Name: AJ Jaffar D.

Belbelone Date Submitted:

Course and Section: EDUC 111

CHAPTER 9

Outcome:
• Explain the meaning, advantages, disadvantages and demands of SBM; state practices
aligned to SBM.
- School-Based Management (SBM) is a decentralized approach to school governance,
transferring decision-making authority to individual schools and enabling them to
customize policies and practices based on unique needs. This empowerment fosters
flexibility, local responsiveness, and community engagement, nurturing a sense of
ownership and accountability for effective problem-solving. However, challenges within
SBM may arise, such as heightened workloads for school leaders, disparities in decision-
making competencies, and potential imbalances in resource distribution. Successfully
implementing SBM demands school administrators to possess effective communication,
collaboration, and leadership skills, necessitating ongoing training and support for its
sustained success.
- Schools aligned with SBM often involve stakeholders in decision-making, conduct regular
needs assessments, implement flexible curriculum adaptations, and maintain transparent
communication channels with the community.
• Explain the roles, functions and competencies of school heads in SBM.
- School heads in SBM play crucial roles as facilitators, leaders, and communicators. Their
functions include strategic planning, resource allocation, and fostering a collaborative
environment. Competencies involve effective communication, adaptability, and the ability
to involve various stakeholders in decision-making.

• Let’s Analyze

1. What problems did Mabuhay Elementary School have?

- Mabuhay Elementary faces academic challenges, including low exam scores, rampant
tardiness, and high absenteeism. Truancy for video games and agricultural absences
compound issues, indicating a need for comprehensive solutions to improve student
engagement and performance.
2. What did Ms. Ligaya, the school head, do to address the problem?
- Ms. Ligaya took proactive steps, convening stakeholders, presenting issues, and
compiling suggestions systematically. Developing targeted action plans and involving
parents, teachers, and the PTA ensures a collaborative, community-driven effort to
address and overcome school challenges.
3. Could it have been better if she addressed the problem by herself? What could have possibly
happened if she did it alone?
- Addressing problems alone, Ms. Ligaya might face limitations. Firstly, working in isolation
means a lack of diverse perspectives and ideas, hindering the richness of solutions.
Secondly, solo efforts may struggle with insufficient resources—both human and
material—that collaborative initiatives could provide. Thirdly, without community
engagement, there's a risk of reduced shared responsibility and less likelihood of
successful implementation.
4. What was the advantage of involving others in addressing the problems?
 - Involving others in addressing school issues brings diverse expertise, builds community
support and shared responsibility, mobilizes increased resources, and fosters holistic
solutions. This collaborative approach ensures a comprehensive understanding of
problems and promotes effective, sustainable solutions, laying the foundation for positive
change within the school community.
5. Wasn't a directive from the Office of the Superintendent or Regional Director the fastest
solution to the problems? Why of why not?
- While a directive from higher authorities might bring immediate compliance, it may lack
the depth of understanding and local context that the community possesses. Additionally,
a top-down approach may not foster a sense of ownership and commitment among local
stakeholders. Involving the community allows for tailored solutions and a more
sustainable improvement in the long run.
CHAPTER 10

Outcome:
• Explain the meaning of school culture.
- School culture encompasses shared values, beliefs, and practices within a school
community, influencing interactions and behaviors.
• Discuss how school culture affects learning.
- School culture significantly affects learning by shaping students' attitudes, motivation, and
sense of belonging. A positive culture fosters a supportive environment conducive to
academic success.
• Cite ways by which you can contribute to the building of positive culture.
- Contributions to building a positive culture include promoting inclusivity, respecting
diversity, participating in school activities, encouraging a growth mindset, and fostering a
sense of belonging among peers.

• Let’s Analyze

1. Which of the twelve elements of a positive culture were illustrated by the given episodes’
vignettes? Which element was illustrated by describing the opposite?
These are the positive cultures that were illustrated:
• Clear Expectations (Episode 1): Students possess a clear understanding of what to
anticipate in pre-calculus, cultivating a sense of foreseeability.
• Growth Mindset (Episode 3): Promotes resilience and the acquisition of knowledge
through overcoming challenges, reinforcing a positive mental outlook.
• Respectful Environment (Episode 4): Implements a guideline for attentive listening in
recitations, cultivating an atmosphere of courtesy.
• Transparency and Accountability (Episode 5): Students calculate their scores, rectifying
any disparities, fostering openness and responsibility.
• Curiosity and Inquiry (Episode 6): The teacher stimulates students to delve into personal
and global inquiries, encouraging a spirit of curiosity and investigation.
• Community Building (Episode 7): Portrays the robust community forged through shared
traditions and occasions.

The opposite illustration:

• Lack of Constructive Feedback (Episode 9): The teacher's generic praise without specific
guidance diminishes the impact of praise and hinders improvement.

2. Is there any element left out? If there is can you as a group supply an episode or a
vignette? A vignette is a short description of an episode in school like the 9 given above.
The element that is left out:
• Professional Development (Episode 10): Teacher Paz expresses a desire for continuous
professional development to enhance teaching skills, reflecting the importance of ongoing
learning.

Hence, the supplied episode is:

 • Student-Acknowledging Leadership (Made up Episode): A scenario where a school head
publicly acknowledges and praises a student's academic achievement during an
assembly, fostering a positive culture of recognition.

• Let’s Conceptualize
- The positive school culture:

1. High Expectation (Vignette 1): The school sets ambitious academic standards, encouraging
students to strive for excellence and fostering a culture of achievement.

2. Honest and Open Communication (Vignette 2): The school values transparent and
straightforward communication, creating an environment where trust and understanding
flourish.

3. Tangible Support; Caring, Celebration, Humor (Vignette 3): The school provides practical
support, showing care through celebrations and humor, creating a positive and joyful
atmosphere.

4. Involvement in Decision Making; Protection of What is Important (Vignette 4): There is a

collaborative decision-making process, ensuring the protection of cherished aspects within
the school community.

5. Trust and Confidence Traditions (Vignette 5): Established traditions instill trust and
confidence, fostering a sense of continuity and shared identity.

6a. Collegiality; Honest, Open Communication (Vignette 6a): Collegial relationships are built on
honesty and open communication, creating a supportive and cooperative culture.

6b. Collegiality; Experimentation; Reaching Out to Knowledge Bases; Appreciation, Recognition

(Vignette 6b): Collegiality encourages experimentation, seeking knowledge, and expressing
appreciation and recognition, promoting innovation and positive reinforcement.

7.Collegiality; Traditions (Vignette 7): Collegial bonds are strengthened through shared
traditions, fostering unity and a sense of belonging.

8. Tangible Support; Protection of What is Important: Tradition (Vignette 8): The school offers
tangible support and safeguards valued traditions, ensuring a stable and nurturing environment.

9. Reaching Out to the Knowledge Base (Vignette 9): The school actively seeks knowledge,
emphasizing continuous learning and improvement.

10. Appreciation and Recognition (Vignette 10): The culture is marked by expressions of
appreciation and recognition, motivating, and affirming the efforts of students and staff.

11. Protection of What is Important (Vignette 11): The school prioritizes and safeguards
significant elements, contributing to a sense of security and stability in the educational
community.
 • Let’s Apply
1. Based on your experiences, give at least 10 school practices that don't contribute to positive
culture.
• Too Many Punishments: When teachers always use punishments without trying to
understand and teach good behavior, it's not helpful.
• Teachers Not Working Together: When teachers don't talk and work together, it makes it
hard for everyone to have a helpful and friendly school.
• Too Many Tests: When there are too many big tests, it makes school stressful and not fun
for both students and teachers.
• Not Taking Care of Students' Feelings: When teachers don't pay attention to how students
feel, it makes the school a not-so-nice place to learn.
• School Not Interesting: When teachers don't use fun and interesting ways to teach, students
get bored and don't want to learn.
• Ignoring Differences: When schools don't celebrate everyone's differences, it makes some
students feel left out and not welcomed.
• Only Listening to Teachers: When teachers make all the decisions without asking students,
it makes students feel like they don't matter.
• Caring Too Much About Grades: When school only cares about grades and not about
learning, it makes students feel like they are competing instead of enjoying learning.
• Teachers Not Learning: When teachers don't get chances to learn new things, it makes it
hard for them to be better teachers.
• Parents Not Involved: When teachers and parents don't talk and work together, it's not good
for students because they don't have enough help and support.
2. 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 a Classroom Rule: Not a good tip. Suppressing student interaction inhibits
a positive and collaborative learning atmosphere. Replace with fostering structured
discussions to encourage participation.

b. "Quiet Area, Brains at Work": Good tip. Providing a designated quiet area respects diverse
learning preferences and promotes a focused learning environment.

c. Reminders of Previous Knowledge: Generally good. However, the tone and frequency
matter. Constructive reminders are helpful, but constant repetition can be discouraging.

d. Belief in Learning and Growing: Excellent tip. Believing in one's ability to learn and grow
sets a positive example for students, promoting a growth mindset.

e. "Nice Job" on a Student's Sketch: Insufficient feedback. Replace with specific and
constructive feedback to enhance learning and improvement.

f. Question and Answer Wall: Excellent tip. Fosters a culture of curiosity, collaboration, and
knowledge-sharing among students.

3. Suggest 5 concrete ways to establish a positive school culture.

• Ensure a welcoming and inclusive environment for students, staff, and parents.
• Foster transparent and open communication channels among all stakeholders.
 • Recognize and celebrate both academic and non-academic accomplishments to
create a positive atmosphere.
• Encourage a growth mindset, valuing continuous learning and improvement for both
students and teachers.
• Engage parents, local community members, and businesses to create a sense of
shared responsibility for the school's success.

4. Choose a school. Determine the presence of any of the 12 practices of a positive school
culture in that school by noting down conversations, comments, activities that you
hear/observe in that school of your choice.
School: Andres Soriano Colleges

Indicator Conversation/Comment/Activity Your Comments

Observed
Collegiality Teachers sharing ideas and collaborating Positive sign of a
on lesson plans. collaborative culture.
Experimentation Teachers trying new teaching methods or Indicates a culture open
incorporating technology. to innovation and
experimentation.
High Teachers discussing academic goals and Demonstrates a
Expectations pushing students to excel. commitment to
academic excellence.
Trust and Students and teachers engaging in open Reflects a trusting and
Confidence conversations without fear of judgment. confident environment.
Tangible School providing resources for Shows tangible support
Support extracurricular activities. for student
development.
Reaching out to Teachers attending workshops and Reflects a commitment
Knowledge seeking external expertise. to continuous learning.
Bases
Appreciation, School acknowledging student Demonstrates a culture
Recognition achievements in assemblies. of appreciation and
recognition.
Caring, School organizing events, celebrations, Indicates a caring and
Celebration, and incorporating humor in classes. joyful atmosphere.
Humor
Involvement in Students participating in school Reflects an inclusive
Decision committees and decision-making approach to decision-
Making processes. making.
Protection of School preserving and valuing cherished Indicates a commitment
What is traditions. to preserving the
Important school's identity.
Traditions Students and teachers participating in Reflects a strong sense
traditional events. of shared history and
identity.
Honest, Open Regular meetings or forums for open Demonstrates a
Communication dialogue. commitment to
 transparent
communication.

• Let’s Check

1. What is school culture?

- School culture is the vibe or atmosphere in a school, including how people interact, the
values they share, and the overall environment that influences learning.
2. Does school culture affect student learning? Explain.
- Yes, school culture significantly impacts student learning. A positive culture promotes
motivation, engagement, and a sense of belonging, while a negative one can hinder
academic success and well-being.
3. Cite at least 3 ways by which you, as a future teacher, can contribute to a positive school
culture.
- I can foster a positive culture by promoting open communication, encouraging
collaboration among students, and recognizing and celebrating diverse achievements and
backgrounds.

• Let’s Reflect

1. I learned that school culture goes beyond rules and routines; it's about creating an
environment that nurtures both academic and personal growth.

2. I realized that a positive school culture is crucial for students to thrive, impacting not just
academic performance but also their overall well-being.

3. I was pleased that contributing to a positive school culture is not just the responsibility of
administrators but something future teachers like me can actively shape and influence.

4. I was not aware that the teacher's role extends beyond delivering lessons; it involves actively
contributing to a supportive and inclusive school environment, influencing students' overall
educational experience.
CHAPTER 11

Outcome:
• Explain the importance of school policies in school operation.
- School policies are crucial for ensuring order, safety, and consistency in school
operations. They provide guidelines for behavior, resource allocation, and decision-
making, contributing to a well-structured and effective learning environment. Policies
create a framework that promotes fairness, discipline, and a conducive atmosphere for
academic achievement.

• Let’s Analyze

1. How do you feel about the policies? Are you happy about them? Or are you happier without
them? Why?
- I understand the need for the policies, especially to ensure fair and transparent handling
of funds. While some might find them restrictive, I see them as necessary for maintaining
order and preventing misuse of contributions.
2. Based on the DepEd Order on PTA collections, why are schools very strict with money
collections?
- The strictness in money collections is likely to prevent any misuse or mishandling of funds.
It ensures that contributions are used for the benefit of students and the school, aligning
with the School Improvement Plan.
3. 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?
- Schools should have the flexibility to formulate their own policies because they
understand their unique needs and situations. While guidelines from the DepEd Central
Office provide a framework, schools should be able to adapt policies to better address
their specific circumstances.
4. If schools can formulate their own policies, what conditions must be met for these policies to
be surely implemented?
- For school-formulated policies to be effectively implemented, there must be clear
communication to all stakeholders, including teachers, students, and parents. Additionally,
there should be a consensus within the school community, and the policies should align
with the overall goals and values of the school.
5. What is an advantage of a policy formulated by the school community over that policy which
comes from above?
- A policy formulated by the school community is likely to be more contextually relevant and
responsive to the specific needs and culture of the school. It can foster a sense of
ownership and commitment among the school community, leading to better adherence
and understanding.

• Let’s Apply

C. 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, I would formulate a policy that prioritizes healthy food options in the
Cooperative Store. The policy would encourage the availability of nutritious snacks and
meals, promoting the well-being of students. This is important because healthy eating
habits contribute to better concentration and overall student health. Additionally, it aligns
with the school's commitment to creating a positive environment that supports students'
physical and mental well-being.

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

- In the 2018 Brigada Eskwela Implementing Guidelines, one important policy is the
requirement for the active involvement of parents and community members in preparing
schools for the upcoming academic year. The policy emphasizes the need for
collaborative efforts in cleaning, repairing, and beautifying school facilities. This is crucial
for fostering a sense of community and shared responsibility for the school environment.
The policy recognizes that when parents, teachers, and community members work
together during Brigada Eskwela, it not only improves the physical appearance of the
school but also creates a positive and supportive atmosphere for learning. This
collaboration enhances the overall educational experience for students and strengthens
the bond between the school and the community.

• Let’s Check

1. Why are policies important in a school?

- School policies provide guidelines and rules that help maintain order, ensure fairness, and
create a conducive learning environment. They set expectations for behavior, contribute
to a safe atmosphere, and establish consistency in decision-making.
2. List down at least 2 school policies (one from Central Office and another from the school
level). Explain the purpose behind the policy.
- The "DepEd Child Protection Policy" from Central Office is designed to safeguard students
from all forms of abuse, violence, exploitation, and discrimination. Its purpose is to create
a safe and secure learning environment for students by outlining protocols for reporting,
investigating, and addressing child protection concerns.
- Some school has a policy on "Uniform Standards" that specifies the dress code for
students. The purpose is to promote a sense of belonging, eliminate distractions, and
instill discipline. Uniformity fosters equality and minimizes socio-economic differences
among students.

• Let’s Reflect

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

- I generally welcome school policies as they provide structure and help maintain a fair and
orderly environment. While some rules might seem strict, I understand they are in place
for the benefit of the whole school community.
 • Taking it to the Net

1. Research on School Policies on attendance, tardiness, uniform, ID special examinations.

Know the why behind the policies.
- School policies, including attendance, tardiness, uniform, ID, and special examinations,
play integral roles in fostering a conducive learning environment. Regular attendance
builds responsibility and contributes to academic success, while punctuality instills time
management skills. Additionally, uniform policies promote identity and equality, reducing
distractions. Requiring ID cards enhances security and administrative efficiency.
Moreover, special examination policies accommodate individual needs, ensuring fairness
in assessments. Each policy serves a unique purpose, collectively contributing to a
disciplined, secure, and focused educational atmosphere.
CHAPTER 12

Outcome:
• Discuss the competencies expected of school heads as contained in competency
frameworks for Philippines and for Southeast Asia.
- The Philippine Competency Framework (NCBSSH) outlines multifaceted expectations for
school heads, encompassing instructional leadership, administrative prowess, personal
excellence, and community engagement. In instructional leadership, school heads are
tasked with leading curriculum implementation, fostering learner-centered environments,
evaluating teachers, and ensuring planned learning outcomes. On the administrative
front, they engage stakeholders, formulate school visions, and demonstrate various
competencies, including financial reporting and effective communication. The framework
emphasizes personal excellence through continuous professional development.
Furthermore, school heads are expected to actively engage the community by involving
stakeholders in decision-making, aligning plans with education policies, and maintaining
harmonious relations with diverse stakeholders.
- The Southeast Asian Competency Framework presents a comprehensive set of
expectations for school heads, delineating key competencies in instructional and
administrative leadership, as well as personal excellence. In the realm of instructional
leadership, school heads are tasked with guiding curriculum implementation, creating
learner-centered environments, overseeing teacher performance, and ensuring planned
learning outcomes. On the administrative front, competencies include strategic thinking,
stakeholders' engagement, managerial leadership, promotion of shared responsibility for
school improvement, management of education alliances and networks, and sustaining
collaborative relationships with stakeholders. The framework underscores the importance
of personal excellence, emphasizing continuous improvement through professional
development to enhance overall effectiveness.
• Let’s Read These

Chapter 1, Section 5, E of RA 9155 states that the school head

is an administrative and an instructional leader.
1. List down 2 things that the school head does as an instructional leader and 2 things as an
administrative leader.
- As an Instructional Leader:
a. Curriculum Development: The school head is involved in shaping and improving the school's
curriculum, ensuring it aligns with educational standards and meets the needs of students.
b. Teacher Professional Development: The instructional leader facilitates teacher training,
workshops, and mentoring to enhance educators' skills, fostering a continuous learning
environment.
- As an Administrative Leader:
a. Budget Management: The school head is responsible for managing the school's budget,
allocating resources efficiently to support educational programs and facilities.
b. Policy Implementation: The administrative leader ensures the effective implementation of
policies, rules, and regulations governing the school's operation, maintaining a well-
organized and disciplined environment.

2. Based on your observations of school heads, with which role is the school head more
occupied? Prove your answer.
 - Based on observations, school heads are often more occupied with their administrative
role. This is evident in the time spent on tasks such as budget management, policy
implementation, and organizational management, which are critical aspects of the
administrative leadership role. While instructional leadership is equally important,
administrative responsibilities may demand more immediate attention due to the
operational nature of tasks involved in managing a school.

• Let’s Analyze

1. Based on your lists (in the Activity Phase of this lesson) how does an administrative leader
differ from an instructional leader?
- Administrative Leader focuses on tasks related to the overall management and
organization of the school, including budgeting, policy implementation, and facility
maintenance. On the other hand, instructional Leader: Concentrates on educational
aspects such as curriculum development, teacher professional development, and
fostering a conducive learning environment.

2. In your opinion, which between the two leadership roles - administrative and instructional -
should be given more time by the school head? Why?
- The balance between administrative and instructional leadership is crucial, but if
prioritization is necessary, instructional leadership should be given more time. Education
is the primary purpose of a school, and effective teaching and learning directly impact the
overall success of students. By investing more time in instructional leadership, the school
head ensures a focus on academic excellence, teacher development, and creating an
environment conducive to student learning. While administrative tasks are essential for
the school's smooth operation, prioritizing instructional leadership aligns with the core
mission of providing quality education.
• Let’s Apply
1. By means of a Venn diagram, compare the domains of the NCBSSH and Southeast Asian
Competency Framework for School Heads.
2. What competencies for school heads are common to the NCBSSH and the Southeast Asian
Competencies for School Heads?
o Personal Excellence (Domain 3) is common to both frameworks, emphasizing its importance in
both instructional and administrative leadership.
o For Instructional Leadership, both frameworks include competencies such as leading curriculum
implementation and improvement, creating a learner-centered environment, supervising and
evaluating teachers' performance, and delivering planned learning outcomes.

3. What is/are in the Southeast Asian Competencies for School Heads that is/are not in the
NCBSSH?
o Promoting shared responsibility for school improvement.
o Managing education alliances and networks.
o Sustaining collaborative relationships with stakeholders.

4. What is/are in the NCBSSH that is/are not in the Southeast Asian Competencies for School
Heads?
o The NCBSSH includes specific competencies related to instructional leadership, such as
"engaging internal and external stakeholders in formulating and achieving school vision, mission,
goals, and objectives."

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

administrative leadership? Defend your answer.
o Both frameworks place importance on both instructional and administrative leadership, as
evident in the shared competencies related to curriculum development, teacher supervision, and
creating a learner-centered environment. The emphasis appears balanced, recognizing the dual
roles of school heads in managing both educational and organizational aspects.