ST. JOSEPH COLLEGE OF CAVITE, INC.

SY 2020-2021, 1ST SEMESTER

Course Syllabus Template

Course Name THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE and ORGANIZATIONAL LEADERSHIP
Course Credits 3
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.
Contact Hours/week 3 hours/week
Prerequisite None
Course Outcomes 1. Demonstrate in-depth understanding of the identity of the school in effecting social change, educational
reforms and teacher leadership
2. Articulate the educational philosophies supporting society as foundation of schools
3. Appreciate the functionality of educational systems with relevant leadership and management theories and
principles
4. Manifest skills in communication, higher order thinking and utilization of technology in promoting positive
school culture.
5. Manifest meaningful and comprehensive reflections on the person of the teacher as a school leader
6. Demonstrate in-depth understanding of the diversity of local and global educational reforms
7. Demonstrate positive attributes of a future teacher and innovation leader
8. Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources

Course Objectives Summative Assessment Tasks Details

1. Explain the concepts of school, Portfolio of learning tasks per topic

society and social change,
educational reforms, teacher Reflection papers on the concepts ; a rubric is
leadership, philosophies in education, given in advance
management theories, school culture,
teacher as the innovation leader

2. Demonstrate capacity of technology Present reports and individual output/research

use in the art of teaching and learning findings in PPT or other tech-aided medium

3. Integrate social, ethical and legal Capstone projects must contain this aspect of the
responsibility in learner-centered discipline and assessment follows a set of rubrics
outputs or capstone projects as well
 Course Objectives Summative Assessment Tasks Details
as in teaching-learning experiences

4. Be able to demonstrate Assessment and formative assessments with

understanding of concepts and capstone projects
application of the same in classroom-
based situations presented

Learning Plan
Desired Course Textbooks/ References Teaching and Learning Activities (TLAs) Assessment Resource Time
Learning Content/ Task (ATs) Materials Table
Outcomes Subject Matter (54
(DLO) hours)
Weeks 1-3
Course Outcome 1: Demonstrate in-depth understanding of the identity of the school in effecting social change and articulate the
educational philosophies supporting society as foundation of schools.

Unit Topic: THE SCHOOL AS AN AGENT OF SOCIAL CHANGE

Discuss how The School The School and the
the school as a Social Community, School Culture, 1. Introduction: powtoon visuals Activity1:
shaped and Organizational 2. Explain: Philosophies of Education Describe one
Organization. Leadership. Pawilen, et.al.
society and 3. Watch video: 7 philosophies that influence education successful
(2019) REX Bookstore
how basic 4. Reflection questions: (Template AB, journal) school and its
The basic
philosophies Education, Teaching and a. How do I think? contributions to
support social philosophies School as A Social b. What is the Purpose of education? the community
organization; that examine Organization. Mimar c. What is the role of the teacher? (Template AA)
explain the goals, Turkkahraman. (2015). d. How should the teacher teach?
societal forms, Elsevier Ltd. e. What is the role of the student? Activity 2:
changes methods and f. What should be taught? Reflection
revealed by meaning of www.academia.edu “ESSAY: what is my philosophy as a future teacher?” questions:
the history of education. 5. Systems theory explains the nature of schools. (Template AB,
www.theedadvocate.org
the 4IR As SOCIAL ORGANIZATION: journal)
5.a Structure a. How do I think?
The Fourth The Fourth Industrial b. What is the
Revolution. Klaus Schwab. 5.b Culture and Climate
Industrial Purpose of
(2016). Google Books 5.c Leadership and decision making education?
Revolution * VIDEO c. What is the role of
(4IR) https://www.weforum.or Activity3: Template AC the teacher?
d. How should the
g/agenda/2016/01/the- 6. PPT: social change and education teacher teach?
fourth-industrial- Activity4: Recitation. 6 Trends p.6 e. What is the role of
revolution-what-it- 7. The 4IR (video) the student?
means-and-how-to- 8. ACTIVITY: f. What should be
respond/ taught?
 Desired Course Textbooks/ References Teaching and Learning Activities (TLAs) Assessment Resource Time
Learning Content/ Task (ATs) Materials Table
Outcomes Subject Matter (54
(DLO) hours)
“ESSAY: what is
my philosophy
as a future
teacher?”
Discuss how Social The School and the
stakeholders Change and Community, School Culture, 1. Introduction: video Formative
contribute in and Organizational 2. Discussion on the educational system and effect of social change Assessment on
its effect in Leadership. Pawilen, et.al.
affecting the 3. Societal changes from 1700s to 2020 the 4IR
(2019) REX Bookstore
positive social 4. The 4IR
Educational
change Critique: schools
System. effecting social
change

Identify a The Good

learner- School – an The School and the 1. Presentation of the concept on society, social change, etc. Collage of the
centered Community, School Culture, 2. Discussion on characteristics of a good school characteristics
agent of and Organizational
school and Social 3. Philippine schools considered agents of social change of a good school
Leadership. Pawilen, et.al.
create some
Change. (2019) REX Bookstore
indicators Creation of a
prototype of a
good school
with it indicators

Formative
assessment on
the topic: school
as agent of
social change

Propose Roles of The School and the

stakeholders’ stakeholders Community, School Culture, 1. Characteristics of a successful school Create: checklist
strategies to and Organizational 2. “What makes a school successful?” of a successful
in promoting Leadership. Pawilen, et.al.
build a the school. 3. Discuss: Strategies for a Successful School school
(2019) REX Bookstore
successful
school
Essay:
Strategies
Proposed for a
Successful
School
 Desired Course Textbooks/ References Teaching and Learning Activities (TLAs) Assessment Resource Time
Learning Content/ Task (ATs) Materials Table
Outcomes Subject Matter (54
(DLO) hours)
Weeks 4-5
Course Outcome 2: Appreciate the functionality of educational systems with relevant leadership and management theories and
principles

Unit Topic: THE SCHOOL AS AN ORGANIZATION

Discuss the Organizational The School and the
various Theories and Community, School Culture, 1. Introduction: Reflections:
organizational School and Organizational 2. Organizational theories
leadership Leadership. Pawilen, et.al. a. Taylor How important
leadership (2019) REX Bookstore
and b. Weber is leadership in
management c. Fayol an educational
Wikipedia on
theories 3. Leadership Theories organization?
organizational theories
a. Traditional
b. Legal, rule-oriented How do school
www.ascd.org
c. Charismatic leaders
influence the
4. L. styles members of
a. Transformational organization?
b. Instructional
c. Distributed

Discuss the An The School and the The Basic Education in the Philippines:
function of educational Community, School Culture, Research output
school as an and Organizational The Principal/ Administrator
on educational
organization Leadership. Pawilen, et.al. Teaching Personnel
educational in the 21st C. Academic NT organizations in
(2019) REX Bookstore
organization Students various
Community countries:
https://eacea.ec.europa.e
u/national-policies/finland Finland, USA,
Australia,
www.nea.org Singapore,
Africa
https://www2.ed.gov

www.sape.org.sg

www.un.org/africanrenewal
 Desired Course Textbooks/ References Teaching and Learning Activities (TLAs) Assessment Resource Time
Learning Content/ Task (ATs) Materials Table
Outcomes Subject Matter (54
(DLO) hours)
Discuss the The The School and the 1. Organizational chart of the Public school Reflections:
organizational Philippines’ Community, School Culture, 2. Organizational Chart of a Private School
structure and and Organizational 3. Reforms: What are the
Department Leadership. Pawilen, et.al.
current of Education. The K-12 (RA 10533) important
(2019) REX Bookstore
educational Institutionalization of Kindergarten characteristics
reforms in the Mother Tongue-Based Multilingual Education of an effective
RA 10533
DepEd Contextualized Curriculum school leader?
Senior High School (SHS)
CHED CMO 74 & 75 s. 2017 Do you agree
www.dep.ed.gov.ph 4. Organizational Structure of the DepEd with the reforms
5. Organizational Structure of Private Schools in the DepEd?
https://www.peac.org.ph Cite your
reasons.

Compare the
CHED (CMO 74, 75), educational
series of 2017 organization of
the public
schools in the
Philippines vis-
à-vis the private
schools
(sectarian and
non-sectarian)

Weeks 6-9
Course Outcome 3: Manifest skills in communication, higher order thinking and utilization of technology in promoting positive school
culture

Unit Topic: THE SCHOOL AS A CULTURAL INSTITUTION

Define School Choose one
Culture and Culture and The School and the 1. Introduction: video definition among
School Community, School Culture, 2. Discussion by group on the many given
Culture and Organizational
Culture and Typology. Definition of culture definitions.
Leadership. Pawilen, et.al.
distinguish its (2019) REX Bookstore
Define what is school culture?
elements Distinguish elements of school culture Explain your
position: why is
Committing to the School this definition
 Desired Course Textbooks/ References Teaching and Learning Activities (TLAs) Assessment Resource Time
Learning Content/ Task (ATs) Materials Table
Outcomes Subject Matter (54
(DLO) hours)
Culture by 3. Discussion on: (my choice) the
Gruenert, Steve and Levels of School Culture most complete
Whitaker, Todd. (2019). Discover how to assess school culture way of
ASCD (VA). The different strategies in creating a positive school culture describing what
CULTURE is?

PNEMONIC:
give an
adjective to
each letter in:
SCHOOL
CULTURE

Analyze the School School Handbook 2019 1. Presentation of builders of school culture Articulate your
significance Rituals, 2. Discussion with PPT on School rituals, traditions, ceremonies school’s V-M.
of rituals, Traditions, www.edpuzzle.com 3. Sharing of experiences on SJCCI rituals, traditions, ceremonies Write your
traditions, Ceremonies. 4. Watch a video on rituals, traditions, ceremonies observations
ceremonies in
school

Determine Levels and The School and the 1. Discussion with PPT on Levels of Culture Complete the
one’s school Assessment Community, School Culture, 2. Discussion on Assessment of Culture Table:
culture and Organizational 3. Sharing of experiences on the result of assessment of culture Rituals and
of School Leadership. Pawilen, et.al.
typology 4. TEN cultural norms to improve schools Purpose
Culture. (2019) REX Bookstore Traditions and
5. Artifacts, Architecture, Symbols
Purpose
CEAP 2020 webinar Ceremonies and
video on Culture (The Purpose
School Environment Trace the History
Domain of PCSS) of SJCCI;

Complete the
Timeline:
IDENTIFY the
school’s artifacts,
architecture,
symbols.
Comment about it.

Determine School Committing to the School 1. Discussion with PPT on Toxic culture 1.What kind of
school culture do
 Desired Course Textbooks/ References Teaching and Learning Activities (TLAs) Assessment Resource Time
Learning Content/ Task (ATs) Materials Table
Outcomes Subject Matter (54
(DLO) hours)
the different Culture’s Culture 2. Discussion on Positive School Culture you have?
2. Answer the
strategies in successful Gruenert, Steve 3. Readings on Positive School Culture (refer: ASCD) CULTURE
creating a practices and Whitaker, 4. WATCH. Video on CULTURE and CLIMATE TYPOLOGY
positive Todd. (2019). 5. Sharing of experiences on SJCCI successful practices SURVEY
school culture ASCD (VA).
3. (edpuzzle);
answer (seatwork)
www.edpuzzle.com at every prompt of
the video.

ESSAY: “How will

I impose positive
culture in SJCCI?.”

Weeks 10-16
Course Outcome 4: Manifest meaningful and comprehensive reflections on the person of the teacher as a school leader; demonstrate
in-depth understanding of the diversity of local and global educational reforms; demonstrate positive attributes of a future teacher and
innovation leader

Unit Topic: LEADERSHIP ROLE OF TEACHERS FOR EDUCATIONAL REFORMS

Discuss the Teacher 1. Discussion on the different definitions attributed to teacher Interactive
different Leadership. leadership Lecture,
definitions
attributed to The School and the Cooperative
teacher Community, School Culture, Learning,
leadership and Organizational
Leadership. Pawilen, et.al. Self-directed
(2019) REX Bookstore learning,
Analysis of

http://www.ascd.org/ real-life
publications/educatio scenarios
nal-
leadership/sept07/vol
65/num01/Ten-
Roles-for-Teacher-
Leaders.aspx

Analyze the Teacher 1. Analysis of the various attributes of teacher leaders in the Interactive
various Leaders in The School and the Philippines Lecture,
attributes of Community, School Culture,
 Desired Course Textbooks/ References Teaching and Learning Activities (TLAs) Assessment Resource Time
Learning Content/ Task (ATs) Materials Table
Outcomes Subject Matter (54
(DLO) hours)
teacher the and Organizational 2. Example of teacher leaders Cooperative
leaders in the Philippines. Leadership. Pawilen, et.al.
Learning,
Philippines (2019) REX Bookstore
3. Recognition of teacher leaders in the Philippines Problem-
Based
Learning,
Self-directed
learning,
Discussion on
real-life
scenarios
Analyze the Teacher www.ascd.org 1. Analysis of the various attributes of teacher leaders in other Problem-
various Leaders in countries Based
attributes of the World.
teacher https://edweek.org Learning,
leaders in Self-directed
other learning,
countries
Discussion on
real-life
scenarios

Enumerate Teacher 1. Discussion on the innovative practices initiated by teachers in

innovative leadership The School and the practicing Distance Learning (DL) and enumeration of the same Brainstorming
practices Community, School Culture, highlighting the differences from previous years’ modalities of by pair on the
and reforms and Organizational
initiated by in education. teaching education
teachers in Leadership. Pawilen, et.al. reforms
(2019) REX Bookstore
practicing 2. Presentation of experiences of DL observed or
Distance www.deped.gov.ph experienced in
Learning (DL) one’s lifetime

Enumerate
innovative
practices by
teachers in DL
Discuss the Development www.ascd.org 1. Discussion of the impact of the WHOLE CHILD approach as ESSAY:
impact of the s in teacher’s adopted innovative practice How can the
WC approach Education 2. 5 Facets of Whole Child Approach WC Approach
 Desired Course Textbooks/ References Teaching and Learning Activities (TLAs) Assessment Resource Time
Learning Content/ Task (ATs) Materials Table
Outcomes Subject Matter (54
(DLO) hours)
as teacher’s The Whole CEAP loose notes 3. Think-Pair-Share aid in student
adopted Child formation?
innovative Approach Dissertation papers,
practice SPU-M PhD students

Explain about Stages in 1. Presentation on the 6 stages of transitioning into teacher Reflection Paper
the 6 stages Transitioning The School and the leadership on the 6 stages
of Community, School Culture, 2. Reflection activity of transitioning
into Teacher and Organizational
transitioning leadership into teacher
into teacher Leadership. Pawilen, et.al. leadership
(2019) REX Bookstore
leadership
Enumerate Leadership 1. Discussion and enumeration of obstacles for teacher leadership Answer a SELF-
obstacles and roles of The School and the 2. Discussion and enumeration of support for teacher leadership ASSESSMENT
support for Community, School Culture, 3. Self-assessment Sheet on
teachers and Organizational
teacher obstacles and
leadership Leadership. Pawilen, et.al. support for
(2019) REX Bookstore
teacher
leadership

Assess the Professional www.edutopia.org 1. Presentation of PLC Video in

role of PLC in Learning 2. Assessment of the role of PLC in teacher leadership Edpuzzle,
teacher Communities 3. Present the Venn Diagram on PLC and Professional Development
leadership of Teachers Cooperative
https://www.edglossary.or Learning,
g/professional-learning- Self-directed
community/
learning,
Evaluation of
https://edpuzzle.com real-life
scenario,
critique the
venn diagram
presented

Week 17-18
Suggested Course Outcome 5:
Unit Topic: Research work
 Desired Course Textbooks/ References Teaching and Learning Activities (TLAs) Assessment Resource Time
Learning Content/ Task (ATs) Materials Table
Outcomes Subject Matter (54
(DLO) hours)
Capstone
project 1
(team AC)

Capstone
project 2
(team AB)

Suggested Readings
and References A. Main References: The School and The Community, School Culture, and Organizational Leadership (Pawilen, et. al) by REX Bookstore
2019
B. Committing to the Culture (2019). Gruenert, Steve and Whitaker, Todd. ASCD VA.
C. CEAP materials for PCSS
D. Schoology materials/resources in the Classhome
E. Journals
F. Online resources: www.ascd.org ; www.edutopia.org; www.edglossary.org; www.coursera.org; edpuzzle; TEDTalk;
www.deped.gov.ph;

Course Requirements Each learner must accomplish the following:

1. Attendance in synchronous meetings
2. Submission of required papers/outputs
3. Major Examinations
Grading System Attendance. 10%
Major Exam: (Prelims, Midterms, Finals) 40%
CLASS STANDING: 50%

Class Participation 10%

Assessment Activities 20%
 Project (Portfolio, Self-Directed Learning, Reflection papers) 20%

Classroom Policies
1. Learners should not accumulate absences of more than 20% of the total number of lecture hours required by the course
2. Learners are encouraged to submit all requirements on specified/agreed date.
3. Learners are required to email to the Professor an excuse letter explaining for one’s absence.
4. Learners must abide by the Netiquette of the www.sjcci.edu.ph
Learning Environment CLASSHOME. Online and Offline Distance Learning (synchronous and asynchronous)
Use of Schoology (LMS)

PREPARED BY:

SR. MARYANN JIMENEZ LUMACTAO, A.R., PhD-ELM

Professor in Prof Ed 5
SY 2020-2021, 1st SEMESTER
Contact: profeduc5@gmail.com