Years before Tarlac State University sought its unparalleled reputation in the course of catering quality education to generations of professionals in Tarlac and its neighboring provinces, the institution has started from humble beginnings and is backed up with a profound history of innovation and societal involvement, thereafter, establishing its name as one of the competitive universities in the nation to address the evolving needs of education.
Contributing magnanimously to the university’s goal to be a comprehensive institution in higher education is the College of Teacher Education, an institution that is equally armed with strategic aspirations. As TSU’s promising fate unfolded, the college went through rich phases of history that mirrored its development to the reputable college that it is today. From shift in leadership to implementation of curricular reforms, it sailed through the waves of time to be responsive to the ever-changing needs of the society and of the country at large by producing passionate, competent, and innovative teachers.
Historical Footprints of the College of Education
The College of Education is the oldest college in Tarlac State University. Established in 1965, its genesis came with the chartering of Tarlac School of Arts and Trade (TSAT) to Tarlac College of Technology-College of Arts and Trades (TCT-CAT) by virtue of Republic Act No. 4337. Before Tarlac State University was granted its university status, it first went through changes from TSAT to TCT-CAT. Later, Resolution No. 36 dated March 10, 1966, authorized the offering of the third year of Bachelor of Science in Industrial Education (BSIE) major in Industrial Arts and Home Economics. And in July 1967, TCT-CAT offered the complete BSIE Curriculum (BSIE I-A and BSIE – HE).
Under the presidency of Mr. Mario P. Manese, the TCT Code was approved on March 20, 1968. In the same year, Mr. Jack Smith was appointed as the Superintendent of TCT-CAT while Mr. Ernesto O. Cosme as the Chairman of the Teacher Education Department. Along with that, the Evening and Saturday College Class (ESCC) was opened with an initial enrolment of 35 students during the Academic Year (AY) 1968-1969.
The following academic year (1969-1970) marked the first year of implementation of the Bachelor of Science in Elementary Education major in Home Economics (BSEEd HE) in place of BSIE HE. Henceforth, the department continually revised its offerings to meet the needs of the times and of the community. In 1974-1975, Shop work, Physics, Mathematics, and General Science were added to Industrial Arts as specializations in BSIE. Bachelor of Science in Home Technology (BSHT) was also implemented to replace BSEEd HE (Resolution No. 307, s. 1974).
In June 1983, Bachelor of Elementary Education (BEEd) was added to the curricular offerings of the College (Resolution No. 21, s. 1983). After seven years (May 1990), the Bachelor of Secondary Education (BSEd) with majors in General Science, Home Economics and Technology (HET), Mathematics, and Social Studies were offered together with the existing courses in BSIE IA, BSHT, and BEEd (Resolution No. 12, s. 1990).
Continuing the line of progress, the BEEd Program was offered with specializations (Resolution No.15, s.1993) namely: Mathematics, Science and Health Education, Social Studies, and Home Economics and technology in 1993. Then after three years, additional specializations were offered: Physical Education, Health and Music (PEHM) and Music, Arts and Physical Education (MAPE) for BSEd and BEEd, respectively.
Growth and Expansion in its New Home
Academic Year 1997-1998 was a breakthrough in the history of the College of Education as it opened its classes in its new home, the RICE Building at the Lucinda Campus. (The Lucinda Campus is a 10-hectare lot situated at Maliwalo and Ungot, Tarlac City which was donated by Mr. Serafin and Mrs. Lucinda David in 1976.) Also, on December 11, 1997, the college was granted by AACCUP the LEVEL I Candidate Status under the deanship of Dr. Carmelita F. Alonzo.
After three years, the Teacher Education Program qualified for the Accredited Status on December 13, 2000 under the leadership of OIC-Dean Dr. Ahmed H. Garcia. Then on March 18, 2004, the Industrial, Secondary and Elementary Teacher Education Programs were awarded with Level II Re-Accredited Status.
Starting AY 2005-2006, the college had implemented the CHEd-proposed programs (CMO No. 40 s. 2004) for Elementary and Secondary curricula: Bachelor of Elementary Education (BEEd) Generalist and Bachelor of Secondary Education (BSEd) with specializations such as Mathematics, Physical Sciences, Biological Sciences, Social Studies, Technology and Livelihood Education, and Music, Arts, Physical and Health Education. Consequently, English and Filipino were added as specializations to the BSED program starting Academic Year 2006-2007 (Resolution No.4, s.2006).
It was in 2008 when the College Retention Examination (CRE), through and with Prof. Lourdes S. Briones as its proponent, was approved by the Board of Regents. Then on March 5-7, 2008, the college went through the 3rd Survey Accreditation spearheaded by former Dean Dr. Carmelita B. Hilario, but the AACUP decided to defer the status to qualify for Level III of the three programs. The result of the evaluation served as a motivation for the college to extend more effort and preparation for the Re-visit which took place on August 4-6, 2009 in which the College finally qualified for Level III.
Starting the following academic year (AY 2009-2010), the College opened its additional course which is Bachelor of Elementary Education major in Pre-School Education (Resolution No.79, s.2008).
In 2011, Dr. Maria Agnes P. Ladia was designated as the Dean of the College of Education. It was under her stint when the three undergraduate programs of the college were granted Level 3 re-accredited status by the Accrediting Agency of Chartered Colleges and Universities of the Philippines in 2013. It is in her leadership that the college started gearing itself to become a Center of Development (COD) in Teacher Education, a prelude status before becoming a Center of Excellence (COE) recognized by CHEd.
Then on May 1, 2014, the stewardship of the College of Education was given to Dr. Julieta M. Lagasca. Within the said year, both the undergraduate and graduate programs of the College were awarded Certificate of Program Compliance (COPC) by the Commission on Higher Education. Likewise, the College Retention Examination (CRE) was implemented through the efforts of the CRE committee which was spearheaded by Prof. Lourdes S. Briones. On December 2014, the MAED English, MAED Filipino, MAED Physical Science and MAED Pre-School underwent a preliminary survey visit and in the following year, the four programs were granted Level 1 accredited status.
In October 2015, MAED Mathematics, MAED Guidance and Counselling, MAED TLE, MAED Educational Management and the Doctorate Programs were evaluated for the Level 4 Phase 1 Accreditation survey visit. On November 4, 2015, the Commission on Higher Education evaluated the college for its application for the designation as Center of Development in Teacher Education.
Center of Development: A Step Closer to a Dream
Six months after, on May 17, 2016, the college was awarded by CHED as Center of Development in Teacher Education. In the same year, the college produced two (2) First Placers and two (2) Top Ten in the Licensure Examination for Teachers (LET) ending the ten-year drought of TSU-COEd’s inclusion in the roster of LET topnotchers. However, the CRE implementation was deferred and was revisited.
Stepping-stone to an Enduring Identity
By virtue of TSU Administrative Order No. 09, s. 2018, Dr. Erwin P. Lacanlale was designated as the college dean. In his term, the University witnessed a change in the college’s name from College of Education to College of Teacher Education. Although the name changed, the college still upheld its perpetual virtue of quality service and quality education.
Then on October 1, 2019, with the promotion of Dr. Lacanlale as the Vice President of Academic Affairs, Dr. Jasper Jay N. Mendoza was appointed as the dean of the college. This phase of the college’s history was challenged by the COVID-19 pandemic, but the college remained steadfast and resilient. Moreover, the Board of Regents approved the proposed Retention Policies of the Different Courses under the College of Teacher Education by virtue of Resolution No. 25, s. 2020 on May 27, 2020. At present, the college continues forging partnerships especially in its extension services as it remains active in this endeavor despite the pandemic. With all its humble achievements, the quest to put the college’s ultimate dream to be a Center of Excellence (COE) for Teacher Education remains a top priority.
Setting the Bar High for Educational Instruction
The College of Teacher Education, with its promise to deliver quality and globally competitive instruction, seeks to meet the operational criteria and service standards as evaluated by the Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP) Inc.
Currently, the AACCUP has accredited various undergraduate and graduate programs offered in CTE, which are as follows: Bachelor of Physical Education - Level II, Bachelor of Secondary Education - Level IV-Phase 2, Bachelor of Elementary Education - Level IV-Phase 2, Master of Education (English, Filipino, Physical Science, Pre-school-Cluster1) - Level II, Master of Education (Guidance and Counseling Educational Management, Technology and Livelihood Education, and Mathematics-Cluster 2) – Level IV-Phase 2, and Doctor of Education (Educational Management and Industrial Educational Management) – Level IV-Phase 1.
In its end, the College of Teacher Education hopes to continue the journey of transforming the landscape of teaching and become a champion of creativity and innovation in Teacher Education.
GOAL OF THE COLLEGE OF TEACHER EDUCATION
To develop the College as Center of Excellence in Teacher Education, the College of Education commits to:
- Offer relevant undergraduate and graduate programs in the development of mentors and leaders in the academe;
- Produce highly motivated, skilled, globally competitive and research –oriented graduates imbued with positive values; and
- Strengthen networking and linkages with partner educational institutions for community services.
PROGRAM OUTCOMES OF THE BEED PROGRAM
1. Demonstrate in-depth understanding of the diversity of learners in various learning areas.
2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
4. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching.
5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional.
6. Manifest a desire to continuously pursue personal and professional development.
PROGRAM OUTCOMES OF BACHELOR OF SECONDARY EDUCATION (BSED) MAJOR IN ENGLISH
1. Possess broad knowledge of language and literature for effective learning.
2. Use English as a glocal 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 researchoriented language and literature teacher.
PROGRAM OUTCOMES OF BACHELOR OF SECONDARY EDUCATION (BSED) MAJOR IN FILIPINO
1. Nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng wika at panitikang Filipino.
2. Nagpapakita ng malawak at malalim na pag-unawa at kaalaman sa ugnayan ng wika, kultura, at lipunan.
3. Nakagagamit ng iba't ibang kasanayan at kaalaman sa proseso ng pagtuturo-pagkatuto.
4. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at linggwistikong dibersidad ng bansa.
5. Nakapagdidisenyo ng malikhain, inobatibo, at integratibong mga alternatibong dulog sa pagtuturo at pagkatuto.
6. Nakagagawa ng pananaliksik ukol sa ikauunlad ng wikang Filipino bilang wikang panturo.
PROGRAM OUTCOMES OF BACHELOR OF SECONDARY EDUCATION (BSED) MAJOR IN MATHEMATICS
1. Exhibit competence in mathematical concepts and procedures.
2. Exhibit proficiency in relating mathematics to other curricular areas.
3. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics.
4. Demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics.
5. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity.
6. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools.
7. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world.
PROGRAM OUTCOMES OF BACHELOR OF SECONDARY EDUCATION (BSED) MAJOR IN SCIENCES
1. Demonstrate deep understanding of scientific concepts and principles.
2. Apply scientific inquiry in teaching and learning.
3. Utilize effective science teaching and assessment methods.
PROGRAM OUTCOMES OF BACHELOR OF SECONDARY EDUCATION (BSED) MAJOR IN SOCIAL STUDIES
1. Utilize appropriate various sociocultural and historical materials in explaining current issues.
2. Organize communities towards self-reliance and self-sufficiency.
3. Demonstrate leadership skills that will help in teaching or training students who will empower their communities.
4. Integrate local and global perspectives in teaching the principle of the common good.
5. Employ principles of sustainable development in teaching and learning.
6. Show scholarship in research and further learning.
7. Display the qualities of an innovative teacher who has mastery of the subject matter.
PROGRAM OUTCOMES OF BACHELOR OF EARLY CHILDHOOD EDUCATION
1. Demonstrate high level of content and pedagogical knowledge.
2. Demonstrate appreciation for diversity.
3. Manifest collaborative skills.
4. Demonstrate innovative thinking.
5. Possess critical and problem solving skills.
6. Advocate for children's rights, equity, community, nationalism, and democratic ideas.
7. Pursue lifelong learning.
PROGRAM OUTCOMES OF BACHELOR OF TECHNOLOGY AND LIVELIHOOD EDUCATION
1. Demonstrate the competencies required of the Philippine TVET Trainers -Assessors Qualifications Framework (PTTQF).
2. Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education.
3. Apply with minimal supervision specialized knowledge and skills in technology and livelihood education.
4. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning.
5. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students.
6. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes.
7. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches).
8. Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and other factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practices.
PROGRAM OUTCOMES OF BACHELOR OF BACHELOR OF PHYSICAL EDUCATION
a. P01-Disciplinal Knowledge: Apply scientific and evidencebased practices critical to the educational and learning processes.
b. P02-Movement and Competency and Proficiency:
1 . Demonstrate skillful performance in a variety of physical activities.
2. Adapt performance to variety of physical activity settings: (e.g. formal classes, recreational, and competitive)
c. P03-Curriculum and Program Planning, Implementation, Monitoring and Evaluation:
1. Critically examine the curriculum (e.g. content, pedagogy and assessments) and program, and enhance (e.g. innovate) them necessarily.
2. Plan and implement safe and effective physical activity programs to address the needs of individual and groups in school and/or non-school settings.
3. Monitor and evaluate physical activity programs in school and/or non-school settings.
4. Use appropriate assessments in, as and for student or client learning.
5. Use information, media and technology in pedagogy and for lifelong learning.
d. P04-Professional Accountability and Responsibility:
1. Demonstrate firm work/professional ethics.
2. Cultivate solidarity by working and dealing with/relating to others harmoniously.
3. Promote the advancement of the profession by making sense of and getting involved in
current discourse that impact on the profession.
4. Pursue lifelong learning for personal and professional development.
e. P05-Communication:
1. Communicate effectively with PE practitioners, other professionals and stakeholders.
2. Use oral, written, and technology formats deftly.