PED 109 REVIEW

• Partnership


  Two parties helping each other, where both parties benefit
• What the community can do for schools

  • BRIGADA ESKWELA
  • Curriculum development
  • Work experience programs
  • Service learning
  • Remediation and enrichment classes
  • Youth development programs
  • Community service
• Sociological basis of school-community partnership
• Legal basis for parents and community involvement
• The teacher is expected to be part of the community
• Teacher as facilitator of learning


  Shall render the best service by providing an environment conducive for learning and growth
• Teacher leadership and initiative for community participation


  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
• Professional teacher with honor and dignity

  Every teacher shall merit reasonable social recognition and behave with honor and dignity at all times
• Teacher's attitude toward local customs and traditions


  Every teacher to live for and with the community and shall study and understand local customs and traditions in order to have a sympathetic attitude
• The professional teacher and information update


  Shall help the school inform the community about the school's work, accomplishments, needs and problems
• Parents-Teachers Association (PTA)


  A forum for discussions on school problems and how they can be solved
• School Governing Council (SGC)


  A policy-making body with the school head as chief executive officer, manager and chief operations officer
• The professional teacher and government officials and other professionals

  Shall maintain harmonious and pleasant personal and official relations
• The professional teacher does not use position to proselyte


  Possesses freedom to attend church and worship as appropriate, but shall not use his position and influence to proselyte others
• Organizational leadership


  Leaders help set strategic goals for the organization while motivating individuals within the organization to successfully carry out assignments in order to realize these goals
• Leadership and management are not synonymous
• School head must be both a leader and a manager


  A school head leads the school and community to formulate the vision, mission, goals and school improvement plan
• Types of leadership skills

  • Technical skills
  • Human skills
  • Conceptual skills
• Leadership styles


  • Autocratic
  • Consultative
  • Democratic
• Situational leadership


  Effective leaders adapt their leadership style to the situation of the members of the organization
• Servant leadership


  A paradoxical term coined by Robert K. Greenleaf, where the leader serves the followers
• Situational Leadership Model


  Effective leaders adapt their leadership style to the situation of the members of the organization
• Behavior styles in situational leadership

  • S1 - Selling/Directing (Telling/Coaching)
  • S2 - Participation/Supporting
  • S3 - Individuals lack the specific skills required for the job In hand and they are willing to work at the task. They are novice but enthusiastic.
  • S4 - Individuals are experienced at the task, and comfortable with their own ability to do it well. They are able and willing to not only do the task. But to take responsibility for the task.
• Servant Leadership


  Robert K. Greenleaf (1977) coined the paradoxical term servant-leadership. How can be a leader when he/she is servant?
• Transformational Leadership


  The transformational leader is not content with status quo and sees the need to transform the way the organization thinks, relates and does things
• For reforms to transform, the innovations introduced by the transformational leader must be institutional and sustained
• School-Based Management (SBM)


  The local Governance code of 1991 (RA 7160) provided for a more responsive 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
• School Culture


  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.
• Twelve norms of positive school culture

  • Collegiality
  • Experimentation
  • High Expectations
  • Trust and Confidence
  • Tangible Support
  • Reaching out to the knowledge base
  • Appreciation and recognition
  • Caring, Celebration, Humor
  • Involvement in Decision Making
  • Protection of what is important
  • Traditions
  • Honest, Open Communications
• School Culture


  It generally refers to the beliefs, perceptions, relationships, attitudes and written and unwritten rules that shape and influence every aspect of how a school functions.
• School culture is a social construct, not something inherited or passed on through genes. It is shaped by everything that all people in school see, hear, feel and interact with.
• School Climate and School Culture

  School Culture is a deeper level of reflection of shared values, beliefs, and traditions between staff members. School culture refers to the way teachers and other staff members work together and the set of beliefs, values and assumptions they share.
• Research confirms the central role of culture to school success. A positive school culture fosters improvement, collaborative decision making, professional development and staff and student learning. A negative culture fosters the opposite.
• Elements of a Positive School Culture

  • Collegiality
  • Experimentation
  • High Expectations
  • Trust and Confidence
  • Tangible Support
  • Reaching out to the knowledge base
  • Appreciation and recognition
• School 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.
• Components of DepEd Grading Policy

  • Written work (30% for Languages, AP, EsP; 40% for Science and Math; 20% for MAPEH, EPP and TLE)
  • Performance Tasks (50% for Languages, AP, EsP; 40% for Science and Math; 60% for MAPEH, EPP and TLE)
  • Quarterly Assessment (20% for all subjects)
• DepEd Order 54, s. 2009 - 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.
• Non-compliance or any violation of the conditions for PTA financial collections shall be a ground for the cancellation of the PTA's recognition and/or the filing of appropriate charges.
• The PTA contribution should be a reasonable amount as may be determined by the PTA Board of Directors. Non-payment shall not be a basis for non-admission or non-issuance of clearance(s) to the child by the school. No collection of PTA contribution shall be done during the enrollment period and no teacher or any school personnel shall be involved in such collection activities.