VPAA-QF-10
CvSU Vision CvSU Mission
Republic of the Philippines Cavite State University shall provide
The premier university in
historic Cavite recognized for CAVITE STATE UNIVERSITY excellent, equitable and relevant educational
opportunities in the arts, science and
excellence in the development Bacoor City Campus
technology through quality instruction and
of globally competitive and SHIV, Molino VI, City of Bacoor relevant research and development activities.
morally upright individuals. (046) 476-5029 It shall produce professional, skilled and
[email protected] morally upright individuals for global
competitiveness.
DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
COURSE SYLLABUS
1st Semester, AY 2020-2021
The Teacher and
The Community, Lecture
Course Code EDUC 60 Course Title School Culture, and Type Laboratory Credit Units 3
Organizational _
Leadership
An outcome-oriented course that focuses on society as a context upon which the schools have been
established. Educational philosophies that are related to society as a foundation of schools and schooling shall
be emphasized.
Course
Description This also examines relationship between the school and the communities where they belong, analyze the
principles and theories on how school culture is developed, and examine the important role of organizational
leadership to prepare prospective teachers to become school leaders and managers.
Lecture: 8:30 a.m. - 10:00 a.m.______
MW / Rm. 301
Pre-requisites None Course Schedule
Laboratory: ________________________
V02-2020-06-01
Students are expected to live by and stand for the following University tenets:
TRUTH is demonstrated by the student’s objectivity and honesty during examinations, class activities and in the
development of projects.
EXCELLENCE is exhibited by the students’ self-confidence, punctuality, diligence and commitment in the
Core Values
assigned tasks, class performance and other course requirements.
SERVICE is manifested by the students’ respect, rapport, fairness and cooperation in dealing with their peers
and members of the community.
In addition, they should exhibit love and respect for nature and support for the cause of humanity.
In support to the Vision and Mission of the University, this campus shall:
1. provide quality and affordable education which promotes intellectual growth, academic excellence, and moral
integrity;
Goals of the
2. prepare students to meet the demands of the global market and respond to the society’s needs;
Campus
3. develop innovative and scholarly researchers who have the ability to create new understanding in quest for
GAD related quality research through inquiry, analysis, and problem solving; and
4. produce globally competitive graduates with full competence in their fields of study.
Objectives of the The department shall endeavor to:
Department
1. provide opportunities for honing the students’ teaching skills with sound pedagogical approaches in a realistic
teaching environment;
2. equip the students with a strong sense of intellectual integrity, scholasticism, and professionalism through
community linkages, gender and development, and research-based knowledge;
3. inculcate the ideals, aspirations, and traditions of Philippine life for integration of the students’ future teaching
strategies; and
4. develop updated and in-depth professional and functioning knowledge in the field of research and teacher
education.
V02-2020-06-01
Program Educational Objectives (based on the program CMO)
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
environments.
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
5. Apply skills in the development and utilizations 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.
8. Pursue lifelong learning for personal and professional growth through varied experiential and field based opportunities.
9. Demonstrate effective basic and higher skills in literary, communication, numeracy, analytical, and critical thinking.
Student Outcomes and Relationship to Program Educational Objectives
Program Educational Objectives Code
Program/Student Outcomes (based on the program CMO) (based on the program CMO)
1 2 3 4 5 6 7 8 9
The students should:
recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a
a.
sound and critical understanding of the application of theories and
principles of teaching and learning;
provide learning environments that are safe, secure, fair, and supportive in
b. order to promote learner responsibility and achievement;
c. establish learning environments that are responsive to learner diversity;
translate curriculum content into learning activities that are relevant to
d.
learners and based on the principles of effective teaching and learning;
apply a variety of assessment tools and strategies in monitoring,
e. evaluating, documenting, and reporting learners’ needs, progress, and
achievement;
f. establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative
V02-2020-06-01
process; and
value personal growth and professional development and exhibit high
g. personal regard for the profession by maintaining qualities that uphold the
dignity of teaching such as caring attitude, respect, and integrity.
Course Outcomes and Relationship to Student Outcomes
Program Outcomes Addressed by the Course Program/Student Outcomes Code
After completing this course, the students must be able to: a b c d e f g
1. demonstrate competence in applying the principles and
theories of effective teacher’s community involvement,
E E I E I D D
enrichment of one’s school culture and organizational
leadership in one’s calling;
2. establish a comprehensive analysis on society as a context
E I I I I E I
of developing and establishing school;
3. conduct reflective inquiry on the roles of teachers in the
society in strengthening the teacher and the community I E E E E D E
relationship;
4. determine the implications of current research findings on
E E E E E E E
the impact of school culture and culture of education; and
5. develop a portfolio of effective organizational leadership as
a means to transform every organization into an ideal E E E E E E D
workplace.
*Level : I-Introductory E- Enabling D-Demonstrative
COURSE COVERAGE
Mode Due
Teaching Resources
Week of Outcomes- Date of
Topic and Needed
No. Intended Learning Deliver based Submis
Learning
Outcomes (ILO) y Assessment sion of
Activities
(OBA) Output
(TLA)
After the completion of I. Introduction and
First – the chapter, students Overview Interactive Face to Course Reflection Third
Secon should 1.1 University Vision and class Face Syllabus Paper week of
d be able to: Mission discussion Septem
V02-2020-06-01
Week 1.2 Goals of the campus Guide Student ber
1. attain the Vision and and Objectives of the Presentation Questions Generated
Mission of the university, department Student KWL Chart
goals of the campus, Electronic Handbook
1.3 GAD Orientation
and objectives of the Surfing -
department; 1.3.1 GAD CvSU
1.3.2 Gender website
2. develop gender Sensitivity
awareness, knowledge, 1.3.3 Gender Issues Background
and skills; 1.3.4 Gender Fair Knowledge
Language Probe
3. develop positive
1.4 Outcomes-Based
perceptions, attitudes,
and behaviors in relation Education
to gender; 1.5 Course Policies and
Guidelines
4. explain outcomes-
based education; and
5. discuss course
policies, guidelines, and
expectations.
After the completion of II. Society as Foundation
Third – the chapter, students of Schools and Schooling Lecture Distanc Guide Matrix First
Fourth should be able to: 2.1 Sociology and Discussion e Mode Questions Completion week of
Week Education October
1. form meaningful 2.2 Theoretical Collaborative Module Venn
interconnections of the Reading diagram
Perspectives in the
different sociological
philosophies and Sociology of Buzz Group Case
concepts to school Education analysis
functions; 2.3 Sociology of
Education:
2. explain the different Contemporary
V02-2020-06-01
sociological Theories
philosophies; and 2.4 Society and School:
Its Linkage
3. illustrate the influence 2.5 The Influence of
of society to education
process. Society to Education
Process
After the completion of III. Fundamental Roles
Fifth the chapter, students and Functions of School On line group Distanc Module Reflection Second
Week should be able to: 3.1 Roles of School discussion / e Mode Paper week of
3.2 Multiple School activity Research October
1. discuss the roles and Forms Based Student
functions of school; and Knowledge Readings Generated
Forum Graphic
2. establish the roles Course Organizers
and functions of school Panel Forum Preparation on the Roles
in supporting the Assignment and
development of Poster Functions of
education nationally and Making School
locally.
After the completion of IV. School as Vehicle for
Sixth the chapter, students Social Mobility Buzz Group Face to Course Presenting a Third
Week should be able to: 4.1 Essentials for Face Preparation play on the week of
Transformative Reflective Assignment school as an October
1. explain the essential Education Lecturing Distanc agent of
factors for transformative 4.2 The Social e Mode Guide change
education; and Psychological Model Participative Questions
4.3 Development of and Model
2. synthesize the role of Normative Systems Collaborative formulation
the school as vehicle within School Learning
towards social mobility.
After the completion of V. Roles of the Teacher in
V02-2020-06-01
Sevent the chapter, students Society Participative Distanc Guide Student Fourth
h should be able to: 5.1 Different Roles of and e Mode Questions Generated week of
Week Teachers in Society Collaborative Model October
1. synthesize the roles Learning Readings Perspective
of teacher in the society; of the
and Interactive Web Teacher
2. formulate own Lecture Organizer – Reflection
concepts on the roles of Roles of paper
the teacher in the Brainstormin Teacher in
society. g Society
After the completion of VI. Pedagogical
Eight – the chapter, students Competencies of Teachers Reflective Face to Course Authentic Second
Ninth should be able to: 6.1 Pedagogical Lecturing Face Preparation Tasks: Week of
Week competencies of Assignment Use of Novemb
1. construct a reflection teachers Reciprocal essential er
grid as concrete 6.2 Components of the Questioning Readings questions
evidence of one’s pedagogical
understanding of the competencies Concept Guide Webbing the
pedagogical 6.3 The Teacher as Vital Mapping questions pedagogical
competencies; Link Between the Presentation competencies
School and Sample of teachers
2.discuss the Community Proposed
pedagogical Community “My Own
competencies of Linkage Version of
teachers; and Creating
Community
3. create meaningful and Relations”
collaborative
relationships of quality
and endurance.
Tenth Midterm Examination
Week
V02-2020-06-01
After the completion of VII. Culture
Eleven the chapter, students 7.1 Defining Culture Sharing of Distanc Module Reflection of First
th - should be able to: 7.2 Characteristics of Resources e Mode Filipino Week of
Twelfth Culture Research Culture Decemb
week 1. discuss the 7.3 Material and Interactive based er
characteristics, Nonmaterial Culture Lecturing Readings Matrix
elements, and functions 7.4 Elements of Culture completion of
of culture; 7.5 Essential Functions of Student Electronic culture into its
Culture Seminar surfing characteristic,
2. differentiate material 7.6 Cultural Transmission elements,
from non-material and Education Venn Guide and functions
culture; and Diagram on Questions
3. explain the process of Elements of Analytical
cultural transmission and Culture Web on
education. Categories of
Culture
After the completion of VIII. School Culture:
Thirtee the chapter, students Principles and Theories Reflective Face to Research Matrix of Third
nth – should be able to: 8.1 School Culture Lecturing face based School Week of
Fourte Defined readings Culture Decemb
enth 1. describe the principles 8.2 Types and Categories Collaborative er
Week and theories of school of School Culture Reading Case Scenario
culture, its types and 8.3 The School’s Cultural scenarios based /
categories; Identity Learning problem
8.4 School Culture and Cells Guide solving
2. relate school culture Leadership Questions learning
and leadership; and Presentation
using Unraveling
3. design a matrix of Graphic My School’s
one’s school depicting Organizers Culture
the current research
findings on school
culture.
V02-2020-06-01
After the completion of IX. Theories and
Fifteen the chapter, students Principles on Relevant Face to Case Study Students’ Second
th – should be able to: Organizational Leadership information Face / presentation week of
Sixtee 9.1 Philosophies Related Inquiry Distanc Research on the January
nth 1. relate the different to Organizational e Mode based analysis of 2021
Week organizational Leadership Interactive articles Organization
leadership philosophies 9.2 Situational Theory of Class al Leadership
to social organization Leadership Discussion Course
theories 9.3 Contingency Theory Preparation Reflective
2. discuss the different of Leadership Problem- Assignment Exercises /
theories and principles 9.4 Principles of Effective Solving Analytical
of organizational Organizational activity Module Journal
leadership; and Leadership
9.5 Effective Leadership Collaborative Visualization
3. apply effectively the Styles Work of one’s
different organizational dream leader
leadership theories and Fact Finding through
principles for global and Activity teamwork
local competence; and
Presentation
4. portray (in words) an and
ideal organizational Discussion
leadership posture.
Sevent After the completion of X. Issues Pertaining to
eenth the chapter, students Educational Leadership Interactive Distanc Case Files Matrix Third
Week should be able to: 10.1Leadership Style Lecture e Mode Completion Week of
10.2Structural and Guided January
1. critique related issues Process Learning Questions Portfolio
pertaining to educational Quality cells Presentation
leadership; and 10.3Mentoring, Coaching Module
and Empowerment Brainstormin Case
2. plan a portfolio on 10.4Influence versus g Course Presentation
local and global issues Authority Preparation
on organizational Case Assignment
V02-2020-06-01
leadership. Analysis
Research
Sharing of Based
Research Readings
Based
Findings
Eighte Third
enth Final Examination Week of
Week January
COURSE REQUIREMENTS
Suggested Lecture Requirements:
1. Midterm Examination
2. Final Examination
3. Quizzes/Seat works/Recitations
4. Video presentation
5. Fact Sheet
6. Class Reporting/Reaction Paper
7. Assignments
8. Class or Group Project (Term Paper/Project Design/Case Study/Feasibility Study/Culminating Activity/Portfolio)
9. Class Attendance
Suggested Laboratory Requirements:
1. Laboratory Reports
2. Individual Performance
3. Quizzes
4. Midterm Examination
5. Final Examination
6. Video presentation
7. Fact Sheet
8. Attendance
V02-2020-06-01
*All exams must follow a Table of Specifications (TOS) and Rubrics for evaluation of student’s performances or projects.
GRADING SYSTEM
A. Grading system for 2 units lecture and 1 unit laboratory (i.e. DCIT 21; 3 units; Lec - 2 hrs & Lab - 3 hrs)
Lecture – 60%
Laboratory – 40%
B. Grading system for 1 unit lecture and 2 units laboratory (i.e. DCIT 22; 3 units; Lec - 1 hr & Lab - 6 hrs)
Lecture – 40%
Laboratory – 60%
C. Grading system for 2 units lecture and 3 units laboratory (i.e. ELEX 50; 5 units; Lec – 2 hrs & Lab – 9 hrs)
Lecture – 30%
Laboratory – 70%
STANDARD TRANSMUTATION TABLE FOR ALL COURSES
96.7 – 100.0 1.00
93.4 – 96.6 1.25
90.1 - 93.30 1.50
86.7 – 90.0 1.75
83.4 – 86.6 2.00
80.1 – 83.3 2.25
76.7 – 80.0 2.50
73.4 – 76.6 2.75
70.00 – 73.3 3.00
50.0-69.9 4.00
Below 50 5.00
INC Passed the course but lack some requirements.
Dropped If unexcused absence is at least 20% of the Total Class Hours.
Total Class Hours/Semester: (3 unit Lec – 54 hrs; 2 unit Lec – 36 hrs)
(1 unit Lab – 54 hrs; 2 units Lab – 108 hrs; 3 units Lab – 162 hrs)
CLASS POLICIES
A. Attendance
V02-2020-06-01
Students are not allowed to have 20% or more unexcused absences of the total face to face class hours; otherwise, they will be
graded as “DROPPED”.
B. Classroom Decorum
During face to face mode
Students are required to:
1. wear identification cards at all times;
2. wear face mask at all times;
3. observe physical/social distancing at all times;
4. clean the classroom before and after classes;
5. avoid unnecessary noise that might disturb other classes;
6. practice good manners and right conduct at all times;
7. practice gender sensitivity and awareness inside the classroom; and
8. come to class on time.
During distance mode
Students are required to:
1. sign an honor system pledge;
2. avoid giving or receiving unauthorized aid of any kind on their examinations, papers, projects, and assignments,
3. observe proper netiquette during online activities, and
4. submit take home assignments on time.
C. Examination/ Evaluation
1. Quizzes may be announced or unannounced.
2. Midterm and Final Examinations are scheduled.
3. Cheating is strictly prohibited. A student who is caught cheating will be given a score of ”0” for the first offense. For the
second offense, the student will be automatically given a failing grade in the subject.
4. Students who will miss a midterm or final examination, a laboratory exercise, or a class project may be excused and
allowed to take a special exam, conduct a laboratory exercise, or pass a class project for any of the following reasons:
a. participation in a University/College-approved field trip or activity;
b. due to illness or death in the family; and
c. due to force majeure or natural calamities.
REFERENCES & SUPPLEMENTARY READINGS
V02-2020-06-01
References:
A. Basic Reading
Cajigal, R. M. and Serrano, E. D. (2020). The Teacher and the Community, School Culture and Organizational Leadership.
Quezon City: Adriana Publishing Co., Inc.
B. Laboratory Manual (if with laboratory)
C. Reference Books
Ballantine, J. H, and Spade, J. Z. (2014). Schools and Society: A Sociological Approach to Education, 5th ed. CA: Sage, Inc.
Boronski, Tomas and Hassan, Nasima (2015). Sociology of Education. Lodon: Sage.
Bush, T. (2011). Theories of Educational Leadership and Management. London: Sage.
Croteau, D. and Hoynes, W. (2015). Experience Sociology, 2nd ed. NY:McGRaw Hill Education.
Hartman, Laura P. (2018). Business Ethics: Decision Making for Personal Integrity and Social Responsibility, 4th ed.
NY:McGraw Hill education.
Ivancevich, J. M. and Matteson, Michael (2014). Organizational Behavior and Management. Mc Graw Hill International.
Murphy, Joseph F. (2016). Understanding Schooling through the Eyes of students.
Paez, R. M. and Serrano, E.D. (2015). Principles of Teaching 1. QC: Adriana Publishing Co., Inc.
Pawilen, Greg et.al. (2019). The Teacher and the Community, School Culture and Organizational Leadership. Manila: Rex.
Prieto, Nelia et. al. (2019). The Teacher and the Community, School Culture and Organizational Leadership. QC: Lorimar.
D. Electronic References (E-books/Websites)
Abu-Ahmed, Ensaf. The impact of discipline problems in Academic achievements
https://nios.ac.in/media/documents/dled/Block1_507
www.preservicearticles.com/education
www.yourarticlelibrary.com/education
REVISION HISTORY
Revision Number Date of Revision Date of Implementation Highlights of Revision
1 June 8, 2020 August 2020 Inclusion of mode of delivery
and due date of submission of
output
Prepared by: Evaluated by: Approved:
V02-2020-06-01
Ronan M. Cajigal Christian Mark G. Lorenzana Menvyluz S. Macalalad
Instructor Department Chairperson Campus Administrator
CP # 0939-918-8078 Department of Teacher Education Bacoor City Campus
E-mail Address: [email protected] E-mail Address: Date Approved:
Department of Teacher Education [email protected] ________________________
Consultation Schedule: Wednesday Date Evaluated:______________________
Date Prepared: June 8, 2020
V02-2020-06-01
