things can happen and more accomplishments will come for the
lives of children.
To sum it up, everything exists because of the help of others. Partnership
and collaboration are important as we face changes and to develop different
from the environment. No man lived in an island, means nothing can live
alone. We always need the help of others in different ways.

ENRICHMENT ACTIVITY
Instruction: Research the topic given. Answer the questions. Encode your
answer. * Teacher’s Ethical and Professional Behavior. (50 points)
1. What is expected of a teacher’s behavior? Cite concrete examples.
Good teachers know how to bring out the best in their students, but it’s
not magic and it’s not just about popularity. Here are the behaviors of
teachers use:
Encourage high expectations
Set challenging goals for learning.
Make expectations clear both orally and in writing.
Set consequences for non-completion of work.
Encourage students to write and speak well.
Discuss class progress.
Communicate importance of high academic standards.
Encourage cooperation among students
Ask students to explain difficult concepts to each other.
Inquire into students’ interests and backgrounds.
Encourage students to prepare together for class.
Allow students to critique each other’s work.
Create study groups and project teams.
Emphasize timelines
Expect students to complete assignments promptly.
Estimate and communicate the amount of time to be spent on
tasks.
Encourage rehearsal of oral presentations.
Encourage steady work and sensible time management.
Give prompt feedback
Provide sufficient opportunities for assessment.
Prepare classroom activities that give immediate feedback.
Return graded assignments within one week.
Give detailed evaluations of work starting early in the term.
Give a pre-test at the beginning of the course to assess students’
background in the subject.
Encourage student-instructor contract
Adopt a demeanor that communicate that you are approachable.
Welcome students to drop by your office. Respect diverse talents
and ways of learning.
Encourage student involvement
Use diverse teaching activities. Encourage active learning. Ask
students to present work to the class.
Use simulations and role-playing in class.
Encourage students to challenge course material.
Be sure to make clear that showing disrespect to you or other
students in not appropriate.

2. What does a teacher expect from the community and vice versa?
What is establishing and maintaining community expectations and
agreements about behavior?
Teachers set and maintain community expectations and establish classroom
environments that preserve student’s dignity and autonomy, while allowing
for a productive and safe classroom community. They understand the
difference between the helpful use of boundaries to provide structure and
the oppressive use of power to control. They develop proactive and reactive
systems to establish, maintain, and respond to these expectations and
behaviors in ways that focus on both the community and students’ learning.
Choosing and using expectations and agreements requires discretion
because many common expectations for behavior privilege dominant ways of
being related to race, class, and gender and lead to harmful consequences
for students.
How does establishing and maintaining community expectations and
agreements about behavior advance justice?
Perceptions of students’ behavior, understanding, effort and engagement
occur through the lens of the social identities of teachers and children.
Because of the close relationship between dominant White middle-class
norms and the culture of schooling, the classroom environment and
teacher’s interactions with children often, explicitly or invisibly, limit
opportunities for students who do not share these norms. In contrast, this
practice calls on teachers to manage the classroom environment ways that
keep students in the classroom, make positive, significant differences for
children, and disrupt inequitable patterns that flow.
COMPREHENSION CHECK
Task 1. Research on successful school and community partnership in high
performing countries such as Singapore and Canada.
SUCCESSFUL SCHOOL AND COMMUNITY PARTNERSHIP IN SINGAPORE
Project COMPASS (Community and Parents in Support School)
Project TAO Kiddie PAMANA
Parents, students, teachers and policy makers share high positive but
rigorously instrumentalist view of the value of education at the individual
level. Students are generally complaint and classroom orderly.
Singapore’s government had more or less identified the kind of
pedagogical framework it wanted to work towards, and called it “Teach
Less, Learn More”.
SUCCESSFUL SCHOOL AND COMMUNITY PARTNERSHIP IN CANADA
Developing SCP (School, Community Partnership)
The SCP process begins with establishing a partnership between Public
Health staff and teachers.
MODULE 2: The Teacher and the Community: Teacher’s Ethical and
Professional and Behavior

COMPREHENSION CHECK
Instruction: Perform all the tasks activities given in the Discussion part and
write all your answers on long size writing sheet/s.

Application: Let’s Check

1. Here is what one Dean of the College of Education told her freshmen
teacher education students in her Welcome address of Orientation Day.
Believing that you don’t learn everything in the classroom, the College of
Education, which will be your home for four years has prepared a menu
of annual co-curricular activities for you. All of these are meant to help
you become the true professional teacher that this College and University
have envisioned you to become…
a) What message do you get from the Dean’s Welcome Address?

The message that I get from the Dean’s Welcome Address is that as
a freshman student, our academic knowledge is insufficient to
fulfill our hungering brains, and we need more. For us who aim to
be teachers, the College of Education can be our home for the four
years of learning. It also means that we must participate in
extracurricular activities that school has organized in order to
practice, employ, and help us grow, develop, and mold ourselves as
future instructors. The college and institution might be a place
where we can transform our ideal future selves and prepare to
work as professional teachers in the future.

b) In the context of this Welcome Address, what does this statement

“…do more, learn more, and have more…” (Pope Paul VI,
Populorum Progresso, 1967). What message do you get in relation
to your pre-service education?
In the context of the Welcome Address, the statement says ““…do
more, learn more, and have more…” (Pope Paul VI, Populorum
Progresso, 1967). In relation to my pre-service education, I’m
getting the message that I need to achieve and do more by working
harder for my chosen field. Learn more means that as a pre-service
teacher, I should learn more to have appropriate knowledge
because it is the foundation on which I will build my teaching
career. The best approach for me to become educated is to feed my
mind more. The more I learn, the more knowledgeable I become.
Have more means more informations, accomplishments, and goals
which implies that I can fulfill the standards of a future
professional teacher.

2. A professional teacher creates a conductive learning environment to

facilitate learning. Based on experiences, illustrate with a drawing or
comic strip what a conductive learning environment is. Display your
work in class. Conduct a gallery walk for everyone to see and comment/
ask questions about the comic strips.
The passage on a bible connected to professional teacher because
teacher is selfless. Your knowledge is useless when you can’t apply it
properly, choose to share your insight to others and let them embrace
new knowledge. Sharing is caring. As a professional teacher, their
students come first before anything. They are thinking for the sake of
many. They choose this path of profession to implant and spread
knowledge to others. Lastly, because being a teacher is being a parent to
their students.

3. The Bible says: “You are the salt of the Earth. But if the salt loses its
saltiness, how can it be made salty again? It is no longer good for
anything, except to be thrown and trampled underfoot. You are the light
of the world. A town built on a hill cannot be hidden. Neither do people
light a lamp and put it under a bowl. Instead, they put it on its stand,
and it gives light to everyone in the house. It the same way, let your light
shine before others, that they may see your good deeds and glorify your
Father in heaven.” (Matthew 5:13-16).
Based on this chapter on the teacher as a community leader. How do
these biblical passages apply to the professional teacher?

As a future teacher, how can we be salt and light at work? Jesus said
our light is not necessarily in the witness of our deeds- our “good works”.
In humility and submission to God, we work for right relations, for
merciful actions, and for peace. When we live as people of blessing, we
are salt and light- in the workplace, in our homes, and in our nation.

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

No matter how intelligent you are when it comes to academics, how

flowery your words in public if your action doesn’t fit on what you’re
saying, you will be useless and unpoint. A professional teacher should be
real to his/her self specially when communication or in public. Because
your action is louder than your words. As professional teacher, we don’t
only need words to classify you as an effective teacher, but also actions
where they could see your effort together with your words.

5. A teacher is fully convinced that her religion is the only true religion, the
only way to salvation. As a result, she proselytes. Can her good intention
of salvation for all justify her proselyting? Why or why not?

No, her sincere desire to be saved isn’t enough to justify her

proselytizing. We lived in a diverse community with numerous racial,
cultural, and religious distinctions. We base our beliefs on what we
learned from our forefathers and the culture to which we belong.
Believing in what we have is not a factor in changing the lives and
cultures of others. We must instead honor their resuscitated culture,
customs, and religion. Though the teacher’s intentions are good, he or
she must respect the religion and beliefs of others. Because I believe that
respecting other cultures and religions, you are also respecting the
individuals who were born into that culture, those who practice that
religion, and those who view their cultural heritage and religious beliefs
as fundamental to their existence. When a teacher persuades them
intentionally, it is a form of disrespect since it reveals that their faith is a
joke for the teacher because it cannot save them from annoyance. He or
she is insulting these people by ignoring their own culture and faith.

6. As a community leader, what will you do if you see something negative in

the community culture? Example.
As a community leader, it is challenging obligation. When I see negative
in the community culture, I will make an action to determine the
problem then I will find a way to overcome the problem that brings
negativities in the community. When you make some efforts, regardless
of how good a leader you are, you can do a lot to negotiate with the
problems.

7. Your mayor has a teacher candidate for a teaching position. Your

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

I will tell and show to the mayor the qualifications to be a teacher

candidate for a teaching profession in a good manner and have
professionalism. I will harmoniously say that a candidate that was not
even qualified is already a big complicated. I will also politely ask the
mayor's trying to shove someone into a teaching job who is unqualified.
For that manner, I can hear the mayor's perspective. But still, a
candidate must meet the right qualification to participate as a candidate
for fair situation.

8. Cite at least 3 specific ethical behaviors of a professional teacher

based on Article III of the Code of Ethics for Professional Teachers. Come
up with a PowerPoint presentation or a skit.
1) Every teacher shall provide leadership and initiative to actively
participate in community movements for moral, social, educational,
economic and civic betterment.

2) Every teacher shall merit reasonable social recognition for which

purpose he shall behave with honor and dignity at all times and refrain
from such activities as gambling, smoking, drunkenness and other
excesses, much less illicit relation.

3) Every teacher shall maintain harmonious and pleasant personal and

official relation with other professionals, with government officials and
with the people, individually or collectively.

LET’S CHECK FOR UNDERSTANDING

1. Give at least 3 expectations that community has for teachers.
Teach students
Be a model to students
Good source of knowledge

2. How should a professional teacher regard indigenous people’s

culture?

Indigenous people’s culture should be viewed as unique, different, and

diverse by a competent teacher. Teachers may be able to understand
diverse cultures using these viewpoints. Learners, their skills, life
experiences, and cultures have all evolved over the last few decades.
Families of many colors, cultures, and socioeconomic situations are now
represented in classrooms. Educators must have a unique ability to
influence the lives of their students. Incorporating careful, inclusive
instruction into the classroom can have long-term positive consequences
for learners.

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

a) If given the opportunity, would you welcome teaching in the far-flung

schools? Why or why not?

As the cliché says, teaching is the noblest profession. We cannot

dispute that this saying is true since, in addition to developing
learners who will soon become successful professionals. Teachers
are individuals who go above and beyond to teach students,
especially those who live in remote places. Their hard work and
sacrifices cannot be repaid by any wealth in the world since the
only thing that can convince them that their efforts were
worthwhile is when their students, whom they teach, are getting
closer to achieving their goals. Being a teacher is difficult enough,
but it becomes even more difficult when there is a lack of learning
resources for learners and the struggles that arises for teaching in
a far-flung community where teachers faced difficulties in rural
areas, because remote populations face more hurdles than others.
If I can get an opportunity, I would gladly teach at remote schools
since it’s my responsibility as a teacher to educate all learners,
regardless of who they are or where they are. It is a great honor to
teach such a community in order to help them learn and develop
their thoughts.

ENRICHMENT ACTIVITIES
Instruction: Research on Organizational Leadership. Encode your answer. (50
pts)

Organizational leadership is a management approach in which leaders

help set strategic goals for the organization while motivating individuals
within the group to successfully carry out assignments in service to
those goals.

It is also a multifaceted academic field of study that focuses on

leadership in organizational contexts including professional, business,
and other applied fields. Students of a well-rounded organizational
leadership program can gain skills in the key areas of interpersonal
dynamics, team building, and leadership methodologies. Sound
organizational decision-making can help you make the right choices for
the organization or individuals you collaborate with in your academic
career.
MODULE 3: Organizational Leadership

COMPREHENSION CHECK
LET’S APPLY
1. Based on this lesson and by means of an acrostic, give qualities or
specific behaviors of good leaders.

L- Leads everyone to the right path to follow.

E- Executing her roles properly.
A- Able, willing and confident.
D- Delegating styles. He uses it.
E- Example. He/ she is a good example to anyone.
R- Responsible for her/his decisions.
S- Servant. He is servant first before a leader.

2. You are assigned as a school head in a low-performing school.

students are poorly motivated, parents and community are not very
cooperative, and teacher have low morale. As a leader, what should
you do?
Following are some of my own tested ways to improve the motivation of
less motivated students:
Figure out reasons of motivation
There are different reasons why students may lack motivation, such as having
low self-esteem, such as getting low grades or failing a program, problems at
home, learning disability, health issues or depression. As a teacher you may
want to determine the right reason and look for the remedies. Be sure to
evaluate each student’s situation and try to find out the main reason/s for the
lack of motivation.
Assess your teaching strategies
Evaluate your teaching strategies and make necessary adjustments. Take time
to review your current teaching style and decide if there are some things that
you can do differently in order to better motivate your students. For example,
you can add more group activities, or perhaps you can use more visual aids to
have an efficient teaching happen in your class. Try to be as creative as
possible and make learning a fun experience for your students.
Have faith in your students
Tell your students that you have faith in them. Try to give your students
challenging but achievable assignments to complete. Always try ending your
class with a positive note.
Show enthusiasm
Show enthusiasm in your classroom. It is important for teachers to show
excitement about the classroom activities, because this helps gain the
students' attention and keeps them interested in learning, too.
Encourage your students
Encourage your students to participate in class specially when they are low on
spirits. Some students enjoy participating in class activities and discussions,
while others may shy away from the attention. However, it is important that all
students have an opportunity to participate in some way.
Reward your students
Reward your students for doing a good job in the class. They normally love to
get rewarded for their good work and behavior. You can start out by rewarding
your them with simple verbal praise such as “great job” or “keep up the good
work.” There are also other ways to reward students, for instance you may
choose to give them exemptions from certain assignments if it’s possible.
Provide them with emotional support that they need to do well in class.
Don’t be afraid to set high expectations for them.

3. You are introducing an innovation in school. Sociologically, Filipinos

are known for the “ningas-cogon” mentality. How does this mentality
affect school innovation? As a leader, how will you counteract it?

Firstly I would like to introduce what Ningas-cogon mentality is.

This is an attitude that when we start something with interest
and enthusiasm and then after a very short time we lose
interest and stop whatever we are doing. As a leader you should
be able to know with the people whom you are dealing with.
When you are dealing with people with this type of mentality
you have to consider that they can lose the interest after you
introduce the subject at hand to them.
The new innovation that will be brought up should be made in a
special way that the idea is not introduced at once rather a bit
by bit. It is of uttermost importance that the innovation
considers should have stages that will keep the minds of the
students interested on whatever has been introduced. The first
phase might be to make them love the idea but not to quickly
forget about it. The second phase would be sought of
reintroducing the subject but with a little spice on it so that
interest is not lost. The last phase which is the third phase
would be to introduce the whole subject at hand and then make
it like its a new thing that you are introducing to the students
then boom the Ningas-Congon mentality is gone and they will
be not easily getting out of interest on the new subject. This is
because they will s waiting for the new things to be introduced
to them.

4. Two of your teachers are doing very well. Four strongly resist
continuing Professional Development. Two are about to retire and are
simply waiting to retire. To make your school perform, as a school
head, what moves will you take? Explain.
As the School Head, the first thing I would do is fire you as my
Consultant for Educational Improvement. You use loaded and
stereotypical language that implies indifference, incompetence, and
defiance on the part of certain teachers, and a bias on your part.
You fail to provide information relating to age, experience and
tenure status and competence as a teacher, so I will make some
assumptions:
Doing well: No problem here—depending on what “doing well”
means.

About to Retire: Here you are referring to older, experienced,

dedicated professionals. Almost to a person they will continue to
do their best for “their kids” until the last bell rings, and the last
student has left the classroom. “About to retire” does not mean you
are “dead wood, lazy and indifferent.” It does not mean that you
stop caring or doing the best job you can. It does mean that you do
not take on any major new long-term initiatives. It also means that
the School Head should be finding ways to honor these teachers
for the thousands of lives they have touched in a positive way over
the past 30+ years.
Four Strongly Resist Continuing Professional Development: A lot of
these “Development” programs are mandated by the Federal
Government, State, and School District, and are required for
continuation, promotion, and tenure. For example, the “No Child
Left Behind” initiative by the US Department of Education
although well intended was resisted by many educators because of
several unintended, negative consequences. It has since been
replaced by the Every Student Succeeds Act. Many professionals,
such as physicians, psychologists, engineers, data scientists, and
teachers obviously must engage in professional development to
stay current in their fields, but implying that those who “resist it”
on a continuing basis are not good teachers is misleading. A better
approach might be to ask them why they are resisting and
involving them in developing these programs, rather than leaving
that to consultants and bureaucrats. Maybe the resisters know
something you don’t.

5. Here are various methods that leaders employ:

 Model the way. Set the example.
 Share your vision. Enlist others.
 Enable others to act. Empower others.
 Set goals.
 Build trust.
 Give the direction.
 Encourage the heart. Give positive reinforcement.
Identify the leadership style employed in each method. Explain your
answer.
Here are the commitments mapped to the practices:

Model the way. Set the example 1. Find your voice by clarifying your
personal values.
2. Set the example by aligning
actions with shared values.
Share your vision. Enlist others. 3. Envision the future by imagining
exciting and ennobling activities.
4. Enlist others in a common vision
by appealing to shared aspirations.
Challenge the process. Look for ways 5. Search for opportunities by
to grow. seeking innovative ways to change,
grow and improve.
6. Experiment and take risks by
constantly generating small wins and
learning from mistakes.
Enable others to act. Empower 7. Foster collaboration by promoting
others. cooperative goals and building trust.
8. Strengthen others by sharing
power and discretion.
Encourage the heart. Give positive 9. Recognize contributions by
reinforcement. showing appreciation for individual
excellence.
10. Celebrate the values and victories
by creating a spirit of community

6. In group of five, develop a servant leadership assessment instrument.

Development of the servant leadership assessment instrument

Robert S. Dennis , Mihai Bocarnea
Leadership & Organization Development Journal
ISSN: 0143-7739
Article publication date: 1 December 2005

Abstract
Purpose
Building upon Patterson's servant leadership theory, this study aims to present
an instrument to measure the constructs of this working theory (identified as
agapao love, humanity, altruism, vision, trust, service, and empowerment).
Design/methodology/approach
Specifically, the seven component concepts, as defined by Patterson, were used
to build items for a servant leadership instrument. This study used DeVellis'
“Guidelines in Scale Development” to develop an instrument for Patterson's
new theory of servant leadership. The participants for the study consisted of a
stratified sample taken from the study response data base. The surveys were
created, and administered, using an online survey using surveysuite.
Findings
Three separate data collections were used for the development of this
instrument reducing the 71‐item scale to 42 items yielding five factors:
empowerment, love, humility, trust, and vision.
Research limitations/implications
Recommend that future research include surveys at companies and
organizations that advocate servant leadership concepts. Future research
should include how each gender influences some of these items.
Practical implications
It is the intention that this instrument has the ability to predict or give
measurement to the concepts of Patterson's theory of servant leadership so
that a servant leader can measure his or her effectiveness as a servant leader.
Originality/value
According to the review of the literature, this is the first instrument to measure
five factors on servant leadership.

LET’S CHECK FOR UNDERSTANDING

1. T
2. T
3. T
4. T
5. T
6. T
7. T
8. T
9. T
10. T
11. T

LET’S REFLECT
What kind of leader am I? What should I do to become an effective leader?

 Based on my past experiences in leading a team, I can say that I am a

competitive and fair leader. I want our team to be the best. I want my
members to fully participate and do the tasks.
TAKING IT TO THE NET
What is meant by CQI? What is Kaizen? How are these related to
transformational leadership?

 Continuous Quality Improvement (CQI) for Leader is an interactive

program designed for leaders, managers, and supervisors who want to
support their organization and staff in creating positive change through
continuous quality improvement. Kaizen is an approach to creating
continuous improvement based on the idea that small, ongoing positive
changes can reap significant improvements. Transformational leadership
is a theory of leadership where a leader works with teams to identify
needed change, such as CQI, creating a vision to guide the change in
tandem with committed team members, making use of the Kaizen CRM
solution, with which they will save time, work smarter and deliver faster
growth utilizing their personalized experiences.

ENRICHMENT ACTIVITIES
Instruction: Research on the School Head in School- Based Management
(SBM). Save a soft copy of your research work to be submitted later. (50 pts)

Head of School - Role and Responsibilities

Heads of School are appointed by, and are formally accountable to, the Board.
The Head will exercise his/her authority in consultation with the School
Executive, in consideration of a consensus of the School Committee, and with
due delegation of responsibilities as appropriate. The Head of School will
nominate members of the School for appointment to the following roles, taking
account of the range of disciplines in the School:
 The Director of Teaching and Learning (Undergraduate)
 The Director of Teaching and Learning (Postgraduate)
 The Director of Research
The effective discharge of the Head's responsibilities and accountability
necessitates that he/she retains the confidence of the School Executive
through leadership that is exercised in a fair, open and responsive manner.
The Head of School is responsible for the effective general management of the
School, for ensuring the provision of academic leadership and strategic vision,
and for the quality of the student experience. The Head of School will be the
budget holder, following devolved authority, and will be financially accountable
to the Faculty Dean (in the first instance) for the School. Faculty Deans and
College Officers will not act as Heads of School during their term of office.

Module 4. The School Head in School-Based Management

COMPREHENSION CHECK
ANALYSIS- LET’S ANALYZE
Share your answers with your group.
1. What problems did Mabuhay Elementary School have?
The problems that Mabuhay Elementary School have is pupil tardiness,
absences, as well as truancy. These are the reasons why they had a very low
Mean Percentage Score (MPS).
2. What did Ms. Ligaya, the school head, do to address the problem?
To address the problem, Ms. Ligaya called on the parents, teachers and leaders
of the community. She asked for their suggestions on how to eradicate or solve
the problem that the school are facing.
3. Could it have been better if she addressed the problem by herself? What
could possibly happen if she did it alone?
In my own opinion, it would not be better if she had addressed the problem
alone because as a school head, she still needs the suggestions or opinions of
others in making a decision specially with regards about the problem of the
school. For whatever actions she will do, it would not only affect her but it
would also have an impact to the teachers, students, parents as well as to the
community.
4. What was the advantage of involving others in addressing the problems?
The advantage of involving others in addressing the problems is that there will
be a greater possibility or chance that the problem will be solved and also it
can create a good relationship between the school and the community.
Knowing that you have the support of the majority, you can be confident that
you will be able to achieve your desired outcome.
5. Wasn’t a directive from the affairs of the Superintendent or Regional
Director the fastest solution to the problems? Why or Why not?
The directive from the affairs of the Superintendent or Regional Director was
not the fastest solution to the problems. I believe that the school heads’
decisions or actions is still the fastest solution for they know what is lacking in
the school and that they know how to cater its needs by proposing solutions to
it and asks the help of the people around them.

LET’S CHECK FOR UNDERSTANDING

1. T
2. T
3. T
4. T
5. T
6. T
7. T
8. T
9. T
10. T
11. T
12. T
13. T
14. T
15. T

ENRICHMENT ACTIVITIES
Research on which countries are using SBM and how it helped in school
improvement. Save a softcopy of your research work to be submitted later. (50)
School- Based Management have been practice in some countries like
Philippines, Malaysia, Indonesia, and Iran.