Educ.

6- The Teacher and The Community, School Culture… | 1

Republic of the Philippines

Surigao del Sur State University
Lianga, Surigao del Sur, 8307
Telefax No. 086-214-4221
Website: www.sdssu.edu.ph

EDUC. 6
THE TEACHER AND THE COMMUNITY,
SCHOOL CULTURE AND ORGANIZATIONAL
LEADERSHIP
LEARNING MODULE

DR JANE C. OROPA

Name of Student: __________________________________________________________

Course and Year: __________________________________________________________

Class Schedule: ____________________________________________________________

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 2

PREFACE

In time of this pandemic, this module will serve as a Work Sheet on The Teacher and the
Community, School Culture and Organizational Leadership. This focuses on the partnership of
the school and community which is founded on the concept that the school is a creation of
society and so the school must in turn serve society. School and community partnership is geared
towards the building of a positive school culture. A positive school culture is a function of the
relationship among internal as well as external education stakeholders which is influenced to a
great extent by the leadership and management style of the school head.

This module also includes a discussion of the different topics as intended in the learning outcome
of this course.

Each Module contains the following parts:

● Learning Outcomes – This part contains the objectives of each Module.

● Introduction – This gives a brief background and overview of the module. It
enhances the understanding on the statement of purpose of each topic in the
Module.
● Activity – This is the beginning phase in the presentation of the lesson. It engages
the learners in a priming activity as individual output. Guide question/s will be
answered by the learners.
● Analysis – This phase is a thinking exercise and is deeper in context than the
Activity phase. In this phase of the lesson, the learners are helped to look back to
and think of the activity.
● Abstraction/Generalization – This phase connects the learners to information
and concepts with the help of guide questions.
● Application – This is the phase for transfer of learning. The learners show
evidence of the newly acquired competency and knowledge about the lesson.
● Enrichment – In this phase, the learners connect their acquired knowledge with
other disciplines and real-life situation. An enrichment task will be added to this
Module.
● Research Connection – This guides learners to read research/es related to the
intended learning outcomes. It introduces learners in the field of research.
● Reflection – In this phase of the Module, the learners are expected to have
reflection on the lesson presented and connect ideas and experiences to their
personal life.
● Worksheet for Every Module- This will serve as learners’ Answer Sheet in
which the learners are going to fill up at the end of the week and to be submitted
to the Course Instructor. The learners are expected to have this as part of the
Assessment of the learning outcome/s intended for the week.

Some parts of the activities, Lesson Presentation, and Assessment styles are taken from the
Course Reference/Textbook and acknowledging the authors in their contributions in the making
of this module possible.

- JcOropa

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 3

Course Information & Learning Plan

Course Name: Educ. 6- The Teacher and the Community, School Culture and
Organizational Leadership
Course Reference/s: The Teacher and the Community, School Culture…
By: Nelia G. Prieto, LPT, PhD
Clotilde N. Arcangel,LPT, PhD
Brenda B. Corpuz, LPT, Phd
Published by: LORIMAR Publishing INC. C. 2019

Course Description: This is a 3-Unit course that focuses on society as a context upon which
the schools have been established. Educational philosophies that are related to society as a
foundation of schools and schooling shall be emphasized. Further, principles and theories on
school culture and organizational leadership shall be included to prepare prospective teachers
to become school leaders and managers.

Contact Hours/Week: 3 hours/week

Course Instructor: DR. JANE CERVANTES TEJERO

Contact Number: Globe # 09669355694
Email Address: [email protected]

Consultation Hours: 8:00- 12:00 WEDNESDAY only

Course Requirements

• Major Exams
• Summative quizzes
• Per unit outputs as specified in the assessment
• End of course learning log (reflective journal) and portfolio (compilation of outputs/Module)

GRADING SYSTEM:
● Class Standing…………………………40%
• Attendance……………….…………….(5%)
• Quizzes…….... …………………………(15%)
• Oral Graded Recitation…………...(15%)
• Assignment………………………………(5%)
● Examinations……………………………40%
Requirements……………………………20%
TOTAL 100%

Course Mode of Lesson/s Delivery:

Due to this pandemic, On Line media platform and Off Line activities are designed to continually
deliver better services to the students. Students are being reached out through Messenger, Zoom,
Google Classroom, or Email Ad. For those who don’t have connectivity with the On Line Media, they
will be provided with these Modules to cope up with the course intended outcomes/course
requirements.

Course Learning Outcomes

At the end of the course, the pre-service teachers can:

1. Articulate the rootedness of education in the philosophical, socio-cultural,

historical, legal and political context (CMO 74-83, s. 2017 except CMO 81).

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 4

2. Establish school-community partnerships to enrich the learning environment

and to strengthen community’s engagement in the educative process- Domain 6,
PPST.

3. Link teaching-learning to the experiences, interests and aspirations of the

wider school community and other stakeholders- Domain 6, PPST.

4. Demonstrate fulfilment of the professional obligation to uphold professional

ethics, accountability and transparency- Domain6, PPST and Program Outcome
6.2g (CMO 75-82)

5. Promote professional and harmonious relationships with internal (learners,

parents, fellow teachers and school head) as well as external stakeholders (local
officials, NGOs, alumni, and all others in the wider community). – Domain 6,
PPST

6. To discuss leadership and management styles that establish positive school

culture for effective school performance.

Time Module Number and Content

Frame/Allotment
Week 1
⮚ VGMO and Quality Policy of the University

⮚ Course Orientation on the requirements, output to be

submitted, means of the delivery of the lessons, expected
learning outcomes, and other course related issues and
concerns ‘
⮚ Module 1- Philosophical Thoughts on Education

Week 2
⮚ Module 2- Historical Foundation of Education

Week 3
⮚ Module 3- Social Science Theories and Their Implications to
Education
Week 4
⮚ Module 4- The Strengths and Weaknesses of the Filipino
Character: A Socio-Cultural Issue
PRELIM Schedule and mode in the conduct of the examination will be
announced through Facebook page of the subject, Group Chat
on Messenger, or text message from the Instructor(for those who
don’t have internet connectivity)
Week 5
⮚ Module 5- Global Issues that Concern Schools and Society
Week 6
⮚ Module 6- The Why and How of School and Community
Partnership
Week 7
⮚ Module 7- The Teacher and the Community: Teacher’s
Ethical and Professional Behavior

Week 8
⮚ Module 8- Organizational Leadership

MIDTERM
Week 9
⮚ Module 9- The School Head in School-Based Management
(SBM)

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 5

Week 10
⮚ Module 10- Creating a Positive School Culture

Week 11
⮚ Module 11- School Policies and Their Functions
Week 12
⮚ Module 12- Roles and Competencies of School Heads
SEMI-FINAL
Week 13
⮚ Module 13- Revised School-Based Management
Assessment Tool (Revisiting the tool)
Week 14
⮚ Module 14- Lesson Planning (4 As)
Week 15
⮚ Module 15- Lesson Planning (7 Es)
Week 16
⮚ Module 16- Blooms Taxonomy of Objectives
Week 17
⮚ Demonstration Teaching Observation with Observation Tool
Week 18 Final Exam & Submission of Course Output

Week 1

Dear Learners,

Welcome to the new normal of reaching out to you and making teaching and learning
possible amidst this pandemic we are facing right now.

As we begin the semester, try to recall the VGMO and Quality Policy of our University
and make your suggestions, comments, recommendations, or your stand for it being part of the
system.

Vision:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________

Mission:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________________

Goals and Objectives:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________

Quality Policy:

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 6

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________

Module 1- Philosophical Thoughts on Education (Week 2)

Introduction

Philosophy means “the love of wisdom”. It is a dedicated pursuit of wisdom through a

systematic inquiry into the nature and meaning of the universe and of human life. Philosophy of
education is the study of key philosophical ideas that have influenced educational thought and
developments in the world. It is also a branch of applied or practical philosophy concerned with
the nature and aims of education and the philosophical problems arising from educational theory
and practice. This module introduces philosophical thoughts of education by discussing six
philosophical thoughts or philosophers (John Locke, Herbert Spencer, John Dewey, George
Counts, Theodore Brameld, & Paulo Freire). Key concepts, educational implications and
comment/s are highlighted for each of the educational philosophers.

Learning Objectives
In this module, challenge yourself to:
1. Discuss the 6 philosophical thoughts on education.
2. Apply the thoughts learned in a situation by presenting one’s stand or opinion..
3. Illustrate understanding of the concepts through making a table of summary
Philosophies of education and making an entry to the reflection part of this
Module.

A. Read this conversation then answer the question in the ANALYSIS phase of this module.

In a Grade 3 Science class:

Teacher: What is the function of the mouth?

Student: To break the food into smaller pieces.
Teacher: Very good! What about the stomach?
Student: To digest the food.
Teacher: Very good! Perfect! And the small intestines?
Student: To absorb the food nutrients.

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 7

TASK #2:

What classroom scenario is being depicted by the dialogue of the Grade 3 Science teacher and
student question and answer?

_____________________________________________________________________________________
____________________________________________________________________________________

Let’s apply what you have read and learned!!!

1. The modern explosion of knowledge has led to an age of specialization with this concomitant
quip:

A specialist knows more and more about less and less.

An expert knows more and more about less and less
Until he or she knows everything about nothing.
A related joke cleverly twists this saying:

A generalist knows less and less about more and more until he or she knows nothing
about everything.

Should schools produce generalists or specialists? Defend your answer.

2. “Like people, like government,” What does this mean? Will John Locke agree? Justify your answer.

_____________________________________________________________________________________

3. Why is Spencer’s educational theory called “Social Darwinism?”

_____________________________________________________________________________________

4. “If you cannot bring the learners to the world. Bring the world to the classroom.” Will this go with
John Dewey’s philosophy of education? Explain your answer.

_____________________________________________________________________________________

5. Considering DepEd mission statement “to protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education” can we say that Philippine educational
system is in a sense equitable? What actions and what recent legislations are proofs that the
Philippines gives equal access to quality education to its citizens?

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 8

____________________________________________________________________________________

Let’s check your understanding!!!

1. Explain in a sentence why each education philosopher was associated with these given words:

a. John Locke- the empiricist

b. Spencer- the utilitarianist

c. John Dewey- experience

d. George Counts- Building a new social order

e. Theodore Brameld – the Social Reconstructionist

f. Paulo Freire- Critical pedagogy vs. Banking Method

2. Make a table summary of the philosophies of education.

Philosopher Philosophy on Aim/s and Classroom/School

Method/s of education Application

Double Entry Journal

Two Things I Learned from this Chapter My Thought/s or Reaction/s

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 9

WORKSHEET/ANSWER SHEET for WEEK 2

Educ. 6

Name of Student: ________________________________ Date Submitted: ____________

Course& Year: __________________________________ Instructor’s Signature: _______

Module 1

#ANALYSIS

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_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________

#APPLICATION

1.
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2.
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3.
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4.
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Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 10

5.
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________

#LET’S CHECK FOR UNDERSTANDING

1. a.

b.

c.

d.

e.

f.

2.

Philosopher Philosophy on Aim/s and Classroom/School Application

Method/s of Educ.

#REFLECTION

Two Things I Learned from this Chapter My Thought/s or Reaction/s

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 11

Week 3
Module 2 Historical Foundation of Education
Source: The Teacher and the Community, School Culture and Organizational Leadership by Corpuz et al

Learning Objectives
At the end of this Module, you are expected to:
1. State the relationship of society and schools.
2. Prove that schools transmit cultural values by stating facts from education
history in the world and in the Philippines.
3. Explain the meaning of socialization as a function of schools

Introduction

The beliefs and experiences of education today rest on the history of

this field of endeavour. By knowing what accomplishments of leaders in the
past, today’s educators attempt to build on their achievements.

This Module presents concepts on the function of schools according to

John Dewey, the relationship between schools and society, education in
primitive society, key periods in educational history, the history of the
Philippine education system, goals of education in different historical
periods, and the importance of studying history of education.

There are tasks indicated in this Module and to be reflected upon.

Answer sheet at the end of this Module is also provided and to be submitted on the prescribed time of
submission of output. Best of luck and Enjoy learning!!!

Let’s Read These

Read the quote from the famous John Dewey then answer the following questions:

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 12

“When a school introduces and trains each child of society into

membership within such a little community, saturating him
with the spirit of service, and providing him with the
instruments of effective self –direction, we shall have the
deepest and best guaranty of a larger society which is worthy,
lovely, and harmonious.”

Let’s Analyze!
Answer the following questions:
1. What is the function of schools according to John Dewey’s statement?
2. Who creates schools?
3. What is the relationship between schools and society?

Let’s Apply!!!

4. Why was the focus of education different for different groups of people in different places and at
different periods in world history? What does this point to regarding relationship of schools and society?

5. Given the different characteristics of the different periods in Philippine history, what were the goals of
education/schools during the:

a. Pre-colonial,
b. Spanish period,
c. American regime,
d. Japanese regime and
e. Post-colonial period?
6. Education is a function of society. Considering the positive and negative elements of 21st Century
society:

● State the educational goals that 21st Century schools should pursue;
● Describe the ideal 21st Century graduate; and
● Describe the education delivery mode.

7. Will the survival skills taught in primitive societies suffice for the citizens of a 21st Century world?

8. In the Philippines, was education a privilege enjoyed by all Filipinos since the pre-colonial period?
Why or why not?

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 13

Let’s check your understanding!!!

9. In not more than two sentences, state the relationship of society and schools.

10. Was the National College Entrance Examination (NCEE) in support of equal access to quality
education? Why was it abolished when it did exactly what Filipinos then wanted?

11. Of the developments in Philippine education in the post-colonial period, which to you is
important? Why?

Week 4 & 5
Module 3
Lesson 1: Social Science Theories and Their Implications to Education
Lesson 2: The Strengths and Weaknesses of the Filipino Character: A
Socio-Cultural Issue
Source: The Teacher and the Community, School Culture and Organizational Leadership by Corpuz et al

Learning Objectives
At the end of this Module, you are expected to:
1. Design a concept using a graphic organizer that explains the three social science
theories and their implications to education.
2. Evaluate present school practices on the realization of the purposes as cited by
the functionalists.
3. Discuss the strengths and weaknesses of the Filipino character.
4. Cite ways by which schools can counteract the weaknesses of the Filipino
character.

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 14

Introduction

Sociologists today employ three primary theoretical perspectives: the functionalist perspective, the
conflict perspective and the symbolic interactionist perspective. These perspectives offer sociologists
theoretical paradigms for explaining how society influences people, and how people influence society.
Each perspective uniquely conceptualizes society, social forces, and human behavior.

On the other side of the coin, schools are there for society. Their relevance is proven by their
ability to address socio-cultural problems. What are these social issues or problems that schools should
help address? We have a number of them but let’s focus on the weaknesses of the Filipino character. The
strengths of the Filipino character will also be cited for a balanced presentation. Besides, schools can
capitalize on the strengths of the Filipino character to eliminate the weaknesses.

This Module 3 presents two lessons of the subject. Lesson 1 and Lesson
2. Exercises and outputs are congested in each of the phase of the Lesson
Presentation using the 4As with Reflection and Evaluation added in here for a
more fruitful learning experience for you as learners of this course. There are
tasks indicated in this Module and to be reflected upon. Answer sheet at the
end of this Module is also provided and to be submitted on the prescribed
time in the submission of output. Best of luck and Enjoy learning!!!

-jct

Let’s Try This Out!

Lesson 1: Instruction:
Choose any object in your room to symbolize your care for someone. Keep the meaning to yourself. Take a
picture of that object or draw it here. Give that symbol to someone in the family. Then, ask that someone for
the meaning he/she can give to your symbol. Is it the same meaning that you have in mind?
Lesson 2:
Below is an excerpt of the Report “A Moral Recovery Program: Building a People, building a Nation” submitted
on April 27, 1988 by the Task Force to President Corazon Aquino, the Senate and the members of the press by
then Senator Leticia Shahani, the moving spirit behind the program.

Read then answer the given questions in the ANALYSIS phase of the lesson.
The weaknesses of the Filipino character as cited in the Report are as follows.
1. Extreme family centeredness- excessive concern for family means using one’s office and power to promote
family interests.
2. Extreme personalism- takes things personally, cannot separate objective task from emotional involvement.
3. Lack of discipline- a casual attitude toward time and space, manifested in lack of precision and
compulsiveness, in poor time management and procrastination.
4. Passivity and lack of initiative- waiting to be told what to do, reliance on others, complacence, lack of a
sense of urgency.

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 15

5. Colonial mentality- lack of patriotism, or of an active awareness, appreciation and love of the Philippines
and an actual preference for things foreign.
6. Kanya-kanya syndrome, talangka mentality- done by tsismis, intriga, unconstructive criticism.
7. Lack of self-analysis and self-reflection- the tendency to be superficial and somewhat flighty.
8. Emphasis on porma rather than substance-this lack of analysis and emphasis on form is reinforced by an
educational system that is more from than substance.

These weaknesses are rooted in many factors: home, social and economic environment; culture and language;
history; religion; educational system; mass media; leadership and role models. Change is possible, however,
and the following goals are proposed to develop in the Filipino: (1) a sense of patriotism and national pride; (2)
a sense of the common good; (3) a sense of integrity and accountability, (4) the values and habits of discipline
and hard work; (5) the value and habits of self-reflection and analysis; the internalization of spiritual values
and the emphasis on essence rather than on form. (Shahani, Leticia. (1988). A Moral Recovery Program:
Building a People, Building a Nation.

Let’s Analyze!
Lesson 1
In the activity, was the meaning you gave to your symbol the same with the meaning that the receiver gave?
If not, how did this affect you? Do you feel you were misunderstood?

Lesson 2
1. Do you agree with the findings? Why or why not? Explain your answer.
2. According to the report, one of the Filipino characters is lack of analysis and emphasis on form (porma).
The report states that this lack of analysis and emphasis on form are reinforced by an educational system that
is more form than substance.
● What is meant by an educational system that is more form than substance?
● Do you agree that the Philippine education system is more form than substance? If yes, why? If not,
why not?

Let’s Apply!!!

TASKS for LESSON 1

Answer the following. (Use the Answer Sheet provided at the end of this Module.)
1. Adherents to the conflict theory claim that schools teach loyalty so that those in power remain in power
and those below will forever be at the bottom. Do you agree? Why or why not?
2. Individuals act based on meaning. This meaning is based on individuals’ experiences. Meanings change.
Give two implications of these symbolic interactionist thoughts to education.
3. Design a graphic organizer that will present your concept and understanding of the three social science
theories.
4. Complete the Table below on how schools at present are working on the realization of these four purposes
as cited by the functionalists.
Purposes of Schooling According To Functionalist Your Observation about Schools at Present
Theory (How these purposes are done?)
Intellectual Purposes
Political Purposes
Economic Purposes
Social Purposes

Tasks for LESSON 2

Answer the following. (Use the Answer Sheet provided at the end of this Module.)
5. Teacher observes that when students submit report, the more ornate and artistic the folder is, the less
substantial the report. Which weakness in the Filipino character is pointed to? If you were the teacher how do
you counteract such?
6. What should be done in the Philippine basic education system so that it is more substance than form?

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 16

7. Which social theory is referred to? Justify your answer.

“Schools teach humanitarian attitude, altruism, democracy, civil rights, and other positive aspects of
society to preserve society and social order.”

Let’s check your understanding!!!

8. List the weaknesses of the Filipino character. Explain each in a sentence.

9. List the strengths of the Filipino then in a phrase or clause, explain when that strength becomes a
weakness.
Strength It becomes a weakness when
1.
2.
3.
4.
5.

10. Based on the lesson on symbolic-interactionist theory and the movie, The Little Prince, what does
this quote mean: “Words are a source of misunderstanding”?

11. Which of the weaknesses of the Filipino character applies to you? Have schools helped you to
counteract such weakness?

Week 6 & 7
Module 4 Global Issues that Concern Schools and Society
Source: The Teacher and the Community, School Culture and Organizational Leadership by Corpuz et al

Introduction

The world has become a global village. We have become a citizen of a global
community. What takes place in one part of the globe no matter how far affects
us. It is a “small world after all” so goes the song. Source: The Teacher and the
Community, School Culture and Organizational Leadership by Corpuz et al

This Module presents the discussion on global issues that affect schools and
the community. Exercises and outputs are congested in each of the phase of the
Lesson Presentation using the 4As with Reflection and Evaluation added in here
for a more fruitful learning experience for you as learners of this course. There are
tasks indicated in this Module and to be reflected upon. Answer sheet at the end
of this Module is also provided and to be submitted on the prescribed time in the
submission of output. Best of luck and Enjoy learning!!! -jct

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 17

Learning Objectives
At the end of this Module, you are expected to:
1. Compare the 10 world issues according to millennial based from Chloe Turner.
2. List down at least 5 global issues most applicable to the Philippines.
3. Evaluate present global issues that concern schools and society.
4. Propose solutions to social problems which have become current global issues.
5. Cite ways by which schools can counteract with the global issues.

Let’s Read These

1. Below are top 10 world issues from two sources. Compare them.
2. You are also given 17 Sustainable Development Goals (SDG) for the period 2015-2030. After
comparing the top 10 world issues, match the 17 SDGs with the 10 world issues to determine if
these top 10 world issues correspond to the 17 SDSGs of 2015-2030. Use the Table for
comparison.
Here are the top-10 world issues, according to millennial based on World Economic Forum’s
Global Shapers Survey in 2017
1. Climate change/destruction of nature (48.8%)
2. Large scale conflict/ wars (38.9%)
3. Inequality (income, discrimination) (30.8%)
4. Poverty (29.2%)
5. Religious conflicts (23.9%)
6. Government accountability and transparency/corruption (22.7%)
7. Food and water security (18.2%)
8. Lack of education (15.9%)
9. Safety/security/ well- being (14.1%)
10. Lack of economic opportunity and employment (12.1%)
Source:hhtps://www.inc.com/business-insider/world-top-10-problems-acording-millenials-world-
economic-forum-global-shapers-survey-2017.html.Retrieved 4-9-19

Here are Top 10 Current Global Issues according to Chloe Turner (source:
https://borgenproject.org/top-10-current-global-issues)
1. Climate change
2. Pollution
3. Violence
4. Security and Well-being
5. Lack of Education
6. Unemployment
7. Government Corruption
8. Malnourishment & Hunger
9. Substance Abuse
10. Terrorism

The 17 Sustainable Development Goals for the period 2015- 2030

1. End poverty in all its forms everywhere

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 18

2. End hunger, achieve food security and improved nutrition, and promote sustainable
agriculture
3. Ensure healthy lives and promote well-being for all at all ages
4. Ensure inclusive and equitable quality education and promote life-long learning opportunities
for all
5. Achieve gender equality and empower all women and girls
6. Ensure availability and sustainable management of water and sanitation for all
7. Ensure access to affordable, reliable, sustainable, and modern energy for all
8. Promote sustained, inclusive and sustainable economic growth, full and productive
employment and decent work for all
9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster
innovation
10. Reduce inequality within and among countries
11. Make cities and human settlements inclusive, safe, resilient and sustainable
12. Ensure sustainable consumption and production patterns
13. Take urgent action to combat climate change and its impacts (in line with the United Nations
Frameworks Convention on Climate Change
14. Conserve and sustainably use the oceans, seas and marine resources for sustainable
development
15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage
forests, combat desertification, and halt and reverse land degradation and half biodiversity loss
16. Promote peaceful and inclusive societies for sustainable development, provide access to
justice for all and build effective, accountable and inclusive institutions at all levels
17. Strengthen the means of implementation and revitalize the global partnership for
sustainable development.
Source: The Teacher and the Community, School Culture and Organizational Leadership by Corpuz
et al

TASK #1: Table for Comparison. Fill in the table as directed here. Write your answer in the
Answer Sheet provided at the last page of this Module.

List #1 Top 10 World Issues List #2 Top 10 World Issues 17 SDGs 2015-2030

1. Climate change
2. Large scale conflict

Let’s Analyze!

TASK #2: Write your answer in the Answer Sheet.

1. Are the current global issues in both lists similar?
2. Are the current global issues ranked similarly?
3. Do these top ten global issues correspond to the 17 SDGs 2015-2030?

Let’s Apply!!!

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 19

TASK #3. Answer the following questions comprehensively.

1. Based on the top ten global issues and the 17 SDGs, choose one global issue/SDG and give
suggestions on what schools must do to address the issue.
2. What moves has the Philippine government taken to ensure equitable access to education for all
its citizens?
3. Poverty is ranked #4 among the top 10 issues cited by World Economic Forum’s Global Shapers
Survey in 2017. Education is supposed to liberate people from poverty. The Philippines has a
comparatively higher literacy rate. Based on the Literacy Statistics, Functional Literacy, Education
and Mass Media Survey (FLEMMS) of 2013, 96.5 percent of Filipinos were literate, an
improvement from 95.6 percent in 2008. How come the Philippines has one of the highest
number of educated people yet we remain to be” islands of affluence amidst a sea of poverty”
meaning poverty abounds?

4. Some blame the Philippine’s corruption problem on the merging of Filipino traditions with
American institutions. One Filipino political scientist told Smithsonian magazine, “Americans
taught us the idea of honesty and integrity in civil service but local culture conflicts with the
democratic model. With no tradition of civil service and the prevalence of strong family and
community ties, bribery and nepotism have seeped into the system. Do you agree? Why?

(source: htpps://factsanddetails.com/southeast-asia/Philippines/sub5_6f/entry-3906.html)

TASK #4: Let’s check your understanding!!!

1. List down at least 5 global issues most applicable to the Philippines. Research on Philippine
laws meant to address the problem.

Problem/Issue Philippine Law meant to address Specific Provision/s of the

the problem Law

Task #5: Let’s Reflect. Answer the question below.

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 20

-Do I contribute to any of the global issues? Am I part of the problem? Can I be part of the solution?

Week 8 & 9
Module 5 The Why and How of School and Community Partnership
Source: The Teacher and the Community, School Culture and Organizational Leadership by Corpuz et al

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 21

Introduction

Community Schools Partnerships offer communities the opportunity to support the needs of
children and families with an intentional, enhanced and supported academic, social and emotional
health experience in the school setting as well as at other local agency and community-based sites.
School–community partnerships have shown promise as an educational reform effort. In these
partnerships, schools expand their traditional educational mission to include health and social services
for children and families and to involve the broader community. Such partnerships have been found to
enhance student learning, strengthen schools and support struggling neighborhoods.

In this Module, it covers the discussion on the why and how of school
and community partnership. Exercises and outputs are provided in each of
the phase of the Lesson. The 4As design is used with Reflection and
Evaluation added in here for a more fruitful learning experience for learners
of this course. There are tasks indicated in this Module and to be reflected
upon. Answer sheet at the end of this Module is also provided and to be
submitted on the prescribed time in the submission of output. Best of luck
and Enjoy learning!!! -jct

Learning Objectives
At the end of this Module, you are expected to:
1. Explain what school and community partnership means.
2. Evaluate the legal and sociological bases of school and community
partnership.
3. Cite examples of school-community partnerships.
4. Generate ideas on how one can be involved in the school and in the
community as future teacher in the field.

Let’s Do This!

TASK #1: Instructions: Based on your school experiences, list down ways by which a community helps a
school and ways by which a school helps a community. Come up with a final list and have it presented on
the table format as shown below. Write this table on the Answer Sheet provided on the last page of this
Module.

Activities conducted of the community to help the Activities conducted by the school to help the
school… community…

Note: You can add more items on the table specified if necessary.

Let’s Analyze!

TASK #2: Instructions: Do this task in the Answer Sheet provided in this Module. Based on your table, is
there real partnership between school and community? Or do you find one party (like the school) more
favored because it gets more help than the other? Defend your answer.

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 22

_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________

Let’s Apply!!!
TASK #3. Answer the following questions comprehensively.
1. Illustrate with a cartoon or a diagram the partnership between school and community.
2. Develop a tool to evaluate the extent and quality of school and community partnership.
3. School and community partnership enhances sense of ownership and sense of
belonging. What do these mean? How will this impact on schools and communities?

TASK #4: Let’s check your understanding!!!

1. Can schools take the place of families in rearing of children? Why or why not?

2. Cite at least two additional examples of school-community partnerships that benefit the
young?

Week 10 & 11
Module 6 The Teacher and the Community: Teacher’s
Ethical and Professional Behavior
Source: The Teacher and the Community, School Culture and Organizational Leadership
by Corpuz et al

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 23

Learning Objectives
At the end of this Module, you are expected to:
1. Describe teacher’s ethical and professional behavior in the community based on Article III of the Code of
Ethics for Professional Teachers.
2. Generate a stand on how professional teacher regard indigenous people.
3. Evaluate a situation or a quote to justify one’s claim on ethical and professional standards for teachers.
4. Suggest ways on involvement of parents and community for improvement of the
school performance.

Introduction

In this world of globalization and pandemic crisis, we are facing

diverse changes in our educational system. Since, change is inevitable the
aims and objectives of education are changing according to the need,
interests and requirements of the learners, the society and the nation as
a whole. Now, the concept of teacher and teaching is also changing day
by day. A teacher in this contemporary era has many duties and
responsibilities to play. Apart from having good academic and
professional qualifications, they should also possess the knowledge of
Professional ethics. Professional ethics is like a guide, which
facilitates the teacher to provide quality education and inculcate
good values among the learners. The professional ethics will
enlighten the teachers that they have a major role in bringing
desirable changes in the behaviour of the students. It also helps the
teachers to understand their profession as a teacher. Their role is not
just to become supreme and authoritarian in front of their students
and colleagues. But then they have a wider and meaningful role to
play. Teacher having the sense of professional ethics will treat their
learners with love, care, affection and commitment. In addition to
that, they would always ensure to make specific contribution from
their angle. Therefore, this Module specially highlights the teacher’s
commitment to the community and his/her ethical and professional
behaviour.
This Module provides Exercises and outputs that are incorporated in each of the phase of the Lesson.
The presentation of the Module is done using the 4As (Activity, Analysis, Abstraction, & Application) with
Reflection and Evaluation added in here for a more fruitful learning experience for you as learners of this
course. There are tasks indicated in this Module and to be reflected upon. Answer sheet at the end of this
Module is also provided and to be submitted on the prescribed time in the submission of output. Best of
luck and Enjoy learning!!!

-jct

TASK # 1: Here are quotes on teachers. Read and understand them. Do you agree with each of the
quotation?

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 24

1. “Teachers change the world, one child at a time.”

2. “The influence of a good teacher can never be erased.”

3. Write here your favorite quote that you want to be read by your Professor.

Let’s Analyze!

Task #2: Answer the question below. Feel free to say what you saw, observed, and experienced.

1. Based on your observation, do all teachers embody the traits expected of professional teachers?

Let’s Apply What You’ve Learned!

TASK #3. Do the tasks indicated below. Write your answer in the Answer Sheet provided in
this Module.

1. Cite at least 3 specific ethical behaviors of a professional teacher based on Article III of the Code
of Ethics for Professional Teachers. Come up with an artistic and creative presentation.

2. How should a professional teacher regard indigenous people’s culture?

3. “I don’t hear what you are saying because who you are speaks louder than what you say”. How
does this quote apply to the professional teacher as a community leader? Discuss your answer.

TASK #4: Answer the question below comprehensively.

4. In what other ways can parents and community leaders be involved in the school to improve
school performance?
5. Research on what Brigada Eskwela is and the good things it has brought to schools. Share your
research findings here.

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 25

TASK #5: LET CLINCHERS

1) In her leadership in the community, a professional teacher shows no signs of ethnocentrisms?

What does this mean?
A. Does not belittle other people’s culture.
B. Looks at her culture as superior to other’s culture
C. Is ashamed of her own culture
D. Does not mind other people’s culture
2) The professional teacher is quite xencocentric. How is this manifested?
A. Looks at her culture as superior to that of others
B. Looks at her culture as inferior to that of others
C. Does not mind if her culture is inferior or superior
D. Is at home with all cultures
3) Which is policy-making body composed of internal and external stakeholders with whom school
head and teachers relate?
A. Parent Teachers Association
B. Supreme Student Council
C. School Governing Council
D. Faculty Club
4) Who is not a member of the Parent Teachers Association?
A. Parents with no child currently enrolled in school
B. Parents of children currently enrolled in school
C. School Head
D. Teacher representative
5) As a teacher, you are a facilitator of learning. What is expected of you?
A. Do not fail anyone.
B. Make teaching-learning interactive and exciting.
C. Use Video clips.
D. Allow them to use their cell phones in the classroom.

Let’s Reflect!

TASK #6: What is your stand on this quote? How it will serve a purpose on teacher’s
responsibility in the community?

Congratulations! You’re done with this Module!

Week 12 & 13

Module 7 - Organizational Leadership

&
The School Head in School Based Management
(SBM)

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 26

LEARNING OBJECTIVES
At the end of this Module, you are expected to:
1. Explain what organizational leadership and School Based Management is.
2. Compare and contrast leadership from management.
3. Distinguish situational leadership from servant leadership and the advantages and disadvantages
and demands of SBM.
4. State and explain the different leadership styles; and the roles, functions and competencies of
school heads in SBM.
5. Generate an idea or ideas on how to sustain change in an organization.

Introduction
Expected of professional teachers who care for and embark on continuing professional
development is a promotion along the way. With this in mind, this course won’t be complete without
a discussion of an effective leader and manager for which you will be in the future. But should you
refuse offer for a managerial or leadership position in school or in the bigger educational
organization because of the love for teaching and learners, this lesson on organizational leadership
won’t be laid to waste because even as teacher you are ready as a leader and a manager. You are
a teacher and a class or classroom manager.
On the other hand, the Local Governance Code of 1991 (RA 7160) provided for a more
responsive local government structure through a system of a decentralization where local
government structure through a system of decentralization where local governments are given
more power, authority, responsibilities and resources. Likewise, with the introduction of
School-Based Management in Philippine schools, schools are given more power to direct their
affairs with the learning and development of learners as ultimate goal. In this lesson, you are
expected to learn the rewards and challenges in implementing SBM especially on the part of the
school head. (Source: The Teacher and the Community, School Culture. By Corpus
et.al)
This Module is presented in two lessons: Lesson 1-
Organizational Leadership and Lesson 2- The School Head in
School-Based Management (SBM). It also provides Exercises
and outputs that are incorporated in each of the phase of the
Lesson. The presentation of the Module is done using the 4As
(Activity, Analysis, Abstraction, & Application) with Reflection and
Evaluation added in here for a more fruitful learning experience
for you as learners of this course. There are tasks indicated in
this Module and to be reflected upon. Answer sheet at the end of
this Module is also provided and to be submitted on the
prescribed time in the submission of output. Best of luck and Enjoy learning!!!
https://sites.google.com/a/deped.gov.ph/paranghs/_/rsrc/1501316208123/gallery/school-based-management-1/AAEAAQAAAAAAAAKsA
AAAJGM1NzQyZTBlLThiMTUtNGE1Yy04ZDQzLTVjYjZlNWYxMTYyMQ.jpg?height=114&width=200
https://images.slideplayer.com/25/8032672/slides/slide_2.jpg

Task #1

(Use your Answer Sheet provided in this Module.)

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 27

Draw an object that symbolizes a leader of an organization. Explain your symbol of leadership.

Task #2

Let’s Read This! (Just simply analyze the given sample report of a School Head.)

A particular Elementary School had a very low Mean Percentage Score (MPS) in the last Grade 6 exit
examination. Pupil tardiness and absences are rampant. Truancy is another problem as some pupils cut
classes because they spend their time playing video games in the computer shops nearby. Absences are
also very rampant. Children claim they are told to absent by their parents to do rice planting and
harvesting.

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

Problem Cause Objective Activity Persons Resources Time Expected

Involved Needed Frame Outcome
1. Tardiness Late rising To reduce Talk to PTA PTA Zero
due to tv; tardiness parents in officers; meeting tardiness
distance of to zero HRPTA; Teachers; on March
home to Parents to School 15
school; limit TV
Head March 30
computer viewing;
shop PTA to
meet
computer
shop
owners not
to allow
students in
shop from
6:30AM
and during
school
hours
2. Games in To reduce Present PTA Video Clips March 30 Unexcused
Absenteeism computer unexcused problem Officers; Games absences
shops absences and seek Teachers; References reduced to
solutions in School zero
PTA
Head
meeting

Let’s Analyze!

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 28

TASK #3

Based on the symbols and drawings presented in Task 1:

1. Who is an organizational leader?

2. What do organizational leaders do?

3. What qualities do they possess?

TASK #4

What is your stand on the problems presented by Ms. Cervantes? Answer the following questions:

1. What was the advantage of involving others in addressing the problems?

2. Could it have been better if she addressed the problem by herself? What could have possibly

happened if she did it alone?

Let’s Apply what You’ve Learned!

TASK #5

Based on this lesson and by means of an acrostic, give qualities or specific behaviors of good
leaders. See example.

L-

E-

A-

D-

E-

R-

S- Servant. He is servant first before a leader

TASK #6

You are assigned as a school head in a low-performing school. Students are poorly motivated,
parents and community are not very cooperative, and teachers have low morale. As a leader,
what should you do? Outline your steps.

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 29

Task #7

Take time to look back with the Activity part of this Module. Design a plan using an application of the
principles of SBMto be presented with the school community in one of your target meetings. The
following are the identified problems:

1. litter in the school grounds and classroom;

2. bullying among students; and

3. poorly motivated students.

METAPHOR THINKING!

As a future teacher, what did you find most meaningful in this lesson? Why?

Congratulations! You’re done with this Module.

Week 14 & 15

Module 8- Creating A Positive School Culture

&
School Policies and Their Functions

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 30

LEARNING OBJECTIVES
At the end of this Module, you are expected to:
1. Explain the meaning and importance of culture and policies in school operation.
2. Evaluate practices of positive school culture in a school in the community using the twelve (12)
indicators.
3. Generate solution to some issues on DepEd policies.
4. Illustrate the difference of school culture from school climate.

Introduction
School culture matters. This influences to a great extent how
well students perform. School Culture is a creation of all the people
in school and in the community especially that of the school heads. It
can be positive or negative. It can facilitate or adversely affect
learning. A school community must therefore strive to create a
positive culture.
Schools are institutions motivated by a shared vision. Necessarily,
schools must have policies for them to realize their vision and
mission. These policies are a reflection of the values of the people
who created them. Whatever policies are formulated must redound to the improved
teaching-learning of learners which is the very reason of the existence of schools.
(Source: The Teacher and the Community, School Culture..by Corpuz et.al)
This Module is presented in two lessons: Lesson 1- Creating a
Positive School Culture and Lesson 2- School Policies and Their
Functions. This also provides Exercises and outputs that are incorporated
in each of the phase of the Lesson. The presentation of the Module is done using the 4As (Activity,
Analysis, Abstraction, & Application) with Reflection and Evaluation added in here for a more fruitful
learning experience for you as learners of this course. There are tasks indicated in this Module and
to be reflected upon. Answer sheet at the end of this Module is also provided and to be submitted
on the prescribed time in the submission of output. Best of luck and Enjoy learning!!!

https://edpolicy.education.jhu.edu/wp-content/uploads/2019/09/School_Culture_Graphic_FINAL.png

https://lh3.googleusercontent.com/proxy/FMhQUVFsbxQBwADuyBSUXybyNmJEy2SwU7WRSUQ3VdNsZVueheRIKz4abNAesbEkU5iuX

xS4OM68QpCcvCqAnSf3jgVWCXpgeYg80piUyqLR_zmItYE8bXgfe6OPduoED_Ab04XYJ6YcyJrcA0kcLpwY-v7g8hgpPaEw0cmDIF0VL4D0

Let’s Read These!!!

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

1. Collegiality 7.Appreciation, recognition

2. Experimentation 8. Caring, celebration, humor
3. High Expectations 9. Involvement in decision making
4. Trust and confidence 10. Protection of what is important

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 31

5. Tangible support 11. Traditions

6. Reaching out to the knowledge base 12. Honest, open communication

Here is a part of the policy on grading given by DepEd Central Office in DepEd Order 8, s. 2015, dated
April 1, 2015. Study the components and the corresponding percentage weights.

Components Languages, AP, EsP Science and Math MAPEH, EPP and TLE
Written Work 30% 40% 20%
Performance Tasks 50% 40% 60%
Quarterly Assessment 20% 20% 20%

TASK #1

Read the following episodes then identify which norm of school culture is illustrated.

1. The University posted policies on the foods to be sold in the canteen for the safety of the students.

2. Good teaching is honored in this school.

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

TASK #2: Let’s Analyze

Answer the following items. Write your responses in the attached Answer Sheet/Worksheet in this
Module.

1. Which of the twelve elements of a positive culture were illustrated by the given episodes
vignettes? A Vignette is a short description of an episode in school like the given above in the
Activity part of this Module.
2. If schools had no policies on the grading system, what may happen? What are possible
consequences on school atmosphere? On teaching and learning?
3. Why there is a need to set policies in the school?

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 32

Let’s apply what you’ve learned!

TASK #3

Try to make your honest evaluation of your school at present. Determine the presence of the 12
practices of a positive school culture in your school by noting down conversations, comments,
activities that you have observed.

Indicator Conversation/Comment Heard or Your Comments

Activities Observed
1. Collegiality
2. Experimentation
3. High expectations
4. Trust and confidence
5. Tangible support
6. Reaching out to the knowledge bases
7. Appreciation, recognition
8. Caring, celebration, humor
9. Involvement in decision making
10. Protection of what is important
11. Traditions
12. Honest, open communication

TASK #4A

Look for someone in the community (a school head or a teacher). Conduct an interview in one of
school policy formulated under one’s leadership. Ask the following:

1. Why was it formulated?

2. How was it formulated? Was it formulated with the representatives from the school and
community? Why or why not?
3. Does the implementation of policy address the problem for which it was created? If it
doesn’t, what’s next step is being planned?

TASK #4B
Let’s check your understanding!
4. Why are policies important in a school?
5. Does culture affect student learning? Explain
6. Cite at least 3 ways by which you, as future teacher, can contribute to a positive school
culture.

TASK #5

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 33

Use the graphic organizer below to present your understanding on the difference of
school culture from school climate.

METAPHOR THINKING!

What is my attitude towards school policies? Do I welcome them?

Congratulations! You’re done with this Module.

Week 16 & 17

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 34

Module 9- Roles and Competencies of School Heads

LEARNING OBJECTIVES
At the end of this Module, you are expected to:
1. Compare and contrast the domains of the NCBSSH from Southeast Asian Competency
Framework for School Heads.
2. Evaluate the competencies for both frameworks as to emphasis of instructional leadership or
administrative leadership.
3. Prove one’s stand on the observation of the role of a school head as an instructional leader and
as an administrative leader.

Introduction
As discussed in the previous lesson on Section 5, E of RA
9155 the school head is an administrative and an instructional
leader. Because the main function of school is students’ learning,
the school head must spend more time as an instructional leader.
As an instructional leader, he/she supervises instruction
by observing teachers while they teach, conducting
post-observation conferences with individual teachers, mentoring
and coaching them, ensuring that teachers have fund sourcing-
the concerns of administrative leadership- help improve schools,
the more important concern is improvement of instruction as this
has direct bearing on learning. More often than not, however,
school heads spend more time soliciting funds for a flagpole, a
stage, a classroom, pathway, waiting shed, etc. leaving no tie left for instructional supervision.
(Source: The Teacher and the Community, School Culture..by Corpuz et.al)
This Module is focused on the discussion on the roles and competencies of school heads.
This also provides Exercises and outputs that are incorporated in each of the phase of the Lesson.
The presentation of the Module is done using the 4As (Activity, Analysis, Abstraction, & Application)
with Reflection and Evaluation added in here for a more fruitful learning experience for you as
learners of this course. There are tasks indicated in this Module and to be reflected upon. Answer
sheet at the end of this Module is also provided and to be submitted on the prescribed time in the
submission of output. Best of luck and Enjoy learning!!!
https://webstockreview.net/images/desk-clipart-principal-desk-4.png

https://lh3.googleusercontent.com/proxy/FMhQUVFsbxQBwADuyBSUXybyNmJEy2SwU7WRSUQ3VdNsZVueheRIKz4abNAesbEkU5iuX
xS4OM68QpCcvCqAnSf3jgVWCXpgeYg80piUyqLR_zmItYE8bXgfe6OPduoED_Ab04XYJ6YcyJrcA0kcLpwY-v7g8hgpPaEw0cmDIF0VL4D0

TASK #1

1. List down 2 things that the school head is an administrative and an instructional leader.
2. Based on your observation of school heads, with which role is the school head more occupied?

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 35

Let’s Analyze!

TASK #2

1. Based on your lists (in the Activity Phase of this lesson) how does an administrative
leader differ from an instructional leader?
2. In your opinion, which between the two leadership roles- administrative and
instructional- should be given more time by the school head? Why?

Let’s apply what you’ve learned!

TASK #3

Compare and contrast the domains of the NCBSSH and Southeast Asian Competency Framework for
School Heads using the illustration below. Use the guide questions below in doing this task.

1) What competencies for school heads are common to the NCBSSH and the Southeast Asian
Competencies for School Heads?
2) What is/are in the Southeast Asian Competencies for School Heads that is/are not in the
NCBSSH?
3) What is/are in the NCBSSH that is/are not in the Southeast Asian Competencies for School
Heads?
4) Do the competencies for both frameworks emphasize more on instructional leadership or
administrative leadership? Defend your answer.

TASK #4
With the word SCHOOL HEAD, give the competencies of a school head based on the 2
competency frameworks for school heads you just studied.
S-
C-

Course Instructor: DR JANE CERVANTES OROPA

Educ. 6- The Teacher and The Community, School Culture… | 36

H-
O-
O-
L-
H-
E-
A-
D-

Knowing at the different competency frameworks of a School Head, I realized that to be a

school head…

Congratulations! You’re done with this Module.

Course Instructor: DR JANE CERVANTES OROPA