The Teacher and The Community, School Culture and Organizational Leadership

Republic of the Philippines
MARIKINA POLYTECHNIC COLLEGE

Shoe Ave. cor. Chanyungco St., Sta. Elena, Marikina City
www.mpc.edu.ph
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION
COURSE OUTLINE
Course Code: EDUC 1

Course Title: The Teacher and the Community, School Culture and Organizational
Leadership with focus on Philippine TVET System
Course Description: This course focuses on the philosophical, technological and socio
-economic foundation of the technical vocational education and
training (TVET) in the Philippines. It also covers the principles underlying
competency-based training, competency standards, program registration,
assessment and certification. Discussions will focus on TVET as a
component of the Philippine Qualifications Framework and the effect of
globalization.
Course Credit: 3 units
Contact Hours: 3 hours a week
3 hours lecture
TOTAL = 54 hours per semester
Pre-requisite: None
Program Intended Learning Outcomes

By the time of graduation, the students of BTVTEd shall have the ability to:
a. demonstrate the competencies required of the Philippine TVET Trainers-Assessors
Qualification Framework (PTTQF);
b. demonstrate broad and coherent, meaningful knowledge and skills in any of the specific
fields in technical and vocational education;
c. apply with minimal supervision specialized knowledge and skills in any of the specific
fields in technical and vocational education;
d. demonstrate higher level literacy, communication, numeracy, critical thinking, learning
skills needed for higher learning;
e. manifest a deep and principled understanding of the learning process and the role of the
teacher in facilitating these processes in their students;
f. show a deep and principled understanding of how educational processes relate to larger
historical, social, cultural, and political processes;
g. apply a wide range of teaching process skills (including curriculum development, lesson
planning, materials development, educational assessment, and teaching approaches);
h. reflect on the relationships among the teaching process skills, the learning processing in
the students, the nature of the content/subject matter, and other factors affecting
educational processes in order to constantly improve their teaching knowledge, skills and
practices;
i. demonstrate a service orientation in one’s profession;
j. participate in various types of employment, development activities, and public
discourses, particularly in response to the needs of the communities one serves; and
k. participate in the generation of new knowledge or in research and development projects
in technical education.
Course Intended Learning Outcomes

At the end of this course, the students should be able to:
1. Demonstrate knowledge and understanding of relevant and responsive learning
environments in various community contexts;
2. Seek advice concerning strategies that build relationships with parents/guardians and
the wider community;
3. Seek opportunities to establish professional links with colleagues;
4. Demonstrate knowledge and understanding of school policies and procedures to foster
harmonious relationships with the wider school community;
5. Demonstrate awareness of existing laws and regulations that apply to the teaching
profession in relations to the wider school community; and
6. Demonstrate familiarity with the responsibilities specified in the Code of Ethics for
Professional Teachers.
WEEK COURSE CONTENT

Week 1 Introduction to Society, Community and Education-Defining the
Basic Concept
Basic Concepts to be defined:

1. Society
2. Community
3. Education
4. Social Interaction
5. School Culture
Week 2-4 Unit 1 – Society and Education
A. Philosophical Perspectives
 Classical Philosophies
- Idealism
- Realism
- Existentialism
- Pragmatism
 Modern Philosophies
- Perennialism
- Progressivism
- Humanism
 Post Modern Philosophies
B. Sociological Perspectives
1. Social Dimensions of Education
- Consensus and conflict Theories
- Structural Functionalism
- Interactionist Theories
2. Schools and Social Institutions
- Family
- Education
- Religion
- Economic Institutions
- Government
3. Education 4.0 Responding to the demands of Society
C. Educational Reform: The K to 12 Curriculum Example

Week 5-7 Unit 2 – School as a Social System
A. Social Systems Model

B. Key Elements of School as a Social System
1. Structure
2. Individual
3. Culture
4. Politics
5. Technical Core: Teaching and Learning
6. Environment
7. Outcomes
8. Feedback Loops
- Internal
- External
C. The School as a Community
D. School as a Learning Community
1. Community of Practice
2. School Learning Action Cells (SLAC): Professional Learning
Communities
Week 8-9 Unit 3 – The Teacher and the Community
A.External Environments and Accountability of Schools

1. Resource-Dependence Perspective
- General Environmental Resources
- Availability of Resources
- Dependence
2. Administering Resource Environments
B. Adapting to External Environment
1. National Standards and Frameworks
2. Internationalization
3. Globalization
MIDTERM EXAMINATION
Week 10 A. The Teacher and the Community
B. The Teacher and the State
Week 11-14 Unit 4 – The Teacher as School Culture Catalyst
A. Structure in Schools
1. Classical Weberian Bureaucracy
2. Hall’s Organizational Inventory
3. Formalization of Structure (Hoy & Sweetland)
4. Mintzberg’s Coordinating Mechanisms of Structure
5. The DepEd Organizational Structure (based on Republic Act
No. 9155)
- National
- Division
- School
B. Organizational Culture of Schools

1. Description
2. Levels
3. Functions of Culture
C. Changing School Culture
D. Organizational Climate of Schools
E. Changing the Climate of Schools

Week 15-18 Unit 5 – The Teacher as an Organizational Leader
A. Defining Leadership
B. The Nature of Administrative Work

1. Trait Approach to Leadership
2. Situations and Leadership
3. Behaviors and Leadership
4. Leadership Effectiveness
5. Contingency Models of Leadership
6. Fiedler's Contingency Model of Leadership
C. Transformational Leadership
1. Three Types of Leadership
2. Theory and Research about Transformational Leadership
D. Evolutionary Leadership Theory (ELT)
E. Teacher Leadership
F. Instructional Leadership
1. School-based Management (SBM)
- School Improvement Plan (SIP)
- Working with School Stakeholders: Brigada Eskwela
FINAL EXAMINATION
The students are expected to observe the academic policies and code of
Course Policies
conduct based on the student handbook.
Face-to-Face
Quizzes 20 %
Projects/Activities/Seatwork 25 %
Mid Term/Final Examination 25 %
Recitation 20 %
Attendance 5%
Attitude 5%
TOTAL 100%
Course
Blended Instruction
Requirements
Quizzes/Information Sheets 20%
Projects/Activity Sheets 50%
Midterm/Final Examination 30%
TOTAL 100%
Grading System
Midterm Grade is ⅓ (one-third): M.G. x .33%
Second Grading is ⅔ (two-thirds): S.G. x .67%
Final Grade: 100%

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Republic of the Philippines

MARIKINA POLYTECHNIC COLLEGE

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Course Code: EDUC 1

Program Intended Learning Outcomes

Course Intended Learning Outcomes

WEEK COURSE CONTENT

Basic Concepts to be defined:

C. Educational Reform: The K to 12 Curriculum Example

A. Social Systems Model

A.External Environments and Accountability of Schools

B. Organizational Culture of Schools

C. Changing School Culture

D. Organizational Climate of Schools

E. Changing the Climate of Schools

B. The Nature of Administrative Work

D. Evolutionary Leadership Theory (ELT)

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