SCHOOL AS AN

ORGANIZATION
The process of democratic consultation shall be observed in the decision-making process at appropriate
levels. Feedback mechanisms shall be established to ensure coordination and open communication of the
central office with the regional, division and school levels

The communication channels of field offices shall be strengthened to facilitate flow of information and
expand linkages with other government agencies, local government units and nongovernmental organizations
for effective governance

Bureaucratic organization and learning

The free flow of information and knowledge is hampered in highly bureaucratic school setting where
hierarchical organizational patterns are particularly strong. As a result , different sector of the organization
often operate on the basis of picture of the total situation which does not put the organization forward.
The existence of clear cut hierarchical division in highly bureaucratic organization tends to emphasize the
distinctions between the different element of the organization and consequently create more pronounced
boundaries in terms of duties and responsibilities

What learning organizations must develop?

Cybernetics suggests the following Scan and anticipate change in the wider environment to detect significant
variations. Develop the ability to questions , challenge operating norms and assumptions. Allow an strategic
direction and pattern of organization to emerge . Double-loop learning versus single loop learning Occurs in
organization that support change and risk taking and so employees; Are asked to dig beneath the surface of
recurring problems and uncover the surface that are producing them. Are asked to create ‘language’ , mindset
and values that make learning and change a major priority On contrary , single loop learning is simply
engaged in basic skill such as scanning THE ENVIRONMENRT , setting objectives and monitoring the
performance of the organization to maintain the organization and not to challenge and improve the
organization.
CQI and TQM for learning organization
The practice of double-loop learning find it's application in the path breaking work by the leaders of quality
movement such as Edward Deming and Joseph juran . This quality movement promotes continuous quality
improvement.

Quality management system of DepEd

The department of education in the Philippines formally launched it's quality management system (QMS) in
October 2018. This means DepEd as an organization has embraced ciq as a way of life. The establishment of
QMS in DepEd means that it is a learning organization with QMS , DepEd is expected to enhance people
capacity, internal system and process resulting in efficient and effective delivery in basic education services.
SYNAPSE
STRENGTHENERS
• Do the bureaucratic organizational charts support the school as a learning organization?
• a) Fundamental principles of hierarchy apply to the DepEd structure from the Central
Office to the school level. The hierarchy is referred to as bureaucratic organization's
Weber (2001) describes bureaucratic organization, to wit
• The development of bureaucracy greatly favors the leveling of social classes every
process of social leveling creates a favorable situation for the development of
bureaucracy and perceives bureaucracy as an adaptive device for using specialized skills.
• RA 9155. Sec 7 E mandates the organization of the school as follows

• There shall be a school head for all public elementary schools and public
high schools or a cluster thereof. The establishment of integrated schools
from existing public elementary and high schools shall be encouraged
• The school head who may be assisted by an assistant school head, shall be
both an instructional leader and administrative manager. The school head
shall form a team with the school teachers /learning facilitators for
delivery of quality education programs, projects and services. A core of
non-teaching staff shall handle the school's administrative, fiscal and
auxiliary services
CONSISTENT WITH THE NATIONAL EDUCATIONAL POLICIES, PLANS AND STANDARDS,
THE SCHOOL HEADS SHALL HAVE AUTHONTY, ACCOUNTABILITY AND RESPONSIBILITY
FOR THE FOLLOWING:

• Setting the mission, vision, goals and objective of the school

• Creating an environment within the schools that is conductive to teaching and learning:

• Implementing the school curriculum and being accountable for higher in naming
outcomes

• Developing the school education program and schools improvement plan

• Offering educational programs projects and services which provide equitable
opportunities for all learners in the community
• Introducing new and innovative modes of instruction to achieve higher learning
outcomes
• Administering and managing all personnel, physical and resources of the school;

• Recommending the staffing complement of the school based on its needs; fiscal

• Encouraging staff development;

• Establishing school and community networks and encouraging the active participation
of teachers organizations, non-academic personnel of public school and parents-
teachers community associations.
• Accepting donations, gifts bequest grants for the purpose of upgrading and expanding
school facilitator competencies, improving and expanding school facilities and
providing instructional materials and equipment Such donations or grants must be
reported to the appropriate district supervisors and division superintendents, and
• Performing such other functions as may be assigned by proper authorities.
FIGURE 1.
FIGURE 2.
 SCHOOL CULTURE
"School culture is the personality of the group, which is influenced by the leadership,
the school's history and the unwritten rules people abide by," — Steve Gruenert and
Todd
Culture is a “framework that a group can use to solve problems”. “It also refers
to the way teachers and other staff members work and relate together and the set
of beliefs, values, and assumptions they share” ( Youngshams, 2017)

It has also been referred to at different times as any of the following:

• The social glue that holds people together

• “The way we do things around here”
• Activity behind the scenes or between the lines
• What’s really going on
• The pattern of behavior that distinguish us from them
• A set of behaviors that seem strange to new employees
• Deeply embedded beliefs and assumptions
• The unwritten rules
• A code honored by members (Gruenet, S. & Whitaker, T.)
 •An organization culture develops as the group school responds is based on challenges
in its environment. The culture of the is based on “a guiding vision of high-level learning
for students… all leadership take place within a cultural context encompassing the
school’s culture and ethos . (Danielson C. 2006). School culture has far-reaching
school's culture impact on every aspect of the organization. Student achievement ,teacher
effectiveness, teacher retention and community support are all affected in many ways by
school culture.
 A positive school culture is one where individuals feel valued
cared for and respected. A positive school culture contributes to effective
teaching and learning, genuine communication within and outside the
school. It cannot be created, maintained or changed by only one person.
Building a positive school culture ensures the preservation of the power
of intrinsic motivation, dignity, cooperation, curiosity, joy in learning that
people are born with”. (E. Deming)

School culture is positive when it’s collaborative “ when not everything is

a series of lectures, announcements and warnings"
Positive culture is "creative". But, "the assertion of a creative culture is
contradicted by a practice of unbending uniformity
Positive culture is a culture of high expectations' but is undermined by the
encouragement of undeserved good grades for your students work” .
Positive culture is a culture of respect' but is likewise "undermined by
every imperious, demanding and angry e-mail and voice mail. Positive
culture is a culture of equity but it does not exist when "essential
interventions to improve student performance are sacrificed on the altar of
traditional schedules and the convenience of adults
 6 Keys to Creating a Positive School Culture
By Edward Deming
1. Establish constancy of purpose.
Create constancy of purpose toward the improvement of product and service. The purpose of the organization is spelled out in the
vision-mission statements and goals of a school.
2. Drive out fear and build trust.
Replace fear with trust. Trust that the other person in the organization is benevolent, honest, open, reliable and competent. Build
relationships, among members of the organization

3. Break down barriers to collaboration.

Deming said "teamwork requires one to compensate with his strength for someone else's weakness, for everyone to sharpen each
other's wits with questions.”
TEAM simply means Together, Everyone Achieves More. Helen Keller said it so "alone we can do so little; together we can do so
much.“

4. Cease reliance on inspection/evaluation to achieve quality.

What Deming meant was do not depend on evaluation or inspection of the product to achieve quality
5.Institute coaching leadership as the norm.
For Deming, a leader is a coach not a judge and so leadership means coaching. The most
effective coaching method is by being a role model. School leadership and staff should lead by
example.

6. Eliminate merit pay and competitive quality work.

Lao Tzu said "It is better not to make merit a matter of reward lest people conspire and ranking."
Daniel Pink claimed competitive rankings: 1) extinguish intrinsic motivation 2) diminish
performance, 3) crush creativity 4) crowd out good behavior 5) encourage cheating, shortcuts
and unethical behavior, 6) make people addicted to rankings and ratings which 7)foster short-
term thinking
CHILD-FRIENDLY
SCHOOL
has a positive school
culture
Based on UNESCO framework of a right-based and a child-friendly school, a
school must have quality environment that has the ff elements:

IT IS INCLUSIVE FOR STUDENTS

• Does not exclude, discriminate, or stereotype on the basis of difference.

Provides education that is free from compulsory, affordable and accessible, especially to
families and children at risk.
• Respects diversity and ensures equality of learning for all children (e.g., girls, working
children, children of ethnic minorities and affected by HIV/AIDS, children with
disabilities,victims of exploitation and violence)
• Responds to diversity by meeting the differing circumtances and needs of children
(e.g., based on gender, social class, ethnicity, and ability level).

IT IS EFFECTIVE FOR LEARNING

• promotes good quality teaching and learning processes with individualized instruction
appropriate to each child's developmental level, abilities, and learning style and With
active, cooperative, and democratic learning methods.
• provides structured content and good quality materials and resources.
• Enhances teacher capacity, morale, commitment, status, and income and their own
recognition of child rights.
• promotes quality learning outcomes by defining and helping children learn what they
need to learn and teaching them how to learn
 It is healthy and protective of children.
• Ensures a healthy, hygienic, and safe learning environment, with
adequate water and sanitation facilities and healthy classrooms, healthy
policies and practices (e.g., a school free of drugs, corpora/ punishment,
and harassment), and the provision of health services such as nutritional
supplementation and counseling.
• Provides life skills-based health education.
• Promotes both the physical and the psycho-socio-emotional health of teachers and
learners.
• Helps to defend and protect all children from abuse and harm.
• Provides positive experiences for children.

It is gender-sensitive.
• Promotes gender equality in enrollment and achievement.
• Eliminates gender stereotypes.
• Guarantees girl-friendly facilities, curricula, textbooks, and teaching-
learning processes socializes girls and boys in a non-violent
environment.

• Encourages respect for each others' rights, dignity, and equality.

It is involved with children, families, and communities.
• Child-centered — promoting child participation in all aspects of
school life.
• Family-focused -- working to strengthen families as the child's
primary caregivers and educators and helping children, parents, and
teachers establish harmonious relationships.
• Community-based - encouraging local partnership in education,
acting in the community for the sake of children, and working with
other actors to ensure the fulfillment of children’s rights.