An Approach to the Integration of

New CHED Policies and Standards

(PSGs) in the Teacher Education

Curriculum

Rita Bumanglag-Ruscoe, Ph.D

Philippine Normal University

2018 Annual AACCUP Accreditors’ Conference

Source: Understand the power of alignment through metaphors.

https://www.slideshare.net/thomasmg/the-power-of-alignment-metaphors

Source: Understand the power of alignment through metaphors. https://www.slideshare.net/thomasmg/the-power-of-alignment-metaphors

The Changing Landscape of Education

Philippine

Higher

Education

Washington Accord

CHED PSGs-CMO

Board of Engineers

Philippine Qualifications

Framework

ASEAN Qualifications/

Reference Framework

Internal Qualifications

framework

Professional Body Qualifications Body

Need for Continuing Quality Improvement

ASAIHL 2014 Conference

What are the outcomes—skills, knowledge, and other

attributes—that graduates of the program should attain?

OUTCOMES BASED ASSESSMENT OF ACADEMIC PROGRAMS

To what extent is the program enabling its graduates to attain the outcomes?

How can faculty use what they learn from program assessment to improve their programs ?

The Outcomes Based Teacher Education Curriculum (

OBTEC)

Professional Education

develops in the students

an orientation to the

teaching profession and

education as a field of

discipline to enable them

to become reflective

teachers ( NCBTS based)

Specialization Outcomes - The breadth and depth of

understanding necessary to teach the discipline across levels

with strong mastery of the content.

This includes disciplinal content, theories, methods of inquiry,

and applied knowledge of the discipline.

The Revised OBTEC FRAMEWORK

General Education outcomes

include: (CHED Memo No. 20

s 2013)

• Intellectual competencies

such as critical, analytical

and creative thinking and

multiple forms of

expression

• Civic capacities demanded

of membership in the

community, country and

the world

RATIONALE

• Education 4.0, the vision for the future of education, responding to the needs of the fourth industrial revolution, harnessing the potential of digital technologies, and establishing a blueprint for the future of learning – lifelong learning – from childhood schooling, to continuous learning in the workplace, to learning to play a better role in society.

• Framework for the 21st Century Learning, important competencies, like collaboration, critical thinking, digital literacy, and problem-solving, that will help students succeed in contemporary times.

• ASEAN Quality Reference Framework (AQRF), a shared reference framework that enables comparisons of education qualifications across participating ASEAN member states.

RATIONALE

• Philippine Qualifications Framework (PQF), quality assured national system for the development, recognition and ward of qualifications based on standards of knowledge, skills and values acquired in different ways and methods by learners and workers of the country

• Philippine Professional Standards for Teacher (PPST), new standards defining the competencies of teacher quality, both in pre-service and in-service education, and in the context of the K to 12 reform.

• New Commission on Higher Education (CHEd) latest policies, standards and guidelines (PSGs) and the new CMOs for Teacher Education.

The Philippine Normal

University Institutional

OutcomesPNU is committed to producing:

Innovative Teachers who are:

• Excellent in their discipline and at par with the best graduates of Teacher Education in the world

• Responsive and deeply rooted in one’s heritage, sensitive to cultural diversity and appreciative of different value systems

• Empowered and committed to social transformation

Education Leaders who are competent with knowledge, skills, attitudes, values and ethics to lead and manage high quality education programs

Research Scholars who are proficient in ground breaking cross-disciplinary inquiries

University Curriculum Management and instructional Materials Office Property. Do

not Reproduce without permission.

The New Teacher Education Program ( NTEP) is committed to producing teachers who are

Discipline Grounded,

professionally

competent and

innovative practitioner

Teachers who are steeped and grounded in content knowledge of a

discipline and at the same time posses pedagogical knowledge to

teach in any of the levels in Basic Education

Reflective Specialist Reflective practitioner with knowledge, dispositions and strong

orientation to the teaching profession and education engaging in

innovative teaching practice.

Humane, Ethical and Moral

Person

Well rounded individuals who manifest intellectual competencies,

conscious of their personal and civic responsibilities and possessing

practical skills for lifelong learning

Transformative Educator Teachers who can effectively navigate the expanding environments

from the home to the larger society and capable of educating Filipino

learners to understand the changes that are taking place in their

environment so as to effect constructive actions.

Critical, creative and

responsible educational

technology expert

Teachers who are critical and creative in the development and

application of technology to facilitate and enhance instruction

OBTEC Program Outcomes

What is the Challenge?

UCMIMO Property. Do not reproduce without permission.

UCMIMO Property. Do not reproduce without permission.

Alignment - the degree to which the components of an education system—such as standards, curricula, assessments, and instruction—work together to achieve desired goals.

Ananda, S. (2003). Rethinking issues of alignment under No Child Left Behind. San Francisco: WestEd

NEW CHED MEMORANDUM ORDERS

(CMOs)

CMO no. 74 series of 2017 (Bachelor of Elementary Education)

CMO no. 75 series of 2017 (Bachelor of Secondary Education)

CMO no. 76 series of 2017 (Bachelor in Early Childhood Education)

CMO no. 77 series of 2017 (Bachelor of Special Needs Education)

CMO no. 78 series of 2017 (Bachelor of Technology and Livelihood

Education)

CMO no. 80 series of 2017 (Bachelor of Physical Education)

CMO no. 82 series of 2017 (Bachelor of Culture and Arts Education)

KEY FEATURES OF THE REVISED OUTCOMES BASED TEACHER EDUCATION CURRICULUM

(OBTEC)

Outcomes Based

New Set of Outcomes

Outcomes common to all programs in all types of schools

Outcomes common to the discipline (Teacher Education)

Outcomes specific to a sub-discipline and major

Outcomes common to graduates of a horizontal type of

institution as defined in CMO no. 46 series of 2012

Performance / Behavioral Indicators

The New Teacher Education Standards • Minimum Standards Common to

all Programs in all Types of Schools

• Common to the Disciplines ( Teacher Education)

• Specific to a sub discipline and major

• Common to graduates of a horizontal type of institution as defined in CMO 46, 2012

• Articulate and discuss the latest developments in the specific fields of practice (PQF Level 6 descriptor)

• Effectively communicate in English and Filipino, both orally and in writing

• Work effectively and collaboratively with a substantial degree of independence in multidisciplinary and multicultural teams (PQF Level 6 descriptor)

• Act in recognition of professional , social and ethical responsibility

• Preserve and promote “ Filipino historical and cultural heritage” ( RA 7722)

Minimum Standards Common to all Programs in all Types of Schools

Common to graduates of a horizontal type of institution as defined in CMO 46, 2012

•Graduates of Universities contribute to the generation of new knowledge by participating in various research and development projects

Outcomes Specific to the Specialization

1. Disciplinal Knowledge

2. Pedagogical Practice

3. Competency and Proficiency

4. Professional Accountability and Responsibility

5. Research and Extension

The Outcomes Based Teacher Education Curriculum : CONTENT SPECIALIZATION

RESPONSIVE AND Discipline

GroundedSPECIALIST

◦ Course Content ( List and Description of courses/ corresponding number of units; should follow the PNU standard coding of courses )

◦ Curriculum Matrix of the Program Outcomes and Course Intended Learning Outcomes ( CILO) the corresponding title /description of courses which will match the CILO

https://ccdreview.blogspot.com/2015/01/the-philippines-qualifications-framework.html

Teaching and learning take place in a whole system where all aspects of teaching and assessment are tuned to support high level learning .

Curriculum Map

Listed according to the degree of breadth and depth that these courses contribute to achieving the program outcomes:

Degree of Emphasis: How Program Outcomes and Courses are to be covered.

I- Introduced (basic concepts are merely introduced; program outcomes are merely introduced)

P- Practiced (the concepts and principles are presented with applications ; program outcomes are not just introduced but practiced in the course)

D- Demonstrated I+ P with skills acquisition ( program outcomes are practiced and demonstrated)

I –Introduced - Introduction of concepts and principles through lectures and demonstration

P-Practiced-Practice of the Outcomes measures done with supervision

D- Demonstrated demonstration by the students of the Outcomes

Bachelor in Elementary Education

Program Outcomes Performance indicators C1 C2 C3 C4

Demonstrate in-depth understanding of the diversity of learners in various learning areas.

1. Identify various types of learners and provide them with appropriate, culturally relevant activities and experiences

2. Develop and utilize relevant materials that match the learning styles , goals and culture

3. Select Instructional strategies for the development of learner’s and critical and creative thinking skills

4. Utilize developmentally appropriate activities in teaching the different learning areas.

C1- The Child and Adolescent Learners and Learning PrinciplesC2 – The Teacher and the Community , School, Culture and Organizational LeadershipC3- Assessment in Learning 1C4- Teaching Multi grade classes

Alignment by Course

Implications To How We Design Teaching-Learning Process

Constructive Alignment

Source: Assessment Matters ! http://app.griffith.edu.au

Outcomes determine the curriculum content, the teaching methods and strategies, and the assessment process.

https://sites.google.com/a/ccpsnet.net/anytime-anywhere-learning/curriculum/21st-century-learning

Performance

Indicator and

the Evidence

of

Performance

Indicator Evidence Standard

Create a brochure on

various ecosystems

(aquatic and terrestrial)

Critique a paper and

defend a position that

tackles humans and their

interactions with the

environment

Create a video

presentation on the

principles of environmental

science

Create an advocacy or

campaign ad that manifests

environmental awareness

and concern in the

university

Brochure

Critique paper and oral

defense

Video presentation

output

Clean Up Drive

Rubric for Brochure:

Content – 40% Creativity – 20% Originality – 20% Presentation – 20%

TOTAL – 100%

Rubric for Reaction

Paper/Critique

Content – 40%

Organization – 30%

Relevance – 30%

TOTAL – 100%

Rubric for Oral, visual, and

other Multimedia Presentation:

Content – 30%

Originality – 20%

Relevance – 20%

Presentation – 20%

Class Evaluation – 10%

TOTAL – 100%

Rubric for Advocacy or

Campaign Ad

Participation – 40%

Commitment – 40%

Journal Reflection – 20%

TOTAL – 100%Consultation Period Subject to change and availability

Outcomes Performance Indicators THROUGH Learning Activities

Evidence of Achievement

Performance Standards

1. Manifest awareness of current trends and issues in S & T and their importance to society

2. Actively respond to current socio-cultural issues as affected by science and technology

3. Demonstrate rational understanding of current developments in science and technology and its effects on human activities

4. exhibit values and attributes to arrive at relevant solutions to problems concerning STS

Create a photo essay that

tackles one of the following

topics:

• Biological warfare

• Chemical warfare

• Nuclear warfare

• Biochemical warfare

• Bioterrorism

2. Participate in debates on

issues of population dynamics

3. Create a portfolio and poster presentation regarding

environmental issues tackled in the immersion

4. Start a campaign or advocacy ad that stresses the importance of environmental awarenes

1. Photo Essay

2. Debate

3. Portfolio/Poster Presentation

4. Campaign/Advocacy act

Rubric for Photo EssayPresentation:• Content Relevance –40%• Originality – 30%• Creativity – 20%• Neatness – 10%TOTAL – 100%

Rubric for Debate:• Logical Reasoning –30%• Extent of Research –20%• Topic Coherence andRelevance – 20%• Ideas and Viewpoints– 20%• Articulation – 10%TOTAL – 100%

Learning Outcomes Assessment

• Development of Institutional Learning Outcomes Plan (LOAP)

• Development of Strategies for Institutional learning Outcomes Assessment

• Development of Program Learning Outcomes Assessment

• Development of Specialization Learning Outcomes Assessment

• Development of Course Learning Assessment

Institutional Outcomes

Program Objectives

Program Outcomes

Program Specialization Outcomes

Program Specialization Outcomes

Program Specialization Outcomes

General Ed. Outcomes

Specialization. Outcomes

PofessionalEd. Outcomes

CLO

CLO

CLO

CLO

CLO

CLO

CLO

CLO

CLO

CLO

CLO

CLO

CLO

CLO

CLO

UCMIMO Property. Do not reproduce without permission.

Mechanisms for Quality Audit of Pre-service Teacher Education Curriculum

1. Development of a Learning Outcomes Assessment Plan ( LOAP)

• Begin with the review of the Standards and the OBTEC program outcomes.

• Map the standards vis-à-vis the general education, professional education, and specialization courses.

• Do the basic and differentiated audit using the heat maps.

• Review and refinement of syllabus to check alignment

USING THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS AS A FRAMEWORK FOR OBTEC ASSESSMENT

Checking the alignment of OBTEC outcomes vis-à-vis the Philippine Professional Standards for Teachers

Prof Ed courses Science Social Science Languages

One-way analysis :looking

only whether each Prof Ed

program outcomes are

reflected in the PPST

standards and not vice-

versa

Program outcomes were

aligned with the PPST.

(This may be expected

since the Prof Ed course

outcomes is anchored on

the NCBTS framework.)

Two-way analysis: checking

both the alignment of the

outcomes against the PPST

standards and the domains

in which the outcomes are

represented

Most of the program

outcomes are represented

in the PPST standards but

there are also specific

program outcomes which

are not found in the PPST

(research component of

the program outcomes).

The PPST standards

were reflected more

in the Values

Education program

than in the Social

Science program.

Checking the alignment of

the program outcomes

against the PPST standards

posted a realization that

OBTEC program outcomes

seem to be too difficult for

a beginning teacher, on

the perspective of PPST

standards.

Mechanisms for Quality Audit of Pre-service Teacher Education

Curriculum2. Development of tools for assessing attainment of outcomes at the course, specialization, program and institutional levels.

Collecting direct evidence of student learning outcomes Standardized test for Collegiate Learning Assessment?Course embedded assessmentPortfolio AssessmentDevelopment and carrying out of institutional surveys for effective assessment of institutional learning outcomes Systematize and institutionalize learning outcomes assessment methods

Enhancing program quality for achieving learning outcomesLevels of Assessment

Areas of Outcomes Assessment

Strategies for Assessment Concerned Unit Assessment Output (Evidence)

Institutional / (PNU) - Program Educational Outcomes

Institutional Outcomes and Program Educational Outcomes

VP Academics

Collegiate (CTD) -Program outcomes

Teacher Education Program to include Gen. Ed and Prof. Ed

CTD

Faculty / Institute/ School-Specialization Outcomes

Specialization-CK. PK, PCK, TPCK, Practicum

Faculty, Institutes,Schools

Individual / Cluster Faculty-Course Learning Outcomes

Specific courses Individualfaculty or cluster of Faculty teaching the courseUCMIMO Property. Do not reproduce without permission.

Collaborative Review of Existing Courses

• Audit of existing courses

• Workshops and meetings

• Data collection

• Construction of program profiles

• Analysis of program profiles

• Review of existing units ( courses and developments of new units ( courses)

• Re-analysis of program profiles

PNU, the National Center for Teacher Education….molding the mind, strengthening the body and touching the heart

of every innovative teacher

References

Biggs, J. B. (2011). Teaching for quality learning at university: What the student does. McGraw-Hill Education (UK).

Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1(1), 5-22.

CHED -CMO 74,75,76 s 2017

Handbook on Outcomes Based Education, CHED

PNU Outcomes Based Teacher Education Curriculum 2011

Shuell, T.J. (1986) Cognitive conceptions of learning, Review of Educational Research, 56: 411–36.

Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

ATHERTON, J. S. (2005) Learning and Teaching: SOLO taxonomy.