THE COLLEGE OF MAASIN

“Nisi Dominus Frustra”

Maasin City, So. Leyte

LIBERAL ARTS & EDUCATION DEPARTMENT - TEACHER EDUCATION

BEEd - Accredited Level I & BSEd - Candidate Status by ACSCU-AAI

OUTCOME BASED EDUCATION (OBE) COURSE DESIGN IN PROFED 11 – THE TEACHING PROFESSION
First Semester, SY 2018-2019
Revised: June 2018

Instructor: Jannes U. Ellorimo-Barrera

Mobile: 09178782236
Email: [email protected]
I. THE COLLEGE OF MAASIN

Vision: The College of Maasin as a dynamic learning institution commits its life resources and ministry toward the development of persons, nurtured by faith in God and
the liberating process of excellent learning toward holistic and creative action for social renewal.

Mission: The College of Maasin with the dynamic integration of instruction, research and extension, commits itself in seeking a life of faith, learning and action to develop
people into becoming God-loving citizens with integrity in character, intellectually competent and honest, morally and ethically sensitive, excellent in work
performance, creatively aware and responsive to the needs and aspirations of people for the realization of a just, free and responsible Christian social
order.

Goals: 1. Provide a general education program that will promote national identity, cultural consciousness, moral integrity and spiritual vigor
2. Train the nation’s manpower in the skills required for national development
3. Develop the professions that will provide leadership for the nation, advance knowledge through research work and apply new knowledge improving the
quality of human life and responding effectively to change societal needs and conditions.

II. PROGRAM: COLLEGE OF TEACHER EDUCATION

Vision: A dynamic department of The College of Maasin which envisions itself as one of the premier teacher-training institution.

Mission: To provide quality and relevant teacher education program towards producing competitive, honest, responsible and productive teachers who are able to meet
the demands of the Basic Education sector.

Goals: 1. Develop educators who are responsive to the educational needs of the Philippine society imbued with sincerity for the service to bring about holistic
development of the learners.

1 The Teaching Profession

 2. Develop teachers in basic education by providing advance professional and academic training basically designed to harness the potentials and capabilities of
the learners.
III. PROGRAM OURCOMES: EDUCATION STUDENTS ARE EXPECTED TO:
A. Common to all programs in all types of schools:
a. Articulate and discuss the latest developments in the specific field of practice
1. Effectively communicate orally and in writing using both English and Filipino
2. Work effectively and independently in multi-disciplinary and multi-cultural teams
3. Act in recognition of professional, social, and ethical responsibility,
4. Preserve and promote ‘Filipino historical and cultural heritage”

B. Common to the discipline

b. Articulate the relationship of education to larger historical, social, cultural and political processes
c. Facilitate learning using a wide range of teaching methodologies in various types of environment
d. Develop alternative teaching approaches for diverse learners
e. Apply skills in curriculum development
f. Demonstrate basic and higher level of thinking skills in planning, assessing and reporting
g. Practice professional and ethical teaching standards to respond to the demands of the community, and
h. Pursue lifelong learning for personal and professional growth

C. Specific to Teacher Education

i. Demonstrate in-depth understanding of the development of adolescent learners
j. Exhibit comprehensive knowledge of various learning areas in the elementary and secondary curricula
k. Create and utilize materials appropriate to the education students to enhance teaching and learning
l. Design and implement assessment tools and procedures to measure elementary and secondary learning outcomes
m. Develop and disposition favoring continual gathering and use of information about their students’ critical and analytical comprehension
n. Use technology appropriately and responsibly to enhance opportunities for students’ critical and analytical thinking
o. Use their pedagogy knowledge flexibly in authentic situations through community experiences
p. Seek continuous improvement of self and teaching practices through the pursuit of life-long learning.

D. Common to a horizontal type as defined in CMO No. 46, series of 2012.

q. Participate in various types of employment, development activities, and public discourses particularly in response to the needs of the communities one serves.

E. Institutional Learning Outcomes:

The people and the students with:
1. Developed Christian values and attitude of honesty, moral and ethical sensitivity for the total well-being of man (physical, emotional and spiritual)
2. Developed intellectual competence for creative awareness and responsiveness to the needs of people
3. Developed collaborative competencies such as entrepreneurial skills, productive and social skills to meet the human resource demands of the local, national and
global communities

2 The Teaching Profession

IV. COURSE DETAILS:
Course Name : The Teaching Profession
Course Description : The course deal with the teacher as an individual, classroom teacher, community teacher and global teacher. This emphasizes professionalization to
cover the teacher’s status and levels of professional rewards and professionalism to improve competencies.
Number of Units : 3 units
Prerequisite : all ProfEd subjects

V. COURSE LEARNING OUTCOMES AND ITS RELATIONSHIP TO PROGRAM OUTCOMES

COURSE LEARNING OUTCOMES a b c d e f g h i j k l m n o p q

1. Formulate own philosophy of education.
2. Clarify if the teacher education student truly value teaching.
3. Embrace teaching as a vocation, mission and profession.
4. Provide students with information on the trends, issues and
philosophical/ legal grounds surrounding the teaching profession.
5. Deepen understanding on the various roles of the teacher in the
classroom and in the community.
6. Describe a global teacher in the context of global education.
7. Demonstrate deep appreciation for the professionalization of teaching
and for the teaching profession itself.
8. Internalized the basic laws on education and their implementation.
9. Internalized the basic education curricular reforms from 1946 to the
present.

VI. LEARNING PLAN

Intended Learning Outcomes No. of Course Content Teaching & Learning Activities Assessment Tools
The students are able to: Hours
1. Shared their views and expectations to the school, 3 1. Orientation Period: Discussion of  Discussion – interaction on the  Oral Questioning
instructor and the course. CM and College of Teacher CM and College of Teacher  Quiz
Education VMG Education VMG
2. Conduct Pre-test  Pre-test
2. Enumerate at least seven (7) philosophies of 6 Chapter 1: You, The Teacher, as a Person  Interactive and lecture  Concept Map
education and draw their implications to teaching- in Society discussion  Quizzes
1.1 Your Philosophical Heritage
3 The Teaching Profession
 learning. 1.2 Formulating Your Philosophy of  Small group discussion  Journal
3. Formulate own philosophy of education. Education  By means of a concept map,
4. Discuss and internalize the foundational principles 1.3 The Foundational Principles of illustrate the different
of morality. Morality and You philosophies of education and
1.4 Values Formation and You
5. Accept continuing values formation as an integral their implications to teaching-
1.5 Teaching as Your Vocation, Mission
part of personal and professional life. learning
and Profession
6. Clarify if you truly value teaching.  Journal Writing on their own
7. Explain teaching as a vocation, mission and a philosophy of education.
profession  Journal writing on teaching as a
vocation, mission and a
profession.

8. Explain the competencies as contained in the 6 Chapter 2: The Teacher in the Classroom  Reporting  Graph Matrix on the
NCBTS that each teacher must possess in order to and Community  Cooperative Learning NCBTS and Code of
function effectively in the classroom and in the 2.1 The National Competency-Based  Create concept map of the Ethics
community. Standards (NCBTS) relationship between the  Concept map
2.2 the 21st Century Teacher
9. Relate the NCBTS to the Code of Ethics for NCBTS and Code of Ethics for  Quizzes
2.3 School and Community Relations
Professional Teachers Professional Teachers
2.4 Linkages and Networking with
10. Examine the responsiveness of the present Organizations
teacher education curriculum to the needs of the
teacher as she performs her role in the classroom
and in the community.
11. Deepen understanding on the various roles of the
teacher in the classroom and in the community.
12. Describe a global teacher in the context of global 9 Chapter 3: On Becoming a Global  Reporting  Quizzes
education. Teacher  Small Group Work  Matrix
13. Analyze and compare the education of selected 3.1 Global Education and the Global  Make a matrix on the  Journal
countries of the world. Teacher educational system of the
3.2 A Closer Look at the Education
14. Describe multicultural diversity as an element of selected countries of the world.
Systems of Selected Countries of the
global education and the role of the teacher in  Group Activity – observe a
World
addressing diversity among learners. 3.3 Multicultural Diversity: A Challenge to class. Observe how do children
15. Identify opportunities in teacher exchange Global Teachers differ from each other in one
programs for the development of world-class 3.4 Broadening Teaching Perspectives: class? And identify what aspect
teachers. Teacher Exchange Programs (culture, religion, gender,
16. Describe global application of technology in the 3.5 Bringing the World into the economics statues) do students

4 The Teaching Profession

 classroom. Classroom through Educational differ.
Technology

17. Compare PD 1006 and RA 7836, laws that 9 Chapter 4: The Professionalization of  Brainstorming  Quizzes
professionalized teaching. Teaching  Reporting  Matrix
18. Explain how the amendments in RA 9293 support 4.1 Presidential Decree No. 1006  Compare PD 1006 and RA 7836  Journal entry
the teaching profession. 4.2 Republic Act No. 7836 using a matrix.
4.3 Republic Act No. 9293
19. Demonstrate deep appreciation for the  Journal writing on their
professionalization of teaching and for the reflection whether PD 1006, RA
teaching profession itself. 7836 and RA 9293 help you
20. Relate the impact of the professionalization of them become a professional
teaching on your future life as a full-pledged teacher?
professional teacher.
21. Explain the meaning of profession and 6 Chapter 5: Becoming a Professional  Lecture – interactive discussion  Quizzes
professional. Teacher  Reporting  Journal entry
22. Describe how the professional teacher conducts 5.1 Code of Ethics for Professional  Reflection on the NCBTS –
himself/herself in the practice of his/her Teachers TSNA and IPPD Toolkit of
profession. ` DepEd.
23. Internalized the basic laws on education and their 6 Chapter 6: Other Education and Teacher-  Reporting  Quizzes
implementation. Related Laws  Lecture – interactive discussion  Journal Entry
24. Been clarified on your rights duties and 6.1 The 1987 Constitution  Reflection on their realizations
obligations as a professional. 6.2 Republic Act No. 5670 about the teaching profession
6.3 Batas Pambansa Blg 232
25. Understood policies on recruitment and after they study the Magna
6.4 Republic Act No. 9155
deployment. Carta.
6.5 Organizational Structure of the DepEd
26. Clarified disciplinary procedures applied to Field offices  List down their expectations as
teachers as they exercise the special parental 6.6 Excepts from the Family Code of the a future teacher based on the
authority and responsibility over the learners Philippines “authority, accountability and
inside or outside the premises of the school. 6.7 Excepts from Republic Act No. 7610 responsibility” as a school
27. Internalized the rights, duties and obligations of 6.8 Excepts from Republic Act No 7877 head.
the academic community (learners, teachers, 6.9 Excepts from RA 8980
parents, non-academic staff) 6.10 Republic Act No. 10157
28. Identified UN programs and projects affecting 6.11 UNESCO
education and see their relevance to the teaching 6.12 First Call for Children
profession.
29. Trace the development of the Philippine Chapter 7: Historical Perspective of the  Lecture-discussion  Quizzes
Philippine Educational System
5 The Teaching Profession
 educational system from pre-Spanish era to the 7.1 Historical Development of the  Reporting  Journal Entry
present along national development goals and Philippine Educational System  Research on decided cases of
objectives of education. 7.2 Journey towards Basic Education teachers violating the provision
30. Internalize the basic education curricular reforms Curricular Reforms on “special parental authority”
from 1946 to the present. – reflect on the cases.
31. Underscore the teachers’ roles in the national  Graphic organizer to show the
program for the expansion to a 12-year Basic characteristics of a Child-
Education Cycle. Friendly School

ASSESSMENT PLAN MATRIX

PERFORMANCE /
FORMATIVE QUARTERLY
Intended Learning Outcome WRITTEN WORKS AUTHENTIC
ASSESSMENT EXAMS
ASSESSMENT TASKS
1. Shared their views and expectations to the school, instructor and the course.  Oral questioning
2. Enumerate at least seven (7) philosophies of education and draw their  Oral questioning  Quizzes  Concept map  Pre-
implications to teaching-learning.  Quizzes  Journal Entry Midter
3. Formulate own philosophy of education. m Exam
4. Discuss and internalize the foundational principles of morality.
5. Accept continuing values formation as an integral part of personal and
professional life.
6. Clarify if you truly value teaching.
7. Explain teaching as a vocation, mission and a profession
8. Explain the competencies as contained in the NCBTS that each teacher must  Oral questioning  Journal Entry /  Concept map /  Midter
possess in order to function effectively in the classroom and in the community.  Discussion Reflective Matrix m Exam
9. Relate the NCBTS to the Code of Ethics for Professional Teachers Essay
10. Examine the responsiveness of the present teacher education curriculum to the  Quizzes
needs of the teacher as she performs her role in the classroom and in the
community.
11. Deepen understanding on the various roles of the teacher in the classroom and in
the community.

6 The Teaching Profession

12. Describe a global teacher in the context of global education.  Oral questioning  Quizzes  Matrix
13. Analyze and compare the education of selected countries of the world.  Peer and self  Journal Entry
14. Describe multicultural diversity as an element of global education and the role of assessment
the teacher in addressing diversity among learners.
15. Identify opportunities in teacher exchange programs for the development of
world-class teachers.
16. Describe global application of technology in the classroom.
17. Compare PD 1006 and RA 7836, laws that professionalized teaching.  Oral questioning  Quizzes  Matrix  Pre-
18. Explain how the amendments in RA 9293 support the teaching profession.  Critiquing  Journal Entry final
19. Demonstrate deep appreciation for the professionalization of teaching and for Exam
the teaching profession itself.
20. Relate the impact of the professionalization of teaching on your future life as a
full-pledged professional teacher.
21. Explain the meaning of profession and professional.  Peer and self  Quizzes  Journal Writing
22. Describe how the professional teacher conducts himself/herself in the practice of assessment  Reflection
his/her profession. `  Oral Questioning
23. Internalized the basic laws on education and their implementation.  Oral questioning  Quizzes  Journal Writing  Final
24. Been clarified on your rights duties and obligations as a professional.  Critiquing  Reflection Exam
25. Understood policies on recruitment and deployment.
26. Clarified disciplinary procedures applied to teachers as they exercise the special
parental authority and responsibility over the learners inside or outside the
premises of the school.
27. Internalized the rights, duties and obligations of the academic community
(learners, teachers, parents, non-academic staff)
28. Identified UN programs and projects affecting education and see their relevance
to the teaching profession.
29. Trace the development of the Philippine educational system from pre-Spanish era  Oral questioning  Quizzes  Journal Writing
to the present along national development goals and objectives of education.  Critiquing  Reflection
30. Internalize the basic education curricular reforms from 1946 to the present.
31. Underscore the teachers’ roles in the national program for the expansion to a 12-
year Basic Education Cycle.

VII. GRADING SYSTEM

Written Examinations 30%
Portfolio of Different Journal Entries 30%
Oral Presentation (Reporting & Classroom Demonstration) 40%
7 The Teaching Profession
 Total 100%

VIII: TEXTBOOK / REFERENCE

Bilbao, Purita P., Ed.D, et al (2015). The Teaching Profession, 3 rd Edition. Lorimar Publishing, Inc. Metro Manila Phil.

Prepared by:

JANNES ELLORIMO - BARRERA, LPT, MA

Instructor

Recommending Approval: Approved:

CRISTEAN PIA SUMELHEG, LPT, MAEd MIRALUNA BASADRE - CATURAN, RN, MAN
Coordinator, Liberal Arts & Education Vice President, Academic Affairs

8 The Teaching Profession