Name:

Course/Year/Section:
Subject: PROF ED 106 The Teacher and the Community, School Culture
and Organizational Leadership
Instructor:

Assignment 1 - Reflections:

I – Answer the following questions.

1. How important is leadership in an educational organization?

Good leadership in schools contributes to the development of a

good and inspiring culture among employees as well as the
provision of a high-quality educational experience for students.
Leaders at all levels in schools may make a difference in this by
acquiring the most important abilities required by school
administrators. Students must acquire the skill of developing
connections within teams, defining identities, and doing tasks
efficiently. It also gives a chance to learn how to recognize and
demonstrate strong communication and interpersonal skills in a
variety of situations.

2. How school leaders influence the members of organization?

The development of individuals, as well as providing teachers and

other members of the system with the necessary support and
training to ensure their success And via organizational effectiveness
making certain that the whole range of circumstances and incentives
in districts and schools fully supports rather than hinders teaching
and learning  we can make the organization function.

3. What are the important characteristics of an effective school leader?

The important characteristics of an effective school leader is that

good school directors place a strong emphasis on education and
people is undeniably true. Each day, they operate in a professional
way and participate in frequent self-reflection as a result of their daily
activities. They hold themselves and others accountable for student
development, and they work to foster a safe and inclusive
environment in their educational environments.

4. How important is the basic education reforms in the Department of

Education?
 In order for schools and instructors, as well as the entire DepEd
organization, to perform better, the basic education sector must get
consistent and robust support for the resources essential for
excellent teaching throughout your life. Because poor education will
leave you with scars and will also make you more prone to harm in
the long run. And it is for this reason that every student on the earth
requires a high-quality education.

Assignment 2 - Application “Let’s Apply”

1. Based on your experiences, give at least 10 school practices that don’t contribute
to positive culture.

1. More concerned with self-preservation than with teamwork.

When self-preservation takes precedence above the needs of children, it
becomes difficult for excellent ideas and great instructors to remain in
place.
2. Back methods of communication are preferred above formal lines of
communication.
In the event if more is said and done in unofficial meetings following the
staff meeting, it is a symptom that instructors and faculty members do not
trust one another. If the rumor mill has complete control over the situation,
it gives room for people to create their own narratives. Whoever has
authority over the story has power over the culture of your institution.
3. Punishment rather than acknowledgment, and incentives and conduct
driven by the desire to avoid punishment.
If colleagues penalize inappropriate conduct but do not praise appropriate
behavior, the culture encourages students and staff to achieve the bare
minimum to avoid punishment but not to succeed.
4. A real sense of insecurity.
If individuals are frightened to speak up, they will be unable to confront
issues straight on. When instructors are not allowed to be vulnerable, they
lack the confidence to engage in difficult talks.
5. A small group that exercises complete control over the topic.
When a few powerful voices dominate your school's culture, toxicity grows.
It is critical to discover solutions to assist everyone in speaking up.
6. A lack of risk-taking.
People are reluctant to do what they believe is right for children out of fear
of breaking apart from the pack. If instructors do not experiment, it is the
children who suffer.
7. There is an absence of truthful conversation.
Principals that avoid unpleasant interactions with teachers and resolve
conflicts by reassigning or rescheduling instructors are not genuinely
helping children.
8. A focus with rules rather than with people or goal.
This is a frequent occurrence at the district level. Teachers are more
concerned with following the rules than with helping their kids, and many
believe they have little leeway to execute their duties.
9. Staff, students, and parents have negative relationships.
 When elephants fight, the grass is the one who suffers. When the adults in
the room quarrel, no one is able to focus on what matters most: the pupils.
10. There is no clear aim.
If administrators and instructors do not have a single aim, they will pursue
their own agendas, resulting in conflict.

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.

No, this is not a good advice for fostering a healthy culture

because it limits students' capacity to participate in classroom
discussions. While maintaining a quiet classroom climate is desirable,
we should not jeopardize students' participation and freedom to speak
by restricting their ability to respond to questions or seek explanation.
It is critical to allow pupils to express themselves, to stand and move
around, to work in groups and pairs and to converse. Classrooms
should be dynamic, engaging, and fascinating environments in which
to learn. That is why instructors should always be thoughtful while
cooperatively and positively developing classroom rules and
procedures.
Suggestion for replacement: "Avoid talking with your seatmate while
the teacher is speaking. Simply raise your hand if you wish to respond
or inquire."

b) If some students say they need a quiet area to work in at times, they make a
sign like, “Quiet Area, Brains at Work.”

Yes, this is an excellent advice for fostering a great culture since

it positively reinforces the student's attitude toward acknowledging and
respecting another's time, quiet, and boundaries. Making a sign that
reads "Quiet Area, Brains at Work" is an appropriate way to request a
little regard, which is why we should reply to their request in a
respectful manner. Thus, when the time comes that you, too, require
regard and a request, they will favorably respond.

c) “We talked about this yesterday. Did you forget?” “You had this so well
yesterday. I know you can get it today.”

No, this is not an effective strategy for fostering a positive culture,

as these remarks do not push kids to learn, but rather discourage
them. " We talked about this yesterday. Did you forget?” "is an
example of a negative/toxic culture since it is an accusing phrase made
by the instructor to the students, implying that they did not absorb the
lesson and will ultimately forget it. To foster a healthy culture as a
teacher, he or she should constantly communicate to pupils that they
are valued. Using the phrase "I believe you can do this" rather than
"You need to work harder," for example, demonstrates your belief in
them rather than making an accusing comment. Rather than saying,
 "We discussed this yesterday. Instead of "Did you forget?" it is far
more appropriate to state "You handled this so nicely yesterday." I'm
confident you can obtain it today." since this will serve as a reminder to
the learner of their previous accomplishment. Both of these are tiny
linguistic distinctions that can have a significant impact on your pupils'
view of your faith in them as learners.
Suggestion for replacement: "It's all right, Class. Not to worry; I'm
willing to assist you in recalling and comprehending this subject. Bear
in mind how nicely you handled this yesterday. I'm confident you can
obtain it now."

d) Do you believe in your own ability to learn and grow? Do you believe it is
your obligation as a teacher to model learning and growing?

Yes, this is an excellent advice for developing a positive culture

since it assists instructors in assessing their thinking and serves as a
tool for self-reflection. This is a critical component of what makes us
effective teachers and may be really beneficial. It allows us to reflect
carefully on our teaching; on what we do in the classroom, why we do
it, and why it works, helping us to find areas for change and progress.
This assists instructors in being more successful educators who foster
a good culture favorable to professional satisfaction, morale, and
effectiveness, as well as to student learning, fulfillment, and welfare.

e) The teacher wrote, “nice job” on a student’s sketch of an orange.

No, this is not a helpful suggestion for fostering a positive culture

because, while the comment "nice job" was a favorable response to the
student's output, it is not a specific, merely generic, and too
generalized response that does not effectively reinforce a particular
student's conduct. For teachers, it is preferable to provide detailed and
fixed feedback on each student's performance so that they may
reinforce the areas in which they excelled and are driven to do better
the following time.
Suggestion for replacement: "Your drawing abilities were exceptional.
You should be able to sketch an orange in rough form. Maintain your
momentum!"

f) Come up with a Question-and-Answer Wall. Here students post the

academic question they want answered within the month with their name on
it. Anybody can give an answer with his/her name written.

Yes, this is an excellent idea for fostering a positive culture since it

fosters each student's autonomy and engagement in their academic
learning by allowing them to ask and answer questions. This is an
excellent method to acknowledge their inquiries and thoughts and
demonstrate your willingness to listen and provide feedback; these tiny
acts will help them feel important and appreciated. Establishing an
honest and open line of communication will develop a solid academic
connection between students and teachers, which is critical for
 fostering a great school culture.

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

1. Encourage meaningful parental engagement

2. Recognize individual accomplishments and positive conduct.
3. Establish school standards that foster the development of values.
4. Involve kids in ways that benefit them
5. Promote classroom innovation

Assignment 3 – Research Ventures

1. Search in the Web at least three (3) published researches on any topic
concerning School’s Organizational Culture” and supply the table below.

Title Author/s Findings and Your own

Recommendations reflection

THE Laura Bray The questions are It was previously

RELATIONSHIP addressed in the discussed in this
BETWEEN THE findings in three section how the
ORGANIZATIONAL sections: “the principle views
CULTURE OF A people,” “external her position in
SCHOOL AND THE and internal the school's
ACADEMIC influences” and organizational
ACHIEVEMENT OF “elements related to culture and how
ENGLISH ELLs.” The first she considers
LANGUAGE section addresses the her own role in
LEARNERS research questions that culture. The
that pertain to the following themes
participants in the emerged from
study and how they the data analysis
perceived their role in of artifacts,
the organizational espoused values
culture of the school. and beliefs, and
- Schein (2004) underlying
explained in his assumptions
theory of about the
organizational culture principal: the
that artifacts, principal is child-
espoused values and centered, the
beliefs and underlying principal
assumptions define believes in
organizational teaching life
culture. To that end, skills to
those three aspects of students, the
organizational culture principal
were analyzed in this believes that the
study as applied to school and
the school research community
site. Artifacts, the first should exist as
and most concrete one, the
level of the principal is
organizational culture bilingual and
are an observable embraces ELLs,
aspect of the principal is
organizational humble and
culture. The gathering lacks self
of artifacts occurred confidence, and
by conducting the principal is
observations of the focused on the
employees at work, students. It is
the neighborhood, the discussed in the
school environment, next part how
and school events to instructors
provide insight into understand their
one aspect of the involvement in
organizational culture the school's
of the school. organizational
The second section culture.
addresses the
research question
pertaining to the
external and internal
factors that
influenced the
organizational culture
of the school.
- Espoused values
and beliefs constitute
the second level of
organizational culture
and are what predicts
the behaviors that can
be observed at the
artifacts level. The
espoused values and
beliefs were
articulated by the
participants in the
interviews as
questions were asked
regarding the
organizational culture
of the school. In
addition to interviews,
documents were
reviewed to reveal
espoused values and
beliefs.
The third section
addresses the
research question
pertaining to what
elements of the
organizational culture
are specifically
related to the
academic
achievement of ELLs.
- The third and
deepest level of
organizational
culture, underlying
assumptions, is the
most difficult to
detect when
assessing it.
Underlying
assumptions are the
unspoken
assumptions or
expectations in an
organization that are
known by the
members of the group
but not formally
discussed. They are
the social interwoven
fibers embedded in
the organization. As
Schein (1999)
describes, underlying
assumptions are
outside the members’
awareness because
they have come to be
taken for granted by
them. Underlying
assumptions can be
articulated by the
members of the
organization when
specifically asked
about them. Hence,
data regarding
underlying
assumptions was
derived from
 interviews with the
participants in the
study.

PRACTICES IN Jaana Nehe Three of the identified The following six

DIFFERENT z practices were practices were
SCHOOL creating conditions identified in the
Ulf Blossing
CULTURES AND for the improvement school
PRINCIPALS’ work. They are named improvement
IMPROVEMENT as (1) ‘leading the work where
WORK improvement work’, principals were
(2) ‘understanding expected to
what enterprise proceed to
education is’ and (3) promote
‘making changes for enterprise
enterprise education’. education:
These practices 'leading the
focused reflection improvement
upon and dialogue work',
about enterprise 'understanding
education, and what enterprise
therefore promoted education
the improvement is','making
work. In practice changes for
number 1) ‘leading enterprise
the improvement education',
work’ (Table 2), some 'avoiding
of the principals were disputes with
engaged in this teachers',
practice by making a 'organizing daily
shift in how to work', and
organize the school 'pretending to be
and to challenge successful' The
colleagues to think first three of
outside the box.  them were
The principals also primarily
tried to organize for concerned with
the principals to be addressing
able to work with the entrepreneurshi
joint improvement p education,
work. which aided in
Furthermore, the the promotion of
principals tried to improvement
understand enterprise efforts. The final
education from the three practices,
teachers’ point of on the other
view and reflect upon hand, prevented
how enterprise the expected
education could look improvement
like in practice. from taking
place.
Furthermore, the
practices
evolved with
time; first, the
promoting
activities
predominated,
but
subsequently,
the preventive
behaviors began
to take
precedence over
the other
practices. What
became
significant for
principals to
engage in was
molded not just
by the goal of
the intended
reform activity,
but also by
existing
practices and
procedures in
place at the time
of engagement.
It was found that
cultural-
discursive
arrangements,
material-
economic
arrangements,
and social-
political
arrangements,
both internal and
external to the
school
organization,
such as those
imposed by the
Municipal
Authority for
Education,
 hindered
principals' ability
to carry out their
mission to
improve
enterprise
education in
their respective
schools.
However, certain
arrangements
encouraged
behaviors such
as 'organizing
daily work',
avoiding
disagreements
with instructors,
and 'pretending
to succeed',
while others
discouraged
such behaviors.

THE IMPACT OF Jared T. Special attention School cultures

SCHOOL Clark must also be given to that are strong
CULTURE UPON the student culture and supportive
AN EDUCATIONAL and the feelings and will provide more
INSTITUTION ideas of the students good outcomes
must be valued. A than schools
special emphasis that are not
should be given to focused on this
providing teachers goal, according
training and to the findings of
resources to insure study. Because
that they are they have an
developing strong influence on so
relationships with many various
their students that parts of the
allow each student to school, and
be actively known by ultimately on the
at least one staff students and
member within the community that
school. Schools may the school is
want to reevaluate intended to
how they deal with serve, these
discipline and good outcomes
behavioral issues as have a wide
there are impactful range of
consequences to the consequences.
school culture when Negative student
dealing with and school
discipline concerns. culture, on the
Too much grace can other hand, will
lead to an have far-
environment without reaching
constraint and implications that
boundaries. Too little will ultimately
grace can lead to an affect kids and
environment in which the whole school
students are afraid to district
make a mistake and
can lead to a culture
that is focused on
outward conformity
rather than real
transformative
change. This is
especially true within
the environment of a
Christian school.