The School Head in School

CHAPTER Based Management (SBM)

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

1 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
with theLikewise
more
power
authority, responsibilities and resources.
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. In this Chapter, you
are expected to learn the rewards and challenges in implementing
SBM especially on the part of the school head.
 95
Activity-Let's Read These
Mabuhay
huhay E
Elementary School had very low Mean
AMPSI examination. PupilPercentage
Score (MA in the last Grade 6 exit
tardiness
absences are rampant. Truancy is another problem as
Dupils cut classes because they spend their time
me pupils

Tames in the computer shops nearby. Absences are

ieo games
playing
also
rampant. Children claim they are told to absent by their
ery
rents to do rice planting and harvesting.
p a r e

Feeling helpless, Ms. Ligaya called on teachers, parents

and
leaders of the community for a meeting. In the meeting, she
aresented the problems of the school and asked for help to improve
prese

ohool performance. There were many suggestions given. So these

Schod

ere written down in a simple matrix like the one below:

Cause Objective Activity Persons Resources Timeframe Expected

Problem Outcome
Involved Needed

Talk to PTA PTA Zero

Late rising To reduce
meeting on tardiness
Tardiness due to tv; tardinessto parents in officers March 15
distance zero Homeroom Teachers;
of home to School
school; Head;
Computer Parents
shop to limit tv March 30
viewing
PTA to
meet with
computer
shop
owners not
to allow
students in
shop from
6:30AM
and during
school
hours
 Loadernhip

Problem Cause Objective Activity Persons Resources Timoframe

Involved
Games in To reduce Present PTA
Noeded Expectad
Outcome
Absentee-
sm
computer
shops
unexcused
absences to
problem
and seek
officers
Teachers Unoxcursed
absencers
Dupils' lack Zero solutions School reduced to
in PTA 0ro
of interest Head
to go to Meeting
School PTA talk to
work in the computer
fam shops
Owners
Teachers March 30
to come
up with
interesting
lessons to
motivate
students
to come to
School
Video clips

Games

References

Analysis -Let's Analyze

Share your answers with your small group.

1. What problems did Mabuhay Elementary School'have?

the
do to address
2. What did Ms. Ligaya, the school head,
problem?
the problem by
3. Could it have been better if she addressed
herself? What could have possibly happened
if she did it alone?
in addressing
4. What was the advantage of involving others
the problems?
5 Wasnt a directive from the Office of the Superintendent o
or
Regional Director the fastest solution to the problems? Why
why not?
 OCn0ol- sed anagement (SBM)

Abstraction Let's Conceptualize

h e
M . e a n i n g

Ligaya,
School-Based
the
school
Management (SBM)
s.
the
hlems
probl
head,
all alone
is
smart. She new
SÍve
nt
student
s0
she kne she couldn't
rents, the
leaders and leaders involved the
ng them these
involving of the teachers, tnE
hat
t h a t
by
of importance
members
and
of the community.
school
She
communityknew
knew
e l a

S
s e n s e

es directly involved
a community w
sense of will
were t h e

e with the ownership.

ship. Because they
they
afei n t h e
the best position to solve
the problems, they themselves
themselves
took are
are all in
in accordance with
, problem. The actions that Ms.
actions Ms.
Ugaya
School-Based Management.
gement.
What is scho ool-based management? School
centralized management initiative by based-management
decentralize ement

heads, teachers, parents anddeveloping power is

sthority tosci power or or
to school
a u t h

students. (SBM)
gutoy
strategy to improve education by transferring significant decision-
to im
authority from the DepEd Central Office, regional offices,
making a u t h o r

ision offices to individual schools. SBM provides principals,

divisid

and parents greater control

chers, students,
teachers, studer over the education
rocess by giving them responsibility for decisions about the budget,
proct
personnel, and the curricullum. Through the involvement of teachers,
other members in these key decisions, SBM
community
narents, and
0a
effective learning environments for children.
create more
can

SBM and the Principle of Subsidiarity

which
with the principle of subsidiarity
SBM is in keeping best
at the lowest level who will know
states that it is the people
to address the
same.

in the best position

their problems and so
are
and more
should be done by larger
a

This tenet holds that "nothing a smaller

and
can be
done as well by
which can be
Omplex organization any activity which
words,
In other should be done by that
pler organization. entity
decentralized
decentralize
m do re
en t i t y . " h t t p s : / / a c t i o n . o r g / p u b / r e l i g i o n - l i b e r t y /
Oed by a
the
the higher
higher
Those in
-number-4/principle-subsidiarity) therefore not as

Volume
oechelon are far from the
scene
and a r e

below.
are far
removed those
those
from
informed as
avolved and as
 Advantages of SBM
The following are strengths of SBM:
Allow competent individuals in
the
decisions that will improve learning; schools to make
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 imitations, 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

mobilization of
members of the community i s also helpful in the
local resources to complement public resources. Concrete proof
of this is the number of classrooms built as a result of the strong
and successful school-
partnership between schools and communities
in the Chapter on The
Community programs like those described
School and the Community.
school level get
Through SBM, problems and needs at the
are taken
solved faster and specific personalities and cultures
cultures are usualy
into consideration. These personalities and
like DepEd.
ignored in multi-layered in hierarchical organization
In a hierarchical organization, straight jacket rules, procedures
to
allocation norms are given and apply to all. It takes time
and from above. As a
solve problems if schools have to wait for answers
due to delays.
result, teachers, parents and students are frustrated
In SBM, schools take the responsibility to plan and implement
scrutinized
their School Improvement Plans (SIP). ( The table that you
in the Activity phase of the lesson is a of a part of a school

Improvement Plan). It is the schools themselves, not DepEd higner

to these
ofices that know best their problems and the solutions
and kind or
problems. It is the schools that determine the number
echers the
y need, the kind of
learning materials and resources they
eed
Since
Schools are
given more power to direct
themselves, they
a r em a d e
accountable tor results. SBM makes schools
a c c
accountable to
thestakeholders
rs.

Basis ofSBM
Legal
Constitution provides that
The
Philippine Congress shall enact
laral government code that will institutionalize a system o
cal governmen

units
ntralization (Article 10, Sec. 3) whereby local government
decentrali

extended more power, authority...The Local Government

s h a l l
he
in 1991 is a fulfillment of this Constitutional provision.
ode

This means
that long before the Department of Education (DepEd)
decentralization in schools through School-Based
aally introduced local
the enactment of RA 9155,
iegally
in 2001 through
Management (SBM)
M a n a g e m e n t

empowered for local governance.

RA
were already
units
Government and authority as
Governance Act transfers the power
9155, Basic is
School empowerment
the resources to the school level.
well as teachers,
assumption that the school heads including
hased on the and
parents know best the root
leaders in the community,
key
the problem.
solution to

Success of SBM
Conditions for the
to make
be giventhe opportunity
must
school heads school improvement
Teachers,
actively participate in
must
choices. They
planning and teachers must be strongly
involvement of parents
The welcomed.
and highly School
encouraged development of a
in the
must participate allocation
resource
a say on
Stakeholders
must have
lmprovement
Plan. They
needs. thoughtful
to meet specific encouragge
encourage
must actively where
authorities atmosphere
in an
Higher
Higher
and
innovation
They must be
experimentation experiences.

learning and the

viewed as academic
mistakes are with the
authority
their
Willingto share
larger community.
reflection,
problem olving
solv

develop
Teachers must
 Getsnip

In addition, base on
must be present for SBM to internationa
have basic resources;
succeed in
schools: the experience,
.
have developed an
effective school
oilowin
are
provided with regular support system
are givern advice
on how
information on their
pes
they
emphasize the motivational may improve; and
of the principal element in
rmance,
the
manageme
The success of SBM
WOrk
very much
Below are his/her functions: depends on the school
Table 5. Functions of a School Head head
Roles Functions
Knowledge/Skills
Attitudes Required
Visionary principal, motivator, Lead in setting the vision,
advocate and planner mission and
goals of the school Change and future
Builder of networks and orientation
support Organize lexpand school,
systems local government networkscommunity
and groups
and | Networking, organizinn
that will actively participate in school sOcial mobilization 9
improvement advocacy
Lead in developing the School
Improvement Plan with the participation Development of teamwok
of the staff and building consensus and
skills in negotiation and
the community
Conflict resolution
Lead in developing and maintaining the
School Management Information System
Participatory planning and
administrative management
Generation and use of data
and information as basis for
planning and management
Curriculum developer Create a physical and psychological cli- Development of collective
mate conducive to teaching and learning accountability for school
and student performance
Localize and implement school curricu- Designing of the curiculum
um to address both natonal
goals, local needs and
aspirations
Encourage development and use of Creation of an openleam
innovative instructional methods focused ing system based on sever-
on improving learning outcomes al resource materials rather
increasing access to basic education, than on single textbooks
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 donations, gifts, Serving as model for
bequests and grants for educational transparency and
urposes and report all such donations to accountability especially in
the appropriate offices financial management

(Source: Department of Education, a Primer on School Leadershin)

 ctors of Sch School Effe
tiveness Based on 101
Efective
E
practices need be
need to Researd
esearch
rt
of school culture.
t h e school
To buildinstitutionalized
that supports the for them
iechaisSm tha

continuing quality professional capacitythem to become

andd establish
s eh o o l s

School-Based
an
assuran
effective
Management
that establish
improvement
ellective,
schools even beco oti
ceed by the come more
(SBM is the
trod Department
introducea

of
tinuously
continuc
work on
effective Education in the Philmechanism
nthe n1sm
hools
chools given greater
are given greater
aree schools.
Schools. A
As the term Philippines to
ation of children. autonomy to make implies, in SBM,
decisions regarding8
There research finding of OECD confirms
has a posit.nositive relationship with "that scho
hool autonomy
student
measures
abi
are in performance when account-
place and/or when
hers collaborate in
teachers col
school school principals and
ASingapore have been management" (0ECD, 2012). China
and

el (Stewart, 2008).
level (Stewart, In
"devolving more
responsibility to the school
Finland, accountability rests
ests on the trust
trust
by families and
dlaced by
placed governmnent in the
on

of teachers (Stewart, 2008). professional competence

In the Philippines, the devolving of
the schools was done through the
more
responsibility to
School-Based
Management
SBM). 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 student performance in the Philippines using the
administrative dataset of all public schools in 23 school 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. (Source: http://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-

5248). Accessed 9-1-16)

significant decision-making authority Was
With SBM,
individual schools.
transferred from and district offices to
state
students, and parents greater
DBM provided principals, teachers,
education process by
giving them responsibility
COntrol over the and the curriculum.
budget, personnel,
Odecisions about the and other community
of teachers, parents,
hr
Ough the involvement
can create
more effective
decisions, SBM
men
D e r s in these key of Research
(Source: Office
children.
learnir
png environments for
further
en
strengthen
the
the School
School-

Guide). To
Bduclon/Consumer and
re-emphasize
the centrality
in
Based Manageanagement (SBM) practice of relevant community

of
of the elearne and the
involvement

arners
 SCO0
The leacher and tne conmunity,

basic education service delivery, the Department of Education

(DepEd) embarked on revisiting the SBM framework, assessme
ment
process and tool to imprOve on already recognized successful SR
M
practices across the regions (DO 83, s. 2012). To institutionali.
ze
decentralization efforts at the school level and in line with Republie
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 augment 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
for Basic
Education (PASBE) which was launched through DepED Order No.
64, s. 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 for
continuous improvement of learner outcomes (DepEd D0 20, s. 2013
-

The Philippine Accreditation System for Basic Education (PASBE)

Supplemental Guidelines to DepEd Order No. 83, S. 2012). Source:
http://www.teacherph.com/a-comprehensive-guide-to-school-based-management
sbm/Accessed 9-2-2016

The agreed upon standards of quality or effective schools are

grounded on the four principles of A Child-and -Community -
Centered Education Systems (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 II, Maturing and Level II, Advanced. A school that
reaches the highest level of SBM practice
status.
qualifies for an accredited
 eadershp and 103
Sats GOvemanoe Cumculum and
Leaming CCountabity and
Contnous imorovemert Managemertof
Resources

Level ll
andste Status
Advanced (Accredited)
Level W
(Maturing)
Level
(Developing)
Level of Practice
Figure 1. SBM- PASBE Operational Framework
(Source: DepEd Order # 64, s. 2012)
A school in Level I, developing, means that the school is
ieveloping structures and mechanisms with acceptable level and
extent of community participation and impact on learning. A
school in Level I, described as Maturing, means that the school is
introducing and sustaining continuous improvement process that
integrates wider community participation and significantly improve
performance and learning outcomes. Level Il, Advanced (Accredited)
means that the school is ensuring the production of intended
outputs/outcomes and meeting all standards of a system fully
ntegrated in the local community and is self-renewing and self-
sustaining
institutionalize SBM, the
In conclusion, PASBE is a means to
schools for them to chart their destiny
Sranting of more autonomy to
o grow in effectiveness continuously.

Effectiveness
actors that Contribute to School
factors that spell school
to the following
Research findings point
eilectiveness: school head, highly
These include a dynamic
factors motivated
Human and committed teachers, highly
Selected competent community.
and a supportive
expectations,
pupils with high Th e s e refer to
These
clear and clear and
factors, processes ambitious
N o n - human high expectations/
vision-mission
(focus),
Shared
 standards, emphasis on accountability, aligned curriculum
instruction and assessment with DepEd standard
um
state
efficiency or optimal utilization of resources and facilitirds,
ties
collaborationand communication, focused professional
evelopment, and global and future orientation.

S e 1actors are exemplified by high performing schools in

the Philippines and broad and by the best education performino
countries in the world.
n the Philippines, the practice of School-Based Management,

av sreater autonomy to schools to make decisions collaboration

in

with parents and community towards greater school eltectivenes.

assess schools'
ne SBM Assessment Tool is an instrument used to
is an assurance
cecuveness and its use for accreditation of sch0ols
Lat etective practices get institutionalized to build the school's
Culture of excellence. A copv of this SBM Assessment 'Tool is in

Appendix A.
The heart of all these 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.

Application Let's Apply

1. Form 4 groups. Each group will do a Powerpoint presentation
to explain one of the if: 1) meaning, 2) advantages, 3)
disadvantages and 4) demands of SBM.
2. Divide the class into 2 groups. Each group will simulate a
meeting called by the school head to address the following
problems: 1) litter in the school grounds and classroom, 2)
bullying among students, 3) poorly motivated students. Apply
the principles of SBM.
After each simulation, point out which act was/was not
in accordance with SBM principles?
 105

TAKEAWAYS
SBM
means
means

direct
schools to dir
chool-based management.
their own It is the empowerment of
It
involves he
school he head
affairs forempowermen
high performance.
ormance.
and other members of
rents and
parents leading his/her teachers, students,
the
Concerns
is based
with the
ultimate goalcommunity
of improving
address problems
to address
problems
on the
principle of subsidiarity which schoolperformance.
who are most involved states that it is
can est solve
at the
their problems. lowest level of the organization who
those

The advantages of SBM

include:
Allows competent individuals
will improve learning; in the schools to make decisions that
Gives the entire school
community a voice in key decisions
Practices focuses accountability for
Demands greater creativity in the decisions;
Redirects resources to design of programs;
Leads to realistic
support the goals developed in each
school,
aware of the school's
budgeting as parents and teachers become more
financial status, spending
cost of its programs; limitations, and the
Improves morale of teachers and nurtures new
Disadvantage of SBM leadership at all levels.
-

Participatory decision-making needs time and may slow down

Demands of SBM process
-

Active andintelligent participation of stakeholders

Democratic and transformative
leadership of school head
Support and openness of higher authorities to schools
Roles of school head
Visionary leader, planner, implementer, evaluator
Fiscal resource manager
Curriculum developer
 Creating a Positive School
CHAPTER Culture

Learning Outcomes:
At the end of this Chapter, you should be able to

explain the meaning of school culture;

and
'discuss how school culture affects learning;
contribute to the building of
Cire ways by which you can
positive culture.

Introduction

School culture matters. This influences to a how

great extent
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
school community must therefore strive to create a
learning. A
positive culture.

Activity Let's Read These

Here are twelve norms of school culture where people and programs
improve. Study them.

1. Collegiality 7. Appreciation, recognition

2. Experimentation 8. Caring, celebration, humor

3. High Expectations 9. Involvementin decision making

4. Trust and confidence 10. Protection of what is important
5. Tangible support 11. Traditions
6. Reaching outto the knowledge
12. Honest, open communicatio
base

108
Caurce: www.ascd.orgi/ASCD/pay/ournals/ed lead/el_198503 saphier. pdf
 Read the followin following episodes then 10
re i s i l l u s t r a t e d .
identify which norm of
school
lture
When school students arrive
highh.
WnevaCtly
know what to expect.
exactly what for pre-calculus
class, they
ons
i n s t r u c t i o n

for Projected on
the day's Success the screen are clear
to work on them successfully. Starter. Everyone is
not reach
might not reach an
expected
2 h
today. You might reach answer
.Yrtomorrow.wlStruggle is okay."
answer tomorr
Students know that
not
not reach an
an
day, they
third day, be hat by the
expected to by the
present their understanding
problem-solving strategy to the class.
and problem-

have a short memory', she

Wati
3. replies with a kind smile. "You
this every time we tackle a
say problem. Remember the last time
struggled and then overcame your
you struggled
Remember confusion?
otr 1Orms that we wrote
together? One of them
mindset. And remember I am here for you".
was a growth
AI hear some students talk1ng while someone is reciting. I don t
think you will like that if you are the one reciting. Can we agree
on a rule? Give me a rule". Student suggests. Let's keep quiet
and isten when someone is reciting. Raise your hand y you
want to recite." Teacher asks, "can we keep this rule?
are going to class standing
compute your scores for
5. Today you
- written quizzez, seatwork, performance test, homework. These
are done,
wereall corrected and returmed to you. When you
with mine. Should there be discrepancy,
be
compare your total
to show your corrected papers.
ready
Barb teacher asks her sixth graders
6. During the first week of school and
do you have about yourself?"
two questions: "What questions The students
do have about the world?"
"What questions you little
"Can they be about silly,
their questions,
begin enumerating your questions
that you really
asks one student. fthey're
things?" nor little," replies
the teacher.
want answered, they're neither silly teacher organizes
questions,
their individual
After the students list where they share lists and search

students into small

groups each
the much discussion
common. After
they have in rank-ordering
the
Jor questions list of questions,
with a priority about the world.
group comes up and those
themselves
questions about teacher solicits
the groups
session,
combined
whole group class's
Dack together in a for the
consensus
toward the
and works become the
basisfor guiding
Prorities questions old?"
questions. These "Willl live to
be 100years
Sts
of question, and oral
ITICulum in
class. One nto genetics,
family
investigations disease,
heart
educational
a n d probability,
ned statistics
science,
actuarial
Sory,
 Cancer, and hypertension. The students had the opportunits
ity totosee
seek
out
information from familymembers, friends, experts in varou various
eas, on line as well as from
computer services, and books, the
teacher. She describes what they had to do as becomi ming part
part ofof
alearning community." According teacher, "We decide what what are
are
the most
compelling
those issues.
intellectual issues, devise uays to
investigate
nvestigate
(https://www.nap.edu/read/9853/cha
hapter/11#156)-Consensus Study Report National Research
Council. 2000. How People Learn: Brain, Mind, Experience, and 17226/9853.
Expanded Edition
Washington, DC: The National Academies Press. https://doi.org/i llEE
S e n s e of community is strong, even palpable. But this sense
an tjust spring full-blown from being a group of peopleoccupying
ne same place at the same time. It was built upon many Small and
Specific moments of learning the same verses to songs and sharing
raations, memories of times together and stories often-told..
dome 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 lean about each other, to sing and celebrate and say goodbye.
These events mark our comings and our goings and afjirm our
common interests in the time we spend togetner.
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 flled
buns
Soft drinks
High caffeine drinks - e.g. drinks containing guarana or

caffeine
Deep fried food of any description

CLAYGO-"Clean as you go".

9. The teacher wrote, "nice job" on my sketch of an orange. I knew

very well that my smudged mess of an orange wasn'ta nice job. t
wasn t even a decent representation of any fruit known to man.
would have benefited by her teling me one thing I could do to mare
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 receiwed undeserved praise

 chool Clture
Ssens/ the impact or
praise when t
is truly

nserviceascd.org.sIx-lUpS-for.creating-a-posit ve-learning-environment:
Suurce.htw
111
y Classroom earm
Tracher Paz remarks "I like
to
hone my tea. teaching skills and attend that CPD
AnOuledge) update my PCK seminar. I like to
Good teaching is honored in this
(pedagogical content
My school head
ad
protects my
school.
t71e to the minimum academic time. She
keeps meeting

Analysis-Let's Analyze
which ot the tweive
elements of a
lustrated by the positive culture
episodes vignettes? Which element were
given
llustrated by describing the
opposite?
was

Is there any element left out?

If there is can you as a
group suppiy an episode or a
vignette? A
description of an episode in school like the 9vignetteabove.
is a short
given

1 Abstraction Let's Conceptualize

Eleven (11) vignettes in the first part of this Chapter give a
concrete picture of a positive school culture.

Vignette Norm of School Culture lilustrated

High expectation
Honest and open communication

celebration, humor
angible support; caring,
of what is important
4 Involvement in decision making: protection

Trust and confidence traditions

communication
6a Collegiality: honest, open
out to the knowledge
bases; appreciation, recognition
Collegiality; experimentation; reaching

Collegiality: traditions
tradition
8 protection of what is important;
angible support;
0 out to the
knowledge base
Reaching
11 Appreciation and recognition

12 is important
Protection of whatASCD/.project-based-teaching-sample-chapters.pdf.)
wascd.org/ascd/pdf/site
112
positive
culture, lly onest
specificalj

Item # 9 does not illustrate

and open communication.

this time you ha

ave an ide
After having read the vignettes, by nettes are festations
of the vigne of
on what school culture is. All
school culture.

The Meaning of School Culture and importank

complex
School culture is one
of the most relers to the
1985). It generally he
concepts in education (Schein, attitudes and
attitudes
and written and
written and
relationships,
beliefs, perceptions,
influence every aspect
of how
and
unwritten
school rules that shape
functions (https://www.edglossary.org./School-culturel

concrete ISsues such as

more
also encompasses
However, the term students, the orderliness of
emotional safety
of
the physical and to which a school embraces
or degree
Classrooms and public spaces
ethnic, linguistic
and cultural diversity.
racial,
(http://simplicablel/new/school/John,

According to Spacey n o r m s and shared

consists of the
Nov. 23, 2017), school culture
In fact, Scott and
experiences that evolve over school's history.
culture is reinforced by norms,
Marzano (2014) state that "school
everything from dress codes
expectations and traditions, including
celebrations of achievement. Therefore, it
to discipline systems to
school that gives a school
described as the character of a
may be
resources and practices. They are
qualities beyond its structures,
"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 we
create and shape. It is shaped by everything that all people in school
see, hear, feel and interact with. It is a creation of the school head,
teachers, parents, non-teaching staff students and community. Sean
Slade (2014) elaborates:
Within a
couple of minutes of walking into a school or a
classroom, you can tell, define almost taste the culture that
permeates that space. Is it an
is it a rigid, discipline defined sharing environment? Or
open,
playing field? It is safe and
-
 Ositive School (
tld. or \Cullure
or intimidatng
does and
ot and
it
make you
want
confronting? Does it 113
leadershup or
to
shrink? ls it welcome
is it
self directed with waiting for
a
common
Climate and
School Culture
s c h o o lC l i m a t e

How does school climate

ently used dilfer from
fequcn tly
culture? These
atina
it is
illustrated by the butinterehangeably
school climate is terms
tatt and is tocused on the attitudes and behaviors ofmore
h o l stall and

the
School climate reters to style
ste.School
of the school's
the schoo>'s organizational
na teaching practices, effects on
students,
i t' l u l i n g

strators,
teachers, parents and
.ulimunis,
the diversity
relationships among and
students.
b y nd reteeted in daily interactions School climate is
Sudents support staft and the outsideof staff, administration,
d r v e n

aclty, s[udents

v/slidesha
are.net/module) community. (https:||
School culture is a
deeper level of reflection of shared
eliets. and traditions between staff members. School culturevalues,
refers
o t e
the way teachers and other staff members work together and the
set o f beliefs, values and assumptions they
share. (www.ascd.org.
esearcr
rch). School culture is a broader term and so is inclusive of
school climate.

School Culture in Learning

The Role of
School culture matters. Research confirms the central role of
Mlture to school success. School culture can be positive or negative
improvement, collaborative
school culture fosters
or toxic. A positive student
professional development and staff and
decision making,
culture fosters the opposite.
learning. A negative

of a Positive
Culture
Elements
school
of this Lesson a positive
phase
As given in the Activity
climate is characterized by the following:
You work in an

atmosphere is friendly.
- The school are
shared by
.Collegiality and authority best
where responsibility not to put your
atmosphere You have
can be
yourself. throw his/her
everyone. You
school head does not
others. The felt by his/her
Torward to impress authority
make his/her
does not
weight. He/she
experimentation

colleagues. atmosphere
encourages

2. Experin nentation - The

 " OCn0O1 Culture and Org

and so will welcome ofthe learning p ro

proce
mistakes as part
mistake.Mistakeo ess. No
a es
student, no teacher are not
intended. They give a
gets
punisnReferring ht bulb,10,000
lot of lesson.
Retferring to his
l10,000
Ed.ai,
Ediso
failed
fai
in the light bulb,
ttempts then he was experimenting

10,000 ways
that won'+ said
have not failed. Ive just found
said
one's level of achieve work
3 has been
High expectations It has
De hat
that aspiration.
asplration.So sset
set hi
t
high
Is always lower than one's level
achievement.
Two ems arisSe
probler

expectations for high

Robert J. Marzano warns usS
and difficult to chano
to chang
subtle
First, expectations are

that they
have louw ectations for
expectations
Teachers may be u n a u a r e a w a r e , they may
become ey may have
Some students; even when they tneir
beliefs and
becauSe
their expectations
yrculty changing the years.
biases have developed over
communicates expectattons to
Second, uwhat actually
consciously work to
Students is teacher behavior. If teachers toward
their behavior
their biases but don't
change
change tended to expect less, their
those students from whom they have
on student achievement
wvill have little effect
change of attitude
Students, teachers, heads and school
4. Trust and confidence -
work well when relationships ara
parents relate well and
confidence. In tact, honest and open
solidly built on trust and
communication (# 12 in this list ) is possible only when there is
trust and confidence in each other in the school community. I
can share my inner thoughts only when I am confident that I do
not get ostracized when I do.

5. Tangible support Everyone in the school community gets

concrete support for the good that they do. Support comes in
not just in words but in action. School 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 ProfessS1onal
Standards for Teachers.
7. Appreciation and recognition - Certainly words of
appreciation and
recognition make classroom climate highly favorable.
teachers: "You are not made A reminae
less when you
you become praise others. Instead,
magnanimous. So
praise. The problem sometimes isdon't be stingy with your S
negative toand so we despise them our eyes are so quick to Sothe
blinded the good and
so we immediately but our ey.
overlook them and fail
are

reciate to appre
 eating aPositive
School Culture
ing, elebration, humor
they knowithat
-

Kids
you care. don't care what
doesn't care. It may be They don't
doesn't
listen to teachereryouwhen
knowteacher 115
good to
tudents, especially those who remind teachers until
nsitive struggle, don't receive
feedback in the classroom
ositive fee that
eive nearlymany
enoughof
or in their nearly eno
lhen kids personal lives.
nd to do Ibetter,"taught
are
with
they
ten proactive,
says Erin Green
a

praise-heavy
nric, erly generalized
neric, overly of Boys
Town. But beapproach,
comments such as "Good
Complimenting
Complim speciic.
help.
ollr
a
specific behavior ("Thanks for job!" don't really
visiting guest'),
to our visi
hand, reinforces showing
on the ther
respect
behavior. that particular
Inyolvement in
decision making
Involving others who
-

concerned with decisions to be made enhances are

sense of
They also feelimportant. ownership.
10 Protection of what is important -What schools consider
must form part of their tradition and so must be important
all means. In the Activity above, mention was madeprotected by
on School
Canteen Policies that include "no soft drinks, no chocolate
and CLAYGO because the school considers nutrition and healthetc.
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 simply by the absence of gangs, violence or discipline

problems but also by the presence of a set of norms and values that
focus school community's attention on what is most important and
motivate them to work hard toward a common purpose.

communication No one gets ostracized for

12. Honest and open
such that everyone is
his mind. The atmosphere is
speaking up ostracized. The
his mind without fear of being
encouraged speak
to
discussion is "agree to disagree."
agreement at every

and Student Norms

Shared Norms: Teacher
contribute to a
and students
teachers
Shared norms for both share teacher
norm

Boss and
Larmer (2018)
learning8
school culture.
pOSitive fair and a n
engaging
to a
contribute They check
nd student n o r m s to school culture.
of a positive
characteristic
er
Vironment, a
norms each week.
onthe following
 Table 6.
Student Norms
Teacher Norms
1. Teach in mindset.
different ways. 1. Have a growthcan
2. Call improve
students by their names. a. Believe you
3. Care about students' feelings. b. Fail forward.

a. Understand their situation. c. Keep trying

4. d. Speak positively abouty
your abilities tr
Have a good attitude.
a. Stay calm. learn.
b. Use kind words. Call classmates by their names
2. work.
C. Have patience. 3. Be responsible for
your
d. Greet students and a. Have materials ready.
say good-bye.
5. Help students understand. b. Advocate for yourself.
Work at a reasonable pace.
a. c. Be a professional.

b. Explain clearly d. Meet deadlines.

C. Support different learning styles. e. Participate.
d. Expect the best. f. Be on time to class.
e. Re-explain if necessary 4. Listen..
a. to the teacher.
6. Attend school the majority of the time.
7. Berespectful. b. to your classmates.
a. Give everyone what they need C. to guests.
b. Use proper language. d. to the directions.
C. Allow space if needed. 5. Attend school the majority ofthetime.
d. Use supportive wordswhen explaining. 6. Be a good team player.
e. Call by your name. a. Provide good, helpful feedback
8. Have a growth mindset. b. Stay calm.
C. Encourage others.
d. Stay on topic.
e. Be considerate.
f. Use
proper
g. Communicate
language.
clearly to students and
(Source: Suzie Boss, John Larmer and
teacher(s).
Foreword by Bob
teaching: how to create rigorous and engaging Lenz, (2018) Project based
learning experiences.)
 Let's Check for
Understanding
Answer the
following
What is school
questions briefly.
cultureP
2. Does school culture affect student learning? Explain

3. Cite at least 3 ways by which you,

as future
teacher, Can
culture.
contribute to a positive school

Let's Reflect
I learned that

I realized that

I was pleased that

I was not aware that

TAKEAWAYS

School culture is the character of a school that gives the school

qualities beyond its structure, resources and practices. It is
created by all the people in the school. It is not inherited and so
is not passed on through the genes.
School culture includes school climate and so school culture is
broader than school climate. School climate is relational whle
school culture is a deeper level of reflection of shared values,
beliefs and traditions.

Undoubtedly, school culture affects

learning and so schools
must, by all means, build
positive not toxic school culture