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CPE-102 - Lecture notes 1
Bachelor of Secondary Education (BSED)
Mindanao State University
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ED 123Preview text
The Teacher and Community, School Culture and
Organizational Leadership
Chapter 10
Creating a Positive Culture
Chapter 11
School Policies and their functions
Chapter 12
Roles and Competencies of School Heads
Chapter 13
Code of Ethics for Professional Teachers
Chapter 14
Magna Carta for Public School Teachers
A report submitted to
Prof. Salome F. Sestina
Proponents
Flora, Cristel Rhea
Generale, Rhea Micaila
Laiz, Princess Pauline
Mangui-ob, Cristylyn
Rosalejos, Eric John
Tamdang, Vincent
JANUARY 2020
CHAPTER 10: Creating a Positive School Culture
Learning Outcomes:
At the end of this chapter, you should be able to:
Explain the meaning of school culture; Discuss how school culture affects learning; and cite ways by which you can contribute to the building of positive culture.
School culture matters. This influences to a great extent how will 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. School culture is one of the most complex and important concept in education. It refers to the beliefs, perceptions, relationships, attitude and written and unwritten rules that shape and influence every aspect on how a school functions. However the term also encompasses more concrete issues such as the physical and emotional safety of students, the orderliness of concept classroom and public spaces or degree to which a school embraces racial ethnic, linguistic and cultural diversity.
According to:
Spacey – school culture consists of the norms and shared experiences that evolve over schools history;
Scott and Marzano (2014) – state that school culture is reinforced by norms, expectation and tradition, including everything from dress codes to discipline system to celebrations of achievement; and
Sophier, J (1985) – They are “built through the everyday business of school life. It is the way the business is handled that both forms and reflects the culture.”
Culture as a Social Construct:
Culture is a social construct not a genetic construct. This means that school culture is, therefore, something that we do not inherit or pass on through the genes. Rather, it is something that we create and shaped. It is shaped by everything that all people in school see, hear, feel and interact with. It is creation of the school head, teachers, parents, non-teaching staff, students and community.
Appreciation and recognition – makes classroom climate highly favorable. A reminder to teachers “you are not made less when you praise others. Instead you become magnanimous. So don’t be stingy with your sincere praise. The problem sometimes is our eyes are so quickly see the negative and so we despise them immediately but our eyes are blinded to the good and so we overlook them and fail to appreciate.
Caring, celebration humor – kids don’t care what you know until they know that you are. They don’t listen to teacher when teacher doesn’t care. It may be good to remind teachers that many of students, especially those who struggle, don’t receive nearly enough positive feedback in the classroom or in their personal lives.
Involvement in decision making – involving others who are concerned with decision to be made enhances sense of ownership. They also feel important.
Protection of what is important – what school consider important must form part of their tradition an so must be protected by all means.
Tradition – a school must have an intentional culture-based program on shared values, beliefs, and behaviors. This strengthens sense of community.
Honest and open communication – no one gets ostracized for speaking up his mind. The atmosphere is such that everyone is encouraged to speak his mind without fear of being ostracized. Shared Norms: Teachers and Student Norms
Shared norms for both teachers and students contribute to a positive school culture. Boss and Larmer (2018) share teacher norm and student norm to contribute to a fair and an engaging learning environment, characteristics of a positive school culture. They check on the following norms each week.
Application – Let’s Apply
- Based on your experiences, give at least 10 school practices that don’t contribute to positive culture.
- Are the following items good tips in building positive culture? Defend your answer. If it is not so good tip, replace it with good one. a. “No Talking” as classroom rule #1 imposed by teacher b. If some students say they need a quiet area to work in at times, they make a sign like that, “Quiet Area, Brains at Work.” c. “We talked about this yesterday. Did you forget?” “You had this so well yesterday. I know you can get it today.” d. Do you believe in your own ability to learn and grown? Do you believe it is your obligation as a teacher to model learning and growing? e. The teacher wrote, “Nice job” on a student’s sketch of an orange.
f. Come up with a Question and Answer Wall. Here students post the academic question they want answered to be within the month with their name on it. Anybody can give an answer with his/her name written. 3. Suggest 5 concrete ways to establish a positive school culture. 4. Choose a school. Determine the presence of any of the 12 practices of a positive school culture in that school by noticing down conversations, comments, activities that you hear/observe in that school of your choice.
Indicator
Conversation/Comment heard or Activities observed Your comments 1 2 3 Expectations 4 and Confidence 5 support 6 out to the knowledge bases 7, Recognition 8, celebration, humor 9 in decision making 10 of what is important 11 12, open communication
Let’s Check for Understanding
Answer the following questions briefly. 1. What is school culture? 2. Does school culture affect student learning? 3. Cite at least 3 ways by which you, as future teacher, can contribute to a positive school culture.
Let’s Reflect
I learned that I realized that I was pleased that I was not aware that
CHAPTER 11: School Policies and their Functions
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 improved teaching-learning of learners which is very reason of the existence of schools. In this Chapter, we will focus on school policies that govern school and community partnership.
Here is a part of the policy on grading given by the DepEd Central Office Order 8, s. 2015, dated April 1, 2015:
Table7. Weight of components for Grades 1- 10
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%
Summative assessments are classified into three components, namely, Written Work (WW), Performance Tasks (PT), and Quarterly Assessment (QA). These three will be the bases for grading. The nature of the learning area defines the way these three components are assessed.
How is Attendance reported?
This is according to the DepEd Central Office Order 8, s. 2015, dated April 1, 2015:
A learner who incurs absences of more than 20% of the prescribed number of class or laboratory periods during the school year or semester should be given a failing grade and not earn credits for the learning area or subject. Furthermore, the school head may, at his/her discretion and in the individual case, exempt a learner who exceeds the 20% limit for reasons considered valid and acceptable to the school. The discretionary authority is vested in the school head, and may not be availed of by a student or granted by a faculty member without the consent of the school head.
Such discretion shall not excuse the learner from the responsibility of keeping up with lessons and taking assessments. When absences cannot be avoided, the school must give the learner alternative methods and materials that correspond to the topics/competencies that were or will be missed. These include modules and materials for the Alternative Delivery Mode, and/or Alternative Learning System as well as those that are found on the Learning Resources Management and Development System (LRDMS).
When students successfully accomplish the learning activities through these materials, they shall be exempted. However, the report card should still reflect the number of absences. Parent of learners who are accumulating many absences must be immediately informed through a meeting to discuss how to prevent further absences.
Habitual tardiness, especially during the first period in the morning and in the afternoon is discouraged. Teachers shall inform the parents/guardians through a meeting if a learner has incurred 5 consecutive days of tardiness.
This is according to the DepEd Oder 54, s. 2009:
General Policy Every elementary and secondary school shall organize a Parents-Teachers Association (PTA) for the purpose of providing a forum for the discussion of issues and their solutions related to the total school program and to ensure the full cooperation of parents in the efficient implementation of such program. Every PTA shall provide mechanisms to ensure proper coordination with the members of the community, provide an avenue for discussing relevant concerns and provide assistance and support to the school for the promotion of their common interest. Standing committees may be created within the PTA organization to coordinate with community members. Regular fora may be conducted with local government units, civic organizations and other stakeholders to foster unity and cooperation. As an organization operating in the school, the PTA shall adhere to all existing policies and implementing guidelines issued or hereinafter may be issued by the Department of Education. The PTA shall serve as support group and as a significant partner of the school whose relationship shall be defined by cooperative and open dialogue to promote the welfare of the students.
Activities All PTA activities within the school premises or which involve the school, its personnel or students shall be with prior consultation and approval of the School Head.
PTAs are prohibited from: Interfering in the academic and administrative management and operations of the school, and of the DepEd, in general; Engaging in any partisan political activity within school premises; Operating a canteen/school supplies store, or being a concessionaire thereof inside the school or nearby premises, or offering these services to the school as its client either directly or indirectly; Selling insurance, pre-need plans or similar schemes or programs to students and/or their parents; and Such other acts or circumstances analogous to the foregoing PTA Officers and members of the Board of Directors are prohibited from collecting salaries, honoraria, emoluments or other forms of compensation from any of the funds collected or received by the PTA. PTAs shall have no right to disburse, or charge any fees as service fees or percentages against the amount collected pertinent to the School Publication Fee, Supreme Student Government (SSG) Developmental Fund and other club membership fees and contributions. In no case shall a PTA or any of its officers or members of the Board of Directors call upon students and teachers for purposes of investigation or disciplinary action. The recognition of any PTA shall be cancelled by the Division PTA Affairs Committee upon the recommendation of the School Head concerned for any violation of the above-mentioned prohibited activities and these Guidelines. Thereafter, the School Head may call for a special election to replace the Board of Directors of the PTA whose recognition was cancelled. Criminal, civil and/or administrative actions may be taken against any member or officer of the Board of the PTA who may appear responsible for failure to submit the necessary annual financial statements or for failure to account the funds of the PTA.
Analysis - Let’s Analyze
How do you feel about the policies? Are you happy about them? Or are you happier without them? Why?
What if schools had no policies on the grading system? What may happen? What are possible consequences on teaching and learning?
What if schools had no policies on the student’s tardiness and absences? What may happen? What are possible consequences on school atmosphere? On teaching and learning?
Based on the DepEd order on PTA collections, why are schools very strict with money collections?
The policies given above come from DepEd Central Office. Should all school policies come from DepEd Central Office? Can schools also formulate their own policies? If yes, why? If no, why not?
If schools can formulate their own policies, what conditions must be met for these policies to be surely implemented?
What is an advantage of a policy formulated by the school community over that policy which comes from above?
Abstraction – Let’s Conceptualize
Importance of Policies
Policies are important because they help a school establish rules and procedures and create standards of quality for learning and safety, as well as expectations and accountability. Without these, schools would lack the structure and function necessary to provide the educational needs of students.
Policies help define rules, regulations, procedures and protocols for schools. All of these are necessary to help a school run smoothly and safely and ensure that students receive a quality education.
Schools have policies for several reasons. Policies establish rules and regulations to guide acceptable behavior and ensure that the school environment is safe for students, teachers and school staff. School policies also help create a productive learning environment.
In order for rules and regulations to be in place and enforced, policies are created, often by the local school board. Having these policies in place means there are determined procedures for how school operations are handled, down to every minute detail, so that educators, staff and students know what is expected and can act accordingly. This saves time, prevents confusion and unifies the school.
Application – Let’s Apply
A. Interview a school head on at least one school policy formulated under her 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?
B. Policies showed not be adjusted when people in organization cannot aside by the law. C. Policies are orders from above like the law of the Sabbath. D. Laws are formulated by man and women in society.
CHAPTER 12: Roles and Competencies of School Heads
Pursuant to Republic Act No. 9155 (RA 9155) otherwise known as Governance of Basic Education Act Of 2001 and its Implementing Rules and Regulations stated in Rule VI that the school head shall from an instructional leader and administrative manager.
School achievement greatly affects to the plans and actions undertaken by the school head. The school head has an authority, accountability and responsibility to lead the national educational policies, plans and standards.
Since the Principal leads the school, he is empowered and has an authority to make decisions that would result in the achievement of instructional goals. It also means that he was going to be accountable for all the school level.
The role of school head is not an easy task. Therefore, the DepEd mass a schedule on the different leadership trainings to school heads to ensure that they will be fully functional to their duties and responsibilities to enhance their school instructional supervision and monitoring skills.
R. 9155
SEC. 3 Purposes and Objectives – The purposes and objectives of this Act are:
(m) School Head – is a person responsible for the administrative and instructional supervision of the school or cluster of schools.
National Competency-Based Standards for School Heads (NCBS- SH)
Many teachers could be thinking and wondering why they are only the subject of national competency standards while their immediate superiors, the school heads are not. But it’s not actually the case for like the teachers who are considered as the heart of the school system, school heads too will be under a national competency standards as stated in DepEd Order No. 32, s. 2010,
Activity – Let’s Read These
Chapter 1, Section 5, E of RA 9155 states that the school head is an administrative and an instructional leader.
- List down 2 things that the school head does as an instructional leader and 2 things as an administrative leader.
- Based on your observations of school heads, with which role is the school head more occupied? Prove your answer. Analysis – Let’s Analyze
Answer the following questions:
- Based on your lists (in the Activity Phase of this lesson) how does an administrative leader differ from an instructional leader?
- In your opinion, which between the two leadership roles – administrative and instructional – should be given more time by the school head? Why?
Guiding Principles in the Framing of the NCBS –SH
The following are the principles which guided the framing of the NCBS-SH.
Function - based. The competencies are based on school head functions as stated in RA 9155, related laws and DepEd policies. Responsive. Competencies are applicable in any range of context: big or small school, city or rural school, culturally divergent groups. Impartial. These are applicable to any school head regardless of position item, gender, age, experience and other personal circumstances. Coherent. These are clear and logical. Valid. All performance indicators are research-and experience-based.
CORE PRINCIPLE
School heads are competent, committed and accountable in providing access to quality and relevant education for all through transformational leadership and high degree of professionalism.
DOMAINS AND COMPETENCY STRANDS
The competencies identified for the school heads are classified into seven domains for school leadership and management which are:
This domain covers the critical role school heads play in managing the implementation and monitoring of their schools ‘improvement plan/annual implementation plan.
Domain 7:
Personal and Professional Attributes and Interpersonal Effectiveness
Effective school leaders are models of professionalism and ethical and moral leadership. This domain includes the development of pride in the nobility of the teaching profession.
THE COMPETENCY DOMAINS
- Personal Excellence – Modeling Integrity and Accountability; Acting on possibilities and Challenges; Managing personal effectiveness; Continuing Professional Development
- Strategic Thinking – Charting strategic direction of the school; Making informed decisions; Initiating new ways of doing things
- Instructional Leadership – Loading curriculum implementation and improvement; Coaching and mentoring teachers; Maximizing use of appropriate learning resources; delivering planned learning outcomes
- Operational Skills – Managing school resources; Managing school programs; Managing staff performance
- Relationship skills – Valuing diversity; Building trust and leading teams; Relating with people; Creating a learner-centered environment
- Change and Innovation –Leading change and innovation; Managing sustainable use of technology
- Community Engagement – Sustaining collaborative partnerships
Administrative leadership relates to Domains 5, 4, and 1. In the Southeast Asian Competency Framework, the following competencies strengthen school community partnership: 1, promoting shared responsibility for school improvement; 2. managing education alliances and networks; and 3. sustaining collaborative relationships with stakeholders
Let’s Check for Understanding
With the word SCHOOL HEAD, give the competencies of a school head based on the 2
competency frameworks for school heads you just studied.
Let’s Reflect
Based on the NCBSSH and the Southeast Asian Competency Framework, do you have the makings of a school head? Of the listed competencies for school heads in NCBSSH and the Southeast Asian Competencies, which do you have most? Least? What message does this give you as a future candidate for the position of school head?
Chapter 13: Code of Ethics
A code of ethics is a guide of principles designed to help professionals conduct business honestly and with integrity. A code of ethics document may outline the mission and values of the business or organization, how professionals are supposed to approach problems, the ethical principles based on the organization's core values, and the standards to which the professional is held.
Teachers help students learn the academic basics, but they also teach valuable life lessons by setting a positive example. As role models, teachers must follow a professional code of ethics. This ensures that students receive a fair, honest and uncompromising education. A professional code of ethics outlines teachers' main responsibilities to their students and defines their role in students' lives. Above all, teachers must demonstrate integrity, impartiality and ethical behavior in the classroom and in their conduct with parents and coworkers.
Teachers must model strong character traits, such as perseverance, honesty, respect, lawfulness, patience, fairness, responsibility and unity. As a teacher, you must treat every student with kindness, equality and respect, without showing favoritism, prejudice or partiality. You must maintain confidentiality unless a situation warrants involvement from parents, school administration or law enforcement, and never use relationships with students for personal gain
Teachers must wholly commit to the teaching profession. Your classroom should promote safety, security and acceptance, always avoiding any form of bullying, hostility, dishonesty, neglect or offensive conduct. You must accurately describe your qualifications, credentials and licenses to school boards or principals who seek to hire you. You must also fulfill all contracts; obey school policies; and account for all funds and resources at your disposal. It's your responsibility to design lesson plans to meet state standards and create a well-rounded education plan that appeals to a wide range of learners.
A professional code of conduct demands attentiveness to continuing education requirements and career development. You must research new teaching methods, attend classes to maintain your certifications, consult colleagues for professional advice, participate in curriculum improvements and stay up to date on technical advancements for the classroom. It's your duty to ensure that your teaching methods are fresh, relevant and comprehensive. Teachers must engage in educational research to continuously improve their teaching strategies.
In addition to fostering healthy relationships with students, teachers must build strong relationships with parents, school staff, and colleagues in the community, guidance counselors and administrators. You must never discuss private information
about colleagues unless disclosure is required by law. Always avoid gossip, including false or mean-spirited comments about coworkers. Part of the code of ethics requires you to cooperate with fellow teachers, parents and administrators to create an atmosphere that's conducive to learning. You might be called upon to train student teachers as they prepare to serve as educators, so a positive attitude and a team- centered mindset can make all the difference.
Chapter 14: Magna Carta
Perida. R NO Magna Carta for Public School Teachers Known as the “Magna Carta for Public School Teachers”. This was approved on June 18, 1966 to promote and improve the social and economic status of public school teachers, their living and working conditions, their employment and career prospects
This bill seeks to amend Republic Act No. 4670 otherwise known as "The Magna Carta for Public School Teachers to make the said law more responsive in promoting the welfare of the public school teachers. RA No. 4670 was passed into law on June 18, 1966 and has remained untouched for more or less fifty (50) years.
This act is very important to the public school teachers. It protects the rights of the teachers like the tenure of office, academic freedom and other benefits. Some teachers are not privy to the provision of this code as this is not discussed with them. Whenever question is arises as to the legality of any action of the teacher, you must see a copy of this code. Magna Carta for Public School Teachers serves as the guide to utter protection and freedom, away from threats and terminations from the concerned authorities. If you are not aware of this law, you are always threatened by the administrators or any person in authority to terminate you from work once you violated the law. In order to be protected from abuses; every teacher must know Magna Carta for Public School Teachers.
CPE-102 - Lecture notes 1
Course: Bachelor of Secondary Education (BSED)
University: Mindanao State University
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