DETAILED LESSON PLAN

IN
PROF ED 106- THE TEACHER AND THE
COMMUNITY SCHOOL CULTURE AND
ORGANIZATIONAL LEADERSHIP WITH
FOCUS ON THE PHILIPPINE TVET SYSTEM

SCHOOL CULTURE AND SCHOOL

IMPROVEMENT
Prepared by:
Caranto, Maricar
Castro, Ricky F.
Dela Cruz, Jelyn DG.
Esteban, Jasmin S.
Ferrer, Daniela A.
Mora, Angelo M.
Gural, Emlene
Ticman, Rhea Mae T.
Student Teacher
BTLED II-A

Prepared for:
Mrs. Karen Maniego
Instructor
 I. Objectives
At the end of the 60 minutes lesson, at least 75% learners should be able
to:
a) define school culture, exploring its components and how it shapes the
overall learning environment;
b) engage in activities to assess and evaluate the prevailing culture
within their own school or educational setting; and
c) recognize the role of school culture in promoting a sense of belonging,
safety, and support for students and staff.

II. Subject Matter

Topic: SCHOOL CULTURE AND SCHOOL IMPROVEMENT
References:

Tran, L. (2017). School improvement. ResearchGate.

https://www.researchgate.net/publication/354600937_School_improvement

Cornell, D., & Drew, C. (January 3, 2024). School Culture: Examples, Types,
Definition.
https://helpfulprofessor.com/school-culture-examples-types-definition/https://
helpfulprofessor.com/school-culture-examples-types-definition/

Drew, D. C. a. P. R. B. C. (2024, January 3). School Culture: Examples,

types, definition (2024). Helpful Professor
https://helpfulprofessor.com/school-culture-examples-types-definition/?
fbclid=IwAR2K0R_toG7kmfZ7WpN5AHx7Y8R1njsHCmB_RvpuII62dqEKaVKsr0Se
7-

Europass Teacher Academy SRL. (2023, December 27). Teaching Culture in

the Foreign Language Classroom > Training course. Europass Teacher Academy.
https://www.teacheracademy.eu/course/intercultural-language-teaching/?
fbclid=IwAR1vFCuorsC3mGYn3ADPONJqKaS_6Pt2fGAgjm7xQJM-P84_CI8El6--
Ej4

Taguibao, G. (n.d.). The teacher and the community school culture and
organizational leadership Soledad R. Taguibao. Scribd.
https://www.scribd.com/document/498702374/The-Teacher-and-the-Community-
School-Culture-and-Organizational-Leadership-Soledad-R-

Lane, S. (2023, July 19). Aspects of education system. EduEdify.

https://eduedify.com/aspects-of-education-system/?
fbclid=IwAR0_NH2hv6gAbRRIUKwaxFxqfgDPPQC1eVnhmLvOwm7QOZsTAN6DL
DVRIo0#:~:text=There%20are%20four%20main%20aspects,student%27s
%20overall%20development%20and%20learning

Materials: Visual Aids, Laptop, PowerPoint Presentation and

Television, Printed picture.

Values Integration: Respect, Diversity, Academic Integrity and Honest

III. Learning Procedure

Teacher’s Activity Learners’ Activity

A. Preliminary Activities
1. Prayer
“Let’s stand and start our class with a (One student will lead the prayer)
player.” “Dear lord,
Please lead and guide us
and keep us close to you this day.
Please grant us your strength and
energy to accomplish all that we
need to do. Remind us lord to
turn our worry time to prayer time
and look for the blessing in the
midst of hard days. We thank you
in advance for all you will do. We
ask these things in Jesus’ name.
Amen.

2. Greetings “Good morning, ma’am”

“Good morning class”

3. Checking of Attendance
“Ms. Secretary, kindly check the attendance.
Sign the attendance and mark those who
are absent and late.”

“Is anyone absent today?” “None, ma’am”

“That’s great!”

4. Recalling of Classroom Rules

“Class, before anything else and before you
take your seats, kindly arrange your chair
properly and pick up the trashes you can
see inside the classroom and put it in the
 trash bins.”

“Another rule, when I already speak please

listen and don’t talk to your seatmate. And
when you want to recite or if you have
questions, don’t be shy and just raise your “Yes, ma’am. Got it”
hand. Okay, Understood?”

“That’s Great!”

5. Review
“Okay class, before we proceed to our next
topic/lesson. Let’s have some recap about
the lesson’s we’ve already study last
classes.”
The teacher, community, school
“Can you share your learnings about our last culture, and leadership all
topic?” influence how a school operates
and how students learn.

“Very Good!”

B. Motivation

Before the lesson starts, the teacher will

provide a picture and encourage the
learners to actively engage in a game The students will participate in the
named "Guess Me!" The learners are game activity.
expected to collaborate and provide
responses based on the visual stimuli
presented to them.

The student will write their

Insert picture answer in the board
Improvement
“What do you think this picture shows?” Change

C. Presentation of the Lesson

The teacher will play a video.

https://www.youtube.com/watch?v=Qe4cMveLhWU
 In the video, it shows how every
What did you observe from the video? school's have different cultures
and values

“Ma’am, our topic is about School

Based on the video, what do you think our culture and School Improvement”
topic will be for today?

D. Discussion

SCHOOL CULTURE AND IMPROVEMENT

1. The concept of School Improvement

School improvement aims to enhance school

practices in order to create better student
outcomes. It involves school leaders, staff and
the whole school community refining a shared
vision, conducting rigorous self-evaluation,
creating a well-developed plan for improvement,
and establishing reliable ways of measuring and
monitoring change. Engaging in a robust school
improvement process over a sustained period
of time can yield positive results, including more
effective school practices and improved student
outcomes
School improvement means
everyone at school working
together to make things better for
How does school improvement impact students by coming up with ideas,
student outcomes and practices? checking how things are going,
making plans, and keeping an
eye on progress.

That's a great explanation! You've captured

the essence of school improvement really
well.

2. Definition of School Culture

School culture refers to the policies,
interpersonal dynamics, attitudes, customs, and
formal and informal rules of behavior within a
school. School culture involves administrators,
teachers, staff, and students. It has a
tremendous impact on the functioning and
effectiveness of the school.

3. Types Of School Culture and

Teaching Cultures

According to Hargreaves (1995) there are

several types of school culture, listed below.

1. Collaborative Culture

Teachers work together, share the same

educational values, and are committed to
improving their teaching and the school as a
whole.

2. Comfortable-Collaborative Culture

The school atmosphere is professional and

although teachers are aware of the efforts of
their colleagues, there is not a great deal of
professional reflection.

3. Contrived-Collegial

The tone of the school is determined by

leadership, which supports teachers’ growth
but on a superficial level which often
undermines motivation.

4. Balkanized

The atmosphere is dominated by cliques of

teachers that compete for resources and
control. An “us versus them” attitude can
develop between the teachers and
administration.

5. Fragmented
Teachers all function independently and
there is very little collaborative effort to
improve the school. Meetings are uninspired
and lack involvement of the staff.

Teaching Culture

As Feiman-Nemser and Floden claim

“teaching cultures are embodied in the work-
related beliefs and knowledge that teachers
share—beliefs about appropriate ways of
acting on the job and rewarding aspects of
teaching, and knowledge that enables
teachers to do their work” (1986, p. 508).
Whether or not teachers overtly identify a
particular belief about the nature of that
which they teach, they must hold prefer-
ences, beliefs and values with respect to
what to teach and how to teach it. Clearly,
these ideas and beliefs are part of what
manifests in classroom regularities.
However, teachers do not always act
autonomously, and their teaching is
substantially circumscribed by social
conditions. As such, analy- ses of the
cultures of teaching must embed teaching
practices and settings within these wider
structural influences. Engeström (1998)
suggests that between the formal structure
of educational systems and the content and
methods of teaching lies a middle level of
relatively inconspicuous, recurrent, and
taken- for-granted aspects of classroom life.
Here lie a whole raft of issues: the patterning
and punctuation of time, the bounding and
use of the physical space, patterns of
discipline and control, grading and test- ing
practices, uses of textbooks, connection to
the outside world, and interactions between
teachers. Students who learn about
different cultures during their
education feel more comfortable
and safe with these differences
Why teaching culture important? later in life
 4. Typology of School

School’s culture varies. However, schools with

similar contextual characteristics have different
idealized types of school culture.

School culture can be determined through model

type that may focused on effectiveness and pace
of change. So, it be on concepts dimension as
effectiveness- ineffectiveness and improving-
declining.

A Typology of School Cultures Improving

1. Moving refers on the following:

• Boosting pupils’ progress and development
• Know where they are going
• Possess norms of improving schools
• Working together to respond to changing
context

2. Cruising focuses on the following:

• Appear to be effective
• Usually in more affluent areas
• Pupils achieve despite teaching quality
• Not preparing pupils for changing world
• Possess powerful norms that inhibit change

3. Strolling highlights on the following:

• Neither particularly effective nor ineffective
• Moving at inadequate rate to cope with pace of
change
• Meandering into future to pupils’ detriment
• Ill-defined and sometimes conflicting aims
inhibit improvement

4. Struggling centers on the following:

• Ineffective and they know it
• Expend considerable energy to improve
• Unproductive “thrashing about”
• Will ultimately succeed because have the will if
not the skill
• Often identified as “falling”, which is
demotivational

5. Sinking refers on the following:

• Ineffective norms of isolation, blame, self-
reliance, and loss of faith powerfully inhibit
improvement
• Staff unable to change
• Often in deprived areas where they blame
parenting or unprepared children
• Need dramatic action and significant support

SCHOOL MISSION, VISION, AND VALUES

The mission and vision mirror what the school

wishes hopes to eventually become and
accomplished (Peterson & Deal,2009). They are
embodied by all the values, beliefs, norms, and
assumption that school hold. (Confed,2016).
Internet activity: Research on the Department of
Education’s Mission, Vision, and Core Values.

Ten cultural norms that influenced school

improvement (Stool & Fink,1996)

• Shared goals – “we know where we ‘re going”

• Responsibility for success - “we must succeed”
• Collegiality- “we’re working on this together”
• Continuous improvement - “we can get better”
• Lifelong learning – “learning is for everyone”
• Risk taking – “learn by trying something new”
• Support - “there’s always someone there to
help”
• Mutual respect - “everyone has something to
offer”
• Openness – “we can discuss our differences”
• Celebration and humor- “we fill good to
ourselves”

No response.
5. Four aspects of educational change

“Do you have any idea about the four aspects of

educational change?”

“Ma’am, the four aspects of

educational change
“Anyone in the class?” are ;Cognitive, Affective,
Psychomotor, and Social.

*
“ Very good”

There are four main aspects of education:

cognitive, affective, psychomotor, and social.
Each one contributes to a student’s overall
development and learning.

Cognitive development is all about acquiring

knowledge and understanding concepts. It’s the
“head” part of education, where students learn
facts and information through reading, writing,
and critical thinking.

Affective development is about developing

attitudes and values. It’s the “heart” of education
where students learn to care about themselves,
others, and the world around them.

Psychomotor development is about developing

physical skills. It’s the “hands-on” part of
education where students learn through doing –
such as playing sports or performing experiments
in science class.

Social development is about developing

interpersonal skills. It’s the “people” part of
education where students learn to work
cooperatively with others in groups or teams.

All four aspects of education are important for a

well-rounded individual. A good educational
program will address all four areas equally in
order to provide a complete learning experience
for every student

E. Generalization

Processing questions: 1. "School improvement" means

1. What does "school improvement" mean making schools better, like using
and how can schools make things better? new teaching methods. Schools
2. What is "school culture" and how does it can improve by listening to
affect teaching? feedback and helping students
3. How do different types of schools and who need it.
teaching styles impact education?
2. "School culture" is the vibe of a
school. It affects teaching by
shaping how teachers and
F. Application students interact.
ROLE PLAY! 3. Different schools and teaching
styles can change education in
Performance task: Divide participants into different ways, like class sizes
five groups and what subjects are taught.

Assign roles to each participant within the

group:
Role 1: School Principal
Role 2: Teacher
Role 3: Parent
Role 4: Student
Role 5: School Counselor (optional,
depending on group size)

Each group will be given a scenario related

to school culture and academic
improvement.

Examples include:
Scenario 1: The school has a competitive
culture where only top academic performers
are recognized, leading to increased stress
among students.
Scenario 2: The school lacks a sense of
community, resulting in poor teacher-student
relationships and low student engagement.
Scenario 3: The school faces challenges
with inclusivity and diversity, affecting the
overall learning environment.

Rubrics for ROLE PLAY!

Criteria 5 Points 4 Points 3 Points 2 Points 1 Point
Students Students are at ease Students lacks Content is shallow. Content is missing
demonstrate mastery with the topic and information that Information is and students
of the concepts and has a basic flow should be unreliable with obviously did not do
Content ideas about the topic within the message. included; however, added unnecessary research.
and engages the message can be jargon. Suggest
audience with decipher. more in-depth
enthusiasm. research.
Information is very Information is Information is The information The information
organized with well- organized with well- organized, but the appears to be appears to be
Organization constructed video constructed video ideas are not organized, but the disorganized.
presentation. presentation. constructed ideas are lacking.
evidently.
Student uses a clear Student's voice is Student's voice is Student mumbles, Unable to hear
voice and correct, clear. Student low. Students incorrectly student and
precise pronunciation pronounces most incorrectly pronounces terms, information goes
Volume and Clarity of terms. Student is words correctly. pronounce terms. and speaks too missing.
enthusiastic. All Most audience Audience quietly for viewing
viewing audience can members can hear members have audience to hear.
hear without effort. with little effort. difficulty hearing.
The template and The template and The template and The template and The template and
setting show an setting show a good- setting show an setting show poor setting show an
 aesthetic and unique looking vibe. The average style. The editing skills and obvious no-effort
vibe on the video. use of color wheel to use of color wheel gives off unpleasant editing. The use of
Creativity The use of color mix and match the to mix and match sight. The use of color wheel to mix
wheel to mix and colors, designs, the colors, color wheel to mix and match the
match the colors, fonts, characters, designs, fonts, and match the colors, designs,
designs, fonts, logos, and etc, can characters, logos, colors, designs, fonts, characters,
characters, logos, be seen. and etc, is fine. fonts, characters, logos, and etc, is
and etc, is very logos, and etc, is questionable.
evident. hardly noticeable.

IV. Evaluation
Instructions: Enumerate the five types of school culture.

A. Enumeration

1.
2.
3.
4.
5.

B. Multiple Choice

Multiple Choice Questions:

1. What does "school improvement" primarily focus on?

a. Increasing the number of students in a school
b. Enhancing the quality of teaching methods
c. Providing more vacation days for students
d. Improving overall school performance and student outcomes

2. How would you define "school culture"?

a. The weather conditions around the school
b. The beliefs, values, and behaviors shared by members of a school
community
c. The number of windows in the school building
d. The types of sports offered by the school

3. Which of the following is an example of a positive teaching culture?

a. Teachers who only focus on lecturing without interaction
b. Teachers who collaborate and share ideas to improve student learning
c. Teachers who don't communicate with students outside of class
d. Teachers who only use traditional teaching methods without innovation

4. What is the typology of school?

a. A system for organizing school supplies
b. A classification system for different types of schools based on specific
criteria
c. The number of classrooms in a school
d. The number of students enrolled in a school

5. What are the four aspects of educational change?

 a. Books, Computers, Desks, and Chairs
b. Cognitive, Affective, Psychomotor and Social
c. Pencils, Erasers, Notebooks, and Pens
d. Cafeteria, Playground, Gym, and Library

Key answer:
I.
1. Collaborative Culture
2. Comfortable- Collaborative Culture
3. Contrived- Collegial
4. Balkanized
5. Fragmented
II.
1. d. Improving overall school performance and student outcomes
2. b. The beliefs, values, and behaviors shared by members of a school
community
3. b. Teachers who collaborate and share ideas to improve student learning
4. b. A classification system for different types of schools based on specific
criteria
5. b. Cognitive, Affective, Psychomotor and Social

V. Assignment
Reflect on the lesson about School Culture and School Improvement.
Create 200- words essay:

What types of school culture exist, and how do they influence

collaboration among teachers?

CRITERIA 10 points 9 points 8 points 7 points

content - Addresses Provides Identifies various Discusses the
the concept of insightful types of school typology of
school analysis and culture and their schools and
improvement and examples to impact on
its relevance
school culture support key teaching and
comprehensively points. learning. to educational
, demonstrating a improvement.
clear
understanding of
the topics.

Organization Introduction Body Ideas are Conclusion

clearly paragraphs logically effectively
introduces the are well- presented and summarizes
topic and structured, supported with key points and
provides a each focusing evidence. reinforces the
thesis on a specific main
statement. aspect of argument.
school culture
or
improvement.

Clarity and Writing is Transitions Language is Ideas are

clear, concise, between appropriate for presented in a
Coherence and easy to paragraphs the intended logical
 follow. and ideas are audience and sequence,
smooth and demonstrates enhancing
seamless a strong overall
command of coherence
academic
vocabulary.

Grammar and Demonstrates Writing is free Sentence Consistently

mastery of from errors structure is follows
Mechanics grammar, and typos. varied and conventions of
punctuation, enhances academic
and spelling. readability. writing.

Total Score: ________/40