Practice Teaching Handbook and Portfolio Copy

Table of Contents Pages Foreword

iii

Preface

iv

Welcome to the Wonderful World of Teaching

viii

Practice Teaching Learning Plan

x

Learning Episode 1

What Lies Ahead?

1

Learning Episode 2

Meeting My Cooperating Teacher

10

Learning Episode 3

My Learning Environment, My Second Home

18

Learning Episode 4

Meeting My Learners

27

Learning Episode 5

Establishing Classroom Routines and Procedures 34

Learning Episode 6

My Journey Begins with the First Step

42

Learning Episode 7

Writing My First Lesson Plan

49

Learning Episode 8

Preparing My IM’s (Instructional (Instructional Materials)

59

Learning Episode 9

My First Assessment Tool

65

Learning Episode 10

Designing Classroom Bulletin Boards

72

Learning Episode 11

Familiarizing Familiarizing Myself with the Different School Forms

79

Learning Episode 12

May I Help You?

86

Learning Episode 13

Let’s Participate in School Activities

92

Learning Episode 14

My First Classroom Demonstration Lesson

99

Learning Episode 15

Accomplishing Accomplishing Exit Forms

107

Table of Contents Pages General Reflections after the Demonstration

114

Rubrics for My Performance in the Learning Episodes

115

The Learning Episodes vis-à-vis the NCBTS Domains and LET TOS

115

Insights Gained Using the NCBTS-Based Teacher Standards

116

Planning for Practice Teaching Activities

117

References

118

Appendices

119

A. Sample Lesson Critiquing Form for Practice Teaching

121

B. Pre-service Pre-service Teacher’s Actual Teaching Teaching Checklist

122

C. Pre-service Pre-service Teacher’s Actual Observation and Rating Sheets Sheets

123

D. The National Competency-Based Teacher Standards

124

E. Practice Teaching Evaluation Form (For Student Intern’s Use) Use)

125

F. Proposed Procedure on How to Obtain the Final Grade in Practice Teaching

127

G. School Forms Used

128

H. Sample Clearance Form

129

I. Sample Excuse Letter

130

J. Sample Application Letter

131

K. Sample Format for Curriculum Vitae

132

L. Revised Blooms’ Taxonomy of Objectives Objectives

139-140

M. Code of Ethics for Professional Teachers

141

N. Sexual Harassment Law

145

O. Table of Specifications of General Education of the Licensure Examination for Teachers (LET)

147

P. Table of Specifications of Professional Education of the Licensure Examination for Teachers (LET)

148

Q. CHED Memo #30 s. 2004, Revised Policies and Standards For Undergraduate Teacher Education Curriculum

149

Pages R. Joint CHED and DepED Order on Guidelines in the Deployment of Pre-Service Teachers

154

S. Memorandum of Agreement Between DepED and Teacher T eacher Education Institution

159

T. DepED Order No. 20 s. 2009 on Further Revisions to the Hiring Guidelines for Teacher 1 Positions

161

U. DepEd Order No. 14 S. 2014 Hiring Guidelines for Teacher 1 Positions V. Certificate of Completion of Practice Teaching

171 189

W. Certificate of Completion and Proficiency for Experiential Learning Courses

190

X. Certificate of Recognition of the Outstanding Student Teacher of the Year

191

Y. Certificate of Completion on Experiential Learning Courses Prescribed by DepED Z. Key to Corrections

192 193

Welcome to the Wonderful World of Teaching

Social Regard for Learning

Personal Growth and Professional Development

The Learning Environment

National CompetencyBased Teacher Standards (NCBTS)

Community Linkages

Planning, Assessing, Reporting

Diversity of Learners

The Curriculum

Practice Teaching Learning Plan Student Learning Outcomes

Learning Content

Mode(s) of Assessment

Learning Tasks

LEARNING TASK 1: WHAT LIES AHEAD? 

Analyze the expectations of my cooperating school and that of my teacher education institution.

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Reflect the things I need to do to become a successful student intern.

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Follow all the policies and procedures of my cooperating school.

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Orientation on Practice Teaching from both Teacher Education institution and Cooperating School.

Accomplish the matrix of expectations.

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Reading the vision, mission, goals and the core values of the school.

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Attending the orientation session with my practicum supervisor and cooperating principal.

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Recording important notes during the orientation.

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Asking questions if necessary.

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Accomplishing the learning task.

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Structured frames

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Reflections

While my responsibilities as a student intern. LEARNING TASK 2: MEETING MY COOPERATING TEACHER

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Meet my cooperating teacher and students. Reflect on the expectations of my cooperating teacher.

Getting to know the cooperating teacher and learners.

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Observe and record notes of my students.

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Interact with my cooperating teacher. Give assistance to my cooperating teacher and students.

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Extending assistance to the cooperating teacher when necessary. Writing down important notes and reminders. Observing well Listening to the expectations of the cooperating teacher. Meeting the cooperating teacher. Going to scheduled class. Meeting the cooperating teacher. Presenting all needed documents.

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Expectations checklist Learner milestones chart. Reflections

Student Learning Mode(s) of Learning Content Learning Tasks Outcomes Assessment LEARNING TASK 3: MY LEARNING ENVIRONMENT, MY SECOND HOME 

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Visit the school’s facilities and resources. Meet the various school personnel. Utilize the learning resources of the school when needed. Analyze the vision and mission of the school.

Familiarizing oneself with the different facilities and learning resources of the cooperating school.

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Reading and studying the vison-mission statement of the school. Visiting the different school facilities. Meeting the different school personnel. Identifying the importance of school facilities and use these when needed.

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School facilities Concept map Reflections

LEARNING TASK 4: MEETING MY LEARNERS nd subject. r.

Identifying the learners’ needs, interests, and abilities.

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Introducing oneself to the pupils. Studying the records of the pupils. Establishing rapport with the pupils. Identifying the learning styles of the student. Accepting and appreciating each child’s uniqueness.

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Observation list Graphic organizer Reflections

LEARNING TASK 5: ESTABLISHING CLASSROOM ROUTINES AND PROCEDURES 

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Observe classroom routines. Record important notes during the observation. Assist the teachers in establishing/doing the classroom routines.

Classroom routines performed by the cooperating teacher.

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Observing the following routines:

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     

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Line formation Checking of attendance Prayer Passing of papers/books Getting the learning materials Writing assignments/remin ders Other activities that need procedures.

Recording your observation

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Classroom routines list Interview Internet research results Routines

Student Learning Mode(s) of Learning Content Learning Tasks Outcomes Assessment LEARNING TASK 6: MY JOURNEY BEGINS WITH THE FIRST STEP 

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Plan my first activity/task assigned to me. Prepare my instructional materials. Perform my first activity well. Follow the instructions given by my cooperating teacher. Consider and reflect on the assessment of my cooperating teacher.

Accomplishing the first activity given by the cooperating teacher.

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Listening well to the instructions of my cooperating teacher. Planning for the assigned task, do research if needed. Preparing the instructional materials. Performing the assigned tasks well.

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Task matrix Continuum Reflections

LEARNING TASK 7: WRITING MY FIRST LESSON PLAN 

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Explain the different components of a lesson plan. Analyze the various parts of a lesson plan. Write the lesson plan required by my cooperating teacher.

Writing the first lesson plan.

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Conferencing with the cooperating teacher on lesson planning. Writing the lesson plan based on the results of the pre-conference. Evaluating/critiquing the lesson plans by the cooperating teacher. Re-writing the lesson plan. Execute the plan, if required.

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Lesson plan Reflections

LEARNING TASK 8: PREPARING MY IM’S 

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Create my instructional materials for classroom instruction. Demonstrate creativity and resourcefulness in preparing instructional materials. Take snapshots of the various instructional materials used by my cooperating school.

Preparing the needed instructional materials to enrich teaching

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Preparing all the materials needed. Designing the instructional materials. Creating using costeffective materials.

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Instructional materials Matrix Reflections

LEARNING TASK 9: MY FIRST ASSESSMENT TOOL 

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Construct my first assessment tool. Follow the rules in constructing the teats. Improve the test based on the suggestions of the cooperating teacher.

Devising assessment tools for the learners.

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Conferring with the cooperating teacher regarding the assessment tool required. Preparing the test items. Letting the cooperating teacher evaluate/review the assessment tool. Revising and making the final draft of the assessment tool. Implementing the assessment tool.

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Acronyms Research on constructing tests Structure frames Reflections

Student Learning Mode(s) of Learning Content Learning Tasks Outcomes Assessment LEARNING TASK 10: DESIGNING CLASSROOM BULLETIN BOARDS 

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Design/structure classroom or instructional bulletin boards. Align the design and theme of the bulletin board with the lessons and activities of the class. Use the bulletin board to enrich classroom instruction. Work well with the cooperating teacher.

Designing and structuring bulletin boards.

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Beginning with a theme. Organizing ideas on what to place on the bulletin board. Arranging your ideas in creative and artistic ways. Recreating ideas using illustrations, designs, figures and colors. Designing the classroom bulletin board.

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Observation notes Research findings on bulletin boards. Reflections

LEARNING TASK 11: FAMILIARIZING MYSELF WITH SCHOOL FORMS 

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Identify all the school forms. Read all the instructions for me to know how to accomplish them. Give the importance of each school form. Secure a copy of each form.

Familiarizing oneself with the different auxiliary services.

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Asking the cooperating teacher regarding important forms and documents of the school. Making a list of all these forms and what their purposes are. Researching and reading on other DepEd forms. Studying how these forms and documents are accomplished and filled out.

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School forms list Research on the different DepEd forms. Reflections

LEARNING TASK 12: MAY I HELP YOU 

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Perform other nonteaching duties as required by my cooperating school. Work well with other personnel in the school community. Record observations and notes pertinent to the assigned tasks.

Familiarizing oneself with the different auxiliary services

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Working well with other school personnel. Offering yourself to assist in other nonteaching duties in your cooperating school. Remembering to follow all the instructions/directions. Keeping on tasks/on time

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Auxiliary services matrix Reflections

LEARNING TASK 13: LET’S PAR TICIPATE IN SCHOOL ACTIVITIES 

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Prepare materials needed for the school activity. Assist in school activities. Join my cooperating teacher and my class in school activities.

Participating in School Activities

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Getting instructions on what to do in the school activity. Preparing for the task ahead of time. Getting the information/research on how to make the activity more colorful and meaningful Asking help, when needed. Participating in the task/activities well.

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Cyclical web Reflections

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Student Learning Learning Content Learning Tasks Outcomes LEARNING TASK 14: MY FIRST CLASSROOM DEMONSTRATION Accomplishing first  Having preWrite my  classroom demonstration conference with the demonstration lesson plan cooperating teacher.  Prepare my Writing the lesson   instructional plan materials.  Preparing the needed Demonstrate the instructional lesson prepared in materials. my assigned class.  Implementing the plan  Having a postconference with the cooperating teacher/practicum supervisor.

Mode(s) of Assessment Demonstration lesson Task matrix Reflections

LEARNING TASK 15: ACCOMPLISHING EXIT FORMS FROM MY COOPERATING SCHOOL Completing exit   Confer with the Conferring the Exit forms and forms from the cooperating teacher cooperating teacher documents cooperating school. regarding the forms regarding the  Reflections and other documents to be requirements to be submitted. submitted.  Preparing all the Prepare all the exit documents required. requirements  Submitting all the properly. requirements and Submit all the forms needed. forms/requirements  Having the clearance needed before signed by the TEIleaving my designated authority. cooperating school.  Giving the Certificate of Approval to the School’s cooperating principal and cooperating teacher.

Learning Episode 1

WHAT LIES AHEAD? NCBTS Domain 1 Strand 1.1; LET-TOS No. 1 (1.1, 1.2 and 1.7)

My Learning Episode Overview My first episode will explain the expectations of my Teacher Education Institution Name of your college/university

and my Cooperating School Name of your cooperating school

This will allow me to better understand the do’s and don’ts of teaching in the real workplace. The orientation conducted by my practicum supervisor and the cooperating principal will ensure my success as a student intern.

My Targets (Learning Outcomes) At the end of this activity, I will be able to: 

Analyze the expectations of my cooperating school and that of my teacher education institution.

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Reflect on the things I need to do to become a successful student intern.

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Follow all the policies and procedures of my cooperating school.

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Accomplish the matrix of expectations.

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Write my responsibilities as a student intern.

My Map (Learning Episode Directions) To get to know my cooperating school better, I must do the following:

Read the vision, mission, goals and core values of the school. Attend the orientation session with my practicum supervisor and cooperating

Record important notes during the orientation.

Ask questions, if necessary.

Accomplish the Learning Episode.

My Big Ideas (Learning Essentials) As a student intern, I need to know the following terms to fully understand my learning episodes.

Orientation Expectations Cooperating School Cooperating Principal Cooperating Teacher

My Tasks (Activities) A. After the orientation conducted by my practicum supervisor/cooperating principal, what are the things that I need to remember?

Name of Cooperating Principal:

E Name of the Cooperating School:

X

EXPECTATIONS

WHAT I NEED TO DO

P E C T

e

A T I O N S

Name of Cooperating Principal:

E Name of the Cooperating School:

X

EXPECTATIONS

WHAT I NEED TO DO

P E C T

e

A T I

O N S

B. After my orientation session with my practicum supervisor and cooperating principal, I need to equip myself with the Practice Teaching kit to better prepare myself in this wonderful world of teaching.

Knowledge

Skills

Attitude

Habits

My Analysis Complete the structured frame.

Orientation sessions are conducted because

I need to follow the policies and procedures of the cooperating school so that

My Reflections/ My Insights A. How did I feel after the orientation? Complete the empty face and explain why you felt that way? What are your joys/apprehensions? I need to follow the policies and procedures of the cooperating school so that

B. Am I really prepared to teach? Why? Why not?

My Application (From Theory to Practice) Encircle the letter of the correct answer. 1. There is a need to have orientation sessions to: I.

Establish the right atmosphere

II.

Formulate guidelines to follow

III.

Develop good relationships A. I only B. I and II C. II and III D. I, II and III

2. Why do we need to know the do’s and don’ts of the cooperating school? A. To have better relationships with the school community. B. To ensure the completion of the required units. C. To strengthen the ties between the Teacher Education Institution and th e Cooperating School. D. To complete the requirements set by the school. 3. Meeting the expectations of the Teacher Education Institution is important: A. To have better relationship between the Teacher Education Institution and the cooperating school. B. To ensure completion of the course. C. To fully attain the objectives set forth by the College. D. To stress the need for standardization of requirements.

My Portfolio (Compilation of Learning Documents, Evidence, Records, etc.)

My Assessment (How did I perform in this learning episode?)

5 Outstanding

4 3 Exceed/s Meet/s Expectations Expectations

2 Needs Improvement

My Episodes

My Analysis

My Reflections

My Application

My Portfolio

Total Score

Average Rating

1 Unacceptable Performance

Learning Episode 2

Meeting My Cooperating Teacher NCBTS Domain 7 Strand 7.1; LET-TOS No. 1 (1.1, 1.2, 1.3, 1.6, 1.7)

My Learning Episode Overview This episode will allow me to meet my cooperating teacher. This activity will also give me the chance to better understand the expectations of my cooperating teacher.


Meet my cooperating teacher.

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Reflect on the expectations of my cooperating teacher.

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Observe and record important notes during the discussion with my cooperating teacher.

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Interact with my cooperating teacher.

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Give assistance to my cooperating teacher.

My Map (Learning Episode Directions) These are the things I need to do:

Extend assistance when needed.

Write down notes.

Observe well.

Listen to the expectations of my cooperating teacher. Go to the scheduled class. Meet my cooperating teacher. Present all needed documents.

My Big Ideas (Learning Essentials) As a student intern, I must do the following: 

Observe my cooperating teacher especially in establishing classroom routines;

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Remember that the early period of observation is highly significant in making my practice teaching more meaningful and rewarding.

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Follow my cooperating teacher’s rules and expectations to build a solid and meaningful relationship.

My Tasks (Activities) A. Getting to know my cooperating teacher. Name of Cooperating Teacher:

School Graduated from:

Highest Educational Attainment:

Subjects Handled:

Number of years of teaching experience

My Cooperating Teacher’s Expectations:     

My Expectations: Likewise, I also have my expectations that I need to convey to my cooperating teacher in order that my needs are also met and understand.     

B. In the observation please, I need to do the following:     

C. To fully equip myself to better understand my cooperating teacher, I need to know her/his, personal characteristics. Choose any three (3) significant characteristics and why you need to do to emulate theses virtues.

Personal Characteristics

Why you need to emulate these virtues?

My Analysis In my first encounter with my cooperating teacher, I realized that:      

My Reflections/My Insights A. Check only one and explain. I am ready for the teaching profession. I still need to overcome my apprehensions. Because

My Application (From Theory to Practice) Read the situations and encircle the letter of the correct answer. 1. As a student intern, I need to fully understand the expectations of my cooperating teacher to ensure A. Better rapport harmoniously relationship B. Greater familiarity on his/her needs and interests. C. The development of learning materials. D. The establishment of classroom routines.

2. Why do I need to consult my cooperating teacher at all times? A. For better delivery of the lessons. B. To select the best materials, activities and strategies. C. For better unity and cooperation. D. To avoid quarrels and misunderstanding.

3. How can I establish and maintain cordial relationships with my cooperating teacher? A. Do some errands for him/her. B. Follow him/her wherever he/she goes. C. Obey all his/her instructions. D. Maintain professional relations all the time.



5 Outstanding


2 Needs Improvement

My Episodes

My Analysis

My Reflections

My Application

My Portfolio

Total Score

Average Rating


Learning Episode 3

My Learning Environment My Second Home NCBTS Domain 2 Strand 2.1-2.5; LET-TOS No. 1 (1.5) and 3 (3.4)

My Learning Episode Overview This episode will describe my second home. It showcases the different facilities and learning resources of my cooperating school. Visiting these places in my cooperating school will enable me to utilize these resources to make the teachinglearning process more meaningful. Being aware of these facilities in my cooperating school will give me a sense of belongingness – for this is my second home.


Visit the school’s facilities and resources

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Meet the various school personnel.

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Utilize these learning resources of the school when needed.

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Analyze the vision and mission of the school.


Identify the importance Of school facilities and Use these when needed

Meet the different School personnel

Visit the different School facilities

Read and study the Vision-Mission Statement and core Values of the school

My Big Ideas (Learning Essentials) The utilization of the school’s learning facilities and resources will enhance the teaching-learning process. These are the resources/facilities of my second home.

Facilities/Learning Resources

My Tasks (Activities) Complete the chart of the school facilities/learning resources you have visited/utilized. Write down the importance of these in ensuring quality instruction.

School Facilities Visited/Utilized 1.

2.

3.

4.

5.

Importance of these facilities in the Teaching-Learning Process

My Analysis A. What can I say about my second home:

(Logo of the School)

B. Write the things you can contribute to your second home

Characteristics of a Sound Learning Environment

1. Friendly and nonthreatening

2. Safe, secure and conducive to learning

What can you do?

3. Environment that promotes fairness and equality

C. After reading the school’s school’s vision,

School’s Vision

mission and goals, I realized that:

School’s Mission D. I need to internalize and integrate these in my lessons by:

Goals

My Reflections/My Insights Answer the question below:

How do you feel about your second home?

My Application (From Theory to Practice) Read the situations and encircle the letter of the correct answer. 1. How can I promote fairness in my learning environment? A. Respect individual difference B. Separate girls from boys. C. Place all children with special in front. D. Isolate the unruly children in class. 2. To improve the oral proficiency of students in class, what can you do? A. Give them more exercises on grammar. B. Provide the individual work rather than group work. C. Schedule more practice sessions in the speech laboratory. D. Invite a resource speaker. 3. Make your classroom environment safe and secure by __________. A. Asking the security guard to stay near your room. B. Removing some fixtures and using less appliances and devices. C. Ensuring that all unsafe devices are secured. D. Checking the physical environment at all times.


My Assessment (How did I perform in this learning episode?

5 Outstanding


2 Needs Improvement

My Episodes

My Analysis

My Reflections

My Application

My Portfolio

Total Score

Average Rating


Learning Episode 4

Meeting My Learners NCBTS Domain 3 Strand 3.1; LET-TOS Nos. 2 (2.5) and 3 (3.1-3.4)

My Learning Episode Overview This episode illustrates the diversity of my learners. This will give me the chance to acquaint myself with the needs, interests and abilities of my learners. Being aware of these features will equip me with greater knowledge and understanding to ensure quality instructions.


Describe the learners in my respective grade level and subject

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Use various sources to know my students better.

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Establish consistent standards of learner’s behavior

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Prepare rules for my learner’s to follow

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Utilize techniques to suit my learner’s needs.

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Articulate insights, reflections about learners.

My Map (Learning Episode Directions) These are the things I need to do.

Introduce myself to my pupils.

Accept and

If possible,

appreciate

study the

each child’s

records of

uniqueness.

my pupils.

Identify the

Establish

learning

rapport with

styles of my

my pupils.

students.

My Map (Learning Episode Directions) As a student intern, I must be fully aware that: 

Each individual is unique.

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Students vary in learning styles.

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Students learn through different modalities.

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The learning environment must be safe, secured, friendly, non-threatening and must treat students with fairness.

My Tasks (Activities) A. Observe the learners on your first day of internship. What are your observations?     

B. Create an opportunity where you can gather their thoughts, ideas and feelings about their school/subject/classmates.

About their school

About their subject

About their classmates

C. What are the rules I need to set to ensure quality instruction among my learners? Use innovative ways to make your rules known and followed.

My Analysis Why do we need to know the various types of learners?

My Reflections/My Insights As a teacher, how will you respond to the needs of your diverse learners? 

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My Application (From Theory to Practice) Read the situations and encircle the letter of the correct answer. 1. Ms. Valdez is a new teacher in a public school. She has 50 grade one pupils in the class. What must she do to ensure easy remembering of the names of her pupils on the first day of the class? A. Interview each pupil. B. Prepare a seat plan. C. Arrange them alphabetically. D. Ask a picture from each pupil. 2. Students learn by different modalities. There are those who learn best by pictures, illustrations and the like. What is the learning modality of these students? A. Tactile B. Auditory C. Visual D. Kinesthetic 3. To learn best about your students, you must ____________. I.

Observe them well.

II.

Talk to them during recess or lunch breaks.

III.

Analyze their records. A. I only B. I and II C. II and III D. I, II and III



5 Outstanding


2 Needs Improvement

My Episodes

My Analysis

My Reflections

My Application

My Portfolio

Total Score

Average Rating


Learning Episode 5

Establishing Classroom Routines and Procedures NCBTS Domain 4 Strand 4.3; LET-TOS Nos. 1 (1.3 and 1.4), (2.1) and 3 (3.2 and 3.4)

My Learning Episode Overview This episode enables me to observe the different classroom routines performed by my cooperating teacher. Getting acquainted with these routines will ensure a very organized, systematic and orderly classroom.


Meet my cooperating teacher.

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Reflect on the expectations of my cooperating teacher.

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Observe and record important notes during the discussion with my cooperating teacher.

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Interact with my cooperating teacher.

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Give assistance to my cooperating teacher.

My Map (Learning Episodes Directions) Line Formation

Checking of attendance

Prayer

Observe the Passing of papers/books

following routines:

Getting the learning materials

Writing assignments/reminders Record your observations.

Other activities that need procedures

My Big Ideas (Learning Essentials) ROUTINES These are the backbone of daily classroom life. They facilitate teaching and learning. Routines do not just make your life easier, they save valuable classroom time. What’s more important is efficient routines make it easier for students to learn and achieve more. When routines and procedures are carefully taught, modeled and established in the classroom, children know wh at is expected of them and how to do certain things on their own. Having these predictable patterns in place allows teachers to spend more time in meaningful instruction. Source: Learning to teach: not just for beginners By Linda Shalaway www.teacher.scholastic.com

My Tasks (Activities) A. What routines do I need to establish in order to make me a better classroom manager?

C L A S S R O O M R O U T I N E S

B. Interview other teachers and inquire on what classroom routines they have established to ensure better classroom management.

Name of Teacher: School: Grade Level Handled:

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C. Surf the internet or research in the library. Read and jot down some important notes on classroom routines and procedures.

My Analysis Establishing classroom routines is important because:     

My Reflections/ My Insights

If I already have my own class, I want to do the following: 

Arriving in the morning

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Taking attendance

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Posting reminders

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Throughout the day

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Ending the day

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Other episodes that need procedure(s)

My Application (From Theory to Practice) Read the situations and encircle the letter of the correct answer. 1. Why do we need to establish classroom routines? I.

To improve classroom management

II.

To enhance classroom instruction

III.

To save valuable time A. I only B. I and II C. II and III D. I, II and III

2. When do you establish classroom routines? A. At the middle of the year B. At the end of the year C. At the beginning of the year D. Anytime of the year

3. When students come in the morning, what routines may be employed? A. Stay along the corridor and wait for their classmates. B. Assign a leader to come early and check the attendance. C. Have an attendance pocket chart to develop responsibility. D. Construct a seat plan and let students locate their seats.



5 Outstanding


2 Needs Improvement

My Episodes

My Analysis

My Reflections

My Application

My Portfolio

Total Score

Average Rating


Learning Episode 6

My Journey Begins with the First Step (My First Activity) NCBTS Domain 4 Strand 4.1, 4.4, 4.5 and 4.7; LET-TOS Nos. 2 (2.1, 2.3, 2.4 and 2.6) and 3 (3.1-3.4)

My Learning Episode Overview This learning episode unravels the first activity given to me by my cooperating teacher. This gives a clear picture of the steps I have followed and the materials I need to prepare to successfully implement my first activity.


Plan my first activity/episode assigned to me



Prepare my instructional materials



Perform my first activity well



Follow the instructions given by my cooperating teacher



Consider and reflect on the assessment of my cooperating teacher.

My Map (Learning Episode Directions) To do my episode well, I should be able to:

1. Listen well to the instructions of my cooperating teacher.

(ILLUSTRATION)

2. Plan for the assigned episode. Do research if needed. 3. Prepare the instructional materials. 4. Perform the assigned episode well.

My Big Ideas (Learning Essentials) To prepare for the first episode/activity, remember the Plan, Do, Check, Act (PDCA), a project management tool designed by W. Edwards Deming. It is also called the Deming Cycle.

PLAN

DO

Identify and analyze the episode/problem

Develop and test potential solutions/procedures to the episode

(ILLUSTRATION) CHECK

ACT

Analyze and measure the episode in an informal way

Implement the best solutions/procedures

My Tasks (Activities) A. Complete the episode matrix

(The given activity/assigned episode)

THINGS TO DO

PLAN

DO

CHECK

ACT

My Analysis What benefits did you gain after utilizing PDCA Cycle?   

My Reflections/My Insights Rate your accomplishment using the continuum:

5

4

3

Outstanding Very Satisfactory Satisfactory

I rated myself Because

I think I can do better if

I learned that

2 Fair

1 Needs Improvement

My Application (From Theory to Practice) Read the situations and encircle the letter of the correct answer.

1. Why do we need to plan an activity? I.

To have better means of getting all the alternatives.

II.

To save on costs.

III.

To save on time. A. I only B. I and II only C. II and III D. I, II and III

2. If the implementation will not materialize as expected, what must you do? A. Try other options B. Discontinue the plan. C. Tell your cooperating teacher. D. Revise the entire activity. 3. What must you do after an activity? A. Tell everyone that it is over. B. Make another activity. C. Redesign your activity. D. Evaluate your activity.



5 Outstanding


2 Needs Improvement

My Episodes

My Analysis

My Reflections

My Application

My Portfolio

Total Score

Average Rating


Learning Episode 7

Writing My First Lesson Plan NCBTS Domain 5 Strand 5.1 and 5.3; LET-TOS Nos. 1 (1.5, 1.7), 2 (2.1-2.7), 3 (3.1-3.4), 4 (4.1-4.5)

My Learning Episode Overview This learning episode allows me to plan and write my first lesson plan in my cooperating school. This will enable me to apply all the theories I learned in my teacher education institution.


Explain the different components of a lesson plan.



Analyze the various parts of a lesson plan.



Write the lesson plan required by my cooperating teacher.

My Map (Learning Episode Directions) These are the things I need to do: 4

3

Evaluating/crit iquing the

Conference with my

2

lesson plans

Writing the

by my

lesson plan

cooperating

based on the

teacher

Re-writing the lesson plan; executing the plan, if required

results of the

cooperating teacher on

preconference

lesson planning

My Big Ideas (Learning Essentials) There are different formats in writing a lesson plan based on the one prescribed by the school. Some of the formats used in different schools are given below: 1. Traditional Plan 

Objectives



Subject matter



Learning materials



Procedures



Assignment

2. UBD Lesson Plan Template 

Subject



Grade Level



Title



Number of meeting days



Topic(s)

Established Goals At the end of the week/unit, the learners will be able to:

Understanding Essential Understanding

Transfer

Students will understand that:

The students in the long term and on his/her own will be able to: 







Essential Questions Goal 1:

1. 2. 3. Knowledge and Skills Students will know how to:

Goal 2:

1. 2. 3.

Students will be skilled at: 1. 2. 3.

3. Another UBD Template

Stage 1: Desired Results Established Goals(s):

Understanding(s) Students will understand that:

Essential Questions: 1.

 

2.

Students will know: 

3.



Students will be able to:  

Stage 2: Assessment Evidence Performance Episodes:

Other Evidence Learning:













Stage 3: Learning Plan Learning activities:

4. OBE Format

Learning Outcome

Learning Content

Learning Activities

Assessment

5. Thematic Unit Plan Template

MATH

MUSIC

ART

P.E.

SCIENCE (THEME)

LANGUAGE

READING

VALUES

My Tasks (Activities) A. Write/Paste your first lesson plan.

B. Paste your revised/corrected lesson plan.

C. List down the best features and areas of improvement of my lesson plan. Have this matrix noted by my cooperating teacher.

Best Features

Areas for Improvement

Signature of My Cooperating Teacher

My Analysis My thoughts on writing my first lesson plan.   

What areas of the plan did I find easy to write?   

What areas of the plan did I find challenging?   

My Reflections/My Insights

As a teacher, I need to prepare a lesson plan so that

My Application (From Theory to Practice) Read the situations and encircle the letter of the correct answer. 1. In writing a lesson plan, my primary consideration is to ensure that ______. A. The outcomes are attained at the end of the lesson. B. The materials are readily available for utilization. C. The activities are aligned with my assessment tools. D. The learning content is aligned with the desired outcomes. 2. To ensure that the outcomes are attained at the end of the lesson _____. A. The activities and the assessment must be aligned with each other. B. The vision mission and goals of the school are included/ C. The materials must be prepared beforehand. D. The objectives must be S.M.A.R.T 3. Lesson plans must be prepared to ensure _____. A. Quality assessment. B. Quality directions. C. Quality instructions. D. Quality evaluation.



5 Outstanding


2 Needs Improvement

My Episodes

My Analysis

My Reflections

My Application

My Portfolio

Total Score

Average Rating


Learning Episode 8

Preparing my IM’s

(Instructional Materials) NCBTS Domain 4 Strand 4.4; LET-TOS Nos. 2 (2.1 and 2.5) and 3 (3.1, 3.2 and 3.4)

My Learning Episode Overview This learning episode explores the wonders and significance of instructional materials to enrich the teaching – learning process. These devices will assist me to improve students’ knowledge, abilities and skills.


Create my instructional materials for classroom instruction.



Demonstrate creativity and resourcefulness in preparing instructional materials.



Take snapshots of the various instructional materials used by my cooperating teacher/cooperating school.

My Map (Learning Episode Directions) To reach my targets, I need to do the following:

P

Prepare all the materials needed.

D

Design the instructional materials.

C

Create using cost-effective materials.

My Big Ideas (Learning Essentials)

Instructional Materials

These are the tools/equipment which can effectively help the teacher in enhancing the teaching-learning process. There are different kinds of instructional materials. 

Print Materials – are items such as books, pamphlets, brochures, newspapers and magazines.



Non-print Materials – usually refer to as electronic materials.

My Tasks (Activities) A. Visit the learning resource center/school library of my cooperating school. Interview the school librarian on the instructional materials available in my cooperating school. List down some of these materials which I can use in your assigned episode. PRINTED MATERIALS

NON-PRINTED MATERIALS

B. Complete the matrix below by writing the instructional materials I used in the three (3) lessons I taught in my assigned grade level.

LESSONS/ACTIVITIES

INSTRUCTIONAL MATERIALS USED

1.

2.

3.

My Analysis In preparing my instructional materials, I need to consider the following factors:     

My Reflections/My Insights In preparing my instructional materials, I realized that: 

Instructional materials must be



I need to prepare instructional materials so that

My Application (From Theory to Practice) Read the situations and encircle the letter of the correct answer. 1. What must be the number one consideration in preparing your instructional materials? A. The learners B. The cost C. The learning content D. The objectives 2. You prepared a PowerPoint presentation on verbs for your English class. Unfortunately, there was a power cut-off. What shall you do? A. Go to another lesson. B. Use the available materials in class. C. Borrow learning materials from another teacher. D. Give a seatwork instead. 3. Ms. Rufo is teaching in a multi-grade class, what materials must be employed? A. Less-costly materials B. Electronic materials C. Differentiated materials D. Commercially-made materials



5 Outstanding

4 3 2 Exceed/s Meet/s Needs Expectations Expectations Improvement

My Episodes

My Analysis

My Reflections

My Application

My Portfolio

Total Score

Average Rating


Learning Episode 9

My First Assessment Tool NCBTS Domain 5 Strand 5.2; LET-TOS Nos. 4 (4.1-4.5)

My Learning Episode Overview This learning episode will give me the experience to devise assessment tools for my learners. This may be in the form of quizzes, worksheets, unit or chapter tests, activities and others. Creating these opportunities will help me in preparing assessment tools to gauge the performance of my learners.


Construct my first assessment tool.



Follow the rules in constructing tests.



Improve the test based on the suggestions of my cooperating teacher.

My Map (Learning Episode Directions) These are the things I needed to do:

Where can I get some help/pointers to prepare

Implement the tool.

my first assessment tool?

Revise and make final draft. Let my cooperating teacher evaluate/review the assessment tool. Prepare the test items. Confer with my cooperating teacher regarding the assessment tool required.

My Big Ideas (Learning Essentials Assessment The process of collecting and documenting knowledge, skills, attitude, values and beliefs

TWO TYPES OF ASSESSMENT: 

Traditional Assessment -

Includes standardized tests and teacher-made tests

-

Usually employed by teachers with essentialist and perennialist philosophies.



Authentic or Alternative Assessment -

Takes on a more student-centered approach

-

Includes classroom-based assessment portfolios and studentdesigned assessments.

My Tasks (Activities) A. Write as many ideas about tests. Use the first letter of the word to give as many concepts about tests.

T E S T

B. Research on TIPS on constructing tests. Write them here and cite the references you used.     

My Analysis Complete these structured frames: 1. Assessment tools are needed because:     

My Reflections/My Insights How did my students/learners perform in the use of my first assessment tool? Check the corresponding box based on your answer of choice. Explain.

Exemplary Very Satisfactory

Satisfactory

Fair

Needs Improvement

How did I feel after preparing my first assessment tool?

HAPPY

SAD

SCARED

CONFUSED

My Application (From Theory to Practice) Read the situations and encircle the letter of the correct answer. 1. Why do we need to give an assessment? A. To identify who among our students will pass or fail B. To measure the performance of our students C. To improve the quality of instruction D. To comply with the requirements of the administration 2. What type of test must be given to assess the higher order thinking skills of the learners? A. Alternative response B. Essay tests C. Enumeration type D. Multiple-choice type 3. What test allows the learners to perform in real-life episodes? A. Paper and pencil type of test B. Essay type of test C. Traditional assessment D. Authentic assessment



5 Outstanding


2 Needs Improvement

My Episodes

My Analysis

My Reflections

My Application

My Portfolio

Total Score

Average Rating


Learning Episode 10

Designing Classroom Bulletin Boards NCBTS Domain 4 Strand 4.4; LET-TOS No. 2 (2.1, 2.3, 2.6 and 2.7) and 3 (3.1-3.4)

My Learning Episode Overview This episode gives me the opportunity to be of service to my cooperating teacher by helping him/her in designing and structuring the bulletin boards that will surely help in making the classroom have a more conductive atmosphere for learning. This will also give me more ideas on how to structure meaningful and relevant bulletin boards.


Design/structure classroom or instructional bulletin boards.



Align the design and theme of the bulletin board with the lesson and activities of the class.



Use the bulletin board to enrich classroom instruction.



Work well with cooperating teacher.

My Map (Learning Episode Directions) To reach my goals, I need to do the following using the acronym.


BULLETIN BOARDS These are primarily used to display important announcements, additional information on a particular subject matter, things; students need to remember like school policies and important dates. Teachers can also display a variety of students’ work. EFFECTIVE BULLETIN BOARDS: 

Challenge student to interact with it.



Engage students in the learning process more effectively.



Help students assimilate new learning according to their own pace.



Reinforce leaning and encourages creativity and originality.

My Tasks (Activities) A. Go around the different classrooms and list down the themes on the different bulletin boards displayed in their classroom.     

B. What are the things you need to construct a bulletin board display? Put them here.

C. Research on “How to Design” a meaningful and relevant bulletin board.

My Tasks (Activities) Observing the varied bulletin boards in my cooperating school, I noted the following:

BEST FEATURES

AREAS TO BE IMPROVED

My Reflections/My Insights As a student teacher, I need to learn how to structure bulletin boards so that:   

My Application (From Theory to Practice) Read the situations and encircle the letter of the correct answer. 1. In designing my bulletin board the primary consideration is A. Topic or subject matter B. Availability of the materials C. Design and artistic appeal D. Age of the students 2. What is the pain purpose of bulletin boards in the classroom? I.

To serve as decoration

II.

To strengthen subject matter understanding

III.

To remind students of important announcements A. I only B. I and II C. II and III D. I, II and III

3. What is the essential characteristic of an effective bulletin board? A. Colorful B. Relevant C. Decorative D. Interesting



5 Outstanding


2 Needs Improvement

My Episodes

My Analysis

My Reflections

My Application

My Portfolio

Total Score

Average Rating


Learning Episode 11

Familiarizing Myself with the Different School Forms NCBTS Domain 7 Strand 7.1 and 7.2; LET-TOS No. 1 (1.3, 1.4, 1.5 and 1.7) and 2 (2.1 and 2.5)

My Learning Episode Overview As a student intern, this episode will familiarize me with the different school forms that I need to know so that when I am already in the field, I will be able to accomplish them properly, accurately and legibly.


Identify all the school forms.



Read all the instructions for me to know how to accomplish them.



Give the importance of each school form.



Secure a copy of each form.


Ask my Cooperating Teacher regarding important forms

Make a list of all these forms

and documents of the

and their purposes.

school.

1

2

Study how thee important

Research and read the other

forms and documents are

DepEd forms.

3

accomplished.

4

My Big Ideas (Learning Essentials) As a future teacher, I need to know and accomplish the various school forms properly, accurately and legibly. It is expected that I am able to follow the Revised Guidelines on the Preparation and Checking of DepEd Forms (Div. Memo. No. 29 s.2013).

My Tasks (Activities) A. Ask my cooperating teacher regarding the required school forms of the Department of Education. List down the school forms cited by my Cooperating Teacher.

List of School Forms

Others, please specify:

Importance of These School Forms

B. Read the DepEd Order pertinent to various school forms. Print and paste them properly on these pages.

My Analysis Why do I need to prepare the DepEd school forms properly, accurately and legibly?

My Reflections/My Insights Going over the various school forms, I have learned that:

My Application (From Theory to Practice) Encircle the letter of the correct answer. 1. Which school form contains the vital information on enrolment and attendance? A. DepEd Form 137a B. Form 18 a C. School Register Form 1 D. DepEd Form 138 2. Which is the report card of the student? A. Form 137 B. Form 138 C. Class Register D. Class Record Sheet 3. Which is the permanent record of the student? A. Class Record B. Class Register C. Form 137 D. Form 138



5 Outstanding


2 Needs Improvement

My Episodes

My Analysis

My Reflections

My Application

My Portfolio

Total Score

Average Rating


Learning Episode 12

May I Help You? NCBTS Domain 6 Strand 6.1; LET-TOS Nos. 1 (1.1-1.7)

My Learning Episode Overview This episode gives me the opportunity to help in non-teaching related duties. This enables me to be of service to the other sectors of the school community. This will also enable me to establish better rapport with the other members of the school.


Perform other non-teaching duties as required by my cooperating school.



Work well with other personnel in the school community.



Record observations and notes pertinent to the assigned episodes.

My Map (Learning Episode Directions) I should do the following tasks:


Ancillary Services These are the support services which are non-teaching duties rendered by the student interns in my cooperating school. Theses ancillary services may be rendered in the following places/school facilities to help the other school personnel: 

School clinic



Library



Guidance office



Principal’s office



School canteen



School cooperative



Learning Resource Center



Others, please specify:

My Tasks (Activities) What services did I render in the following areas? (Cite the offices/departments where your services were required).

Places/Offices

Services

Learning/Insights Gained

My Analysis A. Doing other non-teaching services made me realize that:   

B. These are the values/virtues I have developed/strengthened when I rendered the ancillary services:   

My Reflections/My Insights After rendering my services in (Name of Office or department)

I learned these skills:

I know that these will

After doing these activities, I felt

My Application (From Theory and Practice) Read the situations and encircle the letter of the correct answer. 1. Emma is one of the student interns in MLB Academy. She is very computer literate. Where can she utilize these skills in her cooperating school? I.

Encoding important documents

II.

Preparing electronic materials

III.

Preparing e-file in the offices A. I only B. I and II C. II and III D. I, II and III

2. Jacob is one of the interns in one of the public schools in the remote barrios. He is very good in the arts. Where can he best utilize his skills? A. Preparation of instructional materials B. Designing bulletin boards C. Illustrating things in the lessons D. Volunteering as a school artist 3. Jared has training in First Aid application. In what areas can he volunteer in the school? A. Speech Laboratory B. School Clinic C. Guidance Office D. Physical Education Department



5 Outstanding


2 Needs Improvement

My Episodes

My Analysis

My Reflections

My Application

My Portfolio

Total Score

Average Rating


Learning Episode 13

Let’s Participate in School Activities NCBTS Domain 2 Strand 2.3; LET-TOS Nos. 1 (1.2 and 1.5), 2 (2.1 and 2.4), 3 (3.1, 3.2, 3.4) and 4 (4.1)

My Learning Episode Overview Participating in the different school activities in my cooperating school will help develop and strengthen my responsibility, resourcefulness, creativity, teamwork, unity and cooperation with the different sectors of the school community. Giving me all these opportunities will help me develop my personal and professional competencies.


Prepare materials needed for the school activity.



Assist in school program and activities.



Join my cooperating teacher and my class in school activities


1. Get instructions on what to do in the school activity.

2. Prepare for the tasks ahead of time.

3. Get the information/research on how to make the activity more colorful/meaningful.

4. Ask help, when needed.

5. Participate in the tasks/activities well.

My Big Ideas (Learning Essentials) There are different school activities that I need to join to develop my resourcefulness, creativity, diligence and industry. These activities will also strengthen the spirit of cooperation, teamwork, unity and cooperation. Some schools have their own unique activities. These are some of the usual school activities celebrated each month.

JUNE

-

School Opening

-

Orientation Activities

-

School Elections

-

Nutrition Month

-

National Disaster and Preparedness Month

AUGUST

-

Buwan ng Wikang Pambansa

SEPTEMBER

-

Linggo ng Kasuotang Pilipino

-

Clean and Green Month

-

World Teachers’ Day

-

United Nations Week

-

National Reading Month

-

Book Week Celebration

-

Education Week

-

Christmas Celebration

JANUARY

-

National Cancer Consciousness Week

FEBRUARY

-

Valentine’s Celebration

-

Philippine Arts Month

-

National Dental/Oral Health Week

-

Graduation/Moving Up Ceremonies

-

Fire Prevention Month

JULY

OCTOBER

NOVEMBER

DECEMBER

MARCH

My Tasks (Activities) A. Complete the cyclical web to show the steps in preparing for the activity. Title of the Activity: Date: Participants: Materials Needed for the Activity:

Step 1

Step 5

Step 2

Step 4

Step 5

My Analysis Why do we need to participate in the school’s activity? I need to join/participate in the school activities because

My Reflections/My Insights How did I feel? 

Before the activity



After the activity

After the activity, I learned that:   

My Application (From Theory to Practice) Read the situations and encircle the letter of the correct answer. 1. Which activity promotes the love of the Filipino language in school? A. Buwan ng mga Puso B. Buwan ng Wika C. Buwan ng mga Aklat D. Buwan ng mga Nagkakaisang Bansa 2. To instill the importance of the right kind and amount of food among children, what school activity must you plan? A. Nutrition Month Celebration B. United Nations Week Celebration C. Literacy Week D. Valentine’s Day Celebration 3. To instill cost-saving devices, what must you do, while preparing materials for the school activity? A. Get sponsors. B. Collect from your class. C. Use less materials and props. D. Use indigenous materials.



5 Outstanding


2 Needs Improvement

My Episodes

My Analysis

My Reflections

My Application

My Portfolio

Total Score

Average Rating


Learning Episode 14

My First Classroom Demonstration Lesson NCBTS Domain 7 Strand 7.1 and 7.3; LET-TOS Nos. 1 (1.1-1.7), 2 (2.1-2.7), 3 (3.1-3.4) and 4 (4.1-4.5)

My Learning Episode Overview This learning episode is the culmination of my practicum experience. This allows me to showcase all the things I learned from my teacher education institution, cooperating school, cooperating teacher and practicum supervisor. This will also give me the opportunity to apply the theories I learned into practice.


write my demonstration lesson plan



prepare my instructional materials



Demonstrate the lesson I prepared in my assigned class.

My Map (Learning Episode Directions) To prepare for my demonstration lesson, I must accomplish the following episodes:

Have a pre-

Have in post-

conference

Write my

Prepare my

with my

lesson

instructional

cooperating

plan.

materials.

teacher.

Implemen t the plan.

conference with the cooperating teacher/practicum supervisor

My Big Ideas (Learning Essentials) TIPS FOR YOUR DEMONSTRATION LESSON 

Make sure that your lesson plan has been approved by your cooperating teacher.



Ask your cooperating teacher if there are some guidelines you need to follow.



Prepare all the needed materials days before your scheduled demonstration.



Provide copies of your lesson plan preferably with a cover sheet or folder.



Rehearse your lesson. Take note of the time and the way you have to move.



Learning your students’ name is very important.



Prepare for some unexpected incidents-discipline problems, technical difficulties, and the like.



Make certain that your activities are varied so as to have an engaged and lively classroom discussion.

My Tasks (Activities) A. Complete the episode matrix to help you in preparing your lesson plan.

What are your objectives? Remember:  Make the objectives SMART  Use behavioral terms  Include the three (3) domains: - Cognitive - Affective - Psychomotor

What is your content? (Subject Matter) Remember:  Scope of the lesson  Sequencing the lesson  Time allotment  Resources needed

What methods/procedures methods/procedures should you employ? Remember:  Methos to use  Strategies to employ  Activities for the different types of learners

What assessment tools shall you use to measure learning (Subject Matter) Remember:  Traditional assessments assessments  Non-traditional assessments assessments  Other modes of assessments

B. Go to the library and research on your topic. Have a pre-conference with your cooperating teacher. Write your outline and ideas here.

My Analysis 1. What went well in my lesson? Why?

2. What did not go well? Why?

3. What did my students learn?

4. What did I learn about planning?

5. What did I learn about teaching?

6. What improvements will I make to be more effective in my class?

My Reflections/My Insights A. After the demonstration lesson, I felt

B. After my demonstration, I realized that

C. These are the things that i learned from my learners:

How do I rate my demonstration?

Outstanding

Fair Explain your rating:

Very Satisfactory

Satisfactory

Needs Improvement Improvement

My Application (From Theory to Practice) Read the situations and encircle the letter of the correct answer. 1. In preparing your demonstration lesson plans, you must consider that the objectives must be stated in specific, measurable, attainable, realistic and time-bound manner. Which among these objectives will develop higher order thinking skills? A. Identify the nouns in the sentences. B. Give examples of nouns. C. Use nouns in sentences. D. Differentiate nouns from pronouns. 2. What will you consider first when preparing your lesson plan? A. The learners B. The objectives C. The outcomes D. The methods/strategies methods/strategies 3. Your cooperating teacher conducted a pre-conference before your demonstration lesson. lesson. She noted that you need to improve on your teaching strategies. What should you do? I.

Ask help from your peers.

II. Consult other experts in the field. III. Research on some strategies. A. I only B. I and II C. II and III D. I, II and III



5 Outstanding


2 Needs Improvement

My Episodes

My Analysis

My Reflections

My Application

My Portfolio

Total Score

Average Rating


Learning Episode 15

Accomplish Exit Forms NCBTS Domain 1 Strand 1.1 and 1.2; LET-TOS Nos. 1 (1.1-1.7)

My Learning Episode Overview This episode allows me to prepare all the forms and other things I need to accomplish before I leave my cooperating school. This will allow me to have a gracious exit and to be able to submit all the requirements I need to submit to my cooperating teacher.


Confer with the cooperating teacher regarding the forms and other requirements to be submitted.



Prepare all the exit forms/requirements needed before leaving my cooperating school.

My Map (Learning Episodes Directions)

Cooperating School

Confer with the Cooperating teacher regarding the documents I need to submit.

Prepare all the documents required.

Submit all the requirements and forms needed.

Have the clearance signed by the designated authority.

Extend gratitude and appreciation to the cooperating Principal, Cooperating Teacher and other school personnel.

Give the Certificate of Appreciation to the school’s Cooperating Principal and Cooperating Teacher.

My Big Ideas (Learning Essentials) It is but fitting and proper to leave the cooperating school by submitting all the requirements/forms needed after the successful, meaningful and rewarding practicum experiences. These are some of the forms/documents you need to accomplish: 

Narrative Report



Requirements assigned by the cooperating teacher



Instructional materials required by the teacher



Other requirements given by the Cooperating School

My Tasks (Activities) A. List down the forms/documents required by your cooperating teacher.

Forms /Documents Required

Action(s) Taken

My Analysis Why do I need to accomplish all these episodes/requirements?     

My Reflections/My Insights A. How did I feel after rendering ________ in my cooperating school?

(No. of hours)

B. What knowledge, skills and values did I gain?

Knowledge

Skills

Values

My Application (From Theory to Practice) Read the situations and encircle the letter of the correct answer. 1. Why do I need to submit all the required episodes before leaving my cooperating school? A. To thresh out matters with my cooperating teacher B. To leave the cooperating school with a clean slate C. To uphold your dignity as a future teacher D. To maintain your image as a good student intern 2. What things do you need to settle before you leave any school? I.

Forms required by the school

II.

Financial matters

III.

Papers/and other requirements A. I only B. II only C. III only D. I, II and III

3. What article in the Professional Code of Ethics for Teachers best describes this last learning episode? A. The Teacher and the Community B. The Teacher and the Profession C. The Teacher and the Teaching Community D. The Teacher and the Learner


Photocopy the clearance that your Cooperating Teacher has signed to show that you were cleared from any responsibility from your cooperating school. Paste the clearance on this page.


5 Outstanding


2 Needs Improvement

My Episodes

My Analysis

My Reflections

My Application

My Portfolio

Total Score

Average Rating


General Reflection After My Demonstration Complete the matrix by checking the areas you need to improve on:

Improve

Enrich

Experiment

Modify

Learn

Goals/Objectives Learning Environment Methods Instructional Material Modes of assessment Others pls. specify

Knowledge Skills Others pls. specify

New approaches Instructional materials Differentiated activities Others, pls. specify

Attitudes Expectations Others pls. specify

New subject matter Varied learning styles of learners New innovations Current issues Others, (pls. specify)

Rubrics for My Performance in the Learning Episodes (How I shall rated?) Your practice teaching handbook and portfolio shall be assessed using the following scale:

Rate Scale

Equivalent

Verbal Description

5

Outstanding

Teaching performance is consistently superior to the set standards.

4

Exceeds expectations

Teaching performance is consistently above the set standards.

3

Meets expectation

Teaching performance is consistently meets the set standards.

2

Needs Improvement

Teaching performance does not consistently meet the set standards. Extra effort is needed to improve the skills.

1

Unacceptable performance

Teaching performance is inadequate to the set standards.

The Learning Episode vis-à-vis The NCBTS Domains and LET TOS

1 2 3 4 5 6 7 8 9 10 11 12

What Lies Ahead? Meeting My Cooperating Teacher My Learning Environment, My Second Home Meeting My Learners Establishing Classroom Routines and Procedures My Journey Begins With The First Step (My First Activity) Writing My First Lesson Plan Preparing my IM’s ( Instructional Materials) My First Assessment Tool Designing Classroom Bulletin Boards Familiarizing Myself with the Different School Forms May I Help You? Let’s Participate in School Activities

13 14 15

My First Classroom Demonstration Lesson Accomplishing Exit Forms

NCBTS Domains NCBTS Domain 1 Strand 1.1; LET-TOS No. 1 (1.1, 1.2 and 1.7) NCBTS Domain 7 Strand 7.1; LET-TOS No. 1 (1.1, 1.2, 1.3, 1.6, 1 .7) NCBTS Domain 2 Strand 2.1-2.5; LET-TOS No. 1 (1.5) and 3 (3.4) NCBTS Domain 3 Strand 3.1; LET-TOS Nos. 2 (2.5) and 3 (3.1-3.4) NCBTS Domain 4 Strand 4.3; LET-TOS Nos. 1 (1.3 and 1.4), (2.1) and 3 (3.2 and 3.4) NCBTS Domain 4 Strand 4.1, 4.4, 4.5 and 4.7; LET-TOS Nos. 2 (2.1, 2.3, 2.4 and 2.6) and 3 (3.1-3.4) NCBTS Domain 5 Strand 5.1 and 5.3; LET-TOS Nos. 1 (1.5, 1.7), 2 (2.1-2.7), 3 (3.1-3.4), 4 (4.1-4.5) NCBTS Domain 4 Strand 4.4; LET-TOS Nos. 2 (2.1 and 2.5) and 3 (3.1, 3 .2 and 3.4) NCBTS Domain 5 Strand 5.2; LET-TOS Nos. 4 (4.1-4.5) NCBTS Domain 4 Strand 4.4; LET-TOS No. 2 (2.1, 2.3, 2.6 and 2.7) and 3 (3.1-3.4) NCBTS Domain 7 Strand 7.1 and 7.2; LET-TOS No. 1 (1.3, 1.4, 1.5 and 1.7) and 2 (2.1 and 2.5) NCBTS Domain 6 Strand 6.1; LET-TOS Nos. 1 (1.11.7) NCBTS Domain 2 Strand 2.3; LET-TOS Nos. 1 (1.2 and 1.5), 2 (2.1 and 2.4), 3 (3.1, 3.2, 3.4) and 4 (4.1) NCBTS Domain 7 Strand 7.1 and 7.3; LET-TOS Nos. 1 (1.1-1.7), 2 (2.1-2.7), 3 (3.1-3.4) and 4 (4.1-4.5) NCBTS Domain 1 Strand 1.1 and 1.2; LET-TOS Nos. 1 (1.1-1.7)

What insights/learning I have gained in the 7 domains of National Competency-Based Teacher Standards? Domains

1. Social Regard for Learning

2. The Learning Environment

3. Diversity of Learners

4. The Curriculum

5. Planning, Assessing, Reporting

6. Community Linkages

7. Personal Growth and Professional Development

Insights/Learnings Gained

Planning for Practice Teaching Activities

Semester

Months

Activities

Student Intern

Cooperating Teacher

Appendices

Appendix A Sample Lesson Critiquing Form for Practice Teaching Student Intern: Year / Course: Grade / Year Level: Date and Time of Lesson: Type of Lesson Observed:

Subject Taught:

Announced Observation Unannounced Observation Demonstration Lesson

Lesson Plan

Attainment of Objectives

Classroom Management

Art of Questioning

Preparation of Instructional Materials

Mode of Evaluation

Appendix B Pre-Service Teacher’s Actual Teaching Checklist Name of Mentee: Subject Taught: School:

Name of Mentor: Date:

Time:

Observed I.

TEACHER’S PERSONALITY A. The teacher is neat and well-groomed B. The teacher is free from mannerisms that tend to disturb the student’s attention C. The teacher’s personality is strong enough to command respect and attention D. The teacher shows dynamism and enthusiasm E. The teacher has well-modulated voice II. LESSON PLANNING A. Lesson is well prepared B. There is congruence between: 1. Objective and subject matter 2. Objective and teaching procedure 3. Objective and formative test 4. Objective and assignment III. CONTENT The teacher: A. Demonstrates in depth knowledge of the subject matter B. Is able to relate lessons to actual life situations C. Keeps abreast of new ideas and understanding in the field D. Gives sufficient and concrete examples to create meaningful learning experiences IV. 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 student’s capabilities C. Instructional materials were used to illustrate the lesson D. The teacher made effective use of the formative test results during teaching V. CLASSROOM MANAGEMENT A. The teacher had a systematic way of checking: 1. Attendance 2. Assignment/homework/agreement 3. Practice exercises 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. Instructional materials were within easy reach of the teach er during his/her teaching VI. QUESTIONING SKILLS The teacher’s questioning skill such as the following stimulates discussion in different ways: 1. Probing for learner’s understanding 2. Helping students articulate their ideas and thinking process 3. Promoting risk-taking and problem solving 4. Facilitating factual recall 5. Encouraging convergent and divergent thinking 6. Stimulation curiosity 7. Helping students to ask questions

Not Observed

Remarks

Appendix C Pre-Service Teacher’s Actual Teaching Observation and Rating Sheet (For use of College Supervisor, Cooperating Teacher, Peer, and the Student Intern) Name of Mentee: Subject Taught: School:

Name of Mentor: Date:

Time:

Legend: 4-Outstanding, 3-Very Satisfactory, 2-Fair, 1-Needs Improvement 4 J.

TEACHER’S PERSONALITY F. The teacher is neat and well-groomed G. The teacher is free from mannerisms that tend to disturb the student’s attention H. The teacher’s personality is strong enough to command respect and attention I. The teacher shows dynamism and enthusiasm J. The teacher has well-modulated voice II. LESSON PLANNING C. Lesson is well prepared D. There is congruence between: 5. Objective and subject matter 6. Objective and teaching procedure 7. Objective and formative test 8. Objective and assignment VII. CONTENT The teacher: E. Demonstrates in depth knowledge of the subject matter F. Is able to relate lessons to actual life situations G. Keeps abreast of new ideas and understanding in the field H. Gives sufficient and concrete examples to create meaningful learning experiences VIII. TEACHING METHODS E. Method’s used was/were suited to the needs and capabilities of the students. F. The teacher was creative enough to adapt his/her method to the student’s capabilities G. Instructional materials were used to illustrate the lesson H. The teacher made effective use of the formative test results during teaching IX. CLASSROOM MANAGEMENT D. The teacher had a systematic way of checking: 7. Attendance 8. Assignment/homework/agreement 9. Practice exercises 10. Group work/projects 11. Passing in and out of the room 12. Correcting, distributing, and collecting paper E. Order and discipline were present in the classroom F. Instructional materials were within easy reach of the teacher during his/her teaching X. QUESTIONING SKILLS The teacher’s questioning skill such as the following stimulates discussion in different ways: 8. Probing for learner’s understanding 9. Helping students articulate their ideas and thinking process 10. Promoting risk-taking and problem solving 11. Facilitating factual recall 12. Encouraging convergent and divergent thinking 13. Stimulation curiosity 14. Helping students to ask questions

3

2

1

Appendix D NATIONAL COMPETENCY-BASED TEACHER STANDARDS

Domain 1 Social Regard for Learning 

Acts as a positive role model for students

Domain 2 The Learning Environment

Domain 7 Personal Growth and Professional Development  





Takes pride in the nobility of teaching as a profession Builds professional links with colleagues to enrich teaching practice Reflects on the extent of the attainment of the learning goals

Domain 6 Community Linkages 

Establishes learning environments that respond to the aspirations of the community

Statement of Principle 

‘Teachers in all Philippine schools are committed and accountable for providing classroom instruction with results that are manifested in high performance levels in terms of student learning outcomes. Teachers are dedicated to the wellbeing of the students and communities they serve, taking into account their cultural diversity, group aspirations and what is valued in education.





Communicates promptly and clearly to learners, parents and superiors about the progress of learners Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning Monitors regularly and provides feedback on learners’ understanding of content



Domain 3 Diversity of Learners 



Is familiar with learner’s background knowledge and experiences Demonstrates concern for holistic development of learners

Domain 4 Curriculum

Domain 5 Planning, Assessing and Reporting 



Creates an environment that promotes fairness Makes the physical environment safe and conducive to learning Communicates higher learning expectations to each learner Establishes and maintains consistent standards of learners’ behavior

 

 

Demonstrates mastery of the subject Communicates clear learning goals for the lessons that are appropriate for learners Makes good use of allotted instructional time Selects teaching methods, learning activities, and instructional materials or resources appropriate in learners and aligned to the object ives of the lesson.

Appendix E Practice Teaching Evaluation Form (For Student Interns) A. Respondents Profile Instructions: Kindly supply the data asked for and mark the appropriate information on the blank provided for. Your answers will be highly appreciated. Name SURNAME

GIVEN NAME

Name/Address of Cooperating School Type of School: Private Sectarian Age 19 21 20

MAIDEN/MIDDLE

Private Non-Sectarian

Public over 22

22

Year Graduated 1980 – 1985

1991 – 1995

2001 – 2005

1986 – 1990

1996 – 2000

2006 – 2010

Others please specify: Grade/Year Level/Taught Pre-School

High School

Elementary

Special Education

Others please specify: Subjects Taught Filipino English Science Math Makabayan Number of Hours Rendered 100 hours 150 hours Over 150 hours

All subjects in Pre-elementary Others (pls. specify)

B. Practicum Experiences Instructions: The purpose of this evaluation is to gain feedback regarding the quality of your practicum experience. The concerns noted will initiate corrective actions to improve the quality of the practice teaching. Your honest answers to this questionnaire will be highly appreciated. Please rate the items using the given scale. 5- Excellent

4- Very Good

3- Good

2- Fair 5 Excellent

Orientation Activities 1.

Orientation of the student interns by the practicum supervisor on Practice Teaching

2.

Orientation of the student interns with the Cooperating Principal

3.

Orientation of the Student Interns by the Cooperating Teacher

1- Needs Improvement 4 Very Good

3 Good

2 Fair

1 Needs Improvement

5 Excellent 4.

Familiarization of the student interns with school facilities/equipment

5.

Orientation on the school rules and policies

6.

Familiarization of required practicum student forms

7.

Practicum experiences of the student interns

8.

Consultation time with the cooperating teachers

9.

Assistance in writing lesson plans

10. Providing feedbacks on the student intern’s competencies 11. Meeting with the cooperating teachers on scheduled basis 12. Giving instructions on classroom routines 13. Providing assistance in making instructional materials 14. Giving instructions in checking papers and other assigned tasks

Rapport with the School Community 15. Rapport with school administrators 16. Rapport with cooperating teachers 17. Rapport with students/pupils 18. Rapport with parents 19. Rapport with non-teaching personnel

Practicum Site 20. Accessibility of the practicum site 21. Safety and security of the practicum site

Auxiliary Services 22. Quality of auxiliary services rendered

Activities of the Students 23. Preparation of daily lesson 24. Participation in school activities in the practicum site 25. Preparation of instructional materials 26. Conducting of demonstration lessons 27. Assistance in classroom routines 28. Structuring of bulletin boards 29. Preparation of seatwork’s 30. Preparation of quizzes 31. Preparation of other required activities 32. Others (pls. specify)

Suggestions/Recommendations

Problem Encountered

4 Very Good

3 Good

2 Fair

1 Needs Improvement

Appendix F Proposed Procedure on How to Obtain the Final Grade in Practice Teaching

1. Portfolio

40%

2. Actual Teaching - On Campus

20%

Off Campus 3. Attendance/Participation

30% 10% Total 100%



Expect for attendance/participation, the Student Intern’s grade in Portfolio in Actual Teaching may be an average of the rating given by the College Supervisor, Cooperating Teacher, Peers, and the Self-rating of Student Intern, himself/herself. The Teacher Education Institution may decide on the weights of the ratings from the different raters. For example, the TEI for one reason or another may put more weight on the rating given by the Practicum Supervisor.

The grades in Portfolio in Actual Teaching may be derived from the ratings given by the Practicum Supervisor/Cooperating Teacher/Peer/Student Intern through the use of Pre-service Teacher’s Actual Teaching Observation Sheet and Score Sheet.

Appendix G School Forms Used This section includes forms which are required for use during the practice teaching and those that are recommended for successful teaching experience. Put samples of the school forms you were required to accomplish in your cooperating school.

Appendix H Sample Clearance Form

Date

Dear Practicum Supervisor

This is to inform you that

is Name of Student Intern

Cleared from all the requirements in (Name of Cooperating School)

He/She has completed (No. of hours)

Hours as prescribed by your institution.

Very respectfully yours,

Cooperating Teacher

Attested by:

Cooperating Principal/Department Head/Designated Authority

Appendix I Sample Excuse Letter

(Date)

Dear (Cooperating Teacher/Practicum Supervisor)

I am very sorry for having been absent on

due to (date)

(Reason)

I promise that I shall make up for my absence by rendering hours to complete the required number of hours. No. of hours

Attached is my medical certificate. Hope for your kind consideration. Thank you very much.

Very respectfully yours,

Student Intern

Appendix J Sample Application Letter

(Date)

Indicate the name of Principal/Directress/Head of the Sc hool

Dear

I wish to apply as

in your prestigious school. Position

I am a graduate of

I had my internship Course/Degree

at

. I handled Cooperating School

, and Grade/Year Level

Taught the following Subjects

I also had the opportunity to (Other activities)

Sincerely yours,

Signature

Appendix K Sample Format for Curriculum Vitae Name: Address: Residence Phone: Email:

Career Objectives:

Personal Information:

Trainings / Seminars / Workshop Attended Date

Title of Seminar/Training

Sponsoring Organization

Employment History / Work Experience Inclusive Dates

School / Company

Position

Venue

Professional Affiliations Organization

References

Nature of Participation

Date Of Membership

Appendix L Revised Bloom’s Taxonomy of Objectives

Original Terms

New Terms



Evaluation



Creating



Synthesis



Evaluating



Analysis



Analyzing



Application



Applying



Comprehension



Understanding



Knowledge



Remembering

BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding

Revised Bloom’s Taxonomy of Objectives

Revised Bloom’s Taxonomy of Objectives Remembering Recalling information, recognizing, listing, describing, retrieving, naming, finding

Understanding Explaining ideas or concepts interpreting, summarizing, paraphrasing, classifying, explaining

Applying Using information in another familiar situation, implementing, carrying out, using, executing

Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding

Evaluating Justifying a decision or course of action checking, hypothesizing, critiquing, experimenting, judging

Creating Generating new ideas, products, or ways of viewing things designing, constructing, planning, producing, inventing

Teacher’s Role

Student Role

Directs Tells Shows Examines Questions Evaluates

Responds Absorbs Remembers Recognizes Memorizes Defines Describes Retells Passive recipient

Demonstrates Listens Questions Compares Contrasts Examines

Explains Describes Outlines Restates Translates Demonstrates Interprets Active participant

Shows Facilitates Observes Evaluates Organizes Questions

Solves problems Demonstrates use of knowledge Calculates Compiles Completes Illustrates Constructs Active recipient

Probes Guides Observes Evaluates Acts as a resource Questions Organizes Dissects

Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigate Inquires Active participant

Clarifies Accepts Guides Facilitates

Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies Active participant

Extends Reflects Analyzes Evaluates

Designs Formulates Plans Takes risks Modifies Creates Proposes Active participant

Revised Bloom’s Taxonomy of Objectives Revised Bloom’s Taxonomy of Objectives Remembering

Verbs to use in stating Behavioral Terms List Memorize Relate Show Locate Distinguish Give example Reproduce Quote Repeat Label Recall Know Group Read

Write Outline Listen Group Choose Recite Review Quote Record Match Select Underline Cite Sort

Restate Identify Discuss Retell Research Annotate Translate Give examples of Paraphrase Reorganize Associate

Describe Report Recognize Review Observe Outline Account for Interpret Give main idea Estimate Define

Applying

Translate Manipulate Exhibit Illustrate Calculate Interpret Make Practice Apply Operate Interview Paint

Change Compute Sequence Show Solve Collect Demonstrate Dramatize Construct Use Adapt Draw

Analyzing

Distinguish Question Appraise Experiment Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticize

Compare Contrast Survey Detect Group Order Sequence Test Debate Analyze Diagram Relate Dissect Categorize Discriminate

Evaluating

Judge Rate Predict Assess

Choose Conclude Deduce Debate Justify

Understanding

Revised Bloom’s Taxonomy of Objectives Revised Bloom’s Taxonomy of Objectives Creating

Verbs to use in stating Behavioral Terms                        

Score Revise Infer Determine Prioritize Tell why Compare Evaluate Defend Select Measure Compose Assemble Organize Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate

                     

Recommend Discriminate Appraise Value Probe Argue Decide Criticize Rank Reject Imagine Generate Formulate Improve Act Predict Produce Blend Set up Devise Concoct Compile

Revised Bloom’s Taxonomy Questions Revised Bloom’s Taxonomy of Objectives

Questions    

Remembering

        

Understanding

       

Applying

  

What happened after…? How many…? What is…? Who was it that…? Can you name…? Find the definition of... Describe what happened after… Who spoke to…? Which is true or false…? Can you explain why…? Can you write in your own words? How would you explain…? Can you write a brief outline…? What do you think could have happened next…? Who do you think…? What was the main idea…? Can you clarify..? Can you illustrate…? Does everyone act in the way that ….. does? Do you know of another instance where…? Can you group by characteristics such as…? Which factors would you change if…? What questions would yo u ask of…? From the information given, can y ou develop a set of instructions about…?

Revised Bloom’s Taxonomy Questions Revised Bloom’s Taxonomy of Objectives Analyzing

Questions      

   

Evaluating

             

Creating

  

    

Which events could not have happened? If… happened, what might the ending have been? How is…similar to…? What do you see as other possible outcomes? Why did…changes occur? Can you explain what must have happened when…? Can you distinguish between…? What were some of the motives behind…? What was the turning point? What was the problem with…? is there a better solution to…? Judge the value of.. what do you think about…? Can you defend your position about…? Do you think…is a good or bad thing? How would you have handled…? What changes to.. would you recommend? Do you believe…? How would you f eel it..? How effective are..? What are the consequences..? What influence will…have on our lives? What are the pros and cons of…? Why is…of value? What are the alternatives? Who will gain and who will lose? can you design a…to…? Can you see a possible solution to…? If you had access to all resources, how would you deal with…? Why don’t you devise your own way to…? What would happen if…? How many ways can you…? Can you create new and unusual uses for…? Can you develop a proposal which would…?

Appendix M

Republic of the Philippines

PROFESSIONAL REGULATION COMMISSSION Manila

BOARD FOR PROFESSIONAL TEACHERS

CODE OF ETHICS FOR PROFESSIONAL TEACHERS Resolution No. 435 Series of 1997 Pursuant to the provisions of Paragraph (e), Article II, of R.A. No. 7836, otherwise known as the “Philippines Teachers Professionalization Act of 1994” and Paragraph (a), Section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopts and promulgates the following “Code of Ethics for Professional Teachers”.

PREAMBLE Teachers are duly licensed professionals who possess dignity and reputation with high moral values as well as technical and professional competence. In the practice of their noble profession, they strictly adhere to, observe, and prac tice this set of ethical and moral principles, standard, and values.

ARTICLE I SCOPE AND LIMITATIONS Section 1. The Philippine Constitution provides that all educational institutions shall offer quality education for all Filipino citizens, a vision that requires professionally competent teachers committed to its full realization. The provisions of this Code shall apply, therefore to all teachers in all schools in the Philippines. Section 2. This Code covers all public all private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term “teacher” shall include industrial art or vocational teachers and all other persons performing supervisory and/or administrative functions in all schools at the aforesaid levels, whether on full-time or part-time basis.

ARTICLE II THE TEACHER AND THE STATE Section 1. The schools are the nurseries of the citizens of the state. Each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the Constitution and respect for all duly constituted authorities, and promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carry out the declared policies of the state and shall take an oath to this e ffect. Section 3. In the interest of the State of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit. Section 4. Every teacher shall possess and actualize full commitment and devotion to duty. Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly, or indirectly, solicit, require, collect, or receive any money, service, other valuable material from any person or entity for such purposes.

Section 6. Every teacher shall vote and exercise all other constitutional rights and responsibilities. Section 7. A teacher shall not use his position or official authority of influence to coerce any other person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have the privilege of sharing the product of his researches and investigations, provided that, if the results are inimical to the declared policy of the State, they shall be drawn to the proper authorities for the appropriate remedial action.

ARTICLE III THE TEACHER AND THE COMMUNITY Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best services by providing an environment conducive to such learning and growth.

Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social, educational, economic and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at all times and refrains from activities such as gambling, smoking, drunkenness and other excesses, much less illicit relations.

Section 4. Every teacher shall help the school keep the people in the community, and shall; therefore, study and understand local customs and traditions in order to have a sympathetic attitude, therefore, refrain from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the community informed about the school’s work and accomplishments as well as its needs and problems.

Section 6. Every teacher is an intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and the pleasant personal and official relations with other professionals with government officials, and with the people individually or collectively.

Section 8. A teacher possesses freedom to attend church and worship, as appropriate, but shall not use his position and influence to proselyte others.

ARTICLE IV THE TEACHER AND THE PROFESSION Section 1. Every teacher shall actively help insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparation for the career of teaching, and shall be at the best at all times in the practice of his profession.

Section 3. Every teacher shall participate in the continuing professional education (CPE) program of the Professional Regulation Commission, an shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence virtues, and productivity in order to be nationally and internationally competitive.

Section 4. Every teacher shall help, if duty authorized to seek support for the school, but shall not make improper misrepresentations through personal advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it a dignified means for earning a decent living.

ARTICLE V THE TEACHER AND THE TEACHING COMMUNITY Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good and full cooperation with colleagues. When the best interest of the learners, the school, or the profession is at stake in any controversy, teachers shall support one another.

Section 2. A teacher is not entitled to claim to claim for work not of his own, and shall give due credit for the work of others which he may use.

Section 3. Before leaving his position, a teacher shall organize and leave to his successor such records and other data as are necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which have not yet been officially released, or removed records from the files without official permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and unethical conduct of any associate. This may be done only if there is incontrovertible evidence for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without violating any right of the individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified, provided that he suspects the system of the selection on the basis of merit and competence, opportunity to be considered.

ARTICLE VI THE TEACHER AND HIGHER AUTHORITIES IN THE PHILIPPINES Section 1. A teacher shall make it his duty to make an honest effort to understand and support the legitimate policies of the school and the administration regardless of professional feeling or private opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusation or charges against superiors, especially under anonymity. However, if there are valid charges, he should present such under oath to competent authority.

Section 3. A teacher shall transact all official business through channels except when special conditions warrant a different procedure, such as when reforms are advocated but are opposed by the immediate superior, in which case the teac her shall appeal directly to the appropriate higher authority.

Section 4. A teacher, individually or as part of a group, has a right to seek redress against injustice and discrimination and to the extent possible, shall raise his grievances within democratic processes. In doing so, he shall avoid jeopardizing the interest and welfare of learners, whose right to learn must be respected.

Section 5. A teacher has a right to invoke the principle that the appointments, promotions, and transfers of teachers are made only on the basis of merit and need in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of the employment terms and conditions.

ARTICLE VII SCHOOL OFFICIALS, TEACHERS AND OTHER PERSONNEL Section 1. School officials shall at all times show professional courtesy, helpfulness and sympathy towards teachers and other personnel, such practices being standards of effective school supervision, dignified administration, responsible leadership and enlightened direction.

Section 2. School officials, teachers and other school personnel shall consider it their cooperative responsibility to formulate policies or introduce important changes in the system at all levels.

Section 3. School officials shall encourage and attend to the professional growth of all teachers under them such as recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to participate in conference s and training programs.

Section 4. No school official shall dismiss or recommend for dismissal a teacher or other subordinates except for cause.

Section 5. School authorities concerned shall ensure that public school teachers are employed in accordance with pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions of their work, provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing laws and provided, further that they are duly registered and licensed professional teachers.

ARTICLE VIII THE TEACHER AND LEARNERS Section 1. A teacher has the right and duty to determine the academic marks and the promotion of learners in the subjects they handle. Such determination shall be in accordance with generally accepted producers of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate action, observing the process.

Section 2. A teacher shall recognize that the interest and welfare of earners are his first and foremost concern, and shall handle each learner justify and im partially.

Section 3. Under no circumstance shall the teacher be prejudiced nor discriminatory against any learner. Section 4. A teacher shall not accept favor or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other than what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work on merit and qualify of academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip, and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestations of poor scholarship.

Section 9. A teacher shall ensure that conditions contributive to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learner’s problem and difficulties.

ARTICLE IX THE TEACHER AND PARENTS Section 1. A teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence and respec t.

Section 2. A teacher shall inform parents, through proper authorities, of the progress or deficiencies of learners under him, exercising utmost candor and tact in pointing out learners’ deficiencies in seeking parent’s cooperation for the proper g uidance and improvement of learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair criticism.

ARTICLE X THE TEACHER AND BUSINESS Section 1. A teacher has a right to engage, directly or indirectly in legitimate incoming generation, provided that it does not relate to or adversely affect his work.

Section 2. A teacher shall maintain a good reputation with respect to financial matters such as in the settlement of his debts, loans and other financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherently related to such purchase and disposal, provided that such shall be in accordance with e xisting regulations.

ARTICLE XI THE TEACHER AS A PERSON Section 1. A teacher shall live with dignity in all places at all times. Section 2. A teacher shall place premium upon self-respect and self-discipline as the principle of the personal behavior in all relationships with others and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could server as model worthy of emulation by learners, peers, and others.

Section 4. A teacher shall always recognize the Almighty God or Being as guide of his own destiny and of the destinies of men and nations.

ARTICLE XII DISCIPLINARY ACTION Section 1. Any violation of any provision of this Code shall be sufficient ground for the imposition against the erring teacher of disciplinary action consisting of revocation of this Certificate of Registration and License as Professional Teacher, suspension from the practice if the teaching profession, reprimand, or cancellation or his temporary/special permit under causes specified in Sec. 23, Article III or R.A No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A No. 7836.

ARTICLE XIII EFFECTIVITY Section 1. This code shall be approved by the Professional Regulation Commission and shall take effect sixty (60) days following its publication in the official Gazette or any newspaper of general circulation, whichever is earlier.

Appendix N Sexual Harassment Law Republic Act No. 7877 – An Act Declaring Sexual Harassment Unlawful in the Employment, Education or Training Environment, and for Other Purposes SECTION 1. Title – This Act shall be known as the “Anti-Sexual Harassment Act of 1995.” SECTION 2. Declaration of Policy – The state shall value the dignity of every individual, enhance the development of its human resources, guarantee full respect for human rights, and uphold the dignity of workers, employees, applicants for employment, students or those undergoing training, instruction or education. Towards this end, all forms of sexual harassment in the employment, education or training environment are hereby declared unlawful. SECTION 3. Work, Education or Training-related Sexual Harassment Defined – Work, education or training-related sexual harassment is committed by an employer, employee, manager, supervisor, agent of the employee, manager, supervisor, agent of the employer, teacher, instructor, professor, coach, trainor, or any other person who, having authority, influence or moral ascendancy over another in a work or training or education environment, demands, requests or otherwise requires any sexual favor from other, regardless of whether the demand, request for requirement for submission is accepted by the object of said Act. (a) In a work-related or employment environment, sexual harassment is committed when: (1) The sexual favor is made as a condition in the hiring or in the employment, re-employment or continued employment of said individual, or in granting said individual favorable compensation, terms, condition, promotions, or privileges, or the refusal to grant the sexual favor results in limiting, segregating or classifying the employee which in any way would discriminate, deprive of diminish employment opportunities or otherwise adversely affect said employee; (2) The above acts would impair the employee’s rights or privileges under existing labor laws; or

(3) The above acts would result in an intimidating hostile or offensive environment for the employee. (b) In an education or training environment, sexual harassment is committed: (1) Against one who is under the care , custody or supervision of the offender; (2) Against one whose education, training, apprenticeship or tutorship is entrusted to the offender; (3) When the sexual favor is made a condition to the giving of a passing grade, or the granting of honors and scholarships, or the payment of a stipend, allowance or other benefits, privileges, or considerations; or (4) When the sexual advances result in an intimidating, hostile or offensive environment for the result, trainee or apprentice.

Any person who directs or induces another to commit any act of sexual harassment as herein defined, or who cooperates in the commission thereof by another, without which it would not have been committed, shall also be held liable under this Act.

In the case of work-related environment, the committee shall be composed of at least one (1) representative each from the management, the union, if any, the employees from the supervisory rank, and from the rank and file employees. In the case of the educational or training institution, the committee shall be composed of at least one (1) representative from the administration, the trainors, teachers, instructors, professors or coaches and students or trainees, as the case may be. The employer or head of office, educational or training institution shall disseminate or post a copy of this Act for the information of all c oncerned. SECTION 5. Liability of the Employer, Head of Office, Educational or Training Institution. – The employer or head of office, educational or training institution shall be solidarily liable for damages arising from the acts of sexual harassment committed in the employment, education or training environment if the employer or head of office, educational or training institution is informed of such acts by the offended party and no immediate ac tion is taken thereon. SECTION 6. Independent Action for Damages. – Nothing in this Act shall preclude the victim of work, education or training-related sexual harassment from instituting a separate and independent action for damages and other affirmative relief. SECTION 7. Penalties. – Any person who violates the provisions of this Act shall, upon conviction, be penalized by imprisonment of not less than one (1) month nor more than six (6) months, or a fine of not less than Ten thousand pesos (10,000) nor more than Twenty thousand pesos (20,000) or both such fine and imprisonment at the discretion of the co urt. Any action arising from the violation of the provisions of this Act shall prescribe in three (3) years. SECTION 8. Separability Clause. – All laws, decrees, orders, rules and regulations, other issuances, or parts thereof inconsistent with the provisions of this Act are hereby repealed or modified accordingly. SECTION 10. Effectivity Clause. – This Act shall take effect fifteen (15) days after its complete publication in at least two (2) national newspaper of general circulation.

Approved: February 14, 1995

(Sgd.) FIDEL V. RAMOS President of the Philippines

Appendix O Table of Specifications of General Education of the Licensure Examination for teachers (LET) Cluster/Subject/Competency ENGLISH 1. English 1- Study and Thinking Skills 1.1 Use English language correctly and appropriately 1.2 Comprehend written text 2. English 2- Writing in the discipline 2.1 Use accurate, meaningful and appropriate language in written discourse 3. English 3- Speech and Oral Communication 3.1 Use accurate, meaningful and appropriate Language in oral discourse 4. Literature 1- Philippine Literature 4.1 Apply knowledge gained from local literary pieces 4.2 Manifest comprehension to extract elements In major literary genres 4.3 Relate insights to given situations 5. Literature 2- Master Works of the World 5.1 Evaluate master works of the world FILIPINO 1. Filipino 1- Komunikasyon sa Akademikong Filipino 1.1 Nagagamit nang may lalong mataas na Antas ng kasnayan at kahusayan ang Filipino sa akademikong larangan 2. Filipino 2- Pagbasa at Pagsulat tungo sa Pananaliksik 2.1 Nababasa nang may wastong pag-unawa ang mga teksto sa iba’t-ibang disiplina 3. Filipino 3- Masining na Pagpapahayag 3.1 Nagagamit nang may husay ang Filipino sa pag buo ng isang sulating pananaliksik 3.2 Nagagamit ang angkop na repertwal (repertoire) ng wika sa pagpapahayag ng kaalaman, karanasan at saloobin MATHEMATICS I. Math 1- Fundamentals of Math 1. Use of four fundamental operations in problem Solving involving: 1.1 Operations with whole numbers, decimals fractions and integers 1.2 prime, composite, denominate numbers 1.3 prime factorization 1.4 LCM, GCF 1.5 Divisibility rules 1.6 Ratio and Proportion 1.7 Percentage, Rate and Base 1.8 Measurement and unit of measure 1.8.1 Perimeter 1.8.2 Area 1.8.3 Volume 1.8.4 Capacity 1.8.5 Weight 1.9 Convert units in the metric system

Weight 20% 6% 3% 3% 5% 5% 3% 3% 4% 1% 1% 2% 2% 2% 15% 6% 6% 5% 6% 4% 2% 2% 20% 7&

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2. Plane Geometry 2.1 Show mastery of basic terms and concepts in plane Geometry 2.1.1 lines and curves, perpendicular and parallel lines 2.1.2 angles, angle properties 2.1.3 special triangles and quadrilaterals 2.1.4 polygons 2.2 Solve problems involving basic terms and concepts in plane geometry 3. Elementary Algebra 3.1 Show mastery of basic terms and concepts in 3.1.2 Polynomials 3.1.3 Linear Equations 3.1.4 Linear Inequalities 3.2 Solve, evaluate, and manipulate symbolic and numerical problems in elementary algebra by applying fundamental rules, principles and processes 4. Statistics and Probability 4.1 Show mastery and knowledge of basic terms and concepts in statistics and probability 4.1.1 counting techniques 4.1.2 probability of an event 4.1.3 measure of central tendency 4.1.4 measure of variability 4.2 Solve, evaluate, manipulate symbolic and numerical problems in statistics and probability by applying fundamental rules, principles and processes SCIENCE Biological Science (General Biology) Physical Science (Earth Science) 1. Identify scientific traits and attitudes exhibited in various situations 2. Use scientific inquiry to investigate materials, events and phenomena in the natural world (designing experiments, collecting, organizing, analyzing and interpreting, data, making conclusion and communicating results 3. Use scientific knowledge to explain natural phenomena and protect earth’s resources 4. Analyze advantages and disadvantages of different solutions to particular problems 5. Analyze the impact of technology on living and non-living things SOCIAL SCIENCES 1. Philippine Government New Constitution with Human Rights 1.1 Demonstrate understanding of the various forms of government from the barangay to the present system 1.2 Explain the nature and provisions of the present constitution, its advantages and disadvantages over the others in the past and its function as fundamental law of the state 2. Philippine History 2.1 Trace the history of the Philippines from pre-colonial to contemporary periods 2.2 Draw the implications of the historical evolution of the Philippines to its present socio-political condition

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3. Economics, Taxation, LAND Reform and Cooperative 3.1 Manifest understanding of the Philippine economic condition with respect to taxation, land reform and cooperative as well as to the growth of its Gross National Product 3.2 Apply the fundamental economic principles to the current economic condition of the Philippines 4. Society and Culture with Family Planning 4.1 Apply basic concepts, theories and perspectives which relate to society, culture and family planning in life 4.2 Recognize cultural elements that are distinctly Filipino 5. Rizal and other Heroes 5.1 Analyze how Rizal’s life and works have contributed to the country’s development 5.2 Evaluate the contribution of other Philippine heroes and heroines to the development of the country 6. Philosophy 6.1 Analyze the nature of the Filipino, the Filipino Society and the emerging Filipino philosophy 6.2 Manifest a critical and analytical attitude toward specific issues and problems in daily life 7. Art Appreciation/Humanities 7.1 Demonstrate understanding of the totality of human experience by formulating a human perspective that integrates all areas of knowledge 7.2 Manifest appreciation of art as the result of an integrative and holistic view of life 8. Psychology 8.1 Apply the basic concepts and theories of human behavior INFORMATION AND COMMUNICATION TECHNOLOGY Introduction to Computer 1. Manifest mastery of fundamental concepts, principles and operations of information and communication technology (ICT) 2. Identify varies and appropriate use of technology 3. Analyze the effect/impact of ICT on the environment

3% 2%

1% 2% 1% 1% 2% 1% 1% 2% 1% 1% 2% 1% 1% 2% 2% 5%

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Appendix P Table of Specifications of Professional Education of the Licensure Examination for teachers (LET) Cluster/Subject/Competency 1. Teaching Profession, Social Dimensions of Education, Field Study, Practice Teaching 1.1 Determine ways and means to ensure high standards of the teacher’s personal and professional development 1.2 Describe the roles and responsibilities of the teacher in the local and global community 1.3 Analyze the historical, economic, socio-cultural, geographical, environmental, political and sociopsychological factors that influence the school as an agent of change and the teacher as a facilitator of learning 1.4 Interpret educational problems in the light of philosophical and legal foundations of education 1.5 Apply the four pillars of learning-learning to know , learning to do, learning to live together, learning to be- in responding to the aspirations of the learner and the community 1.6 Apply ethical principles in the teacher’s personal life and his/her relationship with other people 1.7 Reflect on the professional teacher’s accountability to learners’ performance and to the teacher’s total involvement in the teaching profession 2. Principles of Teaching, Educational Technology, Curriculum Development, Field Study, Practice Teaching 2.1 Employ activities, teaching methods, instructional materials and technology, classroom management techniques appropriate for a chosen subject-area 2.2 Apply appropriate approaches to lesson planning and curriculum development 2.3 Apply principles in the preparation and utilization of the conventional and non-conventional technology as well as traditional and alternative teaching strategies 2.4 Align curriculum components to instruction and assessment 2.5 Distinguish the roles of stakeholders (students; teachers; employers; parents; and community) in the delivery of the curriculum 2.6 Use activities that enhance critical, creative and metacognitive reading skills 2.7 Analyze extrinsic and intrinsic factors that affect reading performance 3. Facilitating Learning, Child and Adolescent Development 3.1 Analyze the cognitive, metacognitive, motivational sociocultural factors that affect learning 3.2 Apply theories of learning and development to the teaching-learning process 3.3 Draw educational implications of research findings related to child and adolescent learning and development along with the biological, linguistic, cognitive, social and psychological dimensions

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Organize a learning environment that is responsive to learner’s needs and that promotes fairness among learners of various cultures, family background, and gender 4. Assessment of Learning, Field Study, Practice Teaching 4.1 Apply principles in constructing traditional and alternative/authentic forms of high quality assessment 4.2 Interpret assessment results 4.3 Utilize processed data and assessment results in reporting learners’ to improve teaching and learning 4.4 Demonstrate skills in the use of techniques and tools in assessing affective learning 4.5 Assign students’ marks/ratings

2% 25% 10% 7% 3% 3% 2%

Appendix Q Republic of the Philippines OFFICE OF THE PRESIDENT COMMISSION ON HIGHER EDUCATION CHED MEMORANDUM ORDER (CMO) No. 30 Series 2004 SUBJECT: REVISED POLICIES AND STANDARDS FOR UNDERGRADUATE TEACHER EDUCATION CURRICULUM In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher Education Act of 1994,” and for the purpose of rationalizing the undergraduate teacher education in the country to keep pace with the demands of global competitiveness, the following rules and guidelines are hereby adopted and promulgated by the Commission.

Section 1.

Section 2.

ARTICLE I INTRODUCTION Quality pre-service teacher education is a key factor in quality Philippine education. In the Philippines, the pre-service preparation of teachers for the primary and secondary educational sectors is a very important function and responsibility that has been assigned to higher education institutions. All efforts to improve the quality of education in the Philippines are dependent on the service of teachers who are properly prepared to undertake the various important roles and functions of teachers. As such, it is of utmost importance that the highest standards are set in defining the objectives, components, and processes of the pre-service teacher education curriculum. ARTICLE II AUTHORITY TO OPERATE All private higher education institutions (PHEIs) intending to offer the Bachelor of Elementary Education (BEEd) or the Bachelor of Secondary Education (BSEd) or any of the professional education courses specified in both curricula must first secure proper authority from the Commission in accordance with existing rules and regulations. The government – supported institutions (i.e. state universities and colleges (SUCs), and local colleges and universities) are strongly encourage to strictly adhere to the provisions in this policies and standards. ARTICLE III PROGRAM SPECIFICATIONS

Section 3.

Degree The degree programs herein shall be called Bachelor of Elementary Education (BEEd) or the Bachelor of Secondary Education (BSEd).

Section 4.

Program Description and General Objectives. The BEEd is structured to meet the needs of professional teachers for elementary schools and special education programs in the Philippines, and the BSEd for the needs of professional teachers for secondary schools in the Philippines. The BEEd aims to develop elementary school teachers who are either (a) generalists who can teach across the different learning areas in grade school, (b) special education teachers, or (c) pre-school teachers. The BSEd aims to develop high school teachers who can teach in one of the different learning areas in high school like Mathematics, Physical Sciences, Biological Sciences, English, Filipino, among others.

Section 5.

Allied Programs Teacher education is an applied discipline which draws from many of the basic disciplines in the social sciences (Psychology, Sociology, Anthropology, Economics, Political Science, Applied Linguistics, History, etc.), the Science and Technology Fields (Biology, Chemistry, Physics, Mathematics, Engineering, Information Technology, etc.), and the Humanities and related f ields (Languages, Literature, Philosophy, Journalism, etc.).

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ARTICLE IV COMPETENCY STANDARDS Graduates of the BEEd and BSEd programs are teachers who Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning. Have a deep and principles understanding of the learning processes and the role of the teacher in facilitating these processes in their students; Have a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes; Have a meaningful and comprehensive knowledge of the subject matter they will teach; Can apply a wide range of teaching process skills 9including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches); Have direct experience in the field/classroom (e.g., classroom observations, teaching assistance, practice teaching); Can demonstrate and practice the professional and ethical requirements of the teaching professions; Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills; Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and the broader social forces encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills and practices. Can be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the effectiveness of such approaches in improving student learning; and Are willing and capable to continue learning in order to better fulfill their mission as teachers. ARTICLE V CURRICULUM

Section 7.

Curriculum Description The curriculum herein is designed to prepare professional teachers for practice in primary and secondary schools in the Philippines. The design features include various components that correspond to the basic and specialized knowledge and skills that will be needed by a practicing professional teacher: foundational general education knowledge and skills, theoretical knowledge about teaching and learning, methodological skills, experiential knowledge and skills, and professional and ethical values, and subject matter knowledge appropriate to the level of teaching (i.e., pre-school, primary or secondary). The curriculum recognizes the need to equip teachers with a wide range of theoretical and methodological skills that will allow them more options and greater flexibility in designing and implementing learning environments that will maximize their students’ learning, once they are in the teaching service. The curriculum is also designed so that the curricular components are integrated. That is, the curriculum emphasizes the interweaving of foundational, theoretical, methodological, and experiential knowledge in the various learning experiences in the curriculum.

Section 8.

Curriculum Outline

General education Courses Professional Educational Courses Theory/Concepts courses Methods/Strategies courses Field Study courses Special Topics courses Specialization/Content courses TOTAL UNITS

BEEd 63 54 12 27 12 3 57

BSEd 63 51 12 24 12 3 60

174 units

174 units

Section 9.

General Education Courses General education and legislated courses shall follow existing requirements. The CHED Memorandum No. 59 Series 1996 (63 units) is the recommended track for the teacher education programs. In addition, the course requirements for selected general education courses are specified in this curriculum (refer to section 17).

Section 10.

Professional Education Courses These courses represent the component of the curriculum that aims to develop the range of knowledge and skills needed in the practice of the teaching profession. These courses are divided into three broad categories: (a) theory and concepts courses, (b) methods and strategies courses and (c) f ield study courses. In addition, a cluster of special topics courses are required as part of the professional education courses. Although the professional education courses are defined under separate categories, all the courses should be taught in an integrated manner. Thus, discussions of theory and concepts should always be linked to the development of methods and strategies and to experiential learning during field study, and vice versa. All the courses should be taught using a wide range of learning-teaching approaches and student assessment procedures, including whenever possible the use of some educational technology. Finally, all the courses should have a research requirement, which may take the form of a term paper, case study, action research, or other forms of research/scholarship as may be appropriate.

Section 11.

Theory and Concepts Courses The following are the theory and concepts courses that provide the broad frameworks within which students can understand, rationalize, and reflect on the various methods, strategies, processes, issues, and other matters related to the teaching profession. Child and Adolescent Development Facilitating Human learning Social Dimensions of Education The Teaching Profession

Section 12.

3 units 3 units 3 units 3 units

Methods and Strategies Courses The following are methods and strategies courses in the program that aim to develop in students a wide range of skills to facilitate and evaluate learning in diverse types of students in a variety of learning environments.

Principles of Teaching 1 Principles of Teaching 2 Assessment of Student Learning 1 Assessment of Student Learning 2 Educational Technology 1 Educational Technology 2 Curriculum Development Developmental Reading 1 Developmental Reading 2(for BEEd only) Section 13.

Field Study Courses The following series of courses are the field study courses that are intended to provide students with practical learning experiences in which they can observe, verify, reflect on, and actually experience different components of the teachinglearning processes in actual school setting. The experiences will begin with field observation and gradually intensify until students undertake practice teaching. Field Study 1 Field Study 2 Field Study 3 Field Study 4 Field Study 5 Field Study 6 Practice Teaching

Section 14.

3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units

1 unit 1 unit 1 unit 1 unit 1 unit 1 unit 6 units

Special Topics Courses Students will have the opportunity to explore special topics and issues related to their field of study by taking three one-unit elective seminars on a range of topics chosen by the teacher education institutions, based on their perceived needs of the students and the expertise of their faculty. Some of the possible topics for these one-unit elective seminars are, but are not limited to the following: Teaching Multigrade Classes, Environmental Education, Teaching Multicultural Classrooms, Integrative Teaching Strategies, Collaborative Learning, Use of Popular Media in Teaching, Topics on Distance Learning, Problem-Based Teaching, the Eight-Week Curriculum, Addressing Learning Gaps, Teaching Indigenous Peoples, among others.

Section 15.

Content Course for Courses BEEd For the BEEd program, all students have to complete 57 units of content courses that correspond to the various learning areas in the elementary education curriculum. These courses, which are in addition to the related GE requirements, are distributed as follows: Science Mathematics English Filipino Social Studies Music, Arts and Physical Education Home Economics and Livelihood Education Values Education

12 units 12 units 12 units 6 units 6 units 3 units 3 units 3 units

For the BEEd program, students may choose to take 57 units of content courses in two areas of specialization: Special Education and Pre-School Education

Section 16.

Specialization Courses for Courses BSEd For the BSEd program, all students have to complete 60 units of content courses in one of the following areas of specialization: Mathematics Physical Sciences Natural Sciences English Filipino Social Studies Values Education Technology Education Music, Arts, and Health Education Islamic Studies

Section 17.

Sample Program of Study (Minimum Units) The program of study herein is only an example. HEIs may use this sample and modify it according to its needs. They may also add other preferred courses. The example program of study is shown in Annex A. ARTICLE VI Course Specifications

Section 18.

The teacher education curriculum provides minimum requirements for the course specifications for selected general education courses, all professional education courses, and specialization courses. The course specifications indicate the minimum requirements. HEIs may follow their own course specifications in the implementation of the program. However, the minimum requirements for these courses should be complied with by all HEIs. The complete course specifications are shown in Annex B. ARTICLE VII Repealing Clause

Section 19.

All pertinent rules and regulations or parts thereof that are inconsistent with the provisions of this policy are hereby repealed or modified accordingly. ARTICLE VIII Effectivity Clause

Section 20.

These curricula for teacher education curriculum shall commence first semester of school year 2005 – 2006 and shall be affected as follows: SY SY SY SY

2005 – 2006 2006 – 2007 2007 – 2008 2008 – 2009

For incoming freshmen For incoming freshmen and sophomores For incoming freshmen, sophomores and juniors All year levels

HEIs applying for permits to offer new teacher education programs must comply with these policies and standards before they can be granted permit to offer the programs.

ARTICLE IX Acknowledgement The Commission acknowledges the following for their contributions in the development of these policies and standards: The Technical Panel for Teacher Education composed of Dr. Allan B.I. Bernardo, as Chair, Dr. Ester B. Ogena, as Co-Chair, Dr. Lolita M. Andrada, Dr. Nilo E. Colinares, Dr. Amor Q. De Torres, Dr. Teresita G. Inciong, Dr. Isabel F. Inlayo, Dr. Paz I. Lucido, Dr. Gloria G. Salandanan, Dr. Teresita T. Tumapon and specially the TPTE Adviser and CHED Commissioner Ma. Cristina D. Padolina, for the untiring efforts they have rendered in the development of these policies and standards. The hundreds of faculty members and administrators of different TEIs, especially the Philippine Normal University, De La Salle University-Manila, Centro Escolar University, and University of the Philippines-Diliman, who have helped in developing specific components of these policies and standards through the various workshops, write shops, and consultations; The CHED-TPTE Secretariat, Dr. Teoticia C. Taguibao, Ms. Marietta L. Manalang, Ms. Rosa F. Mercado, Ms. Rowena B. Espina, Ms. Leana DS. Patungan,Ms. Aileen Rachel V. Mojica and Mr. Avelino D. Sanchez IV for the technical and administrative support. For strict compliance. Pasig City, Philippines

September 13, 2004

FOR THE COMMISSION

(SGD) MA. CRISTINA D. PADOLINA Officer-In-Charge Office of the Chairman

Appendix R Republic of the Philippines OFFICE OF THE PRESIDENT COMMISSION ON HIGHER EDUCATION

Republika ng Pilipinas REPUBLIC OF THE PHILIPPINES KAGAWARAN NG EDUKASYON DEPARTMENT OF EDUCATION

JOINT CHED and DepED ORDER GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS UNDER EXPERIENTIAL LEARNING: FIELD STUDY AND PRACTICE TEACHING To:

CHED Commissioners Regional Directors Presidents of Universities and Colleges

DepED Undersecretaries Assistant Secretaries Regional Directors Schools Division Superintendents Elementary/Secondary Principals

The Experiential Learning Courses (ELC) is indispensable components of the New Teacher Education Curriculum, per CMO No.30 s., 2004. This is pursuant to the National Competency Based Teacher Standards (NCBTS), the core of the Teacher Education and Development Program (TEDP) of the government. The ELC are intended to provide students with actual learning experiences in which they can observe, verify, reflect on, and practice the different components of the teaching-learning processes in a variety of authentic school settings. Such experiences, which are built around mentoring, will begin with field observation and will gradually intensify into participation until students undertake practice teaching. As key independent stakeholders in the development of future teachers, the Basic Education Schools (BES) provide the Teacher Education Institutions (TEIs) the authentic environment to implement the teacher education curriculum; the TEIs in turn provide schools with competent teachers steeped in both theory and practice. The Commission on Higher Education (CHED) through the TEIs and the Department of Education (DepED) through the regional and division’s offices and cooperating BES shall provide a collaborative support system to the experiential learning courses. The roles and responsibilities of the DepEd regional directors, schools division superintendents, supervisors, principals/head teachers, resource teachers, and cooperating teachers; and CHED regional directors, the TEI deans/heads, college supervisors, and field study students/student teachers, are likewise provided in the Enclosures. The DepEd and the CHED Regional Offices shall set the parameters for the Memorandum of Agreement (MOA) between the SDS and the individual TEI or a group of TEIs. The MOA shall stipulate the administrative and technical support including the flexible incentive system. (Refer to prototype MOAs) The ELC Handbook is provided to ensure that the pre-service teachers get maximum benefits from their experiential learning courses. (Refer to Enclosures) Any DepEd or CHED Order which is inconsistent with this Joint Or der is hereby rescinded. Immediate and wide dissemination of this Joint Order is desired.

CARLITO S. PUNO Chairman Commission on Higher Education

JESLI A. LAPUS Secretary Department of Education

GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS I.

DEFINITION OF TERMS Authentic School Setting/Learning Environment – refers to the real school environment in basic education. College Supervisor- refers to the faculty member of the Teacher Education Institution (TEI) in charge of Experiential Learning Courses (Field Studies and/or Practice Teaching), who teaches the course and oversees the various activities. It also refers to the University/ College Student Teaching Supervisor/Director/Coordinator. Cooperating School/Internship School/Practicum Site/Partner Public School- refers to the school where the field observes and student teachers undergo observation and practice teaching. Experiential Learning Courses- refer to the required subjects in the pre-service education curricula that include Field Study Courses and Practice Teaching. Flexible Incentive System- refers to mutually-agreed upon monetary e.g., honoraria, and non-monetary incentives, e.g., scholarships, tuition discounts, free training, seminars, access to library and other school facilities, distinctions and honorific titles, etc. Field Study Student (FSS)- refers to the student taking field study courses. Portfolio- is both a product and process; purposeful collection of pertinent student teaching materials such as lesson plans, documented evidences of community outreach, reflections, and others. Mentor/Cooperating Teacher- refers to the teacher who is assigned to guide the FSS/student teacher in the development of professional competencies, attitudes and behaviors. Mentoring- refers to a nurturing process in which a highly-skilled or more experienced person provides support and encouragement to a l ess experienced person. Pre-service teacher- refers to the student enrolled in the BEEd, BSEd and other related teacher education programs. Resource Teacher- refers to the resource facilitator in the Field Study Courses. Student Teacher- refers to the student who undergoes practice teaching.

II.

ROLE OF DEPED AND CHED

Regional Offices The Regional Directors shall jointly: 1. Ensure quality assurance of the Experiential Learning courses; 2. Set the parameters of the MOAa between the SDS and TEIs or group of TEIs; determine and articulate the human resource requirements for basic education and TEIs of the region; 3. Conduct regular monitoring and evaluation of the ELC, utilize and disseminate results; 4. Undertake researches related to the improvement of ELC; and 5. Provide recognition and reward recognition and reward system to performing TEIs as regards to experiential learning Schools Division Offices The SDS, in collaboration with the TEI and school principals, shall: 1. Forge a MOA with TEIs on the deployment of pre-service teachers on experiential learning courses. 2. Review and subsequently approve, requests for cooperating schools; 3. Conduct orientation on field study and practice teaching with the TEIs and cooperating staff; and 4. Monitor and evaluate the capacity of the cooperating school;

Cooperating School A. Field Study 1. The Principal shall accept the FSS and see to it that they are assigned to observe any teacher; 2. The Principal shall coordinate with TEI supervisor concerning field study assignments and problems; 3. The Principal shall ensure the orientation of the FSSs on the following: a. Policies, regulations and environment of the school; b. Assignment of classes and responsibilities; and 4. The Principal will participate in a debriefing session with the resource teacher, the FSS and the college practicum supervisor. B. Practice Teaching The duties and responsibilities are: 1. Assign a student teacher to a qualifies cooperating teacher in coordination with the school department head/chairman and with the University/College Student Teaching Supervisor/Director; 2. Conduct regular conference with the cooperating teachers as regards to the performance of the student teachers; 3. Coordinate with the college supervisor of the student teacher; 4. See to it that student teachers are not allowed to substitute for teachers who are on leave; and 5. Prepare required reports to the SDS. Resource Teachers and Cooperating Teachers/Mentors A. Field Study The Resource Teachers shall: 1. See to it that the FSS’s role is limited to the requirements and activities of the particular field study course; 2. Accommodate FSSs in their actual classroom teaching and are not duty bound to mentor/coach; and 3. Certifies the attendance of the FSSs. B. Practice Teaching 1. Observe mentor-mentee relationship; 2. Assist the student teachers in honing their skills through: 2.1 regular class observation and post conference 2.2 lesson planning 2.3 use of varied strategies/approaches/techniques 2.4 classroom management 2.5 assessment of learning outcomes 2.6 questioning techniques 2.7 preparation of instructional materials 2.8 preparation of examinations/various assessment modes 2.9 accomplishment of different forms and related work 3. observe, coach/mentor and evaluate the performance of the student teacher; 4. keep a record of observations and post conferences made with the student teacher; 5. model effective teaching and management techniques; 6. provide the student teacher the opportunity to teach independently and collaboratively; 7. allow the student teacher to participate in co-curricular and school/community activities; 8. complete a set of summative evaluation reports for each student teacher; and 9. recommend a PASS or FAIL standing for the student teacher for the practicum.

III.

ROLE OF THE TEI The TEI Dean shall: 1. Initiate conferences with the Regional Director, Schools Division Superintendents (SDS)/Private School Principals in selecting cooperating schools; 2. Prepare a MOA between TEI and the Division Office (DO) to be signed by the College/University President and the SDS; 3. Coordinate with the SDS in the selection of cooperating schools; 4. Prepare a formal communication to the school principal relative to the deployment of FSS and Student Teachers; 5. Ensure that the College Supervisor deploy pre-service teachers to schools as arranged with the Schools Division Superintendent (SDS); 6. Provide flexible incentive system to personnel (cooperating teachers, school principal, department heads and supervisors) involved in student teaching as stipulated in the Memorandum of Agreement; and 7. Provide a functional space for Experiential Learning Courses. The TEI College Supervisor shall: 1. Orient the pre-service teachers on the rationale and procedures of the experiential learning courses; 2. Conduct orientation meetings in order that expectations of both parties are made clear to all concerned; 3. Determine the readiness and ability of the pre-service teachers to undergo practice teaching; and 4. Coordinate with the cooperating school head regarding the activities and practice teaching needs of the student teachers; 5. Orient the student teachers for their off-campus work; 6. Conduct regular observation and evaluation of the practice teaching performance of student teachers; 7. Coordinate regularly with the cooperating school principal/head teacher, and cooperating teacher regarding performance of the student teachers; 8. Submit written reports to the College Dean, copy furnished the school principal and the SDS, at least twice a month regarding the: a. Progress/performance of the student teachers b. Problems/difficulties met by the student teachers c. Solutions/actions taken to solve the problem 9. Conduct debriefing sessions, interview/case studies of student teachers.

IV. SELECTION OF COOPERATING SCHOOLS A. Field Study All basic education schools may be chosen as cooperating schools. B. Practice Teaching A school may be selected if: a. It is an above average performing school in academics as evidenced by its: Performance in division, regional and national  examinations/competitions Performance of graduates in admission tests in prestigious schools   Good image in the community b. It has master teachers/effective teachers who can provide the best mentoring to the student teachers; is accessible to the student teachers; and c. It is managed by a full-time and competent administrator.

V.

SELECTION OF RESOURCE TEACHERS AND COOPERATING TEACHERS/MENTORS A. Field Study Any teacher in a Field Study Cooperating School can be a Resource Teacher. B. Practice Teaching He/She: 1. Has at least 3 years of teaching experience; 2. Performs satisfactorily in accordance with the NCBTS; 3. Is a major of the learning area the student teachers will practice in (for secondary level); 4. Is willing to take responsibility for training/mentoring the student-teacher; 5. Has been (or is) a demonstration teacher at the least, on the school level; and 6. Is a regular teacher, not a substitute or a para teacher

VI.

DUTIES AND RESPONSIBILITIES OF PRE-SERVICE TEACHERS A. Field Study The FSS shall: 1. Take the field study courses congruent to their professional education subjects; 2. Observe proper decorum and behavior when making field visits and observations in the schools where they are fielded; and 3. Accomplish the requirements of the course as scheduled. B. Practice Teaching The Student Teacher shall: 1. Participate actively in school-related activities, however, priority should be given to academic related activities; 2. Notify the cooperating teacher in case of absences; 3. Consider/be open to constructive criticisms; 4. Respect the dignity and rights of children; 5. Come prepared at all times; 6. Secure clearance from the cooperating school; 7. Accomplish the internship portfolio; 8. Project a good image as a teacher at all times by observing: a. Code of Ethics b. Proper dress code c. Punctuality in all activities of the internship.

Appendix S MEMORANDUM OF AGREEMENT Know ALL Men By These Presents: This Memorandum of Agreement is made and entered into by and between: Represented by its President, and Dean of the College of Education with principal addresses at and hereinafter referred to as the FIRST PARTY. The Department of Education, represented by the Schools Division Superintendent of , and the cooperating school Principal, With principal addresses at and hereinafter referred to as The SECOND PARTY. WITNESSETH: WHEREAS, the First Party and the Secon Part are concerned about the pre-service education of teachers as a key to achieving sustainable quality basic education; WHEREAS, the First Part and the Second Part are committed to improve the quality of basic education in the Division of WHEREAS, both parties believe that a major key to reaching that goal is qaulity pre-service training program that will provide student teachers opportunities to: 1. Develop the competencies set in the National Competency-Based Teachers Standard (NCBTS); 2. Apply their learnings in actual classrooms situations; 3. Gain comprehensive and realistic perpective of the teaching learning situations and dayto-day school activities and; 4. Reflect on their qualities and commitment vis-à-vis the demands of the teaching profession. WHEREAS, both parties believe that aside from the usual practice teaching, intensive field study is necessary to adequately prepare the student teachers for their functions and responsibilities. NOW THEREFORE, premises considered, the parties agree to the following: 1. The FIRST PARTY will 1.1 coordinate with the School Division Superintendent and the School Head on the deploment of the Field Study Students (FSS) / Student Teachers (ST); 1.2 conduct regular supervisory visit during the stay of the FSS/ST in designated school; 1.3 gather feedback from the cooperating schools on FSS/ST activities / performance for the improvement of the program; 1.4 conduct exit conference with the cooperating school head; 1.5 and provide flexible incentive package/reward system for cooperating school.

2. The SECOND PARTY will 2.1 conduct orientation/briefing on the school learning environment and the community system; 2.2 allow FSS/ST to observe classes and school activities as required; 2.3 provide FSS/ST the best resource teachers/mentors; 2.4 allow the First Party to supervise the activities of their FSS/ST in coordination with the department heads/grade level chairs/school head; 2.5 allow the FSS/ST also access to school information for research and instructional purposees; 2.6 monitor and evaluate the perfomance of cooperating schools; and 2.7 submit consolidated reports on student teachers. This AGREEMENT shall take effect immediately upon signing by all parties concerned and shall remain in force unless sooner terminated by mutual consent. IN WITNESS WHEREOF, parties of the agreement hereunto affix their signature this Of , 20 at , Philippines

Teacher Education Institution

Basic Education Schools

President

Schools Divisions Superintendent

Dean, College of Education

School Principal

Signed in the Presence of:

Witness

Witness

REPUBLIC OF THE PHILIPPINES

ACKNOWLEDGEMENT This

day of

20

Name

at the

personally appeared before me

CTC No.

Issued at

Issued on

All known to me to be the same persons who executed the foregoing instrument, and they acknowledged to me that the same is their free and voluntary deed.

WITNESS MY HAND AND SEAL

Appendix T

DepED Complex, Meralco Avenue, Pasig City

MAR 02, 2009 DepED ORDER No. 20 , s. 2009

FURTHER REVISIONS TO THE HIRING GUIDELINES FOR TEACHER I POSITIONS UNDER DEPED ORDER NO. 4, S. 2007

To:

Undersecretaries Assistant Secretaries Bureau Directors Regional Directors Schools Division / City Superintendents Head, Public Elementary and Secondary Schools 1. For the information and guidance of all concerned, enclosed are further revisions to DepED Order No. 4, s.2007 (Revisions to the Hiring Guidelines for Teacher I Positions).

2. Immediate dissemination of and compliance with this Order is directed.

JESLI A. LAPUS Secretary Encl: As stated Reference: DepED Order: (No. 4, s. 2007) To be indicated in the Perpetual Index Under the following subjects: APPOINTMENT, EMPLOYMENT, REAPPOINTMENT CHANGE POLICY TEACHERS

Enclosure to DepED Order No. 20, s. 2009 FURTHER REVISIONS TO THE HIRING GUIDELINES FOR TEACHER I POSITIONS UNDER DEPED NO. 4, S. 2007 The Department of Education (DepED) actively Implements policy reforms called Basic Education Sector Reform Agenda (BESRA) which are expected to create critical changes necessary to further accelerate, broaden, deepen and sustain the improved current educational efforts. The vision for improved school performance propels a unifies system that provides for the need for highly qualified teachers. In order to institutionalize the objectives of BESRA, particularly the reforms I Teacher Education and Development Program (TEDP) and School Based Management (SBM), the revisions to the hiring guidelines for Teacher I positions in the public elementary and secondary schools under DepED Order No. 4 s. 2007 (Revisions to the Hiring Guidelines for Teacher I Positions) shall be implemented by Schools Divisions consistent with the pertinent provisions of existing laws, rules and regulations effective School Year 2009-2010. 1.0

SCOPE These guidelines which shall apply to the filling up of newly created or natural vacancies for Teacher I positions in public elementary and secondary shall cover the following areas/aspects: (a) (b) (c) (d) (e)

2.0

Recruitment – Announcement of Vacancies and Receipt of Applications Verification and Validation of Documents Submitted Evaluation and Selection of Applicants Appointment of Qualified Applicants Monitoring of Division Office Compliance by the Regional Office

DEFINITION OF TERMS 2.1 Applicant refers to a person who holds a valid certificate of registration/professional license as a teacher from the Professional Regulation Commission (PRC) seeking to be appointed to a Teacher I position. 2.2 Qualified Applicant refers to a person who underwent and passed the evaluation and selection process and met the requirements for appointment to a Teacher I position. 2.3 Registry of Qualified Applicants (RQA) refers to the official list of those who obtained an over-all score of fifty (50) points or above during the evaluation and selection processes. 2.4 Bona fide resident refers to a qualified applicant who declared himself/herself a resident of a particular barangay, municipality, city or province for at least six (6) months in the Personal Data Sheet (CSC Form 212, revised 2005) accompanying his/her application. 2.5 Catchment areas refer to adjacent barangays where there is no school but are

being served by elementary schools located in a particular barangay. 3.0

BASIC RULES ON HIRING FOR TEACHER I POSITIONS 3.1 The recruitment, evaluation and selection of applicants for Teacher I positions shall start from January to April of each year. 3.2 An applicant shall file his/her application to the school head of either an elementary or secondary school. 3.3 Appointments of teachers shall be made prior to the opening of the current school year beginning June and until the next Registry of Qualified Applicants (RQA) has been prepared. 3.4 The guidelines on deployment shall be strictly observed (DepED Order 21, s. 2005).

3.5 Public school teachers requesting for transfer to another assignment are not considered new applicants and should therefore not be subjected to these hiring guidelines. 3.6 As provided in Sec. 26 (b) paragraph 2 of RA 9293, teachers who have not practiced their profession for the past five (5) years shall be required to take at least twelve (12) units of education courses, consisting of at least six (6) units of pedagogy and six (6) units of context courses. 4.0

RECRUITMENT PROCEDURE 4.1 An applicant shall submit to the nearest elementary or secondary school head a written application supported by the following documents:  CSC Form 212 (revised 2005) in two copies with the latest 2x2 ID picture Certified photocopy of PRC Certificate of Registration/License  Certifies photocopy of ratings obtained in the Licensure Examination for  Teachers/Professional Board Examination for Teachers  Certified copies of transcript of records for baccalaureate course  Copies of service record, performance rating and school clearance for those with teaching experience Certificates of specialized training, if any  4.2 The School Selection Committee shall verify all documents as to completeness and authenticity. 4.3 The applicant assumes full responsibility and accountability on validity and authenticity of the documents submitted. Any violation will merit corresponding sanctions after due process. 4.4 The School Selection Committees shall submit to the concerned Division Subcommittees the lists of applicants together with the required documents.

5.0

EVALUATION AND SELECTION 5.1 The Schools Division Superintendent (SDS) shall organize the following Committees: A. School Selection Committee B. Division Sub-Committee C. Division Selection Committee 5.2 The Committees shall have the following compositions and functions: A. School Selection Committee 1.

Composition 1.1 The Committee at the elementary level shall be chaired by the School Head with four (4) Master Teachers/best performing teachers as members. 1.2 The committee at the secondary level shall be chaired by the School Head, the Department Head concerned and three (3) teachers from the different learning areas as members.

2. Functions 2.1 Receives applications. 2.2 Verifies documents as to completeness, ver acity, accuracy and authenticity. 2.3 Submits the list of applicants with the corresponding documents to the Division Sub-Committees for elementary and secondary levels. 2.4 Recommends to the SDS the appointments of qualified applicants listed in the RQA for the current school year who are bona fide residents of the locality where the vacancies exist and those from the “catchment areas” who are to be assigned in public elementary and secondary schools, consistent with the provisions of RA No. 8190 (Localization Law).

B. Division Sub-Committee 1. Composition 1.1 The Division Sub-committee for elementary level shall be chaired by a School Head with four (4) other School Heads as members. 1.2 The Division Sub-Committee for secondary level shall be chaired by a School Head with four (4) other School Heads as members. 2. Functions 2.1 Receives the list of applicants with the corresponding documents. 2.2 Reviews the documents submitted by the School Selection Committee as to completeness, accuracy, authenticity, and veracity. 2.3 Evaluates applicants on Education, Teaching Experience, LET/PBET Rating, Experiential Learning Course and Specialized Training and Skills. 2.4 Conducts interviews. 2.5 Observes and rates demonstration teaching of applicants. 2.6 Administers the English proficiency test. 2.7 Consolidates individual ratings and submits the initial rank list of qualified applicants to the Division Selection Committee. C. Division Selection Committee 1. Composition For Elementary Schools Chair: Assistant Schools Division Superintendent Members: Two (2) Education Supervisor I President of the PESPA (Division Chapter) President of the Teacher’s Association (Division Level) For Secondary Schools Chair: Assistant Schools Division Superintendent Members: Two (2) Education Supervisor I President of the PAPSSA (Division Chapter) President of the Teacher’s Association (Division Level) 1.1 in a schools division where there is no ASDS, the Superintendent shall designate an Education Supervisor I as the Chair of the Division Selection Committee, in addition to the two (2) Education Supervisor I members. 1.2 The personnel in-charge of personnel actions shall provide secretariat services and maintain records of proceedings of deliberation. 2. Functions 2.1 Prepares the written English Proficiency Test. 2.2 Reviews and consolidates the results of the individual ratings of applicants, one for elementary level and another for secondary level, by subject area, showing the scores they obtained in the criteria for evaluation. 2.3 Prepares a division-wide rank list, one for elementary level and another for secondary level, based on item 2.2 2.4 Prepares the RQA of qualifies applicants who obtained total scores of fifty (50) points or above by school district, for elementary level, and by school for secondary level, and by school for secondary level, by subject area. 2.5 Submits the complete results of the evaluation of applicants (items 2.2, 2.3 and 2.4), including pertinent records of deliberations, to the SDS for approval.

5.3 Applicants shall be evaluated using the following criteria: CRITERIA a. b. c. d. e. f. g. h.

POINTS 25 10 10 5 5 10 20 15 100

EDUCATION TEACHING EXPERIENCE LET/PBET RATING EXPERIENTIAL LEARNING COURSE SPECIALIZED TRAINING AND SKILLS INTERVIEW DEMONSTRATION TEACHING COMMUNICATION SKILLS TOTAL

5.3. A EDUCATION – 25 points Scoring Education is in terms of the applicant’s academic achievement which means that all subjects with corresponding units must be included in the computations. General Weighted Average 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9

Equivalent Points 25 23.75 22.5 21.25 20 18.75 17.5 16.25 15 13.75

25 24.25 23.5 22.75 22 21.25 20.5 19.75 19 18.25

General Weighted Average 2.0 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9-3.0

Equivalent Points 12.5 11.2 10 8.75 7.5 6.25 5 3.75 2.5 1.25

17.50 16.75 16.00 15.25 14.5 13.75 12.25 11.5 10.75 10

When the percentage rating is used, the following table of equivalence shall be used:

Percentage Rating 99.0-100 97.75-98.75 96.5-97.5 95.25-96.25 94.0-95.0 92.75-93.75 91.5-92.5 90.25-91.25 89.0-90.0 87.75-88.75

Points 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9

Percentage 86.5-87.5 85.25-86.25 84.0-85.0 82.75-83.75 81.5-82.5 80.25-81.25 79.0-80.0 77.75-78.75 76.5-77.5 75.0-76.25

GWA 2.0 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9-3.0

Applicants with non-education degrees shall be rated using their GWAs in their baccalaureate degrees and the 18 professional units in education. For schools with “unique” grading systems, a corresponding transmutation table must be constructed. 5.3.B TEACHING EXPERIENCE – 10 points Teaching experience in pre-school, SPED, elementary and secondary in private and public schools shall be given one (1) point for every school year but not to exceed 10 points. For every month of service, 0.1 point shall be given. Example: 8 months = 0.8 point 11 months = 1.1 points 5.3.C LET/PBET RATING – 10 points Scoring applicant’s performance in the LET/PBET shall be as follows: LET Rating 87 + 85-86 83-84 81-82 79-80 77-78 75-76

Points 10 9 8 7 6 5 4

PBET Rating 82 + 80-81 78-79 76-77 74-75 72-73 70-71

Points 10 9 8 7 6 5 4

5.3.D EXPERIENTIAL LEARNING COURSES – 5 points RUBRICS FOR EXPERIENTIAL COURSE 1. Field Study Scale

%

Point System

Adjective Equivalence

5

95-100

1.00

Excellent

4

90-94

1.25-1.50

Proficient

3

85-89

1.75-2.00

Satisfactory

Indicators Presents clear description of experiences that are considered worthwhile and helpful, Explains judgements on personal strength and weaknesses; includes successful outputs and accomplishments. Presents some examples of experiences, some explanations of strengths and weaknesses and includes come achievements. Contains some examples of learning

2

80-84

2.25-2.50

Developing

1

75-79

2.75-3.00

Needs Improvement

experiences with few explanations of personal strengths and weaknesses and statement of what has been achieved. There is little evidence of reflections and insights learned very few details of experiences. Judgement of personal performance is very limited, with little or no attention paid to strengths and weaknesses of work. There is an absence of evidence of reflection; no details of experiences and judgement of performance, without statement of strengths and weaknesses and achievements.

2. Practice Teaching Scale

%

Point System

Adjective Equivalence

Indicators 



5

95-100

1.00

Outstanding









4

90-94

1.25-1.50

Very Satisfactory

 



 

3

85-89

1.75-2.00

Satisfactory





2

80-84

2.25-2.50

Fair

 

1

75-79

2.75-3.00

Needs Improvement





Presents a variety of work done individually or in group Uses many resources Shows good organization and a clear focus Displays evidences of self-assessment such as revisions, a letter on why one chose a certain entry, etc. Present a variety of work done individually or in group Uses many resources Contains minor organizational flaws Exhibits some errors in grammar, usage or mechanics Reflects enthusiasm, creativity, selfassessment, extensive investigations and analysis of information Presents fewer work and some resources Includes confusing organization and a focus which is nuclear Reflects some enthusiasm, creativity, selfassessment, extensive investigations and analysis of information. Contains problems in mechanics that interfere with communication Reflects poor organization Lack focus, enthusiasm, creativity and analysis of information Consists mainly of ditto sheets or pages copied from a textbook Contains no evidence of student thinking

5.3. E SPECIALIZED TRAINING AND SKILLS – 5 points Any of the specialized training for skills development such as journalism, sports, music, theatre arts, Information and Communication Technology (ICT) and other similar or allied skills shall be given a maximum of 5 points. In the assignment of points, the following should be met:   

At least one (1) week training; Duly supported with documents; The skill shall be validated thru demonstration

Points may also be given to skills acquired from experience to be validated thru demonstration.

5.3. F INTERVIEW- 10 points The Division Sub-Committee shall interview the applicants based on the following attributes: Personality (5 pts) each indicator to be given one (1) point Appearance Voice and Speech Poise Alertness Self-confidence Potential (5 pts) each indicator to be given one (1) point Ability to present ideas Judgement Emotional Stability Decisiveness Stress tolerance 5.3. G DEMONSTRATION TEACHING- 20 points Applicants shall be given points on aspects such as: lesson plan, presentation of the lesson, classroom management and evaluation of pupil/student performance strictly following the applicable NCBTS strands and indicators. 5.3. H COMMUNICATION SKILLS- 15 points An English Proficiency Test with a maximum score of 100% shall administer to applicants. The competencies and contents of the test are indicated below. However, as to the procedure and the test items to be administered to the applicants, these are left to the expertise of the Division Selection Committee. 1. Listening 2. Speaking 3. Reading 4. Writing The percentage score obtained by an applicant shall be multiplied by the weight or 15 points, as follows: Percentage Score = 98% or .98 Weighted Point = 15 Rating = .98 x 15 = 14.7 points 6.0

Constituting and Utilizing the Registry of Qualified Applicants (RQA) 6.1 The cut-off score for inclusion in the RQA is fifty (50) points. 6.2 The RQA is the list of qualified applicants for appointment which shall include their names, permanent addresses and final evaluation ratings. It shall be used in fillingup new items and natural vacancies for Teacher I positions.

6.3 In the event that an applicant is not appointed to any teaching position during the school year, he/she shall be automatically included in the next year’s updating of t he RQA. He/she may opt to submit new documents to be included in the evaluation with new applicants; otherwise he/she retain his/her previous points. 6.4 Only a qualified applicant for a specific subject area shall fill the vacancy in that subject area needed at the secondary school level before the residence of the qualified applicant is considered. 6.5 The School Selection Committee may recommend qualified applicants from other subject areas to fill the position when there is no available qualified applicant with the preferred subject area of specialization. 6.6 Recommendations by the School Selection Committee for the appointment of qualifies applicants included in the RQA to be sent to the Division Office should be signed by all the Committee members.

7.0 APPOINTMENT OF QUALIFIED APPLICANTS 7.1a

Posts the complete results (C.2.5) in at least three (3) conspicuous places in the Division Office: consolidated results of the individual ratings, division-wide rank list and RQA of teachers who obtained total scores of fifty (50).

7.1b

Appoints only from among the qualified applicants recommended by the School Selection Committee in the school/school districts where the vacancies exist.

7.1c

Ensures that the matching of qualified applicants in the RQAs with the available vacant positions in schools shall be done consistent with the provisions of RA No. 8190 (Localization Law) and other pertinent laws, rules and regulations, in the following order:

a. Qualified applicants in the RQA who are bona fide residents of barangays where schools with vacancies are located are to be recommended for appointment. Bona fide residents of adjacent barangays where no schools are located and have been identifies as “catchment areas” shall also be considered. b. When there are more qualified bona fide residents of the barangay and “catchment areas” than the available vacant positions to be filled up, the School Selection Committee shall determine those to be recommended for appointment. c. When bona fide residents of the barangay and “catchment areas” have been appointed and there are still available vacant positions to be filled up, qualified applicants from the municipality or city shall be appointed. d. If there are two or more qualified applicants who are bona fide residents of the municipality or city where the school with a vacancy exists, the School Selection Committee will choose from among the qualified applicants. e. When bona fide residents of the municipality or city have been appointed and there are still available vacant positions to be filled up, qualified applicants from the province shall be appointed. f. If there are two or more qualified applicants who are bona fide residents of the province where a school vacancy exists, the School Selection Committee shall select from among the qualified applicants. 7.1d

Provides every elementary and secondary school with copies of the RQAs for posting in their areas of jurisdiction. Regional Directors shall also be provided with copies of the RQAs.

7.1e

Furnishes the Local Government Units with copies of the RQAs. Discussions shall be done to encourage their use of the RQAs in hiring licensed teachers to locallyfunded items.

8.0

MONITORING OF DIVISION COMPLIANCE AND SANCTIONS

8.1 Regional Directors shall regularly monitor and ensure the full implementation of the provisions of these hiring guidelines, as follows: a. Extent of dissemination and discussion of these guidelines with teachers, school heads, district supervisors, superintendents and other schools division’s officials; b. Preparation of schools to receive, acknowledge and endorse applications; c. Organization of Division Sub-Committees and Selection Committees; d. Briefing and orientation of members of these committees regarding their roles and functions; e. Preparation of scoring sheets, interview guides and tests of applicants; and f. Extent of briefing and information sharing with local governments and other l ocal stakeholders in teacher hiring. 8.2 Anyone found guilty of violating any of the provisions of these revised guidelines or any part thereof shall be administratively dealt with accordingly. 9.0

GRIEVANCE AND PROTEST PROCEDURES Aggrieved qualified applicants in the RQAs of the School Division Offices may f ile a protest. The protest, which shall be subscribed and sworn to in the form of a letter-complaint in three (3) copies, shall be field at the regional office within ninety (90) days f rom the issuance of the appointment. The Regional Director shall, upon receipt of the complaint, furnish the Schools Division Superintendent (SDS) of the complaint within seventy-two (72) hours. The SDS shall answer within fifteen (15) days. On the basis of the replies of the complaint and respondent, the Regional Director shall have fifteen (15) days to make the decision which shall be final in so far as DepED is concerned. Any appleal to the DepED decision shall be filed with the Civil Service Commission.

10.0

REPEALING CLAUSE

Rules, regulations and issuances which are inconsistent with these guidelines are hereby repealed, rescinded or modified accordingly. 11.0

EFFECTIVITY

The revised guidelines and criteria provided in this Order shall take effect immediately.

JESLI A. LAPUS Secretary

Appendix U

14 MAR 2014 DepEd ORDER No. 14, s. 2014 HIRING GUIDELINES FOR TEACHER I POSITIONS EFFECTIVE SCHOOL YEAR (SY) 2014-2015

To:

Undersecretaries Assistant Secretaries Bureau Directors Regional Directors School Division Superintendents Heads, Public Elementary and Secondary Schools 1. The Hiring Guidelines for Teacher I Positions for School Year (SY) 2014-2015 are enclosed for the information and guidance of all concerned. 2. The insurance of these Guidelines aims to integrate and further institutionalize the primary objective of the K to 12 Basic Education Program, which is to enhance the overall quality of basic education in the country by hiring highly-competent teachers, and to uphold the mandate of the Department of Education (DepED) under the Magna Carta for Public School Teachers (Republic Act No. 4670) to promote and improve public school teachers’ employment and career opportunities as well as to attract more people with proper qualifications to the teaching profession. 3. Immediate dissemination of and strict compliance with this Order is directed.

BR. ARMIN A. LUISTRO FSC Secretary

Encl.: As stated References: DepEd Order Nos.: 12, 25 and 37, s. 2012 To be indicated in the Perpetual Index Under the following subject: APPOINTMENT, EMPLOYMENT, REAPPOINTMENT CHANGE POLICY TEACHERS

HIRING GUIDELINES FOR TEACHER I POSITIONS EFFECTIVELY SY 2014-2015 The Department of Education (DepEd) recognizes that the success of any education system greatly relies on the competence of its teachers. Hence, one of the primary issues the Department aims to address through its comprehensive implementation of the K to 12 Program id the need for highly competent teachers in public elementary and secondary schools. The program plans to achieve this objective through significantly improving professional standards that will better ensure that the teachers hired are able to substantially contribute to the development of lifelong learners. Furthermore, the hiring system is also set to provide opportunities for the regularization and absorption of all qualified kindergarten volunteers and LGU-hired teachers into the national plantilla. Faithful to the merit and fitness principle of the Civil Service Doctrine of the Constitution and DepEd’s continuing thrust to enhance the quality of basic education, these hiring guidelines are hereby promulgated for Teacher I positions consistent with the pertinent provisions of existing laws, rules and regulations effective School Year 2014-2015. 1.0

SCOPE

These guidelines, which will apply to the filling up of newly created and/or natural vacancies for Teacher I positions in public elementary (including kindergarten) and secondary schools shall cover the following areas/aspects: 1.1 1.2 1.3 1.4 1.5

2.0

DEFINITION OF TERMS 2.1

2.2

2.3

2.4 2.5

2.6

3.0

Recruitment- Announcement of Vacancies and Receipt of Applications Verification and Validation of Documents Submitted Evaluation and Selection of Qualified Applicants Appointment of Qualified Applicants Monitoring of Division Office Compliance with Hiring Guidelines by the Regional Office

Applicant refers to a person who holds a valid certificate of registration/professional license as a teacher from the Professional Regulation Commission (PRC) seeking to be appointed to a Teacher I Position. Bona fide resident refers to an applicant who has been residing for at least six (6) months at the barangay, municipality, city or province in which the school being applied to for a teaching position is located, as evidenced by the Personal Data Sheet (CSC Form 212, Revised 2005) and a Voter’s Identification Card or any proof of residency. Catchment area of a school refers to a barangay, municipality, city or province which has no school and which being served by kindergarten, elementary and secondary school/s in an adjacent barangay, municipality, city or province. Locality refers to a barangay, municipality, city or province. Qualified applicant refers to an applicant who has been screened and who, therefore, meets the evaluation and selection criteria used by the School Division as provided for in the enclosed guidelines. Registry of Qualified Applicants (RQA) refers to the official list of applicants who obtained an overall score of fifty-five (55) points and above based on the criteria set and as result of the evaluation and selection processes.

BASIC RULES ON HIRING AND DEPLOYMENT OF TEACHER POSITIONS 3.1 3.2

DepEd Order No. 22, s. 2013, otherwise known as “Revised Guidelines on the Transfer of Teachers from One Station to Another” shall be strictly observed. Public School teachers requesting for transfer to another assignment are not considered new applicants and should therefore not be subject to these hiring guidelines.

3.3 3.4

3.5

4.0

DOST scholars for teaching positions in public schools shall comply with and are subject to these hiring and appointment Guidelines. As provided in Section 26 (b) Paragraph 2 of RA 9293 entitled “An Act Amending Certain Sections of Republic Act Numbered Seventy-eight Hundred and Thirty-six (RA 7836), Otherwise Known as the Philippine Teachers Professionalization Act of 1994.” Teachers who have not practiced their profession for the past five (5) years shall be required to take at least twelve (12) units in education courses, consisting of at least six (6) units of content courses. These Guidelines shall not apply to teacher applicants for the Senior High Schools of the K to 12 Basic Education Program.

RECRUITMENT PROCEDURE 4.1

An applicant shall submit to the head of elementary or secondary school where a teacher shortage or vacancy (regular and/or natural) exists a written application supported by the following documents: a. CSC Form 212 (Revised 2005) in two copies with the latest 2x2 ID picture b. Certified photocopy of PRC professional identification card c. Certified photocopy of ratings obtained in the Licensure Examination for Teachers/Professional Board Examination for Teachers d. Certified copy of transcript of records e. Copies of service record, performance rating, and school clearance for those with teaching experience f. Certificates of specialized training, if any g. Certified copy of Voter’s ID and/or any proof of residency as deemed acceptable by the School Screening Committee h. NBI Clearance i. Omnibus certification of authenticity and veracity of all documents submitted, signed by the applicant

If any one of the required documents is not submitted, the School Screening Committee shall refuse acceptance of the application. Substitutes for the above-named identification documents, such as a barangay clearance, shall not be accepted. 4.2

4.3

5.0

The School Screening Committee shall verify all documents as to completeness and authenticity. The committee shall issue a certification to the applicant that it has received the application specifying the documents that have been submitted in support of the application. The applicant assumes full responsibility and accountability on the validity and authenticity of the documents submitted, as evidenced by the Omnibus certification of authenticity (item 4.1.i above). Any violation will automatically disqualify the applicant from the selection process.

EVALUATION AND SELECTION 5.1

The Schools Division Superintendent (SDS) shall issue an Order organizing and designating the members of the following committees: 5.1.1 5.1.2

School Screening Committee Division Selection Committee

5.2

the Committees shall have the following compositions and functions: 5.2.1.1 Composition a. The Committee at the elementary level shall be chaired by the School Head with four (4) teachers as members. In the case of primary, incomplete elementary and multi-grade (MG) schools, the Committee shall be chaired by the cluster school head with four (4) teachers from the cluster schools as members. b. The Committee at the secondary level shall be chaired by the School Head. The Department Head concerned and three (3) teachers from the different learning areas (as needed based on the school’s vacancies) shall be members. For small secondary schools that do not have department heads, the School Head shall be the Committee Chair with four (4) subject leaders from different learning areas as members. c. Committee members shall be identified by the School Head using the above mentioned specifications. The School Head shall then transmit the Composition of the School Screening Committee to the Schools Division Superintendent for the issuance of a corresponding Designation Order. 5.2.2

Division Selection Committee

5.2.2.2 Composition For Elementary Schools Chair: Assistant Schools Division Superintendent (ASDS) Members: Three (3) Education Program Supervisors Division Chapter President of the Philippine Elementary Schools Principals Association (PESPA) Representative of a Civil Society Organization (CSO) with technical expertise For Secondary Schools Chair: Assistant Schools Division Superintendent Members: Three (3) Education Program Supervisors Division Chapter President of the National Association Of Public Secondary School, Inc. (NAPSSHI) Representative of a CSO with technical expertise a. In schools divisions where there is no ASDS, the Superintendent shall designate an Education Program Supervisor as the Chair of the Division Selection Committee. b. The official in charge of personnel actions shall provide secretariat services and maintain records of proceedings or deliberations.

5.2.2.2 Functions a. Receives from the School Screening Committee the list of applicants with the corresponding documents. b. Verifies the documents submitted by the School Screening Committee as to completeness, accuracy, authenticity, and veracity. c. Evaluates applicants based on Education, Teaching Experience, LET/PBET Rating, Experiential Learning Courses, and Specialized Training and Skills. d. Conducts interviews. e. Observes and rates the demonstration teaching of applicants. f. Administers the English Proficiency Test. g. Reviews and consolidates, foe check-and-balance purposes, the results of the individual ratings of applicants, based on the scores they obtained in each criterion for evaluation. h. Prepares separate division-wide RQAs for Kindergarten, Elementary, and Secondary following the point system below: Registry A – 76 points and above Registry B – 69 to 75 points Registry C – 62 to 68 points Registry D – 55 to 61 points The Division Selection Committee for Elementary Schools shall prepare the separate RQA for Kindergarten teacher applicants. The RQA for Secondary teacher applicants shall be by subject are specialization. i.

Identifies applicants who are volunteer and LGU-hired/funded teachers who have rendered service for at least one year, and/or are bona fide residents of the locality. These applicants will be marked as priority. However, meeting more than one of the aforementioned conditions does not give a higher priority for the applicant. See Section 6.9 and 6.11 of these guidelines. j. Secures list of its LGU-hired/funded teachers from the office of the provincial governor, city/municipal mayor, or provincial/city/municipal administrator. k. Ensures that LGU-hired/funded and volunteer teacher applicants go through the application process as provided for in these guidelines. l. Submits the complete results of the evaluation of applicants (Items 5.2.3.2 c, d, and e), including pertinent records of deliberations, to the SDS for approval.

5.3

Applicants shall be evaluated using the following criteria: CRITERIA a. b. c. d. e. f. g. h.

POINTS

Education Teaching Experience LET/PBET Rating Experiential Learning Course Specialized Training and Skills Interview Demonstration Teaching Communication Skills TOTAL

5.3.1

20 15 10 5 5 10 10 15 100

Education- 20 points Evaluating Education is in term of the applicant’s academic achievement. Thus, all subjects with corresponding subjects with corresponding units must be included in the computation.

5.3.1.1 Rating of Education shall be based on the following equivalents, with 1.0 as the highest and 3.0 as the lowest: General Weighted Average (GWA) 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9

Equivalent Points 20.00 19.40 18.80 18.20 17.60 17.00 16.40 15.80 15.20 14.60

General Weighted Average (GWA) 2.0 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9-3.0

Equivalent Points 14.00 13.40 12.80 12.20 11.60 11.00 10.40 9.80 9.20 8.60

When the percentage rating is used, the following table of equivalents shall be used, with 1.0 as the highest and 3.0 as the lowest: Percentage Rating 99.0 97.75-98.75 96.50-97.50 95.25-96.25 94.00-95.00 92.75-93.75 91.50-92.50 90.25-91.25 89.00-90.00 87.75-88.75

GWA 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9

Percentage Rating 86.50-87.50 85.25-86.25 84.00-85.00 82.75-83.75 81.50-82.50 80.25-81.25 79.00-80.00 77.75-78.75 76.50-77.50 75.00-76.25

GWA 2.0 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9-3.0

Applicants with non-education degrees shall be rated using the GWAs in their baccalaureate degrees and the eighteen (18) professional units in education. If the school issues a certification of GWA with a corresponding percentage rating that does not conform to the above table, the committee shall refer to the grading system of the school. For the school with “unique” grading systems, a corresponding transmutation table shall be constructed.

5.3.1.2 Additional requirements for kindergarten applicants a. He/she must have obtained any of the following degrees, or its equivalent: Degrees: 

Bachelor in Early Childhood Education



Bachelor of Science in Preschool Education



Bachelor of Science in Family Life and Child Development



Bachelor of Elementary Education with Specialization in Kindergarten, Preschool or Early Childhood Education



Bachelor in Elementary Education, Major in Teaching Early Grades



Bachelor of Arts/Science Degree in discipline allied to Education, such as Psychology, Nursing, Music and Arts, et cetera, with at least 18 units in content courses or subject in ECE

Equivalent: 

Bachelor in Elementary Education, Major in Special Education (SPED) with 18 units in ECE



Bachelor of Secondary Education with additional Diploma in ECE including Practice Teaching in Kindergarten Education



Other degree courses and/with at least 18 units in Early Childhood Education

The Division Selection Committee may consider any other similar Bachelor’s degree in Early Education. In cases where there are limited eligible teachers with ECE units, the following measures may be adopted. 

Upon appointment, the teacher shall be required by the Division Office (DO) to earn ECE units gradually. Nine (9) ECE units may be earned at en d of Year 1; eighteen (18) units, Year 2; and twenty-one (21) units, Y ear 3.

b. Kindergarten teacher applicants must not be more than forty-five (45) years old. c. Applicants shall undergo actual Demonstration Teaching specifically designed for a kindergarten class. d. Only teaching experience in kindergarten/preschool in both public and DepEd-recognized private schools shall be considered in determining points under the Teaching Experience criterion.

5.3.1.3 Additional requirements for SPED applicants a. He/she must possess any of the following qualifications: 

Bachelor of Science in Education, with specialization in Special Education



Bachelor of Elementary Education with specialization in Special Education



Bachelor of Science in Elementary Education with specialization in Special Education



Bachelor of Science in Elementary Education, MAJOR IN Special Education



Bachelor of Science in Elementary Education plus eighteen (18) units in Special Education in the graduate level with three (3) years of teaching experience with special needs children and with a “Very Satisfactory” performance rating in the regular schools for at least three (3) years



Bachelor of Science in Elementary Education plus fifteen (15) units in Special Education with four (4) years of teaching experience with special needs children and with a “Very Satisfactory” performance rating in the regular schools for the last three (3) years



Bachelor of Science in Elementary Education plus nine (9) units in Special Education with nine (9) years of teaching experience with special needs children and with a “Very Satisfactory” performance rating in the regular schools for the last three (3) years



Bachelor in Secondary Education, with specialization in Special Education

In cases where applicants do not have the appropriate educational qualifications, they may still be evaluated but shall be categorized separately from those who have met the said requirements. 5.3.2

Teaching Experience – 15 points

Teaching experience in pre-school, Special Education (SPED), Alternative Learning System (ALS), Early Childhood (EC) kindergarten/preschool, elementary, and secondary in private and public schools shall be given 1.50 points f or every school year but shall not exceed twelve (12) points. For every month of service, 0.15 points shall be given. Example: 8 months 10 months

= 1.20 points =1.50 points

only teaching experience related to what is being applied for shall be credited. Hence the full 0.15 point per month of teaching experience shall be given to the applicants who have come from schools that are Dep-Ed recognized or with permit to operate. Teaching experience of kindergarten volunteer teachers and LGU -hired teachers shall merit additional points on top of the score they obtain from the above points system as follows: Less than 2 years of experience 2 to less than 5 years of experience 5 or more years of experience

= = =

+1 point +2 points +3 points

5.3.3

LET/PBET Rating – 10 points Equivalent points of applicant’s rating in the LET/PBET shall be as follows:

LET Rating

Points

PBET Rating

Points

87 and above

10

82 and above

10

84-86

9

79-81

9

81-83

8

76-78

8

78-80

7

73-75

7

75-77

6

70-72

6

5.3.4

Experiential Learning Courses – 5 points

Experiential Learning Courses (ELC) refers to the required subjects in the pre-service education curricula (offered in tertiary schools) that include Field Study and Practice Teaching. 5.3.4.1 Field Study Field Study courses are intended to provide students with practical learning experiences in which they can observe, verify, reflect on, and actually experience different components of the teaching-learning processes in actual school settings. The experiences will begin with field observation and gradually intensify until students undertake practice teaching. Applicants are to submit a compendium of their written outputs from the series of Field Study courses they have taken. The written outputs will be evaluated as follows: Point Adjective Indicators Scale % System Equivalent Present clear descriptions of experiences that are considered worthwhile and helpful, explains 5 95-100 1.00 Excellent judgements on personal strengths and weaknesses; includes successful outputs and accomplishments Presents some examples of experiences, some explanations of 4 90-94 1.25-1.50 Proficient personal strengths and weaknesses and includes some achievements. Contains some example of learning experiences with few explanations of 3 85-89 1.75-2.00 Satisfactory personal strengths and weaknesses and statement of what has been achieved. There is little evidence of reflections and insights learned; very few details of experiences. Judgement of 2 80-84 2.25-2.50 Developing personal performances is very limited, with little or no attention paid to strength and weaknesses of work. There is no evidence of reflections; no details of experiences and Needs 1 75-79 2.75-3.00 judgement of performance, without Improvement statement of strengths and weaknesses and achievements.

If and only if the applicant did not take Field study courses, then points for the ELC criterion shall be based on the Practice Teaching Rating. It shall be evaluated according to the scale below: 5.3.4.2 Practice Teaching Scale

Point System

%

Adjective Equivalent

Indicators 



5

95-100

1.00

Outstanding







 

4

90-94

1.25-1.50

Very Satisfactory









3

85-89

1.75-2.00

Satisfactory





2

80-84

2.25-2.50

Fair

 



1

75-79

5.3.5

2.75-3.00

Needs Improvements



Present a variety of work done individually or in group Uses many resources Shows good organization and a clear focus Displays evidence of assessment such as revisions, a letter on why one choose a certain entry, etc. Presents a variety of work done individually or in group Uses many resources Contains minor organizational flaws Exhibits some errors in grammar, usage or mechanics Reflects enthusiasm, creativity, selfassessment, extensive investigations and analysis of information Presents fewer work and some resources Includes confusing organization lacks focus Reflects some enthusiasm, creativity, self-assessment, extensive investigations and analysis of information Contains problems in mechanics that interfere with communication Reflects poor organization Lacks focus, enthusiasm, creativity and analysis of information Consists mainly of ditto sheets or pages copied from a textbook Contains no evidence of student thinking

Specialized Training and Skills- 5 points Specialized training for skills development in fields related to the work, duties and functions of the Teacher I position to be filled shall be given a maximum of 5 points. In the assignment of points, the following should be met:  At least five (5) days’ training;  Duly supported with documents; The skills shall be validated through demonstrations and/or any other  appropriate mode or medium Points may also be given to skills acquired from experience to be validated through demonstration and/or any other appropriate mode or medium as well.

5.3.6

Interview – 10 points The Division Selection Committee shall interview applicants and ensure that all have equal opportunities to be assessed; Applicants shall be interview shall be interviewed on topics such as:         

Professional expressions Instructional skills Technology/computer skills Classroom discipline Classroom management Knowledge of content/materials Planning skills Relationships with administrations, staff, parents and students Personal qualities

Applicants shall be rated based on the following attributes: Personality (5 points) - Each indicator to be given a maximum of one (1) point: Appearance Voice and Speech Poise Alertness Self-confidence Potential (5 points) - Each indicator to be given a maximum of one (1) point: Ability to present ideas Judgement Emotional Stability Decisiveness Stress Tolerance 5.3.7

Demonstration Teaching – 20 points Applicants shall be given points on aspects such as:        

Lesson plan Lesson execution Classroom management Appropriate language use Language proficiency Use of appropriate instructional material, devices, and technologies Cohesion of lesson objectives, lesson process, and lesson assessment Evaluation of pupil/student performance strictly following the applicable National Competency-Bases Teacher Standards (NCBTS) strands and indicators

Applicants for kindergarten and SPED teaching positions shall undergo Demonstration Teaching specifically designed for kindergarten and SPED classes, respectively. (Demonstration Teaching is different from Practice Teaching; the former is done during the hiring process, while the latter is part of the pre-service training in ELC.)

5.3.8

Communication Skills – 15 points As English Proficiency Test with a maximum score of 100% shall be administrated to all applicants. The competencies and contents of the test are indicated below. The test shall be distributed by the Central Office and administered by the Division Selection Committee. a. b. c. d.

Listening (25%) Speaking (25%) Reading (25%) Writing (25%)

The total percentage score obtained by an applicant shall be multiplied by the weight of fifteen (15) points, as follows; Percentage score Weighted Points Rating 6.0

= = =

98% or 0.98 15 .98 x 15 = 14.7 points

CONSTITUTING AND UTILIZING THE REGISTRY OF QUALIFIED APPLICANTS (RQA) 6.1 6.2 6.3

6.4 6.5

6.6

6.7

6.8

6.8.1

The cut-off score for inclusion in the RQA is fifty-five (55) points. The RQA is the list of qualified applicants for appointment which shall include their names, permanent addresses, and final evaluation ratings. The RQA should 1) be punished in order of highest to lowest scores of the applicants, with the corresponding Registries indicated, 2) show the consolidated results of the individual ratings, 3) only include those who obtained total scores of fifty-five (55) and above, and 4) indicate the date of posting. It shall be used in filling up new items and natural vacancies for Teacher I positions. Three (3) separate RQAs for Kindergarten, Elementary, and Secondary shall be prepared by the Division Selection Committees. The RQA for Kindergarten shall be prepared by the Division Selection Committee for Elementary Schools. The RQA for Secondary Schools shall be prepared by subject area. The RQA should be ready by the last week of April of every year so that qualified applicants may be appointed before the opening of each school year. The RQA shall be valid for a period of one (1) school year. Subject area specialization of the qualified applicants shall be the primary consideration in the secondary school level. As such, the applicant to be appointed should have the subject-area specialization needed by the school. The amended IRR of RA 8190, entitled “An Act Granting Priority to Residents of the Barangay, Municipality, or City where the School is Located, in the Appointment or Assignment of Classroom Public School Teachers,” states that “in the appointment or assignment of teachers to public schools and other learning centers with vacant teaching positions, priority shall be given to bona fide residents of the barangay, municipality, city, or province where the school is located, in no particular order. Provided, that the teacher possesses all the qualifications for the position as required by law and DepEd Orders. Provided, further, that among the bona fide residents of the barangay, municipality, city, or province where the school or learning center is located, the most qualified shall be given priority.” It should be noted that while providing for enumeration, the language of RA 8190 does not provide for a “hierarchy.” Thus, a teacher may be appointed if he/she comes from the barangay, municipality, city or province, which does not have to be in the said order.

6.8.2

The applicant’s place of residence shall be determined by the indicated address in the Voter’s ID, unless there is a preponderance of evidence of otherwise, as stated in other pertinent official documents

6.9

Section 8 of RA 10155 states that “priority shall be given to qualified contractual and volunteer teachers, whether employed by the DepEd or the local government units.” Residents of the locality, LGU-hired/funded teachers, and volunteer teachers shall still be subject to these hiring guidelines. As a general rule, hiring and appointment should be based on the ranking of the applicants in the RQA. Applicants with priority listed in Registry A shall be hired first. Only when all applicants in Registry A have been hired shall applicants with priority in Registry B be considered, and so on.

6.10 6.11

6.11.1 In the event that applicants invoke priorities in the Kindergarten, Elementary, and Secondary levels, Priority will only be given to locals and/or locally-hired if they are listed in Registry A. 6.11.2 Applicants in Registry A, even those without priority, should be appointed first before priority can be given to the local residents and/or locally-hired listed in Registry B. 6.11.3 When all those in Registry A and B have been appointed and assigned to their respective stations and there are still positions to be filled, those with priority in Registry C shall be considered before going to the applicants without priority in Registry C. 6.11.4 When all those in Registry A, B, and C have been appointed and assigned to their respective stations and there are still positions to be filled, those with priority in Registry D shall be considered before going to the applicants without priority in Registry D, and so on and forth. 7.0

APPOINTMENT OF QUALIFIED APPLICANTS 7.1

The Schools Division Superintendent (SDS) shall:

7.1.1

Post the complete results (RQA) in at least three (3) conspicuous places in the Division Office and on the website of the Division Office. The RQA should 1) be published in order of highest to lowest scores of the applicants, with the corresponding Registries indicated, 2) show the consolidated results of the individual ratings, 3) only include those who obtained total scores of fifty-five (55) and above, and 4) indicate the date of posting. Provide the School District and every kindergarten, elementary, and secondary school with copies of the RQAs for posting in their areas of jurisdiction. Regional Directors shall also be provided with copies of the RQAs. Furnish the Local Government Units and Legislative District Representatives with copies of the RQAs. Discussions shall be done to encourage their areas of jurisdiction. Regional Directors shall also be provided with copies of the RQAs. Issue official appointments of new teachers for submission to the Civil Service Commission. Advise newly-hired teachers to report for work provided that appointment papers are already in order.

7.1.2

7.1.3

7.1.4 7.1.5

8.0

MONITORING OF DIVISION COMPLIANCE 8.1

Regional Directors shall regularly monitor and ensure strict compliance with the provisions of these hiring guidelines, as follows: a. Dissemination and discussion of these guidelines with teachers, school heads, district supervisors, superintendents, and other school division officials;

b. Preparation of schools to receive and acknowledge applications; c. Organization of Division Selection Committees and School Screening Committees; d. Briefing and orientation of members of these committees regarding their roles and functions; e. Preparation of scoring sheets, interview guides, and tests of applicants; f. Briefing and information-sharing with local governments and other local stakeholders in teacher hiring; g. Preparation of a report on the observations, both positive and negative, in actual division practices in implementing these guidelines; and h. Submission of said report on a quarterly basis to the Office of the Secretary through the Office of Planning Service- Research and Statistics Division. 9.0

REPEALING CLAUSE These Guidelines hereby amend DepEd Order No. 12, 25, and 37, series of 2012. Other rules, regulations and issuances which are also inconsistent with these guidelines are hereby repealed, rescinded or modifies accordingly. This Order shall be construed together with RA 8190 (Localization Law) and it’s implementing rules and regulations.

10.0

EFFECTIVITY The guidelines and criteria provided in this Order shall take effect immediately.

BR. ARMIN A. LUISTRO FSC Secretary

Appendix V

Republic of the Philippines Department of Education Region

Is awarded to

Of

For having satisfactorily completed the required number of hours for Practice Teaching (6 units/

Given this

day of

hours) on

in the year of our Lord,

Two Thousand

Program Supervisor

Dean

Principal

Appendix W

Is awarded to

Of

For having satisfactorily completed the required number of hours for Experiential Learning Courses: Field Study Courses ( Practice Teaching (

hours) and

hours) during the period .

Given this

day of


Two Thousand

College Supervisor

Principal

Dean

Appendix X

Republic of the Philippines Department of Education Region Division of And

Name of Teacher Education Institution

Of Province/City

Award this

To

Name of Pre-service Teacher

As

Outstanding Pre-service Teacher Of the Year

Given this

day of


Two Thousand

Principal

Dean

College Supervisor

Schools Division Superintendent

Appendix Y Certificate of Completion for Experiential Learning Courses Prescribed by DepEd

(Name of University) College of Education

CERTIFICATE OF COMPLETION On

EXPERIENTIAL LEARNING COURSES (FIELD STUDY AND PRACTICE TEACHING) Is awarded to

(NAME)

BACHELOR of

EDUCATION (COURSE)

For having satisfactorily completed Field Study Courses and Practice Teaching as EXPERIENTIAL LEARNING COURSES in the TEACHER EDUCATION PROGRAM

With the following PERFORMANCE RATINGS

Experiential Learning Courses

Grade Obtained

A. Field Study Courses FS 1 FS 2 FS 3 FS 4 FS 5 FS 6 Average B. Practice Teaching/Practicum Field Study Courses and Practice Teaching will have a maximum of 2.5 points each This certification is issued in relation to DepEd Order No. 20, s. 2009, Further Revisions to Hiring Guidelines for Teacher I Position reference DepEd Order No. 4, s. 2007. Given this

day of

College Supervisor

, in the year of our Lord, Two Thousand and

Dean

Practice Teaching Handbook and Portfolio Copy

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