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Holy Angel University

Angeles City

School of Education

HAU MISSION AND VISION

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves

to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence,

and compassion.

We commit ourselves to our vision of the University as a role--‐model catalyst for countryside development and one of the

most influential, best--‐managed Catholic universities in the Asia--‐Pacific region.

We will be guided by our core values of Christ--‐ centeredness, integrity, excellence, community, and societal responsibility.

All these we shall do for the greater glory of God. LAUS DEO SEMPER!

School of Education (SED)

Mission

Vision

The leading Catholic institution of teacher education in the region that serves as a benchmark for quality instruction, research

and other best teaching learning practices.

Mission

To provide quality education that enables students to be critical thinkers, mindful of their responsibilities to society and

equipped with holistic education catering to the heart and soul as well as to the body and mind.

Goals

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To offer programs and projects that promote Christ centeredness, integrity, excellence, community and societal responsibility,

leadership, scholarship, lifelong learning, effective communication, innovation, gender sensitivity and technological

integration

Objectives

1. To provide students with the opportunities and exposure to develop them and become highly competent educators, leaders and

experts who continuously work for the advancement of educational thinking and practice

2. To instill in the students the spirit of community involvement through relevant programs/projects and become more responsive

to the challenges of a progressive and dynamic society

3. To continuously hire academically and professionally qualified and competent faculty equipped with expertise and exposure

needed in the practice of the profession

4. To serve as a benchmark for quality instruction, research and best teaching learning practices

TEACHER EDUCATION (PROGRAM OUTCOME)

1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher

learning

2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these

processes in their students

3. Have a deep and principled understanding of how educational processes relate to larger historical, social, cultural and

political processes

4. Have a meaningful and comprehensive knowledge of the subject matter they will teach

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5. Can apply a wide range of teaching processes skills (including curriculum development, lesson planning, materials

development, educational assessment, and teaching approaches)

6. Have direct experience in the field/ classroom (e.g., classroom observations, teaching assistance, practice teaching)

7. Can demonstrate and practice the professional and ethical requirements of the teaching professions

8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of

teaching knowledge and skills

9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the

content / subject matter, and the broader social force encumbering the school and educational processes in order to

constantly improve their teaching knowledge, skills and practices

10. Can be creative and innovative in thinking of alternative teaching approaches, Take informed risks in trying out these

innovative approaches and evaluate the effectiveness of such approaches in improving student learning

11. Are willing and capable to continue learning in order to better fulfill their missions as teachers

COURSE SYLLABUS in TEACHING PROFESSION

(ETEACHPROF)

FACULTY : ALVIN GOZUN/ RAMIL ILUSTRE/CAROLINA SARMIENTO , PhD

COURSE TITLE : TEACHING PROFESSION

COURSE CODE : ETEACHPROF

No. of Units : 3

Contact Hours per Week: 3

Pre-requisite subject: ECURDEVMT

COURSE DESCRIPTION:

The course deals with the teacher as person in society, classroom teacher in a school and in the community setting and global

teacher of the 21st century. This emphasizes professionalism to cover teachers’ status, teachers’ philosophy and levels of professional

rewards and professionalism to improve competencies.

COURSE OBJECTIVES:

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At the end of the course, the students are expected to:

1. Discuss the nature and nobleness of teaching.

2. Define teaching as a vocation, mission, profession, science and an art.

3. Expound the different components and elements inherent in the teaching profession.

4. Discussessential qualities of a global teacher of the 21st century.

5. Identify the benefits delivered from the community-school relations and linkages with other institutions with other institutions

and organizations.

6. Internalize the fundamental and foundational moral principle of a professional teacher.

7. Discuss legal bases and the organizational structure and governance of the educational system.

8. Reflect on one’s total involvement in the teaching profession.

COURSE OUTLINE:

Time

Table

Desired Learning

Outcomes

Course Content/

Subject Matter

Teaching/Learning

Activities

(Methodology)

Assessment

Tools/Subject

Output

Evaluation

Tools

Resource

Materials

Week

1-2

(3hrs)

Course Overview

Orientation

Discuss views and

concepts about

Teaching

Define teaching as:

Vocation

Mission

Profession

Science

Art

A. The Teacher

as A Person in

Society

The Concept of

Teaching

Definition of Teaching

Interactive

Discussion

Class Presentation

Small Group

Discussion

Reflection

Paper/ Quotes

about the

teaching

profession

Statement

Completion:

Teaching is

like…..

Rubric

Rubric

Purita P.

Bilbao, et.

al (2012).

The

Teaching

Profession.

pp. 48-53

Gloria G.

Salandanan

(2012).

Elements

of

Teaching.

pp 3-4

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(3hrs)

Discuss the essential

components of

teaching

Expound the

different elements

inherent in the

teaching profession

Components of

Teaching

Elements Inherent in

the Teaching

Profession

Interactive

Discussion

Character

Sketch of a

favorite

teacher

Rubric

Gloria G.

Salandanan

(2012).

Elements

of

Teaching.

pp. 4-11

Week

3-4

(3hrs)

(3hrs)

Discuss the different

philosophies of

education

Formulate their own

philosophy of

Education

Philosophical Heritage

The Teacher’s

Philosophy of

Education

Group Discussion

Cooperative

Learning

Formulation

of their own

philosophy

Rubric

Purita P.

Bilbao,

Ed,D. et.

al. (2012).

The

Teaching

Profession.

Pp. 3-22

Week

5

(3hrs)

Internalize the

fundamental and

foundational moral

principle of a

professional teacher

Foundational

Principles of Morality

Values Formation and

the Teacher

Class/Group

Discussion

A SONG

related to

morality or

values in

teaching

Journal/s

Rubric pp. 36-42

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Week

6 PRELIMINARY EXAMINATION

Week

7-8

(3hrs)

Define the roles of

teachers as

individuals and

classroom mangers

Discuss the National-

Competency Based

Teacher Standards

framework

B. The Teacher

in the

Classroom

and

Community

Classroom

Management

*Organizational Plan

*Scheduling

*Physical

Environment

*Discipline

The National

Competency-Based

Teacher Standards

(NCBTS)

Class/Group

Discussion

Class/Group

Discussion

I

Illustration of

an ideal

classroom

NCBTS

Framework

Rubric

Purita P.

Bilbao,

Ed.D. et al.

(2012).

The

Teaching

Profession.

pp 85-88

pp. 63-84

Week

9 -10

(3hrs)

(3hrs)

Identify the benefits

delivered from the

community-school

relations and linkages

with other institution

with other

institutions and

organizations.

School and

Community Relations

Linkages and

Networking with

Organizations

Interview school

officials/

community people

school- and

community

relations

Class Discussion

Interview

forms

Checklist

Journal/s

Research

Work on the

university’s

linkages

Rubric

Purita P.

Bilbao,

Ed,D. et.

al. (2012).

The

Teaching

Profession.

pp. 90-95

pp.97-106

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outside the

campus

Week

11-13

(3hrs)

(3hrs)

(3hrs)

Discuss essential

qualities of a global

teacher of the 21st

century

Global Education and

the Global Teacher

Multicultural

Diversity

Educational Systems

of Selected Countries

Interactive

Discussion

Research

Work

Sample lesson

plan for a

multi-cultural

class

Rubric

Purita P.

Bilbao,

Ed,D. et.

al. (2012).

The

Teaching

Profession.

pp.109-147

Week

14 MIDTERM EXAMINATION

Week

15-16

(3hrs)

(3hrs)

Discuss basic laws

on the

Professionalization

of Teaching

C. The Teacher

as a

Professional

1. Basic Laws on

the

Professionaliza

tion of

Teaching

1.1.PD No. 1006

1.2.RA No. 7836

1.3.RA No. 9293

1.4.RA 4670

Interactive

Discussion

Research

Work

Compendium

of the

different laws

in education

K to 12

Rubric

Purita P.

Bilbao, et.

al (2012).

The

Teaching

Profession.

pp. 166-

185

DepEd

Order No.

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2. The Philippine

Educational

System

2.1.K to 12

Program

Structure 31 s. 2012

Week

17

3. Other

Education and

Teacher

Related-Laws

Brainstorming

Small Group

Discussion

Research on

cases of

teachers

violating

some

provisions of

the education

laws

Purita P.

Bilbao, et.

al (2012).

The

Teaching

Profession.

p. 191-232

Week

18 FINAL EXAMINATION/ SUBMISSION OF PORTFOLIOS

TEXTBOOK : Purita P. Bilbao, et. al (2012). The Teaching Profession.

COURSE REQUIREMENTS

1. Research on quotes about the teaching profession

2. A skit exhibit the values of a teacher

3. A song related to teaching

4. Compilation of interviews of five selected teachers

5. Formulation of an educational philosophy

6. Character sketch of a favorite teacher

7. Results of paper-pencil tests

8. Illustration of an ideal classroom

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9. Research on the university’s linkages outside the campus

10. Research via internet of a given topic

11. A lesson plan for a multi-cultural class

12. An essay on one’s realization about the teaching profession

13. Research on cases of teachers violating the provision on “special parental authority”.

14. Submission of a portfolio

Classroom Policies:

1. Classes start and end with a prayer. The class president is tasked to lead or assign someone to lead the class in prayer.

2. Attendance and Punctuality.

The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences below.

3. Active class participation.

The student is expected to participate actively in class recitations, discussions, and other activities as the case maybe.

Please refer also to Expectations from Student below.

4. Group work requirements.

The student is expected to work harmoniously with her groupmates and contribute to the preparation of their group work.

5. Peer group evaluation.

The student shall also be evaluated by her peers and feedback shall be taken into consideration.

6. Students must follow directions the first time.

7. Electronic Devices.

Students are not permitted to use any electronic devices with the exception of approved gadgets anytime during class. This

includes the wearing of headsets and cellular telephone earpieces as well as laptop computers. All electronic devices other

than those approved must be in the OFF position during exams and quizzes or activities. For this course, the use of external

hard disk or USB data storage will be required from the Prelim period until the Final term.

8. For code of conduct, dress code, attendance and all other rules please see the student manual.

9. Stay in your assigned seat or workstation.

Students are required to stay on the workstation until the end of the semester. Student can change his/her workstation only

if the present workstation is not functioning.

10. No food or drink in the class and do not leave trash inside the classroom.

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Students are not allowed to eat inside the classroom/computer laboratory. If the student drink water, he/she is required to

go outside the room.

11. Do not wear hats or caps during class hours.

12. On Assignments/Activity/Group Work: will be given on a regular basis and must be turned in the day it is due. Late

submission will not be accepted. If you are absent (same holds true for any activities you have for other classes or for excused

absences) when the assignment is given, it is your responsibility to get the assigned work for it will have the same due date as

the rest of the class

Expectations from students:

The student’s responsibility is to come to each class prepared. He/She is also expected to take all examinations on the date

scheduled. He/She is expected to attend each class and participate actively in the discussions.

ACADEMIC DISHONESTY:

All teacher education students are expected to be academically honest. Cheating, lying and other forms of immoral and

unethical behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course

requirements will (at a minimum) receive an F or failure in the course requirement or in the course. Plagiarism and cheating refer to

the use of unauthorized books, notes or otherwise securing help in a test; copying tests, assignments, reports or term papers;

representing the work of another person as one’s own; collaborating without authority, with another student during an examination or

in preparing academic work; signing another student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty.

POLICY on ABSENCES:

The allowed number of absences for teacher education students enrolled in a 1 hour class is a maximum of 10 absences and 7

absences for a 1-1/2 hour class - based on student handbook. Request for excused absences or waiver of absences must be presented

upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the

responsibility of the student to monitor her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It

is also her responsibility to consult with the teacher, chair or dean should her case be of special nature.

Grading System:

CSP- Class Standing in the Prelim Period Transmutation Table for the Average*

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CSM- Class Standing in the Midterm Period Average Point-Grade Equivalent

CSF- Class Standing in the Final Period 97-100 1.00

P - Prelim Exam 94-96 1.25

M - Midterm Exam 91-93 1.50

F - Final Exam 88-90 1.75

85-87 2.00

Midterm Average= 70%( Class Standing)+ 30%(Major Exam. Ave.) 82-84 2.25

Class Standing=2

CSMCSP 79-81 2.50

Major Exam Ave.=2

MP 76-78 2.75

Final Average= 70%(Class Standing) +30% (Major Exam. Ave.) 75 3.00

Class Standing=3

CSFCSMCSP BELOW 75 5.00

Major Exam Ave.=3

FMP

*Manual input for the computerized class record program

Note: Raw scores will be transmuted using the department’s transmutation table.

Passing is 50% for General Education Subject

Passing is 60% for Major Subject

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REFERENCES

Hernandez, H (1989). Muliticultural Education. A Teacher’s Guide to Content and Process:

Ohio: Mervill Publishing Company

Kelly, Philip. (1995). Teaching as a Profession? [Available] On-line:

http://education.bo isestate.edu/pkelly/webpages/920PPR.html

The Teacher Role: The Manager. [Available] On-line:

http://fm44.wordpress.com/2007/12/23/the-teacher-role-the-manager/

Salandanan, G.G. (2007). Elements of good teaching. Quezon City: Lorimar Publishing, Inc.

Salandanan, G.G. (2005). Teaching and the teacher. Quezon City: Lorimar Publishing, Inc.

Shaw,Dough. Elements of Good Teaching. [Available] On-line:

http://www.dougshaw.com/onepage/elements.html

CONSULTATION HOURS

DAY TIME ROOM

Friday

Tuesday and Thursday

5:30pm - 6:30pm

5:00pm - 5:45pm

CASED Consultation Room