Course Syllabus

Format V 2.0
Republic of the Philippines SPAMAST
SOUTHERN PHILIPPINES AGRIBUSINESS AND MARINE AND AQUATIC SCHOOL OF TECHNOLOGY
INSTITUTE OF TEACHER EDUCATION AND INFORMATION TECHNOLOGY
TEACHER EDUCATION DEPARTMENT

COURSE SYLLABUS
First Semester, School Year 2018-2019

Course No. : EDUC 213

Course Title : The Teacher and the Community, School Culture and
Organizational Leadership
Course : This course focuses on society as a context upon which Prepared by: FE T. CANOY
Description the schools have been established. Educational Faculty
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 shall be included
to prepare prospective teachers to become school
leaders and managers.
Checked/ CARLITO B. BALANDRA, Ph.D
Reviewed by: Chair, Teacher Education Program
Course Credit : 3 units
Prerequisite :
Contact Hours/ : Approved by: ROLEEN B. MOLEÑO, Ed.D
Week Dean, ITEIT

Lecture 3 hrs/week

Laboratory

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SPAMAST VISION AND MISSION STATEMENT

VISION:
A leading institution of higher learning in the fields of aqua-terrestrial and technopreneurship responsive to the
development needs in Southeast Asia and beyond.

MISSION:
Imbued with sincerity, excellence, commitment and good leadership, the institution fervently carries out its functions to
provide high quality instruction, relevant researches, focused extension and self-sufficient production preserving cultural
heritage, addressing gender sensitivity and climate change.

PROGRAM OBJECTIVES

The graduates have the ability to:

1-5 (Common to all programs in all types of schools)

1. Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor)
2. Effectively communicate orally and in writing using both English and Filipino
3. Work effectively and independently in multi-disciplinary and multicultural teams (PQF level 6 descriptor)
4. Act in recognition of professional, social, and ethical responsibility
5. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)

6-13 (Common to the discipline Teacher Education)

6. Demonstrate mastery of subject matter/discipline
7. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments
8. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
9. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
10. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
11. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
12. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities
13. Exhibit competence in mathematical concepts and procedures.

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14-21 (Specific to a sub-discipline and major in English)
14. Possess broad knowledge of language and literature for effective learning
15. Use English as a glocal language in a multilingual context as it applies to the teaching of language and literature
16. Acquire extensive reading background in language, literature, and allied fields
17. Demonstrate proficiency in oral and written communication
18. Shows competence in employing innovative language and literature teaching approaches, methodologies, and strategies
19. Use technology in facilitating language learning and teaching
20. Inspire students and colleagues to lead relevant transformative changes to improve learning and teaching language and
literature
21. Display skills and abilities to be a reflective and research-oriented language and literature teacher

22-23 (Common to graduates of a horizontal type of institution as defined in CMO 46, s. 2012)
22. Graduates of college are qualified for various types of employment and participate in various types of employment,
development activities, and public discourses, particularly in response to the needs of the communities one serves
23. Graduates of State Universities and Colleges (SUCs) must have the competencies to support “national, regional and local
development plans” (RA7722).

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 SPAMAST GRADUATE ATTRIBUTES
(A SPAMAST Graduate shall possess. . .)

Professional competency

Critical thinking skills

communication skills

and interpersonal skills

Entrepreneurial skills

global competencyUniversal outlook and

responsiveness and Socio-cultural,

InnovativenessCreativity and

learningCapability for life-long

gender sensitivity environmental

Leadership, teamwork
Language and
PROGRAM OUTCOMES

1. Articulate and discuss the latest developments in the specific field of

practice. (PQF level 6 descriptor)
2. Effectively communicate orally and in writing using both English
and Filipino
3. Work effectively and independently in multi-disciplinary and
multicultural teams. (PQF level 6 descriptor)
4. Act in recognition of professional, social, and ethical responsibility
5. Preserve and promote “Filipino historical and cultural heritage”
(based on RA 7722)
6. Demonstrate mastery of subject matter/discipline.
7. Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their
environments.
8. Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners.
9. Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices.
10. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes.
11. Practice professional and ethical teaching standards sensitive to the
local, national, and global realities.
12. Pursue lifelong learning for personal and professional growth
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 through varied experiential and field-based opportunities.
13. Exhibit competence in mathematical concepts and procedures.
14. Possess broad knowledge of language and literature for effective
learning
15. Use English as a glocal language in a multilingual context as it
applies to the teaching of language and literature
16. Acquire extensive reading background in language, literature, and
allied fields
17. Demonstrate proficiency in oral and written communication
18. Shows competence in employing innovative language and literature
teaching approaches, methodologies, and strategies
19. Use technology in facilitating language learning and teaching
20. Inspire students and colleagues to lead relevant transformative
changes to improve learning and teaching language and literature
21. Display skills and abilities to be a reflective and research-oriented
language and literature teacher
22. Graduates of college are qualified for various types of employment
and participate in various types of employment
23. Graduates of State Universities and Colleges (SUCs) must have the
competencies to support “national, regional and local development
plans” (RA7722).

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 COURSE OUTCOMES
At the conclusion of the PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO
course, the students will be 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
able to:
At the end of the semester,
the students should be
able to:
 Articulate the rootedness
of education in the
philosophical, socio-
cultural, historical, legal
and political context

 Establish school-
community partnerships
to enrich the learning
environment and to
strengthen community’s
engagement in the
educative process

 Link teaching-learning to
the experiences, interests
and aspirations of the
wider school community
and other stakeholders

 Demonstrate fulfillment
of the professional
obligation to uphold
professional ethics,
accountability and
transparency
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 Promote professional and
harmonious
relationships with
internal (learners,
parents, fellow teachers
and school head) as well
as external stakeholders
(local officials, NGOs,
alumni, and all others in
the wider community)
 To discuss leadership
and management styles
that establish positive
school culture for
effective school
performance

LEGEND:
I-INTRODUCED (The student get introduced to the concepts/principles)
P-PRACTICED (The student practices the competencies with supervision)
D-DEMONSTRATED (The student practices the competencies across different settings with minimal supervision)

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COURSE PLAN
COURSE TEACHING AND
TIME ASSESSMENT RESOURCES
STUDENT LEARNING OUTCOMES CONTENT/ LEARNING ACTIVITIES
FRAME TASKS (ATs) NEEDED
SUBJECT MATTER (TLAs)
Week 1 At the end of the lesson, the students SPAMAST’s Vision, Interactive Discussion  Oral  DLP
will be able to: Mission and Core Recitation
 recall the Vision, Mission and Core Values by Pair/
Values of the institution; and Triad/
 appreciate the importance of Vision, Classroom Policies Group
Mission and Core Values of the
institution. Grading System
 Be oriented on the Classroom Policies
and Grading System

Week 2-  Discuss the philosophical thought on Philosophical Scenario Analysis  Individual  DLP
5 education Thoughts on Writing  Journal
Education Individual Silent Reading Activity  Rubric
1) Empiricist  Table  Handout
and Note Taking
Educator Summary of
2) Utilitarian the
Education Group-Discuss-Share Philosophies
3) Learning of Education
Through Interactive Discussion  Double
Experience Entry
4) Building a New Quescussion Journal
Social Order
5) Social
Reconstructionism
6) Critical Pedagogy

Week 6  State the relationship of society and Historical Free Talk (catch the  Individual  DLP
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 schools Foundation of stuff) Writing  Journal
 Prove that schools transmit cultural Education Activity  Rubric
values by stating facts from education 1) The Relationship Group Discussion and  Reflection
history in the world and in the between School presentation  Research
Philippines and Society Work
 Explain the meaning of socialization 2) Education in
as a function of schools Interactive discussion
Primitive Society
3) Key Periods in
Educational Triad Discussion
History
4) The History of
the Philippine
Educational
System
Week 7-  Explain three social science theories Social Science Listen to a Song (Dem  Individual  DLP
8 and their implications to education Theories ad Their Bones) and answer follow writing  Journal
Implications to up questions activity  Rubric
Education  Research on
1) Structural- school
Functional Focus-Group-Discussion
practices
Theory based on the
2) Conflict Theory Interactive Discussion introduced
3) Symbolic theories
Interactionist Group Task: Theory vs
Theory Reality
MID-TERM EXAMINATION
Week 9  Discuss the strengths and weakness The Strengths and Group Report Analysis  Individual  DLP
of the Filipino character Weaknesses of the Writing Task  Journal
 Cite ways by which schools can Filipino Character: Discussion  Pen-and-  Rubric
counteract the weakness of the A Socio-Cultural Paper Test
Filipino character Issue
1) The Filipino Post Me a Picture
Character (Filipino
(Strengths and Characters/Values)
Weaknesses)
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 2) Value Education Small Group Discussion
in Schools
Week  Discuss at least two global issues in Global Issues that Triad Activity: Comparing  Individual  DLP
10 society Concern Schools and Contrasting Writing
 Explain proposed solution and Society Activity
Interactive Discussion  Reflection

Group Work and

presentation

Week  Explain what school and community The Why and How Think-Write-Group-  Individual  DLP
11 partnership means of School and Share (TWGS) Writing  Journal
 Cite examples of community Community Activity  Rubric
partnership Partnership  Reflection
Interactive Lecturette
 Explain the legal and socio-logical  Pen and
bases of school and community Paper test
Triad Activity
partnership
Week  Elaborate on community’s The Teacher and Think-Pair-Share: My  Individual  DLP
12-13 expectations from teachers and on the Community: Favorite Teacher Writing
teachers’ expectation from Teacher’s Ethical Activity
communities and Professional  Reflection
Small-Group-Discussion
 Describe teacher’s ethical and Behavior  Interview
(SGD)
professional behavior in the with School
community by giving concrete Head or a
examples Individual Reading and member of
Reflection SGC

Interactive Discussion

Free Talk

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 Group Activity (Drawing:
Conducive Learing
Environment)

Gallery Walk
Week  Explain what organizational Organizational Class sharing:  Organization  DLP
14 leadership is Leadership Organizational Structure al Structure
 Distinguish between leadership and and the qualities of the and qualities
management leader of the
 Describe different organizational organization
leadership styles al leader
Lecturette  Develop
 Explain what situational leadership,
servant leadership are servant
 Discuss how to sustain change in an Differentiated Group leadership
organization Activity assessment
instrument
 Research
and
Reflection
Week  Explain the meaning, advantages, The School Head in Situation Analysis  Interview  DLP
15 disadvantages and demands of SBM School-Mased school head
 State practices aligned to SBM Management Interactive Discussion or personnel
 Explain the roles, functions and regarding
competencies of school heads in SBM SBM
Group
 Group
presentation/reporting Simulation/
Dramatization
Lecturette  Pen and
Paper Test

Week  Explain the meaning of school culture Creating a Positive Focus Group Discussion  Individual  DLP
16  Discuss how school culture affects School Culture5 (FGD) Writing
learning Activity
 Cite ways by which you can Lecturette
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 contribute to the building of positive
culture Capsulized
Week  Explain the importance of school School Policies and Small-Group-Discussion  Interview a  DLP
17 policies in school operation Their Function School Head
Lecturette regarding
School
Policy
 Individual
Writing
Activity

Week  Discuss the competencies expected of Roles and Reading  Journal  DLP
18 school heads as contained in Competencies of Entry
competency frameworks for School Heads Pair Writing Activity  Pen and
Philippines and for Southeast Asia Paper Test
Interactive Discussion
FINAL TERM EXAMINATION

COURSE REQUIREMENTS GRADING SYSTEM CLASSROOM POLICY

(List all requirements) Written Tasks - 30% Attendance is counted from the first day of regular classes
 Attendance on Requirement - 30% regardless of the date of the student’s enrolment thus classes
Monthly Convocation Major Examination- 30% missed due to late enrolment shall be considered absent
 Attendance (class) TOTAL - 100%
 Journal A student who has incurred absences of more than 20% of total
 Personal Educational class meeting in a given time shall not be given credit for the
Philosophy Final Grade = course or subject
 Research and
Reflections MTG+ FTG Subjects with or without laboratory and more than 3 units
 Develop servant 2 subjects is as follows:
leadership Any subject meeting 1 x a week = 3 absences max. = 4 absences
assessment over cut
instrument Any subject meeting 2 x a week = 7 absences max. = 8 absences
 Major Exams over cut

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 Any subject meeting 3 x a week = 10 absences max.= 11
absences over cut
Any student who exceeds the prescribed maximum numbers of
cuts for a particular subject is considered dropped, and shall
receive a corresponding remark in the Report of Grades of
DROPPED for the semester regardless of his performance in the
class as of the date of debarment.
Note: Other classroom policies, please refer to the student
handbook
SUGGESTED READINGS AND REFERENCES Counterchecked by:
Prieto, G., C. Arcangel, and B. Corpuz (2019). The Teacher and the Community,
School Culture and Organizational Leadership. Quezon City: LORIMAR
Publishing, INC. (Teacher’s Personal Copy) JASSEN FE C. CABALQUINTO, RL
Pawilen, G. T., E. Reyes, J. A. Rivera, and T. M. Sison (2019). The School and the Librarian
Community, School Culture, and Organizational Leadership. Manila,
Philippines. REX Book Store. (Teacher’s Personal Copy)

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