FIELD STUDY MANUAL

Extended Practicum (1st Fielding)

QUEENIE ROSE S. TUBIANO

Name of Pre-Service Teacher

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 ROSALYN I. BORNEA, MAEM
Practicum Supervisor

RATIONALE
Practicum is a key component of extended school experience of the teacher education
curriculum which a pre-service teacher undertakes as part of his/her elementary or
secondary education course. It is viewed by many educators as the most important
experience in the professional education of a pre-service teacher.

This six unit practicum could be treated as practice teaching in two different field
exposures. This could be conducted in a number ways. For example, the pre-service
teacher may be fielded first in urban schools, then in rural schools for their second
fielding. Please note, re-locating PSTs mid semester can cause difficulties and for supervisions.

This school-based teaching experience will provide focus and flexible linkage by
crossing three learning domains. First, the teacher preparation programs or the content
knowledge, colloquially known as the “what to teach.” Second, the professional
knowledge which includes the “whom to teach,” what to know schooling, schools and
the people in them. Third, where much of the activity in the practicum relates is
knowledge and skills needed to function as capable and caring professionals, called
“how to teach”.

This course concentrates on helping the pre-service teachers develop as capable and
committed teachers who will bring practical life to learners so they manage and thrive
in school or community settings. It provides clear and progressive stages for the
development of the acquired knowledge, skills, attributes and disposition of the
beginning teachers. Practice teaching can have a powerful influence on the future
success and direction of prospective teachers. The teacher education institution will
strive to develop close partnerships with schools, administrators and cooperating
teachers. By working together, they nurture the professional growth of teacher
candidates, contribute to the continued professional development of cooperating

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

teachers, and provide for quality learning experiences for children and young adults in
the schools.

It is envisioned that during practice teaching these prospective teachers will be exposed
in all aspects of teaching such as delivery of instruction, management of a class, and
dealing with various types of learners, assisting the cooperating, and doing numerous
teaching tasks.

LINKS TO DEPED’S NATIONAL COMPETENCY-BASED TEACHER

STANDARDS (NCBTS)
Domain 1- Social Regard for Learning
Domain 2- The Learning Environment
Domain 3- Diversity of Learners
Domain 4- Curriculum
Domain 5- Planning Assessing and Reporting
Domain 6- Community Linkages
Domain 7- Personal Growth and Professional Development

ROLES, DUTIES AND RESPONSIBILITIES OF STAKEHOLDERS IN

THE PRATICUM
Teacher Education Institution (TEI)

A. The Dean of the Teacher Education Institution

1. Designates Practicum Coordinator/ liaison officer.

2. Assigns practicum supervisor at 25-30 pre-service teachers per class.
3. Allocates modest incentive (such as honorarium or scholarship, etc.) to
principals and cooperating teachers
4. Initiates conferences with the Schools Division Superintendent (SDS) in
selecting public and private schools in the province/city.
5. Assigns a space for a practicum office and appoints an office staff.

B. The Practicum Coordinator/Liaison

1. Monitors the teachers handling field studies;

2. Supervises practicum office staff;
3. Formulates policies and systems for the practicum;

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 4. Manages administrative matters such as preparation and signing of
memorandum of Agreement (MOA);
5. Coordinate with the Schools Superintendent (SDS) in the selection of
cooperating school.
6. Communicates with stakeholders and handles paperwork with regard to the
practicum program;
7. Releases the pre-service teachers any academic loads not prescribed by the
curriculum in the final year of internship.

C. Practicum Supervisor

The primary role of the TEI’s Practicum Supervisor is to provide support for the
Pre-service teachers and the cooperating learners, clarify requirements and assist
interns in organization, planning, reviewing teaching and non-teaching plans
and scheduling class/non-class observations. Specific duties and responsibilities
are, but not limited to, the following:

1. Prepares program of activities of the teachers;

2. Implements the MOA between the TEI and the Division Office;
3. Conducts weekly conferences with the pre-service teachers to provide inputs
relative to teaching- learning trends and innovations and conduct
enhancement classes to respond to the field experiences of pre-service
teachers;
4. Exposes/ assigns student teachers to handle multi-grade and special
education classes;
5. Coordinates with the cooperating school regarding the activities and practice
teaching needs of the pre-service teacher;
6. Orients student teachers for their on and off-campus work;
7. Conducts regular observation and evaluation of the practice teaching
performance of pre-service teachers;
8. Coordinates regularly with the cooperating school principal/ head teacher;
and cooperating teachers regarding the performance of the pre-service
teachers;
9. Submits written reports to College Dean, copy furnished the school principal
and the SDS, at least once a month regarding the Progress/ performance of
student teachers
10. Request the Superintendent of the School Principal to expose pre-service
teachers to teach multi-grade and special education classes.
11. Conducts exit interview/ case studies of pre-service teachers.

D. The Pre-service Teachers:

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 Pre-service teachers are invited guests in the cooperating schools and should
therefore note the following expectations:

1. During the practicum period, pre-service teachers are expected to arrive at the
cooperating school at a time that is expected of other staff at the site, e.g. before
flag ceremony. Likewise, departure times must be consistent with what is
expected of other staff. Attendance should be reflected in the daily record
attendance logbook.
2. Pre-service teachers must ensure that they are available for school-related after-
hours activities and commitments.
3. During the practicum period, absence is only allowable for valid reasons (e.g.
illness) or compassionate reasons. Pre-service teachers who are absent must
notify the cooperating teacher 8:00 in the morning of absence and must also
notify their TEI practicum supervisor.
4. Appropriate professional behaviour requires pre-service teachers to display a
cooperative attitude, be responsible, follow appropriate dress codes, be punctual,
respect confidentiality of information, ask questions, return borrowed resources
promptly and in good condition, show initiative and generally be prepared to
learn.
5. Use the cooperating school observe, ask questions, gather data and generally
make sense of the world teaching.
6. Meet all specified requirements, e.g.
 Plan ahead for all teaching sessions and share written plans with
cooperating teachers for at least the amount of time indicated in the
guidelines provided.
 Make use of improvised or self-made materials preferably those prepared
in Educational Technology classes.
 Use appropriate strategies to asses, record and report student learning
 Complete written evaluations for all teachings
 Employ a range of strategies for engaging in critical reflection
 Compile a relevant and useful professional folio
 Complete the entries of his/her reflection journal
7. Become fully involved in the life of the setting and take on the full role or a
teacher, including the many non-teaching responsibilities.
8. Make a classroom-based research (optional)

Department of Education (DepEd)

A. School Division Superintendent

1. Reviews and subsequently approves request for cooperating teachers;

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 2. Conducts orientation on student teaching with the TEIs inclusive of the
Dean, College Student Teaching Supervisors, and the School Principals,
Site Coordinators, Practicum Coordinators and Cooperating Teachers;
3. Approves authority for memorandum of agreement (MOA) between TEIs
and DepEd.

B. The Cooperating Principal:

The role of the principal is to collaborate with TEI practicum Supervisor in

facilitating placement of pre-service student teachers and provide the social
and professional aspects of administering practicum teaching.

1. Orients the students teachers on:

a. VMGO and organizing structure of the school
b. School policies on students and personnel discipline
2. Identifies exemplary cooperating teacher/s to handle pre-service teacher’s
exposure for Practicum
3. Coordinates with site coordinator and TEIs on the assignment of pre-
service teachers;
4. Monitors and provide feedback on the performance of pre-service teachers
to TEIs;
5. Debriefs student teachers at the end of Practicum; and
6. Prepares required reports to the TEIs, copy furnished to the School
Division Superintendent.

C. The Site Coordinator:

1. Assists the principal on the assignment and discipline of the student

teacher
2. Conducts regular conference with cooperating teachers as regards the
performance and behaviour of student teachers.
3. Coordinates with the TEI supervisor of the student teachers.
4. Ensures that the student teachers are not allowed to substitute for
teachers who are absent or leave.

D. The Cooperating Teachers

Cooperating Teachers, have the skills and the perspective necessary to help
pre-service teachers study the art and science of teaching in a classroom
setting. To ensure that pre-service teachers will get the most out of their
practicum, only the most capable teachers, preferably master teachers, shall
be chosen as mentors/cooperating teachers. Their duties are:

1. Serve as mentor of the student teachers

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 2. Provides support to student teachers by:
a. Reguar class observation and post conference
b. Lesson planning
c. Use varied strategies/ approaches/techniques
d. Classroom management
e. Assessment learning outcomes
f. Questioning techniques
g. Preparation of instructional media
h. Preparation of examinations/various assessment modes
i. Accomplishment of different forms and related work
3. Observes, coaches/mentors and evaluates the performance of the student
teacher
4. Models effective teaching and management techniques
5. Provides the student teacher the opportunity to teach independently and
collaboratively
6. Orients and guides pre-service teachers in the accomplishment of DepEd
forms (e.g. Form 1, Form 137-A, report card, promotion card, etc)
7. Provides the student teacher participation in curricular and
school/community activities; and
8. Completes a set of summative evaluation reports for each student teacher.

COURSE DESRIPTION
Practice Teaching is a six-unit course which is considered as the climax of
professional preparation of teachers, It is the culminating internship that engages
the pre-service teachers in an intensive and extensive practicum in the laboratory
9on-campus) and in cooperating schools (off-campus teaching or public school
teaching) that will prepare them for the actualization of the teaching-leaning process
equipped with ethical standards and professional competencies. This course serves
also an avenue for further developing student teacher’s effective human relations
and communication as two significant factors in the field of teaching.

This course requires the pre-service teacher to prepare lesson plans and teach them
during regular classes under the supervision of a cooperating teacher and/or
practicum supervisors. The students are expected to progress from half day teaching
to whole day teaching. They will also write weekly reflections as part of their
student teaching journal. They should act according to their roles and
responsibilities and guidelines for student teaching.

COURSE OBJECTIVES

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 At the end of the course, the pre-service will:

1. Articulate a coherent personal teaching style appropriate to the learners and

the learning situations;
2. Apply knowledge and skills in teaching in a variety of settings;
3. Demonstrates talents and potentials for participating as a multi-disciplinary
individual working in the school community;
4. Collaborate with peers and other professionals
5. Design a teaching portfolio for their context and roles, drawing upon the
educational philosophies, methods and principles of teaching;
6. Teach effectively for an extended period of time

SPECIFIC OBJECTIVES/ EXPECTED OUTCOMES

1. Demonstrates increasing confidence in integrating professional knowledge
and insights and pedagogical skills;
2. Plan, teach, manage and evaluate sequences of lessons for small groups and
whole classes for five full days in a week;
3. Implement a range of appropriate teaching and assessment strategies across
the curriculum;
4. Teach inclusively with appropriate understanding of social justice and equity
issues which impact on the curriculum and the profession;
5. Select, produce, use and evaluate appropriate information and
communication technologies and other resources;
6. Exhibit classroom management practices that contribute to the children’s self-
esteem and a positive learning environment;
7. Reflect experiences in learning and teaching, and analyse and apply emerging
beliefs in the creation of a professional teaching style;
8. Work autonomously and collaboratively with peers and teacher educators in
the collection and analysis of data that contribute to their professional
development.

COURSE REQUIREMENTS
1. Daily classroom teaching by PST observed and evaluated by cooperating teacher.
Final demonstration teaching observed by cooperating teacher and practicum
supervisor.
2. Detailed lesson plans, checked and approved by cooperating teacher s. Student
Teachers must prepare at least 2 lesson plans daily to be taught in at least 2-3
sections;
3. Preparation of instructional materials appropriate to the lessons taught;
4. Accomplished journal reflection sheets;

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 5. Completed and correctly filled- in daily time records or attendance log books;
6. Attendance in classes, school function, assemblies, co-curricular activities and
post conferences;
7. Presentation of a student portfolio;
8. Accomplished school forms completely and accurately filled-in
9. *Classroom-Based Research/Professional Reading.
(*optional)

TEI REQUIREMENTS/ GUIDELINES

A. On Attendance to the Practicum Program
1. Practice Teaching is a six (6) unit course which requires a pre-service teacher
to stay in the cooperating schools for the whole day. It is expected that the
PSTs will teach a maximum 3 hours per day for the first half of the placement
and a maximum of six hours for the second half of the placement;
2. The first week of every fielding is spent on orientation at the TEI and DepEd
School;
3. A BEED pre-service teacher must conduct actual teaching in any elementary
subjects while BSED student must teach in his/her chosen field of
specialization. Pre-service teachers should be exposed to deal as well as
adverse classroom situation.
4. Actual teaching is done for eight (8) of the fourteen weeks. Then the
remaining weeks are for orientation, final evaluation and clearance or
completion of requirements, attendance and job placement program of the
TEI, for Post Conferences and Completion and Submission of Practicum
Portfolio;
5. A pre-service teacher should have the opportunity to teach in his/her
major/minor or field of specialization and in all other subjects and in all
grade/year levels whenever possible.
6. Pre-service teachers are required to accomplish at least 12 actual lessons with
checked and approved lesson plans, instructional materials, and observation
forms (Form 178). They should be observed by the cooperating teacher or the
TEI practicum supervisor during these lessons. The lesson plan must be made
and submitted ahead of time, at least two days before demonstration
teaching. It should be discussed with the cooperating teacher or the
practicum supervisor before actual teaching.
7. Other teaching stints may take the form of remedial and substitute teaching.
8. Besides teaching actual teaching, the pre-service teacher undergoes additional
experiences in other teaching related functions such as: structuring the

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 classrooms, preparing, administering, and interpreting tests, computing
grades, filling up pertinent school forms, make home visits, attending
curricular and co-curricular activities, seminars and workshops.
9. The pre-service teacher is required to attend school functions and special
meeting required of him or her unless s/he is required to attend classes
enrolled in the TEI. S/He must fill in the daily time record regularly and
correctly. In case of absences, the equivalent days are to be made-up.
10. A Pre-service teacher should manifest mastery of the medium of instruction.
S/He has knowledge of effective verbal, non-verbal and media
communication techniques to foster active inquiry, collaboration and
supportive interaction in the classroom.
11. A student must complete all the entries in his/her reflective journal.
12. A student must maintain s Pre-service Teacher’s Portfolio. The portfolio is a
comprehensive and a well organized record of contextual information,
planning, teaching observation, samplesof assessment, sample records of
progress and information, personal reflection, research and resources. Many
of these items are contextual so the pre-service teacher will need to make
decisions about what material is relevant and useful to the student’s
development as a beginning teacher.

B. Culmination of the Practicum Program

1. A pre-service teacher must submit all rating sheets/evaluation forms completely

filled in by the concerned school personnel.
2. S/He must finalize contents of student portfolio.
3. S/He must completely and correctly fill in various school forms.
4. S/He may produce and present and/or report a classroom-based research. This
shall be presented to a group of panellists which may include the school head.
TEI practicum supervisor, cooperating teacher and other grade/year level of
department heads. (optional)

C. Dress Code and Deportment

1. Pre-service teachers should be dressed appropriately and modestly that projects

professionalism reflecting the values of a teacher and the institution where they
belong.
2. The Pre-service teacher is expected to behave properly and appropriately at all
times, in the presence of the learners, teachers, school personnel, administration,
staff and parents.
3. Project the good image of the teacher by demonstrating personal qualities such
as courtesy, respect, honesty, diligence, commitment and the like.

D. On Performance Evaluation

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 The performance ratings of a pre-service teacher shall be shared accordingly such
that:

RATER

CT PS

1. Attendance-Daily classes, school functions, assemblies,

Co-curricular activities and post conference 20% ⁄
2. Approved and taught lesson plans 10% ⁄
3. Daily Actual Teaching Performance 20% ⁄
4. Non-teaching Performance 10% ⁄ ⁄

RATER

CT PS

5. Summative Evaluation Report 15% ⁄

6. Journal Entries/Reflection 10% ⁄
7. Student Portfolio 15% ⁄

Total 100%

ASSESSMENT AND MARKING

The following assessment items are required from students:

1. A Reflection Journal
2. Approved and Taught Lesson Plans
3. Performance Rating for Daily Classroom Teaching (by the Cooperating
Teacher)
4. Performance Rating of Non-Teaching Performance ( by the Cooperating
Teacher)
5. Summative Evaluation (by the Cooperating Teacher and the TEI Practicum
Supervisors)
6. Classroom-Based Research/Reaction Paper on Professional researches and
readings (optional)
7. Communication Skills in Teaching
8. The student portfolio containing:
a. Classroom Program
b. Approved and Taught Lesson Plans
c. Assessment Tools

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 d. Daily Actual Teaching Performance Sheets
e. Non-Teaching Performance Sheets
f. Summative Evaluation Report
g. Journal Entries/Reflection
h. Signed Daily Time Record
i. Duly Accomplished various school forms
j. Classroom-Based Research/Professional Readings (Optional)
k. Application Letter, Curriculum Vitae and Compilation of Certificates
of Attendance to related seminar-workshops, symposia and trainings
l. Other documents such as pictures, letters, hand-outs, samples of
learners’ quizzes or works

*The TEIs may adjust the given weights depending on the additional
requirements set to a pre-service teacher. A specific weight may be given to action
research done if required so.

SCHEDULE OF ACTIVITIES FOR PRACTICUM

TIME
SITE OF FRAME
VENUE PRACTICUM ACTIVITY IN
SCHOOL
FIRST FIELDING
Orientation Seminar
Sending Off/
Week One TEI School Conference Cooperating School
Room/ Policies, Meeting One Week
Designated with School
Classroom Personnel/
Induction/
Transition
Period
Week 2 School` Designated Induction/ One Week
Classroom Transition
Period

Week Three School Designated Half Day Five Weeks

To Seven Classroom Teaching
(3 hours per day)
SECOND FIELDING (ANOTHER SCHOOL, OPTIONAL)

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 Orientation on
(new school Conference Cooperating
optional) DepEd Sch Room/ Designated School One Week
Classroom Policies, Meeting
Week Eight with School
Personnel/
Induction/
Transition
Period
Week Nine DepEd Designated Whole Day Three Weeks
To Eleven Schools Classroom Teaching
( 6 hours per day)
Filling up of School
Week Lab Sch/ Designated Forms/ Securing One Week
Twelve DepEd Sch Classroom Clearance or
Completion
Certificates
Conference
Week TEI Room/Designated Job Placement One Week
Thirteen Classroom Programs

TEI/ Conference Post Conference/

Week Lab Sch/ Room/Designated Portfolio One week
Fourteen DepEd Sch Classroom Completion/
Submission/ Final
Eval.

*** Please note:

1. Where possible Pre-service teachers should experience rural, deprived

disadvantaged, underprivileged (DDU) or multi-grade schools
2. A weekly conference with the CT, PST and TEI practicum supervisors shall be
done at the end of each week, Visitations, observations and monitoring of pre-
service teachers shall be done at least three times during each practicum.

COURSE CONTENT
DETAILED ACTIVITIES AND EXPECTED ACCOMPLISHMENTS/ OUTCOMES

FIRST FIELDING

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 Week Expected Accomplishments/ Outcomes

A pre-service teacher is required to:

Week One:  Attend an orientation seminar on Practicum fielding
Orientation and should secure a signed certificate of attendance
Period  Participate in the sending-off ceremony conducted in
for the first one’s TEI
reading  Familiarize oneself with roles/ responsibilities of a
pre-service teacher, expected outcomes, course
requirements and grading system of the course.

Week Two:  Get acquainted with the policies rules and practices
of the cooperating school, its teaching and non-
teaching personnel and students.
 Submit a report on the cooperating school policies
during their post conference with TEI practicum
supervisor at the end of the week
 Start observing and adjusting with the new school
setting, the cooperating teacher and other school
personnel and the learners. S/HE also observes
classes and starts asking for topics to be taught for
the succeeding teaching sessions.
Week Three –  Answer the journal entries or reflection sheets on the
Seven: Actual following:
half-day
Teaching (max 3 Plan and conduct at least 6 hours activities
hours)  Journal 1: Planning and Implementation
 Journal 2: Using Instructional Materials
 Journal 3: Actual Teaching
 Journal 4: Test Preparation
 Journal 5: Checking, Marking & Interpretation of
Results
 Journal 6: Self Evaluation

SECOND FIELDING ( IN DIFFERENT SCHOOL )

Week 8:  Get acquainted with the policies rules and practices
Orientation of the cooperating school, its teaching and non-
Period teaching personnel and students.
On the Second  Submit a report on the cooperating school policies
Fielding during their post conference with TEI practicum
(optional) supervisor at the end of the week

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

  Start observing and adjusting with the new school
setting, the cooperating teacher and other school
personnel and the learners. S/HE also observes
classes and starts asking for topics to be taught for
the succeeding teaching sessions.
Week Nine –  Submit lesson plans for checking and approval of
Eleven: cooperating teacher
Actual whole-  Prepare and use varied kinds of teaching materials
day teaching and teaching aids
(max 6 hours)  Plan and conduct at least six (6) actual teaching
sessions
 Devote these weeks to professional development
such as:
a. Gathering teaching resources
b. Observing learners’ behaviours and/or assisting
other classes
c. Observing cooperating teachers’ and colleagues’
teaching strategies
d. Employing a variety of teaching styles and
strategies
e. Assisting in maintaining classroom and school
routines and assisting in the implementing and
managing of school programs and activities.
f. Implementing a range of strategies for the
assessment and learners’ progress and how these
could be reported to colleagues, parents and
learners themselves
g. Identifying and evaluating one’s teaching
performance and set own priorities for further
professional development
h. Where possible, involve oneself in co-curricular
and extra-curricular activities and in the
community extension program in the school
i. Submit completely and correctly filled daily time
record sheets
j. Attend weekly conferences with the TEI
practicum supervisor.
k. Prepare for the visitation and observation of the
TEI practicumsupervisor
l. Gather documents and evidences for the
development of the student portfolio
m. Prepare assessment tools both conventional and
alternative forms.

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 Week Twelve  Conduct final demonstration teaching to be observed
by the cooperating teacher, practicum supervisor and
where possible fellow pre-service teachers and
principal.
 Hold a de-briefing with the cooperating teachers to
obtain comments and suggestions relative to his/her
teaching performance.
Week Thirteen  Acquire remaining documents that can be added in
the portfolio.
 Acquire and accomplish various school forms
 Finalize the return of all materials and resources
borrowed to the cooperating school and TEI
 Complete any outstanding work or tasks and other
requirements to the cooperating school.
 Secure a certificate of completion and participation
and clearance signed by the cooperating teachers,
grade/year level chairpersons or department heads,
school head, TEI practicum supervisor and Dean of
the College of Education

Week Fourteen  Participation in the seminar/workshops or related

activities conducted by the Guidance and Testing
Center under its Job Placement or initiated by the
College of Education.
 Prepare an application letter, curriculum vitae and a
compilation of the certificates of the seminar-
workshops and trainings attended.
 Finalize the contents of the student portfolio.
 Submit a complete student portfolio with the
following contents;

 Class Program
 Approved and taught Lesson Plans With Form
137
 Assessment tools Prepared
 Daily Actual Teaching Performance Sheets
 Non-Teaching Rating Sheets
 Summative Evaluation Rating
 Journal Entries/ Reflection
 Signed Daily Time Record
 Various school form completely and correctly
filled in

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

  Classroom-Based Research/ Professional
Readings (Optional)
 Application Letter, CurriculumVitae and
Compilation of Certificates of Attendance to
Related seminar-workshop, symposia and
training
 (Include documents such as pictures, letters, handouts,
samples of learners’ quizzes or work)

GLOSSARY OF TERMS
For a vivid understanding of the terms cited in the manual, a glossary has been
prepared.

Cooperating Teacher - A teacher who is a member of the staff of the laboratory

(Mentor) school or affiliated school in a teacher education institution
and who has one of his major responsibilities the
supervision of student teaching done in his classroom.
Daily Classroom/Actual - Refers to the actual teaching hours of the pre-service
Teaching teachers with checked and approved lesson plans,
complete instructional materials and taught under the
observation, guidance and supervision of the cooperating
teacher and/or TEI practicum supervisor.

Department of Education - Serve as the natural laboratory of the Extended School

Schools Experience of the pre-service teachers.

Elementary Grades - These refer to the six levels of the primary and elementary
under the Basic Education Curriculum of the DepEd.

Journal - A record of experiences which traces progress and

development of pre-service teacher’s observation.

Non-Teaching Performance - Refers to the other aspect of related performances of the

pre-service teacher needed to be evaluated by the
cooperating teacher. This includes compliance to the
school policies and professional expectations, attendance
to regular classes and other school activities, relationship

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 with the cooperating teacher, co-interns and the other
school personnel, and values on professionalism.

Off-Campus Student - Student teaching activities carried on in an affiliated or

Teaching cooperating schools that are not on the campus of an
institution engaged in preparing teachers.
On-Campus Student - Student teaching that is done on campus laboratory school
Teaching or in any other staged or administered by a college or
university

Practicum - Also called student teaching or practice teaching, is the

culminating stage where pre-service teachers put theory
into practice the learning competencies acquired in the
teacher training institution. It would also refer to the
different stages of field exposure the pre-service teacher
experiences in the different schools

Pre-service Teacher A college student enrolled in a college or university who

is acquiring practical teaching experience and skill under
the guidance of a cooperating teacher or other qualified
persons.

Pre-Conference Serves as an orientation period specifying the activities or

task to be undertaken by the pre-service teacher
undergoing practicum.

Post-Conference Serves as the post-activity appraisal of pre-service

teachers in the conduct of practicum.

Site Coordinator He/She is responsible for assigning student in classroom

and scheduling classes for observation and participation
who is usually the principal or anybody designated of the
Cooperating School.

Secondary years These refer to the four year levels of the secondary course
using the Basic Education Curriculum of the DepEd.

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

Summative Evaluation Refers to the summative evaluation on personality and
teaching performance of the pre-service teacher. This
shall be both accomplished by the cooperating teacher
and the TEI practicum supervisor based on their
observations and feedback on the progressive
development of the pre-service teacher as he/she
performs designated teaching responsibilities.

Teacher Education Instructions Any educational instruction concerned with the conduct
of activities regarded as significant in the professional
education of teachers the program of which is given
appropriate recognition by state agencies that certify
teachers.

TEI Practicum Supervisor - The person immediately responsible for assisting the
teacher in the supervision of the student teacher.

REFERENCES

BOOKS

Barry, K and Len King (2001). Beginning Teaching and Beyond. Sydney: Social Science
Press.

Bullock, A. A. and P.P. Hawk (2001), Developing A Teacher Portfolio. New Jersey:
Upper Saddle River

Corvallis, V. E. (2005). Developing Guidelines for Quality in the Practicum. A

Consultancy Report Prepared for the National Institute for Quality Teaching and
School Leadership.

Danielson, C. and L. Abrutyn (1997). An Introduction to Using portfolios. Virginia,

U.S.A. Association for Supervision and Curriculum Development.

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

STUDENT TEACHING HANDBOOKS/MANUAL
Anderson University School of Foundation Student Teaching Handbook.

Colorado State University Student Handbook, August 2005, Student Teaching-Teacher

Work Sample Scoring Rubrics.

Illinois Wesleyan University Student Teaching Handbook.

Michigan Technological University, Student Teaching Handbook.

Northern Illinois University Student Teaching Handbook.

Professional Application and Reflection 1, 2, 3, and 4 (2004). Practicum Guidelines and

Resources for Schools and Organizations. University of South Australia.

Shenandoah University Student Handbook.

Teaching Experience Centre Practicum Handbook, Flinders University, Adelaide,

Australia

University of Wisconsin, Student Teaching Handbook.

APPENDICES
A. Journal Entries
Journal 1: Planning and Implementation of Learning Programs
Journal 2: Using instructional Materials
Journal 3: Actual Teaching
Journal 4: Test Preparation
Journal 5: Checking, Marking and Interpretation of Test Result
Journal 6: Self-Evaluation
B. Rubrics for Reflection/Journal
C. Pre-service Teacher’s Actual Rating
D. Rating Scale for Non-Teaching Performance
E. Summative Evaluation Report
F. Rubric for PST’s Portfolio

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 APPENDIX A: PRACTICUM REFLECTION JOURNALS

Reflective Journal 1: Planning and Implementation of Learning Programs

Name: __________________________________________ Date: __________________

Cooperating Teacher:_____________________________ Course: ________________

1. To what extent are your learning lesson outcomes achieved? How do you know?
What are the indicators?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. How do you ensure that your learning activities are relevant to the topic? What
factors do you consider? Do you implement these effectively? How?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

3. Do your lesson plans contain all essential elements? What are these elements? What
do you do to consider the learners’ needs and capacity, available resources and
your teaching skills?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. What verbal and non-verbal communication skills do you apply to make your
teaching effective? What evidences will show that you are effective in what you do?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

5. To what extent do you participate in and /or cooperate with your cooperating
teacher in the planning and implementing of the classroom activities that contribute
to the development of your learners? Provide two examples.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. How often do you make use of available instructional materials in teaching? What
evidences would show that these materials contribute to the attainment of your
lessons’ objectives?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 COMMENTS/OTHER LEARNING INSIGHTS.

TEI Practicum Supervisor’s Feedback

Strengths

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Areas for Improvement
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

_________ROQUE G. CIASICO, MIMath__________

Name and Signature of the TEI Practicum Supervisor

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 Reflective Journal 2: Using Instructional Materials

Name: __________________________________________ Date: __________________

Cooperating Teacher:_____________________________ Course: ________________

1. What instructional materials have you used in your actual teaching? Have you used
them effectively? How?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. At what point in the lesson did you present instructional materials? Why is there a
need to use them in those instances?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 3. Are your instructional materials interesting enough to arouse and sustain the
interest of the learners? What evidences would show that you have been successful
in the ensuring their effectiveness?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. What two insights have you gained regarding the use of instructional materials?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Name and Signature of the Pre-service Teacher____________________________________

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

TEI Practicum Supervisor’s Feedback

Strengths
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Areas for Improvement

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

_________ROQUE G. CIASICO, MIMath__________

Name and Signature of the TEI Practicum Supervisor

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

Reflective Journal 3: Actual Teaching

Name: __________________________________________ Date: __________________

Cooperating Teacher:_____________________________ Course: ________________

1. Describe 2 measures you took to make your test item clear?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Explain how you overcome two of the problems you encountered during test
preparation.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What do you do cater for the testing of slow learners, and of advanced learners?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

______________________________________________________________________________
______________________________________________________________________________

Name and Signature of the Pre-service Teacher ___________________________________

TEI Practicum Supervisor’s Feedback

Strengths
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Areas for Improvement

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

_________ROQUE G. CIASICO, MIMath__________

Name and Signature of the TEI Practicum Supervisor

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 Reflective Journal 4: Test Preparation

Name: __________________________________________ Date: __________________

Cooperating Teacher:_____________________________ Course: ________________

1. What measures have you taken to assure yourself that your test item were clear and
simple?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What problems have you encountered? How can you respond to them?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Do your test items provide for a wide range of differences in ability? Describe how
this has been catered for.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

TEI Practicum Supervisor’s Feedback

Strengths
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Areas for Improvement

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

_________ROQUE G. CIASICO, MIMath__________

Name and Signature of the TEI Practicum Supervisor

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

Reflective Journal 5: Checking, Marking and Interpretation of Test Results

Name: __________________________________________ Date: __________________

Cooperating Teacher:_____________________________ Course: ________________

1. What types of information about your pupil’s/student’s progresses have you

obtained? Haw have you recycled this?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. If there were learners who did poorly in one subject area, what did you do to
address this?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What have you learned about assessing learners?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

TEI Practicum Supervisor’s Feedback

Strengths
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Areas for Improvement

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

_________ROQUE G. CIASICO, MIMath__________

Name and Signature of the TEI Practicum Supervisor

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

Reflective Journal 6: Self-Evaluation

Name: __________________________________________ Date: __________________

Cooperating Teacher:_____________________________ Course: ________________

1. What major problem did you encounter during your Practice Teaching?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What immediate actions or solutions did you make to solve this problem?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What risk did you take during your Practice Teaching? Why? What happened?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. What questions have arisen and major issues and/or concerns have encountered?
How did you resolve these matters?

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Did you consult with and/or ask advice from your cooperating teacher, TEI
practicum supervisors and other practicum mentors? What did you ask? How did
they respond?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. What is the most important learning insight did you have about teaching that will
surely inspire you in your chosen profession?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

TEI Practicum Supervisor’s Feedback

Strengths
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Areas for Improvement

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

_________ROQUE G. CIASICO, MIMath__________

Name and Signature of the TEI Practicum Supervisor

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

Interpretations of Performance Levels/Ratings

1- Needs The pre-service teacher is introduced to the elements and or

Improvement demonstrates only a basic level of knowledge and
(75-79) understanding. S/He has yet to acquire skills for effective
classroom teaching.
2- Developing (80- The pre-service teacher demonstrates an increased knowledge
84) and understanding of the elements. S/He is able to
demonstrate, with assistance, the significant elements in a
classroom teaching and field setting. S/He is able to evaluate,
with assistance, the success of teaching performance. S/He
has still to improve on this element to improve teaching
performance.
3- Satisfactory (85- The pre-service teacher demonstrates satisfactory knowledge
89) and understanding of the elements but commits mistakes in
some aspects. S/He is able to exhibit this element satisfactory
to perform a classroom teaching with self-confidence but still
has to exert more effort to improve teaching skills.
4- Proficient (90-94) The pre-service teacher is able to demonstrate a substantial
knowledge and understanding of the element and has the
competent ability to apply the elements in a field setting.
5- Excellent (95-100) The pre-service teacher demonstrates a comprehensive
knowledge and understanding of the element. S/He can
consistently apply the elements for an effective classroom
teaching. S/He can also skilfully integrate the elements into
an overall lesson. S/He can Critically evaluate student
learning and teaching effectiveness in order to guide
subsequent instruction.

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

Appendix C: Pre-Service Teacher’s Actual Teaching Rating

Name of PST: ________________________________________ Date: __________________

Subject Taught: _______________________________________________________________
School:_______________________________________________________________________

95-100 89-94 83-88 78-82 72-77

(E) (VS) (S) (F) (U)
LESSON PLANNING
A. Objective were stated in behaviour terms
B. There was congruence between:
1. Objective and subject matter
2. Objective and teaching procedure
3. Objective and formative test
4. Objective and assignment
TEACHING METHODS
A. Method/s used was/were suited to the needs
and capabilities of the students.
B. The teacher was creative enough to adapt his/her
method to the students’ capabilities.
C. Visual aids and other examples were used to
illustrate the lesson.
D. The teacher made effective use of the formative
test after teaching.
CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Assignment/Homework
3. Practice exercise
4. Group work/projects
5. Passing in and out of the room
6. Correcting, distributing, and collecting paper.
B. Order and discipline were present in the
classroom.
C. Visual aids were within easy reach of the teacher
during his/her teaching.
COMMUNICATION SKILLS
A. The teacher spoke clearly with well-modulated
voice
B. The teacher used correct grammar in speaking
C. Correct responses were given by the students
through the teacher’s skilful questioning.
D. He/She observed correct pronunciation.
E. The board work of the teacher was free from

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 errors in grammar in spelling.
F. The teacher’s handwriting on the board and the
lesson plan was legible enough to be read and
understood
TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed
B. The teacher is free from mannerism or physical
defects that tend to disturb the student’s
attention.
C. The teacher’s personality is strong enough to
command respect and attention

TOTAL SCORE: ______________

RATING: ______________

Strengths:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Additional Comments/Suggestions:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

________________________________________________
Name and Signature of the Cooperating Teacher

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 Appendix D: RATING SCALE FOR NON-TEACHING PERFORMANCE

Name of PST: ________________________________________ Date: __________________

Subject Taught: _______________________________________________________________
School:_______________________________________________________________________

AREAS 5 4 3 2 1
I. OBSERVATION OF SCHOOL POLICIES
1. Reports to the class regularly and promptly
2. Observes policies on students discipline and exudes a desirable
conduct expected to a student teacher during an off-campus
teaching
II. ATTENDANCE AND PARTICIPATION TO SCHOOL ACTIVITIES
1. Attends and participates in the school assemblies, meetings, and
other co-curricular activities required them during the off-campus
teaching.
III. RELATIONSHIPS WITH STUDENTS, COOPERATING TEACHERS,
CO-INTERNS, SCHOOL HEADS AND OTHER SCHOOL PERSONEL
OF THE COOPERATING SCHOOL
1. Relates well with, and teach effectively and manage effectively
diverse and multitude type of learners;
2. Works effectively with the cooperating teacher
3. Goes along with the co-interns and is helpful to them.
4. Shows respect to the school heads and other personnel.
IV. PROFESSIONALISM
1. Shows respect and belief to oneself.
2. Maintains professional poise and good grooming
3. Assumes responsibility and exhibits initiative, resourcefulness and
commitment
4. Accomplishes work on time and is able to produce quality of work
and good output
V. PERSONALITY
1. Neat in appearance; observant of personal hygiene; has
professional bearing; wears appropriate attire during classes and
school functions.
2. Maintains composure when under pressure.
3. Courteous and respectful.

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

 4. Manifest honesty and integrity in dealing with others.
5. Accepts criticisms open-minded.
6. Acts optimistically in his or her undertaking and responsibilities
7. Develops feeling of mutual trust with other pre-service Teacher
8. Project self-confidently with others
9. Communicates clearly, sensibly and comprehensively.
VI. PERFORMANCE
1. Reports to classes regularly and attends school functions and other
required extra-curricular activities.
2. Shows creativity and resourceful in his/her performance.
3. Attends sessions well prepared; participates intelligently and
actively in discussion
4. Shows mastery of the subject matter taught and prepares lesson
plans promptly.
5. Learns new teaching methods and acquires new teaching
techniques and skills.
6. Cooperates with other teacher to accomplish desire goals.
7. Accomplishes all required assignments and tasks promptly and
diligently.
8. Observes efficiently management skills.
9. Quality of work acceptable.
10. Inspires other pre-service teachers with his/her ideas, plans
actions resulting to better performance
11. Possesses physical ability to work long period of time with
sustained energy and soundness of the mind.
12. Draw logical conclusion and make decisions easily from given
situation

Comments:

By Cooperating Teacher
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
By Practicum Supervisor
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
By PST
______________________________________________________________________________

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Interpretation of Performance Levels/Ratings

1 – Basic (75-79) The student teacher is introduced to the elements and

demonstrates only a basic level of knowledge and
understanding. S/He has yet has the enhanced skills to apply
the significant elements to be an effective teacher
2 – Developing (80-84) The student teacher demonstrates an increased knowledge
and understanding of the elements. S/He is able to
demonstrate, with assistance, the significant elements in a
classroom teaching or field setting. S/He is able to evaluate,
with assistance, the success of teaching performance. The
teaching performance and other professional competencies
still needed to be improved.
3 – Satisfactory (85-89) The student teacher demonstrates satisfactory knowledge
and understanding of the elements but commits mistakes in
some aspects. S/He is able to perform teacher’s
responsibilities with self-confidence but still has to exert
more effort to improve one’s competencies.
4 – Proficient (90-94) The student teacher is able to demonstrate a substantial
knowledge and understanding of the element and has the
ability to apply the elements in a field setting. S/He is also
able to continuously exhibit progress in her or his
performance.
5 – Advanced/Excellent The student teacher demonstrates a comprehensive
(95-100) knowledge and understanding of the element. S/He can
consistently apply the elements for an effective classroom
teaching. S/He can also skilfully integrate the elements in his
or her teaching responsibilities with an excellent
performance. S/He produces very outstanding output in
every teaching task assigned and expected to her.

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)

Appendix E: Rubric for Student Teaching Portfolio

Performance 25 15 5
Criteria (Good) (Fair) (Poor)

Components include: All components Some of the Many of the

Cover/title page, table are present components are components are
of contents, main missing. missing
contents, references and
appendices
Follows the Slightly follows Does not follow
sequence the sequence the sequence
Organization prescribed in prescribed in prescribed in
organizing the organizing the organizing the
contents of the contents of the contents of the
portfolio portfolio portfolio
Presentation Presentation Presentation is
demonstrates demonstrates neither neat nor
Presentation neatness and neatness and creative
creativity in all creativity to some
areas and pages of extent
the portfolio
Submitted on or Submitted two Submitted five
before the days after the days after the
Promptness prescribed prescribed prescribed
deadline deadline deadline.

2017 -2018 EDUC 50N – SECONDARY STUDENT TEACHING (EXTENDED PRACTICUM)