OUR LADY OF THE PILLAR COLLEGE- SAN MANUEL INCORPORATED

San Manuel, Isabela

COLLEGE OF TEACHER EDUCATION

COURSE SYLLABUS IN FIELD STUDY 2-PARTICIPATION AND TEACHING ASSISTANSHIP

First Semester, A.Y. 2022-2023

OLPC-SMI PHILOSOPHY, VISION, AND MISSION

PHILOSOPHY:

Pillarican Education is a lifelong journey towards total human transformation through integral evangelization in order that every one becomes a pillar of peace, justice, love of humanity which preferences for the poor
and deep concern for the environment.

VISION:

OLPC-SMI, a Catholic educational institution, envisions the formation of a Christ-centered community for social transformation through the evangelical mission of the local church.

MISSION:

Thus, OLPC-SMI commits to:

a. Provide equal access to Catholic Education through integrating Gospel and Filipino ethical values.
b. Create in the school community opportunities that solidify individual’s transformation where peace, justice, equality, and culture of excellence are observed and practiced.
c. Reach out to people enriching their faith-life experience needed in building a just and humane society.
d. Provide opportunities/avenues for the stakeholders to be stewards of creation.
e. Equip learners with life-long learning skills needed in a globally competitive world. 

OLPC-SMI CORE VALUES:

People-oriented with preferential option for the poor
Insistent passion for excellence
Loyal to the school and team work oriented
Life-long learners
Accountable and Christ-centered
Responsible Filipino citizen with social concern for gender equality and environmental consciousness

COLLEGE OF TEACHER EDUCATION PHILOSPHY, VISION AND MISSION:

 PHILOSOPHY:

Guided by the institutional Pillarican philosophy of education, the College of Teacher Education believes that the holistic development of any learners is the interplay of the school, the home, and the
community. Thus, the learner needs to be nurtured by these three entities in order to be transformed into a Christian person who can contribute to the realization of the institutional and national goals of
education including the perpetuation of Filipino and cultural heritage.

VISION:

Anchored from the vision of the institution, the College of Teacher Education envisions itself to be a catalyst in transforming students into competent, proficient, and innovative teachers imbued with
Pillarican core values.

MISSION:

The College of Teacher Education commits to:

a. Provide fruitful, meaning and productive learning opportunities to prospective pre-service teachers in order to make them competent, proficient, innovative and morally upright teachers.
b. Create in the school and larger community opportunities in order for students to apply theories in the actual field.
c. Provide extension services relevant to their chosen field of specialization in order to alleviate the life status of the depressed, deprived and under privileged people and environmental
challenges. 
d. Conduct research and studies related to their field of specialization to resolve educational issues and problems of the society.

COURSE NAME: FIELD STUDY 2-PARTICIPATION AND TEACHING ASSISTANTSHIP

COURSE CREDIT: 3 units
COURSE DESCRIPTION: This course is a continuation of Field Study 1. It is school based and allows a preservice student to participate and assist in a limited actual teaching-learning activities that relate to
assessment of learning, preparation of instructional materials, preparation of bulletin boards and other routines in the classroom. A portfolio which will contain sample lesson or
 learning plans and demonstration teaching of at least one subject content area will be required. An action research shall be encouraged to start in this course and conclude during
the internship.
CONTACT HOURS/WEEK: THURSDAY (12:00-3:00)
PRE-REQUISITE: All professional and major/specialization subjects

COURSE OUTCOMES:

COURSE OBJECTIVES SUMMATIVE ASSESSMENT DETAILS

Create a safe and secure learning environment that contributes to the physical, socio-
emotional and cognitive development of learners.
Students will be having written Prelim, Midterm, and Final
Demonstrate ways of addressing learner’s diversity in terms of gender, needs,
Examination every 6th week of the semester. This will consist 30 % of
interests, cultural background and difficult circumstances. Pen-Paper Test
the final grade.
Reflect on how a teacher manifests her/his personal and professional competencies.
Participate in the teaching-learning process and use instructional materials, including
ICT to promote quality, relevant, and sustainable educative process.
Students will be creating a portfolio consisting of the
Apply the various classroom management strategies.
observation sheets, interview, matrix, and outputs they have
Apply concepts, theories and principles in curriculum development in an actual Product-based Test
made in the entire Field study. This will consist 40 % of the final
classroom setting.
grade.
Demonstrate assessment and reporting practices done in the classroom.
Write an initial action research plan with the purpose of improving teaching practice.

LEARNING PLAN:

ASSESSMENT RESOURCE
TEACHING/LEARNING TIME
DESIRED LEARNING COURSE CONTENT/ TEXTBOOK/ MATERIAL
ACTIVITIES TASK TABLE
OUTCOMES SUBJECT MATTER REFERENCES S
Face-to-Face Online
Decide on policies and rules to be Orientation, Overview of Students’ Handbook Week 1
implemented and followed in the the Course Outline Course syllabus
course.
Identify the course description and
the different objectives/outcomes
with their topics to be tackled.
Cite the personal qualities of an THE TEACHER WE Lucas, M.R., Borabo, Observation Sheet Resource Teacher Pen and paper test Observation Week 1
effective teacher. REMEMBER M.L., Bilbao, P.P., Completion. Observation. Sheet/s
Corpuz, B.B. (2020). Students will analyze the Students will assist their
State the professional competencies Field Study 2: observed Resource Teacher resource teacher and observe Field Study Portfolio. Module
expected of a teacher.
Participation and and reflect by answering the his/her personal qualities. Students will create a
Teaching Assistantship. questions on the observation portfolio of all their
Lorimar Publishing, Inc. sheet. (Google meet/Zoom) observation sheets,
Quezon City, Metro outputs, and
Manila. ISBN: 978-621- Action Research Prompt. reflections of the
8035-86-7. Students will observe, reflect, different areas.
plan and act on the personal
traits and professional
competencies of a teacher.

(Module)

Be familiar about action research as a EMBEDDING Lucas, M.R., Borabo, Inventory of Sample Action Discussion. Pen and paper test Observation Week 2
reflective teacher. ACTION RESEARCH M.L., Bilbao, P.P., Research Conducted by Students will discuss and Sheet/s
FOR REFLECTIVE Corpuz, B.B. (2020). Teachers. share their answers to the
Underscore the importance of doing Field Study 2: Students will search/ seek key questions given to Module
action research. TEACHING
Participation and different completed action emphasize the importance of Field Study Portfolio.
Teaching Assistantship. research titles conducted by doing action research. Students will create a
Lorimar Publishing, Inc. teachers and list them in a portfolio of all their
Quezon City, Metro matrix. (Google meet/Zoom) observation sheets,
Manila. ISBN: 978-621- outputs, and
8035-86-7. (Module) reflections of the
different areas.
Use concepts and processes of action UNDERSTANDING Lucas, M.R., Borabo, Analyzing Components of Lecture and class discussion. Pen and paper test Observation Week 3
research. AR CONCEPTS, M.L., Bilbao, P.P., Action Research. Students will discuss about Sheet/s
Corpuz, B.B. (2020). Students will choose one AR the Action Research Field Study Portfolio.
Identify sample models of AR such
PROCESSES, AND
Field Study 2: sample abstract and analyze Concepts and Processes. Students will create a Module
as of DepEd, 2017; McNiff & MODELS
Participation and the components using the portfolio of all their
Whitehead, 2006; and Nelson, 2014. (Google meet/Zoom) observation sheets,
Teaching Assistantship. models of AR such as of
Lorimar Publishing, Inc. DepEd, 2017; McNiff & outputs, and
Quezon City, Metro Whitehead, 2006; and Nelson, reflections of the
Manila. ISBN: 978-621- 2014. different areas.
8035-86-7.
(Module)
Analyze teaching learning problems MATCHING Lucas, M.R., Borabo, Teaching Learning Problems. Teaching-Learning Pen and paper test Observation Week 4
prevailing in the classroom. PROBLEMATIC M.L., Bilbao, P.P., Problems. Sheet/s
LEARNING Corpuz, B.B. (2020). Students will study and Students will study a wordle
List matching action as a probable SITUATION WITH Field Study 2: analyze different scenarios in and will select five words Module
solution to the teaching-learning PROBABLE ACTION Participation and teaching. They will identify that they see as problems in
problems. Teaching Assistantship. the problem/s and give teaching-learning. They will Field Study Portfolio.
Lorimar Publishing, Inc. solution/s. make statements from the Students will create a
Quezon City, Metro words they have encircled. portfolio of all their
Manila. ISBN: 978-621- (Module) Then, they will identify what observation sheets,
8035-86-7. action can be done in those outputs, and
problems. reflections of the
different areas.
(Google meet/Zoom)
Revisit the concept of learning PREPARING THE Lucas, M.R., Borabo, My Conducive Learning Lecture and class discussion. Pen and paper test Observation Week 5
environment in the context of the LEARNING M.L., Bilbao, P.P., Environment. Students will share what Sheet/s
current teaching and learning ENVIRONMENT: AN Corpuz, B.B. (2020). Students will write a 3- they will do to assist their
situation. OVERVIEW Field Study 2: paragraph essay about the mentor in setting up a Module
Participation and conducive learning conducive learning Field Study Portfolio.
Teaching Assistantship. environment they want to give environment in some Students will create a
Lorimar Publishing, Inc. to their future learners. conditions (bulletin board portfolio of all their
Quezon City, Metro display, small group observation sheets,
Manila. ISBN: 978-621- (Module) discussion, checking class outputs, and
8035-86-7. attendance in a virtual reflections of the
classroom, etc.) different areas.

(Google meet/Zoom)
Assist in the preparation of the ENHANCING A Lucas, M.R., Borabo, Describing the Face-to-Face Lecture and class discussion. Pen and paper test Observation Week 6
traditional face-to-face learning FACE-TO-FACE M.L., Bilbao, P.P., Learning Environment. Students will share what Sheet/s
environment.** Corpuz, B.B. (2020). Students will make a detailed they observed in the
LEARNING
ENVIRONMENT Field Study 2: report on the three classroom environment Module
Participation and components of the Face-to- before and now. Field Study Portfolio.
Teaching Assistantship. Face Learning Environment. Students will create a
Lorimar Publishing, Inc. (Google meet/Zoom) portfolio of all their
Quezon City, Metro (Module) observation sheets,
Manila. ISBN: 978-621- outputs, and
8035-86-7. reflections of the
different areas.
Explore different ways of MAKING ONLINE Lucas, M.R., Borabo, Listing Websites for Classroom observation. Pen and paper test Observation Week 7
establishing a safe and conducive on- OR VIRTUAL M.L., Bilbao, P.P., Instruction. Students will observe a Sheet/s
line or virtual learning environment. Corpuz, B.B. (2020). Students will list and explore virtual class and take note of
LEARNING
ENVIRONMENT Field Study 2: websites that can be used as the synchronous and Module
Participation and source reference and asynchronous platforms used Field Study Portfolio.
SAFE AND Students will create a
 CONDUCIVE Teaching Assistantship. instructional materials. in the class. The students portfolio of all their
Lorimar Publishing, Inc. may interview the teachers if observation sheets,
Quezon City, Metro (Module) possible. outputs, and
Manila. ISBN: 978-621- reflections of the
8035-86-7. (Google meet/Zoom) different areas.

Establish classroom routines and ESTABLISHING MY Lucas, M.R., Borabo, Reflect On. My Classroom Routines. Pen and paper test Observation Week 7
procedures before, during and after OWN CLASSROOM M.L., Bilbao, P.P., Students will reflect on given Students will take part in the Sheet/s
classes in a face-to-face or in a ROUTINES AND Corpuz, B.B. (2020). questions to ensure that they class of the cooperating
remote learning. PROCEDURES IN A Field Study 2: can carry out tasks effectively teacher. Students will Module
Participation and in assisting their cooperating prepare beforehand the Field Study Portfolio.
FACE-TO-FACE/ Students will create a
Explain the classroom routines (what Teaching Assistantship. teacher. classroom routines they are
REMOTE portfolio of all their
to do, how to do it, when to do it, and Lorimar Publishing, Inc. going to use. They will list
why those need to be done). LEARNING Quezon City, Metro (Module) the problems that they have observation sheets,
Manila. ISBN: 978-621- encountered while outputs, and
Reflect on the basic questions when 8035-86-7. implementing the routines reflections of the
building classroom routines and afterwards. different areas.
procedures in the classroom and in
remote learning. (Google meet/Zoom)

List down some possible topics for

action research on classroom routines
and procedures.

Use professional reflections and

learning to improve practice.
Explain the importance of classroom CREATING MY Lucas, M.R., Borabo, My Classroom Management Presentation of Sample Pen and paper test Observation Week 8
management plan. CLASSROOM M.L., Bilbao, P.P., Plan. Classroom Management Sheet/s
REMOTE Corpuz, B.B. (2020). Students will create a plan Plan.
Enumerate the components of my LEARNING Field Study 2: classroom or remote learning Students will present the Module
classroom management plan. Participation and management. A form will be Classroom Management Field Study Portfolio.
MANAGEMENT Students will create a
Teaching Assistantship. provided to the students. Plan that they have made.
PLAN portfolio of all their
Write a classroom management plan. Lorimar Publishing, Inc. They will also share their
Quezon City, Metro (Module) reflection about the task and observation sheets,
Use professional reflections and Manila. ISBN: 978-621- the plan. outputs, and
learning to improve practice. 8035-86-7. reflections of the
(Google meet/Zoom) different areas.

Explain the importance of WRITING MY Lucas, M.R., Borabo, Writing a Detailed Lesson Lecture and class discussion. Pen and paper test Observation Week 9
lesson/learning plan. LEARNING/ M.L., Bilbao, P.P., Plan (DLP) and Daily Lesson Students will share what Sheet/s
LESSON PLANS Corpuz, B.B. (2020). they problems they
Write learning/ lesson plans using the Field Study 2: Log (DLL). encountered during lesson Module
specified learning competencies, Participation and Students will write a DLP and plan writing and will explain Field Study Portfolio.
reflections and effective Teaching Assistantship. DLL. They will be submitted the importance of Students will create a
communication skills. Lorimar Publishing, Inc. to the Resource Teacher for lesson/learning plan. portfolio of all their
Quezon City, Metro feedback. The students will observation sheets,
Revise the lesson/ learning plan Manila. ISBN: 978-621- revise afterwards. (Google meet/Zoom) outputs, and
based on the feedback given by the 8035-86-7. reflections of the
Resource Teacher. (Module) different areas.

Cite some problems encountered in

writing lessons/ learning plans.

Use professional reflections and

learning to improve practice.

Execute demonstration lessons well. DELIVERING MY Lucas, M.R., Borabo, Documenting the Demo. Demonstration Teaching. Pen and paper test Observation Week 10
LESSONS M.L., Bilbao, P.P., Students will produce Students will deliver the Sheet/s
Reflect on the instructional process to Corpuz, B.B. (2020). evidences of the delivery of lesson prepared and will be
improve quality of instruction. Field Study 2: lesson and will write a observed by the Resource Field Study Portfolio. Module
Participation and reflection on the instructional Teacher using an evaluation Students will create a
Use professional reflection and Teaching Assistantship. process. tool attached in the module. portfolio of all their
learning to improve practice. Lorimar Publishing, Inc. observation sheets,
Quezon City, Metro (Module) (Google meet/Zoom) outputs, and
Manila. ISBN: 978-621- reflections of the
8035-86-7. different areas.

Show skills in the selection of, SELECTING NON- Lucas, M.R., Borabo, Instructional Materials Matrix. Classroom observation. Pen and paper test Observation Week 11
development, and use of a variety of DIGITAL OR M.L., Bilbao, P.P., Students will assist the teacher Students will observe the Sheet/s
teaching and learning resources, to CONVENTIONAL Corpuz, B.B. (2020). by suggesting resources and resource teacher and the use
address learning goals. RESOURCES AND Field Study 2: instructional materials (using of non-digital/conventional Field Study Portfolio. Module
Participation and guide points) to be used in a resources and materials and Students will create a
INSTRUCTIONAL
Show skills in the positive use of Teaching Assistantship. lesson. answer an observation sheet. portfolio of all their
MATERIALS
non-digital/conventional resources Lorimar Publishing, Inc. observation sheets,
and materials for student engagement Quezon City, Metro (Module) (Google meet/Zoom) outputs, and
in teaching and learning. Manila. ISBN: 978-621- reflections of the
8035-86-7. different areas.
Use professional reflection and
learning to improve practice.
Select applications that are most UTILIZING Lucas, M.R., Borabo, Accomplishing Interview Interview with the Teacher. Pen and paper test Observation Week 12
appropriate to the different aspects of APPLICATIONS M.L., Bilbao, P.P., Form. Students will interview their Sheet/s
the teaching-learning process to (APPS) FOR Corpuz, B.B. (2020). Students will accomplish the resource teacher about their
address learning goals. TEACHING AND Field Study 2: interview form and reflect on experience in using the aps Module
LEARNING Participation and the topic as a future teacher. for teaching and learning. Field Study Portfolio.
Show skills in the positive use of Teaching Assistantship. Students will create a
applications for student engagement Lorimar Publishing, Inc. (Module) (Google meet/Zoom) portfolio of all their
in teaching and learning. Quezon City, Metro observation sheets,
Manila. ISBN: 978-621- outputs, and
Use professional reflection and 8035-86-7. reflections of the
learning to improve practice. different areas.

Identify the components of an LMS UTILIZING Lucas, M.R., Borabo, LMS Observation. Lecture and class discussion. Pen and paper test Observation Week 13
as a virtual learning environment. LEARNING M.L., Bilbao, P.P., Students will secure Students will explore and Sheet/s
MANAGEMENT Corpuz, B.B. (2020). permission from the resource discuss the use of teaching
Demonstration of skills in using a SYSTEMS Field Study 2: teacher to allow them observe and learning platforms. Field Study Portfolio. Module
learning management system (LMS) Participation and in the teaching-learning Students will create a
as a platform for teaching and Teaching Assistantship. process in the LMS. (Google meet/Zoom) portfolio of all their
learning. Lorimar Publishing, Inc. observation sheets,
Quezon City, Metro (Module) outputs, and
Demonstrate positive attitude Manila. ISBN: 978-621- reflections of the
towards use of technology tools. 8035-86-7. different areas.

Identify the features and functions of UTILIZING WEB- Lucas, M.R., Borabo, Accomplishing Observation Classroom observation. Pen and paper test Observation Week 14
web conferencing applications that CONFERENCING M.L., Bilbao, P.P., Form. Students will observe the Sheet/s
are useful to instruction. APPS FOR Corpuz, B.B. (2020). Students will accomplish the resource teacher and the use
SYNCHRONOUS E- Field Study 2: observation form and reflect of web-conferencing app for Field Study Portfolio. Module
Demonstrate skills in using a web Participation and on the topic as a future synchronous class +and Students will create a
LEARNING
conferencing app for synchronous Teaching Assistantship. teacher. answer an observation sheet. portfolio of all their
teaching and learning. Lorimar Publishing, Inc. observation sheets,
Quezon City, Metro (Module) (Google meet/Zoom) outputs, and
Demonstrate positive attitude Manila. ISBN: 978-621- reflections of the
towards use of technology tools. 8035-86-7. different areas.

Use professional reflection and

learning to improve practice.
Distinguish among assessment for ASSESSING FOR, Lucas, M.R., Borabo, Compiling Classroom assistantship. Pen and paper test Observation Week 15
learning, assessment as learning and AS, AND OF M.L., Bilbao, P.P., activities/techniques in Students will observe and Sheet/s
assessment of learning. LEARNING Corpuz, B.B. (2020). formative and summative assist the resource teacher on
Field Study 2: assessment. the use of different Field Study Portfolio. Module
Cite ways of doing assessment for Participation and Students will gather some assessment tools including Students will create a
learning and assessment as learning. Teaching Assistantship. formative and summative self-assessment. portfolio of all their
Lorimar Publishing, Inc. assessments used by the CT observation sheets,
Explain the effect of assessment for Quezon City, Metro and will reflect on their uses, outputs, and
learning and assessment as learning Manila. ISBN: 978-621- alignment, and suggestions. (Google meet/Zoom) reflections of the
on summative assessment. 8035-86-7. different areas.
(Module)

Determine if an assessment task is USING Lucas, M.R., Borabo, Collect and Reflect. Classroom assistantship. Pen and paper test Observation Week 16
aligned to the intended learning TRADITIONAL AND M.L., Bilbao, P.P., Students will gather Students will observe and Sheet/s
outcome. AUTHENTIC TYPES Corpuz, B.B. (2020). traditional and authentic assist the resource teacher on
OF ASSESSMENT Field Study 2: assessment tasks used by the the use of traditional and Field Study Portfolio. Module
Evaluate traditional and authentic Participation and resource teacher and reflect authentic assessment tasks. Students will create a
FOR FORMATIVE
assessment tasks in the light of the Teaching Assistantship. how will they help improve portfolio of all their
AND SUMMATIVE
principles of test construction. Lorimar Publishing, Inc. them. (Google meet/Zoom) observation sheets,
PURPOSES Quezon City, Metro outputs, and
Identify a problem related to Manila. ISBN: 978-621- (Module) reflections of the
traditional and authentic assessment 8035-86-7. different areas.
for an action research.
Interpret scores correctly. GRADING AND Lucas, M.R., Borabo, Collect and Reflect. Classroom assistantship. Pen and paper test Observation Week 17
REPORTING M.L., Bilbao, P.P., Students will gather sample of Students will observe and Sheet/s
Compute grades based on DepEd’s Corpuz, B.B. (2020). scoring and grade assist the resource teacher in
grading policy. Field Study 2: computation done by the scoring assessment tasks, Field Study Portfolio. Module
Participation and resource teacher and reflect on computing grades and Students will create a
Report grades to parents Teaching Assistantship. their teaching implications. reporting grades to parents portfolio of all their
meaningfully. Lorimar Publishing, Inc. and guardians. observation sheets,
Quezon City, Metro (Module) outputs, and
Manila. ISBN: 978-621- (Google meet/Zoom) reflections of the
8035-86-7. different areas.

Write an initial action research plan. WRITING AN Lucas, M.R., Borabo, Reviewing Action Research Lecture and Discussion. Pen and paper test Observation Week 18
INITITAL ACTION M.L., Bilbao, P.P., Prompt. Students will analyze and Sheet/s
RESEARCH PLAN Corpuz, B.B. (2020). Students will go back to the discuss on the action
Field Study 2: different aspect of FS 2 and research model and reflect Field Study Portfolio. Module
Participation and will choose one prompt to on the key questions for Students will create a
Teaching Assistantship. work on and to elaborate. planning an action research. portfolio of all their
Lorimar Publishing, Inc. They will write that in a form observation sheets,
Quezon City, Metro or template. outputs, and
Manila. ISBN: 978-621- reflections of the
8035-86-7. different areas.
COURSE REQUIREMENT:
Preliminary requirement: prelim examination, activity sheets
Midterm requirement: midterm examination, activity sheets
Finals requirement: final examination, portfolio, AR proposal

GRADING SYSTEM:
The minimum requirement for a passing grade is 75 % as reflected in the grading system of the institution composed of the following:
Quizzes 30%
Class Standing 30%
Major Examination 40%
Total 100%
Note: Class standing includes recitation, attendance, and output.
The cumulative system is applied which is one-third of the previous and two-thirds of the present.

CLASSROOM POLICIES:

 The class starts and ends with a prayer to be led by assigned student. It is expected that the assigned student prepares short personal prayer for the class.
 Students attend class regularly at the prescribed time. Policy on attendance should be followed.

 Active participation in the discussion and other works assigned to the class.

 Students should attend class ready for exams, reports, assignments, and projects.

 Students can use their cellular phone and gadgets for academic purposes only.

 Take examination on scheduled dates.

 Use the prescribe uniform.

 Special examinations are only given to students who can present excused letters signed by their parents and with valid reasons. Securing special permit from the treasurer’s office is a must.

Academic Honesty:
Honesty is expected from the students. Unethical behaviors (immorality, lying, undesirable actuations) are discouraged. Any student caught cheating during examinations or engage in plagiarism in submitting
requirement shall be given a grade of F which means failing in the requirement or course. Asking help from others during examination; cheating during examination, assignment, report or research; owning works of
others, and other works that show scholastic dishonesty.

Policies on Absences:
Students are only allowed 10 absences for classes of three hours (Monday, Wednesday, and Friday), while 7 absences for Tuesday and Thursday classes. Students are asked to present an excuse letter before he/she
could be accepted in class. Special exams are only allowed to students with valid reasons. These are the valid reasons of absence: (1) hospitalization; (2) death of immediate family; (3) suffering to illness supported
by medical certificate; (4) attendance to church-related events with letter; and (5) scholarship matters. It is the responsibility of the student to monitor his/her tardiness and absences which can be a reason for a grade
of “FA.” It is also the responsibility of the student to consult his/her teacher, academic coordinator of the Dean for extraordinary cases.

Prepared by: Approved by:

HILLARY JOY M. RUFINO MARISSA F. PRUDENCIO, Ph. D.
Teacher/CTE Program Coordinator College Dean