2. 2
Sergiovanni (2000, pp. 154-155)
identified six forces affecting changes
in schools: bureaucratic, personal,
market, professional, cultural, and
democratic. Each of these forces is
influential in implementing changes in
schools:
4. BUREAUCRATIC FORCES
are rules, mandates, and other
requirements intended to provide
direct supervision, standardized
work process, or standardized
outcomes that are used to
prescribed change.
4
5. PERSONAL FORCES
are personalities, leadership
styles, and interpersonal skills
of change agents that could
push for changes to happen in
school.
5
7. PROFESSIONAL FORCES
are standards of expertise, codes
of conduct, collegiality, felt
obligations, and other
professional norms intended to
build professional community to
compel change
7
8. CULTURAL FORCES
are shared values, goals, and
ideas about pedagogy,
relationships, and politics
intended to build covenantal
community that is used to
compel change
8
9. DEMOCRATIC FORCES
are democratic social contacts
and shared commitments to
the common good intended to
build a community that is used
to compel change.
9
10. 10
Due to these change forces, schools need to build internal
commitment to change and positive social transformation.
Internal commitment is an essential contributor to school
effectiveness. Internal commitment means all faculty,
administrators, and staff experience a high degree of
ownership and a feeling of responsibility on the changes
that they wish to happen. Teachers, students, and staff
must see their roles and responsibilities in the changes
that will happen. Cooperation, collaboration, and open
communication is essential. Responding to the different
change forces requires empowerment of every member of
the school community. It also requires ethical and moral
leadership from school managers and administrators.
Furthermore, all the members of the school must possess
innovative behaviors and creativity.
12. • To effectively serve as an
agent of social change,
schools needs to evolve
and be a model of a good
social institution.
12
13. • Reviewing the current
literatures on the
characteristics of a good
school makes us conclude that
good schools are generally
described as being learner-
centered.
13
14. • Good schools make an
effort to serve all types of
students providing a good
physical and socio-
emotional environment for
all students.
14
15. • They provide instructional
support system to help
students to learn effectively
and to develop curricular
program to further enrich the
knowledge and skills of the
students.
15
16. • They respect the ethnic and
linguistic differences among
students.
16
17. Based on the study of Mcbeath,
Boyd, Rand, and Bell(1995),
there are six indicators or an
effective school that were also
affirmed by Sergiovanni(2000).
19. PUPIL
• Pupils are nice to each other.
• Everyone is treated fairly.
• There is a friendly atmosphere
• Teachers control the classes but
not too strict
• Teachers help you with things
you are not good at.
19
20. TEACHER
• Communication is good among all
members.
• Staff development is good.
• The environment is good to work
in.
• Pupils are happy and well
motivated.
• All pupils are helped to achieve
what they capable of. 20
21. PARENT
• There is a welcoming friendly
atmosphere.
• Staff are caring and communicate
well with pupils.
• Discipline is good.
• Extra time is spent with children
who learn less quickly.
• Relationships are good between
teachers and parents 21
22. MANAGEMENT
• Pupils are safe.
• All members of the school
community work toward clear
objectives.
• A high quality of information is given
to parents and visitors.
• Rules are applied evenly and fairly.
• All pupils are helped to achieve what
they are capable of.
22
23. SUPPORT STAFF
• Resources are good and up to date.
• Classrooms are clean, warm, and
comfortable.
• Support are given credit for their
competence and contribution.
• The environment is friendly and
welcoming.
• Staff development involves all staff.
23
24. BOARD MEMBER,
TRUSTEE
• Excellent reputation with the local
community.
• Strong leadership from senior
management.
• A happy and welcoming environment.
• Pupils being helped to reach their
individual potential.
• A safe place for pupils.
24
25. 25
As an agent of social
change, a school must set an
example of a good social
institution. Schools need to
model a dynamic social
organization characterized by
the following:
26. • The school climate must be
professional and friendly to all;
• There must be a positive
relationships among students,
faculty, staff, administrators, and
stakeholders;
• The classroom atmosphere
must be mentally and
emotionally engaging for
learning;
26
27. • There is enough and
adequate support for
learning;
• The teachers and other staff
received support for
professional and personal
growth;
• The school must be efficient
in managing its resources;
27
28. • There must be an efficient
communication system among
teachers, students, administrators,
staff, parents, and other
stakeholders;
• The school has a system to
recognize good works and other
achievements;
• There must be a strong school and
home relationship; and
• All members of the school
community must be treated with
respect. 28
29. 29
The school as an agent of positive social
change and transformation must elicit support
and cooperation from all its constituents and
stakeholders. The embers of the school
community believe and support its vision and
mission. It encourages collaboration rather than
competition. It disassociates itself from
unhealthy academic politics and practices that
destroy unity and good relationship among the
faculty and staff.
30. 30
Schools are guided by a clear vision and a
passion to pursue a noble mission. Schools
everywhere are not only centers of learning
and knowledge production. They are the
guardians of peoples' freedom and
democratic life. They are shrines of noble
ideas and ethical principles. They are the
minds and conscience of the people in the
field of education.
32. 32
Transformative education cannot be
simplified into mere acquisition of skills
since its impact is for life as it connects
the heart and the mind and find its
meaningful and lasting application in the
exercise of one's rights not just for self-
gratification but in the service of humanity.
It commits itself to the following guides:
33. 1. MUST BE ANCHORED ON THE
COUNTRY'S EDUCATIONAL GOALS.
One will never get lost i Article XIV -
Education, Science and Technology, Arts,
Culture and Sports from the 1987
Constitution will be subscribed to by
every administrator and teacher. It mirrors
our commitment as a nation in our
conviction in the collaboration between
the state and the people in alleviating the
plight of our people via education.
33
34. 2. MUST BE FUNCTIONAL.
Every learning experience provided to the
students inside and outside the
classroom must be relevant and
meaningful. How can this be realized?"
The teacher must be transparent and
realistic enough to present the realities of
life that will be confronted by the learners
the moment he or she is exposed outside
them four walls of the classroom.
34
35. 3. MUST SETTLE FOR QUALITY.
The name of the game here is
excellence. The teacher himself or herself
must be the epitome of setting the tone
for excellence so much that he or she
exposes the students to work activities
that will challenge their creativity and
resourcefulness. In so doing, the learners
themselves will go beyond their
mediocrity and aspire to go out of the
box.
35
36. 4. MUST BUILD UPON THE IDENTITY OF
THE LEARNER AS A UNIQUE INDIVIDUAL.
Do you think that transformation is
possible to learners denied of
affirmation from his or her family and
community? Despite some limitations,
the learners must be encouraged to go
on against all odds and find
themselves in the ranks of the
successful.
36
38. 38
School culture matters. This influences to
a great extent how well students perform.
School culture is creation of all the
people in school and in the community
especially that of the school heads. It can
be positive or negative. It can facilitate or
adversely affect learning. A school
community must therefore strive to create
a positive culture.
39. THE MEANING OF
SCHOOL CULTURE
School culture is one of the most complex
and important concepts in education
(Schein,1985). It generally refers to the
beliefs, perceptions, relationships, attitudes
and written and unwritten rules that shape
and influence every aspect of how a school
functions (
https://www.edglossary.org./school-culture).
39
40. 40
However, the term also
encompasses more
concrete issues such as
the physical and emotional
safety of students, the
orderliness of classrooms
and public spaces or
degree to which a school
embraces racial, ethnic,
linguistic and cultural
diversity.
42. 42
In fact, Scott and Marzano
(2014) state that “school
culture is reinforced by
norms, expectations and
traditions, including
everything from dress codes
to discipline systems to
celebrations of
achievement.
43. 43
Therefore, it may be described as the
character of a school that gives a
school qualities beyond its structures,
resources and practices. They are
“built through the everyday business of
school life. It is the way business is
handled that both forms and reflects
culture”. (Sophier, J.1985)
44. CULTURE AS A
SOCIAL CONSTRUCT
It is shaped by everything that all
people in school see, hear, feel and
interact with. It is a creation of the
school head, teachers, parents, non-
teaching staff students and
community . Sean Slade (2014)
elaborates.
44
45. SCHOOL CLIMATE AND SCHOOL
CULTURE
School climate refers to the school
effects on students, including teaching
practices, diversity and relationship
among administrators, teachers, parents
and students. School climate is driven
by and reflected in daily interactions of
staff, administration, faculty, student
support staff and the outside community.
45
46. 46
Social culture refers to
the way teachers and
other staff members work
together and the set of
beliefs, values and
assumptions they share.
47. THE ROLE OF SCHOOL CULTURE
IN LEARNING
School culture matters. Research
confirms the central role of culture to
school success. School culture can be
positive or negative or toxic. A positive
culture fosters improvement,
collaborative decision making,
professional development and staff
and student learning. A negative
culture fosters the opposite.
47
51. HIGH EXPECTATIONS
it has been said one’s
level of achievements is
always lower than one’s
level that aspirations.
51
52. TWO PROBLEMS ARE ARISE
HERE ROBERT J. MARZANO
WARN US :
52
First, expectations
are subtle and
difficult to change.
Second, what
actually
communicates
expectations to
students is teacher
behavior.
54. 54
In fact, honest and open
communication (# 12 in this
list) is possible only when
there is trust and
confidence in each other in
the school community. I can
share my inner thoughts
only when I am confident
that I do not get ostracized
when I do.
55. TANGIBLE SUPPORT
everyone in the school community
gets concrete support for the
good that they do. Support comes
in not just in words but in action.
School head sees to it that LCDs
in the classrooms are functioning.
55
56. REACHING OUT TO THE
KNOWLEDGE BASE
56
teachers care to grow
professionally to update
themselves on content
knowledge and pedagogy,
the first domain in the
Philippine Professional
Standards for Teachers.
58. 58
A reminder to teachers: “You are
not made less when you praise
others. Instead you become
magnanimous. So don’t be stingy
with your sincere praise. The
problem sometimes is or eyes are
so quick to see the negative and so
we despise them immediately but
our eyes are blinded to the good
and so we overlook them and fail to
appreciate.
59. CARING , CELEBRATION,
HUMOR
kids don’t care what you know until they
know that you care. They don’t listen to
teacher when teacher doesn’t care. It
may be good to remind teachers that
many of students, especially those who
struggle, don’t receive nearly enough
positive feedback in the classroom or in
their personal lives.
59
60. 60
“When kids are taught with a proactive,
praise-heavy approach, they tend to do
better”, says Erin Green of Boys Town.
But be specific Generic, overly
generalized comments such as “Good
job!” don’t really help. Complimenting a
specific behavior (“Thanks for showing
respect to our visiting guest”), on the
other hand, reinforces that particular
behavior.
62. PROTECTION OF WHAT
IS IMPORTANT
62
what schools consider
important must form part
of their tradition and so
must be projected by all
means.
63. TRADITIONS
a schools must have an
intentional culture-based
program on shared values,
beliefs, and behaviors.
63
64. HONEST AND OPEN
COMMUNICATION
64
no one gets ostracized for
speaking up his mind. The
atmosphere is such that
everyone is encouraged to
speak his mind without fear
of being ostracized.
