SAINT JOSEPH’S COLLEGE OF

BAGGAO, INC.
(Formerly Saint Joseph Academy – Saint Joseph College)
San Jose, Baggao, Cagayan Valley, Philippines 3506

Member
Tuguegarao Archdiocesan Schools’ System
(TASS)

STUDENT TEACHING
MANUAL
School Year 2021-2022
 OFFICIAL SCHOOL SEAL

The Symbols of St. Joseph the Worker  – The symbols found at the nombril point of
the shield refer to St. Joseph the Worker, the titular patron saint of the parish of San Jose,
Baggao, Cagayan and the patron of the school. The rod with budding lilies symbolizes one
of the famous legends in the life of St. Joseph. According to the story, the lily is
associated with St. Joseph, because the blossoming of the lily signifies him as the chosen
one from among other men to be the spouse of the Blessed Virgin Mary. Likewise, the
biblical passage, “The just man shall blossom like the lily” (Hosea XIV: V) is applied to
St. Joseph in the liturgy of the Church because of this symbolism. This is also an effective
symbol for the virtues of the saint as a just man, loving father, chaste husband and a
hardworking carpenter. The ruler and the saw are symbols of the saint as a working man.
The St. Joseph Academy now known as Joseph’s College of Baggao, Inc. was founded in
1950. Each symbol of the three lilies also symbolizes the three Persons of the Blessed
Trinity, which shows the Catholic Character of the school.

The Symbols of the Town of Baggao  – The symbols and the tincture in the division and in
the honor point of the shield refer to the town of Baggao, Cagayan. The division dancetty,
composed of several mountain figures, refers to the Sierra Madre mountain range in
Baggao, home to a wide variety of flora and fauna. This also symbolizes the rich natural
resources that the people of Baggao are blessed with and grateful for.

The Symbols of the Devotion to the Blessed Virgin Mary – The azure tincture in the honor
point of the shield refers to the special devotion of the school administrators, faculty, non-
teaching staff, students, parents and alumni to the Blessed Virgin Mary.  Nuestra Seňora
de la Visitacion de Piat,  the Queen and Mother of Cagayan

The Symbols of the School’s Commitment to Catholic Learning  – The book that is
superimposed on the staff at the nombril point of the shield represents the Word of God in
Sacred Scripture. As a Catholic institution, it is committed to deliver an integral formation
based on gospel values and the teaching of the Catholic Church. It also symbolizes its
mission to be joyful bearers of the Good News.
The Core Values of the School  – The three words written on the scroll below the shield:
FAITH, COMMUNION and SERVICE are the core values of the school that every learner
at SJCBI must imbibe.

FOREWORD
 Saint Joseph’s College of Baggao, Inc. is seventy one (71) years old this year, 2021. Established
in 1950, the institution became the first Catholic Learning Institution in the Municipality of Baggao.

We thank God for the seven (7) decades of laying a strong, solid, moral foundation of the
youth through integral evangelization. We thank Him for these joint heroic efforts of priest, nuns,
community leaders and non-teaching personnel who served Saint Joseph’s College of Baggao, Inc.
through the past seven decades.

This school year 2019-2020, as we embraced the responsibility to continue the noble tasks
our predecessors began 68 years ago, we ask the Heavenly Father who sent us to journey with the
parents, the children, and the community, to sustain us with Hid Divine Presence so that together, we
shall guide Saint Joseph’s College of Baggao, Inc. to ascend higher heights.

The Faculty Manual will provide us with the policies, standards, guidelines, rules and
procedures we will need in contributing our share to providing quality education to our youth of
today.

Thank you for your sustained trust in Josephian Education – Transforming Lives, Shaping the
Future.

Rev. Fr. Gerard Ariston P. Perez, MA

School Director

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTORY MATERIALS

 A. Brief History of Saint Joseph’s College of Baggao, Inc. 1
B. School’s Philosophy 6
C. The Vision 6
D. The Mission 7
E. The Institutional Objectives 7
F. Goals 7
G. Core Values 9
H. Institutional Graduate Attributes 9

CHAPTER 11: THE STUDENT TEACHING MANUAL

1. Vision, Mission of the Teacher Education Program 10

2. Rationale 10
3. The student Teaching Program: Its Objectives 11
4. Policies and Standards for Student Teaching 12
5. Guidelines in the Selection of Cooperating Schools and 12
Cooperating teachers
6. Duties and Functions of the Student Teaching Staff 13
a. On-Campus 13
b. Off-Campus 15
7. Program of Activities for Student Teaching 16
a. On-Campus Teaching 16
a. Orientation Period 16
b. Observation Period 17
c. Actual Teaching 17
d. Final Demonstrations 18
b. Off-Campus Teaching 18
a. Orientation Period 18
b. Observation Period 18
c. Actual Teaching 18
d. Final Demonstrations 19
e. Writing of Narrative Report 19
8. Requirements for Student Teaching 19
9. Evaluation of Student Teaching 19
10. Appendix 20

A. BRIEF HISTORY OF SAINT JOSEPH’S COLLEGE OF BAGGAO, INC.

BRIEF HISTORY OF SAINT JOSEPH’S COLLEGE OF BAGGAO, INC.

 1950-2020

Saint Joseph’s College of Baggao, Inc. was established through the inspiration of the late
Monsignor Felix Domingo, the retired Vicar General of the Archdiocese of Tuguegarao in 1950.

With the help of his grand Nephew priests namely; the late Archbishop Emeritus Teodulfo
Domingo, and the late Monsignor Felicisimo Herrera they planted the seed of Josephian Education
that has grown through the years.

Saint Joseph College of Baggao, Inc. which was first named Saint Joseph Academy became
the first Catholic learning institution in the Municipality.

In 1950 Josephian Education was born with the opening of Secondary Education. Mr. Orlino
Bartolome became the first principal. It was in the incumbency of the late Monsignor Salvador Lazo
that the pastoral and educational apostolate in San Jose, Baggao became one.

In 1963, Monsignor Marcelo Bassig became the fifth School Director. A two-storey building
with twelve classrooms replaced the first house of the Saint Joseph Academy three-classroom
building which was made of Bamboo.

With the intensification of the apostolic mission of evangelization in educating the youth in far
– flung areas, Monsignor Bassig requested for the assistance of the Franciscan Apostolic Sisters (FAS).

Inspired by the fourteen (14) long years of evangelizing and educating the youth of Baggao,
Monsignor Bassig, a Musician, composed the Josephian Hymn.

In 1979 when the FAS sisters were recalled by their Superiors, a lay leader Mrs. Pacita Juan
took one as Principal.

a.

In 1986, because of the significant increase in population Archbishop Diosdado A. Talamayan,

D.D. requested the FAS sisters to go back to Saint Joseph’s College of Baggao, Inc. Sister Myrna P.
Fetalvero, FAS was assigned as the eight director of the school. More improvements on the physical
plant took place and the Kindergarten and Primary school levels were opened.
 In 1994, forty four (44) years after the College Department opened with Computer Secretarial
Course (CSC), Associate in Police Science, Liberal Arts (A.B.) and Bachelor of Secondary Education as
the initial offerings.

In 1996 Rev. Sister Irene C. Anapi, FAS, Ph.D. took over management of the school. Gigantic
developments both on the physical plant and academic took place, to name a few:

The construction of a three-storey building and of the Saint Joseph’s Grotto, the renovation of the
Elementary building and several other facilities and the straightening out of policies, programs,
rules, regulations and guidelines of operation

In 1998 the Bachelor of Secondary Education (BSED) was given government recognition, grade 5
and 6 were opened to complete the grade school offerings.

In 2001 Sr. Susan Turingan, FAS succeeded Sr. Irene C. Anapi, FAS as the 10 th School Director. Five
major accomplishment like renovation of the two-storey Diosdado A. Talamayan Bldg;
improvement of the fence and main gate of the Campus, painting of the three-storey Golden
Jubilee building, construction of a concrete faculty room at the new site and provision of better
facilities for the Audio Visual Room and the library.

Mr. Alberto P. Calixto, Jr. was appointed first lay College Dean. This year 2001, government
recognition was given to the Bachelor of Elementary Education (BEEd) program, mathematics was
added as a field of specialization to the Bachelor of Secondary Education program. Mrs. Elvira
Israel was appointed Principal of the Elementary Department.

Two years after, 2004 the Elementary Department received Government Recognition. In 2004 the
school gymnasium was constructed.

The Bachelor of Science in Business Administration (BSBA) program was opened in 2005 with
Human Resource Development management a major. Sr. Pinky Panganiban, FAS succeeded Mrs.
Elvira Israel as principal of the Elementary Department.

A year after, Sr. Ma. Adela M. Pabon, FAS, Ph.D. took charge of the administration of Saint
Joseph’s College of Baggao, Inc. with Sr. Gemma Fernandez, FAS as Elementary Principal.

2.

A Guidance Service office was established with Mrs. Marissa Quilang Palomares as first Guidance
Counselor.

In 2006 more physical development improvements took place, namely the installation of an
internet facility, rewiring of the electrical system of the school and replacement of lighting facilities,
repainting of the buildings, reconstruction of the Audio Visual Room (AVR), construction of the
gymnasium, the school clinic was reconstructed, more comfort room at the new site and repair of
old comfort rooms and the purchase of more books. This year an IQUAME office was structured.

In 2007, the Technical Education Development Authority (TESDA) programs became part of Saint
Joseph’s College of Baggao, Inc. TESDA gave 10 scholarship slots for its students. In same year
the Research and Extension program was launched with Mr. Rufino Juan, Jr. as the Research and
Extension Director. The Research and Extension office chose 4 barangays, namely Mabini, Bitag
Pequeño, Annayatan and Lasilat.

A Computer Hardware laboratory was established, more computer units installed in the College
Computer laboratory.

Sr. Soledad Salgado, FAS succeeded Sr. Gemma Fernandez, FAS as principal of the Elementary
Department.

In 2008, the Bachelor of Science in Business Management major in Human Resource

Development Management was granted Government Recognition.

In 2009, the Saint Joseph’s College Gymnasium was completed and inaugurated on the occasion
of the school’s 59th founding anniversary.

In 2010, due to the strong demand of the students, parents and the community, Bachelor of
Science in Information Technology (BSIT) was opened. With the opening of this program there
was a tremendous increase in the college enrollment.

In 2012 through the incumbency of Sr. Adela Pabon, FAS, the school directress, the Rooftop of
the Talamayan building was constructed and was used as venue for recollections, exhibit, and for
P.E activities.

In 2013, after 50 years of operation, the school was granted re-recognition.

In 2014, the Bachelor of Science in Information Technology (BSIT) was granted Government
Recognition and graduated its first batch of 11 students.

3.

In 2012-2014 through the incumbency of Sr. Delia Brimon, FAS, the school directress and through
the support of the administration faculty and staff, the students and parents, a two-storey building
was constructed and was named as the Holy Family Building. In this building the following offices
were housed: the school library, science laboratory, computer laboratory, TLE Lab, School Clinic,
the guidance office, security personnel office, faculty room, and Guest/visitors quarter. It is also
during this year that school’s service, the L300 van was purchased.
 In 2014-2016, Sr. Ellen Labrador, Fas took over as the school director and continued to develop
and improved the facilities of the school through the collaborative effort of the academic
community, stakeholders, and benefactors. During this period a two-storey building was built to
accommodate the growing number of students both the basic education and the tertiary level,
and in preparation for the opening of the Senior High School Curriculum/program. The building
was named as Pope Francis building and was inaugurated in 2016 during the incumbency of Sr.
Nemesia Gabales, FAS who replaced Sr. Ellen Labrador, FAS as the school director.

In 2016, in response to the K to 12 program of the Department of Education (DEPEd), the school
opened Senior High School program with the following tracks/stands: GAS, STEM, HUMMS, and
Sports. It was also during this year that Mrs. Marissa Q. Palomares, MST was assigned as the
Principal of the School’s Basic Education Program.

In 2017, there was a significant change in the management of the school. The school’s
management was turned over to the Archdiocese of Tuguegarao after almost 40 years of
management by the Franciscan Apostolic Sisters (FAS). Rev. Fr. Gerard Ariston P. Perez, MA was
designated as the new school director.

In 2018, the Senior High School (SHS) program was granted government recognition and was
granted permit to open ABM track for School year 2018-2019.

As the school year starts with the new school director, there were several significant developments
that took place, some of which are the following: Construction of a 3 storey building for the
college, repair and repainting of all existing buildings, purchased of new facilities for all
laboratories (science lab, computer lab, speech lab.), provisions of more classrooms and
classroom facilities like LED TV in each classroom, air conditions for Offices, creation of the
Institutional Quality Assurance Office and the most significant is his initiative to improve quality of
instructions through the school’s voluntary application for Accreditation.

4.

Alongside with these developments, three from his administrators was also at the same time
appointed Mr. Alberto P. Calixto Jr., MBA as the Assistant School Director and the College Dean, Mrs.
Marissa Q. Palomares, MST as Associate Dean and the Principal of the School’s Basic Education
Program, and Mrs. Ma. Frances S. Villegas as the Assistant Principal and Academic Coordinator of the
Senior High School.

The years to come was ushered by the big Josephian Family with jubilation and thanksgiving
but with hearts and minds ready to accept the challenges and realities that it brings to mankind.
 As the Big Josephian Family looked back with profound gratitude to the Almighty and to the
community for what Saint Joseph College has become in fifty seven years at the same time she looks
forward with renewed faith and commitment to continue guiding and ministering to the formation
and integral education of the youth for quality service to others and for the sake of the Kingdom of
God. Long live Saint Joseph College!

Directors of Saint Joseph’s College of Baggao, Inc.

 Bishop Salvador Lazo - 1950

 Rev. Fr. Florencio Samus - 1951-1952
 Rev. Fr. Jose dela Rosa - 1953-1954
 Rev. Fr. Juan Carreon - 1955-1962
 Msgr. Marcelo Bassig - 1963-1976
 Rev. Fr. Constancio Floria - 1977-1980
 Rev. Fr. Calixto Francisco - 1981-1986
 Sr. Myrna Fetalvero, FAS - 1987-1995
 Sr. Irene Anapi, FAS - 1996-2001
 Sr. Susan Turingan, FAS - 2001-2006
 Sr. Ma. Adela M. Pabon, FAS - 2006-2012
 Sr. Ma. Delia Brimon, FAS - 2012-2014
 Sr. Ma. Ellen Labrador, FAS - 2014-2016
 Sr. Nemesia Gabales, FAS - 2016-2017
 Rev. Fr. Gerard Ariston P. Perez, MA - 2017 to present

5.

B. SCHOOL’S PHILOSOPHY

 Following the mandate of Jesus Christ to “go forth and make disciples of all
nations” (Mt. 28:19), we, the St. Joseph’s College of Baggao, Inc. (SJCBI)
community consider education as integral to the Church’s mission to evangelize.
Being a Catholic school, SJCBI is the privileged place of proclaiming the Good
News. We strive to create a safe, wholesome and caring environment to fully
develop the potential of each learner rooted on Gospel values, celebrated
 through worship and service to others and enriched with Catholic Teachings and
Values.

 We believe we are made in the image and likeness of God and deeply respect
the innate dignity and uniqueness of individual persons. We strive towards
excellence as we develop the spiritual, moral, intellectual, social, cultural, and
physical aspects of each learner.

  In close collaboration with the parents who are the primary educators of their
children and the other stakeholders, the learners are not only equipped with
competencies and skills that will better prepare them to meet the challenges in
our rapidly changing world, but they are also to imbibe a Christ-centered
spirituality that integrates faith with knowledge.

 The gospel of Jesus Christ and His person inspires and guides our school in
every dimension of its life and activity – its vision and mission, the curriculum,
its community life, its selection of teachers and even its physical environment.

C. VISION

We, the Saint Joseph’s College of Baggao, Inc., envision ourselves to be an Excellent
Catholic School, that is, Christ-centered, animated by a Spirit of Communion and
working towards Social Transformation thru Integral Evangelization.

6.

D. MISSION

To realize our vision, we commit ourselves to:

1. To foster a spirituality rooted on the Word of God and constantly nourished by

the Sacraments especially the Holy Eucharist.
2. To promote a Culture of Dialogue, Collaboration and Co-Responsibility among
the stakeholders.
 3. To give witness to our faith by actively participating in the life and mission of the
Church.
4. To empower life-long learners with transformative education based on Gospel
values and teachings of the Church.

E. INSTITUTIONAL OBJECTIVES

1. To provide opportunities to encounter the Living Christ that lead to the growth
in Christian maturity.
2. To form servant-leaders and responsible stewards of creation who are imbued
with a deep sense of social justice and committed to community service and
nation-building.

3. To build a Christian community among all stakeholders and to develop

meaningful partnerships with other sectors of society in order to be responsive
to the challenges of the contemporary world.

4. To empower individuals to become active sharers in the three-fold mission of the

Church – as priest, prophet, and servant.

F. Goals

 Spiritual
a. To create a Christian community where the students can personally discover the presence
and message of God.
b. To instill deep love and reverence for the Liturgy through teaching, example and
experience.
c. To actively search out, support and participate in activities which render service to the
parish and world community.
7.
d. To instill social justice principles in the Christian responses of students.
e. To instill a respect for life and all of creation.

 Moral
a. To help the students become aware of alternatives and consequences before making
a choice in thought or action and to be responsible for those choices.
b. To develop an attitude of concern for others.
 c. To provide the students with opportunities to translate into practical action his or her ideals
of service.

 Intellectual
a. To provide experience geared to each learner’s ability.
b. To help each student develop the ability to think critically, reason independently and solve
problems.
c. To provide an atmosphere in which each child’s creativity and inquisitiveness can be
nurtured.

 Emotional
a. To help the students develop a positive self-image.
b. To create a classroom atmosphere in which each child is accepted and valued.
c. To provide learning situations in which students develop the ability to deal with their
feelings toward themselves and others.

 Physical
a. To provide exercise and activities which foster a healthy development of body and mind.
b. To provide extra-curricular activities which promote good sportsmanship, school spirit and
a feeling of unity within the school.
c. To provide a learning environment that promotes wellness and good nutrition.

 Social
a. To promote opportunities for growth in responsible leadership and citizenship by
instruction, example and encouragement,
b. To develop an appreciation for the dignity of the human person, whatever age, race, sex or
creed, through study and experience.

c. To give guidance in the right use of leisure by exposure to music, drama, art, sports and
other skills.

8.
G. CORE VALUES

1. FAITH

We seek to form persons who firmly believe in God and faithfully put into practice
Christian values and Church’s teachings in the public square.
2. COMMUNION

We seek to nurture thru transformative education a community of committed,

compassionate and competent leaders in their respective fields of endeavor.

3. SERVICE

We seek to form persons who devote their lives to improve the quality of life of society
and actively participate in the life and mission of the Church.

A. INSTITUTIONAL GRADUATE ATTRIBUTES

J- JESUS CENTERED SPIRITUALITY

O – OPTION FOR THE POOR

S – STEWARD OF CREATION

E – EMPOWERED WITH TRANSFORMATIVE EDUCATIONE

P – PARTICIPATES IN THE LIFE AND MISSION OF THE CHURCH  

H – HOLISTIC FORMATION 

9.

I. VISION MISSION OF THE TEACHER EDUCATION PROGRAM (CHED Memo No. 11, series
1999)

The main concern of teacher education is the preparation of globally competitive teachers
who are imbued with ideals, aspirations and traditions of Philippine life and are sufficiently
equipped with pedagogical knowledge and skills. Specifically, teacher education programs are
expected to produce teachers who can assume the following major roles;
 a. Effective synthesizer of organized knowledge to allow analytical and critical thinking;
b. Efficient promoter and facilitator of learning to enable the learners to develop to the
fullest their potential for a continuing pursuit of self-education; and
c. Committed humanist whose clear understanding and appreciation of human ideals and
values inspire learners to reach greater heights of human aspirations.

II. RATIONALE

A common observation on the Student Teaching in Region 02 revealed several concerns

affecting the Student Teaching Program in the region. Among these are the non-uniformity of
practices relating to policies and standards on student – teaching, the absence of a functional
administrative structure of the Student Teaching Staff, the non-uniformity of In-campus and Off-
campus activities, varied requirement for student teachers, and the absence of the standardized
evaluation schemes for student teaching. Furthermore, school administrators identified difficulty
in managing their respective school teaching program. These concern were revealed in a
consultative dialogue among student teachers, cooperating teachers, student teaching
supervising instructor, administrators, and parents in one of the Interfacing Workshop held
sometime February of year 2000.

In response to these, the officers and members of the Philippine Association for Teacher
Education (PAFTE) Region 02 chapter committed themselves to revise the Student Teaching
Manual which was first published in 1994. The revision was cognizant to CMO No. 11, s. 1999,
particularly in the general education, pedagogy, and areas of specialization requirements.

It is the conviction of the PAFTE Officers and members that with a Regional Student Teaching
Manual, all policies, practices and guidelines affecting student teaching would be standardized.
Specifically;

1. All administrators of Teacher Education Institutions (TEI’s) would have uniform policies and
standards on the student teaching programs.
2. A functional and responsive structure for the Student Teaching Program would be
evolved and the specific duties and responsibilities of the staff identified.
10.
3. A common program activities, both In-Campus and Off-Campus would be designed.
4. Different TEI’s would have uniform curricular requirement for student teachers.
5. A common standardized evaluation scheme for student teaching would be generated;
and
6. Establishment of linkages/networking among TEI’s and cooperating schools for the
appointment of the student teaching objectives.
 As a whole the Student Teaching Manual would unify the vision and direction of the
implementations of the Student Teaching Program. The student teaching coordinators in both
elementary and secondary levels would be more productive in terms of closely monitoring the
program. Teacher Education Institutions would have a more objective basis for including in
their annual plan a definite budget for the administration of the Student Teaching Program.

III. THE STUDENT TEACHING PROGRAM: ITS OBJECTIVES

Like any other profession, teaching requires and extended period of specialized Pre-Service
preparation and eventual licensing before a student teacher is authorized to become a full-
fledged teacher.

Student teaching is the culmination of this pre-service training. It serves as a transitional

phase between the student’s role of full-time student and his/her future role of full-time teacher. It
is a 12 unit course designed to provide the student teachers opportunities to apply the principles,
strategies and evaluation in actual-learning situations. It includes experiences that will reinforce
the selection, preparation and utilization of appropriate teaching techniques and instructional
materials. Its major concern is the training of prospective teachers who will professionally and
socially meet the standards that will enhance their position in the classroom, on the campus and
in the community where they will ultimately work or live.

More specifically, the student teaching program has the following objectives:

1. To provide opportunities to would be teachers to apply in actual situations the principles

learned regarding the teaching-learning process;
2. To provide opportunities for prospective teachers to evaluate themselves and discover
their strength and weaknesses in certain phase of the teaching job by putting themselves
and their ideas in actual teaching situations;
3. To provide exposure for a more comprehensive realistic picture of the instructional system
of which a future teacher will be a part.
4. To develop the competencies and attitudes needed by a teacher in order to function
effectively as a classroom teacher.
11.
5. To identify the problems of actual teaching and to cope with the necessary adjustment in
changing classroom conditions; and
6. To empower the student teacher with critical thinking skills, creativity and desirable values
toward the teaching profession.

IV. POLICIES AND STANDARDS FOR STUDENT TEACHING

 A. Number of Weeks Required

For the actual student teaching, a minimum of 12 weeks is required. Six weeks for In-
Campus and the rest for Off-Campus training.

Before the student teacher is allowed to undertake actual student teaching activities,
an orientation for two weeks will be undertaken. Two weeks will be given to the student
teacher to write his narrative report and action research and the last week will be used by the
teacher to work on his requirements for graduation.

B. Admission Requirements to Student Teaching

1. The student teacher must have a satisfactory academic performance/standing subject

to institutional standards.
2. He must have a communicative competence both in English and Filipino
3. Must possess satisfactory health, with no physical defects that may be deterrent to
effective teaching.
4. Must be physically, mentally, emotionally healthy and stable.
5. Must have an average or if possible above average I.Q.

V. Guidelines in the Selection of Cooperating Schools and Cooperating Teachers

1. Criteria in the selection of public elementary/secondary schools for Off-Campus

Teaching.
a. Should be a typical community school, as identified by the Department of Education
(DEPED)
b. Should have teachers who are educationally qualified and competent;
c. Should have an administrative and supervisory staff who have shown interest and
potential in providing desirable experience for prospective teachers.

12.
2. SELECTION OF COOPERATING TEACHERS:

a. Should have 3 year of successful teaching experience;

b. Should be a graduate of BEED/BSED or its equivalent;
c. Should have the ability to do demonstration teaching;
d. Should possess personal and professional traits which are desirable for a cooperating
teacher
 3. INCENTIVE SCHEME FOR COOPERATING TEACHERS:

Saint Joseph’s College of Baggao, Inc. offers the following incentives for
cooperating teachers

a. Tuition Fee discount or scholarship to cooperating teachers and principals of

cooperating school for the school’s graduate program.
b. An affiliation fee of Related Learning Experience (RLE) fee of P1, 500.00 is to
be paid by student teachers over and above the regular school fee. The
affiliation fee or the RLE fee which shall be given to the cooperating school
shall be broken down as follows:
75% - Cooperating Teachers
10% - Cooperating School
5% - Principal
10% - Supervisory and other Expenses

Certificate of Recognition be given to cooperating teachers and heads of

cooperating school.

VI. DUTIES AND FUNCTIONS OF THE STUDENT TEACHING STAFF

A number of personnel both from the teacher-training institution and the cooperating
school are involved in the student-teaching program. These personnel have specific functions
and duties at particular stages of the program.

A. ON-CAMPUS TEACHING

1. Dean of the College of Education/ Program Chair

1.1. Decides which students qualify to take the on and off campus teaching in
terms of subject pre-requisites;
13.
1.2. Recommends/designates the faculty member who will serve as the supervisor
of student teaching;
1.3. Confers directly with the supervisor of student teaching in matters affecting
the personnel involved in student teaching.

2. Supervisor of Student Teaching

 2.1. Conducts orientation programs with the student teachers on their roles and
duties, their expectations and expectations of the laboratory school, the
personal-social professional dealings with the personnel of the laboratory
school;
2.2. Makes preliminary arrangements with the principal for the smooth entrance of
the student teachers to the laboratory school; orients the principal o on the
schedule of observation and actual teaching activities of the student teachers;
2.3. Holds weekly conferences with student teachers to have a follow up of their
activities, their performance and to discuss possible problem pertinent to
student teaching;
2.4. Visits the laboratory school regularly to confer with the critic/cooperating
teachers;
2.5. Supervises the student teachers in their work;
2.6. Prepares pertinent forms such as observation guides, evaluation forms, etc.

3. Principal/Assistant Principal/Head Teacher/TIC/OIC

3.1. Orients the student teachers on the operational program of the school and
other pertinent data related to the program;
3.2. Orient/critic cooperating teachers on their role in the student teaching
program and the schedule of activities of the student teachers;
3.3. Confers with the supervisor of the student teaching for a periodic assessment
of the performance of critic/cooperating teachers in relation to student
teaching;
3.4. Observes classes conducted by student teachers during demonstration and as
the need arises;
3.5. Acts as the over-all coordinator of the On-Campus Teaching Program.

4. Critic/Cooperating Teacher
4.1. Defines to the student teacher the scope and extent of his responsibility and
authority in class;
14.
4.2. Acquaints the student teacher on the class program, scope of the year’s work,
the progress made by the class, and the use of teaching guides, etc.;
4.3. Demonstrate the proper execution of appropriate strategies/approaches and
techniques in teaching before the actual teaching by the student teacher;
4.4. Checks and rechecks the lesson plans of the student teachers;
4.5. Observes actual performance of student teachers;
 4.6. Holds regular conferences with the student teachers on their strong and weak
point;
4.7. Guides the student teacher in the preparation of various school forms;
4.8. Evaluates the performance of the student teachers at the end of the program.

B. OFF-CAMPUS TEACHING
1. Division Superintendent

Approves the permit requested by the school through the supervisor of

student teachers for the assignment of student teachers in the public school.

2. Supervisor of Student Teaching

2.1. Submit to the division Superintendent the names of cooperating schools with
the names of student teachers in the schools;
2.2. Conducts orientation program with student teachers on their roles and duties,
their expectations and those of the cooperating school, their personal-social
professional dealings with the school personnel;
2.3. Holds weekly conferences with the student teachers to have a follow-up of
their activities, their performance and to discuss possible problems connected
with student teaching;
2.4. Visits the laboratory school regularly to confer with the critic/cooperating
teachers;
2.5. Supervises the student teachers in their work;
2.6. Prepares pertinent forms such as observation guides, evaluation forms, etc.

3. The District Supervisor

3.1. Orients the student teachers on the set-up of the district
3.2. Acts as the over-all coordinator of the Off-Campus teaching program in the
district.

15.

4. Principal/Assistant Principal
4.1. Orients the student teachers on the operational program of the school and
other pertinent data related to the program;
4.2. Orient/critic cooperating teachers on their role in the student teaching
program and the schedule of activities of the student teachers;
 4.3. Confers with the supervisor of the student teaching for a periodic assessment
of the performance of critic/cooperating teachers in relation to student
teaching;
4.4. Observes classes conducted by student teachers during demonstration and as
the need arises;
4.5. Acts as the over-all coordinator of the On-Campus Teaching Program.
5. Critic/ Cooperating Teacher
5.1. Defines to the student teacher the scope and extent of his responsibility and
authority in class;
5.2. Acquaints the student teacher on the class program, scope of the year’s work,
the progress made by the class, and the use of teaching guides, etc.;
5.3. Demonstrate the proper execution of appropriate strategies/approaches and
techniques in teaching before the actual teaching by the student teacher;
5.4. Checks and rechecks the lesson plans of the student teachers;
5.5. Observes actual performance of student teachers;
5.6. Holds regular conferences with the student teachers on their strong and weak
point;
5.7. Guides the student teacher in the preparation of various school forms;
5.8. Evaluates the performance of the student teachers at the end of the program.

VII. PROGRAM OF ACTIVITIES FOR STUDENT TEACHING

Student Teaching (12 units) is done on-campus (at the laboratory school) and Off-
Campus (Cooperating Schools). The program basically includes 4 phases: Orientation,
observation, actual teaching, and final demonstration.

ON CAMPUS TEACHING

A. Orientation Period

This period is spent in getting oriented to the environment and policies of the
laboratory school. The Saint Joseph’s College of Baggao, Inc. grade school and Secondary
level was utilized as the laboratory for the student teaching activities.

16.

Activities include:

1. Discussion of the philosophy and objectives of student teaching, the

roles/responsibilities of a student teacher and other relevant topics;
 2. Review of learning theories and principles, teaching strategies, lesson planning,
etc.
3. Clarification of course requirements and expectations such as research based
narrative report/logbook, number of required teachings, involvement in co and
extra curricular activities and community outreach programs.

A qualifying or comprehensive examination based on the content of all subject areas

in the elementary/secondary curriculum and other topics like psychological principles,
teaching strategies, must be taken by the student teachers at the end of the orientation
period or before the enrollment in Practice Teaching. Remediation is given to student who fail
the comprehensive examination.

B. Observation Period

A great portion of this period is devoted to peer teaching to prepare them for the
actual teaching or demonstration. The lesson plans of the peer teachers are also
reconstructed, however, only reconstructed lesson plans on one’s field of specialization are
submitted for evaluation and inclusion in the logbook of narrative report.

The student teachers are assigned to cooperating teacher under whose guidance they
are trained to observe various phases of the teaching learning situations.

They observe model teaching in the different subject areas by cooperating teachers.
They attend Pre and post teaching conferences and make reconstructed lesson plans of
model teaching they observed.

To enrich further the experiences of the student teachers, they are also required to
attend seminars and workshops sponsored by the laboratory school and the cooperating
schools (Off-Campus).

C. Actual Teaching

The student teacher teaches on his major/minor or field specialization and in all other
subjects and in all grade/year levels whenever possible. There should be a minimum of 15
actual teachings and a maximum of 20, two periods of which are local demonstrations and
one general demonstration. The first local demonstration is to be observed by the

17.

cooperating teacher, and the second local demonstration, by the cooperating teacher and

cooperating principal. Other teaching stints may take the form of remedial and
substitute teaching.
 Besides actual teaching, the student teachers undergoes additional experiences in
other teaching related functions such as structuring the classrooms, preparing, administering,
and interpreting tests, computing grades, filling pertinent school forms, making home visits,
attending PTA meetings, school programs, workshops and seminars.

D. Final Demonstration

The final demonstration is observed by the cooperating teacher, the supervising

instructor, and fellow student teachers. The subject is in one’s major/minor or field of
specialization or in the case of BEED student teachers, in any subject using the same medium
of instruction as his/her major/minor field of specialization.

OFF-CAMPUS TEACHING

A. Orientation Period (2 weeks)

Orientation activities are conducted mainly by the principal of the cooperating school
who familiarizes the student teachers with their roles, duties/responsibilities, school policies,
rules, practices and others.

B. Observation Periods (2 weeks)

The first week of off-campus teaching is also devoted to observing classes in the
student teacher’s major/minor or fields of specialization in the grade/year assigned to them
by the principal of the cooperating school.

B.1. Actual Teaching (6 weeks)

Like in on-campus teaching, the student teacher will have a minimum of 20 and a
maximum of 25 teachings in his major/minor or field of specialization. Whenever possible, 2
of the 20 teachings will be local demonstrations to be observed by the cooperating teachers
and cooperating principal and one general demonstration to be observed by the cooperating
teacher, the cooperating principal, and the supervising instructor.

18.

B.2. Final Demonstration

 Like in on-campus final demonstration teaching, the off-campus final demonstration teaching
is observed by the cooperating teacher, the supervising instructor, the dean, and fellow student
teachers. The subject is in one’s major/minor field of specialization.

C. Writing of Narrative Report and Making Student Teachers Portfolio

After the off campus final demonstrations, the student teachers go back to their
mother school, where they will spent the last two weeks finagling their narrative reports,
evaluations forms and their Portfolio. They also attend seminar on job hunting, writing
application letters preparing for the employment interview and civil service rules and
regulations.

Note: The supervising Instructor meets the student teachers regularly once a week to
gather feedbacks and thresh out problems met both at on campus and off-campus teaching.

VIII. REQUIREMENTS FOR STUDENT TEACHING

The major requirements for student teaching are the following:
1. Narrative Report, Portfolio on Student Teaching and an action research which will
be defended in the presence of a panel.
2. Local Demonstration
3. Final Demonstration
IX. EVALUATION OF STUDENT TEACHING

Student Teachers are evaluated in their student teaching based on the following
weight;

A. On-Campus
Cooperating Teacher 40%
Supervising Instructor 30%
Demonstration 30%
TOTAL 100%
B. Off- Campus
Actual Daily Teaching Performance 40%
Task Related Activities 20%
Demonstration 20%
Community Involvement 10%
Narrative Report/ Action Research 10%
TOTAL 100%

19.
Appendix

20.

BAGGAO HYMN
I. Maysa a lugar naisalsalumina. Maitampok deppaar a daya.
Nagpunganannat baybay a nalawa. Nagsadag bambantay kabakiran ikagayna.
Kinabaknang nakaparsuwaan ditoy a matumpungan. Ub-ubbog agburayok sikigan
Kabambantayan. Makapabang-ar nga pul-oy, makaguyugoy a minuyungan kweba a
Pagpasyaran, karayan a paglang-languyan.

KORO:
O Ina a Baggao, Ili a natan-ok.
Kinasudim ken talugading, ragsak nga umuk-ukuok
Imnas pakasaritaam, salimetmetak ditoy pusok
Tawid a kangrunaan, napatpateg pay ngem balitok.

II. Ti tay-ak pagbabakalan, laing ken kinapintasan

Siglat libnos anakmo, pudno naisangsangayan.
Pulida Ilokano, Itawes ken paranan. Iti kaanu man dinto maartapan.

KORO:
O Ina a Baggao, Ili a natan-ok.
Kinasudim ken talugading, ragsak nga umuk-ukuok
Imnas pakasaritaam, salimetmetak ditoy pusok
Tawid a kangrunaan, napatpateg pay ngem balitok.

Imnas pakasaritaam, salimetmetak ditoy pusok

Tawid a kangrunaan, napatpateg pay ngem balitok.

CAGAYAN HYMN ( ILOKANO VERSION)

CAGAYAN ILI A NAPATEG KANIAK

ADAYO MAN SILALAGIPAK
BANBANTAY KEN TAAW A NALINAK
AYATEN KANTU LATTA AWAN DUA-DUAK.

CHORUS:

CAGAYAN, NAISEM KA BAGGAK,

CAGAYAN, PUSOK ADDA KENKA
SADINO MAN A DISSO TI PAGGIANAK
AYATEN KANTU LATTA AWAN DUA-DUAK
21

CAGAYAN HYMN ( IBANAG VERSION)

CAGAYAN, DAVVUN NGA CACASTAN NIACAN
EGGA CA LARA NACUAN TA PIAM,
NU CURUG TU NAPARAYYU CA NIACAN
ARRIATA CA VULUVUGA NGA CATTAMAN.

CHORUS:

CAGAYAN, MAQUEMMEMMI CA NGA INNAN

CAGAYAN,AUAN TU CAGITTAM,
NU ANNI PAGA CASTA NA DAVVUN CARUAN
EGGA CA LA TA FUTU NGA IDDEDUCAN

CAGAYAN HYMN (TAGALOG VERSION)

CAGAYAN TAHANANG MAHAL SA AKIN

SAAN MAN AKO’Y MALIGAW
BUNDOK, KAPATAGA’T IBAYONG DAGAT
IIBIGIN KO SIYA KAHIT SAAN MAN.

CHORUS:

CAGAYAN, LUPANG WALANG KASINGGANDA,

PUSO KO’Y ‘YO LAMANG TALAGA
KAHIT SAAN ANG HAKBANG KO’Y MAPADPAD
IKAW AY MAMAHALIN HABANG BUHAY.

22.

SAINT JOSEPH HYMN

 Rally students to dear Alma Mater
We shall fight ignorance and vice
We shall bring in our hearts God’s true teachings
Bring by prayers study sacrifice.

Chorus:

Long live, long live Saint Joseph

Proudly students raised their high
Long live, long live Saint Joseph
Ti’s our prayer, our cry.
We pray we study suffer
With our arms powerful
Our duty, our duty ever to bring our school
A glow with love on high.

Saint Joseph dear our Alma Mater

We pledge to you our loyalty
Selfless service to God and country
May glory and honor be yours oh
Hail Alma Mater

(Repeat Chorus)

23
SJCBI at a glance………

Pope Francis Building

Senior High School

Holy Family Building

Talamayan Building
(College)

Jubilee Building
Junior High School
Centennial Building
Elementary

Administration
Building