Republic of the Philippines

NORTHERN ILOILO STATE UNIVERSITY

Estancia, Iloilo

COLLEGE OF EDUCATION
Teacher Education Department
COURSE SYLLABUS in
PEd 103
THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
(BSED Math)
2nd Semester 2023– 2024

QUALITY POLICY

NISU commits itself to continually strive to provide quality and relevant instruction, research and extension services adhering to
quality standards and regulatory requirements in order to meet the highest level of clientele satisfaction with commitment to continual
improvement of the management system.

VISION

“A globally competitive State University in Asia”

MISSION

“Human resources development through quality and relevant education, environment-friendly modern technologies and
preservation of Filipino values and culture for sustainable and improved quality of life.”

GOALS

The College shall have the following goals:

1. Produce human capital imbued with scientific and technological skills endowed with desirable values and work ethics;
2. Provide quality education in the fields of industry, agriculture, fisheries, technology, sciences, education and other relevant
undergraduate and graduate programs;
3. Establish a university research culture responsive to community and global needs;
pg. 1
4. Enhance research-based extension programs and transfer of sustainable technologies;
5. Maximize productivity through efficient and effective resource management; and
6. Strengthen linkages with local, national and international partner-agencies.

CORE VALUES

C-ommunicative
R-esearch oriented
E-xcellent time manager
A-cademically competent
T-echnically equipped
I-nnovative
V-alues oriented
E-nvironment friendly

PURPOSES

The Northern Iloilo Polytechnic State College has the following purposes:

1. Provide advanced and higher education and training in the fields of industry, agriculture, fisheries, arts, sciences, education,
management, hospitality & tourism, information technology, engineering, criminal justice and services as well as, continuing education;
2. Promote progressive leadership in research and advanced studies in the fields of industry, agriculture, fisheries, arts, sciences,
education, management, hospitality & tourism, information technology, engineering, criminal justice;
3. Undertake sustainable extension activities for technology transfer and solution of social problems, and;
4. Enhance its critical role in community development.

Matrix Showing the Alignment of the Institutional Goals and Objective to the College Mission

Institutional Goals 1
1. To turn out competent graduates in the polytechnic areas, who are prepared for occupational and professional requirements, and
gainful employment. /
2.To improve the instructional resources e.g. libraries, classrooms, laboratories and workshops. /
3.To provide opportunities for student’s expressions of their aesthetics, physical, intellectual, emotional and social development.
/
4.To strengthen faculty competencies through in-service programs, scholarships and study assistance’ /
pg. 2
 5.To support the faculty to undertake research aimed at improving the teaching and learning situation. /
6.To enhance the management capabilities of key officials through the use of participatory decision making. /
7.To contribute to community improvement by encouraging faculty and staff members to become leaders/officers and members of /
civic, professional, religious, and other NGO’s in the service area,
8.To use research to generate knowledge and find solutions to social problem, /
9.To make institutional development planning as a means for responding to changes /
10.To promote a college environment that is conducive to the pursuit of learning and other academic activities. /

GOALS OF THE COLLEGE OF EDUCATION

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to become successful
teachers.
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their potentials in
becoming useful and productive members of the society.
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change.
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors.
5. Provide activities that will enhance the total development of the students.

Matrix Showing the Alignment of the Goals of College of Education to the College’s Mission

Goals of School of Education 1 2 3 4 5

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and
values to become successful teachers. / /
2. Increase the competence/capability of its faculty in providing quality education to help the students to
maximize their potentials in becoming useful and productive members of the society. / /
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of / /
change
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors. / /
5. Provide activities that will enhance the total development of the students. / /

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 PROGRAM OBJECTIVES

In consonance with the mission statement of the Teacher Education Department, its Bachelor in Secondary Education (BSED) and
Bachelor in Elementary Education (BEED) programs are designed to:

1. Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful employment
and to make them competent professionals;
2. Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do their
work well;
3. Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive citizens;
4. Instill in students values to make them better persons.

Matrix showing the alignment of the School of Education Program Objectives to its Goals

Program Objectives of the School of Education 1 2 3 4 5

1.Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful
employment and to make them competent professionals; / /
2.Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be
able to do their work well; / /
3.Involve students in research, extension, and production activities that will make them knowledgeable, useful and
productive citizens; / /
4.Instill in students values to make them better persons. / /

Program Outcomes/Student Learning Outcomes:

The graduates of BEED and BSEd programs are teachers who are able to:

1. manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for
higher learning as well as competence in the field of work.
2. demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in order to constantly improve their teaching knowledge, skills and practices

pg. 4
3. engage in scholarly research and extension and production activities that would benefit not ony the institution where they
are connected with but of the community as a whole
4. practice and demonstrate professional and ethical requirements of the teaching profession

Matrix Showing the Alignment of the Departments Program outcomes to it Objectives

Program Outcomes of the School of Education 1 2 3 4

1.manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed
for higher learning as well as competence in the field of work. / /

2.demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating
these processes in order to constantly improve their teaching knowledge, skills and practices / /

3.engage in scholarly research and extension and production activities that would benefit not ony the institution where
they are connected with but of the community as a whole / /

4.practice and demonstrate professional and ethical requirements of the teaching profession / /

pg. 5
 Curriculum Map Showing the Alignment of Courses in the BSED Curriculum to its Program Outcomes.

BACHELOR of SECONDARY EDUCATION

Major in Mathematics
Revised 2022

CURRICULUM MAPPING

First RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d
MATH 100 History of Mathematics
MATH 101 College and Advanced Algebra
PEd 100 Teaching in the Specialized Field
1st Year GE 5 Purposive Communication
GE 2 Readings in Philippine History
GE 4 Mathematics in the Modern World
GE 6 Art Appreciation
PATHFit 1 Movement Competency Training (MCT)
NSTP CWTS/ROTC

Second RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d
MATH 102 Trigonometry

pg. 6
 MATH 103 Plane and Solid Geometry
MATH 104 Logic and Set Theory
1st Year GE 1 Understanding the Self
GE 8 Ethics
GE 3 The Contemporary World
GE EL 14 Reading Visual Arts
PATHFit 2 Exercise-based Fitness Activities
NSTP CWTS/ROTC

First RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d
MATH 106 Calculus 1 with Analytic Geometry
MATH 109 Modern Geometry
MATH 110 Mathematics of Investment
2nd Year PEd 106 Assessment in Learning 1
MATH 105 Elementary Statistics and Probability
PEd 101 The Child and Adolescent Learner and Learning Principles
PEd 102 The Teaching Profession
PATHFit 3 Choice of Dance, Sports, Group Exercise
GE EL 11 Gender and Society with Peace Education

Second RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d
MATH 107 Calculus II
MATH 111 Number Theory
MATH 112 Linear Algebra
2nd Year MATH 113 Advanced Statistics
PEd 104 Foundation of Special and Inclusive Education
pg. 7
 PEd 107 Assessment in Learning 2
PEd 103 The Teacher and the Community, School Culture and Organizational Leadership
PATHFit 4 Choice of Dance, Sports, Group Exercise

First RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d
MATH 108 Calculus III
MATH 113 Advanced Statistics
MATH 115 Problem Solving, Mathematical Investigations and Modelling
3rd Year MATH 116 Principle and Strategies of Teaching Mathematics
PEd 105 Facilitating Learner-Centered Teaching
PEd 108 Technology for Teaching & Learning 1
MATH 118 Research in Mathematics
FS 1 Field Study 1 (Observation of Teaching-Learning in Actual School Environment)

Second RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d
MATH 114 Abstract Algebra
MATH 117 Technology for Teaching and Learning 2
(Instrumentation and Technology in Mathematics)
3rd Year MATH 119 Assessment and Evaluation in Mathematics
PEd 109 The Teacher and the School Curriculum
PEd 110 Building and Enhancing New Literacies Across the Curriculum
PEd 111 Undergraduate Thesis
FS 2 Field Study 2 (Participation in Teaching Assistantship)

pg. 8
 First RELATIONSHIP TO PROGRAM OUTCOME
Semester COURSE
a b c d
PEd 112 Problems Met in Teaching Internship
4th Year PEd 114 Teaching Internship

Second RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d
PEd 113 LET Enhancement/Review, Pre-Board
GE 11 Science, Technology and Society
4th Year GE 12 The Life and Works of Rizal
GE 13 Living in the IT Era

pg. 9
School: College of Education Program: BSED-MATH

Prepared by: Reviewed by: Recommending Approval: Approved by:

CRISTY MAE B. BACLAGON, MAEd KAYE C. JARDENIL, Ed. D GILDA E. DEGUMA, Ed. D JOMARTIN C. LIMSON, DPA
Subject Teacher Chairperson, BSED Program Dean, College of Education Vice President for Academic Affairs

Descriptive Title: THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND
Course Code: PEd 103
ORGANIZATIONAL LEADERSHIP

Course Credit: 3 Units Lecture Hours/ Week: 3hrs/week

Pre-requisite: None

Course Description: This course 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. Further, principles and theories on school culture and
organizational leadership shall be included to prepare prospective teachers to become school leaders and managers.

pg. 10
 INTENDED TEACHING/ OUTCOME-BASED ASSESSMENT
TEXTBOOK/
LEARNING TOPICS LEARNING EQUIPMENT TIME ALLOTMENT
REFERENCE
OUTCOMES ACTIVITIES TASK TOOL

At the end of the

lesson, students
will be able to:
1.Discuss NISU and
Reflection
COED Vision, College’s Quality
Paper
Mission, and Policy, VMGO, Orientation
Laptop
Program goals and Student
Commitment Transmutation
Objectives and objectives and Interactive Manual 1 hr.
Internet/ Letter on Table/ Rubric
how they can the Department Reaction
Wifi support to the
contribute to the and its retention
Course
fulfillment of it. policy.
Objectives
2.Explain Course
Description and
Requirements

Formative Test
Chapter 1 - Interactive
Television
Educational Lecture; Performance
Textbooks
a. discusses at philosophies: in the Report Quiz
Laptop
least 6 John Locke Discussion;
Web
philosophical H. Spencer Table Rubrics
Internet 6hrs
thoughts J. Dewey Reflection Activity Summary of
G. Counts the
T. Brameld Philosophies
P. Freire

Chapter 2 –
a.State the
The relationship of Television
relationship of
school and
society and
society; Quiz
schools; 6hrs
Education in Textbooks Formative Test
primitive society; Laptop Rubrics

pg. 11
b. Prove that Emphasis of Lecture/Discussion
schools transmit education on key
cultural values by periods of world Group Reports Internet Web Performance
stating facts from and Philippine Task
Philippine and history;
world history of Meaning of
education; and socialization;
c. explains the School as another Performance
meaning of agent in the Report
socialization as a
function of
schools.

Chapter 3 -
a. explains social Structural- Formative Test
Television
science theories functional theory;
and their conflict theory;
implications to symbolic Lecture/Discussion
education; interaction theory.
Textbooks
b. discusses the Performance Quiz
strengths and Chapter 4 – Task
Laptop
weaknesses of the The strengths and Group Reports 8hrs
Filipino character; weaknesses of the
c. Cite ways by Filipino character:
which schools can a socio-cultural
Web
counteract the issue; Performance Rubrics
Internet
weaknesses of the Using Strengths to in the Report
Filipino character Counteract
weaknesses

pg. 12
a.discusses at
least 2 global
issues and explain
proposed Chapter 5 –
Formative Test
solutions to the Global Issues that
same; Concern Schools Television
b.explain what
Lecture/Discussion
school and Chapter 6 –
Textbooks
community The Why and How Quiz
partnership of School
Performance
means; cite Partnership
Group Reports Task
examples of Laptop
community Legal and Socio-
partnership; logical bases of
Web
c. explain the school and Rubrics
legal and socio- community 6hrs
Performance
logical bases of partnership Internet
in the Report
school and
community
partnership.

MIDTERM EXAMINATION 1hr

a. Elaborate on Lecture/Discussion
community’s Chapter 7 –
expectations from The Teacher and
teachers and on the Community:
teachers and on Teacher’s Ethical Group Reports
teachers’ and Professional Television Textbooks Formative Test Quiz
expectations from Behavior
communities
b. Describe Code of Ethics for
teachers ethical Professional
and professional Teachers, Article III 6hrs
pg. 13
behavior in the Laptop Web Performance Rubrics
community by Chapter 8 – Task
giving concrete Meaning of
examples; Organizational
c. distinguishes leadership
between Internet
leadership and Leadership and Performance
management Management in the Report

Leadership Styles

Situational
Leadership

Sustaining
Change

Lecture/Discussion
a. explains the Chapter 9 – Formative Test
Television
meaning, SBM: Meaning, Quiz
advantages, Advantages, Textbooks
disadvantages Disadvantages; Group Reports
and demands of demands Performance
SBM; of/conditions for Task
b. state practices SBM to succeed
Laptop
aligned to SBM; Web Rubrics
6hrs
c. explains the Roles, Functions Performance
roles, functions and KSAs in the Report
and Required of
competencies of School Heads for
Internet
school heads in Effective SBM
SBM Implementation

pg. 14
 Formative Test
Television
Quiz
Lecture/Discussion Textbooks
a. explains the
meaning of Chapter 10 – Performance
school culture; Task
Group Reports Laptop
b. discusses how The meaning of
culture affects school culture; the Rubrics
Web 8hrs
learning; role of culture in
c. cites ways to learning; elements
contribute to the of a positive Performance
Internet
building of culture in the Report
positive culture

a. explains the
Chapter 11 –
importance of
School Policies
school policies in 6hrs
and their Lecture/Discussion
school operation.
functions
Television Textbooks Formative Test Quiz

pg. 15
b. discusses the Chapter 12 –
competencies Roles and Group Reports
expected of Competencies of
school heads as School Heads
contained in
competency Laptop Web Performance Rubrics
frameworks for Task
Philippines and for
Southeast Asia.

Internet
Performance
in the Report

FINAL EXAMINATION 1hr

Course Requirements:

Periodic Exams
Research Outputs
Group Reports
Group Individual Projects
pg. 16
Grading System OBE Based

Non-Laboratory Subjects

A. Cognitive 50%
1. Formative (Assessment/Activities Accomplished) 25%
2. Summative (Midterm/Final) 25%
B. Psychomotor 50%
1. Output/Product 50%
TOTAL 100%

Computation
RS X 45
Rating = TS +50

pg. 17
RUBRIC FOR ASSESSMENT

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
Learning Activities All tasks were done with All or nearly all tasks were done Nearly all tasks were Fewer than half of the tasks
outstanding quality; work with high quality done with acceptable were done; or most objectives
exceeds expectations. quality were met but needs
4 3 2 improvement
1
Analysis of the Learning All questions episode were Analysis questions were Analysis questions were Analysis questions were not
Episodes answered completely; in depth answered completely not answered completely answered.
answers; thoroughly grounded Clear connection with theories Vaguely related to Grammar and spelling are
on theories Grammar and spelling are theories unsatisfactory
Exemplary grammar and superior Grammar and spelling are
spelling. acceptable

4 3 2 1
Reflections/Insights Reflection statements are Reflection statements are clear Reflection statements are Reflection statements are
profound and clear, supported but not clearly supported by shallow; supported by unclear and shallow and are
by experiences in the learning experiences in the learning experiences from the not supported by experiences
episodes. episodes learning episodes from the learning episodes

4 3 2 1
Learning Portfolio Portfolio is complete, clear, Portfolio is complete, clear, well- Portfolio is incomplete; Portfolio needs improvement,
well- organized and all organized; most supporting supporting documents are no evidence to support the
supporting documents are documents are available and organized but are lacking. documents.
located in sections clearly logical and are in clearly marked
designated. locations
2 1
4 3
Submission of the learning Submitted before the deadline Submitted on the deadline Submitted the day after Submitted two days or more
episodes the deadline. before the deadline.
4 3 2 1
Comments

pg. 18