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SYLLABUS (Professional Course)

FACULTY OF TEACHER EDUCATION

EDUC 101- THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE, AND ORGANIZATIONAL
LEADERSHIP
2nd Semester, S.Y. 2022-2023

UNIVERSITY VISION

“A university of excellence, innovation, and inclusion”

MISSION

1. To elevate knowledge generation, utilization and distribution;

2. To promote inclusive sustainable development through research and extension-based higher quality education, technical vocational skills, responsive to
the needs of local and global community; and
3. To produce holistic, creative and inclusive human resource which are responsive and resilient to global challenges while maintaining strong sense of
nationhood.

CORE VALUES GRADUATE OUTCOMES

1. God-centered and humane 1. Research-oriented and innovative;
2. Critical Thinking and creativity 2. Empowered with sense of professionalism;
3. Discipline and Competence 3. ICT enabled;
4. Commitment and Collaboration 4. Effective communicator; and
5. Resilience and Sustainability 5. Endowed with Filipino and universal values.

Institute Goal and Relation to the DOrSU Mission

GOAL COLLEGE MISSION

1 2 3
It shall be the main goal of the Institute of Education and Teacher Training to produce holistically developed teachers who are   
responsive and committed to the overall growth and progress of one’s society through appropriate effective instruction, research, extension
and production activities.
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FTEd Outcomes and Their Relation the FTEd Goals

FTEd Outcomes IETT
GOAL
a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts. 
b. Demonstrate mastery of subject matter/discipline. 
c. Facilitate learning using a wide range of teaching methodologies and delivery of modes appropriate to specific learners and their 
environments.
d. Develop innovative 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 a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes. 
g. Practice professional and ethical teaching standards sensitive to the changing local, national and global realities. 
h. Pursue lifelong learning for personal and professional growth through experientials and field-based opportunities. 
Program Educational Outcomes and Their Relation to the FTEd Outcomes
PROGRAM EDUCATIONAL OUTCOMES (PEO) MISSION

The Bachelor of Secondary Education major in English (BSEDE) shall have: 1 2 3

1. possessed broad knowledge of language and literature for effective learning;   

2. used English as a global language in a multilingual context as it applies to the teaching of language and literature;   

3. acquired extensive reading background in language, literature and allied fields;   

4. demonstrated proficiency in oral and written communication;   

5. showed competence in employing innovative language and literature teaching approaches, methodologies and strategies;   

6. used technology in facilitating language learning and teaching;   

7. inspired students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature; and   

8. displayed skills and abilities to be a reflective and research-oriented language and literature teacher.   
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Student Outcomes (SO) and their Relation to the Program Educational Objectives (PEO)
PEO
Upon the completion of the program, the Bachelor of Secondary Education major in
English students will demonstrate the following: 1 2 3 4 5 6 7 8

1. Integrate the relationship of language, literature, culture and society in the teaching- 
learning process;
2. Conduct an independent investigation of a selected structure of English in the context 
of the language classroom;

3. Critique selected literary pieces using appropriate literary theories;
4. Incorporate features of English as a glocal language in the design of the curriculum, 
learning activities and the materials;
5. Draft a proposal for and implement as community-based English language- or 
literature-based learning program;
6. Prepare an annotated reading list appropriate for a particular grade level to enhance 
students’ reading skills;
7. Show the ability to enrich the curriculum to include an extensive reading list for 
learning language, literature and allied fields;
8. Utilize a variety of oral communication forms in order to become an effective model to 
learners;
9. Prepare original compositions in expository and creative writing; 

10. Employ a variety of innovative teaching approaches, methodologies and strategies; 

11. Design learning plans following expectations of the curricula for Grade 7-10; 

12. Perform one independent and one supervised teaching demonstration; 

13. Construct appropriate assessment tools for the language and literature classroom; 

14. Design computer-assisted language and literature learning tasks; 

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15. Prepare one independent and one supervised technology-based lesson; 

16. Conduct a community language profiling survey to make lessons more localized; 

17. Conduct an analysis of assessment results to improve teaching and learning in the 
language classroom; and
18. Conduct research concerning the teaching and learning of language and literature. 

COURSE INFORMATION
1. COURSE NUMBER : Educ 101
2. COURSE TITLE : The Teacher and the Community, school Culture and Organizational Leadership
3. 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.
4. PRE-REQUISITE : None
5. CO-REQUISITE : None
6. CREDIT : 3 units
7. CLASS/LAB SCHEDULE : 3 hours per week (54 hours per semester)

8. COURSE LEARNING OUTCOMES (CLO)

CLO 1 Demonstrate knowledge and understanding of relevant and responsive learning environments in various community contexts;
CLO 2 Seek advice concerning strategies that build relationships with parents/guardians and the wider community;
CLO 3 Seek opportunities to establish professional links with colleagues;
CLO 4 Demonstrate knowledge and understanding of school policies and procedures to foster harmonious relationships with the wider school community;
CLO 5 Demonstrate awareness of existing laws and regulations that apply to the teaching profession in relation to the wider school community; and
CLO 6 Demonstrate familiarity with the responsibilities specified in the Code of Ethics for Professional Teachers.
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9. ALIGNMENT OF COURSE LEARNING OUTCOMES TO STUDENT OUTCOMES

Student Outcomes
Level CLO Satisfied CLO Proficiency Assessment
1 P CLO1, CLO2, CLO3, CLO4 Recitation, Performance Tasks, Written Exams/Virtual Demo Teaching
2 P CLO1, CLO2, CLO3, CLO4 Recitation, Performance Tasks, Written Exams/Virtual Demo Teaching
3 P CLO1, CLO2, CLO3, CLO4 Recitation, Performance Tasks, Written Exams/Virtual Demo Teaching
4 P CLO1, CLO2, CLO3, CLO4 Recitation, Performance Tasks, Written Exams/Virtual Demo Teaching
5 L CLO1, CLO2, CLO3, CLO4 Recitation, Performance Tasks, Written Exams/Virtual Demo Teaching
6 L CLO1, CLO2, CLO3, CLO4 Recitation, Performance Tasks, Written Exams/Virtual Demo Teaching
7 L CLO1, CLO2, CLO3, CLO4 Recitation, Performance Tasks, Written Exams/Virtual Demo Teaching
8 L CLO1, CLO2, CLO3, CLO4 Recitation, Performance Tasks, Written Exams/Virtual Demo Teaching
9 L CLO1, CLO2, CLO3, CLO4 Recitation, Performance Tasks, Written Exams/Virtual Demo Teaching
10 P CLO1, CLO2, CLO3, CLO4 Recitation, Performance Tasks, Written Exams/Virtual Demo Teaching
11 P CLO1, CLO2, CLO3, CLO4 Recitation, Performance Tasks, Written Exams/Virtual Demo Teaching
12 P CLO1, CLO2, CLO3, CLO4 Recitation, Performance Tasks, Written Exams/Virtual Demo Teaching
13 P CLO1, CLO2, CLO3, CLO4 Recitation, Performance Tasks, Written Exams/Virtual Demo Teaching
14 L CLO1, CLO2, CLO3, CLO4 Recitation, Performance Tasks, Written Exams/Virtual Demo Teaching
15 L CLO1, CLO2, CLO3, CLO4 Interviews/Survey Outputs, Performance Tasks, Demo
16 L CLO1, CLO2, CLO3, CLO4 Interviews/Survey Outputs, Performance Tasks, Demo
17 L CLO1, CLO2, CLO3, CLO4 Interviews/Survey Outputs, Performance Tasks, Demo
18 L CLO1, CLO2, CLO3, CLO4 Interviews/Survey Outputs, Performance Tasks, Demo

Codes: L – Facilitates learning of the competencies (input is provide and competency is evaluated);
P – Allows student to practice competencies (no input but competency is evaluated);
O – Opportunity for development (no input or evaluation but there is opportunity to practice for competencies).
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10. COURSE OUTLINE

Satisfied
Time Course Teaching and Learning
Desired Learning Outcomes
Frame Topic/Task Learning Activities Student Assessment
(DLO)
(by week) Outcomes (TLAs)
(CLO)
Course Orientation Students are expected to:
 DOrSU Vision & Mission - be acquainted and be familiarized CLO 1
 IETT Goals & Objectives with the DOrSU Vision & Mission, Blended/Flexible Oral Recitation
 Course Syllabus and and FTEd Goals and Objectives; Learning/Instruction
Grading System - understand the course grading system
 Classroom Policies as reflected in the syllabus;
Week 1
Leveling of expectations - strictly observe classroom policies
 GAD Orientation and meet the course expectations;
 Single-Use Plastic Policy - be oriented with the Gender and
Implementation Development Program; and
- strictly observe a Single-Use Plastic
free campus.
Week 2 - Introduction to Society, At the end of Unit 1, students are
Week 3 Community and Education- expected to: Brief Introductory lecture on Small group
Defining the Basic Concept CLO1 the definitions of essential presentation of outputs.
- describe the manifestations of various terms needed for the course Groups choose an
Basic Concepts to be defined: educational philosophies and appropriate graphic
1. Society applications of sociological theories in Preliminary Reading and organizer to describe
2. Community practical classroom situations in Research. how philosophies and
3. Education response to community contexts; and sociological theories are
4. Social Interaction Active learning and manifested in the
5. School Culture - explain the importance of different facilitated discussion. practical classroom
philosophies and sociological theories situation in response to
Unit 1 – Society and to education and how they change the Teacher-facilitated community contexts.
Education education landscape in response to the discussion to summarize and Process: discussion of
needs of the society and the consolidate researches and concepts and effective
1. Philosophical community. reforms in education. use of charts and/or
Perspectives diagrams
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Learner-
A. Classical Philosophies centered discussion will Output: appropriate
- Idealism highlight how the graphic
- Realism philosophical and organizer
- Existentialism sociological perspectives are
- Pragmatism demonstrated in practical PSTs will write an essay
classroom situations. about importance of the
B. Modern Philosophies different philosophies
- Perennialism Document Analysis. and sociological theories
- Progressivism PSTs will analyze existing to education and how
- Humanism documents, reports, primers they change the
on the Enhanced Basic education landscape in
C. Post Modern Philosophies Education Curriculum (K to response to the needs of
12 Curriculum). The focus of the society and the
the analysis would be the community.
identification of the
philosophical and Oral presentation
sociological contributors to Rubrics
the change in curriculum.
Week 4 - 2. Sociological Perspectives At the end of Unit 2, students are
Week 6 A. Social Dimensions of expected to: Semantic webbing and Small group
Education - discuss the basic concepts of school CLO1 concept mapping. presentation of
- Consensus and Conflict as a social system and how they CLO2 PSTs may be arranged in outputs. Groups
Theories impact individual learners, CLO3 small groups and each group choose how they will
- Structural Functionalism classrooms, schools and the larger CLO4 given keywords from which present their semantic
- Interactionist Theories community; they will develop semantic webs and/or concept
B. Schools and Social webs and/or concept maps maps. The output
Institutions - describe social interactions and their regarding concepts of school should convey basic
- Family importance in building harmonious as a social system. Facilitated concepts of school as a
- Education relationship with the wider school discussion may then proceed social system. PSTs
- Religion community; on how the school as social should take turns
- Economic system impacts relationships discussing their work
- Institutions - seek advice concerning strategies that among individual learners, to the class.
- Government build relationships with classrooms, schools and the
parents/guardians and the wider larger community. Presentation of
3. Education 4.0: Responding community; and interview results:
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Interview Emphasis will be

teachers in the field. PSTs given to strategies in:
may interview basic 1. seeking advice
education teachers, master concerning strategies
teachers and school that build harmonious
heads/administrators with relationships with
questions focusing on: parents/guardians and
1. mechanisms the wider community;
(strategies) that the school and
takes to create linkages and 2. seeking
to the demands of Society harmonious relationships opportunities to
with parents, guardians and establish professional
other stakeholders; links with colleagues
2. how teachers establish in the school
and promote professional community.
links with their colleagues;
and Oral presentation
3. how school learning Rubrics
action cell (SLAC) sessions
improve
professional relations and
development.
Learning Assessment (Preliminary Examination)
Week 7 - Unit 2 - The Teacher and the At the end of Unit 3, students are Facilitated discussion using Video. PSTs, in groups,
Week 9 Community expected to: graphic organizers and will
- identify the stakeholders as integral CLO1 multimedia presentations. portray to the class the
1. External Environments and environmental resource of the wider CLO5 Active learning activities like relationship
Accountability of Schools school community; CLO6 jigsaw, panel discussion may and responsibilities of
A. Resource-Dependence alternatively be employed. the teacher to the state
Perspective - discuss the sociological and the community as
- General Environmental considerations affecting the Document review with specified in the Code of
Resources learning environment and the wider discussion. An annotated Ethics for Professional
- Availability of Resources school community in relation to the review of the various Teachers & other laws &
- Dependence external environment and other frameworks and standards regulations.
B. Administering Resource factors; affecting schools, specific
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Environments provisions of Oral presentation

- reflect on laws and regulations that the Code of Ethics for Rubrics
2. Adapting to External apply to teachers in the context of Professional Teachers and the
Environment the community; and Education Act of 1982 will
A. National Standards and serve as a springboard for
Frameworks - demonstrate understanding of the active discussion.
B. Internationalization teachers’ responsibilities to the state
C. Globalization and the community as specified in Investigative research. PSTs
the Code of Ethics for Professional conduct investigative research
Teachers in the immediate community
of a target school. The focus
will be the interaction of the
school and the external
environment, as well as, the
various stakeholders as part of
the larger school community.
Week Unit 3 – The Teacher as At the end of Unit 4, students are Active learning and facilitated Graphic organizers.
10 - School Culture Catalyst expected to: discussion on the various PSTs will discuss the
Week 13 CLO1 models and structures of concepts that influence
1. Structure in Schools - discuss the concepts that influence CLO5 organizations. school organization as a
A. Classical Weberian school organization as a part of a part of a larger
Bureaucracy larger organization in response to School visitation. organization in
B. Hall’s Organizational community contexts; PSTs may be asked to visit response to community
Inventory the office of a school contexts using an
C. Formalization of Structure - describe various functions and roles principal and the faculty of appropriate graphic
(Hoy & Sweetland) of various members of the school teachers in a basic education organizer as a
D. Mintzberg’s Coordinating community based on policies and school in the area. PSTs will presentation tool.
Mechanisms of Structure procedures to foster harmonious note down organizational
E. The DepEd Organizational working relationships; and information posted in the Functional chart. PSTs
Structure (based on Republic bulletin boards and how this will redraw the
Act No. 9155) - explain concepts on school culture information help the organizational chart of
- National and climate. organization. the school then describe
- Division the corresponding
- School functions for each
2. Organizational Culture Video clip presentation. position in the
of Schools PSTs identify and interpret organizational chart.
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A. Description themes in a
B. Levels video on Cultural Diversity Class Observation
C. Functions of Culture and consider whether cultural Report. The teacher will
diversity is a school strength create an observation
3. Changing School Culture or weakness; they should matrix of the
explain the reasons for their components and
4. Organizational Climate of responses. Students also elements of a school
Schools consider whether these culture that the PSTs
differences and diversity in will be observing. The
5. Changing the Climate of communities affect teaching PSTs will evaluate and
Schools and learning in school. explain what they have
observed based from the
concepts learned. They
will also be asked to
formulate ways of
improving school
culture.

Oral presentation
Rubrics

Learning Assessment (Mid-Term Examination)

Week 14 - Unit 4 – The At the end of Unit 5, students are
Week 18 Teacher as an expected to: Reflection writing on
Organizational CLO1 Preliminary Reading and insights gained from the
Leader - describe leadership and other related CLO4 Research. resource persons on
concepts; CLO5 teacher leadership and
1. Defining Leadership CLO6 Small-group sharing instructional leadership.
- compare and contrast various types, Inviting a Resource Reflection shall focus on
2. The Nature of approaches and models of leadership; Speaker the different roles of
Administrative Work Field Interview of School teachers and school
- Trait Approach to - reflect on and differentiate the role of Heads heads.
Leadership teachers as leaders and school heads as
- Situations and instructional leaders; and Infographic
Leadership Oral presentation
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- Behaviors and - explain school policies and Rubrics

Leadership procedures that foster harmonious
- Leadership Effectiveness relationships within the school and the
- Contingency Models of wider school community and
Leadership
- Fiedler's Contingency - identify “best practices” in their
Model of Leadership implementation.

3. Transformational
Leadership

4. Teacher Leadership
Learning Assessment (Final Examination)

11. TEXTBOOK/REFERENCES
1. Ajani, T (2020). Social Institutions. Retrieved from https://www.academia.edu/7991458/SOCIAL_INSTITUTIONS
2. Creswell, J.W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. 4 th Edition. Thousand Oaks, California: SAGE
3. Elcomblus (2021). Structural Functionalism Theory in Education. Retrieve from: https://www.elcomblus.com/structural-functionalism-theory-in-education/
4. Marshall, L. & Rowland, F. (2016). A guide to learning independently. 4 th Edition. French Forest, NSW: Pearson Longman
5. Prieto, N., Arcangel, C., Corpuz, B. (2019). The Teacher And The Community, School Culture And Organizational Leadership. Lorimar Publishing, Inc.
6. Serrano, E. & Cajigal, R. (2020). The School and The Community, School Culture, And Organizational Leadership. Adriana Printing Co., Inc.
7. Various Deped Orders and Memo

12. COURSE REQUIREMENTS

1. Narrative Report that contains interview results of school administrators/heads and other stakeholders
2. Action plan addressing the school culture development
3. Group research on concurrent issues affecting the participation of stakeholders in shaping educational
Culture
4. Oral Presentation, Written Report of the Assigned Topic and PowerPoint Presentation of the Report
5. Other Written Works, Performance Tasks and Major Exams

13. GRADING SYSTEM

MAJOR EXAMINATION (Prelim, Midterm, Final) 40%
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WRITTEN WORKS (Assignments, Projects) 30%

PERFORMANCE TASKS (Recitations, Reporting, Individual/Group Activities) 30%
100%
14. CLASS STANDARDS AND POLICIES:
a. All provisions of the DOrSU Students’ Handbook shall apply.
b. There will be FACE-TO-FACE classes. The mode of the teaching and learning is still in BLENDED MODE, a teaching and learning approach that combines
face-to-face classroom methods with computer mediated activities to deliver instruction.
c. Subject activities like (quiz, homework and, etc.) will be done in blended mode (online/offline submission of requirements) following the format that will be
given.
d. Important discussions will be held on-site or virtually, thus, students must follow strictly the decorum and etiquette established in both face-to-face and virtual
classes. However, if a student can’t join the in-person or virtual class s/he must inform his/her instructor ahead of time that s/he can’t join.
e. Consultation hours should be on the class time schedule and on the allotted consultation hours of the instructor (which will be announced).
f. Mutual respect and scholarly inquiry are two crucial pillars of your engagement in the course.
g. Additional information that may be found in other references, book or online can be used for supplementary learning.
h. The course is divided into two grading periods (prelim and final). All activities and requirements specific for a grading period shall be submitted within the
timeframe of the grading period or before the schedule of the major exam. Students who failed to submit the said activities and/or requirements cannot take the
major exam for that grading period and cannot proceed to the next lesson for the next grading period.
i. All output is expected to be of professional quality. Spelling, grammar, sentence structure, paragraphing, etc. are factors in the grade you will receive for a written
assignment. All works are expected to be original, or referenced fully. Avoid plagiarism. Corresponding sanctions will be given (like points deduction, redo your
work, or automatic zero if it’s habitually done).
j. Late submission of requirement will incur deductions from the actual score (a deduction of 1 point per day).
k. Students are required to submit both major and minor requirements in order to pass the subject. Otherwise, they may be given a Failure (5.0), Conditional Failure
(4.0), Incomplete (INC) or Dropped (DRPD) mark.

Prepared by: Reviewed and Recommended by: Approved by:

JOANNA MARIE B. ESCALANTE, MAEd NELSON P. PASTOLERO, PhD GEMMA M. VALDEZ, PhD
FTEd Faculty BSED-English Program Head FTEd Dean

Date: ______________ Date: ______________ Date: ______________

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