Republic of the Philippines

GOA COMMUNITY COLLEGE

Goa, Camarines Sur

COURSE OUTLINE
Second Semester, AY 2023 – 2024

COURSE CODE : PROFEDUC5 INSTRUCTOR : Bernard B. Segundo

COURSE TITLE : The Teacher and the Community, COLLEGE : Goa Community College
School Culture and Organizational Leadership
COURSE CREDIT : 3 Units CONSULTATION HOUR : 7:30 AM – 8:30 AM, MWF
PREREQUISITE : None CONTACT NO. :
CLASS SCHEDULE/SECTION: EMAIL ADDRESS : bernard.segundo.edu@gmail.com
BCAED 2A, 4:00 PM – 5:30 PM, TTh
BCAED 2B, 8:30 AM – 10:30 AM – Mon, 9:00 AM – 10:00 AM - Thur
BCAED 2C, 2:00 PM – 4:00 PM – Mon, 8:30 AM – 9:30 AM - Wed

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 COVERAGE:

Learning Schedule Intended Learning Outcomes Topics

At the end of the week, the learners should be
able to:
 Recite the Mission, Vision, and Core
WEEK 1 Values of GCC.
 Cite ways to contribute to the
attainment of GCC, VMCV
 Define basic concepts necessary
to understanding the course.
Class Orientation
GCC-Mission, Vision, Core Values, Goals,
Objectives
Course Orientation
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
 Discuss the philosophical thoughts
of education; CHAPTER 1: Philosophical thoughts on
 Appreciate each philosophy of Education
education and its relevance to real
life scenarios; A. John Locke: The Empiricist
 Synthesize the philosophies of Educator
WEEK 2 – 3 education B. Herbert Spencer: Utilitarian
Education
C. John Dewey: Learning through
Experience
D. George Counts: Building a New
Social Order
E. Theodore Bramel: Social
Reconstructionism
Paulo Freire: Critical Pedagogy
 State the relationship of society and
schools; CHAPTER 2: Historical Foundation of
 Prove that schools transmit cultural Education
values by stating facts from
education history in the world and in  Education in Primitive Society
WEEK 4 the Philippines;  Key Periods in Educational History
Explain the meaning of socialization  The History of the Philippine
as a function of schools Educational System
Importance of Studying History
of Education
 Explain three social science theories
 Republic of the Philippines
GOA COMMUNITY COLLEGE
Goa, Camarines Sur
and their implications to education;
 Explain the relationship between the
conflict, consensus, functionalism
and interactionist theories and
educational systems;
WEEK 5  Cite how schools at present are
working on the realization of the four
purposes of schooling according to
the functionalist theory.
 Discuss the strengths and
weaknesses of the Filipino
character; and
WEEK 6
Cite ways by which schools can
counteract the weaknesses of the
Filipino character.
 Discuss at least two global issues in
society; and
WEEK 7
 Explain proposed solutions to the
social problem.
 Explain what school and community
partnership means;
 Explain the legal and sociological
bases of school and; community
partnership; and
WEEK 8-9
 Cite examples of school-community
partnerships.
MIDTERM EXAMINATION
 Elaborate on community's
expectations from teachers and on
teachers' expectation from
communities
WEEK 10  Describe teacher's ethical and
professional behavior in the
community by giving concrete
examples
a. Explain what organizational
leadership is;
The Filipino Way
CHAPTER 3: Social Science Theories and
their Implications to Education
1. Structural-Functional theory
2. Conflict theory
3. The Symbolic interactionist theory
perspective
CHAPTER 4: The Strengths and Weaknesses
of the Filipino Character: A Socio-cultural
Issue
CHAPTER 5: Global Issues that Concern
Schools and Society
 The top ten global issues and how
they can be addressed
CHAPTER 6: The Why and How of School
and Community Partnership
 Opportunities for school-community
partnership
 What can the community do for
schools?
 What can schools do for
communities in return?
 Learning from the experiences of
schools and community partners
 Sociological basis of school-
community partnership
 Legal bases for parents and
community involvement
CHAPTER 7: The Teacher and the
Community: Teacher’s Ethical and
Professional Behavior
A. Code of ethics for Professional
Teachers, Article III
B. Teacher as Facilitator of Learning
C. Teacher Leadership and Initiatives
for Community Participation
D. Professional Teacher with Honor
and Dignity
E. Teacher’s attitude toward Local
Customs and Traditions
F. The Professional Teacher and
Information Update
G. The Parents-Teachers Association
H. The School Governing Council
I. The Professional Teacher and
Government Officials and Other
Professionals
The Professional Teacher Does not
Use Position to Proselyte
CHAPTER 8: The Teacher as an
Organizational Leader
 Republic of the Philippines
GOA COMMUNITY COLLEGE
Goa, Camarines Sur
WEEK 11-12 b. Distinguish between leadership and
management;
c. Describe different organizational
leadership styles;
d. Explain what situational leadership,
servant leadership are; and
e. Discuss how to sustain change in an
organization.
 Explain the meaning, advantages,
disadvantages and demands of
WEEK 13 SBM;
 State practices aligned to SBM; and
 Explain the roles, functions and
competencies of school heads in
SBM
 Explain the meaning of school
WEEK 14-15 culture;
 Discuss how school culture affects
learning; and
 Cite ways by which you can
contribute to the building of positive
culture.
 Discuss the school policies and their
functions;
WEEK 16  Explain the importance of school
policies in school operation; and
 Discover the effective policy
formulation and implementation in a
School Community Partnership.
 Discuss the competencies expected
of school heads as contained in
competency frameworks for
Philippines and for Southeast Asia;
 Analyze the domains of the
WEEK 17-18 NCBSSH and Southeast Asia
Competency Framework.
FINAL EXAMINATION
SKILLS AND VALUES DEVELOPED:
1. Understand and apply the principles of organizational leadership and management.
2. Develop self-discipline, perseverance, and humility.
Required Readings:
A. Organizational Leadership
B. Leadership Versus Management
C. School Head must be both a Leader
and a Manager
D. Types of Skills Demanded of
Leaders
E. The Situational Leadership Model
F. Servant Leadership
G. Transformational Leadership
Sustaining Change
CHAPTER 9: The School Head in School-
Based Management (SBM)
 The Meaning of School-based
Management (SBM)
 SBM and the Principle of
Subsidiarity
 Advantages, Disadvantages and
Demands of SBM
 Conditions for the Success of SBM
 Factors of School Effectiveness
Based on Research
 Factors that Contribute to School
Effectiveness
CHAPTER 10 – The Teacher as School
Culture Catalyst
A. The Meaning of School Culture
B. Culture as a Social Construct
C. School Climate and School Culture
D. The Role of School Culture in
Learning
E. Elements of a Positive Culture
F. Shared Norms: Teacher and
Student Norms
CHAPTER 11: School Policies and Their
Functions
 Policy on Collection of Contributions
 Importance of Policies
Effective Policy Formulation and
Implementation in a School Community
Partnership
CHAPTER 12: Roles and Competencies of
School Heads
 Competencies for School Heads:
NCBSSH
 Domains and Competencies for
School Heads in Southeast Asia
 Instructional Leadership
 Administrative Leadership
 School Head and the Community
 Republic of the Philippines
GOA COMMUNITY COLLEGE
Goa, Camarines Sur

Prieto, Nelia G, Ph.D., Arcangel, Clotilde N L, Ph.D., Corpuz, Brenda B, Ph.D. The Teacher and the Community, School Culture, and
Organizational Leadership.
Serrano, Erlinda D, Ed. D, Cajigal, Ronan M, MA. Ed. The Teacher and the Community, School Culture, and Organizational Leadership.

Suggested Further Readings:

Tulio, Doris D, Ph. D. Foundations of Education (Book One).

Bustos, Alicia S, Ed. D, Espiritu, Socorro C, Ph. D. Psychological, Anthropological and Sociological Foundations of Education. Revised
Edition 2.

Course Requirement:

 Midterm and Final Examinations

 Project (Midterm and Finals)
 Individual and Group Activity Outputs (Mid-term and Finals)
 Portfolio (Midterm and Finals)
 Performance task (Finals)

Classroom
Guidelines/Policies

1. Come to class on time.

2. Wear the prescribed uniform with ID at all times.
3. Start class with a short opening prayer.
4. Do not come to class under the influence of liquor or other prohibited substances.
5. Use of gadgets is allowed for educational purposes only.
6. Cheating/Plagiarism will not be tolerated.
7. Any form of vandalism is strictly prohibited.
8. Come to class prepared and submit course requirements on time.
9. Observe cleanliness and orderliness inside the classroom at all times.
10. Always show respect to your instructors and classmates.

Grading System

Class Standing (Quiz, Recitation) 35%

Quiz (20%)
Class Participation (15%)
Projects/Outputs/Performance Tasks 20%
Exam 35%
Attendance/Deportment 10%
100%
Computation of Final Grade:

FINAL GRADE: (midterm grade x 50%) + (final term grade x 50%) = 100%

Equivalent Grade
99 = 1.0 94 = 1.4 89 = 1.8 84 = 2.25 79 = 2.7
98 = 1.1 93 = 1.5 88 = 1.9 83 = 2.3 78 = 2.75
97 = 1.2 92 = 1.6 87 = 2.0 82 = 2.4 77 = 2.8
96 = 1.25 91 = 1.7 86 = 2.1 81 = 2.5 76 = 2.9
95 = 1.3 90 = 1.75 85 = 2.2 80 = 2.6 75 = 3.0
74 & below = 5.0 Incomplete = INC

Prepared by:

BERNARD B. SEGUNDO
Instructor

Approved:

MINDA P. FORMALEJO, PhD.

COLLEGE DEAN