Republic of the Philippines

PAMANTASAN NG LUNGSOD NG MAYNILA

(University of the City of Manila)
General Luna cor., Muralla Sts.,
Intamuros, Manila, Philippines

COLLEGE OF EDUCATION

GUIDELINES, RUBRIC and GRADING SYSTEM for FIELD STUDY 1 and 2

A. GUIDELINES FOR FIELD STUDY 1 AND 2

(Extracted from PLM Cadet Teachers’ Manual)

I. Field Study Course and its Elements

1. Field Study Course is the first experiential learning course which will immerse a future
teacher in an actual classroom situation and learning environment where direct
observation of teaching learning episodes that focuses on the application of
educational theories learned in content and pedagogy courses will be made. It allows
teacher pre-service students to participate and assist in a limited actual teaching-
learning activities that relate to assessment of learning, preparation of instructional
materials, preparation of bulletin boards, and other routines in the classroom.
(Source: Item II of Joint CHED-DepEd Memorandum Order 1, s. 2020)
2. Field Study Course is divided into Field Study 1- Observations of Teaching-Learning in
Actual School Environment and Field Study 2- Participation and Teaching Assistantship
which are credited with three (3) units each. They are customarily offered to fourth
year education students during the first semester of every academic year.
3. Under Field Study 1- Observations of Teaching-Learning in Actual School Environment,
Pre-Service Teachers are deployed to cooperating schools and directly observe
classroom situation particularly on teaching learning episodes that focuses on the
application of educational theories learned in content and pedagogy courses will be
made. Observations on learners’ behavior, motivation, teacher’s strategies, classroom
management, and assessment in learning among others shall be given emphasis. A
portfolio shall be required in the course.
4. Field Study 2- Participation and Teaching Assistantship is a continuation of Field Study
1. It is school based and allows a pre-service student to participate and assist in a
limited actual teaching-learning activities that relate to assessment of learning,
preparation of instructional materials, preparation of the bulletin boards, and other
routines in the classroom. A portfolio which will contain a sample lesson or learning
plans and demonstration teaching of at least one subject content area will be
required. An action research proposal is developed in this course and conclude during
the teaching internship.

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II. Required Number of Hours for Field Study 1 and 2
1. The period of training for Field Study 1 is 36 hours and Field Study 2 also requires 26
hours having a total number of 72 hours. It shall be the primary responsibility of the
Field-Study students to complete the requirement of the training course as well as
other requirements made known to them at the start of the training period. (Source:
Chapter V, Section 1 & 2, MOA between PLM and DCS-Manila, s. 2021)
2. The total number of 72 hours shall be completed two weeks before the first day of
final examination in PLM. The 2-week window period shall be devoted to the
finalization and submission of the course requirements.
3. The apportionment of 72 hours shall be determined by the FS students noted by the
Cooperating Teachers and FS faculty which shall be reflected in the Harmonized
Schedule template (See Annex A). Class observations shall be credited in the 36 hours
of FS1 while assistantship during delivery of instruction by the CT, checking of test
papers, accomplishing and filing of documents, research work, checking of
attendance, development of lesson plan, preparation of instructional materials like
bulletin boards, PowerPoint, manipulatives, and visual aids, operating gadgets and
equipment, and others shall be credited to the 36 hours of FS2.
4. The 72 contact hours to the Cooperating School shall be distributed for fourteen (14)
weeks commencing on the first day of deployment and terminated 2 weeks before the
final examination. Each FS student may render a minimum of five (5) hours per week
which could be equally apportioned between FS1 and FS2. Adjustments of schedule
may be allowed subject to the approval of the Cooperating Teacher and FS faculty.

III. Deployment of Field Study 1 & 2 students

1. Upon securing approval of each Principal or School Head of the Cooperating School,
the DTE Chair (Prof. Anna Saplala) and STeP Coordinator (Dr. Heherson M. Angel) shall
accompany the FS 1 and 2 students in their respective Cooperating Schools following
the approved date and time of deployment.
2. The students shall be introduced to the principal or School Head official or to his/her
assigned personnel and to the Cooperating Teachers (CTs) of the different disciplines.
3. Each Cooperating School of DepEd-Manila shall agree that PLM Field Study students
shall be assigned to Cooperating Teachers in accordance with their respective
specialization thus guaranteeing the best and adequate mentoring on the part of the
latter. (Source: Chapter V, Section 1 of MOA between PLM and DCS-Manila, s. 2021)
4. The Cooperating Teacher shall: (1) see to it that the FSSs role is limited to the
requirements and activities of the particular field study course; (2) accommodate the
FSSs in their actual classroom teaching and are not duty bound to mentor/coach; (3)
and certifies the attendance of the FSSs. (Source: Item II .4.A of DO 3, s.2007)
5. An orientation from the Cooperating School may take place upon admission or it may
be given at a latter schedule to the Field Study Students on the programs services,
policies, procedures of DepEd Manila. It shall provide PLM a copy of the Training
Manual and/or other pertinent rules, regulations and policies of DepEd Manila.
(Source: Chapter III, Section 3 of MOA between PLM and DCS-Manila, s. 2021)

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 6. After the school orientation, additional orientation may be provided by the
Cooperating Teacher to the assigned Field Study student/s individually or in group
pertaining but not limited to house rules, activities, tasks and schedules of observation
and assistantship in which both parties shall agree with in writing. A modification of
the agreement may be done subject to their conformance.
7. FS students shall present their class schedules as reflected in the registration forms as
basis in determining the workloads in the Cooperating Schools. There shall be no
conflict between the class schedules of FS students in PLM and the workloads in the
Cooperating Schools.
8. FS students shall accomplish Daily Time Record (DTR) every fieldwork including work-
from-home assignments. The original signature or initial of the Cooperating Teacher
shall be required in the DTR entries. The original DTR shall be included in the Portfolio
annexes.
9. The first day of deployment shall be credited within the 36 hours of FS 1 which shall
be reflected in the Daily Time Record (DTR).

IV. Specific Responsibilities of FS 1 and 2 Students

(Source: Item IV.1 to 10 of Joint CHED-DepEd Memorandum Order 1, s. 2020; Some sub-items were modified
to suit present needs)
1. Observation of Classes, Pre-Observation and Post-Observation Conferences
a. Observing the teaching-learning process in the existing modalities focusing
on the development of the MELCs and reflecting on these processes
b. Attending pre-observation and post-observation conferences with the
Cooperating Teacher and the College Supervisor (or to any observers from
PLM))
c. Keeping a daily reflection journal.
2. Class Routines
a. Being oriented on protocols for classes in the learning modality employed
by the school
b. Assisting the Cooperating Teacher in the preparation and implementation
of class guidelines for holding classes through distance learning modalities
3. Preparation of Instructional Materials
a. Assisting the Cooperating Teacher in the preparation of presentations and
learning materials to be used in classes
b. Developing contextualized instructional materials appropriate for the
demonstration teaching modality (Note: The practice teacher will not
reproduce or print DepEd self-learning modules for the students who will
be assigned to him/her. All modules will be provided by the Cooperating
School.
4. Class Activities
a. Assisting the CTs in preparing class activities
b. Facilitating class activities with minimum supervision from the CTs
c. Designing contextualized learning activities aligned with the MELCs
5. Assessment Practices

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 a. Assisting the Cooperating Teacher to create assessment materials related
to the lessons, applicable to various distance learning delivery modes or in-
person classes
b. Designing templates for various assessment tools with suitable scoring
rubrics
c. Designing templates for reflection activities on the teaching-learning
process
d. Assisting the Cooperating Teacher in checking students’ outputs
6. Lesson Planning (in lieu of Demonstration Teaching)
a. Preparing lesson plans, study guides, modules, and teaching materials
relevant to Teaching-Learning Modalities of the partner school and as
required by the Cooperating Teacher
b. Conducting demonstration teaching using the Teaching-Learning Modalities
of the partner school
7. School forms
- Assisting the Cooperating Teacher in accomplishing school forms
8. Networking and Linkages
a. Assisting the CTs in parent-teacher conferences
b. Providing support by being volunteer tutors as part of auxiliary service in
partner schools
c. Participating in local and international webinars and other online
professional activities
9. Classroom-Based Action Research (CBAR)
a. Doing professional readings on different CBARs related to the teaching-
learning processes
b. Preparing Classroom-based Research Proposal related to teaching-learning
processes
10. Portfolio
a. Preparing of a physical portfolio of various field study areas [individualized,
long size color-coded refillable clear book]
b. The physical portfolio for field studies may contain the following [A4 bond
papers or stationery]:
i. Title (My Field Study Experiences)
ii. Introduction
iii. FSS Biography
iv. Beliefs on Teaching and Learning (Pre and Post)
v. Certificate of Completion
vi. Compilation of Worksheets
vii. Reflections on the field study areas observed
viii. Evidence of Learning
ix. Retrospection
x. Annexes

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V. Pull-out of FS students
1. One month prior to the final examination, the STeP Coordinator shall draft the request
to pull-out FS students addressed to the School Principals or School Heads signed by
the CED Dean, DTE Chairperson and STeP Coordinator.

VI. Certificate of Completion

1. Upon successful completion of the Field Study courses, the student will be awarded a
Certificate of Completion for Field Study by the cooperating school. This certificate will
be included in his/her portfolio. An appropriate grade should also be issued by the
cooperating teacher for each individual Practice Teacher. (Source: Item VI of Joint
CHED-DepEd Memorandum Order 1, s. 2020)

VII. Accomplishment Report submission

1. A photocopy of Accomplishment Report (AR) with a proof that such AR was received
by the Cooperating School shall be submitted to the FS faculty two weeks after pull
out in the Cooperating School.

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B. RUBRIC FOR FIELD STUDY 1 AND 2
Developed by Dr. Heherson M. Angel (Oct. 1, 2022)
Basis: Item IV.1 to IV.10 of Joint CHED-DepEd Memorandum Order 1, s. 2020 (modified)

DIRECTION: Rate the student by selecting the item’s descriptor/indicator that best corresponds to his/her competence, ability or attribute. Items I and II shall be
credited for Field Study 1 while Items III to IX are for Field Study 2. Grading system uses the weighted mean.
I. OBSERVATION OF CLASSES, PRE and POST-
5 4 3 2 1 RATING
OBSERVATION CONFERENCES (for FS1)
1.1. Attendance to pre-observation conferences Always present Often present Sometimes present Seldom present Never attended
All scheduled classes Most scheduled classes Some scheduled Few scheduled classes No scheduled class
1.2. Conduct of observation of classes as scheduled
were observed were observed classes were observed were observed was observed
1.3. Attentiveness during class observation Fully attentive Mostly attentive Partially attentive Poorly attentive Not attentive
1.4. Attendance to post-observation conferences Always present Often present Sometimes present Seldom present Never present
Extent of insights or lessons learned conveyed in
1.5. Extremely extensive Highly extensive Moderately extensive Partially extensive Not extensive
post-conferences and/or reflection papers
Completion of 36 hours observation of classes
1.6. 36 hours completed 35 to 30 hours 29 to 25 hours 24 to 19 hours 18 & Below
including pre and post-observation conferences
Writing of reflection paper (RP)* for every class
1.7. All COs have RPs Most COs have RPs Some COs have RPs Few COs have RPs No Reflection Paper
observation (CO)
Timeliness of submission of reflection papers All RPs were Most RPs were Some RPs were Few RPs were All RPs submitted
1.8.
(RPs). submitted on-time submitted on-time submitted on time submitted on time after due date
Wearing of uniform, neatness and grooming
1.9. Always observed Often observed Sometimes observed Seldom observed Not observed
during class observations
Practice of professionalism, courtesy and
1.10. Always observed Often observed Sometimes observed Seldom observed Not observed
respectable personality
Composite Mean (Sum of 1.1 to 1.10 divided by 10)
Weight is 50% (Composite Mean x .50)
II. CLASS ROUTINES (for FS1) 5 4 3 2 1 RATING
2.1. Contribution on the preparation of guidelines or Highly significant
Significant contribution Mediocre contribution Little contribution No contribution
protocols for the class contribution
2.2. Assistance to CT in the implementation of class
guidelines or protocols such as documenting non- Extremely adequate Highly adequate A bit adequate Inadequate No assistance
conformists

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 2.3. Predispositions if confronted to situations where
learners violate protocols as revealed in post- Extremely applicable Highly applicable Relatively applicable Partially applicable Not applicable
conferences and/or reflection paper
2.4. Familiarity with class routines employed by the
CT as conveyed in post-conferences and/or Extremely familiar Highly familiar Moderately familiar Partially familiar Not familiar
reflection papers
2.5. Submission of Reflection Paper on Class Routines Done before due date On-time A bit late Very late No Reflection Paper
Composite Mean (Sum of 2.1 to 2.5 divided by 5)
Weight is 25% (Composite Mean x .25)
III. CLASS ACTIVITIES (for FS2) 5 4 3 2 1 RATING
Highly significant Significant
3.1. Collaborate with CT in preparing class activities Mediocre contribution Little contribution No contribution
contribution contribution
Designing learning activities independently for the
3.2. Extremely applicable Highly applicable Relatively applicable Partially applicable Not applicable
lessons assigned by the CT
Facilitating class activities with minimum
3.3. Excellent Highly Satisfactory Satisfactory Needs improvement Poor
supervision from the CT
Recalibration of learning activities as need arises
3.4. Extremely applicable Highly applicable Relatively applicable Partially applicable Not applicable
during implementation
3.5. Submission of Reflection Paper on Class Activities Done before due date On-time A bit late Very late No Reflection Paper
Composite Mean (Sum of 3.1 to 3.5 divided by 5)
Weight is 25% (Composite Mean x .25)
GRADE FOR FIELD STUDY 1 (Weighted Mean of Item I + Weighted Mean of Item II + Weighted Mean of Item III)
*Reflection Papers are required in the Portfolio as attachments.

IV. PREPARATION OF INSTRUCTIONAL MATERIALS or

5 4 3 2 1 RATING
IMs (for FS2)
4.1. Contribution on the preparation of instructional
Highly significant Significant
materials (IMs) such learning kits, audiovisuals, Mediocre contribution Little contribution No contribution
contribution contribution
manipulatives, bulletin boards, SIM, etc.
4.2. Quantity of IMs prepared as assigned by the CT All accomplished Most accomplished Some accomplished Few accomplished None
4.3. Quality of the IMs developed or prepared Very high quality High quality Good quality Fair quality Poor quality
4.4. Assistance to CT in the utilization of IM during
Extremely adequate Highly adequate A bit adequate Inadequate No assistance
classes
4.5. Submission of Reflection Paper on IM Preparation Done before due date On-time A bit late Very late No Reflection Paper

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 Composite Mean (Sum of 4.1 to 4.5 divided by 5)
Weight is 10% (Composite Mean x .10)
V. ASSESSMENT PRACTICES (for FS2) 5 4 3 2 1 RATING
Collaboration with CT in development of Highly significant Significant
5.1. Mediocre contribution Little contribution No contribution
assessment materials related to the lessons contribution contribution
Development of assessment tools independently
5.2. Extremely applicable Highly applicable Relatively applicable Partially applicable Not applicable
for the lessons assigned by the CT
5.3. Designing scoring rubrics for the assessment tools Extremely applicable Highly applicable Relatively applicable Partially applicable Not applicable
Assisting the CT in checking and recording Highly significant Significant
5.4. Mediocre contribution Little contribution No contribution
students’ output contribution contribution
5.5. Submission of Reflection Paper on Assessment Done before due date On-time A bit late Very late No Reflection Paper
Composite Mean (Sum of 5.1 to 5.5 divided by 5)
Weight is 15% (Composite Mean x .15)
LESSON PLANNING [in lieu of Demonstration
VI. 5 4 3 2 1 RATING
Teaching as specified in the Memo] (for FS2)
Collaboration with CT in development of lesson Highly significant Significant
6.1. Mediocre contribution Little contribution No contribution
plans contribution contribution
Development of Detailed Lesson Plans**
6.2. Extremely applicable Highly applicable Relatively applicable Partially applicable Not applicable
independently for the lessons assigned by the CT
6.3. Quality of DLP developed independently Excellent Highly Satisfactory Satisfactory Needs improvement Poor
Assistance to CT during execution of the lesson Highly significant Significant
6.4. Mediocre contribution Little contribution No contribution
plans contribution contribution
6.5. Submission of Reflection Paper on Lesson Planning Done before due date On-time A bit late Very late No Reflection Paper
Composite Mean (Sum of 6.1 to 6.5 divided by 5)
Weight is 15% (Composite Mean x .15)
VII. SCHOOL FORMS (for FS2) 5 4 3 2 1 RATING
7.1. Familiarity with school forms Very high degree High degree Low degree Very low degree Not familiar
Highly significant Significant
7.2. Assisting the CT in accomplishing school forms Mediocre contribution Little contribution No contribution
contribution contribution
7.3. Development of customized school forms Extremely applicable Highly applicable Relatively applicable Partially applicable Not applicable
Innovation of excel format or apps to digitized
7.4. Extremely applicable Highly applicable Relatively applicable Partially applicable Not applicable
school forms
7.5. Submission of Reflection Paper on School Forms Done before due date On-time A bit late Very late No Reflection Paper
Composite Mean (Sum of 7.1 to 7.5 divided by 5)
Weight is 10% (Composite Mean x .10)

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 VIII. NETWORKING AND LINKAGES (for FS2) 5 4 3 2 1 RATING
Highly significant Significant
8.1. Assisting the CTs in parent-teacher conferences Mediocre contribution Little contribution No contribution
contribution contribution
Providing support by being volunteer tutors as Highly significant Significant
8.2. Mediocre contribution Little contribution No contribution
part of auxiliary service in partner schools contribution contribution
Participating in seminar/webinars related to the
8.3. Attended more than 1 Attended 1 entirely Attended 50% duration Attended 25% duration No attendance
discipline or education course
Participating in professional activities initiated by
8.4. Attended more than 1 Attended 1 entirely Attended 50% duration Attended 25% duration No attendance
the cooperating schools (INSET, outreach, etc.)
Submission of Reflection Paper on Linkages and
8.5. Done before due date On-time A bit late Very late No Reflection Paper
Networking
Composite Mean (Sum of 8.1 to 8.5 divided by 5)
Weight is 10% (Composite Mean x .10))
IX. CLASSROOM-BASED ACTION RESEARCH (for FS2) 5 4 3 2 1 RATING
Consultations with CT on the subject/title for Highly significant Significant research Slightly significant
9.1. Low significance Not significant
Classroom-Based Action Research (CBAR) research subject subject research subject
Awareness to DO 16, 2017 Research Management
9.2. Very high awareness High awareness Low awareness Very low awareness No awareness
Guidelines particularly on Action Research
Submission of action research proposal following
9.3. Done before due date On-time A bit late Very late No proposal
Item B “Action Research Template”
Submission of instrument for the proposed action
9.4. Done before due date On-time A bit late Very late No instrument
research
9.5. Submission of Reflection Paper on School Forms Done before due date On-time A bit late Very late No Reflection Paper
Composite Mean (Sum of 9.1 to 9.5 divided by 5)
Weight is 15% (Composite Mean x .15)
X. COMPETENCE AND READINESS FOR INTERNSHIP 5 4 3 2 1 RATING
10.1 Competence as cadet teacher Extremely competent Highly competent Moderately competent Slightly competent Not competent
10.2 Readiness for Teaching Internship Very high extent High extent Low extent Very low extent Not yet ready
Composite Mean (Sum of 10.1 to 10.2 divided by 2)
Weight is 20% (Composite Mean x .20)
GRADE FOR FIELD STUDY 2 (Sum of Weighted Means of Item IV to Item X)
** DLP as prescribed in DO 42.s. 2016

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C. GRADING SYSTEM for FILED STUDY 1 and 2
FIELD STUDY 1 %
Grade from Cooperating Teacher based from the rubric’s Items I to III 40
Mid-Term exam rating (from FS faculty) 15
Oral presentation of field experiences (from FS Faculty) 15
FS1 Learning Episodes rating (from FS Faculty) 15
Portfolio evaluation rating (from FS Faculty): 15
TOTAL 100

FIELD STUDY 2 %
Grade from Cooperating Teacher based from the rubric’s Items IV to X 40
Oral presentation of field experiences (from FS Faculty) 15
FS2 Learning Episodes rating (from FS Faculty) 15
Action Research Proposal rating (from FS Faculty) 15
Other class activities (from FS Faculty) 15
TOTAL 100

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 Annex: TRANSMUTATION TABLE FOR THE RUBRIC RATING
5.00 = 100% 2.90 to 2.99 = 74%
4.95 to 4.99 = 99% 2.80 to 2.89 = 73%
4.90 to 4.94 = 98% 2.70 to 2.79 = 72%
4.80 to 4.89 = 97% 2.60 to 2.69 = 71%
4.70 to 4.79 = 96% 2.50 to 2.59 = 70%
4.65 to 4.69 = 95% 2.40 to 2.49 = 69%
4.55 to 4.64 = 94% 2.35 to 2.39 = 68%
4.45 to 4.54 = 93% 2.25 to 2.34 = 67%
4.40 to 4.44 = 92% 2.15 to 2.24 = 66%
4.30 to 4039 = 91% 2.10 to 2.14 = 65%
4.20 to 4.29 = 90% 2.00 to 2.09 = 64%
4.15 to 4.19 = 89% 1.90 to 1.99 = 63%
4.05 to 4.14 = 88% 1.85 to 1.89 = 62%
3.95 to 4.04 = 87% 1.75 to 1.84 = 61%
3.90 to 3.94 = 86% 1.70 to 1.74 = 60%
3.80 to 3.89 = 85% 1.60 to 1.69 = 59%
3.70 to 3.79 = 84% 1.50 to 1.59 = 58%
3.65 to 3.69 = 83% 1.45 to 1.49 = 57%
3.55 to 3.64 = 82% 1.35 to 1.44 = 56%
3.45 to 3.54 = 81% 1.30 to 1.34 = 55%
3.40 to 3.44 = 80% 1.20 to 1.29 = 54%
3.30 to 3.39 = 79% 1.10 to 1.19 = 53%
3.20 to 3.29 = 78% 1.05 to 1.09 = 52%
3.10 to 3.19 = 77% 1.01 to 1.04 = 51%
3.05 to 3.09 = 76% 1.00 = 50%
3.00 to 3.04 = 75%

Prepared by:

HEHERSON M. ANGEL, EdD.

Student Teacher Program (STeP) Coordinator

Noted by:

ANNA M. SAPLALA
Chair: Department of Teacher Education

JIMMY M. ROMERO, EdD.

Dean, College of Education

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