What is Instructional Leadership

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What is Instructional Leadership?
Instructional leadership ensures that all students have ongoing access to high quality teaching and learning
to achieve curriculum outcomes.
Instructional leaders demonstrate instructional leadership when they
focus on improving the effectiveness of instruction to increase the achievement of all students
know when, how, and why to initiate and sustain instructional change
create a school-wide inclusive culture of high expectations for achievement and for rigor, relevance, and
respect in the classroom
ensure instructional practices are appropriate to the context and grounded in research and the authentic
assessment of student learning
close the knowing-doing gap by moving successfully from sound theory to effective practices
are knowledgeable about and deeply involved in the implementation of the instructional program of the
school

4 Dimensions of Instructional Leadership™
Among school-related factors, school leadership is second only to teaching in its potential influence on
student learning. Instructional leadership is a critical aspect of school leadership. The work of
instructional leaders is to ensure that every student receives the highest quality instruction each day.
Doing so requires that instructional leaders lead for the improvement of the quality of teaching and for
the improvement of student learning.
The framework is not the sum total of the work of instructional leaders.
Rather, it is a description of the most salient aspects of instructional
leadership. Five core beliefs undergird the concepts of this framework and
therefore drive our work in school leadership here at the Center for
Educational Leadership.
1. Instructional leadership is learning-focused, learning for both students and adults, and learning
which is measured by improvement in instruction and in the quality of student learning.
2. Instructional leadership must reside with a team of leaders of which the principal serves as the
“leader of leaders.”
3. A culture of public practice and reflective practice is essential for effective instructional
leadership and the improvement of instructional practice.
4. Instructional leadership addresses the cultural, linguistic, socioeconomic and learning diversity
in the school community.
5. Instructional leadership focuses upon the effective management of resources and of people —
recruiting, hiring, developing, evaluating — particularly in changing environments.

Four Instructional Leadership Skills Principals Need
Posted April 30, 2013 in Educational Leadership

There’s no doubt that instructional leadership requires the school principal to wear many hats. At
various times, principals must be administrators, managers, diplomats, teachers and curriculum
leaders, sometimes all within one school day. It is definitely a balancing act, and principals must be
proficient in all of these areas, as well as able to fluidly move from one role to another.
Principals and school leaders continue to strive for balance and proficiency in their roles as
instructional leaders. Among the reasons cited for a lack of proficiency and emphasis on instructional
leadership in schools is a lack of comprehensive training. A deficit of time for executing instructional
activities, unrealistic community expectations and a glut of paperwork were also cited as reasons for
the shortfall.

Instructional leadership defined
Instructional leadership involves setting clear goals, managing curriculum, monitoring lesson plans,
allocating resources and evaluating teachers regularly to promote student learning and growth.
Quality of instruction is the top priority for the instructional principal. Instructional leadership is
committed to the core business of teaching, learning and knowledge. Staff members should meet on
a regular basis to discuss how to do their jobs better and ultimately help students learn more
effectively.

4 instructional leadership skills principals must have
Four skills have been identified as essential for effective instructional leadership in principals.

1. Effective use of resources
It isn’t sufficient for principals to just know their faculty’s strengths and weaknesses. If specific
resources can benefit the staff, the principal should be ready and prepared to provide them. They
should also clearly recognize that teachers thrive on being appreciated and acknowledged for good
performance.

2. Communication skills
Of course, instructional principals should be excellent communicators. Interpersonal or people skills
are crucial to the success of a principal. They must be able to communicate their beliefs pertaining to
education, including the conviction that every student is capable of learning. These skills inspire
trust, spark motivation and empower teachers and students.

3. Serving as an instructional resource
Teachers rely on principals and other administrative officials to be sources of information related to
effective instructional practices and current trends in education. Instructional leaders should be tuned
in to all of the pertinent issues and current events related to curriculum, effective assessment and
pedagogical strategies.

4. Being visible and accessible
Lastly, good principals should be a positive, vibrant and visible presence in the school. Modeling
behaviors of learning, focusing on learning objectives, and leading by example are crucial to the
success of an instructional principal.
In addition to these four qualities, a successful instructional principal should also have excellent
planning and observation skills as well as proficiency in research and evaluation of both staff and
student performance.

Instructional leadership roles: always evolving
The role of the instructional leader should also be expanded to incorporate a shift away from just
“management,” or working in terms of administrative tasks, and move toward an emphasis on
leadership. In order to achieve this objective, a strong principal with solid ideas is not enough;
success will require a redefinition of the role of the principal. Barriers to leadership must be removed
by reducing emphasis on bureaucratic structures and procedures. Relationships must be reinvented.
The dramatically different role of the school principal as instructional leader has been described as
one that must focus on building a vital community of learners. It also requires shared decisionmaking and, in a sense, getting back to basics. It will require the leveraging of time, the support of
ongoing professional development for staff members, creating a climate of integrity, using resources
to support a diverse educational game plan and, lastly, plenty of room for inquiry and improvement.
For principals to truly thrive in the role of instructional leader, they will have to work to liberate
themselves from being mired in the bureaucratic aspects of teaching. They’ll have to redouble their
efforts in improving learning and teaching methods. Needless to say, improvement in instructional
methods is a goal worth seeking. When successfully implemented, instructional teaching and
learning allows students as well as teachers to create a more meaningful learning environment.
Ultimately, it enables them to better control their destiny.

The Principal Connection / What Is Instructional Leadership?
Thomas R. Hoerr
"Principals should be instructional leaders." How often have you heard that statement? In reading books on the
principalship, perusing job descriptions, or listening to superintendents talk about the role building leaders should
play, I find a pervasive assumption that a principal must be the instructional leader of the school.
I agree: Principals should be instructional leaders. The title principalemanated from the term principal teacher. The
assumption behind the title was that the principal had more skill and knowledge than anyone in the building and
would guide others in how to teach. Much has changed in the schooling enterprise, but our expectations for the
principal remain the same: He or she needs to be the educational visionary, offering direction and expertise to ensure
that students learn.
But scads of other responsibilities also fall to the principal: These include student discipline, building security and
cleanliness, athletics, relationships with parents, personnel supervision, test scores, and meeting adequate yearly

progress goals. True, sometimes the principal is intimately involved in an area and sometimes he or she delegates,
but the principal always bears the responsibility, which cuts into the time and energy needed to think about pedagogy.
These additional duties are not the main obstacle to principals' instructional leadership, however. Another deterrent,
in my candid opinion, is that teachers today know so much more about how students learn than they did when the
principalship emerged. Perhaps long ago a principal could be the resident instructional expert and offer advice to
everyone—but no more! Not only has knowledge about learning mushroomed, but teacher expertise has also grown.
In my school, quite a few teachers know far more about pedagogy, curriculum, and student learning than I do, and I'm
thrilled that they do. Ideally, this would be the case for every principal in every school.
But having teachers with expertise doesn't abrogate the principal's responsibility for being the instructional leader any
more than does a myriad of responsibilities. So how can we lead?

Leader as Catalyst for Collegiality
Although today's principals have neither the time nor the expertise to be the instructional leader in the traditional
sense—by knowing the most—we can exercise instructional leadership just as powerfully through facilitating
teachers' learning. Roland Barth's notion of collegiality described in Improving Schools from Within1 provides a
model. Barth says that if students are to grow and learn, their teachers must grow and learn, too. He discusses four
aspects of collegiality: teachers talking together about students, teachers developing curriculum together, teachers
observing one another teach, and teachers teaching one another. I would add teachers and administrators working
together to shape a solution for a particular school issue.
I often use Barth's components of collegiality to consider how I might enhance teacher collaboration in my school.
Some activities, like teachers talking together about students, occur naturally. I try to enhance these conversations by
nudging teachers toward a growth perspective. I might ask, "What areas are students soaring in or struggling with?
Why?" Other collegial practices, such as teachers observing one another, require a push from me. I recently met with
some of my senior teachers to talk about getting more observations going. We agreed that observations would be
beneficial and plan to begin more teacher observations soon.
I share the concept of collegiality with my faculty, which helps them see themselves as resources and partners in
creating a collegial setting. I expressly include collegiality on teachers' end-of-year evaluations, commending some
for leading committees or helping teammates and pointing out to others that they are not yet active participants in our
learning community.

LEGAL BASES OF PHILIPPINE EDUCATION
(LIST OF LAWS, ACTS AND DECREES)

LIST OF LAWS, ACTS AND DECREES AS LEGAL BASES OF PHILIPPINE EDUCATION
 Act #74-enacted in January 21, 1901. It provides for the establishment of Department of Public
Instruction and establishment of PCAT now TUP and PNS now PNU
 Act #1870 founding of UP (June 18, 1908)
 Act #2706 Private School Law (enacted March 10, 1917)
 Commonwealth Act #1- preparatory military training shall begin in Elementary grade school at
age 10. This act was amended by PD 1706 (August 8, 1980) requiring all citizens to render civil
welfare service, law enforcement service and military service.

 Commonwealth Act #80- (October 26, 1936) established the Office of Adult Education
(vocational training in an effort to eliminate illiteracy)
 Commonwealth Act#578 (June 8, 1940) conferred the status of PERSONS IN AUTHORITY upon
teachers
 Commonwealth Act #586 Education Act of 1940-reduction of number of years in elementary
(from 7 to 6), fixing school entrance age 7 years old, national support of elementary education,
compulsory attendance in the primary grades for all children enrolled in grade one, introduction
of double single session
 Commonwealth Act #589-(August 19, 1940) established school rituals in private and public
schools
 RA #137 (June 14, 1947) enacted the Board of Textbooks
 RA #896 (June 20, 1953) Elementary Education Act of 1953. This law repealed Commonwealth
Act #586 (restoration of grade 7, abolition of double single session, compulsory completion of
elementary, compulsory enrolment of children in public school upon reaching 7 years old)
 RA #1124 (June 16, 1954) created the Board of National Education
 RA #1265 (June 11, 1955) compulsory daily flag ceremony in all educational institutions
 RA #1425 (June 12, 1956) teaching life, works and writings of Rizal especially Noli and Fili in all
public and private schools
 RA #4760 (June 18, 1966) Magna Cart of Public School Teachers
 RA #1079 (June 15, 1959) provided that civil service eligibility shall be permanent and valid
lifetime
 RA #6655 (May 25, 1988) Free Public Secondary Act of 1988
 RA #7722 (May 18, 1994) created CHED
 RA #7743 (June 17, 1994) established public libraries and reading centers in every barangay
 RA #7784 (August 4, 1994) established Centers of Excellence and Teachers Education Council
 RA #7796 (August 25, 1994) established TESDA
 RA #7836 (December 16, 1994) Phil Teachers Professionalization Act (supercedes PBET)
 RA #7877 (February 14, 1995) Anti-Sexual Harassment Act

 EO #27 (July 4, 1986) inclusion of human rights courses or subjects
 EO #189 (June 10, 1987) Basic Salary and COLA of public school teachers will be paid for by
national government
 PD 6-A-(September 29, 1972) Education Development Decree of 1972
 PD 146-(March 9, 1972) NCEE (superceded by RA7731 on June 2, 1994)
 PD 688-(April 22, 1975) gave power to CSC the authority to give appropriate exam to all public
school teachers
 PD 907-(March 11, 1976) all honor graduates of colleges and universities are granted civil service
eligibility
 PD 1006 (September 22, 1976) PBET
 DECS Order #30 s 1993- NEAT
 DECS Order #30 s 1994- NSAT

- See more at: http://syndicaeduc.blogspot.com/2012/09/legal-bases-of-philippineeducation.html#sthash.UGYk3z73.dpufBATAS

PAMBANSA BILANG 232

AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF AN INTEGRATED SYSTEM OF
EDUCATION.
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I.
GENERAL PROVISIONS
CHAPTER 1
Preliminary Matters
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Section 1. Title. — This Act shall be known as the "Education Act of 1982."

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Sec. 2. Coverage. — This Act shall apply to and govern both formal and non-formal
systems in public and private schools in all levels of the entire educational
system. chanrobles virtual law library
CHAPTER 2
Declaration of Basic State Policy and Objectives
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Sec. 3. Declaration of Basic Policy. — It is the policy of the State to established
and maintain a complete, adequate and integrated system of education relevant to
the goals of national development. Toward this end, the government shall ensure,
within the context of a free and democratic system, maximum contribution of the
educational system to the attainment of the following national developmental
goals:
1. To achieve and maintain an accelerating rate of economic development and
social progress;
2. To ensure the maximum participation of all the people in the attainment and
enjoyment of the benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve,
develop and promote desirable cultural, moral and spiritual values in a changing
world.
The State shall promote the right of every individual to relevant quality education,
regardless of sex, age, creed, socio-economic status, physical and mental
conditions, racial or ethnic origin, political or other affiliation. The State shall
therefore promote and maintain equality of access to education as well as the
enjoyment of the benefits of education by all its citizens. chanrobles virtual law library
The state shall promote the right of the nation's cultural communities in the
exercise of their right to develop themselves within the context of their cultures,
customs, traditions, interest and belief, and recognizes education as an instrument
for their maximum participation in national development and in ensuring their
involvement
in
achieving
national
unity.
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Sec. 4. Declaration of Objectives. — The educational system aim to:

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1. Provide for a broad general education that will assist each individuals in the
peculiar ecology of his own society, to (a) attain his potentials as a human being;
(b) enhance the range and quality of individual and group participation in the
basic functions of society; and (c) acquire the essential educational foundation of
his development into a productive and versatile citizen; chanrobles virtual law library
2. Train the nation's manpower in the middle-level skills for national development;
3. Develop the profession that will provide leadership for the nation in the
advancement of knowledge for improving the quality of human life; and
4. Respond effectively to changing needs and conditions of the nation through a
system of educational planning and evaluation.
Towards the realization of these objectives, and pursuant to the Constitution, all
educational institutions shall aim to inculcate love of country, teach the duties of
citizenship, and develop moral character, personal discipline, and scientific,
technological,
and
vocational
efficiency.
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Furthermore, the educational system shall reach out to educationally deprived
communities, in order to give meaningful reality to their membership in the
national society, to enrich their civic participation in the community and national
life, and to unify all Filipinos into a free and just nation.

II.
THE EDUCATIONAL COMMUNITY
CHAPTER 1
Preliminary Provisions
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Sec. 5. Declaration of Policy and Objectives. — It is likewise declared government
policy to foster, at all times, a spirit of shared purposes and cooperation among
the members and elements of the educational community, and between the
community and other sectors of society, in the realization that only in such an
atmosphere can be true goals and objectives of education be fulfilled.
Moreover, the State shall:

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1. Aid and support the natural right and duty of parents in the rearing of the youth
through the educational system.
2. Promote and safeguard the welfare and interest of the students by defining
their rights and obligations, according them privileges, and encouraging the
establishment of sound relationships between them and the other members of the
school community.
3. Promote the social economic status of all school personnel, uphold their rights,
define their obligations, and improve their living and working conditions and
career prospects. chanrobles virtual law library
4. Extend support to promote the viability of those institutions through which
parents, students and school personnel seek to attain their educational goals.
Sec. 6. Definition and Coverage. — "Educational community" refers to those
persons or groups of persons as such or associated in institutions involved in
organized teaching and learning systems.
The members and elements of the educational community are:

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1. "Parents" or guardians or the head of the institution or foster home which has
custody of the pupil or student.
2. "Students," or those enrolled in and who regularly attend and educational
institution of secondary or higher level of a person engaged in formal study.
"Pupils," are those who regularly attend a school of elementary level under the
supervision and tutelage of a teacher.
3 "School personnel," or all persons working for an educational institution, which
includes the following:
a. "Teaching or academic staff," or all persons engaged in actual teaching and/or
research assignments, either on full-time or part-time basis, in all levels of the
educational system.
b. "School administrators," or all persons occupying policy implementing positions
having to do with the functions of the school in all levels.
c. "Academic non-teaching personnel," or those persons holding some academic
qualifications and performing academic functions directly supportive of teaching,
such as registrars, librarians, research assistants, research aides, and similar
staff.
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d. "Non-academic personnel," or all other school personnel not falling under the
definition and coverage of teaching and academic staff, school administrators and
academic non-teaching personnel. chanrobles virtual law library
4. "Schools," or institutions recognized by the State which undertake educational
operations.chanrobles virtual law library
Sec. 7. Community Participation. — Every educational institution shall provide for
the establishment of appropriate bodies through which the members of the
educational community may discuss relevant issues, and communicate information
and suggestions for assistance and support of the school and for the promotion of
their
common
interest.
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Representatives from each subgroup of the educational community shall sit and
participate in these bodies, the rules and procedures of which must be approved
by
them
and
duly
published. chan
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CHAPTER 2
Rights
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Sec. 8. Rights of Parents. — In addition to other rights under existing laws, all
parents who have children enrolled in a school have the following
rights:
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1. The right to organize by themselves and/or with teachers for the purpose of
providing a forum for the discussion of matters relating to the total school
program, and for ensuring the full cooperation of parents and teachers in the
formulation and efficient implementation of such programs.
2. The right to access to any official record directly relating to the children who are
under their parental responsibility.
Sec. 9. Right of Students in School. — In addition to other rights, and subject to
the limitation prescribed by law and regulations, and student and pupils in all
schools shall enjoy the following rights:
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1. The right to receive, primarily through competent instruction, relevant quality
education in line with national goals and conducive to their full development as
person with human dignity.
2. The right to freely chose their field of study subject to existing curricula and to
continue their course therein up to graduation, except in cases of academic
deficiency, or violation of disciplinary regulations.
3. The right to school guidance and counseling services for decisions and selecting
the alternatives in fields of work suited to his potentialities.
4. The right of access to his own school records, the confidentiality of which the
school shall maintain and preserve.
5. The right to the issuance of official certificates, diplomas, transcript of records,
grades, transfer credentials and other similar documents within thirty days from
request. chanrobles virtual law library

6. The right to publish a student newspaper and similar publications, as well as
the right to invite resource persons during assemblies, symposia and other
activities of similar nature. chanrobles virtual law library
7. The right to free expression of opinions and suggestions, and to effective
channels
of
communication
with
appropriate
academic
channels
and
administrative bodies of the school or institution.
8. The right to form, establish, join and participate in organizations and societies
recognized by the school to foster their intellectual, cultural, spiritual and physical
growth and development, or to form, establish, join and maintain organizations
and societies for purposes not contrary to law.
9. The right to be free from involuntary contributions, except those approved by
their own he organizations or societies.
Sec. 10. Rights of all School Personnel. — In addition to other rights provided for
by law, the following rights shall be enjoyed by all school personnel:
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1. The right to free expression of opinion and suggestions, and to effective
channels of communication with appropriate academic and administrative bodies
of the school or institution.chanrobles virtual law library
2. The right to be provided with free legal service by the appropriate government
office in the case of public school personnel, and through the school authorities
concerned in the case of private school personnel, when charged in an
administrative, civil and/or criminal proceedings by parties other than the school
or regulatory authorities concerned for actions committed directly in the lawful
discharge of professional duties and/or in defense of school policies. chanrobles virtual
law library

3. The right to establish, join and maintain labor organizations and/or professional
and self-regulating organizations of their choice to promote their welfare and
defend their interests. chanrobles virtual law library
4. The right to be free from involuntary contributions except those imposed by
their own organizations.
Sec. 11. Special Rights and/or Privileges of Teaching or Academic Staff— Further
to the rights mentioned in the preceding Section, every member of the teaching or
academic staff shall enjoy the following rights and/or privileges:
1. The right to be free from compulsory assignments not related to their duties as
defined in their appointments or employment contracts, unless compensated
therefor, conformably to existing law.
2. The right to intellectual property consistent with applicable laws.
3. Teachers shall be deemed persons in authority when in the discharge of lawful
duties and responsibilities, and shall, therefore, be accorded due respect and
protection.
4. Teachers shall be accorded the opportunity to choose alternative career lines
either in school administration, in classroom teaching, or others, for purposes of
career advancement.
Sec. 12. Special Rights of School Administration. — School administrators shall, in
accordance with existing laws, regulations and policies of the Ministry of
Education, Culture and Sports, be accorded sufficient administrative discretion
necessary for the efficient and effective performance of their functions.
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School administrators shall be deemed persons in authority while in the discharge
of lawful duties and responsibilities, and shall therefore be accorded due respect
and
protection.
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Sec. 13. Rights of Schools. — In addition to other rights provided for by law,
schools shall enjoy the following:
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1. The right of their governing boards or lawful authorities to provide for the
proper governance of the school and to adopt and enforce administrative or
management systems. chanrobles virtual law library
2. The right for institutions of higher learning to determine on academic grounds
who shall be admitted to study, who may teach, and what shall be subjects of the
study and research. chanrobles virtual law library
CHAPTER 3
Duties and Obligations
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Sec. 14. Duties of Parents. — In addition to those provided for under existing
laws, all parents shall have the following duties and obligations:
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1. Parents, individually or collectively, through the school systems, shall help carry
out the educational objectives in accordance with national goals.
2. Parents shall be obliged to enable their children to obtain elementary education
and shall strive to enable them to obtain secondary and higher education in the
pursuance of the right formation of the youth.
3. Parents shall cooperate with the school in the implementation of the school
program curricular and co-curricular.
Sec. 15. Duties and Responsibilities of Students. — In addition to those provided
for under existing laws, every student shall:
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1. Exert his utmost to develop his potentialities for service, particularly by
undergoing an education suited to his abilities, in order that he may become an
asset to his family and to society. chanrobles virtual law library
2. Uphold the academic integrity of the school, endeavor to achieve academic
excellence and abide by the rules and regulations governing his academic
responsibilities and moral integrity. chanrobles virtual law library
3. Promote and maintain the peace and tranquility of the school by observing the
rules and discipline, and by exerting efforts to attain harmonious relationships
with fellow students, the teaching and academic staff and other school personnel.
4. Participate actively in civic affairs and in the promotion of the general welfare,
particularly in the social, economic and cultural development of his community
and in the attainment of a just, compassionate and orderly society.
5. Exercise his rights responsibly in the knowledge that he is answerable for any
infringement or violation of the public welfare and of the rights of others.
Sec. 16. Teacher's Obligations. — Every teacher shall:

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1. Perform his duties to the school by discharging his responsibilities in
accordance with the philosophy, goals, and objectives of the school. chanrobles virtual
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2. Be accountable for the efficient and effective attainment of specified learning
objectives in pursuance of national development goals within the limits of
available school resources. chanrobles virtual law library
3. Render regular reports on performance of each student and to the latter and the
latter's parents and guardians with specific suggestions for improvement.
4. Assume the responsibility to maintain and sustain his professional growth and
advancement and maintain professionalism in his behavior at all times.
5. Refrain from making deductions in students' scholastic rating for acts that are
clearly not manifestations of poor scholarship.
6. Participate as an agent of constructive social, economic, moral, intellectual,
cultural and political change in his school and the community within the context of
national policies.
Sec. 17. School Administrators' Obligations. — Every school administrator shall:

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1. Perform his duties to the school by discharging his responsibilities in
accordance with the philosophy, goals and objectives of the school. chanrobles virtual law
library

2. Be accountable for the efficient and effective administration and management
of the school.
3. Develop and maintain a healthy school atmosphere conducive to the promotion
and preservation of academic freedom and effective teaching and learning, and to
harmonious and progressive school-personnel relationship. chanrobles virtual law library
4. Assume and maintain professional behavior in his work and in dealing with
students, teachers, academic non-teaching personnel, administrative staff, and
parents or guardians.
5. Render adequate reports to teachers, academic non-teaching personnel and
non-academic staff on their actual performance in relation to their expected
performance and counsel them on ways of improving the same.
6. Observe due process, fairness, promptness, privacy, constructiveness and
consistency in disciplining his teachers and other personnel.
7. Maintain adequate records and submit required reports to the Ministry of
Education, Culture and Sports.
Sec. 18. Obligations of Academic Non-Teaching Personnel. — Academic nonteaching personnel shall:
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1. Improve himself professionally be keeping abreast of the latest trends and
techniques in his profession.
2. Assume, promote and maintain an atmosphere conducive to service and
learning. chanrobles virtual law library
3. Promote and maintain an atmosphere conducive to service and learning. ch

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