Name:

Course/Year/Section:
Subject: PROF ED 106 The Teacher and the Community, School Culture
and Organizational Leadership
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Unit 5 – The Teacher as an Organizational Leader

Assignment 1 – Application “Let’s Apply”

1. Based on this lesson and by means of an acrostic, give qualities or specific
behaviors of good leaders. See example.
L-Listener - A good leader is someone who can also listen well. When his
people offer their own thoughts and ideas, he is able to listen to them and take
them into consideration.
E-Energetic - He has the ability to inspire the gathering with positive energy and
vibes of a pleasant kind. Your capacity to deal with the pressures of achievement
in a manner that is less stressful is directly proportional to the amount of positive
energy you have stored up.
A-Affable - An affable leader may put others at their ease and put them in a
better mood. They cultivate a setting in which individuals are at peace, allowing
them to collaborate, form connections with one another, and communicate freely
without worrying that they would be punished.
D-Determining - A determined leader considers the potential consequences of
each alternative, then selects the one that will be most beneficial to the group of
people he or she is responsible for.
E-Empowerment - He is in charge of are able to benefit from his expertise and
see him as a role model since he is able to communicate well with them.
R-Result-oriented - One who aspires to make things happen and is able to
illustrate what it is like to get things done on time and on schedule is an excellent
leader.
S-Servant. He is servant first before a leader.

2. You are assigned as a school head in a low-performing school. Students are

poorly motivated, parents and community are not very cooperative, and teacher
have low morale. As a leader, what should you do? Outline your steps.

As a new school head in a low-performing school, I would first ask the

teachers what needs to be done. Your teachers are your greatest asset, yet
they are frequently disregarded. This is one of the reasons for the low
school morale. Taking advice from the actual authorities would restore their
authority and provide me with a starting point for moving forward. The
successive stages would be determined by the suggestions of the
instructors regarding where changes should be made. The second step I
would take would be to involve parents in the decision-making process.
Determine what they believe the school should change to better serve their
children. The subsequent step would be to incorporate the parents'
perspectives. Then, I would seek government funding to help pay for extra
 food, medical personnel, academic resources, tutoring, and after-school
activities.

3. You are introducing an innovation in school. Sociologically, Filipinos are known

for the “ningas-cogon” mentality. How does this mentality affect school
innovation? As a leader, how will you counteract it?

The Filipino expression "ningas cogon" refers to a person who only does
well at the beginning of whatever they are doing. It reveals an attitude when we
begin a task with passion and enthusiasm, only to lose interest and abandon it
after a short period of time. Leaving things unfinished. similar to a wildfire
putting itself out rapidly. Instead of trying our best and exerting our own
efforts to achieve something, Filipinos have a tendency to procrastinate, which
leads to lethargy or a lack of initiative to continue. As a result, as leaders in a
school setting, we should set an example for everyone to follow, as the
innovation we are pursuing is not for our own advantage, but for the benefit
and good of everyone. If we, as leaders, exemplify this kind of Filipino trait, our
subordinates will eventually imitate and practice it as well; therefore, we
should set a good example for everyone. As a leader, you should have a
strong desire to achieve the goals established for this innovation, and then
you should plan for the things or create a timetable or schedule so that your
teachers or subordinates are aware of what should be done at this specific
time and date and when the innovation should be completed. If we, as leaders,
demonstrate our determination in completing tasks, then others will notice our
resolve and act in accordance with their own desires. Because they see the
type of leader we have.

4. Two of your teachers are doing very well. Four strongly resist Continuing
Professional Development. Two are about to retire and are simply waiting to
retire. To make your school perform, as a school head, what moves will you
take? Explain.

To improve my school's performance as school head, I will implement

adaptability for introducing and sustaining change and innovation. Being able
to rapidly acquire new skills and behaviors in response to changing
circumstances is crucial because, as we all know, change is inevitable and we
need to make adjustments in order to generate more viable solutions to any
problem. Since we have four teachers who strongly oppose Continuing
Professional Development (CPD), I must become a transformational leader
who can overcome resistance to change in order to be successful as their
school principal. In reality, we can view these four educators as resistant to
change, satisfied with the status quo, and a threat to school innovation. So as
to ensure that they will adhere to the change that I will implement, I will gather
the support of my stakeholders and plan possible ways to encourage the
teachers to actively participate in the CPD process. As teachers, it is essential
that we participate in the CPD process because it will help us to become better
professionals in the field of education, and it will be of great assistance
because our skills and knowledge will be enhanced. I will encourage them to
leave their comfort zones and push them to their limits in order for them to
realize their full potential. One way to reach one's full potential is to never
cease learning. Even the two teachers who are about to retire and are simply
awaiting their retirement should never stop learning and advancing their
profession. In exchange, they will be required to attend free educational
conferences, workshops, or online seminars. Even though they are nearing
retirement, they should always keep in mind that learning never ends and
neither does the knowledge we acquire, because as long as we are alive there
are things we must learn in order to adapt to change and innovate for the
betterment of society. As the head of the school, you should set an example
for everyone that embracing change and adapting to it is important, because
without change we'll be stuck in the same situation, and we will be if we don't
create possible solutions. As teachers, we should also be aware of our
responsibilities, because we are the voice and the passageway of learning so
that we can provide the education each student deserves.

5. Here are various methods that leaders employ.

a) Model the way. Set the example.
SERVANT LEADERSHIP
As a servant leader, you are a "servant first" - you prioritize the needs
of others, particularly team members, before your own. You set yourself up
as an example for everyone because as a leader, people will always regard
you with the utmost respect; thus, we should be someone who is an
excellent example. You appreciate the viewpoints of others, provide them
with the assistance necessary to achieve their professional and personal
objectives, include them in decision-making when appropriate, and foster a
sense of community within your team.

b) Share your vision. Enlist others.

DEMOCRATIC LEADERSHIP
Democratic leaders are those who are accessible to everybody. Before
making modifications and new regulations at the school, they solicit
feedback from students, faculty, administrators, and parents. It recruits
others to a shared vision by appealing to their values, interests, and
aspirations.

c) Challenge the process. Look for ways to grow.

TRANSFORMATIONAL LEADERSHIP
Transformational leaders give their followers with the difficult
opportunity to tackle challenges from a different angle. They are the ones
who are continually on the lookout for potential school-community-enhancing
adjustments. They seek out difficult chances for growth, change, innovation,
and improvement. As they explore, they take risks and gain knowledge from
their errors.

d) Enable others to act. Empower others.

SERVANT LEADERSHIP
A servant leader is dedicated to the personal and professional growth
of every team member. They are someone who motivates and inspires their
 members to be the finest versions of themselves. They enhance people's
capability through distributing authority, improving their skills, and providing
tangible assistance.

e) Set goals.
AUTOCRATIC LEADERSHIP
Autocratic leaders are focused on achieving outcomes. They specify
what must be accomplished, when it should be accomplished, and how it
should be accomplished.

f) Build trust.
DEMOCRATIC LEADERSHIP
Democratic leaders have a tendency to make their followers feel like
an integral part of the team, which fosters devotion to the group's objectives.
It also encourages actual member engagement in the organization, which is
consistent with the school's empowerment.

g) Give the direction.

DEMOCRATIC LEADERSHIP
Democratic leaders are those who provide guidance to group members
while also ensuring that all group members are included. They enhance
each individual's talents by assigning them new responsibilities, holding
meetings to address concerns, and providing constructive feedback.

h) Encourage the heart. Give positive reinforcement.

DEMOCRATIC LEADERSHIP
Members of the group have a sense of belonging and a sense that
they are not being left behind thanks to the accessibility of democratic
leaders. Leaders should constantly celebrate the successes of their teams
and highlight the individual contributions that each member has made to the
overall success of the project. This helps keep optimism and resolve alive.

Identify the leadership style employed in each method. Explain your answer.

Assignment 2 – Application and Reflection

1. If you were to formulate a policy on food items sold at the Cooperative Store of
your school, which would you do as a school head? Why?

As a school head, if I were to formulate a policy on food items at the

school's Cooperative Store, I would emphasize the HONESTY STORE
POLICY. This may sound trite since you are all familiar with it, but as a
school administrator, I want my coworkers to uphold honesty at all costs,
particularly on the student side. If I were appointed as the principal of an
elementary school, I would encourage my students to always be truthful,
regardless of whether or not others are present. We may also assist our
students in practicing honesty at such a young age, as honesty is not
limited to our store's policy but also extends to the classroom. "HONESTY
IS THE BEST POLICY AT ALL COSTS" is shown in a larger font to
 emphasize the truth of this statement, which we have all seen our
instructors incorporate into their classrooms. Being honest is like being
loyal to oneself. If we are truthful, we may feel proud of ourselves. Many
may assert that being an honest person is an arduous task, which is true
since we lie occasionally or, should I say, most of the time, but let us not
forget that our own integrity is inside ourselves. We choose when to be
honest and when not to be honest. As a result, as a person in a position of
authority in our school, I will practice honesty with the students and
teachers, beginning with this honesty shop. As the proverb says, "Train a
youngster in the way he should walk, and he will not deviate from it when
he is grown."

2. Read April 11, 2018, DM 066, s. 2018 - 2018 Brigada Eskwela Implementing
Guidelines. Individually, present a policy that you read in the DedEd
Memorandum. Explain what the policy states and why this policy is necessary.

In the DepEd Memorandum 066, section 2018 - 2018 Brigada Eskwela

Implementing Guidelines, it is stated that (4) School heads (SHs) must take
the lead in organizing activities aimed at making schools ecologically
aware, resilient, clean, and conducive to learning. Important reminders for
SHs regarding the conduct of this activity are included in Attachment No.
1, and (6) All DepEd employees are encouraged to participate in Brigada
Eskwela activities by offering their skills, sharing their time, or providing
in-kind assistance and support to public schools near their homes. Two
days are allotted to workers who choose to perform voluntary work on
company time, pending approval by their respective office heads. This
policy states that all school principals are responsible for arranging all
Brigada Eskwela events, and that all teachers and personnel are strongly
encouraged to participate. This DepEd Memorandum implements Brigada
Eskwela in order to create a suitable learning environment for all students.
Before the school year begins, Brigada Ekswela is completed in order to
provide a safe, clean, and organized environment for students. Therefore,
these policies are essential because they lay the road for achieving these
objectives through UNITY. If we attempted to join in this activity, we would
witness our teachers and administrators cleaning the school, mending
chairs, and beautifying their classrooms for the children, as well as the
participation of barangay authorities. This type of event demonstrates how
school unity may be achieved. Even though they have diverse
responsibilities, they strive to make the school a place where kids feel
comfortable and love studying.

3. Why are policies important in a school?

Policies are very important because they assist schools in establishing

model operating procedures, establishing quality standards for learning
and safety, and establishing expectations and accountability. Also
Policies assist schools keep kids safe, regularly enforce laws, and deliver
the best education possible. It is essential for organizations to have
executable policies, since they serve as a link between school
administration, instructors, students, parents, and the rule of law. A
 business without policies is a business without control. If there are no
defined policies, then the organization's workforce at all levels lacks
guidance on how to make consistent, correct judgments. A lack of policy
ultimately results in inconsistent decision making. Likewise, students,
instructors, and staff members have the right to feel physically and
mentally safe in their surroundings. Policies impact the safety of persons
in schools. To create this atmosphere, it is necessary to design and re-
implement rules that define safety requirements for the physical
environment and the mental condition of students and faculty. Disciplined
norms impact the safety of students and faculty at the school level;
consequently, protocols should extend beyond the classroom, frequency
of fire drills, anti-bullying, and how faculty should respond in a medical
emergency.
Policies are what keep us on track in order to avoid misunderstandings,
and they also provide us with guidance on how to fulfill the school's vision
and purpose, as well as the values that are interwoven into the school's
curriculum.

4. List down at least 2 school policies (one from Central Office and another from the
school level). Explain the purpose behind the policy

Policy from School Level

 Student dress code policy
- The purpose of Student Dress Code Policy is to clearly define
acceptable student attire. The manner in which students dress for
school influences behavior in learning. Students are expected to come
to school dressed in a manner that assures adequate modesty.
Student dress that causes disruption or leads to unsatisfactory
behavior is inappropriate and is not to be worn. Violation of dress
standards can result in a warning or suspension for willful defiance of
authority.
Policy from Central Office
 Child Protection Policy
- Through the DepEd Order no. 40 s. 2012 this policy will provide special
protection to children who are gravely threatened or endangered by
circumstances which affect their normal development. It also promote
a zero-tolerance policy for any act of child abuse, exploitation,
violence, discrimination, bullying and other related offenses.

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

Without policies, there is no peace or harmony in our country, just as

there is no peace or harmony without laws. Policies serve as a guide for
students, instructors, faculty, and administrators to adhere to, much as
they do in schools. For this reason, I feel that policies are necessary for
everyone. Without policies, it is hard to develop a school climate that is
conducive and well-organized. Because there are several factors to
consider in the school and classroom context, policies are created. In
order for us to be informed of what we should and should not do, the
school always had orientations at the beginning of the academic year.
 Also, policies exist in a classroom, which is why, prior to the start of class,
the instructor ensures that he or she mentions the DO's and DON'T's in the
classroom so that the class will have a learning environment that is
positive and acceptable for all students.
Policies are guidelines designed to assist schools in educating pupils
effectively, equitably, and safely. These regulations govern how students
are educated, what they are taught, and how schools manage their pupils
and staff. Policies are responsible for organizing the flow of transactions
and other school-related activities. For this reason, I believe that policies
are necessary, and that everyone should keep them in mind, so that we
may establish a place with harmony and peace, and so that no one is
susceptible to accidents that may occur if these policies are disregarded.
We should be law-abiding members of our school communities since these
rules are in place to ensure our safety.

6. Research on School Policies on attendance, tardiness, uniform, ID special

examinations. Know the why behind the policies.

Assignment 3 – Application “Let’s Apply”

1. By means of a Venn diagram, compare the domains of the NCBSSH and

Southeast Asian Competency Framework for School Heads.

NCBSSH have 7
domains

1 .School leadership SACSH are comprised of

2.Instructional Leadership 5 competency domains
3.Creating a student
centered climate 1. Strategic Thinking and
Both NCBSSH and
4. HR Management and Innovation
SACSH are lists of
Professional Development 2. Managerial
required
5. Parent involvement and Leadership
community partnership 2. competencies for a
successful school 3. Instructional
6. School management Leadership
administrator. Both
and operations 4. Personal Excellence
also serve as a
7. Personal and 5. Stakeholder
foundation for
Professional attributes and Engagement.
planning and
interpersonal
delivering
effectiveness. It aims to identify the
administrative and
instructional abilities shared by high-
It methodically identifies performing school
leadership learning
the training and leaders and
programs for school
development needs of administrators in the
leaders.
school administrators in region.
order to facilitate the
improvement of their
practices as successful What competencies for school heads are common to
school leaders.
 the NCBSSH and the Southeast Asian Competencies for School Heads?

Competencies COMMON to the NCBSSH and SACSH. Some are different in sentence
construction but the meaning of its corresponding competencies are in common.
• NCBSSH
- Instructional Leadership
- School Leadership
- Creating a student learning centered climate
- Administrative Leadership
- Parent involvement and Community Partnership
- Managing school Operations
- Personal and Professional Effectiveness

• SACSH
- Creating a learner centered Environment
- Managing Leadership
- Facilitate school community Partnership and Activities
- Administrative Leadership
- Lead School Improvement
- Instructional Leadership
- Personal Excellence
-
3. What is/are in the Southeast Asian Competencies for School Heads that is/are
not in the NCBSSH?

The domain that is present in the Southeast Asian Competencies for

School Head that is not present in the NCBSSH is the STAKEHOLDER
ENGAGEMENT because it focus on the studentcenteredness and
parent/community involvement or partnership.

4. What is/are in the NCBSSH that is/are not in the Southeast Asian Competencies
for School Heads?

The present domains in NCBSSH that is not present in the Southeast

Asian Competencies is HUMAN RESOURCE MANAGEMENT especially in
recruitment and hiring.

5. Do the competencies for both frameworks emphasize more on instructional

leadership or administrative leadership? Defend your answer.

Both models place equal emphasis on instructional leadership and

administrative leadership abilities. As we studied the domain and
competences of both frameworks, we found that leadership was
emphasized in both.
In NCBSSH, Domains 2, 3, and 7 fall under Instructional leadership, as
these three domains focus more on the assessment of learning, the
development and adaptation of programs, the creation of a school
environment centered on the needs of the learners, and Interpersonal
Sensitivity and fairness in the school setting. For Administrative leadership
 are Domains 1, 4, 5, 6, and 7 because it emphasizes developing and
communicating the Vision, Mission, Goals, and Objectives of the School,
the data-based strategic Planning, Managing performance of teachers and
staff, and Fiscal Management, all of which have to do with how the school
operates and functions effectively with its various branches.
In contrast, Domains 1, 2, and 3 of SACSH's Instructional Leadership
pertain to guiding the execution of the strategic plan, driving changes
towards the creation and implementation of new techniques, systems, and
structures, etc. This helps the school to plan and innovate potential
adjustments for the school's progress. In Administrative leadership, we
have 1, 3, 4, and 5 because they have something to do with how to sustain
partnerships with our stakeholders, negotiate and practice conflict
management, and promote community-based activities and initiatives that
are necessary for the school's progress.
It is essential to stress both types of leadership in a balanced manner in
order to properly assess and reinforce the qualities demanded of an
effective school administrator.

Assignment 4 – Check for Understanding “Metaphoric Thinking”

To which do you compare SBM? Write a metaphor.

SBM is comparable to the Golden Trophy in a team competition in that it

encourages the members of a group to collaborate towards a shared objective.
As in the SBM, everyone, from school administrators to DepEd employees, is
accountable for designing a strategy to enhance education, where the
participation of parents and students as cheerleaders in the competition may
result in a more productive learning environment.

As a future teacher what did you find most meaningful in learning SBM and
why?
As a future educator, the most important aspect of this course is the
school-based management since it can help me enhance education by
decentralizing power from the central district office to individual schools. I
also heard that the mission of SBM is to make the community accountable for
the education of their children and the children accountable for the
development of their community.

Do I welcome SBM or do I see it as an additional work?

I will eagerly welcome SBM. School-Based Management (SBM) is a

DepEd initiative that decentralizes decision-making from the Central Office and
field offices to individual schools so that they may respond more effectively to
their unique educational requirements. The SBM grant is one option for
empowering schools. As a future educator, SBM devolves decision-making
authority to school principals, teachers, parents, and students. This is school
autonomy. This removes bureaucratic limitations on schools and enables
school administrators, teachers, and parents to fulfill the needs of kids and the
community with greater initiative. This results in a sense of community
ownership of the school, which enables the school to accomplish its vision
and goal. In addition, SBM has a legal foundation which is Article 10, Section 3
of the Philippine Constitution mandates that Congress create a local
government code that would institutionalize a system of decentralization,
therefore granting local government units additional power, authority, and
responsibility... The 1991 Local Government Code satisfies this clause of the
Constitution.