Area III: CURRICULUM & INSTRUCTION

1. The curriculum provides for the development of the following professional competencies:

a. Acquisition of knowledge and theories based on the field of specialization/discipline;

b. Application of the theories to real problems in the field; and

c. Demonstration of pedagogical skills in applying different strategies in the actual work setting.

2. There is a system of validation of subjects taken form the other schools.

3. The curriculum reflects local, regional and national development goals as well as the institution’s vision and mission.

1. There is an institutional outcomes-based standard format in the preparation of course syllabi.

2. The syllabus includes a list of suggested readings and references of print and electronic resources within the last 10 years.

3. Copies of all course syllabi during the term are available at the Dean’s office or in any other appropriate repository.

4. Copies of all course syllabi in previous terms are filed for reference purposes.

5. There is a provision for remedial measures to strengthen the basic skills in Mathematics, English and other “tool” subjects.

6. There is a mechanism to facilitate the teaching-learning process.

1. The curriculum/program of the study meets the requirements and standards of CHED and the total number of units of the curriculum is equivalent to or judiciously exceeds the prescribed number in consonance with CMO #30, s. 2004 (total units for BEEd- 174 units; BSEd- 174 units)

a. BEEd

i. General Education - 63 units

ii. Professional Education - 54 units

iii. Specialization - 57 units

b. BSEd

i. General Education - 63 units

ii. Professional Education - 51 units

iii. Specialization - 60 units

2. The subjects are logically sequenced and prerequisite courses are identified.

3. The curricular content is responsive to the needs of the country and the recent developments in the graduates.

4. The curricular content covers the extent of the professional and technical preparation required of its graduates.

5. The curriculum integrates values reflective of the national customs, culture and traditions in cases where applicable.

6. Opportunities for participation in hands-on activities, such as immersion/practical training and field study are maintained in the curriculum.

7. The following activities are undertaken to ensure quality in the process in curriculum development:

A. Participative planning and designing of the curriculum by the following stakeholders:

a. Administration;

b. Faculty;

c. Students;

d. Alumni;

e. Representative form the industry sector;

f. Others (Student Teacher Supervisor and University Training Officer )

B. Periodic review, assessment, updating and approval of the curriculum by the Academic Council; and

C. Confirmation of the curriculum by the Board of Regents/ Trustees (BOR/BOT).

D. Others- Internationalization

8. The program of study allows the accommodation of students with special needs and assists them to finish the degree.

1. The Dean or official concerned approves the updated syllabus for each subject.

2. The faculty prepares syllabi with comprehensive contents.

3. The faculty revises and enhances their syllabi preferably every two years as needed.

4. The faculty distributes a copy of the syllabus to each student.

5. Teaching strategies stimulate the development of the students’ higher-order thinking skills (HOTS) such as critical thinking, analytical thinking, creative thinking and problem solving.

6. Classroom instruction is enriched through the use of the following strategies:

a. Symposia, seminars, workshops, professional lectures;

b. Educational tours/learning visits/other co-curricular activities;

c. Peer teaching/ cooperative learning; and

d. Computer-assisted instruction (CAI) and computer-assisted learning (CAL).

7. At least three (3) of the following course requirements are used:

a. Group/individual projects;

b. Group/individual reports;

c. Group/individual term papers;

d. Performance activities;

e. Learning contract;

f. Portfolio;

g. Learning modules;

h. Research study;

8. Instruction is enriched through the use of, at least then (10) of the following techniques/strategies:

a. Film showing;

b. Projects;

c. Group dynamics;

d. Case study;

e. Workshops;

f. Simulations;

g. Dimensional question approach;

h. Brainstorming;

i. Buzz session;

j. Informal creative groups;

k. Interactive learning;

l. Team teaching;

m. Micro teaching;

n. Macro teaching;

o. Tandem teaching;

p. Peer teaching;

q. Multi-media/courseware/ teachware;

r. Experiments;

s. Problem-solving;

t. Type study methods;

u. Reporting;

v. Panel discussion

9. Instructional strategies provide for student’s individual needs and the development of multiple intelligences.

10. Instructional is enhanced through the following:

a. Submission of approved and updated syllabus per course;

b. Regular classroom observation/ supervision;

c. Regular faculty meetings with the College/Academic Unit Dean/Department Head;

d. Regular faculty performance evaluation;

e. Attendance/ participation of faculty in in-service training;

f. Conduct of experimental classes

g. Adoption of alternative instructional delivery modes, such as modular instruction, e-learning and on-line study.

11. Instructional Materials (IMs) are reviewed are recommended by an instructional Materials Committee (IMC).

12. Varied, multi-sensory materials and computer programs are utilized.

13. The College/Academic Unit maintains consortia and linkages with other learning institutions for academic exchange of instructional materials.

14. The faculty are encouraged to produce their own institutional materials such as modules, software, visual aids, manuals and textbooks.

1. The curriculum is responsive and relevant to the demands of the times.

2. There is a passing average performance in the Licensure Examination of Teachers (LET).

1. Course syllabi are updated and approved by concerned authorities.

2. Varied teaching strategies are efficiently and effectively used.

3. Instructional materials produced by the faculty are copyrighted/ patented.

1. The program of studies has a system of evaluating student performance through a combination of the following:

a. Formative tests such as quizzes, units tests;

b. Summative tests such as mid-term and final examination;

c. Project and term papers;

d. Practicum and performance tests; and

e. Other courses requirements

2. The summative test have the following descriptions:

a. Comprehensive enough to measure the different levels of cognitive skills and knowledge of content; and

b. Based on a well-designed Table of Specifications (TOS).

1. There are policies on management of learning which include the following:

a. Students’ attendance is class and other academic activities;

b. Schedule of classes;

c. Students’ discipline; and

d. Maintenance of cleanliness and orderliness.

1. Varied evaluation measures are used, such as:

a. Portfolio;

b. Rubric assessment;

c. Skills demonstration;

d. Paper and pencil tests;

e. Oral examinations;

f. Group/individual reports;

g. Group/individual study;

h. Others

2. Evaluation tools/instruments are viewed and revised periodically.

3. The faculty are trained how to assess student performance properly.

4. The College/ Academic Unit encourages and supports assessment of multiple intelligences.

5. Course and test requirements are returned to the student after results are recorded and analyzed.

6. The system of student evaluation and grading is defined, understood and disseminated to the:

a. Students;

b. Faculty

c. Academic administration; and

d. Parents/guardians.

1. The policies on management of learning are enforced.

2. Students’ activities are well-planned and implemented.

3. Assignments are designed to reinforce teaching which result to student’s maximum learning.

4. The maximum class size of 50 for undergraduate courses is enforced.

5. Classroom discipline is maintained in accordance with democratic practices.

6. The class officers and assigned students assist in maintaining the cleanliness of classrooms, laboratories, corridors and the school campus.

7. Independent work and performance are encouraged and monitored in the following activities;

a. Case studies/ reports;

b. Field practice;

c. Practice teaching;

d. On- the- job training (OJT)

e. Thesis; and

8. In practicum courses (field study, OJT, practice teaching, etc.) the number of trainees for each coordinator does not exceed 50.

1. The student’s academic performance is commendable.

2. Retention rate of students is on the average.

1. Learning is efficient and effectively managed.

1. There is a policy on graduation requirements.

1. The institution has policies on:

a. substitution or special arrangements whenever a faculty is on leave or absent.

b. giving awards and/or recognition for faculty and students with outstanding achievements; and

c. supervision, monitoring and evaluation of faculty performance.

1. The students are regularly informed of the academic requirements of their respective courses.

2. The College/Academic Unit implements a system for student returnees and transferees to meet the residence and other graduation requirements.

3. Graduating students conduct research and/or undergo practicum/OJT or other activities prescribed in their respective curricula.

4. The College/Department of Undergraduate Teacher Education assists the graduating students with academic deficiencies, disciplinary cases and other problems which hinder issuance of clearances.

5. A clearance form academic and financial accountabilities and responsibilities before graduation.

1. The institution implements rules on the attendance of the faculty in their respective classes and other academic-related activities.

2. Dialogues are regularly conducted by the administration with the:

a. faculty; and

b. students

3. Quality Instruction is assured through the conduct of the following strategies:

a. conducting seminar/workshops on syllabi making;

b. holding workshops on tests construction and the corresponding table of specifications;

c. conducting competency assessment;

d.conducting supervisory visit of classes and providing assistance, if necessary;

e. holding of regular faculty meeting;

f. requring consultations between the students and the faculty;

g. conducting studies on the academic performance of students; and

h. providing opportunities for the participation of the faculty in in-service training activities.

4. Periodic faculty performance evaluation on teaching and in other functions is done by at least three of the following:

a. the Dean/Academic Head/Department Chair

b. the students;

c. the faculty member himself/herself;

d. peers; and

e. others

5. The results of the performance evaluation are used to improve the performance/competencies of the faculty.

6. Students are given recognition for exemplary academic and non academic performances.

7. Oustanding achievement of students is recognized and encouraged through the following:

a. inclusion in the honor roll, Dean's list, etc;

b. grant of tuition scholarships;

c. award of honor medals and merit certificates;

d. membership in honor societies/honor class/sections, etc;
e. grant of special privileges such as opportunities for leadership and others ( excluding exemption from major exams on all professional subjects)

f. grant of awards and recognition for outstanding academic accomplishments e.g. Best Thesis, Student Researcher of the Year, etc.

8. Indicators on performance of graduates are studied such as:

a. analysis of performance of graduates in the Licensure Examination for Teachers;

b. employability of graduates;

c. feedback from employers regarding performance of graduates

1. At least 60% of students enrolled in the program are able to graduate within the regular time frame.

1. The Faculty members and students have commendable performances as a result of administrative support.

2. The graduates of the program are employable.

COPC

POSTING OF CURRICULUM IN THE COLLEGE WEBSITE

COMPARISON OF EXISTING CURRICULUM AND CMO

COMMUNICATION TO PARENTS, MINUTES OF THE MEETING OF CONSULTATION WITH PARENTS

COPIES OF OLD AND REVISED CURRICULA

LOGBOOK

CONSULTATION FORM

GANTT CHART THESIS

MEMO AND SCHEDULE OF CLASS OBSERVATION

OJT INDIVIDUAL REPORT SAMPLE

LIST OF LEARNING MODULES WITH REMARKS

OJT FORMS

LIST OF STRATEGIES

OJT REPORT OF THE SIPP COORDINATOR

TRAVEL ORDERS AND CERTIFICATE OF APPEARANCE

APPROVED LETTERS TO FIRMS

SCHEDULE OF VISITS

HOTS INSTRUMENTS, RUBRICS AND MATERIALS

EVOLUTION OF SYLLABI REVISIONS

PARAMETER A I.8

PARAMETER A I.7

PARAMETER A S.2.

PARAMETER A I.1

PARAMETER A I.6

SCHEDULE OF DEFENSE AND LIST OF PANEL MEMBERS

APPROVAL SHEET

TEAM TEACHING MATRIX

MANUSCRIPT DEFENSE

MULTIPLE INTELLINCES TEST RESULTS FOR PROFILING

ONLINE MULTIPLE INTELLIGENCE TEST

MENTORING PROGRAM

SAMPLE VALIDATION FORM

ACKNOWLEDGEMENT RECEIPTS OF IMS with Recommendations

ADVISEMENT FORMS FOR TRANSFEREES, SHIFTERS and IRREGULAR STUDENTS

EVALUATION FORMS

MEMO FOR SCHEDULE OF VALIDATION

Exhibit 1: Grading System;

Exhibit 2: CHED Policies and Standards;

Exhibit 3: Copies of instructional materials actually used;

Exhibit 4: Course Curriculum;

Exhibit 5: Course Syllabi;

Exhibit 6: Records of faculty performance evaluation done by students, peers, superiors, etc;

Exhibit 7: Records of class observations together with the evaluation criteria used;

Exhibit 8: Records of conduct of remedial, special, or make up classes;

Exhibit 9: Samples of old course syllabi used in the last 3 years;

Exhibit 10: Samples of student projects and term papers in the current school year;

Exhibit 11: Samples of teacher-made tests in the current school year;

Exhibit 12: System of accrediting, validating, substituting and determining equivalent courses/subjects taken in other institutions and;

Exhibit 13: System to ensure quality in the formulation, monitoring and review of the curriculum.