Module 3 The TCHR Com SCHL Culture Org Leadership 2022

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Module 3 THE TCHR, COM, SCHL Culture & ORG

Leadership 2022
Readings in Philippine History (Pangasinan State University)
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Study Guide in PROF ED 106 The Teacher and the Community, School Culture and Organizational Leadership Module No. 3
STUDY GUIDE FOR MODULE NO. 3
Module 3 – School as a Social System

MODULE OVERVIEW
Module 3 presents discussions on the concept of school as social system. It

describes education as a self-contained social system with a distinctive organization and
unique patterns. It presents views on the school structure and sets of roles as it affects other
social systems. It deals with social systems model; the elements of school as a social system, a
community, a learning community, and a professional learning community. Lastly, the module
allows students to critically reflect on related issues necessary to understand the
importance of the school as a social system.
MODULE LEARNING OUTCOMES
The objectives of this Module are the following:

- discuss the basic concept of school as a social system and how it impacts
individual learners, classrooms, schools and the larger community;
- describe social interactions and their importance in building harmonious
relationship with the wider school community;
- seek advice concerning strategies that build relationships with parents/guardians
and the wider community; and
- seek opportunities to establish professional links with colleagues in the school
community.
MODULE LEARNING OBJECTIVES

INTRODUCTION
The term ‘system’ implies an orderly arrangement, an interrelationship of parts.

In the arrangement, every part has a fixed place and definite role to play. The parts are
bound by interaction. To understand the functioning of a system, one has to analyse
and identify the sub-systems and understand how these various subsystems enter into
specific relations in the fulfillment of the function of the system.
A system is basically a concept whether physical or social. The idea of a system is
fundamental with environment. The notion of a social system is a general one can be
applied to social organization that are carefully and deliberately planned. As a social
system school is characterized by an interdependent structure of parts, a clearly
defined population, differentiated from its environment, a complex network of social
relationships and its own unique culture. As a result school itself is a social system.
Social system is a model of organization that possesses a distinctive total unity
beyond its component parts. It is distinguished from its environment by dearly defined
boundary. It is composed of sub-units, elements and sub-systems that are interrelated
within relatively stable patterns of social order.
LEARNING CONTENTS (title of the subsection)
Lesson 1. Social systems model

Meaning of social system
It is Talcott Parsons who has given the concept of ‘system’ current in modern
sociology. Social
PANGASINAN STATE UNIVERSITY 1

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system refers to’ an orderly arrangement, an inter relationships of parts. In the

arrangement, every part has a fixed place and definite role to play. The parts are bound
by interaction. System signifies, thus, patterned relationship among constituent parts of
a structure which is based on functional relations and which makes these parts active
and binds them into reality.
Society is a system of usages, authority and mutuality based on “We” feeling and
likeness. Differences within the society are not excluded. These are, however,
subordinated to likeness. Inter-dependence and cooperation are its basis. It is bound by
reciprocal awareness. It is essentially a pattern for imparting the social behavior.
It consists in mutual inter action and interrelation of individuals and of the
structure formed by their relations. It is not time bound. It is different from an
aggregate of people and community. According to Lapiere, “The term society refers not
to group of people, but to the complex pattern of the norms of inter action that arises
among and between them.”
Applying these conclusions to society, social system may be described as an
arrangement of social interactions based on shared norms and values. Individuals
constitute it, and each has place and function to perform within it. In the process, one
influences the other; groups are formed and they gain influence, numerous subgroup
come into existence.
But all of these are coherent. They function as a whole. Neither individual, nor the
group can function in isolation. They are bound in oneness, by norms and values,
culture and shared behaviour. The pattern that thus comes into existence becomes the
social system.
A social system may be defined, after Parsons, a plurality of social actors who are
engaged in more or less stable interaction “according to shared cultural norms and
meanings” Individuals constitute the basic interaction units. But the interacting units
may be groups or organisation of individuals within the system.
The social system, according to Charles P. Loomis, is composed of the patterned
interaction of visual actors whose’ relation to each other are mutually oriented through
the definition of the mediation of pattern of structured and shared symbols and
expectations.
All social organisations are, therefore, ‘social system’, since they consist of
interacting individuals. In the social system each of the interacting individual has
function or role to perform in terms of the status he occupies in the system. For
example, in the family parents, sons and daughters are required to perform certain
socially recognised functions or roles.
Similarly, social organisations function within the frame work of a normative pattern.
Thus, a social system presupposes a social structure consisting of different parts which
are interrelated in such a way as to perform its functions.
Social system is a comprehensive arrangement. It takes its orbit all the diverse
subsystems such as the economic, political, religious and others and their interrelation
too. Social systems are bound by environment such as geography. And this
differentiates one system from another. Social system may be the patterned series
of interrelationships existing between individuals, groups, and institutions
and forming a coherent whole : social structure. It is also a formal organization of
status and role that may develop among the members of a relatively small stable group
(such as a family or club).
Social system model for schools
Education is an important subsystem of the social system. It has a well-
defined structure and sets of roles and it affects other social systems. ... The economy,
political organization, social stratification, culture, kinship and social integration of any
society are closely linked with education.”

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There exist in schools the basic features of the social system, which
are, interaction of multiplicity of individuals, regular interaction within school
communities and individuals with different roles and interact with each other
with a view to attain the school goals (Katz & Kahn, 1978). The literature on social
systems is reviewed and five models are identified which serve this purpose. They are
(1) the microcollectivity, (2) the complex macrosystem, (3) the exchange system, (4)
the interorganizational field, and (5) the ecological system.
Schools help to mold a diverse population into one society with a shared
national identity and prepare future generations for their citizenship roles.
Students are taught about laws and our political way of life through civic lessons, and
they're taught patriotism through rituals such as
saluting the flag.
SUMMARY
A school is thought of as a social system, with its characteristic institutional
functions, roles and expectations. As an institution it has the function of socialization.
There are various incumbents in it who have to play the roles expected of them. In the
social system of a school the goal behaviour is achieved through the integration various
institutions Social systems theory has been a sound perspective to explain the working
of schools. Comparing the traditional and progressive schooled according to the criteria
explained above, we find a number of drawbacks in traditional schools of our country
.Regarding Indian schools Prof. K.G. Saiyidian opines, ”In our schools of today ,only
formal education of geography and science is imparted to children. Some schools are
much below the standard where the initiative and enthusiasm for the students for work

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is crushed”. Thus for Indians schools also applies the same thing what had been said
about the non-government
schools of India, by H.G. Wells. If you want to feel the generation rushing to waste like
rapids, you should put your heart and mind into a private school”.
LEARNING ACTIVITY
1. Complete the table below by giving as many descriptions for:
Description
Society
Social system
ASSESSMENT TASK
Self-Check
1. In your own words and in not less than 5 sentences each, explain the concept of:
a) society
b) social system
REFLECTION
Self-Reflect
1. Study your school. Having learned and known your school, reflect on relevant
changes from a traditional school to a progressive educational institution.
Lesson 2. Key elements of school as a system
1. Structure
The structural system is similar to those of formal organizations. Bureaucratic
expectations rule organizational behavior. Roles that are derived from those
expectations are represented by positions in a hierarchy. The hierarchy distributes tasks
to specialized individuals, and the Organization is a result of the division of labor
(Parsons, 1960). The structure of social systems inherits many elements from rational,
natural and open systems theories. For example, social systems have both formal and
informal organizations within them.
As social systems, schools’ structures have characteristics of rational, natural, and
open systems. They have hierarchies of authority, goals, and role expectations similar
to bureaucratic organizations. Individual needs affect employee behavior,

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organizational goals are not firm, informal organizations derive from interactions
among individuals, and schools 56 SAÜ Eğitim Bilimleri
Enstitüsü have to interact with their environment. Kowalski (2010) asserts that schools
are social systems and have three qualities: arbitrary and consequential boundaries,
interrelated subsystems, and multiple causation- events happen as a consequence of
more than one cause. Schools are staffed by professionals, so they have some
disadvantages of professionalism such as unions’ striving to limit principals’ control
over teachers, uneven distribution of pay, teachers’ lack of skills in professionalism
(Dornbusch & Glasgow, 1996).
The structure gives shape and form to the beliefs and values of the community in
its social and cultural being. Critically, education in schools should be concerned with
education within and for communities, not of communities (Poster, 1982). Community
education, as with all education, begins with and for the individual. The role of the
community educator is not dissimilar to the traditional role of the teacher: to educate
individuals in order that they become autonomous and are able to participate in the
community in which they choose to live. The element of choice is important; some
members of the community may wish to remain in the same setting for much of their
lives while others may choose to experience other communities. Education should
provide individuals with the tools whereby they are able to make such choices.
2. Individual
Each social system is inhibited by living people. Whenever role is being performed,
it is performed by individuals. Each individual stamps the role he occupies with the
unique style of his own pattern of expressive behavior. Personal dimension involves the
personality of the role incumbent. The personality may be defined by the component
need dispositions. The need dispositions are conceived of as forces within an individual.
A school is thought of as a social system, with its characteristic institutional functions,
roles and expectations. As an institution it has the function of socialization. There are
various incumbents in it who have to play the roles expected of them. In the social
system of a school the goal behaviour is achieved through the integration various
institutions.
Every individual in society is functional. He goes by status-role relation. It may
come to the individual by virtue of his birth, sex, caste, or age. One may achieve it on
the basis of service rendered. Like the status, society has prescribed different roles to
different individuals. Sometimes we find that there is a role attached to every status.
Role is the external expression of the status. While discharging certain jobs or doing
certain things, every individual keeps in his mind his status. This thing leads to social
integration, organization and unity in the social system. In fact statuses and roles go
together. It is not possible to separate them completely from one another.
Man does not live by reason alone. Sentiments – filial, social, notional etc. have
played immense role in investing society with continuity. It is directly linked with the
culture of the people. Man is born social and dependent. He has to meet his
requirements and fulfill his obligations. Man and society exist between needs and
satisfactions, end and goal. These determine the nature of social system. They
provided the pathway of progress, and the receding horizons.
Individuality is the one of the most important things in high school. It affects the
way people
look at each other and definitely how they look at themselves. What makes
that one person special
is how they express their individuality.
A good education system gives students the freedom to recognize their
capabilities and individual potentials. In this way, as Forte elaborates, in order to give
students the freedom to learn, creating a new classroom atmosphere where thinking,
questioning and imagining are encouraged and are not hampered is essential. In this

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context, education should encourage students to work collaboratively and ask

questions creatively about ideas and issues across a range of disciplines.
As creative thinkers, they try to imagine and explore alternatives, and to think in a
different manner. Such an approach is required for a solid academic foundation and for
enhancing their intelligence, including “soft skills” such as understanding, empathy and
communication skills. The use of different learning materials and various resources
allows students with various principal learning styles to understand information in the
most effective way. Learning is fostered by multidimensional interactions between
students and teachers. To learn on their own, youth need unlimited time to play,
explore, become bored, overcome boredom, discover their own interests, and pursue
those interests. It helps students develop their analytical and critical reasoning skills
with particular emphasis on exploring and evaluating competing claims and different
perspectives.
Education leads to greater personal freedom through greater competence, if it
becomes organized to consider diverse perspectives. However, as Forte argues, a
student’s freedom to learn requires the teacher’s freedom to teach, and these are in a
close relationship with each other. In this context, current educational systems need to
adopt new methods and strategies that are able to support educational goals and
ensure the freedom of learning and teaching.
Individual system Each individual has a different set of needs and beliefs that
affect behavior. Unlike organizational expectations, individual needs and expectations
are flexible and adaptable to formal roles, and thus they provide a room for discretion
in behavior. Individuals interpret their roles according to their behavior. Confirming
Getzel and Guba’s (1957) idea, Hoy and Miskel (2005) claim that social behavior is
formed by the interaction of bureaucratic expectations and individual needs. Along with
behavior, individual needs and beliefs also form feelings. Social systems have strong
links with “the attitudes, perceptions, beliefs, motivations, habits, and expectations of
human beings” (Katz & Kahn, 1978, p. 37). Since people are an important element of
social systems, their positive feelings toward the organization significantly affect the
overall health of the system.
3. Culture
Each school has a particular culture .This can be noticed in the comparison in the
private and public schools, the rural and urban schools ,the schools in the tribal areas
,the boys and the girls schools etc. Culture is constituted of the norms , customs ,
tradition, rules of behaviour, attitudes etc. All these are reflected in the social life of the
school. While in the outer society culture is transmitted without much change and
refinement, in the school particular attention is given to transmit refined elements of
culture .This is done through various means of socialization and the allotment of
different roles to different students.
Culture system is referred to as a vibrant link between bureaucratic role demands
and individual work which desires to take along people together in the place of work.
Consequently, organizations need to design their own unique cultures. In school, shared
values, norms, beliefs and way of thinking among teachers are shared orientations from
the culture of the school and significantly have an influence on their conducts.
Culture emerges from interactions of individuals within a system. As individuals
interact, they share values, beliefs, habits and gain an identity as a group. Culture is
the most visible aspect of the organizational life that distinguishes it from others.
Culture significantly affects behavior through establishing commitment to shared norms
among individuals.
The faiths and knowledge brings about the uniformity in the behaviour. They act
as controlling agency of different types of human societies. The faiths or the faith is the
result of the prevalent customs and beliefs. They enjoy the force of the individual are
guided towards a particular direction.

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The society lays down certain norms and ideals for keeping the social system
intact and for determining the various functions of different units. These norms
prescribe the rules and regulations on the basis of which individuals or persons may
acquire their cultural goals and aims. In other words ideals and norms are responsible
for an ideal structure or system of the society. Due to them the human behavior does
not become deviant and they act according to the norms of the society. This leads to
organization and stability. These norms and ideals include folkways, customs,
traditions, fashions, morality, religion, etc.

Cultural system Similar to the emergence of informal organizations, culture
emerges from interactions of individuals within a system. As individuals interact, they
share values, beliefs, habits and gain an identity as a group. This is a natural outcome
of all social systems. Culture is the most visible aspect of the organizational life that
distinguishes it from others. Culture significantly affects behavior through establishing
commitment to shared norms among individuals. In other words, culture represents the
un- written, feeling part that is the set of values, Sakarya University Journal of
Education 55 norms and beliefs of the organization (Daft, 2009). Hofstede (1991)
defines culture as “the collective programming” of the members of an organization (p.
262). They have attitudes which stimulate them to act on a favorable fashion (Rokeach,
1972). It can be said that attitude governs one’s mind while culture governs the
organizational mind. Therefore, each member’s attitudes gathered in a pool called
culture.
4. Politics
Political system Politics inevitably appear in organizations (Senge, 1990). Politics
emerges from the interaction of authority and power within an organization. There are
three sources of power in an organization. Formal power originates from the structural
system, the cultural system produces informal power, and individuals have the power
of expertise. Politics is the way of how some individuals use their influence for their
interests. They often use their power at backstage to profit their private affairs at the
expense of the organization. It is illegitimate because it is not stemmed from any
formal authority; therefore it does not have to be in accordance with accepted
standards of the organization.
Hence, it is immune to the sanctions of formal authority. Also, from the social
behavior perspective, politics utilizes the absolute use of individualistic needs, and thus
ignores the organizational role expectations. Consequently, it benefits individual
interests only. However, this does not mean that politics is always harmful to the
organization. Mintzberg (1983) claims that politics can provide the organization with
many advantages.
One advantage of the political system is that it forces a school to be responsible to
its environment. Schools must pay attention to external pressures, respond to their
demands, and produce outcomes. In other words, schools are compelled to be open
systems by political forces. Actually, the political system is in strong relation with the
open system, and share many similarities. It is clear that politics is informal and
illegitimate, yet an inevitable factor affecting organizational behavior (Hoy & Miskel,
2005).
Persons who are concerned with influencing or effecting of change must be
interested in the dynamics of political action. Supervisors, curriculum specialists, and
teachers are, in a special sense, devoted to the achieving of change, growth and
improvement. In their work each day, they are directing efforts toward identifying and
evaluating areas that may well need to be changed. They must help in preparing
strategy for bringing about change and improvement, whether inside the classroom,
within the staff, the local system, or the local school community. Certainly some of the
techniques for influencing opinion and for effecting change in a free society are evident

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in the school setting – often involving interplay between the classroom and the larger
community.
If politics is considered to be the power of influencing opinion and effecting
change, the school people need to understand and to be able, when necessary, to use
such a force in behalf of children and young people. Politics – the implement of change
– must be placed squarely and as early as possible in the hands of the young. Only so
we can attain and maintain what Jefferson termed “an enlightened citizenry,” and a
viable democracy.
5. Technical Core: Teaching and Learning

The technical core of education is defined as the interface between the student
and the contexts in which they acquire or generate knowledge. It is a system of
organizational activity where the “product” of the organization is produced. In schools,
the teaching-learning process, as the technical core, shapes many administrative
decisions.
“Tell Me and I Forget. Teach Me and I Remember. Involve Me and I Learn.”
Learning can be obtained through direct involvement in the learning process. The
education organizational system is composed of different levels of structures such as
technical, managerial and institutional. Amidst these levels of organizational structures
is the heart of the organization known as the teaching and learning process.
The technical core as defined by Hoy and Miskel (2008) is the system of
organizational activity where the actual product of the organization is being produced.
Since the heart of the Organization is the teaching and learning process, the
government should focus on what should be done to uplift the quality of education in
the country. The department itself should address the needs of all the components that
comprised the teaching and learning process. If the problems in the grass-root level are
solved, a domino effect will be observed in the organizational structure of our country.
As of today, the country was faced by the saddening truth about the Program for
the International Students Assessment (PISA) Result that was released last December
2019. PISA is a comprehensive test that measures the students’ knowledge in reading.
Science and Mathematics. The results of PISA provide quality and equity of education
around the world (Organization for Economic Cooperation and Development (OECD),
2019). In this assessment, the Philippines placed at the lowest for reading
comprehension and landed second to the last for Science and Mathematics.
Due to this educational blight, Secretary Briones launched EDUKALIDAD as an
immediate answer to the frustrating result of the said assessment test. Sulong
Edukalidad 13 January 2021 Publications aims to upgrade the quality of education in
the country. In line with this, Sulong Edukalidad has several components. The core
components of Sulong Edukalidad are the following:
1. K to 12 curriculum review and update
The main objective of the K-12 Curriculum is to produce quality learners who
are developed emotionally, physically, intellectually, morally and spiritually.
Improving the learning environment can help 21st Century Learners to be
globally-competitive individuals who can compete in various scenarios in the
global market. Under this component, the project aims to develop the critical
thinking of the students.
2. Learning Environment In this project, the Department of Education aims to
provide conducive learning environment which is needed for quality learning.
The government goals to provide computers and facilities that can cater the
educational needs of 21st century learners.
3. Teachers’ upskilling and reskilling. Since teachers are part of the technical core,
one of the tasks that the organization has to address is the enhancement of the

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teacher’s teaching skills. If the organization can solve this issue, teachers
equipped with upgraded learning will produce upgraded students.
4. Engaging stakeholders in up taking collaboration and support Prominent to the
saying that it takes a community to educate a child, there should be an
involvement coming from an outside force which is the stakeholders. In order
for the program to be successfully implemented, aid from the stakeholders in
the community
6. Environment
It is a process in which a group of regulators act to maintain a steady state
among the
system components. A biological analogy illustrates the concept when an organism
moves from a warm environment to a cold one, homeostatic mechanism trigger
reaction to maintain body temperature.
Every social system has proper boundary in the same manner the school building
has also bounded to separate from the environment. The schools building, as the unit
of analysis, coincide with the larger schooling system. It is important to define carefully
the boundaries and the unit of analysis.
Outside boundaries there exists another unit of analysis i.e. environment which
affects the attributes of the internal component.
(ii) It is changed by the social system itself.
Educational policies, administrators, other schools and the community arc some
elements of constituting environment.
As open systems, schools have relationships with external agencies like unions.
Exertion of political power and authority between schools and the agencies becomes an
element of the school structure. Schools are institutional organizations whose
structures are formed by societal rules and beliefs, so an emphasis on how schools
response to those rules and beliefs becomes a main aspect to explain and evaluate
their structures (Dornbusch & Glasgow, 1996). School as an institution is “a natural
product of social needs and pressures” (Selznick, 1957, p. 5). This too proves that
schools are open systems that are dependent on and affected by their environment.
There is a distinctive link between the atmosphere created in schools and their
environment. An uncared-for school building, regardless of age, will reflect an uncaring
community. Working in an environment that is in need of repair (as most schools are)
creates stress; working in an environment that is unhealthy is not conducive to
effective teaching and learning.
7. Outcomes
Schools and teachers may define student outcomes as the knowledge, skills, and
habits of work that students are expected to acquire by the end of an instructional
period, such as a course, program, or school year. Outcomes, in education, are
about what happens to students as a result of objectives and outputs. They convey
students' overall satisfaction with a course or program, transformative experiences
gained, notable achievements, and tangible indicators of career readiness and
improved performance.
Learning outcomes are statements of the knowledge, skills and abilities individual
students should possess and can demonstrate upon completion of a learning
experience or sequence of learning experiences. Before preparing a list of learning
outcomes consider the following recommendations: Learning outcomes should be
specific and well defined. When developing a list of student learning outcomes, it is
important that statements be specific and well defined. Outcomes should explain in
clear and concise terms the specific skills students should be able to demonstrate,
produce, and know as a result of the program’s curriculum. They should also exclude
the greatest number of possible alternatives so that they can be measured.

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Outcomes need to be reviewed in light of students’ ability, developmental levels,

their initial skill sets, and the time available to attain these skill sets (i. e, 4 years). They
should also be in line with what is being taught. Learning outcomes should rely on
active verbs in the future tense. It is important that outcomes be stated in the future
tense in terms of what students should be able to do as a result of instruction. For
example, the learning outcome “Students have demonstrated proficiency in…” is
stated in terms of students’ actual performance instead of what they will be able to
accomplish upon completion of the program. Learning outcomes should also be active
and observable so that they can be measured.
Learning outcomes should be framed in terms of the program instead of specific
classes that
the program offers. Learning outcomes should address program goals and not specific
course goals
since assessment at the University is program-focused. For example, the learning
outcome “Students completing Chemistry 101 should be able to…” is focused at the
course level. It does not describe what a graduating senior in Chemistry should be able
to demonstrate as a result of the program. There should be a sufficient number of
learning outcomes. You should include between three to five learning outcomes in your
assessment plan. Fewer than three will not give you adequate information to make
improvements, more than five may be too complicated to assess.
It is important to note that not all programs will assess all learning outcomes in all
classes. The program may choose to focus on one or two per class. 10 Learning
outcomes should align with the program’s curriculum. The outcomes developed in your
plan need to be consistent with the curriculum goals of the program in which they are
taught. This is critical in the interpretation of your assessment results in terms of where
changes in instruction should be made.
Using curriculum mapping is one way to ensure that learning outcomes align with
the curriculum. A curriculum map is a matrix in which learning outcomes are plotted
against specific program courses. Learning outcomes are listed in the rows and courses
in the columns. This matrix will help clarify the relationship between what you are
assessing at the program level and what you are teaching in your courses. Learning
outcomes should be simple and not compound. The outcomes stated in your plan
should be clear and simple. Avoid the use of bundled or compound statements that join
the elements of two or more outcomes into one statement. For example, the outcome
This outcome really addresses two separate goals, one about analyzing and
interpreting data and another about writing. Learning outcomes should focus on
learning products and not the learning process. Learning outcomes should be stated in
terms of expected student performance and not on what faculty intends to do during
instruction. The focus should be on the students and what they should be able to
demonstrate or produce upon completion of the program.
8. Feedback loops
In a social system the triggering mechanism is the feedback loop. This ensures
that a portion of the school’s behaviour and the internal and external environment’s
reactions to that behaviour are filtered back into the system as input.
A feedback loop is the part of a system in which some portion (or all) of the system's output is
used as input for future operations.
A feedback loop is the part of a system in which some portion (or all) of the system's
output is used as input for future operations. Each feedback loop has a minimum of
four stages. During the first stage, input is created. During the second stage, input is
captured and stored. During the third stage, input is analyzed and during the fourth
stage, the insight gained from analysis is used to make decisions.

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A feedback loop in learning is a cause-effect sequence where data (often in the

form of an ‘event’) is responded to base on recognition of an outcome and that data is
used to inform future decisions in similar or analogous situations. In everyday life,
feedback loops for each of us occur naturally–usually in the form, ‘When I do X, Y
happens.’ That’s a kind of feedback loop in the learning process. In fact, it’s at the core
of the learning process and how the human brain learns.
Feedback loops can be either negative or positive. Negative feedback loops are
self-regulating and useful for and maintaining an optimal state within specific
boundaries. An old-fashioned house thermostat that uses bang bang control to turn a
furnace on or off is a classic example of a self-regulating negative feedback loop. When
the temperature drops to a predetermined low set point, the thermostat switches the
heating system on. When the temperature reaches a predetermined high set point, the
thermostat switches the heating system off.
Negative feedback loops are known for being stable, but not especially accurate.
For example,
in the case of a home thermostat, there can be a fairly wide range of acceptable
temperatures that can cause the heating system to have a fairly long response time. In
contrast, positive feedback loops simply repeat actions that have been effective in the
past. The intention of a positive feedback loop is to amplify a desired variable and
naturally move the system away from its starting state to a desired state. Problems can
occur, however, when the positive feedback loop grows exponentially without any
checks or balances. In such a scenario, a runaway positive feedback loop can make a
system become unstable.
External feedback loop
An external feedback loop is employed when a team collects feedback from a
client and uses that to correct and improve a project. This direct feedback is absolutely
invaluable: not only can a client's insight keep the project moving according to their
needs, but it also fosters a sense of collaboration and cohesion.
An external feedback loop is employed when a team collects feedback from a
client and uses that to correct and improve a project.
This direct feedback is absolutely invaluable: not only can a client’s insight keep the
project moving according to their needs, but it also fosters a sense of collaboration and
cohesion. The concept of a consistent loop is particularly key here: if feedback is
delivered too infrequently, the project could quickly veer off course and this will mean
more significant changes are needed as opposed to smaller incremental ones.
Let’s imagine that a marketing project manager is coordinating the creation of an
annual report for a client in the shipping industry. As well as a print document, the
client also needs a microsite to be developed.
The project manager creates a detailed project schedule (complete with a Gantt
chart and other tools) that will keep the multidisciplinary team on track. Using the best
project management tools the project manager assigns all of the tasks. For this project,
the project manager also decides to schedule regular meetings with the client to
update them on the progress that is being made and acquire general feedback. The
project manager is essentially creating a negative feedback loop, facilitating for the
client’s feedback to regularly be incorporated into the project to keep everything on
track.
This can be a complex process, though, and the project manager runs the risk of
complicating the project. The project manager cannot receive and distribute all of the
feedback related to both the print document and the microsite. The project manager
needs to call upon a range of quality tools to successfully establish an effective and
sustainable feedback loop (more on the best tools later).
Internal feedback loop

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An internal feedback loop is employed when a project manager collects the

feedback from the internal team to maintain a consistent level of quality on a given
project. This loop is essential because it ensures that clients are always presented with
the strongest possible iteration of a project. This loop is essential because it ensures
that clients are always presented with the strongest possible iteration of a project. If
the internal feedback loop is structured appropriately, it also ensures that the entire
team can efficiently deliver their feedback.
The internal feedback loop needs to organized in such a way that the entire team
is kept updated and only incremental changes are ever made. This helps to avoid large
sweeping changes which affect the work of other team members. Review and approval
tools such as Filestage can help streamline these internal feedback loops.
In this example, a retailer working in the apparel space requires a series of
landing pages
created to showcase its range of products and boost online sales.
Again, the project manager sets about selecting the appropriate team members
according to their abilities and uses their managerial vision to outline the project.
Given the volume of landing pages that are required, it is important that a positive
feedback loop is clearly structured and helps the team to keep the pages polished and
on track. This also acts as a form of quality control, ensuring that only quality pages are
sent to the client. To achieve this, the project manager decides to create the
opportunity for copywriters, designers, and developers to share feedback in a way that
is uniform and simple to track.
By using the correct range of tools, the project manager is able to collect detailed
and accurate feedback. The nature of the selected tools also means that it is simple for
that feedback to be implemented to boost the quality of the pages.
Now, the project is ready to be shared externally with the client. The team can rest
assured that the pages are in good shape before the client sees them.
SUMMARY
As a social system the school aims to prepare the students to occupy social roles
according to their capacities after leaving the school. In India, most of the rural youths
finish their studies after high school. Some of them do not go beyond the middle
schools .Therefore the functions of middle schools and the high schools in transmitting
knowledge, skills and socialization are very important. As a social system the first
function of the schools is to transmit knowledge and skills to younger generation.
Schools belong to a social system which is constructed by
the elements of structure, culture, individual, politics, teaching and learning,
environment, outcomes, and feedback loops.
LEARNING ACTIVITY
Complete the table below by giving a brief description of the key elements of school as a social
system.
Key element Description
Structure
Individual
Culture
Politics
Technical Core:
Teaching and Learning

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Environment
Outcomes
Feedback loops:
External
Internal
ASSESSMENT TASK
Self-Check
1. In your own words and in not less than 5 sentences each, explain the Social Systems
theory.
REFLECTION
Self-Reflect
1. Examine your own school. Why are the key elements important in the role played
by the school in the social system as the guardians of the society's future?
Lesson 3. The school as a community
When used by educators, the term school community typically refers to the various individuals,
groups, businesses, and institutions that are invested in the welfare and vitality of a public school
and its community—i.e., the neighborhoods and municipalities served by the school.
If schools are to be inclusive, every school should be central to its local
community. Managers and practitioners have a responsibility to understand that their
school has to become a community within a community. Members of the school will be
members of their local community reflecting its beliefs and values, conveyed through
the action, behaviour and attitudes of the pupils, teaching and non-teaching staff,
parents, governors and LEA.
Community education, as with all education, begins with and for the individual.
The role of the community educator is not dissimilar to the traditional role of the
teacher: to educate individuals in order that they become autonomous and are able to
participate in the community in which they choose to live. The element of choice is
important; some members of the community may wish to remain in the same setting
for much of their lives while others may choose to experience other communities.
Education should provide individuals with the tools whereby they are able to make such
choices. School culture As schools function within a community there is a need to
create an identity that acknowledges and reflects where the community is and where it
would like to be; this is also applicable to pupils, parents, teachers and support
agencies. Schools, like other communities, have their own characteristics and
personalities.
Schools do not consist of homogenous groups of people with shared identities;
schools are collections of individuals within a shared culture. The vision for the school is
contained in the school development plan and policy statements that provide the
rationale for practice. A school culture will manifest itself in many forms: a) practice –
rites, rituals and ceremonies; b) communications – stories, legends, symbols and
slogans; c) physical forms – location, style and condition of the school buildings,
fixtures and fittings; d) common language – phrases or jargon common to the school.

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Differences between schools may be explained in terms of organizational and social

structure which also reflects the interpersonal relationships that create the ethos, the
shared beliefs and values. The whole-school feeling exists to such an extent that it
drives the school as a community towards achieving goals.
An intangible relationship between community and ethos exists but the link is
difficult to define. Ethos is multidimensional, as no single definition would apply to the
many situations that occur in the life of the school community. Managers and
practitioners create school ethos through values and behaviors that reflect values
portrayed in policies and practice. Analysis of school management and community is
often directed at the individual teacher, whose skills in managing
young people are so consequential to the life of the classroom (Hargreaves, 1984). The
general
ethos, climate or philosophy of a school has its own powerful consequences. The
teacher and the pupil are interdependent; what is unclear is precisely how this
interaction works.
It emerges that the connection between the school and the community is not
static but develops on a continuum. The level at which the school reaches its
community and vice versa is their level of community orientation. There are three
possible patterns of connection between the school and the community as described in
the educational literature:
1) The closed door pattern: the school deals with all the child’s educational and
social problems, and community involvement and intervention are minimal. The closed
door policy towards the community needs feedback. A closed door policy will waste
energy without the right guidance. In the absence of constant input from the parents
and the community, the school will be unaware of changes occurring in these systems,
and hence will be unable to adapt itself and its curricula to these changes and will keep
degenerating.
2) The open door pattern: the school and the parents operate as open systems, so
that information flows freely in both directions. The school with an open door policy
makes the parents partners to their child’s educational process and strives to become
an influential factor in the life of the community. A basic assumption of systems theory
is that the open system is designed to process the inputs of its external environment,
only to return the processed product to the environment for its use and benefit. The
exchange of energy occurs in a cyclic nature. The final and improved product serves as
a new source of energy passing from the environment to the system. According to
Friedman (1986), the school with an open door policy receives its pupils from the
parents, teaches them and raises their level of education, in order to return them to
their community. In their adult life they will produce a new generation of pupils, whose
contribution to their children’s education is expected to be greater than that of their
parents’ generation.
3) The balanced pattern: the school and the parents set the degree of closeness or
distance between them, in order to achieve their educational and social goals to the
optimal extent. When the distance is large, the school has to bridge the gap and reach
out to the community; when the distance is small, the school has to close its gates
somewhat.
A school community is an assemblage of the people intimately attached to a
school-its teachers, administrators, students, and the students' families. Samuel Peng
sees advantages in enlarging this definition, making the school community more of an
educational community by drawing the public library into its orbit. There are various
perspectives of community and, particularly, school community. Clearly, there is a need
for some working definitions.
First, let’s consider that we are dealing with three constructs: a) the school as a
community,

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b) the schooling the community, and c) the school and the community. When Janice
Rosales, the principal of Peirce school in Chicago, writes about uniting the ethnically
and linguistically diverse families in her school, she is writing about the school as a
community. The school, itself, is a community of its members-teachers, administrators,
staff, students, and families of students. Doug McCullough has the same idea in mind
when he describes a process by which the principal exerts strong leadership while also
encouraging broad participation of teachers and parents.
In some places and by some people, schools are viewed in the same way today.
But in other places, the education level of teachers is not above that of a major portion
of community members, and the teachers' value of education is not unique. If used
synonymously with "group," "community" is an amorphous term. An individual is a
member of many groups, thus a part of many communities. A school is a community. A
neighborhood is a community. A city is a community. A profession is a community. A
church is a community. And so, the school is a) a community, b) an entity within larger
sets of communities, and c) inclusive of smaller communities within itself.
Meaning too much, community means very little. "The school is often discussed in
terms of its
relationship to the community, suggesting that the school is something apart from
community. In fact, the school exists within a mosaic of overlapping communities and
is, itself, capable of functioning as a community. A community is a group of people
associated with one another who share common values. Geography does not make
community, nor does membership nor casual affiliation. When the school functions as a
community rather than in a community, its constituents (students, parents, teachers,
staff) associate with one another and share common values about the education of
children.
At the root, members of the school community assume responsibility for one
another. Those children become our children, and parents are not external agents but
full partners in the education of their children and of each other's children. Teachers are
not isolated practitioners of pedagogy, but professionals integrated into the web of
community and buoyed by common purpose. Association of members and common
values are the defining criteria of community, and they are the instruments of
community-builders.
Beginning with the dyadic partnerships, members of a school community
strengthen their association with one another. Whole chunks of the school community's
constituents are unified and their educational values are illuminated. Then the
community can be broadened, reaching to compatible institutions to people and groups
who care about children. Finally, with its own house in order, the school community
might press the process of community building outward, progressing in concentric
circles of inclusion. Ultimately the school may become the lighthouse to the wider
community and by then the wider community may not seem so antagonistic after all.
SUMMARY
To be inclusive, every school has to become a community within a community. All
members of the school should be encouraged to have a shared commitment to the
creation of the school community. Within the context of community, it is necessary to
consider how education contributes to the life-long experience of its members.
Community can be defined in terms of location, structure and process: – where it is, the
influence of the environment and systems of control – the administrative elements and
guidance that determine equality of provision – the management of people and
development of a shared understanding of beliefs and values.
An understanding of the culture of schools is required before considering the
management of SEN. The culture of each school is determined by individual and

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collective beliefs and values. The interpersonal relationships create the ethos, the
shared beliefs and values. The whole-school feeling exists to such an extent that it
drives the school as a community towards achieving goals. There is a distinctive link
between the atmosphere created in schools and their environment.
According to Durkheim, the purpose of education is to create the social entity, i.e.
socialization of the individual from the moment of birth. Parents and schools need to do
everything they can to help their children relate co-operatively to adults and other
children. Community activities should be encouraged within the extended school
community
LEARNING ACTIVITY
Complete the table below by giving a brief description of each of the three possible
patterns of connection between the school and the community.
Pattern Description
Closed door pattern
Open door pattern
Balanced pattern
ASSESSMENT TASK
Self-Check
1. In your own words and in not less than a 10-sentence paragraph, discuss the
concept of school as a community.
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REFLECTION
Self-Reflect
1. Within the context of community, it is necessary to consider how education
contributes to the life-long experience of its members.
Write your reflections!
Lesson 4. School as a learning community
A learning community is one in which all members acquire new ideas and accept
responsibility for making the organization work. The educational leader's task is to
change the goals of the organization so that learning is rewarded for all participants.
How community based resources can be used in teaching and learning?
Community resources are part of instructional media which can be used in
teaching. When well used community resources can enliven a class, encourage student
participation and help students grasp difficult concepts. The outdoors can be effective
avenue for learners to develop an
understanding for basic concepts.
The role of community in schools consists of the connections between schools and
individuals, businesses, and formal and informal organizations and institutions that can
leverage community resources and assist students in achieving positive outcomes.
A learning community is a group of people who share common academic goals and
attitudes and meet semi-regularly to collaborate on classwork. Such communities have
become the template for a cohort-based, interdisciplinary approach to higher
education.
In our review of the literature, we found what seem to be common relational
characteristics of learning communities: (1) sense of belonging, (2) interdependence or
reliance among the
members, (3) trust among members, and (4) faith or trust in the shared purpose of the
community.
Broadly speaking, learning communities are theorized to lead to improved academic
outcomes by fostering stronger connections among students and between students and
faculty, integrating students into campus life, and providing a more engaging academic
environment.
Core Practices in Learning

Communities

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Learning communities provide a space and a structure for people to align

around a shared goal. Effective communities are both aspirational and practical. They
connect people, organizations, and systems that are eager to learn and work across
boundaries, all the while holding members accountable to a common agenda, metrics,
and outcomes. These communities enable participants to share results and learn from
each other, thereby improving their ability to achieve rapid yet significant progress.
There are large, well-researched bodies of knowledge about learning communities,
communities of practice and purpose, and collective impact. At the Center, we draw
from that expert knowledge and apply it to our innovation approach. We see learning
communities as critical components for building distributed leadership and scaling
promising practices by connecting organizations, agencies, and philanthropies who
both share the community’s goal and have the capability to operate at scale. The
features of learning communities most relevant to our work are described below.
What does a learning community do?
1. It connects people. Learning communities convene change agents across sectors,
disciplines, and geographies to connect, share ideas and results, and learn from
each other. Communities may work together in-person and virtually.
2. It sets goals and measures collective progress. These communities align participants
around common goals, metrics (ways of measuring achievement), theories of
change, and areas of practice.
3. It enables shared learning. Communities share learning from both successful and
unsuccessful
experiences to deepen collective knowledge.
4. It supports distributed leadership. The scope of a learning community allows it to
offer a wide range of leadership roles and skill-building opportunities.
5. It accelerates progress toward impact at scale. These communities facilitate fast-
cycle learning, measure results to understand what works for whom, and bring
together the key
stakeholders who can achieve systems-level change.

Why are learning communities important?
Achieving widespread change in the early childhood field requires tackling an
interrelated set of complex social problems. To solve these problems, the field needs a
strong community of learning and practice that will work to identify multiple
intervention strategies for different groups of children and families. Rather than
replicate “successful” programs in different contexts — where they may or may not
achieve the same results — learning communities share results and metrics to figure
out what works best for whom and why. This approach provides a highly targeted and
effective way to achieve impact at scale.
1. Community of practice
Communities of practice are groups of people who share a concern or a passion for
something they do and learn how to do it better as they interact regularly. The basic
premise behind communities of practice is simple: we all learn in everyday life from the
communities in which we find ourselves.
One of the clearest definitions of a community of practice comes from Etienne and
Beverly Wenger-Trayner, who helped articulate the concept in 1991:
Communities of practice are groups of people who share a concern or a passion for
something they do and learn how to do it better as they interact regularly. Motivations
for convening a community of practice are many, but at the most fundamental level, a
group of people come together driven by a shared learning need. By engaging each

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other over time in collective learning, they develop a bond that in turn fuels the
production of resources to influence their own practices.
The combination of a shared field/area of expertise, community, and practice lie at the
heart of a community of practice.
The community of practice is a pillar of XQ’s work and within the education
community as a whole. It allows a committed, motivated group of individuals to build
community and resources.
At XQ, we define our community of practice as “a diverse group of people who model
vulnerability, share values and language, develop trust, and reflect with a goal of
building effective and empowering high schools.”
Throughout the year, an intimate group of school leaders from cohort of XQ
schools learn from one another, challenge each other, and continue to improve our
capacities and build community—all towards the goal of rethinking high school across
America.
By engaging in peer-to-peer learning, school leaders are able to strengthen the
implementation of their school designs and the XQ Design Principles all in the context
of a visit to an XQ school. Communities of practice are crucial throughout the education
community as we tackle some of the most important challenges facing society.
Teachers rarely get opportunities for reflection and collaboration with others
outside their grade level or departmental team. The term “community of practice”
(CoP) was first introduced by Etienne Wenger, an education practitioner and scholar
who described CoPs as “groups of people who share a passion for something that they
know how to do and who interact regularly to learn how to do it better.” Virtual CoPs
provide an opportunity for educators to connect around similar topics, passions, and
areas of expertise. There are communities of practice for many subjects, but
ambassador teachers in our Participate Learning programs benefit from communities
designed specifically for global educators and dual language educators.
How to run your own Community of Practice

Designing your own community of practice is an exciting step towards growth,
innovation, and deeper learning – whatever your shared learning need happens to
be. Here are some helpful steps
towards creating your own community of practice:

1. Articulate a clear, shared-learning need
2. Identify other people working towards a similar mission
3. Gather with one another, in person or virtually
4. Collectively create a shared vision, definition and set of norms for your community
of practice
5. Be open to continuous improvement and evolving to meet the needs of your
community.
Teachers rarely get opportunities for reflection and collaboration with others
outside their grade level or departmental team. The term “community of practice”
(CoP) was first introduced by Etienne Wenger, an education practitioner and scholar
who described CoPs as “groups of people who share a passion for something that they
know how to do and who interact regularly to learn how to do it better.” Virtual CoPs
provide an opportunity for educators to connect around similar topics, passions, and
areas of expertise. There are communities of practice for many subjects, but
ambassador teachers in our Participate Learning programs benefit from communities
designed specifically for global educators and dual language educators.
The construct of community of practice is grounded in sociocultural theories of
learning and development that contend that all human development is founded upon
social interaction in cultural/historical practices that are mediated by the use of cultural

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artifacts, tools, and signs. (Cole, 1996; Engeström, 1987; Vygotsky, 1978). Since
language is the preeminent socializing tool, it is fundamental in learning and
development (Gutiérrez, 2002; Ochs & Schieffelin, 1984) and is the means by which
individuals make meaning of material and ideational artifacts in society (Cole, 1996;
Moll, 2000; Ochs, 1988).
As members of a community of practice interact, share, and participate in a
particular cultural practice over time, they develop their understanding about the
practice, about who they are, and about what they know in relation to the community
and its goals. According to Wenger (1998), there are three forms of “belonging” to a
community of practice that shape an individual’s learning and development:
engagement, imagination, and alignment. Individuals develop their sense of belonging
and alignment to a community of practice and its way of thinking and doing through
their active engagement in the cultural practice (Wenger, 1998). Wenger’s (1998) and
Wenger and Lave’s (2001) notion of legitimate peripheral participation is essential to
the three modes of belonging to a community of practice. Through collaboration and
active engagement in a community of practice, members are able to imagine
themselves, their roles, and their future in the practice as they move from peripheral to
full participation, or from novice to expert, in making meaning of the tools, concepts,
and processes that construct and cultivate the practice (Rogoff, 1995; Vygotsky, 1978;
Wenger, 1998; Wenger et al., 2002).
Three main benefits of using a community of practice:
1. Encourages information and knowledge sharing
Teachers are often looking to exchange ideas and stay fresh by gaining new
perspectives from others. Virtual communities of practice serve as a meeting place
that can be joined at any time, from anywhere in the world. Facilitated discussions
ask thought-provoking questions to generate open conversations between
members. The act of sharing what works well and what doesn’t can bring
opportunities for growth and innovation in the classroom, empowering educators to
try new things.
Ambassador teachers in our dual language and global leaders programs benefit
from the knowledge sharing that happens in each CoP. It provides a meaningful
extension to the in-person professional development that happens at the beginning
of each school year. Resource pages and discussions are spaces for educators to
share helpful tools and best practices that
work. For example, teachers within our middle school Spanish program, Conexiones,
have access to specific curriculum resources and collaborate regularly through
discussions to discuss ways to improve student outcomes.
“Communities of practice give me a feeling of belonging. I love connecting with
my colleagues. I have learned so much. The ideas and resources shared are super
helpful.” – Ava-Gaye Blackford
2. Allows instant feedback and collaboration
Within communities of practice, there are also time-bound learning experiences
developed to foster learning and connection. Time-bound learning experiences, or
learning that occurs in quick bursts and utilizes blended-learning approaches, helps
participants achieve their specific learning objectives. The experiences encourage
engagement and a sense of belonging with a group of individuals with a shared
interest and passion. As adult learners, we are looking for ways to ask questions, to
learn, and to share our expertise.
Participating in a discussion about favorite technology tools, or go-to global
lesson plans, provides an opportunity to troubleshoot with others and collaborate
together. Connecting educators with diverse learning experiences can create a

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lasting impact on teacher practice and student learning. This direct and authentic
engagement between adult learners, when combined with opportunities to solve
real problems, can increase leadership and confidence.
3. Connects educators from around the world
Many of our ambassador teachers are adjusting to the American education
system for the first time. As part of their orientation week, teachers get professional
development time to learn and share information that serves as a foundation in
their classrooms. After their initial orientation training ends, they are eager to
support each other through the challenges of the first few months. Facilitated
discussions among passionate educators can create a lasting impact on teacher
practice and student learning. Joining a community of practice can also be
motivating for new ambassador teachers because it allows them to learn from the
experiences of others.
2. School Learning Action Cells (SLAC): Professional learning communities
Professional Learning Communities (PLCs) are also known as “learning
communities”, communities of practice” or “self-managing teams.” Rightly so, since
these are groups of practitioners that agree to meet regularly in order to agree on what
to do and how to do the same in their collective desire to improve instruction. They are
practitioners and so are experts by themselves.
Successful PLCs have a common set of non-negotiable curricular standards that
are based on the country’s curriculum standards. They agree on the most essential
standards to focus on and to make curriculum viable. They also agree and develop their
own formative and end-of-course common assessments. They meet regularly to share
experiences and learn from one another’s experience.
In successful PLCs, the principal is more of a learning leader. He/she exercises
minimalist leadership and so is concerned with those that matter most – national
standards that are focused on
the essential, measurable targets in student performance, assessment of learning to
determine
progress in relation to performance targets. He/she monitors regular team meetings
and documents progress to recognize success.
PLC practices in Japan and in Germany are worth considering. Principals organize
teacher teams into PLCs. Teams deliberate on the most effective methodology to teach
the lesson from introduction to deepening until assessment. When a lesson works well,
teachers publish it or do demonstration lesson in “lesson fairs.”
Professional learning that increases educator effectiveness and results for all
students occurs within learning communities committed to continuous improvement,
collective responsibility, and goal alignment. Professional learning within communities
requires continuous improvement, promotes collective responsibility, and supports
alignment of individual, team, school, and school system goals. Learning communities
convene regularly and frequently during the workday to engage in collaborative
professional learning to strengthen their practice and increase student results. Learning
community members are accountable to one another to achieve the shared goals of the
school and school system and work in transparent, authentic settings that support their
improvement.
School Learning Action Cells (SLAC)
In line with the implementation of Republic Act 10533 or the Enhanced Basic
Education Act of 2013, the Department of Education issued the policy on the Learning
Action Cell (LAC) as a K-12 Basic Education Program School-Based Continuing
Professional Development Strategy for the Improvement of Teaching and Learning.
(DepEd Order # 35 s. 2016)

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This advocacy of DepEd implies that every teacher should be properly guided and
equipped with the know- how of the teaching learning processes through revisiting or
reviewing some areas or concerned in performing the duties and responsibilities of an
effective and efficient teachers. Successful teaching is a result of the systematic use of
appropriate strategies for delivering and assessing the learning objectives targeted for
lesson. Thus, to facilitate the process of knowledge transmission, teachers should apply
appropriate teaching strategies that best suit specific objectives and level exit
outcomes. In the traditional epoch, many teaching practitioners widely applied teacher-
centered to impart knowledge to learner’s comparative to student-centered. By these,
teachers play a significant role in the intellectual development of the pupils using
various assessments and teaching strategies to improve pupil’s performance in
schools’ subject.
It is therefore incumbent upon the DepEd to ensure teachers’ continuing
professional development (CPD) within the framework of School-Based Management
(SBM) and embodied in the School Improvement Plans (SIPs). As such, this policy
highlights the fact that the locus of learner development is at the school where
deliberate measures must be taken to improve student learning outcomes. In this
policy, the DepEd institutionalizes Learning Action Cells (LACs) that aim to develop and
support successful teachers by nurturing their knowledge, attitudes, and competencies
in terms of curriculum, instruction, and assessment in their work stations.
In the DepEd, a Learning Action Cell is a group of teachers who engage in
collaborative learning sessions to solve shared challenges encountered in the school
facilitated by the school head or a designated LAC Leader. LACs will become the school-
based communities of practice that are positive, caring, and safe spaces.
School learning action cells aim to improve the teaching-learning process that will
lead to improved learning among the students, to nurture successful teacher, to enable
teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes, and to foster a professional collaborative
spirit among school heads, teachers, and the community as a whole.
SUMMARY
The school is a miniature school in itself, possessing a social system of its own.
The school
plays an important part in the determination of social position. In modern industrial
technolo-

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gical societies, the school provides the opportunities to acquire social and occupational
mobility. Teachers and other school personnel subtly reward student behavior which
they consider acceptable and desirable. The school promotes and graduates students;
it rewards and punishes, and provides co-curricular and extra-curricular activities to
prepare students for life outside the school.
LEARNING ACTIVITY
Complete the table below by giving a brief description of each of the benefits of using a
community of practice.
Benefits Description
Encourages information and
knowledge sharing
Allows instant feedback and
collaboration
Connects educators from
around the world
ASSESSMENT TASK
Self-Check
Answer the following questions briefly.
1. Is education today relevant to the needs of the community? society? Explain.
2. Cite at least 3 ways by which you, as a future teacher, can contribute to the
education community in tackling important challenges facing society.
3. As education student, what is the relevance of PLCs and SLACs in the
improvement of the quality of teachers in the country?
REFLECTION
1. Make a reflection. From the Lesson on “The School as a Learning Community”,

I realized that . . . . .
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REFERENCES
Bozkus, K. (2014) . “School as a Social System.” Sakarya University Journal of

Education, 4/1 (Nisan/April 2014) ss. 49-61
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Module 3 The TCHR Com SCHL Culture Org Leadership 2022

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Module 3 THE TCHR, COM, SCHL Culture & ORG

Studocu is not sponsored or endorsed by any college or university

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STUDY GUIDE FOR MODULE NO. 3

Module 3 – School as a Social System

Module 3 presents discussions on the concept of school as social system. It

MODULE LEARNING OUTCOMES

The objectives of this Module are the following:

MODULE LEARNING OBJECTIVES

The term ‘system’ implies an orderly arrangement, an interrelationship of parts.

LEARNING CONTENTS (title of the subsection)

Lesson 1. Social systems model

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system refers to’ an orderly arrangement, an inter relationships of parts. In the

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LEARNING CONTENTS (title of the subsection)

Lesson 2. Key elements of school as a system

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context, education should encourage students to work collaboratively and ask

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traditions, fashions, morality, religion, etc.

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5. Technical Core: Teaching and Learning

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Outcomes need to be reviewed in light of students’ ability, developmental levels,

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A feedback loop in learning is a cause-effect sequence where data (often in the

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An internal feedback loop is employed when a project manager collects the

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LEARNING CONTENTS (title of the subsection)

Lesson 3. The school as a community

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