Republic of the Philippines
University of Southern Mindanao
College of Education
Prof Ed 312 - The Teacher and the Community,
School Culture and Organizational Leadership
Learning Module
1st Semester
SY. 2020-2021
Table of Contents
About This Module 3
Session 1 – The Role of Teacher in the Community 5
6
● Why do I Want to Become a Teacher?
7
● The PPST (Philippine Professional Standards for Teachers)
2
Session 4 – Collaboration and Communities of Practice 25
Acknowledgement 30
3
About this Module
Welcome to Prof Ed 312 – Teacher and the Community, School Culture and Organizational
Leadership
This module on Prof Ed 312 will help you focus on society as a context upon which the
schools have been established.
This will also help you reflect on the following ideas:
1. A teacher cannot isolate him/herself to the community where s/he belongs.
2. Education has significance and purpose to the extent that it is a vital element to
the society in which it exists.
3. The teaching profession functions to the extent of fulfilling the needs of the
society and contributing to the development of people in the society.
Furthermore, this module will help you reach the following core competencies:
● understand and practice the terms of the teacher code of conduct;
● understand his/her legal and ethical responsibility for the well-being and learning
achievement of all children in his/her classroom and school;
● communicate regularly with parents, guardians, and other education
stakeholders in order to promote a safe and effective learning environment;
● actively engage in development of his/her own teaching practice using all
available resources including self-reflection and collaboration with peers, head
teachers, etc.;
● understand and practices habits to maintain his/her well- being including self-
awareness, developing a routine and stress management techniques;
● understand the importance of his/her well-being as a factor influencing student
well-being.
This module will be divided into 4 sessions:
4
Session 1 – The Role of Teacher in the Community
● Why do I Want to Become a Teacher?
● The PPST (Philippine Professional Standards for Teachers)
● School and Community Relations
● Linkages and Community Relations
Session 2 – Code of Conduct
Session 3 – Teacher Well-being and Stress Management
Session 4 – Collaboration and Communities of Practice
5
SESSIO
N
1 The Role of the Teacher in
the School and the
Community
OBJECTIVES
By the end of this session the students will be able to:
● examine the responsiveness of the present teacher education curriculum to the
needs of the teacher in relation to his/her role in the classroom and community;
● describe the role of the teacher in the school and in the local community;
● consider how to balance the various roles within the classroom, school and
community;
● identify their own motivations for teaching;
● set goals to increase motivation in the teaching profession.
OUTLINE
● Why do I Want to Become a Teacher?
● The PPST (Philippine Professional Standards for Teachers)
● School and Community Relations
● Linkages and Community Relations
6
Why do I Want to Become a
Teacher?
Every child needs—and deserves—dedicated, outstanding teachers, who know their subject
matter, are effectively trained, and know how to teach to high standards and to make learning
come alive for students.
- William Jefferson Clinton
Teaching was not everyone’s first choice. You may know someone who initially had
other plans for their future before finally choosing the noble profession of teaching. And
that’s not very surprising. After all, teaching requires so much dedication and patience
that not everyone is up for the challenge. Other than the pressure of rearing an
individual and making sure students get the best of what a school can offer, teachers
also face pressure from the community. Teachers are always expected to be of the best
attitude wherever they are and whoever or whatever they’re dealing with.
As a student who’s in the making to become a teacher, revisit and reflect on your
motivations for becoming a teacher. Answer the following questions on a separate
paper.
7
The PPST
Why do you want to become a teacher?
What excites you about becoming a teacher?
What makes you nervous about becoming a
teacher?
What do you hope to gain by becoming a
teacher?
What motivated you into the teaching
profession?
The Philippine Professional Standards for Teachers is used as a basis for all learning
and the development programs for teachers to ensure that teachers are properly equipped to
effectively implement the K to 12 Program.
The PPST is a framework for teacher quality and teacher development.
The following describes the seven (7) domains that are required by teachers to be
effective in the 21st century Philippines. Quality teachers need to possess the following
characteristics:
Domain 1 – Content Knowledge and Pedagogy
This domain recognizes the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and critical
understanding of the application of theories and principles of teaching and learning. They apply
developmentally appropriate and meaningful pedagogy grounded on content knowledge and
current research. They display proficiency in Mother Tongue, Filipino and English to facilitate the
teaching and learning process, as well as exhibit the needed skills in the use of communication
strategies, teaching strategies and technologies to promote high-quality learning outcomes.
Domain 2 – Learning Environment
8
This domain provides learning environments that are safe, secure, fair and supportive in order
to promote learner responsibility and achievement. They create an environment that is learning-
focused and they efficiently manage learner behavior in a physical and virtual space. They utilize a
range of resources and provide intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment of high standards of learning.
Domain 3 – Diversity of Learners
This domain establishes learning environments that are responsive to learner diversity. They
respect learners’ diverse characteristics and experiences as inputs to the planning and design of
learning opportunities. They encourage the celebration of diversity in the classroom and the need
for teaching practices that are differentiated to encourage all learners to be successful citizens in a
changing local and global environment.
Domain 4 – Curriculum and Planning
This domain interacts with the national and local curriculum requirements. They translate
curriculum content into learning activities that are relevant to learners and based on the principles
of effective teaching and learning. They apply their professional knowledge to plan and design,
individually or in collaboration with colleagues, well-structured and sequenced lessons that are
contextually relevant, responsive to learners’ needs and incorporate a range of teaching and
learning resources. They communicate learning goals to support learner participation,
understanding and achievement.
Domain 5 – Assessment and Reporting
This domain applies a variety of assessment tools and strategies in monitoring, evaluating,
documenting and reporting learners’ needs, progress and achievement. They use assessment data in
a variety of ways to inform and enhance the teaching and learning process and programs. They
provide learners with the necessary feedback about learning outcomes that informs the reporting
cycle and enables teachers to select, organize and use sound assessment processes.
Domain 6 – Community Linkages and
Professional Engagement
9
This domain establishes school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process. They identify and
respond to opportunities that link teaching and learning in the classroom to the experiences,
interests and aspirations of the wider school community and other key stakeholders. They
understand and fulfill their obligations in upholding professional ethics, accountability and
transparency to promote professional and harmonious relationships with learners, parents, schools
and the wider community.
Domain 7 – Personal Growth and
Professional Development
This domain values personal growth and professional development and exhibit high personal
regard for the profession by maintaining qualities that uphold the dignity of teaching such as caring
attitude, respect and integrity. They value personal and professional reflection and learning to
improve their practice. They assume responsibility for personal growth and professional
development for lifelong learning.
The 7 domains collectively comprise of 37 strands that refer to more specific
dimensions of teacher practices
1. Content knowledge and its application within and across
curriculum areas 2. Research-based knowledge and principles of
teaching and learning
Domain 1 –
Content 3. Positive use of ICT
Knowledge and
Pedagogy 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
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1. Learner safety and security
2. Fair learning environment
Domain 2 –
Learning
Environment 3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious
Domain 3 –
Diversity of backgrounds
Learners
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
Domain 4 –
Curriculum 3. Relevance and responsiveness of learning programs
and Planning
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
1. Design, selection, organization and utilization of assessment
strategies
Domain 5 –
Assessment and 2. Monitoring and evaluation of learner progress and achievement
Reporting
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
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1. Establishment of learning environments that are responsive to
community contexts
Domain 6 –
Community 2. Engagement of parents and the wider school community in the
Linkages and
Professional educative process
Engagement
3. Professional ethics
4. School policies and procedures
1. Philosophy of teaching
Domain 7 – 2. Dignity of teaching as a profession
Personal
Growth and 3. Professional links with colleagues
Professional
Development 4. Professional reflection and learning to improve practice
5. Professional development goals
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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
Career Stages. The descriptors represent a continuum of development within the profession by
providing a basis for attracting, preparing, developing and supporting teachers.
Career Stage 1 or Beginning Career Stage 4 or Distinguished
Teachers have gained the qualifications Teachers embody the highest standard for
recognized for entry into the teaching profession. teaching grounded in global best practices. They
They have a strong understanding of the exhibit exceptional capacity to improve their
subjects/areas in which they are trained in terms own teaching practice and that of others. They
of content knowledge and pedagogy, possess the are recognized as leaders in education,
requisite knowledge, skills and values that support contributors to the profession and initiators of
the teaching and learning process and manage collaborations and partnerships. They create
learning programs and have strategies that lifelong impact in the lives of colleagues,
promote learning. They seek advice from
experienced colleagues to consolidate their
teaching practice.
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School Relations
and Community
It takes a village to raise a child.
- African Proverb
A collaboration between the school and the community is needed in order to nurture children
Career Stage 2 or Proficient Career Stage 3 or Highly Proficient
Teachers are professionally independent in Teachers consistently display a high level of
the application of skills vital to the teaching and performance in their teaching practice, manifest
learning process. They provide focused teaching an in-depth and sophisticated understanding of
programs that meet curriculum and assessment the teaching and learning process and have high
requirements, display skills in planning, education-focused situation cognition. They
implementing, and managing learning programs work collaboratively with colleagues and
and actively engage in collaborative learning provide them support and mentoring to
with the professional community and other enhance their learning and practice. They
in a wholesome environment that will develop them into better individuals. This is a kind of
partenership wehre both the school and the community will share information and
responsibilities to best the interest of the children while dealing with school activities and the
members of the community.
Schools of the 1990s are characterized by their continued interaction with the communities
they serve. Today's and tomorrow's school administrators need to have skills for working
effectively with the diverse communities in which all schools exist. Well-developed community
relations skills are a necessary component in administrators' being responsive to the needs of
students and other educators.
Increased Emphasis on Community Relations Skills
One of the dramatic shifts in the last two generations has been in the direction of
increased emphasis on the development of the school’s good relationships with their
communities.
The school must do a good job and communicate that success to the diverse
publics each school serves. Too often schools are doing a good job and make no
attempt to communicate their accomplishments to their constituent communities.
Undoubtedly, there are also those schools whose public relations campaigns greatly
exceed their factual accomplishments. However, the emphasis here is on the schools
which are striving to provide both a sound education for students and the rationale
behind strong, positive school-community relations.
Communities as Pluralistic Entities
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A second major change in schools during the last two generations has been the
increasing recognition that our constituent communities are pluralistic in nature.
Communities have taken different forms and functions. Thus, Getzel’s taxonomy of
communities:
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1 2
Local community Administrative community
The collective identity is founded in a The collective identity is found in a
particular neighborhood or region: for particular politically determined identity:
example, the local neighborhood or for example, the city, county, or school
school community. district community.
Instrumental community
Social community The collective identity is founded in direct
The collective identity is founded in a or indirect engagement with others in
particular set of interpersonal relationships performance of a particular function of mutual
without regard to local or administrative concern: for example, a professional group;
boundaries: for example, all the people in such as the educational community, a union
one's community of friends. community, or a philanthropic community.
3 4
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5 6
Ethnic, caste, or class Ideological community
community The collective identity is founded in a
The collective identity is founded in affinity particular historic, conceptual, or sociopolitical
to a particular national, racial, or cultural community that stretches across the local,
group: for example, the Irish, black, or administrative, social, instrumental, or ethnic
upper-class community. communities: for example, the Christian,
scholarly, or socialist communities.
This recognition of the diversity of our communities provides the school with a basic
awareness on which he or she can proceed to develop constructive and high impact programs.
Once the school scans the landscape of the community and identifies the various communities,
then he or she is ready to identify the leadership within the communities.
COMMUNITY ENGAGEMENT
To lift up and raise our schools to a place that suits all 21st century learners, help needs to come from
many parts of the community. The leading roles should be alternated according to the need and focus of
the particular aspect of the transformation project.
17
5 steps to Step 1: Expand Your Vision of School to Include
Better School Community
Community
Relationship There are so many opportunities for experiential
learning to happen out in the community surrounding the
school. We just need to find ways to connect core
curriculum beyond the classroom by attracting the right
people and asking the right questions.
Step 2: Reach Out to All Stakeholders
One of the best ways to connect and create an authentic bond is to go to the people who matter
most, and meet them on their own turf. A series of community walks are a great way to start.
Share the school’s vision for enhanced community-school partnerships, ask people what
matters to them, ask them how they might help, and show them your passion. Deliver them an
open invitation to reconnect, collaborate and share their experience, skills and time to make a
difference.
Step 3: Create a Community Resource Map
A visual representation of your community and the various skills people have to offer is a super
way to understand what community resources are available. If you build one, also point out the
materials people can supply at cost or for free, the time they can invest in projects, and how
they can connect to curriculum, and classroom activities. Include the networks they can utilize to
raise awareness of the needs of local children and families, and always promote and foster
resource-sharing and collaboration.
Step 4: Connect with Curriculum
Much of what we learn as children and adults happens outside the classroom through real world
experiences and from our peers, mentors or on the job.
How might we connect today's core curriculum with the real world? That is an important
question that is in urgent need of answers. Kids today are asking far to often for relevance in
what they are learning. "Why am I learning this? I'll never use this!" is a response far too often
heard form the mouths of young people today.
Step 5: A Design Challenge for the Community
Reinventing school can mean lots of things such as redesigning classrooms, creating a
community garden, creating an open and shared learning space, designing a course, changing
the way students participate in decision making, you name it!
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LinkagesRelations
Community and
In creating an impact on the lives of the students and the the community, the
school, and its community, with public and private institutions and organizations are
inseparable.
It’s not a secret that many groups from various sectors are willing to support and
join forces with educational institutions in pursuing mutually beneficial and productive
programs and projects for the greater good.
Networking and linkages are important for the following reasons:
● The program outreach and visibility can be greatly increased.
● Technology transfer, share and dissemination can be facilitated between networked
organization and among the respective partners
● Sharing of knowledge, skill, expertise and experiences helps in improving the effectiveness
and efficiency
● Co-financing links can be forged
● Replication of funding can be avoided and the grants can be used in a better managed and
meaningful fashion
19
SESSIO
N
2
Code of Conduct
20