CPE-102 - Lecture notes 1 PDF

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The Teacher and Community, School Culture andOrganizational LeadershipChapter 10Creating a Positive CultureChapter 11School Policies and their functionsChapter 12Roles and Competencies of School HeadsChapter 13Code of Ethics for Professional TeachersChapter 14Magna Carta for Public School TeachersA ...

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The Teacher and Community, School Culture and Organizational Leadership

Chapter 10 Creating a Positive Culture Chapter 11 School Policies and their functions Chapter 12 Roles and Competencies of School Heads Chapter 13 Code of Ethics for Professional Teachers Chapter 14 Magna Carta for Public School Teachers

A report submitted to Prof. Salome F. Sestina

Proponents Flora, Cristel Rhea Generale, Rhea Micaila Laiz, Princess Pauline Mangui-ob, Cristylyn Rosalejos, Eric John Tamdang, Vincent

JANUARY 2020

CHAPTER 10: Creating a Positive School Culture Learning Outcomes: At the end of this chapter, you should be able to:

 

Explain the meaning of school culture; Discuss how school culture affects learning; and cite ways by which you can contribute to the building of positive culture.

School culture matters. This influences to a great extent how will 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. School culture is one of the most complex and important concept in education. It refers to the beliefs, perceptions, relationships, attitude and written and unwritten rules that shape and influence every aspect on how a school functions. However the term also encompasses more concrete issues such as the physical and emotional safety of students, the orderliness of concept classroom and public spaces or degree to which a school embraces racial ethnic, linguistic and cultural diversity. According to: Spacey – school culture consists of the norms and shared experiences that evolve over schools history; Scott and Marzano (2014) – state that school culture is reinforced by norms, expectation and tradition, including everything from dress codes to discipline system to celebrations of achievement; and Sophier, J (1985) – They are “built through the everyday business of school life. It is the way the business is handled that both forms and reflects the culture.” Culture as a Social Construct: Culture is a social construct not a genetic construct. This means that school culture is, therefore, something that we do not inherit or pass on through the genes. Rather, it is something that we create and shaped. It is shaped by everything that all people in school see, hear, feel and interact with. It is creation of the school head, teachers, parents, non-teaching staff, students and community.

School Climate and School Culture These terms are frequently used interchangeable but school climate is more relational; it is illustrated by the attitudes and behaviors of the school staff and is focused on the style of the schools organizational system. School climate refers to the schools effects on students, including teaching practices, diversity and the relationship among administrators, teachers, parents and students. School climate is driven by and reflected in daily interactions staff, administration, faculty, students support staff and the outside community. School culture is a deeper level of reflection of shared values, belief, and traditions between staff members. School culture refers to the way teachers and other staff member work together and the set of beliefs, values and assumptions they shared. School culture is a broader terms and so is inclusive of school climate. The Role of School Culture in Learning School culture matters. Research confirms the central role of culture to school success. School culture can be positive or negative or toxic. A positive school culture foster improvement, collaborative decision making, professional development and staff and student leaning. A negative culture fosters the opposite. Elements of a Positive Culture 1. Collegiality – the school atmosphere is friendly. You work in an atmosphere where responsibility and authority are shared by anyone. You can be yourself. You have not put your best to impress others.

2. Experimentation – the atmosphere encourages experimentation and so will welcome mistakes as part of the learning process. 3. High Expectation – it has been said ones level of achievement is always lower than ones level that aspiration. So high expectations for high achievement. 4. Trust and confidence – honest and open communication is possible only when there is trust and confidence in each other in the school community. I can share my inner thoughts only when I am confident that I can do not get ostracized when do. 5. Tangible support – everyone in the school community gets concrete support for the good that they do. Support comes in not just in words but in action. 6. Reaching out to the knowledge base – Teachers care to grow professionally to update themselves on content knowledge and pedagogy, the first domain in the Philippine Professional Standard for teachers.

7. Appreciation and recognition – makes classroom climate highly favorable. A reminder to teachers “you are not made less when you praise others. Instead you become magnanimous. So don’t be stingy with your sincere praise. The problem sometimes is our eyes are so quickly see the negative and so we despise them immediately but our eyes are blinded to the good and so we overlook them and fail to appreciate. 8. Caring, celebration humor – kids don’t care what you know until they know that you are. They don’t listen to teacher when teacher doesn’t care. It may be good to remind teachers that many of students, especially those who struggle, don’t receive nearly enough positive feedback in the classroom or in their personal lives. 9. Involvement in decision making – involving others who are concerned with decision to be made enhances sense of ownership. They also feel important. 10. Protection of what is important – what school consider important must form part of their tradition an so must be protected by all means. 11. Tradition – a school must have an intentional culture-based program on shared values, beliefs, and behaviors. This strengthens sense of community. 12. Honest and open communication – no one gets ostracized for speaking up his mind. The atmosphere is such that everyone is encouraged to speak his mind without fear of being ostracized. Shared Norms: Teachers and Student Norms Shared norms for both teachers and students contribute to a positive school culture. Boss and Larmer (2018) share teacher norm and student norm to contribute to a fair and an engaging learning environment, characteristics of a positive school culture. They check on the following norms each week. Application – Let’s Apply

1. Based on your experiences, give at least 10 school practices that don’t contribute to positive culture. 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 classroom rule #1 imposed by teacher b. If some students say they need a quiet area to work in at times, they make a sign like that, “Quiet Area, Brains at Work.” c. “We talked about this yesterday. Did you forget?” “You had this so well yesterday. I know you can get it today.” d. Do you believe in your own ability to learn and grown? Do you believe it is your obligation as a teacher to model learning and growing? e. The teacher wrote, “Nice job” on a student’s sketch of an orange.

f. Come up with a Question and Answer Wall. Here students post the academic question they want answered to be within the month with their name on it. Anybody can give an answer with his/her name written. 3. Suggest 5 concrete ways to establish a positive school culture. 4. Choose a school. Determine the presence of any of the 12 practices of a positive school culture in that school by noticing down conversations, comments, activities that you hear/observe in that school of your choice.

Indicator

Conversation/Comment heard or Activities observed

Your comments

1.Collegiality 2.Experimentation 3.High Expectations 4.Trust and Confidence 5.Tangible support 6.Reaching out to the knowledge bases 7.Appreciation, Recognition 8.Caring, celebration, humor 9.Involvement in decision making 10.Protection of what is important 11.Traditions 12.Honest, open communication

Let’s Check for Understanding Answer the following questions briefly.

1. What is school culture? 2. Does school culture affect student learning? 3. Cite at least 3 ways by which you, as future teacher, can contribute to a positive school culture. Let’s Reflect I learned that I realized that I was pleased that I was not aware that

Taking it to the Net Is school culture also referred to as the hidden curriculum? Research on this and share your findings in class. LET Clinchers

1. Which is TRUE of school culture? A. Passed on like a hereditary trait B. Created by the school head and other stakeholders C. Has insignificant effect on student performance D. Cannot be altered 2. Which contributes to a positive school culture A. Growth mind set B. Low expectations C. Authoritarian Leadership D. Exclusivity 3. Which form part of school culture? I. Structure II. Resources III. Practices IV. School Climate

A. B. C. D.

I and II I, II and III II and III I, II, III, and IV

4. School head respects academic time so she does not just call on teachers during class hours. Which element of positive school culture is illustrated? A. Tradition B. Collegiality C. Protection of what is important D. High expectation 5. Complete the analogy. Positive culture: Growth mindset Toxic culture: _______ A. Inclusivity B. Exclusivity C. Resignation to failure D. Team work

CHAPTER 11: School Policies and their Functions Schools are institutions motivated by a shared vision. Necessarily, schools must have policies for them to realize their vision and mission. These policies are a reflection of the values of the people who created them. Whatever policies are formulated must redound to improved teaching-learning of learners which is very reason of the existence of schools. In this Chapter, we will focus on school policies that govern school and community partnership. Here is a part of the policy on grading given by the DepEd Central Office Order 8, s. 2015, dated April 1, 2015: Table7. Weight of components for Grades 1-10 Components

Languages, AP, EsP

Science and Math

MAPEH. EPP and TLE

Written work

30%

40%

20%

Performance Tasks

50%

40%

60%

Quarterly

20%

20%

20%

Assessment

Summative assessments are classified into three components, namely, Written Work (WW), Performance Tasks (PT), and Quarterly Assessment (QA). These three will be the bases for grading. The nature of the learning area defines the way these three components are assessed. How is Attendance reported? This is according to the DepEd Central Office Order 8, s. 2015, dated April 1, 2015: A learner who incurs absences of more than 20% of the prescribed number of class or laboratory periods during the school year or semester should be given a failing grade and not earn credits for the learning area or subject. Furthermore, the school head may, at his/her discretion and in the individual case, exempt a learner who exceeds the 20% limit for reasons considered valid and acceptable to the school. The discretionary authority is vested in the school head, and may not be availed of by a student or granted by a faculty member without the consent of the school head.

Such discretion shall not excuse the learner from the responsibility of keeping up with lessons and taking assessments. When absences cannot be avoided, the school must give the learner alternative methods and materials that correspond to the topics/competencies that were or will be missed. These include modules and materials for the Alternative Delivery Mode, and/or Alternative Learning System as well as those that are found on the Learning Resources Management and Development System (LRDMS). When students successfully accomplish the learning activities through these materials, they shall be exempted. However, the report card should still reflect the number of absences. Parent of learners who are accumulating many absences must be immediately informed through a meeting to discuss how to prevent further absences. Habitual tardiness, especially during the first period in the morning and in the afternoon is discouraged. Teachers shall inform the parents/guardians through a meeting if a learner has incurred 5 consecutive days of tardiness. This is according to the DepEd Oder 54, s. 2009: General Policy Every elementary and secondary school shall organize a Parents-Teachers Association (PTA) for the purpose of providing a forum for the discussion of issues and their solutions related to the total school program and to ensure the full cooperation of parents in the efficient implementation of such program. Every PTA shall provide mechanisms to ensure proper coordination with the members of the community, provide an avenue for discussing relevant concerns and provide assistance and support to the school for the promotion of their common interest. Standing committees may be created within the PTA organization to coordinate with community members. Regular fora may be conducted with local government units, civic organizations and other stakeholders to foster unity and cooperation. As an organization operating in the school, the PTA shall adhere to all existing policies and implementing guidelines issued or hereinafter may be issued by the Department of Education. The PTA shall serve as support group and as a significant partner of the school whose relationship shall be defined by cooperative and open dialogue to promote the welfare of the students. Activities 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.

Financial Matters Such collections shall be made by the PTA subject to the following conditions: If collection of the School Publications Fee, Supreme Student Government (SSG) Developmental Fund and other club membership fees and contributions is coursed through the PTA as requested by the concerned organization, the amount collected shall be remitted immediately to the school, SSG or other student organizations concerned on the day it was collected. The pertinent organization shall deposit the funds with a reputable bank on the next banking day under the organization’s account. No service fee shall be charged against any student organization by the PTA. Non-compliance or any violation of the aforementioned conditions shall be a ground for the cancellation of the PTA’s recognition and/or the filing of appropriate charges as the case may be. Policy on Collection of Contributions Cognizant of the need of an organization for adequate funds to sustain its operations, a duly recognized PTA may collect voluntary financial contributions from members and outside sources to enable it to fund and sustain its operation and the implementation of its programs and projects exclusively for the benefit of the students and the school where it operates. The PTA’s programs and projects shall be in line with the School Improvement Plan (SIP). The contributions should be a reasonable amount as may be determined by the PTA Board of Directors; Non-payment of the contributions by the parent-member shall not be a basis for non-admission or non-issuance of clearance(s) to the child by the school concerned; The contributions shall be collected by the PTA Treasurer on a per parentmember basis regardless of the number of their children in school; No collection of PTA contributions shall be done during the enrollment period; and No teacher or any school personnel shall be involved in such collection activities. Safekeeping of Funds All collections of contributions or proceeds of fundraising activities shall be deposited in a reputable banking institution as determined by the Board of Directors. The PTA’s Treasurer or a duly authorized representative shall undertake the collection and shall issue official receipts/acknowledgement receipts. In no case shall any school official or personnel be entrusted with the safekeeping and disbursement of collections made by the PTA. All disbursements of funds shall be in accordance with generally accepted accounting and auditing rules and regulations. Prohibited Activities and Sanctions

PTAs are prohibited from: Interfering in the academic and administrative management and operations of the school, and of the DepEd, in general; Engaging in any partisan political activity within school premises; Operating a canteen/school supplies store, or being a concessionaire thereof inside the school or nearby premises, or offering these services to the school as its client either directly or indirectly; Selling insurance, pre-need plans or similar schemes or programs to students and/or their parents; and Such other acts or circumstances analogous to the foregoing PTA Officers and members of the Board of Directors are prohibited from collecting salaries, honoraria, emoluments or other forms of compensation from any of the funds collected or received by the PTA. PTAs shall have no right to disburse, or charge any fees as service fees or percentages against the amount collected pertinent to the School Publication Fee, Supreme Student Government (SSG) Developmental Fund and other club membership fees and contributions. In no case shall a PTA or any of its officers or members of the Board of Directors call upon students and teachers for purposes of investigation or disciplinary action. The recognition of any PTA shall be cancelled by the Division PTA Affairs Committee upon the recommendation of the School Head concerned for any violation of the above-mentioned prohibited activities and these Guidelines. Thereafter, the School Head may call for a special election to replace the Board of Directors of the PTA whose recognition was cancelled. Criminal, civil and/or administrative actions may be taken against any member or officer of the Board of the PTA who may appear responsible for failure to submit the necessary annual financial statements or for failure to account the funds of the PTA.

Analysis - Let’s Analyze 1. How do you feel about the policies? Are you happy about them? Or are you happier without them? Why? 2. What if schools had no policies on the grading system? What may happen? What are possible consequences on teaching and learning? 3. What if schools had no policies on the student’s tardiness and absences? What may happen? What are possible consequences on school atmosphere? On teaching and learning? 4. Based on the DepEd order on PTA collections, why are schools very strict with money collections?

5. 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? 6. If schools can formulate their own policies, what conditions must be met for these policies to be surely implemented? 7. What is an advantage of a policy formulated by the school community over that policy which comes from above? Abstraction – Let’s Conceptualize Importance of Policies Policies are important because they help a school establish rules and procedures and create standards of quality for learning and safety, as well as expectations and accountability. Without these, schools would lack the structure and function necessary to provide the educational needs of students. Policies help define rules, regulations, procedures and protocols for schools. All of these are necessary to help a school run smoothly and safely and ensure that students receive a quality education. Schools have policies for several reasons. Policies establish rules and regulations to guide acceptable behavior and ensure that the...