Republic of the Philippines

CARLOS HILADO MEMORIAL STATE COLLEGE

Enclaro, Binalbaga, Negros Occidental

OUTCOMES-BASED COURSE SYLLABUS

in

EDTCOL
Course Number

THE TEACHER & THE COMMUNITY, SCHOOL CULTURE & ORGANIZATIONAL LEADERSHIP
Descriptive Title

First Semester, Academic Year 2021-2022

Semester/Academic Year

Prepared by:

DR. MARIA HYDE G. CABARLES, EdD

Faculty

Approved:

IMEE R. PERANTE, DFT

Dean
 Republic of the Philippines
CARLOS HILADO MEMORIAL STATE COLLEGE
Enclaro, Binalbagan, Negros Occidental

OUTCOMES-BASED COURSE SYLLABUS

College: College of Education Program: Bachelor of Elementary Education
Course Number: EDTCOL Course Title: THE TEA. & THE COMM., SCH. CUL & ORG’L LEADERSHIP
No. of Hours: 3 Hrs / Week; 54 Hrs / Semester No. of Wks/Semester: 18 Weeks / Semester
Instructor: MARIA HYDE G. CABARLES, EdD Term/Sem./AY: First Semester, AY 2021-22
____________________________________________________________________________________________________________________________________

I. Vision of the Institution

Green CHMSC ExCELS: Excellence, Competence, and Educational Leadership in Science and Technology
Driven by its passion for continuous improvement, the State College has to vigorously pursue distinction and proficiency in delivering its statutory
functions to the Filipino people in the fields of education, business, agro-fishery, industry science and technology, through committed and competent
human resource, guided by the beacon of innovation and productivity towards the heights of elevated status.

II. Mission of the Institution

A leading institution in higher and continuing education committed to engage in quality instruction, development-oriented research, sustainable
lucrative economic enterprise, and responsive extension and training services through relevant academic programs to empower a human resource
that responds effectively to challenges in life and acts as catalyst in the holistic development of humane society.

III. Institutional Outcomes

Seq Outcomes Upon graduation, the students can:

Creative, critical, and analytical Analyze and solve problems by using informed judgment based on evidence, sound reasoning and / or
1 thinking creativity to differentiate facts from opinions and to specify solutions and their consequences.
Global, cultural, social, ethical, and Exercise role as local, national, and global citizens participation in a democratic process, respect social
2 environmental awareness and cultural diversity, appreciate the complexity of the physical world and understand the significance of
both environmental sustainability and social justice.
 Recognize lifestyles that promote physical and mental well-being, engage in self-reflection and ethical
3 Physical/mental wellness and personal decision-making, explore career choices and life goals, practice effective individual and collaborative work
responsibility and development habits, and demonstrate a commitment to ongoing learning.
Entrepreneurial spirit and engage in activities leading to increased production, and application of new
4 Entrepreneurship and productivity technology that contribute to nation-building and natural development.
Exhibit professionalism, integrity, and ethical standards by reflecting on the value of professionalism in
5 Integrity and professionalism daily interactions, use appropriate ethical choices in practice setting which are in the best interest of the
client.
6 Life-long learning competence Utilize lifelong learning skills in pursuit of personal development and excellence in professional practice.
Demonstrate analytical reading and writing skills including evaluation, synthesis, and research;
7 Interpersonal and communication communicate clearly, express interpret thoughtfully and logically and engage actively in dialogue and
competence discussion while paying attention to audience, situation and intercultural context.
Use mathematical skills appropriate to new technological society by analyzing and solving problems that
8 Quantitative and technological are quantitative in nature and by utilizing technology for informational, academic, personal and
competence professional needs.
Display leadership skills in a given profession through professional advocacy, promotion of profession in
9 Leadership competence positive, constructive manner and use of effective organization and time management for efficient
practice.

IV. Vision of the College of Education

The College of Education as a leading globally-competitive training center for professional teachers in the elementary and secondary levels

V. Mission of the College of Education

Train and develop highly motivated and committed professional elementary and secondary education teachers equipped with instructional,
personal and social competencies conducive to the task of human development.

VI. Goals of the College of Education

Implement Teacher Education Programs for the elementary and secondary levels and endeavor to achieve quality and excellence, relevance and
responsiveness, equity and access, and efficiency and effectiveness in instruction, research, extension, and production.

VII. BEED Program Outcomes

Upon completion of the program, the graduates can:
A. Outcomes Common to All Programs in All Types of Schools:
1. Articulate and discuss the latest developments in Teacher Education.
 2. Effectively communicate orally and in writing using both English and Filipino.
3. Work effectively and independently in multi-disciplinary and multi-cultural teams.
4. Act in recognition of professional, social, and ethical responsibility.
5. Preserve and promote “Filipino historical and cultural heritage”.
B. Outcomes Common to Teacher Education as a Discipline:
6. Articulate the relationship of education to larger historical, social, cultural and political processes.
7. Facilitate learning using a wide range of teaching methodologies in various types of environment.
8. Develop alternative teaching approaches for diverse learners.
9. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment.
10. Demonstrate basic and higher level thinking skills in planning, assessing and reporting.
11. Practice professional and ethical teaching standards to respond to the demands of the community.
12. Pursue lifelong learning for personal and professional growth.
C. Outcomes Specific for the BEED Program:
13. Demonstrate in-depth understanding of the development of elementary learners.
14. Exhibit comprehensive knowledge of various learning areas in the elementary curriculum.
15. Create and utilize materials appropriate to the elementary level to enhance teaching and learning.
16. Design and implement assessment tools and procedures to measure elementary learning outcomes.
D. Outcomes Common to All Horizontal Typologies of Schools:
17. Demonstrate service orientation in the teaching profession.
18. Participate in various types of employment, development activities, and public discourses, particularly in response to the
needs of the communities one serves.
19. Participate in the generation of new knowledge or in research and development projects.
20. Support national, regional and local development plans.

VIII. Curricular Map on Program Outcomes and Institutional Learning Outcomes

Institutional Learning Outcomes

Program Outcomes 1 2 3 4 5 6 7 8 9
1. Articulate and discuss the latest developments in Teacher Education. ✓ ✓ ✓ ✓ ✓ ✓ ✓
2. Effectively communicate orally and in writing using both English and Filipino. ✓ ✓ ✓ ✓ ✓
3. Work effectively and independently in multi-disciplinary and multi-cultural teams. ✓ ✓ ✓ ✓ ✓ ✓ ✓
4. Act in recognition of professional, social, and ethical responsibility. ✓ ✓ ✓ ✓ ✓ ✓ ✓
 5. Preserve and promote “Filipino historical and cultural heritage”. ✓ ✓ ✓ ✓ ✓
6. Articulate the relationship of education to larger historical, social, cultural and political processes. ✓ ✓ ✓ ✓ ✓ ✓ ✓
7. Facilitate learning using a wide range of teaching methodologies in various types of environment. ✓ ✓ ✓ ✓ ✓ ✓
8. Develop alternative teaching approaches for diverse learners. ✓ ✓ ✓ ✓
9. Apply skills in curriculum development, lesson planning, materials development, instructional delivery
and educational assessment. ✓ ✓ ✓ ✓ ✓ ✓ ✓
10. Demonstrate basic and higher level thinking skills in planning, assessing and reporting. ✓ ✓ ✓ ✓ ✓ ✓ ✓
11. Practice professional and ethical teaching standards to respond to the demands of the community ✓ ✓ ✓ ✓ ✓ ✓
12. Pursue lifelong learning for personal and professional growth. ✓ ✓ ✓ ✓ ✓ ✓ ✓
13. Demonstrate in-depth understanding of the development of adolescent learners. ✓ ✓ ✓ ✓ ✓
14. Exhibit comprehensive knowledge of various learning areas in the elementary curriculum. ✓ ✓ ✓
15. Create and utilize materials appropriate to the elementary level to enhance teaching and learning. ✓ ✓ ✓ ✓ ✓ ✓
16. Design and implement assessment tools and procedures to measure elementary learning outcomes. ✓ ✓ ✓
17. Demonstrate service orientation in the teaching profession. ✓ ✓ ✓ ✓ ✓ ✓ ✓
18. Participate in various types of employment, development activities, and public discourses, particularly in
✓ ✓ ✓ ✓ ✓ ✓ ✓
response to the needs of the communities one serves.
19. Participate in the generation of new knowledge or in research and development projects. ✓ ✓ ✓ ✓
20. Support national, regional and local development plans. ✓ ✓ ✓ ✓ ✓

IX. Course Description

THE TEACHER & THE COMMUNITY, SCHOOL CULTURE & ORGANIZATIONAL LEADERSHIP
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 be emphasized. Further, principles and theories on school culture and organizational leadership shall be included to prepare prospective
teachers to become school leaders and managers.
Course Learning Outcomes

Upon completion of this course, the students can:

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 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, NGOs, alumni, and all others in the wider community). – Domain 6, PPST; and
6. Discuss leadership and management styles that establish positive school culture for effective school performance.
X. Curricular Map on Course Learning Outcomes and Program Outcomes

Course Learning Outcomes Program Outcomes

XI. Course Requirements 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1. Articulate the rootedness of education in the
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
philosophical, socio-cultural, historical, legal and
political context (CMO 78-82, s. 2017).
2. Establish school-community partnerships to enrich
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
the learning environment and to strengthen
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, NGOs, alumni, and all others in the wider
community). – Domain 6, PPST; and
6. Discuss leadership and management styles that
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
establish positive school culture for effective school
performance.
1. Active Participation (on-line classes)
2. Quizzes, Long Tests, Midterm and End-term Examinations
3. Outputs
4. Presentations
5. Portfolio
 6. Attendance/Attitudes
7. Involvement of different community activities
XII. Academic Performance Evaluation System
a. Quizzes--------------------------------------------------------------------40%
b. Examination--------------------------------------------------------------30%
c. Project /Output/Portfolio--------------------------------------------20%
d. Online Class Participation (Homework, Seatwork, Recitation)------10%
TOTAL----------------------------------------------------------------------100%
XIII. References
1. Ornstein, A. (1984) Introduction to the Foundations of Education
2. Brinkerhoff, David. (1989) Essentials of Sociology;
3. Ornstein, Allan (1985) An Introduction to the Foundations of Education
4. Shahani, L. “A Moral Recovery Program: Building a People: Building a Nation,” 1988
5. Top 10 World Issues; 17 Sustainable Development Goals, 2015-2030
6. DepEd Order #100, s. 2009; DepEd Order #30, s. 2017;
7. DepEd Primer on School – Community Partnership
8. RA 9155; BP 232; RA 8525; EFA 2015 Plan
9. DepEd Order #100, s. 2009; DepEd Order #30, s. 2017
10. The Code of Ethics for Professional Teachers
11. Dubrin, Andrew. (2006). Essentials of Management
12. Hersey, Paul and Kenneth Blanchard (1196). The Situational Leader
13. Morato, Eduardo. (2012) Excellence in Educational Transformation
14. https://www/teacherph.com/acomprehensive guide -to-school-based-management-sbm;
15. DepEd, Primer on School Leadership
16. DepEd Order 8s. 2015; DepEd Order 54, s. 2009
17. Boss, Suzie with John Larmer (2018).
18. Project-Based Teaching
19. http://inservice.ascd.org/six-tips-for-creating-a-positive-learning-environment-in-your-classroom
20. www.ascd.org/ASCD/pdf/journals/ed_lead/el_198503_saphier.pdf
 XIV. Course Contents

Course Content/Subject
Intended Learning Matter, Number of Suggested Textbooks and References Teaching-Learning Activities Assessment Tasks and
Outcome Hours/ Meetings Outputs
1. Discuss at least 6 Chapter 1 – Educational Ornstein, A. (1984) Introduction to the Small group discussion; interactive lecture; Table summary of the
philosophical thoughts philosophies: -John Locke Foundations of Education double-entry journal; research; reflection philosophies of
on H. Spencer activity education;
J. Dewey
G. Counts Research output on
T. Brameld additional philosophies
P. Freire – 6 Hours
Written work; LET-like
test items
2. State the Chapter 2 – The Brinkerhoff, David. (1989) Essentials of Small group discussion; interactive lecture; Written work
relationship of society Relationship of school Sociology
and schools and society; 30 min
3. Prove that schools Chapter 2 – Education in Brinkerhoff, David. (1989) Essentials of Interactive lecture: Small group Table comparison of
transmit cultural values primitive society; Sociology; Ornstein, Allan (1985) An discussion; news article analysis research; points of emphasis in
by stating facts from Emphasis of education Introduction to the Foundations of Education reflection activity key periods of
Philippine and world on key periods of world educational history of
history of education and Philippine history – 5 the Philippines and the
Hours world
4. Explain the meaning Chapter 2 – Meaning of Brinkerhoff, David. (1989) Essentials of Lecturette Written Work; LET-like
of socialization as a socialization; home as Sociology test items
function of schools the first agent of
socialization; school as
another agent – 30 min
5.m Explain social Chapter 3 – Structural- Brinkerhoff, David. (1989) Essentials of Action Song; Small group discussion; Quiz
science theories and functional theory; Sociology lecturette; research LET-like test items;
their implications to conflict theory; symbolic
education interaction theory – 2 ½ Reflection paper
Hours research output
6. Discuss the strengths Chapter 4 – The Shahani, L. “A Moral Recovery Program: Report Analysis – small group discussion; Reflection paper;
and weaknesses of the Strengths and Building a People: Building a Nation,” 1988 interactive lecture; research; reflection research output; LET-like
 Filipino character Weaknesses of the test
Filipino character: a
socio-cultural issue – 2 ½
Hours
7. Cite ways by which Chapter 4 – Using Shahani, L. “A Moral Recovery Program: Report Analysis – small group discussion; Reflection paper;
schools can counteract strengths to Counteract Building a People: Building a Nation,” 1988 interactive lecture; research; reflection research output; LET-like
the weaknesses of the weaknesses – 30 min test
Filipino character
8. Global Issues that Chapter 5 – Discuss at Top 10 World Issues; 17 Sustainable Small group discussion; interactive lecture; Table of curriculum
Concern Schools least 2 global issues and Development Goals, 2015-2030 research; reflection integration of top 10
explain proposed global issues and 17
solutions to the same – 3 SDGs, 2015-2030;
Hours written work; reflection
paper; LET-like test
9. Explain what school Chapter 6 - The Why and DepEd Order #100, s. 2009; DepEd Order #30, s. Lecturette; small group discussion; Comic Comic strip; reflection
and community How of School 2017; strip making; simulation; research journal; research output
partnership means; Partnership – 2 ½ Hours DepEd Primer on School – Community
Cite examples of Partnership
community partnership
10. Explain the legal Chapter 6 - Legal and RA 9155; BP 232; RA 8525; EFA 2015 Plan Lecturette; small group discussion; Comic LET-like test;
and sociological bases Sociological bases of strip making; simulation; research
of school and school and community DepEd Order #100, s. 2009; DepEd Order #30, s. Research Output
community partnership partnership 2017
11. Elaborate on Chapter 7 – The Teacher The Code of Ethics for Professional Teachers Small group discussion; interactive lecture; LET-like test; reflection
community’s and the Community: journal
expectations from Teacher’s Ethical and Reflection
teachers and on Professional Behavior –
teachers’ expectations 30 min.
from communities
12. Describe teacher’s Chapter 7 – Code of The Code of Ethics for Professional Teachers; Skit; interactive lecture; reflection; Power LET-like test; reflection
ethical and professional Ethics for Professional video of Sabrina Ongkiko point presentation; video viewing – journal;
behavior in the Teachers, Article III – 3 Sabrina Ongkiko
community by giving Hours Performance test - skit
concrete examples
Syllabus – The what
13. Explain Teacher and theChapter
Community, School Culture
8 – Meaning of and Organizational
Dubrin, Leadership
Andrew. (2006). Essentials of Drawing of symbols of leadership; group Acrostic making;
 organizational organizational leadership Management discussion; interactive lecture; video research output;
leadership is – 30 min viewing (TED Talks): research; reflection reflection journal; LET-
like test
14. Distinguish Leadership and Dubrin, Andrew. (2006). Essentials of Group discussion; interactive lecture Quiz
between leadership Management – 30 min Management
and management
15. Describe different Chapter 8 – Leadership Dubrin, Andrew. (2006). Essentials of Power point presentation Text of PP
organizational styles – autocratic, Management
leadership styles consultative, democratic Interactive lecture Quiz
and laizzes faire 1 ½
Hours
16. Explain what Chapter 8 – Situational Hersey, Paul and Kenneth Blanchard (1196). The Interactive lecture; video presentation of Quiz
situational leadership, leadership; servant Situational Leader the 3 types of leadership; small group
servant leadership and leadership and discussion; research; reflection Reflection journal, LET-
transformational transformational like test, research output
leadership are leadership – 2 Hours
17. Discuss how to Chapter 8 – Sustaining Morato, Eduardo. (2012) Excellence in Interactive lecture; video viewing Reflection journal;
sustain change in an Change – 15 min Educational Transformation research output
organization
18. Explain the Chapter 9 – SBM: https://www/teacherph.com/acomprehensive Interactive lecture; video viewing Quiz; Power point
meaning, advantages, Meaning, advantages, guide -to-school-based-management-sbm; presentation; LET-like
disadvantages and disadvantage; demands test
demands of SBM; of /conditions for
19. State practices SBM to succeed – 3 ½ DepEd, Primer on School Leadership
aligned to SBM Hours
20. Explain the roles, Chapter 9 Roles, Quiz
functions and Functions and KSAs DepEd, Primer on School Leadership Small group discussion
competencies of school Required of School LET-like test
heads in SBM Heads for Effective SBM
implementation – 2 ½ Reflection journal
Hours
21. Explain the Chapter 10 – The www.ascd.org/ASCD/pdf/journals/ed_ Small group discussion; case study; Observation notes of a
meaning of school meaning of school lead/el_198503_saphier.pdf
Syllabus – The Teacher and the Community, School Culture and Organizational Leadership interactive lecture; reflection selected school as a
culture; culture; the role of case; LET-like test;
culture in learning; reflection journal
22. Discuss how culture elements of positive http://inservice.ascd.org/six-tips-for-creating
affects learning culture – 6 Hours -a-positive-learning-environment-in-your-
classroom
23. Cite ways to
contribute to the Boss, Suzie with John Larmer (2018).
building of positive Project-Based Teaching
culture
24. Explain the School Policies and their DepEd Order 8s. 2015; DepEd Order 54, s. 2009 Reading of sample policies followed by Graded simulation; LET-
importance of school Function; Examples of Small Group discussion; simulation; like test; results of
policies and their school policies; Effective interview of a school head; reflection interview; reflection
function policy formulation and journal
implementation in school
– community partnership
– 1 ½ Hours
Course Requirement: Periodic examination, written tests, performance tasks, reflective journals, research outputs
Grading Scheme: This is an institutional policy.
Prepared by: Recommended by: Approved by:

MARIA HYDE G. CABARLES, EdD ALBERTO D. DELA CRUZ, PhD IMEE R. PERANTE, DFT
Instructor Teacher Education Chairperson Dean, College of Fisheries