HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY

College of Teacher Education

Fiscal Daproza Avenue, General Santos City, Philippines

PRE-SERVICE TEACHING PORTFOLIO

In Partial Fulfillment of the Requirements

In Field Study 6: Practice Teaching
Submitted by:

Love-Lyn O. Borromeo
Pre-Service Teacher
Submitted to:

Susan A. Santos, MaEd

Practice Teaching Facilitator

March 2020
 ACKNOWLEDGEMENT

I would like to express my heartfelt gratitude to the following individuals

who are responsible for my success during my internship.

To my beloved husband and to my family, for providing my needs –

emotional, physical, moral, social and financial for their undying love and
understanding.

To our College Dean, Dr. Priscilla A. Marayag, for her guidance and
encouragement.

To Prof. Susan A. Santos, our Supervising Teacher for her great and
wonderful encouragement, patience and giving us valuable direction for
the success of the internship.

To my Cooperating Teacher, Ms. Verna C. Combater, for imparting his

knowledge, for her patience, guidance and suggestions. I thank God for
having her as my Cooperating Teacher.

To my good and loving PT’s Friends, for providing moral support and
constant prayer.

To the Almighty God the creator of all mankind for her faithfulness favors
grace and mercy towards me from the beginning of my internship to the
end.
 INTRODUCTION

Do true to do on you and make you self shine.

We all know that education is a lifelong process of learning. We learn in different

various. We can learn from our teacher, students, and peers. I chose to become a
teacher not only for the salary that they have, or for the professionals’ license that we
can get. I chose this because I want to make a difference, and I want to share my
knowledge for what have I learn, and to serve the society.

I believe that education is the most powerful weapon that we have. Because if you
have an education this is your tools, and whenever you go this is not lost, if in the
business this is your investment to success in life.

This portfolio represents a collection of my teaching and experiences during my

practice teaching at Dadiangas North Elementary School. This includes the
collection of my documents which tells a story about me as a pre-service teacher. I
have designed this portfolio to my credential for my personal teaching philosophy.

My experience during my practice teaching training made me realized that teaching

children is not easily, you need more patience, time, understanding and love.
Teaching is a profession that one cannot be taken for granted. Sometimes, it is
frustrating and tire but these are taken away by just one smile of my student.
 STUDENT TEACHER’S
PRAYER

Oh most gracious loving and heavenly Father, King of all kings we

thank you for this great opportunity that you have given us.

Sorry for all the sins that we have committed as a fellowmen.

Thank you for so much blessing that you have shower to us.

Thank you for guiding and comforting me in terms of my

worries and pains.

Thank you for sending people as an instrument to help me

surpass my hardships in teaching diverse learners.

Thank you for giving me a healthy body and great

opportunity that you have given us.

Thank you for giving me wonderful blessings and comforting

me in times of my worries and pains.

I would not be able to survive this practice teaching without

your Holy presence and guidance.

I offer all these things to You, Lord Jesus, the King of Kings.

Amen.
 STUDENT TEACHER’S CREED

I believe that education is the key of success to reach the dreams of a person

and to have a better future in life.

I believe in whiteboards, educational media, textbooks, and computers for each

has a part in imparting knowledge.

I believe that education is a wealth that anyone should not be taken away from

your education is the only precious gift that you will give to your parents.

I believe that education is not for elite people but it’s free to all of us either you
are poor.
I believe that a teacher has an ability to capture the hearts of a students, a
teacher has a loved to his/her students.
I believe that a teacher has a big impact to our society and to our students to
inspire them and be a better person in the near future.
I believe that a teacher has to work into the nights to find a better way to serve
humanity.
I believe the love I give to my students will someday be reflected in their lives.

I believe the gift of teaching is not measured simply by marks, enrolment, or the end
of the school year. It is in the witness I give and the fullness of the life lived by those I
teach.

I believe that is man no matter how poor is, there is that hidden ability to be
discovered and later on to be developed by teachers.
I believe that teaching is a life -long mission that calls for self sacrifice and
devotion.
 PERSONAL EDUCATIONAL
PHILOSOPHY

My philosophy in education is to attain an objective to commit the goals and

dreams in life for the better future. As a teacher, I strongly believe that all children
are capable of learning, especially if they are motivated by their teacher and to make
them feel that they deserve my time and full attention in regards to their education. I
will let them realize how much important education is. Where education is the most
powerful weapon that we have, because if you have an education this is your tools,
and whenever you go this is not lost, if in the business this is your investment to
success in life. As a human being we have to have a mission and vision to set a
priority to achieve our goals in life. I believe that true educator must not only go
beyond imparting general knowledge, but also must be aware about the learner’s
diversity and needs.

As a teacher, my role is not merely a person standing in front of them but as a

model, the way I talk, the way I act, the way I look, and the way I think. I know
I might be perfect but do your best be perfect in front of your students. I have
a mission to teach my students on the right track. It’s up to them if they follow
my teaching to be a better citizen and successful people in the near future.

As a teacher, I device to help my students understand, and continue learn every now
and then. With this desire, I need to find creative, new ways to have the room set up
and to help my students to become more interested. I also believe in teaching
content that is meaningful, applicable, and inviting to students. If they don’t see

We all know that sometimes it can be a struggle, but if something goes wrong, put in
mind that there is always a way to fix the problem. Be optimistic! These are all be
worth it in the end. Just believe that you can and you are half way there!
 REFLECTION

As a student teacher I have learned so much in this journey not just in lesson
planning but also in dealing with different kinds of millennia’. In my almost three
months of being a student teacher. When I first thought about practice teaching, I
went through mixed emotions. It all started with me being so excited, realizing that I
am half to graduating. But, as we were deployed many questions running through my
mind.

I was so worried that my Cooperating Teacher and I would not get along. I was
terrified that my students would not listen and pay attention as I teach them my
lessons. But then, all I can do is to believe in myself that I have the abilities and I am
capable of anything, believe that whatever it takes.

As I do this practice teaching, I realize that having this professional is a big

responsibility because we are the nation builder. We are handling different kinds of
life. We had a very big impact in a human’ growth, because we are the one who help
them build their dreams, developing their attitude and many aspects of their lives.

This practice teaching and experiences will surely help me to become more ready in
the field of teaching. And most importantly, this training helped to believe in myself,
and that I will be the best teacher that I can be.
 FIVE
PROFESSIONAL
READING
WITH
REFERENCES
Teacher-Student Interactions: The Key to Quality
Classrooms
by: University of Virginia Center for Advanced Study of Teaching and
Learning

The Classroom Assessment Scoring System (CLASS) describes ten dimensions of

teaching that are linked to student achievement and social development. Each
 dimension falls into one of three board categories: emotional support, classroom
organization, and instructional support.

Every day, teachers make countless real-time decisions and facilitate dozens of
interactions between themselves and their students. Although they share this
commonality, educators all over the country often talk about these decisions and
interactions in different ways. The Classroom Assessment Scoring System (CLASS),
developed at the University of Virginia’s Center for Advanced Study of Teaching and
Learning, helps educators view classrooms through a common lens and discuss
them using a common language, providing support for improving the quality of
teacher-student interactions and, ultimately, student learning.

How is the CLASS organized?

The CLASS describes ten dimensions of teaching that are linked to student
achievement and social development. Each of the ten dimensions falls into one of
three broad categories: emotional support, classroom organization, and instructional
support.

Emotional support refers to the ways teachers help children develop warm,
supportive relationships, experience enjoyment and excitement about learning, feel
comfortable in the classroom, and experience appropriate levels of autonomy or
independence. This includes:

 Positive climate — the enjoyment and emotional connection that teachers have
with students, as well as the nature of peer interactions;

 Negative climate — the level of expressed negativity such as anger, hostility or

aggression exhibited by teachers and/or students in the classroom;

 Teacher sensitivity — teachers’ responsiveness to students’ academic and

emotional needs; and

 Regard for student perspectives — the degree to which teachers’ interactions

with students and classroom activities place an emphasis on students’ interests,
motivations, and points of view.

Classroom organization refers to the ways teachers help children develop skills to
regulate their own behavior, get the most learning out of each school day, and
maintain interest in learning activities. This includes:

 Behavior management — how well teachers monitor, prevent, and redirect

misbehavior;
 Productivity — how well the classroom runs with respect to routines, how well
students understand the routine, and the degree to which teachers provide
activities and directions so that maximum time can be spent in learning activities;
and

 Instructional learning formats — how teachers engage students in activities and

facilitate activities so that learning opportunities are maximized.

Instructional support refers to the ways in which teachers effectively support

students' cognitive development and language growth. This includes:

 Concept development — how teachers use instructional discussions and

activities to promote students’ higher-order thinking skills and cognition in contrast
to a focus on rote instruction;

 Quality of feedback — how teachers expand participation and learning through

feedback to students; and

 Language modeling — the extent to which teachers stimulate, facilitate, and

encourage students’ language use.

http://www.readingrockets.org/article/teacher-student-interactions-key-quality-
classrooms

Diverse Teaching Strategies for Diverse Learners

by Marietta Saravia-Shore

That minority and low-income children often perform poorly on tests is well known.
But the fact that they do so because we systematically expect less from them is not.
Most Americans assume that the low achievement of poor and minority children is
bound up in the children themselves or their families. "The children don't try." "They
have no place to study." "Their parents don't care." "Their culture does not value
education." These and other excuses are regularly offered up to explain the
 achievement gap that separates poor and minority students from other young
Americans.

But these are red herrings. The fact is that we know how to educate poor and
minority children of all kinds—racial, ethnic, and language—to high levels. Some
teachers and some entire schools do it every day, year in and year out, with
outstanding results. But the nation as a whole has not yet acted on that knowledge.
…

This chapter describes a multitude of teaching strategies shown by research to be

effective in educating diverse student learners. Diverse student learners include
students from racially, ethnically, culturally, and linguistically diverse families and
communities of lower socioeconomic status. If educators act on the knowledge
research offers, we can realize the educational excellence we desire for all children.

http://www.ascd.org/publications/books/107003/chapters/Diverse-Teaching-
Strategies-for-Diverse-Learners.aspx

Professional Development for Reading

By: Learning First Alliance

For teachers to help more children learn to read, their own learning must be a valued
and integral part of their work. Here are guidelines for the conditions for and content
of effective professional development in reading.

Teachers are more likely to improve student achievement in reading when the
following conditions are in place:

 Everyone who affects student learning is involved.

 Student standards, curricular frameworks, textbooks, instructional programs and

assessments are closely aligned with one another.

 Professional development is given adequate time and takes place in school as part
of the workday.

 The expertise of colleagues, mentors, and outside experts is accessible and

engaged as often as necessary in professional development programs.
 Strong instructional leadership is present.

 There is commitment to a long-range plan with adequate funding.

To engage teachers more fully in their own professional development, the Learning
First Alliance recommends that the following conditions of change, growth, and
learning should be respected:

 Change occurs in definable stages.

 A variety of professional development activities will meet individual needs better

than a "one-size-fits-all" approach.

 Self-evaluation is part of an individual professional development plan.

 After initial concentrated work, follow-up consultation and classes are offered.

 Sufficient time is allowed before the outcomes of a professional development

program are determined.

Recent agreement by reading experts on what it takes to teach children how to read
paved the way for research-based agreements on the content of professional
development. A successful teacher of beginning reading enables children to
comprehend and produce written language, exposes them to a wide variety of texts
to build their background knowledge and whet their appetite for more, generates
enthusiasm and appreciation for reading and writing, and expertly teaches children
how to decode, interpret, and spell new words from a foundation of linguistic
awareness.

The successful teacher adapts the pacing, content, and emphasis of instruction for
individuals and groups, using valid and reliable assessments. The teacher's choices
are guided by knowledge of the critical skills and attitudes needed by students at
each stage of reading development. Beginning reading skills are taught explicitly and
systematically to children within an overall program of purposeful, engaging reading
and writing.

A worthwhile program of professional development will encourage expertise in the

components of instruction while maintaining a clear sense of the complex whole to
which those components belong. Pacing guidelines, models for lesson planning, time
management strategies, and daily schedules for the classroom will all be helpful in
this regard. In a comprehensive reading program, skills are taught explicitly and
sequentially in support of their purposeful application.
Learning to integrate and manage all of the components of language arts instruction
is a significant challenge for many teachers, a challenge that can be met over
several years of opportunity.

Excerpted from: Executive Summary . Every Child Reading: A Professional

Development Guide. Learning First Alliance.Reprinted with permission.

Copyright © 2000 by the Learning First Alliance. Learning First Alliance member
organizations include: American Association of Colleges for Teacher Education,
American Association of School Administrators, American Federation of Teachers,
Association for Supervision and Curriculum Development, Council of Chief State
School Officers, Education Commission of the States, National Association of
Elementary School Principals, National Association of Secondary School Principals,
National Association of State Boards of Education, National Education Association,
National Parent Teacher Association, National School Boards Association. For more
information, see www.learningfirst.org

http://www.readingrockets.org/article/professional-development-reading

2018 Reading Recommendations: Professional Development

by: NCTE 03.08.18 BOOKLISTS

Asking an English teacher to pick a favorite book is almost impossible! But that’s
exactly what we did during our January #NCTEchat, New Year/New Ideas. During
the chat, we asked educators to share one text (poem, book, novel) that they would
recommend every teacher (or student) read in 2018. As you might expect, we
received HUNDREDS of wonderful recommendations!

Grit: The Power of Passion and Perseverance by Angela Duckworth

Why do some people succeed and others fail? Sharing new insights from her
landmark research on grit, Angela Duckworth explains why talent is hardly a
guarantor of success. Rather, other factors can be even more crucial, such as
identifying our passions and following through on our commitments.
Why you should read this book: We need to start developing the character of our
students if we want them to achieve greatness. We need to help develop intrinsic
motivation for our students. That starts with helping them discover their “why.”

Disrupting Thinking: Why How We Read Matters by Kylene Beers and Robert E.
Probst

Beers and Probst discuss an ongoing problem: lack of engagement with reading.
The problem, they suggest, is that we have misrepresented to students why we read
and how we ought to approach any text—fiction or nonfiction.

Enticing Hard-to-Reach Writers by Ruth Ayers

Enticing Hard-to-Reach Writers invites you on a journey to become a teacher who

refuses to give up on any student, who helps children believe that they can have a
positive impact on the world, and who—in some cases—becomes the last hope for a
child to heal.

A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas by

Warren Berger

A More Beautiful Question outlines a practical Why / What If / How system of inquiry
that can guide you through the process of innovative questioning—helping you find
imaginative, powerful answers to your own “beautiful questions.”

Why you should read this book: Great art, books included, promote questions not
only answers. This book helps think about the importance of questions.

Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction by

Antero Garcia and Cindy O’Donnell-Allen

This book proposes a pedagogical model called Pose, Wobble, Flow to encapsulate
the challenge of teaching and the process of growing as an educator who questions
existing inequities in schooling and society and frames teaching around a
commitment to changing them.

How Children Succeed: Grit, Curiosity, and the Hidden Power of Character by Paul
Tough

Drawing on groundbreaking research in neuroscience, economics, and psychology,

Tough shows that the qualities that matter most have less to do with IQ and more to
do with character: skills like grit, curiosity, conscientiousness, and optimism.
Notice and Note: Strategies for Close Reading by Kylene Beers and Robert E.
Probst

Beers and Probst offer insights into how to create text-dependent questioning in
assisting students to develop greater reading comprehension skills.

Embarrassment: And the Emotional Underlife of Learning by Thomas Newkirk

In this groundbreaking exploration, Newkirk offers practices and strategies that help
kids and teachers alike develop a more resilient approach to embarrassment.

Why you should read this book: It helps teachers and students to move outside their
comfort zones.

Building Powerful Learning Environments: From Schools to Communities by

ArinaBokas

A learning environment has traditionally been viewed as something that educators

created and sustained inside their schools. Building Powerful Learning
Environments expands this understanding to embrace families, communities, other
learning institutions, and businesses not as helpers, but as co-builders of a powerful
learning environment.

Culturize: Every Student. Every Day.Whatever It Takes. by Jimmy Casas

In Culturize, Jimmy Casas shares insights into what it takes to cultivate a community
of learners who embody the innately human traits our world desperately needs, such
as kindness, honesty, and compassion.

Change Over Time in Children’s Development by Marie M. Clay

How do children’s simple literacy responses become controlled, accurate, and

coordinated? Clay answers with a rich and readable account of literacy learning
drawn from research and theory in developmental psychology, neuropsychology,
information-processing theory, and linguistics.

Literacy Essentials: Engagement, Excellence, and Equity for ALL Learners by

RegieRoutman

Based on her ongoing teaching, leading, and coaching in diverse schools and
districts, Routman offers K–12 teachers and leaders practical, easy-to-implement
tools to help students develop as self-determining readers, writers, and learners.
Helping Children Succeed: What Works and Why by Paul Tough

Mining the latest research in psychology and neuroscience, Tough provides us with
insights and strategies for a new approach to childhood adversity, one designed to
help many more children succeed.

Shifting the Monkey: The Art of Protecting Good People from Liars, Criers, and Other
Slackers by Todd Whitaker

Poor employees get a disproportionate amount of attention. Why? Because they

complain the loudest, create the greatest disruptions, and rely on others to assume
the responsibilities that they shirk. Learn how to focus on your good employees first
and help them shift these “monkeys” back to the underperformers.

Researcher and professor Yong Zhao unlocks the secrets to cultivating independent
thinkers who are willing and able to create jobs and contribute positively to the
globalized society.

Teach Like Finland: 33 Simple Strategies for Joyful Classrooms by Timothy D.

Walker

From incorporating brain breaks to offering a peaceful learning environment, this

book pulls back the curtain on the joyful teaching practices of the world’s most
lauded school system.

The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of
Creativity by George Couros

George Couros encourages teachers and administrators to empower their learners

to wonder, to explore—and to become forward-thinking leaders.

.http://www2.ncte.org/blog/2018/03/2018-reading-recommendations-professional-
development/

The influences on teacher learning

From: Stoll, L. . "Realising our potential: Building capacity for lasting improvement."
Keynote presentation to the Twelfth International Congress for School Effectiveness
and Improvement. San Antonio, Texas.
Life and career experience

Teachers are influenced by what goes on in their lives, both on a daily basis and
over time. Their priorities and lives are therefore important. Each teacher also
experiences their own individual career pattern that influences their desire and
readiness to engage in improvement activities.

Beliefs
Individuals’ perceptions and actions about changing and developing their teaching
are highly influenced by what they believe, as well as by their knowledge. For
example, some people believe that ability is inherited – you either have it or not –
and, therefore, some children are unable to learn. Thoughts are also influenced by
prior experience. For example, a teacher may resist learning a new government-
promoted reading technique because she believes that teaching reading using this
method does not work, based on 25 years of successful experience using a different
method.
Emotional well-being

Daniel Goleman (1996) has argued that emotional intelligence influences students’
self-concepts and motivation. But teaching is also full of emotions. A school’s
readiness for change is influenced by teachers’ psychological state. Neglecting
interpersonal and psychological processes leads teachers to behave defensively to
protect themselves from innovations that might expose their inadequacies, whereas
valuing individuals as people and valuing their contributions enhances teachers’ self-
esteem and builds trust.

Knowledge

Another influence is the detailed and deep knowledge a teacher has on general
pedagogy and pedagogical content, as well as their subject discipline(s). This
incorporates knowledge about each students’ strengths, weaknesses, home
background, cultural experiences, and learning styles. It also includes teachers’
understanding of how their “deep knowledge” interacts with the classroom context;
and a self-awareness, that enables them to be conscious of their own thoughts,
feelings, intentions and behaviours, and of other’s values.

Note: See Michael Fullan’s paper on this area, The Role of Leadership in the
Promotion of Knowledge Management in Schools (PDF 64KB).
 LOVE-LYN O. BORROMEO

New Mabuhay, General Santos City

South Cotabato

09092854252
 [email protected]

PERSONAL PROFILE
AGE : 35 WEIGHT : 48kg

SEX : Female RELIGION : I.F.I

BIRTHDAY : December 03,1985 STATUS : Married

PLACE OF BIRTH :Sultan Kudarat DIALECT : Ilongga

HEIGHT : 5’0 BLOOD TYPE :O

EDUCATIONAL ATTAINMENT_______________________________________

Tertiary : Bachelor of Elementary Education

Holy Trinity College of General Santos City

Fiscal Daproza Avenue, General Santos City

March 2020

Secondary : ALS Graduate

March 2012

Grade School : Bagumbayan Central Elementary School

March 1998

OJT/INTERN EXPERIENCE

Dadiangas North Elementary School

Barangay North, General Santos City

November 12, 2019 – February 26, 2020

Worked as a Practice Teacher

CHARACTER REFERENCES

Rosie B. Laya

Teacher

New Mabuhay Elementary School

09677810237

OBJECTIVE

To be part of your company and contribute to its development by rendering my

service in the best way I can.

BRIEF
DESCRIPTION
 OF THE
SITE OF
PRACTICE
TEACHING

DNES History
It was in the year 1959, when DADIANGAS NORTH ELEMENTARY SCHOOL
was founded. A group of intelligent people from Dadiangas North community called a
purok meeting to solve the perennial problem of their children who were schooling
and coming from Hacienda Makar, Sinawal and Dacera Farm. These are the specific
places wherein the children are walking everyday just to attend from their classes by
means of walking.
 With the leadership of Atty. Mabini Maravilla, a practicing lawyer of P.I.
Enterprises, together with Messrs. Eufrocino Alarcon, Severino Guales, Anastacio
Basas and other old timers of the community, a petition was made through a
community assembly for an opening of a school at Dadiangas North. The petition
was forwarded to the District Supervisor in the person of Mr. Didelis for approval of
the Schools Division Superintendent of Cotabato Division and was approved.

In 1960, Mrs. Felina Llido was assigned as the first School Principal to
Dadiangas North Elementary School and an additional group of teachers were also
assigned like Mrs. Anita Perlas, Mrs. Carmela Pison, Mrs. Bienvenida Tampus, Mrs.
Consolacion Yumang, and Mrs. Paula Reyes. Another batch of teachers was
assigned when Mr. Mari was the Principal. These teachers were Mrs. Lydia
Santiago, Mrs. Rosalia Deocales, Januaria Suficiencia, Mrs. Anunciacion Pagdilao
and Mr. & Mrs. Juan Barrieses, Jr.

In 1983, during the term of Miss Josefa Maravilla whom she succeeded
Mrs. Feliza dela Cruz as Principal of Dadiangas North Elementary School when the
school was divided into two. A daughter school JP Laurel was created. All teachers
handling odd number sections remained in the mother school and those with even
number sections were assigned to the daughter school.
DNES became the official residence of the District Supervisor under
Mr. Franco Madria. It was Mrs. Mila Rodolfo who succeeded Mrs. Josefa Maravilla,
followed by Mrs. Norma Taghap then Mrs. Liberty Ruba and Mrs. Elizabeth
Romanos. Mrs. Romanos turned over the school including 27 teachers last
December 15, 2002 to Mr. Manuel F. Dela Cruz as the new assigned School
Principal. In the year 2007 Mr. Manuel dela Cruz retired as the School Head and he
was succeeded by Mrs. Teresita D. Alavar. Mrs. Alavar served for more than three
years as the Principal until her retirement last January 2011. She was succeeded by
Mrs. Agnes Morales Gisera last January 24, 2011 as the 11th School Principal until
she was promoted to another higher rank.

At the start of the School year 2012 – 2013 the new principal is Mr. Jubar J.
Barrieses (Principal I) together with the 23 committed and dedicated teachers with
the help of the parents faces many challenges in all aspects of the thrusts, programs
and projects of the Department of Education. Considering other factors which could
be the reasons of poor enrolment, Dadiangas North Elementary School is highly
competing both in academic and other co-curricular activities with its daughter
school, J.P. Laurel Elementary School and other public schools such as SPED,
PASCES, and DWCES which is 1.5 kilometers away.

During the School year 2013 – 2014, DNES garnered 1.5% increase in terms
of school population. This is due to the influx of children with disabilities as well as
those who transferred in from other schools in the neighboring cities and provinces.
With special concerns toward the children with disabilities, they are either suffering
learning disabilities, partially orthopedically handicapped, partially visually impaired,
hard of hearing and intellectually disabled. Those children with disabilities were
supported and sponsored by the Leonard Cheshire Disability Foundation in
Philippines (LCDFP). The parents as well as the school were grateful to the
assistance of LCDFP morally, financially and spiritually to the children with
disabilities.

At the start school year 2014 – 2015, various school activities were
pre-programmed to benefit the school children and let them learn whatever they long
for. Pupil population also increased by 2% due the presence of special children with
disabilities who were previously housed at J.P. Laurel Elementary School. They have
to be transferred inside the DNES to accommodate and give them a room for their
learning. They are now using the ALS Room while those ALS students are
occupying the SLRC for their once a week lecture. With this milestone, DNES hope
to serve more learners and shape them for their own future.

One of the policies of the Department of Education is the rotational

assignment of school principals from on school to another. School principals are
assigned in one school for three (3) consecutive school years. So beginning school
year 2015 -2016, DNES have another school principal in the person of Mr. Andres B.
Poliquit, Jr.He will be with the DNES for three (3) years then another will be assigned
after his term.

Every second semester of each school year also saw vast changes and been
noted with the full participation of parents, stakeholders, and community officials. Of
late, DNES became training ground for the future teachers noting that the Holy
Trinity College, Ramon Magsaysay Memorial Colleges and the Mindanao State
University is sending their graduating Education students for their training that last
about 3 months before graduation. With future teachers/educators like them, DNES
pride itself as their training ground as well as teachers assisting them.

On October 24, 2018, some school heads/principals were re-assigned

from another school, thus, DNES Family welcome the new principal in the person of
Mr. Rex B. Arellano who is known as workaholic principal. Pupils, parents and
teachers who composed the DNES Family are very much thankful to have a school
principal like Sir Rex B. Arellano. Previously, he was detailed in various schools like
in Baluan Elementary School, Dadiangas Heights Elementary School and at
Dadiangas East Elementary School before being assigned here at DNES.

With his expertise in school management, most parents and teachers felt
relieved and each one of them are hoping that his tenure as school head will last
longer. Notably within his first month in DNES, he met and spoke before parents and
shared his ideas and insights to make DNES more conducive to learning.
Parents, particularly those PTA officers are very happy that the school principal is
very much approachable and can be seen and met at the office until 6 in the evening
during school days.

Example
 of
Lesson
Plan

Evidences
of
community
outreach

Observation
and
Evaluation
 Form

Sample
of
Learners
Work
 My
Journal
My Professional Development Plan

Education is the one of the primary event that comes into our life. Do
believe that teaching is a process of sharing ones personhood,
knowledge, belief attitudes, values, talents, skills, interests, experiences,
and resources with others to enhance their growth and total development.
We all know that we are in the 21st century. Therefore, as teacher needs
to keep up these changes to be able to provide the needs of our students.
Having a four year degree is the most important part of teacher but it is
not guarantee to end up your learning. We must upgrade and be updated
 because education must not stop after the four year degree of college
education.

As part of my professional development plan, one of my goals is to

become a (LPT) Licensed Professional Teacher. After my graduation, I
will have a review to my preparation to my LET exam. I want to get my
teachers’ licensed by passing the Licensure Examination for Teachers.
Maybe after I pass the Licensure Examination for Teachers I will look for a
job to start and gain actual teaching experience as a teacher and be able
to share my ideas, and knowledge to my pupils. I should have start save
amount money because after 2 or 3 years I will take my Masters Degree.
This will be another chapter or next level of my career plan. This is a far
as where I can take my career and God do the best

Mission
To protect and promote the right of every Filipino to
quality, equitable, culture-based, and complete basic
education where:

 Students learn in a child-friendly, gender-sensitive,

safe, and motivating environment.
 Teachers facilitate learning and constantly nurture
every learner
  Administrators and staff, as stewards of the
institution, ensure an enabling and supportive
environment for effective learning to happen
 Family, community, and other stakeholders are
actively engaged and share responsibility for
developing life-long learners

Vision
We dream of Filipinos who passionately love their country
and whose values and competencies enable them to
realize their full potential and contribute meaningfully to
building the nation.

As a learner-centered public institution, the Department of

Education continuously improves itself to better serve its
stakeholders.