Module Title: The Teacher and Community, School Culture and Organizational Leadership

Course Title: The School as a Learning and Social Organization

Course Number: Ed. 103

Course Description: 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 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.
Total Learning Time: 3 hours per week /54 hours per semester.

Overview

The school is said to be the sanctuary of learning, a warehouse of formation, the

vital source of knowledge and innovation and served as repository of the people’s history
and culture. It contributes to the economic development. Both schools and teachers should
be agents of change where schools are considered instruments for social improvement
rather than agencies for preserving the status quo (change for the better). Thus, school
culture should be examined to resolve inconsistencies, controversies, and conflicts to build
a new society and not just change society.

This module aims to introduce teacher-education students to school as an agent of

social change that focuses on the significant literatures and theories in understanding the
significant role of the school in imparting positive social transformation; the context upon
which the schools have been established; the educational philosophies that are related to
the society as a foundation of schools; principles and theories on school culture and
organizational leadership that prepare prospective teachers to become school leaders and
managers.

This is packed with interesting topics on the roles of the school in the community
its culture and the educational leadership that may capture the students’ interests to read
while embracing the new normal class routine. Exercises and activities will be given after
each lesson so to assess the learning they gain. Portfolio will be submitted after the
semester containing the compilation of their requirements on the course.
Learning Outcomes:
During and upon the completion of the course, the students should have:
1. Articulated understanding of the key concepts on social philosophies and theories
relevant to education, school culture and educational leadership
2. Established professional and harmonious school-community partnerships to enrich
the learning environment and to strengthen the community’s engagement in the educative
process
3. Developed the sense of responsibility, commitment, and fulfillment toward the self
as a teacher-leader and to school and community as contexts for education
4. Formulated and conducted community immersion program to practice leadership
and foster school-community relationship
5. Become resourceful, effective communicators of ideas, creative, good decision
makers, responsible and responsive members of the society.

CONTENTS:
Chapter 1. The Social Dimensions of Education

Module 1. The School as a Social Institution: An Overview

Module 2. Educational Philosophies, Social Science Theories and Their Implications to
Education
Module 3. The School and Social Change
Module 4. The School and the Community
Chapter 2. The Cultural Dimensions of Education

Module 1. The School as a Cultural Organization

Module 2. The School and Cultural Changes

Module 3. Developing Positive School Culture

Chapter 3. The Organizational Dimensions of Education

Module 1. . The School as an Educational Organization

Module 2. Organizational and Leadership Theories

Module 3. School Leadership

Module 4. Teacher Leadership and School Operations

Module 5. Teacher Leadership and Educational Reforms

Module 6. School-Based Management, Policies and Programs

Module 7. Challenges and Opportunities in Teacher and School Leadership

 CHAPTER 1

The Social Dimensions of

Education
Module 1. The School as a Social
Institution: An Overview
Module 1. The School as a Social Institution: An Overview

LESSON 1 & 2. THE SCHOOL AS A LEARNING AND SOCIAL ORGANIZATION

AND AS A COMMUNITY

Learning Topic Resource Materials Assessment

Outcomes Tasks

During and
upon Pawilen, G.T., Reyes, Worksheet 1:
completion of Topic: The School as a E.M., Rivera, J.A.,
the course the Social Institution: An &Sison, T.M. (2019). A. Reflection
students should Overview The school and Paper
have: community, school
Lesson 1. The School culture, and B. Concept
organizational Mapping
1.1. Discussed as a Learning and leadership. Manila: Rex
the aspects
Social Organization Book Store.
of school as
a learning Lesson 2. The School
and social Prieto, N.G., Arcangel,
organization as a Community C. N., & Corpuz, B. B.
and as a (2019). The teacher and
community the community, school
culture and educational
leadership. Quezon
City: Lorimar
Publishing

https:/Online Resource:
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Prepared by:

MARY ANN L. DECREPITO, Ed D

RACSO C. DALIVA, Ed D
Course Facilitators
LESSON 1. THE SCHOOL AS A LEARNING AND SOCIAL ORGANIZATION

LESSON 2. THE SCHOOL AS A COMMUNITY

Learning Outcomes:

During and upon completion of the course the students should have:

1. Discussed the aspects of school as a learning and social organization and as a

community;
2. Discussed how the school (via teachers) can serve as an agent of change and
how teachers, students, administrators, and other stakeholders could contribute
in affecting positive social change in the society; and
3. Observed how innovative schools serve as agents of social change.

Lesson 1. The School as a Learning and Social Organization and Community

Introduction

The school as a social organization aims to respond to the different changes and
challenges in the society brought by different social and natural forces. It plays an
important role in shaping the future of the society it belongs. The school’s working
mechanism has a strong effect not only on the delivery of quality education but also on
the development of human resources needed by the society.

Schools are important organizations that prepare young children of their future
roles as productive citizens in the country. The way schools fulfill this function has a
strange after on the quality of education they provide. There are several theories that try
to explain the nature of the school organizations. The system theory is best to explain the
nature of schools as a social organization. Under the systems theory, it is best to examine
some of the characteristics of schools including structure, culture, climate, leadership,
decision making, and the relationships among personnel (Borkus, 2014).
Major Roles of the School in the Community

1. Provider of or vital sources of knowledge and innovations (warehouse of

information).
2. Contributors to economic development.
3. Agents of social and cultural development (develop manpower and serve as
repository of the people’s history and culture).
4. For George Counts, schools and teachers should be agents of change where schools
are considered instruments for social improvement rather than agencies for
preserving the status quo (change for the better).
5. For Theodore Brameld (social reconstructionist), present culture should be
examined to resolve inconsistencies, controversies, and conflicts to build a new
society not just change society and so, education must be international in scope for
global citizenship.

What is a school?

1. A dynamic social organization (learning) that develops every learner for various
social roles in the community.
2. Made of internal (directly involved) and external (indirectly involved)
stakeholders.
3. It is influenced by a system anchored on a philosophy and VGMO including the
values, leadership, culture, and tradition of society.
4. Schools are FOR the people and BY the people where learners and stakeholders
practice and experience democracy in schools (John Dewey).

School as an Organization

1. Has its own system of governance influenced by a fixed organizational structure or

bureaucracy (decisions are made by the state officials).
2. It is composed of qualified and trained people carrying various positions and
functions well to accomplish mandated tasks based from schools’ VGMO, code of
ethics and conduct, and Law of the Land.
3. It aims to respond to the different changes and challenges in the society brought
about by different social and natural forces (internal or external).
School as a Learning Organization

1. Made up of learners and teachers who are helping one another in achieving VGMO
and the desired ―productive citizen of the country‖.
2. Teachers help learners to learn and develop knowledge, skills, and values essential
for everyone. They implement the curriculum prescribed by the corresponding
agency (DepEd for Basic Educ., CHED for Tertiary, and TESDA for
alternative/vocational courses).
3. Note: For John Locke (the empiricist), the learner is an active agent of his/her own
learning and so, education takes place when learner interacts with concrete
experience (they should participate actively and intelligently in establishing their
government and in choosing their leader – no one is destined to be the ruler
forever).
4. Note: For Herbert Spencer (the utilitarianist), to survive in a complex society,
specialized education is a must and individual competition leads to social progress.

Lesson 2. School as a Community

It is composed of teachers, administrators, learners, staff, and other stakeholders
living and united with a common purpose and guided by common VGMO, values,
tradition, and culture.

Essential Elements in the School Community

Vision – a sense of direction of what the school hopes to accomplish for itself, for the
people, and for the society.
Mission - a public declaration that schools or other educational organizations use to
describe their founding purpose and major organizational commitments—i.e., what they
do and why they do it.
Goals - statements that describe the competences, skills, and attributes that student should
possess upon graduation.
Objectives - brief statements that describe what students will be expected to learn upon
completing their courses.
Values – provides a framework for organizational culture and behavior of the entire
school.
Leadership – provides administrative and management support for the day-to-day
activities and functions of the school,
Culture –pertains to shared values and behaviors of stakeholders.
Worksheet 1. (Write your answer on a separate sheet. Use A4 coupon
bond. Type written or handwritten will do.)

1. Make a reflection paper about your previous schools (from K to 12).

Which of your school is a successful school and justify based on its
contributions to your community.

2. Make a concept map and think at least 5 words that best describe
the role of the school in the community. Elucidate each role and its
significance in building good community.
 Scoring Rubrics for Essay Questions

Level of General Presentation Reasoning, Argumentation

Achievement
Exemplary  Provides a clear and thorough  Demonstrates an accurate and
(95 - 100) introduction and background complete understanding of the
 Addresses the question question
 Addresses the question  Uses several arguments and backs
 Presents arguments in a logical arguments with examples, data that
order support the conclusion
 Uses acceptable style and grammar
(no errors)
Quality (90 -  Combination of above traits, but  Uses only one argument and
94) less consistently represented (1-2 example that supports conclusion
errors)
 Same as above but less thorough,
still accurate
Adequate (85  Does not address the question  Demonstrates minimal
- 89) explicitly, though does so understanding of question, still
tangentially accurate
 States a somewhat relevant  Uses a small subset of possible ideas
argument for support of the argument.
 Presents some arguments in a
logical order
 Uses adequate style and grammar
(more than 2 errors)
Needs  Does not address the question  Does not demonstrate understanding
improvement  States no relevant arguments of the question, inaccurate
(75 - 84)  Is not clearly or logically  Does not provide evidence to
organized support response to the question
 Fails to use acceptable style and
grammar
No Answer
(70)

C
 Rubrics for Student’s Reflections

4 – Above 3 – Meets 2 – Approaching 1 – Below

Expectations Expectations Expectations Expectations

Reflective The reflection The reflection The reflection The

Thinking explains the explains the attempts to reflection
(40%) student’s own student’s demonstrate does not
thinking and thinking about thinking about address the
learning his/her own learning but is student’s
processes, as learning vague and/or thinking
well as processes. unclear about and/or
implications for the personal learning.
future learning. learning
process.

Analysis The reflection is The reflection The reflection The

(40%) an in-depth is an analysis of attempts to reflection
analysis of the the learning analyze the does not
learning experience and learning move beyond
experience, the the value of the experience but a description
value of the derived the value of the of the
derived learning learning to self learning to the learning
to self or others, or others. student or others experience.
and the is vague and/or
enhancement of unclear.
the student’s
appreciation for
the discipline.

Making The reflection The reflection The reflection The

Connections articulates articulates attempts to reflection
(20%) multiple connections articulate does not
connections between this connections articulate any
between this learning between this connection to
learning experience and learning other
experience and content from experience and learning or
content from other courses, content from experiences.
other courses, past learning other courses,
past learning, life experiences, past learning
experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the
connection is
vague and/or
unclear.
 Rubrics for Concept Mapping

Presentation & Organization Content & Discussion Making Connections

of Ideas
Exemplary (95 -  Illustrate a clear concept  Demonstrates an It articulates multiple
100)  Addresses the question accurate and complete connections between
 Presents arguments in a logical understanding of the learning experience and
order question content from other
 Uses acceptable style and  Uses several courses, past learning,
grammar (no errors) arguments and backs life experiences and/or
arguments with future goals.
examples, data that
support the conclusion
Quality (90 - 94)  Combination of above traits,  Uses only one It articulates connections
but less consistently argument and example between this learning
represented (1-2 errors) that supports experience and content
 Same as above but less conclusion from other courses, past
thorough, still accurate learning experiences,
and/or future goals.

Adequate (85 -  Does not address the question  Demonstrates minimal It attempts to articulate
89) explicitly, though does so understanding of connections between this
tangentially question, still accurate learning experience and
 States a somewhat relevant  Uses a small subset of content from other
argument possible ideas for courses, past learning
 Presents some arguments in a support of the experiences, or personal
logical order argument. goals, but the connection
 Uses adequate style and is vague and/or unclear.
grammar (more than 2 errors)
Needs  Does not address the question  Does not demonstrate It does not articulate any
improvement  States no relevant arguments understanding of the connection to other
(75 - 84)  Is not clearly or logically question, inaccurate learning or experiences
organized  Does not provide
 Fails to use acceptable style evidence to support
and grammar response to the
question
No Answer (70)