ROMBLON STATE UNIVERSITY - CAJIDIOCAN CAMPUS / TEACHER EDUCATION DEPARTMENT

OUTCOMES-BASED EDUCATION COURSE SYLLABUS

PROF ED 2 – THE TEACHING PROFESSION
BACHELOR OF SECONDARY EDUCATION / BACHELOR OF TECHNOLOGY AND LIVELIHOOD EDUCATION
1st SEMESTER, A.Y. 2024 – 2025
VISION, MISSION, GOALS AND OBJECTIVES

Vision

A research-based academic institution committed to excellence and service in nurturing globally competitive workforce towards sustainable development.

Mission

Romblon State University shall nurture an academic environment that provides advanced education, higher technological and professional instruction and
technical expertise in agriculture and fisheries, forestry, engineering and technology, education, humanities, sciences and other relevant fields of study and
collaborate with other institutions and communities through responsive, relevant and research-based extension services.

Quality Policy

Romblon State University commits to provide higher education through quality instruction, research, production, and community-based extension services
that meet or exceed the requirements and expectations of the university’s stakeholders. It will comply with the international standards, applicable statutory and
regulatory requirements, and continually improved the quality management system’s effectiveness through periodic monitoring and evaluation towards sustainable
outcomes.

Core Values

1. Stewardship 3. Resilience 5. Balance 7. Service

2. Competence 4. Integrity 6. Excellence

Goals

1. Quality education.
2. Globally competitive graduates.
3. Innovative and scientific approaches in teaching and learning.
4. Research competence and capability.
5. Community extension services.
6. Values, attitudes, critical thinking and lifelong skills.
Adapted from College of Education – Romblon State University Main Campus, Odiongan Romblon

PROF ED 2: THE TEACHING PROFESSION| 1

Objectives
1. To develop relevant expertise and competences in the academe and deliver quality education for the total development of students.
2. To produce globally competitive graduates.
3. To develop creativity and scientific approaches and encourage innovative ideas in the academe in order to provide efficient and effective services to the
students.
4. To develop research competence among students in order to contribute to the general advancement of knowledge.
5. To facilitate the development of skills and attitudes necessary for success of the students who shall be employable locally and abroad.
6. To extend educational and entrepreneurial expertise for the community development.
7. Develop students’ moral character and critical thinking.
Adapted from College of Education – Romblon State University Main Campus, Odiongan, Romblon

Course Description:
This course deals with the understanding of the roles of the teacher as a person and as a professional within the context of national and global teachers’
standards, educational philosophies, and legal bases. It includes knowledge of core values that uphold the dignity of the teaching profession, discussion of the code
of ethics for professional teachers, and awareness and understanding of existing laws and jurisprudence governing professional rights privileges, and responsibilities,
and teachers’ roles in society as transformative agents of change.

Course Code: Prof Ed 2

Credit Units: 3

Prerequisites: None

Reference CMO: CMO No. 75, s. 2017

Program Outcomes:
1. Possess broad knowledge of language and literature for effective learning.
2. Use English as a global language in a multilingual context as it applies to the teaching of language and literature.
3. Acquire extensive reading background in language, literature, and allied fields.
4. Demonstrate proficiency in oral and written communication.
5. Shows competence in employing innovative language and literature teaching approaches, methodologies and strategies.
6. Use technology in facilitating language learning and teaching.
7. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature.
8. Display skills and abilities to be a reflective and research-oriented language and literature teacher.

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Course Outcomes / Link to Program Outcomes:
At the end of the course, the students must be able to:

PROGRAM OUTCOMES
COURSE OUTCOMES
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8

1. Demonstrate an understanding of the philosophical, historical, legal, socio-cultural, and L P O O P O

L O
political factors that influence teaching and its development as a profession.
2. Articulate a personal philosophy of teaching that is learner-centered. L O L P O O P O
3. Demonstrate an understanding of existing laws and related jurisprudence governing O O P O
L O L P
professional ethics, professional rights, privileges, and responsibilities.
4. Manifest dignity in the teaching profession through a caring attitude, respect, and integrity O O P O
L O L P
in teaching.
5. Formulate a plan to realize professional development goals based on the Philippine O O P O
L O L P
Professional Standards for Teachers.

Legend: L – Facilitates learning of the competencies (input is provided and competency is evaluated); P – Allows student to practice competencies (no input but competency is
evaluated); O – Opportunity for development (no input or evaluation, but there is opportunity to practice the competencies)

Course Requirements:
• Assignments/Outputs
• Activities/Participation
• Quizzes/Chapter Test
• Major Exam (Midterm and Finals)

COURSE POLICIES:

1. Grading System
A. Assignment/Output (20%)
Assignments and outputs will be carefully designed to encompass a range of skills and knowledge. These tasks will require students to delve into course
content, conduct research, and apply concepts to practical situations. Creativity and originality will be encouraged. Grading will consider the depth of
analysis, accuracy, organization, and overall quality of the work submitted. Attendance will be tracked, and points will be allocated based on the
attendance record.
B. Activities/Participation (20%)
Engagement and participation are crucial aspects of the learning process. Throughout each topic or subtopic, various activities will be organized, such
as recitations summarizing the discussed themes or individual reports on assigned topics. These activities aim to reinforce understanding and encourage
active participation.

PROF ED 2: THE TEACHING PROFESSION| 3

 C. Chapter Test (20%)
Quizzes will be administered at the end of each chapter to assess students' understanding of the specific topics.
D. Midterm/Final Examination (40%)
The midterm examination will comprehensively assess the material taught in the first half of the course, while the final examination will cover the
remaining content. This assessment will take place within a controlled environment, thereby upholding academic integrity.

2. Attendance
Students are required to attend at least 80% of all scheduled class sessions in accordance with the policies set forth by the Commission on Higher
Education (CHED). This means that any student who exceeds 20% of absences will automatically receive a failing grade for the course, as stipulated in CHED's
MORPHE guidelines

3. Missed Exams
Students who miss an exam due to valid reasons (such as illness or emergencies) must notify the instructor as soon as possible and provide appropriate
documentation. Make-up exams may be arranged at the discretion of the instructor, but it is the student's responsibility to initiate this process. Failure to notify
the instructor may result in a zero for the missed exam.

4. Academic Misconduct
Academic integrity is paramount. Any form of academic misconduct, including but not limited to cheating, plagiarism, or unauthorized collaboration,
will result in disciplinary action. Consequences may include a failing grade for the assignment or course, and further action may be taken in accordance with
university regulations. Students are encouraged to familiarize themselves with the definitions and examples of academic misconduct to avoid unintentional
violations.

5. Dropping
Students may drop a course without penalty during the designated drop period as specified in the academic calendar. After this period, students
who cease to attend classes or exceed the allowable absences will be automatically dropped from the course and receive a failing grade unless an appeal
is made and approved by the Program Chairperson.

Course Outline

ONLINE MODULAR BLENDED

LEARNING
WEEK TOPICS Learning Assessment Learning Assessment Learning Assessment
OUTCOMES
Activities Tasks Activities Tasks Activities Tasks
• Familiarization of the a. Relate the • Download • Recitation • Read the • None • Face-to- • Recitation
1 hour Vision, Mission, Goals course to the and read of RSU course face of RSU
and Objectives of Vision, Mission, RSU Vision, Vision and overview, orientation Vision and
RSU and the college Goals and Mission, Mission. course on the RSU Mission.
• Course Orientation Objectives of Goals and syllabus Vision,
Objectives, and class Mission,
course policies Goals and

PROF ED 2: THE TEACHING PROFESSION| 4

 RSU and the syllabus provided in Objectives,
college; and and course the course
b. Familiarize the guide. module. overview,
features and • Attend course
components virtual syllabus
of flexible orientation and
via Google classroom
learning and
Meet. policies.
the overview
of the course
content, the
different
learning
activities, and
the
assessment
tasks to
accomplish.
Unit 1 – Nature of a. Explain what • Active • Group • Brainstormi • Essay • Individual • Rubric for
1-2 Teaching and Teacher teaching is Learning Presentatio ng prompts Writing Reporting Individual
Roles and describe and n and in the • Recorded • Active reporting
the various Facilitated Virtual module Roleplayin learning • Small
A. What is teaching? roles of a Discussion Gallery packet. g and group
teacher. in a live Walk. • Semantic Performan facilitated presentatio
B. The Roles of a virtual • Recorded mapping. ce discussion. n of
Teacher session. Roleplayin • Interview a • Interview a outputs.
1. As a Person • Interview a g teacher teacher in • Gallery
2. As a Professional teacher performan then the field. walks
3. As a Community then ce. students • Pyramiding • Roleplayin
Leader and students will will submit / Snowball g.
Social Advocate share their a written technique.
4. As a Model of insights in report of
Character an online their
5. As an Expert forum. findings.
• Pyramiding
C. Challenges in /Snowball
Teaching Technique
using the

PROF ED 2: THE TEACHING PROFESSION| 5

 1. Multicultural breakout
classrooms rooms to
2. Learner- compare
centered and refine
teaching students’
3. Multi-grade findings.
classes
4. ICT integration
5. Brain-based
education
6. Multiple
intelligences
7. Children with
special needs

D. UNESCO’s 4 Pillars of
Education

Unit 2 – Historico-Legal a. Trace and • Independe • Timeline • Independe • Timeline • Individual • Rubric for
3-4 Foundations of explain the nt Reading Constructio nt Reading Constructio Reporting Individual
Education evolution and • Virtual n • Reflection n • Independe Reporting
development Socialized • Online activity • Graphic nt reading • Timeline
A. Historical of the Recitation Group • Active Organizer • Socialized Constructio
Foundations Philippine • Active Presentatio Learning with recitation n
1. Global educational Learning n with Explanatio • Active • Small
- Ancient system in the Activities Graphic n learning group
Period historical and Organizer. activities presentatio
- Middle/Medi legal context. n of
eval Period outputs.
- Renaissance
Period
- Modern/Cont
emporary
Period
2. Local
- Pre-colonial
Period
- Spanish
Period

PROF ED 2: THE TEACHING PROFESSION| 6

 - American
Period
- Post-colonial
Period

B. Legal Foundations
1. What is law?
- Definition
and nature
- Typologies
2. Sources of
Philippine
Educational
Jurisprudence
- Constitution
- Statutes
- Case Law or
Jurisprudenc
e
- Regulatory
Laws
- Ordinance
- Legal
Opinion
- Resolutions
3. Legal
Underpinnings
Philippine
Education
- Educational
Structure
- Educational
Policies
- Curriculum
and
Instruction
Unit 3 – Philosophy of a. Discuss the • Independe • Essay on • Independe • Essay on • Individual • Rubric for
5-8 Education and Personal philosophical nt Reading. Educationa nt Reading Educationa Reporting Individual
Philosophy of Teaching foundations of l Evolution l Evolution Reporting

PROF ED 2: THE TEACHING PROFESSION| 7

 the present • Virtual • Online • Reflection • Graphic • Independe • Essay
A. What is the educational Socialized Group activity Organizer nt reading • Small
Philosophy of system; Recitation Presentatio • Detailed with • Socialized group
Education? b. Make • Active n with written Explanatio recitation presentatio
1. Definition and connections Learning Graphic instructions n • Active n of
nature between activities Organizer and • Writing a learning outputs.
2. Philosophy and philosophy, like jigsaw • Writing a examples Personal activities • Writing a
Education education and and panel Personal on writing a Learner- like jigsaw, personal,
the teaching discussions Learner- personal Centered panel learner-
B. Philosophical profession; and during live Centered philosophy Philosophy discussion centered
Foundations of c. Formulate and online Philosophy of of • Explicit philosophy
Education express a sessions of of education Teaching instruction of teaching
1. Western personal, education. Teaching on writing a
Philosophies learner- • Explicit personal
- Idealism centered Online philosophy
- Realism philosophy of Instruction
- Pragmatism/ teaching. on writing a
Experimentali personal
sm philosophy
2. Eastern of
Philosophies education.
- Hinduism
- Buddhism
- Confucianism
- Taoism
- Zen
Buddhism
- Christian
Philosophy
- Saracen
Philosophy
- Perennialism
- Essentialism
- Existentialism
- Progressivism
- Social
Reconstructio
nism

PROF ED 2: THE TEACHING PROFESSION| 8

 - Post-modern
Philosophies

C. Principles and
Philosophy of
Philippine Education
• Art. II, Sec.17
(1987 Phil.
Constitution)
• Art. XIV, Sec. 1-2
(1987 Phil.
Constitution)

D. Personal Philosophy
of Teaching
• Importance of a
personal
philosophy of
teaching
• How to write a
personal
philosophy of
teaching?
9 MIDTERM EXAMINATION
Unit 4 – Teacher as a a. Manifest a • Facilitated • Recorded • Guided • Recorded • Individual • Rubric for
10-11 Person in Society caring discussion Roleplayin questions Roleplayin Reporting Individual
attitude, of g and g • Facilitated Reporting
A. Morality and the respect, concepts prompts in discussion • Roleplayin
Foundational Moral integrity, and supplement the module supplemen g
Principle dignity in ed by for students ted by
teaching. active to engage active
B. Teachers as Persons learning with. learning
of Good Moral activities • Create activities
Character during live Scenarios/ • Create
virtual Simulations. Scenarios /
C. Value Formation sessions. Simulations
1. Cognitive, • Create
affective, and Scenarios/
Simulations.

PROF ED 2: THE TEACHING PROFESSION| 9

 psychomotor
dimensions
2. Training the
Intellect and Will
3. Max Scheler’s
Hierarchy of
Values
4. Values Hierarchy

D. Teaching as
Vocation, Mission
and Profession

E. Universal
Declaration of
Human Rights

Unit 5 – The Teacher as a a. Discuss on the • Virtual • Situational • Reflection • Situational • Individual • Rubric for
12-13 Professional various laws Socialized Online Test activity Paper and Reporting Individual
governing Recitation • Case • Sharing Pencil Test • Socialized Reporting
A. The teacher rights, • Sharing Analysis Experience • Case recitation • Situational
Professionalization of privileges, Experience with s Analysis • Sharing of paper and
Teaching welfare, and s via online Graphic with personal pencil test
1. Decree responsibilities Organizer Graphic experience • Case
Professionalizing and reflect on Organizer s, analysis
Teaching (PD how they observatio
1006) apply in real ns, or
2. The Philippine life. insights
Teachers’
Professionalizatio
n Act (RA 7836)
3. Amendments to
certain Sections
of R.A. 7836 (RA
9293)

B. Professional Ethics
1. Code of
Conduct for

PROF ED 2: THE TEACHING PROFESSION| 10

 Professional
Teachers
2. Code of
Conduct for
Public Officials
and Employees
(RA 6713)

C. Teacher Welfare and

Privileges - The
Magna Carta for
Public School
Teachers (RA 4670)

D. Teachers’ Rights,
Duties and
Responsibilities – The
Education Act of
1982(BP 232)

E. Teachers as Persons
in Authority (CA 578)

Unit 6 – Other Laws a. Discuss the • Conduct a • Annotated • Reflection • Annotated • Individual • Rubric for
14-15 Relevant to the details and virtual Summary activity Summary Reporting Individual
Teaching Profession provisions of facilitated • Reflection • Written • Reflection • Facilitated Reporting
laws significant discussion Paper reports or Paper discussion • Annotated
A. R.A. 6728 - to the and recorded and summary
Government teaching socialized panel socialized • Reflection
Assistance to profession and recitation discussions recitation paper
Students and how they • Organize • Group
Teachers in Private apply to the group reporting or
Education Act teaching reporting or panel
B. R.A. 8545 - profession. panel discussion
Expanded discussions
Government in breakout
Assistance to rooms
Students and

PROF ED 2: THE TEACHING PROFESSION| 11

 Teachers in Private
Education Act
C. RA 7877 – Anti Sexual
Harassment Act of
1995
D. R.A. 8190 – Granting
Priority to Residents
of the Barangay,
Municipality or City
where the school is
located, in the
Appointment or
Assignment of
Classroom Public
Schoolteachers
E. RA 9262 – Anti
Violence Against
Women and their
Children Act of 2004
F. RA 9710 – The
Magna Carta of
Women
G. RA 8491 – Flag and
Heraldic Code of the
Philippines
H. RA 10157 – The
Kindergarten
Education Act
I. R.A. 10533 –
Enhanced Basic
Education Act of
2013
J. R.A. 10931 –
Universal Access to
Quality Tertiary
Education Act
Unit 7 – Professionalism a. Describe the • Online • Virtual • Individual • Graphic • Individua • Rubric for
16-17 and Transformative evolution of Group Small Research Organize Reporting Individual
Education competencies Research Group Reporting

PROF ED 2: THE TEACHING PROFESSION| 12

 and standards • Hold virtual Presentatio Include • Authentic • Online • Small
A. The 21st Century in response to sessions for n. prompts in Writing/Pla group group
Teacher changing facilitated • Authentic the module nning research presentatio
• Ways of thinking societal discussion Writing/Pla for students • Facilitated n of
• Ways of working demands on and nning. to submit discussion outputs
• Tools for working the teaching socialized written and • Authentic
• Skills for living in profession; and recitation reflections socialized writing/pla
the world b. Set plans for on the and recitation. nning
personal research discussions • Active
B. Transformative growth and findings. on the learning
Education professional • Utilize research and
development presentatio findings. facilitated
C. Qualifications based on the ns and • Include the discussion
Frameworks Philippine conference documents • Document
• ASEAN Professional reports for NCBTS and analysis.
Qualifications Standards for active D.O. 42, s. • Video
Framework Teachers learning 2017 in the presentatio
(AQRF) (PPST). and module n.
• Philippine facilitated packet and
Qualifications discussions instruct
Framework (PQF) on students to
D. The National qualificatio analyze
Competency-Based ns them and
Teacher Standards frameworks submit their
(NCBTS) . findings.
• Document
E. The Philippine Analysis.
Professional • Video
Standards for Presentatio
Teachers (PPST) n.
• Development
and
characteristics
• Salient features
and components
- Career
Stages
- Domains
- Strands

PROF ED 2: THE TEACHING PROFESSION| 13

 - Indicators
SUBMISSION OF MISSED OUTPUTS
18
FINAL EXAMINATION

Topics, learning outcomes, learning activities, and performance tasks were adapted from Philippine National Research Center for Teacher Quality (2019). Prototype
Syllabi for Pre-service Teacher Education Compendium Series. Compendium 1: Professional Education Courses. Available online at:
https://scribd.vdownloaders.com/download/519069823/4EnglishPrototypeSyllabiCompendium1?hash=AcWP0Ndkrl80XKsW%2FY7xp0VMWsrwj%2B5ZEfOeRtsifrbwX3c
0BSglsKtII%2ByWkrzS

REFERENCES
Bauzon, Prisciliano T. (2012). Handbook in Legal Bases of Education 2e. National Book Store, Inc., Mandaluyong City, Philippines.
Bilbao, P.P. Corpuz, B.B., Llagas, A.T., & Salandanan, G.G. (2015). The Teaching Profession. Lorimar Publishing Inc., Quezon City, Philippines.
CMO No. 52, s. 2007 – Addendum to CMO 30, s. 2004 (NCBTS)
De Belen, Rustico T. (2011). Education Laws and Jurisprudence: A Developmental Perspective. C & E Publishing.
De Leon, Hector S. & De Leon, Hector Jr. M. (2014) Textbook on the Philippine Constitution, 17e. Rex Bookstore, Inc., Quezon City Philippines
DepEd Order No. 42, s. 2017 – National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST)
Duka, Cecilio D. (2009) The Law and the Teaching Profession in the Philippines. C & E Publishing Inc.
Nolledo, Jose N. (1995). The 1982 Education Act of the Philippines: Annotated. National Book Store, Inc. Mandaluyong City, Philippines.
Ornstein, Allan C. (2016). Foundation of education 13th ed, Cengage Learning
Ozmon, Howard. (2012). Philosophical Foundations of Education. Pearson.
Pila, R.A., Quendangan, M.M., Doctolero, P.L. (2013). The Teaching Profession in the Philippines. Anvil Publishing
Republic Act No. 6713 – Code of Conduct for Public Officials and Employees
Teacher Education Council (2017). Philippine Professional Standards for Teachers. Teacher Education Council, Department of Education.

PROF ED 2: THE TEACHING PROFESSION| 14

Prepared by:

EZEKIEL B. ROA, LPT

Faculty

Reviewed by:

ROSEMIN F. RABIDA, MAEd

Program Chairperson

Approved:

HERBERT M. TANSIONGCO, EdD

Campus Director

PROF ED 2: THE TEACHING PROFESSION| 15

ANALYTIC RUBRIC FOR INDIVIDUAL REPORTING

Criteria Excellent (4) Proficient (3) Basic (2) Below Expectations (1)
Content Thoroughly addresses all key Covers main points with Addresses some key points but Fails to address key points
points and provides insightful relevant analysis. lacks depth. adequately.
analysis.
Organization Well-structured with a clear Well-organized with clear Somewhat organized but Poorly organized and difficult
introduction, body, and sections and transitions. lacks a clear structure. to follow.
conclusion. Logical flow.
Visual Aids Enhances understanding with Visual aids support content Limited or unclear visual aids. No relevant visual aids were
well-designed and relevant but could be improved. used.
visual aids.
Language Language is sophisticated, Language is clear and Language is mostly clear but Language use is unclear or
concise, and engaging. No engaging with minimal errors. may contain occasional contains frequent errors.
errors in grammar errors.
Interaction Actively engages with Demonstrates some level of Limited interaction with Interaction attempts are
listeners, using varied interaction with listeners, using listeners, may lack variety or minimal, lack variety, or are
techniques (e.g., questions, techniques to engage the effectiveness. Limited ineffective. Little response to
anecdotes) to maintain audience. Responds to response to audience audience reactions.
interest and encourage audience reactions. reactions.
participation. Strong
connection and
responsiveness to audience
cues.
Overall Presentation Highly professional, visually Neat and visually acceptable. Somewhat messy or Unprofessional and visually
appealing, and engaging. unpolished appearance. unappealing.

PROF ED 2: THE TEACHING PROFESSION| 16

Roleplaying Assessment Rubric

Criteria Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1)

Understanding of Shows thorough understanding of Shows good understanding of Shows basic understanding of Shows little understanding of
Roles teacher roles. teacher roles. teacher roles. teacher roles.

Portrayal of Clearly portrays multiple teacher Portrays some teacher Portrays a few teacher Struggles to portray teacher
Challenges challenges. challenges well. challenges. challenges.

Uses creative and effective

Problem-Solving Uses effective solutions. Uses basic solutions. Struggles to find solutions.
solutions.

Communicates clearly and Communicates clearly, with Struggles to communicate

Communication Communicates adequately.
confidently. minor issues. clearly.

Fully engaged and collaborates Shows some engagement and Lacks engagement and
Engagement Engaged and collaborates well.
well. collaboration. collaboration.

PROF ED 2: THE TEACHING PROFESSION| 17