SECONDARY EDUCATION

INTRODUCTION

The Bachelor of Secondary Education Program is a four-year program that prepares its students for the art and science of teaching. It builds know-how in pedagogy, such as foundations of education, principles of teaching, facilitating learning, curriculum development, child and adolescent psychology, assessment of student learning, educational technology and instructional materials preparation, and classroom management, among others, as well as would-be teachers’ disciplinal expertise. Among the areas of specialization offered by the program are: Biological Science, English, Filipino, Mathematics, Religious Education, Social Studies, and Technology and Livelihood Education. The program culminates with an intensive one-year practice teaching in the laboratory school of the College and in the cooperating public school, where student teachers receive active mentoring from highly-experienced professional teachers.


Outcomes-Based Teaching and Learning (OBTL)
At the heart of the educative process in the College of Education is the outcomes-based teaching and learning. Each course follows well-defined learning outcomes, anchored on the program goals and program intended learning outcomes. The intended learning outcomes are reinforced through performance tasks that allow for an authentic, contextualized, and real-life application of learning. At the end of the four-year program, student teachers are expected to be individuals who are lifelong learners, creative and critical thinkers, effective communicators and collaborators, and servant leaders. These outcomes are revisited after each periodic dialogue with stakeholders, such as the government, employers and parents, to ensure their alignment with global and national standards and continued relevance.

Field Study and Practice Teaching
Each professional education course is coupled with a separate 1-unit field study (FS) course that provides for an opportunity to observe actual classroom contexts and explore the dynamics of the topic, issue, or problem in-focus. Students analyze and reflect on real issues in the school thus enabling them to come up with relevant outputs that may be used for their future teaching. By their fourth year, student teachers undergo the clinical component of their program through a one-year practice teaching at the UST Education High School, the laboratory school of the College. Student teachers are immersed with the actual preparation of instructional plans consistent with emerging designs of instruction vis-à-vis instructional materials and assessment tasks; proactive classroom management; assessment procedures; and performance of teacher ancillary tasks, such as serving as junior adviser of a homeroom class or an organization. During the second term, student teachers are also deployed to the cooperating public school where they are given first-hand experience of the dynamics of the public education system. Student teachers undergo active mentoring with highly-experienced supervising teacher and cooperating teacher, who ensure their smooth transition from pre-service to in-service education.

Service Learning Project (SLP)
Driven by a reconstructionist philosophy of education, the service learning project (SLP) is co-curricular an innovative undertaking that provides senior education students with the opportunity to address a pressing social concern through an application of their individual and collective learnings in their courses. The SLP is conducted for an entire year, commencing with the preparation phase, which includes the identification of the needs of the community (First Term), followed by the Action, Reflection, and Demonstration Phase (Second Term). Students are given the liberty to choose the type of service (direct, indirect, advocacy and research) to deliver to their chosen target community.

How We Assess
Students of the Secondary Education Program are assessed consistent with the principles underlying the practice of Outcomes-Based Education. Fifty-percent (50%) of their grading component comes from the performance tasks (PETA), which may come in the form of teaching demonstration, lesson plans, instructional materials, research or term papers, video outputs, role plays and live performances, dioramas, brochures, essays or blogs, models, and more. Long tests and major examinations are given 30% and 20% allotments, respectively. Each PETA is graded through a teacher and student-agreed upon analytic rubrics, which is provided prior to the task.

Mr. Alvin Ringgo C. Reyes


Our Graduates' Feedback on their Liminal Experiences

Practicum has taught me three things: creativity, flexibility and patience. Creativity in delivering the lesson is vital in effectively engaging and motivating our students. Flexibility enables us to operate well in unseen circumstances and capitalize on those moments to our advantage. To be patient towards my students coupled with a profound understanding of their own pace in learning is expected of a teacher.

The Outcomes-Based Education (OBE) changed my own belief about teaching. Before, I thought that teaching is about us, teachers, performing but it is, in fact, about inspiring students to be responsible for their own learning. Teachers are there to facilitate and use student-centered activities so that they will produce the desired and target outcomes. Additionally, OBE gives us the chance to develop ourselves holistically in the context of high expectations and expanded opportunities.

Ms. Elyssa Joy M. Deluyas

Bachelor of Secondary Education
Major in English

Through my Service Learning project (SLP), I witnessed the reality that many of our countrymen experience in their daily lives. I personally realized that we have to extend a helping hand to those who are in need. It is also our responsibility to help one another as one nation. Undoubtedly, this project was a channel for me, as a Social Studies major, to promote environmental awareness in our partner community, since we must perform our duties as a steward of the society in particular and of the planet in general.

Mr. Erald Pecson

Bachelor of Secondary Education
Major in Social Studies

The Service Learning Program (SLP) acted as a community-based education for me. I personally liked the idea that we can teach in the community, specifically disaster prevention through awareness, promotion and education. This became an additional practicum, besides the in-campus and the off-campus. This enhanced my skills in teaching, communicating and organizing community-based education.

The OBE became a platform where all of my skills are expressed relevant to our field of study. This OBE approach augmented our knowledge through skills, demonstrations, outputs and performances. It changed how I view learning -- a learning that is centered to my knowledge and skills.

Mr. Lloyd Julius Gondranios

Bachelor of Secondary Education
Major in Biological Sciences


My one year practicum had given me the chance to experience the dynamics of real life classroom which enabled me to understand my strengths and weaknesses as a student and future teacher. It had given me the chance to experiment on various classroom management and teaching modalities that respond to the nature and interests of my students.

The service learning project of the College of Education opened my eyes to the reality that despite having the biggest budget allotment from the government, the education sector still needs more help from various institutions and organizations. SLP made me more appreciative of the quality of education that I have received from one of the best schools in the country, as well as it made me a teacher who is pursuing a more noble cause by bringing my teaching services for free to those who are less fortunate yet willing to learn.

Ms. Kristine Olive Caravana

Bachelor of Secondary Education
Major in Social Studies

The UST College of Education educated not only my mind, but also my heart, as a teacher and as a person. The college embodied the three values of a Thomasian - compassion, competence, and commitment – Compassion to help, to teach, and to walk even an extra mile just to serve another person or community; Commitment to the job, to do what's best, and to give your best for your good and the good of other people; and Competence, that once you walk out of the university, you will be seen as a professional seeking development and not just an amateur contented with stagnancy. The COE also made me humble and taught me to embrace my weaknesses and turn them into strengths. And now, even if I am just starting out in the field, the values that the college epitomized will always be manifested in me, and I am sure that those values are what will make others say, "Tunay ngang nakakaBILIB ang mga nanggaling SA UST-EDUK!”

Ms. Rina Mercado

Bachelor of Secondary Education
Major in Mathematics

PROGRAM GOALS

1. Provide future basic education teachers with a solid understanding of classical and emerging theories, principles and concepts underlying human growth and development as these apply to teaching learning situation;

2. Equip students with sound pedagogical know-how and practice vis-à-vis subject matter content as they plan for instruction through maximum effective use of available technological resources;

3. Enable future teachers to understand their unique and ever changing roles in assessment of and for learning;

4. Deepen students’ commitment to scholarship of and for teaching, guided by Christian values; and

5. Create meaningful and relevant learning opportunities that facilitate students’ ability to see the role of education and its processes in transforming the internal and external environments of the school.

PROGRAM INTENDED LEARNING OUTCOMES

1. Discuss the different classical and emerging theories, principles, and concepts underlying human growth and development.
2. Apply the different classical and emerging theories, principles, and concepts of human growth and development to teaching-learning situations.
3. Explain the different pedagogical theories vis-a-vis subject matter content.
4. Apply the different pedagogical theories, principles, and concepts in instructional planning.
5. Integrate appropriate technology in planning for instruction.
6. Discuss the tools used in assessment of and for learning.
7. Differentiate the roles of teachers in assessment of and for learning.
8. Explain the dynamics of the school system.
9. Apply the knowledge of pedagogical theories and practice through actual classroom teaching under the supervision of a supervising teacher and/or cooperating teacher.
10. Appraise the knowledge, skills, and values they have acquired.
11. Characterize the teachings of St. Thomas Aquinas as lifelong learners.

COURSE DESCRIPTIONS

FREQUENTLY ASKED QUESTIONS

1. How many units must a student enrol for during the term? Is he allowed to be underload from the number of units prescribed to be taken?

Unless approved by the Dean, a student must maintain at least one-half (1/2) of the regular semestral load (Source: UST Student Handbook PPS No. 1003).

2. Is a student allowed to be overload or to take more units than what is prescribed for the term?

A student is not allowed to overload except in the last two semesters before graduation, or in highly meritorious cases as determined by the Dean (Source: UST Student Handbook PPS No. 1003).

3. Is a student allowed to cross-enroll in another University?

A student is not allowed to cross-enroll in another school, except in meritorious cases as determined by the Dean, such as if the general education is not anymore offered in the university (Source: UST Student Handbook PPS No. 1004).

4. May a student drop a course after he/she has already taken the Preliminary Examinations?

Dropping of course / program may still be done before the preliminary examination. No request for drop of course / program will be entertained after the preliminary examinations (Source: UST Student Handbook PPS No. 1005).

5. May a student take an advance course even if he/she has not passed the prerequisite course yet?

Enrolment in any course without the necessary pre-requisite is not valid and shall not be credited regardless of the grade obtained (Source: UST Student Handbook PPS No. 1003).

6. How is dropping of a course done?

1. Fill up the UST Form 4B.
2. Secure the approval of the Dean.
3. Obtain endorsement from the Registrar’s Office.
4. Proceed to the Accounting Division for adjustment of fees.

(Source: UST Student Handbook PPS No. 1006)

7. What are the requirements for shifting to a different program in the University?

The following are the requirements for shifting to a different program in the university:

A. Letter of intent addressed to the Dean
B. Copy of transcript of records duly certified by the Office of the Registrar
C. An endorsement letter coming from the Guidance Counselor
D. Passed shifter’s exam

However, when shifting to another program with the same academic requirements within the same college / faculty, a student is not required to take the shifter’s qualifying examinations (Source: UST Student Handbook PPS No. 1006).

8. What document approved by the Office of the Secretary General is considered the final requirement before shifting in the same College / Faculty is allowed?

Upon meeting the requirements for shifting within the same Faculty / College / Institute, the applicant should accomplish the admission memo which requires the final approval of the Secretary General (Source: UST Student Handbook PPS No. 1006).

9. How is shifting to a different program done?

The following are the steps in shifting to a different program:

1. Submit requirements (letter of intent, TOR, document of clearance from the College and OSA).
2. Secure a Note of Approval from the Office of the Secretary General.
3. Take the Shifter’s Examination from the Office for Admissions (OFAD).
4. Await decision by the Dean and Program Chair on the acceptance of the shifter.

(Source: UST Student Handbook PPS No. 1006)

10. Is a student who has already been debarred in a Faculty / College / Institute still shift to a different program in another Faculty / College / Institute?

A student debarred from a faculty / college / institute may be admitted to another program of another faculty / college / institute provided that the cause of debarment is not due to nine (9.0) units of “unremoved failure” in the general courses. Aptly called “academic rechanneling,” this procedure gives “displaced students” a second chance. However, a student can avail of this only once. Academic re-channeling may be allowed in any program where the failed requirements do not apply, as long as the students meet all other requirements prescribed for the second program (Source: UST Student Handbook PPS No. 1007).

11. May a student who has finished Bachelor of Secondary Education or Bachelor of Elementary Education retake the degree, this time with a different area of specialization or major (e. g. a student who has finished BSEd English and intends to take BSEd Math for the second degree or a BEEd major in PSEd graduate who wishes to take SPEd)?

Yes. However, courses covered by credit transfer need not be repeated (e. g. the general education courses finished during the first degree). Should the student wish to repeat them for personal reasons, grades obtained and credits earned do not count for weighted average and academic honors (Source: UST Student Handbook PPS 1008b).

12. A student misses a quiz in his class for participating in a college activity. When he returned to class, he presented an excuse letter signed by the Dean. Will the student’s absence not be deducted from the allowable number of absences?

The student will be marked absent but may be given a special quiz. Furthermore, the university requires that every student attends no less than 80% of the class hours/day required for every course to earn the corresponding credits (Source: UST Student Handbook PPS No. 1010).

13. If a student enrolled late, are his absences prior to his enrolment counted?

Yes. Classes missed for reason of late enrolment or illness must be counted among the absences (Source: UST Student Handbook PPS 1010).

14. What grade will a student get if he stops attending the classes before the preliminary examinations without officially dropping?

A WF mark which is equivalent to a failing grade.

15. If a student failed to take the final examinations because he was admitted to the hospital for one week, is he allowed to take special examinations for completion purposes?

For a justifiable cause as determined by the teacher concerned, completion examinations are given. The explanation in writing must be accompanied by supporting papers, which must be submitted to the said teacher within one week after the scheduled examinations. (Source: UST Student Handbook PPS 10175).

16. Is the use of cellphone allowed during examinations, e. g. the use of cellphone as a calculator in computing examinations?

All electronic devices and gadgets (pagers, palm organizers, cellular phones, etc.) are not allowed to be used during examinations. Should a student be carrying one, he/she should surrender it to the proctor, prior to the administration of the examination. Except when allowed by the professor, calculators are likewise prohibited. Violations thereof subject the students to appropriate disciplinary action (Source: UST Student Handbook Guideline PPS No. 1017).

17. If a student failed a 3-unit course during the first term, and two 3-unit course during the second term, with a total of 9 units for the academic year, will he still be allowed to enroll the following academic year?

Old students, except those in the senior year, with failures corresponding to nine (9) or more units are not to be readmitted in the succeeding semesters. The same rule shall apply to students who did not take the regular full load and incurred failures equivalent to one-half of load carried in the preceding semester (Source: UST Student Handbook PPS No. 1018).

18. If a student failed the same (3-unit) course three times, will it be considered a total of 9 units?

In the application of rule #1, all failures incurred by a student during the entire course, which have not been cleared, will be taken into account (Source: UST Student Handbook PPS No. 1018).

19. If a debarred student skipped advising and subject encoding and went to the bank directly to pay his tuition fee, will he be considered officially enrolled?

No. To be counted in a course, a student requiring academic advising from the Department Chairperson must first see the said official and have courses encoded into the curriculum he will enrol for the term. In the case of a student who was already debarred, he must first see the Dean for decision, i. e. not to be readmitted or recommended for academic rechanneling.

20. How much refund may a student get for dropping a course?

1. A student who officially drops from a program before the official start of classes shall be charged two thousand pesos (Php 2000) only.

2. A student who officially drops a course/program within the 1st two weeks from the official start of classes shall be charged as follows:

(a) within 1st week - 10% of the of the total fees for the course/program
(b) within the 2nd week - 20% of the total fees for the course/program
(c) after the 2nd week of classes, concerned students shall be charges in full.

(Source: UST Student Handbook PPS No. 1018)

EXISTING FORMS AND BROCHURES

POLICIES AND PROCEDURES

DETAILS OF MEMORANDA, CIRCULARS AND BULLETIN

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