Republic of the Philippines

CEBU NORMAL UNIVERSITY

Osmeña Blvd., Cebu City, 6000, Philippines

MEDELLIN CAMPUS
Población, Medellin, Cebu
Telephone No: 436-2029
Email: medellincampus@cnu.edu.ph

OUTCOMES-BASED SYLLABUS
in
EDUC 13 (The Teacher & Community School Culture & Organizational Leadership)
Course Credits: 3 units

BEE JAY D. OLITRES

E-mail : olitresbj@cnu.edu.ph
Mobile No.: 09701252314

Degree Program : Bachelor of Science in Elementary Education Term : Second Semester

Specialization : Academic Year : 2020-2021

Pre-requisite :

I. CNU Vision: A leading multidisciplinary research university of education committed to build a strong nation

II. CNU Mission: To develop high-performing professional educators who generate new knowledge and build progressive and peaceful
communities.

The CNU Mission comprises three mutually reinforcing thrusts:

(1) Transformative education that nurtures thinking individuals who are valued members and leaders of society
(2) High impact researchers that push the boundaries of knowledge in education and contribute to improving communities, and
 (3) Strong partnerships that collectively and creatively address the development gaps of communities

III. Institutional Outcomes: Cebu Normal University produces graduates who are facilitators of learning, design thinkers, protectors of the
environment, and mission and knowledge generation-driven professionals.

IV. Course Outcomes: Upon completion of the course, the students must have:

COURSE OUTCOMES PROGRAM OUTCOMES ALIGNED TO:

CO1 demonstrate leadership and firm grasp on the
application of educational principles, theories , 6.2-a:Articulate the rootedness of education in philosophical,
socio-cultural, historical, psychological, and political contexts.
and philosophies in real school setting.

V. Course Description: This course focuses on society as a context upon which 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, and school policies and procedures shall be included to prepare prospective teachers to become school leaders and
managers.

VI. Learning Evidence

As evidence of achieving the above-mentioned outcomes, students will or demonstrate the following:

Learning Course Outcomes aligned

Evidence
Evidence to:

1 Class Reports CO1

2 Graphic Organizers CO1

3 Exhibits CO1
VII. Course Design Matrix -

Course
Outco
Desired Learning Course Content/ Learning Activities Assessment of Resource Student(s)
me
Outcomes (DLO) Learning Materials Output(s)
Subject Matter
Import Outcomes (ALO)
ant to:

At the end of unit 0, the Insight Paper(s) PAGSUGID: Individual

students must have: addressing the CNU’s Insight
CO1 The University’s VGMO *Viewing CNU’s Pagsugid
relevance of the Centennial Paper
1. familiarized the
university’s VGMO Documentary
university’s VMGO; and
to their lives Film
*Identifying the university’s
Group
VGMO from the viewed
Insight
2. manifested in documentary film Five-item Guide Papers
themselves the real
*Involving them on a micro- Questionnaire
implications of the
sharing regarding the for the Insight
university’s VMGO to
insights they would draw Paper
their own ways of life.
from the implied relevance of
the university’s VGMO to
their lives as students and
later on as graduates

*Willful-sharing of their
insights on the VMGO
discussed

At the end of Unit 1 the Introduction to

students must have : Society, Community
CO1
and Education
a. define basic concepts
necessary to Buzz Session. As a starter Formative and *PowerPoint *Essays
Defining the Basic
understanding the activity, Students have group
course Concept discussions on the meaning Summative quizzes presentations
of the basic concepts and
At the end of Unit 1, Basic Concepts to be *Graphic
share their expectations on
pre-service teachers defined: 1. Society Organizers
what the subject will be all *Hand outs
should be able to:
2. Community about.
a. describe the
3. Education Brief Introductory lecture on
manifestations of
the definitions of essential *Instructional
various educational
4. Social Interaction terms needed for the course. Videos *Group
philosophies and
applications reports
5. School Culture
of sociological theories
in Unit 1 – Society and
practical classroom
Education
situations in *Reference
response to community Philosophical Books
contexts; and Preliminary Reading and
Perspectives
Research. The Students will
• Classical Philosophies be required to do research Small group
b. explain the
importance of different and preliminary reading on presentation of
- Idealism
philosophies and the philosophical and outputs. KWL chart
sociological theories to - Realism sociological perspectives on may be used to
education and how they education in the context of organize class
change the education - Existentialism the community. discussion.
landscape in response
- Pragmatism Students will
to the needs of the
society and the express: What they
community. • Modern Philosophies Know, what they
Want to know, and
- Perennialism
what they Learned.
- Progressivism Outputs will be
Active learning and
presented to the
- Humanism facilitated discussion.
class.
Students, in small groups,
• Post Modern will create graphic organizers
Philosophies showing their insights gained
Sociological Perspectives from research and readings. Formative and
Teacher-facilitated Summative quizzes
1. Social Dimensions of
discussion to summarize and
Education
consolidate researches and
- Consensus and Conflict reforms in education.
Theories Learner-centered discussion
will highlight how the Oral discourse.
-Structural philosophical and Students will define
Functionalism sociological perspectives are and describe their
demonstrated in practical understanding of
- Interactionist Theories
classroom situations. the basic concepts.
2. Schools and Social Small group
Institutions presentation of
outputs. Groups
- Family choose an
appropriate graphic
- Education
organizer to
- Religion describe how
philosophies and
-Economic Institutions sociological theories
- Government are manifested in
the practical
3. Education 4.0: classroom situation
Responding to the Document Analysis. in response to
demands of Society Students will analyze community
existing documents, reports, contexts. Process:
Educational Reforms:
primers on the Enhanced discussion of
The K to 12 Curriculum
Basic Education Curriculum concepts and
Example
(K to 12 Curriculum). The effective use of
focus of the analysis would charts and/or
be the identification of the diagrams Output:
philosophical and appropriate graphic
sociological contributors to
 the change in curriculum. organizer

Essay. Students will

write an essay
Interview of School Heads.
explaining how
An interview of school
education was
head(s) may also be
shaped by the
conducted to provide
philosophical and
supplemental information. sociological
perspectives of the
time, focusing on
how education
responds to the
needs of the society
and community.

Panel discussion
Students present
and explain the
importance of the
different
philosophies and
sociological theories
to education and
how they change
the education
landscape in
response to the
needs of the society
and the community.

At the end of Unit 2, the School as a Social

System
students must have: CO1
a. discuss the basic A.Social Systems Model
concepts of school as a Semantic webbing and Small group *PowerPoint *Essays
social system and how B.Key Elements of School concept mapping. presentation of presentations
they impact individual as a Social System outputs. Groups
learners, classrooms, 1. Structure Students may be arranged
choose how they *Graphic
schools and the larger 2. Individual in small groups and each
will present their *Hand outs Organizers
community; 3. Culture group given keywords from
4. Politics semantic webs
which they will develop
5.Technical Core: and/or concept
b. describe social semantic webs and/or
Teaching and Learning maps. The output
interactions and their concept maps regarding *Instructional *Insights
6. Environment should convey basic
importance in building concepts of school as a social Videos Logs
7. Outcomes concepts of school
harmonious 8. Feedback Loops system.
relationship with the as a social system.
- Internal
wider school Facilitated discussion may Students should
- External
community; then proceed on how the take turns
school as social system discussing their *Reference
c. seek advice impacts relationships among work to the class Books
concerning strategies focusing on how
individual learners,
that build relationships school as social
classrooms, schools and the
with parents/guardians system impacts
and the wider larger community.
relationships among
community; and
individual learners,
d. seek opportunities to classrooms, schools
establish professional and the larger
links with colleagues in community.
the school community

Formative and
Summative quizzes

At the end of Unit 3, CO1 The Teacher and the

the students must Community
have:
 a. Identify the
stakeholders as
integral A.External Environments Facilitated discussion using Interviewing. *PowerPoint *Essays
environmental and Accountability of graphic organizers and Students conduct presentations
resource of the Schools multimedia presentations. interviews to the
wider school school
community; 1. Resource-Dependence Active learning activities like
personnel/teachers *Hand outs
Perspective jigsaw, panel discussion may *Multimedia
active on
b. discuss the alternatively be employed. presentation
- General Environmental community
sociological s
Resources extension activities
considerations *Instructional
of the target school.
affecting the Videos
-Availability of Resources The focus of the
learning
environment and interview will be the
- Dependence Document review with
the wider school interaction/relation
discussion. An annotated
community in 2. Administering ship of the school
review of the various
relation to the Resource Environments and the external *Reference
frameworks and standards
external environment, as Books
environment and B.Adapting to External affecting schools, specific well as, the various
other factors; Environment provisions of the Code of
stakeholders as
Ethics for Professional
c. reflect on laws 1. National Standards Teachers and the Education part of the larger
and regulations that and Frameworks Act of 1982 will serve as a school community.
apply to teachers in (NCBTS) springboard for active
the context of the discussion.
community; and 2. CFSAT (Competency Formative and
Framework for Southeast Summative quizzes
d. demonstrate Asian Teachers of the
understanding of 21st Century)
the teachers’
responsibilities to 3. Globalization Debate. Students
the state and the will be assigned to
C.The Teacher and the groups to discuss
community as
specified in the Community topics/problems
Code of Ethics for D. The Teacher and the about adapting to
Professional the external
Teachers State (Code of Ethics for environment. The
Professsional Teachers) focus will be the
pros and cons of
adapting change
and the sociological
factors affecting the
school in relation to
community contexts
(i.e. local, national
& international).

Role playing.
Students, in
groups, will portray
to the class the
relationship and
responsibilities of
the teacher to the
state and the
community as
specified in the
Code of Ethics for
Professional
Teachers and other
laws and
regulations (An
alternative to role
playing could be a
video recording of
the described
simulated
situations.)
 MIDTERM EXAMINATION

At the end of Unit 4, The Teacher as School

the students must Culture Catalyst
*PowerPoint
have:
CO1 A.Structure in Schools Active learning and presentations
a. discuss the facilitated discussion on the Graphic organizers.
1. Classical Weberian various models and Students will
concepts that
Bureaucracy structures of organizations. discuss the
influence school *Hand outs
concepts that
organization as a part 2. Hall’s Organizational
influence school
of a larger Inventory
organization as a
organization in
part of a larger *Instructional
response to 3. Formalization of
organization in Videos
community contexts; Structure (Hoy &
Sweetland) response to
b. describe various Video clip presentation. community contexts
functions and roles of 4. Mintzberg’s Students identify and using an
various members of Coordinating interpret themes in a video appropriate graphic
Mechanisms of Structure on Cultural Diversity and *Reference
the school community organizer as a
consider whether cultural Books
based on policies and presentation tool.
5. The DepEd diversity is a school strength
procedures to foster
Organizational Structure or weakness; they should Functional chart.
harmonious working explain the reasons for their
(based on Republic Act
relationships; and responses. Students also Students will
No. 9155) consider whether these redraw the
c. explain concepts differences and diversity in organizational chart
- National
on school culture and communities affect teaching of the school then
climate. - Division and learning in school. describe the
corresponding
- School functions for each
B.Organizational Culture position in the
of Schools organizational
chart.
 1. Description

2. Levels Formative and

Summative quizzes
3. Functions of Culture

C.Changing School
Culture

D. Organizational Class Observation

Climate of Schools Report. The teacher
will create an
E. Changing the Climate
observation matrix
of Schools of the components
and elements of a
school culture that
the Students will be
observing. The
Students will
evaluate and
explain what they
have observed
based from the
concepts learned.
They will also be
asked to formulate
ways of improving
school culture.

At the end of Unit 5, The Teacher as an

the students must Organizational Leader
*PowerPoint
have:
A.Defining Leadership presentations
a. describe leadership Preliminary Reading and Graffiti Wall.
B.The Nature of Research. Students will
and other related
The Students will be required
concepts; Administrative Work to do research and “graffiti” a board/ *Hand outs
preliminary reading on pre- wall with
b. compare and 1. Trait Approach to assigned organizational descriptions,
contrast various Leadership leadership topics/concepts.
qualities of a *Instructional
types, approaches
2. Situations and teacher leader, Videos
and models of
Leadership types/styles of
leadership;
leadership, etc.
3. Behaviors and Then, they will
c. reflect on and
Leadership examine the wall
differentiate the role
of teachers as leaders and identify trends *Reference
4. Leadership
and school heads as and patterns to Books
Effectiveness
instructional leaders; connect the
and 5. Contingency Models of descriptions
Leadership Small-group sharing. together. They will
d. explain school Students will be arranged in then select a
policies and 6. Fiedler's Contingency small groups to discuss their description that
procedures that foster Model of Leadership outputs on the previous they did not
harmonious activity. After the discussion
C.Transformational personally
the Students will post their
relationships within contribute to the
Leadership findings on a Graffiti Wall.
the school and the graffiti wall and
wider school 1. Three Types of respond to it in
community and Leadership writing before
identify “best Field Interview of School sharing with a
practices” in their 2. Theory and Research Heads. Students will be
partner, small
implementation. about Transformational required to interview, at
Leadership least, 3 local basic education group, or with the
school heads about the whole class.
D.Evolutionary policy implementation of
Leadership Theory (ELT) SBM, SIP and Brigada
Eskwela.
Formative and
E. Teacher Leadership
Summative quizzes
F. Instructional
Leadership
1. School-based Comparative
Management (SBM) Matrix. Students
will compare and
- School Improvement
contrast various
Plan (SIP)
types, approaches
- Working with School and models of
Stakeholders: Brigada leadership using a
Eskwela Comparative Matrix
as an output of the
small group or
whole class
discussions.

Infographic. The
students,
individually or in
small groups, will
use text and
graphic
presentation or
infographic to: 1.
explain policies and
procedures that
foster harmonious
relationships within
the school and with
the wider school
community; and 2.
identify “best
practices” in
implementation
resulting from the
 interview.

The output will be

presented in class
or exhibited in a
gallery

FINAL EXAMINATION

VIII. Flexibility Provision:

Modes Activities Required Schedule of Supervision

A. Supplemental Activity Conducted *Film Viewing In between every topics when necessary
B. Remedial Measures for Students *Provide remedial exams if majority of the Whenever necessary
class fail the exam

IX. Grading System: *Class Standing (includes quizzes, oral presentations, assignments, etc.) - 67%
*Major Examinations (either midterm or final) - 33%
Total Rating Percentage: 100%
X. References

Hoy, W.K. & Miskel, C.G. (2016) Educational Administration: Theory, research, and practice, 9e. McGraw-Hill Companies, Inc., New York, NY
Llagas, T.A., & Corpuz, B.B. (2018) Essentials of Teacher Leadership. Lorimar Publishing, Inc., Quezon City, Philippines.
Llagas, T.A., Corpuz, B.B. & Bilbao, P.P. (2016) Becoming a 21
st Century Educational Leader. Lorimar Publishing, Inc., Quezon City, Philippines.
Lim, L.S., Caubic, R.A., & Casihan, L.L. (2014) The Teaching Profession. Adriana Publishing Co., Inc., Quezon City, Philippines.
Vega, V.A., Prieto, N.G., & Carreon. M.L. (2009) Social Dimensions of Education. Lorimar Publishing, Inc., Quezon City, Philippines.
Fisher, D., (2012), School Culture: Creating a Unified culture of learning in a multicultural Setting, IB Regional Conference
Barkan, Steve E. (n.d.) “Sociological Perspectives on Education”, section 11.2 from the book: A Primer on Social Problems (v. 1.0). Available online
at https://2012books.lardbucket.org/books/aprimer-on-social-problems/index.html
School, Community, and Teacher, a Course Guide. Available online
http://hec.gov.pk/english/services/universities/RevisedCurricula/Documents/2011-2012/Education/SchoolCommTeacher_Sept13.pdf
Board of Professional Teachers Resolution No. 435, s. 1997 – Code of Ethics of Professional Teachers
Batas Pambansa Bilang 232 – Education Act of 1982. Available online at
http://www.chanrobles.com/BATAS%20PAMBANSA%20BLG.%20232.pdf
A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Available online at
http://www.sedl.org/connections/resources/evidence.pdf).

XI. Proof of Dissemination

____________________________ Date: _________________

Name and Signature of Class Mayor

Designed by Reviewed by: Approved by:

BEE JAY D. OLITRES, MAED-ELT MARIA LOURDES ALCORIZA GRACE N. MALAGA, PhD

Faculty Education Chair Campus Director, CNU -Medellin

Date: _____________ Date: ______________