The Teaching Profession - M1-Learning-Episode-1

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino
COLLEGE OF TEACHER EDUCATION
SELF-PACED LEARNING MODULE (SLM)
in
PROF. ED. 12 (The Teaching Profession)
by:
RONIE G. GUILLERMO, MAT

Associate Professor IV
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
“Molding Minds, Shaping Future”

DIFFUN CAMPUS
I. MODULE 1 – Learning Episode 1
The educational mandates of the university and orientation on the course
II. COMPETENCIES
At the end of the learning episode, the students should be able to:
1. formulate one’s personal vision and mission as a student;
2. relate how they can contribute in the realization of the vision and mission of the
university and goals and objectives of their program;
3. infer their expectations based from the given contents, concerns, and
mechanics of the course.
III. DISCUSSION
Quirino State University is the premier higher education institution that caters
to the education of the youth of the province of Quirino. Its primary duty is to provide
quality service to its stakeholders especially to the learners who are the future
workforce and leaders of the countryside and contributors to nation building. As an
academic organization, it is mandated to promote the four pillars namely: instruction,
research and development, extension and production in order to carry out its vision to
become a leading center of excellence not only in the locality but also in the global
community.
As a student, you are an indispensable stakeholder of the university. You have
a special duty to perform in its cause for quality service. You are part of its mission to
strive for quality education. Therefore, your awareness on its mandates is a
paramount indication of your active involvement and utmost cooperation in the
performance of its mission.
Module 1 provides you the opportunity to appreciate the university’s mandates
and realize how you can perform your role in the fulfillment of its vision, mission,
goals, and objectives. In addition, you will also be oriented with the particular
contents, concerns, and mechanics of this course and eventually, level your
expectations with the instructor and your classmates.
A. Educational mandates of the university
Quirino State University (QSU) was created in July 23, 2012 through Republic Act
10230, an act converting Quirino State College into QSU, integrating therewith the
Quirino Polythecnic College in Cabarroguis and Maddela Institute of Technology in
Maddela, Quirino. As the only tertiary school in the province and a state university, it
is empowered to provide the needed education-related services to the people. As such,
it is mandated to cater to the four pillars namely: instruction, research and
development, extension and production.
It consistently adheres to its vision which is to become the leading center for
academic and technological excellence and prime catalyst for progressive and
sustainable Quirino Province and Southern Cagayan Valley.
In order to realize this dream, the university is persistent to develop competent
and morally upright professionals and generate appropriate knowledge and
technologies to meet the needs of Quirino Province and Southern Cagayan Valley. This
serves as its mission.
VISION MISSION

DIFFUN CAMPUS
The university believes that in order to fulfill its mission, it needs to: 1.) perform
the mandated functions of the university through an effective and efficient
management system; 2.) provide innovative and quality academic programs and
produce competent, productive and committed professionals; 3.) generate relevant
knowledge and responsive technologies through quality researches; 4.) develop and
implement techno=transfer and efficient training and extension services; 5.) generate
adequate resources to support and enhance institutional development.
QSU also promotes a sterling service to its stakeholders and it is committed to
Quickly and willingly render excellent, ethical, and professional service at all times;
Seriously pursue academic excellence to produce globally competitive graduates; and
Unitedly promote a working environment for morally upright government servants
The university has been granted with a ISO 9001-2015, an international
standards of service excellence. As such, it carries a Quality Policy that says: Quality
Service Upheld: a continuous commitment in improving our endeavors to meet the
satisfaction on of our valued stakeholders
The College of Teacher Education (CTE), the college where your program
belongs, also upholds the university vision and mission. In order to become an active
ally in the fulfillment of the university mandates, it is inclined with the following
goals:
1. development of competent teachers in basic education;
2. preparation of competent teachers supportive to national development goals;
and
3. preservation and promotion of desirable values for a dignified teaching
profession.
The CTE is likewise empowered to attain the following quality objectives:
1. Provide continuous excellent instruction to produce competent, productive and
committed professional;
2. Generate relevant knowledge and responsive technologies through advanced
research;
3. Develop and implement techno-transfer approaches for sustainable extension
activities; and
4. Generate adequate resources to support and enhance institutional
development.
As a cascading mechanism in the fulfillment of the university’s vision and
mission, the Bachelor of Secondary Education program also conforms with the
aspirations of the university by aligning with the aspirations of the CTE. The program
also aims to:
1. equip prospective high school teachers with the academic and cultural
background for better understanding of their roles in the society;
2. provide knowledge, skills and desirable attitudes necessary for efficient and
effective teaching in the secondary high
Schools;
3. instill moral and social responsibilities in the teaching professions; and
4. produce patriotic, upright productive, technology driven and globally
competitive high school teachers.
Graduates of the BSEd program are professionals who:
1. have a deep and principled understanding of a wide range of ranging process
(including curriculum development, lesson planning, materials development,
educational assessment and teaching approaches) and the role of the teacher in
facilitating these processes in their students (COGNITIVE)
2. have creativity and innovation in applying alternative teaching approaches,
while demonstrating basic and higher literacy, communication, numeracy,
VISION MISSION

DIFFUN CAMPUS
critical thinking, and learning skills needed for higher learning in diverse types
of learning environment; (PSYCHOMOTOR/SKILLS)
3. can demonstrate and practice the professional and ethical requirements of the
teaching profession (AFFECTIVE/VALUES)
B. Orientation on the course
This course is an integral part of the curriculum as it is a pre-requisite subject

in the completion of the professional education subjects along the BSEd program.
Primarily, it provides opportunity for you to widen your wisdom and interest in the
field of teaching. It also equips you with the legal knowledge that would guide you on
your teaching vocation.
To orient you with the brief background of this course, please be guided with
the following outlined details that will serve as your baseline data from which you can
infer your valuable expectations on the subject, your subject instructor and your
classmates.
COURSE DETAILS
Course Number D Prof. Ed. 12

Course Title The Teaching Profession
Course Description This course deals with the teacher as a person and as a
professional within the context of national and global teachers’
standards and educational philosophies. It will include
professional ethics, core values, awareness of professional
rights, privileges and responsibilities as well as the teachers’
roles in the society as a transformative agent of change.
Course Credits Three (3) units
Contact Hours Three (3) Hours / Week
Prerequisite None
Grading Examination (Prelim, Midterm and Final Term) 40%
System Quizzes (Including written outputs/products) 30%
Recitation (individual and group) 10%
Requirement 10%
Assignment and Attendance 10%
Total 100%
Transmuta- Point Percentage Point Percentage

tion of Grades System System System System
1.00 98-100 2.25 83-85
1.25 95-97 2.50 80-82
1.50 92-94 2.75 77-79
1.75 89-91 3.00 75-76
2.00 86-88 4.00 71-74
2.25 83-85 5.00 70-below
Course Research paper on issues related to the teaching profession
Requirement
Learning Bilbao P. et.al. (2015). The teaching Profession 3rd edition. Lorimar
Resources Publishing Inc. Quezon City.
Education Policy Reform in Action. (2004) A review of progress since
PESS and PCER. Human Development Sector Reports. East
Asia and the Pacific Region.
Henderson G. & Gornik R. (2007). Transformative curriculum
leadership. New Jersey: Pearson, Merril Prentice Hall.
VISION MISSION

DIFFUN CAMPUS
Walker, D. F. (2003) Fundamentals of curriculum: Passion and

professionalism (2nd edition). Mahwah, NJ:Lawrence Eribaum
Associates.
Martin M. (2019). The teaching profession in the millennial context. St.
Andrew Publishing House, Philippines.
Morato E. Jr. (2005). Revised master plan for basic education.
Modernizing Philippine Education, Department of Education,
Culture and Sports, Pasig City.
DepEd Order No. 25, S. 2002. Implementation of the 2002 Basic
Education Curriculum. June 17, 2002. Dept. of Education,
DepEd Complex, Pasig City.
DepEd Order No. 76, s. 2010. Policy Guidelines on the Implementation
of the 2010 Secondary Education Curriculum (SEC. June 4,
2010)
Department Order No 37, S.2011. Policies and Guidelines in the
Implementation of of the Universal Kindergarten Education
Program, March 20, 2012.
Department Order No. 21, S. 2012 Policies and Guidelines on the
Implementation of the Universal Kindergarten Education
Program. March 21, 2012.
DepEd Order on NESC http.//curriculum leadership edublogs.org
Classroom G- rooming and decorum must be observed strictly.

Policies U -pdate yourself with the class’ facebook page.
I – nstructions of the teacher may be coursed through a beadle.
L – eaders are assigned to serve as monitors of the class.
L – et every meeting become an interactive session.
E – xcuse letters must be sent through the teacher’s email.
R – espect others if you want to be respected
M – ake researching a way to improve learning.
O – riginality is highly encouraged, don’t plagiarize.
Policies During Everyone in the class must be:

Online 1. obedient enough in following class rules and regulations on
Instruction online learning;
2. aware of all the connectivity issues and technical aspects of
the online instruction modality;
3. responsible in posting information, personal views and other
contentions especially in the social media;
4. tactful with one another especially at times when oral
communication is being called for;
5. prompt in accomplishing and submitting any needed outputs,
especially the modules for individual learning;
6. decent in language and decorum especially during online
learning activities; and
resourceful in taking other means of doing things in cases
when technology fails.
Faculty Name of Faculty: Ronie G. Guillermo
Information Academic Rank: Associate Professor IV
Designations: QA Director for Program Accreditation
Contact Number: 09066391083
Email Address: ronie.guillermo@qsu.edu.ph
Consultation Time: Wednesdays
VISION MISSION

DIFFUN CAMPUS
COURSE OUTLINE
WEEK TOPIC MODALITY

1  Discussion of QSU educational mandates Online Instruction
 Introduction to the course using
QSU E-Aral LMS
 Leveling of expectations
(Students will be made
2 accessible to the
 Teaching and Philosophy
modular instruction
 The teacher as a person in the society prepared by the teacher
through online mode)
3  Roles of the teacher in 21st century
 Diverse roles of teachers in the global era Offline Instruction
(students who do not
4  The national competency-based teacher internet access will be
standards given hard copies of the
 The 21st century teacher self-instructional
modules for them to
5 accomplish and submit
 Equality and educational philosophy
at the end of every
 PRELIMINARY EXAMINATION period, for example,
prelim, midterm and
6  Looking at the lens of educational system final)
7  Globalizing teaching profession
8  The concepts of multicultural education
9  The roles of teachers in the Philippine

Professional Standards for Teachers
10  MIDTERM EXAMINATION
 Amendments of the Magna Carta for
public school teachers
11  Philippine Teachers Professionalization
Act of 1994
12  Code of Conduct and Ethical Standards
for Public Officials and Employees
13  Enhancing the Philippine Basic
Education System
14  Filipino Teachers Professional Act of
2013
15  Governance of Basic Education Act of
2001
16  The Code of Ethics for Professional
Teachers
17  Writing time (research study)
18  FINAL EXAMINATION
 Submission and presentation of research
study
VISION MISSION

DIFFUN CAMPUS
======================================================================
LEARNING CONTRACT
This is to acknowledge that this syllabus is a learning contract that serves as a

guide in the implementation of the teaching-learning processes. It is the framework of
the overall course of pedagogical endeavors and a binding agent that manifests our full
commitment to participate and cooperate in all our instructional activities.
We affix our signatures to signify our intention to implement it wholeheartedly

this ______ of ____________________, 2020 at the College of Teacher Education, this
University.
_______________________________________________
SIGNATURE OVER PRINTED NAME OF STUDENT
RONIE G. GUILLERMO, MAT

Subject Instructor
======================================================================
IV. ENRICHMENT ACTIVITIES
Activity 1. Sharing one’s vision and mission in life.
Direction: As a student, you envision yourself to become a better person in the future.
You also aspire to become successful by finishing your studies. A vision is something
that you aspire to become in the near future while a mission is the way you ought to
do in order to fulfill your vision. For you to create a track to follow, would you mind to
share your vision and mission in life. Just fill in the needed data below. You may use a
separate sheet of paper then attach it in your SLM.
MY VISION AND MISSION IN LIFE
Years from now, I see myself as a ______________________________________

_________________________________________________________________________________
________________________________________________________________________________
In order to realize this vision, I will _____________________________________

_________________________________________________________________________________
_____________________________________________________________________________
Activity 2. My contribution to the university
Direction: Taking into consideration your own vision and mission as a student here at
QSU, relate how you can contribute to the vision and mission of the university and the
goals and objectives of your college and program. Use the diagram below to illustrate
your ideas. You may use a separate sheet of paper then attach it in your SLM.
VISION MISSION

DIFFUN CAMPUS
What particular steps will you take inorder to help fulfill the goals and
objectives of your college and program?
In what specific ways can you contribute to the realization of the QSU mission?
How can you be of help in the fulfillment of the QSU vision?
Activity 3. Leveling of Expectations

Direction: Describe at least one expectation each about your subject, your instructor
and your classmates. Fill in the boxes below. You may use a separate sheet of paper
and attach it in your SLM.
I expect that this course will_______________________________________________

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
I expect that my subject instructor will ___________________________________

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
I expect that my classmates will ____________________________________________

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Note: To enrich your knowledge on the mandates of the university and the scope of
this course, please read and watch other additional bodies of information by visiting
the following links:
lawphil.net/statutes/repacts/ra_10230_2012.html youtube.com/watch?
v=Bt19uo082Uo
VISION MISSION

DIFFUN CAMPUS
V. COMPREHENSION CHECK
Direction: Choose the letter of the correct answer from the given choices:
1. Which statement is not true about Quirino State University?
A. It caters to the three pillars of services
B. It envisions to become a center of academic excellence
C. It was created through RA 10230
D. It is the lone university in the province
2. What kind of graduates does QSU would like to produce?
A. Skilled and hardworking
B. Globally competitive
C. Morally upright
D. All of the above
3. As a future teacher imbibe with values, what does society expect you to
demonstrate?
A. Financial freedom
B. Technical-know-how
C. Professional ethics
D. Knowledge and expertise
4. What does Prof. Ed. 12 provide for the students pursuing the course?
A. Principles of teaching
B. Nature of teaching
C. Philosophies of education
D. Methods and approaches for effective teaching
5. Which among the following items is a requirement for you to submit at the end
of the course?
A. A portfolio
B. A narrative report
C. A research paper
D. A diary
VI. ASSIGNMENT
Direction: Accomplish the given tasks. For those who undergo online learning, do task
1 and 3. For offline learning, do task 2 and 3.
Task 1. - Upload your video-recorded recitation of the QSU vision and mission together
with your singing of the QSU Hymn.
Task 2 - Come up with a reflection paper on the contributions that you can do in order
to carry out the mission and vision of the university. Attach your output at the SLM.
Task 3 – Accomplish the learning contract attached at the last part of the course
outline. Be sure to photocopy it for your personal document.
Note: Your outputs will be evaluated using the attached rubric
VII. REFERENCES
Bilbao, P. P. B.B. Corpuz, A. T. Llagas, and G. G. Salandanan. (2016). The teaching
profession. Quezon City: Lorimar Publishing, Inc.
Martin, M. (2019). The teaching profession in the millennial context. Quezon City:St.
Andrew Publishing House.
VISION MISSION

DIFFUN CAMPUS
APPENDICES
A. Answer guide to the comprehension check
1. A is the answer because there are four pillars being catered to by the
university not three.
2. D is the answer because the university hopes to develop the holistic
personality of every graduate
3. C is the answer because this is being develop in the affective domain of
teaching
4. B is the answer because this course is specifically designed for students to
appreciate the nature of teaching as a profession
5. C is the answer as serves as a way to gauge the extent of students’
understanding of the issues and concerns of teacher
B. Rubric in checking the Self-paced Learning Module (SLM)
Name of the Student:___________________________________ Date Submitted:_____________

Year and Section:_____________________________ Course:____________________
LEARNING Needs Satisfactory Superior Exemplary
EPISODES Improvemen
t
Learning Fewer than Nearly all tasks All or nearly All tasks were done
Activities half of the were done with all tasks were with outstanding
tasks were acceptable done with quality; work exceeds
done; or most quality high quality expectations
objectives were
met but need
improvement
2 3 4 5
Comprehension Three mistakes Two mistakes There is one All questions were
Check were were committed mistake answered with
committed committed perfect score
2 3 4 5
Assignment Tasks were not Tasks were not All tasks were All tasks were
accomplished; accomplished accomplished accomplished
grammar and completely; completely; completely; in depth
spelling are vaguely related clear answers; thoroughly
unsatisfactory to the theories; connection grounded on
grammar and with theories, theories, with
spelling are grammar and exemplary grammar
acceptable spelling are and spelling
superior
2 3 4 5
Submission of Submitted two Submitted a day Submitted on Submitted before the
learning days or more after the the deadline deadline
episodes after the deadline
deadline
2 3 4 5
COMMENTS Overall score Rating
_______________________________________________________
_______________________________________________________
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9 8 below
Rating 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
_____________________________________________ _____________
VISION MISSION

DIFFUN CAMPUS
SIGNATURE OF INSTRUCTOR ABOVE PRINTED NAME DATE

C. Rubric in checking their reflection
Categories Criteria Score
2 3 4 5
Heading is Heading is Heading has Heading has
missing two or missing one all required all required
Heading more items. item. items, but is items and is
formatted formatted
incorrectly. correctly.
Paper is Paper is Printing is Printing is
untidy and untidy of difficult to clear.
Neatness printing is printing is read at times.
difficult to difficult to
read often. read often.
Capitalization Capitalization Capitalization Capitalizations
s are used s are used s are used are used
Capitalization incorrectly incorrectly two incorrectly one correctly.
three or more times. time.
times.
Punctuation is Punctuation Punctuation Punctuation
used are used are used are used
Punctuation incorrectly incorrectly two incorrectly one correctly.
three or more times. time.
times.
Sentences are Sentences are Sentences are Sentences are
incomplete incomplete or complete. complete and
Sentence and do not do not show a high
Completion describe an describe an level of
idea or give idea or give understanding.
information. information.
Submission of Submitted Submitted on Submitted a Submitted two
Output before the the deadline day after the days or more
deadline deadline after the
deadline
Total
_____________________________________________ _____________
VISION MISSION

DIFFUN CAMPUS
D. Rubric in evaluating a video-recorded performance

CRITERIA
CATEGORIES SCORE
Needs Satisfactory Very Outstanding
Improvement Satisfactory
2 3 4 5
Technical The video is Majority of There are The entire
Quality and totally the parts is some gray presentation
visual effect unclear and unclear and areas in the is clear and
low the resolution of uses high
resolution of resolution of visual effect resolution of
visual effect visual effect visual effect
is is low
remarkable
Mastery The Majority of Some parts The piece is
presentation the parts has of the piece mastered
is devastated been is with
due to forgotten remarkably excellence
mastery not mastered
Quality of The total The The The total
Performance performance performance performance performance
lacks the meets the is with exceeds the
standard of minimum resounding minimum
quality standard of quality standard of
quality quality
Time element The output The output The output The output
was was was was
submitted submitted a submitted on submitted
two days and day after the the deadline before the
beyond the deadline deadline
deadline
TOTAL
_____________________________________________ _____________
VISION MISSION

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QUIRINO STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

SELF-PACED LEARNING MODULE (SLM)

PROF. ED. 12 (The Teaching Profession)

RONIE G. GUILLERMO, MAT

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

I. MODULE 1 – Learning Episode 1

The educational mandates of the university and orientation on the course

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

B. Orientation on the course

This course is an integral part of the curriculum as it is a pre-requisite subject

Course Number D Prof. Ed. 12

Transmuta- Point Percentage Point Percentage

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Walker, D. F. (2003) Fundamentals of curriculum: Passion and

Classroom G- rooming and decorum must be observed strictly.

Policies During Everyone in the class must be:

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

WEEK TOPIC MODALITY

7  Globalizing teaching profession

8  The concepts of multicultural education

9  The roles of teachers in the Philippine

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

This is to acknowledge that this syllabus is a learning contract that serves as a

We affix our signatures to signify our intention to implement it wholeheartedly

RONIE G. GUILLERMO, MAT

IV. ENRICHMENT ACTIVITIES

Activity 1. Sharing one’s vision and mission in life.

MY VISION AND MISSION IN LIFE

Years from now, I see myself as a ______________________________________

In order to realize this vision, I will _____________________________________

Activity 2. My contribution to the university

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

How can you be of help in the fulfillment of the QSU vision?

Activity 3. Leveling of Expectations

I expect that this course will_______________________________________________

I expect that my subject instructor will ___________________________________

I expect that my classmates will ____________________________________________

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Note: Your outputs will be evaluated using the attached rubric

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

B. Rubric in checking the Self-paced Learning Module (SLM)

Name of the Student:___________________________________ Date Submitted:_____________

TRANSMUTATION OF SCORE TO GRADE/RATING

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

SIGNATURE OF INSTRUCTOR ABOVE PRINTED NAME DATE

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

D. Rubric in evaluating a video-recorded performance

Name of the Student:_______________________ Date Submitted:_

Name of the Student:_______________________ Date Submitted:_