Professional Documents
Culture Documents
Educ11 Practicum Module
Educ11 Practicum Module
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 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.
FS Practice Teaching 2
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. 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;
3. Coordinates with the Program Head of Teacher Education regarding the activities and
practice teaching needs of the PSTs;
4. Orients the PSTs for their in-house practice teaching;
5. Conducts regular observation and evaluation of the practice teaching performance of
PSTs;
6. Coordinates regularly with the Program Head/any designated authorized person; and
cooperating teachers regarding the performance of the PSTs;
7. 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
8. Conducts exit interview/ case studies of 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.
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.
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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.
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 avenue for further
FS Practice Teaching 4
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.
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.
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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 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.
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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
Attendance - 10%
Non-teaching Performance - 5%
TOTAL 100%
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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
c. Assessment tools
f. Journal Entries/Reflection
*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.
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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
Submission of portfolio
Classroom
2. A weekly conference with the CT, PST and TEI practicum supervisors shall be done at the end of each
week. Observations and monitoring of PSTs shall be done at least three times during each practicum.
FS Practice Teaching 9
COURSE CONTENT
DETAILED ACTIVITIES AND EXPECTED ACCOMPLISHMENTS/OUTCOMES
Expected Accomplishments/Outcomes
Week
A pre-service teacher is required to:
Week One: Week- Attend a webinar series on In-house Internship of Practicum Students.
long 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,
Actual teaching expected 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,
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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.
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
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2. GLOSSARY OF TERMS
For a vivid understanding of the terms cited in the manual, a glossary has been prepared.
Cooperating Teacher (CT) (Mentor) - This refers to the faculty member of the Teacher Education
Department who is assigned to guide the pre-service teacher in
developing professional competencies, attitudes, and behaviors.
Actual Teaching
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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.
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3. 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
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4. APPENDICES
A. Journal Entries
Journal 1: Planning and Implementation of Learning Programs
Journal 2: Using Instructional Materials
Journal 3: Actual Teaching
Journal 4: Test Preparation
Journal 5: Checking, Marking and Interpretation of Test Result
Journal 6: Self-Evaluation
B. Rubrics for Reflection/Journal
C. Pre-service Teacher’s Actual Rating
D. Rating Scale for Non Teaching Performance
E. Rubric for PST’s Portfolio
F. Pre-Service Teacher’s Classroom-Based Research
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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?
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Reflective Journal 2: Using Instructional Materials
Name: Date:
Course/Major Field: Cooperating Teacher:
1. What instructional materials have you used in your actual teaching? Have you used them effectively?
How?
2. At what point in the lesson did you present instructional materials? Why is there a need to use them in
those instances?
3. Are your instructional materials interesting enough to arouse and sustain the interest of the learners?
What evidences would show that you have been successful in ensuring their effectiveness?
4. What two insights have you gained regarding the use of instructional materials?
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FS Practice Teaching
Reflective Journal 3: Actual Online Teaching
Name: Date:
Course/Major Field: Cooperating Teacher:
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?
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Reflective Journal 4: Test Preparation
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.
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Reflective Journal 5: Checking, Marking and Interpretation of Test Results
Name: Date:
Course/Major Field: Cooperating Teacher:
1. What types of information about your pupil’s /student’ progresses have you obtained? How have you
recycled this?
2. If there were learners who did poorly in one subject area, what did you do to address this?
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Reflective Journal 6: Self-Evaluation
Name: Date:
Course/Major Field: Cooperating Teacher:
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?
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Appendix B: Rubric for Reflection/Journal Entries
Performance 5 4 3 2 1
(Excellent) (Proficient) (Satisfactory) (Developing) (Needs Improvement)
Criteria
Reflection journal Presents Presents very clear Presents some Presents few Presents no
includes PSTs learning comprehensive description of description of description of description of
experiences, judgments, description of worthwhile worthwhile worthwhile worthwhile
performance and other worthwhile experiences, explains experiences, explains experiences, explains experiences, does not
insights gained in the experiences, explains sound judgment on sound judgment on sound judgment on explain sound
course sound judgment on personal strengths and personal strengths and personal strengths and judgment on personal
personal strengths and weaknesses anchored weaknesses anchored weaknesses. strengths and
weaknesses anchored on some theories on few theories weaknesses.
on theories learned. learned. learned.
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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.
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Republic of the Philippines
Compostela Valley State College
College of Arts, Sciences and Education
Compostela, ComVal Province
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.
FS Practice Teaching 27
Strengths: _________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Conforme: __________________________
Signature over PRINTED name
Date: ______________________________
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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 29
Comments:
By Cooperating Teacher:
By Practicum Supervisors:
By PST:
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.
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Performance 5 3 1
Criteria (Good) (Fair) (Poor)
Presentation
Presentation
demonstrates
demonstrates Presentation is
neatness and
Presentation neatness and neither neat nor
creativity in all
creativity to some creative.
areas and pages
extent.
of the portfolio.
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