The Teaching Profession Aug.5 1

Form No.
FM-USeP-PRS-01
Republic of the Philippines
University of Southeastern Philippines Issue Status 04
Iñigo St., Bo. Obrero, Davao City 8000 Revision No. 03

Telephone: (082) 227-8192
Website: www.usep.edu.ph Date Effective 09 July 2019
Email: [email protected]
Approved by President
COURSE SYLLABUS IN EDUCATION 5 - THE TEACHING PROFESSION

VISION INSTITUTIONAL GRADUATE ATTRIBUTES PROGRAM INFORMATION
Premier Research University in the ASEAN. LEADERSHIP SKILLS Graduate Outcomes

Performance Indicators
Aligned to
Creates and inspires positive changes in the organization; exercises
MISSION responsibility with integrity and accountability in the practice of one’s 1.1. Live a life in accordance to the Code of
profession or vocation. Ethics of Professional Teachers.
USeP shall produce world-class graduates and relevant research and Practice professionalism 1.2 Develop a high degree of
extension through quality education and sustainable resource CRITICAL AND ANALYTICAL THINKING SKILLS at all times. professionalism in performing the job
management. 1.3 Create a school atmosphere where
Demonstrates creativity, innovativeness, and intellectual curiosity in proper decorum is observed
optimizing available resources to develop new knowledge, methods, Actively engages in
GOALS
processes, systems, and value-added technologies. professional 6.3 Integrate proper values and attitudes in
developments to the delivery of instruction across learning
SERVICE ORIENTED advance professionalism areas.
At the end of the plan period, the University of Southeastern Philippines and practices
(USeP) aims to achieve five comprehensive and primary goals: .
Demonstrates concern for others, practices professional ethics, honesty,
and exemplifies socio-cultural, environmental concern, and
1. Recognized ASEAN Research University
sustainability.
2. ASEAN Competitive Graduates and Professionals
3. Vibrant Research Community
LIFELONG LEARNING
4. Proactive Research-based Economic Empowering
Extension Services
Demonstrates enthusiasm and passion for continuous personal and
5. Capacity for Innovative Resource Generation
professional development.
PROFESSIONAL COMPETENCE
Demonstrates proficiency and flexibility in the area of specialization and

in conveying information in accordance with global standards.
COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY Page 1 of 19
I. COURSE INFORMATION Workload of Students:
You are required to submit a portfolio reflective paper explaining and synthesizing the
Course Code : Educ. 5 ideals of the teaching profession, present a group oral report, create concept and mind
maps and fill out DepEd forms.
Course Title : The Teaching Profession
Pre-requisite : Education 10
Credit : 3
Level : 4th Year
Semester : 1st sem
Version number : 2
Faculty Information:
Course Description:
Name: Jeanette G. Pedriña
The course deals with the teacher as an individual, classroom teacher, community and
global teacher. This emphasizes teaching as a profession to cover to teacher’s status Contact No. : 084-218-0998 (local507)
Office: BEED Faculty Room
and levels of rewards to improve competencies. This takes about teaching as an act,
Consultation Hours: _________________
mission, vocation and profession. The PSTs are made conversant to the learner’s needs
Name: Shiela C. Llorando
and CT’s of DepEd including the laws governing teaching-learning process and the
education system as a whole. Teacher’s preparation includes the traditional and new Contact No.: 084-218-0998 (local507)
Office: BEEd Faculty Room
approach as required in the NCBTS.
Consultation Hours: Friday 9:00-12:00

II. COURSE OUTCOMES (CO):
On the completion of the course, student is expected to be able to do the following :
Course Outcomes Graduate Outcomes Aligned to

1. Demonstrate an understanding of how a teacher can fulfill his/her personal pursuit and how his/her professional GO2.Practice professionalism at all times.
roles in adherence to the legal and ethical requirements of the teaching profession GO6. Actively engages in professional developments to advance
2. Compile filled out DePeD Forms professionalism and practices.
III. LEARNING EVIDENCES:

As evidence of attaining the above learning outcomes, the student has to do and submit the following:
Course Outcomes it
Learning Evidence Description and other Details
represents
LE1 Essay This task requires you to submit a 300-word essay discussing, explaining, and synthesizing your
philosophy as a teacher. You have to write it in a long bond paper, Arial, font size 12 with 1.5 line CO1
spacing and normal margins.
LE2 Analysis Papers You are required to make two (2) analysis papers on the decisions of the Supreme Court regarding
two teacher-related cases. You are tasked to write two (2) analysis papers of teacher-related CO1
cases decided by the Supreme Court.
LE3 Compilation of Filled out DePeD Forms You are tasked to compile all DepEd forms that in-service teachers need to accomplish. You are to
carefully fill out these forms and collate them together in a portfolio. You must fill out these forms CO2
with your own handwriting
LE4 Portfolio You are tasked to make a portfolio. This portfolio is a compilation of reflections, self-formulated
philosophy of teaching, different teaching related cases, DepEd filled out forms, NCBTS self-rating CO2
and different laws governing teaching profession .
LE5 Examinations You are required to take a written examination. The test items require you to analyze situations
and use your knowledge and understanding of the underlying concepts related to teaching CO2
profession.

IV. MEASUREMENT SYSTEM:
Learning Evidence/Output to Assess: LE1: Essay
Performance Standards
CRITERIA
Beyond Expectation Expected Satisfactory Acceptable
21-25 16-20 11-15 6-10
The introduction is inviting, states the main The introduction states the main The introduction states the main There is no clear introduction, structure,
Organization topic, and provides an overview of the paper. topic and provides an overview topic. A conclusion is included. or conclusion.
Information is relevant and presented in a of the paper. A conclusion is
logical order. The conclusion is strong. included.
25-30 21-25 16-20 11-15
There is one clear, well-focused topic. Main There is one clear, well-focused There is one topic. Main ideas are The topic and main ideas are not clear.
Content (Focus & Details) ideas are clear and are well supported by topic. Main ideas are clear but somewhat clear. Organization The introduction is
detailed and accurate information. are not well supported by
detailed information.
20-25 16-20 11-15 6-10
The author uses vivid words and phrases. The The author uses vivid words and The author uses words that The writer uses a limited vocabulary.
Word Choice choice and placement of words seems phrases. The choice and communicate clearly, but the writing Jargon or clichés may be present and
accurate, natural, and not forced. placement of words is inaccurate lacks variety. detract from the meaning.
at times and/or seems overdone.
16-20 11-15 6-10 1-5
All sentences are well constructed and have Most sentences are well Most sentences are well Sentences sound awkward, are
varied structure and length. The author makes constructed and have varied constructed, but they have a similar distractingly repetitive, or are difficult to
Sentence Structure, Grammar,
no errors in grammar, mechanics, and/or structure and length. The author structure and/or length. The author understand. The author makes
Mechanics, &
spelling. makes a few errors in grammar, makes several errors in grammar, numerous errors in grammar,
Spelling
mechanics, and/or spelling, but mechanics, and/or spelling that mechanics, and/or spelling that
they do not interfere with interfere with understanding. interfere with understanding.
understanding.
Final Score 100
General Comments

Learning Evidence/Output to Assess: LE2: Analysis paper
Criteria 5 4 3 2 Total (80)

INTRODUCTION and There is a well-developed introduction with an Introduction creates Introduction adequately Background details are
CONCLUSION attention grabber that grabs the reader’s interest interest. Thesis states explains the a random, unclear
(Background History/Thesis and continues to engage the reader up until the the position. Conclusion background, but may collection of
Statement) thesis statement. The thesis statement should effectively summarizes lack detail. Thesis states information. Thesis is
(3) clearly state the experience or event that the topic. the topic, but key vague and unclear.
will be described as well as the effect on the writer. elements are missing Conclusion is not
Conclusion should effectively wraps up and re effective and does not
stresses the importance of the thesis. summarize main points.
MAIN POINTS Well developed main points/topic sentences Three or more main points relate Three or more main Less than three
(Body Paragraphs) that relate directly to the thesis. Supporting to the thesis, but some may lack points are present, but ideas/main points are
(4) examples are concrete and detailed. The analysis is details. The analysis shows lack details in describing explained and/or they
developed with an effective point of view. events from the author’s point of the event. Little are poorly developed.
view, but could use more descriptive language is The story tells; it
descriptive language. used. doesn’t show
ORGANIZATION Logical Progression of ideas with a clear structure Logical progression of Organization is clear. Writing is not
(Structure and Transitions) that enhances the thesis. Transitions are effective ideas. Transitions are Transitions are present organized. The
(4) and vary throughout the paragraph, not just in the present throughout the at times, but there is transitions between
topic sentences. essay, but lacks variety. very little variety. ideas are unclear or non
existent.
STYLE Writing is smooth, skillful, and coherent. Sentences Writing is clear and Writing is clear, but Writing is confusing and
(Sentence Flow, Variety, are strong and expressive with varied structure. sentences have varied could use a little more hard to follow. Contains
Diction) Diction is consistent and words are well chosen. structure, Diction is sentence variety to fragments and/or run-
(3) consistent. make the writing more on sentences.
interesting.
MECHANICS Punctuation, spelling, and Punctuation, spelling, There are only a few (3- Distracting errors in
(Spelling, Punctuation, capitalization are all and capitalization are 4) errors in punctuation, punctuation, spelling,
Capitalization) correct. No errors. generally correct with spelling, and and capitalization.
(2) few errors (1-2) capitalization.

Learning Evidence/Output to Assess: LE3: Compilation of filled out DepEd Forms
Performance Standards
Area to Assess
Beyond Expectation Expected Acceptable Below Standards
31-35 26-30 21-25 16-20
Completeness of Content All required items are included, with a All required items are included, with a few All required items are included. A significant number of required items are
significant number of additions. additions.. missing.
31-35 26-30 21-25 16-20
Items clearly demonstrate that the desired Items clearly demonstrate most of the Items demonstrate some of the desired Items do not demonstrate basic learning
learning outcomes for the lesson have been desired learning outcomes for the lesson. learning outcomes for the lesson. The outcomes for the lesson. The student has
Concept Application
achieved. The student has gained a The student has gained a general student has gained some understanding limited understanding of the concepts.
significant understanding of the concepts understanding of the concepts and of the concepts and attempts to apply
and applications. applications. them.
16-20 11-15 6-10 1-5
Handwriting is very clear and legible, Handwriting is clear and legible, uniform font Handwriting is legible. Handwriting style is Handwriting style is sloppy and most of
uniform font styles are used for all the forms. styles are used for all the forms. understandable enough. the time cannot be read.
Filled out forms are arranged according to
specified arrangement, and labelled artfully Filled out forms are arranged according to Filled out forms are arranged according to Filled out forms are not arranged
Presentation
and according to specifications prescribed. specified arrangement and labelled specified arrangement. according to specified arrangement.
Comments are written in full sentences, free according to specifications.
of spelling and grammatical errors. Comments and other sentences have few There is a significant number of spelling
Comments and other sentences are free of spelling and grammatical errors. and grammatical errors on comments and
grammatical errors. other data.
Final Score 100
General Comments

Learning Evidence/Output to Assess: LE4: Portfolio
Performance Weight 4 3 2 1 Total

Criteria (Very Good) (Good) (Fair) (Poor)
X3
Components include: cover/title
page, table of contents, main Few of the components are Some of the components are Many of the components are
All components are present. missing.
contents, references and missing. missing.
appendices.
X2
Follows slightly the sequence
Follows all the sequence Follows most of the sequence prescribed in organizing the Does not follow the sequence
Organization prescribed in organizing the prescribed in organizing the contents of the portfolio. prescribed in organizing the
contents of the portfolio. contents of the portfolio. contents of the portfolio.
X3
Presentation demonstrates
neatness and creativity to few
Presentation demonstrates Presentation demonstrates areas. Presentation is neither neat nor
Presentation neatness and creativity in all neatness and creativity to some
creative.
areas and pages of the portfolio. areas.
X1 Submitted three-four days after

the prescribed deadline.
Submitted on or before the Submitted one- two days after Submitted five days and beyond
Promptness
prescribed deadline. the prescribed deadline. after the prescribed deadline.

Assessment Activity # 1: Formulated Philosophy
Dimension Criterion Exceptional (=3) Adequate (=2) Needs work (=1) Absent (=0) Comments
Expresses what the author Addresses author’s Author’s appreciation for Does not address author’s
appreciates about studying own appreciation for disciplinary disciplinary study is vague. appreciation for disciplinary study.
How are these disciplinary knowledge, skills, and attitudes related to students’ academic, personal, and
motivation
Learning Goals: What got you interested in your discipline? What does your discipline mean to you?
Discipline
discipline. study, although the aspects
may be somewhat vague.
What knowledge, skills, and attitudes are important for student success in your discipline?
Expresses what the author Addresses author’s Author’s appreciation for teaching Does not address author’s
appreciates about teaching. appreciation for teaching, is vague. appreciation for teaching.
motivation
Teaching although the aspects may be
somewhat vague.
Learning goals are specific to the Learning goals are usually specific to Learning goals are often unfocused or States learning goals so broadly that
What do you most hope students will appreciate about your discipline?
context of the discipline. the discipline but they can incomplete. they could apply to any discipline.
Specificity
sometimes be stated too broadly.
Balances disciplinary knowledge Addresses disciplinary knowledge, Tends to focus on one or two elements Does not address disciplinary
(“remembering”), skills (“doing”), and skills, and attitudes, although the of disciplinary expertise (knowledge, knowledge, skills or attitudes.
attitudes (“believing”). attention may be somewhat skills, or attitudes), largely
Balance
unbalanced. ignoring other elements.
Connects learning goals to students’ Explains learning goals with some The connection of the learning Focuses on success in a particular
learning in other disciplines. reference to other disciplines, goals to other disciplines is weak. course or discipline.
although the connection may be
Academic
relevance
somewhat
vague.
professional success?
Balances students’ academic, personal, Addresses students’ academic, Tends to focus on one or two elements Does not address students’
and professional growth. personal, and professional growth, of the students’ growth (academic, growth as individuals.
although the attention personal, or
Student
growth
may be somewhat professional), largely ignoring other

unbalanced. elements.

Teaching Incorporates Incorporates Descriptions of learning Does not specifically
Methods: descriptions of specific learning descriptions of specific learning activities are usually stated too describe any learning activities.
What do you see as the activities (e.g., lectures, discussions, activities, although more details or broadly or generally.
Specificity
relationship between the group work). activities may be
student and the teacher? needed.
What do you see are the
respective responsibilities of
the student and the teacher? Connects learning Usually connects Articulation of learning Does not connect
How are these relationships activities to disciplinary, academic, learning activities to learning goals, activities is often basic and learning activities to learning
personal, and professional learning although the connection is unreflective, with few connections to goals.
Integration
and responsibilities reflected
in your teaching methods? goals. sometimes not well developed. learning goals.
How do these methods
contribute to your learning
goals for students? Why are
Descriptions of learning Descriptions of learning Examples of learning Provides no variety in
these teaching methods
Variety
activities represent different learning activities represent different learning activities are generally similar in learning activities.
appropriate for use in your
goals and different environments. goals and different environments, learning goal or environment applied.
discipline? How are your
although examples may be similar in
teaching methods attentive to
learning goal or
student expectations and
environment applied.
needs? How do your personal
characteristics and values Connects learning Usually connects The connection between Does not relate learning
impact your choice and activities to diverse student learning activities to diverse student learning activities and diverse student activities to diverse student
implementation of your needs and expectations. needs, although the connection is needs is weak or vague. needs.
Diversity
teaching methods? sometimes not well

developed.
Connects learning Usually connects The connection between Does not relate learning
Interperso
activities to desired learning activities to desired learning activities and desired activities to desired
instructor/student relationship. instructor/student relationship, instructor/student relationship is instructor/student relationship.
nal
although the connection is weak or vague.

sometimes not well developed.
Incorporates references Incorporates references References to Does not identify
to specific disciplinary and to specific disciplinary and disciplinary and pedagogical disciplinary and pedagogical
pedagogical resources (e.g., texts, pedagogical resources, although resources are usually stated too resources to support learning
Scholarly
teaching
research, people, examples may be broadly or generally. activities.

experiences) to support learning somewhat limited or sometimes too
activities. general.

Assessment of student Incorporates Incorporates Descriptions of Does not specifically
learning: How do you know descriptions of specific formal and descriptions of specific assignments are usually stated too describe any
your learning goals are being informal assignments (e.g., tests, assignments, although more details broadly or generally. assignments.
Specificity
achieved using your teaching papers, portfolios). or assignments may be
methods? What sorts of needed.
learning assessment tools do
you use (e.g. tests, papers,
portfolios, journals) and why? Connects assignments Usually connects Descriptions of Does not connect
What do the learning to disciplinary, academic, personal, and assignments to learning goals, assignments are often basic and assignments to learning goals.
assessments say about your professional learning goals. although the connection may be not unreflective, with few connections to
Integration
teaching? well developed. learning goals.
Descriptions of formal Descriptions of Examples of Provides no variety in

and informal assignments (e.g., tests, assignments represent different assignments are generally learning assessments.
Variety
papers, portfolios, journals) represent learning goals and different similar in learning goal or
different learning goals and different environments, although examples may environment.
environments. be similar in learning goal or
environment.
Connects design of Usually connects design Rarely connects design Does not relate design of
assignments to diverse student needs of assignments to diverse student of assignments to diverse student assignments to diverse student
Interpersonal
and expectations. needs, although the connection may needs or the connection is weak or needs.
be not well developed. vague.
Incorporates Incorporates Descriptions of Does not present

descriptions of specific assignment descriptions of specific assignment assignment outcomes are usually outcomes of
outcomes (e.g., exam grades, outcomes, although more details or stated too broadly or generally. assignments.
outcomes
Learning
example projects). outcomes may be

needed.
Assesses Assesses Assessment of learning Does not assess

accomplishment of learning goals using accomplishment of learning goals goals using assignment outcomes is accomplishment of learning goals
assignment outcomes; analysis is well- using assignment outcomes, often basic and unreflective. using assignment outcomes.
Outcomes
developed and reflective. although the analysis may be not

analysis
well
developed.

Assessment of teaching: Incorporates specific Incorporates specific Descriptions of teaching No teaching evaluation
What teaching assessments teaching evaluation data from student, teaching evaluation data, although evaluation data are often stated too data are specifically described.
Specificity
do you use? What do these peer, supervisor comments more details or examples may be broadly or generally.
teaching assessments say and student ratings. needed.
about your teaching? What
are your strengths as a
teacher? Incorporates multiple forms of Forms of teaching evaluation data Forms of teaching evaluation data Provides no variety in teaching
How will you improve teaching evaluation data (quantitative, presented are somewhat limited or are significantly limited or evaluation data.
students’ achievement of qualitative; student, peer, unbalanced. unbalanced.
Variety
these learning goals? What supervisor).
aspects of your teaching are
you working on now?
Assesses accomplishment of teaching Assesses accomplishment of Assessment of teaching and learning Does not assess accomplishment
and learning goals (e.g., teaching and learning goals using goals using teaching evaluation data of teaching and learning goals
student/teacher relationship, student teaching evaluation data, although is often basic and unreflective. using teaching evaluation data.
A
n
a
y
s
s
l
i
learning) using teaching evaluation the analysis may be not well
data; analysis is well-developed and developed.
reflective.
Identifies a specific teaching aspect Identifies a teaching aspect for Teaching aspect for development is Does not identify a teaching
for development (e.g., incorporating development, although the aspect may stated too broadly or generally. aspect for development.
technology, improving be stated somewhat vaguely or
development
Teaching
discussion leadership). generally.
Connects teaching Connects teaching Description of teaching Does not relate teaching
development plan to teaching and development plan to teaching and development plan is often basic and development plan to teaching and
learning goals. learning goals, although the unreflective, with few connections to learning goals.
Development
integration
connection may be not well teaching and learning goals.

developed.
Incorporates references to specific Incorporates references to specific References to disciplinary and Does not identify disciplinary and
disciplinary and pedagogical resources disciplinary and pedagogical pedagogical resources to support pedagogical resources to support
(e.g., texts, research, people, resources to support teaching teaching development are limited or teaching development.
experiences) to support teaching development, although examples stated too broadly or generally.
Scholarly
teaching
development. may be somewhat limited or

sometimes too general.

Style: Structure, rhetoric, Engages the reader with Connects ideas in The organizing structure No overall structure
and language: an organizing structure, theme, thesis, statement with an organizing structure or theme of the statement is weakly or present. The statement is a collection
How is the reader engaged? or metaphor. or theme, although the organizing inconsistently connected to the ideas of disconnected statements about
Structure
How is the statement structure may discussed in teaching.
thematically structured? sometimes be weak. the statement.
Is the language used
appropriate to the discipline and
audience? Disciplinary and/or Use of disciplinary May contain some Disciplinary and/or
pedagogical jargon is avoided, and and/or pedagogical jargon is very disciplinary and/or pedagogical pedagogical jargon is used liberally
Jargon
teaching terms (e.g., critical thinking) limited. jargon. and not supported by specific
are given specific definitions that apply definitions or examples.
to the instructor’s
disciplinary context.
The statement is written from a The statement is written primarily from The statement is written The statement is written almost
Interpersonal
personal point of view, referring to “I”, the personal point of view, although interchangeably between active and exclusively in passive voice, giving it
“we”, and “my students” throughout. there may be a few instances of passive voice. an impersonal style.
passive voice.
K.D. Kearns, C. Subiño Sullivan, V.D. O'Loughlin, and M. Braun. (2010) A Scoring Rubric for Teaching Statements: A Tool for Inquiry into Graduate Student Writing about Teaching and Learning. Journal on Excellence in College Teaching 21(1).
Assessment Activity #3 Concept Map

Areas to Assess Performance Standards
Acceptable Satisfactory Expected Distinguished
Summarization 21-25 26-30 31-35 36-40
Very little effort was made to summarize The information from the supplemental material The information from the supplemental material The information from the supplemental material
information. was not well summarized and unclear. was adequately summarized and somewhat was well summarized and easy to understand.
easy to understand.
Clear Organization 11-15 16-20 21-25 26-30
Very little no organization, and the 5w's and 1H The graphic organizer poorly arranged and The graphic organizer was adequately The graphic organizer was logically arranged
are not listed. provided insufficient detail. arranged and provided some detail. and provided sufficient detail.
The 5w's and 1H are listed
Visually Appealing 11-15 16-20 21-25 26-30
Messy, or non-existent organization elements. The graphic organizer did not use graphics and The graphic organizer used some graphics and The graphic organizer used graphics and color
color and was unappealing.. color to make it somewhat appealing to make it visually appealing.
Final Score
General Comments

Assessment Activity # 4: Reflection Paper
Area to Assess Performance Standards

Beyond Expectation Expected Acceptable Below Standards
Clarity 21-25 16-20 11-15 6-10
The language is clear and expressive. The reader Mostly precise and unambiguous wording, mostly clear Minor, infrequent lapses in clarity. Abstract There are frequent lapses in clarity. Concepts
can create a mental picture of the situation being sentence structure. The language is that clear and expressive. concepts are explained fairly accurately. are either not discussed or are presented
described. Abstract concepts are explained The reader can somewhat create a mental picture of the inaccurately.
accurately. situation being described.
Relevance 26-30 21-25 16-20 11-15
The reflections show tremendous thought and The reflections show some thought and effort. The learning The reflections show some thought and The reflections show poor thought and effort.
effort.The learning experience being reflected experience being reflected upon is somewhat relevant and effort. Student makes attempts to Most of the reflection is irrelevant to student
upon is relevant and meaningful to student and meaningful to student and unit learning goals. demonstrate relevance, but the relevance is and/or unit learning goals.
unit learning goals. unclear in reference to unit learning goals.
Analysis 21-25 16-20 11-15 6-10
The reflection moves beyond simple description of The reflection reflects student attempts to analyze the The reflection demonstrates student Student makes attempts at applying the learning
the experience to an analysis of how the experience to student understanding of self, but reflect an attempts to analyze the experience to experience to student understanding of self,
experience contributed to student understanding analysis and little depth. student understanding of self, but analysis others, and/or course concepts but fails to
of self, others, and/or course concepts. lacks depth. demonstrate depth of analysis.
Self-Criticism 16-20 11-15 6-10 1-5

The reflection demonstrates ability of the student The reflection demonstrates ability of the student to question The reflection demonstrates ability of the There is some attempt at self-criticism, but the
to question their own biases, stereotypes, their own biases, stereotypes, preconceptions. New mode of student to question their own biases, self-reflection fails to demonstrate a new
preconceptions, and/or assumptions and define thinking is somewhat evident. stereotypes, preconceptions. New awareness of personal biases, etc.
new modes of thinking as a result modes of thinking not evident.
Final Score 100
General Comments
OTHER REQUIREMENTS AND ASSESSMENTS (AA)

Aside from the final output, the student will be assessed at other times during the term by the following:
Course Outcomes it
Assessment Activity Description and other Details
represents
AA1 Personal Teaching Philosophy You will formulate your own teaching philosophy based on the different philosophical foundations of educations CO1
AA2 Quiz Bowl You will group yourselves into five (5) and will compete with each other in answering questions about your knowledge
CO1
on the different laws governing teaching
AA3 Concept Map You are to develop a concept showing the connections of different laws governing education CO1
AA4 Reflection paper You are required you to reflect on the importance of the NCBTS towards one’s practice in the teaching profession. CO1
AA5 Reaction Paper You write your reaction about the movie and the topic about the teacher in the global community. You are to write which
CO1
aspects/ points you agree and do not agree with.

V. GRADING SYSTEM:
The final grade in this course will be composed of the following items and their weights in the final grade computation:
Assessment Grade Source (Score or Rubric

Percentage of Final Grade
Item Grade)
LE1 Rubric 8%
LE2 Rubric 8%
LE3 Rubric 10%
LE4 Rubric 19%
LE5 Score 25%
AA1 Score 6%
AA2 Rubric 6%
AA3 Rubric 6%
AA4 Rubric 6%
AA5 Rubric 6%
100%
Passing Grade: 3.0

Passing Grade conditions: Note: Passing Grade and computation of Grade could be numeric (0-100) or decimal (1.0, 1.25, 1.50, etc.).

VI. LEARNING PLAN:
In order to achieve the outcomes of this course, learners will go through this learning plan
Course Teaching-Learning Assessment Required

Intended Learning Outcomes (ILO) Weeks Topics Learning Evidences (LE)
Outcome Activities (TLA) Activities (AA) Reading
•Discuss the rationale for taking this course Handbook
The role of this course in the attainment of USeP
•Establish the connection of this course to
VMGO, IGA, PEO and GO
the attainment of the graduate outcomes,
• VMGO
program educational outcomes, institutional Week 1
• Institutional Graduate Attributes Discussion
graduate attributes and the VMGO of USeP
• Program Educational Outcomes
•Outline the assessment component of this
• Graduate Outcomes
course and identify the key knowledge and
• The Assessment for Educ.5 course
skills required for each assessment
Explain the meaning of the teaching CO1 Week 2-3 Definition of Teaching, Triad of Teaching Concept Mapping Reflection 1,,2,4,9,10 LE1
profession and what it means to be a Essential Teaching Skills What is your
teacher. Effective Teaching, Concepts and Passion for understanding of the
Cite literature that support own definition of Teaching teaching profession?
teaching profession Teaching as Personal Pursuit
Identify different philosophy of education as CO1 Week 4 Philosophy of Education KWL Quiz 1,,2,4,9,710,19 AA1
utilized by the teachers in the classroom. Idealism
Realism
Formulate personal philosophy of education Pragmatism Mapping out of
and reflect on the personal vision as a Existentialism philosophy based on Student formulated
teacher Perennialism self-perspective of philosophy of
Essentialism what teaching is all teaching
Social Reconstructionism about
Identify different laws governing teaching CO1 Quiz Bowl 6, 19,20 AA2, LE2
depending on the cases discussed. Basic Laws on the Professionalization of
Teaching
Discuss the different laws that form as basis Presidential Decree No. 1006
Pre-assigned Library
for legal foundations of the teaching Republic Act No. 7836
Week 5-6 work
profession in the Philippines Republic Act No.4670
Panel Discussion
(Magna Carta for Public School Teachers)
Make an analysis on the different Supreme Republic Act No. 9293
Court Ruling on the different teacher-related Code of Ethics for Professional Teacher
cases.

CO1 Week 7 The 1987 Constitution Round Table Informal Debate 6,17,19,20
Family Code of the Philippines Discussion
Republic Act No. 7610 (Special protection of
Child Against Child Abuse, exploitation, and
Discrimination)
Identify actions violating the different laws Republic Act No. 7877 (Sexual harassment)
governing teaching and learners Republic Act No. 8980 (Excerpts-ECCD)
Republic Act No.10157
UNESCO
First Call for Children
Magna Carta For Special Leave Benefit
CPD Law
Analyze the different laws and its CO1 Week 8 The 1987 constitution Desk Research Concept Map 6,17,19,20 AA3
connection to education specially to Republic Act No. 7722 Group Presentation on
teaching profession. Republic Act No. 7796 the concept map
Presidential Decree No. 6-A
. Batas Pambansa Blg. 232
Republic Act No. 9155
MIDTERM EXAMINATIONS LE5

Explain the competencies contained in CO1 Week 10- National Competency-Based Teacher Standards Buzz Sessions Reflection paper 3,16,18 AA4
the National Competency-Based 11 (NCBTS)
Teacher Standards
Point out how a teacher display the different PPST

domains and strands reflected in National Role Playing
Competency Based Teachers Standards in
actual teaching-learning process

Explain the responsibilities of a teacher in Week 12 The Teacher in the Classroom and Community Dimensional question 1, 2,
the classroom and community. approach 5,12,14,15
Identify positive roles and helpful strategies Classroom Management

in the classroom. Roles of the Teacher Inside the Classroom
Explain the importance of environment and

educational & behavior issues in the
classroom management.
List research based Strategies for Helpful Strategies for Classroom Discipline Literature Map of
Classroom Discipline Strategies for
Classroom Discipline
Importance of Environment in the Classroom
Present different 21st century teachers’ skills CO1 Week 13- Global Education and characteristics of Global Group Reporting Reaction paper 1,,2,4,9,10, 16 AA5
14 Teacher
Map out the difference between the skills of Advancing Teacher’s Profession Growth, 21st Presentation of Venn
teachers before and Century Teachers Skills. Diagram
Multicultural Diversity: A Challenge to Global
Teachers Film Showing (Ang
Make reaction paper on the role of teacher Munting Tinig)
in school, home, community and in the world Teacher in the Global Community
Class Discussion of
Broadening Teaching Perspectives: Teacher different scenes of the
Exchange Programs and Linkages and movie that are
Networking organizations agreeable and not
agreeable
Bringing the World into the Classroom through
Educational Technology
Discuss the importance of organizing CO1 Week 15 Organizing Students Records Seminar-Workshop Quiz 1,2, DeEeD LE3
students’ records. K+12 Grading System forms
K+12 School Forms
Fill in different forms utilized in DePeD for
students’ records.

CO1 Compilation of, self-formulated philosophy of LE4
teaching, different laws governing teaching
Make a portfolio Week 16 profession, different teaching related cases with
SC ruling, DepEd filled out forms, and NCBTS
self-rating.
VII. REFERENCES/ARTICLES TO READ:
Bilbao Corpuz, Llagas, Salandanan.(2012). The Teaching Profession 2nd Edition. Manila. Lorimar Publishing Co. Inc.
Bilbao, P; Corpuz, B.P, Llagas, A.T. and Salandanan, G. G. (2018). The teaching profession.4 th edition.Lorimar Publishing Inc. Manila
Experiential Learning Courses Handbook
Darkay, F.W. and Beverly Hardcastle. (2001)Becoming A Teacher. Stanford:Allyn and Bacon
Dizon, Amado C. (1993). Laws and Education
Houston and Miffin. (2004) Foundations of Education 8th Edition.
Nolledo. (1987) The Philippine Constitution.
Pawilan, Greg T. (2018). Teaching Profession. Passion and Mission. 1st Edition. Rex Bookstore. Manila.
Salandanan, G. (2008) Teaching and the Teacher. Manila. Lorimar Publishing Co. Inc.
On- line Sources:
Roles of the teacher inside the classroom. Retrieved October 22, 2016. from http//www.slideshare.net/AntarHassan/roles-of-the-teacher-inside-the-clssroom.
Soliven, P.S.,(2013).some conflicts between parents and teachers. Retrieved October 22, 2016. from http//www.philstar.com./education-and-home-home/2013/05/30/947913/teachers-code-ethics-
and-moral-responsibility.
Classroom discipline. Retrieved October 22, 2016. from http//www.buzzle.com/articles/classroom-discipline-strategies-html
Educationgy.org/wed/index.php/teachers/tips-for-teaching-/item/1407-classroom-discipline strategies.
Importance of Environment in the Classroom.www.education.gov.gy/techers/item
Maintaining Classroom Discipline. Retrieved October 2, 2016. From
http://www.google.com/search?ei=djYtWMi_BuaVjwTTvJXYDw&g=maintaining+classroom+discipline+pdf&og=maintaining+classroom+discipline+pdf&gs_gws-serp.
Philippine Professional Standard for Teachers( PPST) . https://www.teacherph.com/philippine-professional-standards-for-teachers/
Magna Carta Special Leave Benefit for Women Employee
http://dotr.gov.ph/images/Internal_concern/personnel/CompensationBenefitsSection/LeavesAbsence_SpecialCases/special%20leave%20benefits%20for%20women.pdf
Continuing Professional development Law http://pice.org.ph/implementing-rules-and-regulationirr-of-republic-act-no-10912-known-as-thecontinuing-professional-development-cpd-act-of-2016/
Writing a Philosophy of Teaching Statement https://ucat.osu.edu/professional-development/teaching-portfolio/philosophy/
Chan Robles Virtual Law Library - THE HOME OF THE PHILIPPINE ON-LINE LEGAL RESOURCES - www.chanrobles.com : www.chanrobles.com.ph.Library: the home of the Philippine on-line
VIII. CLASSROOM POLICIES
A. Attendance
• Student attendance is a must in every session.

• The number of times any student should be absent in the class must not exceed 20% of the total number of hours allotted for the course.
B. Requirements
• Learning outputs/evidences and assessment activities are required and not optional to pass the course
• Students who cannot pass assessment activities on specified schedule/time will be given 10 points deductions for each day of delayed submission. The mark will be deducted an additional 10% for each day
after the due date until it is received by the instructor. Marks will only be deducted up to 50% off. From there, no further marks will be deducted for lateness as long as the assignment is in by the end of the
semester classes.
• No special or make-up activities for missed learning output be given except for approved absences (the students concerned are officially represented the University and absences due to serious illness which
require hospitalization).
• There are few formative assessments but the students are required to submit assessment activities reflected in the syllabus.
• A student will take the examinations only, it has weight of 25% of the final grade.
Prepared by: Reviewed by: Approved:
JEANETTE G. PEDRIÑA RICHEL P. ALBITE JOCELYN A. MATILDO

Faculty Program Head/Chair Dean
SHIELA A. LLORANDO
Faculty


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Form No.

University of Southeastern Philippines Issue Status 04

Iñigo St., Bo. Obrero, Davao City 8000 Revision No. 03

COURSE SYLLABUS IN EDUCATION 5 - THE TEACHING PROFESSION

Premier Research University in the ASEAN. LEADERSHIP SKILLS Graduate Outcomes

Demonstrates proficiency and flexibility in the area of specialization and

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

Course Outcomes Graduate Outcomes Aligned to

III. LEARNING EVIDENCES:

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

Learning Evidence/Output to Assess: LE1: Essay

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

Criteria 5 4 3 2 Total (80)

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

Performance Weight 4 3 2 1 Total

X1 Submitted three-four days after

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

sometimes be stated too broadly.

unbalanced. ignoring other elements.

may be somewhat professional), largely ignoring other

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

teaching methods? sometimes not well

although the connection is weak or vague.

research, people, examples may be broadly or generally. activities.

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

Descriptions of formal Descriptions of Examples of Provides no variety in

Incorporates Incorporates Descriptions of Does not present

example projects). outcomes may be

Assesses Assesses Assessment of learning Does not assess

developed and reflective. although the analysis may be not

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

discussion leadership). generally.

connection may be not well teaching and learning goals.

development. may be somewhat limited or

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

Assessment Activity #3 Concept Map

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

Area to Assess Performance Standards

Self-Criticism 16-20 11-15 6-10 1-5

OTHER REQUIREMENTS AND ASSESSMENTS (AA)

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

Assessment Grade Source (Score or Rubric

Passing Grade: 3.0

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

Course Teaching-Learning Assessment Required

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

MIDTERM EXAMINATIONS LE5

Point out how a teacher display the different PPST

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

Identify positive roles and helpful strategies Classroom Management

Explain the importance of environment and

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

VII. REFERENCES/ARTICLES TO READ:

On- line Sources:

VIII. CLASSROOM POLICIES

COURSE SYLLABUS in EDUC. 5: THE TEACHING PROFESSION

Prepared by: Reviewed by: Approved: