Sibonga Community College

Municipality of Sibonga
Poblacion, Sibonga, Cebu
E-mail add: sibonga.communitycollege@yahoo.com

OUTCOMES-BASED EDUCATION (OBE) COURSE DESIGN/ SYLLABUS

Course: The Teacher and the Community, School Culture, and Organizational Leadership
Course Credit: 3 Units
Number of Hours:
Program: BEED and BSED
Pre-Requisite: None
Term: Second Semester
Academic Year: 2020-2021

I. VISION

We advocate for the reformation of the community and the country.

I. MISSION

 To provide quality education via diversified fields of specialization.

 To promote holistic education through arts, literature, sciences and philosophy.
 To produce well-organized individuals as catalysts of development.
II. CORE VALUES
 Sibonga Community College aspires to guide the students so as to mold them into professionals who epitomize the values of:

1. Self-Discipline in establishing good work habits, cultivating knowledge, pushing oneself to continually learn and keeping positive attitude
in all aspects of life;
2. Commitment in governing actions and services, delivering expectations consistently and building and maintaining loyal relationships
among colleagues; and
3. Compassion in expressing concern for humanity and environment and alleviating someone’s difficulty and discomfort.

III. INSTITUTIONAL GOALS

Sibonga Community College is committed to:

1. Meet the learner’s needs through providing students with educational and cultural environment which can help them achieve their goals;
2. Maintain the excellence and high standard performances leading to the attainment of both professional and academic goals;
3. Work with the different sectors of the community and college to build harmonious relationship;
4. Recognize and support the student’s diverse abilities through creating a learning institution that gives importance on values and goals;
5. Foster enthusiasm and independence among learners striving for holistic growth;
6. Enhance traditional instruction by incorporating technology with it to keep pace with the advancement of technology; and
7. Uplift the educational, social and economic status of the constituents of the college as well as of the neighboring communities.

IV. QUALITY POLICY

 Sibonga Community College commits to deliver instruction to meet the high demands of global competitiveness through continuous
improvement of teaching-learning scheme.

V. EXIT INSTITUONAL OUTCOMES

 Catalyst of Change
 Nature Lovers
 Risk-Takers
 Farsighted Citizens

VI. COLLEGE OUTCOMES

The Sibonga Community College envisions its graduates in the different degree programs to demonstrate the needed skills and
knowledge essential for excellent delivery of service in the community.

VII. PROGRAM OUTCOMES

The program aims to develop highly competent graduates equipped with meaningful and comprehensive content of the different subject
areas to address the diverse needs of learners. Moreover, the graduates must uphold the competencies to support development goals of local,
regional, national and global arena.

VIII. COURSE DESCRIPTION

 This course focuses on society as a context upon which the schools have been established. Educational philosophies that are
related to the society as a foundation of schools and schooling shall be emphasized. Further, principles and theories on school culture,
and organizational leadership shall be included to prepare prospective teachers to become school leaders and managers. The last part
of this course focuses on the essential concepts and principles of peace education. Active engagement in the planning, implementation
and documentation of service-learning project via the celebration of International Day of Peace shall be this course’s culminating activity.

IX. COURSE OUTCOMES

1. Demonstrate an in-depth understanding of the connections between the school and society;
2. Demonstrate critical understanding of the influence of school culture on the roles of teachers and student learning;
3. Exhibit critical attitude towards effective organizational leadership and ethos; and
4. Demonstrate appreciation on the role of schools in creating culture of peace in the society
X. COURSE DESIGN MATRIX

DESIRED LEARNING OUTCOMES (DLO) COURSE CONTENT/ SUBJECT MATTER

At the end of the unit, the students must have:
1. Analyzed the critical points of the SCC VMGO
2. Determined the significant literatures and theories in
understanding the significant role of the school in
imparting positive social transformation
3. Gained insights and perspectives on the role of the
school as an agent of social change
4. Allowed critical reflection on relevant practices and
issues of teachers.
Introductory Unit:
Vision, Mission, Core Values and Outcomes of SCC
Chapter 1 : The School as an Agent of Social Change
I. School as a Social Organization
II. Social Change and its Effect in the Educational System
III. Social Changes and Challenges Brought by the 4th
industrial Revolution
IV. Change Forces
VI. Characteristics of a Good School as an Agent of Social
Change
VII. Responding to the Needs of a Culturally Diverse
 Global Community
VIII. Roles of Administrators, Teachers, and Students in
Promoting Schools as Agents of Social Changes and
Transformation
At the end of the examination the students must have Contents from chapter 1 Prelim Exam
achieved at least 50% of the given items
At the end of the unit, the students must have: Chapter 2: The School As An Organization
1.Discussed the different theories and concepts of
organization as it applies to education I. Organizational Theories
2.Presented significant literatures and studies that include
II. School Leadership[
various topics
3.Understood the important role of an educational III. The School as an Educational Organization
institution in the society
4. Appreciated relevant topics concerning how an IV. Reforms in the Department of Education
educational system operates including leadership and
management theories and principles that will lead toward V. Organizational Structure of the Department of
achieving organizational goals and objectives
Education
5. Analysed the relevance of the school as an organization
in the teaching profession
At the end of the examination the students must have Contents from chapter 2 Midterm Exam
achieved at least 50% of the given items
At the end of the unit, the students must have: Chapter 3: The School As A Cultural Institution
1.Identified the different guiding principles and practical I. Definition of Culture
strategies in turning toxic school culture to a positive one II. Definition of School Culture
2. Honed students’ understanding of the role of the school III. Other Cultures in School
as a cultural institution
3. Assessed the common practices and issues in promoting V. School Vision, Mission, and Values
positive school culture
At the end of the examination the students must have
achieved at least 50% of the given items
At the end of the unit, the students must have:
1. Focused on the role of the teacher as a leader in
educational reforms
2. Differentiated diverse phases of teachers as they
transition into becoming teacher leaders
IV. Typology of School Cultures
V.1 The DepEd Vision
V.2 The DepEd Mission
V.3 DepEd Core Values
VI. School Rituals, Traditions, and Ceremonies
VII. School History and Stories
VIII. School Artifacts, Architecture, and Symbols
IX. Levels of School Culture; Assessing School Culture;
Toxic School Cultures; Creating a Positive School Culture
Contents from chapter 3 Semi-Final Exam
Chapter 4: The Teacher As A Leader of Educational
Reforms
I. Teacher Leadership and School Improvement
II. Teacher Leadership and Student Achievement
III. Teacher Leadership and Teacher Retention
IV. Definition of Teacher Leadership
V. Attributes of Teacher Leaders in the Philippines
VI. Teacher Leadership and Educational Reforms
VII. Challenges of Teacher Leaders
VIII. Promoting Teacher Leadership
IX. New Developments in Education
X. Paving the Way for Teachers to Become Leaders
XI. Transitioning into Teacher Leaders
 At the end of the examination the students must have Contents from chapter 4 Final Exam
achieved at least 50% of the given items

XI. FLEXIBILITY PREVISION

The Course Design Matrix may include additional topics, activities and remedial measures deemed necessary based on the student’s
needs.

XII. OTHER REFERENCES

Holy Angel University School of Education @ Google.com

XIII. COURSE REQUIREMENTS

Compilation of Required Reading Modules
Quizzes
Reflection Journal
Case Analysis and Presentations
Major Examinations

XIV. GRADING SCHEME

Grading System Prelim Midterm Semi-Final Final
Quizzes - 20% Quizzes - 20% Quizzes - 20% Quizzes - 20%
Attendance - 10% Attendance - 10% Attendance - 10% Attendance - 10%
Outputs Outputs Outputs Outputs
Perf/Part - 20% Perf/Part - 20% Perf/Part - 20% Perf/Part - 20%
Major Exam - 50% Major Exam - 50% Major Exam - 50% Major Exam - 50%

Total 100% Total 100% Total 100% Total 100%

Designed by:
CEFERINA L. RODRIGUEZ
Course Instructress
Consultation Time:
MWF 10:30 – 11:30
cefrodriguez4@gmail.com