PED 11: TEACHING INTERNSHIP

Extended School Experience

TABLE OF CONTENTS
1. RATIONALE.......................................................................................................................................................2
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS) 2
2. ROLES, DUTIES AND RESPONSIBILITIES OF STAKEHOLDERS IN THE PRACTICUM..............................2
3. COURSE DESCRIPTION..................................................................................................................................5
Course Objectives 5
Course Requirements 6
TEI Requirements/Guidelines 6
Assessment and Marking 8
4. SCHEDULE OF ACTIVITIES FOR PRACTICUM..............................................................................................9
5. COURSE CONTENT.......................................................................................................................................10
6. GLOSSARY OF TERMS..................................................................................................................................12
7. REFERENCES................................................................................................................................................13
8. APPENDICES..................................................................................................................................................14
Appendix A: Practicum Reflective Journals 15
Reflective Journal 1: Planning and Implementation of Learning Programs 15
Reflective Journal 2: Using Instructional Materials 16
Reflective Journal 3: Actual Teaching 17
Reflective Journal 4: Test Preparation 18
Reflective Journal 5: Checking, Marking and Interpretation of Test Results 19
Reflective Journal 6: Self-Evaluation 20
Appendix B: Rubric for Reflection/Journal Entries 21
Appendix C: Pre-Service Teacher’s Actual Teaching Rating 27
Appendix D: Rating Scale for Non-Teaching Performance 29
Appendix E: Rubric for Student Teaching Portfolio 30.
Appendix F. Pre-Service Teacher 's Classroom-Based Research…………………….31
1. RATIONALE
Teaching Internship is a key component of an extended school experience of the teacher
education curriculum which a Pre-Service Teacher (PSTs) 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 PSTs.
This six unit practicum could be treated as teaching internship 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. However, due to the constraint brought
by the Pandemic it is very risky to deploy our PSTs in the field. So as an alternative to their field
exposure, they will have an in-campus for their Practice teaching. In which, Teacher Education
Department of Davao De Oro State will be their partner on their teaching internship by means of the
new normal way. 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. Teaching internship 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 learners, assisting the cooperating teacher, and doing numerous teaching tasks.

1. ROLES, DUTIES AND RESPONSIBILITIES OF STAKEHOLDERS IN THE PRACTICUM

I. Teacher Education Institution (TEI)
A. The Program Head 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. Assigns a space for a practicum office and appoints an office staff.
B. The Practicum Coordinator (PC)/Liaison Officer:
1. Monitors the teachers handling field studies;
2. Supervises practicum office staff;
3. Formulates policies and systems for the practicum;
4. Communicates with stakeholders and handles paperwork with regard to the practicum
program.
5. Releases the PSTs from any academic loads not prescribed by the curriculum in the
final year of internship.

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C. Practicum Supervisor (PS):

The primary role of the TEI’s Practicum Supervisor is to provide support for the PSTs 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. Conducts weekly conferences with the PSTs to provide inputs relative to teaching-
learning trends and innovations and conduct enhancement classes to respond to the
field experiences of PSTs;
3. Coordinates with the Program Head of Teacher Education regarding the activities and
practice teaching needs of the PSTs;
4. Orients the PSTs for their in-house practice teaching;
5. Conducts regular observation and evaluation of the practice teaching performance of
PSTs;
6. Coordinates regularly with the Program Head/any designated authorized person; and
cooperating teachers regarding the performance of the PSTs;
7. Submits written reports to the Program Head, copy furnished the Program Coordinators,
at least once a month regarding the:
7.a. progress/ performance of PSTs
7.b. problems/difficulties met by the PSTs
7.c. solutions/actions taken to solve the problems
8. Conducts exit interview of PSTs.

D. The Pre-service Teachers (PSTs):

PSTs are invited guests in the cooperating schools and should therefore note the following
expectations:
1. During the new normal practicum period, PSTs are expected to coordinate with their CT
for their log in time, e.g. before flag ceremony. Attendance should be reflected in the
certificate of attendance or any forms Google classroom certified by their CT.
2. PSTs 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. PSTs who are absent must notify the CT by 8:00 in the morning
of absence and must also notify their TEI PS.
4. Appropriate professional behavior requires PSTs to display a cooperative attitude, be
responsible, follow appropriate dress codes, be punctual, respect confidentiality of
information, ask questions, return borrowed resources promptly and in good condition,
show initiative and generally be prepared to learn.
5. Use the cooperating school to observe, ask questions, gather data and generally make
sense of the world of teaching.
6. Meet all specified requirements, e.g.
 Plan ahead for all teaching sessions and share written plans with cooperating
teachers for at least the amount of time indicated in the guide-lines provided.
 Make use of improvised or self-made materials preferably those prepared in
Educational Technology classes.
 Use appropriate strategies to assess, record and report student learning
 Complete written evaluations for all teaching
 Employ a range of strategies for engaging in critical reflection
 Compile a relevant and useful professional folio.
 Complete the entries of his/ her reflection journal
7. Become fully involved in the life of the setting and take on the full role or a teacher,
including the many non-teaching responsibilities.
8. Make a classroom-based research.
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II. Teacher Education Department (TED)
A. Director for Academic Division (DAD)
0.1. Reviews and subsequently approves request for cooperating schools;
0.2. Conducts orientation on student teaching with the TEIs inclusive of the Program Head,
Practicum Coordinators, Practicum Supervisors, and Cooperating Teachers;
B. The Cooperating Program Head:
The role of the Program Head is to collaborate with TEI Practicum Coordinator and 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:
1.a. VMGO and organizational structure of the school
1.b. School policies on students and personnel discipline
2. Identifies exemplary CT/s to handle PSTs exposure for Practicum
3. Coordinates with Practicum Coordinator and TEIs on the assignment of PSTs;
4. Monitors and provide feedback on the performance of PSTs to TEIs;
5. Debriefs PSTs at the end of Practicum; and
6. Prepares required reports to the TEIs, copy furnished to the DAD.
C. The Practicum Coordinator:
1. Assists the Program Head on the assignment and discipline of the PSTs.
2. Conducts regular conference with CTs as regards the performance and behavior of PSTs.
3. Coordinates with the TEI supervisor of the PSTs.
4. Ensures that student teachers are not allowed to substitute for teachers who are absent or
on leave.
D. The Cooperating Teachers
Cooperating Teachers, have the skills and the perspective necessary to help PSTs 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/has units in masters’ degree and has at least 2 years teaching experience, shall be
chosen as mentors/ cooperating teachers. Their duties and responsibilities are:
1. Serves as mentor of the PSTs
2. Provides support to PSTS by:
2.a. Online/offline regular class observation and post conference
2.b. lesson planning
2.c. use of varied strategies/approaches/techniques
2.d. online classroom management
2.e. assessment of learning outcomes
2.f. questioning techniques
2.g. preparation of instructional materials
2.h. preparation of examinations/various assessment modes
2.i. accomplishment of different forms and related work
3. Observes, coaches/mentors and evaluates the performance of the PSTs
4. Models effective teaching and management techniques
5. Provides the PSTs the opportunity to teach independently and collaboratively
6. Orients and guides PSTs in the accomplishment of different school forms
7. Provides the PSTs participation in co-curricular and school/community activities; and
8. Completes a set of summative evaluation reports for each PSTs.

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TEACHING INTERNSHIP
Course Description
This course is a one semester full time teaching internship in basic education schools using a
clinical approach under the mentorship of a cooperating teacher. Teaching Internship shall be done both
in the in-campus or off campus if possible. No academic courses shall be taken together with Teaching
Internship. A teaching portfolio shall be required and the completion of the Action Research.

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 5 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 online classroom management practices that contribute to the children’s self-esteem
and a positive learning environment;
7. Reflect on experiences in learning and teaching, and analyze and apply emerging beliefs in the
creation of a professional teaching style;
8. Work autonomously and collaboratively with peers and teacher educators in the collection and
analysis of data that contribute to their professional development.

Course Requirements:

1. Daily classroom teaching by PST observed and evaluated by cooperating teacher. Final
demonstration teaching observed by CT,PS, Program Coordinator and PH.
2. Semi-detailed lesson plans, checked and approved by CT. PSTs must engage in online
observation, teaching and even checking of outputs of the students.
3. Preparation of instructional materials appropriate to the lessons taught.
4. Accomplished journal reflection sheets.
5. Completed the 360 hours practice teaching.
6. Attendance in online classes, school function, assemblies, co-curricular activities and post
conferences.
7. Presentation of a student portfolio.
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8. Accomplished school forms completely and accurately filled –in.
9. *Classroom-Based Research.

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 PSTs will teach in an online teaching
or any forms of teaching assigned by the CT.
2. The first week of every fielding is spent on orientation at the TEI.
3. A BEED PST must conduct actual teaching in any elementary subjects while a BSED student
must teach in his/her chosen field of specialization. PSTs should be exposed to ideal as well as
adverse classroom situation.
4. Actual teaching is done for seven weeks of the nine 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
Teaching Internship Portfolio.
5. A PSTs 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. PSTs are required to conduct daily demonstrations and accomplish at least 7 actual lessons
with checked and approved lesson plans, instructional materials, and observation forms for
their teaching internship portfolio requirement. They should be observed by the cooperating
teacher or the TEI PS 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 CT or the PS before actual teaching.
7. Besides actual teaching, the PST 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, attending curricular and co-curricular
activities, webinars and workshops upon approval of the Program Head of TEI.
8. The PSTs is required to attend online 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 secure Certificate
of Attendance (CA) regularly and correctly. In case of absences, the equivalent days are to be
made-up.
9. A PSTs 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 PST’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 PSTs 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 PST 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 Coordinator,
Research Ethics Committee and Program Head.
D. Dress Code and Deportment
1. PSTs should be dressed appropriately and modestly that projects professionalism reflecting the
values of a teacher and the institution where they belong.
2. The PSTs is expected to behave properly and appropriately at all times, in the presence of the
learners, teachers, school personnel, administration, staff and parents.
FS/Teaching Internship 6
3. Project the good image of the teacher by demonstrating personal qualities such as courtesy,
respect, honesty, diligence, commitment and the like.

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

RATER

CT PS
Ct-Attendance - 10%

Ct-Lesson Plans - 10%

Ct-Daily Teaching Performance - 15%

Ps-Practicum Supervisor’s Rating - 5%

Ct-Non-teaching Performance - 5%

Ct,ps,ph,pc-Final Demo Performance - 20%

Ps-Journal Entries Rating - 15%

Ps-Student Portfolio - 20%

TOTAL 100%

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Assessment and Marking
The following assessment items are required from students:
1. 6 Reflection Journals
2. 7 Approved and Taught Lesson Plans
3. Performance Rating of Non-Teaching Performance (by the Cooperating teacher)
4. Summative Evaluation (by the Cooperating Teacher and the TEI Practicum Supervisors)
5. Classroom-based Research/Reaction Paper on Professional researches and readings
6. Communication Skills in Teaching
7. The student portfolio containing:
a. Class Program

b. Approved and Taught Lesson Plans

c. Assessment tools

d. Non-Teaching Performance Rating Scale Sheet

e. Summative Evaluation Report

f. Journal Entries/Reflection

g. Signed Daily Time Record

h. Duly accomplished various school forms

i. Classroom-Based Research/Professional Readings

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 8
PRACTICE TEACHING

Schedule of Activities

SITE OF TIME FRAME IN

VENUE ACTIVITY
PRACTICUM SCHOOL
Pre-deployment Orientation
Deployment Orientation
One week
Week One Meeting with Cooperating
DDOSC Online platform January 17-21,
School Personnel
2022
Transition period
Webinar-workshop
Actual Teaching
On the eighth week will be
completion of portfolio
Securing clearance
Demonstrations:
1st Demo-Jan. 24-28, 2022
2nd Demo-Jan. 31-Feb. 4
3rd Demo-Feb. 7-11
4th Demo-Feb. 14-18
5th Demo-Feb. 21-25 Seven weeks
Week 2-8 DDOSC Online platform 6th Demo-Feb. 28-March 4 January 24-
7th Final Demo-Feb. 7-11 March 11, 2022
-Week 7
Note: Submit the rating sheet,
certificate of attendance, and
the journal weekly, PS by
section will provide the GDrive
link
Final Defense of action
research-Week 8

Submission of Portfolio
One week
Securing clearance
Week Nine DDOSC Online platform March 14-18,
Finalization of action research
2022
Exit Conference

*** Please note:

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

underprivileged (DDU) or multi-grade schools.

2. A weekly conference with the CT, PST and TEI practicum supervisors shall be done at the end of each
week. Observations and monitoring of PSTs shall be done at least three times during each practicum.

FS Practice Teaching 9
COURSE CONTENT
DETAILED ACTIVITIES AND EXPECTED ACCOMPLISHMENTS/OUTCOMES
Expected Accomplishments/Outcomes
Week
A pre-service teacher is required to:
Week One: Week-  Attend a webinar series on In-house Teaching Internship of the Students.
long Webinar Series  Webinar 1: Lesson Planning-January 19,2022
 Webinar 2: Cybersecurity and Anti-privacy Act Webinar
 Webinar 3: Webinar on Teaching Strategies-January 20, 2022
 Webinar 4: Deployment Orientation-January 21, 2022
Week Two – Eight:  Familiarize oneself with roles/ responsibilities of a pre-service teacher,
Actual teaching 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 normal school setting, the CT
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.
 Answer the journal entries or reflection sheets on the following:
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, Program Coordinator and, where possible,
Program Head
 Hold a de-briefing with the CT to obtain comments and suggestions relative
to his/her teaching performance.
 Submit lesson plans for checking and approval of CT.
 Prepare and use varied kinds of teaching materials and teaching aids.
 Plan and conduct daily demonstration but submit at least seven (7) actual
rated teaching sessions.
 Devote these weeks to professional development such as:
.a. gathering teaching resources
.b. observing learners’ behaviors and/or assisting other online classes
.c. observing cooperating teachers’ and colleagues ’ teaching
strategies
.d. employing a variety of teaching styles and strategies
.e. assisting in maintaining online 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,

FS Practice Teaching 10
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 certificate of attendance.
.j. attend weekly conferences with the TEI practicum supervisor.
.k. Prepare for virtual 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
 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 from CT 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 Program Head.
 4 demos (CT-), 2 demos (CT & PS), 1 Final Demo (CT, PS, PC, PH)-
recorded to upload in the official Google Drive
Week Nine:  Conduct a post conference/exit conference in the laboratory school.
 Submission of Portfolio

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2. GLOSSARY OF TERMS

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

Cooperating Teacher (CT) (Mentor) - This refers to the faculty member of the Teacher Education
Department who is assigned to guide the pre-service teacher in
developing professional competencies, attitudes, and behaviors.

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
Journal supervision of the cooperating teacher and/or TEI practicum
supervisor.

Non-Teaching Performance - A record of experiences which traces progress and

development of PSTs.

- Refers to other aspects of related performances of the PST

Practicum needed to be evaluated by the CT. 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.
Pre-service Teachers (PSTs)
- Also called student teaching or practice teaching, is the
culminating stage where pre-service teachers put theory into
Pre-Conference 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
Post-Conference different schools.
Practicum Coordinator

Summative Evaluation - A college student enrolled in a college or university who is

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

- Serves as an orientation period specifying the activities or tasks

Teacher Education Institutions to be undertaken by the pre-service teacher undergoing
practicum.

TEI Practicum Supervisor - Serves as the post-activity appraisal of pre-service teachers in

the conduct of practicum.

- It refers to the faculty assigned to coordinate and monitor the

conduct of practice teaching.

- Refers to the summative evaluation on personality and teaching

FS Practice Teaching 12
performance of the pre-service teacher. This shall be both
accomplished by the CT and the TEI PS based on their
observations and feedback on the progressive development of
the PSTs as he/she performs designated teaching
responsibilities.

- 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 assisting the teacher in

the supervision of the student teachers.

FS Practice Teaching 13
3. REFERENCES

BOOKS

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

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

Corvallis, V. E. (2005). Developing Guidelines for Quality in the Practicum. A Consultancy Report Prepared for
the National Institute for Quatily Teaching and School Leadership

Danielson, C. and L. Abrutyn (1997). An Introduction to Using Portfolios. Virginia, U S A. Association for
Supervision and Curriculum Development

STUDENT TEACHING HANDBOOKS/MANUAL

Anderson University School of Foundation Student Teaching Handbook

Colorado State University Student Handbook, August 2005, Student Teaching-Teacher
Work Sample Scoring Rubrics
Illinois Wesleyan University Student Teaching Handbook
Michigan Technological University, Student Teaching Handbook
Northern Illinois University Student Teaching Handbook
Professional Application and Reflection 1,2,3 and 4 (2004). Practicum Guidelines and
Resources for Schools and Organizations. University of South Australia
Shenandoah University Student Teaching Handbook
Teaching Experience Centre Practicum Handbook, Flinders University, Adelaide, Australia
University of Wisconsin, Student Teaching Handbook

FS Practice Teaching 14
4. APPENDICES

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

FS Practice Teaching 15
Appendix A: Practicum Reflective Journals
Reflective Journal 1: Planning and Implementation of Learning Programs

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

0.1. What are the consideration needed in the planning and implementation of the lesson prepared in a new
normal set up?

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

0.3. 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?

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

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

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

TEI Practicum Supervisor’s Feedback

Strengths

Areas for Improvement

Signature of the TEI Practicum Supervisor

Use separate sheets when necessary.

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Reflective Journal 2: Using Instructional Materials

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

1. What instructional materials have you used in your actual teaching? Have you used them effectively?
How?

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

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

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

Signature of the Pre-service Teacher

TEI Practicum Supervisor’s Feedback
Strengths

Areas for Improvement

Signature of the TEI Practicum Supervisor

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Reflective Journal 3: Actual Online Teaching

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 online teaching? Which part
of your actual online teaching? What possible causes of your difficulties?

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

Signature of the Pre-service Teacher

TEI Practicum Supervisor’s Feedback
Strengths

Areas for Improvement

Signature of the TEI Practicum Supervisor

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Reflective Journal 4: Test Preparation

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

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.

TEI Practicum Supervisor’s Feedback

Strengths

Areas for Improvement

Signature of the TEI Practicum Supervisor

FS Practice Teaching 19
Reflective Journal 5: Checking, Marking and Interpretation of Test Results
Name: Date:
Course/Major Field: Cooperating Teacher:

1. What types of information about your pupil’s /student’ progresses have you obtained? How have you
recycled this?

2. If there were learners who did poorly in one subject area, what did you do to address this?

3. What have you learned about assessing learners?

TEI Practicum Supervisor’s Feedback

Strengths

Areas for Improvement

Signature of the TEI Practicum Supervisor

FS Practice Teaching 20
Reflective Journal 6: Self-Evaluation

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?

TEI Practicum Supervisor’s Feedback

Strengths

Areas for Improvement

Signature of the TEI Practicum Supervisor

Use separate sheets when necessary

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FS Practice Teaching