CHAPTER 6:

The Why and How of School and Community Partnership

School-Community Partnership

 Partnership implies two parties helping each other. If a school-community partnership exists, both parties
benefit from the relationship.

Sociological Basis of School-Community Partnership

 The functionalist theory states that institutions must perform their respective functions for the stability of
society.
 The school cannot do it all. “It takes a village to educate a child”, so goes the African proverb. It has to work in
partnership with other institutions in the community such as the church, government and non-government
organizations. Families, schools, and other social institutions need to work together to save the youth.

Legal Bases for Parents and Community Involvement

 RA 9155, Governance of Basic Education Act, Section E (10)

 Explicitly states that one of the responsibilities of school heads is “establishing school and community
networks and encouraging the active participation of teachers organizations, nonacademic personnel of
public schools, and parents-teachers-community associations”.
 Section 3 (f)
 Act encourages “local initiatives for the improvement of schools and learning centers and to provide the
means by which…improvements may be achieved and sustained.”
 RA 9155, states that partnership between school and community also ensures… that: 1. educational
programs, projects and services take into account the interests of all members of the community (Sec 3, d);
2. the schools and learning centers reflect the values of the community by allowing teachers/learning
facilitators and other staff to have the flexibility to serve the needs of all learners (Sec 3, e); 3. Local
initiatives for the improvement of schools and learning centers are encouraged and the means by which
these improvements may be achieved and sustained are provided (Sec 3, f). So schools and communities
function better when they work as a team.
 Batas Pambansa Blg. 232, Education Act of 1982, Section 7
 Every educational institution shall provide for the establishment of appropriate bodies through which the
members of the educational community may discuss relevant issues and communicate information and
suggestions for assistance and support of the school and for the promotion of their common interest.
Representatives from each subgroup of the educational community shall sit and participate in these bodies,
the rules and procedures of which must be approved by them and duly published.
 RA 8525, Adopt-A-School Program Act
 It allows “private entities to assist a public school, whether elementary, secondary, or tertiary,… in, but not
limited to, the following areas: staff and faculty development for training and further education;
construction of facilities; upgrading of existing facilities, provision of books, publications and other
instructional materials; and modernization of instructional technologies”.

Philippine Education For All (Efa) 2015 Plan

 EFA has a vision and holistic program of reforms that aimed to improve the quality of basic education for every
Filipino by end 2015 likewise states: “Schools shall continue to harness local resources and facilitate involvement
of every sector of the community in the school improvement process”.
 UNESCO Assistant Director General for Education, Dr. Qian Tang, said: “Our vision must be more aggressive,
more committed not just involving government, nongovernment agencies but all stakeholders”.
 Agenda 2030 cannot be realized without schools partnering with community.

Learning from the Experiences of Schools and Community Partners

Here are the concrete examples:

1. Dumingaga Central School, Dumingag, Zamboanga del Sur

 Strong school community partnership – Feeding program was maintained by donors – Mother Butler Mission
Guild, barangay councils, office of the mayor, parents who budgeted, cooked, purchased.
 “Kiddie Cop” classes – Cops lectures on good manners and right conduct, drug addiction, child abuse, child
welfare. Municipal Welfare and Development Office – Municipal Health Office conducted special classes on
health nutrition, rights of the child.
2. Angels Magic Spot and Project REACH, etc. – Pembo Elementary School, Makati

 Pembo Angels Magic Spot (PAMS).

 Project BOWLS (Brain Operates Well on Loaded Stomachs).
 Project Revitalized Enthusiasm for Assistance to Children of Humanity (REACH).
 Pera sa Panapon

What can the Community do for Schools?

 Brigada Eskwela – This program engages all education stakeholders to contribute their time, effort, and
resources in ensuring that public school facilities are set in time for the forthcoming school opening. DepEd
Order 100, s. 2009.
 Curriculum Development – this can use of community resources for learning. E.g. museum, elders of the
community as key informants in research or resource persons in the study of local history.

In this school-community partnership, the school can fulfill what curriculum requires and may improve on their
curriculum based on community feedback, enables the student undergo hands-on work experience, while community
establish and contribute the formation of graduates for the world of work.

 Work experience programs – business establishments and offices in the community can serve as training ground
for learners. These can provide the learners with opportunities: 1) to become familiar with the workplace; 2) for
employment simulation; and 3) to apply their competencies in areas of specialization/ applied subjects in
authentic work environments. (DepEd Order No. 30. 3. 2017).
 Remediation and enrichment classes – parents and retired teachers may be involved in the School Reading
remediation and Learning Enrichment Programs. e.g. Project Sharp.
 Youth Development Programs – The young may involve themselves in youth development programs and
develop their skills and talents, learn how to deal positively with peers and adults and serve as resources in their
communities.
 Community Service
Examples:
 Tutorial Programs
 Community Reforestation Programs
 Clean Up Drive for a River
 Assisting in Medical Mission
 Teachers Managing Program, Projects, Activities

What Can Schools Do For Communities In Return?

 Schools may allow the community to use school resources. Here are concrete examples enumerated by the
DepEd Primer on School-Community Partnership:
 Classroom used by community organizations for meetings
 School used as a polling place and venue for medical mission which it may co-sponsor with the Rural Health
Unit
 School used by the Rural Health Unit for mothers’ class on child care
 School used as an evacuation center
 School facilities used for community assemblies
 School basketball court used for local celebrations and barangay sports league
 Schools conduct livelihood skill-training programs for parents and out-of-school youths by using school
resources
 Livelihood skill-training for parents and out-of-school youths by teachers themselves

CHAPTER 7

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

CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the Philippine Teachers
Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223, as amended, the Board for Professional
Teachers hereby adopt the Code of Ethics for Professional Teachers.

Preamble

Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well as
technical and professional competence in the practice of their noble profession, and they strictly adhere to, observe,
and practice this set of ethical and moral principles, standards, and values.

Article I: Scope and Limitations

Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all
competent teachers. Committed to its full realization, the provision of this Code shall apply, therefore, to all teachers in
schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary,
elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term “teacher”
shall include industrial arts or vocational teachers and all other persons performing supervisory and /or administrative
functions in all school at the aforesaid levels, whether on full time or part-time basis.

Article II: The Teacher and the State

Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the cultural and
educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate
national morality, promote national pride, cultivate love of country, instil allegiance to the constitution and for all duly
constituted authorities, and promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an
oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall be physically,
mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not,
directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person
or entity for such purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.

Section 7. A teacher shall not use his position or official authority or influence to coerce any other person to follow any
political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his
researches and investigations; provided that, if the results are inimical to the declared policies of the State, they shall be
brought to the proper authorities for appropriate remedial action.

Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best
service by providing an environment conducive to such learning and growth.

Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for
moral, social, educational, economic and civic betterment.

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

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

Section 5. Every teacher shall help the school keep the people in the community informed about the school’s work and
accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the
opportunity to provide such leadership when needed, to extend counselling services, as appropriate, and to actively be
involved in matters affecting the welfare of the people.

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

Section 8. A teacher possesses freedom to attend church and worships as appropriate, but shall not use his positions
and influence to proselyte others.

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine
enthusiasm and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best
preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional
Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the
profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally
competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper
misrepresentations through personal advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a
decent living.

Article V: The Teachers and the Profession

Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in
one another, self-sacrifice for the common good; and full cooperation with colleagues. When the best interest of the
learners, the school, or the profession is at stake in any controversy, teachers shall support one another.

Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of others
which he may use.

Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and other
data as are necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not
divulge to anyone documents which has not been officially released, or remove records from files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional
and unethical conduct of any associate. However, this may be done only if there is incontrovertible evidence for such
conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in
writing, without violating the right of the individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he respects the system of
selection on the basis of merit and competence; provided, further, that all qualified candidates are given the
opportunity to be considered.

Article VI: The Teacher and Higher Authorities in the Profession

Section 1. Every teacher shall make it his duty to make an honest effort to understand and support the legitimate
policies of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry
them out.

Section 2. A teacher shall not make any false accusations or charges against superiors, especially under anonymity.
However, if there are valid charges, he should present such under oath to competent authority.

Section 3. A teacher shall transact all official business through channels except when special conditions warrant a
different procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which
case, the teacher shall appeal directly to the appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the
administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so, they
shall avoid jeopardizing the interest and the welfare of learners whose right to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of teachers are
made only on the basis of merit and needed in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full
knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel

Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards teachers
and other personnel, such practices being standards of effective school supervision, dignified administration, responsible
leadership and enlightened directions.

Section 2. School officials, teachers, and other school personnel shall consider it their cooperative responsibility to
formulate policies or introduce important changes in the system at all levels.

Section 3. School officials shall encourage and attend the professional growth of all teachers under them such as
recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to
participate in conferences in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates except for cause.

Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with
pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions of their
work; provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing laws.

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in the subject
or grades he handles, provided that such determination shall be in accordance with generally accepted procedures of
evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions,
observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall
deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for
requested concessions, especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for
such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher
shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their
scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and
shall extend needed assistance in preventing or solving learner’s problems and difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit
their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner
under him, exercising utmost candour and tact in pointing out the learner's deficiencies and in seeking parent’s
cooperation for the proper guidance and improvement of the learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair
criticism.
 Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation; provided that it does
not relate to or adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of
his debts and loans in arranging satisfactorily his private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture
which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official
influence, except only when his assignment is inherently, related to such purchase and disposal; provided they shall be
in accordance with the existing regulations; provided, further, that members of duly recognized teachers cooperatives
may participate in the distribution and sale of such commodities.

Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for which it is the highest obligation to live with
dignity at all times whether in school, in the home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behavior in all
relationships with others and in all situations.

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

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and
nations.

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition against the erring
teacher of the disciplinary action consisting of revocation of his Certification of Registration and License as a Professional
Teacher, suspension from the practice of teaching profession, or reprimand or cancellation of his temporary/special
permit under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and
Regulations Implementing R.A. 7836.

Article XIII: Effectivity

Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after sixty (60) days
following its publication in the Official Gazette or any newspaper of general circulation, whichever is earlier.

CHAPTER 8:

Organizational Leadership
Organizational Leadership
  In organizational leadership, leaders help set strategic goals for organization while motivating individuals within
the organization to successfully carry out assignments in order to realize those goals.
 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 and individual in any role to lead
from the top, middle, or bottom of an organization.

Leadership versus Management

 School Head Must Be Both Leader And Manager

A school head leads the school and community to formulate the vision, mission, goals, and school improvement
plan. This is a leadership function.

Comparison of Manager and Leader

TYPES OF SKILLS DEMANDED OF LEADERS

 Technical
 It refers to any type of process technique like sending e-mail, preparing a power point presentation.
 Human
 Human skill is the ability to work effectively with people and to build teamwork. This referred to as people skills
or soft skills.
 Conceptual
 Conceptual skill is the ability to think in terms of models, frameworks and broad relationships such as long-range
plans. It deals with the ideas while human skill concerns with people and technical skills involves psychomotor
skills and things.

Leadership Styles

 Autocratic
 Autocratic leaders do decision making by themselves.
 Consultative
 Consultative leaders allow participation of the members of the organization by consulting them but make the
decision themselves.
 Democratic
 Democratic leaders allow the members of the organization to fully participate in decision making. This is a
genuine participation which is in keeping with school empowerment.
 Laissez
 Leaders avoid responsibility and leave the members of the organization to establish their own work. This
leadership style leads to the kanya-kanya mentality.

The Situational Leadership Model

 In situational leadership, effective leaders adapt their leadership style to the situation of the members of the
organization to the readiness and willingness of group members.
 Paul Hersey and Kenneth H. Blanchard (1996), characterized leadership style in terms of the amount of task behavior
and relationship behavior that the leader provides to their followers.

Behavioral Styles in Situational Leadership

 SELLING/DIRECTING
Individual lack the specific skills required for the job in hand and they are willing to work at the task. They are novice
but enthusiastic.
 TELLING /COACHING
Individuals are more able to do the task; however, they are demotivated for this job or task. Unwilling to do the task.
 PARTICIPATING / SUPPORTING
Individuals are experienced and able to do the task but lack the confidence or the willingness to take on
responsibility.
 DELEGATING
Individuals are experienced at the task, and comfortable with their own ability to do it well. They are able to willing
to not only do the task, but to take responsibility for the task.

The Situational Leadership Model

 Competent members of the organization require less specific direction than less competent members. Less
competent people need more specific direction than more competent people.

The Servant Leadership

 Robert K. Greenleaf (1997), coined the paradoxical term servant-leadership. Greenleaf deliberate and meaningful
way of emphasizing the qualities of a servant leader.
 Robert K. Greenleaf describes the 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. 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.
 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.

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.
 Transformational leader is not content with status group 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.

Sustaining Change

 For reforms to transform, the innovations introduced by the transformational leader must be institutional and
sustained. 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.
 Morato of Bayan ABS-CBN, (2011) gives the following advice:
 seek the support of the stakeholders
 get people involved early and often
 plan a communications campaign to “sell” the innovation– Morato (2011) asserts: “The change envisioned must
cascade downwards to the last lesson plan and ripple sidewards to win the support of major stakeholders”.
 ensure that the innovation is understood by all
 consider timing and phasing
Chapter 9:

The School Head in School–Based Management (SBM)

Local Governance Code of 1991 (RA 7160)

 This law provided for a more responsive local government structure through a system for a decentralization where
local governments are given more power, authority, responsibilities and resources.

School-Based Management (SBM)

 It is a decentralized management initiative by developing power or authority to school heads, teachers, parents and
students. SBM is authority from DepEd Central Office, regional offices, division officers to individual schools.
 It 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. 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. 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 school 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, spending limitations, and the cost of its programs; and,
 Improve morale of teachers and nurture new leadership at all levels.

Though SBM, decision making authority is developed 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.

In SBM, schools take the responsibility to plan and implement their School Improvement Plans (SIP). 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, kind of learning materials and resources they need.

Since schools are given more power to direct themselves, they are made accountable for results, SBM makes schools
accountable to stakeholders.

Legal Basis of SBM

 The Philippine Constitution provides that Congress shall enact a local government codes that will institutionalize a
system of decentralization (Article 10, Sec 3) whereby local government unitsshall be extended more power,
authority. It is a fulfillment of this Constitutional provision.

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 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.

Factors of School Effectiveness Based on Research

 Effective practices need to be institutionalized for them to become part of the school culture. 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 autonomy to make decisions
regarding education of children.
 Their research finding of OECD (Organization for Economic Co-operation and Development) confirms “that school
autonomy has a positive relationship with student performance when account-ability measures are in place and/or
when school principals and teachers collaborate in school management” (OECD, 2012).
 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 SBM on student performance in the Philippines using the
administrative dataset of all public schools in 23 schools district over a 3-year period, 2003-2005.

Philippine Accreditation System for Basic Education (PASBE)

 It was launch through DepED Order No. 64, Section 2012. It 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, Section 2013)

Level 1: Developing

 The school is developing structures and mechanisms and acceptable level and extent of community participation
and impact on learning.

Level 2: Maturing

 The school is introducing and sustaining continuous improvement process that integrates wider community
participation and significantly improve performance and learning outcomes.

Level 3: Advanced

 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.

Philippine Accreditation System for Basic Education (PASBE)

 In conclusion, PASBE is a means to institutionalize SBM, the granting of more autonomy to schools for them to 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.

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 Tool is an
instrument used to assess schools effectiveness practices get institutionalized to build the school’s culture of excellence.

Chapter 10:

Creating a Positive School Culture

School Culture

 It refers to the beliefs, perceptions, relationships, attitudes and written and unwritten rules that shape and influence
every aspect of how a school functions. However, the term also encompasses more concrete issues such as the
physical and emotional safety of students, the orderliness of classrooms and etc.
 According to Spacey (2017), school culture consists of the norms and shared experiences that evolve over school’s
history.
 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.
 Also Sophier, J. (1985) states that they are built through the everyday business of school life. It is the way business is
handled that both forms and reflects the culture.

Culture as a Social Construct

 School culture is something 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.

Sean Slade (2014) elaborates;

Within a couple of minutes of walking into as 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 Social Culture

 School climate is illustrated by the attitudes and behaviors of the school staff and is focused on the style of the
school’s organizational system. It refers to the school’s effects on students, including teaching practices, diversity
and the relationships among administrators, teachers, parents and students.
 School culture is a deeper level of reflection of shared values, beliefs and traditions between staff members. It refers
to the way teachers and other staff members work together and the set of beliefs, values and assumptions they
share.

The Role of School Culture in Learning

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 Positive Culture

1. Collegiality

The school atmosphere is friendly. You work in an atmosphere where responsibility and authority are shared by
everyone.

2. Experimentation

The atmosphere encourages experimentation and so will welcome mistakes as part of the learning process. No student,
no teacher gets punished for a mistake.

3. High Expectations

One’s level of achievement is always lower than one’s level that aspiration. So set high expectations for high
achievement.

4. Trust and Confidence

Students, teachers, school heads and parents relate well and work well when relationships are solidly built on trust and
confidence.

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.

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 Teacher.

7. Appreciation and Recognition

Centainly words of appreciation and recognition make classroom climate highly favorable.

8. Caring, Celebration and 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.

9. Involvement in Decision Making

Involving others who are concerned with decisions to be made enhances sense of ownership.

10. Protection of what is important

What schools consider important must form part of their tradition and so must be protected by all means.

11. Traditions

A school must have an intentional culture-based program on shared values, beliefs, and behaviors. This strengthens
sense of community.

12. Honest and Open Communication

The atmosphere is such that everyone is encouraged to so speak his mind without fear of being ostracized. The
agreement at every discussion is “agree to disagree”.

Shared Norms: Teacher and Student Norms

According to Boss and Lerner (2018), shared teacher norms and student norms to contribute to a fair and an engaging
learning environment, a characteristic of a positive school culture.

CHAPTER 11:
 School Policies and Their Functions
Schools are institutions motivated by a shared vision. 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. Policies are formulated must
redound too the improved of schools.

Importance of Policies
 School and partnership and 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.
 Policies must be in place. Observance of these policies ensures everyone in the school community to tow the
line.

Effective Policy Formulation and Implementation in a School Community Partnership.

 There are times when a school formulates a policy to address a local problem. Ideally, a policy must not be
formulated by the school head by himself/herself.
 The school head must lead in the policy formulation process. The word “lead” implies that an effective policy
formulation process must be participatory. This means that it is best that the rest of the school and community
be involved.

School in Empowerment in Action

 Participation of school and community develops a sense of ownership of such formulated policy which ensures a
more effective implementation.
 A school head must ensure wide dissemination and correct and clear understanding of the policy.

CHAPTER 12:
 Roles and Competencies of School Head
Competencies for School Heads: The NCBSSH
National Competency-Based Standards for School Heads (NCBSSH) issued in DepEd Order 32, s. 2010 on April 16,2010.

CORE PRINCIPLE

 School heads are competent, committed and accountable in providing access to quality and relevant. education
for all through transformational leadership and high degree of professionalism

SCHOOL LEADERSHIP

 Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO)

 Data-based Strategic Planning
 Conflict management
 Building High Performance Teams Coordinating the Work of Others
 Leading & Managing Chance

INSTRUCTIONAL LEADERSHIP

 Assessment for Learning

 Developing Programs &/or Adapting Existing Programs
 Implementing Programs for Instructional Improvement
 Instructional Supervision

CREATING A STUDENT-CENTERED LEARNING CLIMATE

 Setting high social & academic expectations

 Creating school environments focused on the needs of the learner

HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT

 Creating a Professional Learning Community

 Recruiting and Hiring
 Managing Performance of Teachers and Staff

PARENT INVOLVEMENT AND COMMUNITY PARTNERSHIP

 Parental Involvement
 External Community Partnership

SCHOOL MANAGEMENT AND DAILY OPERATIONS

 Managing Daily Operations

 Fiscal Management
 Use of technology in the Management of Operations

PERSONAL & PROFESSIONAL ATTRIBUTES and INTERPERSONAL EFFECTIVENESS

 Professionalism
 Communication
 Interpersonal Sensitivity
 Fairness and Integrity

Competency Framework for Southeast Asian School Heads, 2014 Edition

HIGH PERFORMING SCHOOL HEADS OF SOUTHEAST ASIA

Stakeholder Engagement

 Promoting shared responsibility for school improvement

 Managing education alliances and networks
 Sustaining collaborative relationships with stakeholders

Personal Excellence

 Managing personal effectiveness

 Acting on challenges and possibilities
 Pursuing continuous professional development
Strategic Thinking & Innovation

 Charting strategic direction of the school

 Making informed decisions
 Leading change and innovation

Instructional Leadership

 Leading curriculum implementation and improvement

 Creating a learner-centered environment
 Supervising and evaluating teachers’ performance
 Delivering planned learning outcomes

Managerial Leadership

 Managing school resources and systems

 Managing staff performance
 Managing sustainable school programs and project

Domains and Competencies for School Heads in Southeast Asia

Instructional 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).

School Head and the Community

 In the NCBSSH, several strands and indicators point to this school and community partnership. The stands are as
follows:
 It involves internal and external stakeholders in formulating and achieving school vision mission, goals and
objectives (Domain 1 A).
o Explains the school vision to the general public (Domain 1 A)
o Aligns the School Improvement Plan/Annual Improvement Plan with national, regional and local education
policies and thrusts (Domain 1 B)
o Communicates effectively SIP’AIP to internal and external stakeholders Domain 1B)
o Involves stakeholders in meetings and deliberations for decision-making (Domain 1D)
o Provides feedback and updates to stakeholders on the status of progress ad completion of programs and
projects.
o Creates and manages a school process to ensure student progress is conveyed to students and
parents/guardians, regularly (Domain 2 C)
o Recognizes high performing learners and teachers and supportive parents and other stakeholders (Domain 3
A)
o Prepare financial reports and submits/communicates the same to higher education authorities and other
education partners (Domain 6B)
o Maintains harmonious and pleasant personal and official relations with superiors, colleagues, subordinates,
learners, parents and other stakeholders (Domain 7A)
o Listen to stakeholders’ needs and concerns and responds appropriately in consideration of the political,
social , legal and cultural context.

In the Southeast Asian Competency Framework, the following competencies strengthen school and community
partnership.

1.) promoting shared responsibility for school improvement;

2) Managing education alliances and networks and:

3.) sustaining collaborative relationships with stakeholders.