Mission

Vision MABINI COLLEGES provides quality instruction, research and

extension service programs at all educational levels as its monumental
contribution to national and global growth and development.
MABINI COLLEGES shall cultivate a Specifically, it transforms students into:
CULTURE OF EXCELLENCE in education. MABINI COLLEGES, Inc.  God-fearing
 Nation-loving
Daet, Camarines Norte  Earth-caring
 Law-abiding
 Productive, and
COLLEGE OF EDUCATION  Locally and globally competitive persons

COURSE SYLLABUS (PROF. ED. 5)

Vision

MABINI COLLEGES shall cultivate a CULTURE OF EXCELLENCE in education.

Mission

MABINI COLLEGES provides quality instruction, research and extension service programs at all educational levels as its monumental contribution to
national and global growth and development.
Specifically, it transforms students into:
 God-fearing
 Nation-loving
 Earth-caring
 Law-abiding
 Productive, and
 Locally and Globally competitive persons

Institutional Philosophy

Mabini Colleges shall be citadel to learning, like a beacon, ever inspiring and urging the youth of Camarines Norte to forge ahead higher levels of
achievement. It is inspired by the immortal words, loving thoughts, moral values and intense nationalism of its late founder Miguel R. Ibana and the
enduring Filipino values of our great hero, Apolinario Mabini. The college is committed to produce Filipino citizens who:

 possess character above reproach;

 are proficient in Filipino, English and other languages;
  think ahead with clear ideas about their country, its culture and its place in the family of nations;
 contribute to the growth of human knowledge through scientific research and their meaningful applications;
 understand the human person’s ultimate and total commitment to the world of reality;
 are trained vocationally, technologically and professionally to attain the fullest potential in their chosen field; and
 possess leadership qualities with vision and faith, initiative and passion for service to the Filipino people.

Program Educational Objectives

PEO1: Demonstrate competence on teaching across the different learning areas in elementary education/demonstrate competence on teaching
children with special needs/demonstrate competence in teaching preschool pupils/ demonstrate competence on teaching in one of the learning
areas in secondary schools particularly, Mathematics, English, Filipino, Social Studies, Culture and Arts, or Physical Education.
PEO2: Practice professional and ethical acts in the work place and other human relations;
PEO3: Participate in research activities to improve teaching-learning conditions;
PEO4: Engage in lifelong learning through graduate and post graduate studies, and training in the field;
PEO5: Demonstrate effective organizational communication for sound interpersonal relations; and
PEO6: Involve in service-oriented activities in the organization.

Program Outcomes:

PLO1-Articulate the rootedness of education in philosophical, Socio-cultural, historical, psychological, and political contexts;
PLO2-Demonstrate mastery of subject matter/discipline;
PLO3-Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environment;
PLO4-Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
PLO5 -Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices;
PLO6- Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
PLO7 -Practice professional and ethical teaching standards sensitive to the changing local, national, and global realities;
PLO8 -Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
Course Mapping:
A. Program Educational Outcomes with Program Outcomes

Program Outcomes PEO 1 PEO2 PEO3 PEO4 PEO PEO 6

5

PLO1- Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, HC C C C C C

and political contexts;

PLO2-Demonstrate mastery of subject matter/discipline; HC C C HC MC MC

PLO3-Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate; HC MC C C MC C

PLO4-Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse HC MC HC C MC C
learners;

PLO5-Apply skills in the development and utilization of ICT to promote quality, and reporting relevant HC C HC HC MC C
and sustainable educational practices;

PLO6-Demonstrate a variety skills in planning, monitoring, assessing, and reporting learning processes HC C HC HC MC C
and outcomes

PLO7-Practice professional and ethical teaching standards sensitive to the changing local, national, and C HC C C HC C
global realities;

PLO8-Pursue lifelong learning for personal and professional growth through varied experiential and C C HC HC C C
field-based opportunities

Legend: HC – Highly Covered; C- Covered; MC- Moderately Covered

B. Program Outcomes with Course Outcomes

Course Outcomes PLO1 PLO 2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8

Cognitive L L P O P L L P

A. Discuss the rootedness of education in the philosophical, socio-cultural, historical,

legal, and political context.

B. Discuss leadership and management styles that establish positive school culture for L L P P O L L L
effective school performance.

Affective L L O O O P L O

C. Explain the importance of school-community partnership to enrich the learning

environment and strengthen the community’s engagement in the educative process.

P L O P P L P L

D. Relate teaching-learning experiences, interests, and aspirations of the wider school

community and other stakeholders.

Psychomotor L L P P O P L P

E. Demonstrate fulfillment of the professional obligation to uphold professional ethics,

accountability, and transparency.

L L O P O L L P
F. Design and develop an action plan/development plan reflective of their skills and
competencies as school leaders.

Legend: L – Learning of the Competencies (Input is provided and competency is evaluated.)

 P - Practice of competencies is allowed. (No input but competency is provided.)
O – Opportunity to development is present. (No input or evaluation, but there is an opportunity to practice competencies)

I. Course Code and Title: PROFESSIONAL EDUCATION 5 – The Teacher and Community, School Culture and Organizational Leadership
II. Prerequisite/s: None
III. Unit Credit: 3 units
IV. Course Description: This course focuses on society as a context in 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.

V. Learning Plan

Activities
Intended Learning Asynchronous Synchronous
Topics/Subject Matter (1.5 hours per week) (1.5 hours per week) Evaluation Tools Time
Outcomes
Frame
Resources and Materials

At the end of the Institutional and Department’s Reciting of the VMGO

discussion, the students VMGO Reviewing the VMGO
can: Sharing of Reflections Reflective Activity Week
1
*Recite the VMGO of the Clarifying the Course
institution and of the Outcomes
department

*Accept the responsibility of

realizing those that are
relevant to their studies

PRELIM PERIOD
At the end of the unit, the
students can: 1. Philosophical Thoughts on Writing a reflection paper Lecture Written Quiz
Discuss the six philosophical Education about their roles as an ESP Weeks
thoughts on education a. John Locke: The teacher Small-Group discussion Oral Questioning 2-6
Empiricist Educator
State the relationship between b. Herbert Spencer: Role-play the six philosophical Group Presentations
society and schools Utilitarian Education Internet research thoughts on education
c. John Dewey: Learning
Prove that schools transmit
through Experience Illustrating through a diagram
cultural values by stating facts
d. George Counts: the development of the Action song
from education history in the
Building a New Social Philippine Educational System
world and in the Philippines
Order
Explain the meaning of e. Theodore Brameld:
socialization as a function of Social
schools Reconstructionism
f. Paulo Freire: Critical
Pedagogy

2. Historical Foundation of
Education
a. Education in Primitive
Society
b. The History of the
Philippine Educational
System

3. Other Developments

4. Social Theories and Their

Implications to Education
a. Structural-functional
Theory
b. Conflict Theory
c. The Symbolic
Interactionist Theory
At the end of the unit, the MIDTERM PERIOD
students can: Video viewing Interactive Lecturing Quiz
Discuss the strengths and 1. The Strengths and
weaknesses of the Filipino Weaknesses of the Filipino Writing reflections Submission of answered
character Character Group discussion worksheets

Cite some ways by which 2. Global Issues that Concern Research (interview, survey) Weeks
schools can counteract the Schools and Society Simulation Group Presentation 7-10
weaknesses of the Filipino
character 3. The Why and How of Essays
School and Community
Discuss global issues that Partnership Presentation of outputs
concern schools and society a. What the community
do for schools
Explain and propose solutions b. What schools do for
to the social problems community
c. Experiences of Schools
Explain the meaning of school and Community
and community partnership Partners
d. Sociological Basis of
Explain the legal and School-Community
sociological bases of school Partnership
and community partnership e. Legal Bases for
Parents and
Cite examples of school- Community
community partnerships Involvement

Describe teacher’s ethical and The Teacher and the

professional behavior in the Community: Teacher’s Ethical
community by giving concrete and Professional Behavior
examples

At the end of the unit, the PREFINAL PERIOD

student can:
1. Organizational Leadership Designing their own action Lecture Quiz
Explain what organizational a. Leadership versus plan/ development plan
leadership is Management
b. Types of Skills Small group discussion Submission of outputs
Distinguish between leadership Demanded of a Leader
and management c. Leadership Styles Weeks
11-14
Describe different 2. The School Head in Group Presentation
organizational leadership School-Based Management
styles (SBM)
a. Meaning of SBM
Explain the meaning, b. SBM and the Principle
advantages, disadvantages, of Subsidiarity
and demands of SBM c. Advantages of SBM
d. Legal Basis of SBM
Explain the roles, functions, e. Conditions for the
and competencies of school Success of SBM
heads in SBM f. Factors of School
Effectiveness Based
Research
g. Philippine Accreditation
System for Basic
Education (PASBE)
h. Factors that Contribute
to School Effectiveness
At the end of the unit, the
student can: FINAL PERIOD

Explain the meaning of school Reading of sample policies Lecture Quiz

1. Creating a Positive School
culture
Culture
Discuss how school culture a. Meaning of School
Interview
affects learning Culture
Small group discussion Submission of outputs
b. Culture as a Social
Cite ways in how he/she can Construct
Weeks
contribute to positive school c. School Climate and
15-18
culture School Culture
Group Presentation
d. The Role of School
Explain the importance of Culture in Learning
school policies in school e. Elements of a Positive
operation Culture
Discuss the competencies
2. School Policies and Their
expected of school heads as
Functions
contained in competency
frameworks for the Philippines
3. Roles and Competencies
and Southeast Asia
of School Heads
a. Competencies for
School Heads
b. Competency
Framework for
Southeast Asian School
Heads
 c. Domains and
Competencies for
School Heads in
Southeast Asia

VII. Course Requirements:

In-class participation on each topic.
Assignments and papers submitted on time.
Quizzes and tests
Active participation in-class activities.
Project

VIII. Grading System

Prelim 20% (Exam=40%, Class Participation=30%; Quizzes=20%; Attendance=10%)
Midterm 20% (Exam=40%, Class Participation=30%; Quizzes=20%; Attendance=10%)
Prefinal 30% (Exam=40%, Class Participation=30%; Quizzes=20%; Attendance=10%)
Final 20% (Exam=40%, Class Participation=30%; Quizzes=20%; Attendance=10%)
Other 10%
Total 100%

IX. Course Policies: In this Pandemic time, reasonable consideration in attendance and submission of assignments and projects is observed.
However, everyone should observe ethics in attending Google meets and in posting/responding in the Google classroom.

X. Textbook/s References:
Prieto, N.; Arcangel, C.; and Corpuz, B. (2019). The Teacher and the Community, School Culture and Organizational Leadership. Quezon City:
Lorimar Publishing House.
Gloria G. Salandanan (2012) Teaching and The Teacher. Quezon City: Lorimar Publishing House.
Tassoni, P. (2016) Reducing Educational Disadvantages
Vitaliano Bernardino The Philippine community school Kulbir Singh Sidhu School Organization and Administration

*Other supplementary materials

 DepEd Order 8, s. 2015
DepEd Order 54, s. 2009
Report on “A Moral Recovery Program: Building a People, Building a Nation”

XI. Prepared by : FAINA ROSE J. CASIMIRO

XII. Recommending Approval: FE V. CANDELARIA, EdD.

Dean, College of Education

XIII. Approved by: INES D. ZABALA,PhD.

VP for Academic Affairs

INSTRUCTORS’ CONSULTATION SCHEDULE

(via video call or chat)
MW – 1:00 – 2:00PM
TTh - 8:30 – 10:00PM