COMPOSTELA VALLEY STATE COLLEGE

COLLEGE OF ARTS, SCIENCES AND EDUCATION

COMPOSTELA CAMPUS
COMPOSTELA, COMPOSTELA VALLEY PROVINCE

STUDENT TEACHING PORTFOLIO

EDUC 11

In Partial Fulfillment of the Requirements

for the Degree of Bachelor in Secondary Education

_________________________

By

ALBERTO S. ROSARIO JR.

January 27, 2018

 ACKNOWLEDGMENT

The success of this student teaching portfolio required the help of various

individuals. Without them, I might not meet my objectives in doing this kind of

project. I want to give gratitude to the following people for their invaluable help

and support:

To Jesus Christ, our Lord and Saviour, for giving the wisdom, strength,

support and knowledge in exploring things; for the guidance is helping surpass all

the trials that the I’ve encountered and for giving determination to pursue our

studies and to make this project possible; and of course to my parents who

always there for me.

To our practicum supervisor, Mr. Allan James Bersabal for his invaluable

guidance throughout this project. His dynamism, vision, sincerity and motivation

have deeply inspired me. He has taught me the methodology to carry out this

project and to present the journal works as clearly as possible. It was a great

privilege and honour to work and study under his guidance. I am extremely

grateful for what he has offered me.

To both of our parents for the continuous love, support and for being

proud of us. For encouraging us in all of our pursuits and inspiring us to follow

our dreams. I am especially grateful to our parents, who supported us

emotionally and financially. We always knew that you believed in us and wanted

the best of ours. Thank you for teaching us that our job in life was to learn, to be

FS Practice Teaching 2
happy, and to know and understand ourselves; only then we could know and

understand others.

Most of all, we would like to thank our incredible aunt “Bebi Lumahang”

and his son Efraim Lumahang” for their support and extending their home for us

almost three (3) months for our practice teaching and making of our action

research. During the most difficult times of the unforgettable experience, you

were the rock that kept life moving. You made us want to be a better writer and

helped us learn more about ourselves through this process. Thank you for your

partnership filled with wisdom and love in this venture as well as in life.

And lastly, to the people who helped and contribute great ideas and

advices, especially our classmates and close friends for without them, this project

would not be possible.

FS Practice Teaching 3
 PREFACE

(PST’s Own Word)

Welcome to my portfolio. I am Alberto S. Rosario Jr., a student of CVSC,

Compostela Valley State College, under the program of Bachelor of Secondary
Education Major in MAPEH.

I choose to be a future education teacher because I want to make a

difference. I could have chosen a different field where I could serve the society
but I think that education is the right field where I could fully realize this goal.

I believe that education is the most essential asset in any one will have,
and one asset which has the greatest impact on the person and to everyone
around them. While almost every child has the opportunity to gain access the
secondary and elementary education, not everyone has the chance to be given
quality education, especially children disabilities and exceptionalities. Even
though these children are recognized as future models of the community, they
continue to be discriminated, misunderstood and left out by majority. As a future
education teacher, I have come to the right place to eliminate the misconception
about these children. My experience in off-campus training made me realize that
teaching children needs time patience, understanding, compassion, passion and
optimism. Teaching is a profession that one cannot be taken for granted,
sometimes it is frustrating and exhausting, but these are taken away by just oe
small smile of the child.

I present this portfolio for you to read about my philosophy of teaching and
experience during my practice teaching/Off – Campus Training. My goal is to
show you my strengths that would make me an effective teacher.

FS Practice Teaching 4
FS Practice Teaching 5
 TABLE OF CONTENTS

ACKNOWLEDGMENT ……………………………………2
PREFACE 3
TABLE OF CONTENTS ……………………………………4
RATIONALE ……………………………………5
• Links to DepEd’s National Competency-Based Teacher Standards (NCBTS) ……………………………………6
• Roles, Duties, and Responsibilities of Stakeholders in the Practicum 6-9
……………………………………
COURSE DESCRIPTION 10
……………………………………
• Course Objectives 10-11
……………………………………
• Course Requirements 11-12
……………………………………
• TEI Requirements/Guidelines 12-14
……………………………………
• Assessment and Marking 15
……………………………………
SCHEDULE OF ACTIVITIES FOR PRACTICUM 16
……………………………………
GLOSSARY OF TERMS 17-18
……………………………………
REFERENCES 19
……………………………………
BACKGROUND OF THE COOPERATING SCHOOL 20
……………………………………
School's VMGO 21
COOPERATING TEACHER'S PROFILE 22
……………………………………
PRE-SERVICE TEACHER'S PROFILE 23
……………………………………
CLASS LIST 24
……………………………………
SEAT PLAN 25
……………………………………
Appendix A: Practicum Reflective Journals 26
……………………………………
• Reflective Journal 1: Planning and Implementation of Learning Programs 26
……………………………………
Appendix B: Rubric for Reflection/Journal Entries 27
……………………………………
• Reflective Journal 2: Using Instructional Materials 28
……………………………………
Appendix B: Rubric for Reflection/Journal Entries 29
……………………………………
• Reflective Journal 3: Actual Teaching 30
……………………………………
Appendix B: Rubric for Reflection/Journal Entries 31
……………………………………
• Reflective Journal 4: Test Preparation 32
……………………………………
Appendix B: Rubric for Reflection/Journal Entries 33
……………………………………
• Reflective Journal 5: Checking, Marking and Interpretation of Test Results 34
……………………………………
Appendix B: Rubric for Reflection/Journal Entries 35
……………………………………
• Reflective Journal 6: Self-Evaluation 36
……………………………………
Appendix B: Rubric for Reflection/Journal Entries 37
……………………………………
Appendix C: Pre-Service Teacher’s Actual Teaching Rating 38-39
……………………………………
Appendix D: Rating Scale for Non-Teaching Performance 40-41
……………………………………
Appendix E:Summative Evaluation Rating 42
Appendix F: Rubric for Student Teaching Portfolio 43
……………………………………
Appendix G: Lesson Plans 44
……………………………………
Appendix H: Assessment Tools 45
……………………………………
Appendix I: Daily Time Record 46
……………………………………
Appendix J: Various School Forms 47
……………………………………
Appendix K: Application Letter 48
……………………………………
Appendix L: Certificates/Recognition/Participation/Clearance 49
……………………………………
Appendix M: Samples of Learner's Quizzes/Works/Projects 50
……………………………………
Appendix N: Documentation 51
……………………………………

FS Practice Teaching 6
 PRACTICE TEACHING
Rationale

Practicum is a key component of an 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 of ways. For example, the pre-service
teacher may be fielded first in urban schools, and then in rural schools for their second
fielding. Please note, re-locating PSTs mid semester can cause difficulties for teaching
and for supervision.

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

FS Practice Teaching 7
 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 teacher, 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

PRACTICUM
I. 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 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 Officer:
1. Monitors the teachers handling field studies;
2. Supervises practicum office staff;
3. Formulates policies and systems for the practicum;
4. Manages administrative matters such as preparation and signing of
memorandum of agreement (MOA);
5. Coordinate with the Schools Division Superintendent (SDS) in the
selection of cooperating schools;
6. Communicates with stakeholders and handles paperwork with regard
to the practicum program.

FS Practice Teaching 8
 7. Releases the pre-service teachers from 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 teachers, 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 the 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 head regarding the activities
and practice teaching needs of the pre-service teachers;
6. Orients the 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 the College Dean, copy furnished the school
principal and the SDS, at least once a month regarding the:
a. progress/ performance of student teachers
b. problems/difficulties met by the student teachers
c. solutions/actions taken to solve the problems
10. Requests 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.
(optional)

D. The Pre-service Teachers:

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

FS Practice Teaching 9
 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 or 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 by 8:00 in the
morning of absence and must also notify their TEI practicum
supervisor.
4. Appropriate professional behavior 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 to observe, ask questions, gather data and
generally make sense of the world of 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
guide-lines provided.
 Make use of improvised or self-made materials preferably those
prepared in Educational Technology classes.
 Use appropriate strategies to assess, record and report student
learning
 Complete written evaluations for all teaching
 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.
II. Department of Education (DepEd)
A. School Division Superintendent (SDS)
1. Reviews and subsequently approves request for cooperating schools;
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:

FS Practice Teaching 10
 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 student teachers on:

a. VMGO and organizational 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 Schools
Division Superintendent.
C. The Site Coordinator:
1. Assists the principal on the assignment and discipline of the student
teachers.
2. Conducts regular conference with cooperating teachers as regards the
performance and behavior of student teachers.
3. Coordinates with the TEI supervisor of the student teachers.
4. Ensures that student teachers are not allowed to substitute for
teachers who are absent or on 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 mentor’s/ cooperating teachers. Their duties
and responsibilities are:

1. Serves as mentor of the student teachers

2. Provides support to student teachers by:
a. regular class observation and post conference
b. lesson planning
c. use of varied strategies/approaches/techniques
d. classroom management
e. assessment of learning outcomes
f. questioning techniques
g. preparation of instructional materials
h. preparation of examinations/various assessment modes
i. accomplishment of different forms and related work

FS Practice Teaching 11
 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 co-curricular and
school/community activities; and
8. Completes a set of summative evaluation reports for each student
teacher.

PRACTICE TEACHING
Course Description

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 (on-
campus) and in cooperating schools (off-campus teaching or public school teaching) that
will prepare them for the actualization of the teaching-learning process equipped with
ethical standards and professional competencies. This course serves also as 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:
At the end of the course, the pre-service teachers will:

FS Practice Teaching 12
 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. Demonstrate 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 outcome:

1. Demonstrate 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 on experiences in learning and teaching, and analyze 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.

FS Practice Teaching 13
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 teachers.
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.
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.

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 of 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 a BSED student must teach in his/her chosen
field of specialization. Pre-service teachers should be exposed to ideal as
well as adverse classroom situation.
4. Actual teaching is done for eight (8) of the fourteen weeks. 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.

FS Practice Teaching 14
 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 actual teaching, the pre-service teacher undergoes additional
experiences in other teaching related functions such as: structuring the
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 a Pre-service Teacher’s Portfolio. The portfolio is
a comprehensive and a well-organized record of contextual information,
planning, teaching, observation, samples of 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 panelists which may
include the school head, TEI Practicum supervisor, cooperating teacher
and other grade/year level or 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.

FS Practice Teaching 15
 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
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 10%

2. Approved and taught lesson plans 10%

3. Daily Actual Teaching Performance 20%

4. Non-Teaching Performance 5%

5. Summative Evaluation Report 15%

6. Journal Entries/Reflection 10%

7. Student Portfolio 30%

Total 10

FS Practice Teaching 16
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. Class Program

b. Approved and Taught Lesson Plans

c. Assessment tools

d. Daily Actual Teaching Performance Sheets

e. Non-Teaching Performance Rating Scale Sheet

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, handouts, 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.

FS Practice Teaching 17
 PRACTICE TEACHING

Schedule of Activities

TIME FRAME IN
VENUE SITE OF PRACTICUM ACTIVITY
WEEK SCHOOL

FIRST FIELDING
Week 1 TEI School Conference Room/ Orientation Seminar One week
Designated Classroom Sending Off/
January 8-12, Orientation on Cooperating
2018 School Policies, Meeting
with School Personnel/
Induction/Transition Period
Week 2 School Designated Classroom Induction/ Transition Period One week
January 15-18,
2018
Week 3 – 7 School Designated Classroom Half Day Teaching Five weeks
(3 hours per day)
Jan 22-25
Jan 29-Feb 1
Feb 5-8
Feb 12-15
Feb 19-22,
2018

SECOND FIELDING
Week 8-12 School Designated Classroom Whole Day Teaching Five Weeks
Feb 26-Mar 1
Mar 5-8
Mar 12-15
Mar 19-22
Mar 26-29
2018
Lab Sch/ Conference Post Conference One week
Week 13
DepEd Sch Room/Designated
Apr 2-5, 2018
Classroom

FS Practice Teaching 18
 GLOSSARY OF TERMS

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

Cooperating Teacher (Mentor) - A teacher who is a member of the staff of the

laboratory school or affiliated school in a
teacher education institution and who has as
one of his major responsibilities the supervision
of student teaching done in his classroom.

Daily Classroom/Actual
Teaching - Refers to the actual teaching hours of the pre-
service 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

Schools School 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
observations.

- Refers to other aspects of related performances

Non-Teaching Performance
of the pre-service teacher needed to be
evaluated by the cooperating teacher. This
includes compliance to school policies and
professional expectations, attendance to regular
classes and other school activities, relationships
with the cooperating teacher, co-interns and
other school personnel, and values on
professionalism.

- Student Teaching activities carried on in an

Off-Campus Student Teaching affiliated or cooperating schools that are not on
the campus of an institution engaged in
preparing teachers.

- Student Teaching that is done on campus

On-Campus Student Teaching laboratory school or in any other school staged
or administered by a college or university.

FS Practice Teaching 19
 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.
- A college student enrolled in a college or
Pre-service Teachers
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 tasks to be undertaken by the pre-
service teacher undergoing practicum.
- Serves as the post-activity appraisal of pre-
Post-Conference service teachers in the conduct of practicum.
- He/She is responsible for assigning student in
Site Coordinator classrooms and scheduling classes for
observation and participation who is usually the
principal or anybody designated of the
Cooperating School.

- These refer to the four year levels of the

secondary course using the Basic Education
Secondary years
Curriculum of the DepEd.

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.

- Any educational institution concerned with the

Teacher Education Institutions 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.

- The person immediately responsible for

assisting the teacher in the supervision of the
TEI Practicum Supervisor student teachers.

FS Practice Teaching 20
 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 Teaching 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 Quatily 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

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 Teaching Handbook

Teaching Experience Centre Practicum Handbook, Flinders University, Adelaide,

Australia

University of Wisconsin, Student Teaching Handbook

FS Practice Teaching 21
 PRACTICE TEACHING
(Background of Cooperating School)

School Vision, Mission, Goal and Objectives

Of the Cooperating School

FS Practice Teaching 22
 FIRST FIELDING
Cooperating Teacher’s Profile

FS Practice Teaching 23
Name: SHYNE N. ESCOVILLA

Age: 34 years’ old

Address: P – 7 Poblacion, Compostela, Compostela Valley

Civil Status: Single

Birthdate: 01/24/1984

Birthplace:

Educational attainment:

Elementary: Bible Truth Baptist Academy

Secondary: Compostela National High School

Tertiary: Bukidnon State University

Graduate Studies: Southern Philippine Academy

Master of Arts in Education

Work Experience

Rural Bank of Compostela, Inc. – Teller/Loan Staff

Deped Compostela Valley Division Office – Accounting Staff

Pre-service Teacher’s Curriculum Vitae

FS Practice Teaching 24
Name: Alberto S. Rosario Jr.

Age: 20 years old

Address: Purok 5.A Mangayon, Compostela, Compostela Valley

Birthdate: November 27, 1997

Birth place: Purok 11, Fatima, Compostela, Compostela Valley

Mother’s Name: Delia Sevilla Rosario

Father’s Name: Alberto Baromida Rosario Sr.

Educational Attainment

Primary Education: Compostela Central Elementary School

Secondary Education: Compostela National High school

Tertiary Education: Compostela Valley State College

Class List
MALE 3. Bunao, Jodel
1. Arambala, Jowie 4. Cagat Cagat, Joshua
2. Balos, Ian 5. Cape, Dariel

FS Practice Teaching 25
 6. Cocamas, Jhun Mario 15. Temkang, Jemark
7. Eroy, Christian Dave 16. Mendoza, Jerson
8. Ladica, Jhon Bert 17. Piquero, Margarito
9. Llamos, Junryl 18. Fructuso, Jerome
10. Mellejor, Jayford
11. Ocmin, Raymond
12. Panal, Kenneth Jay

FEMALE

13. Pingoy, Mell Jhon

14. Tejada, Aladine
1. Acedo, Graceshel Mae
2. Antiga, Crizyl
3. Calimpong, Mae Jane
4. Calimpong, Princess Kaye
5. Canada, stephanie
6. Codinera, Jesil
7. Dela Cruz, Beverlyn
8. Dogoldogol, Glyrene
9. Grafia, Jeryl
10. Oracion, Jonalyn 13. Saneco, Robelyn

11. Salarde, Keyshel Jean 14. Sunio, Jenevieve

12. Samson, Sarah Jane 15. Omantod, Hyaceint Jell

Seat Plan

Teache
r’s
Table

Aram Acedo Eroy Dela Balos

Pingo Antig
Sanec Ladic
Cocam DogolAramb
Tejad
Sunio
5. 6.
bala G.M. C.D. Cruz y I.
M.J. ao C.
R. aas
J.B.
, J. dogol a J.A.
ala, S

J. B. 26 G.
FS Practice Teaching
 Bunao Calim Liamo Grafia Temk Oman Calimp
.J pong7. s J. J. ang J. tod ong CJ
M.J H.J.
Cagat Calim Mellej Oracio Mend Garap Gula,
Cagat pong8. or J. n J. oza J. ia, S. CJ
J. P.K.
Cape Cana Ocmi Salard Piquer Sarau MAnta
D. da S.9. n R. e K.J. o M. sa, JF bote R

Coca 10.
Codin Panal Sams Fructu
mas era J. K.J. on S.J. so J.
11.
J.M.

FS Practice Teaching 27
 Appendix A: Practicum Reflective Journals
Reflective Journal 1: Planning and Implementation of Learning Programs

Name: Alberto S. Rosario Date:

Course/Major Field: BSEd MAPEH Cooperating Teacher: Ms. Shyne N. Escovilla

1. To what extent is your learning lesson outcomes achieved? How do you know?
What are the indicators?
 As a teacher, when your students achieved the learning/lesson outcomes,
the best way to determine is to apply the art of questioning to your
students, it’s because through this, you can really catch their attention and
you can gather information or idea from your students as well.

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?
 By means of having a more interactive learning activity, like in MAPEH
particularly in Music, some of your students really want to sing but most of
them are not, as a teacher, you need to consider their diverse learning style
for them to have a new knowledge or idea on how to learn music. Yes, I
applied this kind of practice effectively during my MAPEH class specifically
in music, when the time that I want, all of them sing this song, I noticed that
some of them really don’t know how to sing correctly, so I try them to divide
into three (3) the first group are the singing category, the second one are
action category, and the last, are the one who will guess what kind music.

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?
 Yes, my entire lesson plan contains of essential elements like the
Objectives, Subject Matter, Procedures (four A’s), Evaluation and the
Assignment. In terms considering learners’ needs and capacity, I never try
to explain my lesson or topic in English speaking, because I already know
that some of them are weak in terms of comprehension or understanding,
so every time that I’ll ask, I always instruct them in “tag – lish” manner so
 that they will easily understand the lesson. During my discussion, I always
call them to stand up or participate when in terms of asking questions or
clarification on the discussion. Also I used some reliable resources like
internet and other books.

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?
 Every time that I entered the class I always speak in English in giving
instructions and presenting the lesson, but sometimes when I want to give
them or ask some questions, I tried to speak in a vernacular manner for
them to understand those questions that was given to them. Sometime, my
hand gesture mannerism like moving my both hands clockwise while
explaining the lesson at the center portion in the class makes laugh inside
the class and it also gives them a positive result, because of this kind of
gesture, it makes them feel- free to participate and talk in front of the class.

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.

 Every morning session, I always ask my Cooperating Teacher before I

entered the classroom about what are the activities that are appropriate to
the learning style of the students and how I apply or use these activities
during proper discussion effectively and efficiently. Sometimes, I also ask
my cooperating teacher about the family, and school background of my
students, and of course, for her some suggestions for a better teaching
performance particularly in applying some activities that could suited to
MAPEH subject and to their diverse learning style.

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?
 Every time that I’ve discussed Music subject, I always used laptop, books
and of course construction paper/manila paper to make my discussion
really effective in terms of teaching. When the time that I want to show a
video presentation, I observed that some of my students really excited to
watched.
7. Comments/Other Learning Insights
 As a teacher you need to catch their attention in terms of participation or oral
recitations for them to be not hesitant to participate in the class activity or
discussion. Teaching more than 40 students and the ten percent of them got
low score prior to our evaluation, makes you disappointed. I have learned
and realize that it is not easy to handle or manage them fairly with a full
knowledge by means of imparting or sharing and explaining the lesson well.
You must give emphasized or exert more effort in discussing the lesson, for
them to have a full understanding about or based on what you’ve discussed.
Aside from that, it is a challenge for me to teach a maximal number of
students with different types of learning ability. As a future teacher, it is very
essential form me to mastered and deliver the lesson effectively, so that our
learners wouldn’t easy to erase those learning that they obtained.
 Appendix B

Rubric for Reflection/Journal Entries

Performance 5 4 3 2 1

(Excellent) (Proficient) (Satisfactory) (Developing) (Needs

Improvement)
Criteria

Reflection Presents Presents very Presents some Presents few Presents no

journal comprehensive clear description of description of description of
includes PSTs description of description of worthwhile worthwhile worthwhile
worthwhile worthwhile experiences, experiences, experiences,
learning
experiences, experiences, explains sound explains sound does not
experiences, explains sound explains sound judgment on judgment on explain sound
judgments, judgment on judgment on personal personal judgment on
performance personal strengths personal strengths and strengths and personal
and other and weaknesses strengths and weaknesses weaknesses. strengths and
insights gained anchored on weaknesses anchored on weaknesses.
in the course theories learned. anchored on few theories
some theories learned.
learned.

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)

Interpretations of Performance Levels/Ratings

1 – Needs Improvement (75-79) The pre-service teacher is introduced to the elements and/or demonstrates only a basic level of
knowledge and understanding. S/He has yet to acquire skills for effective classroom teaching.

2 – Developing (80-84) The pre-service 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. S/he has
still to improve on this element to improve teaching performance.

3 – Satisfactory (85-89) The pre-service teacher demonstrates satisfactory knowledge and understanding of the elements but
commits mistakes in some aspects. S/He is able to exhibit this element satisfactorily 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 – Advanced/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 skillfully integrate the elements into an overall lesson. S/He can critically evaluate student
learning and teaching effectiveness in order to guide subsequent instruction.

Reflective Journal 2: Using Instructional Materials

Name: Alberto S. Rosario Jr. Date: 04/20/18
Course/Major Field: BSed – MAPEH Cooperating Teacher: Ms. Shyne E. Escovilla

1. What instructional materials have you used in your actual teaching? Have you
used them effectively? How?
 Laptop – with the used of this, you can adjust the font’s styles, effects and
transition of your aid, Manila paper/construction paper – if ever there were
no projector or laptop, we can have used traditional visual aid, through
this, we can contribute knowledge and assess their learning process
towards students and teachers as well, Books – we can able to integrate
our topic by means of widening the learning process of the students and
the teacher as well.

2. At what point in the lesson did you present instructional materials? Why is there
a need to use them in those instances?
 Every time that I have an activity, I always used some instructional
materials like cartolina and printed pictures to make my activities really
effective during their task. In presenting the lesson, I always make sure
that the instructional materials that I’ve used must reflect or connected to
the new topic that need to discuss.

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 ensuring their effectiveness?
 Yes, of course those instructional materials that I used really catch their
attention and interest. Because aside from it is very clear to see those
visual aid particularly my penmanship at the back portion of the
classroom, I also include some pictures that needs to present in the
class, for them to have a realization on what particular image is this. I
noticed that most of my students have an interest to entered the
classroom and listen especially my subject MAPEH, because every time
that I asked a questions that is related to our topic, I always considered a
mother tongue in terms answering my question but not to the extent that
they’ll used it as a whole.

4. What two insights have you gained regarding the use of instructional materials?
 As a teacher, you must provide learning materials that could suited and fit to
the level of the learner’s intelligences based instruction, instructional
materials is every important, it should be well-organized from left to right
arrangement, the penmanship must be bold and big enough for the students
to read clearly from first corner to the last corner of the chair or room and
make it sure that the student’s interest must be focus and captured.
(Attach Rubric for Journal)
Reflective Journal 3: Actual Teaching

Name: Alberto S. Rosario Jr. Date: 04/20/18

Course/Major Field: BSed – MAPEH VI Cooperating Teacher: Ms. Shyne E. Escovilla

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

 To make my test items clear, the measures that I’ve taken to
assure myself that these test items were able to produce results
that are correct and more focused on the learning objectives and
utilize the lower and higher order thinking skills of the students, is
that every chapter quizzes that I conducted, those test items that
are correct will be included to my test items, in that sense, the
learners will be given a chance or advantage, it’s because he or
she already knows not only the questions but also the answer,
and of course the direction or instruction will be emphasized.

2. Explain how you overcame two of the problems you encountered during
test preparation.

 Those problem that I’ve encountered are not easy to resolved, it’s
because some of the learners during exam got low scores and I
don’t know where are there weak points and the best way that I
used or apply is to recalled or recapitulate the lesson that we’ve
been discussed last meeting and of course, I will conduct a
removal test for them to have a better grade.

3. What did you do to cater for the testing of slow learners, and of
advanced learners?

 The test items that I’ve constructed provides a wide range of

differences (student learning style or abilities), it’s because the
content of those test items could catered different types of
learning style. The test items that was given to the students is
not only focusing on the aspect/type of student learning ability,
but it also provide to those student who have different learning
ability.
Reflective Journal 4: Test Preparation

Name: Alberto S. Rosario Jr. Date: 04/20/18

Course/Major Field: BSed – MAPEH Cooperating Teacher: Ms. Shyne E. Escovilla

1. What measures have you taken to assure yourself that your test items
were clear and simple?
 The measures that I’ve taken to assure myself that these test
items were able to produce results that are correct and more
focused on the learning objectives, is that every chapter quizzes
that I conducted, those test items that are correct will be
adopted/included to my test items, in that sense, the learners will
be given an advantage, it’s because he or she already knows not
only the questions but also the answer. and of course the
direction or instruction will be emphasized.

2. What problems have you encountered? How can you respond to them?
 Those problem that I’ve encountered are not easy to resolved, it’s
because some of the learners during exam got low scores and I
don’t know where are there weak points and the best way that I
used or apply is to recalled or recapitulate the lesson that we’ve
been discussed last meeting and of course, I will conduct a
removal test.

3. Do your test items provide for a wide range of differences in ability?

Describe how this has been catered for?
 Yes, the test items that constructed provides a wide range of
differences (student learning style or abilities), it’s because the
content of those test items could catered different types of
learning style. The test items that was given to the students is not
only focusing on the aspect/type of student learning ability, but it
also provide to those student who have different learning ability.
(Attach Rubric for Journal)

FS Practice Teaching 36
Reflective Journal 5: Checking, Marking and Interpretation of Test Results

Name: Alberto S. Rosario Jr. Date: 04/20/18

Course/Major Field: BSed – MAPEH Cooperating Teacher: Ms. Shyne E. Escovilla

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

you obtained? How have you recycled this?
 Their level of performance or the score of the student test will be
determine if your students really understand during your proper
discussion or through the correction to their tests, you could gather
information about their academic or learning progress.

2. If there were learners who did poorly in one subject area, what did you do to
address this?
 If there are a lot of learners who have poor performance in one subject
area, the things that needs to be done in terms of responding to it is to
conduct a micro – teaching activity, either enhancement, remedial or
tutorial teaching, by means of this kind of teaching strategy, you can
possibly support those students who need special help or attention to
improve their performance in a particular subject, and after that if you want
to determine their level of understanding, try to apply formative or
summative assessment.

3. What have you learned about assessing learners?

 I learned a lot about assessing learner’s abilities. Considering their
performance during activity could possibly assess the different
learner’s ability. For example, those students who are more active in
linguistic, musical, spatial etc. will be classified into groupings, so in
that way, you can easily identify or determine their performances and
of course you can easily construct different types of activity that could
suited to their capabilities.

FS Practice Teaching 37
(Attach Rubric for Journal)

FS Practice Teaching 38
Reflective Journal 6: Self-Evaluation

Name: Alberto S. Rosario Jr. Date: 04/20/18

Course/Major Field: BSed – MAPEH Cooperating Teacher: Ms. Shyne E. Escovilla

1. What major problems did you encounter during your Practice Teaching?
 The major problems that I’ve encountered during my practice teaching
are those difficulties like a proper used of some important elements of a
lesson plan, time management or having a minimal of time to teach a
particular topic, and classroom management or handling some students
in an organized/orderly manner with a positive environment.

2. What immediate actions or solutions did you make to solve these problems?
 The actions or solutions that I’ve used to solve these problems is that
every time that I’ve discussed a new lesson I always apply a
recapitulation or recalling some past discussion for them to remember
what was our last topic that we’ve done to discussed, and before I’ll
proceed to our new discussion, I also applied a new activity before the
new topic. In terms of having a minimal time to teach the new lesson,
sometimes I never applied a more students learning activities or
student – centered to my section -Gold Grade - 9. And in a classroom
management, every time that I start the class, I always tell them to
arrange their chairs and of course pick some unnecessary things
inside their room.

3. What risks did you take during your practice teaching? Why? What
happened?
 During my practice teaching experience, there were many risks that
I’ve encountered, and one of this is calling or giving punishment to
those students in Siocon National High School who display
misbehavior like changing their chairs to others, talking to his or her
seatmate while the discuss in front, etc. In order for them to keep
behave during my class discussion or session I usually let them to
stand in front of the class and say something about what they did
during my class hours.

4. What questions have arisen and major issues and /or concerns have
encountered? How did you resolve these matters?
 Student – centered learning style, more on student’s interaction before,
during, and after the lesson, and always listen to your student’s opinion
or idea are those teaching style and techniques that I applied and also
my concerned during my practice teaching. I noticed that when the time
that I apply these strategies particularly the students – centered learning
style, or every time that I called somebody to answer those questions,
most of my students will not participate because they felt shame or guilt
or they do not want to do something because of shame or
embarrassment.

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?
 Before I conduct a lesson proper to my learners, I ask my mentors or
cooperating teacher first for me to have an idea or information on what
are the important things that should be done to improve my lesson plan,
and of course after my demonstration, I will ask also to my Cooperating
teacher for some feedbacks on what or where are the things that are
lacking as well.

FS Practice Teaching 39
 6. What is the most important learning insight did you have about teaching
that will surely inspire you in your chosen profession?
 The most important learning insight that I’ve experience during my
practice teaching in Siocon National High School is that even though
there are some instances that our learners or students felt tired not just
only to my teaching strategy, but also to my personality during class
session, I’ll never stop exerting more effort to perform with willingness
and respond to them with a constructive criticism positively. As a future
teacher, you will always find ways to catch their attention, develop your
teaching style, more interactive discussion and having a good
personality that your students will gave you a good response or behavior
and also it will improve your teaching performance successfully.

7. Comments/Other Learning Insights

 It is not necessary to speak louder while telling your students to keep
quiet. All you have to do is to watched them while they are talking and
show your presence with the absence of saying those word, it is proven
and tested during my time that while our instructor applying this kind of
approach, all of them are afraid to see her face. I can still remember
during my high school days on how our instructor respond or react to my
classmate (close-friend) who didn’t pay attention during her class
discussion.

FS Practice Teaching 40
 Republic of the Philippines
Compostela Valley State College
College of Arts, Sciences and Education
Compostela, ComVal Province

Pre-Service Teacher’s Actual Teaching Rating

Name: Date:
School: Subject Taught:

Directions: Please rate the actual teaching performance of the PST in a particular subject area. There are five
major components in these rating criteria and each component has specific indicators. Put a check on the column
that corresponds to your rating.

4 – Excellent 3 – Very Satisfactory 2 – Fair 1 – Poor

Statements Level of Performance

I – Planning and Organizing (Lesson Planning) 4 3 2 1
A. The teacher’s lesson objective are stated in specific, measurable, attainable, realistic,
time-bounded terms
B. There is congruence between the lesson objectives and the following: subject matter,
teaching method, formative test, and assignment
C. The teacher selects appropriate instructional materials
D. The teacher selects appropriate instructional strategies/learning activities
E. The teacher selects appropriate assessment strategies
II – Mastery of Content & Delivery of Instruction
A. The teacher demonstrates mastery of the lesson.
B. The teacher relates and connects lesson to students’ practical experiences
C. The teacher provides learning activities appropriate to diverse learners
D. The teacher uses appropriate questioning techniques
E. The teacher presents relevant and updated information
III – Classroom Management Skills
A. The teacher organizes and uses available physical environment to facilitate learning.
B. The teacher consistently treats students with respect, and facilitates positive
relationship among students
C. The teacher effectively handles routine activities (i.e., attendance, collecting papers,
group activities, etc.)
D. The teacher begins and ends the class on time
IV – Instructional Materials
A. The teacher prepares quality instructional material for diverse learners (i.e., Multiple
Intelligences, Learning Styles, etc.)
B. The teacher utilizes appropriate IMs for varied teaching – learning activities
C. The teacher uses updated (e.g., ICT – based, etc.) and functional IMs
V – Communication Skills
A. The teacher communicates clearly to students (verbal and non – verbal)
B. The teacher speaks clearly and audibly
C. The teacher writes legibly and free from errors from grammar and spelling
VI – Teacher’s Personality
A. The teacher comes to class neat and well – groomed
B. The teacher’s personality commands respect and attention
C. The teacher displays enthusiasm in the delivery of the lesson

Total raw score: Percentage Description

98-100 Excellent
95-97 Outstanding
92-94 Very Good Work
92 89-91 Very Satisfactory Work
Transmuted Grade Formula: 86-88 Quite Good Work
��� ����� 83-85 Good Work
= �� + ��
�� 80-82 Satisfactory Work
= �� + �� 77-79 Moderately Satisfactory Work
�� 75-76 Passing
= below 75 Failure

FS Practice Teaching 41
Comments:

By Cooperating Teacher:

By Practicum Supervisors:

By PST:

FS Practice Teaching 42
Name of Evaluator:
Signature over Printed Name

Conforme:
Signature over Printed Name

FS Practice TeachingAppendix D: RATING SCALE FOR NON-TEACHING PERFORMANCE 43

Name of Pre-service Teacher Date:
Subject Taught:
Interpretation of Performance Levels/Ratings

1 – Basic ( 75-79) The student teacher is introduced to the elements and/or 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 (95-100) The student 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 skillfully integrate the elements in
her or his teaching responsibilities with an excellent performance. S/He
produces very outstanding output in every teaching task assigned and expected
of her.

FS Practice Teaching 44
 APPENDIX E: Summative Evaluation Rating

APPENDIX F: Rubric for Student Teaching Portfolio

Performance 5 3 1

Criteria (Good) (Fair) (Poor)

FS Practice Teaching 45
Components include:
cover/title page, table of  Some of the  Many of the
 All components
contents, main contents, components are components are
are present.
references and appendices. missing. missing.

 Follows the  Slightly follows the  Does not follow

sequence 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
demonstrates
demonstrates  Presentation is
Presentation neatness and
neatness and neither neat nor
creativity in all
creativity to some creative.
areas and pages
extent.
of the portfolio.

 Submitted on or  Submitted two  Submitted five

Promptness before the days after the days after the
prescribed prescribed prescribed
deadline. deadline. deadline.

APPENDIX G: Lesson Plans

10 Approved and Taught Lesson Plans with Rating Sheets

FS Practice Teaching 46
 APPENDIX H: Assessment Tools and Student’s Output Sample

FS Practice Teaching 47
 Diary

APPENDIX I: Daily Time Record

FS Practice Teaching 48
 APPENDIX J: Various Schools Forms

FS Practice Teaching 49
 APPENDIX K: Application Letter & Résumé

FS Practice Teaching 50
 Alberto Sevilla Rosario Jr.
[email protected]
P-5A Mangayon, Compostela
Compostela Valley Province
Philippines, 8803
Citizenship: Filipino
Age: 20
Status: Single
Cell #: 09301900273

Career Objective:

To work independently or in a team that would be able to utilize my skills and at

the same time, expose myself with new information that would aid my growth and
allow me to contribute to your office in my fullest potential.

Personal information

Date of Birth: November 27, 1997

Birth Place: P -11 Fatima, Compostela, Compostela Valley
Religion: Roman Catholic
Height: 5’2
Weight: 55
Father’s Name: Alberto B. Rosario Sr.
Occupation: Farmer
Mother’s Name: Delia S. Rosario
Occupation: Housekeeper

Educational Background

Elementary Year Graduated Address

Compostela Central Elem. School 2008 compostela valley

Secondary

Compostela National High School 2013 compostela valley

College

Compostela Valley State College

Character References

FS Practice Teaching 51
 Application Letter

April 20, 2018

Mrs. Cynthia Vasques

Principal

Siocon National High School

Siocon Compostela, Compostela Valley

Dear Madam:

A man with high regard for your institution, and with an earnest desire to serve in
capacity in which the following qualifications were must be adopted, is applying for a
position subject to your consideration.

I am Alberto S. Rosario Jr., a fresh graduate of Compostela Valley State College with
the degree of Bachelor of Secondary Education Major in MAPEH, I also join different
organization, in and out of the school that help to develop my leadership and self –
confidence.

I am optimistic that all of my qualification as applicant for teaching would met your
standards for hiring.

For further information about my ability, you may approach the following persons:

Dr. Robert M. Gomez – Dean of CASE

Dr. Rouque N. Langcoy – Vice President of the Academic Affairs

If you think I met the qualification you need, I am much willing to come for an interview
at your most convenient time.

Thank you very much and I’ll wait for your favorable response.

Very truly yours

__________________

Alberto S. Rosario Jr.

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 APPENDIX L: Certificates/Recognition/Clearance

FS Practice Teaching 53
 APPENDIX M: Samples of Learner’s Quizzes/Clearance

FS Practice Teaching 54
 APPENDIX N: Documentation

After heroes’ park evaluation

During Friendship Day

FS Practice Teaching 55
FS Practice Teaching 56
 REPUBLIC OF THE PHILIPPINES
Compostela Valley State College
College of Arts, Sciences and Education (CASE)
Compostela, Compostela Valley Province

PRE-SERVICE TEACHER CLEARANCE

in PRACTICE TEACHING
___Semester, S.Y. ______

Pre-service Teacher:
Cooperating School:
Cooperating Teacher:
Date:

I, _________________________________ declare that I have returned all items

that have been borrowed from __________________________________ on
_____________________.

Signed: _________________________
Pre-service Teacher

---------------------------------------------------------------------------------------------------------------

I, __________________________________ agree that _________________________

has returned all items that were borrowed during his/her practicum period.

Signed: _________________________
Cooperating Teacher

School: PLEASE INSERT THE NAME OF YOUR SCHOOL HERE

I. Format and Style

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 A. Margin: 1 inch (2.54 cm) for top, bottom, and right and 1.5 inch (3.81
cm) for the left.
B. Spacing: 1.5 between all lines of every entry; double space after
every line in the title, headings, footnotes, quotations, figure captions,
and all parts of tables
C. Paper: 8.5 x 13 white paper, sub. 20
D. Font/Type: Arial 12 pt.
E. Line alignment: Justified
F. Page numbering: For the preliminary pages, use small Roman
numerals (i, ii, iii, iv); use Arabic numerals for the rest of the
manuscript. Paging should be placed at the upper right hand corner.
G. In case of any dividers inserted, you can use any format.
H. For documentation, always put caption at the bottom of every photo.
I. For PST’s and CT’s Profile, always use a formal,2x2 size picture. Profile
should be essay format with 3 paragraphs (introduction, body,
conclusion)
J. Page numbers should at the bottom right side of the portfolio.
K. Do not put pages on dividers

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