EDUC 306 FIELD STUDY 1 (Observation and Experiential Learning)

Module in EDUC 306 Field

Study 1 Observation Of
Teaching-Learning In Actual
School Environment

__________________________________________________________________________________

CONTENTS

Unit I Policies and Guidelines

⮚ Philippine Professional Standards for Teachers (PPST)
-Domains and Strands

⮚ Guidelines per Program

-CMO’s for program courses of SUC’s and local
universities
Lesson 1.1 – Philippine Professional Standards for Teachers (PPST)

Duration: 3 Hours

Introduction

A teacher is a person who enables the learners to obtain information, skills, or

values. The role of the teacher is essential in nation-building. By providing quality
teaching, a teacher can develop holistic learners who are equipped with skills which
can contribute to our country’s growth and development.

To ensure that the country has quality teachers, the Philippine Professional
Standards for Teachers was introduced through DepEd Order No. 42, series of
2017. These standards are the product of over three years of collaboration of
thousands of teachers, the school head, and other stakeholders in the country which
is composed of well-defined domains, strands, and indicators. The PPST
complements the reform initiatives on teachers’ quality such as the K to 12 Reform,
Philippine Qualification Framework, ASEAN Integration and Internalization, and the
changing quality of the 21st society in learnings.

Objectives:
● Identify the aims of Philippine Professional Standards for Teachers.
● Enumerate the seven (7) domains that are required for qualified
teachers.
● Name the career stages of becoming a quality teacher.
● Gain a comprehensive understanding of the indicators for different
career stages.

Lesson Proper:

A. Activity
List down the attributes of a quality teacher.
1.
2.
3.
4.
5.

B. Analysis

The Department of Education released the DepEd Order No. 42, series
of 2017 entitled National Adoption and Implementation of the Philippine
Professional Standards for Teachers. This order recognized the importance of
professional standards for teachers towards quality teaching based on
principles of lifelong learning. Through the collaboration of different
stakeholder, the Philippine Professional Standards for Teachers (PPST) was
created with the aims:
● set out clear expectations of teachers along well-defined career
stages of professional development from beginning to
distinguished practice;
 ● engage teachers to actively embrace a continuing effort in
attaining proficiency;
● apply a uniform measure to assess teacher performance,
identify needs, and provide support for professional
development; and
● provides a basis for building public confidence in and support for
the work of teachers.

The 7 Domains and 37 Strands in the PPST

Domain 1. Content Knowledge and Pedagogy

1. Content knowledge and its application within and across curriculum

areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as
other higher-order thinking skills
6. Mother Tongue, Filipino, and English in teaching and learning
7. Classroom communication strategies

Domain 2. Learning Environment

1. Learner safety and security

2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

Domain 3. Diversity of Learners

1. Learners’ gender, needs, strengths, interests, and experiences

2. Learners’ linguistic, cultural, socio-economic, and religious
backgrounds
3. Learners with disabilities, giftedness, and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups

Domain 4. Curriculum Planning

1. Planning and management of teaching and learning process

2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
 Domain 5. Assessment and Reporting

1. Design, selection, organization, and utilization of assessment

strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress, and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices
and programs

Domain 6. Community Linkages and Professional Engagement

1. Establishment of learning environments that are responsive to

community contexts
2. Engagement of parents and the wider school community in the
educative process
3. Professional ethics
4. School policies and procedures

Domain 7. Personal Growth and Professional Development

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

Career Stages

Career Stage 1 or Beginning Teachers 

● gained the qualifications recognized for entry into the teaching
profession
● a strong understanding of the subjects/areas in which they are trained
in terms of content knowledge and pedagogy
● possess the requisite knowledge, skills, and values that support the
teaching and learning process.
● manage learning programs and have strategies that promote learning
based on the learning needs of their students.
● seek advice from experienced colleagues to consolidate their teaching
practice.

Career Stage 2 or Proficient Teachers 

● professionally independent in the application of skills vital to the
teaching and learning process.
● display skills in planning, implementing, and managing learning
programs.
● actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and
advancement.
 ● reflective practitioners who continually consolidate the knowledge,
skills, and practices of Career Stage 1 teachers.

Career Stage 3 or Highly Proficient Teachers 

● consistently display a high level of performance in their teaching
practice.
● manifest an in-depth and sophisticated understanding of the teaching
and learning process.
● have high education-focused situation cognition, are more adept in
problem-solving, and optimize opportunities gained from experience.
● work collaboratively with colleagues and provide them support and
mentoring to enhance their learning and practice.
● continually seek to develop their professional knowledge and practice
by reflecting on their own needs, and those of their colleagues and
students.

Career Stage 4 or Distinguished Teachers 

● embody the highest standard for teaching grounded in global best
practices.
● exhibit exceptional capacity to improve their own teaching practice and
that of others.
● recognized as leaders in education, contributors to the profession and
initiators of collaborations, and partnerships.
● Create a lifelong impact in the lives of colleagues, students, and others.
● consistently seek professional advancement and relevance in pursuit of
teaching quality and excellence.
● exhibit commitment to inspire the education community and
stakeholders for the improvement of education provision in the
Philippines.

Figure . Career Path https://www.slideshare.net/edmond84/03-the-ppst

Domains/ Strands/ Indicators for Different Career Stages

Domain 1. Content Knowledge and Pedagogy

Beginning Proficient Highly Proficient

Strands Distinguished Teachers
Teachers Teachers Teachers

Strand 1.1  1.1.1  1.1.2 Apply  1.1.3 Model  1.1.4 Model exemplary 

Content  Demonstrate  knowledge of  effective  practice to improve 

knowledge content  content within  applications of  the applications of 

and 
knowledge and  and across  content  content knowledge 
its application 
its application  curriculum  knowledge within  within and across 
within and 
within and/or  teaching areas. and across  curriculum teaching 
across 
across curriculum  curriculum  areas. 
curriculum
areas teaching areas teaching areas.

Strand 1.2 1.2.1  1.2.2 Use  1.2.3 Collaborate  .2.4 Lead colleagues 

Research- Demonstrate an  research-based  with colleagues in  in the advancement of 
based 
understanding of  knowledge and  the conduct and  the art and science of 
knowledge
and  research-based  principles of  application of  teaching based on 

principles of knowledge and  teaching and  research to enrich  their comprehensive 

teaching and  principles of  learning to  knowledge of  knowledge of research 

learning teaching and  enhance  content and  and pedagogy.

learning. professional  pedagogy.

practice.

Strand 1.3  1.3.1 Show skills  1.3.2 Ensure 1.3.3 Promote  1.3.4 Mentor 
the 
Positive use in the positive  effective  colleagues in the 
of  positive use of 
use of ICT to  strategies in the  implementation of policies to
ICT ICT to facilitate  ensure the 
facilitate the  positive use of 
the teaching positive use of ICT within or
teaching and  and  ICT to facilitate  beyond the 

learning process. learning the teaching and  school.

process.
learning process.

Strand 1.4 1.4.1 Demonstrate 1.4.2 Use a 1.4.3 Evaluate with 1.4.4 Model a comprehensive
Strategies in knowledge of range of colleagues the selection of effective teaching
promoting teaching strategies teaching effectiveness of strategies that promote learner
literacy and that promote literacy strategies that teaching strategies achievement in literacy and
numeracy and numeracy skills. enhance learner that promote learner numeracy.
achievement in achievement in
literacy and literacy and numeracy.
numeracy skills.

Strand 1.5 1.5.1 Apply teaching 1.5.2 Apply a 1.5.3 Develop and 1.5.4 Lead colleagues in
Strategies for strategies that range of apply effective reviewing, modifying and
developing develop critical and teaching teaching strategies to expanding their range of
critical and creative thinking, strategies to promote critical and teaching strategies that
creative and/or other higher- develop critical creative thinking, as promote critical and creative
thinking, as order thinking skills. and creative well as other higher- thinking, as well as other
well as other thinking, as well
 higher-order as other higher- order thinking skills. higher-order thinking skills.
thinking skills order thinking
skills.

Strand 1.6 1.6.1 Use Mother 1.6.2 Display 1.6.3 Model and 1.6.4 Show exemplary skills in
Mother Tongue, Filipino and proficient use of support colleagues in and advocate the use of
Tongue, English to facilitate Mother Tongue, the proficient use of Mother Tongue, Filipino and
Filipino and teaching and Filipino and Mother Tongue, English in teaching and
English in learning. English to Filipino and English to learning to facilitate the
teaching and facilitate improve teaching and learners' language, cognitive
learning teaching and learning, as well as to and academic development
learning. develop the learners' and to foster pride of their
pride of their language, heritage and
language, heritage culture.
and culture.

Strand 1.7 1.7.1 Demonstrate 1.7.2 Use 1.7.3 Display a wide 1.7.4 Exhibit exemplary
Classroom an understanding of effective verbal range of effective practice in the use of effective
communication the range of verbal and non-verbal verbal and non-verbal verbal and non-verbal
strategies and non-verbal classroom classroom classroom communication
classroom communication communication strategies to support learner
communication strategies to strategies to support understanding, participation,
strategies that support learner learner understanding, engagement and achievement
support learner understanding, participation, in different learning contexts.
understanding, participation, engagement and
participation, engagement achievement.
engagement and and
achievement. achievement.

Domain 2. Learning Environment

Beginning Proficient Highly Proficient

Strands Distinguished Teachers
Teachers Teachers Teachers

Strand 2.1 2.1.1 Demonstrate 2.1.2 Establish 2.1.3 Exhibit 2.1.4 Apply comprehensive
Learner safety knowledge of safe and secure effective strategies knowledge of and act as a
and security policies, guidelines learning that ensure safe resource person for, policies,
and procedures environments to and secure learning guidelines and procedures that
that provide safe enhance learning environments to relate to the implementation of
and secure through the enhance learning safe and secure learning
learning consistent through the environments for learners.
environments. implementation of consistent
policies, guidelines implementation of
and procedures. policies, guidelines
and procedures.

Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain 2.2.3 Exhibit 2.2.4 Advocate and facilitate
Fair learning understanding of learning effective practices the use of effective practices
environment learning environments that to foster learning to foster learning
environments that promote fairness, environments that environments that promote
promote fairness, respect and care to promote fairness, fairness, respect and care to
respect and care to encourage respect and care to encourage learning.
encourage learning. encourage learning.
learning.

Strand 2.3 2.3.1 Demonstrate 2.3.2 Manage 2.3.3 Work with 2.3.4 Model exemplary
Management of knowledge of classroom colleagues to model practices in the management
classroom managing structure to engage and share effective of classroom structure and
structure and classroom learners, techniques in the activities, and lead colleagues
activities structure that individually or in management of at the whole-school level to
engages learners, groups, in classroom structure review and evaluate their
individually or in meaningful to engage learners, practices.
groups, in exploration, individually or in
meaningful discovery and groups, in
exploration, hands-on activities meaningful
discovery and within a range of exploration,
hands-on activities physical learning discovery and
within the available environments. hands-on activities
physical learning within a range of
environments. physical learning
 environments.

Strand 2.4 2.4.1 Demonstrate 2.4.2 Maintain 2.4.3 Work with 2.4.4 Facilitate processes to
Support for understanding of supportive learning colleagues to share review the effectiveness of the
learner supportive learning environments that successful school's learning environment
participation environments that nurture and inspire strategies that to nurture and inspire learner
nurture and inspire learners to sustain supportive participation.
learner participate, learning
participation. cooperate and environments that
collaborate in nurture and inspire
continued learning. learners to
participate,
cooperate and
collaborate in
continued learning.

Strand 2.5 2.5.1 Demonstrate 2.5.2 Apply a 2.5.3 Model 2.5.4 Lead and empower
Promotion of knowledge of range of successful successful colleagues in promoting
purposive learning strategies that strategies and learning environments that
learning environments that maintain learning support colleagues effectively motivate learners to
motivate learners environments that in promoting achieve quality outcomes by
to work motivate learners learning assuming responsibility for
productively by to work environments that their own learning.
assuming productively by effectively motivate
responsibility for assuming learners to work
their own learning. responsibility for productively by
their own learning. assuming
responsibility for
their own learning.

Strand 2.6 2.6.1 Demonstrate 2.6.2 Manage 2.6.3 Exhibit 2.6.4 Provide leadership in
Management of knowledge of learner behavior effective and applying a wide range of
learner positive and non- constructively by constructive strategies in the
behavior violent discipline in applying positive behavior implementation of positive and
the management of and non-violent management skills non-violent discipline
learner behavior. discipline to ensure by applying positive policies/procedures to ensure
learning-focused and non-violent learning-focused
environments. discipline to ensure environments.
learning-focused
environments.

Domain 3. Diversity of Learners

Beginning Proficient Highly Proficient

Strands Distinguished Teachers
Teachers Teachers Teachers

Strand 3.1 3.1.1 3.1.2 Use 3.1.3 Work with 3.1.4 Lead colleagues to
Demonstrate differentiated, colleagues to share evaluate differentiated
Learners' knowledge and developmentally differentiated, strategies to enrich teaching
gender, needs, understanding of appropriate learning developmentally practices that address
strengths, differentiated experiences to appropriate learners' differences in
interests and teaching to suit address learners' opportunities to gender, needs, strengths,
experiences the learners' gender, needs, address learners' interests and experiences.
gender, needs, strengths, interests differences in
strengths, and experiences. gender, needs,
interests and strengths, interests
experiences. and experiences.

Strand 3.2 3.2.1 Implement 3.2.2 Establish a 3.2.3 Exhibit a 3.2.4 Model exemplary
teaching learner-centered learner-centered teaching practices that
Learners' strategies that are culture by using culture that recognize and affirm diverse
linguistic, responsive to the teaching strategies promotes success linguistic, cultural,
cultural, socio- learners' that respond to their by using effective socioeconomic and religious
economic and linguistic, cultural, linguistic, cultural, teaching strategies backgrounds to promote
religious socio-economic socio-economic and that respond to their learner success.
backgrounds and religious religious linguistic, cultural,
backgrounds. backgrounds. socioeconomic and
religious
backgrounds.

Strand 3.3 3.3.1 Use 3.3.2 Design, adapt 3.3.3 Assist 3.3.4 Lead colleagues in
 strategies and implement colleagues to designing, adapting and
Learners with responsive to teaching strategies design, adapt and implementing teaching
disabilities, learners with that are responsive implement teaching strategies that are
giftedness and disabilities, to learners with strategies that are responsive to learners with
talents giftedness and disabilities, responsive to disabilities, giftedness and
talents. giftedness and learners with talents.
talents. disabilities,
giftedness and
talents.

Strand 3.4 3.4.1 3.4.2 Plan and 3.4.3 Evaluate with 3.4.4 Model a range of high
Learners in Demonstrate deliver teaching colleagues teaching level skills responsive to the
difficult understanding of strategies that are strategies that are special educational needs of
circumstances the special responsive to the responsive to the learners in difficult
educational needs special educational special educational circumstances, including:
of learners in needs of learners in needs of learners in geographic isolation; chronic
difficult difficult difficult illness; displacement due to
circumstances, circumstances, circumstances, armed conflict, urban
including: including: including: resettlement or disasters;
geographic geographic geographic isolation; child abuse and child labor
isolation; chronic isolation; chronic chronic illness; practices.
illness; illness; displacement due to
displacement due displacement due to armed conflict,
to armed conflict, armed conflict, urban resettlement
urban urban resettlement or disasters; child
resettlement or or disasters; child abuse and child
disasters; child abuse and child labor practices.
abuse and child labor practices.
labor practices.

Strand 3.5 3.5.1 3.5.2 Adapt and use 3.5.3 Develop and 3.5.4 Show comprehensive
Learners from Demonstrate culturally apply teaching skills in delivering culturally
indigenous knowledge of appropriate teaching strategies to address appropriate teaching
groups teaching strategies to effectively the needs strategies to address
strategies that are address the needs of learners from effectively the needs of
inclusive of of learners from indigenous groups. learners from indigenous
learners from indigenous groups. groups.
indigenous
groups.

Domain 4. Curriculum and Planning

Beginning Proficient Highly Proficient

Strands Distinguished Teachers
Teachers Teachers Teachers

Strand 4.1 4.1.1 Prepare 4.1.2 Plan, manage 4.1.3 Develop and 4.1.4 Model exemplary
developmentally and implement apply effective practice and lead
Planning and sequenced teaching developmentally strategies in the colleagues in enhancing
management of and learning sequenced teaching planning and current practices in the
teaching and process to meet and learning management of planning and
learning process curriculum process to meet developmentally management of
requirements. curriculum sequenced teaching developmentally
requirements and and learning sequenced teaching and
varied teaching process to meet learning process.
contexts. curriculum
requirements and
varied teaching
contexts.

Strand 4.2 4.2.1 Identify 4.2.2 Set achievable 4.2.3 Model to 4.2.4 Exhibit high-level
Learning learning outcomes and appropriate colleagues the skills and lead in setting
outcomes aligned that are aligned with learning outcomes setting of achievable achievable and
with learning learning that are aligned with and challenging challenging learning
competencies competencies. learning learning outcomes outcomes that are aligned
competencies. that are aligned with with learning
learning competencies towards
competencies to the cultivation of a culture
cultivate a culture of of excellence for all.
excellence for all
learners.

Strand 4.3 4.3.1 Demonstrate 4.3.2 Adapt and 4.3.3 Work 4.3.4 Provide advice in
Relevance and knowledge in the implement learning collaboratively with the design and
responsiveness of implementation of programs that colleagues to implementation of
learning programs relevant and ensure relevance evaluate the design relevant and responsive
responsive learning and responsiveness of learning learning programs that
programs. to the needs of all programs that develop the knowledge
learners. develop the and skills of learners at
knowledge and different ability levels.
skills of learners at
different ability
levels.

Strand 4.4 4.4.1 Seek advice 4.4.2 Participate in 4.4.3 Review with 4.4.4 Lead colleagues in
concerning collegial discussions colleagues, teacher professional discussions
Professional strategies that can that use teacher and and learner to plan and implement
collaboration to enrich teaching learner feedback to feedback to plan, strategies that enrich
enrich teaching practice. enrich teaching facilitate, and enrich teaching practice.
practice practice. teaching practice.

Strand 4.5 4.5.1 Show skills in 4.5.2 Select, 4.5.3 Advise and 4.5.4 Model exemplary
the selection, develop, organize guide colleagues in skills and lead colleagues
Teaching and development and and use appropriate the selection, in the development and
learning resources use of a variety of teaching and organization, evaluation of teaching
including ICT teaching and learning resources, development and and learning resources,
learning resources, including ICT, to use of appropriate including ICT, for use
including ICT, to address learning teaching and within and beyond the
address learning goals. learning resources, school.
goals. including ICT, to
address specific
learning goals.

Domain 5. Assessment and Reporting

Beginning Highly Proficient Distinguished

Strands Proficient Teachers
Teachers Teachers Teachers

Strand 5.1 5.1.1 Demonstrate 5.1.2 Design, select, 5.1.3 Work 5.1.4 Lead initiatives
knowledge of the organize and use collaboratively with in the evaluation of
Design, selection, design, selection, diagnostic, formative colleagues to review assessment policies
organization and organization and and summative the design, selection, and guidelines that
utilization of use of diagnostic, assessment strategies organization and use relate to the design,
assessment formative and consistent with of a range of effective selection,
strategies summative curriculum diagnostic, formative organization and use
assessment requirements. and summative of effective
strategies assessment strategies diagnostic, formative
consistent with consistent with and summative
curriculum curriculum assessment
requirements. requirements. strategies consistent
with curriculum
requirements.

Strand 5.2 5.2.1 Demonstrate 5.2.2 Monitor and 5.2.3 Interpret 5.2.4 Provide advice
knowledge of evaluate learner collaboratively on, and mentor
Monitoring and monitoring and progress and monitoring and colleagues in the
evaluation of evaluation of achievement using evaluation strategies effective analysis and
learner progress learner progress learner attainment of attainment data to use of learner
and achievement and achievement data. support learner attainment data.
using learner progress and
 attainment data. achievement.

Strand 5.3 5.3.1 Demonstrate 5.3.2 Use strategies 5.3.3 Use effective 5.3.4 Exhibit
knowledge of for providing timely, strategies for exemplary skills and
Feedback to providing timely, accurate and providing timely, lead initiatives to
improve learning accurate and constructive feedback accurate and support colleagues in
constructive to improve learner constructive feedback applying strategies
feedback to performance. to encourage learners that effectively
improve learner to reflect on and provide timely,
performance. improve their own accurate and
learning. constructive
feedback to learners
to improve learning
achievement.

Strand 5.4 5.4.1 Demonstrate 5.4.2 Communicate 5.4.3 Apply skills in 5.4.4 Share with
familiarity with a promptly and clearly the effective colleagues a wide
Communication of range of strategies the learners' needs, communication of range of strategies
learner needs, for communicating progress and learner needs, that ensure effective
progress and learner needs, achievement to key progress and communication of
achievement to key progress and stakeholders, achievement to key learner needs,
stakeholders achievement. including stakeholders, progress and
parents/guardians. including achievement to key
parents/guardians. stakeholders,
including
parents/guardians.

Strand 5.5 5.5.1 Demonstrate 5.5.2 Utilize 5.5.3 Work 5.5.4 Lead
an understanding assessment data to collaboratively with colleagues to
Use of assessment of the role of inform the colleagues to analyze explore, design and
data to enhance assessment data modification of and utilize implement effective
teaching and as feedback in teaching and learning assessment data to practices and
learning practices teaching and practices and modify practices and programs using
and programs learning practices programs. programs to further information derived
and programs. support learner from assessment
progress and data.
achievement.

Domain 6. Community Linkages and Professional Engagement

Highly Proficient Distinguished

Strands Beginning Teachers Proficient Teachers
Teachers Teachers

Strand 6.1 6.1.1 Demonstrate an 6.1.2 Maintain 6.1.3 Reflect on and 6.1.4 Model
understanding of learning evaluate learning exemplary practice
Establishment of knowledge of environments that are environments that are and empower
learning learning responsive to responsive to colleagues to
environments that environments that are community contexts. community contexts. establish and
are responsive to responsive to maintain effective
community community contexts. learning
contexts environments that are
responsive to
community contexts.

Strand 6.2 6.2.1 Seek advice 6.2.2 Build 6.2.3 Guide 6.2.4 Lead in
concerning strategies relationships with colleagues to consolidating
Engagement of that build parents/guardians strengthen networks that
parents and the relationships with and the wider school relationships with strengthen
wider school parents/guardians community to parents/guardians relationships with
community in the and the wider facilitate involvement and the wider school parents/guardians
educative process community. in the educative community to and the wider school
process. maximize their community to
involvement in the maximize their
educative process. involvement in the
educative process.

Strand 6.3 6.3.1 Demonstrate 6.3.2 Review 6.3.3 Discuss with 6.3.4 Lead
Professional awareness of existing regularly personal colleagues teaching colleagues in the
ethics laws and regulations teaching practice and learning regular review of
 that apply to the using existing laws practices that apply existing codes, laws
teaching profession, and regulations that existing codes, laws and regulations that
and become familiar apply to the teaching and regulations that apply to the teaching
with the profession and the apply to the teaching profession, and the
responsibilities responsibilities profession, and the responsibilities as
specified in the Code specified in the Code responsibilities specified in the Code
of Ethics for of Ethics for specified in the Code of Ethics for
Professional Professional of Ethics for Professional
Teachers. Teachers. Professional Teachers.
Teachers.

Strand 6.4 6.4.1 Demonstrate 6.4.2 Comply with 6.4.3 Exhibit 6.4.4 Evaluate
knowledge and and implement school commitment to and existing school
School policies understanding of policies and support teachers in policies and
and procedures school policies and procedures the implementation of procedures to make
procedures to foster consistently to foster school policies and them more
harmonious harmonious procedures to foster responsive to the
relationship with the relationships with harmonious needs of the learners,
wider school learners, parents, and relationships with parents and other
community. other stakeholders. learners, parents and stakeholders.
other stakeholders.

Domain 7. Personal Growth and Professional Development

Beginning Highly Proficient Distinguished

Strands Proficient Teachers
Teachers Teachers Teachers

Strand 7.1 7.1.1 Articulate a 7.1.2 Apply a personal 7.1.3 Manifest a 7.1.4 Model a learner-
personal philosophy philosophy of teaching learner-centered centered teaching
Philosophy of of teaching that is that is learner- teaching philosophy philosophy through
teaching learner-centered. centered. in various aspects of teaching practices that
practice and support stimulate colleagues to
colleagues in engage in further
enhancing their own professional learning.
learner-centered
teaching philosophy.

Strand 7.2 7.2.1 Demonstrate 7.2.2 Adopt practices 7.2.3 Identify and 7.2.4 Act as a role
behaviors that that uphold the dignity utilize personal model and advocate
Dignity of teaching uphold the dignity of of teaching as a professional for upholding the
as a profession teaching as a profession by strengths to uphold dignity of teaching as
profession by exhibiting qualities the dignity of a profession to build a
exhibiting qualities such as caring teaching as a positive teaching and
such as caring attitude, respect and profession to help learning culture within
attitude, respect and integrity. build a positive and beyond the
integrity. teaching and school.
learning culture
within the school.

Strand 7.3 7.3.1 Seek 7.3.2 Participate in 7.3.3 Contribute 7.3.4 Take a
opportunities to professional networks actively to leadership role in
Professional links establish to share knowledge professional supporting colleagues'
with colleagues professional links and to enhance networks within and engagement with
with colleagues. practice. between schools to professional networks
improve knowledge within and across
and to enhance schools to advance
practice. knowledge and
practice in identified
areas of need.

Strand 7.4 7.4.1 Demonstrate 7.4.2 Develop a 7.4.3 Initiate 7.4.4. Demonstrate
an understanding of personal professional professional leadership within and
Professional how professional improvement plan reflections and across school contexts
reflection and reflection and based on reflection of promote learning in critically evaluating
learning to one's opportunities with practice and setting
improve practice colleagues to clearly
improve practice.

Strand 7.5 7.5.1 Demonstrate 7.5.2 Set professional 7.5.3 Reflect on the 7.5.4 Lead reforms in
 motivation to realize development goals Philippine enhancing
Professional professional based on the Professional professional
development development goals Philippine Professional Standards for development
goals based on the Standards for Teachers to plan programs based on an
Philippine Teachers. personal in-depth knowledge
Professional professional and understanding of
Standards for development goals the Philippine
Teachers. and assist Professional
colleagues in Standards for
planning and Teachers.
achieving their own
goals.
Lesson 1.2 – Guidelines per Program

Duration: 3 Hours

Introduction:

The Commission of Higher Education (CHED), as the policy-making body for

Higher Education Institutions (HEI), makes guidelines on the different courses to be
offered in various colleges and universities throughout the Philippines. Commonly
these guidelines are published through a memorandum circular or commonly known
as CHED Memorandum Order.
In this lesson, we will discuss the various programs offered in the College of
Education. Specifically, on the identification of goals, expected outcomes, and
performance indicators for each program. Gaining knowledge will lead you to an
understanding of the courses you are taking. It can also instruct you on planning to
become a successful teacher in the future.

Objectives:

At the end of the lesson, you will:

1. Familiarize with the different CHED Memo about programs offered

in the College of Education.
2. Identify the goals, and expected outcomes for each program.
3. Gain a comprehensive understanding of the set of competencies
each teacher must possess.
4. Reflect on the information gained from the different memorandum.

Lesson Proper:

A. Activity

Answer the following questions:

1. Why do you want to become a teacher?
2. What do you think are the role of teachers?
3. What do you think are the expected attributes of a teacher?

B. Analysis

CHED Memorandum Order No. 74, series 2017. Policies, Standards

and Guidelines for Bachelor of Elementary Education (BEEd)

Degree Name: Bachelor of Elementary Education (BEEd)

Nature of Field Study: The BEEd is an undergraduate teacher

education program designed to prepare individuals intending to teach in
the elementary level.

Program Goal: The aims of the program is to develop highly motivated

and competent teachers specializing in the content and pedagogy for
elementary education.
 Specific Professions: All successful completion of all academic
requirements of the degree/program graduates of BEEd should be able to
practice the teaching profession in the elementary level.

CHED Memorandum Order No. 75, series 2017. Policies, Standards and
Guidelines for Bachelor of Secondary Education (BSEd)

Degree Name: The degree program described in the memorandum

order shall be called Bachelor of Secondary Education (BSEd), major in:
● English
● Filipino
● Mathematics
● Sciences
● Social Studies
● Values Education

Nature of Field Study: The BSEd is an undergraduate teacher

education program designed to equip learners with adequate and relevant
competencies to teach in their chosen area of specialization/major in the
secondary level.

Program Goals: The BSEd degree program aims to develop highly

motivated and competent teachers specializing in the content and pedagogy
for secondary education.

Specific Profession: After successful completion of all academic

requirements for the degree/program, graduates of BSED should be able to
practice the teaching profession in the secondary level.

CHED Memorandum Order No. 76, series of 2017. Policies, Standards

and guidelines for the Bachelor of Early Childhood Education (BECEd)

Degree Name: The degree program described in the memorandum

order shall be called Bachelor of Early Childhood Education (BECEd)

Nature of Field Study: The BECEd is a four-year program.

Specifically, this program provides students with fundamental understanding
and application of the principles or early childhood care and education, as well
as experience in the application of these principles.

Program Goals: This program aims to educate individuals to be

competent early childhood practitioners working with children from 0 – 8 years
old in various early childhood settings (home, community, school and
workplace). It is aligned with the National Early Learning Framework (NELF),
the National Competency Based Teacher Standards (NCBTS 2017) and the
first key stage with is K to 3.
 Specific Professions: The BECEd program is designed to prepare
students for teaching and supporting young children’s development. A broad
range of employment opportunities are available by fulfilling the degree
requirement. Completion of the appropriate program will qualify graduates for
employment in government or private institutions.

CHED Memorandum Order No. 78, series of 2017 – Policies, Standards,

and Guidelines for the Bachelor of Technology and Livelihood
Education (BTLEd)

Degree Name: The program discussed herein shall be called Bachelor

of Technology and Livelihood Education (BTLEd) majors in:

● Home Economics
● Industrial Arts
● Information and Communication Technology
● Agri-Fishery Arts

Nature of Field Study: The BTLEd program is an undergraduate

teacher education program that equips learners with adequate and relevant
competencies in the area of Technology and Livelihood Education, particularly
for the TLE exploratory courses form Grades 4-8.

Program Goals: The BTLEd program aims to develop highly

competent and motivated teachers in Technology and Livelihood Education
for Grades 4 -8.
The technology livelihood education curriculum shall impart a body of
knowledge, skills, attitude, values and experiences that will provide
prospective Grade 4-8 EPP/TLE Teachers with the necessary competencies
essential for effective teaching and at the same time are accredited TVET
Trainers and Assessors.
The specific body of knowledge, skills, attitudes, values and
experiences shall include the following:
A. A general education component, consistent with the CHED
issuance per CMO No. 20, series of 2013.

B. A professional education component to include courses under four

broad categories: 1) theory and concept courses, 2) pedagogical
content knowledge, 3) experiential learning courses, and 4) special
topic courses.

The theory and concept courses provide the broad framework

within which students can understand, rationalize, and reflect on the
various methods, strategies, processes, issues and other matters
related to the teaching profession.

C. The pedagogical content knowledge courses aim to develop

students a wide range of skills to facilitate and evaluate learning
among diverse types of students in a variety of learning
environments. ICT-integration in teaching is an essential part of the
 methods and strategies courses to equip the teacher with
competencies on the use of technology in teaching and in training.

D. The pedagogical content knowledge is based on the Philippine

TVET Trainers Qualification Framework (PTTQF). PTTQF ensures
consistent delivery of quality training services across the country. It
aims to qualify and certify prospective EPP/TLE Teachers form
Grade 4-8 to ensure their competence in trade qualifications, and
training and assessment methodologies.

E. The Experiential learning courses are intended to provide students

with practical learning experiences in which they can observe,
verify, reflect on the actual experience different components of the
teaching-learning processes in actual school and industry settings.

The special topic courses give the students an opportunity to

explore special topics and current issues related to their field study.

F. A specialization component that includes industry exposure to equip

the teacher with in-depth knowledge of the content and specific
skills in the major field.

Specific Professions: After completion of all academic requirements

of the program., graduates of the BTLEd should be able to qualify die the
Licensure Examination for Teachers and practice the teaching profession in
the field of Technology Livelihood Education as EPP Teachers for Grades 4-6
and /or TLE trainers and assessors after they have obtained the appropriate
Certification. Graduates may also proceed to practice careers in various
sectors of industry as entrepreneurs or as employees.

CHED Memorandum Order No. 79, series of 2017. Policies, Standards,

and Guidelines for the Bachelor of Technical-Vocational Teacher
Education (BTVTEd)

Program Description: The program herein shall be called Bachelor of

Technical-Vocational Teacher Education (BTVTEd) with specialization in:
a. Automotive Technology
b. Electronic Technology
c. Electrical Technology
d. Mechanical Technology
e. Civil and Construction Technology
f. Welding and Fabrication Technology
g. Heating, Ventilating and Air Conditioning Technology
h. Food and Service Management
i. Garments, Fashion and Design
j. Beauty Care and Wellness
k. Animation
l. Computer Hardware Servicing
m. Computer Programming
n. Animal Production
 o. Agricultural Crop Production
p. Fish Processing
q. Fish Capture

Nature of Field Study: The BTVTEd program is an undergraduate

teacher education program that equips learners with adequate and relevant
competencies in teaching specific areas in Industrial Arts or Home Economics
or ICT or Agri-Fishery Arts – the four areas of technical and vocational track in
the K to 12 Curriculum.

Program Goals: The BTVTEd program aims to develop highly

competent and motivated teachers in technical and vocational education in
their area of specialization.

The technical and vocational teacher education curriculum shall impart a body
of knowledge, skills, attitude, values and experiences that will provide
prospective Grade 9-10 TLE Teachers, Senior High School teachers for the
Tech-Voc Livelihood track, TVET Trainers/Instructors, and faculty members in
higher education institutions with the necessary competencies essential for
effective teaching. Graduates of BTVTEd are considered to have satisfied the
TESDA requirement for Trainer’s Methodology.

The specific body of knowledge, skills, attitudes, values, and experiences

shall include the following:

A. General education component, consistent with CMO No. 20, series

of 2013.

B. A professional education component to include courses under three

broad categories: 1) theory and concept courses, 2) pedagogical content
knowledge, and 3) experiential learning courses.

The theory and concept courses provide the broad frameworks within
which students can understand, rationalize, and reflect on the various
methods, strategies, processes, issues and other matters related to the
teaching profession.

C. The pedagogical content knowledge courses aim to develop in

students a wide range of skills to facilitate and evaluate learning among
diverse type of students in a variety of learning environments. ICT-integration
is teaching is an essential part of the methods and strategies courses to equip
the teacher with competencies on the use of technology in teaching-learning.
D. The specialized knowledge and skills are based on the Philippine
TVET Trainers’ Qualification Framework (PTTQ). PTTQ ensures consistent
delivery of quality training services across the country. It aims to qualify and
certify prospective Grade 9-10 TLE, TVET and Senior High School teachers
for the Tech-Voc Livelihood track to ensure their competence in trade
qualifications, and training and assessment methodologies.
 E. Experiential learning courses are intended to provide students with
practical learning experiences in which they can observe, verify, reflect on the
actually experience different components of the teaching-learning processes
in actual school setting.

G. A specialization component includes industry exposure to equip the

pre-service teacher with in-depth knowledge of the content and specified skills
in the major field.

Specific Professions: After completion of all academic requirements

of the program, graduates of BTVTEd should be able to practice the teaching
profession in the field of specialization, serve as TVET trainers and
assessors, or proceed to practice careers in various sectors of industry as
entrepreneurs or as employee.

CHED Memorandum Order No. 80, series of 2017. Policies, Standards

and Guidelines for Bachelor of Physical Education (BPEd)

Degree Name: The program shall be called Bachelor of Physical

Education (BPEd)

Nature of Field Study: As a teaching profession, PE is a seamless

activity of designing and delivering learning activities, providing quality
instruction, managing the classroom and assessing student learning,
modeling as well as mentoring. This requires a deep, broad, and integrated
knowledge of the subject matter and its learners, which in turn informs the PE
teacher’s choices in terms of meaningful curricular content, the creation of
inclusive learning environments and the employment of effective learning
strategies.

As a curricular subject, PE is aimed at physical literacy, which serves as the

foundation for confident, enjoyable, and sustained participation is a wide
range of physical activities. Thus, it consists of developmentally appropriate
activities. PE also aims to optimize health through learning experiences aimed
at the formation of physical activity and healthy eating habits, as well as
dispositions. These learning experiences likewise extend beyond the
classroom: hence, student learning must be reinforced through programs on
school and community recreation, as well as organized, competitive sports.
Moreover, the PE teacher must communicate enthusiasm for their subject
matter in a positive, caring manner. Finally, PE draws from the knowledge
base of the allied fields: exercise and sports sciences, life sciences, social
and behavioral sciences: and employs interdisciplinary instruction as a means
to permeate all aspects of the learners’ lives and develop them integrally.

Program Goals: The BPEd is a four-year program aimed at equipping

graduates with the competencies to meet the psychomotor, cognitive and
affective needs of learners. These consist of: 1) a strong and substantial
foundation of the subject matter (disciplinary knowledge) that informs their
curricular choices when planning, designing, implementing, and assessing
learning activities (curriculum and program planning, implementation,
monitoring and evaluation); 2) an understanding of the scope and sequence
 of various movement forms; as well as elements, strategies and tactics of
these various movements in a multitude of settings (movement competency
and proficiency) that enables them to meet the needs of learners to know
how, be able to do and how to learn; 3) expert knowledge of pedagogy for
maximizing student engagement, mentoring students and modeling respect
for difference in gender, ability and culture; 4) reflective practice that (a)
propels them to set high standards for an hold themselves accountable to the
professional standards (professional; accountability and responsibility); (b)
enables them to identify gaps in their current competencies and pursue
professional development opportunities; and (c) assists them in studying the
impact of their teaching on students learning; and 5) building and cultivating
relationships with colleagues, stakeholders, other professionals and learning
communities; advocating for PE, being role models of integrity and
professional excellence, as well as leaders in the service of education.

Specific Professions:
● Physical Education Teacher in Basic Education
● Dance and Sports Club Moderator
● School-based Sports Program and Events
Moderators/Coordinator

Program Outcomes

Common to all programs in all types of schools

The graduates have the ability to:

a. Articulate and discuss the latest development in the specific

field of practice. (Philippine Qualification Framework level 6
descriptor)
b. Effectively communicate orally and in writing using both
English and Filipino
c. Work effectively and independently in multi-disciplinary and
multi-cultural teams. (PQF level 6 descriptor)
d. Act in recognition of professional, social, and ethical
responsibility
e. Preserve and promote “Filipino historical and cultural
heritage” (based on RA 7722)

Common to the discipline (Teacher Education)

a. Articulate the rootedness of education in philosophical, socio-

cultural, historical, psychological, and political contexts.
b. Demonstrate mastery of subject matter/discipline.
c. Facilitate learning using a wide range of teaching methodologies
and delivery modes appropriate to specific learners and their
environments.
d. Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners.
e. Apply skills in the development and utilization of ICT to promote
quality, relevant and sustainable educational practices.
 f. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to the
changing local, national and global realities.
h. Pursue lifelong learning for personal and professional growth
through varies experiential and field-based opportunities.

Specific to a sub-discipline and a major

A. Bachelor of Elementary Education (BEEd)

a. Demonstrate in-depth understanding of the diversity of
learners in various learning areas
b. Manifest meaningful and comprehensive pedagogical
content knowledge (PCK) of the different subject areas
c. Utilize appropriate assessment and evaluation tools to measure
learning outcomes
d. Manifest skills in communication, higher order thinking and
use of tools and technology to accelerate learning and teaching
e. Demonstrate positive attributes of a model teacher, both as
an individual and as a professional f. Manifest a desire to
continuously pursue personal and professional development 

B. Bachelor of Secondary Education (BSEd)

a. Major in English
a. Possess broad knowledge of language and literature
for effective learning
b. Use English as a glocal language in a multilingual context as it
applies to the teaching of language and literature
c. Acquire extensive reading background in language, literature,
and allied fields d. Demonstrate proficiency in oral and written
communication
d. Shows competence in employing innovative language
and literature teaching approaches, methodologies,
and strategies
e. Use technology in facilitating language learning and teaching
f. Inspire students and colleagues to lead relevant and
transformative changes to improve learning and
teaching language and literature
g. Display skills and abilities to be a reflective and research-
oriented language and literature teacher

b. Major in Filipino
a. Nagpapamalas ng mataasnaantas ng kaalamansa pagtuturo ng
wika at panitikang Filipino.
b. Nagpapakita ng malawak at malalimnapag-unawa
at kaalamansaugnayan ng wika, kultura, at lipunan
c. Nakagagamit ng iba'tibangkasanayan at kaalamansa proseso
ng pagtuturo-pagkatuto.
d. Nagtataglay ng kaalamanhinggilsausapin ng kultural
at linggwistikongdibersidad ng bansa.
 e. Nakapagdidisenyo ng malikhain, inobatibo, at
integratibong mgaalternatibongdulogsapagtuturo at pagkatuto
f. Nakagagawa ng pananaliksikukolsaikauunlad ng wikang Filipino
bilangwikangpanturo 

c. Major in Mathematics
a. Exhibit competence in mathematical concepts and procedures
b. Exhibit proficiency in relating mathematics to other curricular
areas
c. Manifest meaningful and comprehensive pedagogical content
knowledge (PCK) of mathematics
d. Demonstrate competence in designing, constructing and utilizing
different forms of assessment in mathematics
e. Demonstrate proficiency in problem-solving by solving
and creating routine and non-routine problems with
different levels of complexity
f. Use effectively appropriate approaches, methods,
and techniques in teaching mathematics including
technological tools
g. Appreciate mathematics as an opportunity for creative work,
moments of enlightenment, discovery and gaining insights of the
world 

d. Major in Science
a. Demonstrate deep understanding of scientific concepts and
principles
b. Apply scientific inquiry in teaching and learning
c. Utilize effective science teaching and assessment methods

e. Major in Social Studies

a. Utilize appropriate various sociocultural and historical materials
in explaining current issues
b. Organize communities towards self-reliance and self sufficiency
c. Demonstrate leadership skills that will help in teaching
or training students who will empower their communities
d. Integrate local and global perspectives in teaching the principle
of the common good
e. Employ principles of sustainable development in teaching and
learning
f. Show scholarship in research and further learning
g. Display the qualities of an innovative teacher who has mastery
of the subject matter

f. Major in Value Education

a. Demonstrate understanding of the Values Education Framework of
the K to 12
b. Demonstrate knowledge and understanding of various philosophical
and theoretical underpinnings of teaching values education
c. Demonstrate understanding how psychological, moral, spiritual, and
socio-cultural shape human values 
 d. Exhibit critical mindedness in analyzing local, regional, national, and
global trends and issues relevant to values education
e. Show passion and commitment in becoming advocates of universal
values of openness, peace, tolerance, social justice and respect for
human rights
f. Become an exemplar of Filipino values
g. Show understanding of the theories, principles and application and
application of strategies for effective intra and interpersonal skills
h. Demonstrate commitment to students' development for personal
renewal and social transformation
i. Demonstrate competence in employing various pedagogical
approaches, methods and techniques for teaching values
j. Demonstrate competence in the conduct of research and utilization
of results to improve values education
k. Demonstrate in-depth knowledge in developing and using traditional
and non-traditional strategies for assessing learner's performance in
values education
l. Demonstrate competence in integrating context
appropriate technology to optimize teaching and learning
m. Manifest commitment to community service as a means to promote
social values
n. Show reflective skills in applying strong moral and ethical principles
in their decisions and actions as values education teacher 

C. Bachelor of Early Childhood Education (BECEd)

a. Demonstrate high level of content and pedagogical knowledge
b. Demonstrate appreciation for diversity
c. Manifest collaborative skills
d. Demonstrate innovative thinking
e. Possess critical and problem-solving skills
f. Advocate for children's rights, equity, community, nationalism, and
democratic ideas
g. Pursue lifelong learning

D. Bachelor of Technology and Livelihood Education (BTLEd)

a. Demonstrate the competencies required of the Philippine TVET
Trainers – Assessors Qualifications Framework (PTTQF)
b. Demonstrate broad and coherent, meaningful knowledge and skills
in technology and livelihood education
c. Apply with minimal supervision specialized knowledge and skills in
technology and livelihood education
d. Demonstrate higher level literacy, communication, numeracy,
critical thinking, learning skills needed for higher learning
e. Manifest a deep and principled understanding of the learning
processes and the role of the teacher in facilitating the processes in
their students
f. Show a deep and principled understanding on how educational
processes relate to larger historical, social, cultural, and political
processes
 g. Apply a wide range of teaching process skills (including curriculum
development, lesson planning, materials development, educational
assessment, and teaching approaches)
h. Reflect on the relationships among the teaching process skills, the
learning processing in the students, the nature of the
content/subject matter, and other factors affecting educational
processes in order to constantly improve their teaching knowledge,
skills and practices.

F. Bachelor of Technical-Vocational Teacher Education (BTVTEd)

a. Demonstrate the competencies required of the Philippine TVET
Trainers Assessors Qualifications Framework (PTTQF)
b. Demonstrate broad and coherent, meaningful knowledge and skills
in any of the specific fields in technical and vocational education
c. Apply with minimal supervision specialized knowledge and skills in
any of the specific fields in technical and vocational education
d. Demonstrate higher level literacy, communication, numeracy,
critical thinking, learning skills needed for higher learning
e. Manifest a deep and principled understanding of the learning
processes and the role of the teacher in facilitating these processes
in their students
f. Show a deep and principled understanding of how educational
processes relate to larger historical, social, cultural, and political
processes
g. Apply a wide range of teaching process skills (including curriculum
development, lesson planning, materials development, educational
assessment, and teaching approaches)
h. Reflect on the relationships among the teaching process skills, the
learning processing in the students, the nature of the
content/subject matter, and other factors affecting educational
processes in order to constantly improve their teaching knowledge,
skills and practices. 

G. Bachelor of Physical Education (BPEd)

A. P01-Disciplinal Knowledge: Apply scientific and evidence-
based practices critical to the educational and learning processes. 

B. PO2-Movement and Competency and Proficiency: 

1. Demonstrate skillful performance in a variety of
physical activities.
2. Adapt performance to variety of physical activity
settings: (e.g. formal classes, recreational, and competitive) 

C. PO3-Curriculum and Program Planning,

Implementation, Monitoring and Evaluation: 
1. Critically examine the curriculum (e.g. content,
pedagogy and assessments) and program, and enhance
(e.g. innovate) them necessarily.
2. Plan and implement safe and effective physical
activity programs to address the needs of individual and groups
in school and/or non-school settings.
 3. Monitor and evaluate physical activity programs in
school and/or non-school settings.
4. Use appropriate assessments in, as and for student
or client learning.
5. Use information, media and technology in pedagogy
and for lifelong learning, 

D. P04-Professional Accountability and Responsibility: 

1. Demonstrate firm work/professional ethics.
2. Cultivate solidarity by working and dealing with/relating
to others harmoniously.
3. Promote the advancement of the profession by
making sense of and getting involved in current discourse that
impact on the profession. Pursue lifelong learning for personal
and professional development 

E. P05-Communication: 
1. Communicate effectively with PE practitioners,
other professionals and stakeholders.
2. Use oral, written, and technology formats deftly. 

Common to a horizontal type as define in CMO 46, 2012.

a. Graduate of professional institutions demonstrate service

orientation on their respective professions
b. Graduates of college are qualified for various types of employment
and participate in development activities and public discourses,
particularly in response to the needs of the communities they serve
c. Graduates of universities contribute to the generation of new
knowledge by participating in various research and development
projects.

C. Abstraction

● Commission on Higher Education (CHED) is the policy making body for

Higher Education Institutions in the country.
● CHED released memorandum for different courses offered for the
College of Education which serves as guide for the implementation of
the programs.
o CHED Memorandum No 74, series of 2017
o CHED Memorandum No. 75, series of 2017
o CHED Memorandum No. 76, series of 2017
o CHED Memorandum No. 78, series of 2017
o CHED Memorandum No. 79, series of 2017
o CHED Memorandum No. 80, series of 2017

● Each memorandum stated the details about the program particularly

the goals, program outputs and other essential guideline and
information.
D. Application

Review the CMO for your respective program.

Analyze it base on your past experiences in studying the program.
Write your answer on the space below.

Reflection

Write how you can contribute in the achievement on the goals of

your particular program.
 Suggested Readings and Websites

https://ched.gov.ph/cmo-74-s-2017/
https://ched.gov.ph/cmo-75-s-2017/
https://ched.gov.ph/cmo-76-s-2017/
https://ched.gov.ph/cmo-78-s-2017/
https://ched.gov.ph/cmo-79-s-2017/
https://ched.gov.ph/cmo-80-s-2017/

Glossary:

● Bachelor of Early Childhood Education (BECEd)

● Bachelor of Elementary Education (BEEd)
● Bachelor of Physical Education (BPEd)
● Bachelor of Secondary Education (BSEd)
● Bachelor of Technical Vocational Teacher Education (BTVTEd)
● Bachelor of Technology and Livelihood education (BTLEd)
● Field Study
● Goals
● Outcome

References

CHED Memorandum No 74, series of 2017 - Policies, Standards and Guidelines for
Bachelor of Elementary Education (BEEd)

CHED Memorandum Order No. 75, series 2017. Policies, Standards and Guidelines
for Bachelor of Secondary Education (BSEd)

CHED Memorandum Order No. 76, series of 2017. Policies, Standards and
guidelines for the Bachelor of Early Childhood Education (BECEd)

CHED Memorandum Order No. 78, series of 2017 – Policies, Standards, and
Guidelines for the Bachelor of Technology and Livelihood Education (BTLEd)

CHED Memorandum Order No. 79, series of 2017. Policies, Standards, and
Guidelines for the Bachelor of Technical-Vocational Teacher Education (BTVTEd)

CHED Memorandum Order No. 80, series of 2017. Policies, Standards and
Guidelines for Bachelor of Physical Education (BPEd)