Submitted by: Relly May S. Denosta Submitted to: Prof.

Lourdes Dela Cruz

ACTIVITIES AND EVALUATION

Note: Discussion should not be less than 15 Words

MODULE/CHAPTER 6
1. Illustrate with a cartoon or a diagram the partnership between school and community.
2. Develop a tool to evaluate the extent and quality of school and community partnership.
3. School and community enhance sense of ownership and sense of belonging. What does this mean? How will this
impact on schools and community?
4. Can school take the place of families in rearing of children? Why or Why not?
5. State the provisions of the law that refer to school-community partnership?
6. Cite additional examples of school-community partnership that benefits the young.

MODULE/CHAPTER 7
1.” I don’t hear what you are saying who you are speaks louder than what you say” How does this quote apply to the
professional teacher as a community leader?
2. A teacher is fully that her religion is the only true religion, the way to salvation. As a result, she proselytes. Can her
good intension of salvation for all justify her proselyting? Why or Why not?
3. As a community leader, what will you do if you see something negative in the community culture? Example
4. Give at least three expectations that community has for teachers?
5. How should a professional teacher regard indigenous people?

MODULE/ CHAPTER 8
1. Based on this lesson and by means of an acrostic, give qualities or specific behaviors of good leaders. See example
L-
E-
A-
D-
E-
R-
S-
2. You are assigned as a school head in a low performing school. Students are poorly motivated, parents and
community are not very cooperative, and teachers have low morale. As a teacher what should you do? Outline your
steps.
3. Two of your teachers are doing well. Four strongly resist Continuing Professional Development. Two are about to
retire and are simply waiting to retire. To make your school perform, as a school head, what moves will you take?
Explain.

MODULE/ CHAPTER 9
1.Form a 4 groups. Each group will do a PowerPoint representation to explain the following:
a. Meaning b. Advantages c. Disadvantages d. Demands of SBM
2. Divide the class into 2 groups. Each group will stimulate a meeting called by the school head to address the
following problems:
a. Litter in the school grounds and school c. poorly motivated students. Apply the Principle of SBM
b. bullying among students

MODULE/CHAPTER 10
1.Based on your experience 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 quit to work in a times, they make a sign like “Quit Area, Brain at Work”
c. “ We talked about yesterday. Did you forget?” “You had this so well yesterday. I know you can get it today”.
d. The teacher wrote, “nice job” on a student’s sketch of an orange.
3. Suggest 5 concrete ways to establish a positive school culture.
4. Answer the following briefly:
a. What is School Culture?
b. Does school culture affect student learning? Explain.
c. Cite at least three ways by which you, as future teacher, can contribute to a positive school culture.

MODULE/CHAPTER 11
1.Interview a school head on a last one school policy formulated under her leadership and report your findings class.
Ask the following;
a. Why is Formulated?
b. How was it formulated? Was it formulated with representatives from school and community? Why or why not?
c. Does the implementation of policy address the problem for which it was created? If doesn’t, what’s the next step is
being planned?
2. Do a simulation. One of your plays the role of a school head. Three will be a teacher representatives, 4 will be the
officers of a Parents Teachers Association, 4 are barangay officials, 4 are other members of the community (alumni,
NGO representative, Church representative) and 3 student leaders.
The problems in school are malnutrition. Many kids are sleepy, malnourished and underperforming. This true
most especially for kids who walks in school 1 hour from home. They eat their baon upon arrival in a school so no
more eat for lunch. As a result, they are restless and inattentive and so poor performance. You are the school head.
Preside in the meeting. What policy will you formulate to address the problem? The other members of the class who
are not involved in simulations are the observers and evaluators. They will be asked to comment at the end of the
activity. Here are some specific criteria:
a. Participation of the Group – Was there an active participation of the group?
b. School Head – How open was the school head, the presider, ideas and suggestions shared? What did she/he do
encourage everyone to participate?
c. Decision-making – Was the decision arrived by a consensus?
d. Respect – Was respect of ideas and participants are evident?
3. If you were to formulate a policy on food items sold at the Cooperative Store of your school, which would you do
as a school head? Why?

MODULE/CHAPTER 12
1.By means of Venn Diagram, compare the domains of the NCBSSH and Southeast Asian Competency Framework
for School Heads.
2. What competencies in school heads are common to the NBSSH and Southeast Asian Competencies for school
heads?
3. Do the competencies for both frameworks emphasize more on instructional leadership or administrative leadership?
Defend your answer.
4. Research on competencies of school heads school leaders of other high performing educational system in the world.
Eg,- Finland, Singapore, Canada.
5. Will an effective teacher necessarily be an effective school head? What does research say?