Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum

all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

Department: EDUCATION

I. Course Code: CPE 1 II. Course Title: The Teacher and the Community, School Culture and
Organizational Leadership

III. Course Credit: 3 units IV. Prerequisite:

V. 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.
Program Outcomes:
(This course covers the following minimum standards for Teacher Education programs as stipulated in the PSGs)
6.2.a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts
6.2.b. Demonstrate mastery of subject matter/discipline
Program Learning Outcomes/Objectives:
A graduate of Elementary Education has the ability to:
1. Demonstrate in-depth understanding of the diversity of learners in various learning areas;
2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas;
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes;
4. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching;
5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional;
6. Manifest a desire to continuously pursue personal and professional development.
Student Learning Outcomes/Objectives:
At the end of the course, the pre-service teachers can:
1. demonstrate breadth of disciplinary knowledge relevant to elementary school curricula;
2. communicate effectively in conventional formal English, both orally and in writing, in appropriate situations;
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

3. adapt instruction to the developmental and learning needs of individuals, including exceptional children and children from diverse cultural
backgrounds;
4. Establish a classroom climate conducive to learning;
5. Choose appropriate objectives consistent with state and local curriculum guidelines, the learning needs of students, and guidelines established by
learned societies;
6. Provide effective objective‐based instruction for a variety of types of learning in all of the subject areas of the elementary school curriculum;
7. Implement appropriate technologies to facilitate learning; and
8. Establish a pattern of reflective learning and inquiry leading towards confidence, professionalism, and effectiveness in the role of teacher.
Course Learning Outcomes:
At the end of the course, the pre-service teachers can:

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

Assessment of Learning
Desired Learning Outcomes Outcome-Based Teaching and
Time Course Content/Subject Matter Outcomes (ALO)
(DLO) Learning (OBTL)
Frame (Topics) (Assessment
(Intended Learning Outcomes) (Teacher-Learner Activities)
Methods/Tasks)
Prelim Period
- Discussion/Oral
• Vision, Mission, Goals and Core recitation of the vision,
School Mission & Vision - Lecture
1ST Values mission, and goals of
Program outcomes - Teacher led-class discussion
Session • Course Overview the institution
Program Core Values - Individual sharing and discussion
• Rules and Policies - Getting students’
expectations
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

At the end of the introduction, the Introduction to Society, Community and Summative quizzes
pre-service teacher (PST) can: Education- Defining the Basic Concept

a) define basic concepts Basic Concepts to be defined: Buzz Session. As a starter activity, Small group
necessary to understanding 1. Society PSTs have group discussions on the presentation of outputs.
the course 2. Community meaning of the basic concepts and KWL chart may be used to
3. Education share their expectations on what the organize class discussion.
4. Social Interaction subject will be all about. PSTs will express: What
5. School Culture Brief Introductory lecture on the they Know, what they
definitions of essential terms needed Want to know, and what
At the end of the unit, the pre- for the course they Learned.
service teacher (PST) can: Unit 1 – Society and Education Preliminary Reading and Outputs will be presented
Research. The PSTs will be required to the class. Oral
a) describe the manifestations to do research and preliminary discourse. PSTs will
of various educational A. Philosophical Perspectives reading on the philosophical and define and describe their
philosophies and 1. Classical Philosophies sociological perspectives on understanding of the
Week 1-4
applications of sociological - Idealism education in the context of the basic concepts.
theories in practical - Realism community.
classroom situations in - Existentialism
response to community - Pragmatism Active learning and facilitated Small group
contexts; and 2. Modern Philosophies discussion. presentation of outputs.
- Perennialism PSTs, in small groups, will create Groups choose an
b) explain the importance of - Progressivism graphic organizers showing their appropriate graphic
different philosophies and - Humanism insights gained from research and organizer to describe how
sociological theories to 3. Post Modern Philosophies readings. philosophies and
education and how they Teacher-facilitated discussion to sociological theories are
change the education B. Sociological Perspectives summarize and consolidate manifested in the
landscape in response to the 1. Social Dimensions of Education researches and reforms in practical classroom
needs of the society and the - Consensus and Conflict education. situation in response to
community. Theories Learner-centered discussion will community contexts.
- Structural Functionalism highlight how the philosophical and Process: discussion of
- Interactionist Theories sociological perspectives are
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

2. Schools and Social Institutions demonstrated in practical classroom concepts and effective use
- Family situations. of charts and/or diagrams
- Education Output: appropriate
- Religion graphic organizer
- Economic Institutions
- Government Essay . PSTs will write an
3. Education 4.0: Responding to the essay explaining how
demands of Society education was shaped by
the philosophical and
sociological perspectives
of the time, focusing on
how education responds
to the needs of the society
and community.
C. Educational Reforms: The K to 12 Document Analysis.
Curriculum Example PSTs will analyze existing Panel discussion PSTs
documents, reports, primers on the present and explain the
Enhanced Basic Education importance of the different
Curriculum (K to 12 Curriculum). philosophies and
The focus of the analysis would be sociological theories to
the identification of the education and how they
philosophical and sociological change the education
contributors to the change in landscape in response to
curriculum. the needs of the society
and the community.
Interview of School Heads. An
interview of school head(s) may also
be conducted to provide
supplemental information.
At the end of the unit, the pre- Unit 2 – School as a Social System
Week 5-7 service teacher (PST) can:
A. Social Systems Model
Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

a) discuss the basic concepts Semantic webbing and concept Small group
of school as a social system B. Key Elements of School as a mapping. presentation of outputs.
and how they impact Social System PSTs may be arranged in small Groups choose how they
individual learners, 1. Structure groups and each group given will present their semantic
classrooms, schools and the 2. Individual keywords from which they will webs and/or concept
larger community; 3. Culture develop semantic webs and/or maps. The output should
4. Politics concept maps regarding concepts of convey basic concepts of
b) describe social interactions 5. Technical Core: Teaching and school as a social system. school as a social system.
and their importance in Learning Facilitated discussion may then PSTs should take turns
building harmonious 6. Environment proceed on how the school as social discussing their work to
relationship with the wider 7. Outcomes system impacts relationships among the class focusing on how
school community; 8. Feedback Loops individual learners, classrooms, school as social system
- Internal schools and the larger community. impacts relationships
c) seek advice concerning - External among individual
strategies that build learners, classrooms,
relationships with schools and the larger
parents/guardians and the community.
wider community; and C. The School as a Community Interview teachers in the field.
PSTs may interview basic education Presentation of outputs.
d) seek opportunities to D. School as a Learning Community teachers, master teachers and PSTs, in small groups,
establish professional links 1. Community of Practice school heads/administrators with present consolidated and
with colleagues in the school 2. School Learning Action Cells questions focusing on: summarized results of
community. (SLAC): Professional Learning 1. mechanisms (strategies) that the their interview with basic
Communities school takes to create linkages and education teachers,
harmonious relationships with master teachers and
parents, guardians and other school
stakeholders; heads/administrators.
2. how teachers establish and
promote professional links with Emphasis will be given to
their colleagues; and strategies in:
3. how school learning action cell 1. seeking advice
(SLAC) sessions improve concerning strategies that
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

professional relations and build harmonious

development. relationships with
parents/guardians and
the wider community; and
2. seeking opportunities
to establish professional
links with colleagues in
the school community.
Prelim Exam
Midterm Period
Unit 3 – The Teacher and the
At the end of the unit, the pre-
Community
service teacher (PST) can:
A. External Environments and Facilitated discussion using Investigative research.
a) Identify the stakeholders
Accountability of Schools graphic organizers and multimedia PSTs conduct investigative
as integral environmental
1. Resource-Dependence presentations. research in the immediate
resource of the wider
Perspective Active learning activities like community of a target
school community;
- General Environmental jigsaw, panel discussion may school. The focus of the
Resources alternatively be employed. investigation will be the
b) discuss the sociological
- Availability of Resources interaction/relationship of
considerations affecting
Week 8- - Dependence the school and the
the learning environment
10 2. Administering Resource external environment, as
and the wider school
Environments well as, the various
community in relation to
stakeholders as part of
the external environment
B. Adapting to External Environment Document review with discussion. the larger school
and other factors;
1. National Standards and An annotated review of the various community.
Frameworks frameworks and standards affecting
c) reflect on laws and
2. Internationalization schools, specific provisions of the Debate. PSTs will be
regulations that apply to
3. Globalization Code of Ethics for Professional assigned to groups to
teachers in the context of
Teachers and the Education Act of discuss topics/problems
the community; and
1982 will serve as a springboard for about adapting to the
active discussion. external environment. The
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

d) demonstrate focus will be the pros and

understanding of the C. The Teacher and the Community cons of adapting change
teachers’ responsibilities and the sociological
to the state and the D. The Teacher and the State factors affecting the
community as specified school in relation to
in the Code of Ethics for community contexts (i.e.
Professional Teachers local, national &
international).

Role playing. PSTs, 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.

Midterm Exam
Final Period
At the end of the unit, the pre- Unit 4 – The Teacher as School Culture
service teacher (PST) can: Catalyst

a) discuss the concepts that A. Structure in Schools Active learning and facilitated Graphic organizers. PSTs
Week 12-
influence school 1. Classical Weberian Bureaucracy discussion on the various models will discuss the concepts
16
organization as a part of a 2. Hall’s Organizational Inventory and structures of organizations. that influence school
larger organization in 3. Formalization of Structure (Hoy organization as a part of a
response to community & Sweetland) School visitation. larger organization in
contexts; response to community
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

4. Mintzberg’s Coordinating PSTs may be asked to visit the office contexts using an
b) describe various functions Mechanisms of Structure of a school principal and the faculty appropriate graphic
and roles of various 5. The DepEd Organizational of teachers in a basic education organizer as a
members of the school Structure (based on Republic Act school in the area. PSTs will note presentation tool.
community based on policies No. 9155) down organizational information
and procedures to foster - National posted in the bulletin boards and Functional chart. PSTs
harmonious working - Division how this information help the will redraw the
relationships; and - School organization. organizational chart of the
school then describe the
c) explain concepts on school corresponding functions
culture and climate. for each position in the
organizational chart.

Class Observation
Report. The teacher will
B. Organizational Culture of Schools Video clip presentation. create an observation
1. Description PSTs identify and interpret themes matrix of the components
2. Levels in a video on Cultural Diversity and and elements of a school
3. Functions of Culture consider whether cultural diversity culture that the PSTs will
is a school strength or weakness; be observing. The PSTs
C. Changing School Culture they should explain the reasons for will evaluate and explain
their responses. Students also what they have observed
D. Organizational Climate of Schools consider whether these differences based from the concepts
and diversity in communities affect learned. They will also be
E. Changing the Climate of Schools teaching and learning in school. asked to formulate ways
of improving school
culture.

Week 15 - At the end of the unit, the pre- Unit 5 – The Teacher as an Graffiti Wall. PSTs will
18 service teacher (PST) can: Organizational Leader “graffiti” a board/ wall
Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

with descriptions,
a) describe leadership and A. Defining Leadership Preliminary Reading and qualities of a teacher
other related concepts; Research. The PSTs will be required leader, types/styles of
B. The Nature of Administrative to do research and preliminary leadership, etc.
b) compare and contrast Work reading on pre-assigned Then, they will examine
various types, approaches 1. Trait Approach to Leadership organizational leadership the wall and identify
and models of leadership; 2. Situations and Leadership topics/concepts. trends and patterns to
3. Behaviors and Leadership connect the descriptions
c) reflect on and differentiate 4. Leadership Effectiveness together. They will then
the role of teachers as 5. Contingency Models of select a description that
leaders and school heads as Leadership they did not personally
instructional leaders; and 6. Fiedler's Contingency Model of contribute to the graffiti
Leadership wall and respond to it in
d) explain school policies and writing before sharing
procedures that foster C. Transformational Leadership with a partner, small
harmonious relationships 1. Three Types of Leadership Small-group sharing. group, or with the whole
within the school and the 2. Theory and Research about PSTs will be arranged in small class.
wider school community and Transformational Leadership groups to discuss their outputs on
identify “best practices” in the previous activity. After the Comparative Matrix.
their implementation. discussion the PSTs will post their PSTs will compare and
findings on a Graffiti Wall. contrast various types,
approaches and models of
D. Evolutionary Leadership Theory leadership using a
(ELT) Inviting a Resource Speaker. Comparative Matrix as an
A basic education master teacher output of the small group
E. Teacher Leadership and administrator will be invited to or whole class
discuss teacher leadership and discussions.
instructional leadership,
respectively. Reflection writing on
insights gained from the
F. Instructional Leadership resource persons on
1. School-based Management (SBM) teacher leadership and
Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

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

V. Course Requirement/Course Assessment (Grading System)

1. Quizzes
2 . Recitation
3. Assignments
4. Chapter Test / Long Exams computed as follows:
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

A. PRELIMS AVERAGE: C. FINAL AVERAGE

CSx2+Examination Rating CSx2+Examination Rating
3 3

B. MID-TERM AVERAGE D. FINAL GRADE

CSx2+Examination Rating PA+MA+FA
3 3

VI. 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
Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

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).

Prepared by: Reviewed by

ROCHELLE R. VILLARIAS, MAEd DR. LUISA M. ISIDRO

Instructor Department Chair

Approved:

MERCEDES G. SANCHEZ, Ed. D.

Vice President for Academics, Student Affairs and Extension Services