ProfEd 103 SYLLABUS BSE3 22 23

COURSE SYLLABUS IN PROF ED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CUTURE AND ORGANIZATIONAL LEADERSHIP FM-AA-CIA-13
FM-AA-CIA-13 Rev. 0 10-July-2020
PANGASINAN STATE UNIVERSITY

Infanta Campus
COLLEGE OF TEACHER EDUCATION
BACHELOR OF SECONDARY EDUCATION MAJOR IN SOCIAL STUDIES THIRD YEAR

2nd Semester, S.Y. 2022 – 2023
COURSE SYLLABUS
COURSE INFORMATION
COURSE CODE
PROF ED 103
COURSE TITLE
THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
COURSE TYPE
□ Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT
3 UNITS
CLASS HOURS
54 hours
COURSE PREREQUISITE
NONE
COURSE SCHEDULE
MONDAY & WEDNESDAY (Face to Face; 5:00 PM - 6:00 PM); FRIDAY (Synchronous; 11:00 AM-12:00 PM)
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES
UNIVERSITY VISION
To become an ASEAN Premier State University by 2025.
UNIVERSITY MISSION
The Pangasinan State University, through instruction, research, extension and production, commits to develop highly principled, morally upright, innovative and globally competent
individuals capable of meeting the needs of industry, public service and civil society.
QUALITY POLICY
COURSE SYLLABUS IN PROF ED 103: THE TEACHER AND THE COMMUNITY, SCHOOL CUTURE AND ORGANIZATIONAL LEADERSHIP 1
COURSE SYLLABUS IN PROF ED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CUTURE AND ORGANIZATIONAL LEADERSHIP FM-AA-CIA-13 Rev. 0 10-July-2020
The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory service delivery through instruction,
research, extension and production.
We commit our expertise and resources to produce professionals and meet the expectations of the industry and other interested parties in the national and international community.
We shall continuously improve our operations in response to the changing environment and in support to the institution’s strategic directions.
INSTITUTIONAL OUTCOMES
The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes are anchored on the following core values:
Accountability and Transparency, Credibility and Integrity, Competence and Commitment to Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and
Spirituality – (ACCESS).
Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity, participatory decision making, and accountability;
2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that build personal and professional credibility
and integrity.
3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality outputs leading to inclusive growth;
4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills, innovative mindset, research and production
initiatives and capability in meeting the industry requirements of local, ASEAN and international human capital market through relevant and comprehensive programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university constituents and elevate the welfare of the multi-
sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.
GRADUATE ATTRIBUTES PROGRAM OUTCOMES PERFORMANCE INDICATORS

PO a. Utilize appropriate various sociocultural and historical materials  Relate current events with available historical data to help
in explaining current issues students develop critical perspectives towards social issue
 Draw the connections between and among people, events and
1. People’s Champion places to analyse local and global issues
PO b. Integrate local and global perspectives in teaching the principles of the  Access information from local and foreign media about social
common good issues to enhance
 Distinguish truthful from false presentation of information
from social media
2. Continuous Innovative PO c. Employ principles of sustainable development in teaching and  Access information from local and foreign media about social
Learner learning issues to enhance
 Distinguish truthful from false presentation of information
PO d. Show scholarship in research and further learning from social media
 Participate in research to improve the teaching and learning of

PO e. Display the qualities of an innovative teacher who has the mastery of the social studies
subject matter  Join seminars, trainings, workshops and related activities to
improve the teaching and learning of social studies
 Design innovative strategies that heighten students’

engagement in the social studies classroom
 Produce assessment materials to measure students’
performance
PROGRAM OUTCOMES PERFORMANCE INDICATORS

PO a. Utilize appropriate various sociocultural and historical  Relate current events with available historical data to help
materials in explaining current issues students develop critical perspectives towards social issue
 Draw the connections between and among people, events and
places to analyse local and global issues
PO b. Integrate local and global perspectives in teaching the principles of the  Access information from local and foreign media about social
common good issues to enhance
 Distinguish truthful from false presentation of information from
social media
PO c. Employ principles of sustainable development in teaching and  Access information from local and foreign media about social
learning issues to enhance
 Distinguish truthful from false presentation of information from
PO d. Show scholarship in research and further learning social media
 Participate in research to improve the teaching and learning of
PO e. Display the qualities of an innovative teacher who has the mastery of social studies
the subject matter  Join seminars, trainings, workshops and related activities to
improve the teaching and learning of social studies
 Design innovative strategies that heighten students’ engagement

in the social studies classroom
 Produce assessment materials to measure students’ performance
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.
COURSE OUTCOMES (CO) PROGRAM OUTCOMES CODE (PO)

By the end of the semester, the students must have achieved the following: PO1, PO2, PO3, PO6, PO9
1. demonstrated knowledge and understanding of relevant and responsive learning environments in
various community contexts;
2. sought advice concerning strategies that build relationships with parents/guardians and the wider PO1, PO2, PO3, PO9, PO10
community;
3. sought opportunities to establish professional links with colleagues; PO1, PO2, PO3, PO6, PO9, PO10
4. demonstrated knowledge and understanding of school policies and procedures to foster harmonious PO2, PO6, PO7, PO10
relationships with the wider school community;
5. demonstrated awareness of existing laws and regulations that apply to the teaching profession in PO2, PO6, PO7, PO10
relation to the wider school community; and
6. demonstrated familiarity with the responsibilities specified in the Code of Ethics for Professional PO1, PO3, PO4, PO5, PO6,PO7, PO8, PO9
Teachers
COURSE LEARNING PLAN
Course Outcome/s
Learning Outcomes
Topics
Hours
Teaching-Learning Activities
Learning Materials and Platform
Assessment
CO1
CO2
CO3
At the end of this introduction, pre-service teachers should be able to:
a. define basic concepts necessary to understanding the course
At the end of Unit 1, pre-service teachers should be able to:
a. describe the manifestations of various educational philosophies and applications of sociological theories in practical classroom situations in response to community contexts; and
b. explain the importance of 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
Introduction to Society, Community and Education-Defining the Basic Concept
Basic Concepts to be defined:

1. Society
2. Community
3. Education
4. Social Interaction
5. School Culture
Unit 1 – Society and Education
E. Philosophical Perspectives
• Classical Philosophies
- Idealism
- Realism
- Existentialism
- Pragmatism
• Modern Philosophies
- Perennialism
- Progressivism
- Humanism
• Post Modern Philosophies
F. Sociological Perspectives
1. Social Dimensions of Education
- Consensus and Conflict Theories
- Structural Functionalism
- Interactionist Theories
2. Schools and Social Institutions
- Family
- Education
- Religion
- Economic Institutions
- Government
3. Education 4.0: Responding to the demands of Society
G. Educational Reforms: The K to 12 Curriculum Example
10
Online Discussion
Remote Learning
Home Reading Tasks
Modified modules
E-compilation
Class Participation
Buzz Session. As a starter activity, PSTs have group discussions on the meaning of the basic concepts and share their expectations on what the subject will be all about.
Brief Introductory lecture on the definitions of essential terms needed for the course
Preliminary Reading and Research.

The PSTs will be required to do research and preliminary reading on the philosophical and sociological perspectives on education in the context of the community.
Active learning and facilitated discussion. PSTs, in small groups, will create graphic organizers showing their insights gained from research and readings.
Teacher-facilitated discussion to summarize and consolidate researches and reforms in education.
Learner-centered discussion will highlight how the philosophical and sociological perspectives are demonstrated in practical classroom situations.
Document Analysis. PSTs will analyze existing documents, reports, primers on the Enhanced Basic Education Curriculum (K to 12 Curriculum). The focus of the analysis would be the
identification of the philosophical and sociological contributors to the change in curriculum.
Interview of School Heads.

An interview of school head(s) may also be conducted to provide supplemental information.
MS Teams
Social Media
Electronic Communication
Quizzes
Small group presentation of outputs. KWL chart may be used to organize class discussion. PSTs will express: What they Know, what they Want to know, and what they Learned.
Outputs will be presented to the class. Oral discourse. PSTs will define and describe their understanding of the basic concepts.
Small group presentation of outputs. Groups choose an appropriate graphic organizer to describe how philosophies and sociological theories are manifested in the practical classroom
situation in response to community contexts. Process: discussion of concepts and effective use of charts and/or diagrams Output: appropriate graphic organizer
Essay. PSTs will write an essay explaining how education was shaped by the philosophical and sociological perspectives of the time, focusing on how education responds to the needs
of the society and community.
Panel discussion
PSTs 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.
CO1
CO3
a. discuss the basic concepts of school as a social system and how they impact individual learners, classrooms, schools and the larger community;
b. describe social interactions and their importance in building harmonious relationship with the wider school community;
c. seek advice concerning strategies that build relationships with parents/guardians and the wider community; and
d. seek opportunities to establish professional links with colleagues in the school community.
Unit 2 - School as a Social System
A. Social Systems Model
B. Key Elements of School as a Social System

1. Structure
2. Individual
3. Culture
4. Politics
5. Technical Core: Teaching and Learning
6. Environment
7. Outcomes
8. Feedback Loops
- Internal
- External
C. The School as a Community
D. School as a Learning Community

1. Community of Practice
2. School Learning Action Cells (SLAC): Professional Learning Communities
Online Discussion
Remote Learning
Home Reading Tasks

Modified hand-outs
E-compilation
Class Participation
Semantic webbing and concept mapping.

PSTs may be arranged in small groups and each group given keywords from which they will develop semantic webs and/or concept maps regarding concepts of school as a social
system.
Facilitated discussion may then proceed on how the school as social system impacts relationships among individual learners, classrooms, schools and the larger community.
Interview teachers in the field. PSTs may interview basic education teachers, master teachers and school heads/administrators with questions focusing on:
1. mechanisms (strategies) that the school takes to create linkages and harmonious relationships with parents, guardians and other stakeholders; 2. how teachers establish and
promote professional links with their colleagues; and 3. how school learning action cell (SLAC) sessions improve professional relations and development..
MS Teams
Social Media
Small group presentation of outputs. Groups choose how they will present their semantic webs and/or concept maps. The output should convey basic concepts of school as a social
system. PSTs should take turns discussing their work to the class focusing on how school as social system impacts relationships among individual learners, classrooms, schools and the
larger community.
Presentation of outputs. PSTs, in small groups, present consolidated and summarized results of their interview with basic education teachers, master teachers and school
heads/administrators.
Emphasis will be given to strategies in:

1. seeking advice concerning strategies that build harmonious relationships with parents/guardians and the wider community; and
2. seeking opportunities to establish professional links with colleagues in the school community.
CO1
CO2
CO3
CO4
CO5
a. Identify the stakeholders as integral environmental resource of the wider school community;
b. discuss the sociological considerations affecting the learning environment and the wider school community in relation to the external environment and other factors;
c. reflect on laws and regulations that apply to teachers in the context of the community; and
d. demonstrate understanding of the teachers’ responsibilities to the state and the community as specified in the Code of Ethics for Professional Teachers
Unit 3 - The Teacher and the Community
A. External Environments and Accountability of Schools

1. Resource-Dependence Perspective
- General Environmental Resources - Availability of Resources
- Dependence
2. Administering Resource Environments
B. Adapting to External Environment

1. National Standards and Frameworks
2. Internationalization
3. Globalization
C. The Teacher and the Community
D. The Teacher and the State

8
Online Discussion
Remote Learning
Home Reading Tasks
Facilitated discussion using graphic organizers and multimedia presentations.
Active learning activities like jigsaw, panel discussion may alternatively be employed.
Document review with discussion.

An annotated review of the various frameworks and standards affecting schools, specific provisions of the Code of Ethics for Professional Teachers and the Education Act of 1982 will
serve as a springboard for active discussion.
Modified hand-outs
E-compilation
MS Teams
Social Media
Investigative research. PSTs conduct investigative research in the immediate community of a target school. The focus of the investigation will be the interaction/relationship of the school
and the external environment, as well as, the various stakeholders as part of the larger school community.
Debate. PSTs will be assigned to groups to discuss topics/problems about adapting to the external environment. The 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. PSTs, 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 (1 hour)
CO4
a. discuss the concepts that influence school organization as a part of a larger organization in response to community contexts;
b. describe various functions and roles of various members of the school community based on policies and procedures to foster harmonious working relationships; and
c. explain concepts on school culture and climate.

Unit 4 – The Teacher as School Culture Catalyst
A. Structure in Schools
1. Classical Weberian Bureaucracy 2. Hall’s Organizational Inventory
3. Formalization of Structure (Hoy & Sweetland)
4. Mintzberg’s Coordinating Mechanisms of Structure
5. The DepEd Organizational Structure (based on Republic Act No. 9155)
- National
- Division
- School
B. Organizational Culture of Schools

1. Description
2. Levels
3. Functions of Culture
C. Changing School Culture
D. Organizational Climate of Schools
E. Changing the Climate of Schools

12
Online Discussion
Remote Learning
Home Reading Tasks
Active learning and facilitated discussion on the various models and structures of organizations.
School visitation. PSTs may be asked to visit the office of a school principal and the faculty of teachers in a basic education school in the area. PSTs will note down organizational
information posted in the bulletin boards and how this information help the organization.
Video clip presentation. PSTs identify and interpret themes in a video on Cultural Diversity and consider whether cultural diversity is a school strength or weakness; they should explain
the reasons for their responses. Students also consider whether these differences and diversity in communities affect teaching and learning in school.
Modified hand-outs
E-compilation
MS Teams
Social Media
Graphic organizers. PSTs will discuss the concepts that influence school organization as a part of a larger organization in response to community contexts using an appropriate graphic
organizer as a presentation tool.
Functional chart. PSTs will redraw the organizational chart of the school then describe the corresponding functions for each position in the organizational chart.
Class Observation Report. The teacher will create an observation matrix of the components and elements of a school culture that the PSTs will be observing. The PSTs 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.
CO1
CO3
CO5
a. describe leadership and other related concepts;
b. compare and contrast various types, approaches and models of leadership;
c. reflect on and differentiate the role of teachers as leaders and school heads as instructional leaders; and
d. explain school policies and procedures that foster harmonious relationships within the school and the wider school community and identify “best practices” in their implementation.
Unit 5 – The Teacher as an Organizational Leader
A. Defining Leadership
B. The Nature of Administrative Work

1. Trait Approach to Leadership
2. Situations and Leadership
3. Behaviors and Leadership
4. Leadership Effectiveness
5. Contingency Models of Leadership
6. Fiedler's Contingency Model of Leadership
C. Transformational Leadership 1. Three Types of Leadership

2. Theory and Research about Transformational Leadership
D. Evolutionary Leadership Theory (ELT)
E. Teacher Leadership
F. Instructional Leadership
1. School-based Management (SBM)
- School Improvement Plan (SIP)
- Working with School Stakeholders: Brigada Eskwela
14
Online Discussion
Remote Learning
Home Reading Tasks

Modified hand-outs
MS Teams
Social Media
Class Participation
Preliminary Reading and Research.

The PSTs will be required to do research and preliminary reading on pre-assigned organizational leadership topics/concepts.
Small-group sharing. PSTs will be arranged in small groups to discuss their outputs on the previous activity. After the discussion the PSTs will post their findings on a Graffiti Wall.
Inviting a Resource Speaker.

A basic education master teacher and administrator will be invited to discuss teacher leadership and instructional leadership, respectively.
Field Interview of School Heads.

PSTs will be required to interview, at least, 3 local basic education school heads about the policy implementation of SBM, SIP and Brigada Eskwela.
Graffiti Wall. PSTs will “graffiti” a board/ wall with descriptions, qualities of a teacher leader, types/styles of leadership, etc. Then, they will examine the wall and identify trends and
patterns to connect the descriptions together. They will then select a description that they did not personally contribute to the graffiti wall and respond to it in writing before sharing with a
partner, small group, or with the whole class.
Comparative Matrix. PSTs will compare and contrast various types, approaches and models of leadership using a Comparative Matrix as an output of the small group or whole class
discussions.
Reflection writing on insights gained from the resource persons on teacher leadership and instructional leadership. Reflection shall focus on the different roles of teachers and school
heads.
Infographic. The PST, 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 (1 hour)
COURSE REFERENCES AND SUPPLEMENTAL READINGS
Suggested List of References
Prieto, Nelia G. et.al. (2019). The Teacher and the Community, School Culture and Organizational Leadership. Lorimar Publishing, Inc., Quezon City, Philippines.
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 21st 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 at 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).
Supplementary Readings
Bautista, M.C.R.B., Bernardo, A.B.I, & Ocampo, D. (2010) When Reforms Don’t Transform: Reflections on institutional reforms in the Department of Education. Human Development
Network, University of the Philippines, Diliman, Quezon City. Available online at
https://www.researchgate.net/publication/237259856_When_Reforms_Don't_Transform_Reflections_on_institutional_reforms_in_the_Department_of_Education
Beck, S., Frederiksen, L.F. (2007) Teaching, Leadership and School Culture- from loose to tight couplings, Institute of Philosophy, Pedagogic and Study of of Religions, *University of
Southern Denmark available at http://www.fm-kp.si/zalozba/isbn/978-961-6573-65-8/091-103.pdf.
P. W. Musgrave, ‘The Relationship Between School and Community: A Reconsideration’, Community Development Journal, 8 (1973), 167–78 doi: 10.1093/ cdj/8.3.167
COURSE REQUIREMENTS
1. Examinations
2. Quizzes
3. Outputs/Activities/Online Exercises
4. End of course learning log (reflective journal) and portfolio (compilation of outputs) of each unit.
ASSESSMENT AND GRADING
Final Grade = ½ Midterm Grade + ½ Final Grade
Midterm Grade
Midterm Examination- 40%
Quizzes/ Recitation/Attendance- 30%
Home-based Activities/Online Exercises - 30%
__________
100%
Final Term Grade
Final term Examination- 40%
Quizzes/Recitation/Attendance- 30%
Home-based Activities/Online Exercises - 30%
__________
100%
COURSE POLICIES AND EXPECTATIONS
Lecture Class Policies (Online Class)

1. A decent casual clothing must be worn during web conferences.
2. Using foul words during online discussions will not be tolerated.
3. Observe punctuality and courtesy (group of 5 individuals per batch; usually group leaders)
4. Private conversations during web conferencing are not allowed.
5. Respect shall be observed for the teacher and the students.
6. Cheating and plagiarism are equivalent to a failing score in a particular activity.
7. On-time submission of requirements shall be observed.
Additional Information:
1. A Messenger Group Chat GC will be created for the subject. Such GC shall be specifically used to immediately address queries.
REVISION HISTORY
REVISION NUMBER DATE OF REVISION DATE OF IMPLEMENTATION HIGHLIGHTS OF REVISION
PREPARATION AND REVIEW NAME SIGNATURE DATE SIGNED

Prepared by the:
Focal Person (Common Program)
Faculty (Stand-alone Program)
Reviewed by the Committee for Common
Programs
Endorsed by the Council of Deans and Department Chairs on : _______________________

FACULTY CONTACT INFORMATION
NAME
SALVACION M. VINLUAN
DESIGNATION
College Dean
MOBILE PHONE NUMBER
09052151439
EMAIL ADRESS
smvinluan621@gmail.com
CONSULTATION HOURS
Monday to Friday, 10:00 AM – 11:00 AM
OFFICE LOCATION
College Library, Old Administration Building
Prepared by:
IRENE B. EVANGELISTA
Faculty
Adapted and Enhanced by:
SALVACION M. VINLUAN, PhD

Instructor
Checked by:
AGERICO F. OBOZA, EdD

Chairperson
Recommended by:
SALVACION M. VINLUAN, PhD

College Dean
Approved by:
ELMER C. VINGUA, PhD

Campus Executive Director
Certified for Campus/University Utilization for A.Y.________

Vice President for Academic and Student Affairs
WEENALIE T. FAJARDO, PhD
MANOLITO C. MANUEL, EdD
Director for Curriculum and Instruction

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COURSE SYLLABUS IN PROF ED 103 – THE TEACHER AND THE COMMUNITY, SCHOOL CUTURE AND ORGANIZATIONAL LEADERSHIP FM-AA-CIA-13

FM-AA-CIA-13 Rev. 0 10-July-2020

PANGASINAN STATE UNIVERSITY

BACHELOR OF SECONDARY EDUCATION MAJOR IN SOCIAL STUDIES THIRD YEAR

GRADUATE ATTRIBUTES PROGRAM OUTCOMES PERFORMANCE INDICATORS

 Participate in research to improve the teaching and learning of

 Design innovative strategies that heighten students’

PROGRAM OUTCOMES PERFORMANCE INDICATORS

 Design innovative strategies that heighten students’ engagement

COURSE OUTCOMES (CO) PROGRAM OUTCOMES CODE (PO)

COURSE LEARNING PLAN

At the end of this introduction, pre-service teachers should be able to:

a. define basic concepts necessary to understanding the course

At the end of Unit 1, pre-service teachers should be able to:

Basic Concepts to be defined:

Unit 1 – Society and Education

G. Educational Reforms: The K to 12 Curriculum Example

Home Reading Tasks

Preliminary Reading and Research.

Interview of School Heads.

A. Social Systems Model

B. Key Elements of School as a Social System

D. School as a Learning Community

Home Reading Tasks

Semantic webbing and concept mapping.

Emphasis will be given to strategies in:

A. External Environments and Accountability of Schools

B. Adapting to External Environment

C. The Teacher and the Community

D. The Teacher and the State

Home Reading Tasks

Facilitated discussion using graphic organizers and multimedia presentations.

Document review with discussion.

MIDTERM EXAMINATION (1 hour)

c. explain concepts on school culture and climate.

B. Organizational Culture of Schools

C. Changing School Culture

D. Organizational Climate of Schools

E. Changing the Climate of Schools

Home Reading Tasks

At the end of Unit 5, pre-service teachers should be able to:

a. describe leadership and other related concepts;

b. compare and contrast various types, approaches and models of leadership;

B. The Nature of Administrative Work

C. Transformational Leadership 1. Three Types of Leadership

D. Evolutionary Leadership Theory (ELT)

Home Reading Tasks

Preliminary Reading and Research.

Inviting a Resource Speaker.

Field Interview of School Heads.

The output will be presented in class or exhibited in a gallery.

FINAL EXAMINATION (1 hour)

COURSE REFERENCES AND SUPPLEMENTAL READINGS

Suggested List of References

School, Community, and Teacher, a Course Guide. Available online at http://hec.gov.pk/english/services/universities/RevisedCurricula/Documents/2011-

Southern Denmark available at http://www.fm-kp.si/zalozba/isbn/978-961-6573-65-8/091-103.pdf.

ASSESSMENT AND GRADING