Page 167 - Flip Area 2 PPP

start of classes. These are checked during class supervision/observation undertaken
by the department chairman and the dean.

➢ Class preparation

1. Teaching assignments are based on faculty specialization.
2. Teaching schedule and faculty assignments are provided by the program chair.
3. Classroom assignment and distribution of faculty teaching load is done by the
college secretary.
4. Syllabus prepared by the faculty serves as a guide in class preparation.
5. Teaching- learning materials are to be prepared by the faculty concerned prior to
the time set of the class.
6. Teaching strategies are specified in the syllabus.
7. Student evaluation to the faculty includes class preparation as reflected in the
mastery of the subject as one of the evaluation criteria, hence effective performance
is also assessed.
8. Announced and unannounced class observation is being done by the program chair.

➢ Testing and evaluation of learning outcomes
Testing of students is being reflected in the syllabi of faculty members. Testing
is done using different methods and techniques depending on the demand/nature of the
subject. The equivalent grades of the students as a result of the testing are summarized
in a grading sheet duly checked by the program chair, counterchecked by the college
secretary, noted by the dean and submitted to the registrar‟s office.

➢ Other faculty – related activities (e.g. OJT, Practicum, RLE, Off Campus Teaching et.)
Not Applicable

3. OUTCOMES

➢ Cite instances or manifestations of professionalism among faculty.

As faculty members, they serve as a role model to the students. To retain the respect of
the students and colleagues and provide students with the best education possible, they
demonstrate professionalism in all aspects of their career.

A teacher's appearance plays a role in conveying professionalism. Faculty members
were required to wear uniform and ID (except for special cases e.g. pregnant, etc.).
When it comes to interacting with students, they understand that there is a fine line
between being a caring adult and being a friend. They do not let their desire to be liked by students
get in the way of enforcing classroom and school rules. They do not show favoritism or discriminate
against students. When it comes to instruction, they believe all students have the ability to learn and
succeed, and fills the lesson with strategies and materials to help make that happen.

Faculty members strive to interact effectively with one another. They collaborate to
share teaching strategies, analyze data and discuss issues with the curriculum.

The institution requires the faculty members to participate in ongoing professional
development programs to maintain their certification. They are committed to staying up-to-date on best
practices and other strategies for teaching. They regularly read books, magazines and blogs
about education and leadership, and conduct research to help improve their teaching methods
and the performance of their students. They attend conferences, sometimes even as a presenter,
and join professional organizations to connect with others in the field.

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166 | P a g e - OBQA-PPP / Area II: The Faculty/BS Entrepreneurship

preneurship