SCHOOL OF EDUCATION PROCESS FLOW

CORE PROCESS # 1
SCREENING & ENROLMENT

SOURCE RISKS CONTROL INPUT PROCESS OUTPUT RECEIVER RISKS CONTROL

OF INPUT MEASURE INPUT RISKS CONTROLS PROCESS RISKS CONTROL OUTPUT RISKS CONTROLS OF INPUT MEASURE

Screening Failure to ● Results of ● Failure to Only those ● Refer ● Students ● Advise ●Qualified ● Lack of ● Pre- ● School of ● Delayed ● Setting of
pass the ● Admission pass the who passed students to who are not students to students who requirements evaluation of Education submission of deadline for
admission requirements
College requirements department the qualifying their qualified take other are ready for for enrolment enrolment new and the
Admission
tests from qualifying exams will be respective insisting to course enrolment requirements continuing for enrolment submission
Test (CAT) the exams qualified for program heads be in the students of
Guidance enrolment college requirements
services
office (for ● Instructing
freshmen students to
and prepare
requirements
transferees
for admission
)
● Results
of
qualifying
exam for
BSEd &
BEEd

SOURCE RISKS CONTROL INPUT PROCESS OUTPUT RECEIVER RISKS CONTROL

OF INPUT MEASURE INPUT RISKS CONTROLS PROCESS RISKS CONTROL OUTPUT RISKS CONTROLS OF INPUT MEASURE

Student ● Bulk of ● Scheduling ● Students’ ● Students ● Admitting ● For ● Students ● Advise ● Students ● Increased ● Thorough ● NIPSC’s ● Increased ● Offer
Enrollment enrolees of enrollees per enrolment presenting students with freshmen, who are not students to enrolled in number of evaluation of new and number of special
● Late program require- lacking complete check qua- take other their irrgular student continuing irregular class/es
enrollees ● Assigning ments requirements documents enrollment lified course respective students when transferees, students students for irregular
● Lack of enrolling ● Results of ● Result is only requirements insisting to ● Allow programs students form both from the students
enrolment officers admis- below PR 40 ● Strict based on be admit- students to with other programs of
credentials ● Pre- sion tests as per implementatio admission ted take two complete programs the college
enrollment for from the admission n of admission policy, admit ● Referrals majorship admission tranfer to and from the
regular, no Guidance policy (for policy if policy is of influen- examina- requirements other programs of
deficiency Office (for freshmen and ● Updating of adhered to tial tions - first programs (i.e. other colleges
students freshmen transferees) Individual ● For BSEd person/s and second BSEd to
● Strict and students' and BEEd ● Few priorities BEEd or
implementation transferees) evaluation sophomores, students pass ● Pre- programs
of no ●Results of form check quali- enrollment from other
enrolment after qualifying ● Referring enrollment fying for for regular college to
the scheduled exam for students to requirements major- students with programs
last day of BSEd and proper including the ship no deficien- offered by
enrolment BEEd enrol- authority results of ● Too many cies NIPSC
lees qualifying enrollees for
● Duly examinat- the day
signed ion and
 clearance interview for
(old majorship,
students) admit if the
● Interview requirements
Rubric (new are satisfied
students) ● For the rest
● Rating of old and
form/certi- regular
ficate of students,
grades in the check
previous enrollment
semester duly require-
signed by the
Dept. Chair ments,
especially the
rating form,
to verify
whether their
grades
will qualify
them to
proceed for
the next
semester/
academic year

CORE PROCESS # 2
CURRICULUM DESIGN AND DEVELOPMENT

SOURCE RISKS CONTROL INPUT

OF INPUT MEASURE INPUT RISKS CONTROLS PROCESS RECEIVER CONTROL
PROCESS OUTPUT OF RISKS MEASURE
RISKS CONTROL OUTPUT RISKS CONTROLS OUTPUT
● New ● Late ● Coordi-nate ● New CMOs ● New ● Aligning the ● Download ● ● Coordinate ● New ● Gradual ● Students ● NIPSC’s ● Phasing ● Students
CHED posting of with the VPAA for curricular provisions curriculum CMOs from Unavailabilit with all of the curricu-lums Phasing out of subscribing to new and out of the subscribing
Memo CMO in following up offerings requiring and processes the net or y of some of concerned aligned with the old the old continuing old to the old
Orders for ● Late for the new facilities, with the new request for a the con- stakeholders new CMOs curriculum curriculums students and curriculum curriculum
the program dissemi- CMOs from equipment provisions copy from cerned and partner will continue faculty will continue
offerings nation of CHED &new faculty CHED persons in agencies in and will be and will be
The new with relevant ● Review the the scheduling the catered until catered until
CMO specialization CMOs and curriculum review they finish their they finish
s schedule review respective their
review of courses respective
Process
curriculums ● Coordinate courses
1:
● Initial with the VPAA ● Coordi-
Curricu-
review in opening new nate with the
lum
attended by programs and VPAA in
Review
key personnel with the opening new
of the college VPAFSS in the programs and
● Invitation of needed with the
the facilities VPAF in the
stakeholders needed
and partner facilities and
agencies for equipment
review
● Curricu-lum
 review proper
is well-
represented by
the stake-
holders and
partner
agencies
● Submit
output of the
review to the
VPAA to be
presented to
the academic
council and to
the board

● Conduct
tracer study

● The results
of the LET ● Results ● Regular
are below the ● Streng- indicating that curriculum
National thening the ● Prog-rams part/s of the review
● Need of ● Bench- ● Results of Passing Rate ins- offered are programs attended by
Process reviewing ● Inavail- marking with licensure ● Difficulty truction in ● Availa- ● Capability eva-luated is/are not the con-
2: the effect- ability of other SUCs exams of communi- areas with low bility and building on based on efficient/ cerned stake-
Prog- tivity of the some offering the passing the cating and perfor- capability of conducting students’ effective holders
ram programs pertinent same programs LET locating the mance faculty who studies related perform-
Eva- offered data ● Employa- graduates ● Intensify the will conduct to tracer ances in the
luation bility of compre- the tracer ● Coordi-nate licen-sure
graduates hensive study with exams
review and chairpersons of
examinat-ion the external
for graduating campuses
students
● Intensify
enhance-ment
program
● Coordi-nate
with alumni
and external
affairs in
locating the
graduates

CORE PROCESS # 3
ACTUAL TEACHING

OUTPUT RECEIVE
SOURCE OF RISKS CONTROL INPUT PROCESS  CONTROL R OF CONTROL
INPUT MEASURE INPUT RISKS CONTROLS PROCESS RISKS  CONTROL OUTPUT RISKS S OUTPUT RISKS MEASURE
● Subject ● Lack of ● Coming up ● Related ● Coming up ● Orienta-tion ● Identify ● Inavail- ● Capabi- ● OBE ● Content ● Re- ● NIPSC ● Strate-gies ●Regular
assign-ments available with a texts and with a of faculty, course ability of lity training syllabi and related orienting the faculty and related class observ-
needing updated committee who references content- especially the description texts, for faculty following learning faculty on ● NIPSC learning ation
 course guide references will sit on ● Templates based not an new ones and course references in syllabus the college's activities are syllabus students activities ● Acquir-ing
for both ● No syllabus for format outcome- objectives as and making format not plausible making done in the feedback
faculty and available crafting and references based reflected in materials given the classroom based on
students standard critiquing for syllabus ● the CMO needed in availability do not student
syllabus for all subjects Syllabus not ● Identify the course/ of match with evaluation
the course following the strategies and subject materials/eq what is
college's teaching- ● Incapa- uip-ment reflected in
format learning bility of the syllabus
activities faculty in
based on the OBE
student syllabus
learning making
outcomes
● Search for
texts,
references and
materials
needed in the
course/subject
● Actual
syllabus
making
● Teaching ● Faculty ● Coordi-nate ● Syllabi ● Delivery of ● Revisit ● Identifi- ● Under- ● Coordi- ● Topic in ● Topics are ● Requir- ● NIPSC ● Lessons ● Con-stant
assignment holding with HRMO in ● Instruct- instruct-ion syllabi cation of load faculty nating with the pres- not ing faculty students are not monitoring
subjects not hiring faculty ional ma- does not ● Classroom faculty ● Changes of other cribed delivered to conduct delivered of classes,
aligned to with speciali- terials match observation or specilizat-ion faculty, time department syllabus are due to make-up with the best by the
their areas zations aligned ● Instruct- students’ evaluation ● Drafting of and room for addi- deli-vered to disrupt-ions classes teaching- Dean/Chairp
Process of specili- to the need of ional faci- needs and the faculty assign- tional loads the students of classes ●Refer to learning ersons
2: zation the College lities/ program workload ments ● Reba- the activities as
Deli-very equipment outcomes ● Faculty lancing load Dean/Chairp reflected in
of Ins- members distri-bution erson for the syllabi
truction ● Finalizat- constantlyfa and room proper
ion and vorably assign-ment action
submission of requesting ● Reprog-
workload for for subject ramming of
approval and time load
prefer-ences schedule

● Assess- ● Invalid ● Capability ● Table of ● Submis- ● Assign ● Preparing ● Incapa- ● Capabi- ● Term ● Too few ● Streng- ● NIPSC ● Threat of ● TOS
ment of assess-ment building and Specificat- sion of TOS assessment TOS as basis bility of lity building exasm with items are thening the students invalid test ● Syllabi
student instru-ments updating of ions for instructors in in test faculty in on assess- Table of found to be culture of items
learning faculty on ●Assess-ment compliance checking the construct-ion making ment Specificatio valid based TOS
assessment tools/ only asses-ment- ● Test TOS, doing process n on item construct-
Process instruments ● Poor test related docu- construct-ion item ● Utilizing ● Results of analysis ion
3: questions ments ● Adminis- analysis, etc. the results of item
Assess- ● Provide tering test ● Poor test item analysis
ment of seminar- ● Checking of construct- analysis in ● Valid
workshops on papers ion resulting checking assess-ment
test construct- ● Item to unreliable and tools
ion and analysis of test test results recording
validity of test questions ● Late test results
items ● Recording submission ● Setting
especially for of test results of grading deadlines in
new faculty ● Reporting sheets the
test results to submission
● Item students of grades
analysis of test ● Submis-sion
questions of grading
 sheets

● Promot-ing ● Not all ● Strict ● Students’ ●Late ●Set deadline ●Evaluation ●Some ●Coordi- ●Promot-ing ●Dec- ●Intensify ●NIPSC ●Teachers ●Constant
students to the students are implement- records submission for submission of students’ students are nate with the students to reasing instruction students are too reminding of
next sem/year quali-fied to ation of the ● Grading of grading of grading grades in taking Dept Chair the next number of to help generous in teachers on
Process evel proceed to retention policy sheets sheets sheets and every subject subjects in or Registrar sem/year students due students giving imple-
4: next sem or ●Pros-pectus constant taken per other year ●Require level to strict pass and grades to at menting the
Retent-ion year level reminded or semester levels certificate- retention stay in the least be strict
Policy the deadline without ion from policy College within the retention
among faculty complet-ing previous retention policy of the
their teachers policy College
income- where
plete grades students got
in the incom-plete
previous
level/s

Core Process #4
OJT/STUDENT-
TEACHING

CONTRO CONTRO
L INPUT RECEIVER L
SOURCE MEASUR CONTRO PROCESS OUTPUT OF MEASUR
OF INPUT RISKS E INPUT RISKS L  PROCESS RISKS  CONTROL  OUTPUT RISKS CONTROL OUTPUT RISKS E
● Prepar- ● Students ● For ● Experien- ● Unavail- ● Early ● Crafting the ● Some ● Strict ● Students are  ●Non-attendance of  ●Attend- ● Pre-service  ●Non-  ●Coun-
ing student- having students tial learning ability of planning student- student- attendance given orientation pre-service teachers ance and teachers com-plet- seling with
teachers in deficiencies enrolled in courses resource for the pre- teaching teachers are checking on their future to the orientation- parti- ion of the parents
the apex of or subjects the old handbook persons for the service calendar not able to ● experiences as seminar cipation to require
number
experien- to be curricu- ● Student- seminar seminar ● Submit the attend the Orientation student-teachers ●Poor performance the of days
tial learning enrolled lum, orient teaching ●Non- ● Coordi- calendar to pre-service of student- ● Students good orientation in prac-
courses aside from them that calendar attendance of nate with the VPAA seminar teachers on performance on seminar tice
student they are to ● Pre-service pre-service cooper- office student- their duties and teach-ing
teaching be seminar teacher to ating ● Conduct Absences of teaching respondiblities as
deployed program seminar schools for orientation some activities student-teachers,
on-campus expert among student- ● Giving including the
PROCESS for them to services student- teachers in sanctions to duties and
1: Pre- attend to teachers and attending the those who responsibilities of
Service their other supervising preservice will not be their TEI and their
Seminar subjects professors seminars able to future cooperating
● For ● Preparat-ion attend schools
students for the pre- without valid
enrolled in service reasons
the new seminar
curricu- ● Actual pre-
lum, follow service
the CMO seminar for
stating that student-
there teachers
should be
 no subjects
enrolled
within a
semester
aside from
student-
teaching
itself.
● Student- ● Delayed ● Pre- ● ● Student- ● ● Get ● ● Hold ● Student- ● ● Regular ● Student-    
teachers enrolment enrollmen Experientia teachers' Orientatio student- Cooperatin orientation teachers are Tardiness/Absente visitation teachers
need to of t among l learning readiness to n of teachers' g teachers with the endorsed/deploy eism on the part and ●
have their students graduating courses be deployed student- registration holding cooperating ed to their of the student- monitoring Cooperatin
practice ● Late students handbook to teachers forms to be more than principals, respective teachers ● by the g schools
teach-ing submissio with no ● cooperating on the sure that one cooperating cooperating Conflict between student
in DepEd n of deficienci Endorseme school, possible they are student- head schools for a student-teacher teaching
Schools registratio es nt/ especially experienc enrolled in teachers teachers on/off campus and his/her supervisor MOA with
n forms ● Special deployment off-campus es that the course (student- and training cooperating ● Weekly cooperating
needed in lane for communica training they may ● Apply for teachers cooperating teacher consultatio schools
the students tion letters encounter waiver from other teachers, n with
issuance with ● Records during the issuance at TEI) together student-
PROCES
of waiver deficienci of preservice the SAS ● with the teachers by
S 2:
es visitation to teaching office Cooperatin college the student
Deployme
cooperating ● g teachers practice teaching
nt of
schools Coordinate assigning teaching supervisor
Student-
with the duties supervisors
Teachers
cooperating among and
to
schools in student- student-
Cooperati
the teachers teachers
ng
deployment which are
Schools
of student- not part of
teachers student-
● teachers
Endorse/dep duties and
loy student- responsibili
teachers ties as
stated in
the
experiential
learning
courses
handbook
● ● Student- ● Conduct ● ● ● Early ● Schedule ● Conflicts ● ● Student- ● Erroneous ● ● Student- ● ●
Determini teachers regular Experientia Inavailability reproducti visitation to in Coordinatio teachers are entries on student- Verifying teachers Student Coordinat
ng readiness visitation l learning /lack of on of cooperating scheduling n among evaluated based teaching forms ● entries on extendi e with the
PROCES student- to be among courses student- forms schools final supervising on their Erroneous entries student- ng concerned
S 3: teachers' evaluated cooperatin handbook teaching depending ● Schedule demonstrati professors performances on student- teaching their cooperatin
Evaluatio performan g schools ● NCBTS forms on the final on teaching in planning ● Student- teaching grdaing forms and on/off g teacher
n of ces in ● rating form number of demonstrati ● for the teaching sheets grading campus on how a
Student- on/off Coordinat ● Daily student- on teaching Unavailabil schedule of grading sheets sheets trainin student-
Teachers campus e with the teaching teachers of student- ity of final g due teacher
training cooperatin evaluation teachers faculty to demonstrati to could
g teachers form ● Evalaute evaluate on teaching absenc make-up
● ● Final student- student- ● Constant es or for his/her
Consultati demonstrati teachers' teachers reminder of attendi absences
on among on performance during final the student- ng to ●
student- evaluation s in final demonstrati teachers on various Conductin
teachers form demonstrati on teaching the extra g exit
● on teaching ● Late submission and co- conferenc
Attendance ● Compute submission of student- curricu e in the
/ student- of the teaching lar cooperatin
participatio teachers' different requiremen activiti g school
n/ behavior grades based student- ts es to
rating form on the teaching ● Asking ● formally
● Student- evaluation forms and for the Student end the
teaching of their other assistance - training
portfolio cooperating requiremen of master teacher and to
teachers and ts teachers in s settle
other criteria evaluating having issues
as reflected student- conflict
in the tecahers s with
student- their
teaching cooper
policy ating
teacher
s