FOCUS QUESTIONS:

• What is school culture, and how does it affect leading,

teaching, and learning?

School Culture is a process that makes implicit explicit.

The term school culture generally refers to the beliefs,
perceptions, relationships, please attitudes, and written and
unwritten rules that shape and influence every aspect of how a
school functions, but the term also encompasses more concrete
issues such as the physical and emotional safety of students, the
orderliness of classrooms and public spaces, or the degree to
which a school embraces and celebrates racial, ethnic,
linguistic, or cultural diversity. Like the larger social
culture, a school culture results from both conscious and
unconscious perspectives, values, interactions, and practices,
and it is heavily shaped by a school’s particular institutional
history. The school culture is made up of diversity of students,
teachers and non-teaching staff. The diversity of students
includes both male and female students from different cultural
backgrounds and age, and students with various ages, just to
mention but a few. The diversity of teaching and non-teaching
staff is made up of males and females, different culture and
race, and varied teaching and working experience among others. A
school's culture is always at work, either helping or hindering
learning. It influences every decision and action in a school,
from the leadership style of the principal to the way teachers
choose curriculum materials and interact with students.
 School culture affect leading, teaching, and learning in a
way that school culture provides a space for teachers to think,
are you think, revise, and refine what they value and believe,
what they accomplish, and how they think an and act. Also,
culture reboot occurs in a continuous cycle of critical
reflection and conversation action feedback, reflection, and
upgraded action. School culture affects leading, teaching and
learning in a way that it has become a central concept in many
efforts to change how schools operate and improve educational
results. While a school culture is heavily influenced by its
institutional history, culture also shapes social patterns,
habits, and dynamics that influence future behaviors, which could
become an obstacle to reform and improvement. Through collective
awareness and action, culture can be used positively in order to
enhance student learning and achievement, whether through small
actions such as celebrating achievements in public events, or to
more large-scale projects such as developing democratic processes
for teachers, students and other stakeholders to contribute to
curriculum reform. While it appears to be constant, culture is a
dynamic space that is influenced by laws, policies and changes of
leadership. It therefore requires school leaders to be aware of
what influences or changes aspects of the school culture, whether
deliberately or not, and ensuring that the culture for learning
and achievement are never put at risk. In addition, school
culture affects leading, teaching and learning in a way that it
helps faculty and students get to know our students on a more
personal level, which has strengthened our community and culture
of involvement even further. Activities that involve students and
faculty reinforce relationships and build respect.
• How can culture re-boot succeed in improving school performance
when school reform has not?

Culture reboot succeed in improving school performance when

reform has not in a way that unlike knowledge, which is extra now
such a self-reflection action in feedback creating knowing, which
is internal. Even Volvo information has little meaning to
individuals unless it is connected to their personal experiences
and gains personal meaning. The reboot process also builds the
school's professional capital well qualified, thoughtful
individuals working together in focused and committed ways to do
better and achieve more real improvements. Culture reboot is also
assembled and shaped through interactions with others and life
and the world in general. And purposeful educators can reboot and
reshape it in ways that makes schools into effective leading,
teaching, and learning environments. They also succeed in
improving performance in a way that they affect relationships
expectations and behaviours among teachers, administrators,
students and parents. The also give meaning to what people say
and mold their interpretations of even the most minor daily
events. The second key feature observed is that the most
successful school-based reforms developed effective techniques
for nurturing staff collaboration and participation in decision
making. The schools created cultures of collegiality by finding
ways for staff and the community to work together on significant
changes needed in their schools. Time and funding to support
working groups' access to it were cornerstones of successful
school-based reforms. Equally important to shared decision making
was the reformulation of the roles and authority exercised by
teachers and administrators. Some principals welcomed teachers'
contributions; others gave up control grudgingly. These new
divisions of labor and clout created new responsibilities and
obligations for school staff but also strengthened
professionalism and morale. Leadership for these change processes
came from a variety of sources: teachers, principals, and
district or state personnel. The advances in staff collaboration
and participatory decision making were often achieved by an array
of creative changes in staffing patterns and allocations of
resources, time, and space.

• In what visible and implicit ways does a school’s culture

express itself to teachers, administrators, students, and
parents?

-Within a climate of mutual respect, trust, honest, self-

awareness and openness to new ideas, teachers and administrators
look closely at their own beliefs and behaviours and identify the
schools and students difficulties. Done instead of the faculty
adapting of their behaviours in accord with no longer assumptions
and norms, the reboot provides a space for sinkers for teachers
to rethink, revise, and refine what they value and believe, what
they want to accomplish and how they think and act. Culture
reboot occurs in a continuous cycle of critical reflection and
conversation, action, feedback, reflection and upgraded action.
School culture has become a central concept in many efforts to
change how schools operate and improve educational results. While
a school culture is heavily influenced by its institutional
history, culture also shapes social patterns, habits, and
dynamics that influence future behaviours, which could become an
obstacle to reform and improvement.

• Which aspects of school culture support hard work and high

achievement?

- The aspects of school culture which support high hard work

and achievement is the aspect of school climate. School climate
includes a safe and caring environment in which all students feel
welcomed and valued and sense of ownership of their school. It
support hard work and high achievement for school climate
psychosocial environment that profoundly impacts teachers,
administrators and students. It has been described as "the heart
and soul of the school which that essence of a school that leads
a child, a teacher, and an administrator to love the school and
to look forward to being there each school day." School Climate
encompasses a school’s overall culture. A culture that is created
by the beliefs, attitudes, stated and unstated norms that shape
and influence every aspect of how a school functions. That
culture deeply informs the day-to-day experiences of students in
their school environment. This includes everything from teaching
practices, to how adults engage with students, to the
relationships administrators, teachers, parents, and students
hold with one another, to the degree a school embraces and
celebrates racial and cultural diversity in and outside our
schools. A positive school climate helps people feel socially,
emotionally and physically safe in schools. It includes
students', parents' and school personnel's norms, beliefs,
relationships, teaching and learning practices, as well as
organizational and structural features of the school. A
sustainable, positive school climate promotes students' academic
and social development. Positive school climate is related to
many positive student outcomes. For example, positive school
climate is associated to higher academic performance, better
mental health, and less bullying. Improving school climate can be
used as a preventative approach to reduce disruptive behaviour
and improve attendance, achievement, and student and parent
satisfaction with school. Many assessment tools and interventions
have therefore been developed to help school in the climate
improve process. Thus, school climate is associated with, and can
be predictive of, academic achievement, effective violence
prevention, students' healthy development, and teacher retention.
A sustainable, positive school climate fosters youth development
and learning necessary for a productive, contributing and
satisfying life in a democratic society. This climate includes:
Norms, values and expectations that support people feeling
socially, emotionally and physically safe. In schools with higher
rated school climates, students made larger achievement gains.
Furthermore, improvements in school climate over time were
associated with improvements in achievement gains.

• In what ways is change organizational learning?

- Learning involves change, an alteration in the individual

as a result of interaction with the environment. Because learning
is inherent in the concept of change, any change in behaviour
implies that learning is occurring or has occurred. Change in
organizations, therefore, is organizational learning. But, only
people not facilities can learn. And, one of the first things
that educators need to understand if they are to re-boot and
refine their school culture in fruitful ways—and create
organizational learning is the nature of change and the change
process. This knowledge supports the perspective, persistence,
and patience they will need to successfully re-boot.

Organizational Learning and Change is a values-based

approach to systems change in individuals, organizations, and
communities. Organizational learning is a buzzword used to
describe the process of transferring knowledge within an
organization. It is the organization’s process of gaining
knowledge related to its function and using that knowledge to
adapt to a changing environment and increase efficiency which
makes change as an organizational learning. Positive school
cultures as a means of organizational learning provide a safe,
supportive, encouraging, inviting, and challenging environment
for students and staff, which in turn allows students' academic
achievement to evolve. Thus, A school's organizational culture
provides a sense of identity, promotes achievement orientation,
helps shape standards and patterns of behaviour, creates distinct
ways of doing things, and determines direction for future growth.
Organizational or school culture has both positive and negative
functions.
• What are the characteristics of organizations that can learn?

- Learning organizations give employees the power to solve

problems autonomously, as well as to benefit from the experience
of their peers. They have the opportunity to share their ideas
and insights without fear of being judged, and to expand their
knowledge, and work together to achieve common goals. The
organization is the primary benefactor of this creative and free-
thinking approach. A learning organization is one that culls past
and present experiences for important lessons and principles,
uncovering yesterday’s important ideas and meanings to help
clarify purpose and energize employees for tomorrow.
Experimentation and learning from mistakes help people discover
what works and what doesn’t. Without shared values, norms, and
goals, an organization drifts from one new idea to the next,
often repeating past mistakes and failing to learn from either
successes or disappointments. Viewing organizational learning
from a systems’ perspective, Peter Senge, a management expert,
believes that organizations—like schools— that excel will be
those that discover how to develop people’s commitment and
capacity to learn at all organizational levels. Learning
organizations are those where people continually expand their
capacity to create their desired results. Schools can only
improve through individuals who learn. While individual learning
does not guarantee organizational learning, no organizational
learning occurs without it. The Characteristics of organization
that can learn are:

 Personal mastery— a lifelong process of continually

clarifying and deepening individual understanding of
 reality and what is important to us, integrating reason
with intuition, and perceiving and working with forces of
change. Personal mastery fosters individuals’ motivation
to keep learning how their actions affect the world.
 Mental model- deeply ingrained assumptions,
generalizations, or images—frequently operating
unconsciously—that influence how we understand and act,
including what can and cannot be done in life or in
organizations. Opening our thinking to more accurate
models, rigorous scrutiny, and challenge allows us to
identify shortcomings in our present ways of seeing the
world and become open to change.
 Building a shared vision — a critical leadership role
that motivates people in organizations to a common
identity, the desire to excel and learn, and collective
advancement of their agenda because they want to rather
than because they are told to.
 Team learning — developed through shared focus, openness,
and interactions (especially using reflection, inquiry,
and thinking together without defensiveness). The
intelligence of the team exceeds the intelligence of the
team’s members, and the team develops extraordinary
capacities for coordinated reflection and action.
 Systems thinking — a holistic conceptual framework by
which understanding the whole depends on recognizing the
contributions of its individual parts. All parts of the
school organization are connected to all other
interrelated parts, which must be considered in any
organizational change.
The following also are the characteristics of organization as
learning:

1. Collaborative Learning Culture (Systems Thinking)

A successful learning organization is supported by a

collaborative learning culture. Every individual is honored, but
they also play a vital role in the overall framework. According
to Senge's system thinking principle, organizations are made up
of smaller units, much like the pieces of a puzzle. Corporate
learners must understand the system as a whole, as well as each
individual component that's involved. For example, they must
comprehend how compliance and company policy foster a more
efficient workplace, and ensure employee safety. Collaborative
learning cultures also thrive on differing viewpoints. Corporate
learners should respect and honor the ideas of their peers. Every
voice must carry weight, and there is always room for innovation.

2. "Lifelong Learning" Mindset (Personal Mastery)

On an individual level, learning organizations require a

forward-thinking mindset. According to Senge, this involves
personal mastery. Corporate learners must develop a lifelong
learning perspective, wherein they value and understand the
importance of continual growth. The focus is on practical skills
and knowledge they can apply in real-world environments. For
example, soft skills that allow employees to improve customer
service tasks. Individuals must also display commitment and
dedication to personal goals, as well as company-wide learning
objectives.

3. Room For Innovation (Mental Models)

 This trait of learning organizations is actually two-fold.
First, corporate learners must be able to evaluate and assess
their current cognitions through self-reflection. This allows
them to challenge limiting beliefs that are standing in the way
of progress. Every individual is then able to see how they fit
into the big picture, and how they can serve the "greater good".
Secondly, corporate learners must be encouraged to test out new
theories and approaches. Risk is all part of the equation, as it
allows people to learn from their mistakes and continually
improve. According to Senge, mental models should be acknowledged
and challenged in order to move beyond unfavourable behaviours
and assumptions.

4. Forward-Thinking Leadership (Shared Vision)

The fourth way to identify a learning organization is to

look for forward-thinking leaders. The enthusiasm and dedication
starts from the top. Managers, supervisors, and trainers must be
committed to the process and have a "shared vision". Leaders must
challenge assumptions, encourage self-reflection, and set an
example for their team members. They should let corporate
learners make mistakes that build real-world experience. Then,
they should discuss alternative approaches so that they don't
repeat the same mistakes in the future. Here are just a few ways
that organizations can promote forward-thinking leadership:

Host Live Webinars:

Webinars give leaders the opportunity to interact with their team

on a more personal basis. Likewise, the entire group gets the
chance to ask questions and address their concerns. Webinars are
a great way to motivate corporate learners and raise awareness of
the organization's core objectives. Record the live webinar for
those who can't attend, and provide links to supplemental online
training materials.

Start corporate eLearning Blogs and Online Discussions:

Corporate eLearning blogs and online discussions open up the

lines of communication. Leaders can post important questions,
ideas, and updates, while corporate learners have the power to
pose questions and stay in the loop. Provide leaders with an
outline or weekly topic schedule. Then invite them to make their
own contribution to the corporate eLearning blog, or online
discussion. This is the place where their team can gather online
and share their opinions in a more private way.

Stay Active On Social Media. Facebook, Twitter, And Other Social

Media Platforms:

Encourage leaders to start a closed group where corporate

learners can post helpful links and comments. They can even use
social networking sites to add more interactivity to their
webinars. For example, creating a hashtag for their next online
training event. Just make sure that leaders set some ground rules
to ensure that all opinions are respected and everyone's voice is
heard.

Schedule Regular Team Meetings:

Everyone has to be on the same page in order to make a meaningful

change. As such, you should host regular meetings with your
leadership team. Encourage them to share ideas and feedback so
that you can continually improve your approach. These meetings
equip leaders with the tools and resources they need to serve as
role models. Video conferencing platforms and Project Management
tools are also great additions to your team meetings, as they
streamline the online collaboration process and make the online
training experience more engaging and effective.

5. Knowledge Sharing (Team Learning)

Collaboration is key in learning organizations. Every member

of the group must be aware of the learning objectives and desired
outcomes, and then work as a collective problem-solving team to
achieve their goals. In most cases, this calls for a knowledge-
sharing infrastructure. For example, an online training
repository where corporate learners can share links and learner-
generated online training content with their peers. Everyone
benefits from the expertise and skill sets of the group.
Likewise, they are able to deepen their own comprehension by
sharing information with peers, as it involves active recall and
reinforcement.

• Which conceptual models can help educators make sense of, plan
for, and facilitate change?

-The conceptual models which can help educators make sense

of, plan for, and facilitate change is “The Three-Step Change
Model”. Kurt Lewin developed a change model involving three
steps: unfreezing, changing and refreezing. Reducing complex
change dynamics to its essence, his model’s simplicity helps us
identify the key factors in the change process. For Lewin, the
process of change entails creating the perception that a change
is needed, then moving toward the new, desired level of behaviour
and, finally, solidifying that new behaviour as the norm.

Stage 1—Unfreeze:

Motivate teachers to change. This can be done by upsetting one’s

sense of safety and control. Faculty and staff tend to seek
settings that give them an identity and comfortable stability. If
they become uncomfortable—perhaps by receiving information that
makes them dissatisfied with the current conditions—they become
more willing to let go of (unfreeze) old ways of thinking and
behaving in favor of more effective ones and those more in line
with their goals.

For instance, a high school faculty says they believe in

educational equity—giving each student what he or she needs to be
academically successful in class. They take pride in their social
justice bent. When looking at student achievement data, however,
teachers discover that their affluent high achievers tend to be
in classes with 1:15 teacher– student ratios (largely in advanced
placement, or AP, and international baccalaureate, or IB,
classes), while low-achieving and free- and reduced-price lunch
students tend to be in classes with 1:33 teacher– student ratios
(mainly in the general “college prep” curriculum). These data
disrupt teachers’ beliefs about their fairness to their neediest
students. The facts and their experiences show that the students
who require the most individual teacher–student time in order to
learn actually receive the least. This uncomfortable reality may
provoke teachers to rethink how they organize students for
instruction, how they staff certain courses, how they deliver
instruction, and how they assess students’ progress to advance
their learning.

Stage 2—Movement:

Change what needs to be changed. Once teachers are sufficiently

unhappy with the current conditions and ready to make a positive
change, it is necessary to specify exactly what needs o be
altered. Teachers need a clear and concise view of the new
desired state, so they can plainly see the gap between the
present situation and the proposed one.

Stage 3—Refreeze:

Make the change permanent. Refreezing seeks to stabilize and

maintain the teachers in the new condition to ensure that the
unfamiliar behaviours are relatively safe from backsliding. Here,
the new practices become a habit (refreeze), and the teachers
develop expanded skills, an enhanced self-concept, and more
supportive personal relationships. Of course, the new practices
must be congruent to some degree with the rest of the teachers’
behaviour, personality, and environment, or they will simply lead
to a fresh round of unfreezing, moving, and refreezing. Because
teachers want to help each student be academically successful,
conducting change as a group activity creates a positive peer
pressure that makes it more likely that the organizational
culture, group norms, policies, and practices will sustain the
new behaviours. Likewise, educating parents about the “whys” for
this change can garner wider support.

SCHOOL CULTURE RE-BOOT 1.1:

 Using Levels of Culture to Understand Your School Culture

• Which group had the most difficult time identifying elements in

the school’s culture level? Why do you think this is so?

• Identify some of the school culture elements you observed and

where you observed them.

• What do these cultural elements express about what the faculty

and administration value?

• Which of these cultural elements express what your students and

parents value?

• Which cultural elements are the most effective in conveying

these messages? Which are the least effective? Which give the
wrong message?

• What else do the faculty and administrators value that are not
clearly expressed by these varied cultural elements?

• What else do students and parents value that are not clearly
expressed by these cultural elements?

• How can thinking about school culture and how you express what
you believe are your most important goals help you do your jobs
better?

• What is the worth in having teacher leaders or faculty spend

more time (on another occasion or occasions) thinking about
values and assumptions in order to make work more meaningful,
satisfying, and productive for yourselves and your students?
Self-assessment questions:
1. How would you define the concept of multicultural education?

- Multicultural education refers to a type of educational

model that celebrates diversity and equity. It aims to serve all
students, but especially those that have been historically
underrepresented. It is also a form of education that introduces
students to various cultural backgrounds, beliefs and values.
Some instructors may adjust their curriculum to reflect the
cultural diversity of the students in a specific class. The goal
of multicultural education is to foster educational equity in the
classroom by removing barriers for students of various cultural
backgrounds. Multicultural education also refers to any form of
education or teaching that incorporates the histories, texts,
values, beliefs, and perspectives of people from different
cultural backgrounds. In addition, multicultural education is
often considered identical with intercultural education. The
usage of the concept of multicultural education is originally and
American characteristic of pedagogy and is linked to Afro-
American civil rights movement. With respect to its contents
definitions describe multicultural education as a strategy or
conception, or a set of pedagogical tools which aid the school
and social integration of pupils who are minority situations. The
concept of multicultural education also appears as a kind of
pedagogic view which the whole activity of the school, and
supports ambitions aimed at integration. Furthermore, the concept
of multicultural education emphasizes that multicultural
education is used in a larger context, as it does not only refer
to the integration of minorities, but the educational and social
integration of other minority groups. Thus we can also say that
inclusiveness that is an acceptance is an important
characteristic of multicultural education. On the other hand,
multicultural education can also be defined as the area of
education which the main aim is to provide equal educational and
learning possibilities for pupils belonging to different races,
genders, ethnic and cultural groups and pupils belonging to
different social classes. One of the important aim on the concept
of multicultural education is to help all the pupils to acquire
knowledge, skills, attitudes, and abilities which are necessary
for the efficient functioning of a pluralistic, democratic
society, and to help successful communication and interaction
function in society in morality, and to serve common good and
advantage for all.

2. By the way of what dimensions could multicultural education be

characterized?

- Multicultural education is an idea, an educational reform

movement, and a process. As an idea, multicultural education
seeks to create equal educational opportunities for all students,
including those from different racial, ethnic, and social-class
groups. Multicultural education tries to create equal educational
opportunities for all students by changing the total school
environment so that it will reflect the diverse cultures and
groups within a society and within the nation's classrooms.
Multicultural education is a process because its goals are ideals
that teachers and administrators should constantly strive to
achieve. The dimension could multicultural education be
characterized are: the dimension of integration of the contents,
the dimension of the construct of knowledge, the dimension of
reducing prejudices, the dimension of pedagogy of equal chances,
and the dimension of culture and organization.

The dimension of integration refers to the way in which the

pedagogue transmits data, knowledge, examples about different
social and cultural groups in such a way as to introduce the
theories, laws and essential relationships of his or her subject
from various points of views of perspectives as well it is
important what is included into the study material about ethnic
and social groups, and the way in which they are integrated in
the curriculum. This dimension of multicultural education also
essential that the shaping of the study material from a
multicultural point of view should represent the whole of a
country’s population. The second dimension is the dimension of
the construct knowledge which takes into account results of
research carried out with respect to the examination of the
cultural presuppositions identifiable with the given fields of
knowledge. On the basis of the following definition, the
influence of geographical, ethnic, cultural and social background
on the creation of knowledge, or in the professional terms the
process of knowledge can be stated, or rather understood.

The dimension of reducing prejudice as one of the dimension

on the characteristic of multicultural education is how can the
prejudices of pupils and teachers towards different ethnic
groups, races, gender, the poor, people of different region,
people of different abilities be decreased. The aim of this
dimension is to multicultural education support the thesis that
especially the two teaching-learning strategies are suitable for
the cooperation in studying. The fourth dimension is the
dimension of pedagogy of equal chances which means the appearance
of fair pedagogy or pedagogical equity. It is concerned with the
ways on which results and the efficiency of pupils who lag behind
the average results, come from different ethnic background or
come from groups with low social statuses can be stresses.
Multicultural education stresses the importance of the equality
of chances for minority groups and the improvement of the
achievement of pupils coming from such groups. The dimension of
the culture and organization of the school is the last dimension
on the characteristics of multicultural education. It highlights
the importance of the rethinking and reconstruction of school
culture and organization.

3. Highlight and interpret those characteristics of

multicultural school you find most relevant! Give reasons for
your choice?

-The characteristics of multicultural school that I find

most relevant is that School Leaders have high expectations and
positive attitude towards the pupils, furthermore they react in a
positive, caring and supportive way to their needs. This is
considered as the most relevant characteristic of multicultural
school for this characteristic will help school leaders to create
a culturally and socially acceptable atmosphere, has in view
heterogeneity of those its employees and students. It is mark
that a successful multicultural school builds a positive attitude
towards pupils by creating a positive school climate because
school climate includes a safe and caring environment in which
all students feel welcomed and valued and sense of ownership of
their school. It support hard work and high achievement for
school climate psychosocial environment that profoundly impacts
teachers, administrators and students. It has been described as
"the heart and soul of the school which that essence of a school
that leads a child, a teacher, and an administrator to love the
school and to look forward to being there each school day."
School Climate encompasses a school’s overall culture. A culture
that is created by the beliefs, attitudes, stated and unstated
norms that shape and influence every aspect of how a school
functions. That culture deeply informs the day-to-day experiences
of students in their school environment. This includes everything
from teaching practices, to how adults engage with students, to
the relationships administrators, teachers, parents, and students
hold with one another, to the degree a school embraces and
celebrates racial and cultural diversity in and outside our
schools. A positive school climate helps people feel socially,
emotionally and physically safe in schools. It includes
students', parents' and school personnel's norms, beliefs,
relationships, teaching and learning practices, as well as
organizational and structural features of the school. A
sustainable, positive school climate promotes students' academic
and social development. Positive school climate is related to
many positive student outcomes. For example, positive school
climate is associated to higher academic performance, better
mental health, and less bullying. Improving school climate can be
used as a preventative approach to reduce disruptive behaviour
and improve attendance, achievement, and student and parent
satisfaction with school. Moreover, it is considered as the most
relevant for when there is a positive atmosphere and interaction
between students and teachers then there is a successful and
effective multicultural education and school that school leaders
can provide for all the people to meet and support their basic
needs.

4. Highlight and interpret the most important characteristics of

the pedagogue providing multicultural education!

- The most important characteristics of the pedagogue

providing multicultural education is that the teacher providing
multicultural education should not be racist, should overcome
prejudices, presuppositions regarding pupils coming from various
other and its own (ethnic, cultural, social, religious, language,
and gender). Schools need to be at the heart of tolerant and
diverse communities. Racism and bullying have no place. Every
child deserves respect and a safe learning environment whatever
their racial, religious or cultural background, and every child
needs to learn that our society values diversity and mutual
respect. Schools know how to prevent and respond to bullying,
and will already have strategies in place. Preventing and
responding to bullying around race, religion and culture should
be part of these existing strategies.
12.3.3 Practice Tests:
True or false? Decide about the following statements!

1. Equitable/fair pedagogy is the pedagogic practice aimed at

increasing the school achievement of pupils with different
backgrounds (ethnic, cultural, low social status, pupils
with specific needs), a view essentially connected with the
purpose of providing successful support for efficient
activity in school, with the help of specific tools and

methods. True
2. Multicultural education includes the problems of the

education of ethnic minorities. True

3. In multicultural schools the atmosphere of cultural and
social acceptance is only expected with regards to the
teacher-pupil, pupil- pupil, and teacher –teacher

relationships. False
ASSESMENT:
Write a pledge/commitment to become a transformative educational
leader.
As a future teacher, I pledge/ commit I am convinced
that I have chosen the noblest profession because
teaching is not just a profession, it is a mission.
Children, who are like clay are molded and shaped by
the hands of a teacher. I chose teaching because
being with children is like being endowed with
perpetual youth. The love, laughter, mischief,
Teaching has always been considered a noble profession
creativity and imagination of children are like an
that requires great passion. Being a teacher in the
eternal fountain of joy and vitality. I knew what I
Philippines is a far more interesting story to tell. The
wanted to do, at least in part, since I was a small
challenges abound and one’s passion can truly be tested
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and iftoone
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be a decent human being. I chose teaching primarily
because I believe it to be the calling that God has
placed on my life, but also because of how highly I
esteem it.
Furthermore, few things bring me more joy than
watching the light go on in a student’s head when
they finally grasp a concept- not even my first cup
of coffee in the morning. Although perhaps an even
better feeling would be when a student doesn’t look
at your classroom like it’s a prison, but like it’s a
home. And that is my main aim as a future educator.

And so I commit, therefore I commit to being a

lifelong learner and meet the needs of individual
students. As a teacher, I will continue to learn from
multiple sources of knowledge throughout your career.
I will embrace the opportunity to learn from
practice, by making mistakes, from your students, and
from other teachers and administrators. I commit to
do the best that I can to teach and motivate learners
beyond their expectations and to meet the needs of
each individual learner by providing a variety of
unique teaching methods and techniques. I will strive
to motivate and engage students, and to understand
that not every child will learn in the same way. In
addition, I commit to actively contribute to the
profession by collaborating and contributing to the
school and classrooms. I am willing to seek to
advance and improve all areas of education. I will
embrace diversity, including differences in
ethnicity, culture, socioeconomic status, disability,
and sexual orientation and therefore I must take
steps to ensure that you don’t marginalize or exclude
any students because their beliefs differ from yours.
Reflect on this question:
As a future teacher, how can you be a transformative leader?

A transformational leader is one who encourages others to

find ways to grow and change. Although you might think of it as a
strategy for business leaders, transformational leadership can be
useful even beyond the corporate world. In education, this
leadership style helps educators, from teachers and
administrators to counselors and coaches, motivate each other to
improve and innovate within their classrooms. It can even help
educators find solutions to conflicts within their educational
organizations.

Educators can choose between two leadership styles:

transmissional or transformational. A transformational instructor
focuses on conveying information to students, without inviting
their participation. A transformational leader, on the other
hand, finds ways for students to share their viewpoints. This
open communication then improves student understanding. Educators
who are transformational leaders get positive results, including
higher student engagement with their course material and other
school pursuits. As a future teacher, I can be a transformational
leader in a way of keeping my self-interest and self-promotion.
Instead, I will direct my attention and energy toward the good of
the group as a whole. To accomplish this, I need to embrace those
transformational leadership traits include a passion for the
mission of the educational institution. In addition, as a
transformational school leader I will highly ensure students
focus on their studies by being considerate of individuality,
being charismatic in influencing them, and inspiring them.
Instead of using set problem-solving techniques, I will involve
students and teachers to come up with solutions to problems as
they arise. As a transformational leaders in a school in a way
of setting quickly identify areas in need of improvement, seeking
out-of-the-box solutions. I will also do cynicism and intentions
to quit among teachers, through consultation and individualized
consideration. Realigning their values and goals to resonate with
those of the school, and reassures teachers that are needed and
valued. In addition, as a Transformational leadership I will also
bring about professionalism in the teaching staff by allowing
them the autonomy and room to improve. Because a leader allows
followers to meet and overcome challenges on their own, teachers
are more involved in school affairs. Cooperative relationships
are most likely to develop when challenges are surmounted
together, without supervision from the leader. Clearly, I will
also improve job performance through the four pillars of
charismatic/idealized influence, individual consideration,
inspirational motivation and intellectual stimulation. Thus, I
will helps in individual goal-setting and goal commitment, by
transferring responsibility- making the individual feel part of a
whole.

As a future teacher, I can be a transformational leader in a way

of:

Constantly Share Best Practices

As a first step, I will work toward recognizing that, no matter

how long you've been in the classroom, there will always be
someone else who's more effective at a certain facet of teaching.

Commit to Classroom Observations

I will do my best to observe other teachers in action.

 Transformational leaders possess various character traits.

Complete the sentence by filling out the blanks with
 adjectives/ words that best describe a transformational
leader.

Transformational leaders are:

A transformational leader is someone who: Encourages the

motivation and positive development of followers. Exemplifies
moral standards within the organization and encourages the same
of others. Fosters an ethical work environment with clear values,
priorities and standards. Transformational leaders inspire and
motivate their workforce without micromanaging — they trust
trained employees to take authority over decisions in their
assigned jobs. It’s a management style that’s designed to give
employees more room to be creative, look to the future and find
new solutions to old problems. Employees on the leadership track
will also be prepared to become transformational leaders
themselves through mentorship and training.

A transformational leader is someone who:

- Encourages the motivation and positive development of followers

- Exemplifies moral standards within the organization and

encourages the same of others

- Fosters an ethical work environment with clear values,

priorities and standards.

- Builds company culture by encouraging employees to move from an

attitude of self-interest to a mindset where they are working for
the common good

-Holds an emphasis on authenticity, cooperation and open

communication
-Provides coaching and mentoring but allowing employees to make
decisions and take ownership of tasks

- Keep their ego under control and not let it interfere with the
best interest of their team or the organization. By keeping their
ego in check, the transformational leader is able to put the
organization before their own personal gain and also elicit the
best performance from others.

- Transformational leaders typically don’t need much direction

from others, and are able to manage themselves well. They are
also highly internally motivated, and they use this motivation to
direct the organization to the right path. These leaders do what
they love, and the values are aligned with those of the
organization that they lead.

- Transformational leaders do not shy away from difficult

decisions. They make their decisions with a clear focus on the
values, vision, objectives, and goals of the organization.

- Transformational leaders are perhaps the most inspiring of all.

They have the ability to motivate others to rise to the occasion.
Their style of inspiration is not just limited to formal
acknowledgement of a job well done, rather they treat each
employee as a valued individual and take the time to understand
what motivates them.

- Transformational leaders understand the truth that success is

dependent on the effort of the entire team, and growth happens
only in an organization with a culture of openness to new ideas
from all levels. A transformational leader makes deliberate
efforts to solicit new ideas from team members, and also use
their insights in making decisions.

- The leader knows that it is important to constantly adapt to

changing market conditions to keep moving forward. They are ever
willing to adapt to new situations, and seek creative ways to
respond to the dynamic business environment.

- These leaders are proactive in their approach. These leaders

take risks, and take an active role in growing the organization.

-Transformational leaders set a realistic and achievable vision

for the organization. They then communicate the vision
effectively to their followers, and also inspire a sense of
commitment and purpose. By getting every person to buy into the
common vision, transformational leaders are able to strongly
guide the organization in the direction that they want.
CHESKAH

1. From the text read, fill out the matrix below by supplying
the needed information generated from the text (information,
concepts, principles explicitly found in the material).
Then, write down the inference of this information
generated. Inference is in a form of comparison of various
variables directly or indirectly from the material in the
form of summary statements.
2. Do this activity by group with the given example as basis.

Information Inference Generated from the Text

Descriptive Cause & Value
Generated from
Generalizati effect Principle
the Text
on Generalizati Generalizati
Is a on on
summarizing Is a Is a
statement summarizing summarizing
that makes statement statement
use of that makes that
descriptions use of constitutes
and cause- the
definitions effect guidelines
of concepts. relationship by which
. This is individuals
expresses in govern their
 an “If then actions and
statement” many have
of been handed
declaration down through
the ages in
the form of
proverbs or
wise
statement
for good
living.
Example:
1. Peace can The six If the first Peace is not
be levels of three levels magic
explained peace are of peace are recipe, but
according arranged in not fully a
to a spiral nurtures, masterpiece
personal, then , it is to carve on.
social, impossible
national, to reach the
internation three
al, and remaining
transcenden levels.
tal levels.
2.
3.
4.
5.
1. Do we really need peace in education? Provide enough
substantiation.
2. Fill- out this reflection chart as candidly as you can.

Reflections Reflections Reflections

On In (Affect) About (Action)
(Cognition) (These refer (These refer to
(These refer to your your personal
to your personal actions that
personal feelings, you shall
insights from emotions, and undertake which
the material attitudes include
like new generated recommendations
information from the and future
and material) plans)
inferences
learned)

1. Your principal designates you as a teacher adviser of a

specific section. You found out that this class is
composed of different children with behavior problems
brought by dysfunctional families. They have committed a
lot of troubles in and outside of the school campus. With
your knowledge of peace education, make a Peace Manifesto
with your students using this given format.

Peace Manifesto
Preamble
Article I
The students and the School
Sec. 1
Sec. 2
Sec. 3…
Article II
The students and Teachers
Sec. 1
Sec. 2
Sec. 3…
Article III
The Comradeship of Students
Sec. 1
Sec. 2
Sec. 3…
Article IV
Students and their Parents
Sec. 1
Sec. 2
Sec. 3…
Article V
Students and their
Communities
Sec. 1
Sec. 2
Sec. 3…
Covenant Signatories
Class adviser’s name
Classroom Officers ‘names
Names of the Members of the
 Class

ARCHIELYN

Do the following to check on what you learned about this

topic.

Part I.

Inclusive
Education
Definition Qualities of an
Guidelines in
Effective
Choosing
Inclusive
Instructional
Classroom
Strategies
Concepts Teacher
Related to
Inclusion

ChallengesPart II.

Instructional Strategies for Specific Levels

of Learning.
Levels
Of
Learning
S
T
R
A
T
E
G
I
E
S

Part III.

TYPES

OF

LEARNING
Construct a concept map showing the skills of effective teachers
in inclusive classrooms.

Do a matrix of the different types of learning and match each

with your own suggested teaching strategy.

RESEARCH QUESTIONS

The study was guided by three main research questions namely:

 What instructional strategies (teaching skills) do teachers

use most often in teaching diverse children in inclusive
setting?
 What instructional strategies do teachers use sometimes in
teaching diverse children in inclusive setting?
 What instructional strategies do teachers use less
frequently in accommodating diverse children in inclusive
settings?

WHAT INSIGHTS AND LEARNING HAVE I GAINED IN THIS TOPIC?

Observe a teacher in an inclusive classroom. Write on this

page a reconstructed lesson plan of your observation.

A RECONSTRUCTED LESSON PLAN

RAGAS
 The exemplary instructional leader of today must possess the
5 general qualities and must perform the 5 practices:

Write behavioral indicators to exhibit the qualities as an

instructional leader of tomorriow and the expectations as
instructional leaders.

QUALITIES BEHAVIORAL INDICATORS

HAVE A VISION

TRANSLATE THE VISION

INTO ACTION INSTRUC
TIONAL
LEADER
CREATE A SUPPORTIVE
BASKEN
ENVIRONMENT
&PLIKLOS

KNOW WHAT IS GOING

ON IN SCHOOL

ACT ON KNOWLEDGE

PRACTICES
MODEL THE WAY
INSPIRE A SHARED VISION
INSTRUC
TIONAL
LEADER
 CHALLENGE THE PROCESS

ENABLE OTHERS TO ACT

ENCOURAGE THE HEART

REFLECT ON THIS QUESTION:

In what ways have your views on instructional leadership changed

as a result of learning this topic?

How do you feel with the orientation of this topic?

SUGGESTED MODULE EXERCISE

Directions: Put together the list of the different instructional
leader traits and their characteristics in the graphic organizer.
Answer the questions below.

Traits Characteristics Advantages When to Use

1. Which traits do you want to possess?

2. Why do you want that trait?
3. Under what circumstance?
4. Do the different traits share a common goal?

As a future teacher, you envision yourself to be a instructional leader. How

can you develop yourself to become one?

Signed:
Make your career plan. Use graphic organizer below.

Master Teacher 2

Master Teacher 1
 Teacher 3

Teacher 2

Teacher 1

TE ANALOU

What significant learnings have you gained from this lesson? What
concrete steps will you undertake to be a teacher for the world?

LETS DO THE FOLLOWING ACTIVIES:

1. Bring an object that would symbolize an effective teacher in

the 21st century. Form a dyad and share with your partner
why you have chosen such object.
2. Interview the following education stakeholders; parents,
students, principal, and barangay Captain, Ask them about
their idea of a global teacher. Submit an article (to be
published in the school paper) on the global teacher based
on the stakeholders ‘responses.
CRITICAL THINKING IS PRIMORDIAL AONG EDUCATORS IN THE 21ST
CENTURY. INDICATE CERTAIN BEHAVIORAL MANIFESTATIONS OF TEACHERS
WHO ARE.

CHARATERISTICS BEHAVIORAL MANIFESTATION

- Logical
- Decisive
- Appreciative
- Relevant
- Skillful

Reflect on this question ( Please Check if “YES” and cross if

“NO”) then you write justification.

Are you:

Logical?

Aware of yourself?

Honest?

Open- minded?
A communicator?

A mediator?

Make a written engagement on how you can be an educator in the

21st Century who puts premium on critical thinking.

As a prospective teacher, I commit myself to