MABINI COLLEGES

Daet, Camarines Norte

COLLEGE OF EDUCATION

COURSE SYLLABUS (PROF. ED. 5)

The Teacher and the Community, School Culture and Organizational Leadership

A. Vision
MABINI COLLEGES shall cultivate a CULTURE OF EXCELLENCE in education.
B. Mission
MABINI COLLEGES provides quality instruction, research, and extension service programs at all educational levels as its monumental contribution to National and global growth and
development.
        Specifically, it transforms students into:
 God-fearing
 Nation-loving
 Earth-caring
 Law-abiding
 Productive, and
 Locally and Globally competitive persons

C. Department/ Program: College of Education

D. Course Code: Prof. Ed. 5
E. Course Title: The Teacher and the Community, School Culture and Organizational Leadership
F. Course Description: This course focuses on society as a context upon which the schools have been established. Educational Philosophies that are related to society as a foundation of schools
and schooling shall emphasized. Further, principles and theories on school culture and organizational leadership shall be included to prepare prospective teachers
to become school leaders and managers.
G. Credit Units: 3 units
H. Prerequisites: None
I. No. of hours: 3 hours per week/ 54 hours per semester
J. Schedule: 07:00 AM - 08:30 AM MW
K. Consultation hours: 1:00 PM – 2:30 PM M
L. Institutional Intended Learning Outcomes/Program Educational Objectives:
 Demonstrate competence on teaching across the different learning areas in elementary education/demonstrate competence on teaching children with special needs/demonstrate
competence in teaching preschool pupils/ demonstrate competence on teaching in one of the learning areas in secondary schools particularly, Mathematics, English, Filipino, Social
Studies, Culture and Arts, or Physical Education.
 Practice professional and ethical acts in the workplace and other human relations;
 Participate in research activities to improve teaching-learning conditions;
 Engage in lifelong learning through graduate and post-graduate studies, and training in the field
 Demonstrate effective organizational communication for sound interpersonal relations; and
 Involve in service-oriented activities in the organization.
M. Program Intended Learning Outcomes

Graduates of Teacher Education program are able to:

 Articulate the rootedness of education in philosophical, Socio-cultural, historical, psychological, and political contexts;
 Demonstrate mastery of subject matter/discipline;
 Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environment; 
 Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
 Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices;
 Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
 Practice professional and ethical teaching standards sensitive to the changing local, national, and global realities;
 Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

N. Course Intended Learning Outcomes:

1. Articulate the rootedness of education in the philosophical, socio-cultural, historical, legal and political context (CMO 74-83, S. 2017 except CMO 81)
2. Establish school-community partnerships to enrich the learning environment and to strengthen the community’s engagement in the educative process – Domain 6, PPST
3. Link teaching-learning to the experiences, interests and aspirations of the wider school community and other stakeholders – Domain 6, PPST
4. Demonstrate fulfillment of the professional obligation to uphold professional ethics, accountability and transparency – Domain 6, PPST and Program Outcome 6.2.g (CMO 75-82)
5. Promote professional and harmonious relationships with internal (learners, parents, fellow teachers and school head) as well as external stakeholders (local officials, NGO’s, alumni,
and all others in the wider community). – Domain 6, PPST
6. To discuss leadership and management styles that establish a positive school culture for effective shoo performance.

O. Learning Plan
Teaching Learning Activities (TLAs)
Contents ONLINE CLASS FACE TO FACE CLASS Assessment Tasks
(1.5 hours per week) (1.5 hours per week) Time
Intended Learning Textbooks/ Allocation
(ATs) Resource Materials
Outcomes References

At the end of the discussion,

the students can:
a. Recite the VMGO of the Handbook Reviewing the VMGO Lecture and Discussion Reflection PPT Presentation 3 hours
institution and of the
department Orientation of Institutional and Reciting the VMGO
b. Integrate the vision, Department’s VMGO
mission and Institutional
philosophy the college to Sharing of Reflections
their own goals
c. Accept the responsibility
of realizing those that are
relevant to their studies.

At the end of the discussion, Chapter 1 –

the students can: Educational Philosophies: Orstein, A. (1984) Table summary of the Small Group discussion Written work PPT Presentation
John Locke Introduction to the Philosophies of
a. Discuss at least 6 H. Spencer Foundations of Education Reflection Laptop 3 hours
Philosophical thoughts on J. Dewey Education LET-like Test
Education G. Counts
T. Brameld
P. Freire

At the end of the discussion,
the students can:
a. Prove that schools
transmit cultural values by
stating facts from Philippine
and world history of
education.
2. Historical Foundation of Brinkerhoff, David. Table Comparison of Interactive lecture
education (1989) Essentials of point of emphasis in key Small group discussion Written Work
Sociology; Orntein, periods of educational Research PPT Presentation 3 hours
a. Education in Primitive Allan (1985) An history of the Philippines Reflection Activity
Society Introduction to the and the World Quiz Laptop
b. The History of the Foundations of
Philippine Educational Education
System
c. Other Developments

At the end of the discussion,

the students can:
a. Explain the Social
Science Theories and their
implications to education
3. Social Theories and their Brinkerhoff, David. Reflection paper Small group discussion Quiz PPT Presentation
Implications to education (1989) Essentials of
Lecture Laptop
Sociology Written test 3 hours
a. Structural-Functional
Theory
b. Conflict Theory
c. Symbolic-Interactionist
Theory
At the end of the discussion,
the students can: Shahani, L. “Miral Reflection Paper Report analysis – Small Written test PPT Presentation
a. Discuss the Strengths 4. Strengths and weaknesses Recovery Program: group discussion Laptop
and weaknesses of the of the Filipino Character Building a People: 3 hours
Filipino Character Building a Nation,” Interactive Lecture
1988

End of Prelim February

At the end of the discussion,

the students can:
a. Cite and discuss at least
2 global Issues that concern
Schools and Community
5. Global Issues that concern Top 10 World Issues; Reflection Paper Small group discussion Table of Curriculum PPT Presentation
Schools and Community 17 sustainable integration of Top 10 3 hours
Interactive Learning Laptop
Development Goals, Global issues and 17
2015-2030 SDGs, 2015-2030

At the end of the discussion,

the students can:
a. Explain what school and 6. The Why and How of Deped Order #100, s. Lecture Comic strip making PPT Presentation 6 hours
community partnership 2009; Deped Order Research output
School and Community
means. #30, s. 2017 Laptop
Partnership
b. Cite examples of Deped Primer on Reflection Journal Small Group discussion
a. What the Community do for
community partnership schools? School-community
b. What Schools do for the Partnership
c. Explain the Legal and Community?
sociological bases of School c. Experiences of Schools
and Community Partnership and Community Partners
d. Sociological Basis of
School-Community
Partnership
e. Legal basis for Parents and
Community Involvement

At the end of the discussion,

the students can:

a. Elaborate on
Community’s expectations 7. The Teacher and the The Code of Ethics for Reflection Journal Small group discussion Skit or Role play PPT Presentation 3 hours
from Teachers and on Community: Teacher’s Ethical Professional Teachers
Teacher’s Expectations from and Professional Behavior. Interactive Lecture Laptop
communities.

b. Describe Teacher’s
Ethical and Professional
Behavior in the Community
by giving concrete
examples.

End of Midterm March 16, 17, 18, & 20, 2023

At the end of the discussion,

the students can:
8. Organizational Leadership PPT Presentation
a. Explain what Dubrin, Andrew. Research output Reflection Journal 3 hours
Organizational Leadership is (2006). Essentials of Group Discussion Laptop
Management Video Presentation of Quiz
b. Distinguish between a. Leadership vs. the 3 types of Interactive Lecture
leadership and management Management Hersey, Paul and Leadership
Kenneth Blanchard
c. Describe different b. Types of skills Demanded (1996). The Situational
Organizational Leadership of a Leader. Leader
styles.

d. Explain what situational c. Leadership Styles

leadership, servant
leadership, and
transformational leadership
are.

At the end of the discussion,

the students can: 9. The School Head in https:www.teacherph.c
School-Based Management om/acomprehensive Quiz Group Activity 6 hours
Interactive Lecture; PPT Presentation
guide-to-school-
a. Meaning of SBM
a. Explain the Meaning, based-management- Written Test Metaphoric Thinking. Group Presentation Laptop
b. SBM and the Principle of
advantages, disadvantages sbm;
subsidiarity
and demands of SBM
c. Advantages of SBM
Deped, Primer on
d. Legal Basis of SBM
b. State the Practices
aligned to SBM
At the end of the discussion,
the students can:
a. Explain the meaning of
School Culture
b. Discuss how Culture
affects learning
c. Cite ways to Contribute to
the Building of Positive
culture.
At the end of the discussion,
the students can:
a. Explain the importance of
school policies and their
function
e. Conditions for the Success School Leadership
of SBM
f. Factors of School
effectiveness Based
Research
g. Philippine Accreditation
System for Basic Education
(PASBE)
h. Factors that Contribute to
School Effectiveness
10. Creating a Positive www.ascd.org/
ASCD/pdf/journals/ PPT Presentation 3 hours
School Culture
ed_lead_/ Reflection Journal Small Group Discussion; Observation Notes of
a. Meaning of School Culture el_198503_saphier.pd a selected school as a Laptop
b. Culture as a Social f Case study; case;
Construct Interactive Lecture
c. School climate and School LET-like test
Culture http://
d. The role of School Culture inservice.ascd.org/six-
in Learning tips-for-creating-a-
e. Elements of a Positive positive-learning-
environment-in-your-
classroom
Boss, Suzie with John
Lamer (2018). Project-
Based Teaching
End of Prefinal April 20, 21, 22, & 24, 2023
11. School policies and their Deped Order 8, s. Reflection Journal Reading of sample policies Graded simulation; PPT Presentation 6 hours
2015; Deped Order LET-like Test;
Function followed by small group
54, s. 2009 Results of Interview; Laptop
discussion;
 Simulation

At the end of the discussion,

the students can:
a. Explain the roles,
functions and competencies
of school heads in SBM
12. Roles and Competencies Small group discussion Quiz PPT Presentation 6 hours
Deped, Primer on Reflection Journal
of School Heads
School Leadership LET-like Test Laptop
a. Competencies for School
Heads
b. Competency Framework
for Southeast Asian School
Heads
c. Domains and
Competencies for School
Heads in Southeast Asia

End of Final May 25, 26, 27, & 29, 2023

P. Suggested Readings/References:

Prieto, N.; Arcangel, C.; and Corpuz, B. (2019). The Teacher and the Community, School Culture and Organizational Leadership. Quezon City. Lorimar Publishing House.
Gloria G. Salandanan (2012) Teaching and the Teacher. Quezon City: Lorimar Publishing House.
Tassoni, P. (2016) Reducing Educational Disadvantages.
Vitaliano Bernardino ThePhilippine community school Kulbir Singh Sidhu School Organizational and Administration

*Other Supplementary Materials

Deped Order 8, s. 2015
Deped Order 54, s. 2009
Report on “A Moral Recovery Program: Building a People, Building a Nation”

Q. Course Policies
A. Attendance. Students are expected to make every effort to attend class. They are responsible for work missed during excused absences and will have time to make up missed work.
It is students’ responsibility to find out what work they have missed.
 B. Class Participation. In class, you will be responsible for asking and answering questions, participating fully in group and class work, and helping the class run smoothly. It is very
important to participate in all class discussions and activities and to use every opportunity the teacher provides to speak English.
C. Examinations, Written Outputs, and Projects. You are required to complete and turn in all class work, examinations, and projects on time.
D. Behavior. Students are expected to follow all school and classroom rules and to treat each other and the teachers in the classroom with respect. Students will receive a review of the
rules on the first day of school.
A. Grading System. Grades will be based on the following:

Periodical Grading % Total Grade %

Major Exam 40 Prelim Period 20
Prepared by: Class Standing 30 Midterm Period 20
Quizzes 20 Pre-final Period 30
Attendance 10 Final Period 20
FAINA ROSE J. Total 100 Others 10 CASIMIRO, MLL
Faculty Total 100

Received by:

FE V. CANDELARIA, Ed. D.
Dean

Noted by:

ERLINDA J. PORCINCULA, Ph. D.

VP Academic Affairs