Name: Hannah Jemimah A.

Ligaya Year&Section: BEED

3A
Course: EDUC 10

Instruction: Map the PPST against the teacher program outcomes given in
CMOs 74-80.

The Teacher Education Programs PPST

(Source: CMO no. 74-80) (Source: PPST 7 Domains that are
required for Teachers)
6.1 Common to in all types of schools: 1. Recognize the importance of
The graduates have the ability to: mastery of content knowledge and
a. articulate and discuss the latest its interconnectedness within and
developments in the specific field of across curriculum areas, coupled
practice. (PQF level 6 descriptor) with a sound and critical
b. effectively communicate in English understanding of the application
and Filipino orally and in writing of theories and principles of
c. work effectively and collaboratively teaching and learning. They apply
with a substantial degree of developmentally appropriate and
independence in multi-disciplinary and meaningful pedagogy grounded on
multi-cultural teams. (PQF level 6 context knowledge and current
descriptor) search. They display proficiency in
d. act in recognition of professional, Mother Tongue, Filipino and
social and ethical responsibility English to facilitate the teaching
e. preserve and promote “Filipino and learning process, as well as
historical and cultural heritage” (based exhibit the needed skills in the
on RA 7722) use of communication strategies,
teaching and technologies to
promote high-quality learning
outcomes.
6.2 Common to all discipline (Teacher 2. Provide learning environments
Education) that are safe, secure, fair and
a. Articulate the rootedness of education supportive in order to promote learner
in philosophical, socio-cultural, responsibility and achievement. They
historical, psychological, and political create an environment that is learning
contexts focused and they efficiently manage
b. Demonstrate mastery of subject learner behavior in a physical an virtual
matter/discipline space. They utilize a range of resources
c. Facilitate learning using a wide range and provide intellectually challenging
of teaching methodologies and delivery and stimulating activities to encourage
models appropriate to specific learners constructive classroom interactions
and their environments geared towards the attainment of high
d. Develop innovative curricula, standards of learning.
instructional plans, teaching approaches
and resources for diverse learners 3. Establish learning environments
e. Apply skills in the developments and that are responsive to learner
utilization of ICT to promote quality, diversity. They respect learners’
relevant, and sustainable educational diverse characteristics and
practices experiences as inputs to the
f. Demonstrate a variety of thinking planning and design of learning
skills in planning, monitoring, assessing opportunities. They encourage the
and reporting learning processes and celebration of diversity in the
outcomes classroom and the need for
g. Practice professional and ethical teaching practices that are
teaching standards sensitive to the local, differentiated to encourage all
national and global realities learners to be successful citizens
h. Pursue lifelong learning for personal in a challenging local and global
and professional growth through varied environment.
experiential and field-based
opportunities
6.3 Common to graduates of a 4. Interact with the national and
horizontal type of institution as local curriculum requirements. They
defined in CMO 46,2012 translate curriculum content into
a. Graduates of professional institutions learning activities that are relevant to
demonstrate a service orientation in learners and based on the principles of
one’s profession. effective teaching and learning. They
b. Graduates of colleges participate in apply their professional knowledge to
various types of employment, plan and design, individually or in
development activities and public collaboration with colleagues, well-
discourses, particularly in response to structured and sequenced lessons that
the needs of the communities one serves. are contextually relevant, responsive to
c. Graduates of universities participate learners’ needs and incorporate a range
in the generation of new knowledge or in of teaching and learning resources. They
research and development projects. communicate learning goals to support
learner participation, understanding and
achievement
5. Apply a variety of assessment
tools and strategies in
monitoring, evaluating
documenting and reporting
learners’ needs progress and
achievement. They use
assessment data in a variety of
ways to inform and enhance the
teaching and learning process
and programs. They provide
learners with the necessary
feedback about learning
outcomes that informs the
reporting cycle and enables
teachers to select, organize and
use sound assessment processes
6. Establish school-community
partnership aimed at enriching
the learning environment as well
 as the community’s engagement
in the educative process. They
identify and respond to
opportunities that link teaching
and learning in the classroom to
the experiences, interests and
aspiration of the wider school
community and other key
stakeholders. They understand
and fulfill their obligations in
upholding professional ethics,
accountability and transparency
to promote professional and
harmonious relationship with
learners, parents, schools and
the wider community.
7. Value personal growth and
professional development and
exhibit high personal regard for
the profession by maintaining
qualities that uphold the dignity
of teaching such as caring
attitude, respect and integrity.
They value personal and
professional reflection and
learning to improve their
practice. They assume
responsibility for personal growth
and professional development for
lifelong learning.