An Approach to the Integration of

New CHED Policies and Standards

(PSGs) in the Teacher Education
Curriculum

2018 Annual AACCUP Accreditors’ Conference

Rita Bumanglag-Ruscoe, Ph.D

Philippine Normal University
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
Professional Body Qualifications Body

Internal
Washington
Qualifications
Accord framework

ASEAN
Board of Qualifications/
Engineers Reference
Framework

Philippine
CHED PSGs-CMO Qualifications
Framework
Need for Continuing Quality Improvement
 How can faculty use what
OUTCOMES they learn from program
BASED assessment to improve
their programs ?
ASSESSMENT
OF ACADEMIC
PROGRAMS

What are the outcomes—skills,

knowledge, and other
attributes—that graduates of
To what extent is the the program should attain?
program enabling its
graduates to attain the
outcomes?

ASAIHL 2014 Conference

 The Outcomes Based Teacher Education Curriculum (
OBTEC)
General Education outcomes
The Revised OBTEC
include: (CHED MemoFRAMEWORK
No. 20
s 2013)
• Intellectual competencies Professional Education
such as critical, analytical develops in the students
and creative thinking and an orientation to the
multiple forms of teaching profession and
expression education as a field of
• Civic capacities demanded discipline to enable them
of membership in the to become reflective
community, country and teachers ( NCBTS based)
the world

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.
 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
Outcomes
PNU 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.
 OBTEC Program Outcomes
The New Teacher Education Program ( NTEP) is committed to producing teachers who are

Discipline Grounded, Teachers who are steeped and grounded in content knowledge of a
professionally discipline and at the same time posses pedagogical knowledge to
competent and teach in any of the levels in Basic Education
innovative practitioner
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 Well rounded individuals who manifest intellectual competencies,
Person 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 Teachers who are critical and creative in the development and
responsible educational application of technology to facilitate and enhance instruction
technology expert
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
Minimum Standards Common to
all Programs in all Types of
Schools
• 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)
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
 1. Disciplinal Knowledge
 2. Pedagogical Practice
 3. Competency and Proficiency
4. Professional Accountability and
Responsibility
 5. Research and Extension

Outcomes Specific to the

Specialization
The Outcomes Based Teacher Education
Curriculum : CONTENT SPECIALIZATION

RESPONSIVE
AND Discipline
Grounded
SPECIALIST
◦ 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 1. Identify various types of learners
understanding of the and provide them with appropriate,
diversity of learners in culturally relevant activities and
various learning areas. 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 Principles

C2 – The Teacher and the Community , School, Culture and Organizational Leadership
C3- Assessment in Learning 1
C4- Teaching Multi grade classes
Alignment by Course
Implications To How We Design
Teaching-Learning Process
 Constructive Alignment

Outcomes determine the curriculum content, the teaching

methods and strategies, and the assessment process.

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

https://sites.google.com/a/ccpsnet.net/anytime-anywhere-learning/curriculum/21st-
 Indicator
 Create a brochure on  Brochure
various ecosystems
(aquatic and terrestrial)
 Critique a paper and
defend a position that  Critique paper and oral Paper/Critique
tackles humans and their
interactions with the
Performance environment
Indicator and Create a video
presentation on the
the Evidence principles of environmental
science
of Create an advocacy or
Performance campaign ad that manifests
environmental awareness  Clean Up Drive
and concern in the
university
Evidence Standard
Rubric for Brochure:
 Content – 40%
 Creativity – 20%
 Originality – 20%
 Presentation – 20%
TOTAL – 100%
Rubric for Reaction
defense
 Content – 40%
 Organization – 30%
 Relevance – 30%
TOTAL – 100%
Video presentation Rubric for Oral, visual, and
other Multimedia Presentation:
output
 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%
Outcomes Performance Evidence of Performance
Indicators THROUGH Achievement Standards
Learning Activities
1. Manifest awareness of Create a photo essay that 1. Photo Essay Rubric for Photo Essay
current trends and issues tackles one of the following Presentation:
in S & T and their • Content Relevance –
importance to society topics: 40%
2. Actively respond to • Biological warfare • Originality – 30%
current socio-cultural • Creativity – 20%
• Chemical warfare
issues as affected by • Neatness – 10%
• Nuclear warfare TOTAL – 100%
science and technology
• Biochemical warfare
3. Demonstrate rational Rubric for Debate:
understanding of current • Bioterrorism
• Logical Reasoning –
developments in science 2. Participate in debates on 2. Debate 30%
and technology and its • Extent of Research –
issues of population
effects on human 20%
dynamics
activities • Topic Coherence and
3. Create a portfolio and 3. Portfolio/Poster
4. exhibit values and Relevance – 20%
attributes to arrive at
poster presentation Presentation • Ideas and Viewpoints
regarding
relevant solutions to – 20%
problems concerning STS environmental issues • Articulation – 10%
tackled in the immersion TOTAL – 100%
4. Campaign/
4. Start a campaign or
advocacy ad that stresses
Advocacy act
the importance of
environmental awarenes
Learning Outcomes Assessment
• Development of
Institutional
Institutional Learning Outcomes
Outcomes Plan (LOAP)
• Development of Program Objectives
Strategies for
Institutional learning Program Outcomes
Outcomes Assessment General Ed. Specialization. Pofessional
Outcomes Outcomes Ed. Outcomes
• Development of
Program Learning Program Program Program
Outcomes Assessment Specialization Specialization Specialization
Outcomes Outcomes Outcomes
• Development of CLO CLO
CLO
Specialization Learning CLO CLO
CLO
Outcomes Assessment CLO CLO
CLO
• Development of Course CLO CLO CLO
Learning Assessment 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 Two-way analysis: checking The PPST standards Checking the alignment of
only whether each Prof Ed both the alignment of the were reflected more the program outcomes
program outcomes are outcomes against the PPST in the Values against the PPST standards
reflected in the PPST standards and the domains Education program posted a realization that
standards and not vice- in which the outcomes are than in the Social OBTEC program outcomes
versa represented Science program. seem to be too difficult for
a beginning teacher, on
Program outcomes were Most of the program the perspective of PPST
aligned with the PPST. outcomes are represented standards.
(This may be expected in the PPST standards but
since the Prof Ed course there are also specific
outcomes is anchored on program outcomes which
the NCBTS framework.) are not found in the PPST
(research component of
the program outcomes).
 Mechanisms for Quality Audit of
Pre-service Teacher Education
Curriculum
2. 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 assessment
Portfolio Assessment
Development 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 outcomes
Levels of Areas of Strategies for Assessment Concerned Unit Assessment
Assessment Outcomes Output (Evidence)
Assessment

Institutional / Institutional VP Academics

(PNU) - Program Outcomes and
Educational Program
Outcomes Educational
Outcomes
Collegiate (CTD) - Teacher CTD
Program Education
outcomes Program to
include Gen. Ed
and Prof. Ed

Faculty / Specialization- Faculty,

Institute/ School- CK. PK, PCK, Institutes,
Specialization TPCK, Practicum Schools
Outcomes

Individual / Specific courses Individual

Cluster Faculty- faculty or cluster
Course Learning of Faculty
Outcomes teaching the
UCMIMO Property. Do not reproduce without permission. course
 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

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

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.