Republic of the Philippines

Municipality of Abuyog
ABUYOG COMMUNITY COLLEGE
COLLEGE OF ARTS, SCIENCES, AND EDUCATION

OUTCOMES-BASED TEACHING-LEARNING SYLLABUS

PROF ED 9 – The Teacher and the Community, School Culture, and Organizational Leadership
2nd semester, AY 2024-2025

I. LOCAL COLLEGE INFORMATION

VISION MISSION

A transformative community college committed towards fostering inclusive, accessible, and To empower individuals and strengthen communities by providing relevant and responsive
sustainable education through research, innovation, service, and strategic linkages. curriculum that fosters innovation, lifelong learning, and meaningful impact through strategic
partnerships.

CORE VALUES GOALS

Excellence Goal 1: Assure Quality and Inclusive Education

Competence
Goal 2: Promote Technology and Innovation
Accountability
Resilience Goal 3: Promote Resilient and Sustainable Communities
Environmentally-responsive
Goal 4: Adapt Social Inclusion and Local Economies
Service-oriented
Goal 5: Establish Strong Collaborations and Linkages
Goal 6: Build Human Capital for Sustainable Growth and Development
Goal 7: Strengthen Good Governance and Institutional Sustainability

II. PROGRAM INFORMATION

Name of the Program : Bachelor of Elementary Education
CHED CMO Reference : CHED Memorandum Order No. 74, Series of 2017

Program Goals : The BEEd degree program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for elementary
education.
Program Outcomes : 6.2 Common to the Discipline (Teacher Education)
a. Articulate the rootedness of education in philosophical, sociocultural, historical, psychological, and political contexts;
b. Demonstrate mastery of subject matter/discipline;
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments;
d. Develop innovate curricula, instructional plans, teaching approaches, and resources for diverse learners;
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices;
 f. Demonstrate variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities;
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

III. COURSE INFORMATION

Course Name The Teacher and the Community, School Culture Course Code PROF ED 9
and Organizational Leadership
Pre-requisite Course Credit 3 units, 3 hrs/week

Course Requirement
 Major Examinations
 Summative Quizzes
 Per unit outputs as specified in the assessment
 End of course learning log (reflective journal) and portfolio (compilation of outputs) from each unit.
Grading System

Written Works – 20%

Performance Tasks – 40%
Major Examinations – 40%
Total 100%

Course Description
 This course focuses on society as a context upon which schools have been established. Educational philosophies that are related to the society as a foundation of schools
and schooling shall be emphasized. Further, principles and theories on school culture and organizational leadership, and school policies and procedures shall be included
to prepare prospective teachers to become school leaders and managers.

Course Learning Outcomes

At the end of the course, pre-service teachers 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 relation to the wider school community; and
[6] demonstrate familiarity with the responsibilities specified in the Code of Ethics for Professional Teachers.

IV. COURSE CONTENT AND PLAN

TIME TEACHING-LEARNING
INTENDED LEARNING OUTCOMES (ILOs) CONTENTS ASSESSMENT
ALLOTMENT ACTIVITIES
 Explain the class policies and guidelines. 1. Recite the ACC VMGO and Core
 State the VMGO and Core Values of ACC and Values
the Department. 2. Recite the Department’s VMGO
At the end of this introduction, pre service teachers Introduction to Society, Community, and
should be able to: Education – Defining the Basic Concept
a. define basic concepts necessary to
understanding the course Basic Concepts to be defined: Buzz Session: Group discussions:  Small Group Presentation of
1. Society - Meaning of the basic Outputs using the KWL Chart.
2. Community concepts
3. Education - Share expectations on what  Oral discourse
4. Social Interaction the subject will be all about.
5. School Culture Brief Introductory lecture on the
definitions of essential terms needed
for the course

At the end of the Unit 1, learners should be able UNIT 1 – Society and Education
to:
E. Philosophical Perspectives Preliminary Reading and  Small group presentation of
a. describe the manifestations of various  Classical Philosophies Research outputs
educational philosophies and applications of - Idealism
sociological theories in practical classroom - Realism Active learning and facilitated  Essay. Students will write an
situations in response to community contexts; - Existentialism discussion essay explaining how education
and - Pragmatism - Student will create graphic was shaped by the philosophical
 Modern Philosophies organizers showing their and sociological perspectives of
b. explain the importance of different - Perennialism insights gained from the time, focusing on how
philosophies and sociological theories to - Progressivism research and readings education responds to the
education and how they change the education - Humanism - Teacher facilitated needs of the society and
landscape in response to the needs of the  Post-Modern Philosophies discussion to summarize community.
society and the community. and consolidate researches
F. Sociological Perspectives and reforms in education
1. Social Dimensions of Education - Learner centered discussion
- Consensus and Conflict Theories will highlight how the
- Structural Functionalism philosophical and
- Interactionist Theories sociological perspectives
2. Schools and Social Institutions are demonstrated in
- Family practical classroom
- Education situations
- Religion
- Economic Institutions
- Government
3. Education 4.0: Responding to the
demands of Society

G. Educational Reforms: The K to 12 Document Analysis  Panel discussion. Students will

Curriculum Example - Students will analyze present and explain the
existing documents, reports, importance of the different
 primers on the Enhanced philosophies and sociological
Basic Education Curriculum theories to education and how
(K to 12 Curriculum). The they change the education
focus of the analysis would landscape in response to the
be the identification of the needs of the society and the
philosophical and community.
sociological contributors to
the change in curriculum.

Interview of School Heads for

supplemental information
At the end of Unit 2, learners should be able to: UNIT 2 - School as a Social System

A. Social Systems Model Semantic webbing and concept  Small group presentation of
a. discuss the basic concepts of school as a mapping outputs. Groups choose how
social system and how they impact individual B. Key Elements of School as a Social they will present their semantic
learners, classrooms, schools and the larger System Facilitated Discussion webs and/or concept maps. The
community; 1. Structure output should convey basic
2. Individual concepts of school as a social
b. describe social interactions and their 3. Culture system. PSTs should take turns
importance in building harmonious relationship 4. Politics discussing their work to the
with the wider school community; 5. Technical Core: Teaching and class focusing on how school as
Learning social system impacts
c. seek advice concerning strategies that build 6. Environment relationships among individual
relationships with parents/guardians and the 7. Outcomes learners, classrooms, schools
wider community; and 8. Feedback Loops (Internal & and the larger community.
External)
d. seek opportunities to establish professional
links with colleagues in the school community. C. The School as a Community Interview teachers in the field.  Presentation of outputs
Learners may interview basic Learners in small groups, present
D. School as a Learning Community education teachers, master teachers consolidated and summarized
1. Community of Practice and school heads/administrators results of their interview with basic
2. School Learning Action Cells with questions focusing on: education teachers, master teachers
(SLAC): Professional Learning and school heads/administrators.
Communities. - mechanisms (strategies)
that the school takes to Emphasis will be given to strategies
create linkages and in:
harmonious relationships 1. seeking advice concerning
with parents, guardians and strategies that build harmonious
other stakeholders; relationships with parents/guardians
- how teachers establish and and the wider community; and
promote professional links
with their colleagues; and 2. seeking opportunities to establish
- how school learning action professional links with colleagues in
cell (SLAC) sessions the school community.
improve professional
 relations and development.
At the end of Unit 3, learners should be able to: UNIT 3 – The Teacher and the
Community
a. Identify the stakeholders as integral Facilitated discussion using  Investigative research
environmental resource of the wider A. External Environments and graphic organizers and multimedia Learners conduct investigative
school community; Accountability of Schools presentations. Active learning research in the immediate
1. Resource-Dependence activities like jigsaw, panel community of a target school. The
b. discuss the sociological considerations Perspective discussion may alternatively be focus of the investigation will be the
affecting the learning environment and the - General Environmental Resources employed. interaction/relationship of the school
wider school community in relation to the - Availability of Resources and the external environment, as
external environment and other factors; - Dependence well as, the various stakeholders as
2. Administering Resource Document review with part of the larger school community.
c. reflect on laws and regulations that apply Environments discussion. An annotated review of
to teachers in the context of the the various frameworks and  Debate
community; and B. Adapting to External Environment standards affecting schools, specific Learners will be assigned to groups
1. National Standards and provisions of the Code of Ethics for to discuss topics/problems about
d. demonstrate understanding of the Frameworks Professional Teachers and the adapting to the external
teachers’ responsibilities to the state and 2. Internationalization Education Act of 1982 will serve as environment. The focus will be the
the community as specified in the Code of 3. Globalization a springboard for active discussion. pros and cons of adapting change
Ethics for Professional Teachers and the sociological factors affecting
the school in relation to community
C. The Teacher and the Community contexts (i.e., local, national &
international).
D. The Teacher and the State
 Role playing
Learners in groups, will portray to
the class the relationship and
responsibilities of the teacher to the
state and the community as
specified in the Code of Ethics for
Professional Teachers and other
laws and regulations (An alternative
to role playing could be a video
recording of the described simulated
situations.)
At the end of Unit 4, learners should be able to: UNIT 4 – The Teacher as School Culture
Catalyst

a. discuss the concepts that influence school A. Structure in Schools Active learning and facilitated  Graphic organizers
organization as a part of a larger 1. Classical Weberian Bureaucracy discussion on the various models Learners will discuss the concepts
organization in response to community 2. Hall’s Organizational Inventory and structures of organizations. that influence school organization as
contexts; 3. Formalization of Structure (Hoy & a part of a larger organization in
Sweetland) School visitation. Learners may be response to community contexts
b. describe various functions and roles of 4. Mintzberg’s Coordinating asked to visit the office of a school using an appropriate graphic
various members of the school community Mechanisms of Structure principal and the faculty of teachers organizer as a presentation tool.
based on policies and procedures to foster 5. The DepEd organizational in a basic education school in the
 harmonious working relationships; and Structure (based on Republic Act area. PSTs will note down  Functional Chart
No. 9155) organizational information posted in Learners will redraw the
- National the bulletin boards and how this organizational chart of the school
c. explain concepts on school culture and - Division information help the organization. then describe the corresponding
climate. - School functions for each position in the
organizational chart.

B. Organizational Culture of Schools Video clip presentation. Learners  Class Observation Report
1. Description identify and interpret themes in a The teacher will create an
2. Levels video on Cultural Diversity and observation matrix of the
3. Functions of Culture consider whether cultural diversity is components and elements of a
a school strength or weakness; they school culture that the PSTs will be
C. Changing School Culture should explain the reasons for their observing. The PSTs will evaluate
responses. Students also consider and explain what they have
D. Organizational Climate of Schools whether these differences and observed based from the concepts
diversity in communities affect learned. They will also be asked to
E. Changing the Climate of Schools teaching and learning in school. formulate ways of improving school
culture.
At the end of Unit 5, learners should be able to: UNIT 5 – The teacher as an
Organizational Leader
 Graffiti Wall. Learners will
a. describe leadership and other related A. Defining Leadership Preliminary Reading and “graffiti” a board/ wall with
concepts; Research. The learners will be descriptions, qualities of a
B. The Nature of Administrative Work required to do research and teacher leader, types/styles of
b. compare and contrast various types, 1. Trait Approach to Leadership preliminary reading on pre-assigned leadership, etc. Then, they will
approaches and models of leadership; 2. Situations and Leadership organizational leadership examine the wall and identify
3. Behaviors and Leadership topics/concepts. trends and patterns to connect
c. reflect on and differentiate the role of 4. Leadership Effectiveness the descriptions together. They
teachers as leaders and school heads as 5. Contingency Models of Leadership will then select a description that
instructional leaders; and 6. Fiedler’s Contingency Model of they did not personally
Leadership contribute to the graffiti wall and
d. explain school policies and procedures respond to it in writing before
that foster harmonious relationships within sharing with a partner, small
the school and the wider school group, or with the whole class.
community and identify “best practices” in
their implementation. C. Transformational Leadership Small-group sharing. Learners will  Comparative Matrix. Learners
1. Three Types of Leadership be arranged in small groups to will compare and contrast
2. Theory and Research about discuss their outputs on the previous various types, approaches and
Transformational Leadership activity. After the discussion the models of leadership using a
PSTs will post their findings on a Comparative Matrix as an
D. Evolutionary Leadership Theory (ELT) Graffiti Wall. output of the small group or
whole class discussions.
E. Teacher Leadership Inviting a Resource Speaker. A
basic education master teacher and  Reflection writing on insights
administrator will be invited to gained from the resource
discuss teacher leadership and persons on teacher leadership
 instructional leadership, and instructional leadership.
respectively. Reflection shall focus on the
different roles of teachers and
school heads.

F. Instructional Leadership Field Interview of School Heads.  Infographic. The learner,

1. School-based Management (SBM) PSTs will be required to interview, at individually or in small groups,
- School Improvement Plan least, 3 local basic education school will use text and graphic
- - Working with School heads about the policy presentation or infographic to:
Stakeholders: Brigada Eskwela implementation of SBM, SIP and
Brigada Eskwela. 1. explain policies and
procedures that foster
harmonious relationships
within the school and with
the wider school community;
and
2. 2. identify “best practices” in
implementation resulting
from the interview. The
output will be presented in
class or exhibited in a
gallery.

Suggested List of References

Hoy, W.K. & Miskel, C.G. (2016) Educational Administration: Theory, research, and practice, 9e. McGraw-Hill Companies, Inc., New York, NY

Llagas, T.A., & Corpuz, B.B. (2018) Essentials of Teacher Leadership. Lorimar Publishing, Inc., Quezon City, Philippines.

Llagas, T.A., Corpuz, B.B. & Bilbao, P.P. (2016) Becoming a 21st Century Educational Leader. Lorimar Publishing, Inc., Quezon City, Philippines.

Lim, L.S., Caubic, R.A., & Casihan, L.L. (2014) The Teaching Profession. Adriana Publishing Co., Inc., Quezon City, Philippines.

Vega, V.A., Prieto, N.G., & Carreon. M.L. (2009) Social Dimensions of Education. Lorimar Publishing, Inc., Quezon City, Philippines.

Fisher, D., (2012), School Culture: Creating a Unified culture of learning in a multicultural Setting, IB Regional Conference

Barkan, Steve E. (n.d.) “Sociological Perspectives on Education”, section 11.2 from the book: A Primer on Social Problems (v. 1.0). Available online at https://2012books.lardbucket.org/books/a
primer-on-social-problems/index.html

School, Community, and Teacher, a Course Guide. Available online at http://hec.gov.pk/english/services/universities/RevisedCurricula/Documents/2011

2012/Education/SchoolCommTeacher_Sept13.pdf

Board of Professional Teachers Resolution No. 435, s. 1997 – Code of Ethics of Professional Teachers Batas Pambansa Bilang 232 – Education Act of 1982. Available online at
http://www.chanrobles.com/BATAS%20PAMBANSA%20BLG.%20232.pdf
A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Available online at http://www.sedl.org/connections/resources/evidence.pdf).

Supplementary Readings

Bautista, M.C.R.B., Bernardo, A.B.I, & Ocampo, D. (2010) When Reforms Don’t Transform: Reflections on institutional reforms in the Department of Education. Human Development Network,
University of the Philippines, Diliman, Quezon City. Available online at
https://www.researchgate.net/publication/237259856_When_Reforms_Don't_Transform_Reflections_on_institutional_reforms_in_the_Department_of_Education

Beck, S., Frederiksen, L.F. (2007) Teaching, Leadership and School Culture- from loose to tight couplings, Institute of Philosophy, Pedagogic and Study of of Religions, *University of Southern
Denmark available at http://www.fm-kp.si/zalozba/isbn/978-961-6573-65-8/091-103.pdf.

P. W. Musgrave, ‘The Relationship Between School and Community: A Reconsideration’, Community Development Journal, 8 (1973), 167–78 doi: 10.1093/ cdj/8.3.167

Addressing Diversity in Schools: Culturally Responsive Pedagogy’. Available online from http://www.nccrest.org/Briefs/Diversity_Brief.pdf.

Prepared by:

JOHN PAUL ADTOON

Instructor

Reviewed by: Recommending Approval: Approved:

DOMER P. REGIS, PhD EDITA D. VALE, Ed.D CLEMELLE L. MONTALLANA, DM, CESE
Dean, College of Arts, Sciences, & Education VP, Academic Affairs College President