CAPIZ STATE UNIVERSITY

ED 104 (The Teacher and the Community, School Culture,

and Organizational Leadership)
Second Semester 2020-2021 BPEd 2A 7:30-9:00 (T, Th)

Name: Franz Simeon Vincent E. Cheng Course & Section: BPEd-2A

Activity 7– Typology of School Culture

Analyzing the Typology of School Culture, give your own reactions whether the
BPEd Program delivers effective/ineffective services or neither improving or declining for
you as learners to experience. Cite specific aspects among the five (5) to justify your
answer.

School culture may emerge from a variety of elements such as goals, relationships,
teaching, leadership practices, and organizational structure. It may be positively fostered through
the focus of the school vision, shared expectations, data utilization, and collaborative teamwork.
Culture can become negative when blame is placed on students, unpleasant relationships develop
among staff members, and produce norms that reinforce inertia. The BPEd program included
both positive and negative cultures that aided and hindered the school's progress in building a
safe environment in which learning could flourish.

One of the best cultures that I have

seen blossom and improve the school was
from the efforts of Capsu Circle of PEHM
and MAPEH (CCPM). The officers of the
aforementioned organization were elected
by the CCPM members and were tasked
with managing the mobility of the BPEd
program in collaboration with MAPEH
teachers. These officers developed positive
relationships with their fellow members and
encouraged them to join school activities,
volunteer at community events, make new friends, and generally be better people. CCPM
members participated in almost every school function to demonstrate the importance of being
active in school to their fellow CapSUnians. I loved how this organization established
relationships between the students and proved that not only were the teachers there to help but so
were their fellow classmates as well. Ever
since the CCPM just started and was
beginning to spread around the school, there
was a transformation in the school
environment. The students grouped around
their CCPM officers and even around their
teachers during their vacant times to chat and
do activities with. The school grew a bit
closer and more like a family. Attendance in
community and sports events increased, as
has the participation in clubs and sports
around the school.
 The most noticeable cultures I have
encountered at Capiz State University are the
many distinct ones formed within the sections
of each academic major. Each class had its
own vibe and was ran in a completely
different way from the room next door. Even
within various department buildings, there
was a sense of hard work versus minimum
effort that they put into their joint endeavors.
Apparent differences were also seen in the
colorful architecture department corridors
which consisted of posted student work and hanging projects from the ceilings compared to the
minimalist management department hallways which had a single bulletin board on the wall on its
first floor. Furthermore, teachers sensed the contributions that students put forth, and if none
were present, those were the places where
the most discipline occurred. Diving further
into the actual classrooms rather than the
hallways would really help one get a sense
of whether or not teachers kept their
students close and united, much like family.
In addition, I felt that the classrooms of the
College of Education were really homey.
Although some science laboratories were
utilized as classrooms, they were decorated
with colorful paintings, hanging art, a
working corner with books and furniture,
and an open door to all students during classes.

Overall, I believe my school had a nice combination of different cultures. I think that the
cooperative culture that the CCPM put together within the student body was a significant
improvement for the school. Unfortunately, this school year dwindled down because of the
COVID-19 pandemic. Looking at our situation now, it seems as if there is no hope for students
to return to physical classes after several years. However, some countries including our
Southeast Asian neighbors have proved that schools can open while following the proper safety
protocol. Nevertheless, there must have been a degree of safety in those countries that made this
possible. This can only happen through proper management of the COVID-19 situation. Only
then, we can return to our normal lives and bring back the school culture we used to have pre-
pandemic.

Activity 8– The Teacher as a Leader in Educational Reforms

Select one (1) of the three (3) which you think your teachers in the BPEd program had
shown an ideal leadership practice in order to promote student learning. Be specific with your
observation.

Touching the lives of many and shaping the outcome of so many futures, the teacher is
the pinnacle of a leader. Just as a leader has his or her own style, their method of motivating their
students also plays an important role in a student’s achievements. Spending more time with
children than most parents do, the teacher is crucial in developing their students. If they are
ineffective leaders, children suffer. When they shine as leaders, children flourish and the
universe opens up to them. As a teacher, it is of utmost importance that they improve their
leadership skills and find the best style of teaching for the students they are educating.
 In my three years of education
at Capiz State University, the educators
in the BPEd program fulfilled many
roles, one of the most important of
which was that of a leader. Every day,
teacher leadership occurred in the
classroom, creating an environment
that enriches the lives of everyone they
come into contact with, especially the
students. One of the characteristics that
make the BPEd teachers an excellent
leader is being passionate. They are very passionate about teaching and learning. The teachers
continuously feed their drive-by remaining up-to-date on the latest evidence-based strategies for
educating their students. Additionally, they are passionate about professional development to
further their professional goals. Secondly, they demonstrate integrity. The teachers of the BPEd
program are honest in all of their interactions with their students, co-workers, and administrators.
They are also reliable and can be trusted to produce high-quality work while meeting all the
numerous timelines that are part of their personal commitments. When they make a promise to
their students, they always keep it. The teachers are also collaborative. They ask for help from all
students of their classroom, coworkers, and administrators. The teachers recognize that in order
to be truly effective leaders, they cannot close their classroom door and operate independently.
Another trait that BPEd teachers display is being communicative. The teacher-leaders can clearly
express their vision for their classroom to guarantee that everyone on the team is working toward
the same goal. They are able to articulate the vision for each student to parents as well as anyone
else who is a part of the student's learning community. Moreover, they can communicate the
goals that have been set for each student so that the students have a clear image of the route that
they and the teachers are on.

Having a positive attitude is

also one trait I love about them. The
teachers of BPEd constantly have a
positive disposition that motivates
people with whom they engage on a
regular basis. They are able to strike a
crucial balance between productivity
and enjoyment. The teachers are also
confident. When confronted with a
setback, they remain cool and
confident. They keep the team on track
and focused on the long-term objectives. When a student is struggling with an academic subject
or maintaining acceptable classroom behavior, the teacher serves as the voice of calm in the
midst of the student's storm and is able to redirect the student's attention back to the task at hand.
They also serve as an inspiration to me. BPEd teachers keep their students and teams involved in
the goals that have been established. They achieve this by acknowledging both large and small
accomplishments that are made daily. Furthermore, they are engaging. The teacher-leaders keep
their teams engaged. They do this by pushing them and asking for their contributions regularly
and consistently. The teacher-leaders keep their students motivated by setting high standards and
attainable goals. The teachers of the BPEd program are fearless as well. They are not afraid to
take risks and, as a result, make mistakes. They understand that making mistakes helps them to
learn and grow. By doing so, they foster an environment in their classroom that encourages all
team members and students to take risks without fear of making mistakes. Finally, they are
celebrators. The BPEd teachers take time to appreciate all the accomplishments the students and
team have made.

My take on this is that without the aforementioned qualities they already have, they will
not be successful teacher-leaders. I believe that, in addition to the standard courses that teachers
take, they should also be educated on how to build their leadership skills. The leaders of the
world's most powerful army of the future must be taught how to lead after all. They must be
shown which style to use when teaching their students. Teachers must also acquire and cultivate
some personal qualities for them to be successful. They need to know how to bring meaning to
their students by showing purpose and providing direction as they carry out their mission, to
educate.

Activity 9– The Why and How of School Community Partnership

Upon knowing the concepts on school and community partnerships, give the reasons
why the school must be adaptive to it and why should teachers be a part of it. Explain
thoroughly by integrating what 21st century skills are needed and must be shown by them.

In the face of such dire need, what does collaborative action has to offer?  Most people
would agree that strong families, who in turn have the support of individuals and institutions in
their surrounding communities, make it considerably easier for children to develop and learn.
However, the increase in single-parent and dual-income households, along with the progressive
loss of village-like communities, has left a rising number of children and families tragically
isolated from beneficial relationships, peer and emotional support, and access to referral services.
When families, schools, and community institutions such as the Church, government, and non-
government organizations come together to set their goals and determine how to achieve them,
everyone benefits. Schools benefit from the informed support of families and community
members, families have numerous opportunities to contribute to their children's education, and
communities look forward to an educated and responsible workforce. Benefits flow to school and
community agency personnel as well. They can observe boosts in morale,
heightened involvement in their job, and a feeling that their efforts will yield results.

For some time, researchers and practitioners have documented how schools and
communities working towards common goals may be helpful. Communities can provide schools
with a setting and environment that either complements and reinforces the values, culture, and
learning that schools provide for their students or negates all that schools seek to accomplish
(Ada, 1994; Bricker, 1989; Nieto, 1992). Communities can also provide schools and their
students with critical financial support systems as well as the social and cultural values required
for success and survival in the contemporary society (Mattessich & Monsey, 1993; MDC, Inc.,
1991; Miller, 1991). Finally, communities have the potential to extend a variety of opportunities
to students and their families with a wide range of social, cultural, and occupational possibilities
(Bell & Sigsworth, 1987; Hull, 1994). In turn, schools offer communities a focal point for
educational services for children. Symbolically, many people regard schools as the last
remaining public institutions in many communities. Education generally involves instruction in
social and cultural skills, as well as acculturation into mainstream values and ethics, especially at
the primary level. Schools regularly provide employment for members of the community and, in
certain circumstances, offer community services.

School and community partnerships are also a vital component of the 21 st century. When
it comes to the skills that a teacher should have, critical thinking, problem-solving,
communication, cooperation, creativity, and leadership are at the top of the list, while some
concepts such as effective guidance, character development, and professional ethics are also
prominent. Technological change, which is one of the determinants of 21 st century learner
characteristics, is also seen to be essential in terms of teaching skills. When considering the
common characteristics of the determined skills, it is clear that two essential skills stand out:
leadership and cooperation. Leadership begins with the teachers being a part of the change and
appropriately managing for their students, the community, and themselves. The 21 st century also
requires more collaboration skills than ever for the teacher who has to communicate with all
actors of the school and the community. Collaboration with the right people and tools at the right
time and place will make it simpler for the teacher to reach their goals.

By working together, schools, families, and communities can prepare for a more
promising future. In urban communities struggling against crime, unemployment, and collapsing
institutions, school-community partnership provides hope to individuals who have given up on
the social institutions in their neighborhoods and cities. Rural communities looking for
opportunities to revitalize themselves in a technologically advanced world might discover ways
to bring themselves into the 21st century by combining educational and community improvement
initiatives.