Course Code/Title: EDU 103 – The Teacher and Community, Culture and Organizational Leadership

Number of Units: 3
Number of ContactHrs. /Week: 3 hours
Prerequisite: EDU 101,102

COURSE DESCRIPTION:
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.

GENERAL LEARNING OUTCOMES:

At the end of the semester, students shall be able to internalize the various theories, concepts and principles that contribute to the building of a humane
society. Through adherence to professionalism, students will be able to contribute to a culture of excellence and social responsibility. The importance of
partnership between schools and communities will also be given emphasis. These objectives are especially met in the 3 domains of learning:

Specific Objectives:

Cognitive:
 Articulate the rootedness of education in the philosophical, socio-cultural, historical, legal and political context (CMO 74-83, s.2017 except CMO
81)
 Discuss leadership and management styles that establish positive school culture for effective school performance.
Affective:
 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)
 Promote professional and harmonious relationships with internal (learners, parents, fellow teachers and school head) as well as external
stakeholders (local officials, NGO’s, alumni and all others in the wider community.) – Domain 6 PPST
Psychomotor
 Establish school-community partnerships to enrich the learning environment and to strengthen community’s engagement in the educative
process – Domain 6, PPST
 Link teaching-learning to the experiences, interests, and aspirations of the wider school community and other stakeholders – Domain 6 PPST
 LEARNING PLAN IN THE TEACHER AND COMMUNITY, CULTURE AND ORGANIZATIONAL
LEADERSHIP

Learning Outcomes Topics Methodology / Learning Assessment Values Integrated Resources/ Materials
Strategy / Learning
Activity
 Acquaint and School Philosophy, Orient the students the Reflection paper Obedience www.ucv.edu.ph
memorize the Vision & Mission School Philosophy,
school's philosophy, Vision & Mission
vision and mission.

Memorize and
understand the vision,
mission and philosophy
of the school
 Discuss at least six Chapter 1 – Educational Table Summary of the Prieto, et al (2019) The
philosophical Philosophies Philosophies of education Openness Teacher and Community,
thoughts on education Research output on School Culture and
A. John Locke additional philosophies Cooperation Organizational Leadership
B. Herbert Spencer Written Work Ornstein, A. (1984)
C. John Dewey Hardwork Introduction to the
D. George Counts Foundations of Education
E. Theodore Quiz Honesty
Brameld
F. Paolo Freire Social
 State the relationship Responsibility
of society and Chapter 2 – The
schools relationship of school
and society
 Prove that schools Chapter 2 – Education in Table comparison of Prieto, et al (2019) The
transmit cultural primitive society; points of emphasis in Accuracy Teacher and Community,
values by stating emphasis of education on key periods of School Culture and
 facts from Philippine key periods of world and educational history of Cleanliness Organizational Leadership
and world history of Philippine history the Philippines and
education the world Brinkerhoff, David (1989)
 Explain the meaning Collaboration Essentials of Sociology
of socialization as a Chapter 2 – Meaning of
function of schools socialization; home as
the first agent of
socialization; school as
another agent
 Explain social Chapter 3 – Structural- Quiz Prieto, et al (2019) The
science theories and functional theory; Social Teacher and Community,
their implications to conflict theory; symbolic Responsibility School Culture and
education interaction theory LET-like test items Organizational Leadership
Honesty
 Discuss the strengths Reflection paper Brinkerhoff, David (1989)
and weaknesses of the Essentials of Sociology
Chapter 4 – The
Filipino character Research output Hardwork
Strengths and
Weaknesses of the Shahani, L. “A Moral
 Cite ways by which Filipino character: a Recovery Program:
schools can socio cultural issue Quiz Cooperation Building a People, building
counteract the a Nation”,1988
weaknesses of the Chapter 4 – Using
Filipino character Strengths to counteract
weaknesses
Preliminary
Examination

 Discuss at least 2 Chapter 5 – Global Issues Table of Curriculum Cooperation Top 10 World Issues
global issues and that Concern Schools integration of top 10
explain proposed global issues and 17 Care and
solutions to the same SDG’s, 2015-2030 compassion Sustainable Development
Goals, 2015-2030
 Explain what school Chapter 6 – The Why Written work Critical Thinking DepEd Order #100. s 2009
and community and How of School DepEd Order # 30, s. 2017
partnership means ; Partnership Reflection paper DepEd Primer on School-
Cite examples of Creativity Community Partnership
community LET-like test RA
partnership Chapter 6 – Legal and Quiz 9155;BP232;RA8525;EFA
 Explain the legal and Sociological bases of 2015 Plan
sociological bases of school and community
school and partnership
community
partnership Integrity The Code of Ethics for
 Elaborate on com- Chapter 7 – The Teacher Professional Teachers
munity’s and the Community:
expectations from Teacher’s Ethical and Dignity
teachers and on Professional Behavior
teacher’s expectations
from communities
 Describe teacher’s Collaboration
Chapter 7 – Code of
ethical and profess- Ethics for Professional
sional behavior in the Teachers, Article III
community by giving
concrete examples

 Explain what Chapter 8 – Meaning of Dubrin, Andrew. (2006).

organizational Organizational Acrostic making Creativity Essentials of Management
leadership is Leadership
 Distinguish between Research output
leadership and Chapter 8 – Leadership Quiz Collaboration
management and Management Reflection journal
 Describe different Chapter 8 – Leadership
organizational LET-like Test
Styles-autocratic,
leader- ship styles Accuracy Hersey, Paul and Kenneth
consultative, democratic
 Explain what and laizzes faire Quiz Blanchard(1996) The
situational leadership Situational Leader
Chapter 8 – Situational Honesty
servant leadership
Leadership; servant
and transformational
leadership and
leadership are
transformational
leadership Morato, Eduardo. (2012)
Midterm Examination
Excellence in Educational
 Discuss how to Reflection journal Hardwork Transformation
sustain change in an
organization https://www.teacher.ph.com
 Explain the meaning, Research output Critical /acomprehensive guide-to-
advantages, Chapter 8 –Sustaining Thinking school-based-management-
disadvantages and Change sbm
demands of SBM.
 State practices DepEd Primer on School
aligned to SBM Chapter 9 – SBM: Quiz Honesty Leadership
 Explain the roles, Meaning, advantages,
functions and disadvantages, demands
competencies of of/conditions for SBM to Excellence
School heads in succeed
SBM

Chapter 9 – Roles,
Functions and KSA’s
Required of School
Heads for Effective SBM
implementation

 Explain the meaning Chapter 10 – The Observation Notes of a www.ascd.org/ASCD/pdf/jo

of school culture meaning of school selected school as a case Collaboration urnals/ed_lead/ed_198503_s
 Discuss how culture culture; the role of aphier.pdf
affects learning culture in learning;
 Cite ways to elements of a positive Quiz http://inservice.ascd.org/six-
contribute to the culture Honesty tips-for-creating-a-positive-
building of positive LET-like test learning-environment-in-
culture your-classroom
Respect for
Reflection journal Diversity
 Explain the School Policies and their DepEd Order 8 s. 2015
importance of school Function; Examples of Cooperation
Graded simulation
policies and their School policies; Effective DepEd Order 54, s. 2009
function policy formulation and
implementation in Critical Thinking
school-community Results of interview
Final Examination partnership

Reflection journal
Course Requirements:

1. Quizzes
2. Researches
3. Reflection Papers
4. Major Examinations
5. Individual and Group outputs

Grading System:
Quizzes: Grade = score
50 + (50 Total Items)
Periodic Examination:
Periodic Grade = AQ+AR+PT
3
Prelim Grade = Periodic Grade
MG = (Periodic Grade) 2+ Preliminary Grade
3
 FG= = (Periodic Grade) 2+ Preliminary Grade
Classroom Policies:

1. Attendance
2. Punctuality
3. On-time submission of requirements
4. Strict observance of honesty in doing the course requirements

Consultation Hours: 3 hours per course

Required Reading

 Prieto, et al., (2019). The Teacher and the community, school culture and organizational leadership. Quezon City: Lorimar Publishing, Inc.

Suggested References:

Printed:
Books:

 Pawilen, et al, (2019). The school and the community, school culture and organizational leadership. Quezon City:Rex Printing Company, Inc.
 Vega, et al. (2015). Social dimensions of education.Quezon City: Lorimar Publishing, Inc.

Internet Resources

 https://www.britannica.com
 https://study.com/academy/lesson/john-locke-theory-of-empiricism.html
 https://newlearningonline.com/literacies/chapter11 /john –locke-on-empirical-knowledge
 https://educationalroots.weebly.com
 https://ptoweb.org>autopt.com
 Reconstructionism slideshare.com
 https://prezi.com/ngoig3pxpodm/social-reconstructionism
 https://www.google.com/search?q=theodore t brameld.org
  https://www2.southeastern.edu/academics/Faculty/nadams/educ692/Counts.html

Prepared by: Reviewed by: Recommending Approval Approved by:

Professional Education Instructors LARRY P. VILLANUEVA, Ph. D NORMA S. GUILLERMO, Ph. D VISITACION C. ROLA, Ph. D/DPA
Program Head, Liberal Arts/ Dean, School of Liberal Arts Vice President for Academics
Teacher Education & Teacher Education