THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND EDUC 103
ORGANIZATIONAL LEADERSHIP
SPAMAST GRADUATE ATTRIBUTES
(A SPAMAST Graduate shall possess. . .)
Critical thinking skills
communication skills
and interpersonal skills
Entrepreneurial skills
Professional competency
Capability for life-long
Universal outlook and
responsiveness and
InnovativenessCreativity and
Leadership, teamwork
global competency
Socio-cultural,
environmental
Language and
learning
PROGRAM OUTCOMES
gender sensitivity
1. Articulate and discuss the latest developments in the specific field of practice.
(PQF level 6 descriptor)
2. Effectively communicate orally and in writing using both English and Filipino
3. Work effectively and independently in multi-disciplinary and multicultural
teams. (PQF level 6 descriptor)
4. Act in recognition of professional, social, and ethical responsibility
5. Preserve and promote “Filipino historical and cultural heritage” (based on RA
7722)
6. Demonstrate mastery of subject matter/discipline.
7. Facilitate learning using a wide range of teaching methodologies and delivery
modes appropriate to specific learners and their environments.
8. Develop innovative curricula, instructional plans, teaching approaches, and
resources for diverse learners.
9. Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices.
10. Demonstrate a variety of thinking skills in planning, monitoring, assessing,
and reporting learning processes and outcomes.
11. Practice professional and ethical teaching standards sensitive to the local,
national, and global realities.
12. Pursue lifelong learning for personal and professional growth through varied
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experiential and field-based opportunities.
13. Exhibit competence in mathematical concepts and procedures.
14. Possess broad knowledge of language and literature for effective learning
15. Use English as a glocal language in a multilingual context as it applies to the
teaching of language and literature
16. Acquire extensive reading background in language, literature, and allied fields
17. Demonstrate proficiency in oral and written communication
18. Shows competence in employing innovative language and literature teaching
approaches, methodologies, and strategies
19. Use technology in facilitating language learning and teaching
20. Inspire students and colleagues to lead relevant transformative changes to
improve learning and teaching language and literature
21. Display skills and abilities to be a reflective and research-oriented language
and literature teacher
22. Graduates of college are qualified for various types of employment and
participate in various types of employment
23. Graduates of State Universities and Colleges (SUCs) must have the
competencies to support “national, regional and local development plans”
(RA7722).
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COURSE OUTCOMES
PO PO1 PO1 PO1 PO1 PO PO1 PO PO PO PO1 PO2 PO2 PO
At the conclusion of the course, PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9
1 0 1 2 3 14 5 16 17 18 9 0 1 22
the students will be able to:
At the end of the semester, the
students should be able to:
Articulate the rootedness of
education in the
philosophical, socio-cultural,
historical, legal and political
context
Establish school-community
partnerships to enrich the
learning environment and to
strengthen community’s
engagement in the educative
process
Link teaching-learning to the
experiences, interests and
aspirations of the wider
school community and other
stakeholders
Demonstrate fulfillment of
the professional obligation to
uphold professional ethics,
accountability and
transparency
Promote professional and
harmonious relationships
with internal (learners,
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parents, fellow teachers and
school head) as well as
external stakeholders (local
officials, NGOs, alumni, and
all others in the wider
community)
To discuss leadership and
management styles that
establish positive school
culture for effective school
performance
LEGEND:
I-INTRODUCED (The student get introduced to the concepts/principles)
P-PRACTICED (The student practices the competencies with supervision)
D-DEMONSTRATED (The student practices the competencies across different settings with minimal supervision)
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COURSE PLAN
COURSE TEACHING AND Reporters
TIME ASSESSMENT RESOURCE
STUDENT LEARNING OUTCOMES CONTENT/ LEARNING ACTIVITIES
FRAME TASKS (ATs) S NEEDED
SUBJECT MATTER (TLAs)
Week 1 At the end of the lesson, the students SPAMAST’s Vision, Interactive Discussion Oral DLP
will be able to: Mission and Core Recitation
recall the Vision, Mission and Core Values by Pair/
Values of the institution; and Triad/
appreciate the importance of Vision, Classroom Policies Group
Mission and Core Values of the
institution. Grading System
Be oriented on the Classroom Policies
and Grading System
Week 2- Discuss the philosophical thought on Philosophical Scenario Analysis Individual DLP LIERA E ABUYABOR
5 education Thoughts on Writing Journal JANE S ANCHETA
Education Individual Silent Reading Activity Rubric KLARISZE LEANNE P
1) Empiricist Table Handout AQUINO
and Note Taking
Educator Summary of KEYCILYN J AYSON
2) Utilitarian the REGINE D BANAAG
Education Group-Discuss-Share Philosophies
3) Learning of Education
Through Interactive Discussion Double
Experience Entry
4) Building a New Quescussion Journal
Social Order
5) Social
Reconstructionism
6) Critical Pedagogy
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Week 6 State the relationship of society and Historical Free Talk (catch the Individual DLP JEMARIE S
schools Foundation of stuff) Writing Journal BARNUEVO
Prove that schools transmit cultural Education Activity Rubric DUSTINE KYLE I
values by stating facts from education 1) The Relationship Reflection BEGONIA
Group Discussion and
history in the world and in the between School Research CHRISTINE C
presentation CANTILLER
Philippines and Society Work
Explain the meaning of socialization 2) Education in HAZEL KIM T CAPILI
as a function of schools Primitive Society Interactive discussion SARAH JANE G
3) Key Periods in CASTAÑEDA
Educational Triad Discussion
History
4) The History of
the Philippine
Educational
System
Week 7- Explain three social science theories Social Science Listen to a Song (Dem Individual DLP RYSSA B CAYABYAB
8 and their implications to education Theories ad Their Bones) and answer follow writing Journal QUENNIE R
Implications to up questions activity Rubric CORDERO
Education Research on NORMAN M DELA
1) Structural- school CRUZ
Functional Focus-Group-Discussion KATE C DELA CRUZ
practices
Theory based on the SUNSHINE F DELA
2) Conflict Theory Interactive Discussion introduced ROSA
3) Symbolic theories
Interactionist Group Task: Theory vs
Theory Reality
MID-TERM EXAMINATION
Week 9 Discuss the strengths and weakness The Strengths and Group Report Analysis Individual DLP AVYGLEEN M
of the Filipino character Weaknesses of the Writing Task Journal DUQUE
Cite ways by which schools can Filipino Character: Discussion Pen-and- Rubric JANNEL O GOTIDOC
counteract the weakness of the A Socio-Cultural Paper Test RONNIE C
Filipino character Issue GUEVARRA
1) The Filipino Post Me a Picture JERRY M
Character (Filipino GUTIERREZ
(Strengths and Characters/Values) RAVEN . LAXAMANA
Weaknesses)
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2) Value Education Small Group Discussion
in Schools
Week Discuss at least two global issues in Global Issues that Triad Activity: Comparing Individual DLP
10 society Concern Schools and Contrasting Writing
Explain proposed solution and Society Activity
Interactive Discussion Reflection
Group Work and
presentation
Week Explain what school and community The Why and How Think-Write-Group- Individual DLP GLANDY M LINDO
11 partnership means of School and Share (TWGS) Writing Journal JASMIN C
Cite examples of community Community Activity Rubric MAGCALAS
partnership Partnership Reflection APRIL ROSE L
Interactive Lecturette
Explain the legal and socio-logical Pen and MANINANG
bases of school and community Paper test
Triad Activity
partnership
Week Elaborate on community’s The Teacher and Think-Pair-Share: My Individual DLP RONALIZA A
12-13 expectations from teachers and on the Community: Favorite Teacher Writing MATCHADO
teachers’ expectation from Teacher’s Ethical Activity DANIELLA B
communities and Professional Reflection NESPEROS
Small-Group-Discussion
Describe teacher’s ethical and Behavior Interview KING PHILLIP F
(SGD) PADUA
professional behavior in the with School
community by giving concrete Head or a JULIANA C PEREZ
examples Individual Reading and member of RELLY ANN I RIVERA
Reflection SGC
Interactive Discussion
Free Talk
Group Activity (Drawing:
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Conducive Learing
Environment)
Gallery Walk
Week Explain what organizational Organizational Class sharing: Organization DLP RICO JAY L SAN
14 leadership is Leadership Organizational Structure al Structure MIGUEL
Distinguish between leadership and Types of leadership; and the qualities of the and qualities JOSEPHINE L
management autocratic, of the SOBERANO
leader
Describe different organizational consultative, organization ERIC C TABAN
leadership styles democratic, laissez al leader ALCELY F TAMEGA
fair, servant and Lecturette Develop RICHMOND C
Explain what situational leadership,
servant leadership are transformational servant VELASCO
Discuss how to sustain change in an leadership Differentiated Group leadership
organization Activity assessment
instrument
Research
and
Reflection
Week Explain the meaning, advantages, The School Head in Situation Analysis Interview DLP
15 disadvantages and demands of SBM School-Mased school head
State practices aligned to SBM Management Interactive Discussion or personnel
Explain the roles, functions and regarding
competencies of school heads in SBM SBM
Group
Group
presentation/reporting Simulation/
Dramatization
Lecturette Pen and
Paper Test
Week Explain the meaning of school culture Creating a Positive Focus Group Discussion Individual DLP
16 Discuss how school culture affects School Culture5 (FGD) Writing
learning Activity
Cite ways by which you can Lecturette
contribute to the building of positive
culture
Capsulized
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Week Explain the importance of school School Policies and Small-Group-Discussion Interview a DLP
17 policies in school operation Their Function School Head
Lecturette regarding
School
Policy
Individual
Writing
Activity
Week Discuss the competencies expected of Roles and Reading Journal DLP
18 school heads as contained in Competencies of Entry
competency frameworks for School Heads Pair Writing Activity Pen and
Philippines and for Southeast Asia Paper Test
Interactive Discussion
FINAL TERM EXAMINATION
COURSE REQUIREMENTS GRADING SYSTEM CLASSROOM POLICY
(List all requirements) Written Tasks - 30% Attendance is counted from the first day of regular classes regardless of
Attendance (class) Requirement - 30% the date of the student’s enrolment thus classes missed due to late
Journal Major Examination- 30% enrolment shall be considered absent
Personal Educational TOTAL - 100%
Philosophy A student who has incurred absences of more than 20% of total class
Research and Reflections meeting in a given time shall not be given credit for the course or subject
Major Exams Final Grade =
Subjects with or without laboratory and more than 3 units subjects is as
MTG+ FTG follows:
2 Any subject meeting 1 x a week = 3 absences max. = 4 absences over cut
Any subject meeting 2 x a week = 7 absences max. = 8 absences over cut
Any subject meeting 3 x a week = 10 absences max.= 11 absences over
cut
Any student who exceeds the prescribed maximum numbers of cuts for a
particular subject is considered dropped, and shall receive a
corresponding remark in the Report of Grades of DROPPED for the
semester regardless of his performance in the class as of the date of
debarment.
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Note: Other classroom policies, please refer to the student
handbook
SUGGESTED READINGS AND REFERENCES
Prieto, G., C. Arcangel, and B. Corpuz (2019). The Teacher and the Community, School Culture and Organizational Leadership. Quezon
City: LORIMAR Publishing, INC. (Teacher’s Personal Copy)
Pawilen, G. T., E. Reyes, J. A. Rivera, and T. M. Sison (2019). The School and the Community, School Culture, and Organizational
Leadership. Manila, Philippines. REX Book Store. (Teacher’s Personal Copy)
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