SECOND SEMESTER

A.Y. 2023 – 2024

DEPARTMENT: COLLEGE OF EDUCATION

COURSE CODE: TCSL
COURSE TITLE: THE TEACHER AND THE COMMUNITY, SCHOOL
PROGRAM: EDUCATION
CULTURE AND ORGANIZATIONAL LEADERSHIP
CREDIT: 3 Lectures/Modular Session/Online Session/Blended PRE – REQUISITE: NONE
COURSE SPECIFIC INSTRUCTION:
Google Classroom/Password/Modular Approach/Blended
COURSE DESCRIPTION:
The Teacher and the Community, School Culture and Organizational Leadership (TCSL). This course focuses on society and community as a context upon which
the schools have been established. It also deals with the educational philosophies that are related to the society as a foundation of school and schooling shall be emphasized.
Further principles and theories on school culture and organizational leadership are also included to prepare prospective teachers to become school leaders and managers.
COURSE REQUIREMENT/S:
The students are required to have attendance (online), quizzes, and other activities.
COURSE EVALUATION/ GRADING SYTEM:
Written Works – 20% Performance Task – 30% Attendance – 10% Examination – 40%
STUDENT LEARNING OUTCOMES (SLO)
At the end of the unit, the students should be able to:
1. Explain and compare what situational leadership and servant leadership are and their styles and theories
2. Discuss how to sustain change in an organization; Explain school policies and procedures that foster harmonious relationships within the school and the wider school
community and identify “best practices” in their implementation.
3. Explain the meaning, advantage and disadvantages and demands of SBM and identify “best practices” in their implementation
4. State practices aligned to SBM.
5. Explain the roles, functions and competencies of school heads in SBM.
6. Explain the meaning of school culture and discuss how school culture affects learning.
 7. Explain the importance of school policies in school operation and how it would affect the whole school operations.
8. Prove that schools transmit cultural values by stating facts from education history in the world and in the Philippines; Discuss and argue some global issues concerning
school and society and propose solutions to the said problems.
9. Elaborate the issues on “the expectations of the school to the community and community to school and v/vice versa.
10. Discuss the competencies expected of school heads as contained in the competency frameworks for teachers in the Philippines and for Southeast Asia and deliberate how
these practices would contribute to country’s socio-cultural development.

After successful completion of the course, the students shall be able to:
Education Graduate Attributes Program Outcomes (PO) Course Learning Outcomes (CLOs)
(EGAs)
Highly Competent/Academic Demonstrate skills in the recognizing of the teacher and the  Highly competent professionals
Superiority community, school culture and organizational leadership  Model for excellence
 Distinguished future school leaders
Ethical Professional/Integrity Demonstrate ethical standards in dealing with others  Do tasks truthfully
bestowing professionalism with dignity and integrity;  Communicate with ethical standards and integrity
Service-oriented Share one’s outputs for the community-based activities  Deal with community and school collaboratively
 Share one’s talents
Contribute to country’s sustainable Develop and produce meaningful outputs that will be the  Serve the country selflessly
growth and development rudiments of love for country and patriotism  Follow Filipino customs and positive practices
 Be a role model member of the society
Innovation Use 21st century skills as digital natives to deal with the  Elevate performance using varied technological
teacher and the community, school culture and organizational advancements to establish camaraderie with people
leadership  Communicate effectively considering the current
trends in dealing with people and society
COURSE OBJECTIVES:
1. Discuss the philosophical thoughts of education and its application to actual teaching and learning situation; Explain the importance of different philosophies and
sociological theories to education and how they change the education landscape in response to the needs of the society and the community.
2. Explain the three social sciences theories and their implication to education; Describe the manifestations of various educational philosophies and applications of
sociological theories in practical classroom situations in response to community contexts;
3. Explain what organizational leadership is; Describe leadership and other related concepts
4. Distinguish between leadership and management.
5. Describe different organizational leadership style compare and contrast various types, approaches and models of leadership; Reflect on and differentiate the role of
teachers as leaders and school heads as instructional leaders
6. Discuss the strength and weaknesses of the Filipino character and cite ways by which schools can counteract the weaknesses of the Filipino character.
 7. Describe teachers ethical and professional behavior in the community. How could these be sustained demonstrate understanding of the teachers’ responsibilities to the
state and the community as specified in the Code of Ethics for Professional Teachers
8. Cite ways by which a professional teacher can contribute to the building of positive culture in the school
9. State the relationship of society and schools, show concrete examples on how the school and the community show their relationship to one another; Discuss the basic
concepts of school as a social system and how they impact individual learners, classrooms, schools and the larger community;
10. Explain the meaning of socialization as function of the school and how that would take effect as member of the society; Explain the importance of different philosophies
and sociological theories to education and how they change the education landscape in response to the needs of the society and the community.

ONLINE COURSE RESPONSIBILITIES

STUDENT RESPONSIBILITIES PROFESSOR/INSTRUCTOR RESPONSIBILITIES

The students are expected to: The instructor is expected to:
1. observe etiquette and “netiquette” on the conduct of online learning or modular 1. Train the students on the use of online platform as modality of teaching and
modality learning; learning;
2. Be up-to-date on the learning episodes to comply with the necessary 2. Establish rules and “netiquette” on the conduct of online learning or modular
requirements of the subject including written works, assignments, and other modality learning
performance tasks posted or written in the online platforms or on the given 3. Provide informative discussions on technology as the main tool for teaching and
activity sheets; learning episodes;
3. Establish and ask pertinent questions and other inquiries for clarifications and 4. Facilitate online learning on the different theories, concepts and principles of
deepening of the topics/lessons; technology for teaching and learning;
4. Abreast on the use of reliable web sites and search engines to get relevant 5. Give assessments, assignments, and hands-on activities that directly trigger
information as well to download videos, URL, audio files, interactive online students’ competencies;
games and activities, and the like to comply with the requirements of the 6. Ensure that all students can use of reliable web sites and search engines to get
learning episodes; and relevant information as well to download videos, URL, audio files, interactive
5. Apply necessary online safety precautions in accessing web sites related to the online games and activities, and the like to comply with the requirements of the
topics/lessons. learning episodes;
 COURSE CALENDAR

WEE METHODS DUE DATE OF

CONTENT/PARTICULARS ASSESSMENT
K NO. (ACTIVITIES/ASSIGNMENTS, etc.) SUBMISSION
( with RUBRICS)
A. Orientation with respect to:
Brief Lecture:
1. The identity of instructors and students;
2. Course Syllabus;
Powerpoint presentation on the contents/particulars
3. Class Rules and Etiquettes; Online Pre-Test
4. Modular approach and online platforms
1-2 Individual Activities for clarifications and feedback NA
in conducting classes; and
5. Other topics relevant to the subject Online Graded Recitation
Needs Analysis
B. Conduct online Pre-Test on the subject to
determine students’ prior knowledge

1. Philosophical thoughts on education

Concept Map on the topics
1.1 John Locke (1632-1704) The Empiricist Associating Ideas
discussed
Educator
1.2 Herbert Spencer (1820-1903) Utilitarian Interactive Discussion
Education
Graded Recitation
1.3. John Dewey (1859-1952) Learning through Individual Activity
3-4 Experience Before Next Session
1.4 George Counts (1889-1974) Building a Comprehension Exercises
Pertinent Activities set in the
New Social Order
modules
1.5 Theodore Brameld (1904-1987) Social
Reconstructionism
1.6 Paulo Freire (1921-1997) Critical Pedagogy

5 2.0 Historical Foundation of Education, Aims Quiz Pertinent Activities included in Before Next Session
and contributions to Philippine Education the modules
2.1 The history of the Philippine Education Comprehension exercises
System Learning Journal
2.1.1 Education during the Pre-colonial period Video Presentation
2.1.2 Education during the Spanish Era Webbing
2.1.3 Education during the American Regime Discussion forum
1898-1946 FACE TO FACE
2.1.4 The Commonwealth Period (1935-1942) Individual Activity PRELIMINARIES
 2.1.5 The Japanese occupation
2.1.6 Post Colonial Philippines
EXAMINATION
2.2 The Vision, Mission and Core Values of the
Department of Education

Image Analysis
3. Social science theories and their implication
Discussion Forum Relevant Activities set in the
to education
modules
3.1 Three Social Theories
Fishbowl Activity
4.The strengths and weaknesses of the Filipino
6-7 Before Next Session
Character: A Socio-cultural Issue
Comprehension Exercises Restricted Essay
4.1Strength and Weakness of the Filipino
Character
Q and A on Video Presentation/ Powerpoint Diagramming
4.2 Value Education in Schools
Presentation presented

5.0 Global Issues that Concern Schools and

Society
5.1. Top ten world Issues and how they can be
addressed Pertinent Activities set in the
5.2. 17 Sustainable Development Goals for the modules
Period 2015-2030 Hands-On Activities during the online sessions
6. The Why and How of School and Making of Diagramming
Community Partnership Web Hunting
6.1 What can the community do for the school? Digital Learning Resource
6.2 What can school do for communities in Q and A on Video Presentation/ Powerpoint Activities
8-10 Before Next Session
return? Presentation presented
6.3 Sociological basis of School-Community Presentation of Digital
Partnership Learning Outputs
6.4. Legal basis for Parents and Community Discussion Forum
Involvement
FACE TO FACE
7.0. The Teacher and the Community: MIDTERM
Teacher’s Ethical and Professional Behavior EXAMINATION
7.1 Codes of Ethics for Professional Teachers:
Article III
 Hands-On Activities Hands-On Activities during the
online sessions
Pertinent Activities included in
8.Organizational Leadership
the modules
8.1 Organizational leadership defined Web Hunting
8.2Leadership versus Management
8.3 School Heads as a Leader and as a Manager Q and A on Video Presentation/ Powerpoint
Making a KWL Chart
11-12 8.4 Types of Skills of a Leaders Presentation presented Before Next Session
8.5. Leadership Styles
Presentation of Digital
8.6 The situational Leadership Model
Learning Outputs using
8.7 Servant Leadership Discussion Forum
Distance Learning Modalities
8.8Transformational Leadership
Fishbowl Activity

9.The School Head in School Based

Pertinent Activities included in
Management Hands-On Activities
the modules
9.1 SBM Defined
9.2 SBM and the Principle of Subsidiarity Web Hunting
9.3 Advantage of SBM
Making a Vlog
9.4 Legal Basis of SBM Q and A on Video Presentation/ Powerpoint
13-14 Before Next Session
9.5 The success of SBM Presentation presented
Venn Diagramming
9.5.1 Function of a School Head
9.6 Philippine Accreditation System for Basic Discussion Forum
Education (PASBE)
FACE TO FACE PRE-
9.6.1 SBM-PASBE Operational Framework Fishbowl Activity
FINALS EXAMINATION
(DO # 64 s. 2012)
10.Creating a Positive school Culture Video Analysis
10.1 Elements of Positive School culture
10.2 Meaning of School Culture Q and A on the Video Presentation/ Powerpoint Pertinent Activities set in the
10.3 Culture as a Social Construct Presentation presented modules
15-16 Before Next Session
10.4 School Climate and School Culture
10.5The role of School Culture in Learning Hands-On Activities Creating a Gibb’s Reflection
10.6 teacher and Student Norms Cycle Template
Web Hunting
11.School Policies and Their Function Discussion Forum Before the End of the
17-18 11.1 Policy on Collection of Contributions Pertinent Activities set in the Semester
11.2 Importance of Policies Fishbowl Activity modules
11.3 Effective policy Formulation and
 Implementation in a School Community
Partnership Video Analysis Making a reflective narrative
12. National Adoption and Implementation of
the Philippine Professional Standards for Q and A on the Video Presentation/ Powerpoint Online Debate
School Heads (DepEd Order No.024, s.2020) Presentation presented

FACE TO FACE FINAL

EXAMINATION

January 8, 2024
JAY ARR V. SANGOYO, Ph.D. Date Submitted
Course Professor/Instructor

JOHN ERICK CAUZON, LPT, MAED ______________________________

Program Director, BEED & BSED Date Approved by the Program Director

MARIA N. CUSIPAG, Ph.D. ______________________________

Dean Date Approved by the Dean

AIDA S. RAMOS, Ed.D. ______________________________

Vice President for Academic Affairs and Research Date Approved by the VPAAR