TITLE: MODULE IX-THE SCHOOL HEAD IN SCHOOL-BASED MANAGEMENT(SBM)

WHAT IS THE MODULE ALL ABOUT?

This module explains that school-based management is in essence school empowerment where
genuine school and community partnership is encouraged and sustained. It presents the roles and
functions of the school head in school-based management and shows that the mechanism and
structures for school-based management for DepEd schools in the Philippines are in place.

TOPIC/S: THE SCHOOL HEAD IN SCHOOL-BASED MANAGEMENT

INTENDED LEARNING OUTCOMES

At the end of this module you should be able to:

1. explain the meaning, advantages, disadvantages and demands of SBM:

2. state practices aligned to SBM; and

3. explain the roles, functions and competencies of school heads in SBM.

INTENDED LEARNING ACTIVITIES

Answer

Copy and Put a check (/) before the statement/s that apply/ies to SBM and an ( X) before those that do
not.

X 1. In SBM, only the school head matters.

X 2. In SBM, the Schools Division Superintendent is the leader.

✓ 3. Parents who have no children in the school cannot be consulted in SBM.

✓ 4. School empowerment is the essence of SBM.

X 5. Students cannot be consulted by the school head because they are not yet adults.

✓ 6. One advantage of SBM is the development of a sense of school ownership among members of the
academic and larger community.

✓ 7. SBM is aligned to the principle of subsidiarity.

X 8. SBM succeeds even if school head is closed to ideas and suggestions; anyway, he/she is the head on
whom the solution of the problem depends.

✓ 9. One weakness of SBM is delayed action because there must be consultation of stakeholders.
X 10. SBM has no weakness, only strengths.

ASSESSMENT TASKS

Answer

1. Do I welcome SBM or do I see it as an Additional work? Explain.

 SBM is widely promoted on the premise that it improves school-site personnel responsibility.
Through the involvement of parents and community people on decision-making committees,
schools are compelled to become more sensitive to local needs. Personally, I like SBM because it
makes the school community more participatory. This also acts as a tool to learn more about the
teachers, students, staff, and parents in order for them to get more involved in the
improvement of education inside the school.

2. Explain the advantages of SBM.

 SBM is an approach for improving education that involves moving major decision-making
authority from state and district offices to local schools. It also wants to improve education by
devolving major decision-making power from state and district offices to individual schools.
They look at how SBM might strengthen essential features of great schools, such as strong
leadership, talented and engaged teachers, increased learning focus, and a sense of
accountability for outcomes.

ASSIGNMENT

Answer

Develop a paragraph consisting of 10-12 sentences by answering this question “As a future teacher what
did you find most meaningful in this lesson and Why?

When I first started learning, every aspect of teacher development was distinctive than what it is
now; educational technology consists mainly of one class period learning how to flash a film through a
projector and use a graphic gadget. Throughout my encounter, the most meaningful procedure
regarding this lesson is when you thought about sitting down with either your teacher peer, your
advisor, another teacher teaching the same courses, or your associate dean as you're about to get your
first students. Understanding how your institution addresses everything from parental grievances to
garbage in the school, as well as how much independence you have in considerations of small offenses
and appropriate consequences; because no amount of education can begin preparing you for interacting
with perfectionists including those who never pay any attention.

This lesson also taught me the value of cooperating with one another within the school
community. Individual decisions can have an impact on others, and it is up to them whether that impact
is harmful or beneficial. Hearing each other's feelings is a very effective approach of coping with
challenges in order to achieve a common goal: community improvement. Including parents and other
folks in meetings to hear their opinions is a wise decision.

This lesson showed me that one must be able to listen in order to be an effective instructor one day.
While power is important, leadership requires the courage to accept criticism from others in order to
improve. Finally, educators must adapt to change, which is unavoidable. Receiving assistance from
others is not a sign of weakness, but rather of boldness in learning new skills in order to provide for the
entire school community. To serve more effectively, one must learn to notice and organize what is
required within the institution for the benefit of everybody.

STUDY GUIDE

Answer these

If you were the School Head, how would you address the following situations/problems in your school:

1. litter in the school grounds and classroom

 As a school head, I will first guarantee that there are sufficient containers to manage the visible
trash. Then, to educate children about the environment, I'll host a school-wide seminar. After
that, I'll put up signs on cleanliness in the corridors or even on the school's website. Finally, if a
student does not obey the rules, he or she will be required to assist in the cleaning of a certain
area of the school, such as sweeping or picking up trash.

2. bullying among students

 Bullying is never justified. If anyone on the school grounds, regardless of their status, engages in
bullying. A meeting of the committee will be held. There must be a public apology. And there
must be a repercussion.

3. poorly motivated students

 Nothing surpasses a well-deserved prize. So, in the case of under motivated pupils, I'll make
certain that all students are awarded or recognized for their accomplishments, no matter how
insignificant they may appear to others. After all, an attempt is still an effort.

Apply the principles of SBM to solve the problems in your school.

1. Litter in the school grounds (Principle 1: Leadership and Governance/Principle 3: Accountability and
Continuous Improvement)

A. Educate students about the environment (Seminars) -Science CIP team

B. Reduce the quantity of disposable products (No plastic bag policy) Science CIP team with YES-O
C. Ensure there are adequate trash bins (Biodegradable, Non-Biodegradable, Hazards)

D. Brigada Eskwela (with the assistance of learners and parents)

2. Bullying Among Students (Principle 3: Accountability and Continuous Improvement)

A. Anti-Bullying program which is facilitated by the Guidance Counselor (ESP CIP)

B. Online Kamustahan (Advisers)

C. Homeroom Guidance (Advisers)

3. Poorly Motivated Students (Principle 2: Curriculum and Learning)

A. Extracurricular activities in school

B. One on one tutoring/Reading Program

C. Peer tutoring

TITLE: MODULE X-CREATING A POSITIVE SCHOOL CULTURE

WHAT IS THE MODULE ALL ABOUT?

This module is on creating a positive school culture. The end goal of a study of philosophies of
education, historical and legal foundations of education, social theories, ethical and professional
behaviour, organizational leadership and management, school and community partnership is the
building of a positive school culture. The ultimate fruit of positive school culture is excellent school
performance.

TOPIC/S: CREATING A POSITIVE SCHOOL CULTURE

INTENDED LEARNING OUTCOMES

At the end of this module you must be able to:

1. explain the meaning of school culture;

2. discuss how school culture affects learning; and

3. cite ways by which you can contribute to the building of positive culture.

INTENDED LEARNING ACTIVITIES

Answer

Are the following items good tips in building positive culture? Support your answer. If it is not so good
tip, replace it with good one. (Copy the items then give the corresponding answers)

1. “No talking” as classroom rule# 1 imposed by teacher.

 “No talking” as classroom rule# 1 imposed by teacher. Instead, it should read "No unnecessary
talking while classes are in progress." If a teacher enforces a classroom rule, it must be
something that the pupils can grasp and that is more precise.

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

 “Quiet Area, Brains at Work.” This, in my opinion, is far more understandable by children. The
students that come here on purpose want peacefulness as much as the others, so they will not
cause a nuisance even if they are simply passing through.

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

 “We talked about this yesterday. Did you forget?” You had this so well yesterday, know that I
am proud of you. You seem not to be yourself, is something the problem? Let me know so I can
help you get it today. I believe in you.” The first one does not radiate positivity for it simply
builds pressure to the receiving end.

4. 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?

 “Do you know that you have the ability to learn and grow? As a teacher, one of our duties is to
model learning and growing so to be able to show it, you must find yours naturally.” The first
one also reeks pressure.

ASSESSMENT TASKS

Answer

1. What is a culture?

 Culture is defined as all of a population's ways of life, including arts, beliefs, and organizations,
that are carried down for generations. Culture has been described as "an entire society's way of
life," and it encompasses norms of conduct, clothes, language, religion, rituals, and art.

2. Does school culture affect student learning? Explain.

  Yes, school culture affects not only students but everyone in the school community. The culture
of a school is consistently in action, supporting or obstructing development. It has an influence
on every judgment and activities undertaken in a school, from the principal's management style
to how teachers select instructional media and engage with learners. Students accomplish
better when they feel school is a secure and stimulating environment. They achieve curricular
objectives more quickly and get more out of their learning outcomes. Creating a pleasant, safe,
and healthy school culture is crucial to unlocking their potential.
3. Cite at least 3 ways by which you, as future teacher, can contribute to a positive school culture.

 First, as a future teacher, I will start on observing every schools culture and learn from them.
 Second, I will build strong bonds or relationships within the school community so the learners
can take good relationships as a model for better connections.
 Third, as an individual, I will recognize every student’s efforts with every activity through telling
them that they are doing great and that they should keep going. Also, excellence is rewarded no
matter how small.

ASSIGNMENT

Answer

Choose a school (it could be your alma mater to choose upon). Determine the presence of any 12
practices of a positive school culture in that school by noting down the 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

STUDY GUIDE

Answer

Make a reflection of what you have learned by supplying the following phrases:

1. I learned that as a teacher, you are one to choose how you represent yourself or how you want your
role to be portrayed by the students, whether it may positive or negative.

2. I realized that aside from just being an individual serving students through teaching them, there are
far more things that I needed to learn.

3. I was pleased that I am glad I knew how to understand my soon profession better.

4. I was not aware that teaching has a wider scope than just student-teacher relationship, but now I
know better.