Background of the Teaching Internship Program

i. Introduction

Education is the process of shaping and molding a person’s knowledge, character, and
behavior. Enlightenment comes through education. Intellectual development and mental facility
cultivation are key educational aims because the mind is the foundation of reality. Education is a
tool that allows people to comprehend their rights and obligations toward their families, society,
and country by providing them with knowledge, skill, technique, and information. It broadens
one's outlook and perspective on life. It instills in us a perspective on life. Education is essential
for human civilization to function.
Aside from that, teaching is critical for understanding who we are, what matters, and who we
aspire to be in the future. Effective education releases our energy, imaginations, and, most
importantly, minds. Teachers must be extremely dedicated to their profession. Teachers are
experts in their fields and so are the most knowledgeable about them. The fundamentals of
teaching are to first educate yourself with all accessible knowledge in the relevant area.
Students look up to and idolize good and inspiring professors. Teachers model social ideals,
manners, and style in addition to teaching students about subjects. Teachers also teach
children the difference between good and wrong. Students are impacted by their teachers' love
and affection, which assists them in progressing and entering one of their desired occupations.
Students are also taught the distinction between right and wrong by their teachers. Teachers'
love and affection have an impact on students, assisting them in progressing and entering one
of their desired occupations.
Immersive internships in your subject of study while college are critical for success after
graduation. While classroom environments may include discussion, debate, peer interaction,
and shared learning experiences, it's also crucial to look for opportunities to apply and expand
academic concepts in a professional setting. College is all about learning, growing, and, most
importantly, preparing for life and a profession. An internship is a task-specific exchange of
service in exchange for experience between a student and a company. Internships transform
classroom concepts into practical skills as you interact and learn in a professional context.
Internships are formal, formative, and foundational experiences for your career. Developing your
knowledge of workplace teamwork, business etiquette, and effective communication strategies
are just a few of the essential "soft skills" that can only be gained on the job. Internships in your
field of study will help you enhance your résumé and give you important, career-building skills.
The overarching goal of higher education at large is to adequately prepare students to achieve
success in their future careers. While facing a certain level of academic rigor and gaining
important life skills can be considered crucial aspects of career preparedness that students
receive while in college, more and more importance is being placed on the value of experiential
learning.

Teaching internships are the most significant aspect of being an education student since they
allow each student teacher to gain knowledge through real-world experience in the classroom. It
is intended to allow students to apply what they learned in their teacher education degree in a
middle or high school classroom, as well as to enhance their knowledge via practical learning
experience. This also allows students to enhance their knowledge and skills in facilitating
learning. Help student teachers to experience the actual teaching and learning environment.
Through this, students will be trained in how to associate and understand diverse learners and
how to deal with the different situations inside the classroom or learning environment. It enables
aspiring teachers to learn various teaching strategies for conveying ideas and lessons to
students. Learn how to do things related to school such facilitate learning, record performances
of students, practicing proper behaviour, train to collaboration with the teachers in institution .
This teaching internship has become effective in developing my area of professionalism by
supervising my cooperating teacher. This will be very helpful in developing students' teaching
philosophy and developing the skills needed in the teaching field.

ii. Objectives of Teaching Internship

The broad goal of student teaching is that the student have the best possible introduction to
the teaching field. Major responsibility rests with the cooperating teacher to set reasonable
and specific objectives befitting the individual ability and development of the student teacher.

It is assumed that the cooperating teacher will guide the student through a variety of
experiences ranging from the practice of basic teaching skills to classroom management. The
cooperating teacher should decide on specific goals and objectives after observing the student
in a classroom teaching situation. It is quite possible that many competencies will be proven
early, while others such as asking high order questions, will need more practice.

In addition to learning about teaching skills and methods and dealing with classroom
management, the student should gain knowledge about the community in which he or she is
teaching. The Education Department recommends, but does not insist, that the student live in
the community while student teaching. It is hoped that this will help him/her to better
understand the children being taught.

It is also our desire that the student teacher develop in the area of professionalism. Ethical
behaviour towards students and peers is essential. The cooperating teacher and college
supervisor should be alert to counsel and advise the student on these matters.

iii. Duties and Responsibilities of the Cooperating Teacher

1. Prepares the children for the student teacher's arrival;

2. Provides opportunities for student teachers to meet the principal and other personnel;
3. Learns about the student teacher's work, background and legal status;
4. Reads the student teaching book and observe its provisions whenever applicable;
5. Makes himself aware of politics concerning student teaching and student teacher
responsibilities;
6. Uses appropriate materials in evaluating student teachers;
7. Develops a written plan for the student teachers entry into teaching; and Make necessary
arrangement for the student teachers in the different activities.
iv. Duties and Responsibilities of the Student Teacher

1. Student-teachers are required to successfully accomplish the program in at least 400

hours in the Teaching Internship course to earn 6 units of credit.
2. Student-teachers are encouraged to spend at least 8 hours in the cooperating school so
that they can accomplish the 108 hours for 14 weeks.
3. Student-teachers should also attend their academic classes in Maryhill College. If an
academic class coincides with an activity in the cooperating school, the student teacher
should coordinate with the Program Head of the CTE for the appropriate action.
4. Student-teachers shall accomplish 3 DTR forms in a day. First is the online DTR where
they have to fill out in the morning (time in) and in the afternoon (time out). Second, the
hard copy of the DTR is to be signed by the cooperating teacher, Principal, and
Department Head. Third, the DTR Calculator where the student-teacher will copy the
information found in the DTR signed by their CT and Principal/Head. This will
automatically calculate the hours spent daily and their total hours in the cooperating
school. In addition, as evidence of their attendance, student teachers must accomplish
daily narratives of their classroom observation. The narrative should be signed by the
student teachers and by their cooperating teachers
5. In case of unavoidable circumstance, where the student-teachers have to take a leave of
absence, he/she has to inform his/her cooperating teacher immediately through
phone/messaging platform to avoid issues in the cooperating school. Also, he/she has to
accomplish the letter of excuse form found in the online classroom to be signed by the
cooperating teacher, principal, and supervising teacher upon returning to the
cooperating school.
6. Student-teachers shall wear the official school uniforms during classroom observation in
cooperating schools.
7. Student-teachers shall demonstrate personal qualities that reflect a good image of a
Marian Teacher. These qualities include courtesy, respect, honesty, diligence, open-
mindedness, and critical thinking while doing the observation /teaching.
8. Student-teachers shall demonstrate proper behavior in the presence of the learners,
teachers, school personnel, administration, and parents.
9. At the end of the 400 hours, student teachers are required to accomplish the Teaching
Internship Exit Clearance form in their respective cooperating schools.
 10. The schedule of endorsement will be on March 7, 2022. Student Teachers who failed to
accomplish the 400 hours, 2 exit clearance and portfolio will be scheduled for
endorsement on a different date.
11. Student Teachers are required to prepare a portfolio at the end of the course.

DELIVERY OF THE EXPERIENTIAL LEARNING COURSE

Teaching-Learning Activities Teaching Internship

1. Observationof Classes,
Pre-Observation and Post-
Observation Conferences
2. Class Routines
3. Preparation of Classroom
Materials
4. Class Activities
5. Assessment Practices
6. Demonstration Teaching
7. School Forms
a. Observing the teaching-learning process in Flexible
Learning and in different Distance Learning Delivery Modes
(online, radio-based instruction, television-based instruction, and
other modalities) focusing on the development of the MELCs
and reflecting on these processes
b. Attending pre-observation and post-observation conferences
with the Cooperating Teacher and the College Supervisor
c. Keeping a daily reflection journal.
a. Being oriented on protocols for classes in the learning modality
employed by the school
b. Assisting the Cooperating Teacher in the preparation and
implementation of class guidelines for holding classes through
distance learning modalities.
a. Assisting the Cooperating Teacher in the preparation of
presentations and learning materials to be used in classes
b. Developing contextualized instructional materials
appropriate for the demonstration teaching modality
Note:
 The practice teacher will not reproduce or print DepEd self-
learning modules for the students who will be assigned to
him/her.
 All modules will be provided by the Cooperating School.
a. Assisting the CTs in preparing class activities
b. Facilitating LDM class activities with minimum supervision from
the CTs
c. Designing contextualized learning activities aligned with the
MELCs
a. Assisting the Cooperating Teacher to create assessment
materials related to the lessons, applicable to various distance
learning delivery modes
b. Designing templates for various assessment tools with suitable
scoring rubrics
c. Designing templates for reflection activities on the teaching-
learning process
d. Assisting the Cooperating Teacher in checking students’ outputs
a. Preparing lesson plans, study guides, modules, and teaching
materials relevant to LDM of the partner school and as required
by the Cooperating Teacher
b. Conducting daily and final demonstration teaching using the
LDM of the partner school
a. Assisting the Cooperating Teacher in accomplishing school
 forms
8. Networking and Linkages a. Assisting the CTs in parent-teacher conferences
b. Providing support by being volunteer tutors as part of auxiliary
service in partner schools
c. Participating in local and international webinars and other online
professional activities
9. Classroom-Base d Action a. Conducting CBARs on a specific teaching-learning area
Research b. Listing references used in the CBARs following TEI prescribed
referencing or citation styles
c. Sharing results of the research with an audience through any
available platform
d. Submitting the action research to the College Supervisor