ASSH2005

Course Syllabus
STI VISION: STI INSTITUTIONAL OUTCOMES:
To be the leader in innovative and relevant education that
nurtures individuals to become competent and responsible Character (IO1): An STIer is a person of character. An STIer takes responsibility for his/her actions, treats people
members of society. with respect, and lives with integrity.

STI MISSION: Critical thinker (IO2): An STIer is a critical thinker. An STIer challenges and analyses all information through sound
We are an institution committed to provide knowledge through questioning and is unafraid to push for creative ideas.
the development and delivery of superior learning systems.
Communicator (IO3): An STIer communicates to understand and be understood. An STIer discerns the value of
We strive to provide optimum value to all our stakeholders - our information read or heard and effectively expresses his/her own emotions when sharing information, may it be
students, our faculty members, our employees, our partners, spoken or written.
our shareholders, and our community.
Change-adept (IO4): An STIer is change-adept. An STIer can adjust, adapt, and reinvent continuously to changing
We will pursue this mission with utmost integrity, dedication, circumstances. An STIer believes in letting go of the old and embracing the new to achieve his/her fullest potential.
transparency, and creativity.
SERIAL NUMBER: ASSH2005 COURSE TITLE: PROF ED 3. THE TEACHER AND THE COMMUNITY, CREDIT: 3 units (3 hours lecture per week)
SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
COURSE DESCRIPTION: This course focuses on society as context upon which the schools have been established. Educational philosophies that are related to the
society as a foundation of the schools and schooling shall be emphasized. Further, principles and theories on school culture, and organization
leadership shall be included to prepare prospective teachers to become school leaders and managers.
PREREQUITE: None
COURSE OUTCOMES: At the end of this course, the students should be able to:
1. Analyze and describe relationships between teachers, the school, and the families and the community that support the school.
2. Identify how the teacher’s role is influenced by social and cultural factors that affect education in schools and their communities.
3. Recognize and value diverse cultural, traditional, and religious values and their students’ learning needs in school and in the community.
4. List the social factors affecting education and how they can support the development of education nationally and, in particular, locally.
5. Explain their role as role model for students and the community in general.
6. Recognize their roles in pre-service Education and the Philippine Professional Standards for Teachers.
7. Explain their roles as leaders in Teacher Education Curriculum.
8. Reflect on the Roles of Teacher Leadership and Student Teachers of Practice Teaching.
9. Examine the Continuing Professional Development as a Lifeblood of Teacher Leadership.
10. Point out the Teacher Leader and the 16 Habits of Mind.
PREPARED BY: VERIFIED BY: REVIEWED BY: APPROVED BY:
Jeremiah Q. Ramos, LPT Alyanna R. Tobias, Ed.M Zernando C. Villa, LPT Russel Kim C. Santos
 ASSH2005
MANDATED BOOK: None
REFERENCES: None

COURSE REQUIREMENTS: Each student is required to:

1) attend at least 80% of the class hours (i.e., at least 14 sessions);
2) submit accomplished assignments and projects
3) pass the major exams.

PREPARED BY: VERIFIED BY: REVIEWED BY: APPROVED BY:

Jeremiah Q. Ramos, LPT Alyanna R. Tobias, Ed.M Zernando C. Villa, LPT Russel Kim C. Santos
GRADING SYSTEM: The following percentage distribution shall be followed:
Prelim 20%
Midterm 20%
Prefinal 20%
Final 40%
100%
The following are the periodical grade components for this
subject:
Written Work/Class Participation 20%
Task Performance 50%
Major Examination 30%
100%

We’d like to hear from you. For questions or feedback on lessons taught based on this Course Syllabus and Outline, email us through [email protected].
 Course Outline
Teaching and Learning
Learning Objectives (LO) Week TOPICS Assessment Tasks
Activities
At the end of the unit, the 1 Introduction, Syllabus, Course Lecture
students are expected to: Overview Open forum

1 Get acquainted with the

subject with the subject
descriptions, requirements,
and course content.

2 Summarize the integrated 1-2 Society, Community and Option 1: Assignment

nature of society, Education Group Discussion Oral Recitations
community, and school. Introduction and overview of Lecture Short Quizzes
the course Projects
3 Identify social factors that
influence teaching and
learning in the Philippines Introduction to society,
community and schools in the Option 2:
4 Recognize the contextual Philippines Group Brainstorm
role of the schools in
supporting the development Impact of education on society Whole class discussion and
of the education nationally synthesis
and locally Role of education in
strengthening the Philippine Summary
Communities
5 Describe the Role of socialization 3-4 Understanding Social Lecture/ Reporting Assignments
in continuance of culture interactions in Schools and Reading/Library research Oral recitations
Communities Accessing Short quizzes
Recognize group formation and ERIC/ Google scholar Projects
6 stages of group formation Meaning of Social journal articles

Identify stakeholders that Interaction and Socialization

7 influence group dynamics in
schools and the community Levels of Social Interaction

8 Distinguish the importance of Elements of Social Interaction

communication and interaction Social Contacts
between and among Communications
stakeholders Social attitudes and Values

9 Illustrate the contextual role of Types of Social Interaction

schools in promoting social Cooperation
ability nationally and locally Competition
Conflict
Accommodation
Assimilation

Meaning and Types of Social

Groups

Individual and Group

Behavior

The Roles of School and Social

Interaction for Peace, Harmony
and Tolerance
Teaching and Learning
Learning Objectives (LO) Week TOPICS Assessment Tasks
Activities
 5 PRELIM EXAMINATION

10 Identify social and cultural 6-7 Schools and Culture Lecture/ Reporting Assignments
factors that affect education in Cooperative Learning Oral recitations
school and their communities Main Characters of Culture Workshop Short quizzes
Projects
11 Describe how the teacher’s role Elementary Concepts of
is influenced Culture
Cultural Trait
Cultural Complex
Cultural Pattern
Cultural Lag
Cultural Diversity

Culture and cultural elements of

the Philippine Communities

Role of education and school in

protection and transmission in
culture

Impact of media on school and

culture

Impact on technology
and on culture

Teaching and Learning

Learning Objectives (LO) Week TOPICS Assessment Tasks
Activities
12 Categorize the social 8 Relationship between Lecture/Reporting Assignments
 identity of school School and Community Brainstorm Oral recitations
Short quizzes
Recognize the A school as a social, cultural Projects
13 multidimensionality of a school and community institution
in relation to the community
Effect of a school on
communities

Effect of communities on a
school

School as hub for community

services

A critical analysis of effective

role of schools and teachers
in Communities

14 Explains the roles of the family 9 Social Institution

in relations to the community Lecture/ Reporting Assignments
and schools Definition and types of social Workshop Oral recitations
institutions Cooperative Learning Short quizzes
15 Identify cultural and religious Projects
practices that influence The Family Educational
teaching and learning process Institution

Distinguish the cultural, social Religious Institution

and religious context of society
16 and its influence on education Critical Analysis of the role of
in general and the community social institutions in schools
in particular

10 MIDTERM EXAMINATION

17 Recognize how culture, 11-12 The Teacher’s Role on School Lecture/ Reporting Assignments
 gender, special needs, and and the Community Workshop Oral recitations
equity issues affect the school Cooperative Learning Short quizzes
and the community Teacher as an integral part of Projects
the community
Identify the mechanism or
18 social networks for promoting Teacher as an agent of change in
inclusive culture in schools the Community and School

Teachers are role models

through their participation in
community activities

Effects on teachers and schools

on individual and group
behavior
 ASSH2005

Teaching and Learning

Learning Objectives (LO) Week TOPICS Assessment Tasks
Activities
19 Elaborate each domain of 13 Teacher Leadership in Pre- Lecture/ Reporting Assignments
PPST by editing real-life Service Education and the Workshop Oral recitations
examples Philippine Professional Cooperative Learning Short quizzes
Standard for Teachers Projects
20 Examine each career stage of
the teacher The Philippine Professional

21 Compare and contrast Standard for Teachers (PPST)

the TMLS and PPST
Career stages

Teacher-Leader Model
Standards
14 PRE-FINAL EXAMINATION

22 Identify and explain each role 15-16 The roles of a Teacher Leader Lecture Assignments
of teacher leader and the Teacher Education Workshop Oral recitations
Curriculum Short quizzes
23 Explain the relationship of Projects
Teacher Leadership and the The Varied Roles of a Teacher
New Teacher Education Leader
Curriculum
Teacher Leadership and the
24 Examine the critical components New Teacher Education
of an effective teacher education Curriculum
program
Critical Components of an
Effective Teacher Education
Program

PREPARED BY: VERIFIED BY: REVIEWED BY: APPROVED BY:

Jeremiah Q. Ramos, LPT Alyanna R. Tobias, Ed.M Zernando C. Villa, LPT Russel Kim C. Santos
 ASSH2005

Teaching and Learning

Learning Objectives (LO) Week TOPICS Assessment Tasks
Activities
25 Formulate conclusions and 16-17 Teacher Leadership and Lecture Assignments
recommendations from a Student Teachers’ Reflection of Workshop Oral recitations
technical report (CO3 and Practice Teaching Short quizzes
CO4) Projects
Reflection on the Students

Teacher’s Reflection of Practice

Teaching

Working with Children

Working with the Cooperating

Teacher

Working with School

Officials and Other
Teachers
26 Criticize the Historical and Legal 17 Continuing Professional Lecture Assignments
Bases of CPD Development: Lifeblood of Workshop Oral recitations
Teacher Leadership Short quizzes
27 Explain the Salient Provisions of Projects
RA 1-912. The Historical and Legal Bases
The CPD Act of 2016 of Continuing Professional
Development in the Philippines
28
State how many, when and how
to earn CPD Units Salient Provisions of RA 10912,
29 The Continuing Professional
Design CPD plan Development Act of 2016
30
Recognize the practices directed Number of CPD Units Required
to CPD of Teacher Leaders
How to earn CPD Units
31 State what the Teacher should
do for CPD When to Earn the CPD Units

In-Service trainings Given by

PREPARED BY: VERIFIED BY: REVIEWED BY: APPROVED BY:
Jeremiah Q. Ramos, LPT Alyanna R. Tobias, Ed.M Zernando C. Villa, LPT Russel Kim C. Santos
 ASSH2005
Non-Accredited CPD Providers

Designing Continuing
Professional Development Plan

Practices Directed to
Continuing Professional

Development of Teacher
Leaders

What should Teacher do for

Continuing Professional
Development

Continuing Professional
Development in Action

32 Point out each of the 16 17-18 The Teacher Leader and the 16 Reading research article Assignments
habits of mind Habits of Mind Lecture/Reporting Oral recitations
Workshop Short quizzes
33 Illustrate the teacher leader 16 Habits of Mind Projects
characteristics
Teacher Leader Characteristics

18 Review
FINAL EXAMINATION

PREPARED BY: VERIFIED BY: REVIEWED BY: APPROVED BY:

Jeremiah Q. Ramos, LPT Alyanna R. Tobias, Ed.M Zernando C. Villa, LPT Russel Kim C. Santos