POS 112 Course Learning Packets FM-STL-014 Signed

COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01

School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 1 of 52
Module for MODULE IN

The Teacher and the
DESCRIPTIVE TITLE
Community, School Culture,
and Organizational Leadership
POS 112
Department of Political and Social Sciences
SCHOOL
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of SLU, is strictly
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REF STELA-DPSS-POS112-
2020
COURSE GUIDE
I. Course Title
POS 112: The Teacher and Community, School Culture, and Organizational Leadership
II. Course Overview
A. Introduction
Teachers play a vital role in nation-building because the future is totally in their
hands. A nation is built by its citizens, citizens are molded by teachers, and teachers are
made by teacher educators. Teachers help shape the community and can direct
students in positive directions that they may not have pursued otherwise. Thus, the role of
the teacher in a positive school-community relationship is extremely important since it is
the teacher who is the backbone of the educational system.
Pursuant to CHED CMO No. 82 series of 2017, this is a foundation course

requirement for BA Political Science Degree in the School of Teacher Education and
Liberal Arts. Thus, this course aims to integrate the broad discipline of teacher education
to the realm of political science. Political science graduates who would be learned in
political thoughts, principles, theories, in the art and science of government, and the
broader social sciences in their pursuit of political or legal careers in the public or private
sectors, might as well find themselves landing in the teaching profession. This course is,
therefore, intended to provide the students of political science a general overview of
education and an outlook to the varied roles played by teachers in their character as
educators.
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, social, and organizational leadership shall be included to prepare prospective
teachers to become school leaders and managers.
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B. Course Learning Outcomes

At the end of the module, you should be able to:
1. demonstrate content knowledge on the broader role of the teacher from
the classroom to the greater community;
2. examine the educational system in the context of the three main sectors
involved in Philippine education;
3. analyze the impact of globalization as driver of change in global
education;
4. establish their role and readiness to engage in meaningful endeavors
beyond the borders of their discipline;
5. apply theoretical and conceptual knowledge in the social sciences as they
relate to education and the community;
6. integrate the relevance of political science to the field of teacher
education; and
7. demonstrate content knowledge on the principles of organizational
leadership.
C. Module and Unit Topics

This learning module is composed of five distinct chapters/modules. Module 1
introduces the general overview of Philippine educational system in view of the
enactments of R.A. No. 7722 which created the CHED, R.A. No. 7796 which created the
TESDA, and R.A. No. 9155 which reorganized and established the DepEd. These
developments paved the way for the “trifocalization” of Philippine education system.
Module 2 presents The Teacher and the Community, redefining the role of the teacher
and underscoring his significance as the heart of the education process. Module 3 covers
The School and Society, focusing on the broad functions of schools and in their role as
agent of social change and transformation. Module 4 introduces the Principles and
Theories of School Culture. It delves on the role of the school as a cultural institution in
their mission to transform learners to become holistic individuals and contributory to
nation-building. Lastly, module 5 delves on Organizational Leadership highlighting on the
role of the teacher as a leader in educational reforms. It presents the significant factors
that pave the way for teachers to become teacher leaders.
Module 1 Introduction: Philippine Educational System at a Glance

Module 2 The Teacher and the Community
Module 3 The School and Society
Module 4 Principles and Theories of School Culture
Module 5 Organizational Leadership
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III. Course Study Guide

1. Refer to the study schedule at the end of this section. Determine independently the
time you will set aside for studying this course. Make sure that you do not delay the
completion of a unit in its prescribed schedule as your professor will require a summative
test/ activity at the end of a unit.
2. Your learning packet includes the complete module “The Teacher and the
Community, School Culture, and Organizational Leadership”, and a flash drive which
contains the following: 1. Course Specification, 2. Course Guide, 3. PDF files of the core
readings, and 4. Video and Power point presentations of the learning units.
In the workbook you will notice that each learning Unit comes with its own list of readings.
The Core readings are required reading materials but you are also encouraged to look
into the list of “Recommended Additional Readings” and locate them online.
3. Follow the learning schedule. A good rule of thumb is that you devote one week at
most per unit.
4. Do not neglect to read the required articles and watch the explanatory presentations.
Engage with the materials given you.
5. The formative assessments (activities embedded in the presentations or included in

the book) are meant to test your understanding of the lesson. These are not graded.
However, accomplish them as part of your preparation for the summative tests which are
graded. The summative tests are the unit quizzes and the exams. The unit test that you
have to accomplish will be mentioned in the presentations while the answer sheets are
appended in the workbook.
6. There are no synchronous online discussions for this course.
7. In answering tests that are text heavy, please write legibly. Observe the rigors of
academic writing such as but not limited to: grammar, word choice, and citations. Also,
where required, observe the copyright laws and laws on data privacy.
8. Once accomplished, take a picture of your answer sheets and submit them to the
google classroom. Details for joining the google classroom will be posted through the
student portal or sent through your SLU emails. For offline students, outputs will be
submitted thru the courier. Details of your submission will be communicated to you thru
your cellphone numbers.
9. Contact information of your course facilitator is located at the end of this document.
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III. Study Schedule
Week Topic Learning Outcomes Activities
Module 1 Introduction: Philippine Educational System at a Glance

Week 1 Describe the general nature Engage: Self-assessment activity
and state of governance of (One-Minute Essay)
Philippine education and Explore: Read the salient features
differentiate the role of each of the following:
of the three main sectors
involved in the education
process. 1. Republic Act No. 9155:
Governance of Basic Education
Act of 2001
Available at:
https://www.officialgazette.gov.ph/
2001/08/11/republic-act-no-9155/
2. Republic Act No. 7796: Technical

Education and Skills-Development
Act of 1994
Available at:
1994/08/25/republic-act-no-7796/
3. Republic Act No. 7722: Higher

Education Act of 1994
Available at:
downloads/1994/05may/19940518-
RA-07722-FVR.pdf
Explain: Watch the video on

“Trifocalization of Philippine
Education and K-12 Curriculum.”
Elaborate: Reflect on the

Trifocalization of Philippine
Education
Evaluate: Answer Summative

Assessment #1
Page 6 of 52
Unit Test: Answering *OBL Students: Answer Summative

Summative Assessment #1 Assessment #1 to be posted in the
Google Classroom.
*CBL Students: Answer Summative
Assessment #1 in your printed
module.
Module 2 The Teacher and the Community
Week 2 1. Examine the essential roles Engage: Self-assessment activity

of the teacher/ school in (Quick Writes)
the preparation of the Explore: Read the following:
learners to be responsive
to the demands of the 1. Chapter IX “Education in the
present world and discuss New Milieu” pp 147-158, from the
the paradigm shift of a book Social Dimensions of
learner-centered Education.
environment.
2. Chapter I “The School as an
Agent of Social Change” pp 1-21,
from the book The School and
Community, School Culture, and
Organizational Leadership.
3. Why Teachers Are Important in

Society: Why Teachers Matter.
Retrieved from
https://www.uopeople.edu/blog/th
e-importance-of-
teachers/#:~:text=Teachers%20are
%20arguably%20the%20most,well%2
0and%20succeed%20in%20life.
Explain: Watch the video

presentation “Teacher in the School
and Community” and the power
point presentation lecture of your
faculty-in-charge.
Elaborate: Identify a successful

school (e.g. a University or a
College). Find out what are the
contributions of that school in the
community.
Page 7 of 52
Evaluate: Answer Summative

Assessment #2
Unit Test: Answering *OBL Students: Answer Summative
Summative Assessment #2 Assessment #2 to be posted in the
Google Classroom.
module.
Module 3 The School and Society
Week 3 Examine the four broad Engage: Self-assessment activity

functions of schools as a (Reflection)
purpose-driven institution and
discuss how the school can Explore: Core Readings:
serve as an agent of social
change. 1) Chapter III, “Functions of
Schools” pp 48-66, from the book
of:
Tamayao, A. (2013). Social
Dimensions of Education. Manila:
REX Book Store.
2) Chapter I, “The School as an

Agent of Social Change” pp 1-20,
from the book of:
Pawilen, G., Reyes, E., Rivera, J., &
Sison, T. (2019). The School and the
Community, School Culture , and
Organizational Leadership. Manila:
REX Book Store.
Explain: Watch the following

Interactive Power Point
Presentation/Lecture Video on:
1) Why Education is Important for

Social Change
2) Interactive Power Point
Presentation by your faculty-in-
charge
Elaborate: Examine your own

school (e.g. SLU or your previous
Page 8 of 52
school). Identify some of its projects

or programs that made a
difference in the community or in
the country.
Evaluate: Summative Assessment

#3
Summative Assessment #3: *OBL Students: Answer Summative
Editorial Cartoon/Political Assessment #3 to be posted in the
Cartoon Making Activity Google Classroom.
(100 points Activity) Assessment #3 in your printed
module.
September MIDTERM EXAMINATIONS
Module 4 Principles and Theories of School Culture
Week 4 Define culture and school Engage: Self-assessment activity #4
culture, distinguish the
different elements of school Explore: Read the following Core
culture and identify and Articles:
explain the levels of school
culture 1) Chapter III, “The School as a
Cultural Institution” pp 43-69, from
the book of:
REX Book Store.
2) “What is Culture” pp 35-43, from

the book of:
Vega, V., Prieto, N., & Carreon, M.
(2015). Social Dimensions of
Education. Manila: Lorimar
Publishing, Inc.

Interactive Video Presentations on:
1) Building Strong School Culture:

Best Practices from the Hillsborough
County Public Schools
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2) School Climate and Culture:

Overview, Surveys, and
Improvement
Elaborate: 3-2-1 Formative

Assessment

#4
Week 4 Unit Test: Summative *OBL Students: Answer Summative
Assessment #4 (Mini-Collage Assessment #4 to be posted in the
Making) Google Classroom.
module.
Module 5 Organizational Leadership
Week 5 & 6 Explore the impact of Engage: Self-assessment activity #5
teacher leadership to student
learning, school improvement Explore:
and teacher retention and Read the following Core Articles:
determine the role of teacher
leadership in school reforms. 1) Chapter IV, “The Teacher as a
Leader of Educational Reforms” pp
70-98, from the book of:
REX Book Store.
2) Why Teachers Are Important in

Society: Why Teachers Matter.
Retrieved from
https://www.uopeople.edu/blog/th
e-importance-of-
teachers/#:~:text=Teachers%20are
%20arguably%20the%20most,well%2
0and%20succeed%20in%20life.
3) Teacher Leadership: The Role of

Educators in Our Schools and
Communities (2019). Retrieved from
https://online.campbellsville.edu/e
ducation/teacher-
Page 10 of 52
leadership/#:~:text=Throughout%20
their%20often%2Ddiverse%20career
s,teachers%20maintain%20many%2
0leadership%20roles.&text=They%20
may%20help%20other%20teachers,t
he%20students%2C%20school%20a
nd%20community.
4) Hayo Reinders: Teacher

leadership, where we are and how
we got here (2020). Retrieved from
https://www.cambridge.org/elt/blo
g/2020/01/14/hayo-reinders-
teacher-leadership-where-we-are/

Interactive Video Presentations on:
1) Building Strong School Culture:

Best Practices from the Hillsborough
County Public Schools
2) School Climate and Culture:
Overview, Surveys, and
Improvement
Elaborate: Career Exploration

Activity

#5
Week 5 & 6 Unit Test: Summative *OBL Students: Answer Summative
Assessment #5 (Essay Quiz) Assessment #4 to be posted in the
Google Classroom.
module.
October FINAL EXAMINATION
IV. Evaluation
Formative Assessment
The workbook includes activities that you may answer independently to test your
knowledge and understanding of the lessons. There may also be embedded activities in
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the video/power point presentations which you are encouraged to perform as well.
These activities are not graded but they are necessary to prepare you for your summative
tests.
 Self-Assessment Activity #1
 One Minute Essay
 Question: What do you think of the beneficial impact of the
trifocalization in so far as Philippine education is concerned?
 Quick Writes
 Enumerate three (3) instances where Paradigm Shift is
manifested/demonstrated in our present world, be it in our social,
economic, or political way of life
 Reflection
 Question: Reflection on the printed Editorial Cartoon/Political Cartoon
presented.
 Acrostic
 Question: Define School Culture by thinking of an adjective that starts
with each letter of the term
 Compare and Contrast
 Spot the similarities and differences and in three (3) sentences, compare
and contrast Political Leadership from Teacher Leadership
Summative Assessment
After each learning unit, you have to accomplish the unit test as mentioned
below. Unlike the formative assessments, these unit tests are graded.
 Summative Assessment #1
 Multiple Choice Quiz (30 points)
 Topic: “Trifocalization of Philippine Education and K-12 Curriculum.”
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 Paradigm Shift Dropdown Quiz (40 points)
 Topic: The Teacher and the Community
 Editorial Cartoon/Political Cartoon Making Activity (100 points)
 Theme: The School as an Agent of Social Change
 Mini-Collage Making Activity (100 points)
 Theme: The Vision and Mission of Saint Louis University
 Summative Assessment #5:

 Essay Quiz (100 points)
 Question: Are Teacher Leaders important? Why? Why not?
OBL students: Answer or submit summative assessment in the Google Classroom
CBL students: Answer the attached summative assessment and the same will be
checked once you return back the module and other necessary activities
Midterms and Final Exams
Grading System
Midterm Grade
Class Standing (Unit Tests) = 60%
Examination = 40%
Tentative Final Grade (TFG)

Class Standing (Unit Tests) = 60%
Examination = 40%
FINAL GRADE
Midterm (50%) + TFG (50%)
V. Technological Tools
This course was designed to limit the use of the internet for the sake of learners who
have limited internet connection. The USB contains all the necessary learning resources
which include videos and power point presentations. For those who do have strong
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internet connectivity, you may access all the needed learning resources in the Google
Classroom.
VI. Contact Information of the Facilitator
Course Facilitator: Buddy M. Castillo, PhD, LPT

Contact Information: 09175082374
Email: bmcastillo@slu.edu.ph
Messenger: Buddy Melchor Castillo
DPSS Department Head:
Mary Jane O. Najarila, PhD, LPT

Contact Information: 0917 854 2362/ 0925 802 7844
Emai: mjonajarila@slu.edu.ph
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POS 112
POS 112
COURSE LEARNING OUTCOMES
At the end of the module, you should
be able to:
1. demonstrate content knowledge
on the broader role of the teacher
from the classroom to the greater
community;
2. examine the educational system in
the context of the three main
sectors involved in Philippine
education;
3. analyze the impact of globalization
as driver of change in global
education;
4. establish their role and readiness to
engage in meaningful endeavors
beyond the borders of their
discipline;
5. apply theoretical and conceptual
knowledge in the social sciences as
THE TEACHER AND THE they relate to education and the
community;
COMMUNITY, SCHOOL 6. integrate the relevance of political
CULTURE, AND science to the field of teacher
ORGANIZATIONAL education; and

7. demonstrate content knowledge
LEADERSHIP on the principles of organizational
leadership.
8.
7.
Page 15 of 52
COURSE INTRODUCTION
Teachers play a vital role in nation-building because the future is totally in their
hands. A nation is built by its citizens, citizens are molded by teachers, and teachers are
made by teacher educators. Teachers help shape the community and can direct
students in positive directions that they may not have pursued otherwise. Thus, the role of
the teacher in a positive school-community relationship is extremely important since it is
the teacher who is the backbone of the educational system.
Pursuant to CHED CMO No. 82 series of 2017, this is a foundation course

requirement for BA Political Science Degree in the School of Teacher Education and
Liberal Arts. Thus, this course aims to integrate the broad discipline of teacher education
to the realm of political science. Political science graduates who would be learned in
political thoughts, principles, theories, in the art and science of government, and the
broader social sciences in their pursuit of political or legal careers in the public or private
Page 16 of 52
sectors, might as well find themselves landing in the teaching profession. This course is,
therefore, intended to provide the students of political science a general overview of
education and an outlook to the varied roles played by teachers in their character as
educators.
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, social, and organizational leadership shall be included to prepare prospective
teachers to become school leaders and managers.
This learning module is composed of five distinct chapters/modules. Module 1

introduces the general overview of Philippine educational system in view of the
enactments of R.A. No. 7722 which created the CHED, R.A. No. 7796 which created the
TESDA, and R.A. No. 9155 which reorganized and established the DepEd. These
developments paved the way for the “trifocalization” of Philippine education system.
Module 2 presents The Teacher and the Community, redefining the role of the teacher
and underscoring his significance as the heart of the education process. Module 3 covers
The School and Society, focusing on the broad functions of schools and in their role as
agent of social change and transformation. Module 4 introduces the Principles and
Theories of School Culture. It delves on the role of the school as a cultural institution in
their mission to transform learners to become holistic individuals and contributory to
nation-building. Lastly, module 5 delves on Organizational Leadership highlighting on the
role of the teacher as a leader in educational reforms. It presents the significant factors
that pave the way for teachers to become teacher leaders.

School of Teacher Education and Liberal Arts
Saint Louis University, Baguio City
Page 17 of 52
TABLE OF CONTENTS
MODULE 1 INTRODUCTION: PHILIPPINE EDUCATIONAL SYSTEM AT A GLANCE

Unit 1: Tri-focalization of Philippine educational system
A. Department of Education (DepEd)
B. Technical Education Skills Development Authority
(TESDA)
C. Commission on Higher Education (CHED)
References
MODULE 2 THE TEACHER AND THE COMMUNITY

Unit 1: Education in the New Social Milieu: Redefining the Role
of the Teacher
Unit 2: Teacher as the Heart of the Education Process
References
MODULE 3 THE SCHOOL AND SOCIETY

Unit 1: Four Broad Functions of Schools
Unit 2: The School as an Agent of Social Change
Unit 3: School as the Primary Educative Agency of all Societies
References
MODULE 4 PRINCIPLES AND THEORIES OF SCHOOL CULTURE

Unit 1: The School as a Cultural Institution
Unit 2: Typology of School Culture
References
MODULE 5 ORGANIZATIONAL LEADERSHIP

Unit 1: School Leadership
Unit 2: Teacher Leadership
References
Page 18 of 52
TEACHING-LEARNING FORMAT
This learning module applies the 5E Inquiry-Based Instructional Model which is
based upon cognitive psychology, constructivist theory to learning, and best practices
in STEM instruction (Bybee and Landes 1990). The 5E learning cycle leads students
through five phases: Engage, Explore, Explain, Elaborate, and Evaluate.
Engage – establish relevancy. Students

are engaged with a challenging situation, prior
knowledge is activated, questions are provoked.
In this first phase of the 5E Learning Cycle,

the teacher gauges student prior student
knowledge and/or identifies possible
misconceptions. This student-centered phase
should create a desire to learn more about the
forthcoming topic. The engagement phase is not
intended for the teacher to lecture, define terms,
or provide explanations (Duran and Duran 2004).
Explore – present the content. Students

investigate prior phenomenon, prior knowledge
is challenged, ideas are created.
The exploration phase provides students

with a common base of hands-on activities.
These activities will help students use prior
knowledge to inquire, generate new ideas, and
conduct a preliminary investigation (Bybee
2009). This phase of the learning cycle usually
incorporates the main inquiry-based experience
which nurtures students’ understanding (Duran
and Duran 2004).
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Explain – improve understanding.

Students explain the phenomenon, new
knowledge is gained and applied.
The third stage in the instructional model

is more teacher-directed and guided by the
students’ experience in the previous phase
(Duran and Duran 2004). Students explain their
understanding of concepts and the teacher
corrects students’ misconceptions (Bybee 2009).
During this phase the teacher may provide
formal definitions, notes, and labels (Duran and
Duran 2004).
Elaborate – construct new learning.

Students apply their knowledge towards new
situations, knowledge is deepened and
extended.
In the elaboration phase students are

encouraged to apply their new
understanding of concepts, while reinforcing
new skills. Students may conduct additional
investigations, develop products, share
information and ideas, or apply their
knowledge and skills to other disciplines. This
stage in the learning cycle presents
opportunities for the teacher to integrate
science with other content areas (Duran and
Duran, 2004).
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Evaluate – assess learning. Students

reflect on their knowledge and learning
process, assessment.
According to Bybee (2009), the

evaluation phase encourages students to
assess their understanding and abilities and
provides opportunities for teachers to
evaluate student progress toward achieving
the educational objectives. Formative and
Summative Assessment are appropriate in this
phase.
Page 21 of 52
MODULE 1: INTRODUCTION : PHILIPPINE EDUCATIONAL SYSTEM AT

A GLANCE
Overview:
Under a so-called “trifocalization” approach of education in the Philippines, the
Department of Education (DepEd), the Commission on Higher Education (CHED), and
the Technical Education and Skills Development Authority (TESDA) comprise the
government's education bureaucracy. Trifocalized Education and Training refers to the
three levels of Philippine education system: basic education, technical-vocational
education and training, and higher education. The trifocal education system refocused
the previously known Department of Education Culture and Sports (DECS) mandate to
basic education which covers elementary, secondary and nonformal education,
including culture and sports, after which, the education department had subsequently
been renamed into Department of Education (DepEd). TESDA now administers the post-
secondary, middle-level manpower training and development while CHED is responsible
for higher education.
Learning Objectives
Having successfully completed this module

you will be able to:
 describe the general nature and state

of governance of Philippine education;
 differentiate the role of each of the
three main sectors involved in the education
process.
Let’s Engage
Self-Assessment Activity for both OBL and CBL Students: You are encouraged to answer the
question as part of your self-assessment. This will not be recorded but is needed for the
completion of the course.
One Minute Essay: In not more than three sentences, what do you think of the beneficial
impact of the trifocalization in so far as Philippine education is concerned?
Answer Here:
Page 22 of 52
Let’s Explore
For this part of the unit, you are required to read the salient features of the following:
1. Republic Act No. 9155: Governance of Basic Education Act of 2001

Available at: https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/
2. Republic Act No. 7796: Technical Education and Skills-Development Act of 1994
Available at: https://www.officialgazette.gov.ph/1994/08/25/republic-act-no-7796/
3. Republic Act No. 7722: Higher Education Act of 1994

Available at: https://www.officialgazette.gov.ph/downloads/1994/05may/19940518-RA-
07722-FVR.pdf
*OBL Students: If core reading is available online, just click on the link provided and
download the reading material. You may also check your Google Classroom for the
“Core Reading Materials” or check your SLU portal for the list of readings.
*CBL Students: Check your memory stick for the “Core Reading Materials” folder.
Let’s Explain
To give you a summary on this unit, please watch the video on “Trifocalization of
Philippine Education and K-12 Curriculum.”
*OBL Students: Check your Google Classroom for the posted video lecture.
*CBL Students: Check your memory stick for the lecture videos/interactive ppt folder.
Thank you for watching the video and power point presentation. We hope you were able
to learn more about this topic. It’s time to apply what you’ve learned.
Page 23 of 52
(Courtesy of Ms. Sheila F. Jabuena, OPSD, CHED)
Prior to 1994, the Department of Education, Culture and Sports (DECS) had the sole
responsibility for policy formulation, planning, budgeting, program implementation and
coordination in all levels of formal and nonformal education in the Philippines. It also
supervised all education institutions in both the public and the private sectors. During the
Aquino administration, Congress created an Education Committee (EDCOM) which
recommended the “trifocalization” of the organizational structure in the education
sector. Under this policy which took effect in 1994/1995, oversight for the education sector
is now provided by three distinct bodies: the DECS for basic education; the Technical
Education and Skills Development Authority (TESDA) for technical and vocational
education and training; and the Commission on Higher Education (CHED) for higher
education. (Read more @ http://dirp3.pids.gov.ph/ris/pdf/pidspn0020.PDF)
Retrieved from: http://eduphilippines.blogspot.com/2015/06/trifocalization-of-philippine-

education.html
Page 24 of 52
Let’s Elaborate
OBL and CBL Students: For this part of the unit, you are required to answer the question,
but your score on this will not be counted towards the final grade.
Question: Reflect on the Trifocalization of Philippine Education. In what way do you think
that such an educational reform implemented contribute to the overall development
goals of the Philippines? Discuss your answer in not more than 5 sentences.
Answer Here:
Let’s Evaluate
Thank you for your reflection.
For this part of the unit, your evaluation test and score will be recorded and form part of
your grade.
*OBL Students: Answer Summative Assessment #1 to be posted in the Google

Classroom.
*CBL Students: Answer Summative Assessment #1 in your printed module.
Page 25 of 52
Summative Assessment #1: Quiz 30 points
Multiple Choice: Choose the best answer.

Your score in here will be recorded and will be counted in your Final Grade.
_____ 1. Which of the following is NOT the aim of Philippine Education?

a) Fostering love of the country
b) Teach the duties of citizenship
c) Enhances pride to oneself
d) Develop moral character, self-discipline, and scientific, technological, and
vocational efficiency
_____ 2. Which of the following educational studies were conducted in 1975?

a) Presidential Commission to study education (PCSPE)
b) Survey of the outcomes of elementary education (SOUTELE)
c) Experimental elementary education program (EEEP)
d) None of the above
_____ 3. It means "normal schooling" where students come to school and learn
according to their age, grade, and level through a structured learning program
a) Informal Education
b) Formal Education
c) Nonformal Education
_____ 4. This law recognized 2 systems of education to cater the varying needs of
learners
a) Education Act of 1982
b) RA 7722
c) RA 7796
d) RA 9155
_____ 5. Which of the following government bodies is responsible for technical and
vocational education and training?
a) Department of Education, Culture and Sports (DECS)
b) Technical Education and Skills Development Authority (TESDA)
c) Commission on Higher Education (CHED)
d) Department of Education (DepEd)
_____ 6. An education system under DepEd that aims to enhance learners' basic skills,
produce more competent citizens, and prepare graduates for lifelong learning and
employment
a) Traditional Curriculum
b) Programmed Curriculum
c) Subject-Centered Curriculum
Page 26 of 52
d) K-12 Curriculum
_____ 7. Republic Act 7722 was implemented during the reign of which president?
a) Corazon Aquino
b) Benigno Aquino III
c) Fidel Ramos
d) Gloria Macapagal Arroyo
_____ 8. Which salient feature of the K-12 Curriculum mentions the different activities
based on local culture, history, and reality?
a) Making the curriculum relevant to learners
b) Ensuring integrated and seamless learning
c) Building proficiency through language
d) Gearing up for the future
_____ 9. Which salient feature of the K-12 Curriculum encompasses the Mother-Tongue
Based Multilingual Education Program?
a) Ensuring integrated and seamless learning
b) Building proficiency through language
c) Gearing up for the future
d) Nurturing the holistically developed Filipino
_____ 10. Which salient feature of the K-12 Curriculum encompasses learning the
alphabet, numbers, shapes and colors through games, songs, and dances?
a) Strengthening Early childhood education
b) Making the curriculum relevant to learners
c) Ensuring integrated and seamless learning
d) Building proficiency through language
_____ 11. Which salient feature of the K-12 Curriculum bisected the secondary level of
education to junior high school and senior high school?
a) Strengthening Early childhood education
_____ 12. Which salient feature of the K-12 Curriculum provides college and livelihood
wellness by incorporating 21st century skills in teaching and learning?
Page 27 of 52
_____ 13. Which salient feature of the K-12 Curriculum dictates that subjects are taught
from the simplest concepts to more complicated concepts through grade levels in
spiral progression?
d) Strengthening Early childhood education
_____ 14. When was the K-12 Curriculum created?

a) 2010
b) 2011
c) 2012
d) 2013
_____ 15. It encompasses vocational training, adult literacy programs, family planning
sessions, and workshops
a) Informal Education
b) Formal Education
c) Nonformal Education
References
De Leon, H. S., & De Leon, H. M. (2014). Textbook on the Philippine Constitution. Manila:
REX Printing Co., Inc.
Republic Act No. 9155: Governance of Basic Education Act of 2001. Available at:
https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/
Republic Act No. 7796: Technical Education and Skills-Development Act of 1994.
Available at: https://www.officialgazette.gov.ph/1994/08/25/republic-act-no-
7796/
Republic Act No. 7722: Higher Education Act of 1994. Available at:
https://www.officialgazette.gov.ph/downloads/1994/05may/19940518-RA-07722-
FVR.pdf
Page 28 of 52
MODULE 2: THE TEACHER AND THE COMMUNITY
Overview:
This module presents the vital role of the Teacher in the education process and in
the maintenance and development of society. In one perspective, teachers are
arguably the most important members of our society. They give children purpose, set
them up for success as citizens of our world, and inspire in them a drive to do well and
succeed in life. The children of today are the leaders of tomorrow, and teachers are that
critical point that makes a child ready for their future.
In today’s world, demands on the learner have increased substantially. In the

traditional classroom, we view the teacher, standing in front of the classroom while
students sit and listen. Where once it may have been sufficient to learn rote experiences
within given working environments, now the real world demands that individuals use
higher-order reasoning skills to solve complex problems. Learners must now be viewed as
proactive participants in learning, actively seeking ways to analyze, question, interpret,
and understand the ever-changing environment. Thus, we shall also look into the context
of a redefined role of the teacher in answer to the demands of the present changing
world.
Lastly, we will examine why the teacher is the heart of the education process. They
are the frontline workers in schools, colleges and universities. So why are teachers
important? Teachers truly are the backbone of society. They are role models to children,
offer guidance and dedication and give young people the power of education.
Because of teachers, countries are able to further develop socially and economically.
Next time you or your community achieve something great, take a moment to think of
and be grateful for the teachers who made it possible.
Learning Objectives

 examine the essential roles of the teacher/

school in the preparation of the learners to be
responsive to the demands of the present world;
 discuss the paradigm shift of a learner-
centered environment.
Page 29 of 52
Let’s Engage
Self-Assessment Activity for both OBL and CBL Students: You are encouraged to answer the
question as part of your self-assessment. This will not be recorded but is needed for the
completion of the course.
Quick Writes: Make sense of what the term “Paradigm Shift” is all about. Enumerate three (3)
instances where Paradigm Shift is manifested/demonstrated in our present world, be it in our
social, economic, or political way of life. Answer in short phrases or sentences only. No need
to explain.
Answer Here:
1.
2.
3.
Let’s Explore
Here, you will explore the developments that transformed the role of the new teacher in
today’s world. The teacher is the heart of the education process, thus, s/he plays a vital
role in shaping up society for nation-building. For this part of the unit, you are required to
read the following:
1. Chapter IX “Education in the New Milieu” pp 147-158, from the book of: Vega, V., et
al (2015). Social Dimensions of Education.
2. Chapter I “The School as an Agent of Social Change” pp 1-21, from the book of:
Pawilen, G., et al (2019). The School and Community, School Culture, and
Organizational Leadership.
3. Why Teachers are Important in Society: Why Teachers Matter. Retrieved from
https://www.uopeople.edu/blog/the-importance-of-
teachers/#:~:text=Teachers%20are%20arguably%20the%20most,well%20and%20succee
d%20in%20life.
Page 30 of 52
*OBL Students: If core reading is available online, just click on the link provided and
download the reading material. You may also check your Google Classroom for the
“Core Reading Materials” or check your SLU portal for the list of readings.
*CBL Students: Check your memory stick for the “Core Reading Materials” folder.
Let’s Explain
To give you a summary of our topics, please watch the following video presentations:
1. “Teacher in the School and Community”

2. The Interactive Power Point Presentation Lecture of your faculty-in-charge.
*OBL Students: Check your Google Classroom for the posted lecture video/interactive
ppt.
*CBL Students: Check your memory stick for the lecture videos/interactive ppt folder.
Thank you for watching the video and the power point presentation. We hope you were
able to learn more about the topic through these presentations. It’s time to apply what
you’ve learned.
Let’s Elaborate
OBL and CBL Students: For this part of the unit, you are required to answer the question, but
your score on this will not be counted towards the final grade.
Question: Identify a successful school (e.g. a University or a College). Find out what are the
contributions of that school in the community. Write your findings in the space provided.
Answer Here:
Page 31 of 52
Let’s Evaluate
Summative Assessment #2: Paradigm Shift Dropdown Quiz
8 Items X 5 Points Each = 40 Points Quiz. Your score in here will be recorded and counted
in your Final Grade.

Classroom.
PART I: The role of the Student from a “Teacher-Centered” environment is given under
Column A, items 1-4. In a “Learner-Centered” environment, supply the role of the Student
in the spaces provided under Column B. Write the Letter of your choice only. Choices are
listed below.
For the role of the STUDENT
Column A Column B
A Shift From: A Shift To:
1. Passively waiting for the taecher to give directions and

information
2. Always being in the role of the learner
3. Always following given procedures
4. Viewing the teacher as the one who has all the answers
PART II: The role of the Teacher from a “Teacher-Centered” environment is given under
Column A, items 5-8. In a “Learner-Centered” environment, supply the role of the Teacher
in the spaces provided under Column B. Write the Letter of your choice only. Choices are
listed below.
For the role of the TEACHER
Column A Column B
A Shift From: A Shift To:
5. Always being viewed as the content expert and source for

all the answers
Page 32 of 52
6. Being viewed as the primary source of information who

continually directs it to students
7. Always asking the questions and controlling the focus of

student learning
8. Directing students through preset step-by-step exercises so

that all achieve similar conclusions
Choices Here:
A. Actively encouraging individuals to use their personal knowledge and skills to
create unique solutions to problems
B. Viewing the teacher as a resource, model , and helper who will encourage
exploration and attempts to find unique solutions to problems
C. Participating at times as the expert/knowledge provider
D. Participating at times as the one who may not know it all but desires to learn
E. Actively searching for needed information and learning experiences,
determining what is needed, and seeking ways to attain it
F. Actively coaching students to develop and pose their own questions and
explore
their own alternative ways of finding answers
G. Being viewed as a support, collaborator, and coach for students as they learn to
gather and evaluate information for themselves
H. Desiring to explore, discover, and create unique solutions to learning problems
References
Why Teachers Are Important in Society: Why Teachers Matter. Retrieved from
teachers/#:~:text=Teachers%20are%20arguably%20the%20most,well%20and%20s
ucceed%20in%20life.
Pawilen, G., Reyes, E., Rivera, J., & Sison, T. (2019). The School and the Community, School Culture , and
Organizational Leadership. Manila: REX Book Store, Inc.
Serrano, E., & Cajigal, R. (2020). The Teacher and the Community, School Culture, and Organizational
Leadership. Quezon City: Adriana Publishing Co., Inc.
Tamayao, A. (2013). Social Dimensions of Education. Manila: Manila: REX Book Store, Inc.
Vega, V., Prieto, N., & Carreon, M. (2015). Social Dimensions of Education. Quezon City: Lorimar
Publishing, Inc.
Page 33 of 52
MODULE 3: THE SCHOOL AND SOCIETY
Overview:
Schools play an important role in the development of individuals and societies.
Schools are vital sources of knowledge and innovations, they are contributors to
economic development, they are agents of social and cultural development, and they
are warehouses of information. Schools also develop the manpower needs of the society,
developing the necessary skills, values, and knowledge needed in everyday life
particularly in the industry. Furthermore, schools are national and regional symbols serving
as repository of the people’s history and culture. In a nutshell, a school is a dynamic social
organization that develops every learner for various social roles. It is influenced by a
system anchored on a philosophy, mission, and vision (Pawilen G., et al, 2019).
In the same vein, schools have always been seen as a purpose-driven institution.
It exists for a reason, and it is fundamentally optimistic to pursue progress and
development. With such optimism, schools embrace numerous and varied roles in the
society. This is evident in all countries, which believe in the four accepted functions of
schools (Tamayao, 2013). These universal functions of schools will be discussed in this
module.
Learning Objectives

 examine the four broad functions of

schools as a purpose-driven institution;
 discuss how the school can serve as an
agent of social change;
 explain the role of the school as the
primary educative agency.
Let’s Engage
Self-Assessment Activity for both OBL and CBL Students: You are encouraged to answer
the question as part of your self-assessment. This will not be recorded but is needed for
the completion of the course.
Page 34 of 52
Question: Reflect on the printed Editorial Cartoon/Political Cartoon below. Write down
three (3) meaningful implications or inferences that can be gleaned from the image.
Three short sentences only.
Answer here:
1.
_____________________________________________________________________________________
2.
_____________________________________________________________________________________
3.
_____________________________________________________________________________________
Let’s Explore
Page 35 of 52
Here, you will explore the concepts and ideas about “The School and Society.” There are
two topics here: 1) Functions of Schools, and 2) School as an Agent of Social Change
owing to its character as the primary educative agency in all societies.
*OBL Students: If online link is provided, just follow the link and download the reading
materials. Otherwise, check your Google Classroom for the core reading materials.
*CBL Students: To access your readings, check the Core Reading Materials Folder in your
memory stick.
Core Readings:
1) Chapter III, “Functions of Schools” pp 48-66, from the book of:

Tamayao, A. (2013). Social Dimensions of Education. Manila: REX Book Store.
2) Chapter I, “The School as an Agent of Social Change” pp 1-20, from the book of:
Pawilen, G., Reyes, E., Rivera, J., & Sison, T. (2019). The School and the Community, School
Culture , and Organizational Leadership. Manila: REX Book Store.
Let’s Explain
To further understand what you have read on The School and Society, watch the
following Interactive Power Point Presentation/Lecture Video on:
1) Why Education is Important for Social Change

2) Interactive Power Point Presentation by your faculty-in-charge
*OBL Students: The interactive power point presentation /lecture video are posted in your
Google Classroom.
*CBL Students: To access the same, please check your interactive power point
presentation /lecture video folder in your memory stick.
Let’s Elaborate
OBL and CBL Students: For this part of the unit, you are required to answer the question, but your
score on this will not be counted towards the final grade.
Question: Examine your own school (e.g. SLU or your previous school). Identify some of its projects or
programs that made a difference in the community or in the country. Something that served as an
agent of social change in the community or in the country. Write your findings in the space provided.
Answer Here:
Page 36 of 52
Let’s Evaluate
Summative Assessment #3: Editorial Cartoon/Political Cartoon Making Activity
100 points Activity

Classroom.
Editorial Cartoon/Political Cartoon Making Activity

Activity Mechanics and General Instructions
Theme: "The School as an Agent of Social Change"
Guidelines/Mechanics:
1) Construct a meaningful "Editorial Cartoon/Political Cartoon" in an 8.5 X 11 short bond paper in portrait
or landscape orientation;
2) Editorial Cartoon must depict the theme "The School as an Agent of Social Change" insofar as the
school’s positive impact to the community or the nation;
3) Editorial Cartoon can be constructed digitally or non-digitally (conventional drawing);
4) Creatively portray the theme in the Editorial/Political Cartoon;
5) Black and White or Colored Editorial Cartoon is acceptable;
6) Rubrics: Portrayal of Positive Impact to Society.................. 33.33
Creativity & Relevance to the Theme……………....... 33.33
Effort Exerted & Overall Impact…........................... 33.33
***Total Points..... 100 pts to be recorded as your Class Standing (CS)***

NOTE: Invest time & effort in your EC/PC to maximize earning points...
Page 37 of 52
References
Pawilen, G., Reyes, E., Rivera, J., & Sison, T. (2019). The School and the Community, School Culture , and
Organizational Leadership. Manila: REX Book Store, Inc.
Serrano, E. & Cajigal, R. (2020). The Teacher and the Community, School Culture, and Organizational
Leadership. Quezon City: Adriana Publishing Co., Inc.
Tamayao, A. (2013). Social Dimensions of Education. Manila: REX Book Store, Inc.
Vega, V., Prieto, N., & Carreon, M. (2015). Social Dimensions of Education. Quezon City: Lorimar
Publishing, Inc.
Page 38 of 52
MODULE 4: PRINCIPLES AND THEORIES OF SCHOOL CULTURE
Overview:
Every society has a culture, no matter how simple the culture may be, and every
human being is cultured, in the sense of participating in some culture or other. Every
organization too, manifest their own set of organizational culture as these are driven by
the organization’s vision, mission and goals. The school is such one kind of an
organization.
This part of the module highlights the role of the school as a cultural institution.
Every school is unique in their own way and their uniqueness commonly originates on how
they impose different cultures inside and outside their school premises. Culture is the
distinctive identity of a school from the other schools. But some school cultures are
common across schools and some are unique and embedded in a particular school’s
history and location (Pawilen G., et al, 2019).
School culture plays a vital role in the success of every academic institution. The
students, staff, teachers, school administrators, and other stakeholders should unite in
promoting positive school culture. If one from the stakeholders will not cooperate, the
entire system will be affected.
Learning Objectives

 define culture and school culture;

 distinguish the different elements of
school culture;
 identify and explain the levels of school
culture.
Page 39 of 52
Let’s Engage
Question: Familiarizing oneself with the subject matter, Bower (1966) classically defined
School Culture as “the way we do things here.” Now let us test how creative you are.
Define School Culture by thinking of an adjective that starts with each letter of the term.
Write your answer below:
S - __________________________________________________________________________
C - __________________________________________________________________________
H - __________________________________________________________________________
O - __________________________________________________________________________
O - __________________________________________________________________________
L - ___________________________________________________________________________
C - __________________________________________________________________________
U - __________________________________________________________________________
L - ___________________________________________________________________________
T - ___________________________________________________________________________
U - ___________________________________________________________________________
R - ___________________________________________________________________________
E - ___________________________________________________________________________
Page 40 of 52
Let’s Explore
Read the following Core Articles:
1) Chapter III, “The School as a Cultural Institution” pp 43-69, from the book of:
Pawilen, G., Reyes, E., Rivera, J., & Sison, T. (2019). The School and the Community,
School Culture, and Organizational Leadership. Manila: REX Book Store.
2) “What is Culture” pp 35-43, from the book of:

Vega, V., Prieto, N., & Carreon, M. (2015). Social Dimensions of Education. Manila:
Lorimar Publishing, Inc.
*CBL Students: To access your readings, check the Core Reading Materials Folder in
your memory stick.
Let’s Explain
To further understand what you have read on The Principles and Theories of School
Culture, watch the following Interactive Video Presentations on:
1) Building Strong School Culture: Best Practices from the Hillsborough County Public
Schools
2) School Climate and Culture: Overview, Surveys, and Improvement
Google Classroom.
Let’s Elaborate
OBL and CBL Students: For this part of the unit, you are required to answer the question, but
your score on this will not be counted towards the final grade.
3-2-1 Formative Assessment: This will help you further in processing your readings and lesson
materials provided in this module.
**Questions are provided below
**Write your answers in the spaces provided after each question below
Page 41 of 52
3-2-1 Formative Assessment:
A) Write three (3) Facts that you have learned so far about “School Culture”:
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
B) Write two (2) Questions you have in mind that wasn’t covered so far by the readings
or materials provided:
1. __________________________________________________________________
2. __________________________________________________________________
C) Write one (1) Opinion, your personal opinion about the reading materials or lessons
provided:
1. __________________________________________________________________
Thank you for honestly answering this formative assessment.
Let’s Evaluate
Summative Assessment #4: Mini-Collage Making Activity
Your score in here will be recorded and added to your final grade. (100 points Activity)

Classroom.
Page 42 of 52
Reflect on the Vision and Mission of Saint Louis University which in turn drives the
University’s Climate and Culture.
Summative Assessment #4
Mini-Collage Making Activity: 100 Points
Activity Mechanics and General Instructions
Theme: "Climate and Culture @ Saint Louis University"
Guidelines/Mechanics:
1) Reflect on the above Vision, Mission statement of SLU as a missionary driven educational
institution;
2) Construct a meaningful "Mini-Collage" in an 8.5 X 11 short bond paper in portrait or landscape
orientation;
3) Mini-Collage must depict the theme "Climate and Culture @ Saint Louis University” insofar as the
University’s exhibited and manifested display of its culture;
4) Mini-Collage can be constructed digitally or non-digitally (conventional making);
5) Creatively portray the theme in the Mini-Collage and integrate the University’s Core Values such
as: Christian Living, Academic Excellence, Creativity, and Social Involvement;
6) You may apply a variety of colors to enhance expressiveness in your Mini-Collage;
7) Rubrics: Portrayal of Vision and Mission in the Collage................... 33.33
Creativity & Effort Exerted………………………….……………....... 33.33
Symbolism & Visual Impact……………………........................... 33.33
***Total Points..... 100 pts to be recorded as your Class Standing (CS) and to be added to your final grade
NOTE: Invest time & effort in making your Mini-Collage to maximize earning points...
Page 43 of 52
References
School Culture , and Organizational Leadership. Manila: REX Book Store, Inc.
Serrano, E. & Cajigal, R. (2020). The Teacher and the Community, School Culture, and
Oraganizational Leadership. Quezon City: Adriana Publishing Co., Inc.
Vega, V., Prieto, N., & Carreon, M. (2015). Social Dimensions of Education. Quezon City:
Why Teachers Are Important in Society: Why Teachers Matter. Retrieved from
teachers/#:~:text=Teachers%20are%20arguably%20the%20most,well%20and%20s
ucceed%20in%20life.
Page 44 of 52
MODULE 5: ORGANIZATIONAL LEADERSHIP
Overview:
The Institute for Educational Leadership (2001) provided a broad and progressive
definition on teacher leadership. It suggested that teacher leadership is not necessarily
about power, but about teachers extending their presence beyond the classroom by
seeking additional challenges and growth opportunities. Teachers have long been
accustomed to working in isolation within the boundaries of their own classrooms. Going
beyond the classroom by providing input at meetings, sharing best practices, working
with the community, working with university faculty, and mentoring teacher candidates
are examples of additional challenges that can foster the development of leadership.
This chapter in the module focuses on the role of the teacher as a leader in
educational reforms. In the context of the recent reforms in the Philippine educational
system, it brings to light the importance of the role of teachers in ensuring that initiatives
to improve the teaching-learning process are implemented efficiently and effectively.
In order for these reforms to take place, it is necessary to have teachers who will
support these initiatives. Thus, the need for teacher leaders. Teachers play a vital role in
ensuring the success of the implementation of the educational reforms in the country for
the following reasons. First, teachers are in close coordination with the students. They
regularly interact with the students and in the performance of their functions as teachers,
they know firsthand how the reforms impact their students. Two, since teachers are the
ones who implement the reforms in the classroom, they are aware of how these new
initiatives directly influence or affect the way they teach. Last, teachers are also in direct
communication with various stakeholders. They are in close contact with colleagues,
parents and the community. As such, the relationship with these significant groups allows
them to see how the new initiatives in education affect the various stakeholders (Pawilen,
G. et al, 2019).
Learning Objectives

 explore the impact of teacher leadership to

student learning, school improvement and
teacher retention;
 determine the role of teacher leadership in
school reforms.
Page 45 of 52
Let’s Engage
Figure A: Political Leadership
Figure B: Teacher Leadership

Page 46 of 52
Question: Figure A presents an image of Political Leadership while Figure B presents an

image of Teacher Leadership. Spot the similarities and differences and in three (3)
sentences, compare and contrast Political Leadership from Teacher Leadership.
Answer here:
1.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Thank you for answering your Self-Assessment Activity.

Page 47 of 52
Let’s Explore
Read the following Core Articles:
1) Chapter IV, “The Teacher as a Leader of Educational Reforms” pp 70-98, from the
book of: Pawilen, G., Reyes, E., Rivera, J., & Sison, T. (2019). The School and the
Community, School Culture, and Organizational Leadership. Manila: REX Book Store.
2) Why Teachers are Important in Society: Why Teachers Matter. Retrieved from
d%20in%20life.
3) Teacher Leadership: The Role of Educators in our Schools and Communities (2019).
Retrieved from https://online.campbellsville.edu/education/teacher-
leadership/#:~:text=Throughout%20their%20often%2Ddiverse%20careers,teachers%20maintain%20ma
ny%20leadership%20roles.&text=They%20may%20help%20other%20teachers,the%20students%2C%20
school%20and%20community.
4) Hayo Reinders: Teacher leadership, where we are and how we got here (2020).
Retrieved from https://www.cambridge.org/elt/blog/2020/01/14/hayo-reinders-
*CBL Students: To access your readings, check the Core Reading Materials Folder in
your memory stick.
Let’s Explain
To further understand what you have read on Organizational Leadership, watch the
following Interactive Video Presentations on:
1) What makes great teachers and great school leaders

2) What is a teacher leader
3) 10 Traits of Teacher Leaders
Google Classroom.
Page 48 of 52
Let’s Elaborate
OBL and CBL Students: For this part of the unit, you are required to answer the question,
but your score on this will not be counted towards the final grade.
Career Exploration Activity: Formative Assessment. In this kind of activity, it gives students
broader exposure to the working world. Improves the attitude of students about career
opportunities, motivating them to aspire to their dream careers.
Question: At this point in time, and on a personal note, would you ever consider the idea
of becoming a Teacher Leader someday? If YES, why? If NO, why not? Discuss your answer
in not more than 50 words.
Write your answer here:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Thank you for answering your Formative Assessment Activity.

Page 49 of 52
Let’s Evaluate
Summative Assessment #5: Essay Quiz
50 points

Classroom.
Question: Are Teacher Leaders important? Why? Why not? Answer in not more than 200
words.
Rubric foci: Ideas presented………………………………... 20

Clarity and Depth of Expalnation…………… 20
Organization…………………………………….. 10
Answer here:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Page 50 of 52
_____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Page 51 of 52
_____________________________________________________________________________________
_____________________________________________________________________________________
References
School Culture , and Organizational Leadership. Manila: REX Book Store, Inc.
Serrano, E., & Cajigal, R. (2020). The Teacher and the Community, School Culture, and
Organizational Leadership. Quezon City: Adriana Publishing Co., Inc.
Vega, V., Prieto, N., & Carreon, M. (2015). Social Dimensions of Education. Quezon City:
School Leadership for the 21st Century Initiative: A Report of the Task Force on Teacher
Leadership (2001). Available at:
https://pdfs.semanticscholar.org/e50e/f985527a70c2b08f08197fa770e35605f51c.pdf
Teacher Leadership: The Role of Educators in Our Schools and Communities (2019).
Retrieved from https://online.campbellsville.edu/education/teacher-
leadership/#:~:text=Throughout%20their%20often%2Ddiverse%20careers,teachers%20m
aintain%20many%20leadership%20roles.&text=They%20may%20help%20other%20teach
ers,the%20students%2C%20school%20and%20community.
Hayo Reinders: Teacher leadership, where we are and how we got here (2020).
Retrieved from https://www.cambridge.org/elt/blog/2020/01/14/hayo-reinders-
Why Teachers Are Important in Society. Retrieved from

d%20in%20life.
Page 52 of 52
BUDDY M. CASTILLO
School of Teacher Education and Liberal Arts
Saint Louis University, Baguio City, Philippines

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COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014

Saint Louis University Revision No. 01

Module for MODULE IN

Department of Political and Social Sciences

II. Course Overview

Pursuant to CHED CMO No. 82 series of 2017, this is a foundation course

B. Course Learning Outcomes

C. Module and Unit Topics

Module 1 Introduction: Philippine Educational System at a Glance

III. Course Study Guide

5. The formative assessments (activities embedded in the presentations or included in

6. There are no synchronous online discussions for this course.

III. Study Schedule

Week Topic Learning Outcomes Activities

Module 1 Introduction: Philippine Educational System at a Glance

2. Republic Act No. 7796: Technical

3. Republic Act No. 7722: Higher

Explain: Watch the video on

Elaborate: Reflect on the

Evaluate: Answer Summative

Unit Test: Answering *OBL Students: Answer Summative

Week 2 1. Examine the essential roles Engage: Self-assessment activity

3. Why Teachers Are Important in

Explain: Watch the video

Elaborate: Identify a successful

Evaluate: Answer Summative

Week 3 Examine the four broad Engage: Self-assessment activity

2) Chapter I, “The School as an

Explain: Watch the following

1) Why Education is Important for

Elaborate: Examine your own

school). Identify some of its projects

Evaluate: Summative Assessment

2) “What is Culture” pp 35-43, from

Explain: Watch the following

1) Building Strong School Culture:

2) School Climate and Culture:

Elaborate: 3-2-1 Formative

Evaluate: Summative Assessment

2) Why Teachers Are Important in

3) Teacher Leadership: The Role of

4) Hayo Reinders: Teacher

Explain: Watch the following

1) Building Strong School Culture:

Elaborate: Career Exploration

Evaluate: Summative Assessment

October FINAL EXAMINATION

 Summative Assessment #5:

OBL students: Answer or submit summative assessment in the Google Classroom

Midterms and Final Exams

Tentative Final Grade (TFG)

VI. Contact Information of the Facilitator

Course Facilitator: Buddy M. Castillo, PhD, LPT

DPSS Department Head:

Mary Jane O. Najarila, PhD, LPT

ORGANIZATIONAL education; and

Pursuant to CHED CMO No. 82 series of 2017, this is a foundation course

This learning module is composed of five distinct chapters/modules. Module 1

Department of Political and Social Sciences

MODULE 1 INTRODUCTION: PHILIPPINE EDUCATIONAL SYSTEM AT A GLANCE

MODULE 2 THE TEACHER AND THE COMMUNITY

MODULE 3 THE SCHOOL AND SOCIETY

MODULE 4 PRINCIPLES AND THEORIES OF SCHOOL CULTURE

MODULE 5 ORGANIZATIONAL LEADERSHIP

Total Points..... 100 pts to be recorded as your Class Standing (CS)