TEP-001-18-150

POLYTECHNIC COLLEGE OF THE CITY OF MEYCAUAYAN

Pag-asa Street, Malhacan, City of Meycauayan, Bulacan
(044)228-5442 / pccmbulacan@gmail.com

TEACHER EDUCATION PROGRAM

COURSE SYLLABUS

Program: TEACHER EDUCATION PROGRAM 2nd Semester, A.Y. 2021-2022

Course Code: EDUC 3

Course/Descriptive The Teacher and the Community, School Culture and Organizational Leadership
Title:
Course Overview: 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.
Learning Outcomes: At the end of the course, pre-service teachers should be able to:

• demonstrate knowledge and understanding of relevant and responsive learning

environments in various community contexts;
• seek advice concerning strategies that build relationships with parents/guardians and the
wider community;
• seek opportunities to establish professional links with colleagues;
• demonstrate knowledge and understanding of school policies and procedures to foster
harmonious relationships with the
• wider school community;
• demonstrate awareness of existing laws and regulations that apply to the teaching
profession in relation to the wider school community; and
• demonstrate familiarity with the responsibilities specified in the Code of Ethics for
Professional Teachers.

DELIVERY DESIGN
INTENDED FLEXIBLE
RESOURC
WEEK NO. TOPICS LEARNING INSTRUCTIONAL LEARNING ASSESSMENT
ES
OUTCOME MODALITY ACTIVITIE
S
1-4 ORIENTATION - Familiarized
- PCCM with the VMC
Vision, of PCCM
Mission, - Awareness on
Core how to
Values compute
- Grading semestral
System grades
- Netiquet - Reiterate the
te / proper
LMS/ netiquette,
Blended use of LMS
Learnin and the
g Blended/Flexi
Teachin ble Learning
g System
Approac
h
Introduction to At the end of Buzz Session. As Analysis Summative quizzes
Society, the unit, pre- a starter activity, and
Community and service PSTs have group Presentatio Small group
Education teachers discussions on the n presentation of
Defining the should be able meaning of the outputs.
Basic Concept to: basic concepts and Zoom / KWL chart may be
a. define basic share their GMeet used to organize
Basic Concepts concepts expectations on Session class discussion.
to be defined: necessary what the subject PSTs will express:
1. Society to will be all about. What they Know,
2. understanding what they Want to
Community the course
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3. Education Brief know, and what they

4. Social Introductory Learned.
Interaction At the end of lecture on the Outputs will be
5. School the unit, pre- definitions of presented to the
Culture service essential terms class.
teachers needed for the Oral discourse. PSTs
Unit 1 – Society should be able course will define and
and Education to: Preliminary describe their
a. describe the Reading and understanding of
E. Philosophical manifestations Research. the
Perspectives of The PSTs will be basic concepts.
• Classical various required to do
Philosophies educational research and Small group
- Idealism philosophies preliminary presentation of
- Realism and reading on outputs. Groups
- applications of the philosophical choose an
Existentialism sociological and sociological appropriate graphic
- theories in perspectives on organizer to
Pragmatism practical education in the describe how
classroom context of the philosophies and
• Modern situations in community. sociological theories
Philosophies response to are manifested
- community Active learning in the practical
Perennialism contexts; and and facilitated classroom situation
- discussion. in response to
Progressivism b. explain the PSTs, in small community contexts.
- importance of groups, will create Process: discussion
Humanism different graphic organizers of concepts and
philosophies showing their effective use of
• Post and insights gained charts and/or
Modern sociological from research and diagrams
Philosophies theories to readings. Output: appropriate
education and Teacher- graphic
F. Sociological how they facilitated organizer
Perspectives change discussion to
1. Social the education summarize and Essay . PSTs will
Dimensions of landscape in consolidate write an essay
Education response to the researches explaining how
- Consensus needs of the and reforms in education was
and Conflict society and the education. shaped by the
Theories community Learner-centered philosophical and
- Structural discussion will sociological
Functionalism highlight how the perspectives of the
- philosophical and time, focusing on
Interactionist sociological how education
Theories perspectives are responds to the
demonstrated in needs of the
2. Schools practical society and
and Social classroom community
Institutions situations.
- Family Panel discussion
- Education Document PSTs present and
- Religion Analysis. explain the
- Economic PSTs will analyze importance of the
Institutions existing different
- documents, philosophies and
Government reports, primers sociological theories
on the Enhanced to education
3. Education Basic Education and how they
4.0: Responding Curriculum (K to change the
to the demands 12 Curriculum). education landscape
of Society The focus of the in response to
analysis would be the needs of the
G. Educational the identification society and the
Reforms: The K of the community
to 12 Curriculum philosophical and
Example sociological
contributors to
the change in
curriculum.
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Interview of
School Heads. An
interview of
school head(s)
may also
be conducted to
provide
supplemental
information.

5-7 Unit 2 - School At the end of Semantic Post Small group

as a Social the unit, pre- webbing and Discussion presentation of
System service concept Activity outputs. Groups
teachers mapping. choose how they
A. Social should be able PSTs may be Virtual will present their
Systems Model to: arranged in small Discussion semantic webs
groups and each and/or concept
B. Key Elements a. construct group given maps. The output
of School as a program keywords from should convey basic
Social System learning which they will concepts of school
1. Structure outcomes, develop semantic as a social system.
2. Individual course learning webs and/or PSTs should take
3. Culture outcomes, concept maps turns discussing
4. Politics and intended regarding their work to the
5. Technical learning concepts of school class focusing on
Core: Teaching outcomes as a social system. how school as social
and Learning Facilitated system impacts
6. b. map the discussion may relationships among
Environment program then proceed on individual learners,
7. Outcomes learning how the school as classrooms, schools
8. Feedback outcomes with social system and the larger
Loops course learning impacts community.
- Internal outcomes relationships
- External among Presentation of
c. map the individual outputs. PSTs, in
C. The School as course learning learners, small groups,
a Community outcomes with classrooms, present
intended schools consolidated
D. School as a learning and the larger and summarized
Learning outcomes community. results of their
Community interview with basic
1. Interview education
Community of teachers in the teachers, master
Practice field. teachers and
2. School PSTs may school
Learning Action interview basic heads/administrato
Cells (SLAC): education rs.
Professional teachers, master
Learning teachers and Emphasis will be
Communities school given to strategies
heads/administrat in:
ors with questions 1. seeking advice
focusing on: concerning
strategies that build
1. mechanisms harmonious
(strategies) that relationships with
the parents/guardians
school takes to and the
create linkages wider community;
and harmonious and
relationships with 2. seeking
parents, guardians opportunities to
and other establish
stakeholders; professional links
2. how teachers with colleagues in
establish and the school
promote community.
professional links

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with their
colleagues; and
3. how school
learning action
cell
(SLAC) sessions
improve
professional
relations and
development

8 – 10 Unit 3 - The At the end of Facilitated Post Investigative

Teacher and the unit, pre- discussion using Discussion research. PSTs
Week 9 the service graphic Activity conduct
(Midterm Community teachers organizers and investigative
Examination) should be able multimedia Midterm research in the
A. External to: presentations. Examination immediate
Environments a. Identify the community of a
and stakeholders as Active learning target school. The
Accountability integral activities like focus of the
of Schools environmental jigsaw, investigation will be
1. Resource- resource of the panel discussion the
Dependence wider school may alternatively interaction/relation
Perspective community; be ship of the school
- General employed. and the external
Environmental b. discuss the environment, as
Resources sociological Document well as, the various
- Availability considerations review with stakeholders as part
of Resources affecting the discussion. of the larger school
- Dependence learning An annotated community.
environment review of the
2. Administering and the wider various Debate. PSTs will be
Resource school frameworks and assigned to groups
Environments community in standards to discuss
relation to the affecting topics/problems
B. Adapting to external schools, specific about adapting to
External environment provisions of the the external
Environment and other Code of Ethics for environment. The
1. National factors; Professional focus will be the
Standards and Teachers and pros and cons of
Frameworks c. reflect on the Education Act adapting change
2. laws and of 1982 will serve and the sociological
Internationalizat regulations as factors affecting the
ion that apply to a springboard for school in relation to
3. Globalization teachers in the active discussion community contexts
context of the (i.e. local,
C. The Teacher community; and national &
and the international).
Community d. demonstrate
understanding Role playing. PSTs,
D. The Teacher of the teachers’ in groups, will
and the State responsibilities portray to the class
to the state the relationship
and the and responsibilities
community as of the teacher to the
specified in the state and the
Code of Ethics community as
for Professional specified in the Code
Teachers 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.)

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11 - 14 Unit 4 – The At the end of Active learning Post Graphic

Teacher as the unit, pre- and facilitated Discussion organizers. PSTs
School Culture service discussion on the Activity will discuss the
Catalyst teachers various models concepts that
should be able and influence school
A. Structure in to: structures of organization as a
Schools organizations. part of a larger
1. Classical a. discuss the organization in
Weberian concepts that School visitation. response to
Bureaucracy influence school PSTs may be community contexts
2. Hall’s organization as asked to visit the using an appropriate
Organizational a part of a office of graphic organizer as
Inventory larger a school principal a
3. organization in and the faculty of presentation tool.
Formalization of response to teachers in a basic
Structure (Hoy community education school Functional chart.
& contexts; in PSTs will redraw
Sweetland) the area. PSTs will the organizational
4. b. describe note down chart of the
Mintzberg’s various organizational school then describe
Coordinating functions and information the corresponding
Mechanisms of roles of various posted in the functions for each
Structure members of the bulletin boards position in the
5. The school and how this organizational chart.
DepEd community information help
Organizational based on the organization. Class Observation
Structure (based policies and Video clip Report. The
on Republic Act procedures to presentation. teacher will create
No. 9155) foster PSTs identify and an observation
- National harmonious interpret themes matrix of the
- Division working in a video on components and
- School relationships; Cultural Diversity elements of a school
and and culture that
B. consider whether the PSTs will be
Organizational c. explain cultural diversity observing. The
Culture of concepts on is a school PSTs will evaluate
Schools school strength or and explain what
1. culture and weakness; they they have observed
Description climate should explain the based from the
2. Levels reasons for their concepts learned.
3. Functions responses. They will also be
of Culture Students also asked to formulate
consider ways of
C. Changing whether these improving school
School Culture differences and culture.
diversity
D. in communities
Organizational affect teaching and
Climate of learning in school.
Schools

E. Changing the
Climate of
Schools

15 – 18 Unit 5 – The At the end of Preliminary Post Graffiti Wall. PSTs

Teacher as an the unit, pre- Reading and Discussion will “graffiti” a
Week 18 (Final Organizational service Research. Activity board/ wall with
Examination) Leader teachers The PSTs will be descriptions,
should be able required to do Final qualities of a teacher
A. Defining to: research and Examination leader, types/styles
Leadership preliminary of leadership, etc.
a describe reading on pre- Then, they will
B. The Nature leadership and assigned examine the wall
of other organizational and identify trends
Administrative related leadership and patterns to
Work concepts; topics/concepts. connect the
1. Trait descriptions
Approach to b. compare and Small-group together.
Leadership contrast various sharing.
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2. Situations types, PSTs will be They will then select

and Leadership approaches and arranged in small a description that
3. Behaviors models of groups to discuss they did not
and Leadership leadership; their outputs on personally
4. the contribute to the
Leadership c. reflect on and previous activity. graffiti wall and
Effectiveness differentiate the After the respond to it in
5. role of teachers discussion writing before
Contingency as leaders and the PSTs will post sharing with a
Models of school heads as their findings on a partner, small
Leadership instructional Graffiti Wall. group,
6. Fiedler's leaders; and or with the whole
Contingency Inviting a class. Comparative
Model of d. explain Resource Matrix. PSTs will
school policies Speaker. compare and
Leadership and A basic education contrast various
procedures that master teacher types, approaches
C. foster and and models of
Transformation harmonious administrator will leadership using a
al Leadership relationships be invited to Comparative
1. Three within the discuss teacher Matrix as an output
Types of school and the leadership and of the small group or
Leadership wider school instructional whole class
2. Theory community and leadership, discussions.
and Research identify “best respectively.
about practices” in Reflection writing
their Field Interview on insights gained
Transformationa implementation of School Heads. from the resource
l Leadership . PSTs will be persons
required to on teacher
D. Evolutionary interview, at leadership and
Leadership least, 3 local basic instructional
Theory (ELT) education school leadership.
heads about the Reflection
E. Teacher policy shall focus on the
Leadership implementation of different roles of
SBM, SIP and teachers and school
F. Instructional Brigada Eskwela heads.
Leadership
1. School- Infographic. The
based PST, individually or
Management in small groups, will
(SBM) use text and graphic
- School presentation or
Improvement infographic to:
Plan (SIP) 1. explain policies
- Working and
with School procedures that
Stakeholders: foster
Brigada Eskwela 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

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Instructor’ P – ERFORM your academic tasks diligently. Aim to achieve the highest standards because you can do it. You are
s Notes expected to work on the module on your own but you can ask help from others. Nevertheless, do your best to do
and Study it first.
Tips
C – OMMIT to submitting academic requirements with integrity and on time. Submit the accomplished activities in
the module before the end of the midterm and finals.

C – OLLABORATE with your parents, siblings or friends when you think the lesson is hard to understand. Also, read
the material several times until you get the point of the lesson.

M – ANAGE your time well. Make use of a calendar to schedule your reading assignments and tasks. Remember
that you still have other modules to accomplish this semester.

S – TRICTLY observe netiquettes during online classes. Log in ahead of time (10 minutes before scheduled time).
Also, please wear an appropriate attire such as your school uniform/collared shirt during synchronous
classes/meetings.

E – XPLORE new modes of learning. Make sure to follow the guidelines when using the agreed free learning
management system (Google Classroom & Facebook App). Observe the Online Learning class schedule both in the
synchronous and asynchronous modes. Use properly the provided Learning Packets (Course Guides and Learning
Modules).

C – ONTACT your instructor whenever you need help and guidance in any part of the module.

U – PDATE yourself with the PCCM’s Facebook page for academic-related announcements.

R – EMEMBER to write neatly and legibly on the module using complete and concise answers. Stick to the point and
avoid writing in all caps. Also, cite the references you used in your work for example, (Cruz, 2018), or According
to Cruz (2018).

E – MBRACE positivity and maintain your well-being at all times. Always look at the brighter side of things with
realistic optimism. Properly nourish your body to maintain a healthy physique to combat existing viruses for
a longer life ahead.

Grading System

Major Examinations (midterm and finals): 30%

Flexible Learning Activities : 70%
100%

Your final grade as a student is interpreted as shown on the table below:

76– 74 and
AVERAGE 97–100 94–96 91–93 88–90 85–87 82–84 79–81 75
78 below
FINAL
1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 5.00
GRADE

Support Offices Person/s-in- Contact Information

System charge
1. Faculty
Should you a. Class Adviser
wish to
avail of our
student
services/ac
ademics, b. Subject Teacher Ms.Marjorie marjoriebrencesmalveda@gmail.co
please feel Malveda m
free to get Facebook/messenger: Marj Malveda
in touch 090548990455
with the 2. Teacher Education Ms. Rona ronarelojodelarosa@gmail.com
following Program Head Dela Rosa Facebook/Messenger: Rona Relojo Dela Rosa
offices 0942 825 3107
3. Student Affairs
a. Student Discipline – Dr. Ma. Paz pazcon3.326@gmail.com
Office of Student Affairs Contreras Facebook/Messenger: Doc Paz Contreras
b. Student Welfare and 0975 155 6327
Development

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c. Scribes Ms. Rose Borja.roseann04@gmail.com

Ann Borja Facebook / Messenger: Rose Ann
Borja 0927 353 4214
d. College Student Mr. Jobert jobert.suarez16@gmail.com
Government Suarez – Facebook/Messenger: Jobert Suarez
CSG Adviser 0938 804 0790

newcreation110715@gmail.com
Jhan 09061192185
Michael
Yamuta –
CSG
President
4. Student Services
a. Guidance and Mr. Rederick Facebook/Messenger: Redcardenas Cardenas
Admission Cardenas 0932 445 1447

b. Registrar Ms. Yolanda deguzman.yolly2058@gmail.com

De Guzman Facebook/Messenger: Yolanda De Guzman
0943 523 2720

c. Library Ms. Rizza rizzabicaldo@yahoo.com

Bicaldo Facebook/Messenger: PCCM Library
0967 271 2823

d. Clinic Ms. Marie mariehazelmistica@gmail.com

Hazel Castro Facebook/Messenger: Marie Hazel Mistica Castro

5. UniFAST Office Ms. Maria mariasheryldecilio@gmail.com

Sheryl https://www.facebook.com/mariasheryloliva
Decilio 0917 500 3893
(Tertiary
Education
Subsidy) gian.guardiano@yahoo.com
https://www.facebook.com/andrei.guardiano 0927 787 1165

Mr. Gian
Guardiano
(Tulong
Dunong
Program and
other
Scholarships
)

6. College Dean Dr. Reneliza renelizas@yahoo.com

Sta. Ana https://www.facebook.com/deanriz.staana

Prepared by: Checked by:

MARJORIE B. MALVEDA FREDERICK BERBOSO

Subject Teacher Cluster Leader

DANIEL DELOS REYES

Subject Teacher

Noted by:

PROF. RONA R. DELA ROSA DR. RENELIZA C. STA. ANA

TEP Head College Dean

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