PORTFOLIO ASSESSMENT AND NARRATIVE REPORT

Presented to the
COLLEGE OF EDUCATION

VISAYAS CHRISTIAN INSTITUTE OF TECHNOLOGY

ABUYOG, LEYTE

IN PARTIAL FULFILLMENT OF THE REQUIREMENT OF

THE BACHELOR OF SECONDARY EDUCATION DEGREE

BY

VENRICK ACE B. CRUZADA

Bachelor of Secondary Education
Major in MAPEH

JULY 2021
 COLLEGE OF EDUCATION
VISAYAS CHRISTIAN INSTITUTE OF TECHNOLOGY

APPROVAL SHEET

This portfolio on the Student Teaching of VENRICK ACE B. CRUZADA

which is prepared and submitted by his fulfillment of the requirements of
Degree of Bachelor of Secondary of Education is hereby approved.

EVELINA T. AUSTERO GINA DEOMAMPO

Department Head Student Teaching Supervisor

EVELINA T. AUSTERO
School President
 ACKNOWLEDGEMENT

I would like to express my sincere gratitude to the following individuals who have
provided invaluable support and guidance during my practice teaching experience. Without
their help, this portfolio would not have been possible.

My cooperating teacher, Ariane Mae P. Amarado who provided me with endless

opportunities to learn and grow as an educator. Her feedback and encouragement have been
instrumental in shaping my teaching practice.

The school administration, particularly Eden C. Tano, who welcomed me into their
school community and provided me with the resources and support I needed to succeed.

My classmates and colleagues, who have been a constant source of inspiration and
motivation. Their feedback and insights have helped me refine my teaching approach and
develop new strategies for engaging students.

My family and friends, who have been my rock throughout this entire experience.
Their unwavering support and encouragement have kept me going, even during the toughest
moments. Thank you all for your support and encouragement. I am truly grateful for
everything you have done for me.

Most especially to our Almighty God who is the author of my life. For without Him,
nothing would be possible.
 TABLE OF CONTENTS
TITLE
APPROVAL SHEET
ACKNOWLEDGMENT

I. INTRODUCTION
A. STATEMENT OF PURPOSE
B. TEACHER’S PRAYER
C. TEACHER’S PHILOSPHY
II. TEACHER’S DUTIES AND RESPONSIBILITIES
A. DEPED MISSION AND VISION
B. CODE OF ETHICS
III. STUDENT TEACHING DUTIES AND RESPONSIBILITIES
A. STUDENT-TEACHING EXPECTATIONS
B. TERMS AND REFERENCE
C. DO’S AND DON’TS
D. RESPONSIBILITIES
IV. NARRATIVE AND REFLECTION
A. NARRATIVE REPORT
B. PERSONAL REFLECTION
V. PRACTICE TEACHING LEARNING EPISODES
VI. SUPPORTING DOCUMENTS
A. APPLICATION LETTER
B. ASSESSMENT TOOL
C. PICTURES OF IMS
D. DOCUMENTATION
E. CERTIFICATE OF COMPLETION
F. SCHOOL FORMS
 STATEMENT OF PURPOSE

As a future educator, my primary goal is to inspire and empower students to achieve

their full potential. I believe that every student has unique strengths and abilities, and it is my
role as a teacher to create a supportive and inclusive learning environment that fosters
growth, creativity, and critical thinking.

Through my practice teaching experience, I hope to gain a deeper understanding of

the teaching profession and refine my skills in lesson planning, classroom management, and
student assessment. I am excited to collaborate with experienced educators and learn from
their expertise and insights.

My teaching philosophy is based on the principles of student-centered learning, where

students are active participants in their own education and are encouraged to take ownership
of their learning. I plan to achieve this by incorporating a variety of instructional strategies,
such as project-based learning, inquiry-based learning, and differentiated instruction, to meet
the diverse learning needs of my students.

I am committed to creating a safe and inclusive learning environment where all

students feel valued and respected. I believe that building positive relationships with students
is essential to their success, and I plan to establish a culture of trust and mutual respect in my
classroom.

Through my practice teaching experience, I hope to develop my teaching skills, gain

a deeper understanding of the challenges and opportunities in education, and make a positive
impact on the lives of my students. I am excited to begin this journey and look forward to the
opportunities and challenges that lay ahead.
 TEACHER’S PRAYER

Dear God,

As I begin this day, please help me to remember why I became a teacher in the first
place. Help me to be patient and kind, to listen attentively, to encourage and to guide.

Give me the wisdom to understand my students' needs and the creativity to find ways
to meet them. Help me to see each student as an individual with unique talents and
challenges.

Please give me the strength to face the daily demands of teaching with grace and good
humor. Help me to persevere when I am tired or discouraged, and to celebrate the successes,
no matter how small.

And finally, please help me to be a positive influence on my students and to inspire

them to be their best selves. May they feel valued, respected, and loved in my classroom.
Amen.
 TEACHING PHILOSOPHY

As a pre-service teacher, I believe that education is the foundation of personal and societal
growth. It is my role as an educator to create a learning environment that inspires curiosity,
critical thinking, and creativity. I believe that all students have unique strengths and abilities
and that it is my responsibility to provide a diverse and inclusive learning experience that
meets the needs of each individual.

My teaching philosophy is grounded in the principles of student-centered learning. I

believe that students learn best when they are active participants in their education and are
encouraged to take ownership of their learning. I plan to achieve this by incorporating a
variety of instructional strategies, such as project-based learning, inquiry-based learning, and
collaborative learning, to engage students in the learning process and foster their critical
thinking skills.

I am committed to creating a safe and supportive learning environment where all

students feel valued and respected. I believe that building positive relationships with students
is essential to their success, and I plan to establish a culture of trust and mutual respect in my
classroom. I also believe that it is important to create a learning environment that is inclusive
and culturally responsive, where students from all backgrounds feel welcomed and
celebrated.

As a teacher, I recognize that teaching is a lifelong learning process, and I am

committed to ongoing professional development to enhance my teaching skills and
knowledge. I am excited to embark on my practice teaching experience and look forward to
learning from experienced educators and making a positive impact on the lives of my students.
 THE DepEd VISION

We dream of Filipinos

who passionately love their country

and whose values and competencies

enable them to realize their full potential

and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education

continuously improves itself

to better serve its stakeholders.

 THE DepEd MISSION

 To protect and promote the right of every Filipino to quality, equitable,

culture-based, and complete basic education where:

 Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment.

 Teachers facilitate learning and constantly nurture every learner.

 Administrators and staff, as stewards of the institution, ensure an enabling

and supportive environment for effective learning to happen.

 Family, community, and other stakeholders are actively engaged and

share responsibility for developing life-long learners.

OUR CORE VALUES

Maka-Diyos

Maka-tao

Makakalikasan

Makabansa
 CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise

known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a), section

6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopts the Code of

Ethics for Professional Teachers.

Preamble

Teachers are duly licensed professionals who possessed dignity and reputation with

high moral values as well as technical and professional competence in the practice of their

noble profession, and they strictly adhere to, observe, and practice this set of ethical and

moral principles, standards, and values.

Article I: Scope and Limitations

Section 1 The Philippine Constitution provides that all educational institution shall offer

quality education for all competent teachers. Committed to its full realization, the provision

of this Code shall apply, therefore, to all teachers in schools in the Philippines.

Section 2 This Code covers all public and private school teachers in all educational

institutions at the preschool, primary, elementary, and secondary levels whether academic,

vocational, special, technical, or non-formal. The term “teacher” shall include industrial arts

or vocational teachers and all other persons performing supervisory and /or administrative

functions in all school at the aforesaid levels, whether on full time or part-time basis.
 Article II: The Teacher and the State

Section 1 The schools are the nurseries of the future citizens of the state; each teacher is a

trustee of the cultural and educational heritage of the nation and is under obligation totransmit

to learners such heritage as well as to elevate national morality, promote nationalpride,

cultivate love of country, instil allegiance to the constitution and for all duly constituted

authorities, and promote obedience to the laws of the state.

Section 2 Every teacher or school official shall actively help carry out the declared policies

of the state, and shall take an oath to this effect.

Section 3 In the interest of the State and of the Filipino people as much as of his own, every

teacher shall be physically, mentally and morally fit.

Section 4 Every teacher shall possess and actualize a full commitment and devotion to duty.

Section 5 A teacher shall not engage in the promotion of any political, religious, or other

partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any

money or service or other valuable material from any person or entity for such purposes.

Section 6 Every teacher shall vote and shall exercise all other constitutional rights and

responsibility.

Section 7 A teacher shall not use his position or official authority or influence to coerce any

other person to follow any political course of action.

Section 8 Every teacher shall enjoy academic freedom and shall have privilege of

expounding the product of his researches and investigations; provided that, if the results are

inimical to the declared policies of the State, they shall be brought to the proper authorities

for appropriate remedial action.

 Article III: The Teacher and the Community

Section 1 A teacher is a facilitator of learning and of the development of the youth; he shall,

therefore, render the best service by providing an environment conducive to such learning

and growth.

Section 2 Every teacher shall provide leadership and initiative to actively participate in

community movements for moral, social, educational, economic and civic betterment.

Section 3 Every teacher shall merit reasonable social recognition for which purpose he shall

behave with honor and dignity at all times and refrain from such activities as gambling,

smoking, drunkenness, and other excesses, much less illicit relations.

Section 4 Every teacher shall live for and with the community and shall, therefore, study and

understand local customs and traditions in order to have sympathetic attitude, therefore,

refrain from disparaging the community.

Section 5 Every teacher shall help the school keep the people in the community informed

about the school’s work and accomplishments as well as its needs and problems.

Section 6 Every teacher is intellectual leader in the community, especially in the barangay,

and shall welcome the opportunity to provide such leadership when needed, to extend

counseling services, as appropriate, and to actively be involved in matters affecting the

welfare of the people.

Section 7 Every teacher shall maintain harmonious and pleasant personal and official

relations with other professionals, with government officials, and with the people,

individually or collectively.

Section 8 A teacher possesses freedom to attend church and worships as appropriate, but

shall not use his positions and influence to proselyte others.

 Article IV: A Teacher and the Profession

Section 1 Every teacher shall actively insure that teaching is the noblest profession, and shall

manifest genuine enthusiasm and pride in teaching as a noble calling.

Section 2 Every teacher shall uphold the highest possible standards of quality education, shall

make the best preparations for the career of teaching, and shall be at his best at all times and

in the practice of his profession.

Section 3 Every teacher shall participate in the Continuing Professional Education (CPE)

program of the Professional Regulation Commission, and shall pursue such other studies as

will improve his efficiency, enhance the prestige of the profession, and strengthen his

competence, virtues, and productivity in order to be nationally and internationally

competitive.

Section 4 Every teacher shall help, if duly authorized, to seek support from the school, but

shall not make improper misrepresentations through personal advertisements and other

questionable means.

Section 5 Every teacher shall use the teaching profession in a manner that makes it dignified

means for earning a decent living.

 Article V: The Teachers and the Profession

Section 1 Teachers shall, at all times, be imbued with the spirit of professional loyalty,

mutual confidence, and faith in one another, self-sacrifice for the common good; and full

cooperation with colleagues. When the best interest of the learners, the school, or the

profession is at stake in any controversy, teachers shall support one another.

Section 2 A teacher is not entitled to claim credit or work not of his own, and shall give due

credit for the work of others which he may use.

Section 3 Before leaving his position, a teacher shall organize for whoever assumes the

position such records and other data as are necessary to carry on the work.

Section 4 A teacher shall hold inviolate all confidential information concerning associates

and the school, and shall not divulge to anyone documents which has not been officially

released, or remove records from files without permission.

Section 5 It shall be the responsibility of every teacher to seek correctives for what may

appear to be an unprofessional and unethical conduct of any associate. However, this may be

done only if there is incontrovertible evidence for such conduct.

Section 6 A teacher may submit to the proper authorities any justifiable criticism against an

associate, preferably in writing, without violating the right of the individual concerned.

Section 7 A teacher may apply for a vacant position for which he is qualified; provided that

he respects the system of selection on the basis of merit and competence; provided, further,

that all qualified candidates are given the opportunity to be considered.

Article VI: The Teacher and Higher Authorities in the Profession

Section 1 Every teacher shall make it his duty to make an honest effort to understand and

support the legitimate policies of the school and the administration regardless of personal

feeling or private opinion and shall faithfully carry them out.

Section 2 A teacher shall not make any false accusations or charges against superiors,

especially under anonymity. However, if there are valid charges, he should present such

under oath to competent authority.

Section 3 A teacher shall transact all official business through channels except when special

conditions warrant a different procedure, such as when special conditions are advocated but

are opposed by immediate superiors, in which case, the teacher shall appeal directly to the

appropriate higher authority.

Section 4 Every teacher, individually or as part of a group, has a right to seek redress against

injustice to the administration and to extent possible, shall raise grievances within acceptable

democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare

of learners who’s right to learn must be respected.

Section 5 Every teacher has a right to invoke the principle that appointments, promotions,

and transfer of teachers are made only on the basis of merit and needed in the interest of the

service.

Section 6 A teacher who accepts a position assumes a contractual obligation to live up to his

contract, assuming full knowledge of employment terms and conditions.

 Article VII: School Officials, Teachers, and Other Personnel

Section

Section 1 All school officials shall at all times show professional courtesy, helpfulness and

sympathy towards teachers and other personnel, such practices being standards of effective

school supervision, dignified administration, responsible leadership and enlightened

directions.

Section 2 School officials, teachers, and other school personnel shall consider it their

cooperative responsibility to formulate policies or introduce important changes in the system

at all levels.

Section 3 School officials shall encourage and attend the professional growth of all teachers

under them such as recommending them for promotion, giving them due recognition for

meritorious performance, and allowing them to participate in conferences in training

programs.

Section 4 No school officials shall dismiss or recommend for dismissal a teacher or other

subordinates except for cause.

Section 5 School authorities concern shall ensure that public school teachers are employed in

accordance with pertinent civil service rules, and private school teachers are issued contracts

specifying the terms and conditions of their work; provided that they are given, if qualified,

subsequent permanent tenure, in accordance with existing laws.

 Article VIII: The Teachers and Learners

Section 1 A teacher has a right and duty to determine the academic marks and the promotions

of learners in the subject or grades he handles, provided that such determination shall be in

accordance with generally accepted procedures of evaluation and measurement. In case of

any complaint, teachers concerned shall immediately take appropriate actions, observing due

process.

Section 2 A teacher shall recognize that the interest and welfare of learners are of first and

foremost concern, and shall deal justifiably and impartially with each of them.

Section 3 Under no circumstance shall a teacher be prejudiced or discriminate against

alearner.

Section 4 A teacher shall not accept favors’ or gifts from learners, their parents or others in

their behalf in exchange for requested concessions, especially if undeserved.

Section 5 A teacher shall not accept, directly or indirectly, any remuneration from tutorials

other what is authorized for such service.

Section 6 A teacher shall base the evaluation of the learner’s work only in merit and quality

of academic performance.

Section 7 In a situation where mutual attraction and subsequent love develop between teacher

and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip

and preferential treatment of the learner.

Section 8 A teacher shall not inflict corporal punishment on offending learners nor make

deductions from their scholastic ratings as a punishment for acts which are clearly not

manifestation of poor scholarship.

Section 9 A teacher shall ensure that conditions contribute to the maximum development of

learners are adequate, and shall extend needed assistance in preventing or solving learner’s

problems and difficulties.

Article IX: The Teachers and Parents

Section 1 Every teacher shall establish and maintain cordial relations with parents, and shall

conduct himself to merit their confidence and respect.

Section 2 Every teacher shall inform parents, through proper authorities, of the progress and

deficiencies of learner under him, exercising utmost candor and tact in pointing out the

learner's deficiencies and in seeking parent’s cooperation for the proper guidance and

improvement of the learners.

Section 3 A teacher shall hear parent’s complaints with sympathy and understanding, and

shall discourage unfair criticism.

 Article X: The Teacher and Business

Section 1 A teacher has the right to engage, directly or indirectly, in legitimate income

generation; provided that it does not relate to or adversely affect his work as a teacher.

Section 2 A teacher shall maintain a good reputation with respect to the financial matters

such as in the settlement of his debts and loans in arranging satisfactorily his private financial

affairs.

Section 3 No teacher shall act, directly or indirectly, as agent of, or be financially interested

in, any commercial venture which furnish textbooks and other school commodities in the

purchaseand disposal of which he can exercise official influence, except only when his

assignment is inherently, related to such purchase and disposal; provided they shall be in

accordance with the existing regulations; provided, further, that members of duly recognized

teachers cooperatives may participate in the distribution and sale of such commodities.
 Article XI: The Teacher as a Person

Section 1 A teacher is, above all, a human being endowed with life for which it is the highest

obligation to live with dignity at all times whether in school, in the home, or elsewhere.

Section 2 A teacher shall place premium upon self-discipline as the primary principle of

personal behavior in all relationships with others and in all situations.

Section 3 A teacher shall maintain at all times a dignified personality which could serve as a

model worthy of emulation by learners, peers and all others.

Section 4 A teacher shall always recognize the Almighty God as guide of his own destiny

and of the destinies of men and nations.

 Article XII: Disciplinary Actions

Section 1 Any violation of any provision of this code shall be sufficient ground for the

imposition against the erring teacher of the disciplinary action consisting of revocation of his

Certification of Registration and License as a Professional Teacher, suspension from the

practice of teaching profession, or reprimand or cancellation of his temporary/special permit

under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article

VIII, of the Rules and Regulations Implementing R.A. 7836.

 Article XIII: Effectivity

Section 1 This Code shall take effect upon approval by the Professional Regulation

Commission and after sixty (60) days following its publication in the Official Gazette or any

newspaper of general circulation, whichever is earlier.

 Code of Ethics for Professional Teachers

(With accompanying reflections for chosen 5 articles)

Article 1:

Scope and Limitation

It states in this article that this code shall apply to all teachers in schools in the

Philippines. It covers all the public and private school teachers in their educational

attainment. The term “teachers” shall include industrial arts or vocational teachers and all

other persons performing supervisory and /or administrative functions in all schools whether

a full time or part time basis.

This means that every school has their own teachers to manage and teach the learners

whether it is in private or public schools. It tackles the roles of teachers in teaching and the

kind of school environment they have.

Article 2

The Teacher and the State

In this article, the schools are future citizens of the state; each teacher is a trustee of

the cultural and educational heritage of the nation and obligation to transmit to learners such

heritage as well as to elevate national morality, promote national pride, cultivate love for our

country. They promote obedience to the law of the state. Every teacher or school official shall

actively help carry out the declared policies of the state. Every teacher shall possess and
actualized a full commitment and devotion to their studies. It also states that a teacher should

not be involved in any promotion of political shall hear parents’ complaints with sympathy

and understanding and shall discourage unfair criticism.

Article 5

The Teacher and the Teaching Community

This article means that teachers shall at all times, be imbued with the spirit of

professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the

common good, and full cooperation with colleagues. A teacher shall hold inviolate all

confidential information concerning associates and the school, and shall not divulge to

anyone documents which have been officially released or remove records from files without

official permission. It is the responsibility for evry teacher to seek correctives for what may

appear to be unprofessional and unethical conduct of any associate. A teacher may submit to

the proper authorities any justifiable criticism against an associate preferably in writing,

without violating any right of the individual concerned.

Article 9

The Teacher and Parents

A teacher shall establish and maintain in a good relationship of parents, and shall

conduct him/herself to merit their confidence and respect. A teacher shall inform parents,

through proper authorities of the progress of deficiencies of learners under him, exercising

utmost candor and tact in pointing out learners’ deficiencies and in seeking parent’s

cooperation for the proper guidance and improvement of learners. A teacher shall hear

parents’ complaints with sympathy and understanding and shall discourage unfair criticism.
 Article 10

The Teacher and Business

It states that the teacher has a right to engage, directly or indirectly, in legitimate

income generation, provided that it does not relate to or adversely affect his work. A teacher

shall maintain a good reputation with respect to financial matter such as in the settlement of

his just debts, loans, and other financial affairs. No teacher shall act directly or directly, as

agent of any commercial venture which furnishes textbooks and other school commodities in

the purchase or disposal of which he can exercise official influence, except only when his

assignment is inherently related to such purchase and disposal, provided that such shall be in

accordance with existing regulations.

 Student-Teaching Expectations

Beginning teachers often set the bar when it comes to student’s expectations. As a

student teacher, it is common to be portrayed as a competent teacher who has a control over

the classroom. These are few suggestions that help Pre - Service teacher like me to make

realistic and achievable goals:

 Classroom and capstone/seminar participation is required.

 During the student teaching experience, the student teacher is required to follow the

cooperating school calendar and calendar of activities.

 The student teacher is expected to conform to the same professional standards as the

regular staff members of the cooperating school. The student teacher should arrive at

the school the same time as the cooperating teachers spend the full school day and any

additional planning time as the cooperating teacher requests. In case of unforeseen

circumstances, should cause the student teacher to be late, the student teacher must

contact the school clerk, the cooperating teacher and the university supervisor. The

same applies if the student teacher is going to be absent due to illness. He/She must

contact the cooperating teacher and the University supervisor ahead or as early as

possible. In addition, when absent, the student teacher must provide plans and other

materials necessary for the cooperating teacher and add the extra time to his/her Pre -

Service teaching experience.

 As a student teacher, 100 percent attendance is expected to fulfill requirements for

state licensure. Any absences can result in the lowering of the final student teaching

grade or termination of the experience. During the student teaching quarter, if a

student teacher experiences significant illness, death in the family or other critical

incident, the student teacher must immediately notify the university supervisor, the

cooperating teacher and the school clerk. The decision as to whether to continue the

Pre – Service Teaching or to be withdrawn will be made on individual basis. Students

who are aware of outstanding obligations that require absences during the student

teaching experience should contact the Office of Field Study and Pre - Service

Teaching to defer their student teaching to the next quarter.

 The student teacher works with the cooperating teacher each day to assure the

immediate assistance in planning, teaching and evaluating.

 The student teacher should collaborate with the cooperating teacher to designate

meeting times at least twice a week to discuss progress, plans, responsibilities and

concerns. The number of meetings should be agreed upon in advance and should suit

to the schedules of both parties. It is expected that the student teacher must have a

clear understanding of his/her responsibilities for each week.

 The Field Study Supervisors will make at least four supervisory visits for each student

teacher. When arranging the visits, the student teacher should plan a time when it is

possible for the supervisor to confer with the student teacher following the

observation and to confer with the cooperating teacher after.

 When the University Supervisor visits the classroom, the student teacher must provide

the supervisor with his/her daily lesson plans, as well as any additional materials

requested.

 Each student teacher is mandated by law to report instances of child abuse. If such

matters are observed, they must with the cooperating teacher and/or school head.

 Student teachers must satisfactorily demonstrate their competence as a teacher, as

outlined in the evaluation forms completed by the cooperating teacher and University

Supervisor.

 Each student teacher must exhibit professional behavior and dress appropriately for

all teaching situations and school functions.

 Student teachers must consider all cooperating school obligations of high priorities

and display willingness to participate in faculty meetings, department meetings,

institute days, conferences, programs, activities, etc.

 Student teachers must promptly prepare the materials requested by their cooperating

teacher, university supervisor, and capstone/seminar instructor (i.e., schedules, logs,

record books, timesheets, reflection sheets, lesson plans, attendance records,

discipline referrals, etc.).

 All student teachers must display the dispositions of the Urban Professional

Multicultural Educator.
 Student teachers must maintain good professional relations, public relations, and

human relations not only with the teaching and non-teaching personnel of the

cooperating school, but also with the community that the school serves. Pre – Service

Teachers must remember that they are not only student teachers, but also a

representative.

 Student teachers must maintain academic integrity at off-campus sites.

 Student teachers may not do unnecessary tasks during school hours.

 Terms and Reference in Student Teaching

The following terms and their definitions may provide clarification, as needed, for the

professional vocabulary used for the student teaching experience:

Pre – Service Teacher - The student who is enrolled for the professional term mostly

rendering off – campus teaching.

Cooperating Teacher - The certified, experienced teacher of students in grades K-12

who cooperates with the University in supervising student teaching, in communicating the

student teacher’s progress to the University supervisor throughout the term, and in providing

a recommended grade and evaluation for the student teacher at the conclusion of the term. In

the Elementary academic program, cooperating teachers are also responsible for scheduling

the distribution of their student teacher’s time between their own classroom and the

classrooms of other cooperating teachers, and for arranging observation and/or participation

in co-curricular activities.

Student Teaching Site - A school that is not controlled or supported by the

University but that has historically provided facilities for student teaching as an established

center determined by University personnel and school administrators.

Student Teaching Supervisor - The representative who is responsible for

supervising a student teacher or a group of student teachers, for communicating with student

teachers and their cooperating teachers about the students’ progress throughout the term,

and for determining the final grade for student teachers.

Field Study Coordinator - The faculty member who is responsible for coordinating

all field experience work, including arrangements for student teaching.

 Do’s and Don’ts in Student Teaching

1. DO introduce yourself to teachers, administration and guidance counselors.

DON’T forget to say thank you for the opportunity to partner with that school.

2. DO eat lunch in the teacher’s lounge and get to know the faculty.

DON’T engage in gossip.

3. DO treat this opportunity to put your best professional self forward.

DON’T act like you are already an expert. Be gracious about accepting feedback.

4. DO stay visible during your student teaching by volunteering for after school activities.

DON’T focus solely on what you are getting out of te experience; rather think about what

added value you can bring to the school.

5. DO request informational interviews to obtain job search and resume advice.

DON’T try to catch someone in passing schedule a meeting at their convenience.

6. DO write thank you letters before you leave and continue to stay in touch.

DON’T expect them to remember you if you don’t stay in touch.

 Responsibilities as a Student Teacher

Pre - Service Teachers gradually assume the role of a full - time teacher during the

semester. Indicated below are the duties and responsibilities of the student teacher.

 SET CLEAR PURPOSES — competent teachers have clear purposes in mind for

each learning experience. Daily lesson plans, each unit of study, contributes to the

achievement of worthwhile purposes.

 DEALING WITH PUPILS AND THEIR NEEDS — formulates purposes and

based his planning on the specific needs, abilities, achievement and interests

of the pupils whom he is working with.

 STUDY THE COMMUNITY — this is done to gain understanding of children

and their home background. Provides a balanced program — Utilizes teacher's

lesson guides, teacher's manuals, courses of study and other curriculum

materials.

 MAKE EFFECTIVE PLANS — good planning involves bringing together clear

purposes, know more the school and the community and study suggestions from

curriculum guides and teacher's manual.

 MAKE CONTENT MEANINGFUL — a thorough knowledge of the subject

matter and use of effective methods for developing both the meaning and

the significance of what is taught.

 PROVIDE FOR INDIVIDUAL AND GROUP WORK —Individual work is

provided to ensure that the specific needs of each learner are met. Group works
 are provided when common needs and purposes of the entire class, or a group

within the class are to be achieved.

 PROVIDES A GOOD ENVIRONMENT FOR LEARNING — it must be a

healthy environment with proper lightings, ventilation and temperature.

The room should be inviting and challenging to the school children.

 USES APPROPRIATE METHODS AND MATERIALS — employ skills in

using the most effective methods and instructional resources.

 EVALUATES FROM THE BEGINNING TO THE END — Appraisal of

children's learning and value of various methods and materials should be

conducted.

 MAINTAINS PROFESSIONAL RELATIONSHIP —relationships with co-

workers, pupils, parents, the community and other stakeholders, are clearly

outlined in the Code of Ethics for Public School Teachers.

 Observes the Code of Ethics for Professional Teachers.

 Comes to school well-groomed and properly dressed, must have the image of a

modest and descent teacher.

 Observes punctuality throughout the duration of the school practicum.

 Participates actively in all the school related activities.

 Notifies the Cooperating Teacher of his/her absences in case of emergencies

accordingly.

 Suggests for the improvement of routinely practices that may be overlooked by

the Cooperating Teacher.

 Be responsible, objective and open to constructive criticisms.

 Be a good role model to students.

 Respect the dignity of children and their rights to human rights

 Make teaching more meaningful by using appropriate teaching methods and

strategies.

 Be prepared all the time before teaching.

 Settle all financial obligations to the cooperating school.

 Return all borrowed materials to the cooperating teacher and other school

materials to personnel before the term ends.

 APPLICATION LETTER
EDEN C. TANO
School Head
Balocawehay National High School
Balocawehay, Abuyog, Leyte

Dear Ma’am,

I am writing to express my interest in the teaching profession currently available within your
esteemed institution. As a highly motivated and experienced educator, I am confident in my
ability to make a positive impact on your students' academic and personal growth.

I have a Bachelor's degree in Education and have been teaching for 3 years, both in
traditional classroom settings and online environments. Throughout my career, I have
developed a variety of teaching methods that cater to different learning styles and have
consistently received positive feedback from students and their families.

I am passionate about creating a positive and engaging learning environment where students
can develop critical thinking skills and gain a deep understanding of the subject matter. I
believe in fostering a love of learning by making lessons relevant to students' lives and
interests, and I am committed to helping each student reach their full potential.

I am also adept at using technology to enhance the learning experience, and have experience
with using learning management systems, video conferencing tools, and other digital
resources to facilitate effective teaching and learning.

I am excited about the opportunity to join your team of dedicated educators and contribute to
your institution's mission of excellence in education. Thank you for your consideration, and I
look forward to the opportunity to discuss my qualifications further.s

Sincerely,

VENRICK ACE B. CRUZADA

 NARRATIVE REPORT

I was deployed in Balocawehay National High School. On the first day of

student-teaching internship, I was welcomed by the school’s magnificent
atmosphere. The students, faculty and staff gave me a warm welcome. The
surrounding clean, and there is a beautiful landscape of plants and trees all
around the school campus. As I enter the school, I was accompanied by our
Practice Teaching Supervisor and Department Head. We were escorted by a
staff to the school principal. There, I was given an orientation about the things
that I should be doing, and reminded me of my responsibilities as a student
teacher.
I was assigned to my Cooperating Teacher Mrs. Ariana Mae P. Amarado.
My observations with regards to assisting my cooperating teacher are: she plans
instruction that will address the needs of diverse and special needs students.
Familiarize students' behavior. Develop an effective and consistent approach to
classroom management. Manage time and transitions effectively. She uses
effective verbal and nonverbal communication techniques. She’s very fluent in
speaking Filipino language; she practiced the kind of techniques she used
during her class instructions. Regularly reflects on teaching practices and set
goals for continued improvement. She assesses the pupils regularly to set
instructional goals. Most importantly, she serves as a role model of integrity,
honesty, and confidentiality.
My student teaching journey occurred in the middle of a pandemic, I was
able to impart to student’s learning through the distance learning program. My
duties were to print modules and answer sheets for different subjects, distribute
and collect modules by the end of the week, making sure all students have
received their modules for the week. Then, I would check their answers and
record their scores. I was also responsible for maintaining the cleanliness of the
classroom. I organized the printed modules so that they will not clutter
everywhere. Despite not having students face to face, I was still able to learn a
lot with the help of my Cooperating Teacher. She guided me with the making of
my lesson plan and for my final demonstration.
 MY REFLECTION

It is my job to follow and obey what my cooperating teacher instructed, in

doing so it is very helpful for me as a student teacher in obeying her advices.
Accept criticisms and suggestions with regards to my teaching skills so that, I
can improve my way of teaching. I must be opened-minded for whatever
situations arise regarding my performances. Considering that my cooperating
teacher had a lot of experienced in different ways of teaching the students in a
meaningful way, more fun and enjoyment while learning the subject matter
being taught. The common litany that runs if we talk about teaching is that “it
is the noblest of all professions”. Nothing is more profound profession than
teaching for teachers invest their own time, energy, and in the long run, invest
their own lives just to touch the lives of others. Teaching is not an easy task, this
is a noble profession and you have to take this seriously, to love it and dedicate
yourself into this profession. And the question is, am I really prepared to teach?
I am at my best and really have the passion in teaching. I know I can do it! I am
ready to teach! Spending everyday life working as a teacher is really handful.
Waking up early preparing for work, I always ask this to myself “Am I ready?
While checking my daily lesson plan for a week lesson and activities, I realized
I didn’t spent much of a time for myself, researching for lessons and modules
that will coincide in the curriculum guide what is in the DepEd website. Finding
activities that would be fun and exciting for the students and doing an extra time
preparing for visual aids. One day, I attempt to give up because of some reasons
but I believe that teaching is my passion and this is a noble profession and is an
element of change for the society. And I accept the challenge in improving
myself always and dedicate myself in teaching and to be competitive and a
compassionate one in the future. Impart knowledge for the students and mold
them to become a competitive individual.
I believe that a truly prepared teacher is someone who can make
difference in a child’s life, to ignite curiosity and growth. I must ensure that the
students are really learning from me; how they assimilate knowledge, imbibe
the values, and foster the skills must be monitored. Again, Yes! I am exactly
prepared to teach. This is with the help and inspiration of the people behind me
especially my teachers who always motivate me to strive, to do my best and to
make the most out of my teaching.