COLLEGE OF SAINT AMATIEL

118 Int. Gen. Luna, San Agustin, Malabon City

SYLLABUS

Course Code: PED 221 Number of Units/Hours per Semester: 3 units/54 hours
Description Title: The Teacher and the Community, School Culture and Organizational Leadership.

Course Description:This course examines current and immerging issues and trends impacting education, inquiring into demographic shifts,
globalization, technology, data based decision-making, inclusion of diverse learners, and recent research on student achievement
when influence by race, gender and poverty.

I. Course Requirements
1. Attendance and Participation
2. Individual / Group activities / Exercises
3. Presentation and Submission of Reports
4. Periodic Examinations

II. Grading System

 Major Examinations (Prelims, Midterms, Semifinals, & Finals – Written or Performance Tests) 25%
 Quizzes 20%
 Reflections 5%
 Recitation 10%
 Reports 10%
 Assignments 15%
 In-house Projects and Creative Projects 15%
TOTAL 100%
III. Course Intended Learning Outcomes (CILOs)
1. Be able to explain several of the seismic shifts and major trends and their implications for society at large and schools and school districts
in particular.
2. Demonstrate an understanding of the history of diverse groups in the United States and review education in the United States in reference
to the diverse groups as well as the privileges or inequities that members of these groups have encountered on the basis of race, ethnicity
and social class.
3. Articulate how student diversity can help teachers and administrators develop curriculum that include global literacy with a significant
effect on economic, cultural, and political matters with particular attention on how culture influences learning.
4. Be able to explain the definitions and characteristics of children with special learning needs, i.e., learning disabilities, behavioral disorders,
visual and hearing impartment, ADHD and giftedness.
5. Describe the educational rights of individuals with disabilities including the legal foundations, models of service delivery, and the concepts
of mainstreaming and inclusion.

MISSION To provide equitable access to learning through relevant, innovative, industry-sensitive and environmental-
conscious academic program and services.
VISION A model institution of learning where relevant knowledge is acquired and skills are developed in response to the
needs of the global community.
GOALS 1. Instruction – offer latest curricula in all its academic programs.
2. Research – undertakes relevant researches for the improvement and enhancement of the teaching-learning
process and new knowledge relevant to the teaching-learning process.
3. Community – reach out to the less fortunate members of the community
4. Productivity – tract graduates to maintain constant communication with them to ascertain their continued
support in the advancement of CSA’s Vision, Mission, Goals and Objectives (VGMO) in their own respective
field of occupation or endeavor.
OBJECTIVES College Of Saint Amatiel, in its effort to attain excellence in the aademic community, aims to fulfill its
responsibilities in the delivery of all its programs and projects.
 A. Instruction. College of Saint Amatiel shall continuously provide for:
1. Relevant and quality education through its latest curricular offerings.
2. Committed, dedicated and well-trained learning facilitators and support personnel.
3. Positive teaching-learning environment; and
4. Adequate provision of modern facilities, instructional materials, equipment and tools needed in the
delivery of quality instruction.

B. Research. College of Saint Amatiel in its desire to enhance the acquisition of knowledge shall conduct
research which findings shall be the bases for the betterment of instruction and the formulation of policies
geared towards academic excellence.

C. Extension. College of Saint Amatiel, in the fulfillment of its corporate social responsibility, shall:
1. Share its resources through the Office of Community Extension Services (CES);
2. Formulate and maintain programs for the benefit of adopted/partner communities;
3. Foster the spirit of volunteerism among the members of the academe that they may actively
participate in the institution’s effort to help uplift community life.
4. Establish linkages with government and non-government institutions/organizations for assistance to
the community extension programs.
CORE VALUES 1. Professionalism – We conduct ourselves according to high expectations. We maximize use of our
energy, time and resources. We support decisions, and have sense of duty.

2. Commitment and Loyalty – Our actions shall exemplify the value of self-esteem and personal dignity.
We dedicate ourselves to the people and the institution we represent. We have the maturity to strengthen
our resolve to bind ourselves steadfastly to our individual and corporate obligations. We do not engage
in the activities that conflict with the interest of the Institution and always show that we belong.
 3. Integrity – We are accountable for our words and for our actions. To earn trust we will do more than
simply state our values – we will live them as well. We will respect and preserve the integrity of the
person(s) we work with and the student(s) we work for.

4. Excellence – We build knowledge, demonstrate through leadership, assume accountability, and have
sense of urgency. We seek efficiency and effectiveness by always exerting our best efforts.

5. Teamwork – We commit to the success of others, share knowledge and experience, support decisions,
represent differences, and celebrate victory.

IV. Program Intended Learning Outcomes (PILOs)

By the end of the program, BTVTED students will:

1. Have described ways in which special educators and regular educators can partner with regard to shared goals, collaboration, referrals,
and placements.
2. Have articulate effective knowledge management strategies that use technology to enhance administration, teaching and learning at the
school and district levels.
3. Have synthesized recent research relative to student achievement in diverse school settings, with particular attention to the relationship
between student achievement and gender, race and poverty.
 INTENDENT LEARNING OUTCOMES (ILOS)
Learning Outcome Assessment Content Learning Resources Time
Task Activities Frame/Week/Peri
od
Facilitate the Facilitate the My Teaching Partner-Secondary-a Web-mediated
development and The Teacher and development and approach focused on improving teacher-student
implementation of a the Community, implementation of interactions in the classroom: Allen, J., Pianta, R.,
shared vision and Graded School Culture and a shared vision Gregory, A., Mikami, A., & Lun, J. (2011). An 3 hours
strategic plan for the Recitation Organizational and strategic plan interaction-based approach to enhancing secondary
school or district that Leadership. for the school or school instruction and student achievement. Science,
focuses on teaching district that 333 (6045), 1034-1037.
and learning focuses on
teaching and
learning
Use motivational Gradual Increase of Responsibility Model: Collett, V. S.
The strategies, - The teacher and theory to create (2012). The gradual increase of responsibility model:
methods, and - Graded the Community, conditions that Coaching for teacher change. Literacy Research and
procedures for Recitation School Culture motivate staff, Instruction, 51 (1) 24-47.
motivating staff for - Quiz and Organization students and Scaffolded Coaching Model/ K-PAVE Program: 3 hours
effective performance. Leadership. families to achieve Goodson, B., Wolf, A., Bell, S., Turner, H., & Finney,
Factors the schools vision P. B. (2010). The effectiveness of a program to
- Individual accelerate vocabulary development in kindergarten
differences
Strategies, methods, - Recitation - Information Discussion Assistance, Retrieved from
and models of data- - Analysis pertaining to the http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/
driven problem EDUC10 field REL_20104014.pdf 3 hours
solving and decision- Goodwin, B. (2011). Implementation counts.
making skills. Educational Leadership, 69 (2), 82-83
The change process, The change process, - Initiate Assistance, Retrieved from
adult learning theory, Quiz adult learning - Manage http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/
and the steps and theory, and the - Evaluate the REL_20104014.pdf 3 hours
concerns related to steps and concerns change Goodwin, B. (2011). Implementation counts.
change within an related to change process. Educational Leadership, 69 (2), 82-83
organization. within an
organization.
The historical, Major historical, - Initiate My Teaching Partner-Secondary-a Web-mediated
philosophical, ethical, Recitation philosophical, - Manage approach focused on improving teacher-student
social, and economic Analysis ethical, social and - Evaluate the interactions in the classroom: Allen, J., Pianta, R., 3 hours
influences on economic change process Gregory, A., Mikami, A., & Lun, J. (2011). An
leadership and influences affecting interaction-based approach to enhancing secondary
administration education in a school instruction and student achievement. Science,
democratic society. 333 (6045), 1034-1037
The philosophies, The philosophies, Identify and My Teaching Partner-Secondary-a Web-mediated
theories, and models Recitation theories, and critique several approach focused on improving teacher-student
of educational Analysis models of theories of interactions in the classroom: Allen, J., Pianta, R., 3 hours
leadership, Discussion educational leadership and Gregory, A., Mikami, A., & Lun, J. (2011). An
administration, and leadership, their application to interaction-based approach to enhancing secondary
supervision. administration, and various school school instruction and student achievement. Science,
supervision upon environments 333 (6045), 1034-1037.
early childhood
programs.
The significance and Assistance, Retrieved from
importance of Graded Professional code of Lecture/Discussion http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/ 3 hours
professional and Recitation ethics and values. REL_20104014.pdf
ethical leadership, and
a personal code and Goodwin, B. (2011). Implementation counts.
leadership style. Educational Leadership, 69 (2), 82-83
FINAL EXAM 1 HR

References:

My Teaching Partner-Secondary-a Web-mediated approach focused on improving teacher-student interactions in the classroom: Allen, J., Pianta, R., Gregory, A.,
Mikami, A., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333 (6045), 1034-1037
Gradual Increase of Responsibility Model: Collett, V. S. (2012). The gradual increase of responsibility model: Coaching for teacher change. Literacy Research and
Instruction, 51 (1) 24-47.
Scaffolded Coaching Model/ K-PAVE Program: Goodson, B., Wolf, A., Bell, S., Turner, H., & Finney, P. B. (2010). The effectiveness of a program to accelerate
vocabulary development in kindergarten
(VOCAB). (NCEE 2010-4014). Washington, DC: National Center for Education Evaluation and Regional Assistance. Retrieved from
http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_20104014.pdf
Goodwin, B. (2011). Implementation counts. Educational Leadership, 69 (2), 82-83
Shared Leadership Model: Hallinger, P., & Heck, R. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and
student learning. School Leadership and Management, 30(2), 95-110.
Hanna, D. (2010). How GM destroyed its Saturn success. Forbes. Retrieved from www.forbes.com/2010/03/08/saturn-gm-innovation-leadership-managing-
failure.html