COLLEGE OF EDUCATION

Course Code: Educ107 Descriptive Title: The Teacher and the Community, School Culture & Organizational Leadership
First Semester, AY 2020-2021 Pre-requisite: None Co-requisite: None No. of Units: 3 Total Contact Hours: (Lecture) 3 (Lab) None
Schedule of online meetings/class : to be announced

PART I: VISION, MISSION, GOALS, OBJECTIVES

University Vision University Mission

A globally engaged University excelling in science, Caraga State University endeavors to produce globally competitive and socially responsible human capital
engineering, and the arts. towards the sustainable and inclusive development of Caraga Region and beyond.

College Goals Program Educational Objectives

1. Promote quality teacher education programs; 1. Provide quality teacher education programs in the field of Mathematics
and Biology.
2. Enhance excellent instruction with improved school facilities
2. Institute international programs to help students who are at risk in their
3. Develop relevant teacher education curricula specializing in science and mathematics and courses.
mathematics;
3. Provide learning experience that will produce graduates who are
4. Accredited the College of Science Education programs; responsive to the challenges of K to 12 Curriculum as mandated by
Republic Act of 10533.
5. Provide students with rich experience that reinforce their knowledge and skills in
their respective field of specialization; and
 6. Internalize good moral values imbued with love of God, country and fellowmen.

Program Intended Learning Outcomes (PILOs)

The standards for the Bachelor of Secondary Education degree program are expressed in the following set of learning outcomes.
The graduates can:
1. articulate and discuss the latest developments in the specific field or practice,
2. effectively communicate in English and Filipino, both orally and in writing,
3. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multicultural teams.
4. act in recognition of professional, social and ethical responsibility, and
5. preserve and promote “Filipino historical and cultural heritage” based on republic Act 7722.

(CMO)

Course Intended Learning Outcomes Program Intended Learning Outcomes (PILOs)(b)

(CILOs)
After completion of the course, the 21st Century Skills(a) a b c d e f g h i j k l m
student must be able to:
(BTIs covered 6.11, 6.3.1, 6.4.1, 3.4.1, 3.5.1,
6.5.1)

Analyze and describe relationships Critical thinking, problem solving,

between teachers, the school, and the reasoning, analysis, interpretation, I I I E E E E E E E D D D
families and community that support the synthesizing information
school. (BTI number 6.1.1)
Identify how the teacher’s role is Perseverance, self-direction,
influenced by social and cultural factors planning, self-discipline, adaptability, I I I I I E E E E E D D D
that affect education in schools and their initiative
communities. (BTI number 6.4.1 )
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 Recognizes and value diverse cultural,
traditional and religious values and their Multicultural literacy, I I I I E E E E E E E D D
students’ learning needs in school in the humanitarianism
community. (BTI number 3.4.1, 3.5.1)
List the social factors affecting Leadership, teamwork, collaboration,
education and how they can support the cooperation, facility in using virtual I I I I I E E E E D D D D
development of education nationally and workspaces
locally, (BTI number 6.5.1)
Explain their role models for students Research skills and practices,
and the community in general. interrogative questioning; Creativity,
(BTI number 6.3.1, 6.4.1) artistry, curiosity, imagination, I I I I E E E E E E D D D
innovation, personal expression

(b) I – Introductory, E – Enabling, D – Demonstrative or as provided in CMO

PART II: COURSE DETAILS

Course Description

This course focuses on society as a context upon which the 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, social, and organizational leadership shall be included to prepare prospective teachers to
become school leaders and managers.

Abiding the flexible teaching and learning approach, the course platform is online both synchronous and asynchronous online class. Online lecture, discussion-based seminar,
assigned leader discussant, written reports and portfolio compilation, and synthesizing articles related to the course are the diverse strategies to be applied in the whole duration
of the class. The expected students learning in this course are the written report presentations and project to be agreed in the class.

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Course Schedule

**Educational tools and platform

*Instructional Designs integration,
Assignment Due
Learning activities /Resources
Week Intended Learning Outcome (ILOs) Topic Assessment/Evaluation measures with due
(Materials uploaded in the Moodle)
date
(Materials uploaded/will be uploaded in
Learning management System - Moodle)

Week At the end of this introduction, Introduction to Society, Community Materials: Students will express their thoughts during the
1-4 preservice teachers should be able to: and Education. synchronous class via Zoom class using the
a. define basic concepts necessary to Defining the Basic Concept Basic break out rooms, about what they know, what
understanding the course. Concepts to be defined: Society, Active learning (Self-test) they want to know, and what they learned.
Community, Education, Social The students will create graphic organizers (Pre-entry test)
At the end of Unit 1, the Interaction, and School Culture showing their insights gained from articles
students should be able to: attached in the modules and readings. Individual presentation of
a. describes the manifestations of Unit 1 Learner-centered written discussion will Outputs (electronic copies)
various educational philosophies A. Society and Education highlight how the philosophical and Groups choose an
and applications of sociological B. Philosophical Perspectives sociological perspectives are demonstrated in appropriate graphic organizer to
theories in practical classroom • Classical Philosophies – Idealism, practical classroom situations. describe how philosophies and
situations in response to Realism, Existentialism, and sociological theories are manifested
community contexts; and Pragmatism in the practical classroom situation
Document Analysis. in response to community contexts.
PSTs will analyze existing documents, The output will be posted in the LMS.
b. explains the importance of • Modern Philosophies – reports, primers on the Enhanced Basic
different philosophies and Perennialism, Education Curriculum (K to 12 (BTI number 6.1.1 [1])
sociological theories to education Progressivism, and Humanism Curriculum).
and how they change the education • Post Modern Philosophies Process: Written report on the philosophies and
landscape in response to the needs The focus of the analysis educational system practices in the readings
of the society and the community C. Sociological Perspectives would be the identification of the about the K-12 curriculum in our country.
philosophical and sociological contributors to Output: Concept Map / matrix information
1. Social Dimensions of the change in curriculum. Organizer will be saved in the students
Education – Consensus respective electronic or printed portfolio.
and Conflict Theories - Structural Formative Assessment activities: The output will be submitted in the LMS.
Functionalism - Interactionist
Theories Short Quiz/self-test. Date:
The students will identify the sociological
2. Schools and Social theories and educational philosophies of the
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 Institutions - Family - Education - respective classroom and school scenarios, Reflection writing. PSTs will write a reflection
Religion - Economic Institutions – practices and community of culture given in analysis, explaining how education was
Government the module. shaped by the philosophical and
A reflection writing will be required after. sociological perspectives of the
3. Education 4.0: time, focusing on how education
Responding to the demands of responds to the needs of the
Society society and community.

C. Educational Reforms: (BTI number 6.1.1 [1])

The K to 12 Curriculum Example
Date:

Written Report of discussion by the PSTs

present and explain the importance of the
different philosophies and
sociological theories to education
and how they change the
education landscape in response to
the needs of the society and the
community.

Prelim Examination
Date:

Week At the end of Unit 2, pre-service Unit 2 – School as a Social System Semantic webbing and concept Small group presentation of outputs. Groups
5-7 teachers should be able to: A. Social Systems Model mapping. choose how they
B. Key Elements of School as a The instructor will record lecture-videos and will present their semantic webs
a. discuss the basic concepts of Social System write script or guide notes for students, and/or concept maps during the synchronous
school 1. Structure explaining the concepts of the key element. class.
as a social system and how they 2. Individual Meanwhile in the other group with internet
impact individual learners, 3. Culture connection or online mode, the instructor will The output should convey basic concepts of
4. Politics discuss online via zoom and send recorded school as a social system.

classrooms, schools and the larger 5. Technical Core: Teaching and videos and script, explaining on the concepts (BTI number 6.4.1[2] )
community; Learning of the key elements of school as a social
6. Environment system and based on her learning PSTs should take turns discussing their work
b. describe social interactions and 7. Outcomes experiences. to the class focusing on how school as social
their importance in building 8. Feedback Loops - Internal - For the modules to be sent to the system impacts
harmonious relationship with the External students: the whole written script relationships among individual
wider school community; C. The School as a Community (hard copy) during the online learners, classrooms, schools and
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 D. School as a Learning discussion and recorded video will the larger community.
c. seek advice concerning Community be given or downloaded to the Kiosk
strategies that build relationships 1. Community of Practice machine. Presentation of outputs. PSTs, in
with parents/guardians and the 2. School Learning Action Cells . small groups, present consolidated
wider community; and (SLAC): Professional Learning Online, phone calls or personal interview and summarized results of the
Communities teachers in the field. interview with basic education
d. seek opportunities to establish Students may interview basic education teachers, master teachers and
professional links with colleagues teachers or master teachers and school school heads/administrators
in the school community heads/administrators with questions
focusing on:
1. mechanisms (strategies) that the Emphasis will be given to strategies
school takes to create linkages in:
and harmonious relationships with 1. seeking advice concerning
parents, guardians and other strategies that build
stakeholders; harmonious relationships with
2. how teachers establish and parents/guardians and the
promote professional links with wider community; and
their colleagues; and 2. seeking opportunities to
3. how school learning action cell establish professional links
(SLAC) sessions improve with colleagues in the school
professional relations and community.
development
(BTI number 6.4.1[2] )

Date:

At the end of Unit 3, pre-service Unit 3 - The Teacher and the Document review with discussion.
teachers should be able to: Community Research work on, the annotated review of Investigative research. PSTs
Week a. Identify the stakeholders as the various frameworks and standards conduct investigative research in
8-10 integral environmental resource A. External Environments and affecting schools, specific provisions of the the immediate community of a
of the wider school community; Accountability of Schools Code of Ethics for Professional Teachers and target school.
b. discuss the sociological 1. Resource-Dependence the Education Act of 1982 will serve as a The focus of the
considerations affecting the Perspective – springboard for written discussion. investigation will be the
learning environment and the General Environmental interaction/relationship of the
wider school community in Resources - Availability of Materials will be given/downloaded to the school and the external
relation to the external Resources – Dependence Kiosk machine, LMS, Moodle and hard environment during this COVID19 pandemic,
environment and other factors; 2. Administering Resource copies will be sent. as well as, the various
c. reflects on laws and regulations Environments stakeholders as part of the larger
that apply to teachers in the school community.
context of the community; and
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 d. demonstrate understanding of B. Adapting to External (BTI number 6.5.1 [4] )
the Environment
teachers’ responsibilities to the 1. National Standards and Date:
state and the community as Frameworks
specified in the Code of Ethics for 2. Internationalization
Professional Teachers 3. Globalization Critique Paper (written). PSTs will be
assigned to groups to discuss topics/problems
C. The Teacher and the Community about adapting to the external
environment.
D. The Teacher and the State The focus will be the
pros and cons of adapting change
and the sociological factors
affecting the school in relation to
community contexts (i.e. local,
national & international)

(BTI number 6.5.1 [4] )

Mid term examination

Date:

At the end of Unit 4, pre-service Unit 4 – The Teacher as School Written or Video clip presentation. Graphic organizers. PSTs will
teachers should be able to: Culture Catalyst The students will identify and interpret Discuss through written presentation of the
Week a. discusses the concepts that A. Structure in Schools themes in a video on Cultural Diversity concepts that influence
11-14 influence school organization as 1. Classical Weberian presented by the instructor and consider school organization as a part of a
a part of a larger organization in Bureaucracy whether cultural diversity is a school strength larger organization in response to
response to community contexts; 2. Hall’s Organizational Inventory or weakness; they should explain the community contexts using an
b. describes various functions and 3. Formalization of Structure reasons for their responses. appropriate graphic organizer as a
roles of various members of the (Hoy & Sweetland) presentation tool.
4. Mintzberg’s Coordinating
(BTI number 3.4.1 [3.1]
school community based on Mechanisms of Structure Written or Video clip presentation
policies and procedures to foster 5. The DepEd Organizational Students also consider Functional chart. PSTs will present and write
harmonious working Structure whether these differences and diversity insights about the organizational chart of the
relationships; and (based on Republic Act No. in communities affect teaching and school then describe the
c. explains concepts on school 9155) - National - Division – learning in school corresponding functions for each
culture and climate. School position in the organizational chart.

B. Organizational Culture of Date:

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 Schools
1. Description
2. Levels
3. Functions of Culture

C. Changing School Culture

D. Organizational Climate of
Schools
E. Changing the Climate of Schools

Week At the end of Unit 5, pre-service Unit 5 – The Teacher as an Preliminary Reading and Research. Recorded video presentation: Group activity
15-18 teachers should be able to: Organizational Leader The students will be required to do portraying the effective leadership of a teacher
A. Defining Leadership research and preliminary reading on that influence on the school and community.
a. describe leadership and other B. The Nature of Administrative Work pre-assigned organizational leadership
related concepts; 1. Trait Approach to Leadership topics/concept (BTI number 6.3.1, 6.4.1 [5])
2. Situations and Leadership (https://serval.unil.ch/resource/serval:BIB_E2
b. compare and contrast various 3. Behaviors and Leadership 4FFBFEBE58.P001/REF.pdf) Date:
types, approaches and models 4. Leadership Effectiveness Written presentation and Video viewing of
of 5. Contingency Models of the invited Resource Speaker. Electronic (or printed) Comparative Matrix.
leadership; Leadership A basic education master teacher and PSTs will compare and contrast various types,
6. Fiedler's Contingency Model of administrator will be invited to discuss approaches and models of leadership using a
c. reflect on and differentiate the Leadership online via zoom about the
role of teachers as leaders and teacher leadership and instructional
school heads as instructional C. Transformational Leadership leadership, respectively. Comparative Matrix as an output of the small
leaders; and 1. Three Types of Leadership group or whole class discussions.
2. Theory and Research about Field online, phone calls or face to face
d. explain school policies and Transformational Leadership interview of School Heads. Reflection writing on insights
procedures that foster PSTs will be required to interview, at gained from the resource persons
harmonious relationships within D. Evolutionary Leadership Theory least, 3 local basic education school on teacher leadership and
the school and the wider school (ELT) heads about the policy instructional leadership.
community and identify “best E. Teacher Leadership implementation of SBM, SIP and Reflection shall focus on the different roles of
practices” in their implementation. F. Instructional Leadership Brigada Eskwela. teachers and school heads.
1. School-based Management Infographic. The PST, individually
(SBM) – School Improvement The face to face interview will follow the or in small groups, will use text and
Plan (SIP) Working with School social distancing protocol and wearing of graphic presentation or infographic
Stakeholders: Brigada Eskwela face mask. to:
1. explain policies and
procedures that foster
harmonious relationships
within the school and with
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 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

(BTI number 3.4.1 [3.1] ,

3.5.1 [3.2] )

Final Examination
Date:

Note: This schedule is subject to change as needed during the semester.

Course Materials:

Suggested List of References

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/aprimer-on-social-problems/index.html

Board of Professional Teachers Resolution No. 435, s. 1997 – Code of Ethics of Professional Teachers

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

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.

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

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

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Online Sources

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).
How to cite textbook & references? For books/ journals / proceedings, use APA format.

PART III. CLASS POLICIES AND EVALUATION DETAILS

Course Management and Class Policies Dimension Evaluation (Cognitive, Psychomotor, Affective with 6Cs Incorporated)

Due to the current situation amid this pandemic situation, we abide the Flexible Learning (FL) Example.
pedagogical approach in teaching and learning process. The various modalities will be applied in this
class, in implementing the flexible learning strategies the technology based which are the online, offline EDUC 107
and blended modalities will be used. The online schedule or re-schedules of the class google meet Cognitive Learning Midterm Finals 6Cs
platform will be posted and informed in any means such as in group chat, SMS text or calls. Domain
Knowledge 10% C1, C3, C5
The attendance during the online class is not compulsory. Comprehension
Application 50% 50 C5
The submission of requirements may be submitted either in electronic copies. However, the plagiarism Analysis 30 C6
checker result will be attached for originality of ideas and preserving the honesty and integrity of the Evaluate 10 50 C5, C6
project or outputs of activities. Create
Total 100% 100%
Late submission will be accepted provided that it will be submitted before the submission of grades as per
instruction of the heads and university rules.

Other detailed policies such as abiding ethical values during online class will be discussed during the first The final grade corresponding to the student’s general average is given in the table
month of online meeting and before the formal class. below. Any deviation from this grading system must be approved by the Dean.

Academic Integrity
Criteria for Grading Transmutation Table
Final Grade Range of MPS(c)
1) Each student in this course is expected to abide academic integrity. Any work submitted by a 1) Refer to CSU code for 1.0 99-100 Excellent
student in this course for academic credit will be the student's own work. approve criteria) 1.25 96-98
2) Collaboration is allowed or discussing assignments with peers is specified in a particular learning 1.50 93-95
activity with corresponding evaluation measure. Also, certain activity will require you to find help 2) Credit (CRDT) will be given 1.75 90-92 Very Good
for editing papers, to utilize course materials that may be online/ produced by students who have as remarks for student with 2.00 87-89
taken the course in prior semesters, or to bring course material into exam rooms. passing class standing to 2.25 84-86 Above Average
an enrolled course but lack 2.50 81-83

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Note: If you have any doubts about what constitutes a violation of Academic Integrity, or any other issue necessary requirements; 2.75 78-80 Average
related to academic integrity, please ask your instructor. nonetheless, this does not 3.00 75-77 Passing
prevent student from 4.00 bellow 75 Conditional
Accommodations for Students with Disabilities (SWD) enrolling subsequent 5.00 - Failing
Students with Disabilities: Your access in this course is important. Please submit your SWD/PWD course that requires the INC Incomplete
certificate early in the semester so that we have adequate time to arrange your approved academic course as pre-requisite.
accommodations. If you need immediate accommodation for equal access, please send message to (c) MPS - mean percent score
[email protected], [email protected] or my contact number 0927 138 2054.

Attendance and Absences

If attendance is not required during the online and face to face class.

Formative & Summative Assessment

1. Weekly requirement: Reflection writing or essay.
2. Monthly assessment: Summative test (online or module based)
The rubric will be agreed by the instructor and students to be discussed during the class.

Grading Practices and Policies

1. An agreed rubric(s) of the diverse class activities and requirements in the class will be used for
assessment of the student’s outputs to ensure fairness and help calibrate bias in rating assignments
and projects as well. Plagiarism assessment result will be attached in the final portfolio requirement
of the class.
2. An email, text or call and notifications of information’s one week before the date, will be
disseminated in case there will be a rescheduling of online classes.
3. A special exam will be accommodated if the reason of not taking the online, face to face or module
exam is valid within the month schedule of examination.
4. Revision for writing assignments or projects will be accepted, if the minimum standards are not
meet, in maximum of two weeks’ time. The highest grade for the re-submission of requirements will
be the average grade of the first batch who submitted on time.
5. A google classroom will be used for the students can view their grades without reflecting their
names for confidentiality purpose. And a private email, SMS text or call(s) will be send by the
instructor for those students got the failing scores during summative and major exams, no
participation and other special cases that disturb the class or that may affect their final grades.

Prepared by: Reviewed by: Approved by: Revision Number: ______________

ROLANDO N. PALUGA, PhD Date Revised: __________________
VPAA Effectivity: ____________________
GRACE T. FLORES, EdD Date Signed: ______________
MARIS T. LASCO, PhD
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Faculty, CEd Department Chairperson
Date Signed: ___________________

ALVIC ARNADO, PhD

College Dean
Date Signed: ______________

MIRALUNA L. HERRERA, PhD

OCID Director
Date Signed: _________________

***Classroom Policies on Data Privacy

I. On the use of a Learning Management System and Class private social media account
1. Where Caraga State University (CSU) has officially adopted a particular Learning Management System (LMS), or Moodle, all activities pertaining to online learning should, to the extent possible, be
conducted via such a platform.
2. Where the official LMS adopted by CSU is its own (i.e., it has developed), as the course instructor, shall make sure it has adequate data protection features and is governed by an appropriate
policy and/or manual.
3. Where the official LMS adopted by CSU is owned and/or provided by a third party, its use should be covered by a Data Processing Outsourcing Agreement, or any
equivalent document. For this purpose, the presence or insertion of standard data protection clauses in the contract between the educational institution and the LMS provider
and/or the terms and conditions governing the use of said LMS may be deemed sufficient.
4. An announcement or posting that involves personal data (e.g., grades, results of assignments, etc.) should be made in a manner that only makes it viewable by its intended
recipient/s. For instance, exam results should be given on an individual basis.
5. Downloading of personal data stored in the LMS should be kept to a minimum and/or limited to that which is necessary for online learning. Ideally, a policy should
determine what is necessary for such purpose. In line with this, it is also important that any downloaded data be retained only until there is a legitimate need for such
offline copy. This, too, may be covered by an appropriate policy.
6. There should be mechanisms in place so that submissions (e.g., assignments, projects, etc.) may be carried out in a safe and secure manner. Submissions via social media
platforms are discouraged since these platforms were never designed for such purpose.
7. Exercise caution when integrating applications, tools, and other services to an LMS. They may introduce vulnerabilities to an otherwise secure system. A Privacy Impact
Assessment may be undertaken by a multidisciplinary team of the college of Education of CSU assigned, before formalizing any planned integration. The team shall review
key areas such as security, data protection, compatibility, and administration.
8. The application of the class private social media platform is for alternative mode of communication. All information’s posted in the class private social media

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 account is confidential. Students are not allowed to post it publicly to their personal social media account.
I truly understand the classroom policies and data privacy, and willingly to adhere the rules.

__________________________
Signature over printed name and data
Reference of the modified Policyhttps://www.privacy.gov.ph/wp-content/uploads/2020/10/DP-Council-Education-Sector-Advisory-No.-2020-1.pdf

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