TEACHER

EDUCATION PROGRAM

MonCAST
Course Code Course/Major Semester
LEVEL 1 PROF.ED 1 All Education 1ST
Accredited
d
Monkayo College of Arts, Sciences and Technology

COURSE SYLLABUS
Course Code and Title THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP

Vision Mission Goals Core Values

MonCAST envisions to become the leading To provide quality and dynamic instruction, 1. Providing accessible, affordable, and relevant M- Moral Awareness
local college, recognized for its affordable research and extension service, sensitive to the quality education; O- Optimism
and quality instruction, responsive to the needs of the community and proactive to the 2. Engaging in high impact research; and N- Nationalism
needs of the people of Monkayo and its global trends. 3. Implementing dynamic community extension C- Compassion
neighboring communities. program. A- Altruism
S- Social Responsibility
T- Team Work

PROGRAM EDUCATIONAL OBJECTIVES (PEOs) AND THEIR LINKS TO ASPECTS OF MonCAST VISION-MISSION-GOALS-CORE VALUES
PROGRAM EDUCATIONAL OBJECTIVES Institutional Graduate Attributes
Within 3 years after graduation, the MonCAST Teacher Education graduates should Problem Communication Productivity Lifelong Professional
be able to: Solving Skill Skills Learning Competence
A. equip students with the desired competencies to prepare them of their professional teaching
➹ ➹
career that can be used locally and globally, ➹
B. build research culture among faculty and students to promote inquiry-based and research-
based teaching and learning, ➹ ➹ ➹
➹
C. expose students in community involvement geared towards effective and harmonious
➹ ➹ ➹
partnerships and linkages,
D. employ multiculturalism in designing programs, projects and activities intended for the
➹ ➹
college,
E. train faculty and students in demonstrating proficiency in technological, pedagogical, and
➹ ➹ ➹ ➹
content knowledge, and ➹
F. integrate high value of professionalism which corresponds to the timely demands of
➹ ➹
community. ➹
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology

PROGRAM OUTCOMES (POs) AND THEIR LINKS TO PROGRAM EDUCATIONAL OBJECTIVES (PEOs)
PROGRAM OUTCOMES PROGRAM EDUCATIONAL OBJECTIVES
By the time of graduation, the TEACHER EDUCATION students should be able A B C D E F
to:
1. articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts, ➹ ➹ ➹ ➹ ➹ ➹
2. demonstrate mastery of subject matter/discipline, ➹ ➹ ➹
3. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
➹ ➹ ➹ ➹
environment,
4. develop innovate curricula, instructional plans, teaching approaches and resources for diverse learners, ➹ ➹ ➹ ➹ ➹ ➹
5. apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices, ➹ ➹ ➹
6. demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes, ➹ ➹ ➹ ➹
7. practice professional and ethical teaching standards sensitive to the local, national and global realities, and ➹ ➹ ➹
8. pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities. ➹ ➹ ➹ ➹ ➹ ➹

COURSE INFORMATION
1. COURSE NAME : The Teacher and the Community, School Culture and Organizational Leadership
2. COURSE NUMBER : Prof.Ed 3
3. PRE-REQUISITE : None
4. COURSE CREDIT 3
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 and organizational leadership shall be included to prepare
prospective teachers to become school leaders and managers.

COURSE OUTCOMES (COs) AND THEIR LINKS TO PROGRAM OUTCOMES (POs)

COURSE OUTCOMES PROGRAM OUTCOMES (POs)
Upon completion of the course, the students should be able to: 1 2 3 4 5 6 7 8
1. Write a narrative report that explains the educational philosophies in societal contexts; ➹ ➹ ➹ ➹ ➹ ➹ ➹ ➹

2. Create an infographic presentation of the profile of school’s stakeholders that affect ➹ ➹ ➹ ➹ ➹ ➹

educational culture;
3. Produce a short film showing the situational analysis of stakeholder’s roles in shaping ➹ ➹ ➹ ➹ ➹ ➹ ➹
educational culture;

4. Present a gap analysis on concurrent issues affecting the participation of stakeholders in ➹ ➹ ➹ ➹ ➹ ➹ ➹

shaping educational culture and

5. Design an activity plan that enjoins the community in strengthening educational culture ➹ ➹ ➹ ➹ ➹ ➹ ➹
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology

ASSESSMENT TASKS (ATs), THEIR WEIGHTS (WTs.), AND COURSE OUTCOMES (COs) ASSESSED
AT AT DESCRIPTION WTs COs
a b c d e f
Formative Quizzes An objective paper-and-pen test which usually done before and during the
discussion. Items in this formative quiz requires the students to recall
facts, explain concepts and analyze situations.

An objective paper-and-pen test or a performance-based quiz which

Summative Quizzes usually done after a chapter or unit discussion. Items in this summative 30% ➹ ➹ ➹ ➹ ➹ ➹
quiz requires the students to recall facts, explain concepts, &analyze
situations and apply/integrate theories to real life scenarios.

A mode of assessment that requires actual demonstration of skills as a proof

Performance of learning. This also includes oral recitation which requires students to
share ideas, opinions and propositions regarding a specific topic. This could
be in a way of applying concepts and presenting examples from given 20% ➹ ➹ ➹ ➹ ➹ ➹
concepts.

A systematic process of gathering multiple indicators of student progress

to support course goals in dynamic, ongoing and collaborative process.
Portfolio The collection should include evidence of student’s reflection and self-
evaluation, guidelines for selecting the portfolio contents and criteria for 10% ➹ ➹ ➹ ➹ ➹ ➹
judging the quality of the work.

A 50-60 item multiple-choice test which covers the entire topic discussed for
Periodical Examination every period. The test items require the students to recall facts, explain
40% ➹ ➹ ➹ ➹ ➹ ➹
concepts, analyze situations and apply/integrate concepts and theories to real
life scenarios.
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology

COURSE INSTRUCTIONAL PLAN

Time Teaching Learning Textbooks/References/

Student Learning Outcomes Course Content Assessment Tasks
Frame Activities Materials

Week 1  Familiarize and instill the institution’s  Orientation for ONSITE  Lecture  Course Syllabus
VMG-CV, classroom policies and VMG-CV,  Getting to know  Open forum
grading system. classroom policies each other
 Introduction, Syllabus, Course and subject grading /Recitation
Overview system.  Interactive
 Get acquainted with Discussion
the subject
descriptions,
requirements, and
course content
 Observe how innovative school THE SCHOOL AS AN OFFSITE  Graded Activities Online Source
serve as agent of social change AGENT OF SOCIAL  Self-paced learning  Pre-test and post-test https://
Week 2 CHANGE Modality  Individual Activity www.slideshare.net/
 Online information  Reflection response rknweb/school-as-a-social-
School as a Social organi
Organization
 Social Change and
its Effect in the
Educational System
 Discuss how the school serve  Social Changes ONSITE  Pre-test and post-test Online Source
as agent of social change and its Challenges  Lecturette  Graded recitation
Week 3 Brought by the 4th  Panel Discussion  Interactive Learning https://
 Appreciate the school serve as Industrial  Small group  Brainstorming www.slideshare.net/
agent of social change Revolution discussion  Group discussion annalizacempron/the-
 Change Forces  Concept mapping
school-and-social-
 Create a concept map about the  Characteristics of changes
school as the agent of change. Good School as an
Agent of Social
Change
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology
 Understand Culturally Diverse OFFSITE  Individual Activity Online Source
Week 4 Global Community and Roles of  Responding to the  Self-paced learning  Reflection response
Administrators, Teachers and needs of a  Online information https://www.slideshare.net/
Students Culturally Diverse  Concept mapping
 Appreciate the global community in BabarAli164/teacher-as-an-
Global Community agent-of-change-80456530
the lives of the students.  Roles of
 Create projects that aim to respond
Administrators,
to the culturally diverse global
Teachers and
community.
Students in
Promoting School
as Agent of Social
Changes
Transformation
 Understand the school as an ONSITE  Group Discussion Online Source
Week 5 organization THE SCHOOL AS AN  Lecturette  Picture Analysis
 Appreciate the school as ORGANIZATION  Panel Discussion  Observing
organization https://
 Small group  Lecture
 Create an organizational chart for a www.slideshare.net/
 Organizational discussion 
school. Theories SSBinny/organization-
 Concept mapping
 School Leadership theories
 The School as an
Educational
Organization
 Understand the reforms in the OFFSITE  Graded Activities Online Source
Department of Education and  Reforms in the  Self-paced learning  Pre-test and post-test
organizational Structure of the Department of  Online information  Individual Activity https://www.slideshare.net/
Week 6 Department of Education Education Concept mapping  Reflection response jemaikhahinata/
 Appreciate those who have been in  Organizational organizational-structure-of-
charge of the education field Structure of the the-department-of-education-
 Create an organizational chart for the Department of fields-offices
head of the department of education. Education

 Explain the definition of culture in ONSITE  Think-Pair Share Online Source

the school THE SCHOOL AS  Lecturette  Discussion https://www.slideshare.net/
Week 7  Show the importance of school in CULTURAL  Panel Discussion TasneemKhokhar/school-as-
the institution INSTITUTION  Small group a-social-cultural-and-
 Create a K-W-L chart for the  Definition of Culture discussion community-instituion
cultural institution.  Definition of School Concept mapping
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology
Culture
 Other Cultures in a
School
 Typology of School
Cultures
 Understand the school and DepEd OFFSITE  Graded Activities Online Source
Mission, Vision and Values  School Mission,  Self-paced learning  Pre-test and post-test
Week 8  Create your own mission, vision, Vision and Values  Online information  Individual Activity
and goal in life as a student. https://
 The DepED Vision, Concept mapping  Reflection response www.slideshare.net/
Mission and Core
Values bryanarreo/depeds-new-
vision-mission-and-core-
values
 Differentiate school rituals, history,  School Rituals, ONSITE  Quizzes Online Source
and artifacts Traditions and  Lecturette  Video clip Analysis
Week 9  Appreciate the valued beliefs and Ceremonies  Panel Discussion  Picture Analysis https://www.slideshare.net/
customs in an organization by doing  School History and  Small group theodoreritotralia12/history-
according to the correct behavior. Stories discussion of-education-ppt-244877735
 Categorize the attributes of an  School Artifacts, Concept mapping
effective school. Architecture and
Symbols
 Level of School
Culture
 Understand how to assess school  Assessing School OFFSITE  Graded Activities Online Sources
culture, toxic school cultures, and Culture  Self-paced learning  Pre-test and post-test
Week 10 create a positive school culture.  Toxic School  Online information  Individual Activity https://www.slideshare.net/
 Write an essay about the little steps on Cultures Concept mapping  Reflection response HyltonUpshon1/school-
how to impose a positive culture in  Creating a Positive culture-ppt
the school. School Culture
https://www.slideshare.net/
smitaamit1/positive-vs-toxic-
culture-in-schoolspptx

 Explain teacher leadership, student THE TEACHER AS ONSITE  Group Discussion Online Source
achievement, and teacher retention ALEADER OF  Lecturette  Picture Analysis
Week 11  Appreciate the teacher's work within EDUCATIONAL  Panel Discussion  Observing https://www.slideshare.net/
the school. REFORMS  Small group  Lecture khurramrafipk/teacher-
 Create a comparison and contrast discussion leadership-ppt
between student achievement and  Teacher Leadership Concept mapping
retention. and School
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology
Improvement
 Teacher Leadership
and Student
Achievement
 Teacher Leadership
and Teacher
Retention
 Understand the definition of  Definition of Teacher OFFSITE  Graded Activities Online Source
Week 12 leadership Leadership  Self-paced learning  Pre-test and post-test
 Categorize the qualities of a teacher  Teacher Leadership  Online information  Individual Activity https://www.slideshare.net/
leader Involves Concept mapping  Reflection response khurramrafipk/teacher-
Administrative leadership-ppt
Functions
 Teacher Leadership
involves
Collaboration


Week 13 MIDTERM EXAMINATIONS

 Discuss the attributes of teachers  Attributes of ONSITE  Pencil and paper test Online Source
and educational reforms. Teacher Leaders in  Lecturette  Performance-based
 Appreciate the teacher's attributes to the Philippines  Panel Discussion Assessment https://www.slideshare.net/
Week 14 the school.  Teacher Leadership  Small group khurramrafipk/teacher-
 Make an essay about the proper and Educational discussion
behavior of a teacher within the leadership-ppt
Reforms Concept mapping
school.
 Understand the redesigning of  Redesigning of OFFSITE  Graded Activities
organization and agents of innovation Organization  Self-paced learning  Pre-test and post-test Online Source
Week 15  Examine the redesign of organizations  Teacher Leader as  Online information  Individual Activity
and agents of innovation. Agents of Concept mapping  Reflection response
Innovation https://www.slideshare.net/
khurramrafipk/teacher-
leadership-ppt
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology
ONSITE  Group Discussion Online Source
 Explain the challenges, promotion,  Challenges of  Lecturette  Video Analysis
and development of teachers. Teacher Leaders  Panel Discussion  Observing https://www.slideshare.net/
Week 16  Appreciate the challenges  Small group  Lecture
 Promoting Teacher vigneshwarvs/development-
encountered by the teachers in Leadership discussion education-55617531
school.  New Development Concept mapping
 Create a plan for how the teachers in Education
will survive in terms of the
challenges they encounter.

 Recognize the way for teachers to OFFSITE  Graded Activities Online Source
become leaders.  Paving the Way for  Self-paced learning  Pre-test and post-test
Week 17  Construct sentences showing cause- Teachers to Become  Online information  Individual Activity https://www.slideshare.net/
and-effect relationships for teachers to Leaders  Concept mapping  Reflection response vigneshwarvs/development-
become leaders.  Transitioning into education-55617531
Teacher Leaders

FINAL EXAMINATION
Week 18
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology
5. TEXTBOOKS
 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)
 Pawilen, G. T., E. Reyes, J. A. Rivera, and T. M. Sison (2019). The School and the Community, School Culture, and Organizational Leadership. Manila, Philippines. REX Book
Store. (Teacher’s Personal Copy)
 Pawilen, Greg, Reyes, Ericson, Rivera, John Amiel & Sison, Trixie, (2019) The School and the Community, School Culture, and Organizational Leadership. Philippines. REX
Book

6. SUGGESTED ONLINE REFERENCES

 The Teacher and the Community, School Culture and Organizational Leadership. (2019) Dr.Emilio B.Espinosa,Sr.Memorial State College
 The Teacher and the Community, School Culture and Organizational Leadership. (2019) Centro Escolar University
7. CLASS POLICIES AND GUIDELINES
a. Only officially enrolled students are allowed to attend their classes.
b. All students are required to attend their classes regularly.
c. Attendance is counted from the first regular class meeting.
d. Punctuality is a must to all students.
e. A validated student identification card must always be worn by all students while attending classes.
f. Any form of dishonesty shall be dealt with accordingly.
g. Cheating is strictly prohibited.
h. Students who incur absences equivalent to more than 20% of the course hours required shall be dropped from the course provided he/she has not taken any exam.
i. If absent from the class, he/she has to secure and fill up an excuse slip (form from SAS) duly signed by parent/guardian (supported by a medical certificate from a
Physician, if the student is sick) and to be signed by the subject teacher/s, Academic Program Head and to be submitted to their respective subject teachers or
Clinical Instructors thereafter. A student shall be given a three (3) days grace period in the submission of the excuse slip otherwise the absence will be considered
unexcused.
j. No special quiz shall be given to any student who comes in late or absent during classes.
k. Honesty is called for at all times.

Date of Revision/ Semester Effective: Prepared by: Checked/ Reviewed: Recommending Approval: Approved:

1st Semester of
August 15, 2023 Academic Year
2023-2024 JOSEPHINE G. PAULIN, LPT, JOSEPHINE G. PAULIN, LPT,
ELMERA.TARIPE, LPT, PhD.Fil. RONALD D. MANOLONG, LPT,
Ed.D Ed.D
Instructor MAED-ELT
Dean-BEED Program VPAA
Academic Program Head
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology

NOTE:
 This is for PROFESSIONAL EDUCATION SUBJECTS.
 Please follow the prescribed format.
 Do not change the following:
 PROGRAM EDUCATIONAL OBJECTIVES (PEOs) AND THEIR LINKS TO ASPECTS OF MonCAST VISION-MISSION-GOALS-CORE VALUES
 PROGRAM OUTCOMES (POs) AND THEIR LINKS TO PROGRAM EDUCATIONAL OBJECTIVES (PEOs)
 The column for your COs in the Assessment tasks depends on the number of the course objectives.
 Week 1 is for VMG Core Values and Syllabus discussion.
 You can modify the assessment tasks but please indicate it in the description especially if your subject is performance based.
 At least 3 references (Filipino and Foreign Authors)
 You can also the class policies but always refer to the manual.

Thank you.