FIELD STUDY PRACTICE TEACHING Revised 2019 Final Revision As of NOV. 13 2018 4

University of Southeastern Philippines
Tagum-Mabini Campus
College of Teacher Education and Technology
PRE-SERVICE TEACHER TRAINING UNIT
Extended School Experience
FIELD STUDY PRACTICUM MANUAL

REVISED 2019
(VERSION 2)
PREFACE
Field Study Practicum Module Revised 2019 (Version 2) is a revised copy of Field Study
Manual developed by the (Philippines – Australia) Basic Education Assistance for Mindanao-Pre-
service Teacher Training Unit and anchored in the accomplishment of the Review Committee for Field
Study Practicum Module Revised 2014( Version 2). This Field Study Practicum Module Revised 2014 (
Version 2) was a great accomplishment of the College of Education in Obrero, Davao City. The Review
Committee are the following:
Adora P. Zerrudo, MAED-ECE& MED-SPED
Mariche C. Llanto, MAED-SPED
Ivy Lyt M. Sumugat, MAT-Mathematics
Geraldine e. Francia, MAT-Science (Certificate)
Lindy C. Lulab, MAED Certificate; MIT,Ed.D.ELM
Vilma D. Andoy, MTET-Tech’l English;Ed.D.Educ’l; Mgt.SPED
Bonifacio G. Gabales Jr., MS-Educ’l Measurement & Evaluation;
Ph.D.-Dev’t. Research & Administration
The revision and enhancement of the manual is evident in the complementation of objectives,
course requirements and activities in relation to the competencies linked to the NCBTS and the grading
system.
This Field Study Practicum Module Revised 2019 ( Version 2) was an initiative of the College of
Teacher Education and Technology to keep updated of the current trends in education. This was
prepared by DR. NANCY B. GONZALES- FS & Practicum with the collaborative effort of the Michael B.
Dodongan –ICA-Head, Practicum Supervisors, Richel P. Albite -Program Head-BEEd, Dr. Maricel A.
Palomata-Program Head-BSEd and approved by DR. JOCELYN A. MATILDO- CTET-Dean.

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TABLE OF CONTENTS
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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 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
FS Practice Teaching 3
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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. Approves the assignment of practicum supervisor in the various programs/specialization.
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 Associate Dean/ College Secretary:
1. Recommends for approval of the following:
a. Implementing guidelines and policies in the conduct of practicum;
b. Teachers who will serve as Supervises practicum in the program;
c. Cooperating schools of PSTs.
2. Initiates conferences with the Schools Division superintendent (SDS) in selecting Cooperating
schools for PSTs.
3. Evaluates the implementation of policies/ system for the practicum and the
performance/involvement of the practicum stakeholders.
Formulates policies and systems for the practicum;
C. Practicum Coordinator/Liaison Officer:
1. Prepares the program of activities of the supervising professors;
2. Facilitates the evaluation of the practicum;
3. Monitors the teachers handling field studies;
4. Supervises practicum office staff;
5. Formulates policies and system for the practicum;
6. Manages administrative matters such as preparation and signing of Memorandum of Agreement
(MOA) and explanation/enhancement of practicum manual;
7. Coordinate with the Schools Division superintendent (SDS) in the selection of cooperating
schools;
8. Communicates with the stakeholders and handles paperwork with regard to the practicum
program.
9. Implements the MOA between the TEI and the Division Office;
10. Organize enhancement classes to respond to the field experience of Pre-service teachers PSTS.
D. Practicum Supervisor:
The primary role of the TEI’s Practicum Supervisor is to provide support for the Pre-service teachers
and the cooperating teachers, clarify requirements and assist interns in organization, planning,
reviewing teaching and non-teaching plans and scheduling class/non-class observations. Specific duties
and responsibilities are, but not limited to, the following:
1. Conducts weekly conferences with the pre-service teachers to provide inputs relative to
teaching-learning trends;
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2. Coordinates with the cooperating school head regarding the activities and practice teaching
needs of the pre-service teachers;
3. Orients the student teachers for their on and off-campus work;
4. Conducts regular observation and evaluation of the practice teaching performance of pre-
service teachers;
5. Coordinates regularly with the cooperating school principal/head teacher; and cooperating
teachers regarding the performance of the pre-service teachers;
6. 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
7. Conducts exit interview/ case studies of pre-service teachers;
8. Perform other related tasks anent to practicum.
E. 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.
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. Department of Education (DepEd)
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.
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.
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.
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The Cooperating Teachers
Cooperating Teachers, have the skills and the perspective necessary to help pre-service teachers study
the art and science of teaching in a classroom setting. To ensure that pre-service teachers will get the
most out of their practicum, only the most capable teachers, preferably master teachers, shall be
chosen as mentors/ cooperating teachers. Their duties 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. School Form
1,(SF1)- School Registrar, SF2-Daily Attendance,SF3- Book Issued and Returned, SF4-Monthly
Leaner Movement and Attendance, SF5- Report on Promotion and Learning Progress &
Achievement , SF6- Summarized Report on Promotion and Learning Progress and Achievement,
SF7 Sch. Personnel Assignment List and Basic Profile , Form 137-E- Elem. School Permanent
Record and FORM 138-E Pupil’s Report Card)
7. Form 137-A, report card, promotion card, etc.)
8. Provides the student teacher participation in co-curricular and school/community activities; and
9. Completes a set of summative evaluation reports for each student teacher.
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COURSE DESCRIPTION
Practice Teaching is a six-unit course which is considered as the climax of professional preparation of teachers.
It is the culminating internship that engages the pre-service teachers in an intensive and extensive practicum in
the laboratory (on-campus) and in cooperating schools (off-campus teaching or public school teaching) that will
prepare them for the actualization of the teaching-learning process equipped with ethical standards and
professional competencies. This course serves also as an avenue for further developing student teacher’s
effective human relations and communication as two significant factors in the field of teaching.
This course requires the pre-service teacher to prepare lesson plans and teach them during regular classes
under the supervision of a cooperating teacher and/or practicum supervisors. The students are expected to
progress from half day teaching to whole day teaching. They will also write weekly reflections as part of their
student teaching journal. They should act according to their roles and responsibilities and guidelines for student
teaching.
Course Objectives
At the end of the course, the pre-service teachers will:
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.
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Specific Objectives / Expected Outcomes
Specific Objectives Expected Outcomes
1. Demonstrate increasing confidence in Pre-service Teacher’s Actual Teaching Rating

integrating professional knowledge and
insights and pedagogical skills;
2. Conducts actual teaching across grade Pre-service Teacher’s Actual Teaching Rating
level or placements;
3. Plan, initiate, implement program of Accomplishment Report of Program of Activities to
activities which strengthens school- includes- Plans, Programme, Photo-documents,
community- partnership; Letters, Certificates
4. Conduct Classroom Action Research Classroom Action Research Paper
5. Present a student Teaching portfolio. Portfolio
6. Teach inclusively with appropriate Pre-service Teacher’s Non-Teaching Performance

understanding of social justice and equity Rating
issues which impact on the curriculum
and the profession.
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TEI Requirements/Guidelines
On Attendance to the Practicum Program
1. Practice Teaching is a six (6) unit course which requires a pre-service teacher to stay in the cooperating
schools for the whole day. It is expected that the PSTs will teach a maximum of 3 hours per day for the
first half of the placement, and a maximum of six hours for the second half of the placement.
2. The first week of every fielding is spent on orientation at the TEI and DepEd School.
3. A BEED pre-service teacher must conduct actual teaching in any elementary subjects while a BSED
student must teach in his/her chosen field of specialization. Pre-service teachers should be exposed to
ideal as well as adverse classroom situation.
4. Actual teaching is done for eight (8) of the fourteen weeks. The remaining weeks are for orientation,
final evaluation and clearance or completion of requirements, attendance and job placement program of
the TEI, for Post Conferences and Completion and Submission of Practicum Portfolio.
5. A Pre-service teacher should have the opportunity to teach in his/her major/minor or field of
specialization and in all other subjects and in all grade/year levels whenever possible.
6. Pre-service teachers are required to accomplish at least 12 actual lessons with checked and approved
lesson plans, instructional materials, and observation forms (Form 178). They should be observed by
the cooperating teacher or the TEI practicum supervisor during these lessons. The lesson plan must be
made and submitted ahead of time, at least two days before demonstration teaching. It should be
discussed with the cooperating teacher or the practicum supervisor before actual teaching.
7. Other teaching stints may take the form of remedial and substitute teaching.
8. Besides actual teaching, the pre-service teacher undergoes additional experiences in other teaching
related functions such as: structuring the classrooms, preparing, administering, and interpreting tests,
computing grades, filling up pertinent school forms, make home visits, attending curricular and co-
curricular activities, seminars and workshops.
9. The pre-service teacher is required to attend school functions and special meeting required of him or
her unless s/he is required to attend classes enrolled in the TEI. S/He must fill in the daily time record
regularly and correctly. In case of absences, the equivalent days are to be made-up.
10. A Pre-service teacher should manifest mastery of the medium of instruction. S/He has knowledge of
effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration
and supportive interaction in the classroom.
11. A student must complete all the entries in his/her reflective journal.
12. A student must maintain a Pre-service Teacher’s Portfolio. The portfolio is a comprehensive and a well-
organized record of contextual information, planning, teaching, observation, samples of assessment,
sample records of progress and information, personal reflection, research and resources. Many of
these items are contextual so the pre-service teacher will need to make decisions about what material is
relevant and useful to the student’s development as a beginning teacher.
Culmination of the Practicum Program
1. A pre-service teacher must submit all rating sheets/evaluation forms completely filled in by the
concerned school personnel.
2. S/He must finalize contents of student portfolio.
3. S/He must completely and correctly fill in various school forms.
4. S/He may produce and present and/or report a classroom-based research. This shall be presented to a
group of panelists which may include the school head, TEI Practicum supervisor, cooperating teacher
and other grade/year level or department head (optional).
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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 an
4. d the like.
On Performance Evaluation
The performance ratings of a pre-service teacher shall be shared accordingly such that:
(new-2016)
PRACTICUM GRADING SYSTEM
Components Weights Evaluators
Part 1 Attendance 10% CT

(75%)
Daily Actual Teaching 40% CT (20%)
Performance PS (20%)
Non-Teaching Performance 10% CT (5%)

PS (5%)
Student Portfolio 25% PS
Journal Entries 15% PS
Sub-Total 100%
Part 2 Action Research 100% PS

(20%) (poster and oral
presentation)
Part 3 Mock board Performance 100% PS

(5%)
Overall Total 100%
*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.
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SCHEDULE OF ACTIVITIES FOR PRACTICUM

(2018-2019)
Approved New Scheme for Practicum: 2nd Sem start of class: Jan. 14, 2019
SITE OF
VENUE ACTIVITY TIMEFRAME
PRACTICUM
TEI Conference Room/ Orientation Seminar Sending Nov. 19-21
School Designated Classroom Off/ Orientation on CS,
Meeting with School
Personnel/Induction/Transition
Period
TEI Conference Room/ Capacity Building for Action Jan. 14-15
School Designated Classroom Research
Cooperating School
Deployment/Orientation
CS Designated Conference Cooperating School Jan. 16-18
Room Deployment/Orientation
First Fielding
CS Designated Classroom Induction/Transition Period – Jan. 21-25
Week 1 Half-Day Teaching (3 hours
per day)
CS Designated Classroom Half-Day Teaching (3 hours Jan. 28 – 31-Feb. 3
Week 2 per day)
CS Designated Classroom Whole Day Teaching (6 hours Feb. 4-8
Week 3-5 per day) Feb. 11-15
Feb. 18-22
Second Fielding
CS Designated Classroom Induction/Transition Period – Feb. 25 -28- Mar. 1
Week 6 Whole-Day Teaching (3 hours
per day)
CS Designated Classroom Whole Day Teaching (6 hours Mar. 4-8
per day) Mar. 11-15
Week 7-8 Filling up of School
Forms/Securing Clearance or
Completion Certificates
CS CS Conference Room Exit Conference Mar. 18-22
Week 9
TEI/CS Conference Room/ Job Placement Programs Mar. 25-29
Week 10 Designated Classroom
TEI Conference Room/ LET Enhancement Program Apr. 1-5
Week 11 Designated Classroom Action Research
TEI Conference Room/ Post Conference/Portfolio April 22-26
Week 14 Designated Classroom Completion/Submission/Final
Evaluation
TEI Conference Room/ LET Enhancement Program April 29-May 3
Week 15 Designated Classroom (Gen.Ed.)
TEI Conference Room/ LET Enhancement Program May 6-10
Week 16 Designated Classroom (Prof.Ed.)
TEI Conference Room/ LET Enhancement Program May 13-16
Week 17 Designated Classroom (Specialization and Mock
Board)
TEI Conference Room/ Fellowship May 17
Week 18 Designated Classroom
*** Please note:
1. Where possible Pre-service teachers should experience rural, deprived, disadvantaged,

underprivileged (DDU) or multi-grade schools.
2. A weekly conference with the CT, PST and TEI practicum supervisors shall be done at the end of each
week. Visitations, observations and monitoring of pre-service teachers shall be done at least three
times during each practicum.
Total Duration of Practicum: = 14 weeks (70 days)
Old Scheme New Scheme

 In-campus (TEI): Week 1 and 14 (Monday-  In-campus (TEI): Week 1(?) and Week 10-14
Friday) + 12 Fridays = 22 days
(5 weeks of Monday-Friday) = 25 days
 Off-campus (CS): 12 weeks x 4 days = 48
 Off-campus (CS): 10 weeks x 5 days = 50 days
days (Monday-Thursday only)
(Monday-Friday)
Note: Submission of Grades (Graduating) – May 30, 2019
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COURSE CONTENT
DETAILED ACTIVITIES AND EXPECTED ACCOMPLISHMENTS/OUTCOMES
First Fielding
Expected Accomplishments/Outcomes
Week
A pre-service teacher is required to:
Week One: Orientation  Attend an orientation seminar on Practicum fielding and should secure a signed
Period certificate of attendance
for the first fielding  Participate in the sending-off ceremony conducted in one’s TEI
 Familiarize oneself with roles/ responsibilities of a pre-service teacher, expected
outcomes, course requirements and grading system of the course.
Week Two:  Get acquainted with the policies rules and practices of the cooperating school, its
teaching and non-teaching personnel and students.
 Submit a report on the cooperating school policies during their post conference
with 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 Three – Seven:  Answer the journal entries or reflection sheets on the following:
Actual half-day Plan and conduct at least 6 teaching activities
teaching (max 3 hours) o Journal 1: Planning and Implementation of Learning Performance
o Journal 2: Using Instructional Materials
o Journal 3: Actual Teaching
o Journal 4: Test Preparation
o Journal 5: Checking, Marking & Interpretation of Results
o Journal 6: self evaluation
Second Fielding (in different school, optional)

Week Eight:  Get acquainted with the policies rules and practices of the cooperating school, its
Orientation Period on teaching and non-teaching personnel and students.
the Second Fielding  Submit a report on the cooperating school policies during their post conference
(optional) 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 Nine - Eleven:  Submit lesson plans for checking and approval of cooperating teacher
Actual whole-day  Prepare and use varied kinds of teaching materials and teaching aids.
teaching (max 6 hours)  Plan and conduct at least six (6) actual teaching sessions.
 Devote these weeks to professional development such as:
a. gathering teaching resources
b. observing learners’ 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.
m. prepare assessment tools, both conventional and alternative forms
Week Twelve:  Conduct final demonstration teaching to be observed by the cooperating teacher,
practicum supervisor and, where possible, fellow pre – service teachers and
principals
 Hold a de-briefing with the cooperating teachers to obtain comments and
suggestions relative to his/her teaching performance
Week Thirteen:  Acquire remaining documents that can be added in the portfolio.
 Acquire and accomplish various school forms
 Finalize the return of all materials and resources borrowed to the cooperating
school and TEI
 Complete any outstanding work or tasks and other requirements to the
cooperating school.
 Secure a certificate of completion and participation and clearance signed by the
cooperating teachers, grade/year level chairpersons or department heads, school
head, TEI practicum supervisor, and Dean of the College of Education.
Week Fourteen:  Participate in the seminar/workshops or related activities conducted by the

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

Format
1. Cover (Soft Bound with University Seal)

2. Fly Leaf
3. Table of Contents with page number
4. Rationale
5. Course Description
6. DepEd’s National Competence-Based Teacher Standards
7. Philippine Professional Standard for Teachers (PPST)
8. Schedule of Activities
9. Cooperating School’s Profile
10. Cooperating School’s VMGO
11. Clearance(First & Second Fielding)
12. Certification of Completion from Cooperating School
13. Cooperating Teacher’s Prolife (1 &2)
14. Class Program
15. Class List
16. Seat Plan
17. Reflective Journals(1-6)
18. Actual Teaching Performance Rating(Lesson Plans-First & Second
Fielding) Rated by the CTs
19. Actual Teaching Performance Rating(Lesson Plans) Rated by the
Practicum Supervisor
20. Non- Teaching Performance Rating(Lesson Plans-First & Second
Fielding)
21. Co-curricular and Extra –curricular Involvement Rating
22. Signed Daily Time Record
23. Various School Forms( SF1to SF7, Form 137 & Form 138)
24. Application Letter
25. Pre-service Teacher’s Resume
26. Pre-service Teacher’s Curriculum Vitae( Insert formal Passport size
picture)
27. Certificate
28. Learner’s Sample Output, Quizzes & Assessment Tools
29. Photo Documentations
30. Glossary of Terms
31. References
32. Rubrics
33. Appendices
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Matching the NCBTS Domains and the Competency Standards
NCBTS Domains Competency Standards (CMO No. 30,s.2004)

1. Social Regard for Learning Graduates of the BEEd and BSEd programs are teachers
who …
 Have a deep and principled understanding of the
learning processes and the role of the teacher in facilitating
these processes in their students
2. The Learning Environment  Have a deep and principled understanding of the
learning processes relate to larger historical, social, cultural,
and political.
3. The Diversity of Learners  Can facilitate learning of diverse types of learners
in diverse types of learning environments, using a wide
range of teaching knowledge and skills.
4. Curriculum  Have the basic and higher level literacy,
communication, numeracy, critical thinking, learning skills
needed for higher learning.
 Have a meaningful and comprehensive knowledge
of the subject matter they will teach.
 Can apply a wide range of teaching process skills(
including curriculum development, lesson planning,
materials development, educational assessment and
teaching approaches)
5. Planning, Assessing and Reporting  Have direct experience in the field/classroom(e.g.
classroom observation, teaching assistance,
practice teaching)
 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 teaching
learning.
6.Community Linkages  Can reflect on the relationships among the teacher
process skills, 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;
6. Persona Growth and Professional  Can demonstrate and practice the
Development professional and ethical requirements of
the teaching profession;
 Are willing and capable to continue
learning in order to better fulfill their
mission.
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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 Schools - Serve as the natural laboratory of the Extended 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.
Non-Teaching Performance - Refers to other aspects of related performances 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.
Off-Campus Student Teaching - Student Teaching activities carried on in an affiliated or

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

culminating stage where pre-service teachers put theory into
practice the learning competencies acquired in the teacher
training institution. It would also refer to the different stages of
field exposure the pre-service teacher experiences in the
different schools.
Pre-service Teachers - A college student enrolled in a college or university who is
acquiring practical teaching experience and skill under the
guidance of a cooperating teacher or other qualified persons.
Pre-Conference - Serves as an orientation period specifying the activities or 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.
Secondary years - These refer to the four year levels of the secondary course
using the Basic Education Curriculum of the DepEd.
- Refers to the summative evaluation on personality and teaching

Summative Evaluation 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.
TEI Practicum Supervisor - The person immediately responsible for assisting the teacher in
the supervision of the student teachers.
Tagum-Mabini Campus
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
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
Tagum-Mabini Campus
Appendix A: Practicum Reflective Journals

Reflective Journal 1: Planning and Implementation of Learning Programs
Name: __________________________________________
Date:_____________________________________
Course/Major Field:_____________________ Cooperating Teacher:
________________________
1. Do your lesson plans contain all essential elements? What are these elements? What do you consider the
learner’s need and capacity, available resources and your teaching skills?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
________________________
RATING DESCRIPTION
5 Presents comprehensive description of worthwhile experiences, explains sound judgment on personal strengths and
weaknesses anchored on theories learned.
Excellent
4 Presents very clear description of worthwhile experiences, explains sound judgment on personal strengths and
weaknesses anchored on some theories learned.
Proficient
3 Presents some description of worthwhile experiences, explains sound judgment on personal strengths and weaknesses
anchored on few theories learned.
Satisfactory
2 Presents few description of worthwhile experiences, explains sound judgment on personal strengths and weaknesses.
Developing
1 Presents no description of worthwhile experiences, does not explain sound judgment on personal strengths and
weaknesses.
Needs
Improvement
2. How do you ensure that your learning activities are relevant to the topic? What factors do you consider?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
3. To what extend 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 learner? Provide two
examples.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
__________________________
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
Signature of the Pre-service Teacher: _____________________
TEI Practicum Supervisor’s Feedback

Strengths
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Areas for Improvement

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
______________________________________
(Name and Signature of Practicum Supervisor)
Tagum-Mabini Campus
Reflective Journal 2: Using Instructional Materials
Name: Date:
Course/Major Field: Cooperating Teacher:
1. How often do you make use of available instructional materials in teaching? What evidences would you
show that these materials contribute to the attainment of your lessons ’objectives?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
__________________________
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
2. 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?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_
RATING DESCRIPTION
Excellent
4 Presents very clear description of worthwhile experiences, explains sound judgment on personal strengths and weaknesses
anchored on some theories learned.
Proficient
Satisfactory
Developing
1 Presents no description of worthwhile experiences, does not explain sound judgment on personal strengths and weaknesses.
Needs
Improvement

Strengths
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________
______________________________________
Tagum-Mabini Campus
Reflective Journal 3: Actual Teaching

Name: Date:
1. Cite evidences that would show the relevance of learning activities to lessons’ objectives.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
__________________________
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
2. What verbal and non-verbal communication skills do you apply to make your teaching effective? Cite
instances.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
3. To what extent are your learning lesson outcomes achieved? How do you know? What are the indicators?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
__________________________
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement

Strengths
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
______________________________________
Tagum-Mabini Campus
Reflective Journal 4: Test Preparation
Name: Date:
1. What measures have you taken to assure yourself that your test items were clear and simple?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
__________________________
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
2. How did you provide testing accommodations for disadvantaged learners? Advance learners?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
RATING DESCRIPTION
Excellent
Proficient
3 Presents some description of worthwhile experiences, explains sound judgment on personal strengths and
weaknesses anchored on few theories learned.
Satisfactory
Developing
weaknesses.
Needs
Improvement
3. Do your test items provide for a wide range of differences in ability? Describe how this has been catered
for.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement

Strengths
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
______________________________________
Tagum-Mabini Campus
Reflective Journal 5: Checking, Marking and Interpretation of Test Results

Name: Date:
1. What types of information about your pupil’s /student’ progresses have you obtained? How did you make use
of these effectively?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
__________________________
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
2. If there were learners who did poorly in one subject area, what did you do to address this?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
__________________________
RATING DESCRIPTION
Excellent
4 Presents very clear description of worthwhile experiences, explains sound judgment on personal strengths and weaknesses
anchored on some theories learned.
Proficient
Satisfactory
Developing
1 Presents no description of worthwhile experiences, does not explain sound judgment on personal strengths and weaknesses.
Needs
Improvement

Strengths
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_______________

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_______________
______________________________________
Tagum-Mabini Campus
Reflective Journal 6: Self-Evaluation

Name: Date:
1. What concerns and/or major problems did you encounter during your practice teaching? How did
you resolve these?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
__________________________
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
2. Did you find your consultation, conferences with your cooperating teacher, TEI practicum supervisors and
other practicum mentors? What did you ask? Cite an instance where such was most significant. Why?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
3. What is the most important learning insight did you have about teaching that will surely inspire you in your
chosen profession?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
__________________________
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement

Strengths
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________________
______________________________________
Tagum-Mabini Campus
Appendix B: Rubric for Reflection/Journal Entries
Performance 5 4 3 2 1
(Excellent) (Proficient) (Satisfactory) (Developing) (Needs Improvement)
Criteria
Reflection journal  Presents  Presents very clear  Presents some  Presents few  Presents no
includes PSTs’ learning comprehensive description of description of description of description of
experiences, judgments, description of worthwhile worthwhile worthwhile worthwhile
performance and other worthwhile experiences, explains experiences, explains experiences, explains experiences, does not
insights gained in the experiences, explains sound judgment on sound judgment on sound judgment on explain sound
course sound judgment on personal strengths and personal strengths and personal strengths and judgment on personal
personal strengths and weaknesses anchored weaknesses anchored weaknesses. strengths and
weaknesses anchored on some theories on few theories weaknesses.
on theories learned. learned. learned.
1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)
Interpretations of Performance Levels/Ratings
1 – Needs Improvement (75-79) The pre-service teacher is introduced to the elements and/or
demonstrates only a basic level of knowledge and understanding.
S/He has yet to acquire skills for effective classroom teaching.
2 – Developing (80-84) The pre-service teacher demonstrates an increased knowledge and
understanding of the elements. S/He is able to demonstrate, with
assistance, the significant elements in a classroom teaching or field
setting. S/He is able to evaluate, with assistance, the success of
teaching performance. S/he has still to improve on this element to
improve teaching performance.
3 – Satisfactory (85-89) The pre-service teacher demonstrates satisfactory knowledge and
understanding of the elements but commits mistakes in some
aspects. S/He is able to exhibit this element satisfactorily to
perform a classroom teaching with self-confidence but still has to
exert more effort to improve teaching skills.
4 – Proficient (90-94) The pre-service teacher is able to demonstrate a substantial
knowledge and understanding of the element and has the
competent ability to apply the elements in a field setting.
5 – Advanced/Excellent (95-100) The pre-service teacher demonstrates a comprehensive knowledge
and understanding of the element. S/He can consistently apply the
elements for an effective classroom teaching. S/He can also
skillfully integrate the elements into an overall lesson. S/He can
critically evaluate student learning and teaching effectiveness in
order to guide subsequent instruction.
Tagum-Mabini Campus
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 Levels of Performance
I – Planning and Organizing (Lesson Planning) 4 3 2 1
A. The teacher’s lesson objectives 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
relationships 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 materials 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 and functional IMs during his/her teaching.
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
92 95-97 Outstanding
Transmuted Grade Formula: 92-94 Very good work
= 89-91 Very satisfactory work
86-88 Quite good work
=
83-85 Good work
= 80-82 Satisfactory work
77-79 Moderately satisfactory work
Signature over Printed Name 75-76 Passing
below 75 Failure
Please write your comments/suggestions.
Name of Evaluator:
Signature over Printed Name
Conforme:
Tagum-Mabini Campus
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. Manifests honesty and integrity in dealing with others.
4. Acts optimistically in his or her undertaking and responsibilities.
5. Communicates clearly, sensibly and comprehensively.
VI. PERFORMANCE
1. Shows creativity and resourcefulness in his/her performance.
2. Cooperates with other teachers to accomplish desired goals.
3. Accomplishes all required assignments and tasks promptly and diligently.
4. Observes efficiently management skills.
5. Possesses physical ability to work long period of time with sustained energy and
soundness of the mind.
Name of Evaluator:
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.
Tagum-Mabini Campus
APPENDIX E: STUDENT TEACHING PORTFOLIO RUBRIC
Performance Weight 4 3 2 1 Total

Criteria (Very Good) (Good) (Fair) (Poor)
Components X3
include:
cover/title page, Some of the
All Few of the Many of the
table of components
components components components
contents, main are missing.
are present. are missing. are missing.
contents,
references and
appendices.
X2 Follows most Does not
Follows all the
of the Follows slightly follow the
sequence
sequence the sequence sequence
prescribed in
Organization prescribed in prescribed in prescribed in
organizing the
organizing the organizing the organizing the
contents of the
contents of the contents of the contents of the
portfolio.
portfolio. portfolio. portfolio.
X3 Presentation
demonstrates Presentation Presentation
neatness and demonstrates demonstrates Presentation is
Presentation creativity in all neatness and neatness and neither neat
areas and creativity to creativity to nor creative.
pages of the some areas. few areas.
portfolio.
X1 Submitted Submitted five
Submitted on Submitted one-
three-four days days and
or before the two days after
Promptness after the beyond after
prescribed the prescribed
prescribed the prescribed
deadline. deadline.
deadline. deadline.
Name of Evaluator:
Republic of the Philippines
COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY
Tagum – Mabini Campus
Apokon, Tagum City
Pre-Service Teacher’s Classroom Based Research
Step 1: Identify a question or a particular problem that you observed in any of
your FS experience (significant to your classroom situation; that is, you think that it might make a
difference in student learning. The research findings will lead to action, such as keeping or changing a teaching
strategy. The question should lead to a project that is feasible in terms of time, effort, and resources.)
Step 2: Review the literature
This provides background information on the question.
Sources:
o General books on teaching
o Educational Resources Information Center (ERIC) database
o Journals
Step 3: Plan a research strategy
 There is no single best strategy for data collection.
 Plan a research strategy . . .
Depending on the research question, data about individual students or an entire class may be
gathered.
 Look at the relationship between different types of data
 Look for cause and effect relationships
Step 4: Collect Data (How will you gather data about the problem?)
This data could be:
 Quantitative (e.g. test scores, grades, survey results)
 Qualitative (e.g. dialogue from focus groups or class discussions).
Start with data that you already have, such as:
 assignments
 exam scores
 teacher evaluations
If more information is needed, chose data that is fairly easy to collect and analyse.
Try to collect several different types of data to see whether results are consistent.
 This triangulation provides a measure of validity.
Step 5: Analyze data
The goal of data analysis is to look for patterns.
 Did your teaching strategy result in better student performance on exams compared
to their pre-tests or to another group of students?
o Were their comments in class more in-depth?
Step 6: Take action based on results and Cite at theory(ies) that will support
solution. What could be the possible solution (s) to solve this problem?
Your research findings should inform your teaching decisions.
 If the new strategy increases student learning, you would continue to use it in that
teaching context.
 If it does not increase student learning, you might return to your old strategy, or
continue to test new strategies.
Step 7: Share your findings.
Teaching can be a solitary activity, with success and failures rarely acknowledged to others.
Sharing your CAR findings can provide an exciting forum for discussions on teaching.
Apokon, Tagum City
Appendix H: CLASSROOM ACTION RESEACRH (CAR) CONTENT
Title: Uppercase, Sample Title Page format of CAR

bold, center March 2017
alignment,
inverted pyramid
A Classroom Action Research Presented to the Faculty

Of the BSED Biological Science Program
COLLEGE OF EDUCATION
Tagum-Mabini Campus
In Partial Fulfillment of the Requirements for

EDUC 11- Student Teaching
PRE-SERVICE TEACHERS
BSED Biological Science
March 2017
Apokon, Tagum City
APPROVAL SHEET
This classroom action research entitled “XXXXXXXXXXXX” submitted by XXX

XXXXX in partial fulfilment of the requirements for EDUC 11-Student Teaching is,
hereby, recommended for presentation, approval and acceptance.
XXXXX X. XXXXXX, Ed. D

Practicum Supervisor/Adviser
PANEL OF EXAMINES
APPROVED by the Panel of Examiners with a grade of _______.
XXXXXXXXX X. XXXXXXXX, Ed. D

Chair
XXXXXX X. XX, Ed. D XXXXXXX X. XXXXXX, Ed. D

Member Member
ACCEPTED in partial fulfilment of the requirement for Educ 11- Student Teaching.
LINDY C. LULAB, Ed. D

Practicum Manager
Apokon, Tagum City
CLASSROOM ACTION RESEACRH FORMAT 2017

1. TITLE
 Alignment : Center
 Form : Inverted Pyramid
 Letters : Bold
 Spacing : Single
 Example:
Introduction
Insert word ‘Abstract’ here….
Action Research in Teacher Education: Classroom Inquiry
Reflection, and Data-Driven Decision Making
Maria del Rosario

BSED Bio Sci
Juse Lyn P. Hiponia

Practicum Supervisor/CAR Adviser
2. Name of Researcher
 Alignment : Center
 Course/Degree Program and major field of Specialization to be indicated
below the name
3. Abstract
 Single space
 No indention
 Justify
 Consist of just one paragraph
 100-150 words
 Example:
Action Research in Teacher Education: Classroom Inquiry, Reflection
and Data-Driven Decision Making
Carrie Eunyong Hong
William Paterson University
Salika A. Lawrence
William Paterson University
One of the growing interest in teacher education lies on how and what teachers learn across time and space in
the complex ecologies and technologies of today’s society. Teacher research has been implemented in teacher
education programs as a powerful, exploratory tool for teacher candidates to inquire about educational
problems and to improve their knowledge of teaching practice. This article presents insights gained from
review of 18 action research projects completed by classroom teachers enrolled in a graduate reading methods
course. To better understand what teachers learned through the action research process and how their self-
study impacted teaching and learning in their classroos, qualitative research methods were used to analyse the
4. Introduction teachers’ projects. The data revealed action research impacted literacy instruction, teachers struggled with
how to make their literacy instruction explicit, projects focused on specific literacy topics, teachers used a
range of resources for their selected intervention and shared information with each other and with colleagues
in their respective contexts.
 This follows after the ‘Abstract’

 Alignment of Title : Center
Apokon, Tagum City
 Double Space
 With indention in each paragraph
 Content
o Rationale and Significance of the Study
o Objectives of the Study
o Statement of the Problem
o Scope and Limitation
 Integrate related literature here….
 200-300 words
5. Method
 This will come after the ‘introduction’
 Alignment of Title: Center
 Indented paragraphs
 Content:
o Brief introduction about the content of this section
o Locale of the Study
o Participants/Subjects
o Data Collection, Analysis and Interpretation
 100-200 words
6. Results and Discussion

 This comes after the ‘Method’
 Alignment of Title: Center
 Content:
o Brief introduction about the content of this section
o Findings to be presented thematically
o May include diagrams, tables, photo documentation…
 Discussion must be supported by literature
 300-500 words
7. Reflection
 50-100 words
8. References
 APA Format
o Font style: Arial
o Font Size: 12
o Font Color: Black
o Spacing: Double
o Margin: 1” (Top, Bottom, & Right Side; 1.5” Left)
o Note: Manuscript (6-10 pages only)
Note: Please observe research ethics (i.e., confidentiality, anonymity, and originality of your research
output).
JUSE LYN P. HIPONIA, Ed. D

CED Research Coordinator
Apokon, Tagum City
A. CLASSROOM ACTION RESEARCH (CAR) FORM & STYLE
Title
Abstract
________________________________________________________
_____________________________________________________________
_____________________________________________________________
________________________________________
Introduction
________________________________________________________
_____________________________________________________________
_____________________________________________________________
________________________________________
________________________________________________________
_____________________________________________________________
__________________________
Purpose
________________________________________________________
_____________________________________________________________
__________________________
Method
Findings and Analysis

(You may present your results in matrix, graphs, tables, or diagrams)
Conclusion
Recommendation
References
Reflection
 Font style: Arial

 Font Size: 12
 Font Color: Black
 Spacing: Double
 Margin: 1” (Top, Bottom, & Right side; 1.5” Left)
Note: Manuscript (6-10 pages only)

Apokon, Tagum City
B. CAR DEFENSE SCORE SHEET

Presenter Number: _____________
CLASSROOM ACTION RESEARCH (CAR) PRESENTATION SCORE SHEET

Name of PST : _______________________________ Rating : ______________
Course/Year/Section : __________________________ Date : ______________
Title of CAR :
___________________________________________________________
___________________________________________________________________
___
___________________________________________________________________
___
Rating Scale:
5 – Excellent
4 – Very Good
3 – Good
2 – Fair
1 – Needs Improvement
CAR DEFENSE SCORE SHEET
I. Manuscript (60%)
1 2 3 4 5
1. Title
2. Abstract
3. Introduction
4. Purpose
5. Method
6. Findings and Analysis
7. Conclusion and Recommendation
8. References
9. Reflection
II. Defense (40%)

1. Organization/Logic of Presentation
2. Mastery and Clarity of Expression
3. Ability to Answer Questions
4. Relevance of Content PowerPoint Slides
5. Aesthetic Layout of PowerPoint Slides
Note: Number of ppt. slides is 5-7 only. You will be notified as soon as the ‘official
template’ is already available.
Apokon, Tagum City
FORMAT FOR THE COMPILATION OF PROGRAM/MAJOR CLASSROOM ACTION

RESEARCHES
Sample Cover Page Format of CAR

Apokon, Tagum City
A Compilation of Classroom Action Research Presented to

the Faculty of the BSEd English Program
COLLEGE OF EDUCATION
Obrero Campus, Davao City
In Partial Fulfillment of the Requirements for
EDUC 11 – Student Teaching
PRE-SERVICE TEACHER
BSED Biological Science Program

Apokon, Tagum City
FORMAT FOR THE COMPILATION OF PROGRAM/MAJOR CLASSROOM ACTION

RESEARCHES
APPROVAL SHEET
This compilation of classroom action researches submitted by PRE-SERVICE

TEACHERS of the BSED Mathematics Program in partial fulfilment of the
requirements for EDUC 11 – Student Teaching is, hereby, approved and accepted.
XXXX XXX X. XXXXXXX, Ed.D LINDY C. LULAB, Ed.D

Practicum Supervisor/Adviser Practicum Manager
Apokon, Tagum City
TABLE OF CONTENTS
FOR THE COMPILATION OF PROGRAM/MAJOR CLASSROOM ACTION
RESEARCHES
Title Page
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXX Name of Researcher
1
11
21
31
41
51
61
71
81
Apokon, Tagum City
Sample Cover Page format of student teaching Portfolio
A PROFESSIONAL STUDENT TEACHING PORTFOLIO

Of the Experience and Activities Off-Campus Training
San Roque Central Elementary School
Iñigo St. Obrero, Davao City 8000
_______________________________
In Fulfillment of the Course Requirement for the Subject

Educ. 11 (Student Teaching)
Presented to:
_______________________
Practicum Supervisor
Presented by:
_______________________
BEED 4
General Education
June 2017
Apokon, Tagum City
APPROVAL SHEET
This NARRATIVE REPORT in Practice Teaching has been approved and submitted
by MS._________________, in partial fulfillment for the Degree of Bachelor of
Elementary Education has been examined and recommended for acceptance and
approval.
Noted by:
_______________________ ________________________
Cooperating Teacher Cooperating Program Head
_______________________
Principal
Cooperating
Accepted and approved in fulfillment of the requirements in Educ. 11

(Student Teaching) and for the degree of Bachelor of Elementary Education
with a rating of __________________.
________________________
Supervising Professor

Apokon, Tagum City
Sample Format of PST Certificate

Department of Education
Region IX
Obrero St., Davao City
______________________________________________________________
CERTIFICATION
This is to certify that MR/MS.___________________, a Pre service teacher of

the College of Education in the University of Southeastern Philippines, has
rendered his/her services in San Roque Central Elementary School during the
2nd Semester, School year 20__ -20 ____.
______________________ _______________________
Cooperating Teacher Cooperating Teacher
_____________________________
Principal
Cooperating School

Apokon, Tagum City
Sample Format of PST Certificate

Department of Education
Region IX
Obrero St., Davao City
______________________________________________________________
CLEARANCE
This is to certify that MR/MS.___________________, a Pre service teacher of

the College of Education in the University of Southeastern Philippines, has
rendered his/her services in San Roque Central Elementary School during the
2nd Semester, School year 20__ -20 ____.
______________________ _______________________
Cooperating Teacher Cooperating Teacher
_____________________________
Principal
Cooperating School

Apokon, Tagum City
FORMAT OF THE STUDENT TEACHING PORTFOLIO
I. Title Page / Cover Page

The title page / cover page may contain the title of the Student Teaching Portfolio,
the name of the Pre Service Teacher / student, year and section, the semester and
year when the student teaching Course is taken, and the name of the Supervising
Professor/faculty and the school. (See sample format in the module).
III. Clearance and Certificate of completion from Cooperating School (See sample in
the module)
This part present the statement of PST completion of the student Teaching activities
and clearance from all accountabilities in the cooperating school showing the
signature of the CT, Program head, and Principal.
V. Acknowledgement
VI. Table of Contents (see the sample in the module)
This section provides the listing of the portfolio and the pages where these are
located.
1. Cover (Soft Bound with University Seal)
2. Fly Leaf
3. Table of Contents with page number
4. Rationale
5. Course Description
6. DepEd’s National Competence-Based Teacher Standards
7. Philippine Professional Standard for Teachers (PPST)
8. Schedule of Activities
9. Cooperating School’s Profile
10. Cooperating School’s VMGO
11. Clearance(First & Second Fielding)
12. Certification of Completion from Cooperating School
13. Cooperating Teacher’s Prolife (1 &2)
14. Class Program
15. Class List
16. Seat Plan
17. Reflective Journals(1-6)
18. Actual Teaching Performance Rating(Lesson Plans-First & Second Fielding) Rated by the CTs
19. Actual Teaching Performance Rating(Lesson Plans) Rated by the Practicum Supervisor
20. Non- Teaching Performance Rating(Lesson Plans-First & Second Fielding)
21. Co-curricular and Extra –curricular Involvement Rating
22. Signed Daily Time Record
23. Various School Forms( SF1to SF7, Form 137 & Form 138)
24. Application Letter
25. Pre-service Teacher’s Resume
26. Pre-service Teacher’s Curriculum Vitae( Insert formal Passport size picture)
27. Certificate
28. Learner’s Sample Output, Quizzes & Assessment Tools
29. Photo Documentations
30. Glossary of Terms
31. References
32. Rubrics
33. Appendices

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University of Southeastern Philippines

PRE-SERVICE TEACHER TRAINING UNIT

Extended School Experience

FIELD STUDY PRACTICUM MANUAL

Committee are the following:

Adora P. Zerrudo, MAED-ECE& MED-SPED

Mariche C. Llanto, MAED-SPED

Ivy Lyt M. Sumugat, MAT-Mathematics

Geraldine e. Francia, MAT-Science (Certificate)

Lindy C. Lulab, MAED Certificate; MIT,Ed.D.ELM

Vilma D. Andoy, MTET-Tech’l English;Ed.D.Educ’l; Mgt.SPED

Bonifacio G. Gabales Jr., MS-Educ’l Measurement & Evaluation;

Ph.D.-Dev’t. Research & Administration

Palomata-Program Head-BSEd and approved by DR. JOCELYN A. MATILDO- CTET-Dean.

ROLES, DUTIES AND RESPONSIBILITIES OF

E. The Pre-service Teachers:

II. Department of Education (DepEd)

School Division Superintendent (SDS)

1. Reviews and subsequently approves request for cooperating schools;

The Cooperating Principal:

The Site Coordinator:

The Cooperating Teachers

1. Serves as mentor of the student teachers

2. Apply knowledge and skills in teaching in a variety of settings;

4. Collaborate with peers and other professionals;

6. Teach effectively for an extended period of time.

Specific Objectives / Expected Outcomes

Specific Objectives Expected Outcomes

1. Demonstrate increasing confidence in Pre-service Teacher’s Actual Teaching Rating

4. Conduct Classroom Action Research Classroom Action Research Paper

5. Present a student Teaching portfolio. Portfolio

6. Teach inclusively with appropriate Pre-service Teacher’s Non-Teaching Performance

Dress Code and Deportment

PRACTICUM GRADING SYSTEM

Components Weights Evaluators

Part 1 Attendance 10% CT

Non-Teaching Performance 10% CT (5%)

Student Portfolio 25% PS

Journal Entries 15% PS

Part 2 Action Research 100% PS

Part 3 Mock board Performance 100% PS

Overall Total 100%

SCHEDULE OF ACTIVITIES FOR PRACTICUM

*** Please note:

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

Total Duration of Practicum: = 14 weeks (70 days)

Old Scheme New Scheme

Note: Submission of Grades (Graduating) – May 30, 2019

Second Fielding (in different school, optional)

Week Fourteen:  Participate in the seminar/workshops or related activities conducted by the

 Finalize the contents of the student portfolio.

 Submit a complete student portfolio with the following contents:

1. Cover (Soft Bound with University Seal)

Matching the NCBTS Domains and the Competency Standards

NCBTS Domains Competency Standards (CMO No. 30,s.2004)

Journal - A record of experiences which traces progress and

Non-Teaching Performance - Refers to other aspects of related performances of the pre-

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

Name: ________ Date: