PAMANTASAN NG LUNGSOD NG MARIKINA

College of Arts of Sciences, and Education

Teacher Education Program | COURSE SYLLABUS | 1st SEMESTER

COURSE CODE & TITLE : EDU 102 THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE
AND ORGANIZATIONAL LEADERSHIP
CREDIT UNITS : Three (3) units
PRE-REQUISITE COURSES : None
PROFESSOR/INSTRUCTOR : JOANNA G. VENERACION

E-mail address: veneracionjoanna@gmail.com

Class Schedule:
Consultation Hours:

PAMANTASAN NG LUNGSOD NG MARIKINA

Pamantasan ng Lungsod ng Marikina (PLMar) is a progressive higher educational
institution fostering competent, compassionate and creative learning community
Vision
dedicated to the pursuit of academic excellence, character formation, social
responsibility and accountability.
Pamantasan ng Lungsod ng Marikina (PLMar) is committed to: 1. Provide accessible
quality education, resources, opportunities and services for student development; 2.
Mission Promote holistic approach in lifelong learning leading to better quality of life; 3. Build
an empowered, resilient and supportive learning community of agents for positive
change
 Expand access to quality higher education among lower income and
disadvantaged groups;
 Improve quality and standards of higher education, raise the level of
Objectives educational outcomes and increase the social relevance of its development
functions; and
 Rationalize higher education, improve its internal and external efficiency,
optimize resource utilization and maximize resource generation.
Core Values Access, Quality and Sustainability
TEACHER EDUCATION PROGRAM
The Teacher Education Program provides students with dynamic, relevant, and highest
quality of education by offering programs that focus on building skills and competence
Vision
on critical thinking anchored on research that has applications for their immediate
community and beyond.
The Teacher Education Program aims to prepare graduates who can inspire, influence,
and impact their communities, by demonstrating a strong commitment to social change
Mission
through inquiry, discovery, utilization of their knowledge, enrich and advance the lives
of those entrusted to them by the society.
1. Develop the teaching-learning process skills of the students in curriculum
development, lesson planning, materials development, educational assessment,
and teaching approaches.
Objectives 2. Establish among students, the professional and ethical requirements of the
teaching profession.
3. Develop the creativeness and innovativeness of the students in thinking of
alternative teaching approaches in improving teaching process skills.

1
 I. COURSE DESCRIPTION
The course is intended to introduce the education pre-service students to the teaching environment. It will require
them to recognize the social culture considering individual differences. The course topics include the teacher as a
person and professional in the community, the teacher’s role in leading an organization and the 21 st century
teaching and learning.

II. LEARNING OUTCOMES

At the end of the term, the students will be able to:
1. Manifest understanding of the roles and responsibilities of the teacher in the local and global community.
2. Organize a learning environment that is responsive to learner’s needs and that promotes fairness among learners
of various cultures, family background and gender.
3. Stress the interdependence of the social structure i.e. families, neighbors, association, school, churches and
organizations of learners
4. Demonstrate a deeper understanding of the rights, duties and responsibilities of a teacher and their impact in
leading an organization.
5. Describe the emerging curricula for the 21 st century global teachers and learners.

KNOWLEDGE
1. Gain clear understanding of what a global teacher is in the context of global education.
2. Compare and contrast the conventional instructional leader and innovative instructional leader.
3. Describe the roles and responsibilities of the teacher ion the local and global community.
4. Make appropriate adjustments to address the needs of learners with different cultural backgrounds and
characteristics.
5. Analyze the historical, economic, socio-cultural, technical-economic human social, political factors that
influence the school as agent of change and the teacher as facilitator of learning.
6. Present a clear definition of a teacher as a person and as professional.
7. Identify fundamental laws that professionalized teaching in the country.
8. Identify and describe the characteristics functions of different social institution.
SKILLS
9. Establish learning environments that respond to the aspiration of the community.
10. Identify and describe the different functions of schools that are meant to preserve and extend social order.
11. Organize a learning environment that is responsive to learner’s needs and that promotes fairness among
learners of various cultures, family background and gender.
12. Identify community resources available for use by the teachers in school.
13. Identify different skills teachers need in the 21 st century.
14. Discuss the importance of each skill and how it can be applied in the teaching-learning process.
15. Compare and contrast the old paradigm and new paradigm in terms of school, teacher, learner and
curriculum.
16. Illustrate the traits and behaviors of an instructional leader.

AFFECTIVE/ATTITUDES
17. Apply ethical principles involving teaching as a profession and teacher’s relationships with various groups of
people.
18. Manifest deep understanding of the multiple school functions including technical/economic function,
human/social, political, cultural and educational functions at the individual, institutional, community, society
and international levels in the 21st century.
19. Stress the interdependence of the social structure i.e. families, neighbors, associations, schools, churches and
organizations of learners.
20. Demonstrate a deeper understanding of the rights, duties and responsibilities of a teacher and their impact in
leading an organization.
21. Explain the competencies as contained in the NCBTS that each teachers must possess in order to function
effectively in the classroom and in the community.

2
III. EVIDENCE OF LEARNING
At the end of the semester, students are able to:
1. Write insights and learning gained in the following topics discussed :
1.1. Teacher
1.2. Community
1.3. School Culture
1.4. Organizational Leadership
2. Make a reflection diary to write your thoughts and insights. Be guided by the following questions:
What problem/s did you meet, if any? How was your performance? What did you do to enhance
your learning?
3. Take Action! Compile the data you have gathered in item 1 and 2 above in a PORTFOLIO.

IV. RUBRICS FOR ASSESSMENT: Research Paper

Written Report

Criteria Excellent (5 points) Good (4 points) Fair (3 points) Poor (2 point)

Writing Writing demonstrates Writing demonstrates Writing
demonstrates an a general reflection a minimal reflection demonstrates lack of
indepth reflection on on the selected topic, on the selected topic, reflection on the
Depth of
the selected topic, including some including a few selected topic, with
Reflection
including supporting supporting details supporting details no details.
details and and examples. and examples.
examples.
Writing surpasses Writing includes the Writing includes the Writing does not
Required the required required components a few components of include the required
Components components of the of the selected topic. the selected topic. components of the
selected topic. selected topic.
Information clearly Information clearly Information clearly Information has little
relates to the main relates to the main relates to the main to do with the main
Quality of topic. It includes topic. It provides 1-2 topic. No details topic.
Information several supporting supporting details and/or examples are
details and/or and/or exam. given.
examples.
Writing is clear, Writing is mostly Writing is unclear, Writing unclear,
concise, and well clear, concise, and and thoughts are not disorganized.
organized with the organized with the well organized. Thoughts make little
Structure and use of excellent use of excellent Thoughts are not to no sense.
Organization sentence/paragraph sentence/paragraph expressed in a logical
structure. Thoughts structure. Thoughts manner.
are expressed in a are expressed in a
logical manner. logical manner.

https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=L34935

3
 Oral Report

Criteria 4-Excellent 3-Good 2-Fair 1-Needs

Improvement

Organizatio Introduces the purpose Introduces the Introduced purpose of Does not clearly
n and topic of the purpose of the presentation. Includes introduce purpose or
25% presentation clearly and presentation clearly. some transition topic. Uses
creatively. Effectively Effectively uses between slides. Group ineffective transitions.
uses smooth transitions smooth transitions jumps around topics Presentation is
between slides. Logical between slides. or areas of choppy or disjointed.
order in presentation of Logical order in presentation. Ends No conclusion.
information. Ends with presentation of with a conclusion.
accurate conclusion information. Ends
showing thoughtful with correct
evaluation of evidence. conclusion. One or
two minor points are
lacking or confusing.
Content Group provides an For most of the Explanations of No reference is made
25% accurate and complete presentation, concepts are to existing literature.
explanation of key explanation of incomplete. Presents Information included
concepts. Provides concepts are accurate evidence of research does not support the
evidence of well- and complete. but some information research study. Shows
designed and executed Presents evidence of is lacking. little evidence of
experiment. correctly executed research, or inaccurate
Information completely experiment. No or incomplete
accurate. significant errors are information about
made. study.

Use of Graphics are designed While graphics relate Occasional use of Use of superfluous
communicat to reinforce and aid presentation graphics that rarely graphics, no graphics,
ion aids presentation and thesis, these media support presentation or poor graphics that
25% audience are not as varied nor thesis. Choppy, time- detract from
understanding. Visual as well connected to wasting use of presentation.
aids are large enough to the thesis or topic. multimedia. Font is
be seen from the back Font size is too small or too
of the room. Media are appropriate for large.
prepared in a reading. Some Communication aids
professional manner. material not were poorly
supported by visual prepared.
aid.
Ability to Demonstrates extensive Demonstrates Demonstrates some Demonstrates
answer knowledge of the topic extensive knowledge knowledge of inaccurate or
questions by responding of the topic by rudimentary incomplete knowledge
25% confidently, precisely, responding questions by of topic by responding
and appropriately to all confidently, responding to most incorrectly to
audience questions. precisely, and questions. No questions or not
Encourages audience appropriately to all elaboration of responding at all.
interaction or queries. audience questions. answers.
At ease with answers
but fails to elaborate.

4
 Grading Rubric for Assignment

4 3 2 1
CATEGORY Exceeds Meets Expectations Needs Improvement Unacceptable
Expectations

Shows maximum Shows satisfactory Shows minimal Shows unsatisfactory

Understanding understanding of understanding of or no understanding of
of the Topic understanding of the topic. parts of the topic. the topic.
the topic.

Demonstrates full Is at ease with Is uncomfortable with Does not have grasp of
knowledge by expected answers information and is information and cannot
answering all class to all questions, able to answer only answer questions about
questions with without rudimentary question subject
explanations and elaboration Has
Does not clearly define
elaboration somewhat clear
Attempts to define subject and purpose;
purpose and
Content Provides clear purpose and subject; provides weak or no
subject; some
purpose and support of subject;
examples, facts, provides weak
subject; pertinent gives insufficient
and/or statistics that examples, facts, and/
examples, facts, support for ideas or
support the subject; or statistics, which do
and/or statistics; conclusions
includes some data not adequately
supports
or evidence that support the subject;
conclusions/ideas
supports includes very thin
with evidence
conclusions data or evidence
Information and Information and Information and Information and central
central ideas are central ideas are central ideas are ideas are inappropriate
Quality of appropriate and somewhat limited and and have little or
Information clarity of topic is appropriate and sometimes unclear. nothing to do with the
exhibited all often clearly relate topic.
throughout. to the topic.
Logically organized Fairly organized Moderately organized Illogically organized
reasoning is evident reasoning is evident reasoning is evident but reasoning that is unclear
Organization of and is easy to follow. and can be easily is quite vague and and difficult to follow
Ideas It has effective and followed with basic difficult to follow due due to poor transitions.
smooth transitions. transitions. to ineffective
transitions.

No grammatical Almost no Some grammatical Many grammatical errors

error is found. grammatical error is errors are apparent. are apparent with very
Grammar and Extensive use of found. Good use of Limited use of limited use of
Vocabulary vocabulary is vocabulary is present. vocabulary is present. vocabulary.
present.

5
 V. LEARNING PLAN

Learning Learning
Week Learning Type of
Topics Experiences/ Platform/ Delivery
No. Objectives Assessment
OERs Mode
TEACHER Learning
Type of OER:
Basic Concepts Experience: LO
Video
1-4 of the Teacher 1, 2, 7, 6 ,14 - Lecture- Formative
 The Teacher TEACHER - Interaction
and/or
as a Person Present a clear Summative
Basic Concepts - PowerPoint
definition of a /Graded
of the Teacher
 The Teacher teacher as a Assessment:
as a person and as a
Professional professional. http://www.ascd -Hand outs - Informal
.org/publications Evaluation to
 Roles and Identify /educational- Test
Responsibilitie fundamental laws leadership/sept0 -Video Understanding
s of Teacher that 7/vol65/num01/ Conferencing/
Quiz, reflection
professionalized Ten-Roles-for- Discussions paper,
 Career Path of teaching in the Teacher- personality
Professional country. Leaders.aspx analysis and
Teacher - Video clip insights in
Gain clear https://depedtam presentations via discussion
 Globalization understanding of bayan.net/the- YouTube forums,
and the Global what a global code-of-ethics- activities
teacher is in the for-professional- • Directive and
Teacher Teleconferencing
context of global teachers/ - Access to
education. •Interactive Google Form
https://www.you Collaboration and
Manifest tube.com/watch Discussion
understanding of ?v=BPB5VGbG Major exams
the roles and zas
responsibilities of
the teacher in the https://www.you
local and global tube.com/watch
community. ?v=pHQIZ0BN
UnY
Discuss the
importance of https://www.you
each skill and how tube.com/watch
it can be applied ?v=4p5286T_kn
in the teaching- 0
learning process.
https://www.you
tube.com/watch
?v=X

https://www.you
tube.com/watch
?v=7iaAiXHCk
uA

6
 Learning Learning
Week Learning Type of
Topics Experiences/ Platform/ Delivery
No. Objectives Assessment
OERs Mode

The 21st Century Learning

Skills Experience: LO Type of OER: - Lecture- Formative
Teachers as 12, 13, 15, 18 Video and/or
- Interaction
5-7 Summative
THE 21ST
 The Adaptor Identify the CENTURY
- PowerPoint
/Graded
different skills SKILLS Assessment:
 The Visionary teachers need in TEACHERS
the 21st century -Hand outs - Informal
 The Learner https://www.you Evaluation to
Discuss the tube.com/watch Test
?v=s9EEIo0Gml -Video Understanding
 The importance of
each skill and how g Conferencing/
Communicator Quiz, reflection
it can be applied Discussions paper,
 The Leader in the teaching- personality
learning process https://www.slid
analysis and
eshare.net/zaldeI - Video clip
 The Model insights in
Compare and tim/the-21st- presentations via discussion
contrast the old century-teacher- YouTube
 The 63169120
forums,
paradigm and new activities
Collaborator • Directive and
paradigm in terms https://www.you Teleconferencing
of the school, - Access to
 The Risk Taker tube.com/watch
teacher, learner ?v=ixRBjEW_s •Interactive Google Form
and curriculum. Fs Collaboration and
Core Skills of
the 21st Century Discussion
Manifest deep https://www.you Major exams
 Life and tube.com/watch
understanding of
Career Skills the multiple ?v=GCwtsAp2V
school functions yY
 Learning and including
Innovation Skills technical/economi https://canvas.in
c function, structure.com/co
 Information- human/social, urses/1578887/p
Media and political, cultural ages/importance
Technology and educational -of-21st-
Skills functions at the century-
individual, learning-and-
Students as institutional, innovation-
Digital Leaners community, skills?module_it
and teachers as society and em_id=2286771
Digital international 5
Immigrants levels in the 21st
century.

8 Midterm Week

7
 Learning Learning
Week Learning Type of
Topics Experiences/ Platform/
No. Objectives Assessment
OERs Delivery Mode

SCHOOL Learning
9-11 CULTURE Experience: LO 3, Type of OER: - Lecture- Formative
5, 8, 9, 11, 19 Video and/or
Multiple - Interaction
Summative
Functions of Describe the roles SCHOOL - PowerPoint
School /Graded
and responsibilities CULTURE
 Basic forms of of the teacher ion
Assessment:
school culture the local and global https://www.yo -Hand outs - Informal
 School Culture community. utube.com/watc Evaluation to
interwoven h?v=- Test
elements which Analyze the Lam7O1NFic -Video Understanding
principals have historical, Conferencing/
https://www.yo Quiz, reflection
the power to economic, socio- utube.com/watc Discussions paper,
influence cultural, technical- h?v=aF8HWo- personality
 8 Ways to economic human
Build an KwA0 analysis and
social, political - Video clip insights in
Awesome factors that
School Culture https://www.yo presentations via discussion
influence the school
 8 Ways as agent of change utube.com/watc YouTube forums,
h?v=K486SOks0 • Directive and activities
Principals Can and the teacher as
Build Positive facilitator of Yw Teleconferencing - Access to
School Culture learning. •Interactive Google Form
Now https://www.yo Collaboration and
Identify and utube.com/watc Discussion
Social describe the h?v=ZPhe1av23 Major exams
Institutions characteristics and gQ
Characteristics functions of
and Functions of different social https://www.yo
an Institution institutions utube.com/watc
 Family h?v=aF8HWo-
Organize a learning KwA0
 Education environment that is functions of
responsive to
family
 Religion learner’s needs and
that promotes
https://www.yo
 Government fairness among
learners of various utube.com/watc
cultures, family h?v=k1Wv0FHfz
Government: background and D8 religion
Three branches gender.
https://www.yo
Establish learning utube.com/watc
environments that h?v=K486SOks0
respond to the Yw Legislative
aspiration of the vs executive vs
community. judiciary

Stress the
interdependence of
the social structure
i.e. families,
neighbors,
associations,
schools, churches
and organizations of
learners.

8
 Learning Learning
Week Learning Type of
Topics Experiences/ Platform/ Delivery
No. Objectives Assessment
OERs Mode

COMMUNITY Learning
12-14 Experience: LO Type of OER: - Lecture- Formative
 The Teacher 6, 8, 9, 11, 17, Video
- Interaction
and/or
and the 20, 21 Summative
Community COMMUNITY - PowerPoint
/Graded
Present a clear https://depedta
Assessment:
 The Teacher definition of a mbayan.net/the
in the teacher as a -code-of-ethics- -Hand outs - Informal
Classroom person and as for- Evaluation to
and professional. professional- Test
Community -Video Understanding
teachers/
Identify Conferencing/
Quiz, reflection
 Networking fundamental laws https://www.de Discussions paper,
with that personality
ped.gov.ph/199
Organizations professionalized analysis and
8/07/21/do-67-
teaching in the - Video clip insights in
s-1998-revised-
 National country.
guidelines-
presentations via discussion
Competency- Establish learning YouTube forums,
governing-
Based environments that activities
parents-and- • Directive and
Teacher respond to the teachers- Teleconferencing - Access to
Standards aspiration of the
(NCBTS) association-pta- •Interactive Google Form
community
and-parents- Collaboration and
 Parents- Organize a teachers-and- Discussion
Teachers learning community- Major exams
Community environment that association-
Association is responsive to ptca/
(PTCA) learner’s needs
and that promotes https://study.co
fairness among
 The Learning m/academy/less
learners of various
Environment on/types-of-
cultures, family
background and learning-
 Diversity of environment.ht
gender
Learners ml
Explain the
Community https://www.yo
competencies as
Linkages utube.com/watc
contained in the
NCBTS that each h?v=Au0z3EtUiB
teachers must g
possess in order to
function https://www.yo
effectively in the utube.com/watc
classroom and in h?v=RdspWP3Q
the community. ts0
Participate
actively in socio-
https://www.yo
civic events of the
community utube.com/watc
h?v=SaYXEhV0tc
0 ARTICLE III :
THE TEACHERS
AND THE
COMMUNITY

9
 Learning Learning
Week Learning Type of
Topics Experiences/ Platform/ Delivery
No. Objectives Assessment
OERs Mode

15-17 ORGANIZA- Learning Type of OER: - Lecture- Formative

TIONAL Experience: LO 4 Video and/or
- Interaction
LEADERSHIP: , 8, 13, 16, 17, Summative
20 ORGANIZA- - PowerPoint
/Graded
Concepts and TIONAL
Identify the Assessment:
Views of LEADERSHIP:
Instructional factors that https://www.yo -Hand outs - Informal
Leadership contribute to utube.com/watc Evaluation to
become a h?v=1AZMiq6M Test
Conventional and transformative -Video Understanding
g-k
Innovative leader Conferencing/
Quiz, reflection
Instructional https://www.yo Discussions paper,
Leadership a Analyze the roles
and functions of utube.com/watc personality
Comparison h?v=ipzcIq8bSo analysis and
the teacher as
k - Video clip insights in
Traits and instructional
https://www.yo presentations via discussion
Behaviors of an leader
utube.com/watc YouTube forums,
Instructional activities
Leader Identify the skills h?v=9u8_ctKso0 • Directive and
and characteristics Y Teleconferencing - Access to
The Innovative of an instructional https://www.yo •Interactive Google Form
Instructional leader utube.com/watc Collaboration and
Leader h?v=efzXDk1-- Discussion
Compare and 4w Major exams
contrast the https://www.yo
conventional utube.com/watc
instructional h?v=efzXDk1--
leader and
4w
innovative
instructional
leader https://www.yo
utube.com/watc
Illustrate the traits h?v=pHQIZ0BN
and behaviors of UnY
an instructional https://www.yo
leader utube.com/watc
h?v=GCwtsAp2V
Create a school yY
culture that makes https://www.yo
student learning utube.com/watc
the top priority h?v=9KR1bad76
qg x
https://www.yo
utube.com/watc
h?v=CdOW8aGi
xMA
https://www.yo
utube.com/watc
h?v=efzXDk1--
4w

18 Finals Week

10
 VI. COURSE REQUIREMENTS

Requirement Points Description %

50-60 pts 1st LT There will be 2 long tests (Midterm and Final Exam),
each of which will consist of a combination of multiple
50-60 pts 2nd choice, matching type and 1 or 2 essay questions. They
LT will cover information from the text and from class
Long Tests 40%
lectures, videos, demonstrations, and activities
(via Google (Total of 100 -
Form) 120 points)

Over the course of the semester, there will be activities,

either synchronous or asynchronous. Participation in,
Discussion and completion of any written work associated with these
Forum activities is worth 20 to 40 points each. Group activities
(via Facebook 100 -150 points will be on a psychological theory/topic shown in an
applied and creative manner. Guidelines for the activities 30%
page, Google
Meet class) shall be provided.

There will also be announced quizzes worth 10-30 points

each which will cover the previous meeting's lecture as
well the assigned chapter of the day. Recitations shall
also be graded and students shall be asked to recite during
Quizzes the google meet.
(via Google 30%
Form) Research Work asks you to find real and practical
examples of how psychological theories describe the
human experience and improve our lives. Students will
100 -120 points be asked to research on a particular phenomenon about
Reflection the Philippines or the Filipinos, and explain these in
Paper terms of psychological theories and concepts using
(via email/GC) various scientific methods. The objective of the project
is to foster self-reflection, critical thinking, and writing
skills, and the practical application of psychological
theories to real life experiences. Research days shall be
designated throughout the semester, on these days,
classes may be converted into lectures on how to do your
research, reserved for consultation or suspended
to help you have time to do your research.

Total 100%

11
 VII. GRADING SYSTEM

MIDTERMS (50%) FINALS (50%) Grading Scale

Quizzes - 30% Quizzes - 30%
Assignment/ Assignment/ 1.00 ----- 96 - above
Discussion Discussion 1.25 ----- 93 - 95
Forum - 30% Forum - 30% 1.50 ----- 90 - 92
Exam - 40%__ Exam - 40%_ 1.75 ----- 87 - 89
TOTAL 100% TOTAL 100% 2.00 ----- 84 - 86
*The breakdown of percentages for 2.25 ----- 81 - 83
both midterm and final grades is only a 2.50 ----- 78 - 80
sample. Instructors are free to change 2.75 ----- 76 - 77
how each 50% is broken down. 3.00 ----- 75
Notes: 5.00 ----- Below 75
*Minimum grade for Major Subject is 2.00 = 84 (indicate if INC ----- Incomplete
applicable) WP ----- Withdrawal from
* Transmutation Formula a course with permission
(Score/Highest possible score) x 50+50 UD ----- Unofficially
Dropped

VIII. REFERENCES

1. Bilbao, Purita B. et al (2015). Teaching profession. Quezon City: Lorimar Publishing Inc.
2. Bilbao, Purita B. et al (2015) Curriculum development for teachers. Quezon City: Lorimar Publishing Inc.
3. Bilbao , Purita B. et al (2020) The teacher and the school curriculum
4. Corpuz, Giron et al. (2015) Special topics in education volumes 1, 2, 3 and 4. Quezon City: Lorimar
Publishing Inc.
5. Panopio, Isabel S. (2015) General sociology: focus on the Philippines, 3rd edition. Location: publisher
6. Vega, Violeta A. (2015) Social dimensions of education. Quezon City: Lorimar Publishing Inc.

Other Resources:
TEACHER
Basic Concepts of the Teacher
http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/Ten-Roles-for-Teacher-
Leaders.aspx
https://depedtambayan.net/the-code-of-ethics-for-professional-teachers/
https://www.youtube.com/watch?v=BPB5VGbGzas
https://www.youtube.com/watch?v=pHQIZ0BNUnY
https://www.youtube.com/watch?v=4p5286T_kn0
https://www.youtube.com/watch?v=XpO2rnfV2M8
https://www.youtube.com/watch?v=7iaAiXHCkuA

THE 21ST CENTURY SKILLS TEACHERS

https://www.youtube.com/watch?v=s9EEIo0Gmlg
https://www.slideshare.net/zaldeItim/the-21st-century-teacher-63169120
https://www.youtube.com/watch?v=ixRBjEW_sFs
https://www.youtube.com/watch?v=GCwtsAp2VyY
https://canvas.instructure.com/courses/1578887/pages/importance-of-21st-century-learning-and-innovation-
skills?module_item_id=22867715

12
COMMUNITY
https://depedtambayan.net/the-code-of-ethics-for-professional-teachers/
https://www.deped.gov.ph/1998/07/21/do-67-s-1998-revised-guidelines-governing-parents-and-teachers-
association-pta-and-parents-teachers-and-community-association-ptca/
https://study.com/academy/lesson/types-of-learning-environment.html
https://www.youtube.com/watch?v=Au0z3EtUiBg
https://www.youtube.com/watch?v=RdspWP3Qts0
https://www.youtube.com/watch?v=SaYXEhV0tc0 ARTICLE III : THE TEACHERS AND THE COMMUNITY

SCHOOL CULTURE
https://www.youtube.com/watch?v=-Lam7O1NFic
https://www.youtube.com/watch?v=aF8HWo-KwA0
https://www.youtube.com/watch?v=K486SOks0Yw
https://www.youtube.com/watch?v=ZPhe1av23gQ
https://www.youtube.com/watch?v=aF8HWo-KwA0 functions of family
https://www.youtube.com/watch?v=k1Wv0FHfzD8 religion
https://www.youtube.com/watch?v=K486SOks0Yw Legislative vs executive vs judiciary

ORGANIZATIONAL LEADERSHIP:
https://www.youtube.com/watch?v=1AZMiq6Mg-k
https://www.youtube.com/watch?v=ipzcIq8bSok
https://www.youtube.com/watch?v=9u8_ctKso0Y
https://www.youtube.com/watch?v=efzXDk1--4w
https://www.youtube.com/watch?v=efzXDk1--4w

https://www.youtube.com/watch?v=pHQIZ0BNUnY
https://www.youtube.com/watch?v=GCwtsAp2VyY
https://www.youtube.com/watch?v=9KR1bad76qg x
https://www.youtube.com/watch?v=CdOW8aGixMA
https://www.youtube.com/watch?v=efzXDk1--4w

Prepared by: Noted by:

Prof. Joanna G. Veneracion Dr. Aldrin G. Jadaone __________________ Dr. Ma. Rosario M Quejado
Faculty Program Coordinator Industry Practitioner Dean, CASEd

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