1. The document presents the institutional profile and line and staff organization of CVCITC. It also discusses the difference between evidence-based instruction and outcomes-based education. 2. Evidence-based instruction focuses on using assessment and research to determine if students have learned required material, while outcomes-based education specifies measurable standards to ensure priority of skills and content. 3. The conceptual framework suggests that evidence-based instruction can help outcomes-based teachers integrate research into their lessons to meet individual student needs through different levels of work. Faculty will conduct classroom-based research to improve as outcomes-based teachers.

2. Present the:
1.Institutional Profile of CVCITC
2.Abstract of Evidenced Based Instructional Program
3.Objectives of Evidenced Based Instruction
4.Difference between Evidenced Based from Outcomes
Based
5.Conceptual Framework of Evidenced Based Instruction
6.Proposed Project Initiatives on Evidenced Based
Instruction

3. 1. Line and Staff organization with the College President as the top line officer in the
organization. There are two departments under the supervision of the top line
officer: The Vice President for Academic Affairs and the Vice President for
Administration and Finance.
2. The Line Executives have the authority and responsibility limited to their functions
as there are Middle line Managers who are responsible and accountable in their
specific line of supervision.
3. The Staff Executives have specific assigned tasks that have to be implemented
and properly coordinated, collaborated and complemented by the line officers who
are assigned to the specialized tasks

4. Issue for Discussion:
1. Dean of Instruction, Program Chairs and Focal Point Officers
have full authority and Responsibility; Can delegate Authority but
not Responsibility
2. Effective implementation of institutional programs by the
specialized functions of Research, Community Extension,
Student Services, Guidance Services, Library Services,
MIS/Registrar, and other Executive Managers depend on their
ability in serving the top management and the other managers
and supervisors of the institution.
3. Standard Operating Procedures (SOPs) are always aligned
with the positions the line and staff executives do for the efficient
utilization of the institution’s resources and protocols are ensured
to prevent duplication of work.

5. ABSTRACT OF CVCITC- EBIP
1. Evidence Based Instruction conveys the same meaning of Research-based Instruction.
Instruction and other activities related to education needs evidence in the outcome-based
education (OBE) which focuses empirically on measuring student performance.
2. Measurement of OBE does not specify or require any particular style of teaching or learning
method but demonstrates the skills and course content for students’ requirement to learn.
3. The adoption of measurable standards is seen as a means of ensuring that the content and
skills covered by the standards will be a high priority in the education of students.
4. This can be successful only when faculty integrates research in their classroom activities,
employees in their regular jobs, and students in their experiences for learning.
1. The use of assessment and evaluation to determine whether an individual student has
learned the required material can be attainable only in scientific research.
3. Each independent education agency specifies its own outcomes. The methods of
measuring student achievement according to those outcomes needed are the results of
these measurements made through research.
4. Results can be used for different purposes by the various educators and leaders of
educational and industrial institutions.

6. Objectives of Evidence Based Instruction
1. Pursue beyond knowing the whys of identifying strengths and
weaknesses proven by OBE approach
2. Know when to use EBI after believing that a student has
learned enough of the current material
3. Secure understanding on parents and students interpretation of
students’ failure as a normal experience
4. Use EBI as a means of leveling up when some students failed
in natural and unavoidable circumstance
5. Compare identified problems on OBE approach following the
implementation of the instructional strategy
6. Use Evidence to Influence our everyday practices

7. Difference between Evidence Based from
Outcome Based
1. Instruction described as 'evidence-based' may also be referred to as
'research-based' or 'scientifically validated' instruction. These terms refer
to instructional techniques that have been demonstrated through
extensive research to be effective for the majority of students. OBE is
defined in terms of clarity of focus which means that all curriculum
design, all instructional delivery, all assessment design is geared to
what we want the kids to demonstrate successfully at the “real” end—
not just the end of the week, the end of the semester, the end of the
year—but the end of their time with us.
2. EBI is evidence-based practice of instructional strategy, intervention, or
teaching program that has resulted in consistent positive results when
experimentally performed; OBE is student centered and about
preparing students for life, not simply getting them ready for college or
employment.

8. Conceptual Framework of Evidenced Based Instruction
OBE-oriented teachers think about the individual
needs of each student and give opportunities for
each student to achieve at a variety of levels.
Thus, in theory, weaker students are given work
within their grasp and exceptionally strong
students are extended with the right amount of
skills and knowledge to succeed and hopefully
help weaker students. OBE simply makes the
approach explicit and reflects the approach in
marking and reporting to the needs of students.
They can do these by integrating research in
their curriculum /lessons. Some of the possible
research focuses are classroom based and
these focus on the weaker and exceptional
students. Intervention is needed for the OBE
Instructors to keep pace with the requirements
for academic and non academic support for
students thru interventions in the form of
Faculty-Student Partnership in Research. The 6
tracks are specifics for faculty to consider in a
continuous research based instruction for a
sustained program in research.

9. Proposed Project Initiatives on Evidence
Based Instruction
In the presented objectives of the proposed
sustainable Evidence based Instruction(EBI)
Program of the institution, it proposes that
individually, the Faculty should conduct
researches related to classroom based
activities and performance base to improve
themselves as OBE oriented teachers

10. EXISTING PROGRAMS OF THE
INSTITUTION
1.Faculty-Student Partnership in Research
2.Community Based Research inputs for
Development of Stakeholders
2.Faculty Development Programs-Instruction
and Research Training
3.Student Development Program that develops
holistic personalities in preparation to their life
events in school, community, and professional
activities.