EDUC 302:

THE TEACHER AND THE COMMUNITY, SCHOOL,

CULTURE, AND ORGANIZATIONAL LEADERSHIP

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STUDENT
Name:
Student Number:
Program:
Section:
Home Address:
Email Address:
Contact Number:

PROFESSOR
Name: DR. RONALD A. GONZALES and Prof. JASCELYN OLIMPIADA
Academic Department: DASTE
Consultation Schedule: MWF, 3:00-5:00pm
Email Address: ragonzales@ccc.edu.ph; joolimpiada@ccc.edu.ph
Contact Number: 09175892582

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LEARNING MODULE INFORMATION

I. Course Code EDUC 302
II. Course Title The Teacher and the Community, School, Culture and
Organizational Leadership
III. Module Number 01 (PRELIM)
IV. Module Title The Teacher in the Classroom and Community
V. Overview of the Module • This module explores the roles and attributes of a
teacher as a school and community enabler. An
emphasis is given on the teacher’s knowledge, skills
and experiences in building a strong relation with
learners and people in the society.
VI. Module Outcomes • Have the basic and higher-level critical thinking,
learning and ICT skills needed for lifelong learning;
• Have a deep and principled understanding of how
educational processes and the role of the teacher in
facilitating these processes in their students.
VII. General Instructions • You must allot the necessary time to complete the
lessons each week. If you choose not to complete the
lesson using the schedule provided, you must
understand that it is your full responsibility to complete
them by the last day of completion. Time is of the
essence.
• The module is designed to assess student
understanding of the assigned lessons found within the
associated content of the prelim, midterm, and final
period of the course.

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Lesson 1: The 21st Century Teacher

Nothing can replace a teacher who is relevant. A teacher becomes relevant when he/she
possesses knowledge, skills and values that are applicable and responsive to the call of the
times. To remain relevant and interesting, the teacher must possess 21st century skills.

Lesson Objectives:
In this lesson, you are expected to meet the following outcomes:
• Identify the requisite skills of a 21st century teacher;
• Describe a relevant teacher in today’s time; and
• Cite situations where the 21st century skills are demonstrated.

Getting Started:
Think about your previous teachers and recall their characteristics/attributes. Which do you
think of these characteristics/attributes made an impact on you as a student? Why?
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Discussion:
The 21st Century Skills
The 21st century skills can be categorized into four (4), namely:
1. Communication skills
2. Learning and innovation skills
3. Life and career skills
4. Information, media and technology skills
A teacher must possess them in order to survive in this 21st century and be able to
contribute to the development of 21st century learners.
Under each of these four clusters of 21st century skills are specific skills:

Communication Skills
1. Teaming
2. Collaboration
3. Interpersonal skills
4. Local, National and Global Orientedness
5. Interactive communication

Learning and Innovation Skills

1. Creativity
2. Curiosity
3. Critical; problem solving skills
4. Risk taking

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Life and Career Skills

1. Flexibility and adaptability
2. Leadership and responsibility
3. Social and cross-cultural skills
4. Initiative and self-direction
5. Productivity and accountability
6. ethical, moral and spiritual values

Information, Media and Technology Skills

1. Visual and information literacies
2. Media literacy
3. Basic, scientific, economic, and technological literacy
4. Multicultural literacy

The first three (3) categories of skills are self-explanatory. The last category (information,
media and technology skills) needs further explanation.

Visual literacy is the ability to interpret, making meaning from information presented in the
form of an image. It is also the ability to evaluate, apply, or create conceptual visual
representations.
Information literacy is the ability to identify what information is needed, identify the best
sources of information for a given need, locate those sources, evaluate the sources critically,
and share that information. Information literacy is mot essential in the conduct of research.
Media literacy is the ability to critically analyze the messages that inform, entertain and
sell to us every day. It is the ability to bring critical thinking skills to bear on all forms of media
asking pertinent questions about what’s there and noticing what’s not there. It is the ability
to question what lies behind media productions---the motives, the money, the values and

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the ownership---and to be aware of how these factors influence content of media

productions.
Scientific literacy encompasses written, numerical, and digital literacy as they pertain to
understanding science, its methodology, observations, and theories. Scientific literacy is the
knowledge and understanding of scientific concepts and processes required for personal
decision making, participation in civic and cultural affairs, and economic productivity.
Economic literacy is the ability to apply basic economic concepts in situations relevant to
one’s life. It is about cultivating a working knowledge of the economic way of thinking---
understanding tradeoffs, recognizing the importance of incentives. It encompasses a
familiarity with fundamental economic concepts such as market forces or how the monetary
system works.
Technology literacy is the ability to responsibly use appropriate technology to:
§ communicate
§ solve problems
§ access, manage, integrate, evaluate, design and create information to improve
learning to improve learning in all subject areas
§ acquire lifelong knowledge and skills in the 21st century

Another way of grouping the 21st century skills is shown below:

Ø Ways of thinking. Creativity, critical thinking, problem solving, decision-making and
learning
Ø Ways of working. Communication and collaboration
Ø Tools for working. Information and communications technology (ICT) and information
literacy
Ø Skills for living in the world. Citizenship, life and career, and personal and social
responsibility

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Application
Are all the 21st century skills reflected by the characteristics of the 21st century
teacher? If not, add to the graphic organizer.

21st Century
Skills

Effective Communication Learning and Innovation

Skills Skills

Information, Media and Life and Career Skills

Technology Skills

Summary of the Lesson

The 21st century teacher is one who is adequately equipped with 1) communication
skills, 2) learning and innovation skills, 3) life and career skills, and 4) information, media and
technology skills. He/She collaborates and interrelates with others from all walks of life.
He/She is innovative and embarks on lifelong learning. He/She uses technology to the
maximum and to the optimum to improve his/her learning and productivity. He/She critically
analyzes and evaluates information derived from various sources and is able to read
message from media whether directly given or given in a subtle manner.

The 21st century teacher is highly collaborative, a lifelong learner, is accountable for
results and is information, media and technology literate.

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Assessment:
1. By means of a graphic organizer, describe the 21st century teacher by completely
presenting the 21st century skills

2. Reflect on John Dewey’s words below and share how such poses a challenge to you
as a future teacher
“If we teach today as we taught yesterday, we rob our children of tomorrow.”

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Lesson 2: School and Community Relations

The school and the community are the mainsprings of effective and powerful forces
that can create a wholesome climate for mutual gains and betterment. They can forge a
kind of partnership where both are willing to share information as well as responsibilities to the
best interest of the children while in school, likewise when dealing with members of the
community. Parents from the community are ready to offer much needed-assistance in
terms of resources while teachers are equally committed to spend time, effort, and expertise
in serving the school children. Ensuring strong alliance is guaranteed to foster sound
academic practices in the school, civic-mindedness and public accountability in the
community. A positive affiliation is an overwhelming bond that all stakeholders are willing to
be part of. In recognition of the tremendous benefits that school and community residents
stand to experience and enjoy, some teaming will be suggested.

Lesson Objectives:
In this lesson, you should be able to:
• Deduce the relationship between a school and the community, and
• State situations where school and community relations are emphasized.

Getting Started:
Recall any school activity (classroom or school-wide) held outside the campus. Answer
the following questions:
1. What was the activity?
2. What was your participation in it?

3.

Discussion:
A. The Teachers, Parents and the Community
Parents are the first teachers in the home. They are responsible for the development
of values, attitudes and habits that will be needed as their children associate with

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classmates in school. Such inculcations are likewise beneficial when they work and
play with neighbors and the community at large.
Teachers in the school continue to enrich the students’ experiences at home, thus
strengthening the valuable, personal traits and characteristics initially developed. In
the end, the contrived attention and efforts of both “custodians” are accorded
acknowledgment and recognition by members of the community.
The members of the community, in addition to the parents, include the local
government units, the non-government agencies, civic organizations and all the
residents. They highly motivated to participate in the school activities and projects
that will likewise redound to the uplifting of the moral and quality of life in their own
locality.
1. Difficulties
Teachers are endowed with a caring and compassionate attitude that is expressed
in their love and unending sacrifice in guiding the young. Despite conscious effort,
children experience difficulties and problems regarding:
§ ability to accomplish assignments,
§ irregular attendance,
§ study habits in school,
§ negative attitudes, and
§ problem with self-discipline

2. Solutions
The best way to thresh out causes and come up with solutions is to conduct a
dialogue wherein parents may be invited to drop by the school or the teacher may
pay a visit to their home.
§ A calm and friendly face to-face exchange of observations could straighten
some disturbing interactions ending with a promise of undertaking
remediation in both quarters.

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§ Positive attitudes of kindheartedness and patience are developed through

modeling.
§ Regularity in attendance and doing daily assignments need strong
mobilization and encouragement from both sides.
§ Letters and praises to parents for outstanding performances, build
confidence and strengthen determination from both sides
§ Interesting lessons never fail to motivate students to be present everyday for
and enjoyable participation in them.
§ Extremes of behavior need detailed consideration of past experiences in
school and at home.

3. Values Developed
Values and strong inclinations are instilled starting from the home are developed
further in the school. Some of the most describable are:
Ø Respect for elders and for the rights of others
Ø Cooperation
Ø Willingness to share
Ø Deep sense of responsibility
Ø Persistence

4. Interests
Special interest and innate talents noticed at a young age such as heightened
propensity for music and drama, athletics and the arts must be attended to by
sensitive mentors and guardians in order to provide them with continued
opportunities to attain full realizations of their natural gifts.

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B. School and Community

The school is usually located at the center of the town or city. As such, it is
subjected to daily scrutiny by the members of their community. Seeing their students
at play or work, personnel busy with everyday tasks and teachers with the usual eyeful
watch, everyone passing by witnessing such would feel proud of their school. The
community would in turn show their gratitude and appreciation by keeping their
school’s surroundings clean and comfortable for the children, and by sharing
resources whenever needed.

Application:
Imagine yourself as classroom teacher already. Give your answer and decision on the
following:
1. Will you request a dialogue with the parents? When and how will you do it?
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2. How will you face or dialogue with:

a. receptive parents
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b. unreceptive parents

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3. Choose the most desirable value that must be developed among our children in
school and at home?

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Summary of the Lesson:

A favorable partnership between the school and the community will yield bountiful
harvest by way of establishing a conducive learning environment in the school and an
orderly and civic-minded citizenry in the community.
The teachers are committed to spend time, effort and expertise in serving the
academic needs and interests of community members while the community leadership and
authorities are equally willing to provide assistance by way of material resources and
learning center for the school population.
Teachers and parents from the community can establish a close relationship that can
pave the way towards a better understanding of the difficulties met in both locations and
jointly suggesting positive solutions. The same holds true with the strengthening of values and
attitudes of students through modeling by the teacher in school and by parents at home.

Assessment:
1. Name some problems originating from the community that are experienced by
teachers in the school, regarding:
a. traffic and transportation
b. availability of water and lighting system

c. security measures for children

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2. Describe how school and community officials work together in each of the
following events:
a. socio-cultural events
b. peace and order situation (in school and outside the school)

c. projects

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LEARNING MODULE INFORMATION

I. Course Code EDUC 302
II. Course Title The Teacher and the Community, School, Culture and
Organizational Leadership
III. Module Number 02 (MIDTERM)
IV. Module Title The Teacher as an Agent of Cultural Changes
V. Overview of the Module • This module underscores the approaches through
which the teacher carries out his/her roles in
developing multi-culturally adaptive and responsive
learners.
VI. Module Outcomes • Have the basic and higher-level critical thinking,
learning and ICT skills needed for lifelong learning;
• Have a deep and principled understanding of how
educational processes and the role of the teacher in
facilitating these processes in their students.
VII. General Instructions • You must allot the necessary time to complete the
lessons each week. If you choose not to complete the
lesson using the schedule provided, you must
understand that it is your full responsibility to complete
them by the last day of completion. Time is of the
essence.
• The module is designed to assess student
understanding of the assigned lessons found within the
associated content of the prelim, midterm, and final
period of the course.

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Lesson 3: Teaching in a Multicultural Context

Whenever two or more people come together with a shared purpose, they form a
culture with its own and unwritten rules for behavior. Our families, workplaces, and
communities all have cultures. These cultures have a tremendous, though rarely recognized,
impact upon our behavior as individuals.
Each cultural environment provides a set of standards to which we must adapt. Our
behavioral patterns change dramatically from one cultural context to another. We are
expected to behave according to the standards of the group. We may choose not to
behave in accordance with our cultures, but if we choose not to go along, we must be
prepared for the consequences. When we select goals for ourselves that violate the culture,
we must either change the culture or endure a never-ending struggle.

Lesson Objectives:
• Discuss the concepts of multiculturalism and multicultural education
• Assimilate the cultural dimensions of learning and teaching processes
• Describe the effects of culturally-responsive teaching on diversified learners

Getting Started:
Give your thoughts on the widespread discrimination against Asians today.
ü How are schools looked at as a powerful institution to fight against
discrimination?
ü What will happen when learners do not respect cultural difference?

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Discussion:
What is Multiculturalism?
Multiculturalism is a policy that emphasizes the unique characteristics of different
culture, especially as they relate to one another in receiving nations.
Looked at broadly, multiculturalism is a term often used to describe societies which
have many distinct cultural groups, usually as a result of immigration. This can lead to anxiety
about the stability of national identity, yet can also lead to cultural exchanges that benefit
the cultural groups. Such exchanges range from major accomplishments in literature, art
and philosophy, to relatively token appreciation of variations in music, dress, and new foods.
Multiculturalism is a systematic and comprehensive response to cultural and ethnic
diversity, with educational, linguistic, economic and social components, and specific
institutional mechanisms.

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Cultural and ethnic diversity are not new phenomena and, indeed, social theorists
have developed many schema illustrating different contact situations and/or explanations
for the presence or absence of conflict between different ethnic groups. Multiculturalism n
less than three decades has become a word immediately recognized by policy makers,
social commentators, academics and the general public in certain countries. The term,
however, does not necessarily enjoy such recognition in all parts of the world and
furthermore, even where it is recognized, its connotations are not necessarily shared. The
reasons for the different recognition and understanding of the term are critical to the
attempt to assess the significance, operation, and future of multiculturalism.

Referents of Multiculturalism
1. Demographic-descriptive. This usage occurs where the word multicultural refers to
the existence of linguistically, culturally, and ethnically diverse segments in the
population of a society or state.
2. Ideological-normative. This usage is one where the limited implementation of
explicit multicultural programs and policies means that there is a limited range of
empirical evidence available on their operation and outcome. It constitutes a
specific focus towards the management and organization of governmental
responses to ethnic diversity.
3. Programmatic-political. This usage refers to the specific policies developed to
respond and manage ethnic diversity.

What is Multicultural Education?

Multicultural education is an emerging discipline whose aim is to create equal
opportunities from diverse racial, ethnic, social class and cultural groups. It supports the idea
that students and their backgrounds and experiences should be the center of their
education and that learning should occur in a familiar contact that attends to multiple ways
of thinking. On the other hand, multiculturalism refers to the evolution of cultural diversity
within a jurisdiction, introduced by its selection policies and institutionalized by its settlement
policies (Cervantes, 2010).

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Multicultural ideologies or policies vary widely, ranging from advocacy of equal

respect to the various cultures in a society, to a policy of promoting the maintenance of
cultural diversity, and to policies in reverse of various ethnic and religious groups that are
addressed by the authorities as defined by the group they belong to.
One of its important goals is to help all students to acquire knowledge, attitudes, and
skills needed to function effectively in pluralistic democratic society and to interact,
negotiate, and communicate with peoples from diverse groups in order to create a civic
and moral community that works for the common good.
Another important goal of education is help students acquire the knowledge and
commitments needed to make reflective decisions and to take personal, social, and civic
action to promote democracy and democratic living.

Approaches to Multicultural Education

1. Contributions Approach (heroes, holidays, and food become a special focus on a
particular day, recognizing the contributions of various groups)
2. Additive Approach (special units and topics about various groups are added to,
but do not fundamentally alter the curriculum)
3. Transformation Approach (curriculum is changed, so that students see the world
from the different perspective of various groups)
4. Social Action Approach (students make decisions about their world and become
directly involved in social actions)

Dimensions of Multicultural Education

1. Content integration
2. Knowledge construction process
3. Prejudice reduction
4. Equity pedagogy
5. Empowering school culture and social structure

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Application:
List down at least three (3) school activities that promote cultural awareness and
identify the approach to multicultural education it falls under.

Summary of the Lesson:

Multiculturalism, as a policy, underscores the importance of understanding and
appreciating the uniqueness of every individual. Respect and tolerance for cultural
differences are a key to building a convivial relation, establishing mutual trust, and
developing sense of community between and among people.

Education has to play its vital role in promoting this culture in schools.

Assessment:
Answer the following questions:
1. Explain cultural change and its effects on the life of the people.
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2. How can teachers meet the diverse needs of an increasingly multicultural student
population?
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Lesson 4: Cultural Dimensions of Teaching-Learning Processes

As our nation continues to change, teachers as well as the students interact with others
from quite different background from their own in the classroom. The manner in which we
respond to others who seem different can have a serious impact on success in school, work,
and harmonious relationships with others. It is important to remember that different is not
deficient. Cultural differences imply the transmission of ideas from generation to generation
by significant members of the older generation.

Lesson Objectives:
In this lesson, you should be able to:
• Draw concrete relations between teaching and culture
• Provide ways and means to make teaching and learning culturally sensitive and
responsive

Getting Started:
What do you make of the picture below? Relate this to a classroom situation where the
learners are of different backgrounds.

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Discussion:
Any discussion of social-cultural influences on development stress that cultures differ in
their views of acceptable child-rearing practices. As a result of these differing beliefs,
children of various cultures may think and act differently and carry these differences into the
classroom.
Increasingly, children from different cultures are interacting with each other, thus
presenting parents and educators with unique opportunities for further understanding across
cultures. Given these circumstances, is it any wonder that our classrooms have become the
focus of efforts to achieve such understanding? The old cliché that the school reaches all
children of all people is as true today as it ever was. Helping children of various cultures to
achieve as fully as possible, while simultaneously adapting to each other, demands
innovative strategies on the part of the parents, teachers, and administrators.

Culturally-Responsive Teaching
Culturally-responsive teaching covers areas related to:
Ø Inclusive content in the curriculum that reflects the diversity of society. In effect,
students from diverse backgrounds see themselves and their experiences in the
curriculum.
Ø Students’ prior knowledge, including their culture and language.
Ø The idea that culture is central to student learning, because there is strong evidence
that culture practices affect the thinking process.

Culturally-responsive instruction encompasses the following elements:

1. communication of high expectations
2. active teaching methods that promote student engagement

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3. teacher as facilitator
4. positive perspectives on parents and families of culturally and linguistically diverse
students
5. cultural sensitivity
6. reshaping the curriculum so that it is culturally responsive to the background of
students
7. culturally-mediated instruction that is characterized by the use of culturally-mediated
cognition, culturally appropriate social situations for learning, and culturally valued
knowledge in curriculum content.
8. Small group instruction and academically-related discourse.

Culture is central to learning. It plays a role not only in communicating and receiving
information, but also in shaping the thinking process of groups and individuals. A pedagogy
that acknowledges, responds to, and celebrates fundamental cultures offers full, equitable
access to education for students from all cultures.
Culturally-responsive acknowledges cultural diversity in classroom and accommodates
this diversity in instruction. It does this in three important ways:
1. By recognizing and accepting student diversity, it communicates that all students are
welcome and valued as human beings.
2. By building on students’ cultural backgrounds, culturally-responsive teaching
communicates positive images about the students’ home cultures.
3. By being responsive to different student learning styles, culturally-responsive teaching
builds on students’ strengths and uses these to help students learn.

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Application:
List down some ‘common’ cultural differences exhibited by the students in class.
Identify which of them appears to be challenging to manage/deal with on the part of a
teacher.
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Summary of the Lesson:

Effective teachers accept and value their students as human beings. This is true for all
students, but is particularly important for cultural and ethnic minorities who may feel some
form of alienation from school. This is amplified when teachers communicate that all
students can learn and are expected to do so.
If the teacher understands about the students’ cultures, he/she may use them to
develop students’ personal pride of their cultures. He/She could develop and create a
learning environment that meets the emotional needs of different cultural groups.

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Assessment:
1. Using a graphic organizer, illustrate the relationship between teaching and culture.

2. As a would-be teacher, how would you handle a multicultural class?

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LEARNING MODULE INFORMATION

I. Course Code EDUC 302
II. Course Title The Teacher and the Community, School, Culture and
Organizational Leadership
III. Module Number 03 (FINALS)
IV. Module Title The Teacher as a 21st Century School Leader
V. Overview of the Module • This module tackles the essentials of teacher
leadership, attributes of a 21st century educational
leader and the key points of the Philippine Professional
Standards for Teachers (PPST)
VI. Module Outcomes • Have the basic and higher-level critical thinking,
learning and ICT skills needed for lifelong learning;
• Have a deep and principled understanding of how
educational processes and the role of the teacher in
facilitating these processes in their students.
VII. General Instructions • You must allot the necessary time to complete the
lessons each week. If you choose not to complete the
lesson using the schedule provided, you must
understand that it is your full responsibility to complete
them by the last day of completion. Time is of the
essence.
• The module is designed to assess student
understanding of the assigned lessons found within the
associated content of the prelim, midterm, and final
period of the course.

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Lesson 5: Essentials of Teacher Leadership

Educational reforms established features that focused on teachers and teaching as a
profession. Professional literatures assert that “teacher leadership was a crucial element of
school improvement” and professionalization of the teacher work force. Weise and Murphy
(1995) emphasized that “the idea of teacher leadership as a means of reform dates back at
least to the early 1900s.”

Lesson Objectives:
At end of the lesson, you shall have met the following outcomes:
• Define teacher leadership
• Give the fundamental skills and attributes of teacher leaders

Getting Started:
Where do you think the influence of a teacher ends?
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Discussion:
What is Teacher Leadership?
The term teacher leadership refers to that set of skills demonstrated by teachers who
continue to teach students but also have an influence that extends beyond their own
classrooms to others within their own school and elsewhere. It entails mobilizing and
energizing others with the goal of improving school performance of its critical responsibilities

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related to teaching and learning. Mobilizing and energizing does not occur because of the
role of the leader as boss, but rather because the individual is informed and persuasive.
Therefore, an important characteristic of a teacher leader is expertise and skill in engaging
others in complex work. It also entails an unwavering passion or the core mission of the
school and the courage o confront obstacles to achieving that mission.
Opportunities for teacher leadership came in the “form of career ladder and mentor
teacher programs.” The appointment of a master teacher was seen as an instrument of
school improvement and student academic learning. Teacher leaders would breakdown
“an educational bureaucracy that impeded reform and restricted teachers’ ability to work
according to their notions of best practices.”
In relation to this, there are clarion calls for the need to clarify the Career Path of
Teachers, especially teachers who opt to remain teachers and are not aspiring to become
school heads.
What is the Teacher’s Career Path? The Department of Education sets the
qualification standards for Master Teachers I, II, III and IV. When do they become Master
III?Master IV? Is there a need to amend Republic Act 4760 on the Magna Carta for Public
School Teachers to clarify the teacher’s career path and institutionalize teacher leadership?
A school’s culture of professional inquiry established the ethos within which teacher
leaders can emerge and initiate efforts regarding the school’s program. But it is the other
aspects of culture, including and environment of respect, a vision of learning, and a culture
of hard work and opportunity, that helps the projects undertaken by teacher leaders to
actually improve that program.

Developmental Patterns of Teacher Leadership

The patterns of teacher leadership involving teacher research, distributive leadership
and self-managed teams have significant implications to school leadership, a “substantial
shift from individual to collective leadership.”

Article XIV of the 1987 Philippine Constitution on Education, Science and Technology,
Arts, Culture, and Sports mandates, to wit:

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Section 1. The State shall protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to make such education accessible
to all.
The Constitution mandates, further in Section 5 (nos. 4 and 5):
(4) The State shall enhance the right of teachers to professional advancement. Non-
teaching academic and non-academic personnel shall enjoy the protection of the state.
(5) The State shall assign the highest budgetary priority to education and ensure that
teaching will attract and retain its rightful share of the best available talent through
adequate remuneration and other means of job satisfaction and fulfillment.

The leadership role is exercised not only in the teacher’s school or department but it
goes across and beyond the school. Education in the 21st century calls for transformation in
school leadership and instructional leadership.

New Approaches to Teacher Leadership

New initiatives toward collaborative and task-oriented approaches to teacher
leadership are significant to the development of the 21st century skills of teachers. While
individual empowerment is encouraged, organizational conditions necessary for teacher
leadership have to be considered. There is a need to review the qualification standards for
principalship, the leadership roles of school heads that should be considered in consonance
with the principle of shared governance and accountability. The career paths of the school
head and teacher leaders should be defined to prevent conflict and disillusionment.
The developmental patterns and approaches to teacher leadership are anchored on
the definition of leadership “as a social influence process aimed at achieving some
collective or organizational end (Bass, 1990; Yuki, 1998). As a social influence process,
leadership permeates organizations rather than residing in particular people or formal
positions of authority.

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Figure 2 is a conceptual framework of the developmental patterns for teacher

leadership. The patterns may be modified as the leadership approaches fit in the school
community.

§ Teacher research. The first pattern of teacher leadership is the teacher’s

initiative to conduct action research. It carries with it an enlarged view of the
teacher’s role---a decision maker, consultant, curriculum developer, analyst,
activist, school leader.
§ Distributive leadership. This pattern describes that teachers can and do
leadership tasks inside and outside positions of authority; by virtue of their
knowledge and skills different personnel might perform leadership tasks.
Teacher leadership may make both independent and, with leadership from
other sources, additive or multiplicative contributions to school improvement
and outcomes for students.
§ Self-managed teams. This pattern is emphasized for promoting teacher
collaboration, improving teaching and learning process in line with the 21st
century skills of teachers. Teams are small task groups in which members have a
common purpose, interdependent roles and complementary skills.

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Application:
Your previous teachers are considered teacher leaders. How do you characterize them?
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Summary of the Lesson:

Teacher leadership was seen as an investment of school improvement of student
academic learning. Teacher leadership initiatives were considered important means of
“empowering” individual teachers, “professionalizing” the teacher work force and improving
teacher performance.

Assessment:
Reflect on the patterns of teacher leadership and how they can help you become teacher
leaders.
a. Teacher research
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b. Distributive leadership
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c. Self-managed teams
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Lesson 6: Teacher Leadership in Pre-service Education and the Philippine Professional

Standards for Teachers

“Teacher leaders are those or whose dreams of making a difference have either been kept
alive or have been reawakened by engaging with colleagues and working within a
professional culture.”
----L. Lambert
Lesson Objectives:

In this lesson, you are expected to:

• Discuss the foundation of teacher leadership in the pre-service education
• Familiarize with the domains of the Philippine Professional Standards for Teachers (PPST)

Getting Started:
As an education student or a pre-service teacher yourself, you go through “a teacher-in-the-
making” process. This means that you have to learn and experience what is prescribed and
expected of you while under the program. As such, you have to be an active student at
that.
What does it take you to be an active student?
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Discussion:
While it is true that pre-service education is concerned with the basics of teacher
preparation, pre-service education can already lay the foundation of teacher leadership.
This can be done first by introducing to pre-service teachers the competencies and qualities
they are expected to possess in order to perform their roles as teacher leaders and model
standards for teacher leaders.
Pre-service education, as the name implies, is concerned with the educational
preparation of teachers before they become full-fledged teachers in basic schools. If it is
primarily concerned with the basic preparation of teachers for the elementary and
secondary schools, you may doubt if we can talk about and even have time for education
for teacher leadership in pre-service education.

The Philippine Professional Standards for Teachers (PPST)

The Philippine Professional Standards for Teachers (PPST) were released to the field
through DepEd Order 42, s. 2017. These were built on the National Competency-Based
Teacher Standards (addendum to CMO 30, 2004) that served as a framework for the
teacher education and development plan in the Philippines from 2004 up to the time PPST
was released.
Like the NCBTS, PPST makes explicit what teachers should “know, be able to do and
value to achieve competence, improved student learning outcomes”. They are professional
standards and so are a “public statement of professional accountability that can help
teachers reflect on and assess their own practices as they aspire for personal growth and
professional development (DepEd Order 42, s. 2017).

The PPST describes “the expectations of teachers’ increasing levels of knowledge,

practice and professional engagement. At the same time, the standards allow for teachers’
growing understanding, applied with increasing sophistication across a broader and more
complex range of teaching/learning situations.”
The seven (7) Domains on the whole consist of 37 strands that refer to more specific
dimensions of teacher practices. Below is a general description of the 7 Domains:

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Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order
thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security

2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

Domain 3, Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests and experiences

2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups

Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning process

2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT

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Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies

2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs

Domain 6, Community Linkages and Professional Engagement, consists of four strands:

1. Establishment of learning environments that are responsive to community contexts

2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures

Domain 7, Personal Growth and Professional Development, contains five strands:

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

Career stages

Teacher professional development happens in a continuum from beginning to

exemplary practice. Anchored on the principle of lifelong learning, the set of professional
standards for teachers recognizes the significance of a standards framework that articulates
developmental progression as teachers develop, refine their practice and respond to the
complexities of educational reforms.

The following statements, which define the work of teachers at different career stages, make
explicit the elements of high-quality teaching for the 21st century. They comprise descriptors
that have been informed by teachers’ understandings of what is required at each of the four

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Career Stages. The descriptors represent a continuum of development within the profession
by providing a basis for attracting, preparing, developing and supporting teachers.

Ø Career Stage 1 or Beginning Teachers have gained the qualifications recognized for
entry into the teaching profession. They have a strong understanding of the
subjects/areas in which they are trained in terms of content knowledge and
pedagogy. They possess the requisite knowledge, skills and values that support the
teaching and learning process. They manage learning programs and have strategies
that promote learning based on the learning needs of their students. They seek advice
from experienced colleagues to consolidate their teaching practice.

Ø Career Stage 2 or Proficient Teachers are professionally independent in the application

of skills vital to the teaching and learning process. They provide focused teaching
programs that meet curriculum and assessment requirements. They display skills in
planning, implementing, and managing learning programs. They actively engage in
collaborative learning with the professional community and other stakeholders for
mutual growth and advancement. They are reflective practitioners who continually
consolidate the knowledge, skills and practices of Career Stage 1 teachers.

Ø Career Stage 3 or Highly Proficient Teachers consistently display a high level of

performance in their teaching practice. They manifest an in-depth and sophisticated
understanding of the teaching and learning process. They have high education-
focused situation cognition, are more adept in problem solving and optimize
opportunities gained from experience. Career Stage 3 Teachers work collaboratively
with colleagues and provide them support and mentoring to enhance their learning
and practice. They continually seek to develop their professional knowledge and
practice by reflecting on their own needs, and those of their colleagues and students.

Ø Career Stage 4 or Distinguished Teachers embody the highest standard for teaching
grounded in global best practices. They exhibit exceptional capacity to improve their
own teaching practice and that of others. They are recognized as leaders in
education, contributors to the profession and initiators of collaborations and
partnerships. They create lifelong impact in the lives of colleagues, students and
others. They consistently seek professional advancement and relevance in pursuit of
teaching quality and excellence. They exhibit commitment to inspire the education
community and stakeholders for the improvement of education provision in the
Philippines.

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Application:
Does each teacher leader standard correspond to one or more PPST of Career Stage
4? Or are there teacher leader standards that do not have PPST Career Stage 4
counterparts? Explain your answer.
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Summary of the Lesson:

To sow the seeds of teacher leadership among pre-service teachers, it is necessary
that pre-service teachers know what is expected of teacher leaders, what competencies
and qualities they should possess.
Filipino teacher leaders, pre-service education must develop would-be teachers along
the Philippine Professional Standards. Those involved in pre-service education must see to it
that pre-service education is focused on the would-be teachers’ acquisition of these
professional standards.

Assessment:
Answer the following Reflection question:
1. As you are engaged in pre-service education, who is your model for teacher
leadership? How can you emulate him/her?
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2. Does your pre-service education inspire you to become a teacher leader? Why or why
not?
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3. Which experiences in your pre-service education instill in you the desire to become a
teacher leader? Which ones do not?
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References:

Bilbao, Purita, et al. (2015). The Teaching Profession, 3rd Ed. Lorimar Publishing, Quezon City

Llagas, A. and Corpuz B. (2018). Essentials of Teacher Leadership. Lorimar Publishing, Quezon

City

Llagas, A., Corpuz B. and Bilbao, P. (2016). Becoming a 21st Century Educational Leader.

Lorimar Publishing, Quezon City

Vega, V., Prieto N., and Carreon, M. (2015). Social Dimensions of Education.

Lorimar Publishing, Quezon City

Articles on Multiculturalism and Teacher Leadership retrieved from Internet sources.

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