Jireh Franbo

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Learning Episode 1
WHAT LIES AHEAD?

NCBTS Domain 1 Strand 1.1;
LET-TOS No. 1 (1.1, 1.2 and 1.7)
My Learning Episode Overview
My first episode will explain the expectations of my Teacher

Education Institution STI West Negros University
Name of your college/university
and my Cooperating School Negros Occidental High School

Name of your cooperating school
This will allow me to better understand the do’s and don’ts of teaching in the real
workplace. The orientation conducted by my practicum supervisor and the
cooperating principal will ensure my success as a student intern.
My Targets (Learning Outcomes)
At the end of this activity, I will be able to:

 Analyze the expectations of my cooperating school and that of my
teacher education institution.
 Reflect on the things I need to do to become a successful student
intern.
 Follow all the policies and procedures of my cooperating school.
 Accomplish the matrix of expectations.
 Write my responsibilities as a student intern.
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My Map (Learning Episode Directions)
To get to know my cooperating school better, I must do the following:
Read the vision, mission, goals and core values

of the school.
Attend the orientation session with my

practicum supervisor and cooperating
principal.
Record important notes during the

orientation.
Ask questions, if necessary.
Accomplish the Learning Episode.
My Big Ideas (Learning Essentials)
As a student intern, I need to know the following terms to fully understand

my learning episodes.
Orientation- the relative physical position or direction of
something.
Expectations- a belief that someone will or should achieve
something.
Cooperating School- It is a public elementary or
high school institution where student teachers will have their
off-campus practice teaching.

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Cooperating Principal- Orient student teachers with respect to
the traditional beliefs and mores of the community served by
the school and the uniqueness of the school-community
relationship.
Cooperating Teacher- plays a critical role as the student
teacher’s model and mentor and has great influence over the
student teacher’s learning experience
My Tasks (Activities)
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A. After the orientation conducted by my practicum supervisor/cooperating

principal, what are the things that I need to remember?
Name of Cooperating Principal: Mr. Mario S. Amaca
E
Name of the Cooperating School: Negros Occidental High
School X
EXPECTATIONS WHAT I NEED TO DO P
The school expects us to be I need to be polite and greet
polite and greet every every teachers and school
teachers and school personnel personnel that I pass by inside E
that I pass by inside and and outside the school
outside the school premises. premises. C
Behaving and abiding the rules Adopt and adjust on the rules
and regulations of my and regulations of my T
cooperating school. cooperating school for the
success of my training. A
Be able to achieve my To obey the school’s advises
objectives and prospects in for my pre-service training and T
accordance with the school to perform the most
provisions. appropriate action throughout I
the training.
O
N
S
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Name of Cooperating Principal: Mr. Mario S. Amaca E

Name of the Cooperating School: Negros Occidental High X
School
P
EXPECTATIONS WHAT I NEED TO DO
Punctuality As a student intern it is one of E

the most important
C
responsibility to meet this
expectation because it will
help me accomplish more.
Professionalism I need to exercise appropriate

actions to act and right values
T
to display throughout the
whole training. A
T
I
O
N
S
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B. After my orientation session with my practicum supervisor and

cooperating principal, I need to equip myself with the Practice Teaching
kit to better prepare myself in this wonderful world of teaching.
 Implementing appropriate
teaching methodologies.
 Utilizing and maximizing
Knowledge appropriate instructional
material.
 Promoting HOTS questions.
 Feeding students with 21st

century skills.
Skills  Engaging students to some
sort of activities.
 Letting the students exercise
“learning by doing”.
 Enhancing my own skills.
 Relating lesson in real life
situation.
Attitude  Motivating students to
participate in the class.
 Extending assistance
 Sizing-up attitude by means
of giving reinforcements.
 Monitor the students bad
and good habits.
Habits  Get along with them.
 Get in touch.
 Do well and avoid evil.
My Analysis
Complete the structured frame.
Orientation sessions are conducted because they provide an opportunity to

answer and questions and define roles, assess skill level and experience,
set expectations, and anticipate head off problems. They are also
conducted in order to ensure the orderly transition moods, behaviors, and
to size up the needs of the new environment as well as the stakeholders.
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I need to follow the policies and procedures of the cooperating school so that
I will be able to show that I am responsible and willing to learn, meet the
expectations of the school and most importantly being able to achieve my
goals and be trained as a pre-service teacher.
My Reflections/ My Insights
A. How did I feel after the orientation? Complete the empty face and explain
why you felt that way? What are your joys/apprehensions?
I need to follow the policies and procedures of the cooperating school so that
I will be able to show that I am responsible and willing to learn, meet the
expectations of the school and most importantly being able
to achieve my goals and be trained as a pre-service
teacher. I feel enlighten with the things which I need
to do during the whole duration of my practice
teaching; the rules and regulations to follow have
been clearly discussed. I feel I can accomplish the goals
that are needed to be successful in this training.

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B. Am I really prepared to teach? Why? Why not?
I know that I still have many things to learn coming from a Teacher
Certificate Program which lacks many of the needed insights learned by a
regular BSED/BEED students. Yes because I have the passion in teaching and
through the help of my co-interns, coop teacher and professors in school I will
be able to perform well.
My Application (From Theory to Practice)
Encircle the letter of the correct answer.
1. There is a need to have orientation sessions to:

I. Establish the right atmosphere
II. Formulate guidelines to follow
III. Develop good relationships
A. I only
B. I and II
C. II and III
D. I, II and III
2. Why do we need to know the do’s and don’ts of the cooperating school?
A. To have better relationships with the school community.

B. To ensure the completion of the required units.
C. To strengthen the ties between the Teacher Education Institution and the
Cooperating School.
D. To complete the requirements set by the school.
3. Meeting the expectations of the Teacher Education Institution is important:
A. To have better relationship between the Teacher Education Institution and

the cooperating school.
B. To ensure completion of the course.
C. To fully attain the objectives set forth by the College.
D. To stress the need for standardization of requirements.
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My Portfolio (Compilation of Learning Documents, Evidence,

Records, etc.)
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My Assessment (How did I perform in this learning episode?)
5 4 3 2 1
Outstanding Exceed/s Meet/s Needs Unacceptable
Expectations Expectations Improvement Performance
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
Total Score Average Rating

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Learning Episode 2
Meeting My Cooperating Teacher

LET-TOS No. 1 (1.1, 1.2, 1.3, 1.6, 1.7)
This episode will allow me to meet my cooperating teacher. This activity will also
give me the chance to better understand the expectations of my cooperating
teacher.
 Meet my cooperating teacher.

 Reflect on the expectations of my cooperating teacher.
 Observe and record important notes during the discussion with my
cooperating teacher.
 Interact with my cooperating teacher.
 Give assistance to my cooperating teacher.
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These are the things I need to do:
Extend assistance when needed.
Write down notes.
Observe well.
Listen to the expectations of my cooperating teacher.
Go to the scheduled class.

Meet my cooperating teacher.
Present all needed documents.
As a student intern, I must do the following:
 Observe my cooperating teacher especially in establishing classroom

routines;
 Remember that the early period of observation is highly significant in
making my practice teaching more meaningful and rewarding.
 Follow my cooperating teacher’s rules and expectations to build a solid and
meaningful relationship.
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A. Getting to know my cooperating teacher.
Name of Cooperating Teacher:
Ms. Leahmar V. Amaca
School Graduated from:
University of St. La Salle
Highest Educational Attainment:
Registered Nurse
Subjects Handled:
Biological Sciences grade 8
Number of years of teaching experience 3
My Cooperating Teacher’s Expectations:
 She expects us to be on time

 To be ready when we need to demo teach the students.
 To be able to make a lesson plan
 To be fair to my students
 Open-minded and willing to learn
My Expectations:
Likewise, I also have my expectations that I need to convey to my

cooperating teacher in order that my needs are also met and understand.
 To guide as in handling students during our demo teaching

 To give us insights of the reality of teaching students.
 To check our lesson plans


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B. In the observation please, I need to do the following:
 I need to build a good relationship with my cooperating students.

 I need to take into details “what makes a good classroom physically and
physiologically.
 I need to take on account the individuality of my cooperating students.
 I need to listen to the experience relayed by my teachers on teaching
students.

C. To fully equip myself to better understand my cooperating teacher, I need to

know her/his, personal characteristics. Choose any three (3) significant
characteristics and why you need to do to emulate theses virtues.
Why you need to emulate these

Personal Characteristics
virtues?
I need to follow these characteristics
because I found them essential in
facilitating students.
---She is tolerant with his students
behavior The students feel that they can
approach the teacher because they
are being valued each despite the
negative aspects of the students.
---She has authority in front of the
classroom But at the same time the teacher was
implementing his rules to the students
that makes the students feel that they
---She has a sense of humor should still respect him as a teacher.
She makes jokes along his discussions

to make students interested in his
---She begins with the end in mind class.
during discussions.
She states the objectives of the lesson
to make students know what they are
getting after the lesson.
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My Analysis
In my first encounter with my cooperating teacher, I realized that:
 We cannot always push the ideals taught by our schools in the

classrooms.
 It is essential to take on account the experiences of the teacher in
handling classrooms.
 Students are not easy to take on despite many trainings.
 As a teacher, one should be calm in dealing with school problems.
 I should know about what’s going on with my students.

My Reflections/My Insights
A. Check only one and explain.

I am ready for the teaching profession.
I still need to overcome my apprehensions.
Because the class that I was observing was just one of the many group of
students I will encounter when I will be teaching someday.
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Read the situations and encircle the letter of the correct answer.
1. As a student intern, I need to fully understand the expectations of my

cooperating teacher to ensure
A. Better rapport harmoniously relationship

B. Greater familiarity on his/her needs and interests.
C. The development of learning materials.
D. The establishment of classroom routines.
2. Why do I need to consult my cooperating teacher at all times?
A. For better delivery of the lessons.

B. To select the best materials, activities and strategies.
C. For better unity and cooperation.
D. To avoid quarrels and misunderstanding.
3. How can I establish and maintain cordial relationships with my cooperating

teacher?
A. Do some errands for him/her.

B. Follow him/her wherever he/she goes.
C. Obey all his/her instructions.
D. Maintain professional relations all the time.
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Records, etc.)
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My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio

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Learning Episode 3
My Learning Environment
My Second Home
NCBTS Domain 2 Strand 2.1-2.5;
LET-TOS No. 1 (1.5) and 3 (3.4)
This episode will describe my second home. It showcases the different facilities
and learning resources of my cooperating school. Visiting these places in my
cooperating school will enable me to utilize these resources to make the teaching-
learning process more meaningful. Being aware of these facilities in my
cooperating school will give me a sense of belongingness – for this is my second
home.
 Visit the school’s facilities and resources

 Meet the various school personnel.
 Utilize these learning resources of the school when needed.
 Analyze the vision and mission of the school.
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Identify the importance

Of school facilities and
Use these when needed
Meet the different

School personnel
Visit the different

School facilities
Read and study

the Vision-Mission
Statement and core
Values of the school
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The utilization of the school’s learning facilities and resources will enhance the
teaching-learning process. These are the resources/facilities of my second home.
Facilities/Learning Resources
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Complete the chart of the school facilities/learning resources you have

visited/utilized. Write down the importance of these in ensuring quality
instruction.
School Facilities Importance of these facilities in the

Visited/Utilized Teaching-Learning Process
1. Computer Laboratory This was important because they implement in
the subject TLE the knowledge of using basic
computer soft wares such as MS Word and
Powerpoint that will aid them in their college if
they’ll ever proceed.
2. Learning Resource Center The Learning Resource Center serves as an

office for the Teachers and Dept. Head at the
same time stores the facilities and equipment
used by teachers in their teaching.
3. Library This is where the students go if the teacher

requires them to research about the given topic
or just spend their leisure time reading and
doing assignments of they have nothing to do.
4.Cafeteria This is where the students go to buy and eat

their lunch and merienda.
5.Comfort Room It is where the students practice grooming

themselves and comfort themselves.
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My Analysis
A. What can I say about my second home:
The school supports

academic programs
and produce
competent students in
sports.
The students are well Most of the school’s

disciplined and facilities are in
courteous. working condition able
to cater to the needs of
the students
The school has many

The Comfort Room is
competent and able
adequate but needs
teachers that is
maintenance and
effective in facilitating
improvement.
learning.
B. Write the things you can contribute to your second home
Characteristics of a
Sound Learning What can you do?
Environment
1. Friendly and non- I need to greet every students with a smile. In
threatening a simple way I can lighten up their mood.
2. Safe, secure and I need to remind the students about the
conducive to importance of being alert to any situations
learning that may arise and how to act on them.
3. Environments that I will not show favoritism to any students so
promotes fairness that there will be fairness in the classroom.
and equality
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School’s Vision
Negros Occidental High School

envisions itself as a peak
C. After reading the school’s vision, performing Divisional Leader
mission and goals, I realized that: School strongly committed to
NOHS’ wants to provide easy access to nurture a culture of excellence.
education by providing differentiated
programs that will cater to all kinds
School’s Mission
of learners. The school wants to produce
learners that is holistic and geared for Negros Occidental High School ‘s
the 21st century by providing varied paramount aim is to provide
programs that will help the students access to basic secondary
be fully equipped and ready for their education through differentiated
next journey. programs for students such as
special science program, regular
high school, night class program,
special program in the arts, special
program in sports, senior high
school as well as alternative
learning system for out of school
D. I need to internalize and integrate youth and adult.
these in my lessons by: Goals
implementing the values emphasized
To produce NOHS graduates of noble
by the school’s mission, vision, and
characters who are makatao,
goals in my lesson plans and behavior in
makabayan, makakalikasan and
this institution. As an intern, it is my duty makaDiyos;
and responsibility to follow and emulate
the school’s values to help reach the  To empower the non-teaching and
goals and aspiration of this institution. teaching staff to continuously
upgrade their competencies for
innovative delivery of service;
 To create a learner-friendly
environment to promote the effective
and creative implementation of the
prescribed curriculum and the
educational thrusts of the
Department of Education; and
 To build a strong partnership with

parents, alumni, local government
and the community-at-large to
initiate and sustain innovations and
development programs.
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Answer the question below:
How do you feel about your second home?
I feel happy and welcomed. The school faculties were hospitable and
willing to accommodate us. I am positive and ready to be trained and with the
help of my cooperating teacher, students and co-interns I will be able to reach
my goals. I feel that my second home is ready in giving me the right training and
advises for me to be a good and responsible facilitator of learning. I am happy
that I had the chance to impart in this journey. I hope that I will be able to have
my first demo a success.
1. How can I promote fairness in my learning environment?

A. Respect individual difference
B. Separate girls from boys.
C. Place all children with special in front.
D. Isolate the unruly children in class.
2. To improve the oral proficiency of students in class, what can you do?
A. Give them more exercises on grammar.
B. Provide the individual work rather than group work.
C. Schedule more practice sessions in the speech laboratory.
D. Invite a resource speaker.
3. Make your classroom environment safe and secure by __________.

A. Asking the security guard to stay near your room.
B. Removing some fixtures and using less appliances and devices.
C. Ensuring that all unsafe devices are secured.
D. Checking the physical environment at all times.
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Records, etc.)
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My Assessment (How did I perform in this learning episode?
5 4 3 2 1
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio

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Learning Episode 4
Meeting My Learners

LET-TOS Nos. 2 (2.5) and 3 (3.1-3.4)
This episode illustrates the diversity of my learners. This will give me the chance
to acquaint myself with the needs, interests and abilities of my learners. Being
aware of these features will equip me with greater knowledge and understanding
to ensure quality instructions.
 Describe the learners in my respective grade level and subject

 Use various sources to know my students better.
 Establish consistent standards of learner’s behavior
 Prepare rules for my learner’s to follow
 Utilize techniques to suit my learner’s needs.
 Articulate insights, reflections about learners.
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These are the things I need to do.
Introduce
myself to my
pupils.
Accept and If possible,

appreciate study the
each child’s records of my
uniqueness. pupils.
Identify the
Establish
learning
rapport with
styles of my
my pupils.
students.
As a student intern, I must be fully aware that:
 Each individual is unique.

 Students vary in learning styles.
 Students learn through different modalities.
 The learning environment must be safe, secured, friendly, non-threatening
and must treat students with fairness.
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A. Observe the learners on your first day of internship. What are your
observations?
 Most of the students are polite.

 The students at the back usually don’t give much attention.
 The students sit with their close friends and chat.
 Students at the front listened intently to the teacher.
 They are problematic students in every classroom.
B. Create an opportunity where you can gather their thoughts, ideas and
feelings about their school/subject/classmates.
About their school
They like their school because they told me that their school is one of best
performing school in the province. Their school have the facilities that caters to
varied student’s needs and their school provide night class for those who are
working students.
About their subject
They like their Science subject because their teacher is knowledgeable and the
subject itself is challenging to them.
About their classmates
Most if not all of their classmates are their friends already, they work together as a
group when there is an activity in school.
C. What are the rules I need to set to ensure quality instruction among my
learners? Use innovative ways to make your rules known and followed.
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Makes the lessons as Embrace Collaborative Promote mastery

their own- so that the learning- when orientations- place
students will become students work emphasis on individual
self-propelled, effectively with others, progress by reducing
motivated and their engagement may social comparison and
responsible for their be amplified as a recognizing student
own learning result. improvement & effort.
Make lessons meaningful to Establish positive

the students- connect teacher-student
students’ previous relationships- caring
knowledge and experiences, about students’ social and
highlighting the value of an emotional needs,
assigned activity in displaying a positive
personally relevant ways. attitudes and enthusiasm
My Analysis
Why do we need to know the various types of learners?
Learning styles are various approaches or ways of learning. They involve

educating methods, particular to an individual, who preferred a specific type
of learning. We need to understand the various type of learners because
every student has a preferred way of learning style so as a facilitator of
learning I must be equipped with a repertoire of teaching styles able to use
it as a point of entry to motivate or to teach a concept to a student who is
having difficulty in class.
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As a teacher, how will you respond to the needs of your diverse learners?
 By providing differentiated instructions and giving them various activities.

 By providing differentiating content is comprised of the knowledge, concepts,
and skills that students need to learn based on the curriculum. It includes using
various delivery formats such as video, readings, lectures, or audio.
 I will welcome different solutions to problems that works for them well to give
them a boost of finding it out themselves.
1. Ms. Valdez is a new teacher in a public school. She has 50 grade one pupils
in the class. What must she do to ensure easy remembering of the names
of her pupils on the first day of the class?
A. Interview each pupil.
B. Prepare a seat plan.
C. Arrange them alphabetically.
D. Ask a picture from each pupil.
2. Students learn by different modalities. There are those who learn best by
pictures, illustrations and the like. What is the learning modality of these
students?
A. Tactile
B. Auditory
C. Visual
D. Kinesthetic
3. To learn best about your students, you must ____________.

I. Observe them well.
II. Talk to them during recess or lunch breaks.
III. Analyze their records.
A. I only
B. I and II
C. II and III
D. I, II and III

Records, etc.)
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My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
Learning Episode 5
Establishing Classroom Routines

and Procedures
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NCBTS Domain 4 Strand 4.3; LET-TOS Nos. 1

(1.3 and 1.4), (2.1) and 3 (3.2 and 3.4)
This episode enables me to observe the different classroom routines performed

by my cooperating teacher. Getting acquainted with these routines will ensure a
very organized, systematic and orderly classroom.
 Meet my cooperating teacher.

 Reflect on the expectations of my cooperating teacher.
 Observe and record important notes during the discussion with my
 Interact with my cooperating teacher.
 Give assistance to my cooperating teacher.
My Map (Learning Episodes Directions)
Line Formation
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Checking of attendance
Prayer
Observe the
following Passing of papers/books
routines:
Getting the learning materials
Writing assignments/reminders
Record your
observations. Other activities that need
procedures
ROUTINES
These are the backbone of daily classroom life. They facilitate teaching and learning. Routines
do not just make your life easier, they save valuable classroom time. What’s more important is efficient
routines make it easier for students to learn and achieve more. When routines and procedures are
carefully taught, modeled and established in the classroom, children know what is expected of them and
how to do certain things on their own. Having these predictable patterns in place allows teachers to
spend more time in meaningful instruction.
Source: Learning to teach: not just for beginners

By Linda Shalaway
www.teacher.scholastic.com
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A. What routines do I need to establish in order to make me a better

classroom manager?
C
L
A Make sure every student is in their proper
S seating arrangement
S
R
O
O Prayer before Class
M
R
O Check attendance
U
T
I
N Recap the lesson
E
S
Clean the classroom before leaving
B. Interview other teachers and inquire on what classroom routines they have
established to ensure better classroom management.
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Name of Teacher: Mrs. Jesusa L. Punzalan
School: Negros Occidental High School
Grade Level Handled: Grade 10
 Tidy things up
 Prayer
 Lesson Recap
 Giving them quiz or activity after lesson discussions
C. Surf the internet or research in the library. Read and jot down some
important notes on classroom routines and procedures.
Ensure that students understand the reason

for the routine.
Rehearse classroom procedures until they

become routines.
Post your procedures in a prominent place. This is a good way

to remind students of how things are done in your classroom
Each group of students will have a captain that will be responsible for
gathering and passing out all necessary materials for the activity
My Analysis
Only one student at a time will be allowed in
the restroom.
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Establishing classroom routines is important because:
 It teaches students responsibility.

 It makes the classroom flow efficient.
 It creates automatic response from students to do their chores
 It inculcates values, aside from being responsible, to students
 It saves time for teachers to instruct every day.
My Reflections/ My Insights
If I already have my own class, I want to do the following:
 Arriving in the morning
I will make them clean the room

I will start the class with a prayer
I will ask them for recap of the lesson
 Taking attendance
I will make a seating arrangement matrix for easy attendance checking.
I will not check attendance anymore if I’ll be going to give quiz at the end
of the day
 Posting reminders
I will make a mini bulletin board inside my classroom.
I will remind my students to check the bulletin board for important
announcements
I will also put in the bulletin board my rules and regulations.
 Throughout the day

I will make them do a routine checking of paper like collecting each of the
paper and passing it to random people
I will ask them to get their assignments to be checked
 Ending the day
I will ask the cleaners to stay and clean the classroom.

I will entertain questions from students after class if there’s time.
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I will implement prayers and saying of goodbyes after classes.
 Other episodes that need procedure(s)
1. Why do we need to establish classroom routines?

I. To improve classroom management
II. To enhance classroom instruction
III. To save valuable time
A. I only
B. I and II
C. II and III
D. I, II and III
2. When do you establish classroom routines?

A. At the middle of the year
B. At the end of the year
C. At the beginning of the year
D. Anytime of the year
3. When students come in the morning, what routines may be employed?

A. Stay along the corridor and wait for their classmates.
B. Assign a leader to come early and check the attendance.
C. Have an attendance pocket chart to develop responsibility.
D. Construct a seat plan and let students locate their seats.

Records, etc.)
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5 4 3 2 1
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
Learning Episode 6
My Journey Begins with the First Step

(My First Activity)
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NCBTS Domain 4 Strand 4.1, 4.4, 4.5 and 4.7;

LET-TOS Nos. 2 (2.1, 2.3, 2.4 and 2.6) and 3 (3.1-3.4)
This learning episode unravels the first activity given to me by my cooperating

teacher. This gives a clear picture of the steps I have followed and the materials I
need to prepare to successfully implement my first activity.
 Plan my first activity/episode assigned to me

 Prepare my instructional materials
 Perform my first activity well
 Follow the instructions given by my cooperating teacher
 Consider and reflect on the assessment of my cooperating teacher.

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To do my episode well, I should be able to:
1. Listen well to the instructions of my

2. Plan for the assigned episode. Do research
(ILLUSTRATION)
if needed.
3. Prepare the instructional materials.
4. Perform the assigned episode well.
To prepare for the first episode/activity, remember the Plan, Do, Check, Act
(PDCA), a project management tool designed by W. Edwards Deming. It is also
called the Deming Cycle.
PLAN
Identify and analyze the episode/problem
DO Develop and test potential

solutions/procedures to the episode
(ILLUSTRATION)
CHECK Analyze and measure the episode in an

informal way
ACT Implement the best solutions/procedures
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A. Complete the episode matrix
Demo Teaching
(The given activity/assigned episode)
THINGS TO DO
I first determine the objectives of the topic given to me.
PLAN
Then, I decided the arrangement of the sequence of events

that I will do to my students and ready the materials needed
DO for the demo teaching with respect to the objectives I have
made.
Then, I rehearsed the lesson plan I’ve made by myself to

estimate the time and remove whatever minor details that
CHECK would add to the allotted time.
Then, add or remove minor details that I realized were

un/necessary in the lesson plan.
ACT
My Analysis
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What benefits did you gain after utilizing PDCA Cycle?
 Making smooth transitions during the class proper.

 Ensuring that the objectives is met by my sequence of activities because
of the “Checking”
 Being able to implement the best solution
Rate your accomplishment using the continuum:
5 4 3 2 1
Outstanding Very Satisfactory Satisfactory Fair Needs Improvement
I rated myself 4
Because I think I did my first demo well, my coop teacher told me positive
things about my first demo.
I think I can do better if I will make my voice louder because some of the
students at the back cannot hear me my co-intern told me.
I learned that students respond to the teacher’s lesson well if it is related

to them. I learned that students are eager to listen and participate if the teacher
is also enthusiastic and eager to listen to the students.

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1. Why do we need to plan an activity?

I. To have better means of getting all the alternatives.
II. To save on costs.
III. To save on time.
A. I only
B. I and II only
C. II and III
D. I, II and III
2. If the implementation will not materialize as expected, what must you do?
A. Try other options
B. Discontinue the plan.
C. Tell your cooperating teacher.
D. Revise the entire activity.
3. What must you do after an activity?

A. Tell everyone that it is over.
B. Make another activity.
C. Redesign your activity.
D. Evaluate your activity.
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Records, etc.)
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5 4 3 2 1
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio

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Learning Episode 7
Writing My First Lesson Plan
NCBTS Domain 5 Strand 5.1 and 5.3; LET-TOS Nos. 1

(1.5, 1.7), 2 (2.1-2.7), 3 (3.1-3.4), 4 (4.1-4.5)
This learning episode allows me to plan and write my first lesson plan in my
cooperating school. This will enable me to apply all the theories I learned in my
teacher education institution.
 Explain the different components of a lesson plan.

 Analyze the various parts of a lesson plan.
 Write the lesson plan required by my cooperating teacher.
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3 Re-writing the
lesson plan;
Evaluating/
executing the
2
critiquing the
plan, if
lesson plans by
Writing the required
my
1 lesson plan cooperating
based on the teacher
Conference results of the
with my pre-
cooperating conference
teacher on
lesson
planning
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There are different formats in writing a lesson plan based on the one prescribed
by the school. Some of the formats used in different schools are given below:
1. Traditional Plan
 Objectives
 Subject matter
 Learning materials
 Procedures
 Assignment
2. UBD Lesson Plan Template
 Subject
 Grade Level
 Title
 Number of meeting days
 Topic(s)
Established
Understanding
Goals
At the end of the Essential Understanding Transfer
week/unit, the
learners will be Students will understand The students in the long term and
that: on his/her own will be able to:
able to:
 Lipids are important to  How to control intake of
our body lipids
 
Goal 1: Essential Questions

1.
2.
3.
Knowledge and Skills

Goal 2: Students will know how to: Students will be skilled at:
1. Describe lipids 1. Able to calculate calorie

2. Differentiate fats and intake
oils 2.
3. 3.
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3. Another UBD Template
Stage 1: Desired Results

Established Goals(s):
Understanding(s) Essential Questions:

Students will understand that:
 1.

2.
Students will know:
 3.

Students will be able to:


Stage 2: Assessment Evidence
Performance Episodes: Other Evidence Learning:
 
 
 
Stage 3: Learning Plan

Learning activities:
4. OBE Format
Learning Learning Learning

Assessment
Outcome Content Activities
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5. Thematic Unit Plan Template
MATH
MUSIC ART
SCIENCE P.E.
(THEME)
LANGUAGE READING VALUES

P a g e | 55
A. Write/Paste your first lesson plan.
Lesson Plan in Lipids

I. Specific Learning Objectives:
Knowledge:
1. Describe lipids
2. Identify the different structural types of lipids
3. Discuss the most abundant kind of lipids – fats and oils
4. Discuss cholesterol
Skills:
1. Determine the amount of calorie intake from foods we eat.

Attitude:
1. Value the benefits of having good and balanced diet of lipids
II. Subject Matter: Lipids

Reference: Science - Grade 10 Learner’s Material First Edition 2015 pages 457 – 462
Support Instructional Material: Laptop, Projector, chalk board
III. Assessment:
1. What is the main “job” of lipids?
a. Provide energy b. Store energy c. Create energy d. Consume energy
2. Which is NOT a part of the structural types of lipids?
a. Fatty acids b. Proteins c. Steroids d. waxes
3. What is the other term for Fats and oils?
a. Proteins b. Steroids c. Energy d. Triglycerides
4. Fats are produced by?
a. Animals b. Plants c. Acids d. Elements
5. Oils are ______ at room temperature.
a. Solid b. liquid c. gas d. compound
6. Which type of molecule has the highest calorie content?
a. Fats b. proteins c. carbohydrates d. fatty acids
True or False:
7. ___ Excessive levels of cholesterol can lead to deposits in the arteries of the
heart.
8. ___ Oil and water mix because they have the same polarity.
9. ___ most oils, such as vegetable oil, corn oil, and olive are produced by
plants.
10. ___ Excess quantity of fats is good for the heart.
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IV. Strategies:
Pre activity:
A. Review: Recall how carbohydrates a kind of biomolecules are important in
providing instant energy for cells.
B. Motivation:
Show the class a chart of foods rich in lipids. Ask the students if eating this food
is healthy or not.
Activity:
1. Discuss the main function of lipids
2. Discuss the other structural types of lipids
5. Give students a seatwork
Analysis:
1. What are lipids?

2. What are the structural types of lipids?
3. What are the most abundant kind of lipids?
a. Can you give me an explanation why oil and water do not mix?
b. What happens when you have an excessive amount of fats in our
bodies?
Abstraction:
1. Define lipids
3. Describe the most abundant kinds of lipids
Application:
Discuss the importance of lipids and having a healthy diet.
Prepared by:
Jireh John F. Bocayes

Student Intern
B. Paste your revised/corrected lesson plan.
Lesson Plan in Lipids
I. Specific Learning Objectives:

Knowledge:
5. Describe lipids
7. Differentiate the most abundant kind of lipids – fats and oils
8. Discuss cholesterol and its effects on the human body
Skills:
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2. Determine the amount of calorie intake from foods we eat.

Attitude:
2. Value the benefits of having good and balanced diet of lipids
II. Subject Matter: Lipids

Reference: Science - Grade 10 Learner’s Material First Edition 2015 pages 457 – 462
Support Instructional Material: Laptop, Projector, chalk board
III. Assessment:
11. What is the main “job” of lipids?
b. Provide energy b. Store energy c. Create energy d. Consume energy
12. Which is NOT a part of the structural types of lipids?
b. Fatty acids b. Proteins c. Steroids d. waxes
13. What is the other term for Fats and oils?
b. Proteins b. Steroids c. Energy d. Triglycerides
14. Fats are produced by?
b. Animals b. Plants c. Acids d. Elements
15. Oils are ______ at room temperature.
b. Solid b. liquid c. gas d. compound
16. Which type of molecule has the highest calorie content?
b. Fats b. proteins c. carbohydrates d. fatty acids
True or False:
17. ___ Excessive levels of cholesterol can lead to deposits in the arteries of the
heart.
18. ___ Oil and water mix because they have the same polarity.
19. ___ Most oils, such as vegetable oil, corn oil, and olive are produced by
plants.
20. ___ Excess quantity of fats is good for the heart.
IV. Strategies:
Pre activity:
C. Review: Recall how carbohydrates a kind of biomolecules are important in
providing instant energy for cells.
D. Motivation:
Show the class a chart of foods rich in lipids. Ask the students if eating this food
is healthy or not.
Activity:
6. Discuss the main function of lipids
7. Discuss the other structural types of lipids
10. Give students a seatwork
Analysis:
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4. What are lipids?

5. What are the structural types of lipids?
6. What are the most abundant kind of lipids?
c. Can you give me an explanation why oil and water do not mix?
d. What happens when you have an excessive amount of fats in our
bodies?
Abstraction:
4. Define lipids
6. Describe the most abundant kinds of lipids
Application:
Discuss the importance of lipids and having a healthy diet.
Prepared by:
Jireh John F. Bocayes

Student Intern
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i. List down the best features and areas of improvement of my lesson

plan. Have this matrix noted by my cooperating teacher.
Best Features Areas for Improvement

objectives Use “HOTS” in activity
Word construction
Signature of My Cooperating Teacher
My Analysis
My thoughts on writing my first lesson plan.

 my lesson to ensure that it will meet my objectives.
 I have to make a good motivation. ___________________________________
 I have to plan an activity that students can enjoy at the same time serves as
an evidence if they have learned something after discussion.
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What areas of the plan did I find easy to write?
 Content
 Motivation
 Pre-activities
What areas of the plan did I find challenging?
 Objectives
 Generalization
 Evaluation
As a teacher, I need to prepare a lesson plan so that
I can maximize the time allotted for the topic by having smooth
transitions of the lesson, readymade activities and prepared assessment
questions.
1. In writing a lesson plan, my primary consideration is to ensure that ______.

A. The outcomes are attained at the end of the lesson.
B. The materials are readily available for utilization.
C. The activities are aligned with my assessment tools.
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D. The learning content is aligned with the desired outcomes.
2. To ensure that the outcomes are attained at the end of the lesson _____.
A. The activities and the assessment must be aligned with each other.
B. The vision mission and goals of the school are included/
C. The materials must be prepared beforehand.
D. The objectives must be S.M.A.R.T
3. Lesson plans must be prepared to ensure _____.

A. Quality assessment.
B. Quality directions.
C. Quality instructions.
D. Quality evaluation.

Records, etc.)
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5 4 3 2 1
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My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
Learning Episode 8
Preparing my IM’s
(Instructional Materials)
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LET-TOS Nos. 2 (2.1 and 2.5) and 3 (3.1, 3.2 and 3.4)
This learning episode explores the wonders and significance of instructional

materials to enrich the teaching – learning process. These devices will assist me to
improve students’ knowledge, abilities and skills.
 Create my instructional materials for classroom instruction.

 Demonstrate creativity and resourcefulness in preparing instructional
materials.
 Take snapshots of the various instructional materials used by my
cooperating teacher/cooperating school.
To reach my targets, I need to do the following:
P Prepare all the materials needed.
D Design the instructional materials.
C Create using cost-effective materials.
Instructional Materials
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These are the tools/equipment which can effectively help the teacher in
enhancing the teaching-learning process. There are different kinds of instructional
materials.
 Print Materials – are items such as books, pamphlets, brochures,

newspapers and magazines.
 Non-print Materials – usually refer to as electronic materials.
A. Visit the learning resource center/school library of my

cooperating school. Interview the school librarian on the
instructional materials available in my cooperating school. List
down some of these materials which you can use in your
assigned episode.
PRINTED MATERIALS NON-PRINTED MATERIALS
B. Complete the matrix below by writing the instructional materials I used in

the three (3) lessons I taught in my assigned grade level.
LESSONS/ACTIVITIES INSTRUCTIONAL MATERIALS USED

P a g e | 66
1.
2.
3.
My Analysis
In preparing my instructional materials, I need to consider the following factors:





In preparing my instructional materials, I realized that:

 Instructional materials must be
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 I need to prepare instructional materials so that
1. What must be the number one consideration in preparing your
instructional materials?
A. The learners
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B. The cost
C. The learning content
D. The objectives
2. You prepared a PowerPoint presentation on verbs for your English class.

Unfortunately, there was a power cut-off. What shall you do?
A. Go to another lesson.
B. Use the available materials in class.
C. Borrow learning materials from another teacher.
D. Give a seatwork instead.
3. Ms. Rufo is teaching in a multi-grade class, what materials must be

employed?
A. Less-costly materials
B. Electronic materials
C. Differentiated materials
D. Commercially-made materials

Records, etc.)
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5 4 3 2 1
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My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
Learning Episode 9
My First Assessment Tool

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LET-TOS Nos. 4 (4.1-4.5)
This learning episode will give me the experience to devise assessment tools for
my learners. This may be in the form of quizzes, worksheets, unit or chapter tests,
activities and others. Creating these opportunities will help me in preparing
assessment tools to gauge the performance of my learners.
 Construct my first assessment tool.

 Follow the rules in constructing tests.
 Improve the test based on the suggestions of my cooperating teacher.
These are the things I needed to do:

Where can I get some
help/pointers to prepare my
Implement the tool.
first assessment tool?
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Revise and make final draft.
Let my cooperating teacher evaluate/review

the assessment tool.
Prepare the test items.
Confer with my cooperating teacher regarding

the assessment tool required.
My Big Ideas (Learning Essentials
Assessment
The process of collecting and documenting knowledge, skills, attitude,

values and beliefs
TWO TYPES OF ASSESSMENT:
 Traditional Assessment
- Includes standardized tests and teacher-made tests
- Usually employed by teachers with essentialist and perennialist
philosophies.
 Authentic or Alternative Assessment
- Takes on a more student-centered approach
- Includes classroom-based assessment portfolios and student-
designed assessments.
A. Write as many ideas about tests. Use the first letter of the word to give as
many concepts about tests.
P a g e | 73
T
E 

Tool to assess the student if they have learned
something from a lesson
Time-bounded in terms of student answering it
S
 Exams
 Easy to answer to some students, especially those who
are smart
 Enumeration is one of the types of test
 Error or mistakes are committed by some students in the
test
T
 Exams
 Easy to answer to some students, especially those who
are smart
 Enumeration is one of the types of test
 Error or mistakes are committed by some students in the
test
 True or false can be the choices of some tests.

 Typed by teachers to minimize typographical errors
B. Research on TIPS on constructing tests. Write them here and cite the
references you used.
 The best exam items are those that test how well people understand the
course material. Accordingly, your items should go beyond rote learning,
definitions, and terminology.____________________________________
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 Jazzing up items to make them interesting is fine, but don't get so carried
away that the context becomes distracting or the item turns into a mini-
essay.______________________________________________________
 Ask yourself whether each decoy (i.e., incorrect answer) in a multiple-
choice question: Is plausible enough to be chosen? Could possibly be
argued as correct.____________________________________________
 Don't submit items that you yourself would regard as picky
 Items should be difficult for people who don't know the material, but they
should be straightforward for those who do
My Analysis
Complete these structured frames:

1. Assessment tools are needed because:





How did my students/learners perform in the use of my first assessment tool?

Check the corresponding box based on your answer of choice. Explain.
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Exemplary
Very Satisfactory
Satisfactory
Fair
Needs Improvement
How did I feel after preparing my first assessment tool?
HAPPY SAD SCARED CONFUSED
1. Why do we need to give an assessment?

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A. To identify who among our students will pass or fail

B. To measure the performance of our students
C. To improve the quality of instruction
D. To comply with the requirements of the administration
2. What type of test must be given to assess the higher order thinking skills of
the learners?
A. Alternative response
B. Essay tests
C. Enumeration type
D. Multiple-choice type
3. What test allows the learners to perform in real-life episodes?

A. Paper and pencil type of test
B. Essay type of test
C. Traditional assessment
D. Authentic assessment

Records, etc.)
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5 4 3 2 1
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
Learning Episode 10
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Designing Classroom Bulletin

Boards
LET-TOS No. 2 (2.1, 2.3, 2.6 and 2.7) and 3 (3.1-3.4)
This episode gives me the opportunity to be of service to my cooperating teacher

by helping him/her in designing and structuring the bulletin boards that will surely
help in making the classroom have a more conductive atmosphere for learning.
This will also give me more ideas on how to structure meaningful and relevant
bulletin boards.
 Design/structure classroom or instructional bulletin boards.

 Align the design and theme of the bulletin board with the lesson and
activities of the class.
 Use the bulletin board to enrich classroom instruction.
 Work well with cooperating teacher.

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To reach my goals, I need to do the following using the acronym.
B- Begin with a theme.
O- Organize ideas on what to place on the bulletin board.
A- Arrange your ideas in creative and artistic way.
R- Recreate ideas using illustrations, designs, figures and colors.
D- Design the classroom bulletin board.
BULLETIN BOARDS
These are primarily used to display important announcements, additional

information on a particular subject matter, things; students need to remember
like school policies and important dates. Teachers can also display a variety of
students’ work.
EFFECTIVE BULLETIN BOARDS:
 Challenge student to interact with it.

 Engage students in the learning process more effectively.
 Help students assimilate new learning according to their own pace.
 Reinforce leaning and encourages creativity and originality.
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A. Go around the different classrooms and list down the themes on the
different bulletin boards displayed in their classroom.





B. What are the things you need to construct a bulletin board display? Put
them here.
C. Research on “How to Design” a meaningful and relevant bulletin board.

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Observing the varied bulletin boards in my cooperating school, I noted the

following:
BEST FEATURES AREAS TO BE IMPROVED
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As a student teacher, I need to learn how to structure bulletin boards so that:



1. In designing my bulletin board the primary consideration is
A. Topic or subject matter
B. Availability of the materials
C. Design and artistic appeal
D. Age of the students
2. What is the pain purpose of bulletin boards in the classroom?

I. To serve as decoration
II. To strengthen subject matter understanding
III. To remind students of important announcements
A. I only
B. I and II
C. II and III
D. I, II and III
3. What is the essential characteristic of an effective bulletin board?

A. Colorful
B. Relevant
C. Decorative
D. Interesting

Records, etc.)
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5 4 3 2 1
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
Learning Episode 11
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Familiarizing Myself with the

Different School Forms
NCBTS Domain 7 Strand 7.1 and 7.2; LET-TOS
No. 1 (1.3, 1.4, 1.5 and 1.7) and 2 (2.1 and 2.5)
As a student intern, this episode will familiarize me with the different school
forms that I need to know so that when I am already in the field, I will be able to
accomplish them properly, accurately and legibly.
 Identify all the school forms.

 Read all the instructions for me to know how to accomplish them.
 Give the importance of each school form.
 Secure a copy of each form.

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Ask my Cooperating Teacher

Make a list of all these forms
regarding important forms
and their purposes.
and documents of the school.
1 2
Study how thee important

Research and read the other
forms and documents are
DepEd forms.
accomplished.
3 4
As a future teacher, I need to know and accomplish the various school forms
properly, accurately and legibly. It is expected that I am able to follow the Revised
Guidelines on the Preparation and Checking of DepEd Forms
(Div. Memo. No. 29 s.2013).
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A. Ask my cooperating teacher regarding the required school forms of the

Department of Education. List down the school forms cited by my
Cooperating Teacher.
Importance of These School

List of School Forms
Forms
Others, please specify:

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B. Read the DepEd Order pertinent to various school forms. Print and paste
them properly on these pages.
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My Analysis
Why do I need to prepare the DepEd school forms properly, accurately and
legibly?
Going over the various school forms, I have learned that:

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Encircle the letter of the correct answer.
1. Which school form contains the vital information on enrolment and

attendance?
A. DepEd Form 137a
B. Form 18 a
C. School Register Form 1
D. DepEd Form 138
2. Which is the report card of the student?
A. Form 137
B. Form 138
C. Class Register
D. Class Record Sheet
3. Which is the permanent record of the student?
A. Class Record
B. Class Register
C. Form 137
D. Form 138
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Records, etc.)
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My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio

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Learning Episode 12
May I Help You?
NCBTS Domain 6 Strand 6.1; LET-TOS Nos. 1 (1.1-1.7)
This episode gives me the opportunity to help in non-teaching related duties. This
enables me to be of service to the other sectors of the school community. This
will also enable me to establish better rapport with the other members of the
school.
 Perform other non-teaching duties as required by my cooperating school.

 Work well with other personnel in the school community.
 Record observations and notes pertinent to the assigned episodes.
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I should do the following tasks:
W- Work well with other school personnel.
O- Offer yourself to assist in other non-teaching duties in your
Cooperating School.
R- Remember to follow all the instructions/directions.
K- Keep on tasks/on time.
Ancillary Services
These are the support services which are non-teaching duties rendered by the
student interns in my cooperating school.
Theses ancillary services may be rendered in the following places/school facilities

to help the other school personnel:
 School clinic
 Library
 Guidance office
 Principal’s office
 School canteen
 School cooperative
 Learning Resource Center
 Others, please specify:
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What services did I render in the following areas? (Cite the offices/departments
where your services were required).
Places/Offices Services Learning/Insights Gained
My Analysis
A. Doing other non-teaching services made me realize that:



B. These are the values/virtues I have developed/strengthened when I

rendered the ancillary services:



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After rendering my services in

(Name of Office or department)
I learned these skills:
I know that these will
After doing these activities, I felt
My Application (From Theory and Practice)
1. Emma is one of the student interns in MLB Academy. She is very computer
literate. Where can she utilize these skills in her cooperating school?
I. Encoding important documents
II. Preparing electronic materials
III. Preparing e-file in the offices
A. I only
B. I and II
C. II and III
D. I, II and III
2. Jacob is one of the interns in one of the public schools in the remote
barrios. He is very good in the arts. Where can he best utilize his skills?
A. Preparation of instructional materials
B. Designing bulletin boards
C. Illustrating things in the lessons
D. Volunteering as a school artist
3. Jared has training in First Aid application. In what areas can he volunteer in
the school?
A. Speech Laboratory
B. School Clinic
C. Guidance Office
D. Physical Education Department
Records, etc.)
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5 4 3 2 1
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Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
Learning Episode 13
Let’s Participate in School

Activities
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NCBTS Domain 2 Strand 2.3; LET-TOS Nos. 1 (1.2 and

1.5), 2 (2.1 and 2.4), 3 (3.1, 3.2, 3.4) and 4 (4.1)
Participating in the different school activities in my cooperating school will help

develop and strengthen my responsibility, resourcefulness, creativity, teamwork,
unity and cooperation with the different sectors of the school community. Giving
me all these opportunities will help me develop my personal and professional
competencies.
 Prepare materials needed for the school activity.

 Assist in school program and activities.
 Join my cooperating teacher and my class in school activities

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1. Get instructions on what to do in the school

activity.
2. Prepare for the tasks ahead of time.
3. Get the information/research on how to make the

activity more colorful/meaningful.
4. Ask help, when needed.
5. Participate in the tasks/activities well.

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There are different school activities that I need to join to develop my

resourcefulness, creativity, diligence and industry. These activities will also
strengthen the spirit of cooperation, teamwork, unity and cooperation. Some
schools have their own unique activities. These are some of the usual school
activities celebrated each month.
JUNE - School Opening
- Orientation Activities
- School Elections
JULY - Nutrition Month
- National Disaster and Preparedness Month
AUGUST - Buwan ng Wikang Pambansa
SEPTEMBER - Linggo ng Kasuotang Pilipino
- Clean and Green Month
OCTOBER - World Teachers’ Day
- United Nations Week
NOVEMBER - National Reading Month
- Book Week Celebration
DECEMBER - Education Week
- Christmas Celebration
JANUARY - National Cancer Consciousness Week
FEBRUARY - Valentine’s Celebration
- Philippine Arts Month
- National Dental/Oral Health Week
MARCH - Graduation/Moving Up Ceremonies
- Fire Prevention Month
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A. Complete the cyclical web to show the steps in preparing for the activity.
Title of the Activity:
Date:
Participants:
Materials Needed for the Activity:
Step 1
Step 5 Step 2
Step 4 Step 5
My Analysis
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Why do we need to participate in the school’s activity?

I need to join/participate in the school activities because
How did I feel?

 Before the activity
 After the activity
After the activity, I learned that:




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1. Which activity promotes the love of the Filipino language in school?
A. Buwan ng mga Puso
B. Buwan ng Wika
C. Buwan ng mga Aklat
D. Buwan ng mga Nagkakaisang Bansa
2. To instill the importance of the right kind and amount of food among
children, what school activity must you plan?
A. Nutrition Month Celebration
B. United Nations Week Celebration
C. Literacy Week
D. Valentine’s Day Celebration
3. To instill cost-saving devices, what must you do, while preparing materials
for the school activity?
A. Get sponsors.
B. Collect from your class.
C. Use less materials and props.
D. Use indigenous materials.

Records, etc.)
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5 4 3 2 1
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
Learning Episode 14
My First Classroom
Demonstration Lesson
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NCBTS Domain 7 Strand 7.1 and 7.3; LET-TOS Nos. 1

(1.1-1.7), 2 (2.1-2.7), 3 (3.1-3.4) and 4 (4.1-4.5)
This learning episode is the culmination of my practicum experience. This allows

me to showcase all the things I learned from my teacher education institution,
cooperating school, cooperating teacher and practicum supervisor. This will also
give me the opportunity to apply the theories I learned into practice.
 write my demonstration lesson plan

 prepare my instructional materials
 Demonstrate the lesson I prepared in my assigned class.
To prepare for my demonstration lesson, I must accomplish the following

episodes:
Have a pre- Have in post-

conference Write my Prepare my conference with
Implement
with my lesson instructional the cooperating
the plan. teacher/practicum
cooperating plan. materials.
supervisor
teacher.
TIPS FOR YOUR DEMONSTRATION LESSON

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 Make sure that your lesson plan has been approved by your cooperating
teacher.
 Ask your cooperating teacher if there are some guidelines you need to
follow.
 Prepare all the needed materials days before your scheduled
demonstration.
 Provide copies of your lesson plan preferably with a cover sheet or folder.
 Rehearse your lesson. Take note of the time and the way you have to move.
 Learning your students’ name is very important.
 Prepare for some unexpected incidents-discipline problems, technical
difficulties, and the like.
 Make certain that your activities are varied so as to have an engaged and
lively classroom discussion.
A. Complete the episode matrix to help you in preparing your lesson plan.
What are your objectives?

Remember:
 Make the objectives SMART
 Use behavioral terms
 Include the three (3) domains:
- Cognitive
- Affective
- Psychomotor
What is your content?

(Subject Matter)
Remember:
 Scope of the lesson
 Sequencing the lesson
 Time allotment
 Resources needed
What methods/procedures
should you employ?
Remember:
 Methods to use
 Strategies to employ
 Activities for the different types
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B. Go to the library and research on your topic. Have a pre-conference with

your cooperating teacher. Write your outline and ideas here.
My Analysis
1. What went well in my lesson? Why?

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2. What did not go well? Why?
3. What did my students learn?
4. What did I learn about planning?
5. What did I learn about teaching?
6. What improvements will I make to be more effective in my class?
A. After the demonstration lesson, I felt

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B. After my demonstration, I realized that
C. These are the things that i learned from my learners:
How do I rate my demonstration?
Outstanding Very Satisfactory Satisfactory
Fair Needs Improvement
Explain your rating:

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1. In preparing your demonstration lesson plans, you must consider that the
objectives must be stated in specific, measurable, attainable, realistic and
time-bound manner. Which among these objectives will develop higher
order thinking skills?
A. Identify the nouns in the sentences.
B. Give examples of nouns.
C. Use nouns in sentences.
D. Differentiate nouns from pronouns.
2. What will you consider first when preparing your lesson plan?
A. The learners
B. The objectives
C. The outcomes
D. The methods/strategies
3. Your cooperating teacher conducted a pre-conference before your

demonstration lesson. She noted that you need to improve on your
teaching strategies. What should you do?
I. Ask help from your peers.
II. Consult other experts in the field.
III. Research on some strategies.
A. I only
B. I and II
C. II and III
D. I, II and III

Records, etc.)
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5 4 3 2 1
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
Learning Episode 15
Accomplish Exit Forms

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NCBTS Domain 1 Strand 1.1 and 1.2; LET-TOS Nos. 1 (1.1-1.7)
This episode allows me to prepare all the forms and other things I need to
accomplish before I leave my cooperating school. This will allow me to have a
gracious exit and to be able to submit all the requirements I need to submit to my
 Confer with the cooperating teacher regarding the forms and other
requirements to be submitted.
 Prepare all the exit forms/requirements needed before leaving my
cooperating school.
My Map (Learning Episodes Directions)

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Cooperating
School
Confer with the Cooperating teacher regarding the

documents I need to submit.
Prepare all the documents required.
Submit all the requirements and forms needed.
Have the clearance signed by the designated authority.
Extend gratitude and appreciation to the cooperating

Principal, Cooperating Teacher and other school personnel.
Give the Certificate of Appreciation to the school’s

Cooperating Principal and Cooperating Teacher.

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It is but fitting and proper to leave the cooperating school by submitting all the
requirements/forms needed after the successful, meaningful and rewarding
practicum experiences. These are some of the forms/documents you need to
accomplish:
 Narrative Report
 Requirements assigned by the cooperating teacher
 Instructional materials required by the teacher
 Other requirements given by the Cooperating School
A. List down the forms/documents required by your cooperating teacher.
Forms /Documents Required Action(s) Taken
My Analysis
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Why do I need to accomplish all these episodes/requirements?





A. How did I feel after rendering ________ in my cooperating school?

(No. of hours)
B. What knowledge, skills and values did I gain?
Knowledge Skills Values

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1. Why do I need to submit all the required episodes before leaving my

cooperating school?
A. To thresh out matters with my cooperating teacher
B. To leave the cooperating school with a clean slate
C. To uphold your dignity as a future teacher
D. To maintain your image as a good student intern
2. What things do you need to settle before you leave any school?
I. Forms required by the school
II. Financial matters
III. Papers/and other requirements
A. I only
B. II only
C. III only
D. I, II and III
3. What article in the Professional Code of Ethics for Teachers best describes
this last learning episode?
A. The Teacher and the Community
B. The Teacher and the Profession
C. The Teacher and the Teaching Community
D. The Teacher and the Learner

Records, etc.)
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Photocopy the clearance that your Cooperating Teacher has signed to

show that you were cleared from any responsibility from your
cooperating school. Paste the clearance on this page.

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5 4 3 2 1
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
General Reflection After My Demonstration
Complete the matrix by checking the areas you need to improve on:
P a g e | 123
Goals/Objectives
Learning Environment
Improve Methods
Instructional Material
Modes of assessment
Others pls. specify
Knowledge
Enrich Skills
Others pls. specify
New approaches
Instructional materials
Experiment Differentiated activities
Others, pls. specify
Attitudes
Modify Expectations
Others pls. specify
New subject matter

Learn Varied learning styles of learners
New innovations
Current issues
Others, (pls. specify)
Rubrics for My Performance in the Learning Episodes (How I shall rated?)

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Your practice teaching handbook and portfolio shall be assessed using the
following scale:
Rate Scale Equivalent Verbal Description

Teaching performance is
5 Outstanding consistently superior to the set
standards.
4 Exceeds expectations consistently above the set
standards.
3 Meets expectation consistently meets the set
standards.
Teaching performance does not
2 Needs Improvement consistently meet the set
standards. Extra effort is needed to
improve the skills.
1 Unacceptable performance inadequate to the set standards.
The Learning Episode vis-à-vis The NCBTS Domains and LET TOS
NCBTS Domains
What Lies Ahead? NCBTS Domain 1 Strand 1.1;
1
LET-TOS No. 1 (1.1, 1.2 and 1.7)
Meeting My Cooperating Teacher NCBTS Domain 7 Strand 7.1;
2
LET-TOS No. 1 (1.1, 1.2, 1.3, 1.6, 1.7)
My Learning Environment, My NCBTS Domain 2 Strand 2.1-2.5;
3
Second Home LET-TOS No. 1 (1.5) and 3 (3.4)
Meeting My Learners NCBTS Domain 3 Strand 3.1;
4
LET-TOS Nos. 2 (2.5) and 3 (3.1-3.4)
Establishing Classroom Routines NCBTS Domain 4 Strand 4.3; LET-TOS
5 and Procedures Nos. 1
(1.3 and 1.4), (2.1) and 3 (3.2 and 3.4)
My Journey Begins With The First NCBTS Domain 4 Strand 4.1, 4.4, 4.5 and
Step (My First Activity) 4.7;
6
LET-TOS Nos. 2 (2.1, 2.3, 2.4 and 2.6)
and 3 (3.1-3.4)
Writing My First Lesson Plan NCBTS Domain 5 Strand 5.1 and 5.3;
LET-TOS Nos. 1
7
(1.5, 1.7), 2 (2.1-2.7), 3 (3.1-3.4), 4 (4.1-
4.5)
8 Preparing my IM’s ( Instructional NCBTS Domain 4 Strand 4.4;
Materials) LET-TOS Nos. 2 (2.1 and 2.5) and 3 (3.1,
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3.2 and 3.4)

My First Assessment Tool NCBTS Domain 5 Strand 5.2;
9
LET-TOS Nos. 4 (4.1-4.5)
Designing Classroom Bulletin NCBTS Domain 4 Strand 4.4;
10 Boards LET-TOS No. 2 (2.1, 2.3, 2.6 and 2.7) and
3 (3.1-3.4)
Familiarizing Myself with the NCBTS Domain 7 Strand 7.1 and 7.2;
Different School Forms LET-TOS
11
No. 1 (1.3, 1.4, 1.5 and 1.7) and 2 (2.1
and 2.5)
May I Help You? NCBTS Domain 6 Strand 6.1; LET-TOS
12
Nos. 1 (1.1-1.7)
Let’s Participate in School NCBTS Domain 2 Strand 2.3; LET-TOS
Activities Nos. 1 (1.2 and
13
1.5), 2 (2.1 and 2.4), 3 (3.1, 3.2, 3.4) and
4 (4.1)
My First Classroom NCBTS Domain 7 Strand 7.1 and 7.3;
Demonstration Lesson LET-TOS Nos. 1
14
(1.1-1.7), 2 (2.1-2.7), 3 (3.1-3.4) and 4
(4.1-4.5)
Accomplishing Exit Forms NCBTS Domain 1 Strand 1.1 and 1.2;
15
LET-TOS Nos. 1 (1.1-1.7)
What insights/learning I have gained in the 7 domains of

National Competency-Based Teacher Standards?
Domains Insights/Learnings Gained
1. Social Regard for

Learning
2. The Learning
Environment
3. Diversity of Learners
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4. The Curriculum
5. Planning, Assessing,
Reporting
6. Community Linkages
7. Personal Growth and

Professional
Development
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Planning for Practice Teaching Activities
Semester
Months Activities
Student Intern
Cooperating Teacher
P a g e | 128
Appendices
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Appendix A
Sample Lesson Critiquing Form for Practice Teaching
Student Intern:
Year / Course:
Grade / Year Level: Subject Taught:
Date and Time of Lesson:
Type of Lesson Observed:
Announced Observation
Unannounced Observation
Demonstration Lesson
Lesson Plan
Attainment of Objectives
Classroom Management
Art of Questioning
Preparation of Instructional Materials
Mode of Evaluation
Appendix B
Pre-Service Teacher’s Actual Teaching Checklist
Name of Mentee: Name of Mentor:

Subject Taught: Date: Time:
School:
Not
Observed Remarks
Observed
I. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed
B. The teacher is free from mannerisms that
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tend to disturb the student’s attention

C. The teacher’s personality is strong enough to
command respect and attention
D. The teacher shows dynamism and enthusiasm
E. The teacher has well-modulated voice
II. LESSON PLANNING
A. Lesson is well prepared
B. There is congruence between:
1. Objective and subject matter
2. Objective and teaching procedure
3. Objective and formative test
4. Objective and assignment
III. CONTENT
The teacher:
A. Demonstrates in depth knowledge of the
subject matter
B. Is able to relate lessons to actual life
situations
C. Keeps abreast of new ideas and
understanding in the field
D. Gives sufficient and concrete examples to
create meaningful learning experiences
IV. TEACHING METHODS
A. Method’s used was/were suited to the needs
and capabilities of the students.
B. The teacher was creative enough to adapt
his/her method to the student’s capabilities
C. Instructional materials were used to illustrate
the lesson
D. The teacher made effective use of the
formative test results during teaching
V. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Assignment/homework/agreement
3. Practice exercises
4. Group work/projects
5. Passing in and out of the room
6. Correcting, distributing, and collecting paper
B. Order and discipline were present in the
classroom
C. Instructional materials were within easy reach
of the teacher during his/her teaching
VI. QUESTIONING SKILLS
The teacher’s questioning skill such as the following
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stimulates discussion in different ways:

1. Probing for learner’s understanding
2. Helping students articulate their ideas and
thinking process
3. Promoting risk-taking and problem solving
4. Facilitating factual recall
5. Encouraging convergent and divergent
thinking
6. Stimulation curiosity
7. Helping students to ask questions
Appendix C
Pre-Service Teacher’s Actual Teaching Observation and Rating Sheet

(For use of College Supervisor, Cooperating Teacher, Peer, and the Student Intern)
Name of Mentee: Name of Mentor:

Subject Taught: Date: Time:
School:
Legend: 4-Outstanding, 3-Very Satisfactory, 2-Fair, 1-Needs Improvement
4 3 2 1
J. TEACHER’S PERSONALITY
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F. The teacher is neat and well-groomed

G. The teacher is free from mannerisms that tend to
disturb the student’s attention
H. The teacher’s personality is strong enough to
command respect and attention
I. The teacher shows dynamism and enthusiasm
J. The teacher has well-modulated voice
II. LESSON PLANNING
C. Lesson is well prepared
D. There is congruence between:
5. Objective and subject matter
6. Objective and teaching procedure
7. Objective and formative test
8. Objective and assignment
VII. CONTENT
The teacher:
E. Demonstrates in depth knowledge of the subject
matter
F. Is able to relate lessons to actual life situations
G. Keeps abreast of new ideas and understanding in
the field
H. Gives sufficient and concrete examples to create
meaningful learning experiences
VIII. TEACHING METHODS
E. Method’s used was/were suited to the needs and
capabilities of the students.
F. The teacher was creative enough to adapt
his/her method to the student’s capabilities
G. Instructional materials were used to illustrate the
lesson
H. The teacher made effective use of the formative
test results during teaching
IX. CLASSROOM MANAGEMENT
D. The teacher had a systematic way of checking:
7. Attendance
8. Assignment/homework/agreement
9. Practice exercises
10.Group work/projects
11.Passing in and out of the room
12.Correcting, distributing, and collecting paper
E. Order and discipline were present in the
classroom
F. Instructional materials were within easy reach of
the teacher during his/her teaching
X. QUESTIONING SKILLS
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The teacher’s questioning skill such as the following

stimulates discussion in different ways:
8. Probing for learner’s understanding
9. Helping students articulate their ideas and
thinking process
10.Promoting risk-taking and problem solving
11.Facilitating factual recall
12.Encouraging convergent and divergent thinking
13.Stimulation curiosity
14.Helping students to ask questions
Appendix D
NATIONAL COMPETENCY-BASED TEACHER STANDARDS
Domain 1
Social Regard for Learning
 Acts as a positive role model for students
Domain 7 Domain 2
Personal Growth and The Learning Environment
Professional Development
 Creates an environment
 Takes pride in the nobility Statement of Principle that promotes fairness
of teaching as a  Makes the physical
profession ‘Teachers in all Philippine environment safe and
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Domain 3
Domain 6
Diversity of Learners
Community Linkages
 Is familiar with learner’s
 Establishes learning
background knowledge
environments that
and experiences
respond to the aspirations
 Demonstrates concern for
of the community
holistic development of
learners
Domain 5 Domain 4
Planning, Assessing and Reporting Curriculum
 Communicates promptly and clearly to learners,  Demonstrates mastery of the subject

parents and superiors about the progress of  Communicates clear learning goals for the lessons
learners that are appropriate for learners
 Develops and uses a variety of appropriate  Makes good use of allotted instructional time
assessment strategies to monitor and evaluate  Selects teaching methods, learning activities, and
learning instructional materials or resources appropriate
 Monitors regularly and provides feedback on in learners and aligned to the objectives of the
learners’ understanding of content lesson.
Appendix E
Practice Teaching Evaluation Form
(For Student Interns)
A. Respondents Profile
Instructions: Kindly supply the data asked for and mark the appropriate
information on the blank provided for. Your answers will be highly
appreciated.
Name
SURNAME GIVEN NAME MAIDEN/MIDDLE
Name/Address of Cooperating School

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Type of School: Private Sectarian Private Non-Sectarian Public

Age
19 21 over 22
20 22
Year Graduated
1980 – 1985 1991 – 1995 2001 – 2005
1986 – 1990 1996 – 2000 2006 – 2010
Others please specify:
Grade/Year Level/Taught
Pre-School High School
Elementary Special Education
Others please specify:
Subjects Taught
Filipino All subjects in Pre-elementary
English Others (pls. specify)
Science
Math
Makabayan
Number of Hours Rendered
100 hours
150 hours
Over 150 hours
B. Practicum Experiences
Instructions: The purpose of this evaluation is to gain feedback regarding the
quality of your practicum experience. The concerns noted will initiate corrective
actions to improve the quality of the practice teaching. Your honest answers to
this questionnaire will be highly appreciated. Please rate the items using the given
scale.
5- Excellent 4- Very Good 3- Good 2- Fair 1- Needs Improvement
5 4 3 2 1
Excellent Very Good Fair Needs
Good Improve-
ment
Orientation Activities
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1. Orientation of the student interns

by the practicum supervisor on
Practice Teaching
2. Orientation of the student interns
with the Cooperating Principal
3. Orientation of the Student Interns
by the Cooperating Teacher
4. Familiarization of the student
interns with school
facilities/equipment
5. Orientation on the school rules and
policies
6. Familiarization of required
practicum student forms
7. Practicum experiences of the
student interns
8. Consultation time with the
cooperating teachers
9. Assistance in writing lesson plans
10.Providing feedbacks on the student
intern’s competencies
11.Meeting with the cooperating
teachers on scheduled basis
12.Giving instructions on classroom
routines
13.Providing assistance in making
instructional materials
14.Giving instructions in checking
papers and other assigned tasks
Rapport with the School Community
15.Rapport with school administrators
16.Rapport with cooperating teachers
17.Rapport with students/pupils
18.Rapport with parents
19.Rapport with non-teaching
personnel
Practicum Site
20.Accessibility of the practicum site
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21.Safety and security of the practicum

site
Auxiliary Services
22.Quality of auxiliary services
rendered
Activities of the Students
23.Preparation of daily lesson
24.Participation in school activities in
the practicum site
25.Preparation of instructional
materials
26.Conducting of demonstration
lessons
27.Assistance in classroom routines
28.Structuring of bulletin boards
29.Preparation of seatwork’s
30.Preparation of quizzes
31.Preparation of other required
activities
32.Others (pls. specify)
Suggestions/Recommendations
Problem Encountered
Appendix F
Proposed Procedure on How to Obtain the Final Grade in Practice Teaching
1. Portfolio 40%
2. Actual Teaching - On Campus 20%
Off Campus 20%
3. Attendance/Participation 20%
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Appendix G
School Forms Used
This section includes forms which are required for use during the practice
teaching and those that are recommended for successful teaching experience. Put
samples of the school forms you were required to accomplish in your cooperating
school.
P a g e | 139
Appendix H
Sample Clearance Form
Date
Dear
Practicum Supervisor
This is to inform you that is

Name of Student Intern
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Appendix I
Sample Excuse Letter
(Date)
Dear
(Cooperating Teacher/Practicum Supervisor)
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Appendix J
Sample Application Letter
(Date)
Indicate the name of Principal/Directress/Head of the School
Dear
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Appendix K
Sample Format for Curriculum Vitae
Name:
Address:
Residence Phone:
Email:
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Career Objectives:
Personal Information:
Trainings / Seminars / Workshop Attended

Date Title of Seminar/Training Sponsoring Organization Venue
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Employment History / Work Experience

Inclusive Dates School / Company Position
Professional Affiliations
Organization Nature of Participation Date Of Membership
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References
Appendix L
Revised Bloom’s Taxonomy of Objectives
Original Terms New Terms

 Evaluation Creating
 Synthesis Evaluating
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 Analysis Analyzing
 Application Applying
 Comprehension Understanding
 Knowledge Remembering
BLOOM’S REVISED TAXONOMY

Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
Revised Bloom’s Taxonomy of Objec

Revised Bloom’s
Teacher’s Role Student Role
Taxonomy of Objectives
Remembering Directs Responds
Tells Absorbs
Recalling information, Shows Remembers
recognizing, listing, Examines Recognizes
describing, retrieving, Questions Memorizes
naming, finding Evaluates Defines
Describes
Retells
Passive recipient
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Understanding Demonstrates Explains

Listens Describes
Explaining ideas or Questions Outlines
concepts interpreting, Compares Restates
summarizing, Contrasts Translates
paraphrasing, classifying, Examines Demonstrates
explaining Interprets
Active participant
Applying Shows Solves problems

Facilitates Demonstrates use of
Using information in Observes knowledge
another familiar situation, Evaluates Calculates
implementing, carrying Organizes Compiles
out, using, executing Questions Completes
Illustrates
Constructs
Active recipient
Analyzing Probes Discusses

Guides Uncovers
Breaking information into Observes Argues
parts to explore Evaluates Debates
understandings and Acts as a resource Thinks deeply
relationships Questions Tests
Comparing, organizing, Organizes Examines
deconstructing, Dissects Questions
interrogating, finding Calculates
Investigate
Inquires
Active participant
Evaluating Clarifies Judges

Accepts Disputes
Justifying a decision or Guides Compares
course of action Facilitates Critiques
checking, hypothesizing, Questions
critiquing, experimenting, Argues
judging Assesses
Decides
Selects
Justifies
Active participant
Creating Extends Designs

Reflects Formulates
Generating new ideas,
P a g e | 148
products, or ways of Analyzes Plans

viewing things Evaluates Takes risks
designing, constructing, Modifies
planning, producing, Creates
inventing Proposes
Active participant
Revised Bloom’s
Verbs to use in stating Behavioral Terms
Remembering List Write
Memorize Outline
Relate Listen
Show Group
Locate Choose
Distinguish Recite
Give example Review
Reproduce Quote
Quote Record
Repeat Match
Label Select
Recall Underline
Know Cite
Group Sort
Read
Understanding Restate Describe
Identify Report
Discuss Recognize
Retell Review
Research Observe
Annotate Outline
Translate Account for
Give examples of Interpret
Paraphrase Give main idea
Reorganize Estimate
Associate Define
Applying Translate Change

Manipulate Compute
Exhibit Sequence
Illustrate Show
Calculate Solve
Interpret Collect
P a g e | 149
Make Demonstrate
Practice Dramatize
Apply Construct
Operate Use
Interview Adapt
Paint Draw
Analyzing Distinguish Compare

Question Contrast
Appraise Survey
Experiment Detect
Inspect Group
Examine Order
Probe Sequence
Separate Test
Inquire Debate
Arrange Analyze
Investigate Diagram
Sift Relate
Research Dissect
Calculate Categorize
Criticize Discriminate
Evaluating Judge Choose

Rate Conclude
Predict Deduce
Assess Debate
Justify

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Revised Bloom’s
Verbs to use in stating Behavioral Terms
Creating  Score  Recommend
 Revise  Discriminate
 Infer  Appraise
 Determine  Value
 Prioritize  Probe
 Tell why  Argue
 Compare  Decide
 Evaluate  Criticize
 Defend  Rank
 Select  Reject
 Measure  Imagine
 Compose  Generate
 Assemble  Formulate
 Organize  Improve
 Invent  Act
 Compile  Predict
 Forecast  Produce
 Devise  Blend
 Propose  Set up
 Construct  Devise
 Plan  Concoct
 Prepare  Compile
 Develop
 Originate
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Revised Bloom’s Taxonomy Questions
Revised Bloom’s Taxonomy of Questions

Objectives
 What happened after…?
 How many…?
 What is…?
 Who was it that…?
Remembering  Can you name…?
 Find the definition of...
 Describe what happened after…
 Who spoke to…?
 Which is true or false…?
 Can you explain why…?
 Can you write in your own words?
 How would you explain…?
 Can you write a brief outline…?
 What do you think could have
happened next…?
Understanding
 Who do you think…?
 What was the main idea…?
 Can you clarify..?
 Can you illustrate…?
 Does everyone act in the way that
….. does?
 Do you know of another instance
where…?
 Can you group by characteristics
such as…?
 Which factors would you change
Applying
if…?
 What questions would you ask of…?
 From the information given, can you
develop a set of instructions
about…?
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Revised Bloom’s Taxonomy Questions
Revised Bloom’s Taxonomy of

Questions
Objectives
Analyzing  Which events could not have
happened?
 If… happened, what might the ending
have been?
 How is…similar to…?
 What do you see as other possible
outcomes?
 Why did…changes occur?
 Can you explain what must have
happened when…?
 Can you distinguish between…?
 What were some of the motives
behind…?
 What was the turning point?
 What was the problem with…?
Evaluating  is there a better solution to…?
 Judge the value of.. what do you think
about…?
 Can you defend your position about…?
 Do you think…is a good or bad thing?
 How would you have handled…?
 What changes to.. would you
recommend?
 Do you believe…? How would you feel
it..?
 How effective are..?
 What are the consequences..?
 What influence will…have on our lives?
 What are the pros and cons of…?
 Why is…of value?
 What are the alternatives?
 Who will gain and who will lose?
P a g e | 153
Creating  can you design a…to…?

 Can you see a possible solution to…?
 If you had access to all resources, how
would you deal with…?
 Why don’t you devise your own way
to…?
 What would happen if…?
 How many ways can you…?
 Can you create new and unusual uses
for…?
 Can you develop a proposal which
would…?
Appendix M
Republic of the Philippines

PROFESSIONAL REGULATION COMMISSSION
Manila
BOARD FOR PROFESSIONAL TEACHERS
CODE OF ETHICS
FOR
PROFESSIONAL TEACHERS
Resolution No. 435

Series of 1997
Pursuant to the provisions of Paragraph (e), Article II, of R.A. No. 7836,
otherwise known as the “Philippines Teachers Professionalization Act of 1994”
and Paragraph (a), Section 6, P.D. No. 223, as amended, the Board for
Professional Teachers hereby adopts and promulgates the following “Code of
Ethics for Professional Teachers”.
PREAMBLE
Teachers are duly licensed professionals who possess dignity and
reputation with high moral values as well as technical and professional
competence. In the practice of their noble profession, they strictly adhere to,
P a g e | 154
observe, and practice this set of ethical and moral principles, standard, and
values.
ARTICLE I
SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provides that all educational
institutions shall offer quality education for all Filipino citizens, a vision that
requires professionally competent teachers committed to its full realization. The
provisions of this Code shall apply, therefore to all teachers in all schools in the
Philippines.
Section 2. This Code covers all public all private school teachers in all
educational institutions at the preschool, primary, elementary, and secondary
levels whether academic, vocational, special, technical, or non-formal. The term
“teacher” shall include industrial art or vocational teachers and all other persons
performing supervisory and/or administrative functions in all schools at the
aforesaid levels, whether on full-time or part-time basis.
ARTICLE II
THE TEACHER AND THE STATE
Section 1. The schools are the nurseries of the citizens of the state. Each
teacher is a trustee of the cultural and educational heritage of the nation and is
under obligation to transmit to learners such heritage as well as to elevate
national morality, promote national pride, cultivate love of country, instill
allegiance to the Constitution and respect for all duly constituted authorities, and
promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared
policies of the state and shall take an oath to this effect.
Section 3. In the interest of the State of the Filipino people as much as of his own,
every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize full commitment and
devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious,
or other partisan interest, and shall not, directly, or indirectly, solicit, require,
collect, or receive any money, service, other valuable material from any person or
entity for such purposes.
Section 6. Every teacher shall vote and exercise all other constitutional rights and
responsibilities.
Section 7. A teacher shall not use his position or official authority of influence to
coerce any other person to follow any political course of action.
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Section 8. Every teacher shall enjoy academic freedom and shall have the
privilege of sharing the product of his researches and investigations, provided
that, if the results are inimical to the declared policy of the State, they shall be
drawn to the proper authorities for the appropriate remedial action.
ARTICLE III
THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the
youth; he shall, therefore, render the best services by providing an environment
conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively
participate in community movements for moral, social, educational, economic
and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which
purpose he shall behave with honor and dignity at all times and refrains from
activities such as gambling, smoking, drunkenness and other excesses, much less
illicit relations.
Section 4. Every teacher shall help the school keep the people in the community,
and shall; therefore, study and understand local customs and traditions in order
to have a sympathetic attitude, therefore, refrain from disparaging the
community.
Section 5. Every teacher shall help the school keep the people in the community
informed about the school’s work and accomplishments as well as its needs and
problems.
Section 6. Every teacher is an intellectual leader in the community, especially in
the barangay, and shall welcome the opportunity to provide such leadership
when needed, to extend counseling services, as appropriate, and to actively be
involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and the pleasant personal and
official relations with other professionals with government officials, and with the
people individually or collectively.
Section 8. A teacher possesses freedom to attend church and worship, as
appropriate, but shall not use his position and influence to proselyte others.
ARTICLE IV
THE TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively help insure that teaching is the noblest
profession, and shall manifest genuine enthusiasm and pride in teaching as a noble
calling.
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Section 2. Every teacher shall uphold the highest possible standards of quality
education, shall make the best preparation for the career of teaching, and shall be
at the best at all times in the practice of his profession.
Section 3. Every teacher shall participate in the continuing professional education
(CPE) program of the Professional Regulation Commission, an shall pursue such
other studies as will improve his efficiency, enhance the prestige of the profession,
and strengthen his competence virtues, and productivity in order to be nationally
and internationally competitive.
Section 4. Every teacher shall help, if duty authorized to seek support for the
school, but shall not make improper misrepresentations through personal
advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes
it a dignified means for earning a decent living.
ARTICLE V
THE TEACHER AND THE TEACHING COMMUNITY
Section 1. Teachers shall, at all times, be imbued with the spirit of professional
loyalty, mutual confidence, and faith in one another, self-sacrifice for the
common good and full cooperation with colleagues. When the best interest of the
learners, the school, or the profession is at stake in any controversy, teachers
shall support one another.
Section 2. A teacher is not entitled to claim to claim for work not of his own, and
shall give due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize and leave to his
successor such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning
associates and the school, and shall not divulge to anyone documents which have
not yet been officially released, or removed records from the files without official
permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for
what may appear to be an unprofessional and unethical conduct of any associate.
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This may be done only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism
against an associate, preferably in writing, without violating any right of the
individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified,
provided that he suspects the system of the selection on the basis of merit and
competence, opportunity to be considered.
ARTICLE VI
THE TEACHER AND HIGHER AUTHORITIES
IN THE PHILIPPINES
Section 1. A teacher shall make it his duty to make an honest effort to understand
and support the legitimate policies of the school and the administration
regardless of professional feeling or private opinion and shall faithfully carry them
out.
Section 2. A teacher shall not make any false accusation or charges against
superiors, especially under anonymity. However, if there are valid charges, he
should present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except
when special conditions warrant a different procedure, such as when reforms are
advocated but are opposed by the immediate superior, in which case the teacher
shall appeal directly to the appropriate higher authority.
Section 4. A teacher, individually or as part of a group, has a right to seek redress
against injustice and discrimination and to the extent possible, shall raise his
grievances within democratic processes. In doing so, he shall avoid jeopardizing
the interest and welfare of learners, whose right to learn must be respected.
Section 5. A teacher has a right to invoke the principle that the appointments,
promotions, and transfers of teachers are made only on the basis of merit and
need in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to
live up to his contract, assuming full knowledge of the employment terms and
conditions.
ARTICLE VII
SCHOOL OFFICIALS, TEACHERS AND
OTHER PERSONNEL
Section 1. School officials shall at all times show professional courtesy,
helpfulness and sympathy towards teachers and other personnel, such practices
being standards of effective school supervision, dignified administration,
responsible leadership and enlightened direction.
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Section 2. School officials, teachers and other school personnel shall consider it
their cooperative responsibility to formulate policies or introduce important
changes in the system at all levels.
Section 3. School officials shall encourage and attend to the professional growth
of all teachers under them such as recommending them for promotion, giving
them due recognition for meritorious performance, and allowing them to
participate in conferences and training programs.
Section 4. No school official shall dismiss or recommend for dismissal a teacher or
other subordinates except for cause.
Section 5. School authorities concerned shall ensure that public school teachers
are employed in accordance with pertinent civil service rules, and private school
teachers are issued contracts specifying the terms and conditions of their work,
provided that they are given, if qualified, subsequent permanent tenure, in
accordance with existing laws and provided, further that they are duly registered
and licensed professional teachers.
ARTICLE VIII
THE TEACHER AND LEARNERS
Section 1. A teacher has the right and duty to determine the academic marks and
the promotion of learners in the subjects they handle. Such determination shall
be in accordance with generally accepted producers of evaluation and
measurement. In case of any complaint, teachers concerned shall immediately
take appropriate action, observing the process.
Section 2. A teacher shall recognize that the interest and welfare of earners are
his first and foremost concern, and shall handle each learner justify and
impartially.
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Section 3. Under no circumstance shall the teacher be prejudiced nor

discriminatory against any learner.
Section 4. A teacher shall not accept favor or gifts from learners, their parents or
others in their behalf in exchange for requested concessions, especially if
undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration
from tutorials other than what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work on merit and
qualify of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop
between teacher and learner, the teacher shall exercise utmost professional
discretion to avoid scandal, gossip, and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners
nor make deductions from their scholastic ratings as a punishment for acts which
are clearly not manifestations of poor scholarship.
Section 9. A teacher shall ensure that conditions contributive to the maximum
development of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problem and difficulties.
ARTICLE IX
THE TEACHER AND PARENTS
Section 1. A teacher shall establish and maintain cordial relations with parents,
and shall conduct himself to merit their confidence and respect.
Section 2. A teacher shall inform parents, through proper authorities, of the
progress or deficiencies of learners under him, exercising utmost candor and tact
in pointing out learners’ deficiencies in seeking parent’s cooperation for the
proper guidance and improvement of learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and
understanding, and shall discourage unfair criticism.
ARTICLE X
THE TEACHER AND BUSINESS
Section 1. A teacher has a right to engage, directly or indirectly in legitimate
incoming generation, provided that it does not relate to or adversely affect his
work.
Section 2. A teacher shall maintain a good reputation with respect to financial
matters such as in the settlement of his debts, loans and other financial affairs.
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Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially

interested in, any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official
influence, except only when his assignment is inherently related to such purchase
and disposal, provided that such shall be in accordance with existing regulations.
ARTICLE XI
THE TEACHER AS A PERSON
Section 1. A teacher shall live with dignity in all places at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline as
the principle of the personal behavior in all relationships with others and in all
situations.
Section 3. A teacher shall maintain at all times a dignified personality which could
server as model worthy of emulation by learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or Being as guide of
his own destiny and of the destinies of men and nations.
ARTICLE XII
DISCIPLINARY ACTION
Section 1. Any violation of any provision of this Code shall be sufficient ground for
the imposition against the erring teacher of disciplinary action consisting of
revocation of this Certificate of Registration and License as Professional Teacher,
suspension from the practice if the teaching profession, reprimand, or
cancellation or his temporary/special permit under causes specified in Sec. 23,
Article III or R.A No. 7836, and under Rule 31, Article VIII, of the Rules and
Regulations Implementing R.A No. 7836.
ARTICLE XIII
EFFECTIVITY
Section 1. This code shall be approved by the Professional Regulation Commission
and shall take effect sixty (60) days following its publication in the official Gazette
or any newspaper of general circulation, whichever is earlier.
Appendix N
Sexual Harassment Law

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Republic Act No. 7877 – An Act Declaring Sexual Harassment Unlawful in the
Employment, Education or Training Environment, and for Other Purposes
SECTION 1. Title – This Act shall be known as the “Anti-Sexual Harassment Act of
1995.”
SECTION 2. Declaration of Policy – The state shall value the dignity of every
individual, enhance the development of its human resources, guarantee full
respect for human rights, and uphold the dignity of workers, employees,
applicants for employment, students or those undergoing training, instruction or
education. Towards this end, all forms of sexual harassment in the employment,
education or training environment are hereby declared unlawful.
SECTION 3. Work, Education or Training-related Sexual Harassment Defined –

Work, education or training-related sexual harassment is committed by an
employer, employee, manager, supervisor, agent of the employee, manager,
supervisor, agent of the employer, teacher, instructor, professor, coach, trainor,
or any other person who, having authority, influence or moral ascendancy over
another in a work or training or education environment, demands, requests or
otherwise requires any sexual favor from other, regardless of whether the
demand, request for requirement for submission is accepted by the object of said
Act.
(a) In a work-related or employment environment, sexual harassment is

committed when:
(1) The sexual favor is made as a condition in the hiring or in the

employment, re-employment or continued employment of said
individual, or in granting said individual favorable compensation, terms,
condition, promotions, or privileges, or the refusal to grant the sexual
favor results in limiting, segregating or classifying the employee which in
any way would discriminate, deprive of diminish employment
opportunities or otherwise adversely affect said employee;
(2) The above acts would impair the employee’s rights or privileges under
existing labor laws; or
(3) The above acts would result in an intimidating hostile or offensive

environment for the employee.
(b) In an education or training environment, sexual harassment is committed:

P a g e | 162
(1) Against one who is under the care, custody or supervision of the
offender;
(2) Against one whose education, training, apprenticeship or tutorship is

entrusted to the offender;
(3) When the sexual favor is made a condition to the giving of a passing
grade, or the granting of honors and scholarships, or the payment of a
stipend, allowance or other benefits, privileges, or considerations; or
(4) When the sexual advances result in an intimidating, hostile or offensive

environment for the result, trainee or apprentice.
Any person who directs or induces another to commit any act of sexual
harassment as herein defined, or who cooperates in the commission thereof by
another, without which it would not have been committed, shall also be held
liable under this Act.
In the case of work-related environment, the committee shall be composed of at

least one (1) representative each from the management, the union, if any, the
employees from the supervisory rank, and from the rank and file employees.
In the case of the educational or training institution, the committee shall be

composed of at least one (1) representative from the administration, the trainors,
teachers, instructors, professors or coaches and students or trainees, as the case
may be.
The employer or head of office, educational or training institution shall

disseminate or post a copy of this Act for the information of all concerned.
SECTION 5. Liability of the Employer, Head of Office, Educational or Training

Institution. – The employer or head of office, educational or training institution
shall be solidarily liable for damages arising from the acts of sexual harassment
committed in the employment, education or training environment if the employer
or head of office, educational or training institution is informed of such acts by the
offended party and no immediate action is taken thereon.
SECTION 6. Independent Action for Damages. – Nothing in this Act shall preclude
the victim of work, education or training-related sexual harassment from
instituting a separate and independent action for damages and other affirmative
relief.
SECTION 7. Penalties. – Any person who violates the provisions of this Act shall,
upon conviction, be penalized by imprisonment of not less than one (1) month
P a g e | 163
nor more than six (6) months, or a fine of not less than Ten thousand pesos
(10,000) nor more than Twenty thousand pesos (20,000) or both such fine and
imprisonment at the discretion of the court.
Any action arising from the violation of the provisions of this Act shall prescribe in
three (3) years.
SECTION 8. Separability Clause. – All laws, decrees, orders, rules and regulations,
other issuances, or parts thereof inconsistent with the provisions of this Act are
hereby repealed or modified accordingly.
SECTION 10. Effectivity Clause. – This Act shall take effect fifteen (15) days after
its complete publication in at least two (2) national newspaper of general
circulation.
Approved: February 14, 1995
(Sgd.) FIDEL V. RAMOS
President of the Philippines

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Appendix O
Table of Specifications of General Education of the

Licensure Examination for teachers (LET)
Cluster/Subject/Competency Weight
ENGLISH 20%
1. English 1- Study and Thinking Skills 6%
1.1 Use English language correctly and appropriately 3%
1.2 Comprehend written text 3%
2. English 2- Writing in the discipline 5%
2.1 Use accurate, meaningful and
5%
appropriate language in written discourse
3. English 3- Speech and Oral Communication 3%
3.1 Use accurate, meaningful and appropriate
3%
Language in oral discourse
4. Literature 1- Philippine Literature 4%
4.1 Apply knowledge gained from local literary pieces 1%
4.2 Manifest comprehension to extract elements
1%
In major literary genres
4.3 Relate insights to given situations 2%
5. Literature 2- Master Works of the World 2%
5.1 Evaluate master works of the world 2%
FILIPINO 15%
1. Filipino 1- Komunikasyon sa Akademikong Filipino 6%
1.1 Nagagamit nang may lalong mataas na
Antas ng kasnayan at kahusayan ang 6%
Filipino sa akademikong larangan
2. Filipino 2- Pagbasa at Pagsulat tungo sa Pananaliksik 5%
2.1 Nababasa nang may wastong pag-unawa
6%
ang mga teksto sa iba’t-ibang disiplina
3. Filipino 3- Masining na Pagpapahayag 4%
3.1 Nagagamit nang may husay ang Filipino
2%
sa pag buo ng isang sulating pananaliksik
P a g e | 165
3.2 Nagagamit ang angkop na repertwal

(repertoire) ng wika sa pagpapahayag ng 2%
kaalaman, karanasan at saloobin
MATHEMATICS 20%
I. Math 1- Fundamentals of Math 7&
1. Use of four fundamental operations in problem
Solving involving:
1.1 Operations with whole numbers, decimals
fractions and integers
1.2 prime, composite, denominate numbers
1.3 prime factorization 4%
1.4 LCM, GCF
1.5 Divisibility rules
1.6 Ratio and Proportion
1.7 Percentage, Rate and Base
1.8 Measurement and unit of measure
1.8.1 Perimeter
1.8.2 Area
1.8.3 Volume 2%
1.8.4 Capacity
1.8.5 Weight
1.9 Convert units in the metric system 1%
2. Plane Geometry 5%
2.1 Show mastery of basic terms and concepts
in plane Geometry
2.1.1 lines and curves, perpendicular and parallel 3%
lines
2.1.2 angles, angle properties
2.1.3 special triangles and quadrilaterals
2.1.4 polygons
2.2 Solve problems involving basic terms and
concepts 2%
in plane geometry
3. Elementary Algebra 5%
3.1 Show mastery of basic terms and concepts in
3.1.2 Polynomials 3%
3.1.3 Linear Equations
3.1.4 Linear Inequalities
3.2 Solve, evaluate, and manipulate symbolic and
numerical problems in elementary algebra by
applying
fundamental rules, principles and processes 2%
4. Statistics and Probability 3%
4.1 Show mastery and knowledge of basic
terms and concepts in statistics and probability 1%
P a g e | 166
4.1.1 counting techniques

4.1.2 probability of an event
4.1.3 measure of central tendency
4.1.4 measure of variability
4.2 Solve, evaluate, manipulate symbolic and
numerical problems in statistics and probability
2%
by applying fundamental rules, principles and
processes
SCIENCE 20%
Biological Science (General Biology)
Physical Science (Earth Science)
1. Identify scientific traits and attitudes exhibited in
3%
various situations
2. Use scientific inquiry to investigate materials,
events and phenomena in the natural world
(designing experiments, collecting, organizing, 5%
analyzing and interpreting, data, making
conclusion and communicating results
3. Use scientific knowledge to explain natural
5%
phenomena and protect earth’s resources
4. Analyze advantages and disadvantages of
4%
different solutions to particular problems
5. Analyze the impact of technology on
3%
living and non-living things
SOCIAL SCIENCES 20%
1. Philippine Government New Constitution with Human Rights 3%
1.1 Demonstrate understanding of the various
forms of government from the barangay 1%
to the present system
1.2 Explain the nature and provisions of the present
constitution, its advantages and disadvantages
2%
over the others in the past and its function as
fundamental law of the state
2. Philippine History 4%
2.1 Trace the history of the Philippines from
2%
pre-colonial to contemporary periods
2.2 Draw the implications of the historical evolution
of the Philippines to its present socio-political 2%
condition
3. Economics, Taxation, LAND Reform and Cooperative 3%
3.1 Manifest understanding of the Philippine
economic condition with respect to taxation,
2%
land reform and cooperative as well as to the
growth of its Gross National Product
3.2 Apply the fundamental economic principles to the 1%
P a g e | 167
current economic condition of the Philippines

4. Society and Culture with Family Planning 2%
4.1 Apply basic concepts, theories and perspectives
which relate to society, culture and family planning 1%
in life
4.2 Recognize cultural elements that are distinctly
1%
Filipino
5. Rizal and other Heroes 2%
5.1 Analyze how Rizal’s life and works have
1%
contributed to the country’s development
5.2 Evaluate the contribution of other Philippine
heroes and heroines to the development of the 1%
country
6. Philosophy 2%
6.1 Analyze the nature of the Filipino, the Filipino
1%
Society and the emerging Filipino philosophy
6.2 Manifest a critical and analytical attitude toward
1%
specific issues and problems in daily life
7. Art Appreciation/Humanities 2%
7.1 Demonstrate understanding of the totality of
human
experience by formulating a human perspective 1%
that
integrates all areas of knowledge
7.2 Manifest appreciation of art as the result of an
1%
integrative and holistic view of life
8. Psychology 2%
8.1 Apply the basic concepts and theories of human
2%
behavior
INFORMATION AND COMMUNICATION TECHNOLOGY 5%
Introduction to Computer
1. Manifest mastery of fundamental concepts,
principles and operations of information and 3%
communication technology (ICT)
2. Identify varies and appropriate use of technology 1%
3. Analyze the effect/impact of ICT on the environment 1%
P a g e | 168
Appendix P
Table of Specifications of Professional Education of the

Licensure Examination for teachers (LET)
Cluster/Subject/Competency Weight
1. Teaching Profession, Social Dimensions of Education,
20%
Field Study, Practice Teaching
1.1 Determine ways and means to ensure high
standards of the teacher’s personal and 2%
professional development
1.2 Describe the roles and responsibilities of the
teacher in the 2%
local and global community
1.3 Analyze the historical, economic, socio-cultural, 5%
geographical, environmental, political and socio-
psychological factors that influence the school as
an agent of change and the teacher as a facilitator
P a g e | 169
of learning
1.4 Interpret educational problems in the light of
philosophical 5%
and legal foundations of education
1.5 Apply the four pillars of learning-learning to know ,
learning
to do, learning to live together, learning to be- in 3%
responding to the aspirations of the learner and
the community
1.6 Apply ethical principles in the teacher’s personal
life and his/her relationship with other people
1.7 Reflect on the professional teacher’s accountability 3%
to learners’ performance and to the teacher’s total
involvement in the teaching profession
2. Principles of Teaching, Educational Technology,
35%
Curriculum Development, Field Study, Practice Teaching
2.1 Employ activities, teaching methods, instructional
materials
10%
and technology, classroom management
techniques appropriate for a chosen subject-area
2.2 Apply appropriate approaches to lesson planning
6%
and curriculum development
2.3 Apply principles in the preparation and utilization
of the conventional and non-conventional
5%
technology as well as traditional and alternative
teaching strategies
2.4 Align curriculum components to instruction and
5%
assessment
2.5 Distinguish the roles of stakeholders (students;
teachers;
1%
employers; parents; and community) in the
delivery of the curriculum
2.6 Use activities that enhance critical, creative and
5%
metacognitive reading skills
2.7 Analyze extrinsic and intrinsic factors that affect
reading 3%
performance
3. Facilitating Learning, Child and Adolescent Development 20%
3.1 Analyze the cognitive, metacognitive, motivational
socio- 5%
cultural factors that affect learning
3.2 Apply theories of learning and development to the
8%
teaching-learning process
3.3 Draw educational implications of research findings 5%
related
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to child and adolescent learning and development

along with the biological, linguistic, cognitive,
social and psychological dimensions
3.4 Organize a learning environment that is responsive

to
learner’s needs and that promotes fairness among 2%
learners of various cultures, family background,
and gender
4. Assessment of Learning, Field Study, Practice Teaching 25%
4.1 Apply principles in constructing traditional and
alternative/authentic forms of high quality 10%
assessment
4.2 Interpret assessment results 7%
4.3 Utilize processed data and assessment results in
reporting 3%
learners’ to improve teaching and learning
4.4 Demonstrate skills in the use of techniques and
tools in 3%
assessing affective learning
4.5 Assign students’ marks/ratings 2%
Appendix Q

OFFICE OF THE PRESIDENT
COMMISSION ON HIGHER EDUCATION
CHED MEMORANDUM ORDER (CMO)

No. 30
Series 2004
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SUBJECT: REVISED POLICIES AND STANDARDS FOR UNDERGRADUATE TEACHER

EDUCATION CURRICULUM
In accordance with the pertinent provisions of Republic Act (RA) No. 7722,
otherwise known as the “Higher Education Act of 1994,” and for the purpose of
rationalizing the undergraduate teacher education in the country to keep pace
with the demands of global competitiveness, the following rules and guidelines
are hereby adopted and promulgated by the Commission.
ARTICLE I
INTRODUCTION
Section 1. Quality pre-service teacher education is a key factor in quality
Philippine education. In the Philippines, the pre-service preparation
of teachers for the primary and secondary educational sectors is a
very important function and responsibility that has been assigned to
higher education institutions. All efforts to improve the quality of
education in the Philippines are dependent on the service of teachers
who are properly prepared to undertake the various important roles
and functions of teachers. As such, it is of utmost importance that
the highest standards are set in defining the objectives, components,
and processes of the pre-service teacher education curriculum.
ARTICLE II
AUTHORITY TO OPERATE
Section 2. All private higher education institutions (PHEIs) intending to offer the
Bachelor of Elementary Education (BEEd) or the Bachelor of
Secondary Education (BSEd) or any of the professional education
courses specified in both curricula must first secure proper authority
from the Commission in accordance with existing rules and
regulations. The government – supported institutions (i.e. state
universities and colleges (SUCs), and local colleges and universities)
are strongly encourage to strictly adhere to the provisions in this
policies and standards.
ARTICLE III
PROGRAM SPECIFICATIONS
Section 3. Degree
The degree programs herein shall be called Bachelor of Elementary
Education (BEEd) or the Bachelor of Secondary Education (BSEd).
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Section 4. Program Description and General Objectives.

The BEEd is structured to meet the needs of professional teachers for
elementary schools and special education programs in the
Philippines, and the BSEd for the needs of professional teachers for
secondary schools in the Philippines.
The BEEd aims to develop elementary school teachers who are either
(a) generalists who can teach across the different learning areas in
grade school, (b) special education teachers, or (c) pre-school
teachers.
The BSEd aims to develop high school teachers who can teach in one
of the different learning areas in high school like Mathematics,
Physical Sciences, Biological Sciences, English, Filipino, among others.
Section 5. Allied Programs
Teacher education is an applied discipline which draws from many of
the basic
disciplines in the social sciences (Psychology, Sociology,
Anthropology, Economics, Political Science, Applied Linguistics,
History, etc.), the Science and Technology Fields (Biology, Chemistry,
Physics, Mathematics, Engineering, Information Technology, etc.),
and the Humanities and related fields (Languages, Literature,
Philosophy, Journalism, etc.).
ARTICLE IV
COMPETENCY STANDARDS
Section 6. Graduates of the BEEd and BSEd programs are teachers who
 Have the basic and higher level literacy, communication, numeracy,
critical thinking, learning skills needed for higher learning.
 Have a deep and principles understanding of the learning processes
and the role of the teacher in facilitating these processes in their
students;
 Have a deep and principled understanding of how educational
processes relate to larger historical, social, cultural, and political
processes;
 Have a meaningful and comprehensive knowledge of the subject
matter they will teach;
 Can apply a wide range of teaching process skills 9including
curriculum development, lesson planning, materials development,
educational assessment, and teaching approaches);
 Have direct experience in the field/classroom (e.g., classroom
observations, teaching assistance, practice teaching);
 Can demonstrate and practice the professional and ethical
requirements of the teaching professions;
 Can facilitate learning of diverse types of learners, in diverse types of
learning environments, using a wide range of teaching knowledge and
skills;
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 Can reflect on the relationships among the teaching process skills, the
learning processing in the students, the nature of the content/subject
matter, and the broader social forces encumbering the school and
educational processes in order to constantly improve their teaching
knowledge, skills and practices.
 Can be creative and innovative in thinking of alternative teaching
approaches, take informed risks in trying out these innovative
approaches, and evaluate the effectiveness of such approaches in
improving student learning; and
 Are willing and capable to continue learning in order to better fulfill
their mission as teachers.
ARTICLE V
CURRICULUM
Section 7. Curriculum Description
The curriculum herein is designed to prepare professional teachers for
practice in primary and secondary schools in the Philippines. The
design features include various components that correspond to the
basic and specialized knowledge and skills that will be needed by a
practicing professional teacher: foundational general education
knowledge and skills, theoretical knowledge about teaching and
learning, methodological skills, experiential knowledge and skills, and
professional and ethical values, and subject matter knowledge
appropriate to the level of teaching (i.e., pre-school, primary or
secondary).
The curriculum recognizes the need to equip teachers with a wide
range of theoretical and methodological skills that will allow them
more options and greater flexibility in designing and implementing
learning environments that will maximize their students’ learning,
once they are in the teaching service.
The curriculum is also designed so that the curricular components are

integrated. That is, the curriculum emphasizes the interweaving of
foundational, theoretical, methodological, and experiential
knowledge in the various learning experiences in the curriculum.
Section 8. Curriculum Outline
BEEd BSEd
General education Courses 63 63
Professional Educational Courses 54 51
Theory/Concepts courses 12 12
Methods/Strategies courses 27 24
Field Study courses 12 12
Special Topics courses 3 3
Specialization/Content courses 57 60
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TOTAL UNITS 174 units 174 units

Section 9. General Education Courses
General education and legislated courses shall follow existing
requirements. The CHED Memorandum No. 59 Series 1996 (63 units)
is the recommended track for the teacher education programs. In
addition, the course requirements for selected general education
courses are specified in this curriculum (refer to section 17).
Section 10. Professional Education Courses

These courses represent the component of the curriculum that aims
to develop the range of knowledge and skills needed in the practice
of the teaching profession. These courses are divided into three
broad categories: (a) theory and concepts courses, (b) methods and
strategies courses and (c) field study courses. In addition, a cluster of
special topics courses are required as part of the professional
education courses.
Although the professional education courses are defined under

separate categories, all the courses should be taught in an integrated
manner. Thus, discussions of theory and concepts should always be
linked to the development of methods and strategies and to
experiential learning during field study, and vice versa.
All the courses should be taught using a wide range of learning-

teaching approaches and student assessment procedures, including
whenever possible the use of some educational technology.
Finally, all the courses should have a research requirement, which
may take the form of a term paper, case study, action research, or
other forms of research/scholarship as may be appropriate.
Section 11. Theory and Concepts Courses

The following are the theory and concepts courses that provide the
broad frameworks within which students can understand, rationalize,
and reflect on the various methods, strategies, processes, issues, and
other matters related to the teaching profession.
Child and Adolescent Development 3 units

Facilitating Human learning 3 units
Social Dimensions of Education 3 units
The Teaching Profession 3 units
Section 12. Methods and Strategies Courses

The following are methods and strategies courses in the program
that aim to develop in students a wide range of skills to facilitate and
evaluate learning in diverse types of students in a variety of learning
environments.
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Principles of Teaching 1 3 units

Principles of Teaching 2 3 units
Assessment of Student Learning 1 3 units
Assessment of Student Learning 2 3 units
Educational Technology 1 3 units
Educational Technology 2 3 units
Curriculum Development 3 units
Developmental Reading 1 3 units
Developmental Reading 2(for BEEd only) 3 units
Section 13. Field Study Courses

The following series of courses are the field study courses that are
intended to provide students with practical learning experiences in
which they can observe, verify, reflect on, and actually experience
different components of the teaching-learning processes in actual
school setting. The experiences will begin with field observation and
gradually intensify until students undertake practice teaching.
Field Study 1 1 unit

Practice Teaching 6 units
Section 14. Special Topics Courses

Students will have the opportunity to explore special topics and
issues related to their field of study by taking three one-unit elective
seminars on a range of topics chosen by the teacher education
institutions, based on their perceived needs of the students and the
expertise of their faculty.
Some of the possible topics for these one-unit elective seminars are,
but are not limited to the following:
Teaching Multigrade Classes, Environmental Education, Teaching
Multicultural Classrooms, Integrative Teaching Strategies,
Collaborative Learning, Use of Popular Media in Teaching, Topics on
Distance Learning, Problem-Based Teaching, the Eight-Week
Curriculum, Addressing Learning Gaps, Teaching Indigenous Peoples,
among others.
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Section 15. Content Course for Courses BEEd

For the BEEd program, all students have to complete 57 units of
content courses that correspond to the various learning areas in the
elementary education curriculum. These courses, which are in
addition to the related GE requirements, are distributed as follows:
Science 12 units
Mathematics 12 units
English 12 units
Filipino 6 units
Social Studies 6 units
Music, Arts and Physical Education 3 units
Home Economics and Livelihood Education 3 units
Values Education 3 units
For the BEEd program, students may choose to take 57 units of

content courses in two areas of specialization: Special Education and
Pre-School Education
Section 16. Specialization Courses for Courses BSEd

For the BSEd program, all students have to complete 60 units of
content courses in one of the following areas of specialization:
Mathematics
Physical Sciences
Natural Sciences
English
Filipino
Social Studies
Values Education
Technology Education
Music, Arts, and Health Education
Islamic Studies
Section 17. Sample Program of Study (Minimum Units)

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The program of study herein is only an example. HEIs may use this
sample and modify it according to its needs. They may also add other
preferred courses. The example program of study is shown in Annex
A.
ARTICLE VI
Course Specifications
Section 18. The teacher education curriculum provides minimum requirements

for the course specifications for selected general education courses,
all professional education courses, and specialization courses. The
course specifications indicate the minimum requirements. HEIs may
follow their own course specifications in the implementation of the
program. However, the minimum requirements for these courses
should be complied with by all HEIs. The complete course
specifications are shown in Annex B.
ARTICLE VII
Repealing Clause
Section 19. All pertinent rules and regulations or parts thereof that are
inconsistent with the provisions of this policy are hereby repealed or
modified accordingly.
ARTICLE VIII
Effectivity Clause
Section 20. These curricula for teacher education curriculum shall commence
first semester of school year 2005 – 2006 and shall be affected as
follows:
SY 2005 – 2006 For incoming freshmen

SY 2006 – 2007 For incoming freshmen and sophomores
SY 2007 – 2008 For incoming freshmen, sophomores and
juniors
SY 2008 – 2009 All year levels
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HEIs applying for permits to offer new teacher education programs

must comply with these policies and standards before they can be
granted permit to offer the programs.
ARTICLE IX
Acknowledgement
The Commission acknowledges the following for their contributions in the

development of these policies and standards:
The Technical Panel for Teacher Education composed of Dr. Allan B.I. Bernardo, as
Chair, Dr. Ester B. Ogena, as Co-Chair, Dr. Lolita M. Andrada, Dr. Nilo E. Colinares,
Dr. Amor Q. De Torres, Dr. Teresita G. Inciong, Dr. Isabel F. Inlayo, Dr. Paz I.
Lucido, Dr. Gloria G. Salandanan, Dr. Teresita T. Tumapon and specially the TPTE
Adviser and CHED Commissioner Ma. Cristina D. Padolina, for the untiring efforts
they have rendered in the development of these policies and standards.
The hundreds of faculty members and administrators of different TEIs, especially

the Philippine Normal University, De La Salle University-Manila, Centro Escolar
University, and University of the Philippines-Diliman, who have helped in
developing specific components of these policies and standards through the
various workshops, write shops, and consultations;
The CHED-TPTE Secretariat, Dr. Teoticia C. Taguibao, Ms. Marietta L. Manalang,
Ms. Rosa F. Mercado, Ms. Rowena B. Espina, Ms. Leana DS. Patungan,Ms. Aileen
Rachel V. Mojica and Mr. Avelino D. Sanchez IV for the technical and
administrative support.
For strict compliance.
Pasig City, Philippines September 13, 2004

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FOR THE COMMISSION
(SGD) MA. CRISTINA D. PADOLINA
Officer-In-Charge
Office of the Chairman
Appendix R
Republic of the Philippines Republika ng Pilipinas

OFFICE OF THE PRESIDENT REPUBLIC OF THE PHILIPPINES
COMMISSION ON HIGHER EDUCATION KAGAWARAN NG EDUKASYON
DEPARTMENT OF EDUCATION
JOINT CHED and DepED ORDER
GUIDELINES IN THE DEPLOYMENT OF

PRE-SERVICE TEACHERS UNDER EXPERIENTIAL LEARNING:
FIELD STUDY AND PRACTICE TEACHING
To: CHED Commissioners DepED Undersecretaries

Regional Directors Assistant Secretaries
Presidents of Universities and Regional Directors
Colleges Schools Division Superintendents
Elementary/Secondary Principals
The Experiential Learning Courses (ELC) is indispensable components of the

New Teacher Education Curriculum, per CMO No.30 s., 2004. This is
pursuant to the National Competency Based Teacher Standards (NCBTS),
the core of the Teacher Education and Development Program (TEDP) of the
government.
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The ELC are intended to provide students with actual learning experiences
in which they can observe, verify, reflect on, and practice the different
components of the teaching-learning processes in a variety of authentic
school settings. Such experiences, which are built around mentoring, will
begin with field observation and will gradually intensify into participation
until students undertake practice teaching.
As key independent stakeholders in the development of future teachers,

the Basic Education Schools (BES) provide the Teacher Education
Institutions (TEIs) the authentic environment to implement the teacher
education curriculum; the TEIs in turn provide schools with competent
teachers steeped in both theory and practice.
The Commission on Higher Education (CHED) through the TEIs and the
Department of Education (DepED) through the regional and division’s
offices and cooperating BES shall provide a collaborative support system to
the experiential learning courses.
The roles and responsibilities of the DepEd regional directors, schools
division superintendents, supervisors, principals/head teachers, resource
teachers, and cooperating teachers; and CHED regional directors, the TEI
deans/heads, college supervisors, and field study students/student
teachers, are likewise provided in the Enclosures.
The DepEd and the CHED Regional Offices shall set the parameters for the
Memorandum of Agreement (MOA) between the SDS and the individual TEI
or a group of TEIs. The MOA shall stipulate the administrative and technical
support including the flexible incentive system. (Refer to prototype MOAs)
The ELC Handbook is provided to ensure that the pre-service teachers get
maximum benefits from their experiential learning courses. (Refer to
Enclosures)
Any DepEd or CHED Order which is inconsistent with this Joint Order is
hereby rescinded.
Immediate and wide dissemination of this Joint Order is desired.
CARLITO S. PUNO JESLI A. LAPUS

Chairman Secretary
Commission on Higher Education Department of
Education
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GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS
I. DEFINITION OF TERMS
Authentic School Setting/Learning Environment – refers to the real school

environment in basic education.
College Supervisor- refers to the faculty member of the Teacher Education
Institution (TEI) in charge of Experiential Learning Courses (Field Studies
and/or Practice Teaching), who teaches the course and oversees the
various activities. It also refers to the University/ College Student Teaching
Supervisor/Director/Coordinator.
Cooperating School/Internship School/Practicum Site/Partner Public
School- refers to the school where the field observes and student teachers
undergo observation and practice teaching.
Experiential Learning Courses- refer to the required subjects in the pre-
service education curricula that include Field Study Courses and Practice
Teaching.
Flexible Incentive System- refers to mutually-agreed upon monetary e.g.,
honoraria, and non-monetary incentives, e.g., scholarships, tuition
discounts, free training, seminars, access to library and other school
facilities, distinctions and honorific titles, etc.
Field Study Student (FSS)- refers to the student taking field study courses.
Portfolio- is both a product and process; purposeful collection of pertinent
student teaching materials such as lesson plans, documented evidences of
community outreach, reflections, and others.
Mentor/Cooperating Teacher- refers to the teacher who is assigned to
guide the FSS/student teacher in the development of professional
competencies, attitudes and behaviors.
Mentoring- refers to a nurturing process in which a highly-skilled or more
experienced person provides support and encouragement to a less
experienced person.
Pre-service teacher- refers to the student enrolled in the BEEd, BSEd and
other related teacher education programs.
Resource Teacher- refers to the resource facilitator in the Field Study
Courses.
Student Teacher- refers to the student who undergoes practice teaching.
II. ROLE OF DEPED AND CHED
Regional Offices
The Regional Directors shall jointly:

1. Ensure quality assurance of the Experiential Learning courses;
2. Set the parameters of the MOAa between the SDS and TEIs or group of
TEIs; determine and articulate the human resource requirements for basic
education and TEIs of the region;
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3. Conduct regular monitoring and evaluation of the ELC, utilize and

disseminate results;
4. Undertake researches related to the improvement of ELC; and
5. Provide recognition and reward recognition and reward system to
performing TEIs as regards to experiential learning
Schools Division Offices
The SDS, in collaboration with the TEI and school principals, shall:
1. Forge a MOA with TEIs on the deployment of pre-service teachers on
experiential learning courses.
2. Review and subsequently approve, requests for cooperating schools;
3. Conduct orientation on field study and practice teaching with the TEIs and
cooperating staff; and
4. Monitor and evaluate the capacity of the cooperating school;
Cooperating School
A. Field Study
1. The Principal shall accept the FSS and see to it that they are assigned to
observe any teacher;
2. The Principal shall coordinate with TEI supervisor concerning field study
assignments and problems;
3. The Principal shall ensure the orientation of the FSSs on the following:
a. Policies, regulations and environment of the school;
b. Assignment of classes and responsibilities; and
4. The Principal will participate in a debriefing session with the resource
teacher, the FSS and the college practicum supervisor.
B. Practice Teaching
The duties and responsibilities are:
1. Assign a student teacher to a qualifies cooperating teacher in
coordination with the school department head/chairman and with the
University/College Student Teaching Supervisor/Director;
2. Conduct regular conference with the cooperating teachers as regards to
the performance of the student teachers;
3. Coordinate with the college supervisor of the student teacher;
4. See to it that student teachers are not allowed to substitute for teachers
who are on leave; and
5. Prepare required reports to the SDS.
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Resource Teachers and Cooperating Teachers/Mentors
A. Field Study
The Resource Teachers shall:
1. See to it that the FSS’s role is limited to the requirements and activities
of the particular field study course;
2. Accommodate FSSs in their actual classroom teaching and are not duty
bound to mentor/coach; and
3. Certifies the attendance of the FSSs.
1. Observe mentor-mentee relationship;
2. Assist the student teachers in honing their skills through:
2.1 regular class observation and post conference
2.2 lesson planning
2.3 use of varied strategies/approaches/techniques
2.4 classroom management
2.5 assessment of learning outcomes
2.6 questioning techniques
2.7 preparation of instructional materials
2.8 preparation of examinations/various assessment modes
2.9 accomplishment of different forms and related work
3. observe, coach/mentor and evaluate the performance of the student
teacher;
4. keep a record of observations and post conferences made with the
student teacher;
5. model effective teaching and management techniques;
6. provide the student teacher the opportunity to teach independently and
collaboratively;
7. allow the student teacher to participate in co-curricular and
school/community activities;
8. complete a set of summative evaluation reports for each student
teacher; and
9. recommend a PASS or FAIL standing for the student teacher for the
practicum.
III. ROLE OF THE TEI

The TEI Dean shall:
1. Initiate conferences with the Regional Director, Schools Division
Superintendents (SDS)/Private School Principals in selecting cooperating
schools;
2. Prepare a MOA between TEI and the Division Office (DO) to be signed by
the College/University President and the SDS;
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3. Coordinate with the SDS in the selection of cooperating schools;

4. Prepare a formal communication to the school principal relative to the
deployment of FSS and Student Teachers;
5. Ensure that the College Supervisor deploy pre-service teachers to
schools as arranged with the Schools Division Superintendent (SDS);
6. Provide flexible incentive system to personnel (cooperating teachers,
school principal, department heads and supervisors) involved in student
teaching as stipulated in the Memorandum of Agreement; and
7. Provide a functional space for Experiential Learning Courses.
The TEI College Supervisor shall:

1. Orient the pre-service teachers on the rationale and procedures of the
experiential learning courses;
2. Conduct orientation meetings in order that expectations of both parties
are made clear to all concerned;
3. Determine the readiness and ability of the pre-service teachers to
undergo practice teaching; and
4. Coordinate with the cooperating school head regarding the activities
and practice teaching needs of the student teachers;
5. Orient the student teachers for their off-campus work;
6. Conduct regular observation and evaluation of the practice teaching
performance of student teachers;
7. Coordinate regularly with the cooperating school principal/head
teacher, and cooperating teacher regarding performance of the student
teachers;
8. Submit written reports to the College Dean, copy furnished the school
principal and the SDS, at least twice a month regarding the:
a. Progress/performance of the student teachers
b. Problems/difficulties met by the student teachers
c. Solutions/actions taken to solve the problem
9. Conduct debriefing sessions, interview/case studies of student teachers.
IV. SELECTION OF COOPERATING SCHOOLS
A. Field Study
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All basic education schools may be chosen as cooperating schools.
A school may be selected if:
a. It is an above average performing school in academics as evidenced
by its:
 Performance in division, regional and national
examinations/competitions
 Performance of graduates in admission tests in prestigious
schools
 Good image in the community
b. It has master teachers/effective teachers who can provide the best
mentoring to the student teachers; is accessible to the student
teachers; and
c. It is managed by a full-time and competent administrator.
V. SELECTION OF RESOURCE TEACHERS AND COOPERATING

TEACHERS/MENTORS
A. Field Study
Any teacher in a Field Study Cooperating School can be a Resource
Teacher.
He/She:
1. Has at least 3 years of teaching experience;
2. Performs satisfactorily in accordance with the NCBTS;
3. Is a major of the learning area the student teachers will practice in (for
secondary level);
4. Is willing to take responsibility for training/mentoring the student-
teacher;
5. Has been (or is) a demonstration teacher at the least, on the school
level; and
6. Is a regular teacher, not a substitute or a para teacher
VI. DUTIES AND RESPONSIBILITIES OF PRE-SERVICE TEACHERS
A. Field Study
The FSS shall:
1. Take the field study courses congruent to their professional
education subjects;
2. Observe proper decorum and behavior when making field visits and
observations in the schools where they are fielded; and
P a g e | 186
3. Accomplish the requirements of the course as scheduled.
The Student Teacher shall:
1. Participate actively in school-related activities, however, priority
should be given to academic related activities;
2. Notify the cooperating teacher in case of absences;
3. Consider/be open to constructive criticisms;
4. Respect the dignity and rights of children;
5. Come prepared at all times;
6. Secure clearance from the cooperating school;
7. Accomplish the internship portfolio;
8. Project a good image as a teacher at all times by observing:
a. Code of Ethics
b. Proper dress code
c. Punctuality in all activities of the internship.
Appendix S
MEMORANDUM OF AGREEMENT
Know ALL Men By These Presents:
This Memorandum of Agreement is made and entered into by and between:

Represented by its President, and Dean of the
College of Education with principal addresses at
and hereinafter referred to as the FIRST PARTY.
The Department of Education, represented by the Schools Division Superintendent of

, and the cooperating school Principal,
With principal addresses at and hereinafter referred to as
The SECOND PARTY.
WITNESSETH:
WHEREAS, the First Party and the Secon Part are concerned about the pre-service
education of teachers as a key to achieving sustainable quality basic education;
WHEREAS, the First Part and the Second Part are committed to improve the
quality of basic education in the Division of
WHEREAS, both parties believe that a major key to reaching that goal is qaulity
pre-service training program that will provide student teachers opportunities to:
P a g e | 187
1. Develop the competencies set in the National Competency-Based Teachers

Standard (NCBTS);
2. Apply their learnings in actual classrooms situations;
3. Gain comprehensive and realistic perpective of the teaching learning
situations and day-to-day school activities and;
4. Reflect on their qualities and commitment vis-à-vis the demands of the
teaching profession.
WHEREAS, both parties believe that aside from the usual practice teaching,
intensive field study is necessary to adequately prepare the student teachers for
their functions and responsibilities.
NOW THEREFORE, premises considered, the parties agree to the following:

1. The FIRST PARTY will
1.1 coordinate with the School Division Superintendent and the School
Head on the deploment of the Field Study Students (FSS) / Student
Teachers (ST);
1.2 conduct regular supervisory visit during the stay of the FSS/ST in
designated school;
1.3 gather feedback from the cooperating schools on FSS/ST activities /
performance for the improvement of the program;
1.4 conduct exit conference with the cooperating school head;
1.5 and provide flexible incentive package/reward system for
cooperating school.
2. The SECOND PARTY will

2.1 conduct orientation/briefing on the school learning environment and
the community system;
2.2 allow FSS/ST to observe classes and school activities as required;
2.3 provide FSS/ST the best resource teachers/mentors;
2.4 allow the First Party to supervise the activities of their FSS/ST in
coordination with the department heads/grade level chairs/school
head;
2.5 allow the FSS/ST also access to school information for research and
instructional purposees;
2.6 monitor and evaluate the perfomance of cooperating schools; and
2.7 submit consolidated reports on student teachers.
This AGREEMENT shall take effect immediately upon signing by all parties
concerned and shall remain in force unless sooner terminated by mutual consent.
IN WITNESS WHEREOF, parties of the agreement hereunto affix their signature

this
Of , 20 at , Philippines
P a g e | 188
Teacher Education Institution Basic Education Schools
President Schools Divisions Superintendent
Dean, College of Education School Principal
Signed in the Presence of:
Witness Witness
REPUBLIC OF THE PHILIPPINES
ACKNOWLEDGEMENT
This day of 20 at the personally appeared before me
Name CTC No. Issued at Issued on
All known to me to be the same persons who executed the foregoing instrument,
and they acknowledged to me that the same is their free and voluntary deed.
WITNESS MY HAND AND SEAL

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Appendix T

Department of Education
DepED Complex, Meralco Avenue, Pasig City
MAR 02, 2009
DepED ORDER
No. 20 , s. 2009
FURTHER REVISIONS TO THE HIRING GUIDELINES FOR TEACHER I POSITIONS

UNDER DEPED ORDER NO. 4, S. 2007
To: Undersecretaries
Assistant Secretaries
Bureau Directors
Regional Directors
Schools Division / City Superintendents
Head, Public Elementary and Secondary Schools
1. For the information and guidance of all concerned, enclosed are further
revisions to
DepED Order No. 4, s.2007 (Revisions to the Hiring Guidelines for Teacher I
Positions).
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2. Immediate dissemination of and compliance with this Order is directed.
JESLI A. LAPUS
Secretary
Encl:
As stated
Reference:
DepED Order: (No. 4, s. 2007)
To be indicated in the Perpetual Index
Under the following subjects:
APPOINTMENT, EMPLOYMENT, REAPPOINTMENT

CHANGE
POLICY
TEACHERS
Enclosure to DepED Order No. 20, s. 2009

FURTHER REVISIONS TO THE HIRING GUIDELINES FOR
TEACHER I POSITIONS UNDER DEPED NO. 4, S. 2007
The Department of Education (DepED) actively Implements policy reforms

called Basic Education Sector Reform Agenda (BESRA) which are expected to
create critical changes necessary to further accelerate, broaden, deepen and
sustain the improved current educational efforts. The vision for improved school
performance propels a unifies system that provides for the need for highly
qualified teachers.
In order to institutionalize the objectives of BESRA, particularly the reforms

I Teacher Education and Development Program (TEDP) and School Based
Management (SBM), the revisions to the hiring guidelines for Teacher I positions
in the public elementary and secondary schools under DepED Order No. 4 s. 2007
(Revisions to the Hiring Guidelines for Teacher I Positions) shall be implemented
by Schools Divisions consistent with the pertinent provisions of existing laws,
rules and regulations effective School Year 2009-2010.
1.0 SCOPE
These guidelines which shall apply to the filling up of newly created or

natural vacancies for Teacher I positions in public elementary and
secondary shall cover the following areas/aspects:
(a) Recruitment – Announcement of Vacancies and Receipt of

Applications
(b) Verification and Validation of Documents Submitted
(c) Evaluation and Selection of Applicants
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(d) Appointment of Qualified Applicants

(e) Monitoring of Division Office Compliance by the Regional Office
2.0 DEFINITION OF TERMS
2.1Applicant refers to a person who holds a valid certificate of

registration/professional license as a teacher from the Professional
Regulation Commission (PRC) seeking to be appointed to a Teacher I
position.
2.2Qualified Applicant refers to a person who underwent and passed the
evaluation and selection process and met the requirements for
appointment to a Teacher I position.
2.3Registry of Qualified Applicants (RQA) refers to the official list of those
who obtained an over-all score of fifty (50) points or above during the
evaluation and selection processes.
2.4Bona fide resident refers to a qualified applicant who declared
himself/herself a resident of a particular barangay, municipality, city or
province for at least six (6) months in the Personal Data Sheet (CSC Form
212, revised 2005) accompanying his/her application.
2.5Catchment areas refer to adjacent barangays where there is no school but
are being served by elementary schools located in a particular barangay.
3.0 BASIC RULES ON HIRING FOR TEACHER I POSITIONS
3.1The recruitment, evaluation and selection of applicants for Teacher I

positions shall start from January to April of each year.
3.2An applicant shall file his/her application to the school head of either an
elementary or secondary school.
3.3Appointments of teachers shall be made prior to the opening of the current
school year beginning June and until the next Registry of Qualified
Applicants (RQA) has been prepared.
3.4The guidelines on deployment shall be strictly observed (DepED Order 21, s.
2005).
3.5Public school teachers requesting for transfer to another assignment are
not considered new applicants and should therefore not be subjected to
these hiring guidelines.
3.6As provided in Sec. 26 (b) paragraph 2 of RA 9293, teachers who have not
practiced their profession for the past five (5) years shall be required to
take at least twelve (12) units of education courses, consisting of at least six
(6) units of pedagogy and six (6) units of context courses.
4.0 RECRUITMENT PROCEDURE
4.1An applicant shall submit to the nearest elementary or secondary school

head a written application supported by the following documents:
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 CSC Form 212 (revised 2005) in two copies with the latest 2x2 ID
picture
 Certified photocopy of PRC Certificate of Registration/License
 Certifies photocopy of ratings obtained in the Licensure Examination for
Teachers/Professional Board Examination for Teachers
 Certified copies of transcript of records for baccalaureate course
 Copies of service record, performance rating and school clearance for
those with teaching experience
 Certificates of specialized training, if any
4.2The School Selection Committee shall verify all documents as to
completeness and authenticity.
4.3The applicant assumes full responsibility and accountability on validity and
authenticity of the documents submitted. Any violation will merit
corresponding sanctions after due process.
4.4The School Selection Committees shall submit to the concerned Division
Sub-committees the lists of applicants together with the required
documents.
5.0 EVALUATION AND SELECTION
5.1The Schools Division Superintendent (SDS) shall organize the following

Committees:
A. School Selection Committee

B. Division Sub-Committee
C. Division Selection Committee
5.2 The Committees shall have the following compositions and functions:
A. School Selection Committee
1. Composition
1.1The Committee at the elementary level shall be chaired by the School

Head with four (4) Master Teachers/best performing teachers as
members.
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1.2The committee at the secondary level shall be chaired by the School

Head, the Department Head concerned and three (3) teachers from the
different learning areas as members.
2. Functions
2.1Receives applications.
2.2Verifies documents as to completeness, veracity, accuracy and
authenticity.
2.3Submits the list of applicants with the corresponding documents to the
Division Sub-Committees for elementary and secondary levels.
2.4Recommends to the SDS the appointments of qualified applicants listed
in the RQA for the current school year who are bona fide residents of
the locality where the vacancies exist and those from the “catchment
areas” who are to be assigned in public elementary and secondary
schools, consistent with the provisions of RA No. 8190 (Localization
Law).
B. Division Sub-Committee
1. Composition
1.1The Division Sub-committee for elementary level shall be chaired by a

School Head with four (4) other School Heads as members.
1.2The Division Sub-Committee for secondary level shall be chaired by a School
Head with four (4) other School Heads as members.
2. Functions
2.1Receives the list of applicants with the corresponding documents.

2.2Reviews the documents submitted by the School Selection Committee as to
completeness, accuracy, authenticity, and veracity.
2.3Evaluates applicants on Education, Teaching Experience, LET/PBET Rating,
Experiential Learning Course and Specialized Training and Skills.
2.4Conducts interviews.
2.5Observes and rates demonstration teaching of applicants.
2.6Administers the English proficiency test.
2.7Consolidates individual ratings and submits the initial rank list of qualified
applicants to the Division Selection Committee.
C. Division Selection Committee
1. Composition
For Elementary Schools

Chair: Assistant Schools Division Superintendent
Members:
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Two (2) Education Supervisor I

President of the PESPA (Division Chapter)
President of the Teacher’s Association (Division Level)
For Secondary Schools

Members:
Two (2) Education Supervisor I
President of the PAPSSA (Division Chapter)
President of the Teacher’s Association (Division Level)
1.1in a schools division where there is no ASDS, the Superintendent shall

designate an Education Supervisor I as the Chair of the Division Selection
Committee, in addition to the two (2) Education Supervisor I members.
1.2The personnel in-charge of personnel actions shall provide secretariat
services and maintain records of proceedings of deliberation.
2. Functions
2.1Prepares the written English Proficiency Test.
2.2Reviews and consolidates the results of the individual ratings of applicants,
one for elementary level and another for secondary level, by subject area,
showing the scores they obtained in the criteria for evaluation.
2.3Prepares a division-wide rank list, one for elementary level and another for
secondary level, based on item 2.2
2.4Prepares the RQA of qualifies applicants who obtained total scores of fifty
(50) points or above by school district, for elementary level, and by school
for secondary level, and by school for secondary level, by subject area.
2.5Submits the complete results of the evaluation of applicants (items 2.2, 2.3
and 2.4), including pertinent records of deliberations, to the SDS for
approval.
5.3 Applicants shall be evaluated using the following criteria:
CRITERIA POINTS
a. EDUCATION 25
b. TEACHING EXPERIENCE 10
c. LET/PBET RATING 10
d. EXPERIENTIAL LEARNING COURSE 5
e. SPECIALIZED TRAINING AND SKILLS 5
f. INTERVIEW 10
g. DEMONSTRATION TEACHING 20
h. COMMUNICATION SKILLS 15
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TOTAL 100
5.3. A EDUCATION – 25 points
Scoring Education is in terms of the applicant’s academic achievement

which means that all subjects with corresponding units must be included in the
computations.
General General
Equivalent Equivalent
Weighted Weighted
Points Points
Average Average
1.0 25 25 2.0 12.5 17.50
1.1 23.75 24.25 2.1 11.2 16.75
1.2 22.5 23.5 2.2 10 16.00
1.3 21.25 22.75 2.3 8.75 15.25
1.4 20 22 2.4 7.5 14.5
1.5 18.75 21.25 2.5 6.25 13.75
1.6 17.5 20.5 2.6 5 12.25
1.7 16.25 19.75 2.7 3.75 11.5
1.8 15 19 2.8 2.5 10.75
1.9 13.75 18.25 2.9-3.0 1.25 10
When the percentage rating is used, the following table of equivalence shall be
used:
Percentage
Points
Rating
99.0-100 1.0
97.75-98.75 1.1
96.5-97.5 1.2
95.25-96.25 1.3
94.0-95.0 1.4
92.75-93.75 1.5
91.5-92.5 1.6
90.25-91.25 1.7
89.0-90.0 1.8
Percentage GWA
87.75-88.75 1.9
86.5-87.5 2.0
85.25-86.25 2.1
84.0-85.0 2.2
82.75-83.75 2.3
81.5-82.5 2.4
80.25-81.25 2.5
79.0-80.0 2.6
77.75-78.75 2.7
76.5-77.5 2.8
75.0-76.25 2.9-3.0
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Applicants with non-education degrees shall be rated using their GWAs in their
baccalaureate degrees and the 18 professional units in education.
For schools with “unique” grading systems, a corresponding transmutation table

must be constructed.
5.3.B TEACHING EXPERIENCE – 10 points
Teaching experience in pre-school, SPED, elementary and secondary in private

and public schools shall be given one (1) point for every school year but not to
exceed 10 points.
For every month of service, 0.1 point shall be given.

Example: 8 months = 0.8 point
11 months = 1.1 points
5.3.C LET/PBET RATING – 10 points
Scoring applicant’s performance in the LET/PBET shall be as follows:
LET Rating Points PBET Rating Points

87 + 10 82 + 10
85-86 9 80-81 9
83-84 8 78-79 8
81-82 7 76-77 7
79-80 6 74-75 6
77-78 5 72-73 5
75-76 4 70-71 4
5.3.D EXPERIENTIAL LEARNING COURSES – 5 points

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RUBRICS FOR EXPERIENTIAL COURSE
1. Field Study
Point Adjective
Scale % Indicators
System Equivalence
Presents clear description of
experiences that are considered
worthwhile and helpful,
95-
5 1.00 Excellent Explains judgements on personal
100
strength and weaknesses; includes
successful outputs and
accomplishments.
Presents some examples of
1.25- experiences, some explanations of
4 90-94 Proficient
1.50 strengths and weaknesses and includes
come achievements.
Contains some examples of learning
experiences with few explanations of
1.75-
3 85-89 Satisfactory personal strengths and weaknesses
2.00
and statement of what has been
achieved.
There is little evidence of reflections
and insights learned very few details of
2.25- experiences. Judgement of personal
2 80-84 Developing
2.50 performance is very limited, with little
or no attention paid to strengths and
weaknesses of work.
There is an absence of evidence of
Needs reflection; no details of experiences
2.75-
1 75-79 Improvemen and judgement of performance,
3.00
t without statement of strengths and
weaknesses and achievements.
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2. Practice Teaching
Point Adjective
Scale % Indicators
System Equivalence
 Presents a variety of work done
individually or in group
 Uses many resources
 Shows good organization and a
95-
5 1.00 Outstanding clear focus
100
 Displays evidences of self-
assessment such as revisions, a
letter on why one chose a certain
entry, etc.
 Present a variety of work done
 Contains minor organizational
flaws
1.25- Very
4 90-94  Exhibits some errors in grammar,
1.50 Satisfactory
usage or mechanics
 Reflects enthusiasm, creativity,
self-assessment, extensive
investigations and analysis of
information
 Presents fewer work and some
resources
 Includes confusing organization
1.75- and a focus which is nuclear
3 85-89 Satisfactory
2.00  Reflects some enthusiasm,
creativity, self-assessment,
extensive investigations and
analysis of information.
 Contains problems in mechanics
that interfere with communication
2.25-
2 80-84 Fair  Reflects poor organization
2.50
 Lack focus, enthusiasm, creativity
and analysis of information
 Consists mainly of ditto sheets or
2.75- Needs pages copied from a textbook
1 75-79
3.00 Improvement  Contains no evidence of student
thinking
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5.3. E SPECIALIZED TRAINING AND SKILLS – 5 points
Any of the specialized training for skills development such as journalism, sports,
music, theatre arts, Information and Communication Technology (ICT) and other
similar or allied skills shall be given a maximum of 5 points.
In the assignment of points, the following should be met:
 At least one (1) week training;

 Duly supported with documents;
 The skill shall be validated thru demonstration
Points may also be given to skills acquired from experience to be validated thru
demonstration.
5.3. F INTERVIEW- 10 points

The Division Sub-Committee shall interview the applicants based on the following
attributes:
Personality (5 pts) each indicator to be given one (1) point
Appearance
Voice and Speech
Poise
Alertness
Self-confidence
Potential (5 pts) each indicator to be given one (1) point

Ability to present ideas
Judgement
Emotional Stability
Decisiveness
Stress tolerance
5.3. G DEMONSTRATION TEACHING- 20 points

Applicants shall be given points on aspects such as: lesson plan, presentation of
the lesson, classroom management and evaluation of pupil/student performance
strictly following the applicable NCBTS strands and indicators.
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5.3. H COMMUNICATION SKILLS- 15 points

An English Proficiency Test with a maximum score of 100% shall administer to
applicants. The competencies and contents of the test are indicated below.
However, as to the procedure and the test items to be administered to the
applicants, these are left to the expertise of the Division Selection Committee.
1. Listening
2. Speaking
3. Reading
4. Writing
The percentage score obtained by an applicant shall be multiplied by the

weight or 15 points, as follows:
Percentage Score = 98% or .98
Weighted Point = 15
Rating = .98 x 15 = 14.7 points
VI.0 Constituting and Utilizing the Registry of Qualified Applicants (RQA)
VI.1 The cut-off score for inclusion in the RQA is fifty (50) points.
VI.2 The RQA is the list of qualified applicants for appointment which shall
include their names, permanent addresses and final evaluation ratings.
It shall be used in filling-up new items and natural vacancies for Teacher
I positions.
VI.3 In the event that an applicant is not appointed to any teaching
position during the school year, he/she shall be automatically included
in the next year’s updating of the RQA. He/she may opt to submit new
documents to be included in the evaluation with new applicants;
otherwise he/she retain his/her previous points.
VI.4 Only a qualified applicant for a specific subject area shall fill the
vacancy in that subject area needed at the secondary school level before
the residence of the qualified applicant is considered.
VI.5 The School Selection Committee may recommend qualified
applicants from other subject areas to fill the position when there is no
available qualified applicant with the preferred subject area of
specialization.
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VI.6 Recommendations by the School Selection Committee for the

appointment of qualifies applicants included in the RQA to be sent to
the Division Office should be signed by all the Committee members.
7.0APPOINTMENT OF QUALIFIED APPLICANTS
7.1a Posts the complete results (C.2.5) in at least three (3) conspicuous
places in the Division Office: consolidated results of the individual
ratings, division-wide rank list and RQA of teachers who obtained
total scores of fifty (50).
7.1b Appoints only from among the qualified applicants recommended by

the School Selection Committee in the school/school districts where
the vacancies exist.
7.1c Ensures that the matching of qualified applicants in the RQAs with
the available vacant positions in schools shall be done consistent
with the provisions of RA No. 8190 (Localization Law) and other
pertinent laws, rules and regulations, in the following order:
a. Qualified applicants in the RQA who are bona fide residents of

barangays where schools with vacancies are located are to be
recommended for appointment. Bona fide residents of adjacent
barangays where no schools are located and have been identifies as
“catchment areas” shall also be considered.
b. When there are more qualified bona fide residents of the barangay and
“catchment areas” than the available vacant positions to be filled up,
the School Selection Committee shall determine those to be
recommended for appointment.
c. When bona fide residents of the barangay and “catchment areas” have
been appointed and there are still available vacant positions to be filled
up, qualified applicants from the municipality or city shall be appointed.
d. If there are two or more qualified applicants who are bona fide residents
of the municipality or city where the school with a vacancy exists, the
School Selection Committee will choose from among the qualified
applicants.
e. When bona fide residents of the municipality or city have been
appointed and there are still available vacant positions to be filled up,
qualified applicants from the province shall be appointed.
f. If there are two or more qualified applicants who are bona fide residents
of the province where a school vacancy exists, the School Selection
Committee shall select from among the qualified applicants.
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7.1d Provides every elementary and secondary school with copies of the
RQAs for posting in their areas of jurisdiction. Regional Directors shall
also be provided with copies of the RQAs.
7.1e Furnishes the Local Government Units with copies of the RQAs.
Discussions shall be done to encourage their use of the RQAs in hiring
licensed teachers to locally-funded items.
8.0 MONITORING OF DIVISION COMPLIANCE AND SANCTIONS
8.1Regional Directors shall regularly monitor and ensure the full

implementation of the provisions of these hiring guidelines, as follows:
a. Extent of dissemination and discussion of these guidelines with
teachers, school heads, district supervisors, superintendents and other
schools division’s officials;
b. Preparation of schools to receive, acknowledge and endorse
applications;
c. Organization of Division Sub-Committees and Selection Committees;
d. Briefing and orientation of members of these committees regarding
their roles and functions;
e. Preparation of scoring sheets, interview guides and tests of applicants;
and
f. Extent of briefing and information sharing with local governments and
other local stakeholders in teacher hiring.
8.2Anyone found guilty of violating any of the provisions of these revised
guidelines or any part thereof shall be administratively dealt with
accordingly.
9.0 GRIEVANCE AND PROTEST PROCEDURES
Aggrieved qualified applicants in the RQAs of the School Division Offices may
file a protest.
The protest, which shall be subscribed and sworn to in the form of a letter-
complaint in three (3) copies, shall be field at the regional office within ninety
(90) days from the issuance of the appointment.
The Regional Director shall, upon receipt of the complaint, furnish the Schools
Division Superintendent (SDS) of the complaint within seventy-two (72) hours.
The SDS shall answer within fifteen (15) days.
On the basis of the replies of the complaint and respondent, the Regional
Director shall have fifteen (15) days to make the decision which shall be final in
so far as DepED is concerned. Any appleal to the DepED decision shall be filed
with the Civil Service Commission.
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X.0 REPEALING CLAUSE
Rules, regulations and issuances which are inconsistent with these guidelines
are hereby repealed, rescinded or modified accordingly.
11.0 EFFECTIVITY
The revised guidelines and criteria provided in this Order shall take effect
immediately.
JESLI A. LAPUS
Secretary
Appendix U

14 MAR 2014
DepEd ORDER
No. 14, s. 2014
HIRING GUIDELINES FOR TEACHER I POSITIONS

EFFECTIVE SCHOOL YEAR (SY) 2014-2015
To: Undersecretaries
Assistant Secretaries
Bureau Directors
Regional Directors
School Division Superintendents
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Heads, Public Elementary and Secondary Schools
1. The Hiring Guidelines for Teacher I Positions for School Year (SY) 2014-2015
are enclosed for the information and guidance of all concerned.
2. The insurance of these Guidelines aims to integrate and further

institutionalize the primary objective of the K to 12 Basic Education
Program, which is to enhance the overall quality of basic education in the
country by hiring highly-competent teachers, and to uphold the mandate of
the Department of Education (DepED) under the Magna Carta for Public
School Teachers (Republic Act No. 4670) to promote and improve public
school teachers’ employment and career opportunities as well as to attract
more people with proper qualifications to the teaching profession.
3. Immediate dissemination of and strict compliance with this Order is

directed.
BR. ARMIN A. LUISTRO FSC

Secretary
Encl.:
As stated
References:
DepEd Order Nos.: 12, 25 and 37, s. 2012
To be indicated in the Perpetual Index
Under the following subject:
APPOINTMENT, EMPLOYMENT, REAPPOINTMENT

CHANGE
POLICY
TEACHERS
HIRING GUIDELINES FOR TEACHER I POSITIONS EFFECTIVELY SY 2014-2015
The Department of Education (DepEd) recognizes that the success of any

education system greatly relies on the competence of its teachers. Hence, one of
the primary issues the Department aims to address through its comprehensive
implementation of the K to 12 Program id the need for highly competent teachers
in public elementary and secondary schools. The program plans to achieve this
objective through significantly improving professional standards that will better
ensure that the teachers hired are able to substantially contribute to the
development of lifelong learners. Furthermore, the hiring system is also set to
provide opportunities for the regularization and absorption of all qualified
kindergarten volunteers and LGU-hired teachers into the national plantilla.
Faithful to the merit and fitness principle of the Civil Service Doctrine of the
Constitution and DepEd’s continuing thrust to enhance the quality of basic
education, these hiring guidelines are hereby promulgated for Teacher I positions
P a g e | 205
consistent with the pertinent provisions of existing laws, rules and regulations
effective School Year 2014-2015.
1.0 SCOPE
These guidelines, which will apply to the filling up of newly created and/or natural
vacancies for Teacher I positions in public elementary (including kindergarten)
and secondary schools shall cover the following areas/aspects:
1.1 Recruitment- Announcement of Vacancies and Receipt of

Applications
1.2 Verification and Validation of Documents Submitted
1.3 Evaluation and Selection of Qualified Applicants
1.4 Appointment of Qualified Applicants
1.5 Monitoring of Division Office Compliance with Hiring Guidelines by
the Regional Office
2.0 DEFINITION OF TERMS
2.1 Applicant refers to a person who holds a valid certificate of

registration/professional license as a teacher from the Professional
Regulation Commission (PRC) seeking to be appointed to a Teacher I
Position.
2.2 Bona fide resident refers to an applicant who has been residing for
at least six (6) months at the barangay, municipality, city or province
in which the school being applied to for a teaching position is
located, as evidenced by the Personal Data Sheet (CSC Form 212,
Revised 2005) and a Voter’s Identification Card or any proof of
residency.
2.3 Catchment area of a school refers to a barangay, municipality, city or
province which has no school and which being served by
kindergarten, elementary and secondary school/s in an adjacent
barangay, municipality, city or province.
2.4 Locality refers to a barangay, municipality, city or province.
2.5 Qualified applicant refers to an applicant who has been screened
and who, therefore, meets the evaluation and selection criteria used
by the School Division as provided for in the enclosed guidelines.
2.6 Registry of Qualified Applicants (RQA) refers to the official list of
applicants who obtained an overall score of fifty-five (55) points and
above based on the criteria set and as result of the evaluation and
selection processes.
3.0 BASIC RULES ON HIRING AND DEPLOYMENT OF TEACHER POSITIONS

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3.1 DepEd Order No. 22, s. 2013, otherwise known as “Revised

Guidelines on the Transfer of Teachers from One Station to Another”
shall be strictly observed.
3.2 Public School teachers requesting for transfer to another assignment
are not considered new applicants and should therefore not be
subject to these hiring guidelines.
3.3 DOST scholars for teaching positions in public schools shall comply
with and are subject to these hiring and appointment Guidelines.
3.4 As provided in Section 26 (b) Paragraph 2 of RA 9293 entitled “An Act
Amending Certain Sections of Republic Act Numbered Seventy-eight
Hundred and Thirty-six (RA 7836), Otherwise Known as the Philippine
Teachers Professionalization Act of 1994.” Teachers who have not
practiced their profession for the past five (5) years shall be required
to take at least twelve (12) units in education courses, consisting of
at least six (6) units of content courses.
3.5 These Guidelines shall not apply to teacher applicants for the Senior
High Schools of the K to 12 Basic Education Program.
4.0 RECRUITMENT PROCEDURE
4.1 An applicant shall submit to the head of elementary or secondary

school where a teacher shortage or vacancy (regular and/or natural)
exists a written application supported by the following documents:
a. CSC Form 212 (Revised 2005) in two copies with the latest 2x2 ID
picture
b. Certified photocopy of PRC professional identification card
c. Certified photocopy of ratings obtained in the Licensure
Examination for Teachers/Professional Board Examination for
Teachers
d. Certified copy of transcript of records
e. Copies of service record, performance rating, and school
clearance for those with teaching experience
f. Certificates of specialized training, if any
g. Certified copy of Voter’s ID and/or any proof of residency as
deemed acceptable by the School Screening Committee
h. NBI Clearance
i. Omnibus certification of authenticity and veracity of all
documents submitted, signed by the applicant
If any one of the required documents is not submitted, the School

Screening Committee shall refuse acceptance of the application.
Substitutes for the above-named identification documents, such as a

barangay clearance, shall not be accepted.
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4.2 The School Screening Committee shall verify all documents as to

completeness and authenticity. The committee shall issue a
certification to the applicant that it has received the application
specifying the documents that have been submitted in support of the
application.
4.3 The applicant assumes full responsibility and accountability on the
validity and authenticity of the documents submitted, as evidenced
by the Omnibus certification of authenticity (item 4.1.i above). Any
violation will automatically disqualify the applicant from the selection
process.
5.0 EVALUATION AND SELECTION
5.1 The Schools Division Superintendent (SDS) shall issue an Order

organizing and designating the members of the following
committees:
5.1.1 School Screening Committee

5.1.2 Division Selection Committee
5.2 the Committees shall have the following compositions and

functions:
5.2.1.1 Composition
a. The Committee at the elementary level shall be chaired by

the School Head with four (4) teachers as members.
In the case of primary, incomplete elementary and multi-

grade (MG) schools, the Committee shall be chaired by the
cluster school head with four (4) teachers from the cluster
schools as members.
b. The Committee at the secondary level shall be chaired by

the School Head. The Department Head concerned and
three (3) teachers from the different learning areas (as
needed based on the school’s vacancies) shall be members.
For small secondary schools that do not have department

heads, the School Head shall be the Committee Chair with
P a g e | 208
four (4) subject leaders from different learning areas as

members.
c. Committee members shall be identified by the School Head

using the above mentioned specifications. The School Head
shall then transmit the Composition of the School Screening
Committee to the Schools Division Superintendent for the
issuance of a corresponding Designation Order.
5.2.2 Division Selection Committee
5.2.2.2 Composition
For Elementary Schools
Chair: Assistant Schools Division Superintendent (ASDS)

Members:
Three (3) Education Program Supervisors
Division Chapter President of the Philippine
Elementary
Schools Principals Association (PESPA)
Representative of a Civil Society Organization
(CSO)
with technical expertise
For Secondary Schools

Members:
Three (3) Education Program Supervisors
Division Chapter President of the National
Association
Of Public Secondary School, Inc. (NAPSSHI)
Representative of a CSO with technical expertise
a. In schools divisions where there is no ASDS, the

Superintendent shall designate an Education Program
Supervisor as the Chair of the Division Selection
Committee.
b. The official in charge of personnel actions shall provide
secretariat services and maintain records of
proceedings or deliberations.
P a g e | 209
5.2.2.2 Functions
a. Receives from the School Screening Committee the list

of applicants with the corresponding documents.
b. Verifies the documents submitted by the School
Screening Committee as to completeness, accuracy,
authenticity, and veracity.
c. Evaluates applicants based on Education, Teaching
Experience, LET/PBET Rating, Experiential Learning
Courses, and Specialized Training and Skills.
d. Conducts interviews.
e. Observes and rates the demonstration teaching of
applicants.
f. Administers the English Proficiency Test.
g. Reviews and consolidates, foe check-and-balance
purposes, the results of the individual ratings of
applicants, based on the scores they obtained in each
criterion for evaluation.
h. Prepares separate division-wide RQAs for
Kindergarten, Elementary, and Secondary following the
point system below:
Registry A – 76 points and above

Registry B – 69 to 75 points
Registry C – 62 to 68 points
Registry D – 55 to 61 points
The Division Selection Committee for Elementary

Schools shall prepare the separate RQA for Kindergarten
teacher applicants.
The RQA for Secondary teacher applicants shall be by

subject are specialization.
i. Identifies applicants who are volunteer and LGU-

hired/funded teachers who have rendered service for
at least one year, and/or are bona fide residents of the
locality. These applicants will be marked as priority.
However, meeting more than one of the
aforementioned conditions does not give a higher
priority for the applicant. See Section 6.9 and 6.11 of
these guidelines.
j. Secures list of its LGU-hired/funded teachers from the
office of the provincial governor, city/municipal mayor,
P a g e | 210
or provincial/city/municipal administrator.
k. Ensures that LGU-hired/funded and volunteer teacher
applicants go through the application process as
provided for in these guidelines.
l. Submits the complete results of the evaluation of
applicants (Items 5.2.3.2 c, d, and e), including
pertinent records of deliberations, to the SDS for
approval.
5.3 Applicants shall be evaluated using the following criteria:
CRITERIA POINTS
a. Education
b. Teaching Experience 20
c. LET/PBET Rating 15
d. Experiential Learning 10
Course 5
e. Specialized Training and 5
Skills 10
f. Interview 10
g. Demonstration Teaching 15
h. Communication Skills
TOTAL 100
5.3.1 Education- 20 points
Evaluating Education is in term of the applicant’s academic

achievement. Thus, all subjects with corresponding subjects with
corresponding units must be included in the computation.
5.3.1.1 Rating of Education shall be based on the following

equivalents, with 1.0 as the highest and 3.0 as the lowest:
General General
Weighted Equivalent Weighted Equivalent
Average Points Average Points
(GWA) (GWA)
1.0 20.00 2.0 14.00
1.1 19.40 2.1 13.40
1.2 18.80 2.2 12.80
1.3 18.20 2.3 12.20
1.4 17.60 2.4 11.60
1.5 17.00 2.5 11.00
1.6 16.40 2.6 10.40
1.7 15.80 2.7 9.80
1.8 15.20 2.8 9.20
1.9 14.60 2.9-3.0 8.60
P a g e | 211
When the percentage rating is used, the following table of equivalents shall
be used, with 1.0 as the highest and 3.0 as the lowest:
Percentage
GWA
Rating
99.0 1.0
97.75-98.75 1.1
96.50-97.50 1.2
95.25-96.25 1.3
94.00-95.00 1.4
GWA
92.75-93.75 1.5
91.50-92.50 1.6
90.25-91.25 1.7
89.00-90.00 1.8
87.75-88.75 1.9
Percentage
Rating
86.50-87.50 2.0
85.25-86.25 2.1
84.00-85.00 2.2
82.75-83.75 2.3
81.50-82.50 2.4
80.25-81.25 2.5
79.00-80.00 2.6
77.75-78.75 2.7
76.50-77.50 2.8
75.00-76.25 2.9-3.0
Applicants with non-education degrees shall be rated using the GWAs in their
baccalaureate degrees and the eighteen (18) professional units in education.
If the school issues a certification of GWA with a corresponding percentage rating

that does not conform to the above table, the committee shall refer to the
grading system of the school.
For the school with “unique” grading systems, a corresponding transmutation

table shall be constructed.
P a g e | 212
5.3.1.2 Additional requirements for kindergarten applicants
a. He/she must have obtained any of the following degrees, or its

equivalent:
Degrees:
 Bachelor in Early Childhood Education

 Bachelor of Science in Preschool Education
 Bachelor of Science in Family Life and Child Development
 Bachelor of Elementary Education with Specialization in
Kindergarten, Preschool or Early Childhood Education
 Bachelor in Elementary Education, Major in Teaching Early
Grades
 Bachelor of Arts/Science Degree in discipline allied to
Education, such as Psychology, Nursing, Music and Arts, et
cetera, with at least 18 units in content courses or subject in
ECE
Equivalent:
 Bachelor in Elementary Education, Major in Special Education

(SPED) with 18 units in ECE
 Bachelor of Secondary Education with additional Diploma in
ECE including Practice Teaching in Kindergarten Education
 Other degree courses and/with at least 18 units in Early
Childhood Education
The Division Selection Committee may consider any other similar

Bachelor’s degree in Early Education.
In cases where there are limited eligible teachers with ECE units, the
following measures may be adopted.
 Upon appointment, the teacher shall be required by the

Division Office (DO) to earn ECE units gradually. Nine (9) ECE
units may be earned at end of Year 1; eighteen (18) units, Year
2; and twenty-one (21) units, Year 3.
b. Kindergarten teacher applicants must not be more than forty-five

(45) years old.
P a g e | 213
c. Applicants shall undergo actual Demonstration Teaching

specifically designed for a kindergarten class.
d. Only teaching experience in kindergarten/preschool in both public
and DepEd-recognized private schools shall be considered in
determining points under the Teaching Experience criterion.
5.3.1.3 Additional requirements for SPED applicants
a. He/she must possess any of the following qualifications:

 Bachelor of Science in Education, with specialization in Special
Education
 Bachelor of Elementary Education with specialization in Special
Education
 Bachelor of Science in Elementary Education with
specialization in Special Education
 Bachelor of Science in Elementary Education, MAJOR IN Special
Education
 Bachelor of Science in Elementary Education plus eighteen (18)
units in Special Education in the graduate level with three (3)
years of teaching experience with special needs children and
with a “Very Satisfactory” performance rating in the regular
schools for at least three (3) years
 Bachelor of Science in Elementary Education plus fifteen (15)
units in Special Education with four (4) years of teaching
experience with special needs children and with a “Very
Satisfactory” performance rating in the regular schools for the
last three (3) years
 Bachelor of Science in Elementary Education plus nine (9) units
in Special Education with nine (9) years of teaching experience
with special needs children and with a “Very Satisfactory”
performance rating in the regular schools for the last three (3) years
 Bachelor in Secondary Education, with specialization in Special Education
In cases where applicants do not have the appropriate

educational qualifications, they may still be evaluated but shall
be categorized separately from those who have met the said
requirements.
5.3.2 Teaching Experience – 15 points

P a g e | 214
Teaching experience in pre-school, Special Education (SPED),

Alternative Learning System (ALS), Early Childhood (EC)
kindergarten/preschool, elementary, and secondary in private and
public schools shall be given 1.50 points for every school year but
shall not exceed twelve (12) points.
For every month of service, 0.15 points shall be given.

Example: 8 months = 1.20 points
10 months =1.50 points
only teaching experience related to what is being applied for shall
be credited. Hence the full 0.15 point per month of teaching
experience shall be given to the applicants who have come from
schools that are Dep-Ed recognized or with permit to operate.
Teaching experience of kindergarten volunteer teachers and LGU-

hired teachers shall merit additional points on top of the score
they obtain from the above points system as follows:
Less than 2 years of experience = +1 point

2 to less than 5 years of experience = +2 points
5 or more years of experience = +3 points
5.3.3 LET/PBET Rating – 10 points
Equivalent points of applicant’s rating in the LET/PBET shall be as

follows:
LET Rating Points

87 and above 10
84-86 9
81-83 Points
8
78-80 7
75-77 6
PBET Rating
P a g e | 215
82 and above 10
79-81 9
76-78 8
73-75 7
70-72 6
5.3.4 Experiential Learning Courses – 5 points
Experiential Learning Courses (ELC) refers to the required subjects in the

pre-service education curricula (offered in tertiary schools) that include
Field Study and Practice Teaching.
5.3.4.1 Field Study
Field Study courses are intended to provide students with practical learning
experiences in which they can observe, verify, reflect on, and actually
experience different components of the teaching-learning processes in
actual school settings. The experiences will begin with field observation and
gradually intensify until students undertake practice teaching. Applicants
are to submit a compendium of their written outputs from the series of
Field Study courses they have taken. The written outputs will be evaluated
as follows:
Point Adjective Indicators
Scale %
System Equivalent
Present clear descriptions of
experiences that are
considered worthwhile and
95- helpful, explains judgements
5 1.00 Excellent
100 on personal strengths and
weaknesses; includes
successful outputs and
accomplishments
Presents some examples of
experiences, some
4 90-94 1.25-1.50 Proficient explanations of personal
strengths and weaknesses and
includes some achievements.
Contains some example of
learning experiences with few
explanations of personal
3 85-89 1.75-2.00 Satisfactory
strengths and weaknesses and
statement of what has been
achieved.
2 80-84 2.25-2.50 Developing There is little evidence of
P a g e | 216
reflections and insights

learned; very few details of
experiences. Judgement of
personal performances is very
limited, with little or no
attention paid to strength and
weaknesses of work.
There is no evidence of
reflections; no details of
experiences and judgement of
Needs
1 75-79 2.75-3.00 performance, without
Improvement
statement of strengths and
weaknesses and
achievements.
If and only if the applicant did not take Field study courses, then points for the
ELC criterion shall be based on the Practice Teaching Rating. It shall be evaluated
according to the scale below:
5.3.4.2 Practice Teaching
Point Adjective
Scale % Indicators
System Equivalent
 Present a variety of work done
 Shows good organization and a
5 95-100 1.00 Outstanding
clear focus
 Displays evidence of assessment
such as revisions, a letter on why
one choose a certain entry, etc.
 Presents a variety of work done
 Contains minor organizational
flaws
1.25- Very
4 90-94  Exhibits some errors in grammar,
1.50 Satisfactory
usage or mechanics
 Reflects enthusiasm, creativity,
self-assessment, extensive
investigations and analysis of
information
3 85-89 1.75- Satisfactory  Presents fewer work and some
2.00 resources
 Includes confusing organization
lacks focus
P a g e | 217
 Reflects some enthusiasm,

creativity, self-assessment,
extensive investigations and
analysis of information
 Contains problems in mechanics
that interfere with
communication
2.25-
2 80-84 Fair  Reflects poor organization
2.50
 Lacks focus, enthusiasm,
creativity and analysis of
information
 Consists mainly of ditto sheets or
2.75- Needs pages copied from a textbook
1 75-79
3.00 Improvements  Contains no evidence of student
thinking
5.3.5 Specialized Training and Skills- 5 points
Specialized training for skills development in fields related to the

work, duties and functions of the Teacher I position to be filled shall
be given a maximum of 5 points.
In the assignment of points, the following should be met:

 At least five (5) days’ training;
 Duly supported with documents;
 The skills shall be validated through demonstrations and/or
any other appropriate mode or medium
Points may also be given to skills acquired from experience to be
validated through demonstration and/or any other appropriate
mode or medium as well.
5.3.6 Interview – 10 points
The Division Selection Committee shall interview applicants and

ensure that all have equal opportunities to be assessed; Applicants
shall be interview shall be interviewed on topics such as:
 Professional expressions
 Instructional skills
 Technology/computer skills
 Classroom discipline
 Classroom management
 Knowledge of content/materials
 Planning skills
 Relationships with administrations, staff, parents and students
 Personal qualities
P a g e | 218
Applicants shall be rated based on the following attributes:
Personality (5 points)
- Each indicator to be given a maximum of one (1) point:
Appearance
Voice and Speech
Poise
Alertness
Self-confidence
Potential (5 points)
- Each indicator to be given a maximum of one (1) point:
Ability to present ideas
Judgement
Emotional Stability
Decisiveness
Stress Tolerance
5.3.7 Demonstration Teaching – 20 points
Applicants shall be given points on aspects such as:
 Lesson plan
 Lesson execution
 Classroom management
 Appropriate language use
 Language proficiency
 Use of appropriate instructional material, devices, and
technologies
 Cohesion of lesson objectives, lesson process, and lesson
assessment
 Evaluation of pupil/student performance strictly following the
applicable National Competency-Bases Teacher Standards
(NCBTS) strands and indicators
Applicants for kindergarten and SPED teaching positions shall

undergo Demonstration Teaching specifically designed for
kindergarten and SPED classes, respectively.
(Demonstration Teaching is different from Practice Teaching; the
former is done during the hiring process, while the latter is part of
the pre-service training in ELC.)
P a g e | 219
5.3.8 Communication Skills – 15 points
As English Proficiency Test with a maximum score of 100% shall be

administrated to all applicants. The competencies and contents of
the test are indicated below. The test shall be distributed by the
Central Office and administered by the Division Selection Committee.
a. Listening (25%)
b. Speaking (25%)
c. Reading (25%)
d. Writing (25%)
The total percentage score obtained by an applicant shall be

multiplied by the weight of fifteen (15) points, as follows;
Percentage score = 98% or 0.98

Weighted Points = 15
Rating = .98 x 15 = 14.7 points
6.0 CONSTITUTING AND UTILIZING THE REGISTRY OF QUALIFIED APPLICANTS

(RQA)
6.1 The cut-off score for inclusion in the RQA is fifty-five (55) points.
6.2 The RQA is the list of qualified applicants for appointment which shall
include their names, permanent addresses, and final evaluation
ratings.
6.3 The RQA should 1) be punished in order of highest to lowest scores
of the applicants, with the corresponding Registries indicated, 2)
show the consolidated results of the individual ratings, 3) only
include those who obtained total scores of fifty-five (55) and above,
and 4) indicate the date of posting.
6.4 It shall be used in filling up new items and natural vacancies for
Teacher I positions.
6.5 Three (3) separate RQAs for Kindergarten, Elementary, and
Secondary shall be prepared by the Division Selection Committees.
The RQA for Kindergarten shall be prepared by the Division Selection
Committee for Elementary Schools. The RQA for Secondary Schools
shall be prepared by subject area.
6.6 The RQA should be ready by the last week of April of every year so
that qualified applicants may be appointed before the opening of
each school year. The RQA shall be valid for a period of one (1) school
year.
P a g e | 220
6.7 Subject area specialization of the qualified applicants shall be the

primary consideration in the secondary school level. As such, the
applicant to be appointed should have the subject-area specialization
needed by the school.
6.8 The amended IRR of RA 8190, entitled “An Act Granting Priority to
Residents of the Barangay, Municipality, or City where the School is
Located, in the Appointment or Assignment of Classroom Public
School Teachers,” states that “in the appointment or assignment of
teachers to public schools and other learning centers with vacant
teaching positions, priority shall be given to bona fide residents of
the barangay, municipality, city, or province where the school is
located, in no particular order. Provided, that the teacher possesses
all the qualifications for the position as required by law and DepEd
Orders. Provided, further, that among the bona fide residents of the
barangay, municipality, city, or province where the school or learning
center is located, the most qualified shall be given priority.”
6.8.1 It should be noted that while providing for enumeration, the

language of RA 8190 does not provide for a “hierarchy.” Thus, a
teacher may be appointed if he/she comes from the barangay,
municipality, city or province, which does not have to be in the said
order.
6.8.2 The applicant’s place of residence shall be determined by the
indicated address in the Voter’s ID, unless there is a preponderance
of evidence of otherwise, as stated in other pertinent official
documents
6.9 Section 8 of RA 10155 states that “priority shall be given to qualified

contractual and volunteer teachers, whether employed by the DepEd
or the local government units.”
6.10 Residents of the locality, LGU-hired/funded teachers, and volunteer
teachers shall still be subject to these hiring guidelines.
6.11 As a general rule, hiring and appointment should be based on the
ranking of the applicants in the RQA. Applicants with priority listed in
Registry A shall be hired first. Only when all applicants in Registry A
have been hired shall applicants with priority in Registry B be
considered, and so on.
6.11.1In the event that applicants invoke priorities in the Kindergarten,

Elementary, and Secondary levels, Priority will only be given to locals
and/or locally-hired if they are listed in Registry A.
6.11.2Applicants in Registry A, even those without priority, should be
appointed first before priority can be given to the local residents
and/or locally-hired listed in Registry B.
6.11.3When all those in Registry A and B have been appointed and assigned
to their respective stations and there are still positions to be filled,
P a g e | 221
those with priority in Registry C shall be considered before going to

the applicants without priority in Registry C.
6.11.4When all those in Registry A, B, and C have been appointed and
assigned to their respective stations and there are still positions to be
filled, those with priority in Registry D shall be considered before
going to the applicants without priority in Registry D, and so on and
forth.
7.0 APPOINTMENT OF QUALIFIED APPLICANTS
7.1 The Schools Division Superintendent (SDS) shall:
7.1.1 Post the complete results (RQA) in at least three (3) conspicuous
places in the Division Office and on the website of the Division Office.
The RQA should 1) be published in order of highest to lowest scores
of the applicants, with the corresponding Registries indicated, 2)
show the consolidated results of the individual ratings, 3) only
include those who obtained total scores of fifty-five (55) and above,
and 4) indicate the date of posting.
7.1.2 Provide the School District and every kindergarten, elementary, and
secondary school with copies of the RQAs for posting in their areas of
jurisdiction. Regional Directors shall also be provided with copies of
the RQAs.
7.1.3 Furnish the Local Government Units and Legislative District
Representatives with copies of the RQAs. Discussions shall be done
to encourage their areas of jurisdiction. Regional Directors shall also
be provided with copies of the RQAs.
7.1.4 Issue official appointments of new teachers for submission to the
Civil Service Commission.
7.1.5 Advise newly-hired teachers to report for work provided that
appointment papers are already in order.
8.0 MONITORING OF DIVISION COMPLIANCE
8.1 Regional Directors shall regularly monitor and ensure strict

compliance with the provisions of these hiring guidelines, as follows:
P a g e | 222
a. Dissemination and discussion of these guidelines with teachers,

school heads, district supervisors, superintendents, and other
school division officials;
b. Preparation of schools to receive and acknowledge applications;
c. Organization of Division Selection Committees and School
Screening Committees;
d. Briefing and orientation of members of these committees
regarding their roles and functions;
e. Preparation of scoring sheets, interview guides, and tests of
applicants;
f. Briefing and information-sharing with local governments and
other local stakeholders in teacher hiring;
g. Preparation of a report on the observations, both positive and
negative, in actual division practices in implementing these
guidelines; and
h. Submission of said report on a quarterly basis to the Office of the
Secretary through the Office of Planning Service- Research and
Statistics Division.
9.0 REPEALING CLAUSE
These Guidelines hereby amend DepEd Order No. 12, 25, and 37, series of
2012. Other rules, regulations and issuances which are also inconsistent
with these guidelines are hereby repealed, rescinded or modifies
accordingly. This Order shall be construed together with RA 8190
(Localization Law) and it’s implementing rules and regulations.
10.0 EFFECTIVITY
The guidelines and criteria provided in this Order shall take effect
immediately.
BR. ARMIN A. LUISTRO FSC

Secretary
P a g e | 223
Appendix V

Department of Education Region
CERTIFICATE OF COMPLETION
Is awarded to
Of
P a g e | 224
For having satisfactorily completed the required number of hours for
Practice Teaching (6 units/ hours) on
Given this day of in the year of our Lord,
Two Thousand
Program Supervisor
Dean Principal
Appendix W
AND PROFICIENCY
Is awarded to
P a g e | 225
Of
For having satisfactorily completed the required number of hours for
Experiential Learning Courses: Field Study Courses ( hours) and
Practice Teaching ( hours) during the period
Two Thousand
College Supervisor Principal
Dean
Appendix X

Region
Division of
And
Name of Teacher Education Institution

P a g e | 226
Of
Province/City
Award this
CERTIFICATE OF RECOGNITION
To
Name of Pre-service Teacher
As
Outstanding Pre-service Teacher
Of the Year
Two Thousand
Principal College Supervisor
Dean Schools Division Superintendent
Appendix Y
Certificate of Completion for Experiential Learning Courses Prescribed by DepEd
(Name of University)
College of Education
P a g e | 227
On
EXPERIENTIAL LEARNING COURSES
(FIELD STUDY AND PRACTICE TEACHING)
Is awarded to
(NAME)
BACHELOR of EDUCATION
(COURSE)
For having satisfactorily completed Field Study Courses and Practice Teaching as
EXPERIENTIAL LEARNING COURSES in the TEACHER EDUCATION PROGRAM
With the following PERFORMANCE RATINGS

Experiential Learning Courses Grade Obtained
A. Field Study Courses
FS 1
FS 2
FS 3
FS 4
FS 5
FS 6
Average
B. Practice Teaching/Practicum
Field Study Courses and Practice Teaching will have a maximum of 2.5 points each
This certification is issued in relation to DepEd Order No. 20, s. 2009,

Further Revisions to Hiring Guidelines for Teacher I Position reference DepEd
Order No. 4, s. 2007.
Given this day of , in the year of our Lord, Two Thousand and
College Supervisor Dean
Appendix Z
PRACTICE TEACHING HANDBOOK

P a g e | 228
KEY TO CORRECTIONS
(INTEGRATING THEORY INTO PRACTICE)
LEARNING QUESTIONS
EPISODE 1 2 3
1 D C C
2 A A D
3 A C D
4 B C D
5 D C C
6 D A D
7 A A C
8 A B C
9 B D D
10 A D B
11 C B C
12 D A B
13 B A D
14 C A D
15 C D C

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Page |1

WHAT LIES AHEAD?

My Learning Episode Overview

My first episode will explain the expectations of my Teacher

and my Cooperating School Negros Occidental High School

My Targets (Learning Outcomes)

At the end of this activity, I will be able to:

My Map (Learning Episode Directions)

To get to know my cooperating school better, I must do the following:

Read the vision, mission, goals and core values

Attend the orientation session with my

Record important notes during the

Ask questions, if necessary.

Accomplish the Learning Episode.

My Big Ideas (Learning Essentials)

As a student intern, I need to know the following terms to fully understand

Orientation- the relative physical position or direction of

Expectations- a belief that someone will or should achieve

Cooperating School- It is a public elementary or

high school institution where student teachers will have their

off-campus practice teaching.

Cooperating Principal- Orient student teachers with respect to

the traditional beliefs and mores of the community served by

the school and the uniqueness of the school-community

Cooperating Teacher- plays a critical role as the student

student teacher’s learning experience

A. After the orientation conducted by my practicum supervisor/cooperating

Name of Cooperating Principal: Mr. Mario S. Amaca

Name of Cooperating Principal: Mr. Mario S. Amaca E

Punctuality As a student intern it is one of E

Professionalism I need to exercise appropriate

B. After my orientation session with my practicum supervisor and

 Feeding students with 21st

Complete the structured frame.

Orientation sessions are conducted because they provide an opportunity to

expectations of the school and most importantly being able

to achieve my goals and be trained as a pre-service

teacher. I feel enlighten with the things which I need

to do during the whole duration of my practice

teaching; the rules and regulations to follow have

been clearly discussed. I feel I can accomplish the goals

that are needed to be successful in this training.

B. Am I really prepared to teach? Why? Why not?

My Application (From Theory to Practice)

Encircle the letter of the correct answer.

1. There is a need to have orientation sessions to:

A. To have better relationships with the school community.

3. Meeting the expectations of the Teacher Education Institution is important:

A. To have better relationship between the Teacher Education Institution and

My Portfolio (Compilation of Learning Documents, Evidence,

My Assessment (How did I perform in this learning episode?)

Total Score Average Rating

Meeting My Cooperating Teacher

My Learning Episode Overview

My Targets (Learning Outcomes)

At the end of this activity, I will be able to:

 Meet my cooperating teacher.

My Map (Learning Episode Directions)

These are the things I need to do:

Extend assistance when needed.

Write down notes.

Listen to the expectations of my cooperating teacher.

Go to the scheduled class.