PROFED 103
THE TEACHER AND THE
COMMUNITY, SCHOOL CULTURE
AND ORGANIZATIONAL
LEADERSHIP
UNIT 3 School as a
Social System
1. Social Systems Model
2. Key Elements of School as a Social System
3. The School as a Community
4. School as a Learning Community
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
UNIT 3
School as a
Social System
Key
Elements of
School as a
Social
System
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
KEY ELEMENTS
Structure
Individual
Culture
Leadership
Technical
Core
Environment
Outcomes
Feedback
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
STRUCTURE
•
Schools have hierarchies
of authority, goals, and
role expectations similar
to bureaucratic
organizations.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
STRUCTURE
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
INDIVIDUAL
•
The individual is a key unit in
any social system; regardless
of position, people bring with
them individual needs, beliefs,
and a cognitive
understandings of the job.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
CULTURE
•
The beliefs, perceptions,
relationships, attitudes, and
written and unwritten rules
that shape and influence
every aspect of how a
school functions.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
LEADERSHIP
•
The process of enlisting
and guiding the talents and
energies of teachers,
pupils, and parents toward
achieving common
educational aims.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
TECHNICAL CORE
•
The teaching-learning
process is the technical
core of schools.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
ENVIRONMENT
•
The physical location,
facilities, classrooms,
school-based health
supports, and disciplinary
policies and practices.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
OUTCOMES
•
The products of the
organizations.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
FEEDBACK
•
Any information about
reactions to a product, a
person's performance of a
task, etc. which is used as
a basis for improvement.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
UNIT 3
School as a
Social System
School as a
Learning
Community
• Community of Practice
• School Learning Action Cells (SLAC):
Professional Learning Communities
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
LEARNING COMMUNITY
•
A group of people who share common
academic goals and attitudes and meet
semi-regularly to collaborate on classwork.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
COMMUNITY OF
PRACTICE
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
COMMUNITY OF
PRACTICE
•
A group of people who share a common
concern, a set of problems, or an interest in
a topic and who come together to fulfill both
individual and group goals.
https://www.wenger-trayner.com/introduction-to-communities-of-practice/
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
COMMUNITY OF
PRACTICE
Domain
Elements
of CoP
Community
Practice
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
COMMUNITY OF
PRACTICE
DOMAIN
•
The general area of interest for the community.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
COMMUNITY OF
PRACTICE
COMMUNITY
•
The community is the set of people who care
enough about the domain to give their own time to
participate.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
COMMUNITY OF
PRACTICE
PRACTICE
•
The way that work is done, by the community.
•
A something that is produced over time by those
who engage in it.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
School Learning Action
Cells (SLAC):
Professional Learning
Communities
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
School Learning Action
Cells (SLAC): Professional
Learning Communities
DepEd Order No. 35 s.2016
The Learning Action Cell as a K to 12
Basic Education Program School-based
Continuing Professional Development
Strategy for the Improvement of
Teaching and Learning
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
School Learning Action
Cells (SLAC): Professional
Learning Communities
DepEd Order No. 35 s.2016
(2) Through this policy, the DepEd fully supports the continuing
professional development of its teaching personnel based on
the principle of lifelong learning and DepEd’s commitment to the
development of teachers potential aimed towards their success
in the profession. This can be done through the school-based
LAC, which primarily functions as a professional learning
community for teachers that will help them improve practice and
learner achievement.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
School Learning Action
Cells (SLAC): Professional
Learning Communities
(9) 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 designated LAC leader. LACs will become the schoolbased communities of practice that are positive, caring, and
safe spaces.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
School Learning Action
Cells (SLAC): Professional
Learning Communities
(10) KEY ASPECTS:
• ongoing collaborative learning or problem solving within a
shared domain of professional interest,
• self-directed learning,
• reflective practice leading to action and self evaluation, and
• collective competence.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
School Learning Action
Cells (SLAC): Professional
Learning Communities
(10) The following are the objectives of this policy:
•
to improve the teaching-learning process that will lead to improved
learning among the students;
•
to nurture successful teachers;
•
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.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
School Learning Action
Cells (SLAC): Professional
Learning Communities
(11) LACs are the most cost-effective CPD process but may entail
some expenses for meetings and handouts.
• Funds for the LACs may be sourced from the school’s
Maintenance and Other Operating Expenses (MOOE), subject
to its utilization guidelines.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
School Learning Action
Cells (SLAC): Professional
Learning Communities
Theoretical Framework
Community of
Practice with
collaborative
planning,
problem-solving,
and action
implementation
Improved teacher’s
content knowledge
pedagogical skills,
assessment
strategies, and
professional ethics
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
Student Learning
and holistic
development
School Learning Action
Cells (SLAC): Professional
Learning Communities
Topics for LAC Sessions (14-16)
•
The content of LAC sessions may be determined by the teachers
themselves under the general guidance of the school head or LAC
leader.
•
This may be done through needs assessment, the results of which
should assist the LAC in listing their priority areas of learning.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
School Learning Action
Cells (SLAC): Professional
Learning Communities
Topics for LAC Sessions (14-16)
•
Learner Diversity and Student Inclusion
•
Content and Pedagogy of the K to 12 Basic Education Program
•
Assessment and Reporting in the K to 12 Basic Education Program
•
21st Century Skills and ICT Integration in Instruction and Assessment
•
Curriculum Contextualization, Localization, and Indigenization

In addition, teachers should also find time to discuss how their community linkages can support the
curriculum and how the LAC sessions promote their own professional growth.

Furthermore, emerging and urgent issues or concerns affecting teaching and learning must be discussed
during LAC sessions.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
School Learning Action
Cells (SLAC): Professional
Learning Communities
LAC IMPLEMENTATION PROCESS
17. Before the LAC Session
In order to plan for LACs, the LAC members, guided by the
LAC Leader and LAC Facilitator, are expected to identify
professional development needs and priorities issues to be
discussed or addressed in the LAC session.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
School Learning Action
Cells (SLAC): Professional
Learning Communities
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
School Learning Action
Cells (SLAC): Professional
Learning Communities
LAC IMPLEMENTATION PROCESS
17. Before the LAC Session
Assessment of
Needs
Prioritization of
Topics or
Agenda
Formation of
LAC
Identification of
Appropriate
Intervention
Scheduling of
Meetings
Writing of LAC
Plan
Preparing Lineitem Budget
LAC
Implementation
Norms
Assignment of
Work
Setting Up of
Resources
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
School Learning Action
Cells (SLAC): Professional
Learning Communities
LAC IMPLEMENTATION PROCESS
18. During the LAC Session
The priorities set out in the LAC Plan are implemented through a variety of
activities, which can include stimulus (e.g. lectures, practicum, orientation,
coaching, workshops, development and utilization of instructional materials, etc.)
followed by collaborative discussion of possible ways forward. The final activity of
the session will involve individual and group action planning in order to
implement agreed activities in the classroom.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
School Learning Action
Cells (SLAC): Professional
Learning Communities
LAC IMPLEMENTATION PROCESS
19. After the LAC Session
LAC members are expected to implement the proposed strategies or activities in their
classroom or school or community as appropriate and evaluate their success. LAC
members should be prepared to report back on the success of these activities in future
LAC sessions. LAC facilitators and LAC leaders should monitor these activities and
evaluate how far they are contributing to improved outcomes for learners at school. School
heads or principals should support the LACs by doing class observations and encourage
teachers to continually improve instruction so that student learning will also improve.
PROFED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP