DEPARTMENT OF TEACHER

EDUCATION
College of Teacher Education, Arts and
Sciences
Villaba, Leyte, Philippines
Phone: 09619601521
Email: [email protected]
Website: www.vsu.edu.ph

OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS

PrEd 141n
The Teacher, and the Community, School Culture and Organizational Leadership

I. UNIVERSITY INFORMATION
1. Vision of the University
A globally competitive university for science, technology, and environmental
conservation

2. Mission of the University

Development of a highly competitive human resource, cutting edge scientific

knowledge, and innovative technologies for sustainable communities and environment.

3. VSU Quality Policy Statement

The Visayas State University (VSU), a globally competitive university of science

and technology and environmental conservation, is created by law to develop highly
competitive human resource, cutting-edge scientific knowledge and innovative
technologies for sustainable communities and environment.

Toward this end, we, at the Visayas State University, commit to:

● Produce highly competent, quality and world-class manpower in science and

technology (S&T), especially for agriculture, environmental management and
industry who are proficient in communication skills, critical thinking and analytical
abilities,
● Generate and disseminate relevant knowledge and technology that lead to
improved productivity, profitability and sustainability in agriculture, environment
and industry,
● Satisfy the needs of the industry, the community and government sector who are
in need of quality graduates and technology ready for commercialization through
the establishment, operation, maintenance and continuous improvement of a
Quality Management System which is aligned with the requirements of ISO
9001:2015.

It shall be the policy of the university that the quality policies and procedures are
communicated to and understood by all faculty, staff, students and other stakeholders
and that the system shall be continually improved for its relevance and effectiveness.

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 4. Quality Goals of the College of Teacher Education, Arts and Sciences
a. Provide quality training to prospective secondary and elementary school teachers
who are globally proficient in information and communication technology skills,
critical thinking, creativity and analytical abilities;
b. Conduct innovative researches in education to help augment the lives of the
people in the community; and
c. Disseminate relevant knowledge and technology in education that will lead to
improved productivity.

5. Quality Objectives of the Department of Teacher Education

a. Produce globally competent elementary and secondary school teachers proficient

in written and oral communications, imbued with high aesthetic, strong moral and
ethical values and utmost sensitivity in cultural diversity.
b. Develop among prospective elementary and secondary school teachers who are
extremely dedicated and committed to work with genuine love for teaching and
real concern for the welfare and development of young learners.
c. Produce graduates equipped with critical thinking skills and innovative teaching
approaches, methods, techniques and strategies.
d. Encourage, train and guide students in conducting productive research studies
and extension activities relevant to education and its allied fields.

II. PROGRAM INFORMATION

1. Name of the Program Bachelor of Secondary Education- Mathematics

2. CHED CMO Reference CMO No. 75, s. 2017

3. BOR Approval BOR Resolution No. 68, s. 2018 dtd. July 5, 2018

4. Program Educational Objectives and Relationship to Institution Mission

Mission*
Program Educational Objectives
a b c
1. Produce prospective teachers who are highly committed to develop
diverse learners holistically.
2. Develop prospective teachers who possess a strong sense of
professionalism.
3. Equip prospective teachers with skills necessary in conducting
researchers and community extension programs.
*a - development of a highly competitive human resource, b - cutting-edge scientific
knowledge, c - innovative technologies for sustainable communities and environment

III. COURSE INFORMATION

1. Course Code PrEd141n

2. Course Title The Teacher and the Community, School Culture, and

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 Organizational Leadership

3. Pre-requisite None

4. Co-requisite None

5. Credit 3

6. Semester Offered First Semester

7. Number of Hours

3 hours lecture/ week

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
8. Course Description 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.

9. Program Outcomes (POs) in relation to the Program Educational Objectives

(PEOs)

Program Educational Objectives

Program Outcomes (POs) (PEOs)
1 2 3
a Articulate the rootedness of education in
philosophical, socio- cultural, historical,
psychological, and political contexts.

Demonstrate mastery of subject matter/

b
discipline.

Facilitate learning using a wide range of

c teaching methodologies and delivery
modes appropriate to specific learners

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 and their environments.

Develop innovative curricula, instructional

d plans, teaching approaches, and
resources for diverse learners.

Apply skills in the development and

utilization of ICT to promote quality,
e
relevant and sustainable educational
practices.

Demonstrate a variety of thinking skills

in planning, monitoring, assessing, and
f
reporting learning processes and
outcomes.

Practice professional and ethical

g teaching standards sensitive to the
local, national, and global realities.

Pursue lifelong learning for personal and

professional growth through varied
h
experiential and field- based
opportunities.

10. Course Outcomes (COs) and Relationship to Program Outcomes (POs)

After completing Program Outcomes Code

this course,
the students must
be able to perform
the following COs: a b c d e F g h

CO1
Correlate the
philosophical
thoughts, historical I E
foundation, and
social science I I E I I E
theories and its
implication to the
multicultural
education, and
globalization in the
21st century.
CO2 I E I I I I
Reflect oneself on
the importance and
the bad to good I E
attributes and value

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 possess on the
partnership of
school and
community, school
culture and
educational
leadership.

Legend: I – Introductory, E – Enabling, D – Demonstrative

Each letter indicates the expected level of competency that each CO should provide for
each PO.

11. Course Content and Plan

Teaching and Learning

Activities

Teaching Learning Assessment

Week Topics Learning Tasks
Activities Activities
Outcomes

Week 1 Faculty/ Student Onboarding

Class Orientation

Week OBE Course Q & A for Role Oral

Syllabus clarification, playing/Talk recitation
2
(including VSU setting of Show by
Vision Mission, expectations Group
and Quality , and getting-
Policy to-know-
Statement) each other

Class Policies Class

interaction

Requirements
Sharing of
Ideas
Grading System
and Activities
Feedbacks

Learning
Guide /
Instructional
Workbook /

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 Laboratory
Manual

Submission of
requirements

Values
Integration:

Mental Health
Awareness

Transparency
CO1: Correlate the philosophical thoughts, historical foundation, and social
science theories and its implication to the multicultural education, and
globalization in the 21st century.
Week Chapter 1: The
Social Science
3
Theories and
Socio- cultural
Phenomenon
Influencing
Education

Lesson 1. 1:
Education,
Society and 1) Discuss the
Relevant social science
Lecture/ Independent Reaction
Theories theories and
Discussion Study Paper
their implication
to education.

Oral
Recitation
2) Explain the Quiz No. 1
relevance of
philosophical
thoughts in Question
education. Generation
Slogan
Strategies
Making

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 Quiz No. 2

Week 4- Lesson 1.2: 3) Compare Lecture/ Independent Reporting

5 Multinational and contrast the Discussion Study (by Group)
and Global development of
Perspectives the learners in
global Quiz No. 3
education and
multicultural PowerPoint Socratic
education. presentation Questioning
Essay

4) Explain how
ASEAN impacts
Philippine
education. Panel
Quiz No. 4
Discussion

Week 6- Lesson 1. 3: 5) Discuss the Lecture/ Collaborativ Reporting

8 The Teacher in relevance of the Discussion e Learning: (by group)
the 21st Century socio-
Story
Society philosophical
Sharing
views to the
four pillars of
education. Reciprocal
Teaching Independent
Quiz No. 5
Study
6) Compose a 4
stanza poem Poem
about the Question- Writing
teacher in the Generation Oral
21st century Strategies Recitation
society.
Quiz No. 6

Project No 1.
Scrapbook
Making

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 Week 9 Mid- Term Examination

CO2: Reflect oneself on the importance and the bad to good attributes and value
possess on the partnership of school and community, school culture and
educational leadership.

Week Chapter 2:
10- 12 School Culture
and Educational
Leadership

Lesson 2. 1:
The ‘Why and
How’ of School 7) Discuss the Lecture/ Activity 2: Reporting
and Community ‘’why and how’ Discussion Debate (by Group)
Partnership of school and
community
partnership Quiz No. 7
Brainstormin Independent
g Study
8) Evaluate the Essay
usefulness of
social change in Critique
the 4th Industrial Small Group Paper
Revolution. Discussion

Quiz No. 8

Week Lesson 2. 2: 9) Explain the Lecture/ Collaborativ Reporting

12- 14 Organizational significance of Discussion e Learning: (by group)
Processes and culture to Oral
Culture organizations. Recitation in
a Group Quiz No. 9

10) Sketch what

makes a Question- Independent Essay
positive school Generation Study
culture and Drawing
Strategies
toxic school
culture.

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 Quiz No. 10

Week Lesson 2. 3: 11) Discuss the Lecture/ Collaborativ Reporting

15- 17 Educational community’s Discussion e Learning: (by group)
Leadership expectation
Film
from teachers
Viewing
and on Quiz No. 11
teacher’s
expectation
from Independent
Question-
communities. Study
Generation
Essay
Strategies

12) Write
concrete
examples about
teachers ethical Small Group Written
and Discussion Exercises Quiz No. 12
professional
behavior.

Project No.2
Video
Review/Refle
ction Paper

Week Final Examination

18

12. Life-long Learning Opportunities

This course will develop and prepare our future teachers skills to become an effective
school leaders and school managers. The knowledge they have acquire in this course
will help them to become an effective in their teaching profession.
13. Contribution of Course to Meeting the Professional Component (%)
General Education:
Basic Education (Foundation):
Professional Education (Major Field): 100%

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 14. References and Other Learning Resources
A. References
Boholano, H. B., Pacaña, G. B., Jamon, M. L. et. al. (2019). The Teaching Profession.
Malabon City: Mutya Publishing House, Inc.
Defining ‘Multiculturalism’. (n.d.). Ifla publications.
https://www.ifla.org/publications/defining-multiculturalism
Fisher, D. (2012). School Culture: Creating a unified culture of learning in a multi-cultural
setting.
https://www.ibo.org/contentassets/b53fa69a03d643b1a739d30543ca8d65/
darlenefishermadrid.pdf
French, W. & Bell, Jr., C.H. (1995). Organization Development, Behavioral Science
Interventions for Organization Development, 5th ed. N.J: Prentice Hall, Inc.
Llagas, A., Corpuz, B. & Bilbao, P. (2016). Becoming 21st Century Educational Leader.
Q.C.: Lorimar Publishing, Inc.
Reading: Structural-Functional Theory. (n.d.). Lumen learning.
https://courses.lumenlearning.com/alamo-sociology/chapter/functionalism/
Seifert, E.H. and Vornberg, J.A. (2002). The new school leader for the 21st century: The
principal. Lanham: The Scarecrow Press, Inc.
Structural Functionalism. (n.d.). Britannica.
https://www.britannica.com/topic/utopia/Satirical-and-dystopian-works
Tamayao, A. I. (2013). Social Dimensions of Education. Manila: Rex Book Store, Inc.
The Relationship between Education and Society (7040 words). (n.d.). Your Article
Library. https://www.yourarticlelibrary.com/education/the-relationship-between-
education-and-society-7040-words/8584
Vega, V.A., Prieto, N.G. & Carreon, M.L. (2015). Social Dimensions of Education. Q.C.:
Lorimar Publishing, Inc.
Taguibao, S. (March 2021). https://www.scribd.com/document/498702374/ The-Teacher-
and-the-Community-School- Culture-and-Organizational-Leadership-Soledad-R-
Taguibao
B. Other Learning Resources
AARE. (n.d.). https://www.aare.edu.au/data/publications/1996/cheny96522.pdfBoholano,
H. B., Pacaña, G. B., Jamon, M. L. et. al. (2019). The Teaching Profession.
Malabon City: Mutya Publishing House, Inc.
French, W. & Bell, Jr., C.H. (1995). Organization Development, Behavioral Science
Interventions for Organization Development, 5th ed. N.J: Prentice Hall, Inc.
Llagas, A., Corpuz, B. & Bilbao, P. (2016). Becoming 21st Century Educational Leader.
Q.C.: Lorimar Publishing, Inc.
Seifert, E.H. and Vornberg, J.A. (2002). The new school leader for the 21st century: The
principal. Lanham: The Scarecrow Press, Inc.
Social dimension social institution. (n.d.). Share and Discover Knowledge on SlideShare.

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Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-08
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No.
 https://www.slideshare.net/SashaiRah/social-dimension-social-institution-
67562315
Social dimension. (n.d.). Share and Discover Knowledge on SlideShare.
https://www.slideshare.net/anamariecordova/social-dimension-37598529
Social institutions. (n.d.). Share and Discover Knowledge on SlideShare.
https://www.slideshare.net/wenliejeantumana/social-institutions-57536719
Tamayao, A. I. (2013). Social Dimensions of Education. Manila: Rex Book Store, Inc.
Vega, V.A., Prieto, N.G. & Carreon, M.L. (2015). Social Dimensions of Education. Q.C.:
Lorimar Publishing, Inc.
What is Educational Leadership. (2021). Best colleges online.
https://www.bestcollegesonline.org/faq/what-is-education-leadership/

15. Course Assessment and Evaluation

The performance of students will be assessed and evaluated based on the following:
50% Midterm + 50% Final Term = 100% (Overall Final)

No. of Times
Percentage in the Individual Task %
Item Contribution Semester Contribution
Assessment Tasks
No.
(1) (2) (1/2)

1 Attendance (A) 5% 50 0.1%/A

2 Quizzes (Q) 25% 12 2.08%/Q
3 Project (P) 10% 2 5%/P
4 Term Exam (TE) 60% 2 30%/TE
100%

Minimum
Weight in Average for
COs Assessment Tasks Target and Standards
Percent Satisfactory
Rating

1 Attendance (1-25) 0.1% 60% At least 80% of the

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 Quiz 1 2.08%

Quiz 2 2.08%
students have at least
Quiz 3 2.08%
60% score.
Quiz 4 2.08%

Quiz 5 2.08%

Quiz 6 2.08%

At least 80% of the

students have at least
Project 1 5% 60% 60% score.

At least 80% of the

30% 60% students have at least
Term Examination 1
60% score.

2 Attendance 2 (26-50) 0.1%

Quiz 7 2.08%

Quiz 8 2.08%
At least 80% of the
Quiz 9 2.08% students have at least
60% 60% score.
Quiz 10 2.08%

Quiz 11 2.08%

Quiz 12 2.08%

At least 80% of the

5% 60% students have at least
Project 2
60% score.

At least 80% of the

students have at least
Term Examination 2 30% 60% 60% score.

At least 80% of the

students have at least
TOTAL 100% 60% score.

Grading System (% Passing: 60%)

Range Grade Range Grade

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 100 1.00 65-69 2.75
95-99 1.25 60-64 3.00
90-94 1.50 48-59 3.25
85-89 1.75 36-49 3.50
80-84 2.00 24-35 4.00
75-79 2.25 12-23 4.50
70-74 2.50 0-11 5.00

16. Course Policies

a. Plagiarism

b. Student Honor Pledge

c. Student Ethical Behavior

d. If you have any inquiry/clarification, you may contact the course instructor during official
working hours, that is, Monday to Friday (8:00 AM to 5:00 PM).

e. University policies are strictly followed. Please be guided accordingly.

This class policy serves as our written agreement for the whole semester. If there are any
changes to enhance the class learning opportunity within the semester, they will be
communicated accordingly.

17. Course Materials and Facilities Available

1. Learning Guide
2. Handouts
3. Book
4. Projector

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 5. Laptop

18. Revision History

Revision Date of Date of Highlights of Revision Revised By

Number Revision Implementation

1 Second Semester SY Format

2021-2022 Course Outcomes Learning
Outcomes
Teaching/ Learning Activities
Learning Tasks
Assessment Tasks
Some Content or Topics

2 09/19/2022 First Semester SY Format

2022-2023 Learning Outcomes
Teaching/Learning Activities
Learning Tasks
Assessment Tasks

3 08/16/2023 First Semester SY Format Judemil S.

2023-2024 Learning Outcomes Comprado
Teaching/Learning Activities
Learning Tasks
Assessment Tasks

19. Preparation

Name Signature Date Signed

Prepared by
JUDEMIL S. COMPRADO

IV. INSTRUCTOR/PROFESSOR INFORMATION

1. Name of Instructor/Professor Judemil S. Comprado

2. Office and Department Department of Teacher Education

3. Telephone/Mobile Numbers 090676851360

4. Email Address [email protected]

5. Consultation Time Monday to Friday (3:00- 4:00 p.m.)

20. Department Instructional Materials Review Committee:

Committee Name Signature Date

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 Signed
Member:
JOJI R. PARAMI
Member:
KAREEN G. CRUZ
Chairperson:
SHEENA LEE M. DEMAIN

Date
Name Signature
Signed
Verified by:
GERALD B. MONSANTO
College Dean
Validated by:
JICA MAY S. ORONGAN
Head, IMD

Note:
1) The number of POs will depend on each degree program offered
2) COs and Relationship to POs
a. (I) - Introductory – an Introductory Course to an outcome
b. (E) - Enabling – an Enabling Course or a course that strengthens the
outcome
c. (D) - Demonstrated – a Demonstrative Course or a course demonstrating an
outcome.
_____________

(3) Distribution of copies: OHIMD, Department, and Faculty

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No.