Outco mes-based education (OBE) mandates higher education institutions (HEIs) to identify expectations and formulate institutional learn ing outcomes (ILOs) or graduate attributes (GAs) wh ich distinguish their products from the rest. These ILOs or GAs are qualities, skills, and understanding which students must develop and possess during their time with the institution and carry and apply as professionals. Among teacher education (TE) graduates, an HEI hopes to see outstanding instructional performance wh ich is crucial to the latter's students' progress. Schools which screen teacher-applicants therefore want to hire and keep those who possess commendable instructional performance and show ideal characteristics. Faced with the challenges of implementing the new TE curriculu m approved in 2017, the investigators wanted to know the requirements of school-employers, if these requirements match the newly formed ILOs or GAs of Angeles Un iversity Foundation (AUF), and if AUF TE graduates manifest the requirements and the GAs at wo rk. They interviewed top emp loyers of the TE g raduates of AUF as respondents through purposive sampling. Emp loyer-part icipants involved in the hiring process identified qualificat ions, work-related characteristics, demands and expectations which are classified as knowledge, skills, values and described the TE graduates of AUF. Results show that the hiring-related requirements are aligned with the ILOs or GA of A UF wh ile some are actually man ifested by its TE graduates who practice the profession. Results have interesting imp licat ions for the training of pre-service teachers, the format ion of GA, and the desires of employers especially in the Philippine context.

Abstract-The educational systems, commissioned by the Constitution, shall reach out to nearby communities by participating in local and national societies' civic programs. The Angeles University Foundation-College of Education (AUF-CED), a Center of Excellence (COE)-recognized institution, realizes that literacy education should be delivered and integrated through community extension to enhance personnel's capacity building by extending expertise to the partner community. In effect, using Qualitative Reading Inventory (QRI-5) by Leslie and Caldwell (2011), this study described the best practices of AUF-CED's remedial reading program implementing procedure and evaluated its impact among267 pupil-respondents' reading performance categorized under frustration level as indicated by difficulty in decoding, word recognition, miscues, slow reading speed, and poor comprehension. Findings revealed the program's favorable impact on participants' reading performance as evidenced by the significant differences in the pretest and posttest results. Lack of significant difference in the miscues committed and the reading speed could be attributed to program's short span and tutees' absenteeism. Recommendations include project's sustainability and improvement and provision of well-planned and implemented trainings to have greater impact on the clienteles and the community.

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Reading is a reliable predictor for students to succeed and become productive members of society and phonological awareness (PA) has been identified as a strong indicator of becoming a skilled reader. It has to be understood that reading is not a natural skill and may not develop without intervention. Students experiencing reading difficulty should be provided intervention that recognizes PA as the basic skill to be gained. The purpose of this study is to investigate the effectiveness of Phono Graphix™ method with a 6-year-old student diagnosed with attention deficit hyperactivity disorder (ADHD) and reading difficulties. This study used a single-subject design with a pre-test and post-test comparison and no control group. The principle of this design is that any changes upon the outset of intervention can be attributed as the direct result of intervention. Using four Phonological Processing Tests [21], the phonological awareness skills of the student were assessed prior and immediately after the intervention. Explicit instruction was delivered one-to-one for 40minute sessions given three times a week for a 20-week period [26]. Findings suggest that the use of Phono-Graphix™ method improved the phonological awareness of the student in blending, segmenting, phoneme manipulation, and code knowledge. Findings of this study can add Phono-Graphix™ to the repertoire of strategies of special education practitioners, particularly when teaching students exhibiting the same characteristics as the participant herein. Results and implications for special education, teaching of reading and future researches are discussed.

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