COMPOSTELA VALLEY STATE COLLEGE

COLLEGE OF ARTS, SCIENCES AND EDUCATION

COMPOSTELA CAMPUS
COMPOSTELA, COMPOSTELA VALLEY PROVINCE

STUDENT TEACHING PORTFOLIO

EDUC 11

In Partial Fulfillment of the Requirements

for the Degree of Bachelor in Secondary Education

_________________________

by

JUAN A. DELA CRUZ

January 27, 2018

ACKNOWLEDGMENT

PREFACE

FS Practice Teaching 2
(PST’s Own Word)

FS Practice Teaching 3
TABLE OF CONTENTS

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

PRACTICE TEACHING
FS Practice Teaching 4
Rationale

Practicum is a key component of an extended school experience of the

teacher education curriculum which a pre-service teacher undertakes as part
of his/ her elementary or secondary education course. It is viewed by many
educators as the most important experience in the professional education of a
pre-service teacher.
This six unit practicum could be treated as practice teaching in two different
field exposures. This could be conducted in a number of ways. For example,
the pre-service teacher may be fielded first in urban schools, and then in rural
schools for their second fielding. Please note, re-locating PSTs mid semester
can cause difficulties for teaching and for supervision.

This school-based teaching experience will provide focus and flexible

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

This course concentrates on helping the pre-service teachers develop

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

It is envisioned that during practice teaching these prospective

teachers will be exposed in all aspects of teaching such as delivery of
instruction, management of a class, and dealing with various types of
FS Practice Teaching 5
learners, assisting the cooperating teacher, and doing numerous teaching
tasks.

Links to DepEd’s National Competency-Based Teacher Standards

(NCBTS):
Domain 1- Social Regard for Learning

Domain 2- The Learning Environment

Domain 3- Diversity of Learners

Domain 4- Curriculum

Domain 5- Planning, Assessing and Reporting

Domain 6- Community Linkages

Domain 7- Personal Growth and Professional Development

ROLES, DUTIES AND RESPONSIBILITIES OF STAKEHOLDERS IN THE

PRACTICUM
I. Teacher Education Institution (TEI)
A. The Dean of the Teacher Education Institution:
1. Designates Practicum Coordinator/ liaison officer.
2. Assigns practicum supervisor at 25-30 pre-service teachers per
class.
3. Allocates modest incentive to principals and cooperating teachers.
4. Initiates conferences with the Schools Division Superintendent
(SDS) in selecting public and private schools in the province/city.
5. Assigns a space for a practicum office and appoints an office staff.
B. The Practicum Coordinator/Liaison Officer:
1. Monitors the teachers handling field studies;
2. Supervises practicum office staff;
3. Formulates policies and systems for the practicum;
4. Manages administrative matters such as preparation and signing of
memorandum of agreement (MOA);
5. Coordinate with the Schools Division Superintendent (SDS) in the
selection of cooperating schools;
6. Communicates with stakeholders and handles paperwork with
regard to the practicum program.
7. Releases the pre-service teachers from any academic loads not
prescribed by the curriculum in the final year of internship.

C. Practicum Supervisor:

FS Practice Teaching 6
The primary role of the TEI’s Practicum Supervisor is to provide
support for the Pre-service teachers and the cooperating teachers,
clarify requirements and assist interns in organization, planning,
reviewing teaching and non-teaching plans and scheduling class/non-
class observations. Specific duties and responsibilities are, but not
limited to, the following:

1. Prepares the program of activities of the teachers;

2. Implements the MOA between the TEI and the Division Office;
3. Conducts weekly conferences with the pre-service teachers to
provide inputs relative to teaching-learning trends and innovations
and conduct enhancement classes to respond to the field
experiences of pre-service teachers;
4. Coordinates with the cooperating school head regarding the
activities and practice teaching needs of the pre-service teachers;
5. Orients the student teachers for their on and off-campus work;
6. Conducts regular observation and evaluation of the practice
teaching performance of pre-service teachers;
7. Coordinates regularly with the cooperating school principal/head
teacher; and cooperating teachers regarding the performance of
the pre-service teachers;
8. Submits written reports to the College Dean, copy furnished the
school principal and the SDS, at least once a month regarding
the:
a. progress/ performance of student teachers
b. problems/difficulties met by the student teachers
c. solutions/actions taken to solve the problems
9. Conducts exit interview/ case studies of pre-service teachers.

D. The Pre-service Teachers:

Pre-service teachers are invited guests in the cooperating schools and

should therefore note the following expectations:

1. During the practicum period, pre-service teachers are expected to

arrive at the cooperating school at a time that is expected of other
staff at the site, e.g. before flag ceremony. Likewise, departure
times must be consistent with what is expected of other staff.
Attendance should be reflected in the daily record or attendance
logbook.
2. Pre-service teachers must ensure that they are available for school-
related after-hours activities and commitments.
3. During the practicum period, absence is only allowable for valid
reasons (e.g. illness) or compassionate reasons. Pre-service
teachers who are absent must notify the cooperating teacher by
8:00 in the morning of absence and must also notify their TEI
practicum supervisor.
4. Appropriate professional behavior requires pre-service teachers to
display a cooperative attitude, be responsible, follow appropriate
dress codes, be punctual, respect confidentiality of information, ask
questions, return borrowed resources promptly and in good
condition, show initiative and generally be prepared to learn.

FS Practice Teaching 7
5. Use the cooperating school to observe, ask questions, gather data
and generally make sense of the world of teaching.
6. Meet all specified requirements, e.g.
 Plan ahead for all teaching sessions and share written plans
with cooperating teachers for at least the amount of time
indicated in the guide-lines provided.
 Make use of improvised or self-made materials preferably those
prepared in Educational Technology classes.
 Use appropriate strategies to assess, record and report student
learning
 Complete written evaluations for all teaching
 Employ a range of strategies for engaging in critical reflection
 Compile a relevant and useful professional folio.
 Complete the entries of his/ her reflection journal
7. Become fully involved in the life of the setting and take on the full
role or a teacher, including the many non-teaching responsibilities.
8. Make a classroom-based research.
II. Department of Education (DepEd)
A. School Division Superintendent (SDS)
1. Reviews and subsequently approves request for cooperating
schools;
2. Conducts orientation on student teaching with the TEIs inclusive of
the Dean, College Student Teaching Supervisors, and the School
Principals, Site Coordinators, Practicum Coordinators and
Cooperating Teachers;
3. Approves authority for memorandum of agreement (MOA) between
TEIs and DepEd.
B. The Cooperating Principal:
The role of the principal is to collaborate with TEI Practicum Supervisor
in facilitating placement of pre-service student teachers and provide the
social and professional aspects of administering practicum teaching.

1. Orients the student teachers on:

a. VMGO and organizational structure of the school
b. School policies on students and personnel discipline
2. Identifies exemplary cooperating teacher/s to handle pre-service
teacher’s exposure for Practicum
3. Coordinates with site coordinator and TEIs on the assignment of
pre-service teachers;
4. Monitors and provide feedback on the performance of pre-service
teachers to TEIs;
5. Debriefs student teachers at the end of Practicum; and
6. Prepares required reports to the TEIs, copy furnished to the
Schools Division Superintendent.
C. The Site Coordinator:
1. Assists the principal on the assignment and discipline of the student
teachers.
2. Conducts regular conference with cooperating teachers as regards
the performance and behavior of student teachers.
3. Coordinates with the TEI supervisor of the student teachers.
4. Ensures that student teachers are not allowed to substitute for
teachers who are absent or on leave.
D. The Cooperating Teachers

FS Practice Teaching 8
Cooperating Teachers, have the skills and the perspective necessary to
help pre-service teachers study the art and science of teaching in a
classroom setting. To ensure that pre-service teachers will get the most
out of their practicum, only the most capable teachers, preferably
master teachers, shall be chosen as mentors/ cooperating teachers.
Their duties and responsibilities are:

1. Serves as mentor of the student teachers

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

PRACTICE TEACHING
Course Description

Practice Teaching is a six-unit course which is considered as the climax

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

FS Practice Teaching 9
This course requires the pre-service teacher to prepare lesson plans
and teach them during regular classes under the supervision of a cooperating
teacher and/or practicum supervisors. The students are expected to progress
from half day teaching to whole day teaching. They will also write weekly
reflections as part of their student teaching journal. They should act
according to their roles and responsibilities and guidelines for student
teaching.

Course Objectives:
At the end of the course, the pre-service teachers will:

1. Articulate a coherent personal teaching style appropriate to the

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

Specific objectives/expected outcome:

1. Demonstrate increasing confidence in integrating professional

knowledge and insights and pedagogical skills;
2. Plan, teach, manage and evaluate sequences of lessons for small
groups and whole classes for five full days in a week;
3. Implement a range of appropriate teaching and assessment strategies
across the curriculum;
4. Teach inclusively with appropriate understanding of social justice and
equity issues which impact on the curriculum and the profession
5. Select, produce, use and evaluate appropriate information and
communication technologies and other resources;
6. Exhibit classroom management practices that contribute to the
children’s self-esteem and a positive learning environment;

FS Practice Teaching 10
7. Reflect on experiences in learning and teaching, and analyze and
apply emerging beliefs in the creation of a professional teaching style;
8. Work autonomously and collaboratively with peers and teacher
educators in the collection and analysis of data that contribute to their
professional development.

Course Requirements:

1. Daily classroom teaching by PST observed and evaluated by

cooperating teacher. Final demonstration teaching observed by
cooperating teacher and practicum supervisor.
2. Detailed lesson plans, checked and approved by cooperating teachers.
Student Teachers must prepare at least 2 lesson plans daily to be
taught in at least 2-3 sections.
3. Preparation of instructional materials appropriate to the lessons taught.
4. Accomplished journal reflection sheets.
5. Completed and correctly filled -in daily time records or attendance log
books.
6. Attendance in classes, school function, assemblies, co-curricular
activities and post conferences.
7. Presentation of a student portfolio.
8. Accomplished school forms completely and accurately filled –in.
9. *Classroom-Based Research/ Professional Reading.

TEI Requirements/Guidelines
A. On Attendance to the Practicum Program
1. Practice Teaching is a six (6) unit course which requires a pre-service
teacher to stay in the cooperating schools for the whole day. It is
expected that the PSTs will teach a maximum of 3 hours per day for the
first half of the placement, and a maximum of six hours for the second
half of the placement.
2. The first week of every fielding is spent on orientation at the TEI and
DepEd School.
3. A BEED pre-service teacher must conduct actual teaching in any
elementary subjects while a BSED student must teach in his/her
chosen field of specialization. Pre-service teachers should be exposed
to ideal as well as adverse classroom situation.
4. Actual teaching is done for seven weeks of the ten weeks. The
remaining weeks are for orientation, final evaluation and clearance or
completion of requirements, attendance and job placement program of
the TEI, for Post Conferences and Completion and Submission of
Practicum Portfolio.

FS Practice Teaching 11
5. A Pre-service teacher should have the opportunity to teach in his/her
major/minor or field of specialization and in all other subjects and in all
grade/year levels whenever possible.
6. Pre-service teachers are required to accomplish at least 7 actual
lessons with checked and approved lesson plans, instructional
materials, and observation forms. They should be observed by the
cooperating teacher or the TEI practicum supervisor during these
lessons. The lesson plan must be made and submitted ahead of time,
at least two days before demonstration teaching. It should be
discussed with the cooperating teacher or the practicum supervisor
before actual teaching.
7. Besides actual teaching, the pre-service teacher undergoes additional
experiences in other teaching related functions such as: structuring the
classrooms, preparing, administering, and interpreting tests, computing
grades, filling up pertinent school forms, make home visits, attending
curricular and co-curricular activities, seminars and workshops upon
approval of the College Dean of TEI.
8. The pre-service teacher is required to attend school functions and
special meeting required of him or her unless s/he is required to attend
classes enrolled in the TEI. S/He must fill in the daily time record
regularly and correctly. In case of absences, the equivalent days are to
be made-up.
9. A Pre-service teacher should manifest mastery of the medium of
instruction. S/He has knowledge of effective verbal, non-verbal and
media communication techniques to foster active inquiry, collaboration
and supportive interaction in the classroom.
10. A student must complete all the entries in his/her reflective journal.
11. A student must maintain a Pre-service Teacher’s Portfolio. The
portfolio is a comprehensive and a well-organized record of contextual
information, planning, teaching, observation, samples of assessment,
sample records of progress and information, personal reflection,
research and resources. Many of these items are contextual so the
pre-service teacher will need to make decisions about what material is
relevant and useful to the student’s development as a beginning
teacher.
B. Culmination of the Practicum Program
1. A pre-service teacher must submit all rating sheets/evaluation forms
completely filled in by the concerned school personnel.
2. S/He must finalize contents of student portfolio.
3. S/He must completely and correctly fill in various school forms.
C. S/He may produce and present and/or report a classroom-based
research. This shall be presented to a group of panelists which may
include the PC, Research Head,and Dean/Program Head.
D. Dress Code and Deportment
1. Pre-service teachers should be dressed appropriately and modestly
that projects professionalism reflecting the values of a teacher and the
institution where they belong.
2. The Pre-service teacher is expected to behave properly and
appropriately at all times, in the presence of the learners, teachers,
school personnel, administration, staff and parents.
3. Project the good image of the teacher by demonstrating personal
qualities such as courtesy, respect, honesty, diligence, commitment
and the like.

FS Practice Teaching 12
E. On Performance Evaluation
The performance ratings of a pre-service teacher shall be shared
accordingly such that:

RATER

CT
PS

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

co-curricular activities and post conference 10%

2. Daily Actual Teaching Performance 30%

3. Non-Teaching Performance 5%

5. Summative Evaluation Report 20%

6. Journal Entries/Reflection 15%

7. Student Portfolio 20%

Total 100%

FS Practice Teaching 13
Assessment and Marking
The following assessment items are required from students:

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

b. Approved and Taught Lesson Plans

c. Assessment tools

d. Daily Actual Teaching Performance Sheets

e. Non-Teaching Performance Rating Scale Sheet

f. Summative Evaluation Report

g. Journal Entries/Reflection

h. Signed Daily Time Record

i. Duly accomplished various school forms

j. Classroom-Based Research/Professional Readings(Optional)

k. Application Letter, Curriculum Vitae and Compilation of Certificates of

Attendance to related seminar-workshops, symposia and trainings

l. Other documents such as pictures, letters, handouts, samples of

learners’ quizzes or works

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

FS Practice Teaching 14
PRACTICE TEACHING

Schedule of Activities

TIME FRAME IN
VENUE SITE OF PRACTICUM ACTIVITY
SCHOOL

Orientation Seminar

Sending Off/
Week One Conference Room/
TEI School Orientation on Cooperating One week
Designated Classroom School Policies, Meeting
with School Personnel/
Induction/Transition Period

Week 2-8 School Designated Classroom Actual Teaching Seven weeks

Filling up of School Forms/

Lab Sch/
Week Nine Designated Classroom Securing Clearance or One week
DepEd Sch
Completion Certificates

Conference Post Conference/ Portfolio

TEI/ LabSch/
Week Ten Room/Designated Completion/ Submission/ One week
DepEd Sch
Classroom Final Eval.

*** Please note:

A weekly conference with the CT, PST and TEI practicum supervisors shall be done at the end of each week.
Visitations, observations and monitoring of pre-service teachers shall be done at least three times during each
practicum.

COURSE CONTENT

FS Practice Teaching 15
DETAILED ACTIVITIES AND EXPECTED ACCOMPLISHMENTS/OUTCOMES

Expected Accomplishments/Outcomes
Week
A pre-service teacher is required to:

Week One:  Attend an orientation seminar on Practicum fielding and should secure a signed
Observation, certificate of attendance
Orientation and  Participate in the sending-off ceremony conducted in one’s TEI
Acquaintance  Familiarize oneself with roles/ responsibilities of a pre-service teacher, expected
outcomes, course requirements and grading system of the course. Get acquainted
with the policies rules and practices of the cooperating school, its teaching and
non-teaching personnel and students.
 Submit a report on the cooperating school policies during their post conference
with the TEI practicum supervisor at the end of the week.
 Start observing and adjusting with the new school setting, the cooperating teacher
and other school personnel and the learners. S/He also observes classes and
starts asking for topics to be taught for the succeeding teaching sessions.
Week Two – Eight:  Answer the journal entries or reflection sheets on the following:
Actual teaching Plan and conduct at least 6 teaching activities

a. Journal 1: Planning and Implementation of Learning Performance

b. Journal 2: Using Instructional Materials
c. Journal 3: Actual Teaching
d. Journal 4: Test Preparation
e. Journal 5: Checking, Marking & Interpretation of Results
f. Journal 6: self evaluation
 Conduct final demonstration teaching to be observed by the cooperating teacher,
practicum supervisor and, where possible, cooperating principals
 Hold a de-briefing with the cooperating teachers to obtain comments and
suggestions relative to his/her teaching performance.
 Submit lesson plans for checking and approval of cooperating teacher
 Prepare and use varied kinds of teaching materials and teaching aids.
 Plan and conduct at least six (6) actual teaching sessions.
 Devote these weeks to professional development such as:
a. gathering teaching resources
b. observing learners’ behaviors and/or assisting other classes
c. observing cooperating teachers’ and colleagues’ teaching strategies
d. employing a variety of teaching styles and strategies
e. assisting in maintaining classroom and school routines, and assisting in
the implementing and managing of school programs and activities.
f. implementing a range of strategies for the assessment and learners’
progress and how these could be reported to colleagues, parents and the
learners themselves.
g. identifying and evaluating one’s teaching performance and set own
priorities for further professional development.
h. where possible, involve oneself in co-curricular and extra-curricular
activities and in the community extension program in the school.
i. submit completely and correctly filled daily time record sheets.
j. attend weekly conferences with the TEI practicum supervisor.
k. prepare for the visitation and observation of the TEI practicum supervisor.
l. gather documents and evidences for the development of the student
portfolio.
 prepare assessment tools, both conventional and alternative forms
Week Nine:  Acquire remaining documents that can be added in the portfolio.
 Acquire and accomplish various school forms
 Finalize the return of all materials and resources borrowed to the cooperating
school and TEI
 Complete any outstanding work or tasks and other requirements to the
cooperating school.
 Secure a certificate of completion and participation and clearance signed by the
cooperating teachers, grade/year level chairpersons or department heads, school
head, TEI practicum supervisor, and Dean of the College of Education.
Week Ten:  Conduct a post conference/exit conference in the laboratory school.

FS Practice Teaching 16
FS Practice Teaching 17
GLOSSARY OF TERMS

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

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

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

Daily Classroom/Actual
Teaching - Refers to the actual teaching hours of the pre-
service teachers with checked and approved
lesson plans, complete instructional materials
and taught under the observation, guidance and
supervision of the cooperating teacher and/or
TEI practicum supervisor.

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

Schools School Experience of the pre-service teachers.

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

Journal - A record of experiences which traces progress

and development of pre-service teacher’s
observations.

- Refers to other aspects of related performances

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

- Student Teaching activities carried on in an

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

- Student Teaching that is done on campus

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

Practicum
- Also called student teaching or practice

FS Practice Teaching 18
teaching, is the culminating stage where pre-
service teachers put theory into practice the
learning competencies acquired in the teacher
training institution. It would also refer to the
different stages of field exposure the pre-service
teacher experiences in the different schools.
Pre-service Teachers - A college student enrolled in a college or
university who is acquiring practical teaching
experience and skill under the guidance of a
Pre-Conference cooperating teacher or other qualified persons.
- Serves as an orientation period specifying the
activities or tasks to be undertaken by the pre-
service teacher undergoing practicum.
Post-Conference - Serves as the post-activity appraisal of pre-
service teachers in the conduct of practicum.
Site Coordinator - He/She is responsible for assigning student in
classrooms and scheduling classes for
observation and participation who is usually the
principal or anybody designated of the
Cooperating School.

- These refer to the four year levels of the

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

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

Teacher Education Institutions - Any educational institution concerned with the

conduct of activities regarded as significant in
the professional education of teachers the
program of which is given appropriate
recognition by state agencies that certify
teachers.

- The person immediately responsible for

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

REFERENCES
BOOKS

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

FS Practice Teaching 19
Bullock, A. A. and P.P. Hawk (2001), Developing A Teaching Portfolio. New Jersey: Upper
Saddle River

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

Report Prepared for the National Institute for Quatily Teaching and School
Leadership

Danielson, C. and L. Abrutyn (1997). An Introduction to Using Portfolios. Virginia, U S A.

Association for Supervision and Curriculum Development

STUDENT TEACHING HANDBOOKS/MANUAL

Anderson University School of Foundation Student Teaching Handbook

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

Work Sample Scoring Rubrics

Illinois Wesleyan University Student Teaching Handbook

Michigan Technological University, Student Teaching Handbook

Northern Illinois University Student Teaching Handbook

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

Resources for Schools and Organizations. University of South Australia

Shenandoah University Student Teaching Handbook

Teaching Experience Centre Practicum Handbook, Flinders University, Adelaide,

Australia

University of Wisconsin, Student Teaching Handbook

PRACTICE TEACHING
(Background of Cooperating School)

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School Vision, Mission, Goal and Objectives
of the Cooperating School

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FIRST FIELDING
Cooperating Teacher’s Profile

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Pre-service Teacher’s Curriculum Vitae

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Class List

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Seat Plan

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Appendix A: Practicum Reflective Journals
Reflective Journal 1: Planning and Implementation of Learning Programs

Name: Date:
Course/Major Field: Cooperating Teacher:

1. What are the consideration needed in the planning and implementation of the
lesson prepared?

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

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

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

5. To what extent do you participate in and/or cooperate with your cooperating

teacher in the planning and implementing of the classroom activities that
contribute to the development of your learners? Provide two examples.

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6. What learning insights did you acquire in planning and implementing your learning
programs? How will this help you in achieving an effective teaching process?

Appendix B

Rubric for Reflection/Journal Entries

Performance 5 4 3 2 1

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

Improvement)
Criteria

Reflection Presents Presents very Presents some Presents few Presents no

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

1- Needs Improvement (75-79)

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

Interpretations of Performance Levels/Ratings

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

2 – Developing (80-84) The pre-service teacher demonstrates an increased knowledge and understanding of the elements.
S/He is able to demonstrate, with assistance, the significant elements in a classroom teaching or field
setting. S/He is able to evaluate, with assistance, the success of teaching performance. S/he has
still to improve on this element to improve teaching performance.

3 – Satisfactory (85-89) The pre-service teacher demonstrates satisfactory knowledge and understanding of the elements but
commits mistakes in some aspects. S/He is able to exhibit this element satisfactorily to perform a
classroom teaching with self-confidence but still has to exert more effort to improve teaching skills.

4 – Proficient ( 90-94) The pre-service teacher is able to demonstrate a substantial knowledge and understanding of the
element and has the competent ability to apply the elements in a field setting.

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5 – Advanced/Excellent

(95-100) The pre-service teacher demonstrates a comprehensive knowledge and understanding of the
element. S/He can consistently apply the elements for an effective classroom teaching. S/He can
also skillfully integrate the elements into an overall lesson. S/He can critically evaluate student
learning and teaching effectiveness in order to guide subsequent instruction.

Reflective Journal 2: Using Instructional Materials

Name: Date:
Course/Major
Field: Cooperating Teacher:

1. What instructional materials have your cooperating teacher used in your actual
teaching? How your cooperating teacher does used the instructional materials
effectively? Cite example/s on the effective use of instructional materials.

2. At what point in the lesson did your instructional materials? Why is there a need
to use them in those instances?

3. Are the instructional materials interesting enough to arouse and sustain the
interest of the learners? What evidences would show that the instructional
materials sustain students’ interests?

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

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(Attach Rubric for Journal)

Reflective Journal 3: Actual Teaching

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Name: Date:
Course/Major Field: Cooperating Teacher:

1. Which part of the teaching-learning process did you consider as your

strength? Give details.

2. Have you encountered difficulties in your actual teaching? Which part of

your actual teaching? What possible causes of your difficulties?

3. Explain how you overcame the problems you encountered during your
actual teaching?

(Attach Rubric for Journal)

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Reflective Journal 4: Test Preparation

Name: Date:

Course/Major Field: Cooperating Teacher:

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1. What actions have you taken to assure yourself that your test items were
clear and simple?

2. What problems have you encountered during preparation? How did you
respond to them to resolve the issue?

3. Do your test items provide for a wide range of differences in ability? What
measures have you taken to ensure the consideration of students’ different
abilities? Describe how this has been catered for.

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(Attach Rubric for Journal)

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

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Name: Date:

Course/Major Field: Cooperating Teacher:

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

obtained? How did you use this information in the attainment of the learning
outcomes?

2. If there were learners who did poorly in one subject area, what immediate
actions or solutions did you make to solve these problems?

3. What have you learned about assessing learners?

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(Attach Rubric for Journal)

Reflective Journal 6: Self-Evaluation

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Name: Date:

Course/Major Field: Cooperating Teacher:

1. What part of the practice teaching you enjoy most?

2. What major problems did you encounter during your Practice Teaching? What immediate actions or
solutions did you make to solve these problems?

3. What risks did you take during your practice teaching? Why? What happened?

4. Did you consult with and/or ask advice from your cooperating teacher, TEI practicum supervisors and
other practicum mentors? What did you ask? How did they respond?

5. What is the most important learning insight did you have about teaching that will surely inspire you in
your chosen profession?

(Attach Rubric for Journal)

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Republic of the Philippines
Compostela Valley State College
College of Arts, Sciences and Education
Compostela, ComVal Province

Pre-Service Teacher’s Actual Teaching Rating

Name: Date:
School: Subject Taught:

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

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

Statements Level of Performance

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

Total raw score: Percentage Description

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

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Appendix D: RATING SCALE FOR NON-TEACHING PERFORMANCE
Name of Pre-service Teacher Date:
Subject Taught:
School:

AREAS 5 4 3 2 1
I. OBSERVATION OF SCHOOL POLICIES
1. Reports to class regularly and promptly.
2. Observes policies on student discipline and exudes a desirable conduct expected to
a student teacher during an off-campus teaching.
II. ATTENDANCE AND PARTICIPATION TO SCHOOL ACTIVITIES
1. Attends and participates in school assemblies, meetings and other co-curricular
activities required of them during the off-campus teaching.
III. RELATIONSHIPS WITH STUDENTS, COOPERATING TEACHERS, CO-INTERNS,
SCHOOL HEADS AND OTHER SCHOOL PERSONNEL OF THE COOPERATING
SCHOOL
1. Relates well with, and teach effectively and manage efficiently diverse and multitude
type of learners;
2. Works effectively with the cooperating teacher.
3. Goes along with the co-interns and is helpful to them.
4. Shows respect to the school heads and other personnel.
IV.PROFESSIONALISM
1. Shows respect and belief to oneself.
2. Maintains professional poise and good grooming.
3. Assumes responsibility and exhibits initiative, resourcefulness and commitment.
4. d. Accomplishes work on time and is able to produce quality work and good output.
V. PERSONALITY
1. Neat in appearance; observant of personal hygiene; has professional bearing; Wears
appropriate attire during classes and school functions.
2. Maintains composure when under pressure.
3. Courteous and respectful.
4. Manifests honesty and integrity in dealing with others.
5. Accepts criticisms open-mindedly.
6. Acts optimistically in his or her undertaking and responsibilities.
7. Develops feeling of mutual trust with other pre-service teachers.
8. Projects self-confidently with others.
9. Communicates clearly, sensibly and comprehensively.

VI. PERFORMANCE
1. Reports to classes regularly and attends school functions and other required extra
curricular activities.
2. Shows creativity and resourcefulness in his/her performance.
3. Attends sessions well prepared; participates intelligently and actively in discussions.
4. Shows mastery of the subject matter taught and prepares lesson plans promptly.
5. Learns new teaching methods and acquires new teaching techniques and skills.
6. Cooperates with other teachers to accomplish desired goals.
7. Accomplishes all required assignments and tasks promptly and diligently.
8. Observes efficiently management skills.
9. Quality of work acceptable.
10. Inspires other pre-service teachers with his/her ideas, plans actions resulting to
better performance.
11. Possesses physical ability to work long period of time with sustained energy and
soundness of the mind.
12. Draws logical conclusions and make decisions easily from given situations.

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Comments:

By Cooperating Teacher:

By Practicum Supervisors:

By PST:

Interpretation of Performance Levels/Ratings

1 – Basic ( 75-79) The student teacher is introduced to the elements and/or demonstrates only a basic
level of knowledge and understanding. S/He has yet has the enhanced skills to apply
the significant elements to be an effective teacher.

2 – Developing (80-84) The student teacher demonstrates an increased knowledge and understanding of the
elements. S/He is able to demonstrate, with assistance, the significant elements in a
classroom teaching or field setting. S/He is able to evaluate, with assistance, the
success of teaching performance. The teaching performance and other professional
competencies still needed to be improved.

3 – Satisfactory (85-89) The student teacher demonstrates satisfactory knowledge and understanding of the
elements but commits mistakes in some aspects. S/He is able to perform teacher’s
responsibilities with self-confidence but still has to exert more effort to improve one’s
competencies.

4 – Proficient ( 90-94) The student teacher is able to demonstrate a substantial knowledge and
understanding of the element and has the ability to apply the elements in a field
setting. S/He is also able to continuously exhibit progress in her or his performance.

5 – Advanced/Excellent (95-100) The student teacher demonstrates a comprehensive knowledge and

understanding of the element. S/He can consistently apply the elements for an
effective classroom teaching. S/He can also skillfully integrate the elements in her or
his teaching responsibilities with an excellent performance. S/He produces very
outstanding output in every teaching task assigned and expected of her.

APPENDIX E: Summative Evaluation Rating

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APPENDIX F: Rubric for Student Teaching Portfolio

Performance 5 3 1

Criteria (Good) (Fair) (Poor)

Components include: cover/title

page, table of contents, main
contents, references and  More than 2
 All components are  1 to 2 components
appendices. components are
present. are missing.
missing.
(x10)

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 At least 5  More than 5
 Follows the components does components does
Organization sequence not follow the not follow the
prescribed in sequence sequence
(x4) organizing the prescribed in prescribed in
contents of the organizing the organizing the
portfolio. contents of the contents of the
portfolio. portfolio.

Mechanics  The mechanics

 At least 5  More than 5
required are
mechanics are not mechanics are not
(x4) completely
followed. followed.
followed.

Promptness  Submitted on or  Submitted five

 Submitted two days
before the days after the
after the prescribed
(x2) prescribed prescribed
deadline.
deadline. deadline.

APPENDIX G: Lesson Plans

7 Approved and Taught Lesson Plans with Rating Sheets

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APPENDIX H: Assessment Tools and Student’s Output Sample

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APPENDIX I: Daily Time Record

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APPENDIX J: Various Schools Forms

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APPENDIX K: Application Letter & Résumé

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APPENDIX L: Certificates/Recognition/Clearance

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APPENDIX M: : Samples of Learner’s Quizzes/Clearance

APPENDIX N: Documentation

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REPUBLIC OF THE PHILIPPINES
Compostela Valley State College
College of Arts, Sciences and Education (CASE)
Compostela, Compostela Valley Province

Pre-Service Teacher’s Extension Classes

Name of Pre-service Teacher: __________________________________________________________

Number of Days (Extension) :________________________School :____________________________

Signature of Cooperating
Date Name of Cooperating Teacher
Teacher

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REPUBLIC OF THE PHILIPPINES
Compostela Valley State College
College of Arts, Sciences and Education (CASE)
Compostela, Compostela Valley Province

PRE-SERVICE TEACHER CLEARANCE

in PRACTICE TEACHING
___Semester, S.Y. ______

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

I, _________________________________ declare that I have returned all items

that have been borrowed from __________________________________ on
_____________________.

Signed: _________________________
Pre-service Teacher

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

I, __________________________________ agree that _________________________

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

Signed: _________________________
Cooperating Teacher

School: PLEASE INSERT THE NAME OF YOUR SCHOOL HERE

“CHECKLIST FOR PST’S CLEARANCE”

Things to be accomplished & Returned Date Returned

Remarks/Signature

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1. Books (TG,CG, LM & etc)
2. Copies of Records (quizzes, exams,projects &
etc.)
3. Equipment/s (specify)
4. Other materials (specify)

Name & Signature of PST

Verify and approved by:

Name & signature of the CT

I. Format and Style

A. Margin: 1 inch (2.54 cm) for top, bottom, and right and 1.5 inch (3.81
cm) for the left.

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

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