The Teacher and Community, School Culture and

Organizational Leadership

Chapter 10
Creating a Positive Culture
Chapter 11
School Policies and their functions
Chapter 12
Roles and Competencies of School Heads
Chapter 13
Code of Ethics for Professional Teachers
Chapter 14
Magna Carta for Public School Teachers

A report submitted to
Prof. Salome F. Sestina

Proponents
Flora, Cristel Rhea
Generale, Rhea Micaila
Laiz, Princess Pauline
Mangui-ob, Cristylyn
Rosalejos, Eric John
Tamdang, Vincent

JANUARY 2020
CHAPTER 10: Creating a Positive School Culture

Learning Outcomes:

At the end of this chapter, you should be able to:

 Explain the meaning of school culture;

 Discuss how school culture affects learning; and cite ways by which you
can contribute to the building of positive culture.

School culture matters. This influences to a great extent how will students
perform. School culture is a 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.
School culture is one of the most complex and important concept in education. It
refers to the beliefs, perceptions, relationships, attitude and written and unwritten rules
that shape and influence every aspect on how a school functions. However the term
also encompasses more concrete issues such as the physical and emotional safety of
students, the orderliness of concept classroom and public spaces or degree to which a
school embraces racial ethnic, linguistic and cultural diversity.

According to:

Spacey – school culture consists of the norms and shared experiences that evolve over
schools history;

Scott and Marzano (2014) – state that school culture is reinforced by norms,
expectation and tradition, including everything from dress codes to discipline system to
celebrations of achievement; and

Sophier, J (1985) – They are “built through the everyday business of school life. It is the
way the business is handled that both forms and reflects the culture.”

Culture as a Social Construct:

Culture is a social construct not a genetic construct. This means that school
culture is, therefore, something that we do not inherit or pass on through the genes.
Rather, it is something that we create and shaped. It is shaped by everything that all
people in school see, hear, feel and interact with. It is creation of the school head,
teachers, parents, non-teaching staff, students and community.
School Climate and School Culture

These terms are frequently used interchangeable but school climate is more
relational; it is illustrated by the attitudes and behaviors of the school staff and is
focused on the style of the schools organizational system. School climate refers to the
schools effects on students, including teaching practices, diversity and the relationship
among administrators, teachers, parents and students. School climate is driven by and
reflected in daily interactions staff, administration, faculty, students support staff and the
outside community.

School culture is a deeper level of reflection of shared values, belief, and

traditions between staff members. School culture refers to the way teachers and other
staff member work together and the set of beliefs, values and assumptions they shared.
School culture is a broader terms and so is inclusive of school climate.

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 school culture
foster improvement, collaborative decision making, professional development and staff
and student leaning. A negative culture fosters the opposite.

Elements of a Positive Culture

1. Collegiality – the school atmosphere is friendly. You work in an atmosphere where

responsibility and authority are shared by anyone. You can be yourself. You have not
put your best to impress others.

2. Experimentation – the atmosphere encourages experimentation and so will

welcome mistakes as part of the learning process.

3. High Expectation – it has been said ones level of achievement is always lower
than ones level that aspiration. So high expectations for high achievement.

4. Trust and confidence – honest and open communication 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 can do not get ostracized when do.

5. 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.

6. Reaching out to the knowledge base – Teachers care to grow professionally to update
themselves on content knowledge and pedagogy, the first domain in the Philippine
Professional Standard for teachers.
 7. Appreciation and recognition – makes classroom climate highly favorable. 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
our eyes are so quickly 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.

8. Caring, celebration humor – kids don’t care what you know until they know that you are.
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.

9. Involvement in decision making – involving others who are concerned with decision to be
made enhances sense of ownership. They also feel important.

10. Protection of what is important – what school consider important must form part of their
tradition an so must be protected by all means.

11. Tradition – a school must have an intentional culture-based program on shared values,
beliefs, and behaviors. This strengthens sense of community.

12. Honest and open communication – 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.

Shared Norms: Teachers and Student Norms

Shared norms for both teachers and students contribute to a positive school culture.
Boss and Larmer (2018) share teacher norm and student norm to contribute to a fair and an
engaging learning environment, characteristics of a positive school culture. They check on the
following norms each week.

Application – Let’s Apply

1. Based on your experiences, give at least 10 school practices that don’t contribute
to positive culture.
2. Are the following items good tips in building positive culture? Defend your
answer. If it is not so good tip, replace it with good one.
a. “No Talking” as classroom rule #1 imposed by teacher
b. If some students say they need a quiet area to work in at times, they make a
sign like that, “Quiet Area, Brains at Work.”
c. “We talked about this yesterday. Did you forget?” “You had this so well
yesterday. I know you can get it today.”
d. Do you believe in your own ability to learn and grown? Do you believe it is
your obligation as a teacher to model learning and growing?
e. The teacher wrote, “Nice job” on a student’s sketch of an orange.
 f. Come up with a Question and Answer Wall. Here students post the academic
question they want answered to be within the month with their name on it.
Anybody can give an answer with his/her name written.
3. Suggest 5 concrete ways to establish a positive school culture.
4. Choose a school. Determine the presence of any of the 12 practices of a positive
school culture in that school by noticing down conversations, comments,
activities that you hear/observe in that school of your choice.

Conversation/Comment
Indicator heard or Activities observed Your comments
1.Collegiality
2.Experimentation
3.High Expectations
4.Trust and Confidence
5.Tangible support
6.Reaching out to the
knowledge bases
7.Appreciation, Recognition
8.Caring, celebration, humor
9.Involvement in decision
making
10.Protection of what is
important
11.Traditions
12.Honest, open
communication

Let’s Check for Understanding

Answer the following questions briefly.

1. What is school culture?

2. Does school culture affect student learning?
3. Cite at least 3 ways by which you, as future teacher, can contribute to a
positive school culture.

Let’s Reflect

I learned that
I realized that
I was pleased that
I was not aware that
Taking it to the Net

Is school culture also referred to as the hidden curriculum? Research on this and share
your findings in class.

LET Clinchers

1. Which is TRUE of school culture?

A. Passed on like a hereditary trait
B. Created by the school head and other stakeholders
C. Has insignificant effect on student performance
D. Cannot be altered

2. Which contributes to a positive school culture

A. Growth mind set
B. Low expectations
C. Authoritarian Leadership
D. Exclusivity

3. Which form part of school culture?

I. Structure
II. Resources

III. Practices

IV. School Climate

A. I and II
B. I, II and III
C. II and III
D. I, II, III, and IV

4. School head respects academic time so she does not just call on teachers during
class hours. Which element of positive school culture is illustrated?
A. Tradition
B. Collegiality
C. Protection of what is important
D. High expectation

5. Complete the analogy. Positive culture: Growth mindset

Toxic culture: _______
A. Inclusivity
B. Exclusivity
C. Resignation to failure
D. Team work
CHAPTER 11: School Policies and their Functions

Schools are institutions motivated by a shared vision. Necessarily, schools must

have policies for them to realize their vision and mission. These policies are a reflection
of the values of the people who created them. Whatever policies are formulated must
redound to improved teaching-learning of learners which is very reason of the existence
of schools. In this Chapter, we will focus on school policies that govern school and
community partnership.

Here is a part of the policy on grading given by the DepEd Central Office Order 8, s.
2015, dated April 1, 2015:

Table7. Weight of components for Grades 1-10

Components Languages, AP, Science and Math MAPEH. EPP and

EsP TLE

Written work 30% 40% 20%

Performance Tasks 50% 40% 60%

Quarterly 20% 20% 20%

Assessment

Summative assessments are classified into three components, namely, Written

Work (WW), Performance Tasks (PT), and Quarterly Assessment (QA). These three will
be the bases for grading. The nature of the learning area defines the way these three
components are assessed.

How is Attendance reported?

This is according to the DepEd Central Office Order 8, s. 2015, dated April 1,
2015:

A learner who incurs absences of more than 20% of the prescribed number of
class or laboratory periods during the school year or semester should be given a failing
grade and not earn credits for the learning area or subject. Furthermore, the school
head may, at his/her discretion and in the individual case, exempt a learner who
exceeds the 20% limit for reasons considered valid and acceptable to the school. The
discretionary authority is vested in the school head, and may not be availed of by a
student or granted by a faculty member without the consent of the school head.
 Such discretion shall not excuse the learner from the responsibility of keeping up
with lessons and taking assessments. When absences cannot be avoided, the school
must give the learner alternative methods and materials that correspond to the
topics/competencies that were or will be missed. These include modules and materials
for the Alternative Delivery Mode, and/or Alternative Learning System as well as those
that are found on the Learning Resources Management and Development System
(LRDMS).

When students successfully accomplish the learning activities through these

materials, they shall be exempted. However, the report card should still reflect the
number of absences. Parent of learners who are accumulating many absences must be
immediately informed through a meeting to discuss how to prevent further absences.

Habitual tardiness, especially during the first period in the morning and in the
afternoon is discouraged. Teachers shall inform the parents/guardians through a
meeting if a learner has incurred 5 consecutive days of tardiness.

This is according to the DepEd Oder 54, s. 2009:

General Policy
Every elementary and secondary school shall organize a Parents-Teachers
Association (PTA) for the purpose of providing a forum for the discussion of issues and
their solutions related to the total school program and to ensure the full cooperation of
parents in the efficient implementation of such program. Every PTA shall provide
mechanisms to ensure proper coordination with the members of the community, provide
an avenue for discussing relevant concerns and provide assistance and support to the
school for the promotion of their common interest. Standing committees may be created
within the PTA organization to coordinate with community members. Regular fora may
be conducted with local government units, civic organizations and other stakeholders to
foster unity and cooperation.
As an organization operating in the school, the PTA shall adhere to all existing
policies and implementing guidelines issued or hereinafter may be issued by the
Department of Education. The PTA shall serve as support group and as a significant
partner of the school whose relationship shall be defined by cooperative and open
dialogue to promote the welfare of the students.

Activities
All PTA activities within the school premises or which involve the school, its
personnel or students shall be with prior consultation and approval of the School Head.
Financial Matters
Such collections shall be made by the PTA subject to the following conditions: If
collection of the School Publications Fee, Supreme Student Government (SSG)
Developmental Fund and other club membership fees and contributions is coursed
through the PTA as requested by the concerned organization, the amount collected
shall be remitted immediately to the school, SSG or other student organizations
concerned on the day it was collected. The pertinent organization shall deposit the
funds with a reputable bank on the next banking day under the organization’s account.
No service fee shall be charged against any student organization by the PTA.
Non-compliance or any violation of the aforementioned conditions shall be a
ground for the cancellation of the PTA’s recognition and/or the filing of appropriate
charges as the case may be.

Policy on Collection of Contributions

Cognizant of the need of an organization for adequate funds to sustain its

operations, a duly recognized PTA may collect voluntary financial contributions from
members and outside sources to enable it to fund and sustain its operation and the
implementation of its programs and projects exclusively for the benefit of the students
and the school where it operates. The PTA’s programs and projects shall be in line with
the School Improvement Plan (SIP).

The contributions should be a reasonable amount as may be determined by the

PTA Board of Directors;
Non-payment of the contributions by the parent-member shall not be a basis for
non-admission or non-issuance of clearance(s) to the child by the school concerned;
The contributions shall be collected by the PTA Treasurer on a per parent-
member basis regardless of the number of their children in school;
No collection of PTA contributions shall be done during the enrollment period;
and
No teacher or any school personnel shall be involved in such collection activities.

Safekeeping of Funds
All collections of contributions or proceeds of fundraising activities shall be
deposited in a reputable banking institution as determined by the Board of Directors.
The PTA’s Treasurer or a duly authorized representative shall undertake the collection
and shall issue official receipts/acknowledgement receipts. In no case shall any school
official or personnel be entrusted with the safekeeping and disbursement of collections
made by the PTA. All disbursements of funds shall be in accordance with generally
accepted accounting and auditing rules and regulations.
Prohibited Activities and Sanctions
PTAs are prohibited from:
Interfering in the academic and administrative management and operations of the
school, and of the DepEd, in general;
Engaging in any partisan political activity within school premises;
Operating a canteen/school supplies store, or being a concessionaire thereof
inside the school or nearby premises, or offering these services to the school as its
client either directly or indirectly;
Selling insurance, pre-need plans or similar schemes or programs to students
and/or their parents; and
Such other acts or circumstances analogous to the foregoing
PTA Officers and members of the Board of Directors are prohibited from
collecting salaries, honoraria, emoluments or other forms of compensation from any of
the funds collected or received by the PTA.
PTAs shall have no right to disburse, or charge any fees as service fees or
percentages against the amount collected pertinent to the School Publication Fee,
Supreme Student Government (SSG) Developmental Fund and other club membership
fees and contributions.
In no case shall a PTA or any of its officers or members of the Board of Directors
call upon students and teachers for purposes of investigation or disciplinary action.
The recognition of any PTA shall be cancelled by the Division PTA Affairs
Committee upon the recommendation of the School Head concerned for any violation of
the above-mentioned prohibited activities and these Guidelines. Thereafter, the School
Head may call for a special election to replace the Board of Directors of the PTA whose
recognition was cancelled. Criminal, civil and/or administrative actions may be taken
against any member or officer of the Board of the PTA who may appear responsible for
failure to submit the necessary annual financial statements or for failure to account the
funds of the PTA.

Analysis - Let’s Analyze

1. How do you feel about the policies? Are you happy about them? Or are you
happier without them? Why?
2. What if schools had no policies on the grading system? What may happen? What
are possible consequences on teaching and learning?
3. What if schools had no policies on the student’s tardiness and absences? What
may happen? What are possible consequences on school atmosphere? On
teaching and learning?
4. Based on the DepEd order on PTA collections, why are schools very strict with
money collections?
 5. The policies given above come from DepEd Central Office. Should all school
policies come from DepEd Central Office? Can schools also formulate their own
policies? If yes, why? If no, why not?
6. If schools can formulate their own policies, what conditions must be met for these
policies to be surely implemented?
7. What is an advantage of a policy formulated by the school community over that
policy which comes from above?

Abstraction – Let’s Conceptualize

Importance of Policies

Policies are important because they help a school establish rules and
procedures and create standards of quality for learning and safety, as well as
expectations and accountability. Without these, schools would lack the structure and
function necessary to provide the educational needs of students.

Policies help define rules, regulations, procedures and protocols for schools. All
of these are necessary to help a school run smoothly and safely and ensure that
students receive a quality education.

Schools have policies for several reasons. Policies establish rules and
regulations to guide acceptable behavior and ensure that the school environment is safe
for students, teachers and school staff. School policies also help create a productive
learning environment.

In order for rules and regulations to be in place and enforced, policies are
created, often by the local school board. Having these policies in place means there are
determined procedures for how school operations are handled, down to every minute
detail, so that educators, staff and students know what is expected and can act
accordingly. This saves time, prevents confusion and unifies the school.

Application – Let’s Apply

A. Interview a school head on at least one school policy formulated under her
leadership ask the following:
1. Why was it formulated?
2. How was it formulated? Was it formulated with the representatives from the
school and community? Why or why not?
3. Does the implementation of policy address the problem for which it was
created? If it doesn’t, what’s next step is being planned?
Let’s Check for Understanding

1. Why are policies important in a school?

2. List down at least 2 school policies (one from Central Office and another from the
school level.) Explain the purpose behind the policy.

Let’s Reflect

What is my attitude towards school policies? Do I welcome them?

Taking it to the Net

1. Research on school policies on attendance, tardiness, uniform, ID, special

examinations. Know the why behind the policies.

LET Clinchers

1. What are PTAs prohibited from doing?

I. Interfering in the academic and administrative management and operations of
the school, and of the DepEd
II. Engaging in any partisan political activity within school premises;
III. Operating a canteen/school supplies store, or being a concessionaire thereof inside
the school or nearby premises, or offering these services to the school as its client either
directly or indirectly;

A. I, II and III C. I and II

B. II and III D. I and III
2. Which statement on School Policies is CORRECT?
A. They suffocate school climate.
B. They help ensure realization of school goals.
C. They come from above and so by all means are observed.
D. School policies are permanent to build the culture of excellence.
3. Why is there a policy on grading?
I. To fulfill the purposes of assessment
II. For fair grade computation
III. For the guidance and information of all
A. I and II C. II and III
B. I and III D. I, II and III
4. “The Sabbath is made for man and not man for the Sabbath.” What does this
imply regarding policies?
A. Policies are formulated to help people in the organization.
 B. Policies showed not be adjusted when people in organization cannot aside by
the law.
C. Policies are orders from above like the law of the Sabbath.
D. Laws are formulated by man and women in society.

CHAPTER 12: Roles and Competencies of School Heads

Pursuant to Republic Act No. 9155 (RA 9155) otherwise known as Governance
of Basic Education Act Of 2001 and its Implementing Rules and Regulations stated in
Rule VI that the school head shall from an instructional leader and administrative
manager.

School achievement greatly affects to the plans and actions undertaken by the
school head. The school head has an authority, accountability and responsibility to lead
the national educational policies, plans and standards.

Since the Principal leads the school, he is empowered and has an authority to
make decisions that would result in the achievement of instructional goals. It also
means that he was going to be accountable for all the school level.

The role of school head is not an easy task. Therefore, the DepEd mass a
schedule on the different leadership trainings to school heads to ensure that they will be
fully functional to their duties and responsibilities to enhance their school instructional
supervision and monitoring skills.

R.A. 9155

SEC. 3 Purposes and Objectives – The purposes and objectives of this Act are:

(m) School Head – is a person responsible for the administrative and instructional
supervision of the school or cluster of schools.

National Competency-Based Standards for School Heads (NCBS- SH)

Many teachers could be thinking and wondering why they are only the subject of
national competency standards while their immediate superiors, the school heads are
not. But it’s not actually the case for like the teachers who are considered as the heart
of the school system, school heads too will be under a national competency standards
as stated in DepEd Order No. 32, s. 2010,
Activity – Let’s Read These

Chapter 1, Section 5, E of RA 9155 states that the school head is an

administrative and an instructional leader.

1. List down 2 things that the school head does as an instructional leader and 2
things as an administrative leader.
2. Based on your observations of school heads, with which role is the school head
more occupied? Prove your answer.
Analysis – Let’s Analyze

Answer the following questions:

1. Based on your lists (in the Activity Phase of this lesson) how does an
administrative leader differ from an instructional leader?
2. In your opinion, which between the two leadership roles – administrative and
instructional – should be given more time by the school head? Why?

Guiding Principles in the Framing of the NCBS –SH

The following are the principles which guided the framing of the NCBS-SH.

 Function - based. The competencies are based on school head functions as

stated in RA 9155, related laws and DepEd policies.
 Responsive. Competencies are applicable in any range of context: big or small
school, city or rural school, culturally divergent groups.
 Impartial. These are applicable to any school head regardless of position item,
gender, age, experience and other personal circumstances.
 Coherent. These are clear and logical.
 Valid. All performance indicators are research-and experience-based.

CORE PRINCIPLE

School heads are competent, committed and accountable in providing access to

quality and relevant education for all through transformational leadership and high
degree of professionalism.

DOMAINS AND COMPETENCY STRANDS

The competencies identified for the school heads are classified into seven
domains for school leadership and management which are:
Domain 1:

School Leadership

Effective leadership is the core of every successful school. This domain

emphasizes that effective school leaders collaborate create a vision and establish a
climate for teachers, non-teaching personnel and learners to reach their highest level of
achievement.

Domain 2:

Instructional Leadership

Education reforms have created an urgent need for strong emphasis on the
development of instructional leadership skills. This domain covers those actions in
instructional leadership (e.g. assessment for learning, development and implementation,
instructional supervision and technical assistance that school heads take or delegate to
others to promote good teaching and high level learning among pupils/students.

Domain 3:

Creating a Student-Centered Learning Climate

The domain requires that effective school leaders set high standards and create
high expectations for learners at the same time recognizing their achievement.

Domain 4:

HR Management and Professional Development

Effective school leaders develop the skills and talents of those around them. This
domain includes the nurturing and supporting of a learning community that recruits
teachers based on NCBTS and promotes the continuous growth and development of
personnel based on IPPD and SPPD.

Domain 5:

Parent Involvement and Community Partnership

Effective school heads engage in shared decision making with the community in
achieving universal participation, completion and functional literacy. This domain covers
parent and other stakeholders’ involvement to raise learners’ performance.

Domain 6:

School Management and Daily Operations

 This domain covers the critical role school heads play in managing the
implementation and monitoring of their schools ‘improvement plan/annual
implementation plan.

Domain 7:

Personal and Professional Attributes and Interpersonal Effectiveness

Effective school leaders are models of professionalism and ethical and moral
leadership. This domain includes the development of pride in the nobility of the teaching
profession.
THE COMPETENCY DOMAINS

1. Personal Excellence – Modeling Integrity and Accountability; Acting on

possibilities and Challenges; Managing personal effectiveness; Continuing
Professional Development
2. Strategic Thinking – Charting strategic direction of the school; Making informed
decisions; Initiating new ways of doing things
3. Instructional Leadership – Loading curriculum implementation and improvement;
Coaching and mentoring teachers; Maximizing use of appropriate learning
resources; delivering planned learning outcomes
4. Operational Skills – Managing school resources; Managing school programs;
Managing staff performance
5. Relationship skills – Valuing diversity; Building trust and leading teams; Relating
with people; Creating a learner-centered environment
6. Change and Innovation –Leading change and innovation; Managing sustainable
use of technology
7. Community Engagement – Sustaining collaborative partnerships

 Administrative leadership relates to Domains 5, 4, and 1.

 In the Southeast Asian Competency Framework, the following competencies
strengthen school community partnership:
1, promoting shared responsibility for school improvement;
2. managing education alliances and networks; and
3. sustaining collaborative relationships with stakeholders

Let’s Check for Understanding

With the word SCHOOL HEAD, give the competencies of a school head based on the 2
competency frameworks for school heads you just studied.

Let’s Reflect

 Based on the NCBSSH and the Southeast Asian Competency Framework, do

you have the makings of a school head?
 Of the listed competencies for school heads in NCBSSH and the Southeast
Asian Competencies, which do you have most? Least? What message does this
give you as a future candidate for the position of school head?
Taking it to the Net
Research on competencies of school heads/school leaders of other high
performing educational systems in the world. e.g. – Finland, Singapore, Canada.
Will an effective teacher necessarily be an effective school head? What does
research say?

LET Clinchers
Direction: Choose the letter of the correct answer.
1. Which competency/ies is/are practiced by a school head who demonstrates
strategic thinking and innovation?
I. Charting the strategic direction of the school
II. Making informed decisions
III. Leading change and Innovation
A. I and II C. II and III
B. I only D. I, II and III
2. Which does the school head do as an instructional leader?
A. Leads in curriculum implementation and improvement
B. Manages education alliances and networks
C. Manages school resources and systems
D. Makes informed decisions
3. To which domain in School Heads’ Competency Framework is supervising and
evaluating teachers’ performance aligned?
A. Strategic thinking and innovation
B. Instructional Leadership
C. Personal Excellence
D. Stakeholder’s engagement
4. How can a school head create a student-centered learning climate?
I. Set high social and academic expectations
II. Prepare financial reports
III. Create school environments focused on the learner
A. I only C. II only
B. I, II and III D. I and II
5. Based on the NCBSSH, what are expected of the school head as a school
leader?
I. Developing and communicating vision, mission, goals and objectives
II. Data-based strategic planning
III. Building high-performing teams
A. I and II C. I, II and III
B. II and III D. I and III
Chapter 13: Code of Ethics

A code of ethics is a guide of principles designed to help professionals conduct

business honestly and with integrity. A code of ethics document may outline the mission
and values of the business or organization, how professionals are supposed to
approach problems, the ethical principles based on the organization's core values, and
the standards to which the professional is held.

Teachers help students learn the academic basics, but they also teach valuable
life lessons by setting a positive example. As role models, teachers must follow a
professional code of ethics. This ensures that students receive a fair, honest and
uncompromising education. A professional code of ethics outlines teachers' main
responsibilities to their students and defines their role in students' lives. Above all,
teachers must demonstrate integrity, impartiality and ethical behavior in the classroom
and in their conduct with parents and coworkers.

Teachers must model strong character traits, such as perseverance, honesty,

respect, lawfulness, patience, fairness, responsibility and unity. As a teacher, you must
treat every student with kindness, equality and respect, without showing favoritism,
prejudice or partiality. You must maintain confidentiality unless a situation warrants
involvement from parents, school administration or law enforcement, and never use
relationships with students for personal gain

Teachers must wholly commit to the teaching profession. Your classroom should
promote safety, security and acceptance, always avoiding any form of bullying, hostility,
dishonesty, neglect or offensive conduct. You must accurately describe your
qualifications, credentials and licenses to school boards or principals who seek to hire
you. You must also fulfill all contracts; obey school policies; and account for all funds
and resources at your disposal. It's your responsibility to design lesson plans to meet
state standards and create a well-rounded education plan that appeals to a wide range
of learners.

A professional code of conduct demands attentiveness to continuing education

requirements and career development. You must research new teaching methods,
attend classes to maintain your certifications, consult colleagues for professional advice,
participate in curriculum improvements and stay up to date on technical advancements
for the classroom. It's your duty to ensure that your teaching methods are fresh, relevant
and comprehensive. Teachers must engage in educational research to continuously
improve their teaching strategies.

In addition to fostering healthy relationships with students, teachers must build

strong relationships with parents, school staff, and colleagues in the community,
guidance counselors and administrators. You must never discuss private information
about colleagues unless disclosure is required by law. Always avoid gossip, including
false or mean-spirited comments about coworkers. Part of the code of ethics requires
you to cooperate with fellow teachers, parents and administrators to create an
atmosphere that's conducive to learning. You might be called upon to train student
teachers as they prepare to serve as educators, so a positive attitude and a team-
centered mindset can make all the difference.

Chapter 14: Magna Carta

Perida. R.A NO.4670 Magna Carta for Public School Teachers Known as the
“Magna Carta for Public School Teachers”. This was approved on June 18, 1966 to
promote and improve the social and economic status of public school teachers, their
living and working conditions, their employment and career prospects

This bill seeks to amend Republic Act No. 4670 otherwise known as "The Magna
Carta for Public School Teachers to make the said law more responsive in promoting
the welfare of the public school teachers. RA No. 4670 was passed into law on June 18,
1966 and has remained untouched for more or less fifty (50) years.

This act is very important to the public school teachers. It protects the rights of
the teachers like the tenure of office, academic freedom and other benefits. Some
teachers are not privy to the provision of this code as this is not discussed with them.
Whenever question is arises as to the legality of any action of the teacher, you must see
a copy of this code.
Magna Carta for Public School Teachers serves as the guide to utter protection
and freedom, away from threats and terminations from the concerned authorities. If you
are not aware of this law, you are always threatened by the administrators or any
person in authority to terminate you from work once you violated the law.
In order to be protected from abuses; every teacher must know Magna Carta for
Public School Teachers.
References

http://cris-rtu.blogspot.com/

https://prezi.com/vt6qpjydconp/competency-framework-for-southeast-asian-school-
heads/

https://schools.graniteschools.org/plymouth/policies-procedures/

https://www.academia.edu/31055879/R.A_NO.4670_Magna_Carta_for_Public_School_
Teachers

https://www.deped.gov.ph/1991/02/25/do-18-s-1991-policy-on-absenteeism-and-
tardiness/

https://www.deped.gov.ph/2009/06/01/do-54-s-2009-revised-guidelines-governing-
parents-teachers-associations-ptas-at-the-school-level/

https://www.deped.gov.ph/wp-content/uploads/2015/04/DO_s2015_08.pdf

https://www.senate.gov.ph/lisdata/17081055!.pdf