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 Appendix M- DepEd Order No. 42 s. 2017 239

8
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 TECHNICAL WORKING GROUP
ACKNOWLEDGEMENTS
Allen U. Bautista, Ed.D.
THE PROJECT TEAM
Jennifer E. Lopez
Leana D. S. Patungan
Research Center for Teacher
Chinita A. Tolentino
Quality (RCTa
Gina 0. Gonong, Ph.D. RESEARCH OFFICERS
Director and Project Leader
Victoria I. Delos Santos
Jennie V. Jocson, Ph.D. Donna Marie B. De Mesa
Senior Program Manager Maria Arsenia C. Gomez
Ma. Concepcion B. Montenegro
Marilyn U. Balagtas, Ph.D. Favian L. Noche
Former Director Marla C.Papango
Michael Wilson I. Rosero
Teresita T. Rungduin, Ph.D. Malvin R. Tabajen
Senior Program Manager
sUPPORT STAFF
SiMERR National Research
Centre Michael Jove B. Ablaza
Roaima Lynn B. Antonio
John Pegg. Ph.D. Richard Jay J. Arias
Director Ranie B. Catimbang
Zhanina U. Custodio
Joy Hardy, Ph.D. Ezra B. de Jesus
Deputy Director Jonathan B. Erfe
Beverly E. Estocapio
Ken Vine, Ph.D. Shiela Marie V. Gimeno
Principal Research Adviser Dr. Rachelle B. Lintao
Cheryl C. Lualhati
Greg McPhan, Ph.D. lan Kenneth D. Magabilin
Principal Research Manager Rossanna A. Mendiogarin
Jessa P. Reynoso
Jerreld S. Romulo
Philippine Professional Standards for Teachers
REFERENCE PANEL
Ms. Hazel D. Aniceto (Chair)
Portfolio Manager, Australian
Embassy
Amelia A. Biglete, Ph.D.
Director IV, Office for Program
and Standards Development
Commission on Higher
Education
Purita B. Bilbao, Ed.D.
Chairperson, CHED Technical
Panel for Teacher Education
Azucena P. Esleta
(represented by Ms. Ma. Paz
Felyn Cruz-Tayag)
Director V, Civil Service
Commission Human Resource
Policies and Standards Office
Fe A. Hidalgo, Ph.D.
President, Foundation for
Upgrading the Standard of
Education
Atty. Teresita R. Manzala
(represented by Dr. Paraluman
R. Giron)
Chairperson, Professional
Regulation Commission
Abelardo B. Medes
Chief Education Program
Specialist, Education Assessment
Division, Department of
Education
Clodualdo V. Paiton
Technical Specialist, Bureau of
Curriculum Development,
Department of Education
Fernando M. Pantino
Senior Education Program
Specialist, Bureau of Secondary
Education, Department of
Education
Maria Lourdes D. Pantoja
Director IV, Bureau of Human
Resource and Organization
Development
Chito B. Salazar, Ph.D.
President, Philippine Business
for Education
Ethel Agnes P. Valenzuela, Ed.D.
Deputy Director for Programme
and Development, SEAMEO
Secretariat
Representing the Directors of
DepED Bureaus
28
 .

L402 s Zb ON Japuo padag- xpueddy

 Appendix N- DepEd Order No. 3 s.
2017 247
246 Essentials of Teacher Leadershlp-Appendix M- DepEd Order No. 42 s. 2017
3Republit ot the Philippines
Bepartment nf Education
DepED
the Secretary
ofice of
8
DepED ORDER
JAN 24 2007
No. 3 s. 2007
GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE
EXPERIENTIAL LEARNING: FIELD STUDYTEACHERS
ON
AND PRACTICE TEACHING
To: Undersecretaries
Assistant Secretariees
Bureau Directors
Regional Directors
Schools Division/City Superintendents
Heads, Public and Private Schools
Chairma ,CHED
. For the information and guidance of all concerned, enclosed are the
"Guidelines in the Deployment of Pre-Service Teachers on Experiential
Learning: Field Study and Practice Teaching and the Joint CHED and DepED
Order on this matter.
Immediate dissemination of and compliance with this Order is directed.
ESLI ALAPUS
etary
Encls.: As stated
Reference: None
Allotment: 1-(D.O. 50-97)
To be indicated in the Perpetual Index
under the following subjects
CURRICULUM
POLICY
STUDENTS
TEACHERS
Sheila, M'PD TS, DOGuialelines in the Depkexmrn
Jnuan I8, 2007
248 Essentiais ot Teacher Leadership -
Appendix N- DepEd Order No. 3s. 2017 Appendix N- DepEd Order No.
3s. 2017 249
esource Teacher referS to the
Courses. resource facilitator in the
Field Study
Student Teacher refers to the
GUIDELINES IN THE DEPLOYMENT OF
PRE-SERVICE TEACHERS student who
undergoes practice teaching
l. Role of DepED and CHED
DEFINITION OF TERMS
Authentic School Setting/ Leaming Environment refers to the real Regional Offices
schooi environment in basic education.
The Regional Directors shall jointly:
College Supervisor refers to the faculty member ofthe Teacher
Education Institution (TEI) in charge of Experiential Learning Courses (Field 1. ensure quality assurance of the
2. set the parameters of the MOAs
Experiential Learming courses;
Studies and/or Practice Teaching). who teaches the course and oversees between the SDS and TEls or
the various activities. It also refers to the University/College Student TEls; determine and articulate the human group of
resource requirements for basic
Teaching Supervisor/Director/Coordinator education and TEls of the region
3. conduct regular monitoring and evaluation of the ELC, utilize and
disseminate results
Cooperating SchoolMntemship School/Practicum Site/Partner Public 4. undertake researches related to the improvement of ELC; and
School refers to the school where the field observers and student
teachers undergo observation and practice teaching.
5. provide recognition and reward system to performing TEls as regards to
experiential learning.
Experiential Learning Courses refer to the required subjects in the pre- Schools Division Offices
service education cumicula that include Field Study Courses and Practice
Teaching. The SDS, in collaboration with the TEl and school
principals, shal
Flexible Incentive System refers to mutually-agreed upon monetary e.g. 1. forge a MOA with TEls on the deployment of pre-service teachers on
honoraria, and non-monetary incentives, eg, scholarships, tuition
discounts, free training, seminars, access to library and other school experiential learming courses
facilities, distinctions and honorific titles, etc. 2 review and subsequently approve, requests for cooperating schools
3. conduct orientation on field study and practice teaching with the TEls and
Field Study Student (FSS) - refers to the student taking field study
cooperating staff, and
4. monitor and evaluate the capacity of the cooperating schools
courses
Portfolio- is both a product and process; purposeful collection of pertinent Cooperating School
student teaching materials such as lesson plans, documented evidences of
community outreach, reflections, and others. A. Field Study
Mentor/Cooperating Teacher refers to the teacher who is assigned to
guide the FSS/student teacher in the development of professional
1. The Principal shall accept the FSS and see to it that they are assigned to
observe any teacher
competencies, attitudes and behaviors. 2. The Principal shall coordinate with TEl supervisor concerning
field study
assignments and problems;
Mentoring- refers to a nurturing process in which a highly-skilled or more 3. The Principal shall ensure the onientation of the
FSSs on the following
experienced person provides support and encouragement to a less
experienced person. a. policies, regulations and
environment of the school;
and
. assignment of classes and responsibilities; session with the resource
will participate in a debriefing
Pre-service teacher - refers to the student enrolled in the BEEd, BSEd and 4.
he Principal practicum supervisor.
other related teacher education programs. teacher, the FSS and the college
22
21
250 Essentials of Teacher Leadarship-Appendix N DopEd Order No. 3s. 201/
Appendin N ne ,
1
8. Practice Toaching
a
complgts a set surrn5stivs G/sli/stiori
ard rorts fen sar sred e 7 r
The dutios and responsibilition are rgcornmorid s PAS8 or FAIL starding for ths stuort
precticum teaxhet tr t
1
assign a studont toacher to a qualifiod cooporating toachor In coordination
with the school department hoad/chairman and with the University/Collogo 1. ROLE OF THE TEI
Student Toaching Suporvisor/Director,
conduct regular conference with tho cooporating toachors as regards to the The TEI Dean shall
performance of tho student teachers
COordinate with the college supervisor of the student teachor,
4, to that 1. initiate confererices with the Rogional
se0 it student toachers are not alloweod to substitute for teachers who
are on leave, and Superintendents (SOS)/Private Drector,
School
&chxds Diviso
Schools Princapals in solectirg tooperatrg
prepare required reports tothe SDS.
2. prepare a MOA betwoen the TEI ard
the Division
Resource Toachers and Cooperating Teachers/Mentors by the College/University President and the SDS. Ofico (DO)) to be signe
3. coordinate with the SDS in the selection of
4 prepareformal communication to the cooperating schools,
a
A. Field Study school principal relative to the
deployment of FSS and Student Teachers
5 ensure thatthe College
The Resource Teachers shall: as arranged with the Schools
Supervisor deploy pre-service teachers to schools
Division Superintendent
6. provide flexible incentive system to
(SDS)
personnel
1. see to it that the FSS's role is limited to the
requirements and activities of principal, department heads and supervisors)(cooperating teachers. school
involved in student
the particular field study course as stipulated in the Memorandum of teaching
2. accommodate FSSs in their actual classroom Agreement, and
bound to mentor/coach; and
teaching and are not duty 7. provide a functional space for Experiential
Learning Courses
3. certifies the attendance of the FSSs.
The TEI College Supervisor shal
B. Practice Teaching
1. observe mentor- mentee 1. orient the pre-service teachers on the rationale and
relationship; procedures of the
2. assist the student teachers in
honing their skills through: experiential learning courses
2.1 regular class observation and post conference 2. conduct orientation meetings in order that expectations of both parties are
2.2 lesson planning9 made clear to all concerned,
2.3 use of varied 3. determine the readiness and
strategies/approaches/ techniques ability of the pre-service teachers to undergo
2.4 classroom management practice teaching, and,
2.5 assessment of learning outcomes 4. coordinate with the
cooperating school head regarding the activities and
2.6 questioning techniques practice teaching needs of the student teachers
2.7 preparation of instructional materials 5. orient the student teachers for their off-campus work,
2.8 preparation 6.
2.9
of examinations/various assessment modes conduct regular observation and evaluation of the practice teaching
3.
accomplishment of different forms and related work performance of student teachers
observe, coach/mentor and evaluate the 1.cOordinate regularly with the cooperating school principal/head teacher, and
teacher, performance of the student cooperating teacher regarding performance of the student teachers,
4. keep a record of observations and post conferences made with the 8. submit written reports to the College Dean, copy furnished the school
teacher; student
5. model principal and the SDS, at least twice a regarding th
month
effective teaching and management techniques, performance of student teachers
6. a. progress/
provide the student teacher the
opportunity to teach independently and
b. problems/difficulties met by the student teachers
7.
collaboratively;
allow
C. solutions / actions taken to solve the problem
the student teacher to .conduct debriefing sessions, interview /case studies of student teachers
School/community activities participate in co-curicular and
23 24
 Appendix N -Detc 'jmer to 3 2017
2 3sentals Yeacher Leadership Appendix N- DepEd Order No. 3 s. 2017
253
DUTIES AND RESPONSIBILITIES OF PRE-SERVICE TEACHERS
V.SELECTON OF COoPERATING sCHOOLS A. Field Study
A. FIELD STUDY The FSS shall
All basic education schools may be chosen as cooperating schools
1 take the field study c0urses
congruent to their professional education
subjects,
B. PRACTICE TEACHING 2. observe proper decorum and behavior when
making field vIS1ts and
observations in the schools where they are fielded, and
A school may be selected if. 3. accomplish the requirements of the course as scheduled
a t is an above average performing school in academics as evidenced B. Practice Teaching
by its The Student Teacher shall
performance in division, regional, and national examinations/
Competitions
performance of graduates in admission tests in prestigious participate actively in school-related activities, however, priority shouid be
schools given to academic related activities
good image in the community 2. notify the cooperating teacher in case of absences,
consider/be open to constructive criticisms,
b. it has master teachers/effective teachers who can provide the best respect the dignity and rights of children
mentoring to the student teachers, is accessible to the student 5. come prepared at all times
teachers, and 6. secure clearance from the cooperating school
accomplish the intemship portfolio
C. it is managed by a full-time and competent administrator.
8. project a good image as a teacher at all times by observing:
a. Code of Ethics
V. SELECTION OF RESOURCE TEACHERS AND CoOPERATING b. proper dress code
TEACHERS/ MENTORS C. punctuality in all activities of the internship
A.. Field Study
Any teacher in a Field Study Cooperating School can be a Resource Teacher.
B. Practice Teaching
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 stude teachers will practice in (for
secondany level)
4. is willing to responsibility
take for training/mentoring the student-teacher,
has been (or is) a demonstration teacher at the least, on the school level,
5
and
6 is a regular teacher, not a substitute or a para teacher
25 26
 DepEd Order No.
3 s. 2017 Appendix N-DepEd Order No. 3
Teacher Leadership -Appendix N
-
254 ESsentals of s. 2017
255
The Experiential Learning Courses
No. 3, 2007)
Handbook
service teachers get maximum benefits is
from their provided
to ensure
that the pre-
Enclosure No.2 to DepED Order s.
experiential learning courses.
The roles and responsibilities of the
superintendents (SDS), DepED regional directors, schools division
supervisors.
and cooperating teachers; and principals/head teachers, resource teachers
college supervisors, and field CHED regional
REPUBLIKA NG PILIPINAS
Republic ofthe Phillppines REPUBLIC OF THE
PHILIPPINES directors, the TEl deans/heads
study students/student
OFFICE OF THE PRESIDENT KAGAWARAN NG EDUKASYON provided in the Handbook. teachers, are likewise
cOMMISSION ON HIGHER EDUCATION DEPARTMENT OF EDUCATION
The DepED and the CHED
Regional Ofices shall set the
Memorandum of Agreement (MOA) between the SOS and theparameters for the
group of TEls. The MOA shall stüpulate the administrative individual TEl or a
JOINT CHED AND DepED ORDER including the flexible incentive system. and technical
support
No.
Series:
Any DepED or CHED Order which is inconsistent with this
Joint Order is
GUIDELINES IN THE DEPLOYMENT
OF rescinded. hereby
ON EXPERIENTIAL LEARNING:
PRE-SERVICE TEACHERS
FIELD STUDY AND PRACTICE TEACHING Immediate and wide dissemination of this Joint Order
is desired.
DepED Undersecretaries
To: CHED Commissioners Regional Directors Issued this th day of 2006, Pasig City.
Regional Directors
Presidents/Heads of Private Schools Division Superintendents Philippines
Universities and Colleges, State Elementary/Secondary Principals
Colleges and Universities, Local
Colleges and Universities
Deans, Colleges of Education
The Experiential Learning Courses (ELCs) are
indispensable components of the
New Teacher Education CARLITOs. PUNO
to the National
Curiculum,
per CMO No. 30, s. 200%4his is pursuant
Competency Based Teacher Standards (NCBTS), core of the Chair ÉSLYA LAPYS
Secretary 1 /
Teacher Education and Development Program (TEDP) of the government Commission on Higher Education Depagment of Education
The ELCs 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 learming processes in a variety of authentic school setings.
Such experiences, which are built around mentoring. will begin with feld
observation and will gradually intensify into participation untl students undertake
practice teaching.
As key interdependent stakeholders in the development of future teachers, the
Basic Education Schools (BES) provide the Teacher Education Institutions (TEls)
the authentic environment to implement the teacher education curriculum; the
TEls in turn provide schools with competent teachers steeped in both theory and
pracice.
The Commission on Higher Education (CHED) through the TEls and the
Department of Education (DepED) through the reglonal and division offices and
cooperating BES shall provide a collaborative support system to the experiential
earning courses.
The TEls shall be responsible for their students who were allowed to participate
as Pre-Service Teachers under the Experiental Learning Courses in accordance
with pertinent laws, rules and regulations
258
Essentials of Teacher Leadership - Appendix N- DepEd Order No. 3 S. 201
Appendix N DepEd Order No. 3
-
s. 2017 257
3. Provide the student
(Prototype MOA 1)
teachers with the best
experience in preparation for teaching for ife. mentors to enhance their
4. Allow the faculty and
institutions the access tocooperating
Know All Men By These Presents: teachers of the
information teacher educat
for research purposes. regarding the school and
entered by and between comm
his Memorandum of Agreement is made and 5. Submit performance evaluation reports of student
represented by its President, teachers
with principal address in This AGREEMENT shall take effect immediately upon
and hereinafter concerned and shall remain in torce uniess S0oner signing by all Dartias
terminated by mutual
refered to as the FIRST PARTY consent
IN WITNESS WHEREOF, parties of the
agreement hereunto affix
he Basic Education Schools represented by Schools Division Superintendent, this L of. 2 20 at_ their signature
with principal address in Philippines
the SECOND
and hereinafter referred to
as
PARTY
Teacher Education Institution Basic Education Schools
WITNESSETH:
WHEREAS, both parties have mutual and peculiar needs beneficial to
each other
educatuon in the
and with a common felt need to improve the quality of basiC
Philippines. President Schools Divisions Superintendent
WHEREAS, is a higher learning institution
teacher education programs and desirous of producing ideal Filipino Signed in the Presence of
otering
teachers as characterized in the National Competency Based Teacher Standards
and in the Teacher Education Curriculum.
Dean, College of Education School Principal
in of
WHEREAS, the Basic Education Schools are stakeholders the development
future teachers, and provide Teacher Education Institutions authentic environment
to implement teacher education curriculum.
REPUBLICOF THE PHILIPPINES
NOW THEREFORE, for and in consideration of the foregoing premises, hereby
agree the following terms and conditions of this Memorandum of Agreement.
For the First Party: ACKNOWLEDGMENT
1. Submit a list of qualified student teachers a week before the practice This day 20 at the
teaching program commences. personally appeared before
me. with CTC No. issued at_ On
Coordinate with the school principal/school head before the student and with CTC No. SSued on
teachers enter the school. at
known all known to me and to ne
known to be the same persons who executed the
3. Provide necessany flexible incentive for the cooperating school principal and foregoing instrument, and they acknowledged to
me that the same is their free
and voluntary deed.
cOoperating teachers.
4. Share with the public school system the technology, human and material wITNESS MY HAND AND SEAL
resources available in the institutions
For the Second Party:
1.
Provide necessary compliment to secure
during their stay in the Basic Education School.
the safety of student teachers
2. Allow the practice teachers the access to information
and community.
regarding the school,
21
28
 DepEd Order No. 3 s. 2017
Appendx N- DepEd Order No. 3s. 2017
Essentials of Teacher Laadership - Appendix N 259
WHEREAS, the privileges, duties and responsibilities of the TEl are:
Prototype MOA 2)
1. Determine the readiness and ability of the student-teacher to go on off-
MEMORANDUM OF AGREEMENT campus
2. Allocate and collect Practice Teaching Fee from
each Student Teacher. This will be added to the regular school fees for
KNOW ALL MEN BY THESE PRESENTS:
which students are billed.
Conduct regular supervisory visit during the stay of the student teacher
in their school.
this day of . 4. Gather feedback from the cooperating schoole and teachers regardirg
This agreement made and entered into student-teachers performances, as a basis for improving the pre-service
200in Philippines, by and between. education of the prospective teachers
5. Allocate or give the designated schools an amount of
student teacher,
per per
official address semester assigned to a particular school, which will serve as a shared
Name of the University/College of Education )_with represented by honorarium for the cooperating teachers and principal of the school; and
and herein known as 6. Issue a Certificate of Recognition to the Principals and Cooperating
ts PRESIDENT (TEI), referred as the First Party Teachers who supervise the student-teachers.
the Teacher Education Institution
wHEREAS, the effectivity of this AGREEMENT shll take effect immediately
the SCHOOLS DIVISION all parties concerned and shall remain in force until the
The Department of Education represented by upon signing by
completion of the assignment and upon the satisfactory fulfillment of all terms
SUPERINTENDENT and referred as the Second Party sooner terminated by mutual consent.
and conditions embodied herein unless
WITNESSE TH IN WITNESS
signature this
wHEREOF,
of
paries of20the agreement
at
hereunto affix their
is desirous to
WHEREAS, schools in the
Philippines.
in elementary and secondary
improve the quality of education of the
with the following goals and objectives
(Name of the School Division) TEACHER EDUCATION INSTITUTION sCHOOLS DIVISIONS SUPERINTENDENT
practice teaching program:
By By
actual situations
for student teachers apply in
1. To provide opportunities
the teaching learning process, to
the principles learned regarding Schools Division Superintendent
their weaknesses and certain phases President
evaluate themselves and discover in actual
themselves and their ideas to test
of teaching job by putting
situations,
To gain comprehensive and
realistic picture of the
instructional system
Dean, College of Education Principal ofthe Cooperating School
2 and
which a student teacher will be a part;
actual teaching and develop
the skills to
3. To understand problems of obsenvation.
to changing classroom
make the necessary adjustments
30
29