Chapter 7

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

Learning Outcomes:
At the end of this Chapter, you should be able to:
1. Elaborate on community’s expectations form teachers and on teachers’ expectation
from communities
2. Describe teacher’s ethical and professional behavior in the community by giving
concrete examples

Code of Ethics for Professional Teachers, Article III

Teachers are expected to be part of the community. To be part of the community definitely
means to participate in the life of that community.

The 8 Sections of Article III of the Code of Ethics refers to the community within the
school and the community outside the school.

TEACHER’S AS FACILITATOR OF LEARNING

Article III, Section 1 states that the teacher is a facilitator of leaning and development of
the youth... Therefore, shall render the best service by providing an environment conducive
for such learning and growth

Facilitator comes from the word “facilitate” which means to make something easy or
easier.

The professional teacher, facilitate learning or make learning easier.

Learning is a difficult task and is made easier when you make dry lesson interesting,
exciting and enjoyable.

To facilitate learning, a conducive learning environment is necessary. It has been proven

that learners learn best in a pleasant environment.

A pleasant environment is where the learners can be themselves because teachers are
caring.

A conducive learning environment makes learners believe they can do the work and they
feel accepted.

A favorable learning climate is not competitive where everyone is tense.

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

TEACHER LEADERSHIP AND INITIATIVE FOR COMMUNITY PARTICIPATION

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

The words in Section 2 of Article III are “provide leadership and initiative...” This implies
that as a professional teacher you have not to wait for community to ask for help. Section
6 further explicates how you can show your professional leadership, to wit: “Every teacher
is an intellectual leader in the community, especially in the barangay, and shall welcome
the opportunity to provide such leadership when needed, to extend counseling services, as
appropriate, and to be actively involved in matters affecting the welfare of people.”

Section 2, states that you, the professional teacher ought to take the initiative to offer your
help for the improvement of the community. Many a time, you can be a guidance counselor,
a prayer leader, commentator or reader in religious celebrations, fiesta coordinator, judge
in or coach for a contest, financial adviser, a nurse, a doctor, commentator, prayer rolled
into one.

Providing leadership and initiative also means working with the community. This means
getting the parents and other members of the community participate in school activities.

Teachers, as they participate in community affairs prove that they “are the most responsible
and most important members of society because their professional efforts affect the fate of
the earth.”

PROFESSIONAL TEACHER WITH HONOR AND DIGNITY

Section 3 states: “Every teacher shall merit reasonable social recognition for which purpose
he shall behave with honor and dignity at all times and refrain from such activities as
gambling, smoking, drunkenness, and other excesses much less illicit relations.”

Society expects so much of teachers that when they fail to live up to the challenge to behave
or model good behavior, they are “condemned without trial!” It is no wonder why many
are afraid to answer the call to teach. Society seems to expect much more from professional
teachers than from
any other professional and so look at teachers with scrutinizing eyes.

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

Teacher’s Attitude toward Local Customs and Traditions

Section 4 expects every teacher to live for and with the community and shall, therefore
study and understand local customs and traditions in order to have a sympathetic attitude,
therefore, refrain from disparaging the community.”

The professional teacher is neither ethnocentric nor xenocentric. He/she is not ethnocentric
and so does not look down on community’s culture because of the thought that his/her
culture is superior to the culture of the community. Neither is he/she xenocentric and so
looks at his/her culture as inferior in to other community’s culture.

The Professional Teacher and Information Update

Section 5 states that the teacher “shall help the school inform the community about the
school’s work, accomplishments, needs and problems. Community here refers to internal
as well as external stakeholders. Internal stakeholders include the students, the parents of
the students and the teachers. The external stakeholders are the other parents in the
community without children enrolled in school, barangay officials and other government
officials, non-government organizations, government organizations, alumni/ alumnae and
retirees.

The school is there for the community and so the community has the right to be informed
about its activities, accomplishments, needs and problems. Informing them about the
school’s projects needs and problems give them a sense of ownership. Having a sense of
ownership, these stakeholders will participate more actively in the resolution of school’s
problems and needs.

The Parents-Teachers Association

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

THE SCHOOL GOVERNING COUNCIL

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

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

with the development and implementation, monitoring and evaluation of the School
Improvement Plan (SIP), and reporting of the progress of the SIP implementation to
the Schools Division Superintendent and the community.

The School Governing Council shares in the management of the school with School
Head as Chair. This School Council is another opportunity for communities to
participate in school activities.

THE PROFESSIONAL TEACHER AND GOVERNMENT OFFICIALS AND OTHER

PROFESSIONALS
Section 7 states: “Every teacher shall maintain harmonious and pleasant personal and
official relations with other professionals, with government officials and with the people
individually or collectively.”

Desiderata gives this advice: “As far as possible, without surrender, be on good terms with
all persons. Speak your truth quietly and clearly; and listen to others, ven the dull and the
ignorant; they too have their story.

THE PROFESSIONAL TEACHER DOES NOT USE POSITION TO PROSELYTE

Section 8, says: “A teacher possesses freedom to attend church and worship as appropriate,
but shall not use his position and influence proselyte others. “To be in a position means to
have power or influence for a purpose, for you to use that position to perform your job as
professional teacher. It is highly unprofessional perform your job as a professional teacher.
It is highly unprofessional for a teacher like you to use of position of influence to proselyte.

Besides freedom of religion is guaranteed by the 1987 Philippine Constitution. “No law
shall be made respecting an establishment of religion, or prohibiting the free exercise
thereof. The free exercise and enjoyment of religious profession and worship, without
discrimination or preference, shall forever be allowed.” (ARTICLE II, SEC. 6)
Chapter 8
Organizational Leadership

Learning Outcomes:
At the end of this Chapter, you should be able to:
1. Explain what organizational leadership is;
2. Distinguish between leadership and management;
3. Describe different organizational leadership styles;
4. Explain what situational leadership, servant leadership are;
5. Discuss how to sustain change in an organization.

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

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

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

Organizational leadership is also an attitude and a work ethic that empowers an individual
in any role to lead from the top middle, or bottom of an organization. Applied to the school setting,
the school leader helps anyone from the organization not necessarily from the top to lead others.
An example of this leadership which does not necessarily come from the top of the organization
is teacher leadership.

LEADERSHIP VERSUS MANAGEMENT

Are leadership and management synonymous? Is a leader a manager or is a manager a
leader? If I am a good leader, does it follow that I am also a good manager? Or if I am a good
manager, am I at the same time a good leader? Not necessarily.

SCHOOL HEAD MUST BE BOTH A LEADER AND A MANAGER

A school head must be both a leader and a manager. A school head leads the school and
community to formulate the vision, mission, goals, and school improvement plan. This is a
leadership function. She/he sees to it that this plan gets well implemented on time and so ensures
that the resources needed are there, the persons to do the job are qualified and available. This is a
management function.

Imagine if the school head is only a leader. You have the vision, mission, goals and school
plan but no implementation. The plan is good only in paper. If you do the task of a manager only,
you will be focusing on the details of the day-of-day implementation without the big picture, the
vision and mission. So, its big picture for connect and meaning. This means that it is best that a
school leader is both a leader and a manager.
TABLE 3
COMPARISON OF MANAGER AND A LEADER

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

Work Focused People Focused

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

Have Subordinates Have Followers

They create circles of power and lead by They create circles of influence and lead by
authority. inspiring.
Do things Right Do the Right Thing
Managers enact the existing culture and Leaders shape the culture and drive integrity.
maintain status quo.

TYPES OF SKILLS DEMANDED OF LEADERS

Leaders use 3 broad types of skills: 1) technical, 2) human and 3) conceptual. Technical
skill refers 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 skills or soft skills.

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

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

Democratic
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.

Laissez faire or Free-rein Leadership Style

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

THE SITUATIONAL LEADERSHIP MODEL

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

TABLE 4
BEHAVIOR STYLES IN SITUATIONAL LEADERSHIP

S1 S2 S3 S4

Selling / Directing Telling / Coaching Participating/ Delegating

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

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

In short, competent members of the organization require less Specific direction than less
competent members. Less competent People need more specific direction than more competent
people. Among these leadership styles, no one style is considered best for all leaders to use all the
time. Effective leaders need to be flexible and must adapt themselves according to the situation,
the readiness and willingness of the members of the organization.

SERVANT LEADERSHIP
Robert K. Greenleaf (1977) coined the paradoxical term servant. leadership. How can one
be a leader when he/she is servant? That’s the common thinking. But the paradox is Greenleaf’s
deliberate and meaningful way of emphasizing the qualities of a servant leader. He describes the
servant, servant first. It begins with the natural feeling that one wants to serve. Then conscious
choice brings one to aspire to lead. The best test is: do those served grow as persons: do they, while
being served, become healthier, wiser, freer, more, autonomous, more likely themselves to become
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 great
must be the servant of all”. The life of the Greatest Teacher was a life of total service to all.
We often hear the term “public servants” to refer to appointed and elected officials of the
government to emphasize the fact that they indeed are servants of the people. Their first duty is to
serve and in serving, they lead.
They don't think of their power as leaders first. If they do, they tend to become more
conscious of their importance felt over their conscious of their power over their constituents and
tend to impose that power or make their importance felt over their constituents and forget that if
ever they are given power, it is to serve their people. Someone said “power corrupts’. And I need
it does, when leaders think first of their power and forget the very reason why such power was
given is to serve.

The Greatest Teacher said:

“And whoever wants to be first among you must be your slave.” (Matthew 20:27)

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

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

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

He wanted to etch in the memories of his apostles the idea that leaders are supposed to be “foot
washers". Leaders are supposed to be servants of all. Servant leadership seeks to involve others in
decision making, is strongly based in ethical and caring behavior, and enhances the growth of
workers while improving the caring and quality of organizational life.

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

TRANSFORMATIONAL LEADERSHIP
Robert Kennedy once said: “Some men see things as they are and ask why. I dream of
things that never were, and ask why not” Those who dream of things that never were and ask “why
not’ are not transformational leaders. The transformational leader is not content with status qou
and sees the need to transform the way the organization thinks, relates and does things.

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 innovators 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 live in our comfort zones and
90 sometimes we don’t welcome change. And yet if we want improvement in the way, we do
things in our organization, in our school or if we want to improve in life, we must be willing to
change. The transformational leader ought to deal with resistance to change to succeed. There will
always be resisters to change.

To ensure that the innovation he/she introduces leads to the transformation, Morato of
Bayan ABS – CBN, 2011 gives the following advice:
1. Seek the support of the stakeholders – The leaders must build a strong coalition of allies in
order to push for any meaningful change that would yield results. Innovations cannot be
forced upon the teachers, the students, the parents, the community... without serious
consequences."
2. Get people involved early and often - Resistance drops off in proportion to the involvement
of participants. You may not to expect 100-percent support from any individual who was
no personally involved in a change that affected his/her work. It is best to set up networks
to reach out to as many people as possible.

3. Plan a communications campaign to “sell” the innovation - Morata (2011) asserts: “The
change envisioned must cascade downwards to the last lesson plan and ripple sidewards to
win the support of major stakeholders”.

4. Ensure that the innovation is understood by all - The benefits and costs must be appreciated
and weighed carefully.

5. Consider timing and phasing - These are highly critical; missteps might backfire and lack
of sensitivity to stakeholders might lead to resistance.
Chapter 9
The School Head in School – Based Management (SBM)

Learning Outcomes:
At the end of this Chapter, you should be able to:
1. Explain the meaning, advantages, disadvantages and demands of SBM;
2. State practices aligned to SBM; and
3. Explain the roles, functions and competencies of school heads in SBM.

Introduction
The Local Governance Code of 1991 (RA 7160) provided for a more responsive local
government structure through a system of decentralization where local governments are given
more power, authority, responsibilities and resources. Likewise with the introduction of School-
Based Management in Philippine schools, schools are given more power to direct their affairs with
the learning and development of learners as ultimate goal.

Mabuhay Elementary School had very low Mean Percentage Score (MPS) in the last Grade
6 exit examination. Pupil tardiness and absences are rampant. Truancy is another problem as same
pupil cut classes because they spend their time playing video games in the computer shops nearby.
absences are also rampant.

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

Problem Cause Objective Activity Persons Resources Time Expected

Involved Needed Frame Outcome
Tardiness Late To reduce Talk to PTA PTA Zero
rising tardiness parents in officers; meeting tardiness
due to tv; to zero Homeroom; Teachers; on
distance School March
of home Head 15
to
school;
computer
shop Parents to March
limit tv 30
viewing;

PTA to
meet with
computer
shop
owners not
to allow
students in
shop from
6:30am and
during
school
hours
Absenteeism Games To reduce Present PTA Unexcused
in unexcused problem offices; absences
computer absences and seek Teachers; reduced to
shops; to zero solutions in School zero
pupil’s PTA Head
lack of meeting;
interest PTA talk to
to go to computer
school; shops’
work in owners;
the farm
Teachers to March
come up 30
with Video
interesting Clips
lessons to
motivate Games
students to
come to References
school

The Meaning of School-Based Management (SBM)

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

What is School Based Management?

School based management is a decentralized

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

SBM and the Principle of Subsidiarity

SBM is in keeping with the principle of subsidiarity which states that it is the people at the
lowest level who will know best their problems and so are in the best position to address the same.
This tenet holds that “nothing should be done by a larger and more complex organization which
can be done as well by a smaller and simpler organization. In other words, any activity which can
be performed by a more decentralized entity should be done by that More decentralized entity.”
Those in the higher echelon are far removed from the scene and are therefore not as involved and
as informed as those from those below.

Advantages of SBM
The following are strengths of SBM:
 Allow competent individuals in the schools to make decisions that will improve learning;
 Give the entire school community a voice in key decisions;
 Focus accountability for decisions;
 Lead to greater creativity in the design of programs;
 Redirect resources to support the goals developed in each school;
 Lead to realistic budgeting as parents and teachers become more aware of the school’s
financial status, spending limitations, and the cost of its programs; and,
 Improve morale of teachers and nurture new leadership at all levels.

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

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

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

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

Legal Basis of SBM

The Philippine Constitution provides that Congress shall enact a local government code
that will institutionalize a system of decentralization (Article 10, Sec. 3) whereby local government
units shall be extended more power, authority. The Local Government Code in 1991 is a fulfillment
of this Constitutional provision.

This means that long before the Department of Education (DepEd) legally introduced
decentralization in schools through School-Based Management (SBM) in 2001 through the
enactment of RA 9155, local government units were already empowered for local governance. RA
9155, Basic Governance Act transfers the power and authority as well as the resources to the school
level. School empowerment is based on the assumption that the school heads including teachers,
key leaders in the community, parents know best the root and solution to the problem.
Conditions for the Success of SBM
 Teachers, school heads must be given the opportunity to make choices. They must actively
participate in school improvement planning.
 The involvement of parents and teachers must be strongly encouraged and highly
welcomed.
 Stakeholders must participate in the development of a School Improvement Plan. They
must have a say on resource allocation to meet specific needs.
 Higher authorities must actively encourage thoughtful experimentation and innovation in
an atmosphere where mistakes are viewed as learning experiences. They must be willing
to share their authority with the academic and the larger community.
 Teachers must develop reflection, problem solving.

In addition, based on international experience, the following must be present for SBM to
succeed in schools:
 have basic resources
 have developed an effective school support system;
 are provided with regular information on their performance;
 are given advice on how they may improve; and
 emphasize the motivational element in the management work of the principal

Functions of a School Head

Roles Functions Knowledge/Skills/Attitudes

Required
Visionary principal, Lead in setting the vision, Change and future orientation
motivator, advocate and mission and goals of the
planner school
Builder of networks and Organize/expand school, Networking, organizing,
support systems community and local social mobilization advocacy
government networks and
groups that will actively
participate in school
improvement
Lead in developing the School Development of teamwork,
Improvement Plan with the building consensus and skills
participation of the staff and in negotiation and conflict
the community resolution
Lead in developing and Participatory planning and
maintaining the School administrative management
Management Information
System
Generation and use of data
and information as basis for
planning and management
Curriculum developer Create a physical and Development of collective
psychological climate accountability for school and
conducive to teaching and student performance
learning
Localize and implement Designing the curriculum to
school curriculum address both national goals
and local needs and
aspirations
Encourage development and Creation of an open learning
use of innovative instructional system base don several
methods focused on resource materials rather than
improving learning outcomes, on single textbooks
increasing access to basic
education, improving the
holding power of schools and
addressing specific local
problems
Participatory and peer – based
instructional supervision
Fiscal Resource Manager Administer and manage all Fund Management
personnel, physical and fiscal
resources of the school
Encourage and accept Serving as model for
donations, gifts, bequests and transparency and
grants for educational accountability especially in
purposes and report all such financial management
donations to the appropriate
offices

Factors of School Effectiveness Based on Research

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

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

In the Philippines, the devolving of more responsibility to the schools was done through
the School-Based Management (SBM). SBM was introduced during the implementation of the
Third Elementary Education Project (TEEP), 1999-2005. In 2005. TEEP conducted a study to
determine the effect of school-based management on the student performance in the Philippines
using the administrative data-set of all public schools in 23 schools’ districts over a 3-year period,
2003-2005. The results showed that the introduction of SBM had a statistically significant,
although small, overall positive effect on average school-level test scores in 23 school districts in
the Philippines.

With SBM, significant decision-making authority was transferred from state and district
offices to individual schools. SBM provided principals, teachers, students, and parents greater
control over the education process by giving them responsibility for decisions about the budget,
personnel, and the curriculum. Through the involvement of teachers, parents, and other community
members in these key decisions. SMB can create more effective learning environment for children.
To further strengthen the School-Based Management (SBM) practice and re-emphasize the
centrality of the learners and the involvement of relevant community in basic education service
delivery, the Department of Education (DepEd) embarked on revisiting the SBM framework,
assessment process and took to improve on already recognized successful SBM practices across
the regions (DO. 83, s. 2012).
To institutionalize decentralization efforts at the school level and in line with Republic Act
No. 9155 also known as Governance of Basic Education Act of 2001, the Department of Education
(DepEd) provided School-Based Management (SBM) Grants as additional funds to public
elementary and secondary schools....to argument the school fund on Maintenance and Other
Operating Expenses (DO 45, s. 2015).

Philippine Accreditation System for Basic Education (PASBE).

The institutionalization of SBM was strengthened with the introduction of the Philippine
Accreditation System for Basic Education (PASBE) which was launched through DepED order
No. 64, a. 2012. Accreditation is a process of self-evaluation and peer-review to ensure that quality
standards agreed upon by stakeholders are understood, implemented, maintained, and enhanced
for continuous improvement of learner outcomes (DepEd DO 20, s. 2013).

The agreed upon standards of quality or effective schools are grounded in the four
principles of A Child-and-Community- centered Education System (ACCESS), namely;

1. Principle of collective leadership.

2. Principle of community-based learning
3. Principle of accountability for performance and results and;
4. Principle of convergence to harness resources for education.

All of these four principles also apply to SBM. The school's level of SBM practice can
either be Level 1, Developing Level 2, Maturing and Level 3, Advance. A school that reaches the
highest level of SBM practice qualifies for an accredited status.

A school in Level 1, developing, means that the school in developing structures and
mechanism with acceptable level and extent of community participation and impact on learning.

A school in Level 2, described as Maturing, means that the school is introducing and
sustaining continuous improvement process that integrates wider community participation and
significantly improves performance and learning outcomes.

Level 3, Advanced (Accredited) means that the school is ensuring the production of
intended outputs/outcomes and meeting all standards of a system fully integrated in the local
community and is self-renewing and self-sustaining. In conclusion, PASBE is a means to
institutionalize SBM, the granting of more autonomy to schools for them in chart their destiny to
grow in effectiveness continuously.
Factors that contribute to school effectiveness

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

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

These factors are exemplified by high performing schools in the Philippines and abroad
and by the best education performing countries in the world. In the Philippines, the practice of
School-Based Management, gave greater autonomy to schools to make decisions in collaboration
with parents and community towards greater school effectiveness.

The SBM Assessment Tools is an instrument used to assess school’s effectiveness and its
use for accreditation of schools is an assurance that effective practices get institutionalized to build
the school's culture of excellence. The heart of all the elements, both human and non-human is the
school head, the school leader. This means that all these factors that contribute to school
effectiveness come forth only with a dynamic and a transformational school leader.
Chapter 10
Creating a Positive School Culture

Learning Outcomes:
At the end of this Chapter, you should be able to:
1. Explain the meaning of school culture
2. Discuss how school culture affects learning and
3. Cite ways by which you can contribute to the building of positive culture

Introduction
School culture matters. This influences to a great extent how well students perform. School
culture is a creation of all the people in school and in the community especially that of the school
heads. It can be positive or negative. It can facilitate or adversely affect learning. A school
community must therefore strive to create a positive culture.

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 school functions However, the term
also encompasses more concrete issues such as the physical and emotional safety of students, the
orderliness g classrooms and public spaces or degree to which a school embrace, racial, ethnic,
linguistic and cultural diversity.

According to Spacey ([Link] 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, a may be described as the character of a school that gives a school quality beyond its
structures, resources and practices. They are "built through the everyday business of school life. It
is the way business is handled that both forms and reflects the culture.” (Sophier, J. 1985)

Culture as a Social Construct

Culture is a social construct not a genetic construct. This means that school culture is,
therefore, something that we do not inherit or pass on through the genes. Rather, it is something
that creates 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/[Link]/module)
School culture is a deeper level of reflection of shared values, beliefs, and traditions
between staff members. School culture refers to the way teachers and other staff members work
together and the set of beliefs, values and assumptions they share. ([Link]. / 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
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 have not put
your best forward to impress others. The school head does not throw his or her weight. He
or she does not make his or her authority felt by his or her colleagues.
2. Experimentation – the atmosphere encourages experimentation and so will welcome
mistakes as part of the learning process. No students, 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 that aspiration. So set high expectations for high achievement. Two problems arise
here.
Robert J. Marzano warms 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 which relationships are solidly built on trust and confidence. In fact, honest and open
communication is possible only when there is trust and confidence in each other in the
school community. I can share my inner thoughts only when I am confident that I do not
get ostracized when I do.
5. Tangible Support – Everyone in the school community gets concrete support for the good
that they do. Support comes in not just in words but in action. School head sees to it that
LCDs in the classrooms are functioning.
6. Reaching out to the knowledge base – teachers care to grow professionally to update
themselves on content knowledge and pedagogy, the first domain in the Philippine
Professional Standards for Teachers.
7. Appreciation and Recognition – certainly words of appreciation and recognition make
classroom m climate highly favorite. A reminder teacher: “You are not made less when
you praise others. Instead, you become magnanimous. So don’t be stingy with your sincere
praise. The problem sometimes is our eyes are so quick to see the negative and so we
despise them immediately but our eyes are blinded to the good and so we overlook them
and fail to appreciate.
8. Caring, celebration, humor – Kids don’t care what you know until they know that you care.
They don’t listen to teacher when teacher doesn’t care. It may be good to remind teachers
that many of students, especially those who struggle, don’t receive nearly enough positive
feedback in the classroom or in their personal lives.
“When kids are taught with a proactive, praise – heavy approach, they tend to do
better, says Erin Green of Boys Town. But be specific. Generic, overly generalized
comments such as “Good job!” don’t really help. Complimenting a specific
behavior (“thanks for showing respect to our visiting guest”), on the other hand,
reinforces that particular behavior.
9. Involvement in decision making – involving others who are concerned with decisions to
be made enhances sense of ownership. They also feel important.
10. Protection of what is important – what schools consider important must form part of their
tradition and so must be protected by all means. I n the activity above, “no soft drinks, no
chocolate etc.” and CLAYGO because the school considers nutrition and health and
cleanliness as important.
11. Traditions – a school must have an intentional culture – based program on shared values,
beliefs, and behaviors. This strengthens sense of community. A truly positive school
culture is not characterized by simply by the absence of gangs, violence or discipline
problems but also by the presence of a set norms and values that focus school community’s
attention on what is most important and motivate them to work hard toward a common
purpose.
12. Honest and Open Communication - no one gets ostracized for speaking up his mind. The
at1mosphere is such that everyone is encouraged to speak his mind without fear of being
ostracized. The agreement at every discussion is “agree to disagree.”

Read the following episodes then identify which norm of school culture is illustrated.
1. When high school students arrived for pre-calculus class, they know exactly what to expect.
Projected on the screen are clear to work instructions for the day’s Success Starter. Everyone is
expected to work on them successfully.
2. You might not reach an answer today. You might not reach an answer tomorrow. Struggle is
okay. “Students know that by the third day, they will be expected to present their understanding
and problem-solving strategy to the class.
3. You have a short memory she replies with a kind smile. “You say this every time we tackle a
problem. Remember the last time you struggled and then overcome your confusion? Remember
our norms that we wrote together? One of them was growth mindset. And remember I am here for
you”
4. I hear some students talking while someone is reciting. Can we agree on a rule? Give me a rule”.
Student suggests. Let’s keep quiet and listen when someone is reciting. Raise your hand if you
want to recite. “Teacher asks, “can we keep this rule?
5. Today you are going to compute your scores for class standing - written quizzes, seatwork,
performance test, homework. These were all corrected and returned to you. When you are done,
compare your total with mine. Should there be discrepancy; be ready to show your corrected
papers.
6. During the first week of school Barb teacher asks her six graders two questions: What questions
do you have about yourself?” and “What questions do you have about the world?” The students
begin enumerating their questions, “Can they be about neither silly nor little, replies the teacher.
After the students list their individual questions, teacher organizes the students into small groups
where they share lists and search for questions have in common. After much discussion each group
comes up with a priority list questions, rank - ordering the questions about themselves and those
about the world
Back together in a group session, teacher solicits the groups’ priorities and works toward consensus
for the class combined lists of questions. These become questions. These questions become the
basis for guiding the curriculum in class. One question, “Will I live to be 100 years old?” spawned
educational investigations into genetics, family and oral history, actuarial science, statistics and
probability, heart disease, cancer and hypertension. The students had the opportunity to seek out
of information from the family members, friends, experts in various fields, on-line computer
services, and books, as well as from the teacher. She describes what they had to do as becoming
part of a “learning community.” According teacher, “We decide what are the most compelling
intellectual issues, device ways to investigate those issues.

7. The sense of community is strong, even palpable. But this sense didn’t just spring - blown from
being a group of people occupying the same place at the same time. It was built upon many small
and specific moments of learning the same verses to songs and sharing traditions, memories of
times together and stories often-told. Some of our traditions are once a year events; some happen
every week or even every day. They give us ways to greet each other, to learn about each other, to
sing and celebrate and say goodbye. These events mark our comings and our goings and affirm
our common interests in the time we spend together

8. Because they treasure, health, sanitation and self-discipline, St. Bernadette Catholic School
includes the following in their Canteen Policies.
◉ Foods that will not be sold:

◉ Full fat pastry items

◉ Chocolate confectionary /lollies/ potato chips/cream filled buns’

◉ Soft drinks

◉ High caffeine drinks - e.g., drinks containing guarana or caffeine

◉ Deep fried food of any description

9. The teacher wrote, “nice job” on my sketch of an orange. | knew very well that my smudged
mess of an orange wasn't a nice sob. I wasn't even a decent representation of any fruit known to
man. Would have benefited by her telling me one thing I could do to make it better. Maybe
something like “We are learning about perspective. Try adding a shadow behind your sketch.” Her
‘nice job” told me little about how to improve. Knowing I received undeserved praise lessens the
impact or praise when it is truly earned.
10. Teacher Paz remarks: “I like to attend that CPD seminar. I like to hone my teaching skills and
update my PCK (pedagogical content knowledge) ...
11. Good teaching is honored in this school.

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

THE ELEVEN (11) POSITIVE SCHOOL CULTURE

Vignette Norm of School Culture Illustrated
1 High expectation
2 Honest and open communication
3 Tangible support; caring, celebration, humor
4 Involvement in decision making; protection of what is important
5 Trust and confidence traditions
6a Collegiality; honest, open communication
6b Collegiality; experimentation; reaching out to the knowledge bases;
appreciation, recognition
7 Collegiality; traditions
8 Tangible support; protection of what is important; tradition
9 Reaching out to the knowledge base
10 Appreciation and recognition
11 Protection of what is important

Shared Norms: Teacher and Student Norms

Shared norms for both teachers and students contribute to appositive school culture. Boss
and Larner (2018) share teacher norm and students’ norms to contribute to a fair and an engaging
learning environment, a characteristic pf a positive school culture. They check on the following of
norms each week.
Teacher Norms
1. Teach in different ways.
2. Call students by their names.
3. Care about students’ feeling
a. Understand their situation
4. Have a good attitude
a. Stay calm
b. Use kind words
c. Have patience
d. Greet students and say good – bye.
5. Help students understand.
a. Work at a reasonable pace.
b. Explain clearly.
c. Support different learning styles.
d. Expect the best.
e. Re – explain if necessary.
6. Attend school the majority of the time.
7. Be respectful
a. Give everyone what they need.
b. Use proper language.
c. Allow space if needed.
d. Use supportive words when explaining.
e. Call by your name.
8. Have a growth mindset.
Student Norms
1. Have a growth mindset
a. Believe you can improve.
b. Fail forward
c. Keep trying
d. Speak positively about your abilities to learn
2. Call classmates by their names.
3. Be responsible for your work.
a. Have materials ready.
b. Advocate for yourself.
c. Be a professional
d. Meet deadlines
e. Participate
f. Be on time to class
4. Listen
a. To the teacher
b. To your classmates
c. To guests
d. To the directions
5. Attend school majority of the time
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.
Chapter 11
School Policies and their Functions

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

Introduction
Schools are institutions motivated by a shared vision. Necessarily, schools must
have policies for them to realize their vision and mission. These policies are a reflection of the
values of the people who created them. Whatever policies are formulated must redound to the
improved teaching-learning of learners which is the very reason of the existence of schools. In this
Chapter, we will focus on school policies that govern school and community partnership.
1. Policy on Collection of Contributions
Cognizant of the need of an organization for adequate funds to sustain its operations, a duly
recognized PTA may collect voluntary financial contributions from members and outside sources
to enable it to fund and sustain its operation and implementation of its programs and projects
exclusively for the benefit the students and the school where it operates. The PTA 's programs and
projects shall be in line with the School Improvement Plan (SIP) projects (SIP)
The contributions should be a reasonable amount as may be determined by the PTA Board of
Directors;
Non-payment of the contributions by the parent-member shall not be a basis for non-admission or
non-issuance of clearances to the child by the school concerned;
The contributions shall be collected by the PTA Treasurer on a per parent-member basis regardless
of the number of their children in school
No collection of PTA contributions shall be done during enrollment period; and
No teacher or any school personnel shall be involved in collection activities.
Safe keeping of Funds All collections of contributions or proceeds of fundraising activities
shall be deposited in a reputable banking institution as determined by the Board of Directors. The
PTA's Treasurer or a duly authorized representative shall undertake the collection and shall issue
official receipts/acknowledgement receipts. In no case shall any school official or personnel be
entrusted with the safekeeping and disbursement of collections made by the PTA. All
disbursements of funds shall be in accordance with generally accepted accounting and auditing
rules and regulations
PTAs are prohibited from:
Interfering in the academic and administrative management and operations of the school, and of
the DepED, in general;
Engaging in any partisan political activity within school premises,
Operating a canteen/school supplies store, or being a concessionaire thereof inside the school or
nearby premises, offering these services to the school as its client either directly or indirectly
Selling insurance, pre-need plans or similar schemes or programs to students and/or their parents;
and
Such Other acts circumstances analogous to the foregoing:
PTA officers and members of the Board of Directors are prohibited from collecting salaries,
honoraria , emoluments of other forms of compensation from any of the funds collected or received
by the PTA .
PTAs shall have no right to disburse, or charge any fee as service fees or percentage against the
amount collected pertinent to the School Publication Fee, Supreme Student Government (SSG)
Developmental Fund and other club membership fees and contributions.
In no case shall a PTA or any of its officer or members of the Board of Directors call upon students
and teachers for purposes of investigation and disciplinary action.
The recognition of any PTA shall be cancelled by the division PTA Affairs Committee upon the
recommendation of the school head concerned for any violation of the above - mentioned
prohibited activities and these guidelines. Thereafter, the school head may call for special election
to replace the Board of Directors of the PTA whose recognition was cancelled.
Importance of Policies
Schools in partnership with their community have their own picture of what they want to
be (vision statement) and so must offer services and must do what they are supposed to do (mission
statement) in order to realize what they envisioned themselves to be. If condition is ideal like when
all members of the school community are perfect- school heads, teachers, students, parents, non -
teaching personnel and other members of the outside community there may be no need for a policy.
One may wonder as to why the Department of Education has issued very stringent policies
and guidelines for PTAs in matters of collecting contributions. Even engaging in any partisan
political activity.
School's policy in grading system is important for everyone concerned to know how grades are
computed. Both students and parents know how grades are derived objectively. Percentage weights
for each component are clear.
Teachers are guided in their assessment practices. The grading policy ensures objectives
assessment practices. Without the grading policy, grading may become highly subjective.
Similarly, if there are no policies on student tardiness and absenteeism certainly will curb
tardiness and absenteeism to ensure learning.
Effective policy formulation and implementation in a school community partnership
The policies on grading, student’s tardiness an absenteeism came from above, DepEd
Central office. At times there is need for policies from above. But policies do not need to come
from above all the time. There are times when a school formulates a policy to address a partnership.
ideally a policy must lead in the policy formulation process must be participatory. this means that
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
Chapter 12
Roles and Competencies of school heads School Head
Learning Outcomes:
At the end of this Chapter, you should be able to discuss the competencies expected of
school heads as contained in competency frameworks for Philippines and Southeast Asia.
Introduction
As stipulated in Chapter 1, Section 5, E of RA 9155 the head is an administrative and
instructional leader. Because the main function of school is students’ learning, the school head
must spend more time as an instructional leader. As an instructional leader, he/she supervises
instruction by observing teachers while they teach, conducting post observation conferences with
individual teachers, mentoring and coaching them, ensuring that teachers have the needed
resources for teaching. While physical improvement and fund sourcing – the concerns of
administrative leadership – help improve schools, the more important concern is improvement of
instruction as this has a direct bearing on learning. More often than not, however, school heads
spend more time soliciting funds for a flagpole, a stage, a classroom, path walk, waiting shed, etc.
leaving no time left for instructional supervision.
Competencies for School Heads- The National Competency-Based Standards for School
Heads (NCBSSH)

In the list of competencies expected of school heads, there are competencies for both
instructional leadership and administrative leadership. Let’s take a look at the competencies
expected of school heads as contained in the National Competency-Based Standards for School
Heads (NCBSSH) issued in DepEd Order 32, s. 2010 on April 16, 2010.
The National Competency – Based Standards for School Heads
Domains and Competency Standards
DOMAINS Competency Standards
Domain 1 1.A. Developing & Communicating Vision, Mission,
School Leadership Goals and Objectives (VMGO)
1.B. Data – based Strategic Planning
1.C. Problem Solving
1.D. Building High Performance Teams
1.E. Coordinating with others
1.F. Leading & Managing Change

Domain 2 2.A. Assessment of Learning

Instructional Leadership 2.B. Developing Programs &/or Adapting Existing
Programs
2.C. Implementing Programs for Instructional
Improvement
2.D. Instructional Supervision

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

Creating a Student-Centered 3.B. Creating school environments focused on the needs
Learning Climate of the learner

Domain 4 4.A. Creating a Professional Learning Community

HR Management and Professional 4.B. Recruitment & Hiring
Development 4.C. Managing Performance of Teachers and Staff

Domain 5 5.A. Parental Involvement

Parent Involvement and 5.B. External Community Partnership
Community Partnership

Domain 6 6.A. Managing School Operations

School Management and 6.B. Fiscal Management
Operations 6.C. Use of Technology in the Management of
Operations

Domain 7 7.A. Professionalism

Personal & Professional Attributes 7.B. Communication
and Interpersonal Effectiveness 7.C. Interpersonal Sensitivity
7.D. Fairness, Honesty and Integrity
Competency Framework for Southeast Asian School Heads, 2014 Edition
As a member of the Association of Southeast Asian Nations (ASEAN), let’s also take a
look at the competencies of school heads for Southeast Asia.

Competency Framework for Southeast Asian School Heads

Domain: Stakeholder Engagement (SE)

1. (SE) Promoting shared responsibility 1.1. Build trust and lead
for school improvement teams/communities for school
improvement
1.2. Empower the community to work for
enhancement of school performance
2. (SE) Managing education alliances and 2.1. Communicate effectively with
networks different stakeholders
2.2. Facilitate school community
partnerships and activities
2.3. Promote consensus – building
2.4. Manage conflict and practice
negotiation skills
3. (SE) Sustaining collaborative 3.1 Support community – based programs
relationships with stakeholders and projects
3.2 Communicate school performance
report to stakeholders
4. (ML) Managing school resources and 1.1 Manage financial resources
systems 1.2 Manage learning environments
1.3 Manage systems and procedures
5. (ML) Managing staff performance 2.1 Manage school personnel requirements
2.2 Support professional development of
staff
2.3 Recognize staff performance
6. (ML) Managing sustainable school [Link] program and project
programs and projects management skills
[Link] school – based programs and
projects that support sustainable
development
Domain: Instructional Leadership
1. (IL) Leading curriculum 1.1 Manage curriculum implementation
implementation and improvement 1.2 Promote sensitivity of diversity and
differentiated instruction
2. (IL) Creating a learner centered 2.1 Promote learner centered activities
environment 2.2 Promote a healthy, safe and inclusive
learning environment
2.3 Promote a culture of peace and respect
for diversity
3. (IL) Supervising and evaluating 3.1 Apply appropriate models for
teachers’ performance supervision and evaluation
3.2 Nurture teacher leaders
4. (IL) Delivering planned learning 4.1. Promote team – based approaches to
outcomes instructional leadership
4.2 Manage assessments to improve
teaching and learning
Domain: Personal Excellence (PE)
1. (PE) Managing personal effectiveness 1.1 Lead by example
1.2 Demonstrate transparency and
accountability
1.3 Practice a balanced healthy lifestyle
1.4 Take pride in one’s profession
1.5 Deliver results
2. (PE) Acting on challenges and 2.1 Manage priorities
possibilities 2.2 Exhibit decisiveness in addressing
challenges
2.3 Exhibit an enterprising attitude
3. (PE) Pursuing continuous professional 3.1 Take responsibility for lifelong
development learning
3.2 Advocate ASEAN values and
perspectives
Domain: Stakeholder Engagement (SE)
1. (SE) Promoting shared responsibility 1.1 Build trust and lead
for school improvement teams/communities for school
improvement
1.2 Empower the community to work for
enhancement of school performance
2. Managing education alliances and 2.1 Communicate effectively with
networks different stakeholders
2.2 Facilitate school community
partnerships and activities
2.3 Promote consensus – building
2.4 Manage conflict and practice
negotiation skills
3. (SE) Sustaining collaborative 3.1 Support community – based programs
relationships with stakeholders and projects
3.2 Communicate school performance
report to stakeholders
4. (ML) Managing school resources and 1.1 Manage financial resources
systems 1.2 Manage learning environments
1.3 Manage systems and procedures
5. (ML) Managing staff performance 2.1 Manage school personnel
requirements
2.2 Support professional development
of staff
2.3 Recognize staff performance

6. (ML) Managing sustainable school 3.1 Demonstrate program and project

programs and projects management skills
3.2 Promote school – based programs
and projects that support sustainable
development
Domains and Competencies for School Heads in Southeast Asia
Instructional Leadership
Like the NCBSSH for Philippines, the competency framework for Southeast Asian school
heads also includes domains for instructional leadership and administrative leadership. The
domain on Instructional Leadership encompasses 4 competencies: 1) leading curriculum
implementation and improvement; 2) creating a learner-centered environment; 3) supervising and
evaluating teachers’ performance; and 4) delivering planned learning outcomes.
Administrative Leadership
This includes strategic thinking and innovation (Domain 1) stakeholders’’ engagement
(Domain 4) and managerial leadership (Domain 5). For the enabling competencies for each domain
refer to the table above.
Personal excellence, another Domain (Domain 3), relates to both instructional and
administrative leadership. Whatever, personal improvement school heads have on their personal
effectiveness by pursuing continuous professional development redounds to improved
administrative and instructional leadership.
School Head and the Community
Like a refrain in a song, the idea that the school and community are partners in the
education of the child has been said repeatedly in this book. Rightly so, to be faithful to the
descriptive title of this course. The Teacher and the Community, School Culture and
Organizational Leadership. In fact, in this book, a separate chapter was devoted to school and
community partnership to emphasize the significant role of teachers and school heads in relation
to communities. In the NCBSSH, several strands and indicators point to this school and community
partnership. The strands as are follows:
 involves internal and external stakeholders in formulating and achieving school
vision, mission, goals and objectives (Domain 1A)
 explains the school vision to the general public (Domain 1A)
 aligns the School Improvement Plan/Annual Improvement Plan with national,
regional and local education policies and thrusts (Domain 1B)
 communicate effectively SIP/AIP to internal and external stakeholders (Domain
1B)
 involves stakeholders in meetings and deliberations for decision- making (Domain
1D)
 provides feedback and updates to stakeholders on the status of progress and
completion of programs and projects
 creates and manages a school process to ensure student progress is conveyed to
students and parents/guardians, regularly (Domain 2C)
 recognizes high performing learners and teachers and supportive parents and other
stakeholders (Domain 3 A)
 prepares financial reports and submits/communicates the same to higher education
authorities and other education partners (Domain 6B)
 maintains harmonious and pleasant personal and official relations with superiors,
colleagues, subordinate, learners, parents and the stakeholders (Domain 7A)
 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 responsibilities for school Improvement;
2) managing education alliance and networks and 3) sustaining collaborative relationships with
stakeholders.