Flores Handbook Student Interns

Abra State Institute of Sciences and Technology
Main Campus, Lagangilang, Abra
COLLEGE OF TEACHER EDUCATION
ASIST VISION - MISSION
VISION
A university that produces graduates that are academically competitive,

locally responsive, and globally sustained.
MISSION
We are committed to assisting in the development of Abra through improved

instruction, creative and innovative research, and public and community
service projects that will result in globally competitive professionals who will
realize a nation that is firmly rooted, comfortable, and secure.
PREFACE
2 Teaching Internship Handbook
This handbook is a compilation of policies and guidelines in Teaching

Internship or Practice Teaching,
Part I contains a brief history of the College of Teacher Education

(CTE), the goal of the Teacher Education Department, and the objectives of
the Bachelor of Elementary Education (BEED) and the Bachelor of
Secondary Education (BSED).
Part II contains the policies and guidelines in the Teaching Internship

Course. It provides a brief background, goals, policies, and competencies of
the course and procedures in the deployment of pre-service teachers. It also
defines the role of the Department of Education (Dep.Ed.), the Commission
on Higher Education (CHED), and the Teacher Education Institution (TEI).
The guidelines in selecting resource teachers, cooperating teachers, or

mentors are also provided, including the duties and responsibilities of the
student interns.
The researcher sincerely acknowledges the authors of the manuals used

as references in this output, including the invaluable inputs of the consultants
and respondents.
Josefina Alagao Flores 2021

TABLE OF CONTENTS
Preliminaries
ASIST Vision, Mission 1
Preface 2
Table of Contents 3
Part I
Brief History of the College 5
Goal of the Department of Teacher Education 8
Objectives of the Bachelor of Elementary Education 8
Objectives of the Bachelor of Secondary Education 8
Objectives of Physical Education 9
Objectives of Early Childhood Education 9
Objectives of Bachelor of Technology and Livelihood Education 10
Part II
The Teaching Internship

Purpose of the Handbook 11

Goals of Teaching Internship 11
Scope and Coverage 12
Teaching Internship Practices 13
Teaching Internship Framework 16
Competencies Assessed in Teaching Internship 17
Guidelines in the Deployment of Pre-Service Teachers 18
Definition of Terms 18
Role of Dep.Ed and CHED 18
Role of the Teacher Education Institution 21
Selection of Cooperating Schools 22
Selection of Cooperating Teachers 23
Duties and Responsibilities of Pre-Service Teachers 24
Mentoring Process 24
References 27
Appendices 28
PART I (Brief History of the TEI)

BRIEF HISTORY OF THE COLLEGE OF TEACHER

EDUCATION (CTE), ABRA STATE INSTITUTE OF
SCIENCES AND TECHNOLOGY, LAGANGILANG CAMPUS
The College of Teacher Education started during the SY 1975-1976 with

a Bachelor of Science in Agricultural Education (BSAED), major in
Agronomy and Animal Husbandry. Because of the inability of agricultural
schools to employ many BSAED graduates, they took units in secondary
education and elementary education to fit them into employment in the
secondary and elementary schools. This paved the way to the Bachelor of
Secondary Education (BSEd) major in Agricultural Arts and Bachelor of
Elementary Education (BEEd) with specialization in Agricultural Arts during
the SY 1987-1988.
The College offered a BSEd major in English, Mathematics, Filipino,

and Technology and Home Economics (THE) during the same year. Because
of the growing demand for teachers in the secondary schools, the BSEd
program expanded the major offerings by adding Biological Science and
Physical Science to the existing majors of specialization during the SY 1995-
1996. The BEEd program started to offer English, Mathematics, Filipino,
Science and Home Economics, and Livelihood Education (HELE) during the
SY 1996-1997.
During the SY 1989-1990, the Bachelor of Science in Home Technology

(BSHT) was offered to answer qualified home economics teachers in
elementary and secondary schools. In addition to the home technology units,
content and professional courses in education were added to equip the
graduates with knowledge, skills, and strategies in teaching. Since then until

SY 2017-2018, the BSHT had been under the umbrella of the Teacher
Education department. The course was transferred to the College of
Agriculture, Forestry, and Cooperatives starting AY 2018-2019, with the
education courses phased out from the curriculum.
By CHED Memorandum Order No. 30 s. 2004, as provided by RA No.

7722, the specialization in the BEED program was phased out. Instead, it
implemented the general curriculum, which aims to develop elementary
school teachers who are generalists and can teach across the learning areas in
the grade school.
By BOT Resolution No. 17, s. 2014, the Bachelor of Physical Education

major in School Physical Education (BPE-SPE) started to be offered during
2014-2015.
At present, the Bachelor of Elementary Education and the Bachelor of

Secondary Education are Level II Re-accredited by the Accrediting Agency
of Chartered Colleges and Universities in the Philippines (AACCUP), Inc.
and were issued Certificate of Program Compliance (COPC) on January 18,
2019 bi virtue of CHED CAR Order No. 2, s. of 2019.
The Bachelor of Early Childhood Education (BECED) and the Bachelor

of Technology and Livelihood Education (BTLED) started to be offered
during the first semester of 2018-2019.

The College of Teacher Education offers programs that require On-the-

Job Training Activities for students called Teaching Internship. This is a
period of internship assisted by an experienced classroom teacher who serves
as a role model and mentor for the developing teacher. It is the total
immersion of the prospective teacher in real life of a teacher. During teaching
internship, the pre-service teacher experiences the rudiments of teaching in a
cyclical process of planning, actual teaching, and evaluating learning. The
pre-service teacher, who may be called the apprentice, or student-teacher
intern, walks the whole teaching process with a mentor, who is also called the
cooperating teacher. Here, the pre-service teacher puts into practice the
content and theory courses, strategies, or teaching methods and the
pedagogical content knowledge acquired in related courses before Practice
Teaching. Under the daily supervision of the cooperating teacher, the pre-
service teacher gradually assumes the responsibility of the duties of the
cooperating teacher until the pre-service teacher is carrying the full teaching
load. Throughout the internship, the pre-service teacher is also monitored and
guided by supervising instructors. The supervising instructors will make a
minimum of six on-site visits. Additional support is provided through
seminars and training. The pre-service teacher is given all the opportunities
to bring out the best of every prospective teacher. This is necessary for the
mastery of the competencies needed, as clearly spelled out in the National
Competency-Based Standards for Teachers (NCBTS) and CMO 30, s. 2004.
and its regional adaptation.
To achieve this goal, Practice Teaching should be a collaborative effort
of the Teacher Training Institutions where the content and strategy courses
are first learned and the Cooperating Schools of the Department of Education
where many of the Practice Teaching experiences take place. To assure an
effective, efficient and safe practice teaching implementation, it is essential
to have an institutional Practice Teaching Manual as a practice teaching
activity.

GOAL OF THE DEPARTMENT OF TEACHER EDUCATION

The Department of Teacher Education aims to develop highly motivated,
committed, skilled, and competent graduates imbued with sound values.
OBJECTIVES OF THE BACHELOR OF ELEMENTARY EDUCATION

(BEED)
1. To develop students become highly competent teachers for the elementary

level, equipped with the necessary knowledge, skill, and values in
teaching the different subject areas.
2. To develop research, production, and service-oriented teachers.
3. To develop graduates who take care of the environment and utilize
resources wisely and economically.
OBJECTIVES OF THE BACHELOR OF SECONDARY EDUCATION

(BSED)
1. To develop students become highly competent teachers for the secondary

level, equipped with the necessary knowledge, skill, and values in
teaching the different subject areas.


OBJECTIVES OF THE BACHELOR OF PHYSICAL EDUCATION

(BPED)
1. To develop students become highly competent teachers of Physical

Education aimed at physical literacy, confidence, enjoyable, and
sustained participation in a wide range of physical activities.
OBJECTIVES OF THE BACHELOR OF EARLY CHILDHOOD

EDUCATION (BECED)
1. To develop students become highly competent in teaching children in

various early childhood settings.

OBJECTIVES OF THE BACHELOR OF TECHNOLOGY AND

LIVELIHOOD EDUCATION (BTLED)
1. To develop students become highly competent teachers of Technology

and Livelihood Education.
MANDATED FUNCTIONS OF ASIST COLLEGE OF TEACHER

EDUCATION
The college shall provide technological, professional, technical

education and inspire leadership in agriculture, forestry, home technology,
agricultural education, and industry through scientific research and extension.

PART II
THE TEACHING INTERNSHIP
We are dedicated to assisting Abra's growth through

improved instruction, creative and innovative research, and
public and community service projects that result in globally
competitive professionals that contribute to the realization of
a solidly anchored, comfortable, and secure nation.
It also contains policies and requirements for the Teaching Internship

Course. It provides a high-level summary of the course's objectives, policies,
and competencies, as well as the procedures for assigning student interns. It
also outlines the roles and responsibilities of the Department of Education
(Dep. Ed. ), the Commission on Higher Education (CHED), and the Teacher
Education Institution (TEI) (TEI). It also contains policies and requirements
for the Teaching Internship Course. It includes a quick rundown of the
course's goals, policies, and competencies, as well as the procedures for
student intern placement. It also outlines the Department of Education's
(Dep.Ed.) and the Commission on Higher Education's (CHE) roles and
responsibilities.
GOALS OF THE TEACHING INTERNSHIP
The teaching internship aims to help students connect theory and

practice while also gaining a broad understanding of education and teaching.
Student interns can undertake the following things in teaching internships:
The teaching internship aims to help students connect theory and practice
while also gaining a broad understanding of education and teaching. Student
interns can undertake the following things in teaching. The teaching
internship aims to help students connect theory and practice while also
gaining a broad understanding of education and teaching. Student interns can
undertake the following things in teaching internships: The teaching
internship aims to help students connect theory and practice while also
gaining a broad understanding of education and teaching. Students interns
can undertake the following things in teaching internships:
1. Use developmentally appropriate strategies, procedures, materials,

and assessments to improve your teaching skills.
2. Use developmentally appropriate tactics, methods, resources, and
assessments to improve your teaching abilities.
3. Demonstrate comprehension of student behavior.
4. Demonstrate subject expertise in the subjects and grades assigned to
him or her.
5. Establish procedures for adequately controlling the classroom.
Establish classroom management methods. Establish processes for
adequately controlling the classroom. Establish classroom
management methods.
6. Make adjustments for a wide range of individual differences in the
classroom; engage with administrators, cooperating teachers, peers,
and other school officials; and establish appropriate evaluation
techniques.
7. Professional ethics, attitudes, and behaviors should all be developed.
8. Make the most of the resources at school and in the community. Use
the resources at school and in the community.
9. Use effective communication methods.
10. Demonstrate topic expertise in the subjects and grade levels to which
he or she has been allocated.
11. Demonstrate that he or she is capable of lesson planning.
Demonstrate that he or she is capable of lesson planning.
12. Develop effective and efficient classroom management practices.
Create classroom management strategies that are both effective and
efficient.
13. In consultation with administrators, cooperating teachers, peers, and
other school officials, develop appropriate assessment techniques.
14. Develop professional ethics, attitudes, and practices
SCOPE AND COVERAGE
This handbook covers Teaching Internship practices of Teacher

Education Institutions in Abra.
TEACHING INTERNSHIP PRACTICES
1. Selection of Cooperating Schools
The school:

a. considers above-average performing school in academics, co-

curricular activities, and admission tests.
b. Exemplifies a good image in its internal and external stakeholders.
c. possesses master teachers who can provide the best mentoring to
student interns.
d. is being managed by a full-time and competent administrator.
2. Pre-deployment
The TEI:
a. prepares a Memorandum of Agreement (MOA) to be signed by the

College President and the Schools Division Superintendent.
b. conducts orientation on the rationale and procedures of the
experiential learning courses.
c. provides pre-deployment training of student interns for their roles,
responsibilities, and tasks in their assigned schools.
d. determines the readiness and ability of the student interns to
undergo an off-campus teaching internship.
e. coordinates ahead of time with the corresponding school head
regarding the student interns' activities and teaching internship
needs.
f. assigns student interns to an accessible cooperating school.
3. Deployment:
The Cooperating Teacher:
a. introduces the student interns to the receiving schools through a

simple program.
b. conducts orientation meetings with the heads and faculty so that the
expectations of both parties are made clear to all concerned.
c. tours with the student intern in the school premises and grounds
during the deployment for familiarity.
d. allows the student interns to observe classes before the actual
teaching.
4. Monitoring :
The supervisor/coordinator
a. regularly coordinates with the cooperating school

head/headteacher regarding the performance of student interns.
b. conducts regular observation and evaluation of the teaching
internship performance of the student interns.
c. observes the participation and involvement of the student
interns in co-curricular activities.
d. keeps a record of observations and post conferences made
with the student intern.
e. allocates time to visit the cooperating school if concerns may
arise.
5 .Evaluation:
The supervisor/coordinator:
a. requires a portfolio, narrative reports, daily time records for

every student intern.
b. culminates the off-campus practice teaching with a final

demonstration of the student interns.
c. submits clearance signed by authorities from the cooperating
schools and an overall evaluation of the student interns.
d. recognizes exemplary performance of the student interns
during their teaching internship by giving certificates of
recognition through a culminating activity.

TEACHING INTERNSHIP FRAMEWORK
INPUT PROCESS OUTPUT OUTCOME
Academic Life Teaching

Experience Internship
 Character/Values Experience  Employable  Globally
Formation  Mentoring College Competitive
 Orientation Process Graduate Teachers
Program  Practical  Quality Student  Responsible
 Skills Application Interns Citizen
Development of skills
 Work
Readiness
As a graduate of the Teacher Education Institutions in Abra, the Teaching

Internship framework depicts the entire paradigm of student activities and
experiences both within and outside of the classroom and his or her
development after graduation and function in society.
The Teacher Education Institutions provide students with the academic life
experience they need to cultivate positive character through classroom
instruction and extracurricular activities geared toward the holistic
development of the students, to orient them to their duties and responsibilities,
to be enhanced with policies related to their teaching internship, and to
cultivate the d As a graduate of the Teacher Education Institutions in Abra,
the Teaching Internship framework depicts the entire paradigm of student
activities and experiences both within and outside of the classroom, as well
as his or her development after graduation and function in society.
The Teacher Education Institutions provide students with the academic life
experience they need to cultivate positive character through classroom
instruction and extracurricular activities geared toward the holistic
development of the students, to orient them to their duties and responsibilities,

to be enhanced with policies related to their teaching internship, and to
cultivate the d
COMPETENCIES TO BE ASSESSED IN TEACHING INTERNSHIP
1. Teacher's Personality
2. Lesson Planning
3. Content
4. Teaching Methods
5. Classroom Management
6. Questioning skills
GUIDELINES IN THE DEPLOYMENT OF STUDENT INTERNS
DEFINITION OF TERMS
College Supervisor/Supervising Instructor - refers to the faculty member
of the Teacher Education Institution (TEI) in charge of Experiential Learning

Courses, who teaches the course and oversees the various activities. It also
refers to the College Student Teaching Supervisor/Director/Coordinator.
Cooperating School - refers to the school where the field observers and
student teachers undergo observation and practice teaching.
Cooperating Teacher - refers to the teacher assigned to guide the student-
intern in developing professional competencies, attitudes, and behaviors.
Portfolio - is both a product and a process, a purposeful compilation of
pertinent student teaching materials such as lesson plans, documented
evidence of community outreach, reflections, and learning activities of the
practice teacher.
Student Intern - refers to a fourth-year student who will undergo mentoring
and is open to receiving inputs from the mentor. It also refers to the student
or practice teacher.
ROLES OF DepEd AND CHED

Schools Division Offices
The Schools Division Superintendent (SDS), in collaboration with the
Teacher Education Institution (TEI) and school principals, shall:
1. Forge an MOA with TEIs in the deployment of student interns 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 schools.
Cooperating School

A. Teaching Internship
The duties and responsibilities of the Cooperating School are:
1. Assign a student teacher to a qualified cooperating teacher in coordination
with the school department head/chairman and with the University/College
Student Teaching Supervisor/Director/Coordinator;
2. Conduct regular conference with the cooperating teachers as regards the
performance of the student interns;
3. Coordinate with the college supervisor of the student intern;
4. See to it that student interns are not allowed to substitute for teachers who
are on leave; and
5. Prepare required reports to the SDS.
The Cooperating Teachers shall:
1. Observe mentor-mentee relationship;
2. Assist the student interns in honing their skills through:
2.1. regular class observation
2.2. lesson planning
2.3. use of varied strategies, approaches, and techniques
2.4. classroom management
2.5. assessment of learning outcomes
2.6. questioning techniques

2.7. preparation of instructional materials

3. Observe, coach/mentor, and evaluate the performance of the student intern;
4. Keep a record of observations and post-conference made with the student
intern;
5. Model effective teaching and management techniques;
6. Provide the student intern the opportunity to teach independently and
collaboratively;
7. Allow the student intern to participate in co-curricular and
school/community activities;
8. A complete set of summative evaluation reports for each student intern;
and
9. Recommend a PASS or FAIL to stand for the student-teacher for his/her
practicum.
ROLES OF THE TEACHER EDUCATION INSTITUTION (TEI)

The TEI Dean shall:
1. Initiate conferences with the Regional Director, Schools Division
Superintendents (SDS), School Principals in selecting cooperating
schools;

2. Prepare a Memorandum of Agreement (MOA) between the TEI and the

Division Office (DO) to be signed by the College/University President
and the Schools Division Superintendent (SDS);
3. Coordinate with the SDS in the selection of cooperating schools;
4. Prepare formal communication to the school principal relative to the
deployment of Student Interns;
5. Ensure that the College Supervisor deploys student interns 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.
8. Institutionalize a reward mechanism/program for student interns who
exhibit excellent performance for the entire duration of the internship
program
The TEI College Supervisor shall:
1. Orient the student interns on the rationale and procedures of the
experiential learning courses;
2. Conduct orientation meetings so that expectations of both parties are made
clear to all concerned;
3. Determine the readiness and ability of the student interns to undergo
practice teaching;
4. Coordinate with the cooperating school head regarding the activities and
practice teaching needs of the student interns;

5. Orient the student interns for their off-campus work;

6. Conduct regular observation and evaluation of the practice teaching
performance of student interns;
7. Coordinate regularly with the cooperating school principal/headteacher
and cooperating teacher regarding the performance of the student interns;
8. Report to the College Dean regarding the:
a. progress/performance of the student interns
b. problems/difficulties met by the student interns
c. solutions/actions taken to solve the problem
9. conduct debriefing sessions, interview/case studies of student interns.
10. Endorse /recommend student interns who exhibit excellent performance
for the entire duration of the internship program
SELECTION OF 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 and
competitions
 performance of graduates in admission tests in prestigious schools

 good image in the community

 it has master teachers who can effectively provide the best mentoring to
the student teachers, and it is accessible to the student teachers; and
b. a full-time and competent administrator manages it.
SELECTION OF COOPERATING TEACHERS

He/She:
1. has at least three (3) years of teaching experience;
2. performs satisfactorily by the ;
3. is a major of the learning area wherein the student intern will practice
in (for the secondary level);
4. is willing to take responsibility for training and mentoring the student-
intern;
5. has been a demonstration teacher at the least, on the school level; and
6. is a regular, not a substitute or a para-teacher.
DUTIES AND RESPONSIBILITIES OF STUDENT INTERNS

The Student Intern 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. Be open to constructive criticisms;
4. Respect the dignity and rights of children;
5. Go to class prepared at all times;
6. Secure clearance from 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.
MENTORING PROCESS
1. Gradual Induction
a. General Orientation
b. Getting Acquainted
2. Routine. Establish a cooperating teacher-student intern

relationship
a. Work with the cooperating teacher.

b. Do classroom activities like preparing the classroom,

checking attendance, assistance during a flag ceremony, and other
activities.
3. Assisting Cooperating Teacher: models motivates

Student Intern: observes, participates
a. Checking of papers
b. Recording of grades
c. Computing of grades
d. Structuring the bulletin boards
e. Preparing instructional materials
f. Assisting the pupils
g. Remedial teaching or tutoring
4.Initial Teaching. Cooperating Teacher: pre-lesson conference

a. Do motivational activities
b. Select Topical teaching
c. Conduct Team teaching
5. Sustained Teaching. Cooperating Teacher: Observes; Student

Intern: Demonstrates

6. Wide Observation. Student Intern's participation in the different

school and community-related activities under the Cooperating
Teacher's tutelage
a. Observation of the cooperating teacher's demonstration lesson
b. Attending conferences with the cooperating teachers
c. Involvement in school activities
d. Preparation of school forms
e. Assessment of student learning outcomes
f. Working with the school community
g. Participation in emergency drills
7. Full Teaching. Pre-planning conference Post Conference

8. Pre- and Final Demo Teaching
9. Organization of Portfolio
10. Portfolio Assessment

References:
 DepED Order No. 3 s. 2007, Guidelines In The Deployment Of

Pre-Service Teachers On Experiential Learning: Field
Study And Practice Teaching
 Nivera G.C. TIP Module in Mathematics
 Romblon State University, College of Education: Policies and
Procedures Manual
 Experiential Learning Courses Handbook, A Project of the Teacher
Education Council (TEC), Department of Education (DepED),
Commission on Higher Education (CHED), 2007.

APPENDICES

Student Intern's Actual Teaching Checklist
I. TEACHER'S PERSONALITY Very

Excellent Goo Good Fair Poor
(5) d (3) (2) (1)
(4)
A. The teacher is neat and well-groomed.
B. The teacher is free from mannerisms that tend to
disturb the students' 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 a well-modulated voice.
II. LESSON PLANNING
A. Lesson Plan 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
A. The teacher demonstrates in-depth knowledge of
the subject matter.
B. He/she can relate the lesson to an actual life

situation.
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 students' capabilities.
C. Visual aids and other examples were used to

illustrate the lesson.
D. The teacher made effective use of formative tests

after teaching.
V. CLASSROOM MANAGEMENT
A. The teacher has a systematic way of:
1. Checking attendance
2. Checking assignment/homework/agreement
3. Checking practice exercises
4. Checking group work
5. Passing in and out of the room
6.Correcting, distributing and collecting papers.
B. Order and discipline were present in the
classroom.
C. Visual Aids were within easy reach of the teacher

during his/her lesson.
VI. QUESTIONING SKILLS

The teacher’s questioning skill stimulates discussion
in different ways such as:
1. Probing for leaners’ 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. Stimulating curiosity;
7. Helping students to ask question.
TOTAL
Final Teaching Internship Grade
Cooperating/Critic Teacher ---------------------------------------------50%

Supervising Instructor----------------------------------------------------20%
Portfolio--------------------------------------------------------------------20%
Thesis-----------------------------------------------------------------------10%
TOTAL-------------------------------------------- 100%

MEMORANDUM OF AGREEMENT
On the deployment of Student Teachers and Field Study Students between (TEI) and
DepEd Abra
KNOW ALL MEN BY THESE PRESENTS:

This Memorandum of Agreement is made and entered into by and
between:
The (TEI) represented by its (President) and the ( the College dean), with
principal address at _____________ and hereinafter referred to as the FIRST
PARTY.
The Department of Education, represented by the Schools Division

Superintendent of the Schools Division of Abra, _______________ and the
school Principals of the following schools; with principal address at
_________ and hereinafter referred to as the SECOND PARTY.
WITNESSETH:
WHEREAS, the First Party and the Second Party are concerned about the
pre-service education of teachers as a key to achieving sustainable quality
basic education;
WHEREAS, the First Party and the Second Party are committed to
improving the quality of basic education in the Division Schools of Abra;
WHEREAS, both parties believe that a significant key to reaching that goal
is a quality pre-service training program which will provide student teacher
opportunities to:
1. Demonstrate the competencies set in the National Competency-

Based Teacher Standards;
2. Apply the knowledge learned in actual classroom situation;
3. Gain a comprehensive and realistic perspective of the teaching
and 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 usual practice teaching,
intensive field study is necessary to prepare the student teachers for their
functions and responsibilities adequately;
NOW, THEREFORE, Premises considered, the PARTIES agree to the

following:
1. The FIRST PARTY will

1.1. Coordinate with the Schools Division Superintendent and the School
heads on the deployment of Field Study Students and Student Teachers;
1.2. Conduct regular supervisory visits during the stay of the Field Study
Students in the designated cooperating school;
1.3. Gather feedback from the cooperating schools on the Field Study
Students' activities and performances for the improvement of the
program;
1.4. Conduct exit conferences with cooperating school heads; and
1.5. Provide an incentive for the cooperating school.

2. The SECOND PARTY will

2.1. Conduct orientation/briefing on the school learning environment and
community support system;
2.2. Allow the Field Study Students and the Student Teachers to observe
classes and school activities as required;
2.3. Provide the Field Study Students and the Student Teachers best resource
teachers/ mentors;
2.4. Allow the First Party to supervise the activities of their Field Study
students and Student Teachers in coordination with the school heads;
2.5. Allow the Field Study Students and Student Teachers access to school
information for teachers in coordination with the school heads;
2.6. Monitor and evaluate the performance of the cooperating schools
regarding pedagogical entry skill of their students and;
2.7. Submit consolidated evaluation reports on student teachers
This AGREEMENT shall immediately be signed by all parties concerned

and shall remain enforced unless sooner terminated by mutual consent.
IN WITNESS OF WHICH. Parties of the agreement hereunto affix their

signatures this ___day of ___ 20__ at ASIST Lagangilang, Abra, Philippines.
For the Abra State Institute of Sciences and Technology For the Department of Education, Abra
__________________________ ________________________
TEI President II Schools Division Superintendent
WITNESSES:
_______________________ __________________________
Chairperson or Dean, (TEI) PSDS, Cooperating School

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Abra State Institute of Sciences and Technology

Main Campus, Lagangilang, Abra

COLLEGE OF TEACHER EDUCATION

ASIST VISION - MISSION

A university that produces graduates that are academically competitive,

We are committed to assisting in the development of Abra through improved

This handbook is a compilation of policies and guidelines in Teaching

Part I contains a brief history of the College of Teacher Education

Part II contains the policies and guidelines in the Teaching Internship

The guidelines in selecting resource teachers, cooperating teachers, or

The researcher sincerely acknowledges the authors of the manuals used

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Purpose of the Handbook 11

PART I (Brief History of the TEI)

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BRIEF HISTORY OF THE COLLEGE OF TEACHER

The College of Teacher Education started during the SY 1975-1976 with

The College offered a BSEd major in English, Mathematics, Filipino,

During the SY 1989-1990, the Bachelor of Science in Home Technology

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By CHED Memorandum Order No. 30 s. 2004, as provided by RA No.

By BOT Resolution No. 17, s. 2014, the Bachelor of Physical Education

At present, the Bachelor of Elementary Education and the Bachelor of

The Bachelor of Early Childhood Education (BECED) and the Bachelor

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The College of Teacher Education offers programs that require On-the-

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GOAL OF THE DEPARTMENT OF TEACHER EDUCATION

OBJECTIVES OF THE BACHELOR OF ELEMENTARY EDUCATION

1. To develop students become highly competent teachers for the elementary

OBJECTIVES OF THE BACHELOR OF SECONDARY EDUCATION

1. To develop students become highly competent teachers for the secondary

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3. To develop graduates who take care of the environment and utilize

OBJECTIVES OF THE BACHELOR OF PHYSICAL EDUCATION

1. To develop students become highly competent teachers of Physical

OBJECTIVES OF THE BACHELOR OF EARLY CHILDHOOD

1. To develop students become highly competent in teaching children in

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OBJECTIVES OF THE BACHELOR OF TECHNOLOGY AND

1. To develop students become highly competent teachers of Technology

MANDATED FUNCTIONS OF ASIST COLLEGE OF TEACHER

The college shall provide technological, professional, technical

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THE TEACHING INTERNSHIP

We are dedicated to assisting Abra's growth through

It also contains policies and requirements for the Teaching Internship

GOALS OF THE TEACHING INTERNSHIP

The teaching internship aims to help students connect theory and

1. Use developmentally appropriate strategies, procedures, materials,

SCOPE AND COVERAGE

This handbook covers Teaching Internship practices of Teacher

TEACHING INTERNSHIP PRACTICES

1. Selection of Cooperating Schools

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a. considers above-average performing school in academics, co-

a. prepares a Memorandum of Agreement (MOA) to be signed by the

The Cooperating Teacher:

a. introduces the student interns to the receiving schools through a

a. regularly coordinates with the cooperating school

a. requires a portfolio, narrative reports, daily time records for

b. culminates the off-campus practice teaching with a final