Page | 49 INSTRUCTION (Level IV Phase II) 2.8.3 Pictures of Deployment The deployment of teaching interns represents an enriching and transformative phase in the educational journey, wherein aspiring educators step into active classroom settings, immersing themselves in the multifaceted world of teaching, navigating the nuances of pedagogy, and engaging in a dynamic exchange with experienced mentors, thus not only honing their instructional skills but also forging a profound connection with the noble profession of education, shaping their perspectives, and laying the groundwork for a meaningful and rewarding career dedicated to inspiring and guiding future generations of learners.
Page | 50 INSTRUCTION (Level IV Phase II) 2.9 Engage students in various activities during the College of Education Founding Anniversary. 2.9.1 Program The 71st founding anniversary of the College of Education is a momentous and reflective occasion, encapsulating decades of dedicated commitment to academic excellence, professional development, and the cultivation of inspiring educators, as the institution stands as a testament to its enduring mission of nurturing not only the intellectual growth but also the ethical and transformative leadership qualities of its students, fostering a vibrant community that celebrates the profound impact of education on individual lives and society at large.
Page | 51 INSTRUCTION (Level IV Phase II) 3. SYSTEMATIC AND EFFECTIVE PROCEDURES 2.1 Periodic Review of the Curriculum 2.1.1 Issuances from EARIST The EARIST academic community started its curriculum revision in 2018, its fruit is the Board Resolutions No. 198 and 199 s. of 2018, paving the way for the program to submit its application for Certificate of Program Compliance to the Commission on Higher Education. Four years later, all the programs of the College of Education were granted COPC Certified by the CHEDNCR.
Page | 52 INSTRUCTION (Level IV Phase II) 2.1.2 Matrix of the Curriculum per Semester. Bachelor of Secondary Education major in Mathematics
Page | 53 INSTRUCTION (Level IV Phase II)
Page | 54 INSTRUCTION (Level IV Phase II) Bachelor of Secondary Education major Science
Page | 55 INSTRUCTION (Level IV Phase II)
Page | 56 INSTRUCTION (Level IV Phase II) Bachelor of Technology and Livelihood Education major in Home Economics
Page | 57 INSTRUCTION (Level IV Phase II)
Page | 58 INSTRUCTION (Level IV Phase II) Bachelor of Technology and Livelihood Education major in Industrial Arts
Page | 59 INSTRUCTION (Level IV Phase II) This curriculum checklist was submitted to the Commission on Higher Education as a requirement for the Regional Quality Assurance Team Visit last March 31, 2022. The same checklist was approved by the CHED before the issuance of the COPC.
Page | 60 INSTRUCTION (Level IV Phase II) 2.1.3 Review and Approval of Instructional Materials.
Page | 61 INSTRUCTION (Level IV Phase II)
Page | 62 INSTRUCTION (Level IV Phase II)
Page | 63 INSTRUCTION (Level IV Phase II) f
Page | 64 INSTRUCTION (Level IV Phase II) The emphasis on intellectual property awareness for instructional materials preparation emerges as an indispensable facet of educational ethics and professional responsibility, underscoring the institution's commitment to fostering a culture of respect for originality, acknowledging the intellectual contributions of educators, and cultivating an environment where the creation, dissemination, and utilization of instructional materials are guided by principles of fairness, legal compliance, and ethical considerations, thereby not only safeguarding the rights of content creators but also nurturing an atmosphere of innovation and collaboration that ultimately enhances the quality and integrity of the instructional materials used in the educational process.
Page | 65 INSTRUCTION (Level IV Phase II) 2.1.4 Preparation and Usage of Course Syllabus. The process of course syllabus preparation, beyond being a mere administrative task, unfolds as a pedagogical art form, where educators meticulously craft a roadmap for learning that not only delineates the academic trajectory of a course but also serves as a dynamic tool for inspiration, fostering a sense of curiosity and engagement among students, encapsulating the instructor's passion, methodology, and academic expectations in a thoughtful manner, thereby laying the foundation for a transformative learning experience that transcends the boundaries of a mere outline, becoming a vital instrument for intellectual exploration and the cultivation of a profound connection between students and the subject matter.
Page | 66 INSTRUCTION (Level IV Phase II) 2.1.5 Delivery of Instructions. Eulogio “Amang” Rodriguez follows its quality policy of ensuring and providing free higher education. With this, the Administration and its stakeholders are following the prescribed Instruction in the Student Handbook, Faculty Manual, and other appropriate manuals for the implementation of its vision, mission, goals, and objectives through its instructional strategies and methodologies. Assignment of Teaching Load (EARIST Faculty Manual)
Page | 67 INSTRUCTION (Level IV Phase II) Course Scheduling Preparation of the course syllabus
Page | 68 INSTRUCTION (Level IV Phase II) Class OrientationE Example Course Syllabi (Course Orientation)
Page | 69 INSTRUCTION (Level IV Phase II)
Page | 70 INSTRUCTION (Level IV Phase II) Checking of Attendance (From EARIST Faculty Manual) FROM EARIST STUDENT MANUAL:
Page | 71 INSTRUCTION (Level IV Phase II)
Page | 72 INSTRUCTION (Level IV Phase II) Delivery of Lessons
Page | 73 INSTRUCTION (Level IV Phase II)
Page | 74 INSTRUCTION (Level IV Phase II) ‘
Page | 75 INSTRUCTION (Level IV Phase II) Classroom Management
Page | 76 INSTRUCTION (Level IV Phase II)
Page | 77 INSTRUCTION (Level IV Phase II) Student Assessment or Evaluation
Page | 78 INSTRUCTION (Level IV Phase II) Preparation and Submission of Grading Sheets SAMPLE CLEARANCE OF FACULTY
Page | 79 INSTRUCTION (Level IV Phase II) Uploading of Grades
Page | 80 INSTRUCTION (Level IV Phase II) Changing of Uploaded Grades
Page | 81 INSTRUCTION (Level IV Phase II) Completion of INC Grades
Page | 82 INSTRUCTION (Level IV Phase II) Student Consultation
Page | 83 INSTRUCTION (Level IV Phase II) 2.1 Utilization of Various Teaching Strategies and Methods. 2.1.1 Matrix of Teaching Strategies based on the COURSE SYLLABUS. EVALUATION MEASURED USED SUBJECT WHERE METHOD IS USED 1. Paper and Pencil Test- includes quizzes, long examinations, midterm and final examinations. Midterm and Final Examinations are calendared by the University while long examinations are scheduled by the respective instructors/professors usually after the major topic in the course outline is finished. Quizzes where given by the instructors/professors either announced or unannounced. These examinations constituted 70% of the total grade of each student. ALL COURSES 2. Group or Individual Reports- a laboratory of experimental report that usually forms part of the requirements of the course. Oral reporting by each student is required and is graded according to the criteria set by the instructor concerned. The major topic of the report and the possible subtopic is usually given by the instructor. A hard copy of the report is usually given to the instructor either before. or after the day of reporting. ALL COURSES 3. Oral examinations/recitations- graded recitations are also being practiced in some courses. This is done to evaluate the student’s knowledge of the subject matter being discussed and all the students are given chance to speak out or voice out their opinions ALL COURSES
Page | 84 INSTRUCTION (Level IV Phase II) 4. Skills Demonstration/Actual Examinations- usually applied to courses that need development of skills in the art, speech or communication, presentation and the like ALL COURSES 5. Group/Individual Research Study involved the application of the required knowledge in the subject. This is required by the instructor to give students supplemental ideas by self or group discovery and analysis regarding the topics discussed ALL COURSES 6. Performance Demonstration- usually performed towards the end of the semester where all the needed topics in the course outline were discussed, it is also called as the culminating activity of the students where their performances were graded ALL COURSES 7. Rubric Assessment used to assess the overall performance of the students where details how they were graded are specified ALL COURSES
Page | 85 INSTRUCTION (Level IV Phase II) PICTURES
Page | 86 INSTRUCTION (Level IV Phase II)
Page | 87 INSTRUCTION (Level IV Phase II) 2.2 Assessment of Academic Performance 2.2.1 Student Handbook
Page | 88 INSTRUCTION (Level IV Phase II) 2.2.2 Sample Class Record
Page | 89 INSTRUCTION (Level IV Phase II) 2.2.3 Dean’s Memo.
Page | 90 INSTRUCTION (Level IV Phase II) 2.3 System of Student Evaluation. The system of student evaluation, while inherently complex and multifaceted, embodies the institution's commitment to fostering a fair, comprehensive, and dynamic approach to assessing academic progress, personal development, and the acquisition of critical skills, creating a nuanced framework that not only gauges individual achievements but also strives to inspire continuous improvement, personalized learning experiences, and a holistic understanding of students' capabilities, thereby serving as a cornerstone in the educational journey to prepare them for diverse challenges and future success. 2.3.1 Student Handbook 2.3.2 Course Syllabus.
Page | 91 INSTRUCTION (Level IV Phase II) 2.4 Academic Policies. 2.4.1 Student Handbook.
Page | 92 INSTRUCTION (Level IV Phase II)
Page | 93 INSTRUCTION (Level IV Phase II)
Page | 94 INSTRUCTION (Level IV Phase II)
Page | 95 INSTRUCTION (Level IV Phase II)
Page | 96 INSTRUCTION (Level IV Phase II) 2.5 Rules on Scholastic Delinquency. 2.5.1 Student Handbook. 2.6 Graduation Requirements. 2.6.1 Student Handbook.
Page | 97 INSTRUCTION (Level IV Phase II) 2.6.2 College Deliberations
Page | 98 INSTRUCTION (Level IV Phase II) 2.7 Classroom Management. 2.7.1 ISO Process Manual