Module 1 - Syllabus For Leadership And Public School Relations.doc

Philippine Christian University Taft Avenue, Manila P.O. Box 907 Manila Tel. Nos.: (02) 526-2261 to 64; 524-6671 to 76 GRADUATE SCHOOL OF EDUCATION

(MA in Education) COURSE SYLLABUS (LEADERSHIP AND PUBLIC SCHOOL RELATIONS) Vision: A distinctively strong Christian university integrating Faith, Character and Service in building up and enhancing the quality of life. Mission: We, at Philippine Christian University, a church-related academic institution, commit ourselves to provide an education that will enhance the development of Christian character, promote academic excellence and the highest quality education, be responsive to Philippine needs and conditions, become responsible stewards of God’s creation and resources, foster international understanding and goodwill and support the ecumenical movement. Institutional Learning Outcomes (ILO): In line with the university vision/mission, the institution is expected to produce graduates who: 1. 2. 3. 4. 5. 6.

Demonstrate Christian Faith Engage in life long – learning Exhibit 21st century skills Practice servant leadership Exemplify academic excellence Research oriented/experts

A PCU graduate raises the level of academic excellence and 21 st century skills based on a strong Christian education that integrates Faith, Character, and Service to help enhance the quality of life and respond to local/national goals and global issues. 1

GSE Vision/Mission: The Graduate School of Education is designed to answer the need of developing educational leaders and teachers who are highly competent for professional service on all educational levels. It aims to develop and maintain a corps of committed and ethical administrators, faculty and service personnel for the efficient and effective delivery of quality academic and administrative services. LEARNING PROGRAM COURSE CODE COURSE CREDIT CONTACT HOURS/SEMESTER CLASS SCHEDULE COURSE PRE-REQUISITE COURSE CO-REQUISITE PLACEMENT

: EDU 626 : 3 units : 3 hrs/session : Saturday : None : None :

Graduate School of Education Program Learning Outcome (GSE-PLO): The graduate of MAEd. program in the Graduate School of Education is able to: 1. Exercise high level of critical thinking and decision making. 2. Demonstrate meaningful strategies and techniques in managing and administering the resources of education. 3. Appreciate working collaboratively with people towards the greatest good of the greatest number. Course Description: This course on school leadership and public school relation is anchored on the PCU Vision, Mission and Goals as well as the GSE Vision and Mission that is designed for MAEd students to identify contemporary and classic theories of leadership, and to apply these theories to problems of practice in the education-specific settings. Likewise, students will develop understanding of the principles and practices of human relations within schools. It provides the opportunity for students to review research and best practices in school public relations programs, development of mutual school and community understandings, public participation in planning school programs and services, cooperative activities with appropriate community groups, and the relationship of school administrators and staff. They will also analyze their leadership skills, and their beliefs, values, actions and their potential impact upon all stakeholders and they will apply course content to the examination of changing demographic populations, change processes, and the impact of change on all aspects of school and community. 2

Furthermore, the course will comprehensively examine communication principles and the spectrum of forces that are involved in school community relations. These forces include: internal and external stakeholders, the broad community involved in school issues, individuals and organizations that can form partnerships with schools and the various newspaper, radio, television and electronic media that are available to schools. Communicating effectively, giving spontaneous speeches, critiquing school publications, developing a PR marketing plan, dealing with crisis management, assessing school and community needs, working with the media, and remembering to focus on student learning will all be examined during the course. Application of essential PR tools, to enhance a school's mission and vision related to student learning, is a major course objective. Case study analysis and group interaction will be essential learning strategies instituted during the quarter. Broad course aims include, also, the implementation of descriptive, analytic, assessment, communication, and application skills. GSE Course Learning Outcomes (GSE-CLO): At the end of the term, the graduate school student shall be able to: 1. Use the different theories of leadership as tool to analyze and identify problems of practice in educational leadership and as

tool to assist in forming actionable solutions; 2. demonstrate understanding of how educational leaders influence equity issues as presented in literature on ethical

leadership, leadership for school improvement, and leadership for social justice; 3. Analyze the beliefs, values and leadership characteristics that promote good relationship of the school and the community; 4. Critique the school publications and other PR documents in a School Public Relations Portfolio to develop effective

publication skills; 5. Constructing a School Public Relations Marketing Plan for one's school based on contextual school needs developed

through appropriate assessment strategies including Lewin’s Force-Field Model; 6. Review various school public relations programs and planning strategies; 7. Identify important internal and external school stakeholders and analyze the school PR strategies to successfully interact

with these stakeholders; 8. Develop effective media skills to work with newspapers, television and radio; 9. Identify the major opinion "leaders" and pressure groups in the community; and

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10. Develop techniques to assess a target group's level of understanding of a school issue.

Time Table and Teaching Mode The Philippine Christian University requires attendance of at least 90 percent of all sessions or lectures. Where a student is unable to attend at the required rate, evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the Professor of this course. Three (3) hours per session at a venue/room to be announced later. The first two hours will be maximized for classroom or face to face interaction and the one hour will be used for individual/independent or cooperative learning.

Module

Specific Learning Outcomes (SLO)

Module1:  Understand the overview of Course the course specifically on the Introduction expectations, University and class rules and regulations

 Inculcate the core values, vision and mission of the University in all their undertakings  Apply the fundamental principles in writing an academic paper

Module 2:  Describe leadership on his Introduction own perspective  Discuss the characteristics to Leadership and types of leadership

 Analyze the different theories of leadership  Apply the different theories in leading people in an organization

Learning Content (LC)

Teaching-Learning Experiences (TLE)

 Overview of the course -Expectations -Class rules and grading system  Orientation about PCU -Vision & Mission -Core Values  Writing an academic paper  Description of leadership  Characteristics of leaders  Types of leadership  Theories of leadership 4

Learning Assessment Tool (LAT)

Teaching Learning Resources & References (TLR)

 Teacher-led power-point presentation  Individual and group sharing of ideas and expectations

 Observations and individual sharing

 Course Syllabus and Learning Modules

 Teacher-led power-point presentation  Group discussions and sharing of ideas

 Observations  Gorton, R. A. , Alston, J.A., & and sharing of Snowden, P.E. (2007). School ideas leadership and administration. New York, NY: McGrawHill.  Hoy, W. K., & Miskel, C. G. (2008). Educational administration. New York, NY: McGrawHill.

Module 3:  Relate the classical Theory and approaches of leadership Practice of in the educational setting Leadership  Discuss the human relations between leaders and subordinate  Analyze the systems approach and how the contingency approach is used in an organization  Discuss the different theories of leadership particularly in the educational setting

 Classical approaches  Human Relations and Motivation  Systems approach and contingency approach  Leadership theory

 Group discussions and sharing of ideas  Reporting

 Question and Answer for individual

 Gorton, R. A. , Alston, J.A., & Snowden, P.E. (2007). School leadership and administration. New York, NY: McGrawHill.  Hoy, W. K., & Miskel, C. G. (2008). Educational administration. New York, NY: McGrawHill.  Amabile, T. & Kramer, S. (2011). Do happier people work harder? The New York Times.  R.E. (2009, March 24). Are you a transformational leader. Psychology Today.  Riggio, R. E. (2009, Oct. 29). Four things you can do to become a better leader. Psychology Today.

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Module 4:  Define a contingency Contingency theory Theory  Discuss the contingencies of an organization and relate them in education issues and challenges  Draw significant messages and on how to use contingency theory in leading people in the education setting.  Discuss the significant contribution of theorists in the development of contingency theory model  Practice appropriately the principles of contingency theory

 Description of contingency theory  Contingencies in an organization  Important ideas of contingency theory  Theorists of contingency theory  Leadership style of contingency theory

 Reporting (Individual or by group)  Sharing of ideas and practices  Group discussions

 Observation  Question and Answer

 Gorton, R. A. , Alston, J.A., & Snowden, P.E. (2007). School leadership and administration. New York, NY: McGrawHill.  Hoy, W. K., & Miskel, C. G. (2008). Educational administration. New York, NY: McGrawHill  Amabile, T. & Kramer, S. (2011). Do happier people work harder? The New York Times.  R.E. (2009, March 24). Are you a transformational leader. Psychology Today.

Module 5:  Discuss the essential  Is Leadership Inspirational characteristics of an Learned? Leaders inspirational leader Inspirational Leaders  Discuss the skills of an  Skills of a good inspirational leader and provide recommendations leader on how to develop the skills  Strategies of  Recommend and adopt inspirational appropriate strategies of leaders inspirational leaders

 Teacher-led discussions  Individual sharing

 Reflections and observation

 Riggio, R. E. (2009, Oct. 29). Four things you can do to become a better leader. Psychology Today.  Gorton, R. A. , Alston, J.A., & Snowden, P.E. (2007). School leadership and administration. New York, NY: McGrawHill.  Hoy, W. K., & Miskel, C. G. (2008). Educational administration. New York, NY: McGrawHill.

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Module 6: Traits and Characteristics of a leader

 Identify the different types of leaders  Provide concrete examples of the different types of leaders  Discuss the significant contribution of the different proponents of the types of leaders  Differentiate the traits and characteristics of the different types of leaders

Module 7:  Discuss the meaning of Partnership partnership and team and Team leaderships Leadership  Identify the characteristics of partnership and team leadership  Discuss the different strategies in developing and sustaining partnership and leadership

 Overview of a  Student-led leader discussion  Types of Leaders  Teacher-led power-point  Proponents of presentation the different  Group discussions susttypes of leaders  Traits and characteristics of the different types of leaders

 Description of  Teacher-led partnership and discussions team leadership  Individual and  Characteristics of group sharing team leadership  Strategies in developing and sustaining team leadership

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 Gorton, R. A. , Alston, J.A., & Snowden, P.E. (2007). School leadership and administration. New York, NY: McGrawHill.  Hoy, W. K., & Miskel, C. G. (2008). Educational administration. New York, NY: McGrawHill.  Amabile, T. & Kramer, S. (2011). Do happier people work harder? The New York Times.

 Journal log  Question and Answer

 R.E. (2009, March 24). Are you a transformational leader. Psychology Today.  Gorton, R. A. , Alston, J.A., & Snowden, P.E. (2007). School leadership and administration. New York, NY: McGrawHill.  Hoy, W. K., & Miskel, C. G. (2008). Educational administration. New York, NY: McGrawHill.

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Module 8:  Describe the situational Situational leadership as applied in the Leadership education sector  Analyze the context where situational leadership can be used in an organization  Discuss the significant contribution of the proponents of situational leadership  Relate some organizational scenario in an organization where situational leadership was used Module 9:  Define in his/her own words Transfortransformational leadership mational  Discuss the characteristics Leadership of transformational leadership  Relate the significant contributions of the different proponents of transformational leadership  Apply the principles of transformational leadership as applied in the education sector.

Context Matters: Situational Leadership  Description  Importance of situational leadership  Proponents of situational leadership  Case Studies

 Teacher-led powerpoint presentation

Promoting Educational Change: Transformational Leadership  Description  Importance of transformational leadership  Proponents of transformational leadership  Theories and principles of transformational leadership

 Individual and Group discussions and reporting

 Questions and Answers

 Gorton, R. A. , Alston, J.A., & Snowden, P.E. (2007). School leadership and administration. New York, NY: McGrawHill.  Hoy, W. K., & Miskel, C. G. (2008). Educational administration. New York, NY: McGrawHill.

 Questionnaire and survey instruments

 Gorton, R. A. , Alston, J.A., & Snowden, P.E. (2007). School leadership and administration. New York, NY: McGrawHill.  Hoy, W. K., & Miskel, C. G. (2008). Educational administration. New York, NY: McGrawHill.

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Module 11:  Describe the elements of a  Designing a Designing a public relations plan public relations Public plan  Discuss the characteristics Relations  Characteristics of of a good public relations Plan plan a good plan  Develop a sample of a  Sample of a plan public relations plan  Discuss the importance of a public relations plan in an organization

 Group discussions and deliberation  Teacher led discussion

 Observations, reflections and sharing of ideas

Module 12:  Discuss the different School strategies of school public Public relations Relations  Provide examples of Strategies effective school public relations  Apply appropriate school public relations strategies in the education sector

 Teacher led discussion, sharing of insights and experiences  Group discussions

 Sharing of reflections, comments and recommendatio ns

 School public relations strategies  Media  Outreach  Facilities  Networking and open doors

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 Bagin, D., & Gallagher, D.R. (2001). The school and community relations (7th ed.). Boston, MA: Allyn and Bacon.  Hughes, L.W., & Hooper, D.W. (2000). Public relations for school leaders. Boston, MA: Allyn and Bacon.  Resnick, M.A. (2000). Communities count: A school board guide to public engagement. Alexandria, VA: National School Boards Association.  Wright, A., & Saks, J.B. (2000). The community connection: Case studies in public engagement. Alexandria, VA: National School Boards Association  Bagin, D., & Gallagher, D.R. (2001). The school and community relations (7th ed.). Boston, MA: Allyn and Bacon.  Hughes, L.W., & Hooper, D.W. (2000). Public relations for school leaders. Boston, MA: Allyn and Bacon.  Resnick, M.A. (2000). Communities count: A school board guide to public engagement. Alexandria, VA: National School Boards Association.

 Wright, A., & Saks, J.B. (2000). The community connection: Case studies in public engagement. Alexandria, VA: National School Boards Association

Assessment/Assignment Tasks Task 1. Class reporting/participation 2. Search of related article and critique 3. Final Examination 4. Attendance Total

Weight 20% 40% 30% 10% 100%

Word Count 2,500 2,000

Instructions: Read and understand the following instructions/directions: Task/assignment (Search of one related article and critique – 2,500 words)

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Due Date As needed TBA TBA



Search one related article from any academic journals related to any topic found in the course syllabus and do a critical review, critique and reflections of the article. Once you have identified the article, you are to: 1. 2. 3. 4. 5.

Give the highlights or description of the article; Undertake a critical examination of each of the article by giving your personal critique and reflections on the topic; Do a review of related literatures for integration in the reflection/critique that will support your arguments/reflections; Provide a conclusion and recommendation(s) about the topic; and Use the APA (Version 6) style of referencing and writing a citation.

The assignment/task shall be assessed on the extent that it meets the following criteria: 1. 2. 3. 4. 5.

Detailed and comprehensive description of the article; Provided substantial/reflective feedback or critique of the article; Provided research-based evidence to support the feedback or critique of the article; Provided clear conclusion and recommendation(s); and Well structured, written and presented, within the word limit, and adheres to APA publication standards.

The assignment/task should comply with the following requirements/specifications:      

Space - Double Font size – 12 Font style – Arial Margin – Top: 1 inch; Bottom: 1 inch; Left: 1 inch; and Right: 1.5 inches Pagination – Bottom/Center (The pagination should start from the Introduction up to the last page including the reference list). Use A4 bondpaper

Submission of assignments/tasks 1. All assignments shall be submitted in class (hard copy) and should be sent (soft copy) by email/electronic to the Professor. Please ensure that the links to the full documents can be accessed by the professor. 2. Late submission of any assignment will receive a deduction from the score. 13

3. Feedback and results of any assessment shall be made by the Professor. The submission of e-copy shall be sent through the email address:

[email protected]

Note: The article (local) shall be submitted on or before December 1, 2018. Prepared by:

Checked by:

DR. JOSE JR. TUGUINAYO Professor

DR. MARITES D. MERCADO Coordinator, GSE Approved by: DR. KATHLEEN ROSE L. GUIMBATAN VPAA/Dean of the Graduate School of Educ.

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