COMPOSTELA VALLEY STATE COLLEGE

TEACHER EDUCATION DEPARTMENT

COMPOSTELA CAMPUS
COMPOSTELA, COMPOSTELA VALLEY PROVINCE

STUDENT TEACHING PORTFOLIO

EDUC 11

In Partial Fulfillment of the Requirements

for the Degree of Bachelor in Secondary Education

_________________________

by

JUAN A. DELA CRUZ

January 27, 2021

 ACKNOWLEDGMENT

(PST’s Own Word)

FS Practice Teaching 2
 PREFACE

(PST’s Own Word)

FS Practice Teaching 3
 TABLE OF CONTENTS

ACKNOWLEDGMENT ……………………………………2
PREFACE 3
TABLE OF CONTENTS ……………………………………4
RATIONALE ……………………………………5
• Links to DepEd’s National Competency-Based Teacher Standards (NCBTS) ……………………………………6
• Roles, Duties, and Responsibilities of Stakeholders in the Practicum ……………………………………
6-9
COURSE DESCRIPTION ……………………………………
10
• Course Objectives ……………………………………
10-11
• Course Requirements ……………………………………
11-12
• TEI Requirements/Guidelines ……………………………………
12-14
• Assessment and Marking ……………………………………
15
SCHEDULE OF ACTIVITIES FOR PRACTICUM ……………………………………
16
GLOSSARY OF TERMS ……………………………………
17-18
REFERENCES ……………………………………
19
BACKGROUND OF THE COOPERATING SCHOOL ……………………………………
20
School's VMGO 21
COOPERATING TEACHER'S PROFILE ……………………………………
22
PRE-SERVICE TEACHER'S PROFILE ……………………………………
23
CLASS LIST ……………………………………
24
SEAT PLAN ……………………………………
25
Appendix A: Practicum Reflective Journals ……………………………………
26
• Reflective Journal 1: Planning and Implementation of Learning Programs ……………………………………
26
Appendix B: Rubric for Reflection/Journal Entries ……………………………………
27
• Reflective Journal 2: Using Instructional Materials ……………………………………
28
Appendix B: Rubric for Reflection/Journal Entries ……………………………………
29
• Reflective Journal 3: Actual Teaching ……………………………………
30
Appendix B: Rubric for Reflection/Journal Entries ……………………………………
31
• Reflective Journal 4: Test Preparation ……………………………………
32
Appendix B: Rubric for Reflection/Journal Entries ……………………………………
33
• Reflective Journal 5: Checking, Marking and Interpretation of Test Results ……………………………………
34
Appendix B: Rubric for Reflection/Journal Entries ……………………………………
35
• Reflective Journal 6: Self-Evaluation ……………………………………
36
Appendix B: Rubric for Reflection/Journal Entries ……………………………………
37
Appendix C: Pre-Service Teacher’s Actual Teaching Rating ……………………………………
38-39
Appendix D: Rating Scale for Non-Teaching Performance ……………………………………
40-41
Appendix E:Summative Evaluation Rating 42
Appendix F: Rubric for Student Teaching Portfolio ……………………………………
43
Appendix G: Lesson Plans ……………………………………
44
Appendix H: Assessment Tools ……………………………………
45
Appendix I: Daily Time Record ……………………………………
46
Appendix J: Various School Forms ……………………………………
47
Appendix K: Application Letter ……………………………………
48
Appendix L: Certificates/Recognition/Participation/Clearance ……………………………………
49
Appendix M: Samples of Learner's Quizzes/Works/Projects ……………………………………
50
Appendix N: Documentation ……………………………………
51
FS Practice Teaching 4
 PRACTICE TEACHING
Rationale

Practicum is a key component of an extended school experience of the

teacher education curriculum which a Pre-Service Teacher (PSTs) undertakes
as part of his/ her elementary or secondary education course. It is viewed by
many educators as the most important experience in the professional
education of a PSTs.
This six unit practicum could be treated as practice teaching in two different
field exposures. This could be conducted in a number of ways. For example,
the pre-service teacher may be fielded first in urban schools, and then in rural
schools for their second fielding. However, due to the constraint brought by
the Pandemic it is very risky to deploy our PSTs in the field. So as an
alternative to their field exposure, they will have an in-campus for their
Practice teaching. In which, Teacher Education Department of Compostela
Valley State will be their partner on their practice teaching by means of the
new normal way. Please note, re-locating PSTs mid semester can cause
difficulties for teaching and for supervision.

This school-based teaching experience will provide focus and flexible

linkage by crossing three learning domains. First, the teacher preparation
programs or the content knowledge, colloquially known as the “what to teach.”
Second, the professional knowledge which includes the “whom to teach,”
what to know about schooling, schools and the people in them. Third, where
much of the activity in the practicum relates is knowledge and skills needed to
function as capable and caring professionals, called “how to teach”.

This course concentrates on helping the pre-service teachers develop

as capable and committed teachers who will bring practical life to learners so
they manage and thrive in school or community settings. It provides clear and
progressive stages for the development of the acquired knowledge, skills,
attributes and disposition of the beginning teachers. Practice teaching can
have a powerful influence on the future success and direction of prospective
teachers. The teacher education institution will strive to develop close
partnerships with schools, administrators and cooperating teachers. By
FS Practice Teaching 5
working together, they nurture the professional growth of teacher candidates,
contribute to the continued professional development of cooperating teachers,
and provide for quality learning experiences for children and young adults in
the schools.

It is envisioned that during practice teaching these prospective

teachers will be exposed in all aspects of teaching such as delivery of
instruction, management of a class, and dealing with various types of
learners, assisting the cooperating teacher, and doing numerous teaching
tasks.

Links to DepEd’s National Competency-Based Teacher Standards

(NCBTS):
Domain 1- Social Regard for Learning

Domain 2- The Learning Environment

Domain 3- Diversity of Learners

Domain 4- Curriculum

Domain 5- Planning, Assessing and Reporting

Domain 6- Community Linkages

Domain 7- Personal Growth and Professional Development

ROLES, DUTIES AND RESPONSIBILITIES OF STAKEHOLDERS IN THE

PRACTICUM
I. Teacher Education Institution (TEI)
A. The Program Head of the Teacher Education Institution:
1. Designates Practicum Coordinator/ liaison officer.
2. Assigns practicum supervisor at 25-30 pre-service teachers per
class.
3. Allocates modest incentive to principals and cooperating teachers.
4. Initiates conferences with the Schools Division Superintendent
(SDS) in selecting public and private schools in the province/city.
5. Assigns a space for a practicum office and appoints an office staff.
B. The Practicum Coordinator (PC)/Liaison Officer:
1. Monitors the teachers handling field studies;
2. Supervises practicum office staff;
3. Formulates policies and systems for the practicum;
FS Practice Teaching 6
 4. Manages administrative matters such as preparation and signing of
memorandum of agreement (MOA);
5. Coordinate with the Schools Division Superintendent (SDS) in the
selection of cooperating schools;
6. Communicates with stakeholders and handles paperwork with
regard to the practicum program.
7. Releases the PSTs from any academic loads not prescribed by the
curriculum in the final year of internship.

C. Practicum Supervisor (PS):

The primary role of the TEI’s Practicum Supervisor is to provide

support for the PSTs and the cooperating teachers, clarify
requirements and assist interns in organization, planning, reviewing
teaching and non-teaching plans and scheduling class/non-class
observations. Specific duties and responsibilities are, but not limited to,
the following:

1. Prepares the program of activities of the teachers;

2. Implements the MOA between the TEI and the Division Office;
3. Conducts weekly conferences with the PSTs to provide inputs
relative to teaching-learning trends and innovations and conduct
enhancement classes to respond to the field experiences of PSTs;
4. Coordinates with the Program Head of Teacher Education
regarding the activities and practice teaching needs of the PSTs;
5. Orients the PSTs for their in-house practice teaching;
6. Conducts regular observation and evaluation of the practice
teaching performance of PSTs;
7. Coordinates regularly with the Program Head/any designated
authorized person; and cooperating teachers regarding the
performance of the PSTs;
8. Submits written reports to the Program Head, copy furnished the
Program Coordinators, at least once a month regarding the:
a. progress/ performance of PSTs
b. problems/difficulties met by the PSTs
c. solutions/actions taken to solve the problems
9. Conducts exit interview/ case studies of PSTs.

D. The Pre-service Teachers (PSTs):

PSTs are invited guests in the cooperating schools and should therefore
note the following expectations:

1. During the new normal practicum period, PSTs are expected to

coordinate with their CT for their log in time, e.g. before flag
ceremony. Attendance should be reflected in the certificate of
attendance or any forms google classroom certified by their CT.

FS Practice Teaching 7
 2. PSTs must ensure that they are available for school-related after-
hours activities and commitments.
3. During the practicum period, absence is only allowable for valid
reasons (e.g. illness) or compassionate reasons. PSTs who are
absent must notify the CT by 8:00 in the morning of absence and
must also notify their TEI PS.
4. Appropriate professional behavior requires PSTs to display a
cooperative attitude, be responsible, follow appropriate dress
codes, be punctual, respect confidentiality of information, ask
questions, return borrowed resources promptly and in good
condition, show initiative and generally be prepared to learn.
5. Use the cooperating school to observe, ask questions, gather data
and generally make sense of the world of teaching.
6. Meet all specified requirements, e.g.
 Plan ahead for all teaching sessions and share written plans
with cooperating teachers for at least the amount of time
indicated in the guide-lines provided.
 Make use of improvised or self-made materials preferably those
prepared in Educational Technology classes.
 Use appropriate strategies to assess, record and report student
learning
 Complete written evaluations for all teaching
 Employ a range of strategies for engaging in critical reflection
 Compile a relevant and useful professional folio.
 Complete the entries of his/ her reflection journal
7. Become fully involved in the life of the setting and take on the full
role or a teacher, including the many non-teaching responsibilities.
8. Make a classroom-based research.
II. Teacher Education Department (TED)
A. Director for Academic Division (DAD)
1. Reviews and subsequently approves request for cooperating
schools;
2. Conducts orientation on student teaching with the TEIs inclusive of
the Program Head, Practicum Coordinators, Practicum Supervisors,
and Cooperating Teachers;
B. The Cooperating Program Head:
The role of the Program Head is to collaborate with TEI Practicum
Coordinator and Practicum Supervisor in facilitating placement of pre-
service student teachers and provide the social and professional
aspects of administering practicum teaching.

1. Orients the student teachers on:

a. VMGO and organizational structure of the school
b. School policies on students and personnel discipline
2. Identifies exemplary CT/s to handle PSTs exposure for Practicum
3. Coordinates with Practicum Coordinator and TEIs on the
assignment of PSTs;
4. Monitors and provide feedback on the performance of PSTs to
TEIs;
5. Debriefs PSTs at the end of Practicum; and
6. Prepares required reports to the TEIs, copy furnished to the DAD.

FS Practice Teaching 8
 C. The Practicum Coordinator:
1. Assists the Program Head on the assignment and discipline of the
PSTs.
2. Conducts regular conference with CTs as regards the performance
and behavior of PSTs.
3. Coordinates with the TEI supervisor of the PSTs.
4. Ensures that student teachers are not allowed to substitute for
teachers who are absent or on leave.
D. The Cooperating Teachers
Cooperating Teachers, have the skills and the perspective necessary
to help PSTs study the art and science of teaching in a classroom
setting. To ensure that pre-service teachers will get the most out of
their practicum, only the most capable teachers, preferably master
teachers/has units in masters’ degree and has at least 2 years teaching
experience, shall be chosen as mentors/ cooperating teachers. Their
duties and responsibilities are:

1. Serves as mentor of the PSTs

2. Provides support to PSTS by:
a. Online/offline regular class observation and post conference
b. lesson planning
c. use of varied strategies/approaches/techniques
d. online classroom management
e. assessment of learning outcomes
f. questioning techniques
g. preparation of instructional materials
h. preparation of examinations/various assessment modes
i. accomplishment of different forms and related work
3. Observes, coaches/mentors and evaluates the performance of the
PSTs
4. Models effective teaching and management techniques
5. Provides the PSTs the opportunity to teach independently and
collaboratively
6. Orients and guides PSTs in the accomplishment of different school
forms
7. Provides the PSTs participation in co-curricular and
school/community activities; and
8. Completes a set of summative evaluation reports for each PSTs.

PRACTICE TEACHING
Course Description

Practice Teaching is a six-unit course which is considered as the

climax of professional preparation of teachers. It is the culminating internship
that engages the PSTs in an in house practice teaching that will prepare them
for the actualization of the teaching-learning process equipped with ethical
standards and professional competencies. This course serves also as an

FS Practice Teaching 9
avenue for further developing student teacher’s effective human relations and
communication as two significant factors in the field of teaching.

This course requires the PSTs to prepare lesson plans and teach them
during online regular classes under the supervision of a CT and/or PS. The
students are expected to progress from half day teaching to whole day
teaching. They will also write weekly reflections as part of their student
teaching journal. They should act according to their roles and responsibilities
and guidelines for student teaching.

Course Objectives:
At the end of the course, the pre-service teachers will:

1. Articulate a coherent personal teaching style appropriate to the

learners and the learning situations;
2. Apply knowledge and skills in teaching in a variety of settings;
3. Demonstrate talents and potentials for participating as a multi-
disciplinary individual working in the school community;
4. Collaborate with peers and other professionals;
5. Design a teaching portfolio for their context and roles, drawing upon
the educational philosophies, methods and principles of teaching.
6. Teach effectively for an extended period of time.

Specific objectives/expected outcome:

1. Demonstrate increasing confidence in integrating professional

knowledge and insights and pedagogical skills;
2. Plan, teach, manage and evaluate sequences of lessons for small
groups and whole classes for 4 full days in a week;
3. Implement a range of appropriate teaching and assessment strategies
across the curriculum;
4. Teach inclusively with appropriate understanding of social justice and
equity issues which impact on the curriculum and the profession
5. Select, produce, use and evaluate appropriate information and
communication technologies and other resources;
FS Practice Teaching 10
 6. Exhibit online classroom management practices that contribute to the
children’s self-esteem and a positive learning environment;
7. Reflect on experiences in learning and teaching, and analyze and
apply emerging beliefs in the creation of a professional teaching style;
8. Work autonomously and collaboratively with peers and teacher
educators in the collection and analysis of data that contribute to their
professional development.

Course Requirements:

1. Daily classroom teaching by PST observed and evaluated by

cooperating teacher. Final demonstration teaching observed by CT,PS,
Program Coordinator and PH.
2. Detailed lesson plans, checked and approved by CT. PSTs must
engage in online observation, teaching and even checking of outputs of
the students.
3. Preparation of instructional materials appropriate to the lessons taught.
4. Accomplished journal reflection sheets.
5. Completed the 280 hours practice teaching.
6. Attendance in online classes, school function, assemblies, co-curricular
activities and post conferences.
7. Presentation of a student portfolio.
8. Accomplished school forms completely and accurately filled –in.
9. *Classroom-Based Research/ Professional Reading.

TEI Requirements/Guidelines
A. On Attendance to the Practicum Program
1. Practice Teaching is a six (6)-unit course, which requires a pre-service
teacher to stay in the cooperating schools for the whole day. It is
expected that PSTs will teach in an online teaching or any forms of
teaching assigned by the CT.
2. The first week of every fielding is spent on orientation at the TEI.
3. A BEED PST must conduct actual teaching in any elementary subjects
while a BSED student must teach in his/her chosen field of
specialization. PSTs should be exposed to ideal as well as adverse
classroom situation.
4. Actual teaching is done for seven weeks of the ten weeks. The
remaining weeks are for orientation, final evaluation and clearance or
completion of requirements, attendance and job placement program of
FS Practice Teaching 11
 the TEI, for Post Conferences and Completion and Submission of
Practicum Portfolio.
5. A PSTs should have the opportunity to teach in his/her major/minor or
field of specialization and in all other subjects and in all grade/year
levels whenever possible.
6. PSTs are required to accomplish at least 7 actual lessons with checked
and approved lesson plans, instructional materials, and observation
forms. They should be observed by the cooperating teacher or the TEI
PS during these lessons. The lesson plan must be made and submitted
ahead of time, at least two days before demonstration teaching. It
should be discussed with the CT or the PS before actual teaching.
7. Besides actual teaching, the PST undergoes additional experiences in
other teaching related functions such as: structuring the classrooms,
preparing, administering, and interpreting tests, computing grades,
filling up pertinent school forms, attending curricular and co-curricular
activities, webinars and workshops upon approval of the Program Head
of TEI.
8. The PSTs is required to attend online school functions and special
meeting required of him or her unless s/he is required to attend classes
enrolled in the TEI. S/He must secure Certificate of Attendance (CA)
regularly and correctly. In case of absences, the equivalent days are to
be made-up.
9. A PSTs should manifest mastery of the medium of instruction. S/He
has knowledge of effective verbal, non-verbal and media
communication techniques to foster active inquiry, collaboration and
supportive interaction in the classroom.
10. A student must complete all the entries in his/her reflective journal.
11. A student must maintain a PST’s Portfolio. The portfolio is a
comprehensive and a well-organized record of contextual information,
planning, teaching, observation, samples of assessment, sample
records of progress and information, personal reflection, research and
resources. Many of these items are contextual so the PSTs will need
to make decisions about what material is relevant and useful to the
student’s development as a beginning teacher.
B. Culmination of the Practicum Program
1. A PST must submit all rating sheets/evaluation forms completely filled
in by the concerned school personnel.
2. S/He must finalize contents of student portfolio.
3. S/He must completely and correctly fill in various school forms.
C. S/He may produce and present and/or report a classroom-based
research. This shall be presented to a group of panelists, which may
include the PC, Research Coordinator, Research Ethics Committee
and Program Head.
D. Dress Code and Deportment
1. PSTs should be dressed appropriately and modestly that projects
professionalism reflecting the values of a teacher and the institution
where they belong.
2. The PSTs is expected to behave properly and appropriately at all
times, in the presence of the learners, teachers, school personnel,
administration, staff and parents.

FS Practice Teaching 12
 3. Project the good image of the teacher by demonstrating personal
qualities such as courtesy, respect, honesty, diligence, commitment
and the like.

E. On Performance Evaluation
The performance ratings of a pre-service teacher shall be shared
accordingly such that:

RATER

CT
PS

1. Attendance-Daily classes, school functions, assemblies,

co-curricular activities and post conference 10%

2. Daily Actual Teaching Performance 30%

3. Non-Teaching Performance 5%

5. Summative Evaluation Report 20%

6. Journal Entries/Reflection 15%

7. Student Portfolio 20%

Total 100%

FS Practice Teaching 13
Assessment and Marking
The following assessment items are required from students:

1. A Reflection Journal
2. 7 Approved and Taught Lesson Plans
3. Performance Rating of Non-Teaching Performance (by the Cooperating
teacher)
4. Summative Evaluation (by the Cooperating Teacher and the TEI Practicum
Supervisors)
5. Classroom-based Research/Reaction Paper on Professional researches and
readings
6. Communication Skills in Teaching
7. The student portfolio containing:
a. Class Program

b. Approved and Taught Lesson Plans

c. Assessment tools

d. Non-Teaching Performance Rating Scale Sheet

e. Summative Evaluation Report

f. Journal Entries/Reflection

g. Signed Daily Time Record

h. Duly accomplished various school forms

i. Classroom-Based Research/Professional Readings

k. Application Letter, Curriculum Vitae and Compilation of Certificates of

Attendance to related seminar-workshops, symposia and trainings

l. Other documents such as pictures, letters, handouts, samples of

learners’ quizzes or works

*The TEIs may adjust the given weights depending on the additional
requirements set to a pre-service teacher. A specific weight may be given to
action research done if required so.

FS Practice Teaching 14
 PRACTICE TEACHING

Schedule of Activities

TIME FRAME IN
VENUE SITE OF PRACTICUM ACTIVITY
SCHOOL

Pre-deployment
Orientation

Deployment Orientation
Week One Conference Room/
CVSC Meeting with Cooperating One week
Designated Classroom School Personnel

Transition period

Webinar-workshop
Week 2-8 CVSC Designated Classroom Actual Teaching Seven weeks

Completion of Portfolio

Securing clearance
Week Nine CVSC Designated Classroom One week
Finalization of action
research

Conference Post-conference
Week Ten CVSC Room/Designated One week
Classroom Submission of portfolio

*** Please note:

A weekly conference with the CT, PST and TEI practicum supervisors shall be done at the end of each week.
Visitations, observations and monitoring of pre-service teachers shall be done at least three times during each
practicum.

COURSE CONTENT

FS Practice Teaching 15
 DETAILED ACTIVITIES AND EXPECTED ACCOMPLISHMENTS/OUTCOMES

Expected Accomplishments/Outcomes
Week
A pre-service teacher is required to:

Week One: Week-long  Attend a webinar series on In-house Internship of Practicum Students.
Webinar Series  Webinar 1: Lesson Planning
 Webinar 2: IM making
 Webinar 3: The use of School Forms
 Webinar 4: Classroom Based Research Part 1
 Webinar 5: Classroom Based Research Part 2
Week Two – Eight:  Familiarize oneself with roles/ responsibilities of a pre-service teacher, expected
Actual teaching outcomes, course requirements and grading system of the course. Get acquainted
with the policies rules and practices of the cooperating school, its teaching and
non-teaching personnel and students.
 Submit a report on the cooperating school policies during their post conference
with the TEI practicum supervisor at the end of the week.
 Start observing and adjusting with the new normal school setting, the CT and
other school personnel and the learners. S/He also observes classes and starts
asking for topics to be taught for the succeeding teaching sessions.
 Answer the journal entries or reflection sheets on the following:
Plan and conduct at least 6 teaching activities

a. Journal 1: Planning and Implementation of Learning Performance

b. Journal 2: Using Instructional Materials
c. Journal 3: Actual Teaching
d. Journal 4: Test Preparation
e. Journal 5: Checking, Marking & Interpretation of Results
f. Journal 6: self evaluation
 Conduct final demonstration teaching to be observed by the cooperating teacher,
practicum supervisor, Program Coordinator and, where possible, Program Head
 Hold a de-briefing with the CT to obtain comments and suggestions relative to
his/her teaching performance.
 Submit lesson plans for checking and approval of CT.
 Prepare and use varied kinds of teaching materials and teaching aids.
 Plan and conduct at least seven (7) actual teaching sessions.
 Devote these weeks to professional development such as:
a. gathering teaching resources
b. observing learners’ behaviors and/or assisting other online classes
c. observing cooperating teachers’ and colleagues’ teaching strategies
d. employing a variety of teaching styles and strategies
e. assisting in maintaining online classroom and school routines, and
assisting in the implementing and managing of school programs and
activities.
f. implementing a range of strategies for the assessment and learners’
progress and how these could be reported to colleagues, parents and the
learners themselves.
g. identifying and evaluating one’s teaching performance and set own
priorities for further professional development.
h. where possible, involve oneself in co-curricular and extra-curricular
activities and in the community extension program in the school.
i. submit completely and correctly filled certificate of attendance.
j. attend weekly conferences with the TEI practicum supervisor.
k. Prepare for virtual observation of the TEI practicum supervisor.
l. gather documents and evidences for the development of the student
portfolio.
 prepare assessment tools, both conventional and alternative forms
Week Nine:  Acquire remaining documents that can be added in the portfolio.
 Acquire and accomplish various school forms
 Finalize the return of all materials and resources borrowed from CT and TEI
 Complete any outstanding work or tasks and other requirements to the
cooperating school.

FS Practice Teaching 16
  Secure a certificate of completion and participation and clearance signed by the
cooperating teachers, grade/year level chairpersons or department heads, school
head, TEI practicum supervisor, and Program Head.
Week Ten:  Conduct a post conference/exit conference in the laboratory school.
 Submission of Portfolio

FS Practice Teaching 17
 GLOSSARY OF TERMS

For a vivid understanding of the terms cited in the manual, a glossary has been prepared.

Cooperating Teacher (CT) - This refers to the faculty member of the Teacher
(Mentor) Education Department who is assigned to guide
the pre-service teacher in developing professional
competencies, attitudes, and behaviors.

Actual Teaching - Refers to the actual teaching hours of the pre-

service teachers with checked and approved
lesson plans, complete instructional materials
and taught under the observation, guidance and
supervision of the cooperating teacher and/or
TEI practicum supervisor.

Journal - A record of experiences which traces progress

and development of PSTs.

- Refers to other aspects of related performances

of the PST needed to be evaluated by the CT.
Non-Teaching Performance This includes compliance to school policies and
professional expectations, attendance to regular
classes and other school activities, relationships
with the cooperating teacher, co-interns and
other school personnel, and values on
professionalism.

Practicum
- Also called student teaching or practice
teaching, is the culminating stage where pre-
service teachers put theory into practice the
learning competencies acquired in the teacher
training institution. It would also refer to the
different stages of field exposure the pre-service
teacher experiences in the different schools.

Pre-service Teachers (PSTs) - A college student enrolled in a college or

university who is acquiring practical teaching
experience and skill under the guidance of a
cooperating teacher or other qualified persons.

- Serves as an orientation period specifying the

Pre-Conference
activities or tasks to be undertaken by the pre-
service teacher undergoing practicum.

- Serves as the post-activity appraisal of pre-

Post-Conference service teachers in the conduct of practicum.

FS Practice Teaching 18
 Practicum Coordinator - It refers to the faculty assigned to coordinate
and monitor the conduct of practice teaching.

Summative Evaluation - Refers to the summative evaluation on

personality and teaching performance of the
pre-service teacher. This shall be both
accomplished by the CT and the TEI PS based
on their observations and feedback on the
progressive development of the PSTs as he/she
performs designated teaching responsibilities.

Teacher Education Institutions - Any educational institution concerned with the

conduct of activities regarded as significant in
the professional education of teachers the
program of which is given appropriate
recognition by state agencies that certify
teachers.

TEI Practicum Supervisor - The person immediately responsible for

assisting the teacher in the supervision of the
student teachers.

FS Practice Teaching 19
 REFERENCES
BOOKS

Barry, K and Len King (2001). Beginning Teaching and Beyond. Sydney: Social Science
Press

Bullock, A. A. and P.P. Hawk (2001), Developing A Teaching Portfolio. New Jersey:
Upper Saddle River

Corvallis, V. E. (2005). Developing Guidelines for Quality in the Practicum. A Consultancy

Report Prepared for the National Institute for Quatily Teaching and School
Leadership

Danielson, C. and L. Abrutyn (1997). An Introduction to Using Portfolios. Virginia, U S A.

Association for Supervision and Curriculum Development

STUDENT TEACHING HANDBOOKS/MANUAL

Anderson University School of Foundation Student Teaching Handbook

Colorado State University Student Handbook, August 2005, Student Teaching-Teacher

Work Sample Scoring Rubrics

Illinois Wesleyan University Student Teaching Handbook

Michigan Technological University, Student Teaching Handbook

Northern Illinois University Student Teaching Handbook

Professional Application and Reflection 1,2,3 and 4 (2004). Practicum Guidelines and

Resources for Schools and Organizations. University of South Australia

Shenandoah University Student Teaching Handbook

Teaching Experience Centre Practicum Handbook, Flinders University, Adelaide,

Australia

University of Wisconsin, Student Teaching Handbook

FS Practice Teaching 20
 PRACTICE TEACHING
(Background of Cooperating School)

FS Practice Teaching 21
 School Vision, Mission, Goal and Objectives
of the Cooperating School

FS Practice Teaching 22
 Cooperating Teacher’s Profile

FS Practice Teaching 23
 Pre-service Teacher’s Curriculum Vitae

FS Practice Teaching 24
 Sample Class List

FS Practice Teaching 25
 Seat Plan
(If applicable)

FS Practice Teaching 26
 Appendix A: Practicum Reflective Journals
Reflective Journal 1: Planning and Implementation of Learning Programs

Name: Date:
Course/Major Field: Cooperating Teacher:

1. What are the consideration needed in the planning and implementation of the
lesson prepared in a new normal set up?

2. How do you ensure that your learning activities are relevant to the topic? What
factors do you consider? Do you implement these effectively? How?

3. Do your lesson plans contain all essential elements? What are these elements?
What do you do to consider the learners’ needs and capacity, available resources
and your teaching skills?

4. What verbal and non-verbal communication skills do you apply to make your
teaching effective especially in conducting online classes? What evidences will
show that you are effective in what you do?

5. To what extent do you participate in and/or cooperate with your cooperating

teacher in the planning and implementing of the online/offline classroom activities
that contribute to the development of your learners? Provide two examples.

6. What learning insights did you acquire in planning and implementing your learning
programs? How will this help you in achieving an effective teaching process?

Appendix B

FS Practice Teaching 27
 Rubric for Reflection/Journal Entries

Performance 5 4 3 2 1

(Excellent) (Proficient) (Satisfactory) (Developing) (Needs

Improvement)
Criteria

Reflection Presents Presents very Presents some Presents few Presents no

journal comprehensive clear description of description of description of
includes PSTs description of description of worthwhile worthwhile worthwhile
worthwhile worthwhile experiences, experiences, experiences,
learning
experiences, experiences, explains sound explains sound does not
experiences, explains sound explains sound judgment on judgment on explain sound
judgments, judgment on judgment on personal personal judgment on
performance personal strengths personal strengths and strengths and personal
and other and weaknesses strengths and weaknesses weaknesses. strengths and
insights anchored on weaknesses anchored on weaknesses.
gained in the theories learned. anchored on few theories
some theories learned.
course
learned.

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)

Interpretations of Performance Levels/Ratings

1 – Needs Improvement (75-79) The pre-service teacher is introduced to the elements and/or demonstrates only a basic level of
knowledge and understanding. S/He has yet to acquire skills for effective classroom teaching.

2 – Developing (80-84) The pre-service teacher demonstrates an increased knowledge and understanding of the elements.
S/He is able to demonstrate, with assistance, the significant elements in a classroom teaching or field
setting. S/He is able to evaluate, with assistance, the success of teaching performance. S/he has
still to improve on this element to improve teaching performance.

3 – Satisfactory (85-89) The pre-service teacher demonstrates satisfactory knowledge and understanding of the elements but
commits mistakes in some aspects. S/He is able to exhibit this element satisfactorily to perform a
classroom teaching with self-confidence but still has to exert more effort to improve teaching skills.

4 – Proficient ( 90-94) The pre-service teacher is able to demonstrate a substantial knowledge and understanding of the
element and has the competent ability to apply the elements in a field setting.

5 – Advanced/Excellent

(95-100) The pre-service teacher demonstrates a comprehensive knowledge and understanding of the
element. S/He can consistently apply the elements for an effective classroom teaching. S/He can
also skillfully integrate the elements into an overall lesson. S/He can critically evaluate student
learning and teaching effectiveness in order to guide subsequent instruction.

Reflective Journal 2: Using Instructional Materials

FS Practice Teaching 28
 Name: Date:
Course/Major Cooperating
Field: Teacher:

1. What instructional materials have your cooperating teacher used in his/her

actual teaching? How your cooperating teacher does used the instructional
materials effectively? Cite example/s on the effective use of instructional
materials.

2. At what point in the lesson did you use your instructional materials? Why is there
a need to use them in those instances?

3. Are the instructional materials interesting enough to arouse and sustain the
interest of the learners even in an online class? What evidences would show
that the instructional materials sustain students’ interests?

4. What insights have you gained regarding the use of instructional materials?

FS Practice Teaching 29
(Attach Rubric for Journal)

FS Practice Teaching 30
Reflective Journal 3: Actual Online Teaching

Name: Date:
Course/Major Field: Cooperating Teacher:

1. Which part of the teaching-learning process did you consider as your

strength? Give details.

2. Have you encountered difficulties in your actual online teaching? Which part
of your actual online teaching? What possible causes of your difficulties?

3. Explain how you overcame the problems you encountered during your
actual online teaching?

(Attach Rubric for Journal)

FS Practice Teaching 31
Reflective Journal 4: Test Preparation

FS Practice Teaching 32
 Name: Date:

Course/Major Field: Cooperating Teacher:

1. What actions have you taken to assure yourself that your test items were
clear and simple?

2. What problems have you encountered during preparation? How did you
respond to them to resolve the issue?

3. Do your test items provide for a wide range of differences in ability? What
measures have you taken to ensure the consideration of students’ different
abilities? Describe how this has been catered for.

FS Practice Teaching 33
(Attach Rubric for Journal)

FS Practice Teaching 34
Reflective Journal 5: Checking, Marking and Interpretation of Test Results

Name: Date:

Course/Major Field: Cooperating Teacher:

1. What information about your pupil’s /student’ progresses have you

obtained? How did you use this information in the attainment of the learning
outcomes?

2. If there were learners who did poorly in one subject area, what immediate
actions or solutions did you make to solve these problems?

3. What have you learned about assessing learners?

FS Practice Teaching 35
(Attach Rubric for Journal)

FS Practice Teaching 36
Reflective Journal 6: Self-Evaluation
Name: Date:

Course/Major Field: Cooperating Teacher:

1. What part of the practice teaching you enjoy most?

2. What major problems did you encounter during your Practice Teaching? What immediate actions or
solutions did you make to solve these problems?

3. What risks did you take during your practice teaching? Why? What happened?

4. Did you consult with and/or ask advice from your cooperating teacher, TEI practicum supervisors and
other practicum mentors? What did you ask? How did they respond?

5. What is the most important learning insight did you have about teaching that will surely inspire you in
your chosen profession?

FS Practice Teaching 37
(Attach Rubric for Journal)

FS Practice Teaching 38
 Republic of the Philippines
Compostela Valley State College
College of Arts, Sciences and Education
Compostela, ComVal Province

Pre -S e rvic e Te ac he r’s Ac tual Te ac hing Rating

Name: Date:
School: Subject Taught:

Dire ctions : Ple as e rate the actual te aching pe rform ance of the PS T in a particular s ubje ct are a. The re are five
m ajor com pone nts in the s e rating crite ria and e ach com pone nt has s pe cific indicators . Put a che ck on the colum n
that corre s ponds to your rating.

4 – Exc e lle nt 3 – Ve ry S atis fac to ry 2 – Fair 1 – Po o r

S tate me nts Le ve l o f Pe rfo rmanc e

I – Planning and Org anizing (Le s s o n Planning ) 4 3 2 1
A. The teacher’s lesson objective are stated in specific, measurable, attainable, realistic,
time-bounded terms
B. There is congruence between the lesson objectives and the following: subject matter,
teaching method, formative test, and assignment
C. The teacher selects appropriate instructional materials
D. The teacher selects appropriate instructional strategies/learning activities
E. The teacher selects appropriate assessment strategies
II – Mas te ry o f Co nte nt & De live ry o f Ins truc tio n
A. The teacher demonstrates mastery of the lesson.
B. The teacher relates and connects lesson to students’ practical experiences
C. The teacher provides learning activities appropriate to diverse learners
D. The teacher uses appropriate questioning techniques
E. The teacher presents relevant and updated information
III – Clas s ro o m Manag e me nt S kills
A. The teacher organizes and uses available physical environment to facilitate learning.
B. The teacher consistently treats students with respect, and facilitates positive
relationship among students
C. The teacher effectively handles routine activities (i.e., attendance, collecting papers,
group activities, etc.)
D. The teacher begins and ends the class on time
IV – Ins truc tio nal Mate rials
A. The teacher prepares quality instructional material for diverse learners (i.e., Multiple
Intelligences, Learning Styles, etc.)
B. The teacher utilizes appropriate IMs for varied teaching – learning activities
C. The teacher uses updated (e.g., ICT – based, etc.) and functional IMs
V – Co mmunic atio n S kills
A. The teacher communicates clearly to students (verbal and non – verbal)
B. The teacher speaks clearly and audibly
C. The teacher writes legibly and free from errors from grammar and spelling
VI – Te ac he r’s Pe rs o nality
A. The teacher comes to class neat and well – groomed
B. The teacher’s personality commands respect and attention
C. The teacher displays enthusiasm in the delivery of the lesson

To tal raw s c o re : Pe rc e ntag e Des c riptio n

98-100 Excellent
95-97 Outstanding
92-94 Very Good Work
92 89-91 Very Satisfactory Work
Trans mute d Grade Fo rmula: 86-88 Quite Good Work
��� ����� 83-85 Good Work
= �� + ��
�� 80-82 Satisfactory Work
= �� + �� 77-79 Moderately Satisfactory Work
�� 75-76 Passing
= below 75 Failure

FS Practice Teaching 39
Name of Evaluator:
Signature over Printed Name

Conforme:
Signature over Printed Name

FS Practice Teaching 40
 Appendix D: RATING SCALE FOR NON-TEACHING PERFORMANCE
Name of Pre-service Teacher Date:
Subject Taught:
School:

AREAS 5 4 3 2 1
I. OBSERVATION OF SCHOOL POLICIES
1. Reports to class regularly and promptly.
2. Observes policies on student discipline and exudes a desirable conduct expected to
a student teacher during an off-campus teaching.
II. ATTENDANCE AND PARTICIPATION TO SCHOOL ACTIVITIES
1. Attends and participates in school assemblies, meetings and other co-curricular
activities required of them during the off-campus teaching.
III. RELATIONSHIPS WITH STUDENTS, COOPERATING TEACHERS, CO-INTERNS,
SCHOOL HEADS AND OTHER SCHOOL PERSONNEL OF THE COOPERATING
SCHOOL
1. Relates well with, and teach effectively and manage efficiently diverse and multitude
type of learners;
2. Works effectively with the cooperating teacher.
3. Goes along with the co-interns and is helpful to them.
4. Shows respect to the school heads and other personnel.
IV.PROFESSIONALISM
1. Shows respect and belief to oneself.
2. Maintains professional poise and good grooming.
3. Assumes responsibility and exhibits initiative, resourcefulness and commitment.
4. d. Accomplishes work on time and is able to produce quality work and good output.
V. PERSONALITY
1. Neat in appearance; observant of personal hygiene; has professional bearing; Wears
appropriate attire during classes and school functions.
2. Maintains composure when under pressure.
3. Courteous and respectful.
4. Manifests honesty and integrity in dealing with others.
5. Accepts criticisms open-mindedly.
6. Acts optimistically in his or her undertaking and responsibilities.
7. Develops feeling of mutual trust with other pre-service teachers.
8. Projects self-confidently with others.
9. Communicates clearly, sensibly and comprehensively.

VI. PERFORMANCE
1. Reports to classes regularly and attends school functions and other required extra
curricular activities.
2. Shows creativity and resourcefulness in his/her performance.
3. Attends sessions well prepared; participates intelligently and actively in discussions.
4. Shows mastery of the subject matter taught and prepares lesson plans promptly.
5. Learns new teaching methods and acquires new teaching techniques and skills.
6. Cooperates with other teachers to accomplish desired goals.
7. Accomplishes all required assignments and tasks promptly and diligently.
8. Observes efficiently management skills.
9. Quality of work acceptable.
10. Inspires other pre-service teachers with his/her ideas, plans actions resulting to
better performance.
11. Possesses physical ability to work long period of time with sustained energy and
soundness of the mind.
12. Draws logical conclusions and make decisions easily from given situations.

FS Practice Teaching 41
Comments:

By Cooperating Teacher:

By Practicum Supervisors:

By PST:

Interpretation of Performance Levels/Ratings

1 – Basic ( 75-79) The student teacher is introduced to the elements and/or demonstrates only a basic
level of knowledge and understanding. S/He has yet has the enhanced skills to apply
the significant elements to be an effective teacher.

2 – Developing (80-84) The student teacher demonstrates an increased knowledge and understanding of the
elements. S/He is able to demonstrate, with assistance, the significant elements in a
classroom teaching or field setting. S/He is able to evaluate, with assistance, the
success of teaching performance. The teaching performance and other professional
competencies still needed to be improved.

3 – Satisfactory (85-89) The student teacher demonstrates satisfactory knowledge and understanding of the
elements but commits mistakes in some aspects. S/He is able to perform teacher’s
responsibilities with self-confidence but still has to exert more effort to improve one’s
competencies.

4 – Proficient ( 90-94) The student teacher is able to demonstrate a substantial knowledge and
understanding of the element and has the ability to apply the elements in a field
setting. S/He is also able to continuously exhibit progress in her or his performance.

5 – Advanced/Excellent (95-100) The student teacher demonstrates a comprehensive knowledge and

understanding of the element. S/He can consistently apply the elements for an
effective classroom teaching. S/He can also skillfully integrate the elements in her or
his teaching responsibilities with an excellent performance. S/He produces very
outstanding output in every teaching task assigned and expected of her.

APPENDIX E: Summative Evaluation Rating

FS Practice Teaching 42
 APPENDIX F: Rubric for Student Teaching Portfolio

FS Practice Teaching 43
 Performance 5 3 1

Criteria (Good) (Fair) (Poor)

Components include: cover/title

page, table of contents, main
contents, references and  More than 2  1 to 2
 All components
appendices. components are components are
are present.
missing. missing.
(x10)

 At least 5  More than 5

 Follows the components does components does
Organization sequence not follow the not follow the
prescribed in sequence sequence
(x4) organizing the prescribed in prescribed in
contents of the organizing the organizing the
portfolio. contents of the contents of the
portfolio. portfolio.

Mechanics  The mechanics

 At least 5  More than 5
required are
mechanics are not mechanics are not
(x4) completely
followed. followed.
followed.

Promptness  Submitted on or  Submitted two  Submitted five

before the days after the days after the
(x2) prescribed prescribed prescribed
deadline. deadline. deadline.

FS Practice Teaching 44
 APPENDIX G: Lesson Plans

7 Approved and Taught Lesson Plans with Rating Sheets

APPENDIX H: Assessment Tools and Student’s Output Sample

FS Practice Teaching 45
 APPENDIX I: Certificate of Attendance

FS Practice Teaching 46
 APPENDIX J: Various Schools Forms

FS Practice Teaching 47
 APPENDIX K: Application Letter & Résumé

FS Practice Teaching 48
FS Practice Teaching 49
 APPENDIX L: Certificates/Recognition/Clearance

FS Practice Teaching 50
 APPENDIX M: : Samples of Learner’s Quizzes/Clearance

FS Practice Teaching 51
 APPENDIX N: Documentation

FS Practice Teaching 52
 REPUBLIC OF THE PHILIPPINES
Compostela Valley State College
College of Arts, Sciences and Education (CASE)
Compostela, Compostela Valley Province

Pre-Service Teacher’s Extension Classes

Name of Pre-service Teacher: __________________________________________________________

Number of Days (Extension) :________________________School :____________________________

Signature of Cooperating
Date Name of Cooperating Teacher
Teacher

FS Practice Teaching 53
 REPUBLIC OF THE PHILIPPINES
Compostela Valley State College
College of Arts, Sciences and Education (CASE)
Compostela, Compostela Valley Province

PRE-S ERVICE TEACHER CLEARANCE

in PRACTICE TEACHING
___Semester, S.Y. ______

Pre-service Teacher:
Cooperating School:
Cooperating Teacher:
Date:

I, _________________________________ declare that I have returned all items

that have been borrowed from __________________________________ on
_____________________.

Signed: _________________________
Pre-service Teacher

---------------------------------------------------------------------------------------------------------------

I, __________________________________ agree that _________________________

has returned all items that were borrowed during his/her practicum period.

Signed: _________________________
Cooperating Teacher

School: PLEASE INSERT THE NAME OF YOUR SCHOOL HERE

“CHECKLIST FOR PST’S CLEARANCE”

FS Practice Teaching 54
Things to be accomplished & Returned Date Returned
Remarks/Signature

1. Books (TG,CG, LM & etc)

2. Copies of Records (quizzes, exams,projects &
etc.)
3. Equipment/s (specify)
4. Other materials (specify)

Name & Signature of PST

Verify and approved by:

Name & signature of the CT

FS Practice Teaching 55
 I. Format and Style
A. Margin: 1 inch (2.54 cm) for top, bottom, and right and 1.5 inch (3.81 cm) for the left.
B. Spacing: 1.5 between all lines of every entries; double space after every line in the title,
headings, footnotes, quotations, figure captions, and all parts of tables
C. Paper: 8.5 x 13 white paper, sub. 20
D. Font/Type: Arial 12 pt.
E. Line alignment: Justified
F. Page numbering: For the preliminary pages, use small Roman numerals (i, ii, iii, iv); use
Arabic numerals for the rest of the manuscript. Paging should be placed at the upper
right hand corner.
G. In case of any dividers inserted, you can use any format.
H. For documentation, always put caption at the bottom of every photo.
I. For PST’s and CT’s Profile, always use a formal,2x2 size picture. Profile should be
essay format with 3 paragraphs (introduction, body, conclusion)
J. Do not put pages on dividers

FS Practice Teaching 56