AREA 3

CURRICULUM AND
INSTRUCTION

BSED PROGRAM
 AREA 3 Curriculum and Instruction

PARAMETER A- CURRICULUM AND PROGRAM OF STUDIES

1. SYSTEM- INPUTS AND PROCRESS

Curriculum and instruction is the heart of all educational program. The strength of the
program strongly depends on the kind of curriculum and the quality of instruction that the school
provides for its students. The improvement of the curriculum and instruction is catered on
research and continuous development and enhancement of the program that caters to the
needs of the students and the community in general. The quality of graduates as well depends
upon the kind of curriculum that the school provides to them and the instruction provided by the
teacher.

The curriculum used by the College of Teacher Education is prescribed by the

Commission on Higher. However, the College of Teacher Education enhances it by adding
subjects that are deemed necessary to meet the demands of society and of the time. Activities
related to their courses are seriously chosen and properly planned to provide the students
opportunities to develop their capacities, skills and attitudes to the fullest. Then it is presented
to the University Curriculum Committee for further study and later submitted to the Academic
Council for discussion and approval. Once approved by the Academic Council it will be present
to the Board of Regents for approval and ready to be implemented by the college.

The present curriculum is based on CHED Memorandum Order No.30, s.2004.

In 2013, the 2009 Re-aligned curriculum underwent revision following the CHED
recommendation, to add ICT, social science subject and one more major subject to the BSED
Social Studies majors curriculum. The additional subject is in compliance with CHED
recommendation for the issuance of COC.

The procedure in curriculum revision was followed, properly involving all the necessary
steps: meeting with the stakeholders, presentation to the academic council and finally to the
BOR for approval.
The BOR/ BOT approved Curriculum and/or Program of Studies
The Program under Study

A.1 Description of the Program

The BSED Program is a four-year curriculum designed to prepare students for a career
in education as teachers for the secondary schools, researchers or for graduate school.
The training and formation includes classroom teaching, laboratory and field
experiences. The program is composed of six (6) major fields namely (1) Sciences:
Physical and Biological Science, (2) Mathematics, (3) Communication Arts: English and
Filipino, (4) Social Studies, (5) MAPEH, and (6) Values Education.

The BSED Science curriculum consists of two groups: Physical and Biological
Science. This Program is designed to meet the needs of the education sector for
Physical and Biological science teachers equipped with scientific content, process skills
and related pedagogy. It seeks to:
a.) provide prospective secondary teachers with both scientific knowledge and
science process skills in enriching their understanding of different scientific
phenomena.
b.) acquaint prospective secondary science teachers with different pedagogical
approaches to be able to effectively deliver science instruction as prescribed
by the curriculum.

The intent of the BSED Mathematics Program is to meet the demands of the
education sector for mathematics teachers imbued with the abilities for critical thinking
and problem solving that pervades life at any age. It seeks to:
a.) develop Mathematics teachers with an increase precision in numerical, logical
thinking and problem - solving.
b.) equip prospective math teachers with pedagogical approaches to be able to
effectively deliver mathematics instruction in their teaching field.

The BSED Communication Arts Program is directed towards the development

of English and Filipino teachers with linguistic matter and competence and dynamic
teaching strategies in the realization of language teaching-learning activities in the
classroom. It seeks to:
 a.) equip the communication arts; English and Filipino teachers with
competencies and linguistic concepts necessary in the teaching of English and
Filipino.

b.) develop English and Filipino teachers who are endowed with strategies in the
teaching of literature and language.

The BSED Social Studies Program is designed to meet the needs of the
education sector for social studies teachers who are bestowed with the needed
knowledge and life-long learning skills. It seeks to:
a.) develop teachers endowed with appropriate knowledge of the general and
social problems and issues specifically relevant to Philippine society;
b.) produce teachers laden with values and awareness of the importance of
scientific approaches to the discussion and analysis of social issues to create a
culture of peace.

The BSED MAPEH (Music, Arts, Physical Ed. and Health) Program is
designed to meet the requirements of the education sector for MAPEH teachers who are
equipped with learning experiences to promote the development among the learners’
macro skills to achieve lifelong fitness, practice desirable health habits and values
necessary for artistic expression and cultural literacy. It seeks to:
a.) produce professional MAPEH teachers who shall contribute to the
development of fitness, health and wellness among the students thru
performance-based learning assessment.
b.) develop the prospective MAPEH teachers with the use of appropriate
learner-centered teaching approaches such as experiential/contextual
learning, differentiated instruction and health-skills based education.

The BSED Values Education Program is a newly revived program due to its
demand with the K-12 Curriculum. For several years, no freshmen students were
interested to enroll in this program due to its unpopular demand in the field since
values is integrated in all subjects in RBEC. With the K-12 in place, values education is a
separate subject hence, our enrolment for values education received a good number
of enrollees this year, so the reopening of Values Education Program.
The BSED values program is oriented towards the development of Values
Education teachers who are equipped with cognitive and affective knowledge and skills
in the dynamic and effective implementation of instructional activities in the classrooms.
It seeks to:
 a.) provide prospective values education teachers with deeper understanding and
appreciation of the dynamics of the Filipino and one’s socio-cultural heritage.
b.) equip the prospective values education teachers with experiential knowledge
and skills in understanding and helping themselves, their students and others
A. 3. The Curriculum of the Program (showing subject distribution by school term and
year level

Western Mindanao State University

COLLEGE OF EDUCATION
Zamboanga City
Revised 2014 Bachelor of Secondary Education (BSED) Curriculum (MATH)
First Year First Semester Second Semester
Course No. Description Units Course No. Description Units

English 101 Study & Thinking Skills 3 English 102 Writing in the Discipline 3
Filipino 101 Komunikasyon sa Akademikong 3 Fil 102 Masining na Pagpapahayag 3
Filipino Math 100.2 Basic Math w/ Concepts in Col Algebra 3
Math 100.1 Basic Math 3 (Contemporary Math)
Earth Sci. 101 Earth Structure & Processes 3 Nat Sci. 102 Biological Science 3
Hum 101 Art Education & Appreciation 3 PED 101 Soc. Dimensions 3
Psycho 101 Gen. Psycho 3 PED 102 Child and Adolcs. Devt. 3
Values Ed 101 Personal Peace & Global Ed 3 PED 115 FS 1 Learners Devt & Environment 1
PE 101 Physical Fitness 2 Rhythmic Activities
NSTP 1 3 PE 102 2
AS1- Math 110 Plane Geometry 3 NSTP 2 Advance Algebra 3
AS-2 Math106 Trigonometry 3
AS3 Math 103 3
Total
Total 29 30
Second Year First Semester Second Semester
Course No. Description Units Course No. Description Units

English 105 Speech Fundamentals and Oral 3 PED 107 Special Topics (ALS ,Teaching Multi- 3
Com. grade Classes, Eight-week Curriculum )
Filipino 104 Pagbasa at Pagsulat sa Pananaliksik 3 Earth & Environmental Sci
Principles of Teaching 1 Sci Ed 103 Ed Tech 1 3
PED 106.1 Theories of Learning 3 PED 104.1 Principles of Teaching 2 3
PED 103 FS 2 Classroom Mngt. & Learning 3 PED 106.2 Developmental Reading 1 3
PED 116 Process 1 PED 108.1 FS 3 Micro-teaching 3
Individual/ Dual Sports PED 114 Fundamentals of Music 1
PE 103 Solid Geometry 2 Hum 102 Team Sports/ Games 3
AS4-Math 114 Number Theory 3 PE 104 Linear Algebra 2
AS5-Math 132 Elementary Statistics 3 AS8- Math 140 Modern Geometry 3
AS6-Stat 102 Analytic Geometry 3 AS9- Math 119 3
AS7- Math 115 Basic Computers Application, 3
ICT 100 Graphics Presentation, 3 Total
Software and Internet Basics 27
Total
30

Third Year First Semester Second Semester

Course No. Description Units Course No. Description Units

PED 104.2 Ed Tech 2 3 Eco 101 Principles of Economics w/ Taxation & 3

Hist 101 Phil History 3 Agrarian Reform
Pol Sci. 102 Phil. Govt & Const. 3 Lit 101 Phil Lit in English 3
PED 109 Curriculum Devt 3 PED 112 Relevant Laws for Teachers & the 3
PED 110 Intro to Special Ed. 3 Teaching Profession
PED 111 Assessment of Student Learning 1 3 PED 118 FS 5 Learning Assessment 1
FS 4 Exploring the Curriculum PED 119 Assessment of Student Learning 2 3
PED 117 Advance Statistics 1 PED 120 FS 6 Becoming Teacher 1
AS10- Stat 103 Calculus 1 3 AS 13 –Math 162 Seminar on Tech in Math 3
AS11- Math 127 Abstract Algebra 3 AS 14- Math 128 Calculus 2 3
AS 12 Math 131 3 AS 15- Math 163 Instrumentation in Math 3
AS 16- Math 180 History of Math 3
Social Sciences Society and Culture with 3
Total Responsible Parenthood
28 Total 29
Fourth Year First Semester Second Semester
Course No. Description Units Course No. Description Units

Lit 102 World Lit 3 PED 121 Practice Teaching 6

History 100 Rizal & Other Filipino Heroes & 3
Heroines Total 6
PED 105 Guidance & Counseling 3
LT 101 Livelihood Technology 3
AS 17 Math 170 Probability 3
AS 18 Math 190 Seminar in Problem Solving in Math 3
Mathematical Investigation &
AS 19 Math 191 Modeling 3
 Action Research in Math
AS 20 Math 192 3
Total
24

Western Mindanao State University

COLLEGE OF EDUCATION
Zamboanga City
Revised 2014 Bachelor of Secondary Education (BSED) Curriculum (Biological Science)

First Year First Semester Second Semester

Course No. Description Units Course No. Description Units

English 101 Study & Thinking Skills 3 English 102 Writing in the Discipline 3
Filipino 101 Komunikasyon sa Akademikong 3 Fil 102 Masining na Pagpapahayag 3
Filipino Math 100.2 Basic Math w/ Concepts in Col Algebra 3
Math 100.1 Basic Math 3 (Contemporary Math)
Earth Sci. 101 Earth Structure & Processes 3 Nat Sci. 102 Biological Science 3
Hum 101 Art Education & Appreciation 3 PED 101 Soc. Dimensions 3
Psycho 101 Gen. Psycho 3 PED 102 Child and Adolcs. Devt. 3
Values Ed 101 Personal Peace & Global Ed 3 PED 115 FS 1 Learners Devt & Environment 1
PE 101 Physical Fitness 2 Rhythmic Activities
NSTP 1 3 PE 102 2
AS1- Chem. 101 General & Inorganic Chem. 1 5 NSTP 2 Advance Algebra 3
AS-2 Math106 Organic Chem 1
AS3 Chem. 120 3
Total 5
Total 31 32

Second Year First Semester Second Semester

Course No. Description Units Course No. Description Units

English 105 Speech Fundamentals and Oral Com. 3  PED 107 Special Topics (ALS ,Teaching Multi- 3
Pagbasa at Pagsulat sa Pananaliksik grade Classes, Eight-week Curriculum )
Filipino 104 Principles of Teaching 1 3 Earth & Environmental Sci
Theories of Learning Sci Ed 103 Ed Tech 1 3
PED 106.1 FS 2 Classroom Mngt. & Learning 3  PED 104.1 Principles of Teaching 2 3
PED 103 Process 3  PED 106.2 Developmental Reading 1 3
PED 116 Individual/ Dual Sports 1 PED 108.1 FS 3 Micro-teaching 3
Trigo PED 114 Fundamentals of Music 1
PE 103 Bio Chemistry 2 Hum 102 Team Sports/ Games Hum 102 3
AS4-Math 103 Physics for Health Sci. 1 3 PE 104 Micro Biology 2
AS5- Chem 123 Basic Computers Application, 5 AS7- Bio 132 Cell Biology 5
AS6-Physics 105.1 Graphics Presentation, 4 AS8- Bio 171.1 3
ICT 100 Software and Internet Basics 3
Total Total
29
30

Third Year First Semester Second Semester

Course No. Description Units Course No. Description Units

 PED 104.2 Ed Tech 2 3 Eco 101 Principles of Economics w/ Taxation & 3

Hist 101 Phil History 3 Agrarian Reform
Pol Sci. 102 Phil. Govt & Const. 3 Lit 101 Phil Lit in English 3
PED 109 Curriculum Devt 3 PED 112 Relevant Laws for Teachers & the 3
PED 110 Intro to Special Ed. 3 Teaching Profession
PED 111 Assessment of Student Learning 1 3 PED 118 FS 5 Learning Assessment 1
FS 4 Exploring the Curriculum PED 119 Assessment of Student Learning 2 3
PED 117 Eco logy 1 PED 120 FS 6 Becoming Teacher 1
AS9- Bio 181 Physics for Heath Sci 2 5 AS 11 –Chem 150 Gen Analytical Chemistry 5
AS10- Physics 105.2 4 AS 12- Zoo 121 Anatomy & Physiology 5
AS 13- Stat 104 Stat for Bio 3
Social Sciences Society and Culture with 3
Total Responsible Parenthood
28 Total 30

Fourth Year First Semester Second Semester

Course No. Description Units Course No. Description Units
 Lit 102 World Lit 3 PED 121 Practice Teaching 6
History 100 Rizal & Other Filipino Heroes & 3
Heroines Total 6
PED 105 Guidance & Counseling 3
LT 101 Livelihood Technology 3 Summary:
AS 14 Bio 170 Genetics 4
AS 15 Sci Ed 104 Science Research 3
AS 16 Sci Ed 105 Sci., Tech , & Society 3
Gen Ed Courses: 73

Total 22 Prof Ed Courses: 57

Content Courses: 64

PE/NSTP: 14

Grand Total: 208

Western Mindanao State University

COLLEGE OF EDUCATION
Zamboanga City

Revised 2014 Bachelor of Secondary Education (BSED) Curriculum (English)

First Year ( 59) First Semester Second Semester

Course No. Description Units Course No. Description Units
English 101 Study & Thinking Skills 3 English 102 Writing in the Discipline 3
Filipino 101 Komunikasyon sa Akademikong Fil 102 Masining na Pagpapahayag 3
Filipino 3 Math 100.2 Basic Math w/ Concepts in Col 3
Math 100.1 Basic Math 3 Algebra (Contemporary Math)
Earth Sci. 101 Earth Structure & Processes 3 Nat Sci. 102 Biological Science 3
Hum 101 Art Education & Appreciation 3 PED 101 Soc. Dimensions 3
Psycho 101 Gen. Psycho 3 PED 102 Child and Adolcs. Devt. 3
Values Ed 101 Personal Peace & Global Ed 3 PED 115 FS 1 Learners Devt & Environment 1
PE 101 Physical Fitness 2 Hum 102 Fundamentals of Music 3
NSTP 1 3 PE 102 Rhythmic Activities 2
AS1-Ed English 125 Language Curriculum for 3 NSTP 2 3
Secondary School AS2- English 110 Introduction to Linguistics 3
Total 29 Total 30

Second Year (57) First Semester Second Semester

Course No. Description Units Course No. Description Units
English 105 Speech Fundamentals and Oral 3 PED 107 Special Topics (ALS ,Teaching Multi- 3
Com. grade Classes, Eight-week Curriculum
Filipino 104 Pagbasa at Pagsulat sa 3 )
Pananaliksik Sci Ed 103 Earth & Environmental Sci 3
Pol Sci. 102 Phil. Govt & Const. 3 PED 104.1 Ed Tech 1 3
PED 106.1 Principles of Teaching 1 3 PED 106.2 Principles of Teaching 2 3
PED 103 Facilitating Learning 3 PED 108.1 Developmental Reading 1 3
PED 116 FS 2 Classroom Mngt. & Learning 1 PED 114 FS 3 Micro-teaching 1
Process PE 104 Team Sports/ Games 2
PE 103 Individual/ Dual Sports 2 AS6- Ed Eng. 127 The Teaching of Listening & Rdng 3
AS3- Lit. 112 Mythology & folklore 3 AS7- Lit. 106 Afro-Asian Literature 3
AS4- Lit. 113 Literary Criticism 3 AS8- Ed Lit. 116 English & American Literature 3
AS5-Ed Eng. 126 Structure in English 3
ICT 100 Basic Computers Application, 3
Graphics Presentation, Software 30 Total 27
and Internet Basics

Total
Third Year (57) First Semester Second Semester
Course No. Description Units Course No. Description Units
 PED 104.2 Ed Tech 2 3 Eco 101 Principles of Economics w/ Taxation & 3
Hist 101 Phil History 3 Agrarian Reform
PED 109 Curriculum Devt 3 Lit 101 Phil Lit in English 3
PED 110 Intro to Special Ed. 1 PED 112 Relevant Laws for Teachers & the 3
PED 111 Assessment of Student Learning 1 3 Teaching Profession
FS 4 Exploring the Curriculum 3 PED 118 FS 5 Learning Assessment 1
PED 117 Teaching of Literature PED 119 Assessment of Student Learning 2 3
AS9- Lit. 118 The Teaching of Speaking 3 PED 120 FS 6 Becoming Teacher 1
AS 10- Ed Eng. 128 Remedial Instruction in English 3 AS12- Ed Eng. 130 Prep/Eval & Instr’l Mtr’ls 3
AS11- Ed Eng. 129 Eng. for Specific Purpose(ESP) 3 AS14- Eng. 112 Creative Writing 3
AS13- Ed Eng. 131 3 AS15- Eng. 132 Campus Journalism 3
AS16- Ed Eng. 133 Language & Lit Assessment 3
Total Social Sciences Society and Culture with 3
28 Responsible Parenthood
Total 29

Fourth Year (30) First Semester Second Semester

Course No. Description Units Course No. Description Units
Lit 102 World Lit 3 PED 121 Practice Teaching 6
History 100 Rizal & Other Filipino Heroes &
Heroines 3 Total 6 6
PED 105 Guidance & Counseling 3
LT 101 Livelihood Technology 3
AS17- Ed Eng. 117 Language Research(Research 3
Fundamentals in English Language
Teaching)
AS18- Eng. 121 Speech & Stage Arts 3
AS19- Ed Eng. 122 Introduction to Stylistics 3
AS20- Eng. 123 Translation & Editing of Text 3

Total 24

Western Mindanao State University

COLLEGE OF EDUCATION
Zamboanga City

Revised 2014 Bachelor of Secondary Education (BSED) Curriculum (Filipino)

First Year First Semester Second Semester

Course No. Description Units Course No. Description Units
English 101 Study & Thinking Skills 3 English 102 Writing in the Discipline 3
Filipino 101 Komunikasyon sa Akademikong 3 Fil 102 Masining na Pagpapahayag 3
Filipino Math 100.2 Basic Math w/ Concepts in Col Algebra 3
Math 100.1 Basic Math 3 (Contemporary Math)
Earth Sci. 101 Earth Structure & Processes 3 Nat Sci. 102 Biological Science 3
Hum 101 Art Education & Appreciation 3 PED 101 Soc. Dimensions 3
Psycho 101 Gen. Psycho 3 PED 102 Child and Adolcs. Devt. 3
Values Ed 101 Personal Peace & Global Ed 3 PED 115 FS 1 Learners Devt & Environment 1
PE 101 Physical Fitness 2 Hum 102 Fundamentals of Music 3
NSTP 1 3 PE 102 Rhythmic Activities 2
AS1-Fil 101.1 Intro sa Pag-aaral ng Wika 3 NSTP 2 3
AS2-Fil. 120 Instraktura ng Wikang Filipino 3
Total 29
Total 30

Second Year First Semester Second Semester

Course No. Description Units Course No. Description Units
English 105 Speech Fundamentals and Oral 3  PED 107 Special Topics (ALS ,Teaching Multi- 3
Com. grade Classes, Eight-week
Filipino 104 Pagbasa at Pagsulat sa 3 Curriculum )
Pananaliksik Sci Ed 103 Earth & Environmental Sci 3
Pol Sci. 102 Phil. Govt & Const. 3  PED 104.1 Ed Tech 1 3
PED 106.1 Principles of Teaching 1 3  PED 106.2 Principles of Teaching 2 3
PED 103 Facilitating Learning 3 PED 108.1 Developmental Reading 1 3
PED 116 FS 2 Classroom Mngt. & Learning 1 PED 114 FS 3 Micro-teaching 1
Process PE 104 Team Sports/ Games 2
PE 103 Individual/ Dual Sports 2 AS6- Filipino 103.1 Pagbasa ng Mga Obra Maestrong 3
AS3- Filipino 111 Panimulang Linggwistika 3 Filipino 3
AS4- Filipino 118.1 Pagtuturo ng at Pagtataya sa 3 AS7- Fil 126.1 Panitikan ng Rehiyon 3
Pakinig at Pagsasalita AS8- Fil 126.2 Kulturang Popular
AS5- Filipino 118.2 Pagtuturo ng at Pagtataya sa 3
Pagbasa at Pagsulat
ICT 100 Basic Computers Application, 3 Total 27
Graphics Presentation, Software
and Internet Basics

Total 30
Third Year First Semester Second Semester
Course No. Description Units Course No. Description Units
 PED 104.2 Ed Tech 2 3 Eco 101 Principles of Economics w/ Taxation & 3
Hist 101 Phil History 3 Agrarian Reform
PED 109 Curriculum Devt 3 Lit 101 Phil Lit in English 3
PED 110 Intro to Special Ed. 3 PED 112 Relevant Laws for Teachers & the 3
PED 111 Assessment of Student Learning 1 3 Teaching Profession
FS 4 Exploring the Curriculum PED 118 FS 5 Learning Assessment 1
PED 117 Intro sa Pagsasalin 1 PED 119 Assessment of Student Learning 2 3
AS9- Fil 110 Sanaysay at Talumpati 3 PED 120 FS 6 Becoming Teacher 1
AS 10- Fil 113.1 Maikling Kwentong Pilipino 3 AS12- Ed Fil 117.1 Paghahanda at Ebalwasyon ng 3
AS11- Fil 112.1 3 Kagamitang Panturo
AS13- Fil 109 Panulaang Filipino 3
Total AS14- Fil 125.2 Pagpapahalagang Pampanitikan 3
25 AS15- Fil 116 Panunuring Pampanitikan 3
AS16- Fil 121 Intro sa Pananaliksik 3
Social Sciences Society and Culture with Responsible 3
Parenthood
Total 32

Fourth Year First Semester Second Semester

Course No. Description Units Course No. Description Units
Lit 102 World Lit 3
History 100 Rizal & Other Filipino Heroes & PED 121 Practice Teaching 6
Heroines 3
PED 105 Guidance & Counseling 3 Total 6
LT 101 Livelihood Technology 3
AS17- Fil 108.1 Dula at Nobelang Filipino 3
AS18- Fil 114 Intro sa Pamamahayag 3
AS19- Fil 128.1 Ang Kurikulum ng Filipino sa 3
Batayang Antas ng Edukasyon
AS20- Ed Fil 129.1 Pagatuturo ng at Pagtataya sa 3
Panitikan
Total 24

Western Mindanao State University

COLLEGE OF EDUCATION
Zamboanga City

Revised 2014 Bachelor of Secondary Education (BSED) Curriculum (Social Studies)

First year
Course No. Description Units Course No. Description U
English 101 Study & Thinking Skills 3 English 102 Writing in the Discipline
Filipino 101 Komunikasyon sa Akademikong 3 Fil 102 Masining na Pagpapahayag
Filipino Math 100.2 Basic Math w/ Concepts in Col Algebra
Math 100.1 Basic Math 3 (Contemporary Math)
Earth Sci. 101 Earth Structure & Processes 3 Nat Sci. 102 Biological Science
Hum 101 Art Education & Appreciation 3 PED 101 Soc. Dimensions
Psycho 101 Gen. Psycho 3 PED 102 Child and Adolcs. Devt.
Values Ed 01 Personal Peace & Global Ed 3 PED 115 FS 1 Learners Devt & Environment
PE 101 Physical Fitness 2 Hum 102 Fundamentals of Music
NSTP 1 3 PE 102 Rhythmic Activities
AS1-Ed SS 119 Geography 1 –Basic Geo 3 NSTP 2
AS2-Ed SS 120 Geo 1- Places & Landscapes in the
Changing world
Total 29 Total

Second Year First Semester Second Semester

Course No. Description Units Course No. Description U
English 105 Speech Fundamentals and Oral 3  PED 107 Special Topics (ALS ,Teaching Multi-
Com. grade Classes, Eight-week Curriculum )
Filipino 104 Pagbasa at Pagsulat sa 3 Earth & Environmental
Pananaliksik Sci Ed 103 Sci Ed
Pol Sci. 102 Phil. Govt & Const. 3  PED 104.1 Ed Tech 1
PED 106.1 Principles of Teaching 1 3  PED 106.2 Principles of Teaching 2
PED 103 Facilitating Learning 3 PED 108.1 Developmental Reading 1
PED 116 FS 2 Classroom Mngt. & Learning 1 PED 114 FS 3 Micro-teaching
Process PE 104 Team Sports/ Games
PE 103 Individual/ Dual Sports 2 AS5- SS 129 World Hist. & Civilization 2
AS3- ED SS 121 Geo 3- Geo & Natural Resources in 3
the Phil
AS4- SS 122 World Hist. & Civilization 1 6
ICT 100 Basic Computers Application, 3
Graphics Presentation, Software Total
and Internet Basics
30
Total
Third Year First Semester Second Semester
Course No. Description Units Course No. Description U
 PED 104.2 Ed Tech 2 3 Eco 101 Principles of Economics w/ Taxation &
Hist 101 Phil History 3 Agrarian Reform
PED 109 Curriculum Devt 3 Lit 101 Phil Lit in English
PED 110 Intro to Special Ed. 1 PED 112 Relevant Laws for Teachers & the
PED 111 Assessment of Student Learning 1 3 Teaching Profession
FS 4 Exploring the Curriculum 3 PED 118 FS 5 Learning Assessment
PED 117 Asian Studies PED 119 Assessment of Student Learning 2
AS6- SS 102 Teaching Approaches in Secondary 3 PED 120 FS 6 Becoming Teacher
AS 7- Ed SS 124 Social Studies Prep/Eval & Instr’l Mtr’ls
Comparative Govt & Politics 3 AS10 Ed SS 127 Production of Social Studies
AS8- SS 125 Micro-Macro Eco 3 Instructional Materials
AS9- SS 126 3 AS11- Ed SS 128 Research in Social Studies
AS12- Ed SS 129 Assessment in Social Studies
Total 28 AS13- SS 130 Economics Planning & Strategy
Social Sciences Society and Culture with Responsible
Parenthood
Total

Fourth Year First Semester Second Semester

Course No. Description Units Course No. Description U
 Lit 102 World Lit 3 PED 121 Practice Teaching
History 100 Rizal & Other Filipino Heroes &
Heroines 3 Total
PED 105 Guidance & Counseling 3
LT 101 Livelihood Technology 3
AS14- Ed SS 131 Bldg Bridges Across the So Sci 3 Summary:
Discipline Re- Makabayan as a Core
Lrng in Basic Ed
AS15- Ed SS 132 Trends & Issues in Soc. Studies 3 Gen Ed Courses: 72
Scientific Reasoning & Critical
AS16- SS 133 Thinking 3 Prof Ed Courses: 57
Socio-Cultural Anthropology
AS 17- SS 134 3
Content Courses: 60
AS 18- SS 135 Introduction to Law with emphasis 3
On Administrative Law
PE/NSTP: 14
Total 27
Grand Total: 203

Western Mindanao State University

COLLEGE OF EDUCATION
Zamboanga City

Revised 2014 Bachelor of Secondary Education (BSED) Curriculum (MAPEH)

First Year First Semester Second Semester
Course No. Description Units Course No. Description Units
English 101 Study & Thinking Skills 3 English 102 Writing in the Discipline 3
Filipino 101 Komunikasyon sa Akademikong 3 Fil 102 Masining na Pagpapahayag 3
Filipino Math 100.2 Basic Math w/ Concepts in Col Algebra 3
Math 100.1 Basic Math 3 (Contemporary Math)
Earth Sci. 101 Earth Structure & Processes 3 Nat Sci. 102 Biological Science 3
Hum 101 Art Education & Appreciation 3 PED 101 Soc. Dimensions 3
Psycho 101 Gen. Psycho 3 PED 102 Child and Adolcs. Devt. 3
Values Ed 101 Personal Peace & Global Ed 3 PED 115 FS 1 Learners Devt & Environment 1
PE 101 Physical Fitness 2 Hum 102 Fundamentals of Music 3
NSTP 1 3 PE 102 Rhythmic Activities 2
AS1-MAPEH 101 Foundations of MAPEH 3 NSTP 2 3
AS2-MAPEH 102 Phil & Asian Music 3
Total 29 Total 30

Second Year First Semester Second Semester

Course No. Description Units Course No. Description Units
English 105 Speech Fundamentals and Oral 3  PED 107 Special Topics (ALS ,Teaching Multi- 3
Com. grade Classes, Eight-week
Filipino 104 Pagbasa at Pagsulat sa 3 Curriculum )
Pol Sci. 102 Pananaliksik Sci Ed 103 Earth & Environmental Sci 3
PED 106.1 Phil. Govt & Const. 3  PED 104.1 Ed Tech 1 3
PED 103 Principles of Teaching 1 3  PED 106.2 Principles of Teaching 2 3
PED 116 Facilitating Learning 3 PED 108.1 Developmental Reading 1 3
FS 2 Classroom Mngt. & Learning 1 PED 114 FS 3 Micro-teaching 1
PE 103 Process PE 104 Team Sports/ Games 2
AS3- MAPEH 103 Individual/ Dual Sports 2 AS6- MAPEH 106 Solfeggio & Applied Piano 3
Anatomical, Mechanical & 3 AS7- MAPEH 107 Personal, Community & Environmental 3
Physiological Basis of Movement Health
AS4- MAPEH 104 Gymnastics
AS5- MAPEH 105 Phil Folk Dances & Other Dance 3
Forms 3 Total 24
Basic Computers Application,
ICT 100 Graphics Presentation, Software 3
and Internet Basics
Total 30

Third Year First Semester Second Semester

Course No. Description Units Course No. Description Units
 PED 104.2 Ed Tech 2 3 Eco 101 Principles of Economics w/ Taxation & 3
Hist 101 Phil History 3 Agrarian Reform
PED 109 Curriculum Devt 3 Lit 101 Phil Lit in English 3
PED 110 Intro to Special Ed. 1 PED 112 Relevant Laws for Teachers & the 3
PED 111 Assessment of Student Learning 1 3 Teaching Profession
FS 4 Exploring the Curriculum PED 118 FS 5 Learning Assessment 1
PED 117 Team Sports (Basketball, 3 PED 119 Assessment of Student Learning 2 3
AS8- MAPEH 108 Volleyball, Softball) 3 PED 120 FS 6 Becoming Teacher 1
Aquatics ( Swimming & Other Water AS11- MAPEH 111 Music Lit ( Western Music ) 3
AS 9- MAPEH 109 Activities ) 3 AS12- MAPEH 112 Safety Ed & First Aid 3
Integrated Music Theory AS13- MAPEH 113 Methods & Strategies in Teaching 3
AS10- MAPEH110 3 MAPEH
AS14 - MAPEH 114 Athletics, Individual/Dual & Combative 3
Sports
AS15 - MAPEH 115 Coaching & Officiating Sports, Dance 3
Total & Music Activities
25 Social Sciences Society and Culture with Responsible 3
Parenthood
Total
 32
Fourth Year First Semester Second Semester
Course No. Description Units Course No. Description Units
Lit 102 World Lit 3
History 100 Rizal & Other Filipino Heroes & 3 PED 121 Practice Teaching 6
Heroines
PED 105 Guidance & Counseling 3 Total 6
LT 101 Livelihood Technology 3
AS16- MAPEH 116 Org & Mgt of MAPEH Activities 3
AS17- MAPEH 117 Special Ed for MAPEH 3 Summary:
AS18- MAPEH 118 Choral Works & Conducting 3
AS19- MAPEH 119 Rondalla Playing & Instrumentation 3
Research in MAPEH
Gen Ed Courses: 72
AS20- MAPEH 120 3
Total Prof Ed Courses: 57
27
Content Courses: 60

PE/NSTP: 14

2. IMPLEMENTATION Grand Total: 203

* Describe and/or make comparison of the duly approved courses in the curriculum with
CHED/ PRC standards or minimum requirements in terms of units
Revised 2014 Bachelor of Secondary Education (BSED) Curriculum (Math)
COURSES NUMBER OF UNITS

SUC Curriculum CHED Min. PRC Requirements

Requirements
a. General Education 72 63 63
b. Mandated Subjects 14 14 14
c. Professional 57 51 51
Subjects
d. Specialization 60 60 60
e. Elective
f. Thesis
TOTAL 203 174 174

Revised 2014 Bachelor of Secondary Education (BSED) (Biological Science)

COURSES NUMBER OF UNITS

SUC Curriculum CHED Min. PRC Requirements

Requirements
a. General Education 73 63 63
b. Mandated Subjects 14 14 14
c. Professional 57 51 51
Subjects
d. Specialization 64 60 60
e. Elective
f. Thesis
TOTAL 208 174 174

Revised 2014 Bachelor of Secondary Education (BSED) (Physical Science)

COURSES NUMBER OF UNITS

SUC Curriculum CHED Min. PRC Requirements

Requirements
a. General Education 72 63 63
b. Mandated Subjects 14 14 14
c. Professional 57 51 51
Subjects
d. Specialization 68 60 60
e. Elective
f. Thesis
TOTAL 211 174 174
Revised 2014 Bachelor of Secondary Education (BSED) (Physical Science)
COURSES NUMBER OF UNITS

SUC Curriculum CHED Min. PRC Requirements

Requirements
a. General Education 72 63 63
b. Mandated Subjects 14 14 14
c. Professional 57 51 51
Subjects
d. Specialization 68 60 60
e. Elective
f. Thesis
TOTAL 211 174 174

Revised 2014 Bachelor of Secondary Education (BSED) (Physical Science)

COURSES NUMBER OF UNITS

SUC Curriculum CHED Min. PRC Requirements

Requirements
a. General Education 72 63 63
b. Mandated Subjects 14 14 14
c. Professional 57 51 51
Subjects
d. Specialization 68 60 60
e. Elective
f. Thesis
TOTAL 211 174 174

Revised 2014 Bachelor of Secondary Education (BSED) (Physical Science)

COURSES NUMBER OF UNITS

SUC Curriculum CHED Min. PRC Requirements

Requirements
a. General Education 72 63 63
b. Mandated Subjects 14 14 14
c. Professional 57 51 51
Subjects
d. Specialization 68 60 60
e. Elective
f. Thesis
TOTAL 211 174 174

Revised 2014 Bachelor of Secondary Education (BSED) (Physical Science)

COURSES NUMBER OF UNITS

SUC Curriculum CHED Min. PRC Requirements

Requirements
a. General Education 72 63 63
b. Mandated Subjects 14 14 14
c. Professional 57 51 51
Subjects
d. Specialization 68 60 60
e. Elective
f. Thesis
TOTAL 211 174 174

 Describe the congruence of the curricular program with the vision and mission of
the institutions and the Goals of the Academic Units
The main assets of any educational program are its curriculum and the high standards of
instruction. These two areas must be improved for they determine the prestige and strength of
the institution.
The program of study or subjects of the curriculum was designed to address the vision and
mission of the institution particularly shown in the different syllabi of the courses offered. This
includes activities, values and recent development in teaching and learning techniques,
professional practice and takes into account other attributes necessary for employment.
To inculcate a strong research institution orientation as part of the institution vision, the
CTE students are to come up with undergraduate thesis where they are exposed to all the
stages of a research work including title defense, data gathering, data analysis, final defense,
where invited teachers, knowledgeable along the scope of the research topic sit as a panel.
The Western Mindanao State University envisions its graduates to be socially
responsive ecological sustainability and peace and security within and beyond the region. To
prepare students for this, they are involved in activities parallel to making them aware and
become responsive to the problems of the community. Activities like the zero waste, Clean and
Green, Smoke-Free campus, and No Soda, are some of the programs that the institution
prepared in response to the government call for ecological sustainability where the students are
actively involved and aware of the reason for such.
In congruence to its mission, the Western Mindanao State University College of Teacher
Education students are exposed to relevant instruction and training to prepare them to become
competent and responsive human resource for societal and industrial needs.
 Describe how the curriculum was designed, developed, monitored, reviewed and
approved by authorities concerned, including the participation of the academic
community and the stakeholders.

CHED Memo Order no.30 prescribed the list of professional and specialization
subject courses to include in the education curriculum. CMO no.59 s. 1996 contains the
list of General Education courses to be included in the Education Courses.

The program of study or list of subjects were taken as prescribed and recommended by
CHED through the two CMOs. But WMSU CTE added two courses in addition to those
prescribed by CHED such as PED 105 (Guidance and Counseling), PED 110 (Introduction
to Special Education) and PED 113 (Intro to Research).

The additional subjects were chosen by the stakeholders when a conference meeting
was held for this purpose. There were teachers from DepEd (where our students have their
practicum). Some parents were present too. Student representatives, particularly officers of
each class were also in attendance. The curriculum chair explained the purpose of the said
meeting and presented a list of subjects to be added to our curriculum. The subjects
mentioned above garnered the most number of votes to include in the list of subjects. The
outcome of the consultation conference was incorporated with those prescribed by CHED.
This was submitted to the University Curriculum Committee who in turn approved this for
presentation during the Academic Council Meeting. Upon the approval of the body, this was
then presented to the BOR for final approval before the curriculum used by the College of
Teacher Education.

 Describe the system/s used in evaluating and improving the quality of the
program including:

The role of the stakeholders

The DepEd teachers are the greatest/ most influential among the stakeholders of
the College of Education being one of the training grounds for our Practicum. They observe
the Pre-Service Teachers during their practicum and they confer with the Practicum
Supervisors about the Pre-Service Teachers’ performance and the curriculum as a whole.
DepEd teachers give their comments, observations, and suggestions regarding our program
of Studies, particularly the Experiential Learning Activities on Field Study courses and
Practice Teaching.
The DepEd is our great consumer because it is hiring most of our graduates.

The integration of recent trends and developments

 The Teacher Education Faculty constantly attend seminars related to recent
trends and development. A faculty who attends seminars or trainings is requested to
conduct seminar and train the other faculty of the colleges to keep them abreast with the
recent trends and integrate in their respective classrooms.

 The updating of course syllabi.

There is an updated syllabus for each subject duly approved by the Dean or official
concerned. Every semester, the College of Teacher Education faculty submits to the office
of the Dean to the and Committee on Curriculum and Instruction a copy of their updated and
enhanced syllabi for the School Year. The syllabus includes comprehensive and appropriate
contents for the course. The College of Teacher Education faculty see to it that syllabus
contains wide-range and suitable topics that will help enhanced the content and competency
of would-be-teachers.
The syllabus allows flexibility to accommodate inclusions of new topics as well as the
revisions and adjustments as the course progresses. It also includes a list of references of
recent edition for specific subject.

 Describe the system used to accommodate students with special needs.

The Western Mindanao State University believes in the Inclusive Education

wherein all children and youth learn together, wherever possible regardless of any
difficulties or differences they may have. It recognizes the diverse needs of the student
handicap and non-handicap accommodating both different styles and rates of learning
and ensuring quality education to all, through appropriate curricula, organizational
arrangement, teaching strategies, resources to use, and partnership with other
communities. It is an effective means of building solidarity between learners with special
needs and their peers
This is anchored on Republic Act No.9442, An Act Amending Republic Act No.
7277, otherwise known as the Magna Carta for disabled Persons- under Chapter 8,
Section 32, letter h, thereof. It clearly provides that “educational assistance to persons
with disability, for them to pursue primary, secondary, tertiary , post tertiary education as
well as vocational or technical education in both public and private schools through the
provision of scholarships, grants, financials aids, subsidies and other incentives to
qualify persons with disabilities including support for books, learning materials and
uniform allowance to the extent feasible; provided that persons with disability shall meet
minimum admission requirements. And CHED Memorandum Order (CMO) No.23,
Series of 2000 entitled “Quality Education for learners with special needs. The
Commission on Higher Education (CHED) in its commitment to raise the level of
educational attainment of persons with disability in the country foremost, it urges Higher
Education Institution to:
1. Admit learners with Special Needs
2. Inclusion of SPED Programs for Teacher Training Institution; and
3. Modify facilities and equipment be modified to ensure quality education is
made accessible to learner with special needs.
The students with special needs can enroll in a regular tertiary education
provided they pass the College Entrance Examination. Once accepted, these students
are given assistance by providing each of them a “Buddy” who is a BEED Sped major
student required to give assistance.
The SPED Department also provides separate review for Licensure Exam for
Teachers with special needs.

Process used to accommodate students with special needs

Sample Brochure of the CTE Special Tertiary Education Program
The Curriculum of the Special Tertiary Education Program (STEP)
 Cite instances that the curriculum is responsive and relevant to the demand of the
times.
1. Many of our graduates are hired immediately after graduation by private schools
for they possess the qualities that then school needs.

BSED graduates employed at Ateneo de Zamboanga University,

Junior High School
BSED Graduates assigned at Claret School of Zamboanga City

Other BSED graduates are working at Southern City College.

Others are working at Pilar College
 2. A good number of our graduates qualified to go abroad as teacher in both
elementary and junior high.

Deanizon B. Morte (BSED) is working at Yanbu Elite International School, Yanbu Al

Bahar, Kingdom of Saudi Arabia together with him are Rems Baco and Mark Dela Cruz.
Mr. Alfred Bancoro a BSED Mathematics is a teacher of United States Virgin Island.

Mr. Sonny Boy Dela Cruz is now teaching in Indonesia.

 Show evidences that there is a passing average in the Licensure Examination (if
applicable.)
4. BEST PRACTICES
Cite as many best practices as you can on parameter A ( curriculum & Program of
Studies)
a. On the Vision and Mission
1. Recitation of Vision and Mission

Every Monday, the administrative staff, teachers (who have no teaching during
the first period) and the student body from secondary to tertiary are enjoined to attend
the Flag Raising Ceremony. The WMSU’s Vision and Mission are recited by everyone in
attendance. This act serves as a constant reminder of the relevance of the course with
the WMSU’s Vision and Mission.
Students are also rated in oral recitations of the vision and mission in certain subject
areas.

2. VMGO: The First lesson in all CTE Faculty taught courses

All subjects handled by the CTE faculty for Education students have their Vision
and Mission as the first unit to teach in the course syllabus. This will ensure that
students understand the vision and mission of the institution including the goal of the
program they are enrolled in. students could also relate the subjects they are taking to
the vision and mission of the school.

b. Periodic Revision / enhancement of the syllabi

Revision or enhancement of the syllabi is done before the start of the semester
during which the subject is taught. The syllabi will incorporate the change as additional
topics they agreed to add or remove.

c. Students are given a copy of the syllabus

At the beginning of the semester students are given a copy of the subject
syllabus of the course they are enrolled in. In so doing, the students are given the
information about the topics to be taken up during the semester, the activities to be
undertaken, the projects or outputs they are required to submit so that they will be
properly guided to meet the requirements of the course.
PARAMETER B- INSTRUCTIONAL PROCESS, METHODOLOGIES and LEARNING
ENHANCEMENT OPPORTUNITIES.

1. SYSTEM-INPUTS AND PROCESS

The BSED curriculum was designed based on CHED Memo No. 30, series of 2004 on
the subject “Revised Policies and Standards for Undergraduate Teacher Education”, section 4
on Program Description General Objective to wit. The BEED is structured to meet the needs of
Professional Teachers for Elementary schools in the Philippines.
The content is designed to address the need of the clientele to enable the students to
achieve intended learning outcomes. Each course or subject in the curriculum is accompanied
by a syllabus that is updated, comprehensive and with appropriate content. The syllabus also
allows flexibility to accommodate revision, adjustment and enhancement while the course
programs.
The syllabus includes a list of suggested readings and references of recent editions and
allows the use of electronic sources. Each student is provided with a copy of the syllabus and
the faculty discusses at the beginning of the course.
The classroom instruction is enriched through varied strategies, teaching methodologies
and techniques such as symposia, seminar workshops, professional lecturer, peer teaching,
cooperative learning and through the computer assisted instruction (CAI) and cooperative
assisted learning (CAL).
It also utilizes multi-media resources such as audio-video presentation, power point,
movie and other projected presentation. Other methods and techniques used are as follows:
group dynamics, simulations, briansto5rming, interactive learning, problem solving and other
appropriate and relevant activities.

2. IMPLEMENTATION
 Major Learning opportunities
Description of procedures adopted in the production of instructional materials

To ensure and sustain effective and quality instructions, resources like instructional
materials such as syllabi, equipment, such as media projectors, overhead projectors, audio-
video equipment, computers, classrooms that are air-conditioned, well-ventilated and conducive
to learning are provided.
A CTE faculty lounge is also available for student and faculty consultation use, a media
center, AVR center for various activities such as programs, meetings, symposia,
seminar/workshop and conferences.
A. Syllabi
The syllabus serves as a guide to facilitate what the Mission and the Vision of the
institution aims to accomplish. Moreover, it sets the tone at the beginning of every course,
establishes goals and learning outcomes and objectives of learning episode and directs the
teachers and learners for the expected accomplishments.
The initial step done in the production / syllabi making is to align the attributes using the
Policies, Standards and Guidelines (PSGs) and identify the CHED-developed competency-
based standards and the WMSU essentially desired attributes. After identifying translate derived
program, learning and course outcomes to specific learning objectives and design a course
learning depicting Outcomes-based Education paradigm shifts and evaluate/assess its
implication.
The institutional procedure is crafting and developing the syllabus which define the
strategies of curriculum development and implementation based on local, national and
international accepted standards. Hence, the procedural unfolding/ adaptation and
implementation, assessment and evaluation, revision and enhancement fine tune the courses
into quality instruction deliverables. Thus, constant updating of course syllabus will significantly
contextualize, align, enrich and fortify quality learning experienced destined to:
1. meet global competitiveness and intellectual engagement
2. attune learner-centered and outcome-based learning environment, and
3. infuse educational significance

B. Work books, Manuals, Modules

These workbooks are developed according to WMSU Instructional Support and
Materials Production (ISMP) Office identified work procedure in terms of the development,
submissions, review and production of Instructional Materials. The procedure adhere to the
prescribed academic policies and regulations of the Western Mindanao State University, the
requirement of ISO 9001:2015

Details on the Development, Submission, Review , Production of instructional Materials

1.0 Planning and Analysis

The faculty conducts needs assessment
 Identifies target population characteristics
 Analyses the characteristics of the environment
 Develops content line based on the syllabus
2.0. Design and Development
Faculty selects or modifies existing instructional materials (curating) and develops the
IMS using the following:
 Guidelines in writing self - instructional modules
 Guidelines in writing laboratory manual
 Guidelines in writing workbooks
 Guidelines in making power point presentation
3.0 Submission of the Instructional Materials
3.1 After the development of the IMs, the faculty submits the first version to the College
Instructional Support and Materials Production (ISMP) Coordinator.
3.2 College ISMP Coordinator receives the IMs.

4.0 Review of Instructional Materials

4.1 The ISMP College Coordinator reviews the IM vis-à-vis the subject syllabus and
format.
4.2 If the IM is in order, this will be forwarded to the ISMP Office for final evaluation, if
not, this will be returned to the faculty for revision.

5.0 Final Evaluation of the Instructional Materials

5.1 The ISMP office will convene the University Review Committee for evaluations of the
IMs
5.2. Copies of the IMs will be given to the members of the committee for validation and
evaluation as to content, proper citation and referencing subject to test for
plagiarism.

5.3 If the ISMP Review Committee finds the IMS in order it will be stamped as
“Reviewed” and shall be forwarded to the OVPAA for approval, if not it will be
returned to the faculty for final revision.

6.0 Approval of Instructional Materials

The Vice President of the Academic Affairs approves the IMs per evaluation of the ISMP
Review Committee and recommendation of the ISMP office. The IMs will be stamped
“APPROVED”.

7.0 Implementation of the Instructional Materials

7.1 Production
a. Once the IMs are approved, these will be returned to the faculty
b. The faculty will bring the IMs with the endorsement from the ISMP offices, to University
Press for computation and production cost and eventual signing of MOA.
7.2 Utilization and Circulation
a. The faculty shall secure the approval of his/her Dean for the utilization of the IMs.
b. Once approved, the faculty and or the department head can start utilizing the IMs for
WMSU instructional purposes.
8.0 Evaluation for Effective Utilization
At the end of the semester, the faculty together with the ISMP College Coordinator shall
conduct evaluation on the effective utilization of the IMs and recommend feedback for the IMs
possible revision/ upgrade.

 Teacher-made instructional materials

Instructional Material Title Date Approved Subject Where Used

A. Syllabi All courses

offered have its
own
corresponding
syllabi and are
updated as the
need arises.

B. Workbooks Resource Kinder

Materials for
Kindergarten

Student
workbook in PED
110
January 20, 2014 PED 110- Introduction to
SPED (Both for BEED and
BSED)

C. Manuals Earth Science Earth Sc.101

General/Inorganic AS1- Chem. 101

Chemistry
Nat. Sc.102
Biological
Science AS6- Phy.100.4
Mechanics

Pre-Service
Practicum
Manual for CTE
Students
Pre-service Practicum
Manual for CTE Students
D. Modules SPED modules
by disability

A Concrete
Approach to
Algebra

Basic
Mathematics
Activity and
Exercise

Training Manual
Conceptual
Development in
Teaching

Resource Book
in Teaching Basic
Measurement

Mathematics
Activity Manual

Modules in Basic
Mathematics
Teaching
Activities

E. Electronic Material Improving Developmental Reading 1

Reading and 2
Instruction

F. Others

a. Brochure Extension
Brochure-
College of
Teacher
Education
February 24, 2014
  Teaching strategies used to facilitates/enrich learning.
The College of Teacher Education in responding to political, economic, social
and technological pressures to be more responsive to student’s needs and more
concerned about how students are prepared to assume future roles. Faculty are already
feeling the pressure to lecture less, to make learning environment more interactive to
integrate technology into learning experiences and use collaborative learning strategies
when appropriate.

Teaching Strategy Used Subject where strategy Is Used

1.Six thinking Hats Curriculum Development,

Developmental Reading and acroos
subjects

2. Cooperative Learning Subject across discipline

3. Eight Squares History

4. Think, Pair and Share Subject across discipline

5. Envoy Facilitating learning

6. Brainstorming Subject across discipline

7. Debates English, Literature and History

 SIX THINKING HATS
allows for structured thinking
 COOPERATIVE LEARNING
encourages positive interdependence, individual accountability and face to face
interaction

THINK, PAIR AND SHARE

think individually about an issue, question or problem and record response.
 Th
i s

strategy encourages the students to use of multiple intelligences

3. OUTCOMES
 Present Evidences that course syllabi are updated and approved.
 Cite evidences that teaching strategies are efficiently and effectively used.
Evidence that teaching strategies are efficiently and effectively used

Teacher used strategy in his/her teaching. The students used cooperative

learning and construct their own concept. She/ He is called a facilitator

Teacher in the classroom uses cooperative learning strategy. Her role is just a
facilitator.
Instructional Materials that are copyrighted/patented.
4. BEST PRACTICES
1. Student Teaching
Student Teaching (PED 121) is a 6- unit internship course required of all fourth
year education students who earned passing grades in all professional education and
other required courses. This one-semester hands-on practicum is the apex of the pre-
service training program for the BEED Curriculum.

A. Orientation
Prior to the deployment of the Pre-service Teachers (PST) a week long
orientation by the supervisors for student teaching with the following objectives:
 Review principles, theories, and other trends and issues pertaining to student
teaching such as:
a.) Lesson planning
b.) Strategies /methods/approaches in teaching the different subject areas
c.) Issues and concerns related to practice teaching is being discussed, like bullying,
corporal punishment and loco parentis.

B. On-Campus Teaching

b.1 First Level Assignment

This total school immersion is composed of two phases; the on-campus
and off-campus. The on-campus training runs for eight weeks. Each pre-service teacher
is assigned to a particular class where he/she puts into practice the theories, principles,
concepts and strategies learned during the early years in the College of Teacher
Education. He/ She plan lessons, activities and assessment tools or activities every day.
The pre-service teachers assigned in one grade and section take turns in teaching all
the subject areas, one subject per day, Monday through Friday until such time that they
undergo semi-straight teaching that is teaching all the subject areas in the morning or
afternoon by one pre-service teacher.

b.2 Second Level Assignment-

By the end of the fourth week, the pre-service teachers are ready for their
second level assignment. Those who were previously assigned in the lower grades will
switch assignment with their counterparts. The Early childhood majors and the Special
Education will also go to the regular class while those previously assigned in the regular
class will at this time go to the Kindergarten and special education classes. This practice
is in preparation for the coming of the off-campus assignment of the PST.
 3. Off-Campus Assignment

At the end of the 8th weeks of practicum the pre-service teachers are now more
prepared to be fielded in DepEd schools. The schools chosen as their off-campus
schools are those nearest to most of the pre-service within the vicinity.
Usually 4 schools in the east coast and 4 schools in the west coast are chosen to
be the cooperating schools. The grade level assignment of the pre-service teachers is
decided by the school principal. There is only 1-grade level teaching for five weeks
during the off-campus.

A BSED Pre-Service Teacher assigned at Zamboanga West National High

School (November 20,2017)
 4. Observation of the Teaching Activities of the Pre-service Teachers
During the eight week stay of the student teachers in the laboratory school
(WMSU) the mentors handling the subject observe the student teacher’s teaching
activities. A post teaching conference follows after each teaching activity good points are
pointed out and suggestions are discussed.
The supervisor for student teaching on the other hand observe classes while the
pre-service teachers are in the laboratory school. At least two observations per student
teacher is done. One observation is conducted per level assignment. A post teaching
conference is undertaken after the observation.

5. Friday Conference
Friday of each week, all the pre-service teachers gather together at the college of
education with their supervisor to discuss whatever experiences they have or problems
they encounter. Whenever the need arises, the supervisor would invite a teacher to
demonstrate a lesson or talk about a particular topic to enlighten the pre-service
teachers.
This is a practice that gives pre-service teachers the opportunity to air whatever
experiences or problems they encounter. This serves as an avenue for professional
growth.

6. Demo Fiesta
A demo-fiesta is an academic activity where student teachers showcase their
teaching skills. While the daily teachings of the pre-service teachers is going on the
respective mentors try to eye student teachers who have potentials and are considered
good materials to demonstrate a lesson in their subject. Once they have been chosen ,
the mentor will coach the pre-service teachers who will conduct demo teaching.
A date or two will be set for the demonstration lesson. This activity is dubbed as
Demo Fiesta. Series of lessons will be demonstrated by different pre-service teachers.
The demo fiesta is usually held at the social hall and is witnessed by other education
students. As usual after the demo, discussion about the good points ensue and so with
the suggestions. Pre-service teachers from other universities or colleges like
Universidad de Zamboanga and Zamboanga State Polytechnic College were once
invited to witness our Demo-Fiesta.

7. Peer Teaching
In Principles and Methods of Teaching (PED 106.2) students undergo early
exposure of the different teaching-learning activities which started from peer teaching,
micro-teaching and macro-teaching. These transition activities are intended to prepare
pre-service teacher for the next endeavor. Moreover, the said activities help reflect
students to pursue the chosen path of the career. This class is limited to a maximum of
35 students in a class to give each student the opportunity to practice effective teaching.
Peer teaching being employed by the BSED students in their PED 106.2 subject
PARAMETER C- ASSESSMENT OF ACADEMIC PERFORMANCE

1. SYSTEM- INPUTS AND PROCESS

 Present Institutional and/or College policies/system of assessing academic

performances.

Evaluating students’ performance is an integral component of curriculum and instruction.

This serves as a feedback whether the strategy or activities employed by the teacher is effective
and has brought about changes among the students. To ensure that the objective for the days
lesson is attained an assessment such as formative test, summative test, mid-term and final
examination is important. The result of assessment is a determiner of the teachers’ next action.

At the end of the semester, students’ performance are assessed with the use of varied
evaluation measures such as portfolio, paper and pencil test, oral examination and group or
individual research study. A numerical equivalent of their performance is given to inform the
students how they were rated in the class at the end of a semester’s work.

Grading systems and requirements are indicated in the syllabi of different subject areas.
Course and test requirements are returned to students after the test papers are checked,
recorded and analyzed. The system of students evaluation and grading is defined, understood
and disseminated to academic administrators, faculty, students and their parents.

The following are the suggested criteria for evaluation of students’ grade with corresponding
percentage weight:
a. Midterm Exam Score/ Final Exam Score- 40% (negotiable to 35%)
b. Quizzes - 25% (negotiable to 20%)
c. Assignment/ Output( Problem Set, - 15%
Readings, short activities)
d. Tasks (Synthesis paper, Reaction paper, - 15%
Term paper, other projects)
e. Attendance/ Behavior- - 5%

 The weight percentage maybe reasonably adjusted according to the students’ needs.
 Class participation maybe included and minimal wt.% can be given, as this is arbitrary,
weight percentage for the criteria will be adjusted accordingly. (Guidelines in the
computation of grades, OVPAA)
 Grading System and Policies

ARTICLE 292. Grading System in the Undergraduate Studies. The work of undergraduate
students shall be reported at the end of each semester in accordance with the following system
of grading:

Table 6: Undergraduate Grading System

% Letter Descriptive
Numerical Rating
Equivalent Equivalent Equivalent

1.00 97-100 A+ Excellent

1.25 94-96 A Very Outstanding

1.50 91-93 A- Outstanding

1.75 88-90 B+ Very Good

2.00 85-87 B Good

2.25 82-84 B- Very Satisfactory

2.50 79-81 C+ Satisfactory

2.75 76-78 C Fair

3.0 75 C- Passing

5.0 Below 75 F Failure

Lacks requirements and/or final

Inc. Incomplete
examination

AW Authorized Withdrawal (Dropped from class with permit)

Unauthorized Withdrawal (Dropped from class for non-attendance/

UW
non-appearance for 20% of prescribed attendance
ARTICLE 293. Credit for Transferees. For transfer students, only subjects with grade of 2.0 or
better shall be credited. Courses with grades lower than 2.0 shall be retaken. (BOR No. 115,
series of 1987)

ARTICLE 294. Incomplete Grade. A grade of “Incomplete” or “INC” indicates that the work is
not completed. It shall be given if a student, whose class standing throughout the semester is
passing; fails to submit other requirements for the course; or fails to appear for the final
examination due to illness or for other valid reasons. If, in the opinion of the Dean, the absence
from the examination is justifiable, the student may be given a special examination. ‘INC” is also
given for work that is of passing quality but some part of which is, for some valid reason,
unfinished.

Section 1. Completion of INC Grade. The deficiency indicated by the grade of “INC”
must be removed within a period of one (1) school year; otherwise, the grade shall
become “5.0”. If the grade of “INC” is to be removed by submitting a written report or
term paper, the final grade may be “3.0” or better if the student passes; if s/he fails, the
final grade shall be “5.0”.

ARTICLE 295. Failing Grade (5.0). In case the student’s class standing is not passing and the
student fails to take the final examination, except if the failure to take the examination is for
meritorious reasons, the student shall be given a grade of “5.0”.

ARTICLE 296. Prohibition of Re-examination to Improve Grade. A student who has received
a passing grade in a given course is not allowed a re-examination for the purpose of improving
his/her grade.

ARTICLE 297. Grading System for Graduate Students. The work of graduate students shall
be reported at the end of each semester or summer term in accordance with the following
grading system, except as may be otherwise provided by the Board:

Table 7: Graduate Grading System

Numerical % Letter Descriptive

Rating Equivalent Equivalent Equivalent

1.00 95-100 A+ Excellent

1.25 90-94 A- Very Good

1.50 85-89 A- Good

1.75 80-84 B Fair

2.00 75-79 C Passing

3.00 Below 75 F Failure

Inc. Lacks requirements and/or final examination Incomplete

AW Authorized Withdrawal (Dropped from class with permit)

Unauthorized Withdrawal (Dropped from class for non-attendance/non-

UW
appearance for 20% of prescribed attendance
2. IMPLEMENTATION
 List of evaluation measures used to ensure that the students’ performances meet
expected outcomes.
Testing and evaluation used by the teachers varies according to what the teacher
wants to assess Students’ performances are evaluated through the following:
Evaluation Measures Subject Where Used
Formative test such as quizzes Subjects across all discipline
Summative test such as unit test, mid- Subjects across all discipline
term and finals
Project and term papers Subjects across all discipline
portfolio Subjects across all discipline
Other course requirements such as
charts, maps, flashcards, etc.
Practicum and performance test Subjects across all discipline
Rubrics Subjects across all discipline
Reflective Journal Subjects across all discipline
Graded recitation Subjects across all discipline
Concept paper Subjects across all discipline
Case study Subjects across all discipline

 Description of a system of validating and/or Improving tests and other

evaluation Instruments

The summative tests are comprehensive enough to test the different levels of
cognitive skills and knowledge of content based on the Table of Specifications. Table
of specifications are required from the faculty of the two curricular programs for the
major examinations. Before the mid-term and final exam, the faculty is required to
make a Table of Specification for each course they are handling. Then they submit
their TOS with their attached test paper to the Department Head. The Department
Head checks the test items affix their signatures. Then together with Dean they test
the draft.
 The faculty use varied evaluation measures to assess students’ performance that
cater to individual differences and multiple intelligences. They are also trained in test
construction and measurement through seminar/workshop.

3. OUTCOMES
Present and/on evidences that students’ academic performance is commendable.

ACADEMIC ACHIEVERS 2017

First Year
1. Ulyssa Polly B. Orcullo 1.461
2. Julievi C. Dela Peña 1.471
3. Jenny G. Dela Torre 1.480
4. Rinalyn A. Celeste 1.528
5. Reymart M. Russel 1.557
6. Ulyssa Mabel B. Orcullo 1.557
7. Al-Sharief L. Benito 1.605
8. Sweetheart E. Manalo 1.653
9. Nicole L. Ignacio 1.673
10. Mae L. Bucoy 1.673

Second Year
1. Ricky A. Bañas 1.351
2. Glenn RJ Señara 1.360
3. Shaira Kim A. Telebangco 1.372
4. Dorothy N. Mayonila 1.389
5. Rica Mae A. Barrios 1.402
6. Rasidin A. Kalinggalan 1.425
7. Mayet U. Namoc 1.451
8. Raffy S. Taghap 1.491
9. Jeric B. Ventoza 1.495
10. Karen Joy P. Espinosa 1.5
11. Merriechel S. Gonia 1.512
12. Annie Rose Q. Tan 1.526
13. Therese June D. Gregorio 1.530
14. Racy Joy R. Hawari 1.530
15. Johanna Marie P. Gatab 1.543
16. Perlie S. Kilat 1.543
17. Vanessa Mae D. Sumalinog 1.546
18. John Lloyd M. Araneta 1.55
19. Yuri Harris S. Pamaran 1.561
20. Alexandhrea Hiedie Dumagay 1.574
21. Mary Joy C. Ocamia 1.583
22. Shaina F. Abbilul 1.587
23. Liezel F. Pabilona 1.588
24. Cindy C. Suico 1.599
25. Christian R. Paragas 1.6
26. Ellene Rose N. Fernando 1.605
27. Eden Char V. Elumba 1.611
28. Jessa Joy M. Khee 1.614
29. Reynie Ann T. Juanito 1.618
30. Giamarie A. Mangubat 1.618
31. Whitney G. Enojardo 1.627
 32. Russel B. Bautista 1.633
33. Michael J. Soon 1.635
34. Venedick B. Bornales 1.644
35. Kristyn E. Mendoza 1.646
36. Precious Joy L. Pausal 1.657
37. Radzlin J. Unding 1.657
38. Shaheena B. Sabturani 1.662
39. Reyross A. Belarmino 1.666
40. Irene I. Pangilisan 1.666
41. Mica Ella B. Muriedas 1.671
42. Mary Jean T. Abatayo 1.675
43. Ivy A. Barcelona 1.684
44. Lia M. Bacordo 1.697
45. Jermiline E. Lumpinas 1.735
46. Rohanie A. Saral 1.745

Third Year
1. Phil Argel M. Quitiol 1.313
2. Alsakur S. Rasid 1.377
3. Wahdah M. Adala 1.381
4. Aldrin Kenneth A. Saladaga 1.381
5. Arden H. Askali 1.384
6. Lawrein Anne H. Cabanlit 1.404
7. Jerome JB B. Estrada 1.408
8. Aiza Abegael D. Camal 1.413
9. Lucy Jean B. Lazaro 1.422
10. Christian Jay L. Lozada 1.423
11. Nola Khayil C. Jailani 1.445
12. Leah Jane B. Lazaro 1.45
13. Shamae H. Paloma 1.459
14. Shaira Mae A. Maghanoy 1.471
15. Ruth T. Muyco 1.486
16. Niña Mea D. Carreon 1.504
17. Pilar B. Sabdani 1.523
18. Gene Rhea Marie S. Pasigna 1.525
19. Anna Fe T. Lacastesantos 1.533
20. Mari Vic A. Ando 1.534
21. Janine Stephanie S. Azucena 1.538
22. Erica Pelayo 1.545
23. Genine V. Destora 1.547
24. Lovely C. L;aranjo 1.548
25. Jesica Sia Yuen R. Chong 1.551
26. Xylene Bea U. Dagalea 1.559
27. Kimpee M. Luces 1.559
28. Crissan Vicente 1.564
29. Ana Pamela F. Satur 1.566
30. April Rose A. Baunsit 1.567
31. Christian F. Solis 1.568
32. Jenny Mae R. Cruz 1.572
33. Rhea Jane M. Bautista 1.572
34. Katelyn S. Miramontes 1.573
35. Crystal Rheene T. Avanzado 1.580
36. Sittimullia B. Diamson 1.581
37. Arman T. Buyong Jr. 1.581
38. Joyce Christian S. Ih 1.581
39. Trisha Keith S. Dagoy 1.581
40. Daniel Anthony R. Belleza 1.583
41. Kelly James R. Toribio 1.586
42. Chin Chin G. Tolentino 1.586
43. Mary Joy P. Camonias 1.594
44. Raymond Jay M. Despalo 1.594
45. Dezza Lee S. Solis 1.6
46. Ina P. Fajardo 1.602
47. Sharifa Shiercia S. Asid 1.603
48. Eden Mae E. Delos Santos 1.616
49. Pilarito P. Manalo 1.620
50. Almark G. Ramos 1.620
51. Floramay D. Torino 1.620
52. Viben C. Sanguenza 1.622
53. Julfha H. Hamid 1.625
54. Aubrey Lane P. Degamo 1.625
55. Aeleen Jane C. Sanchez 1.625
56. Jeby Mae O. Mahilum 1.629
57. Esperanza T. Camanse 1.629
58. Jianne Pearl F. De Torres 1.634
59. Kimberly V. Macrohon 1.637
60. Analine C. Tarroza 1.637
61. Floramae J. Malazarte 1.638
62. Gemel Camie P. Camay 1.642
63. Nuraisa M. Malaguit 1.646
64. Oliver A. Duyucon 1.650
65. Albert Toledo 1.650
66. Ana Marie L. Dela Calzada 1.654
67. Jessa Mae R. Conje 1.658
68. Kearztie Therese C. Caluyo 1.658
69. Floriza Beth G. Esperat 1.663
70. Sheila Marie B. Abejuela 1.668
71. Shena M. Usman 1.672
72. Jenilisa P. Tabon 1.673
73. Michelle Jane L. Evangelista 1.677
74. Aike John D. Puig 1.681
75. Alana P. Salcedo 1.684
76. Sheena Mae P. Calugcugan 1.685
77. Jerry James C. Deran 1.688
78. Ernell J. Miranda 1.689
79. Shirlyn H. Bello 1.693
80. Desiree C. Balugay 1.704
81. Janiba J. Mohammad 1.706
82. Rhamadanessa Cabalida 1.711
83. Arzola P. Aizon 1.716
84. Dawn M. Eugenio 1.718
85. Dachel H. Balilo 1.719
86. Justine Cesar A. Enriquez 1.719
87. Lyra Mae P. Mundi 1.732
88. Charisse Mariel B. Bucoy 1.736
89. Jessiemae R. Alejandro 1.741
90. Jonathan D. Bartolome 1.745
91. Charmaine Reeze L. Bernardo 1.745
Aldrin Kenneth A. Saladaga, BSED academic achiever.
The Academic Achiever for School Year 2017-2018 for the BEED and BSED Program
4. BEST PRACTICES
 Cite as many best practices as you can on parameter C (Assessment of Academic
Performance)
` a. Quasi activities of teachers with advisory class are used for consultation and
advising their advisers. Teachers help them in their difficulties with the other
subjects. They tutor them or find someone who has the expertise on the topic they
encounter difficulties.

b. Collaborative output of PED teachers a single output is utilized as a project

across subject areas. This practice minimizes students expenses while maximizing
relevance of the different subject applied in either a project or performance.
Parameter D. MANAGEMENT OF LEARNING

Management of learning in this context refers to the rules and practices relating to
classroom management. It should be conducive to effective instruction and should be carefully
observed. Measures should be taken to ensure punctual attendance of faculty members in
their scheduled classes.

In the overall context, management of learning refers to the wide variety of skills and
techniques that teachers use to keep students organized, orderly, focused, attentive on task,
and academically productive during the class.

Management of learning is a term educators use to describe methods of preventing

misbehaviour and dealing with it if it arises. In other words, it is the technique teachers use to
maintain control in the classroom.

The Western Mindanao State University has adopted measures to manage classroom
for effective learning. These measures may differ from college to college and from faculty to
faculty.

1. SYSTEM INPUTS AND PROCESSES

 Present and/or cite policies on management of learning

To monitor teacher’s attendance and punctuality, a biometric system is set for use across
the colleges in the university. Moreover used as a support mechanism, class monitoring is done
by the departments to ensure that teachers both from the home called and servicing colleges
meet the classes. A report is provided to the office of the dean detailing absences , tardiness of
teachers, coordination afterwards shall then be made to the respective colleges to which the
concerned teacher belongs.

2. IMPLEMENTATION

 Describe the system to ensure effective classroom management

o Maintaining classroom discipline

Discipline involves doing what is expected of the students at a specific time whether
there is a teacher or someone watching them or not. ( Andas et. Al., 2012)
Classroom discipline is maintained following policies stipulated in the WMSU
Code and Student Manual. Students, in their respective classes, likewise formulate
rules or classroom policies which they, themselves, enact on the very first day of
classes. The formulated classroom policies vary from classroom to classroom and from
teacher to teacher.

The house rules include on the following issues:

a. the use of cell phones
b. absences and tardiness
c. submission of required report/assignment
d. proper use of school uniform and id
e. haircut
 Even when the teacher attends meetings or an important function, students could
carry out the activities assigned to them as long as they are informed ahead of time.
Students are aware of the consequences when they violate the classroom
policies as they are the authors of these.

On student attendance
Each course professor uses different recording tools in monitoring the attendance of
students which are filed and used for grading purposes and for whatever purpose this may
serve the course teacher. Student attendance in the classroom and in other instructional
activities is checked at the beginning of class session.

On class size
In a non- laboratory class, the number of students should not be more than 50 or 55.
Class size contributes to the management of learning and classroom discipline. In a pedagogy
class where students are required to conduct peer teaching, the number of students is limited to
35 to give each student a chance to have individual peer teaching.

o Monitoring Student Progress.

Student progress refers to the improvement or the amount of learning a student
gained in a given period.
Specifically, teachers in the classroom, pose questions before, during and after
discussion to feedback her/him of the students’ learning. Before the session ends, the
teacher either gives a formative test or a task to check students’ understanding of the
day’s lesson. Periodically, a summative test is given to all students to measure how
much they have learned for the period. A numerical grade is assigned to each score and
thus this gives the teacher a very good picture of the progress of the students in her
class.
Generally, a teacher is assigned to one class for four years. He/ She follows up
the progress of the students in his/her advisory class. The advisees have to present their
downloaded grades before they are given enrolment form. This process gives the
adviser the chance to know who among her/his advisees have INC, failing marks or
dropped the course.

o Developing responsibility and initiative among students

Class officers and other assigned leaders (who take turns) are given task to
help/ assist the teacher. At times when the teacher attends an emergency meetings or
an important function, students could carry out the activities assigned to them as long as
they are informed ahead of time. The group leaders act as the teacher for the hour.
During the class activities, students take turns to be the leader, secretary and presenter.
They are also given the option to choose how they would like to present their lesson or
topic, but they are to consult their teacher before they will present it to their classmates.
In this way, success is inevitable.

o Enhancing the pedagogical skills of the faculty

Whenever the expertise of a particular teacher is needed, the concerned teacher
is requested to demonstrate, conduct seminar- workshop for her/his co-teachers who
need his/her expertise.
3. OUTCOMES

Present evidences that learning is efficiently and effectively managed.

Cooperative strategy is being employed in the classroom. The teacher acts as a

facilitator.
4. BEST PRACTICES

Cite as many best practices as you can on management of Learning

o One Adviser from First Year till Graduation

A teacher is assigned to facilitate the enrolment of Freshmen students, who will be
his/her advisory class till they graduate. As the adviser, she/he monitors their progress by
requiring them to submit their grades during enrolment. She knows who among her advisees
need academic , emotional and financial help. She could refer those, who she believes, need
the help of the guidance counselor. She/he even represents, at times, these advisees as their
guardian whenever the need arises particularly those whose parents are in the far flung
provinces.

o Agreement of Good Performance

Upon enrolment, the adviser gets hold of the students’ grades and enter these in the
copies of the prospectus bearing their names. Each student has one prospectus, with her/his
picture and his/her adviser. When a student incurs INCs, grades of 3 and even dropped subject
or failing marks, he/she is required to see the College Guidance Counselor and sign the
Agreement of Good Performance before he/she be allowed to enroll. In severe cases,
parents/guardians are called for a conference.

o Teacher as Facilitators

In the College of Teacher of Education, most teachers simply act as facilitator. They
meet the group assigned to present a topic before they are scheduled to present and check
their activities, instructional materials and even their graphic organizer and the quiz they are to
give at the end of the session. The teacher comes in when the need arises.
PARAMETER E- GRADUATION REQUIREMENTS

1. SYSTEM-INPUTS AND PROCESS

 Presents and/or cite policies on program’s academic and graduation
requirements.

Requirements for Graduation

Article 323. No student shall be recommended for graduation unless s/he has satisfied all the
prescribed academic as well as other requirements for the course that is taking.
Article 324. Candidates for graduation who had completed all the requirements of the
curriculum but failed to apply for, nor were granted the corresponding degrees or titles, or those
who began their studies under a curriculum that is more than ten (10) years old and who had
completed all the requirements of the curriculum but failed to apply for, nor were granted the
corresponding degrees or titles shall have their application for graduation approved as of the
date they should have originally graduated.
Article 325. All candidates for graduation shall make up for their deficiencies and be cleared not
later than five (5) weeks before the end of their last semester, with the exception of those
enrolled in the following academic subjects: Physical Education, Military Science- NSTP,
Euthenics and other subjects as may be prescribed in the curriculum during that semester.
Article 326. No student shall be graduated from the University unless s/he has completed at
least fifty (50%) percent of the total academic requirements of his/her course in the University.
Article 327. No student shall be issued his/her graduation and other credentials unless he/she
has paid all his/her accounts and other required fees. Such student may., however, upon
his/her request and payment of the necessary fees, be given by the Office of the Dean of the
College he attended a Certification that she/he has completed all the requirements of the
course.
Article 328. The Board of Regents may revoke, recall, or rescind any title/ degree granted by the
University in case this is proven to be obtained under fraudulent circumstances (WMSU Code)

2. IMPLEMENTATION
 Describe the program’s academic and graduation requirements and how they
are disseminated.
Students enrolled in any education program are well- informed, on the very
first day of classes and during the orientation, of the program requirements to
earn the degree. Returnees and transferees are likewise informed of the policies
on penalty, bridging and audit subjects for those programs that have lapsed or
for those whose subjects that maybe credited.
 To qualify for graduation, students should undergo practice teaching and
submit a copy of their thesis to the Registrar’s Office that will in turn, present
their candidacy to the Academic Council for approval. However, to get their
diplomas and transcript of records, they are required to accomplish clearance
for accountabilities and responsibilities from the institution.
All these information are disseminated by the class advisers, dean, college
student board coordinator, and guidance counselor/coordinator.
3. OUTCOMES
 Present a comparison of students’ who are able to graduate on time with total
number of students enrollees.
4. BEST PRACTICES
 Early Evaluation of Graduating Students
Every summer, the office of the Registrar starts evaluating the grades of
incoming senior students to prepare them for their forthcoming practicum. This process
gives both the students and the Office of the registrar the chance to verify the
documents or if there is any deficiency in their mandatory papers for graduation and the
completeness of their grades that would permit them to graduate come March of the
succeeding year. This process gives the students enough time to request or secure the
documents they missed to submit.

 Graduation Referendum
Every semester, a month before graduation, a list of graduating students for the
semester, be it October or March, is furnished to all colleges. This is for the respective
college to check the correct spelling, course and address of the students.
The advisers check and ensure that all students who are to graduate in their class are
included in the list provided in the referendum. If errors are found, the adviser would
have to make the proper corrections before she will affix her signature. This is done
twice before the final list will be submitted for printing in the graduation program.

 Graduation Protocol
Graduation protocol is carried out by selected Faculty and non- teaching staff
from different units/colleges. This group ensures that the system of rules and correct
conduct and procedure are strictly followed during graduation for a safe and smooth
ceremony. The Graduation Protocol, as they call themselves, start their task during
graduation practice and they give suggestions for the betterment of the graduation
ceremony.

On graduation day the Graduation Protocol Group are uniformly dressed and
they act as ushers, guide or they are cueing the candidates on what to do or where to
go.

 Two Batches of Graduates

The Western Mindanao State University (WMSU) has 14 colleges with an
average of 2000 candidates for graduation each year. The Graduation Ceremony is held
at the gymnasium, which is not big enough to accommodate all the graduating students.
The WMSU administration never held its graduation ceremony in a private hotel which
offers bigger space to accommodate all the graduating students and their parents or
relatives, since this will add an extra cost to the parents and guardians. Hence, a better
option is to have the graduation ceremony in two batches. One is held a day after the
first graduation. This scheme could provide parents and relatives of the graduating
 students with seats. Candidates for graduation are given three slots each for their
parents/relatives to attend the ceremony.

 Graduation Snacks
The Western Mindanao State University holds its graduation ceremony early in
the morning. As early as six in the morning, the candidates, together with their parents
and other significant persons in their life start arriving at the venue. Most, if not all, have
not eaten a good breakfast because of preparations and excitement. Definitely, while the
ceremony is ongoing and it takes almost four hours to finish the ceremony candidates
start feeling hungry and their parents would go out of the gymnasium to buy food and
secretly pass this to their sons/daughters. This practice creates movement and noise
which are annoying for dignitaries seated onstage.
To eliminate this uncalled for occurrence, the administration decided to provide a
simple snacks, just a cracker, a piece of candy and bottled water, while the ceremony is
ongoing. This could sustain their hunger till the end of the ceremony.

 Advisers’ Presence During the Practice

Every section of the graduating students in the College of Teacher of Education
has its own adviser who has been guiding them since their first year in the college and is
responsible for them in all their activities, academic or non-curricular. It is also expected
of the advisers to be with their advisees during their graduation practice to help the
protocol group in the arrangement, formation and whatever help the committee needs
from us.
PARAMETER F- ADMINISTRATIVE SUPPORT FOR EFFECTIVE INSTRUCTION

1. SYSTEM-INPUTS AND PROCESS

There is administrative support for effective instruction through periodic performance evaluation
of faculty, provisions for special arrangements when a teacher is on level and regular meeting
involving the administration and faculty.
Quality instruction is being assured through periodic revisions of the syllabi, submission
of the mid-term and final examination questions with their corresponding table of specification,
conducting summative and formative examinations, conducting observation of classes and
providing service and retooling activities to the faculty.

Present and/or cite policies on substitution or special arrangement whenever a faculty is

on leave or on official business/time;

The Policy concerning the substitution on special arrangement whenever a faculty is on leave or
on official business/time as stated in the WMSU CODE.

Chapter XIII
Leave Privileges

ARTICLE 168. Legal Basis. All employees shall enjoy leave privileges such as teacher’s leave,
vacation and sick leave, maternity leave, paternity leave, military service leave, rehabilitation
leave, terminal leave, and other special leave privileges in accordance with the provisions of the
CSC Omnibus Rules on Leave, Rule XVI of the Omnibus Rules Implementing Book V of
EO 292), Magna Carta of Women, and other pertinent laws.

In general, employees whether permanent, temporary, or casual, including academic rank

holders, who are placed on the vacation and sick leave basis by way of special order shall be
entitled to 15 days’ vacation and 15 days sick leave annually with full pay exclusive of
Saturdays, Sundays, and public holidays until converted.

ARTICLE 169. Leave Status.

SECTION 1. Vacation and Sick Leave Status. Employees shall be granted leave of
absence privilege or the right not to report for work with or without pay as may be
provided by pertinent laws and rules. Faculty members designated to administrative
positions may be granted vacation and sick leave status in accordance with pertinent
rules and regulations.

SECTION 2. Teacher’s Leave Status. Teacher’s leave shall be granted to full-time

members of the faculty who do not normally perform administrative functions, or who are
not required to render service throughout the year. They are entitled to such leave
during the calendar year, to the short vacation (two weeks at Yuletide) and long vacation
(ten weeks during summer) with full proportionate reduction of vacation pay due to
absences during the school year. This leave benefit for faculty members shall not be
 cumulative and therefore cannot be carried over the succeeding year. (CSC Rule XVI,
Sec. 16 (b)

ARTICLE 170. Service Credits. Faculty members on teachers’ leave who are authorized to
serve during any of the vacation periods (Christmas or long vacation), shall earn service credits
provided that these services are not connected with teaching and that their services are not
used to finish reports that are due at the end of the term. (BOR Res. No. 58, s. 1963).

SECTION 1. Creditable Services.

a. Services rendered in connection with the early opening of the school year;
b. Service during registration and election days
c. Service for calamity assistance and rehabilitation when schools are used as
evacuation centers; and
d. Attendance in in-service training courses/ seminars during summers and
vacations/ holidays. (CSC MC No. 41, S. 1998).
SECTION 1. Conversion to vacation/sick leave. The vacation service credits
earned by the faculty will be converted to vacation/ sick leave upon separation from
the service.

ARTICLE 171. Procedures for Application for Grant of Vacation Leave. An application for
vacation leave of absence for one full day or more shall be submitted on the prescribed form for
action by the University President five days in advance, whenever possible, with the effective
date of such leave.

ARTICLE 172. Procedures for Application for Grant of Sick Leave. Sick leave shall be
granted only on account of sickness or disability on the part of the employee or any member of
the immediate family. In cases where an employee had already exhausted the sick leave
credits, the vacation leave credits can be used but not vice versa.

An application for sick leave of absence for one full day or more shall be filed immediately upon
the employee’s return from such leave.

SECTION 1. Ordinary Application. In ordinary application for sick leave already taken
not exceeding five days, the University President may duly determine whether or not the
granting of sick leave is proper under the circumstances. In case of doubt, a medical
certificate may be required. Application for sick leave in excess of five successive days
shall be accompanied by a proper medical certificate.

SECTION 2. Advanced Application. Sick leave may be applied for in advance in

cases where the employee will undergo medical examination or medical procedure or
advised to rest in view of ill health duly supported by a medical certificate.
ARTICLE 173. Maternity and Paternity Leave.

SECTION 1. Maternity Leave. Every married or unmarried woman in the government

service who has rendered an aggregate of two (2) or more years of service, in addition to
her vacation and sick leave is entitled to maternity leave of sixty (60) calendar days with
full pay. For those who have rendered one (1) year or more but less than two (2) years of
service shall be computed in proportion to their length of service, provided that those who
have served for less than one (1) year shall be entitled to 60 days maternity leave with half
pay. Enjoyment of maternity leave cannot be deferred but it should be availed of either
before or after the actual period of delivery in a continuous and uninterrupted manner, not
exceeding 60 calendar days. It may be granted every instance of pregnancy irrespective
of its frequency (non-cumulative/non commutative).

SECTION 2. Paternity Leave. Every married male government employee for the first four
deliveries of his legitimate spouse with whom he is cohabiting are entitled to avail of this
leave; The definition of “delivery” includes either childbirth or miscarriage. Married male
employee with more than one (1) legal spouse shall be entitled for an absolute maximum
of four deliveries regardless of whichever spouse gives birth (Provided for under CSC MC
No. 41, s. 1998). This leave is non-cumulative/non-cumulative.

ARTICLE 174. Parental Leaves

SECTION 1. Leave of Adoptive Parents. Employees who are adoptive parents may
avail themselves of maternity or paternity leave provided that the child is below seven
years of age and who possess the adoption papers from the Department of Social
Welfare and Development (DSWD).

SECTION 2. Parental Leave to Solo Parent. Granted to a solo parent so he/she can
perform parental duties and responsibilities where physical presence is required. Married
employees who are covered under the Solo Parent Act may avail themselves of the
additional seven days leave a year provided that the children are below 18 years of age
and have the current identification from the Department of Social Welfare and
Development.

ARTICLE 175. Rehabilitation Leave. Leave granted for wounds or injuries sustained while in
the performance of official duties. Applications must be made on the prescribed form, supported
by the proper medical certificate and evidence showing that the wounds or injuries were
incurred in the performance of duty. Absence in the case contemplated shall not be charged
against sick or vacation leave.

ARTICLE 176. Military Service Leave. Military service leave shall be granted to members of
the faculty and administrative officers and employees. Any employee who may be called, in
accordance with the National Defense Act or any law, for trainee instruction or for regular active
duty training shall be paid his salary during his absence. When he voluntarily goes for training
with the Armed Forces of the Philippines (AFP) , he shall apply for leave of absence. In case
the application is approved, he shall draw no compensation from the University during his
absence; provided, however, that his absence shall not affect his vacation leave privileges in the
University.
ARTICLE 177. Leave for Victims of Violence against Women. Pursuant to the Anti-Violence
against Women and their Children (VAWC) Act of 2004, a maximum of 10 days leave may be
granted to any woman employee in the government service regardless of employment status,
who is a victim of violence and/or whose child is also a victim of violence whose age is below
eighteen (18) or above eighteen (18) but unable to take care of himself/herself. This leave is
non cumulative and not convertible to cash.

ARTICLE 178. Forced/Mandatory leave. All government workers with 10 days or more
vacation leave credits shall be required to go on this leave whether continuous or intermittent. It
shall be forfeited if not taken during the year; however, in cases where the scheduled leave has
been cancelled in the exigency of the service by the head of the agency, the scheduled leave
not enjoyed shall no longer be deducted from the accumulated vacation leave.

ARTICLE 179. Study Leave. Time off from work not exceeding six (6) months with pay may be
granted to qualified officials and employees to help them prepare for their bar or board
examinations or complete their master’s degree. For completion of master’s degree, the study
leave shall not exceed four (4) months. A female employee who is on study leave with pay is not
entitled to avail of maternity leave benefits. (CSC Res. No. 02-0576 – Sacmar-Bandiola).

Members of the faculty as well as officials and employees of the administration may, at the
discretion of the President or preferably in accordance with the University Human Resource
Development Plan, be allowed to go on study leave on official time if they are granted
scholarships by other institutions, domestic or abroad. Otherwise, their leave shall be
considered personal and not entitle them to receive their salaries during their study leave
period.

ARTICLE 180. Special Leave Privileges. in accordance with Section 21 of the CSC Omnibus
Rules on Leave, employees may avail of special leave privileges for a maximum of three (3)
days annually over and above the vacation, sick, maternity and paternity leaves to mark
personal milestones and/or attend to filial and domestic responsibilities. Employees, except
teachers and those covered by special laws shall be granted a maximum of three days special
leave privileges within a calendar year.

ARTICLE 181. Terminal Leave Benefits. An employee who retires or resigns from the service
shall be entitled to the commutation of all leave credits computed on the highest monthly salary
received. Teaching personnel on teachers leave basis who resign, retire, or are separated from
the service through no fault of their own shall be paid the money value of their unused vacation
service credits that shall first be converted to vacation and sick leave credits.

ARTICLE 182. Leave without Pay. Leave without pay not exceeding one year may be granted
in addition to the vacation and sick leave earned. However, it shall not be granted whenever an
employee has leave with pay except in the case of secondment.

a. Leave of absence for any reason other than illness shall not be counted as part of the
actual service rendered.
b. An employee who fails to report for work at the expiration of the one-year leave without
pay shall be considered automatically separated from the service.
Present and/or cite policies on giving awards and/or recognition of faculty and students
with outstanding achievements; and

The Policies on giving awards and/ or recognition of faculty with outstanding achievements as
stated in the WMSU Code.

Chapter VIII

Incentives and Rewards

ARTICLE 136. Purpose. Incentives and rewards shall be granted officials and employees who
have demonstrated exemplary service and conduct on the basis of their observance of the
norms of conduct laid down in Section 4 of the Rules Implementing the Code of Conduct and
Ethical Standards for Public Officials and Employees Rule V Incentive and Rewards System.

ARTICLE 137. Performance-Based Incentive System (PBIS). As a government agency,

WMSU follows the Performance-Based Incentive System (PBIS), a new system of incentives for
government employees pursuant to EO No. 80. Under this system, employees may receive two
incentives: the Performance-Based Bonus (PBB) and the Productivity Enhancement Incentive
(PEI).

The PBB is a top-up bonus that is given to employees based on their performance and
contributions to the accomplishment of their Department’s overall targets and commitments.
This is on top of the PEI current annual incentive distributed to employees across the board.
The amount available for PEI bonuses will depend on savings incurred by the national
government.

ARTICLE 138. Other Forms of Incentives. Other incentives such as loyalty, length of service
and collective negotiation agreement (CNA) bonus including thesis and dissertation assistance
may be granted by the University subject to University policies and availability of funds.

SECTION 1. Career and Self-development Incentive. A career and self-development

incentive may be granted in recognition of an individual who has satisfactorily completed
a degree at one’s own expense, published in a refereed journal, was responsible for
generating resource/s, or has accomplished other academic achievements.

SECTION 2 Travel Package. A travel package, foreign or local tour, “Lakbay Aral”, or
other travel packages for the use of vehicle, fuel, driver, and driver’s travel allowances to
convey employees to and from the approved destinations in recognition of employees’
accomplishments or contributions to the University.

SECTION 3. Relief from Work. Another grant in the form of relief from work may also
be enjoyed by employees due for compulsory retirement from the service a month prior
to the effectively of retirement.
ARTICLE 139. Program for Rewards, Awards and Incentives for Service Excellence
(PRAISE). PRAISE shall encourage, recognize, and reward employees, individually or in
groups, for their innovative ideas, inventions, discoveries, superior accomplishment, heroic
deeds, exemplary behavior, extraordinary acts or services in the public interest, and other
personal efforts which contribute to the efficiency, economy, and improvement in University
operations, which lead to organizational productivity.

SECTION 1. Composition of the PRAISE Committee. There shall be a PRAISE

Committee that shall be composed of the University President as Chair with the following
members: all Vice-Presidents, the Chief of Administrative Services, the Chief of
Financial Services, the Planning Officer, and the Presidents of the Faculty Club and
Non-Teaching Personnel Association. The Chief of the HRMO shall serve as both a
member and secretary.

SECTION 2. Institutional Awards. Institutional awards that may be given as the

PRAISE Committee may decide such as exemplary behavior award, best teacher, best
organizational unit, cost economy measure award, most improved office, most
productive project, most maintained college/institute/center/office, or other similar
awards.

ARTICLE 140. Nominations to Regional and National Awards. The PRAISE Committee
shall nominate employees to regional and national award giving bodies like the annual search
for honor awards of the Civil Service Commission. (WMSU Code)

Graduating students are given fitting recognition for exemplary academic and non-
academic performances.

Outstanding achievement of students is recognized and encouraged through:

a. inclusion in honor roll or Dean list.

b. awarding of Scholarship

c. awarding of metals and certificates

Graduating students are given fitting recognition for exemplary academic and non-
academic performance by the College and University.

Present and/or cite policies on supervision/monitoring and evaluation of faculty

performance.
Supervision and monitoring system is designed to ensure sufficient class preparation by
the faculty. Periodic faculty performance evaluation is done by the students, peers and
department head.
 Chapter VII
Performance Evaluation

ARTICLE 132. General Rule. There shall be a University performance evaluation system for
the teaching and non-teaching personnel. The performance evaluation results shall be the basis
of the grant of the productivity incentive bonus, promotion, scholarships, sabbatical leave, and
other personnel actions. (Rule IX of the Omnibus Rules Implementing Book V of EO No. 292
(the Administrative Code of 1987) and CSC MC No. 12, s. 1993)

ARTICLE 133. Coverage. All employees shall be required to have performance evaluation
every six months for the non-teaching staff and every semester in the case of the teaching
personnel.

ARTICLE 134. Procedures. The procedures for the Performance Evaluation shall be stipulated
in the Administrative Manual.

ARTICLE 135. Instruments for Performance Evaluation. Ratings of performance as

measured by prescribed and adopted instruments for employee evaluation shall be the basis for
the grant of incentives like the productivity incentive bonus, Performance Based Bonus and
other performance-based incentives and awards such as promotion, training, scholarship,
sabbatical leave and other personnel actions. (WMSU Code)

2. IMPLEMENTATION
 Describe the system of suspension of faculty performance.

The system of suspension being implemented as stated in the WMSU Code

Chapter XVII

Separation from the Service

ARTICLE 205. Resignation. Any employee who intends to resign must submit his/her written
resignation at least thirty (30) days before the proposed date of its effectively. The acceptance
of resignation in writing shall indicate the date of effectively of resignation.

An employee under investigation may be allowed to resign pending decision of his/her case
without prejudice to the continuation of the proceedings until finally terminated.

SECTION 1. No resignation shall take effect until the services of a successor or a

temporary substitute shall have been secured.

SECTION 2. The above rules shall not apply to resignation on account of serious illness,
or when, in the judgment of the President, it is in the interest of the University that the
resignation be immediately accepted. Acceptance of resignation does not carry waiver of
the financial or property obligations of the person concerned to the University.

SECTION 3. Failure to report for duty for one (1) month after issuance/date of effectively
of the appointment shall cause the cancellation of the same.
 ARTICLE 206. Dropping from the Rolls. Employees may be dropped from the rolls for the
following reasons (Rule 19. Dropping from the Rolls, Sec.93. Revised Rules on Administrative
Cases in the Civil Service):

1. absence without approved leave for at least 30 calendar days;

2. unsatisfactory performance for two consecutive ratings or poor performance for one
evaluation period; and
3. continuous absence for more than one year by reason of illness and are declared as
physically unfit to perform duties or intermittently absent for at least 260 days during
a 24-month period or are behaving abnormally for an extended period manifesting
continuing mental disorder and incapacity to work as reported by the immediate
supervisor and co-workers.

ARTICLE 207. Other Modes of Separation. Other modes of separation are dismissal,
termination/ expiration of temporary appointment, and retirement. All personnel actions on
separation shall be in accordance with pertinent laws, rules and regulations. (Revised Rules on
Administrative Cases in the Civil Service (RRACCS), Nov. 18, 2011; Article IX. Discipline Sec.
36. Discipline)

 Describe the faculty performance evaluation system.

The Western Mindanao State University has performance evaluation system for the
teaching personnel. The performance evaluation result will be used as a basis of the grant of
the productivity incentive bonus, promotion, scholarship and other personnel actions. All faculty
of the CTE are required to have a performance evaluation every semester. The procedures for
the performance evaluation are stipulated in the Administrative Manual.

Aside from the performance evaluation system, the faculty is also being observed by the
BEED Department Head every semester, announced and unannounced. After the observation,
the Department Head will have a post conference with the faculty in which he/she will give the
teacher’s strength and things to improve.
Promotion of faculty members is anchored on the University faculty evaluation system
set under the National Budget Circular No.461 (NBC 461).

The program’s faculty Performance Evaluation results in the last 6 terms

2017
2015 2016
1st 2nd
1st 2nd 1st 2nd
F % F % F % F % F % F %

Outstanding
Very
Satisfactory 22 100 22 100 20 100 20 100 18 100 18 100
Satisfactory
Fair
Poor
Total

The table above shows faculty Performance Evaluation results in the last 6 terms. Based from the table,
all the faculty were rated very satisfactory.
  Describe the strategies to recognize students with exemplary
performance/achievements
 Recognizing Academic Achievers
A local recognition program as well as University Recognition Program is held
before the school year ends. Students are recognized based on their grades
from the previous semester. Latin Honors for Graduating students are presented
while Deans Listers from first to third year are recognized.
 Demonstration Teachers
Mentors in the Laboratory School select their best teachers to demonstrate. They
are given certificate of appreciation or recognition.
 Proficiency in Teaching
Pre-service Teachers who earned a grade of 1.25 or better during their practicum
are given a certificate of Proficiency in teaching.
 Non- Academic Achievers
All graduating students who perform in other fields such as musical for the grand
choral members, athletic for the athletes/players, and students who have shown
leadership skills and those who have rendered exemplary service to the college
are likewise recognized and given certificates and medallion.
Winners in competition such as literary; extemporaneous speaking, oration,
debate, essay writing and creative story telling are also recognized and given
certificates and medallion during local and/or sometimes during the University
Recognition if their points qualify

 List of recognition/ awards given to students with exemplary academic

and non- academic performance/ achievements

Awards/Recognition Sponsors/Donors
Academic Achievers University/ Local
Leadership Award University/ Local
Service Award University/ Local
Athletic Award University/ Local
Musical Award University/ Local
Literary Award University/ Local
Awards given to students with exemplary non-academic
performance/achievements
  Describe programs outcomes in the last 3-5 years
 Graduates performance in licensure Examination (if applicable)

SECONDARY LEVEL (BSED PROGRAM)
Date of No. of Graduates National Passing Institution’s Percentage (%)
Examination Who Took the Percentage (%) Passing Difference (-/+)
Examination Percentage (%)
January 2014 244 28.98 54.10 25.12
July 2014 261 34.40 53.64 19.25
March 2015 206 31.63 53.88 22.25
September 2015 285 41.75 54.39 12.64
March 2016 135 35.43 53.33 17.9
September 2016 298 33.78 34.23 0.45
March 2017 179 25.46 42.46 17.00
September 2017 332 46.37 58.43 7.06

 Employability of Graduates

School Year Number of Graduates No. of Graduates’ Percentage of

Employed Related to Graduates’ Employed
Specialization
2014-2015 100 100 100%
2015-2016 100 95 95%
2016-2017 100 83 40%

Describe the graduates’ employment pattern (e.g employer, jobs taken, span of time for
one to get employed, etc.)
The BSED graduates are sending their resume to the different private schools before
their graduation. Then they will be interviewed and asked to do demonstration teaching on the
specific learning areas and grade level. After graduation, most of the BSED graduates who had
applied in the private schools are hired as Junior High School teachers.
But the BSED graduates will only spend 1 or 2 years in the private school. Once they
have will pass the Licensure Examination for Teachers they will apply in the DepEd schools for
greener pasture.

Describe the feedback mechanism from employers regarding the graduates.

The CTE distributes checklist/ questionnaire to the schools where our graduates are
employed. An interview is also used to gather feedback from their employer.
3. OUTCOMES
 Present evidences that faculty and students’ have commendable
performances as a result of administrative support.
1. 3NS – Erasmus Mundus grantees graduated Cum Laude and topped the
Licensure Exam. The CTE spent for their extensive LET review from first to third
year
 Present evidences that graduates of the program are employable.
2017 graduates who were employed immediately after graduation
1. Ateneo De Zamboanga University-
1. Mark Layon,
2. KD Delgado,
3. Ms. Nicka Romero
4. Mr. Mark Jones, Barredo,
2. Claret School of Zamboanga-
1. Mr. Henry Bilbas,
2. Ms. Eijansantos
3. Mr. Daryl Vieres
4. Ms. Jenny Mae Perocho
3. Unique Progress Academy-
1. Ms. Rose Alberto,
2. Mr. Tahil
4. Pilar College
1. Mr. Sylvester Sanson
2. Mr. Aldrin Partosa
5. Universidad de Zamboanga
1. Ms. Cherry Garcia
6. STI College
1. Ms. Ma. Theresa Lanel Bañez
2. Ms. Imari Fernandez
7. Southern College
1. Ms. Karen Falcasantos
2 . Mr. Juan
3. Ms. Farrah Maque
4. Mr. Joshua Tagud

2016 graduates who were hired immediately after graduation by:6 filipino-Turkish
Tolerance- Angel Ladura, Mayjoy Calcaben, Kelvin Potencio, Flor Almocera, Alfhadzrie
Abubakar, Christine Hildalgo these teacher are Cum Laude and Dean’s List.
BSED graduates employed at Ateneo de Zamboanga University,
Junior High School
BSED Graduates assigned at Claret School of Zamboanga City

Other BSED graduates are working at Southern City College.

 Others are working at Pilar College

4. BEST PRACTICES
 Cite as many best practices as you can on Parameter F (Administrative
support for Effective Instruction)
The CTE Dean and faculty sponsor scholarship to poor but deserving students
until they graduate.
Honor students are given LET review free of charge.
5. EXTENT of COMPLIANCE with the TEAM recommendations for Area III- curriculum and
Instruction kin the last survey visit.
 Present the status of compliance Matrix of Area II focusing on interventions done
on the recommendation
Duly accomplished Self- Survey Instrument
 Present the summary of findings and Recommendations for Area III
( Curriculum and Instruction) during the _____ (preliminary, 1 st survey, 2nd
Survey, 3rd survey, 4th survey) in terms of;

1. Strengths
2. areas Needing Improvement
3. Recommendation
4. Present the Summary of ratings on the quantitative assessment on Area III.
 AREA III- Curriculum and Instruction

STRENGHTS

1. Compliance with the recommendations of the previous survey visit is almost perfect.
2. The Re aligned curriculum (BOR Res.101 s 2009) considers CHED Memoranda.
3. Syllabi presented have been compiled in accordance with the listing by semester.
4. Class officers are helpful in the management of the class.
5. Instructional techniques utilized include Envoy, Discussion Board (Virtual Classroom).
Reductionist, Drama Simulation, S square among others.
6. Compilations include recent CHED and DepEd order no 74.s. 2012 (guidelines on the
selection of honor Pupils and Students in the Elementary and Secondary
Schools).CMO 3,S.2012 ( Enhanced Policies, Guidelines, and Procedures governing
Increases in tuition and other School Fees, and for other Purposes).
7. Two important components for curriculum and Instruction are two units in the
organizational structure, Instructional Support and Materials Production, Quality
Assurance Center, and Curriculum Development.

AREAS NEEDING IMPROVEMENT

1. Policy exhibits are seemingly presented either as copied from a document or a

reprint of the same without any legend of the source. There’s no meaning of
Sec. without the source.

2. Syllabi are not yet consistently prepared with references not following the
general format of references. Likewise, the references are neither updated nor
written in the proper way. Also, the signatories are many.

3. The Graduate Tracer Study has not been completed.

4. Documents are neither systematically nor aesthetically presented. The

presentation of document proofs does not reflect the aesthetic nor the
substantial value of the item being reviewed. Example is a mixed type in pencil
and in red ball pen exhibit. Another is just like a plain compilation without an
introduction of what is expected of the folder or the item.

5. A seeming individualism has been visible on the presentations of the level III
accreditation.
Recommendations

1. Policy exhibits from the Code, Faculty Manual, etc., may command authority if
presented as required of the item. This could be done with the cover as 1 st part
Table of Contents with the needed part identified by highlighting this and then
the information of data itself as the last part. This could also be true to other
exhibits in other programs, etc.

2. The syllabi should be strictly prepared in accordance with the agreed format
considering only the concerned signatories who could be the one who prepared
the document and the approving official (Faculty and the Dean).
Acknowledgement of others who helped in the preparation may be indicated in
another document. Likewise, the reference portion of books/journals and
electronic references should be prepared in accordance with the APA style or
other style that may be agreed upon following the standard format for
bibliographical entries.

3. Complete the Graduate Tracer Study and utilize the result for the
improvement of the curriculum and operations of the program.

4. Documents could be systematically or aesthetical presented where document

proofs should reflect the substantial value of the item being reviewed. The mixed
type in pencil and in red ballpen exhibit should be minimized or eliminated if not
needed. An introduction like the table of contents for a particular folder could
help.

5. Proper coordination could result to better and appropriate document evidence

presentation in whatever education/institution level (University/ College)
 Compliance Report
AACCUP 3rd Survey Visit (2nd Phase)

Curriculum Program: Bachelor of Secondary Education

Area: Curriculum and Instruction

Recommendations Action Taken Supporting Percentage of

Documents Compliance

1.Policy exhibits from Documents were Well-marked and 100%

the code, Faculty reviewed and sources documented papers
Manual, etc. may are acknowledged, with appropriate
command authority if
well-marked and sources
presented as required of
the item. This could be properly documented.
done with the cover as
1st part Table of
Contents with the
needed part identified
by the highlighting this
and then the
information of data itself
as the last part. This
could also be true to
other exhibits in other
programs, etc.

2.The syllabi should be A prototype syllabi for Approved by the VPAA 95%
strictly prepared in PED , Major Courses Prototype of the syllabi
accordance with the and FS classes was in the different areas.
agreed format
recommended by the
considering only the
concerned signatories local curriculum
who could be the one committee with
who prepared the uniform criteria for
document and the rating the students.
approving official
(Faculty and the Dean). Faculty are enjoined by Approved letter from
Acknowledgement of the Dean to use the the Dean
others who helped in appropriate format for
the preparation may be
book reference.
indicated in another
document. Likewise, the
reference portion of
books/journals and
electronic references
should be prepared in
accordance with the APA
Style or other style that
may be agreed upon
following the standard
format for
bibliographical entries.

3.Complete the A tracer study Copy of the Tracer 95%

Graduate Tracer Study “Program Evaluation of Study
and utilize the result for WMSU College of
the improvement of the
Education Graduates
curriculum and
operations of the from 1996 to 2005”
Letter of acceptance of
program. had just been
the Recommendation
completed to track
from Research and
down the whereabouts
Alumni Office
 of our graduates.

A recommendation was
in place at the alumni
office and research
office to undertake a
research on how long
will it take for a
Graduate to land a job
after graduation.

4.Documents could be Documents will be All documents from A to 98%

systematically or reviewed for G used for Level 3
aesthetically presented systematically and Phase 1 Accreditation
where document proofs
aesthetical
should reflect the
substantial value of the presentation.
item being reviewed.
Folders are well
The mixed type in pencil
and in red ball pen identified with
exhibit should be corresponding
minimized or eliminated introduction of the
if not needed. An content.
introduction like the
table of contents for a
particular folder could
help.
5.Proper coordination Improved coordination All documents from A to 98%
could result to better of teams in the G used for Level 3
and appropriate presentation of the Phase 1 Accreditation
document evidence
document evidences
presentation in whatever
education/institution
level
(University/College)
 EXTENT OF COMPLIANCE WITH THE TEAM RECOMMENDATIONS
AACCUP 3rd Survey Visit (2nd Phase)

Recommendations Action Taken Supporting Percentage Of

Documents Compliance
1. Keep a file copy of All the Narrative Copies of the 100%
your “Narrative Profile of the different Narrative Profile at
Profile” to be used as levels is kept in the the Accreditation
reference in the next accreditation room. room
survey visit.

2. Strengthen your The WMSU College 90%

national and of Teacher Education
international linkages strengthen their MOAs and MOUs
and consortia. national linkages
through these
different agencies
examples of these are
the ECCD (Early
Childhood Care and
Development, PNU-
RCTQ BEST and the
Department of
Education

3. Prepare a
comprehensive The LET coordinator Registration forms 85%
Strategic Plan (2014- of the College of Attendance
2018) to improve the Teacher Education pictures
performance of your come up with initiative
graduates in the on how to improve the
Licensure Exam. performance of our
Make a report of the graduates during the
results of your Licensure Exam. One
Comprehensive is the free
Strategic Plan until enhancement, final
2018. coaching and Pre-
Service Teachers
Friday Meetings also
include review.