Module 3 - The Teacher and the Community

A. External Environments and Accountability of Schools

1. Resource
- Dependence Perspective
- General Environmental Resources
- Availability of Resources
- Dependence

2. Administering Resource Environments

B. Adapting to External Environment

1. National Standards and Frameworks
2. Internationalization
3. Globalization

C.Code of Ethics for Professional Teachers

Overview:

It has become commonplace to refer to certain projects, programs, networks,

and collaborative of prospective or experienced teachers as teacher learning
communities, despite the fact that they were rarely mentioned in the educational
literature or in professional educators' organizations. In the early twenty -first century,
the word combines two key concepts–teacher learning and community–that are part
of the discourse in teacher education, professional development, school reform, and
educational policy.

Learning Objectives

At the end of this module, you should be able to:

a. Identify the stakeholders as integral environmental resource of the wider

school community;
b. discuss the sociological considerations affecting the learning environment
and the wider school community in relation to the external environment and other
factors;
c. reflect on laws and regulations that apply to teachers in the context of the
community; and
d. demonstrate understanding of the teachers’ responsibilities to the state and
the community as specified in the Code of Ethics for Professional Teachers

A. External Environments and Accountability of Schools

Resource dependence theory was first introduced in the 1970s in a

publication entitled The External Control of Organizations: A Resource Dependence
Perspective. Resource dependence theory (RDT) is the study of the impact of
resource acquisition on the behavior of an organization. In the publication, authors
Jeffrey Pfeffer and Gerald R. Salancik argue that resources are key to organizational
success. However, an organization does not always have control over the resources
it needs and must devise strategies that sustain access.

Resource-Dependence Perspective

• Dependence is characterized as the extent of the need for a resource and its
availability.
•It is directly related to the need for resources controlled by other organizations.
• Suppliers gain power to decide whether schools get resources they need and
determine if the schools can use the resources the way they want.
• If organizations are unable to generate resources internally, they must enter into
external exchanges which may consume vital resources and/or demand changes
from the organization. (Pfeffer, 1982, 1997)

General Environmental Perspective

The environment is a place to gain scarce resources for operating the
organization.
Types of Resources (simple or complex)

* fiscal
* personnel
* information
* products and services

RDT is based on three core assumptions:

✓ Organizations contain internal and external actors that influence and
control resources and by extension, behavior. For example, how abundant are
the resources? How much competition is there? How easy are the resources to
acquire? Is there a more cost-effective acquisition method?
✓ The environment contains valued resources essential to the continued
operation of the organization. Uncertainty develops around resource acquisition
for those who do not control access.
✓ Organizations work toward two core objectives. They must seek to minimize
dependence on critical resources from other organizations. They must also increase
the dependence that other organizations have on them for resources. Achieving
either of these two objectives has benefits for the power level of the organization.
Availability of Resources

Resource-Dependence Perspective Resource Continuum

Scarcity Munificence

• Competition for resources is fierce • Survival is easy

• Zero-sum game • Pursue wide-ranging goals
• Limited to basic academic and extracurricular • Abundant curricular and
programming extracurricular programs

Administering Task Environments

Uncertainty and dependency threaten or constrain autonomy and drive

change; thus, organizations must cope.

Coping Strategies:
– Buffering
– Planning and forecasting
– Boundary spanning
- Adjusting operations
- Accommodating structure

The Environment-Structure Fit

Change the Structure to fit the Environment

– If the environment is stable, a mechanistic structure is an effective accommodation.
– If the environment is unstable, then an organic structure is the better fit
– If the environment is stable and the organizational structure is organic, a
dysfunctional flexibility emerges.
– If the environment is unstable and the structure is mechanistic, a dysfunctional
rigidity is produced.

B. Adapting to External Environments

National Competency-Based Teacher Standards (NCBTS)

The National Competency-Based Teacher Standards (NCBTS) defines the
desired practice of effective teaching. The NCBTS sets performance indicators
classified in appropriate domains and strands that guide teacher professional
development.
 The NCBTS is an integrated theoretical framework that defines the different
dimensions of effective teaching, where effective teaching means being able to help
all types of students learn the different learning goals in the curriculum. The NCBTS
provides a single framework that shall define teaching in all aspects of a teacher's
professional life and in all phases of teacher development. The use of a single
framework should minimize confusion about what effective teaching is. The single
framework should also provide a better guide for all teacher development programs
and projects from the school-level up to the national level.

How Should Teachers Use the NCBTS?

Teachers can use the NCBTS in many ways:

1. As a guide to reflect on their current teaching practices.
2. As a framework for creating new teaching practices.
3. As a guidepost for planning and professional development goals.
4. As a common language for discussing teaching practices with other teachers.

Traditional View NCBTS View

Teaching is technical process, and the Teaching is facilitating learning and the
good qualities of this technical processqualities of good teaching are defined in
are well-defined. terms of whether students learn or not.
Teaching knowledge is technical
Teacher knowledge is essentially
knowledge applicable to all learners andcomplex and problematic; applicability
contexts. varies across learners and contexts.
Teaching involves consistent applicationTeaching involves reflective and flexible
of technical knowledge. application of technical knowledge in
ways that best bring about student.
Effective application of teacher Effective teaching is determined within
knowledge is dependent prerequisite the limits and opportunities found in the
inputs in teaching environment. learning environment.
Seven Domains of NCBTS

Internationalization of Education
Globalization is a 'process that focuses on the worldwide flow of ideas,
resources, people, economy, values, culture, knowledge, goods, services, and
technology', while internationalization of higher education is described as 'the
process of integrating an international, intercultural and global dimension into the
goals, teaching/learning, research and service functions of a university or higher
education system'. Internationalization emphasizes the relationship between and
among nations, people, cultures, institutions, systems while globalization stresses
the concept of worldwide flow of economy, ideas, culture, etc. The difference
between the concept of 'worldwide flow' and the notion of 'relationship among
nations' is both striking and profound. Thus these two concepts are very much
related to each other but at the same time different. Debate continues whether
internationalization of higher education is a catalyst, reactor or agent of globalization.
There is no recipe or one set of indicators for an internationalized university.
Internationalization is a process of change which is tailored to meet the individual
needs and interests of each higher education entity. Consequently, there is no 'one
size fits all' model of internationalization. Adopting a set of objectives and strategies
which are 'in vogue' and for 'branding' purposes only negates the principle that each
program, institution, or country needs to determine its individual approach to
internationalization based on its own clearly articulated rationales, goals and
expected outcomes. This recognizes that the internationalization process is driven
by an assessment of individual needs and priorities and that a 'formulaic' or latest
fad approach is not appropriate, beneficial or sustainable. This truth can also present
challenges. For example, what if an institution or county sees internationalization of
higher education as a tool for economic gain or political advantage? This is an
example where the academic purposes and values of cooperation, mutual benefit
and partnership need to be emphasized.

C. The Teacher and the Community

The Why and How of School and Community Partnership

Opportunities for School Community

Partnership implies two parties helping each other. Both parties benefit. This
means that if a school -community partnership exists, both parties benefit from the
relationship. Thus in the following paragraphs we shall present what communities
can do for school and what schools can do for communities. What can the
community do for schools?

Here are examples of what a community can do for schools:

1. Brigada Eskwela- This program engages all education stakeholders to contribute

their time, effort and resources in ensuring that public school facilities are set in time
for the forthcoming school opening. It takes place more or less two weeks before
classes begin in June. This is a school maintenance program that has been
institutionalized since 2009 when DepEd issued DepEd Order # 100.

2. Curriculum development- This can mean use of community resources for

learning. e.g. museum, elders of the community as key informants in research or
resource persons in the study of local history.

3. Work experience programs- Business establishments and offices in the

community can serve as training ground for learners. A concrete example is the
Work Immersion required of Senior High School students.

4. Remediation and enrichment classes - Parents and retired teachers may be

involved in the School Reading remediation and Learning Enrichment Programs.

5. Youth Development Programs- The young may involve themselves in youth

development programs and develop their skills and talents, learn how to deal
positively with peers and adults and serve as resources in their communities.
6. Community Service – Examples of community service are students participating
in tutorial programs, community reforestation programs, clean up drive for a river,
assisting in medical mission; school head involved in planning local celebrations,
teachers managing programs, projects, activities; school band playing in fiesta
parade.

What can schools do for communities in return?

Schools may allow the community to use school resources. Here are concrete
examples enumerated by the DepEd Primer on School Community Partnership:

• Classroom used by community organizations for meetings

• School used as a polling place and venue for medical mission which it may co-
sponsor with the Rural Health Unit
• School used by the Rural Health Unit for mothers' class on child care
• School used as an evacuation center
• School facilities used for community assemblies
• School basketball court used for local celebrations and barangay sports league
• Schools conduct livelihood skills-training programs for parents and out-of-school
youths by using school resources
• Livelihood skills-training for parents and out-of-school youths by teachers
themselves

THE TEACHER AND THE COMMUNITY: TEACHER’S ETHICAL AND

PROFESSIONAL BEHAVIOR

CODE OF ETHICS FOR PROFESSIONAL TEACHERS, ARTICLE III

• The very title of this unit indicates that teachers are expected to be part of
the community. To be part of the community definitely means to participate in the life
of that community. What is that community referred to here? The 8 sections sections
of Article III of the Code of ethics refers to the community within the school and the
community outside the school. How can teachers be part of the community? The
various Sections of Artcile III give more details.

TEACHER AS A FACILITATOR OF LEARNING

• Article III, Section 1 states that the teacher is a facilitator of learning and the
development of the youth...therefore shall render the best service by providing an
environment conducive for such learning and growth.
• Facilitator comes from the word “facilitates” which means to make
something easy or easier.
• The teacher who believes that “Every child deserves a champion, an adult
who will never give up on them, who understands the power of connection and
insists they become the best they can possibly be.”
 TEACHER LEADERSHIP AND INITIATIVE FOR COMMUNITY
PARTICIPATION
• Section 2 refers to the “leadership and initiative of the professional teacher
to participate in community movements for moral, social, economic and civic
betterment of the community”
• The words in Section 2 of Article III are “provide leadership and initiative”.
• Section 6 further explicates how you can show your professional leadership,
to wit: “Every teacher is an intellectual leader in the community, especially in the
barangay, and shall welcome the opportunity to provide such leadership when
needed, to extend counselling services, as appropriate, and to be actively involved
in matters affecting the welfare of people”
• Teachers, as they participate in community affairs prove that they “are the
most responsible and most important members of society because their professional
efforts affect the fate of the earth.”

PROFESSIONAL TEACHER WITH HONOR AND DIGNITY

• Section 3 states that: Every teacher shall merit the reasonable social
recognition for which purpose he shall behave with honor and dignity at all times and
refrain from such activities as gambling, smoking, drunkenness, and other excesses
much less illicit relations.
• The quotation states , “The influence of a good teacher can never be erased”
but the influence of a dishonorable teacher is as lasting.”

TEACHER’S ATTITUDE TOWARD LOCAL CUSTOMS AND TRADITIONS

• Section 4 expects every teacher to live for and with the community and shall,
therefore study and understand local customs and traditions in order to have a
sympathetic attitude, therefore, refrain from disparaging the community.
• “ The professional teacher is neither ethnocentric nor xenocentric. He/she is
not ethnocentric and so does not look down on community’s culture because of the
thought that his/her culture is superior to the culture of the community. Neither is
he/she xenocentric and so looks at his/her culture as inferior in to other community’s
culture.”

THE PROFESSIONAL TEACHER AND INFORMATION UPDATE

• Section 5 states that the teacher “shall” help the school inform the
community about the school’s work, accomplishments, needs and problems.
Community here refers to internal as well as external stakeholders.
• Internal stakeholders include the students, the parents of the students and
the teachers. The external stakeholders are the other parents in the community
without children enrolled in school, barangay officials and other government officials,
non-government organizations, government organizations, alumni/alumnae and
retirees.
THE PARENTS-TEACHERS ASSOCIATION
• We have Parents’ and Teachers’ Association (PTA) in place an every school.
Some private schools call it Home School Association or Family Advisory Council.
This is for internal stakeholders only. A PTA is an association of teachers and
parents with children who are enrolled in a school. It is a forum for discussions on
school problems and how they can be solved.

THE SCHOOL GOVERNING COUNCIL

• Other than the PTA is the School Government Council. The SGC has
different membership and functions. A School Governing Council as a policy-making
body has the school head as Chief Executive Officer, Manager and Chief Operations
Officer. The formations of SGC in every school is a proof of school head sharing
his/her leadership with members of the community.
• It determines general policies on student welfare, discipline, well-being; it is
concerned with the development and implementation, monitoring and evaluation of
the School Improvement Plan (SIP), and reporting of the progress of the SIP
Implementation to the Schools Division Superintendent and the community.

THE PROFESSIONAL TEACHER AND GOVERNMENT OFFICIALS AND

OTHER PROFESSIONALS
• Section 7 states: “ Every teacher shall maintain harmonious and pleasant
personal and official relations with other professionals, with government and with the
people individually or collectively.” As a professional teacher, you cannot afford not
to be in pleasant relations with others especially those with whom you work with like
other professional teachers. It is always best to be in good terms with everyone else
in the community.
• Desiderata gives this advice: “As far as possible, without surrender, be on
good terms with all persons. Speak your truth quietly and clearly; and listen to others,
even the dull and the ignorant, they too have their story.”

THE PROFESSIONAL TEACHER DOES NOT USE POSITION TO

PROSALYTE
• Finally, Section 8, says “A teacher possesses freedom to attend church and
worship as appropriate, but shall not use his position and influence to proselyte
others. “To be in a position means to have power or influence for a purpose, i, e. for
you to use use that position to perform your job as a professional teacher.
• It is highly unprofessional for a teacher like you to use your position of
influence to proselyte. Besides freedom of religion is guaranteed by the 1987
Philippine Constitution. “No law shall be made respecting an establishment of
religion, or prohibiting the free exercise thereof. The free free exercise and
enjoyment of religious profession and worship, without discrimination or preference,
shall forever be allowed.” (Article II, Section 6)
 TASK 4

THINK-PAIR-SHARE

Name: ____________________________________
Course/ Year: _____________ Class Schedule: __________
Date Submitted: _________________ Remarks: __________

Make a write up of your favorite teacher. Why was he/she your favorite?
What qualities did he/she possess? Is he/she your ideal teacher? What influence did
he/she have in your life? Did he/she act in accordance to the expectations of the
community?
Do whatever design/ background do you want.