Republic of the Philippines

DR. EMILIO B. ESPINOSA, SR. MEMORIAL STATE COLLEGE

OF AGRICULTURE AND TECHNOLOGY
(Masbate State College)
CAWAYAN CAMPUS
www.debesmscat.edu.ph
Mandaon, Masbate

COURSE SYLLABUS
PROF ED 3: The Teacher and the Community, School Culture and Organizational Leadership
Second Semester, AY 2019-2020

The Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology as a catalyst of
VISION
transformation of the lives of ASEAN nationals.
The Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology shall develop the
MISSION optimum of diverse human potentials and enhance the quality of life of communities through a knowledge-based,
responsive, and efficient system of academic processes and management.
DEBESMSCAT as an educational institution is committed to sustain excellent academic service delivery for
QUALITY
clientele satisfaction by adhering to quality standards, compliance to legal requirements, and continual
POLICY
improvement thereby producing transformed ASEAN communities.
1. Provide quality instruction to produce competent and effective teachers who will man the educational system in
the Province of Masbate;
2. Undertake activities that will provide students opportunities to develop leadership skills and moral values;
CE GOALS
3. Conduct research in line with education, arts, sciences, and technology;
4. Engage in extension services in the service area in the form of technology transfer, information dissemination,
trainings, seminar-workshops, demonstration activities on different thrusts in education.
1. To provide quality basic instruction in Biology, Mathematics, and English; give professional development
trainings and opportunities for the teaching staff to attain desired results;
2. To continuously strengthen and enhance existing curriculum to make it relevant to the demands of the society
BSED and workplace;
OBJECTIVES 3. To undertake and sustain activities that will give students opportunities to be trained in leadership, scientific
research, extension, cultural, and moral aspects, making them global human resources;
4. To strive for the promotion of a strong collaboration among organizational components, faculty,
administration, and community to deliver quality and orderly service to the clientele.
INSTRUCTOR’S INFORMATION
Name ROGER Y. IBAÑEZ, JR. Contact Number +63 907 135 6730
Email Address yatan905@gmail.com Consultation Hours Monday-Friday, 1:00-3:00 PM
 COURSE INFORMATION
Course Code PROF ED 3 Course The Teacher and the Community, School Type Lecture Credit 3
Title Culture and Organizational Leadership Units
This course focuses on society as a context upon which the schools have been established. Educational philosophies
Course that are related to the society as a foundation of schools and schooling shall be emphasized. Further, principles and
Description theories on school culture, and organization leadership shall be included to prepare prospective teachers to become
school leaders and managers.
Course Prerequisites/(Co- The Teaching Course Schedule & Monday-Wednesday
requisites) Profession Venue 3:00-4:00 PM, Agriculture Bldg. Rm 2
At the end of this course, the students should be able to:
1. Analyze and describe relationships between teachers, the school, and the families and community that
support the school
2. Identify how the teacher’s role is influenced by social and cultural factors that affect education in schools
and their communities.
3. Recognize and value diverse cultural, traditional, and religious values and their students’ learning needs in
school and in the community.
Course
4. List the social factors affecting education and how they can support the development of education
Outcomes
nationally and, in particular, locally.
5. Explain their role as role models for students and the community in general.
6. Recognize their roles in pre-service Education and the Philippine Professional Standards for Teachers
7. Explain their roles as leaders in the Teacher Education Curriculum
8. Reflect on the Roles of Teacher Leadership and Student Teachers of Practice Teaching.
9. Examine the Continuing Professional Development as a Lifeblood of Teacher Leadership
10. Point out the Teacher Leader and the 16 Habits of Mind
Outcomes-based Teaching and
Intended Learning Outcomes
Week Topic (Reference) Assessment Learning
(ILO)
(OBA) Activities (TLA)
1 Introduction, Syllabus, At the end of the unit, the students (None) Lecture
Course Overview are expected to: Open forum
 Get acquainted with the
subject descriptions,
requirements, and course
content
1-2 Society, Community, and  Summarize the integrated Assignments Option 1:
Education nature of society, Oral Recitations Group Discussion
 Introduction and overview community, and schools Short Quizzes Lecture
of the course Projects
  Introduction to society,  Identify social factors that
community and schools in influence teaching and Option 2:
the Philippines learning in the Philippines Group Brainstorm
 Impact of education on  Recognize the contextual
society role of Whole-class
 Role of education in schools in supporting the discussion and
strengthening the development of education synthesis
Philippine Communities nationally and locally
Summary
3-4 Understanding Social  Describe the Role of Assignments Lecture/Reporting
Interaction in Schools and Socialization in Oral Recitations Reading/Library
Communities continuance of culture Short Quizzes research
 Meaning of Social  Recognize group formation Projects Accessing
 Interaction and and stages of group ERIC/Google
Socialization formation scholar journal
 Levels of Social  Identify stakeholders that articles
Interaction influence group dynamics
 Elements of Social in schools and the
Interaction community
 Social Contacts  Distinguish the importance
 Communication of communication and
 Social Attitudes and interaction between and
Values among stakeholders
 Types of Social  Illustrate the contextual
Interaction role of schools in
 Cooperation promoting social ability
 Competition nationally and locally
 Conflict
 Accommodation
 Assimilation
 Meaning and Types of
Social groups
 Individual and Group
 Behavior
 The Roles of Schools and
teachers in developing
 social interaction for
peace, harmony, and
tolerance
6-7 School and Culture  Identify social and cultural Assignments Lecture/Reporting
 Main Characteristics of factors that affect education Oral Recitations Cooperative
Culture in schools and their Short Quizzes learning
 Elementary Concepts of communities Projects Workshop
Culture  Describe how the teacher’s
 Cultural Trait role is influenced
 Cultural Complex
 Cultural Pattern
 Cultural Lag
 Cultural Diversity
 Culture and cultural
elements of Philippine
Communities
 Role of education and
school in the protection
and transmission of
Culture
 Impact of media on school
and culture
 Impact of technology on
and culture

8 Relationship between  Categorize the social Assignments Lecture/Reporting

School and Community identity of school Oral Recitations Brainstorm
 A school as a social,  Recognize the Short Quizzes
cultural, and community multidimensionality of a Projects
institution school in relation to the
 Effects of a school on community
communities
 Effects of communities
 on a school
 School as hub for
community services
  A critical analysis of
effective role of schools
and teachers in
Communities
9 Social Institution  Explain the roles of family Assignments Lecture/Reporting
 Definition and types of in relation to community Oral Recitations Workshop
social institutions and schools Short Quizzes Cooperative
 The Family Educational  Identify cultural and Projects learning
institutions religious practices that
 Religious institutions influence teaching and
learning process
 Critical analysis of the
 Distinguish the cultural,
role of social institutions
social, and religious context
in schools of society and its influence
on education in general and
the community in particular
10-11 The Teacher’s Role on  Recognize how culture, Assignments Lecture/Reporting
School and the Community gender, special needs, and Oral Recitations Cooperative
 Teacher as an integral equity and equality issues Short Quizzes learning
part of the community affect the school and the Projects
 Teacher as an agent of community
change in the  Identify the mechanism or
Community and School social networks for
 Teachers as role models promoting inclusive culture
through their in schools
participation in
community activities
 Effects of teachers and
schools on individual
and group behavior
12 Midterm Examination
13 Teacher Leadership in Pre-  Elaborate each domain of Assignments Lecture/Reporting
Service Education and the PPST by citing real-life Oral Recitations Cooperative
Philippine Professional examples Short Quizzes learning
Standard for Teachers  Examine each career stage Projects Workshop
 The Philippine of the teacher
Professional
  Standards for Teachers  Compare and Contrast the
 (PPST) TMLS and PPST
 Career Stages
 Teacher-Leader Model
Standards
14 The Roles of a Teacher  Identify and explain each Assignments Lecture
Leader and the Teacher role of teacher leader Oral Recitations Workshop
Education Curriculum  Explain the relationship of Short Quizzes
 The Varied Roles of a Teacher Leadership and the Projects
Teacher Leader New Teacher Education
 Teacher Leadership and Curriculum
the New Teacher  Examine the critical
Education Curriculum components of an effective
 Critical Components of teacher education program
an Effective Teacher
Education Program
15 Teacher Leadership and  Reflect on the Student Assignments Lecture/Reporting
Student Teachers’ Teachers’ Experiences in Oral Recitations Workshop
Reflections of Practice Practice Teaching while Short Quizzes
Teaching working with the Children, Projects
 Reflections on the Cooperating Teacher,
Student School Officials and Other
 Teachers’ Reflections of Teachers
Practice Teaching
 Working with Children
 Working with the
Cooperating Teacher
 Working with School
Officials and Other
Teachers
16 Continuing Professional  Criticize the Historical and Assignments Lecture/Reporting
Development: Lifeblood of Legal Bases of CPD Oral Recitations Workshop
Teacher Leadership  Explain the Salient Short Quizzes
 The Historical and Legal Provisions of RA 1-912, Projects
 Bases of Continuing The CPD Act of 2016
Professional  State how many, when and
how to earn CPD Units
 Development in the  Design CPD plan
Philippines  Recognize the practices
 Salient Provisions of directed to CPD of Teacher
RA 10912, The Leaders
Continuing Professional  State what the Teacher
Development Act of should do for CPD
2016
 Number of CPD Units
Required
 How to Earn CPD Units
 When to Earn the CPD
Units
 In-Service trainings
Given by Non-
Accredited CPD
Providers
 Designing Continuing
Professional
Development Plan
 Practices Directed to
Continuing Professional
 Development of Teacher
Leaders
 What should Teachers
do for Continuing
Professional
Development
 Continuing Professional
Development in Action
17 The Teacher Leader and the  Point out each of the 16 Assignments Reading research
16 Habits of Mind habits of mind Oral Recitations article
 16 Habits of Mind  Illustrate the teacher leader Short Quizzes Lecture/Reporting
 Teacher Leader characteristics Projects Workshop
Characteristics
18 Final Examination
Total Hrs: 54 Hrs
 COURSE REQUIREMENTS AND CLASS POLICY
Each student is required to:
Course 1) attend at least 80% of the class hours (i.e., at least 14 sessions);
Requirements 2) submit accomplished assignments and projects
3) pass the major exams.
1. Regular class attendance: every student is encouraged to attend class sessions regularly. Punctuality in the class should be observed.
Late comers shall not be allowed to enter the classroom and he/she shall be considered absent during that period. Ten absences in the
class is equivalent to dismissal from the roster of the class. Absences shall be credited only upon presentation of valid paper/s duly
certified by an authorized person.
2. Reporting: The reporting is individual activity. There will be multiple reports in a semester. Student who cannot present/absent during
the reporting will be given a grade of 5.0 in the said activity. Student who will miss the presentation should inform his/her instructor in
advance. Below is the rubrics for the output presentations:

Rubrics for Reporting

Criteria 10 points 7 points 5 points 3 points
Content Student provides Student provides quite Student provides little Student provides few
complete and accurate important and accurate information and information; accuracy is
information information accuracy quite visible
Organization and Presents information in a Presents information in a Audience has difficulty Audience cannot
coherence of ideas logical, interesting logical sequence that following information understand presentation
sequence that reader can reader can follow because there is no because there is no
follow consistency use of sequence of information
logical sequence
Subject knowledge Student demonstrates Student is a ease and Student is comfortable Student fails to give data
Class Policy full knowledge (more provides appropriate with information and is and information needed
than required by giving information to all able to give only
all data with queries but fails to rudimentary data
explanations and elaborate
elaboration
Personality of the Student demonstrates Student demonstrates Student demonstrate Student demonstrates
presenter positive energy with positive energy however partial positive energy, negative energy, lack
confidence and little confidence and less little confidence and less confidence and not
spontaneous spontaneous spontaneous spontaneous
Instructional materials Student uses new Student uses old Student use hand written Student did not use IMs
used technologies in technologies in IMs in delivering the in delivering the topic
delivering the topic delivering the topic topic

2. Quizzes and Long Tests: There will be announced or unannounced quizzes during the semester. Each student is expected to be prepared
every session. A student who has no quiz and long test shall earn a grade of 5.0. There shall be no special quiz or long test to be given
to any student who is absent either excused or not. The passing rate for every quiz/long test is 75% of the total items.
3. Class Participation: An active participation is encouraged in every student. He/she is free to express his/her ideas, opinions, suggestions
and comments about a particular topic provided that he/she may not distract, monopolize and derail the class discussion. Academic
freedom of both the instructor and student should be observed.
 4. Major examinations: Each student is expected to take the major examinations (midterm and final term) during the semester. He/she
should pass the examinations to be able to pass the course. If a student fails to take the examination, he/she shall incur a grade of INC.
He/she shall be allowed to take the examination upon presentation of valid reason/s with supporting documents. The passing rate for
major examinations is 75% of the total items.
6. Project: Compilation of Report and Portfolio. The project shall be rated according to the final output submitted by the students 3 days
before the final examination. The compilation shall either be hard bound or soft bound.
GRADING SYSTEM TEXTBOOKS & SUPPLEMENTARY READINGS
Midterm/Final Term Examination 40% The Teaching Profession by Paz Lucido et. al
Oral Recitation/Participation,
Attendance, Report 25%
Quizzes/Assignments/Long Test 20%
Project 15%
Total 100%
Prepared by: Approved:
ROGER Y. IBAÑEZ, JR., MSA IRIS B. CASTILLO, MEEd
Instructor Campus Director