TABLE OF CONTENTS

Page
Introduction 1
Assessment and Marking 2
Agreement Form between Student Teacher and Cooperating
3
Teacher
I. The Student Teaching Life
Student Teaching or Pre-Service Teaching 4
Student Teaching Goals 4
Student Teaching Qualifications 4
Course Requirements 5
II. The Student Teaching Supervisors
The Program Head 6
The Practicum Supervisor 7
The Cooperating School Principal/Head 8
The Cooperating Teacher 8
Site Coordinator from Cooperating School 9
III. Professional and Personal Development
A. Becoming and Effective Student Teacher 10
A.1 Uniform and Dress Code 10
A.2 Attendance 10
A.3 Student Teaching Duty 10
A.4 Student Teaching Assemblies 11
A. 5 Seminars and Workshops 11
A.6 Journal Writing 11
A.7 Openness to Mentoring 11
B. Student Teaching Guidelines and Policies 12
Student Teaching Guidelines 13
MOA between Student Teacher and CELA 17
Final Student Teaching Demonstration 18
(FSTD)
Portfolio Entries 20
Appendices
A. Guidelines in the Deployment of Pre-Service Teachers 23
B. Endorsement Letter to the Principal 28
C. On-Campus Student Teaching Endorsement Form 29
D. Off-Campus Student Teaching Endorsement Form 30
E. Student Teacher's Persona Profile Form 31
F. Student Teaching Form- Daily Time Record 32
G. Approved and Taught Lesson Plans 33
H. Teaching Demonstration Evaluation 34
I. Non-Teaching Performance Rating Scale 36
J. Score Guide for Reflective Journal 38
K. Portfolio Evaluation Sheet 39
L. Over-all Performance Summary 40
Glossary of Terms 41

Diagram
Student Teaching Organizational Structure 9
INTRODUCTION
Student Teachers of Davao Central College Teacher Education Program
employ this handbook as their portfolio and principal resource in their
journey through practice teaching. Crafted to provide information regarding
guidelines of student teaching, this will be of great help for mentors/mentees
towards success.

Moreover, as a portfolio, this encompasses the experiences of the student

teachers as they go through the entire semester of holistic transformation
and empowering them to be individuals imbued with Christian ideals for
service.

In your journey to become professional teachers, you adhere with the

National Competency-Based Teacher Standards (NCBTS) in order to deliver
an excellent performance of your complex roles and responsibilities.
Similarly, this handbook is faithful to the NCBTS which grounds itself on the
core values of Filipino teachers and on the principles of effective teaching
and learning.

In line with the NCBTS, the Davao Central College Teacher Education
Program also adheres to her Core Values: Discipline, Competence,
Compassion, & Integrity. During your duty as a student teacher, you are to
embody the character of a true DCCian, one who follows rules and policies;
who delivers quality performance, particularly in instruction and classroom
management; who facilitates and nurtures a feeling of trust, generosity, and
connectedness; and who reflects own honesty and sets and carries out goals
to improve oneself. Your character sets you apart from all the rest; your
character will get you to reach the pillar of success. May you project the
DCCian's wholesome attitude at all times in your student teaching journey.

ASSESSMENT AND MARKING

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Be guided with the grading criteria to be utilized for the computation of the
final grade for the entire student teaching experience. Let this be a guide on
how you can improve your performance in the different facets of teaching.

This set of criteria will be used for both in-campus and off-campus practice
teaching.

Assessment Tasks Performance Equivalent % My

Mean Rating score
Daily attendance 15%
Approved and Taught Lesson 5%
Plans
Daily Actual Teaching 25%
Performance
Final Student Demonstration 15%
Teaching
Personal Reflective Journals 10%
Non-Teaching Performance 10%
Student Teaching Portfolio 20%

Total 100%

Guidelines:
 Daily Attendance sheets must be checked by the Cooperating
Teacher and a peer student teacher and graded by the Practicum
Supervisor.
 Daily Actual Teaching Performance is checked and graded by the
Cooperating Teacher.
 Final Student Teaching Demonstration must be evaluated by the
Cooperating Teacher, Practicum Supervisor, and the Program Head of
the College of Teacher Education; the Subject Coordinators and School
Principal may also be part of the evaluation team.
 Approved and Taught Lesson Plans and Non-Teaching
Evaluation Tool are checked and graded by the Cooperating Teacher.
 Personal Reflective Journals and Student Teaching Portfolio are
evaluated by the Supervisor.

DAVAO CENTRAL COLLEGE

Juan dela Cruz St. Toril, Davao City

AGREEMENT
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Before the start of your journey as a student teacher, find time to read
through the contents of this manual with your cooperating teacher. It is of
utmost importance that your cooperating teacher and you go over the details
of this manual in order to develop affective relationship thereby improving
student teaching life. Once you are done with the review, please sign this
agreement form together with your mentor to signify that you have read,
understood, and agreed with all the details in this handbook. Thank you and
God bless your mentor and mentee relationship!

Agreement Form (On-Campus)

I, __________________________________ (name of student), a

________________(course & major) enrolled in ____________ (course
number) in the 1st/2nd semester of SY _____________ and assigned in
_________________ (grade & section) to ____________________ (name
of Cooperating Teacher), have read, understood, and agreed with all the
details in this manual.
Signed: _______________________ on ____________

I, _________________________________(name of cooperating teacher),

a cooperating teacher to ___________________________________ (name
of student teacher) for the ____ and ____ grading period for SY __________
in my ____________ ______________________ class (grade & section),
have read, understood, and agreed with all the details in this manual.

Signed: _______________________ on ____________

Note: This page may be reproduced for portfolio purposes.

I. THE STUDENT TEACHING LIFE

Student Teaching or Pre-Service Teaching:

This is a 6 unit practicum course in the teacher education curriculum.
This school-based teaching experience is considered as the climax of
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professional preparation of future teachers. It is the culminating internship
that engages the student teacher or pre-service teacher in an intensive and
extensive practicum in the laboratory and in cooperating schools either
private or public schools in both elementary and secondary schools.

The Student Teaching Program develops students who:

1. are introduced to the interaction of the various elements of the curriculum
both at Davao Central College Basic Education Program as well as in the
different schools curricula.

2. embody the DCC core values in their various fields of specialization.

3. are prepared to become competent teachers through maintenance of an

effective student teaching program that is supportive of such curricula.

4. are given the opportunity to interact with their counterparts in other

schools through organized inter-school visits and teacher training
workshops and conferences.

Student Teaching Goals:

By virtue of Presidential Decree 1006, declared on January 1, 1977,
professionalizing teaching, and strengthened by Republic Act 7836, known
as the Philippine Teacher's Professionalization Act of 1994, requiring an
individual to have a license before he/she can go into practice, teaching in
the Philippines is now duly recognized as a profession. Thus, teaching
requires a number of academic years of preparation as it is acknowledged as
the noblest profession, and because of its nature - the development of the
youth. The goals stipulated below come from the ELC (2009):

1. Demonstrates deep and principles understanding of the learning

processes and the role of the teacher in facilitating these processes in
their students;
2. Manifests a meaningful and comprehensive knowledge of the subject
matter they will teach;
3. Applies a wide range of teaching process skills (including curriculum
development, lesson planning, use of appropriate technology,
materials development, educational assessment, teaching
approaches);
4. Acquires direct experience in the field/classroom (e.g. classroom
observations, teaching assistance, practice teaching).
5. Practices the professional and ethical requirements of the teaching
profession;
6. Facilitates learning of diverse types of learners, in diverse types of
learning environment, using a wide range of teaching knowledge and
skills;
7. Reflects on the relationships among the teaching process skills, the
learning processing in the students, the nature of the content/subject
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 matter, and the broader social forces encumbering the school and
educational processes in order to constantly improve their teaching
knowledge, skills, and practices;
8. Creates and innovates alternative teaching approaches, takes informed
risks in trying out these innovative approaches, and evaluates the
effectiveness of such approaches in improving student learning; and
9. Continues to learn in order to teach to learn to better fulfill their mission
as teachers.

Student Teaching Qualifications

A student is qualified to go into student teaching under the following
conditions:
1. When his or her General Percent Average is 83 and above;
2. When he or she is not in an ON PROBATION status; and
3. When he or she has no INC grade.

Course Requirements:
1. Daily classroom teaching by Student Teacher (ST) observed and
evaluated by cooperating teacher (CT). Final Student Demonstration
teaching observed by cooperating teacher, practicum supervisor, and
program head.
2. Detailed lesson plans (Department of Education template series),
checked and approved by cooperating teachers. Student Teachers
must prepare at least one lesson plan daily to be taught in at least 2-
3 sections.
3. Preparation of instructional materials appropriate to the lessons
taught.
4. Accomplished journal reflection sheets.
5. Completed and correctly filled-in daily time records or attendance log
books.
6. Attendance in classes, school functions, assemblies, co-curricular
activities and post conferences.
7. Presentation of student teacher portfolio.
8. Accomplished completely and accurately filled-in school forms.
9. “Classroom-Based Research"/Professional Reading (optional).

II. THE STUDENT TEACHING SUPERVISORS

The Student Teaching Supervisors are vital instruments of your journey

toward becoming a teacher. As cooperating teachers hold the role as mentors
in your real world experience as a teacher in actual classrooms, your

5
Practicum Supervisor provides you with the guidance in the professional
world in and out of the classroom.

As a teacher in the 21st century, you are seen as an agent of change in your
community, a leader, and a collaborator. Your becoming a professional
teacher involves a team of committed individuals, including your supervisors,
who will monitor, assess, and evaluate your performance in student teaching.

The Program Head:

The primary role of the TEI’s Program Head is to provide support for the
Student Teachers and the Cooperating School, 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. Implements the MOA between the TEI and the Division Office;
2. Designates a Practicum Supervisor who handles 30-35 practice
teachers per class;
3. Initiates conferences with the Schools Division Superintendent (SDS)
in selecting public and private schools in the city;
4. Coordinates with School Principal for the room assignment for student
teachers and regularly reminds the maintenance of such room to its
users;
5. Monitors the work of the Practicum Supervisor handling Practice
Teaching;
6. Formulates policies and systems for the Practice Teaching together
with the Practicum Supervisor;
7. Manages administrative matters such as preparation and signing of
Memorandum of Agreement (MOA) with the cooperating schools;
8. Communicates with stakeholders and handles paperwork with regard
to the practicum program;
9. Assigns/exposes student teachers to handle multi-grade and special
education classes (optional);
10. Coordinates with the Cooperating School Head regarding the
activities and practice teaching needs of the student teachers;
11. Orients student teachers for their on and off-campus work; and
12. Evaluates the final teaching demonstration of student teachers
together with the Practicum Supervisor, Cooperating Teacher,
and/or the Cooperating School Head or Subject Coordinator; and
13. Coordinates with the Cooperating School Principal or Head regarding
the activities and practice teaching needs of the student teachers.

The Practicum Supervisor

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The primary role of the TEI’s Practicum Supervisor is to provide support for
the student teachers and the cooperating teachers, clarify requirements, and
assist STs in organizing, planning, reviewing the teaching and non-teaching
plans and scheduling classes/non-class observations.

Specific duties and responsibilities are, but not limited to, the following:

1. Prepares the program of activities of the student teachers;

2. Meets the student teachers and present to them the rationale and
procedures of practice teaching (experiential learning course);
3. Conducts orientation meetings on what to expect from the cooperating
schools and what are the student teachers' duties in return;
4. Determines the readiness and ability of student teachers to undergo
practice teaching;
5. Orients student teachers for their off-campus work;
6. Conducts scheduled observation and evaluation of the practice
teaching performance of student teachers;
7. Coordinates regularly with the Cooperating School Principals/Heads
and cooperating teachers regarding performance of the student
teachers;
8. Submits written reports to the Program Head copy furnished the school
principal and the SDS, at least twice a month regarding the:
a. progress/performance of student teachers
b. problems/difficulties met by the student teachers
c. solutions/actions taken to solve the problem
10. Conducts debriefing sessions, interview/case studies of student
teachers, together with the Program Head;
11. Conducts weekly assemblies with the student teachers to provide
inputs relative to teaching learning trends and innovations and
conducts enhancement classes to respond to the field experiences
of student teachers; and
11. Makes sure that expectations of both parties are made clear to all
concerned.

The Cooperating School Principal/Head

The role of the principal/head is to collaborate with TEI Practice Teaching in

facilitating placement of student teachers and provide the social and
professional aspects of administering practicum teaching. The cooperating
School Principal's responsibilities are the following:

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 1. Orients the student teachers on:
a)Vision-Mission-Goals and Objectives (VMGO) of the school
and their organizational structure;
b) School policies on students and personnel discipline.
2. Identifies exemplary cooperating teacher/s to handle student
teacher’s exposure for Practice Teaching;
3. Coordinates with the Practicum Supervisor, Site Coordinator,
and TEI’s on the assignment of student teachers;
4. Monitors and provides feedback on the performance of student
teachers to TEI’s;
5. Debriefs student teachers at the end of Practicum; and
6. Prepares required reports to the TEI’s, copy furnished to the
Division Superintendent.

The Cooperating Teacher

The cooperating teacher is chosen from the best teachers preferably a Master
teacher chosen as mentors or cooperating teacher for his/her skills and
perspective necessary to help student teachers study the art and science of
teaching in a classroom setting.

Their duties and responsibilities are, but not limited to, the following:

1. Serve as mentors of the student teachers.

2. Provide support to student teachers:
2.1 Observe class demonstration regularly
2.2. Conduct post conference
2.3 Check lesson plans
2.4 Guide in their classroom management
2.5 Teach assessment of learning outcomes
2.6 Guide in the preparation of teaching materials
2.7 Prepare of examinations/various assessment modes
2.8 Accomplish different forms and related work.
3. Observe, coach/mentor, and evaluate the performance of the student
teachers
4. Model effective teaching and management techniques.
5. Provide the student teacher the opportunity to teach independently and
collaboratively.
6. Orient and guide student teachers in the accomplishment of Dep Ed
Forms (Forms 1, 5, 137, 138)
7. Provide the student teacher participation in co-curricular and
school/community activities.
8. Complete a set of summative evaluation reports for each student
teacher.

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Site Coordinator from Cooperating School

For off-campus student teaching experience, the role of the Site Coordinator
from the Cooperating School facilitates the placement of student teachers
together with the Practicum Supervisor and the Cooperating School
Principal/Head. Specific duties and responsibilities are, but not limited to, the
following:

1. Assists the principal on the assignment and discipline of the student

teachers.
2. Coordinates with the TEI program head of the student teachers.
3. Ensures that student teachers are not allowed to substitute for
teachers who are absent or on leave without authorization. Such
substitute may only be for a maximum of six hours actual teaching.

STUDENT TEACHING ORGANIZATIONAL STRUCTURE

Davao Central
CHED Dep Ed
College

President

Program Head

On-campus School Off-campus School

Principal/Head Practicum Principal/Head
Supervisor
Site Coordinator

On-campus Off-campus
Cooperating Teacher Cooperating Teacher

Student Teachers

III. PROFESSIONAL AND PERSONAL DEVELOPMENT

A. Becoming an Effective Student Teacher

A. 1 Uniform and Dress Code

Dress your best! Student teachers must always be in their proper
uniform. The school color should dominate the practicum uniform,

9
 complemented by chosen color/s. Wear your DCC pin as well as your
name plates when you report to school daily.

For the ladies

Ladies may opt for a skirt or pants to go with the practicum blouse.
However, all ladies must match their uniform with a pair of black
closed-toe shoes. For the preschool and elementary teachers,
they may wear flat shoes while the secondary teachers are
required to have at least one inch heels. This uniform is completed
by light make-up and well-groomed hair - for longer hair, tie it to
a bun or a pony tail. Colored hair and multiple earrings are
discouraged.

For the gentlemen

Gentlemen must wear their uniform consisting of a polo and a pair
of pants. They will match this with a pair of black leather formal
shoes. This uniform is completed by short length well-groomed
hair. Colored hair and earrings are discouraged.

Simplicity is encouraged in the student teachers' appearance but

please be reminded that you should never look more casual than
the teachers in your school.

A. 2 Attendance
Your attendance and punctuality are two of the main ingredients
in your personal development as a teacher. Remember to always
value other people's time more than your own. It is expected of
you to practice these ideal behaviors when attending assigned
classes and participating in assemblies and seminars. You are to
duly accomplish your Daily Time Records (DTRs) without any
erasures.

A. 3 Student Teaching Duty

 Refer to Memorandum of Agreement on pages 13-17.
 You are required to complete the entirety of the grading periods
in practice teaching. 75% of which should be actual teaching
contact hours with your assigned classes.
 Be faithful in keeping your DTR and have them signed on a
DAILY basis.

A. 4 Student Teaching Assemblies

Fifteen minutes before the assembly time, your practicum
supervisors will check your attendance by calling your names. A
grace period of ten (10) minutes will be given to you, after which
you will be marked as absent. The assemblies:
 Guide you towards successfully completing your practicum
 Remind and update you on student teaching activities
10
  Are avenues for your supervisors to consult you on matters
regarding your student teaching life
 Are opportunities for you to raise your concerns, share
experiences and stories, and develop camaraderie with your
batch mates.

A. 5 Seminars and Workshops

You are expected to attend seminars and workshops in order to
support you in your professional development. These may either
be on-campus or off-campus activities. Rules on punctuality and
attendance in A.4 are still followed.

A. 6 Journal Writing
Writing your journals documents your personal and professional
growth as teachers. This provides opportunity for reflection and
improving one's performance. Moreover, your journals must be
monitored and checked by your practicum supervisor in order to
give you any necessary assistance.

A. 7 Openness to Mentoring
Be open to listen to your mentors as you go through this journey.
Your mentor-mentee relationship should be benevolent as you
experience and acquire first-hand invaluable experience from
years of service in the teaching profession.

Learn how to ask and to receive feedback in the form of

comments, suggestions- you will need this as you grow into the
teaching career. Train yourself in using different teaching
strategies and methods and have your mentor evaluate you. Be
confident and humble and open to challenges. Consider this as a
professional ethic, so do not take the feedback personally.

B. STUDENT TEACHING GUIDELINES AND POLICIES

The DCC Basic Education Department

The Davao Central College Basic Education Department is an ACSCU-
AAI Level III Accredited education system. It opens its doors as a laboratory
school for the Teacher Education Program of Davao Central College. The
faculty of the Elementary, Junior and Senior High School programs are known
11
to be excellent in their respective fields and through the years have proven
to produce competent graduates who have made good in the local, national,
and even in the international community. Its vision to empower individuals
imbued with Christian ideals for service reverberates not only to its students
but to its teaching personnel, non-teaching personnel, and administration
officials.

The Department of Education Basic Education System

The Department of Education - Basic Education system has been a
supportive partner of the Basic Ed of Davao Central College. Its mission is to
protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where: students learn in a child-friend,
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; and, family, community, and other
stakeholders are actively engage and share responsibility for developing life-
long learners.

DAVAO CENTRAL COLLEGE

Juan dela Cruz St. Toril, Davao City
College of Education and Liberal Arts

AGREEMENT
STUDENT TEACHING GUIDELINES

12
The Student Teachers

1. Student teachers (STs) must attend orientation activities to be

conducted by the Program Head and/or the Practicum Supervisor.

2. STs are obligated to conduct a one-week observation with their

cooperating teachers before they fully implement their practice
teaching.

3. STs are required to render service in the private and public

cooperating schools with a minimum of 2170 hours of practice
teaching.

4. STs are obligated to accomplish at least 20 actual teaching

demonstrations. These include 14 graded, 5 non-graded, and 1 final
student teaching demonstration.

5. The Final Student Teaching Demonstration (FSTD) will be observed

and evaluated by the Cooperating Teacher, the Practicum
Supervisor, and the Program Head and/or Principal and Subject
Coordinator.

6. All teaching demonstrations must be done with checked and

approved lesson plans. The lesson plan must be submitted three
days before its scheduled implementation, and be approved by the
respective cooperating teachers before the actual demonstration.

7. STs are also required to accomplish instructional materials,

observation forms, and other academic forms (Forms 1, 137, 138,
5, class record).

8. STs should be observed by their respective cooperating teachers or

the Practicum Supervisor during these lessons.

9. Besides teaching, the STs undergo additional experiences in other

teaching related functions such as: structuring the classrooms,
preparing, administering, and interpreting tests, computing grades,
filling up pertinent school forms (excluding filling in grades in the
official class record), attending curricular activities, seminars and
workshops.
10. The STs are required to attend school functions and special
meetings required of him or her unless s/he is required to attend
classes enrolled in the TEI. S/He must fill in the daily time record
regularly and correctly. In case of absences, the equivalent days are
to be made-up.

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 11. STs should manifest mastery of the medium of instruction.
They have knowledge of effective verbal, non-verbal and media
communication techniques to foster active inquiry, collaboration
and supportive interaction in the classroom.

12. STs should have the opportunity to teach in their major/minor

or field of specialization and in all their subjects and in all
grade/year levels whenever possible.

13. Other teaching stints may take the form of substitute teaching.

14. STs must complete all the entries in their reflective journals.

15. STs must maintain a Student Teacher’s Portfolio. The portfolio

is a comprehensive documentation of their individual journey in
practice teaching, as supported by pertinent papers.

16. STs must attend ST and CT pre and post teaching conferences
as well as meetings or assemblies called for by the Practicum
Supervisor regarding ST concerns.

17. A student teacher must observe Teacher Code of Ethics and

abide by the rules and policies of the TEI and Cooperating
Schools.

Rules/Policies in Student Teaching:

1. During the practicum period, STs are expected to arrive at the

cooperating school before the flag ceremony. Likewise, departure
times must be consistent with what is expected of other staff.
Attendance should be reflected in the daily record of attendance
logbook.

2. Student-teachers must ensure that they are available for school-

related activities and commitments.

3. During the practicum period, absence is only allowable for valid

reasons (such as illness) or compassionate reasons. STs who are
absent must notify the cooperating teacher a day before or at 7:00
in the morning of absence and must also notify their Practicum
Supervisor.

4. Appropriate professional behavior requires STs to display a

cooperative attitude, be responsible, wear the complete practicum
uniform, follow appropriate dress codes, be punctual, respect
confidentiality of information, ask questions, return borrowed

14
 resources promptly and in good condition, show initiative and
generally be prepared to learn.

5. Recognize that the cooperating school is for observing, gathering of

data, and generally making 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 teacher for at least the amount of time
indicated in the guidelines 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 reflections
 Complete 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 of a teacher, including the many non-teaching responsibilities.

8. Make a classroom-based research (optional)

Discipline and Sanctions:

1. Each student teacher is expected to report to their assigned

cooperating schools for eight (8) hours from Mondays to Fridays only.
They shall report to the cooperating schools promptly according to
scheduled official time. They shall be required to attend the scheduled
flag ceremony and flag retreats.

2. If in case the student will be tardy, they will render an extension period
equal to the minutes which have passed during the delay.

3. If in case the student will be absent, an excuse letter is necessary

stating the reasons of their absence. The letter must contain the
signature of the parent or guardian, the Practicum Supervisor, and the
Program Head. A document which will serve as evidence (e.g. medical
certificate, death certificate of an immediate family member and
others) must be attached to the letter. The absence can only be
considered valid due to the following cases: a. immediate family
concerns; b. death in the immediate family; c. illness; and d. official
school representations.

15
 4. For valid absence, the student will just have to cope with the number
of hours or days missed. For non-valid absence, one day is equivalent
to 1 day extension period.

I, __________________________________________ (name of student), a

________________ (course & major) enrolled in ____________ (course
number) in the 1st/2nd semester of SY _____________, have read,
understood, and agreed with all the details in these guidelines. I shall
therefore abide by all the rules, policies, and guidelines with discipline,
compassion, competence, and integrity.
Signed: _______________________ on ____________

DAVAO CENTRAL COLLEGE

Juan dela Cruz St. Toril, Davao City

MEMORANDUM OF AGREEMENT

16
 Between

and
Name of Student College of Education of Davao
Teacher/Course/Major Central College

Agree to the following provisions, policies, and guidelines of the student

teacher:

A. As a student teacher, I promise to:

1. be punctual in attending classes in the cooperating school;
2. attend classes regularly; a day of absence is equivalent to a one-day
extension
3. notify the CT and the PS in case of absences;
4. be courteous and respectful to students, cooperating teachers, staff
and administrators of the on-campus and off-campus areas;
5. wear the internship uniform everyday with the proper identification;
6. observe and support loyally the objectives and legitimate policies of
both on-campus and off-campus schools;
7. participate actively in school-related activities;
8. observe protocol and consult the proper authority for specific concerns
and issues affecting oneself and the group;
9. establish rapport with the cooperating teacher;
10. consider and be open to constructive criticism;
11. respect the dignity and rights of children/students and not to inflict
corporal punishment, but to establish harmonious relationship with the
pupils/students;
12. comply with the requirements of the student teaching such as
properly filled in and signed daily time record, at least 20
demonstration teaching with properly accomplished rating sheets, and
portfolio;
13. secure clearance and certification from cooperating school at the end
of the internship period;
14. project a good image as a teacher at all times by observing the Code
of Ethics for Professional Teachers; and
15. always adhere to a high standard of excellence in all undertaking
during the practicum journey.

FINAL STUDENT TEACHING DEMONSTRATION (FSTD)

The Final Student Teaching Demonstration (FSTD) is the most anticipated

event in your student teaching experience. Before undergoing FSTD, you
have to make sure that you have had finished the formative assessment in
17
the form graded Teaching Demonstration Evaluation sheets in order to polish
your skills. These sheets must be attached to your FSTD application. Since
your Practicum Supervisor should observe all FSTDs in his or her care,
overlapping schedules must be avoided, thus the ST must find the most
convenient time for all that will not disrupt the programming of the schedule.
In case of re-demonstration, this is decided upon by the Practicum
Supervisor with consultation from the Cooperating Teacher and evaluator/s,
this will be scheduled after all FSTDs have been done.

WHAT TO PREPARE BEFORE YOUR FSTD?

1. Read carefully and accomplish the FSTD Application Form
2. Follow instructions indicated in the FSTD Application Form

WHAT TO PREPARE ON THE DAY OF YOUR FSTD?

1. Provide a short or long folder for each observer (Maximum of 5). Here
is a list of things to include in the folder:
 Lesson Plan/s and activities, please include relevant resources
used in the lesson such as pictures, assessment materials
 Teaching Demonstration Assessment Form
 1 Pencil and 1 Ball Pen

WHAT TO DO AFTER YOUR FSTD?

Complete the duration of our student teaching. It is ideal that you complete
the cycle of teaching life. Comply with the following assessment forms:
1. Teaching Demonstration Evaluation of your FSTD
2. Non-Teaching Performance Rating/Ethics and Professionalism
Evaluation (must be returned with the envelope, sealed and signed by
your cooperating teacher)
3. Finalization of your portfolio requirements

DAVAO CENTRAL COLLEGE

Juan dela Cruz St. Toril, Davao City
College of Education and Liberal Arts

FSTD APPLICATION FORM

18
 Final Student Teaching Demonstration

Student Information
Surname: Course/Major:
First Name: Contact
Number:
Middle Name: Email Address:
Student Teaching Information
CT's Complete Grade/Section/s:
Name:
Class Schedule: Room Number:
Name of School: Department:
Proposed Date of Demonstration/Re-Demonstration
Please tick one:
□ 1st Demonstration □ Re-demonstration:
Date and Time:
Alternate Approved by (Signature of Mentor)
Schedule:
Guidelines:
Mentor and Student Teacher, please read carefully the details below.

Step 1: Secure copy of the Assessment Sheet for Final Student Teaching
Demonstration. Attach in this Form are the Observation Sheets signed
by your mentor/observer. (No observation sheets, no FSTD).

Step 2: Mentor MUST APPROVE your FSTD proposed schedule.

Step 3: Keep in mind the following points before your FSTD proposed
schedule:
o Maximum of three (3) FSTD in the morning and three (3) FSTD
in the afternoon.
o FSTDs may not be schedule on the same time. As much as
possible, avoid overlapping of time.
o Block your schedules based on your majors, and subjects you
teach, and location so your observers will not rush from one
location to another.
o Attend your post-conference sessions. Make time for these in
order to help you improve yourself.

Note: This page may be reproduced.

PORTFOLIO ENTRIES

I. COVER PAGE
a. Certification and Clearance
b. Over-all Performance Scale

19
 c. Signed Daily Time Record
d. Curriculum Vitae/Resume
e. My Teaching Philosophy
f. Acknowledgement and Dedication
g. Table of Contents

II. THE TEACHER EDUCATION INSTITUTION

a. History of Davao Central College
b. Vision-Mission Statement
c. Teacher Education Objectives (BSED/BEED)
d. The School’s Organizational Chart
e. Pictures of the School=Physical Plant and Facilities

III. THE COOPERATING SCHOOL

a. Background of the Cooperating School
b. School’s Vision-Mission/ Objectives
c. The School’s Organizational Chart
d. Pictures of the School including the Physical Plant and Facilities

IV. REFLECTIVE JOURNALS

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 Interpreting Test Results
Journal 6: Self-Evaluation

 Including finalized journals with rating sheets.

V. PERFORMANCE RATING SHEETS

a. Checked, Approved and Taught Lesson Plans (attach lesson plan
that worked well, and a lesson plan that did not work so well).
b. Daily Actual Teaching Performance Sheets
c. Non-Teaching Performance Rating Scale Sheet

VI. SCHOOL OFFICIAL FORMS

a. Form 1 – School Register
b. Form 137 – Student’s Permanent Record
c. Form 138 – Student’s Report Card
d. Form 5 – Report on Promotion
e. Teacher’s Class Record

VII. APPENDICES
a. Philosophical Aims of Education
b. The Nature of Educational Aims
c. Aims of Secondary/Elementary Education
d. Code of Ethics for Professional Teachers
20
 e. Republic Act 4670: Magna Carta for Public School Teachers
f. Dep Order 40, s.2012 aka Dep Ed Child Protection Policy
g. Anti-Bullying
h. Anti-Drug
i. Samples of Learners’ Quizzes and Works (varied and best samples
only)
j. Letters and Notes from the Students/Learners
k. Pictures and Moments to Remember
l. Sample Application Letter
m. Certificates of Attendance to related SWs, Symposia and/or Trainings
Attended

GENERAL GUIDELINES IN PREPARING YOUR PORTFOLIO

RÉSUMÉ
Instruction: Review the guidelines below in preparing your resume. Print it after and
attach your resume on the next page:

Format: Do not label your résumé. Use readable font. Ideally

it should only be a 1-page document. Remove
superfluous details.
Name: Type your complete name with a bigger font than the
rest.
Photo: Insert your graduation picture or any formal picture of
you wearing a collared top. Place this in the upper
right hand corner. Size should not exceed a passport
size photo.
Objectives: Concise and specific, avoid vague generalities.
Skills: Only include exceptional skills; there is no need to
include skills in MS word and other basic word
processing software skills. Only write the skills and
hobbies you are willing to share to your employer and
the company, otherwise there is no point of including
it.
Educational Most recent educational attainment comes first. When
Background: still earning the degree put the date started, followed
by a dash (-) and the word 'present'. ( example: BEED
Generalist, 2011-present)
Work Background: Most recent work experience comes first.
Seminars attended: Most recent entry comes first.
Seminars conducted: Most recent entry comes first.
References: Always ask permission before including the name of
your reference, 2 to 3 references will suffice.

MY TEACHING PHILOSOPHY
Include your own personal beliefs, views, and guiding principles in teaching. Please
do not plagiarize and if you have references, cite them properly using the APA
format.

21
LESSON PLAN THAT WORKED WELL
In your reflection of the lesson plan that worked well, identify why it worked well.
Kindly attached the LP itself as well as the worksheets, charts, diagrams etc. Keep
the original with you.

LESSON PLAN THAT DID NOT WORK SO WELL

In your reflection of the lesson plan that did not work so well, identify why it worked
well. Kindly attached the LP itself as well as the worksheets, charts, diagrams etc.
keep the original with you.

JOURNAL REFLECTIONS
o Journal writing should commence right after you are deployed.
o Summarize your weekly experience in student teaching in one journal per
week. A minimum of six (6) journal entries should be submitted after the
whole practicum experience.
o Come up with your own Title which captures the mood or theme of your entry.
o Submit journals every Friday afternoon or Saturday morning.
o Drop your handbooks in your Practicum Supervisor's office. You may retrieve
it back on Tuesdays.

REFLECTIONS AND REFRACTIONS

Apart from the Journal Reflections, you are to accomplish the following Reflections
and Refractions. This should be computerized and printed on a short/long bond
paper and attached inside the portfolio.

REFLECTION 1: Planning and Implementation of Learning Programs

REFLECTION 2: Using Instructional Materials
REFLECTION 3: Actual Teaching
REFLECTION 4: Test Preparation
REFLECTION 5: Checking, Marking and Interpreting Test Results
REFLECTION 6: Self-Evaluation

APPENDICES

A. GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS

(Enclosure No. 1 to Dep Ed Order No. 3, S. 2007)
(excerpt; remove definition of terms to create glossary)
22
I. DEFINITION OF TERMS

Authentic School Setting/ Learning Environment – refers to the

environment in basic education.

College Supervisor – refers to the faculty member of the Teacher Education

Institution (TEI) in charge of Experiential Learning Courses (Field Studies
and/or Practice Teaching), who teaches the course and oversees the various
activities. It also refers to the University/College Student Teaching
Supervisor/Director/Coordinator.

Cooperating School/Internship School/Practicum Site/Partner

Public School – refers to the school where the field observers and student
teachers undergo observation and practice teaching.

Experiential Learning Courses – refers to the required subjects in the pre-

service education curricula that include Field Study Courses and Practice
Teaching.

Flexible Incentive System – refers to mutually-agreed upon monetary

e.g., honoraria and non-monetary incentives, e.g., scholarships, tuition
discounts, free training, seminars, access to library and other school
facilities, distinctions and honorific titles, etc.

Field Study Student (FSS) - refers to the student taking field study
courses.

Portfolio - is both a product and process; [a] purposeful collection of

pertinent student teaching materials such as lesson plans, documented
evidences of community outreach, reflections and others.

Mentor/Cooperating Teacher – refers to the teacher who is assigned to

guide the student teacher in the development of professional competencies,
attitudes and behaviors.

Mentoring – refers to a nurturing process in which a highly-skilled or more

experienced person provides support and encouragement to a less
experienced person.

Pre-service Teacher – refers to the resource facilitator in the Field Study

Courses.
II. Role of Dep Ed and CHED Regional Offices

The Regional Directors shall jointly:

1. ensure quality assurance of the Experiential Learning Courses
(ELC);

23
 2. set the parameters of the MOAs between the SDS and TEIs or
group of TEIs; determine and articulate the human resource
requirements for basic education and TEIs of the region;
3. conduct regular monitoring and evaluation of the ELC, utilize and
disseminate results;
4. undertake researchers related to the improvement of ELC; and,
5. provide recognition and reward system to performing TEIs as
regards to experiential learning.

School Division Offices

The SDS, in collaboration with the TEI and school principals, shall:
1. forge a MOA with TEIs on the deployment of pre-service on
experiential learning courses;
2. review and subsequently approve requests for cooperating schools;
3. conduct orientation on the field study and practice teaching with
TEIs and cooperating staff; and
4. monitor and evaluate the capacity of the cooperating schools.

Cooperating School

A. Field Study
1. The principal shall accept the FSS and see to it that they are
assigned to observe any teacher;
2. The principal shall coordinate with the TEI supervisors concerning
field study assignments and problems;
3. The principal shall ensure the orientation of the FSSs on the
following:
a. policies, regulations and environment of the school;
b. assignment of classes and responsibilities
4. The principal shall participate in a debriefing session with the
resource teacher, the FSS and the college practicum supervisor.

B. Practice Teaching
1. assign a student teacher to a qualified cooperating teacher in
coordination with the School Department Head/Chairman and with
the University/College Student Teaching Supervisor/Director;
2. conduct regular conference with the cooperating teachers as regards
to the performance of the student teachers;
3. coordinate with the college supervisor of the student teacher;
4. see to it that the student teacher are not allowed to substitute for
teachers who are on leave; and
5. prepare required reports to the SDS.
Resource Teachers and Cooperating Teachers/Mentors

A. Field Study
1. See to it that the FSS’s role is limited to the requirements and
activities of the particular field study course;
24
 2. Accommodate FSSs in their actual classroom teaching and are not
duty bound to mentor/coach; and
3. Certifies the attendance of the FSSs.

B. Practice Teaching
1. observe mentor-mentee relationship;
2.1. regular class observation and post conference
2.2. lesson planning;
2.3. use of varied strategies/approaches/techniques;
2.4. classroom management;
2.5. assessment of learning outcome;
2.6. questioning techniques;
2.7. preparation of instructional materials;
2.8. observe, coach/mentor and evaluate the performance of the
student teacher;
2.9. keep a record of observations and post conferences made with
the student teachers;
2.10. model effective teaching and management techniques;
2.11. provide the student teacher the opportunity to reach
independently and collaboratively;
2.12. allow the student teacher to participate in co-curricular and
school/community activities;
2.13. complete the set of summative evaluation reports for each
student teacher; and
2.14. recommend a PASS or FAIL standing for the student teacher
for the practicum.

III. ROLE OF THE TEI

The TEI Dean shall:

1. initiate conferences with the Regional Director, Schools Division
Superintendents (SDS)/Private School Principals in selecting
cooperating schools;
2. prepare MOA between the TEI and the Division Office (DO) to be
signed by the College/University President and the SDS;
3. coordinate with the SDS in the selection of cooperating schools;
4. prepare a formal communication to the school principal relative to
the development of FSS and Student Teachers;
5. ensure that the College Supervisor deploy pre-service teachers to
schools as arranged with the SDS;
6. provide flexible incentive system to personnel (cooperating teachers,
school principal, department heads and supervisors) involved in
student teaching as stipulated in the Memorandum of Agreement;
and
7. provide functional space for Experiential Learning Courses;

The TEI College Supervisors shall:

25
 1. orient the pre-service teachers on the rationale and procedures of
the experiential learning courses;
2. conduct orientation meetings in order that expectations of both
parties are made clear to all concerned;
3. determine the readiness and ability of the pre-service teacher’s to
undergo practice teaching and,
4. coordinate with the cooperating school head regarding the activities
and practice teaching needs of the student teachers;
5. orient the student teachers for their off-campus work;
6. conduct regular observation and evaluation of the practice teaching
performance of student teachers;
7. coordinate regularly with the cooperating school principal/head
teacher, and cooperating teacher regarding performance of the
student teachers;
8. submit written reports to the College Dean, copy furnished the
school principal and the SDS, at least twice a month regarding the:
a. progress/performance of student teachers
b. problems/difficulties met by the students teachers
c. solutions/actions taken to solve the problem
9. conduct debriefing sessions, interview/case studies of student
teachers.

IV. SELECTION OF COOPERATING SCHOOLS

A. Field Study
All basic education schools may be chosen as cooperating schools.

B. Practice Teaching
A school may be selected if:
a. it is an above average performing school in academics as
evidenced by its performance in division, regional, and national
examinations/competition performance of graduates in
admission tests in prestigious schools good image in the
community
b. it has master teachers/effective teacher who can provide the
best mentoring to the student teachers; is accessible to the
student teachers; and
c. it is managed by a full-time and competent administrator.

V. SELECTION OF RESOURCE TEACHERS AND

COOPERATING TEACHER/MENTORS

A. Field Study

26
 Any teacher in a Field Study Cooperating School can be a Resource
teacher.

B. Practice Teaching
He/She:
1. has at least 3 years of teaching experience;
2. performs satisfactorily in accordance with the NCBTS;
3. is a major of the learning area the student teachers will practice in
(for secondary level);
4. is willing to take responsibility for training/mentoring the student
teacher;
5. has been (or is) a demonstration teacher at the least on the school
level; and
6. is a regular teacher, not a substitute or a para-teacher

VI. DUTIES AND RESPONSIBILITIES OF

THE PRE-SERVICE TEACHERS

A. Field Study
The FSS shall:
1. take the field study courses congruent to their professional education
subjects;
2. observe proper decorum and behavior when making field visits and
observations in the schools where they are fielded; and
3. accomplish the requirements of the course as scheduled.

B. Practice Teaching
The Student Teacher shall:
1. participate actively in school-related activities, however priority should
be given to academic related activities;
2. notify the cooperating teacher in case of absences;
3. consider/be open to constructive criticisms;
4. respect the dignity and rights of children;
5. come prepared at all times;
6. secure clearance from the cooperating school;
7. accomplish the internship portfolio;
8. project a good image as a teacher at all times by observing:
a. code of ethics
b. proper dress code
c. punctuality in all activities of the internship.

DAVAO CENTRAL COLLEGE

Juan dela Cruz St. Toril, Davao City
College of Education and Liberal Arts

27
 B. ENDORSEMENT LETTER

Date: ________________

TO THE PRINCIPAL:

May I officially endorse ___________________________(name), a

____________________________(course) major in _________________
student of this institution for her/his Practicum Teaching. May I request that
s/he be assisted and guided properly through her/his cooperating teachers.
An official attendance sheet is provided as evidence of her/his presence.

Moreover, Ms./Mr. ______________________ has no derogatory

record to her/his good name filed at the Office of Student Affairs.

Please contact me for any misconduct or misbehavior of the student.

I can be contacted through the following contact numbers, Mobile:
_____________; Office: ___________________; Fax: _______________.

Sincerely yours,

___________________
Program Head
College of Education and Liberal Arts

DAVAO CENTRAL COLLEGE

Juan dela Cruz St. Toril, Davao City
College of Education and Liberal Arts

28
 C. ON-CAMPUS STUDENT TEACHING ENDORSEMENT FORM

Date: ____________________

To: ______________________
______________________

Dear Mentor/Cooperating Teacher:

The Davao Central College - Teacher Education endorses

_________________________________ (name of ST), taking up
_______________________ (course/major), as your student teacher.
He/She is required to complete two grading periods, equivalent to one
semester of student teaching.

In this regard, we would like to express our gratitude for supporting the
programs of Davao Central College as one of our mentors/cooperating
teachers. Kindly read the guideline in the deployment of pre-service teachers
(DepEd Order No. 3, s. 2007) and the student teaching mentorship
guidelines. Please find time to review the guidelines together with your
student teacher. For your questions, please contact the department through
the following numbers indicated below.

We hope to meet you in one of the future regular observations of our student
teachers.

Sincerely,

Practicum Supervisor

Noted:

Program Head
DCC-College of Education

__________________
Principal

DAVAO CENTRAL COLLEGE

Juan dela Cruz St. Toril, Davao City
College of Education and Liberal Arts

29
 D. OFF-CAMPUS STUDENT TEACHING ENDORSEMENT FORM

Date: ____________________

To: ______________________
______________________

Dear Mentor/Cooperating Teacher:

The Davao Central College - Teacher Education endorses

_________________________________ (name of ST), taking up
_______________________ (course/major), as your student teacher.
He/She is required to complete two grading periods, equivalent to one
semester of student teaching.

In this regard, we would like to express our gratitude for supporting the
programs of Davao Central College as one of our mentors/cooperating
teachers. Kindly read the guideline in the deployment of pre-service teachers
(DepEd Order No. 3, s. 2007) and the student teaching mentorship
guidelines. Please find time to review the guidelines together with your
student teacher. For your questions, please contact the department through
the following numbers indicated below.

We hope to meet you in one of the future regular observations of our student
teachers.

Sincerely,

Practicum Supervisor

Noted:

Program Head
DCC-College of Education

__________________
Principal

DAVAO CENTRAL COLLEGE

Juan dela Cruz St.Toril, Davao City
College of Education and Liberal Arts
E. STUDENT TEACHER'S PERSONAL PROFILE FORM
30
 Semester: _______ SY: ________

Last Name: First Name: Middle Name:

Course & Major: Birthday: Age:

Tribe Birthplace: Religion:

Telephone No: City Address:

Mobile Phone Nos.: Provincial Address (if applicable):

Father's Name: Contact No: Work:

Mother's Name: Contact No: Work:

In-Campus: Principal: Practicum Supervisor:

Off-Campus: Principal: Practicum Supervisor:

Major Organizations & Positions Held Talents/Skills (related to your profession):

Will you take the Licensure Examinations Will you take the board review in preparation
(LET) right after graduations? (Please check) for the LET? (Please check)
⃝ Yes ⃝ Yes
⃝ No ⃝ No
⃝ Not yet sure because ⃝ Not yet sure because
____________________ ____________________

I verify that all information indicated here are true.

_________________________________________________
ST's Printed Name with Signature & Date

Documents Attached/Submitted: ____________________

DAVAO CENTRAL COLLEGE
Juan dela Cruz St.Toril, Davao City
College of Education and Liberal Arts

F. STUDENT TEACHING – DAILY TIME RECORD

31
Name: Course & Major:

Subject & Grade: Topic:

Descriptive Title: Student Teaching in: □ Elementary □ Secondary

Cooperating School: Practicum Supervisor:

Principal: Cooperating Teacher:

Date Time Time Tasks Accomplished CT PS Remarks Total

In Out Time
AM AM/N

PM PM

AM AM/N

PM PM

AM AM/N

PM PM

AM AM/N

PM PM

AM AM/N

PM PM

AM AM/N

PM PM

AM AM/N

PM PM

Submitted by: Checked by: Submitted to:

Student Teacher ST Checker Practicum Supervisor

DAVAO CENTRAL COLLEGE
Juan dela Cruz St.Toril, Davao City
College of Education and Liberal Arts
G. APPROVED AND TAUGHT LESSON PLANS RATING SCALE

32
 Name:_______________________________ Course & Major:_____________________
Subject & Grade: ______________________ Topic: ____________________________
Cooperating Teacher:___________________ Date Submitted: ____________________

Instruction: Please encircle the specific score appropriate for each criterion in checking the
approved lesson plan. Use the scale below:

9-10 (Exemplary) 4-6 (Developing)

7-8 (Accomplished) 1-3 (Beginning)

CRITERIA Ratings
1. Instructional Goals and Objectives
Instructional goals and objectives are clearly stated. Learners have clear
understanding of what is expected of them. Learners can determine what
they should know and be able to do as a result of learning and instruction.
2. Instructional Strategies
Instructional strategies are appropriate for learning outcome(s).
Strategy is based on a combination of practical experience and best teaching
practices that best fit the needs and multi-intelligences of the learners.
3. Assessment
Method for assessing student learning and
evaluating instruction is clearly delineated and authentic. It can be readily
used for expert, peer, and/or self-evaluation.

4. Instructional Materials
All instructional materials necessary for the student and the teacher to
complete the lesson are clearly listed.

5. Organization and Presentation

Complete package of the lesson plan is presented
in a well-organized and professional fashion.

Total Number of Points

Additional comments and suggestions:

Date Checked:
______________________
Signature over Printed Name
Cooperating Teacher Date Observed:

DAVAO CENTRAL COLLEGE

Juan dela Cruz St.Toril, Davao City
College of Education and Liberal Arts

H. Teaching Demonstration Evaluation

33
 Name:_________________________________________ Course & Major:_____________________
Subject & Grade: _____________________________ Topic:_____________________________
Cooperating Teacher:__________________________ Date:______________________________

Instruction: Please check the box that best describes the performance of the student
teacher.

5 = Excellent 4 = Very Good 3 = Good 2 = Fair 1 = Needs Improvement

Score Remarks
Elements of Teaching
1 2 3 4 5
I. Teacher’s Personality:
A. The teacher is neat and well-
groomed.
B. The teacher is free from
mannerisms that tend to
disturb the student’s attention.
C. The teacher’s personality is
strong enough to command
respect and attention.
D. The teacher shows dynamism
and enthusiasm.
E. The teacher has well
modulated voice.
II. Lesson Planning
A. Lesson plan is well prepared.
B. There is congruence between:
1. objective and subject matter
2. objective and teaching
procedure
3. objective and formative test
4. objective and assignment
III. Content
A. The teacher demonstrates in
depth knowledge of the
subject matter
B. He/She is able to relate
lessons to actual life of the
field.
C. Keeps abreast of new ideas
and understanding of the field
D. Gives sufficient and concrete
examples to create meaningful
learning experiences.
(Reference: ELC Handbook, 2007)
Score Remarks
Elements of Teaching
1 2 3 4 5
IV. Teaching Methods
A. Method/s used was/were
suited to the needs and
capabilities of the students.

34
 B. The teacher was creative
enough to adapt his/her
method to the students
capabilities.
C. Visual aids and other
examples were used to
illustrate the lesson.
D. The teacher made effective use
of the formative test after
teaching.
V. Classroom Management
A. The teacher had a systematic
way of checking:
1. Attendance
2. Assignment/ Homework/
Agreement
3. Practice exercises
4. Group work/Projects
5. Passing in and out of the
room
6. Correcting, distributing
and collecting paper
B. Order and Discipline were
present in the classroom
C. Visual Aids were within easy
reach of the teacher during
his/her teaching
VI. Questioning Skills
The teacher’s questioning skill
stimulates discussion in different ways
such as:
1. probing for learner’s
understanding
2. helping students articulate
their ideas and thinking
process
3. promoting risk-taking and
Problem-solving skills
4. facilitating factual recall
5. encouraging convergent
and divergent thinking
6. stimulating curiosity
7. helping students to ask
questions

Observed by: _______________________________ Date:____________________

DAVAO CENTRAL COLLEGE

Juan dela Cruz St. Toril, Davao City
College of Education and Liberal Arts
I. STUDENT TEACHER’S NON-TEACHING
35
 PERFORMANCE RATING

Name:_________________________________________ Course & Major:_____________________________

Subject & Grade: _____________________________ Topic: _______________________________________

Please encircle the exact numerical rating appropriate for each criterion in assessing the
student teacher’s non-teaching performance. Use the scale below.

5 – Excellent 4 – Proficient 3- Satisfactory

2- Developing 1- Needs improvement

Criteria Ratings
1. Observation of the School Policies
a. Reports to class regularly and promptly. 5 4 3 2 1
b. Observes policies on student discipline and exudes a 5 4 3 2 1
desirable conduct expected to a pre- service teacher during
the period of internship.
2. Attendance and participation to School Activities
a. Attends school functions and other required extra-curricular 5 4 3 2 1
participates in school assemblies, meetings and activities
required of them during their internship.
3. Relationship with students, Cooperating Teachers, Co-
Student Teachers, School Heads, and other School
Personnel of the Cooperating School.
A. Relates well with and manage efficiently diverse and multiple 5 4 3 2 1
types of learners.
b. Works effectively with the cooperating teacher. 5 4 3 2 1
c. Goes along with the co-student teachers . 5 4 3 2 1
d. Shows respect to school heads and other school personnel. 5 4 3 2 1
4. Professionalism.
a. Shows respect and belief in oneself. 5 4 3 2 1
b. Maintains professional poise and good grooming. 5 4 3 2 1
c. Assumes responsibility, resourcefulness, commitment 5 4 3 2 1
d.Accomplishes work on time and produces quality work and output. 5 4 3 2 1
5. Personality
a. Neat in appearance; observant of personal hygiene; has 5 4 3 2 1
professional bearing; wear appropriate attire during school functions.
b. Maintains composure when under pressure. 5 4 3 2 1
c. Manifests honesty and integrity in dealing with others. 5 4 3 2 1
d. Accepts criticism open-mindedly. 5 4 3 2 1
e. Acts optimistically in his/her undertakings and responsibilities. 5 4 3 2 1
f. Develops feeling of mutual trust with other student-teachers. 5 4 3 2 1
g. Projects self-confidently with others 5 4 3 2 1
h. Communicates clearly, sensibly and comprehensively. 5 4 3 2 1
6. Performance.
a. Shows creativity and resourcefulness in his/her performance. 5 4 3 2 1
b. Prepares lesson plans and instructional materials promptly. 5 4 3 2 1
c. Learns new methods and acquires new teaching techniques & 5 4 3 2 1
skills.
d. Cooperates with other teachers to accomplished desired goals. 5 4 3 2 1
e. Accomplishes all required assignments, tasks promptly & diligently. 5 4 3 2 1
f. Observes efficiently management skills. 5 4 3 2 1
g. Inspires other student teachers with his/her ideas , plans, 5 4 3 2 1
actions relating to better performance. 5 4 3 2 1
h. Possesses physical ability to work long period of time with sustained
energy and soundness of mind. 5 4 3 2 1
i. Draws logical conclusions and makes decisions from situations.

36
 Total number of points
Additional Comments/Suggestions:

Signature of
Cooperating Teacher
Date

DAVAO CENTRAL COLLEGE

Juan dela Cruz St. Toril, Davao City
College of Education and Liberal Arts

J. SCORE GUIDE FOR THE REFLECTIVE JOURNAL

Name: Course & Major:

Subject & Grade: Topic:

Cooperating Teacher: Date Submitted:

37
Rate the personal reflective journal of the student teacher according to the Holistic
Rubric.

5 4 3 2 1
Excellent Proficient Satisfactory Developing Needs
Improvement
Journal Presents clear Presents Contains There is There is an
entry or description some some little absence of
reflection experiences that examples of examples of evidence of evidence of
paper that are considered experiences, learning reflections reflection, no
includes the worthwhile and some experiences and insights details of
pre-service helpful, explains explanations with few learned, experiences
teacher's judgments on of strengths explanations very few and judgment
learning personal and of personal details of of
experiences strengths and weaknesses strengths experiences. performance,
in the weaknesses, and includes and Judgment of without
classroom, includes some weaknesses personal statement of
his or her successful output achievements. and performance strengths and
judgments and statement of is very weaknesses
about his or accomplishments. what has limited, with and
her been little or no achievements.
performance achieved. attention
and other paid to
insights strengths
affecting and
self-beliefs. weaknesses
of work.
Additional comments:

________________________
Practicum Supervisor
Signature over Printed Name

(Source: ELC Handbook 2009)

DAVAO CENTRAL COLLEGE

Juan dela Cruz St. Toril, Davao City
College of Education and Liberal Arts

K. PORTFOLIO EVALUATION SHEET

Student Teacher: ___________________ CT's Name: _________________

Please be guided by the rubric in the assessment of the portfolio.

38
 Criteria 4 3 2 1 Score
A. Sections The portfolio contains ALL: Achieve Achieves Achieves
1. Cover Page, Teacher Ed s 3 out 2 out of 1 out of
Institution, Cooperating of 4 4 4
School, Journals,
Performance Rating Sheets,
School official forms,
appendices.
B. Content Entries: Achieve Achieves Achieves
1. are complete, well-selected, s 3 out 2 out of 1 out of
& representative of of 4 4 4
experience
2. are legible, readable, and
neatly written
3. are coherent and not
plagiarized
4. show correctness &
appropriateness of form and
structure eg word choice,
grammar
C. Reflections Reflections: Achieve Achieves Achieves
1. demonstrate a clear s 3 out 2 out of 1 out of
understanding of the of 4 4 4
student teaching experience
2. are written with depth of
self and other awareness
through insights gleaned
from the experience
3. show analysis of experience
using multiple perspectives,
mentions situational context
when interpreting
experience
4. show evidence of personal
growth
D. 1. Photographs & images are Achieve Achieves Achieves
Documentation clear & neatly presented s 3 out 2 out of 1 out of
2. Photographs & images are of 4 4 4
well-chose and
representative of the
experience
3. DTR is accurate, complete
Total Score

Evaluated by: ______________________________ Date: ______________

DAVAO CENTRAL COLLEGE
Juan dela Cruz St.Toril, Davao City
College of Education and Liberal Arts
L. OVER-ALL PERFORMANCE SUMMARY

STUDENT TEACHING
Semester ____________, SY____________

39
Name of Student Teacher_____________________________________________
Name of Cooperating School _________________________________________
Cooperating Teacher(s) 1. _________________________________________
2. _________________________________________

Assessment Task Performance Equivalent Percentage My score

Mean Rating
Daily attendance 15%
Approved and Taught Lesson 5%
Plans
Daily Actual Teaching 25%
Final Student Demonstration 25%
Teaching
Personal Reflective Journals 15%
Non-Teaching Performance 10%
Student Teaching Portfolio 20%

Total 100%

Final Grade (Point Grade) _____________________

Remarks______________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

________________________
Practicum Supervisor
Signature over Printed Name

GLOSSARY OF TERMS

BASIC ED Basic Education

BEED Bachelor of Science in Elementary Education
BSED Bachelor of Science in Secondary Education
CT Cooperating Teacher
DEP ED Department of Education
DO Division Office
40
 DTR Daily Time Record
ELC Experiential Learning Courses
FSS Field Study Student
FSTD Final Student Teaching Demonstration
MOA Memorandum of Agreement
NCBTS National Competency-Based Teacher Standards
PS Practicum Supervisor
SDS Schools Division Superintendent
ST Student Teacher
TEI Teacher Education Institutions
VMGO Vision, Mission, Goals, and Objectives

DAVAO CENTRAL COLLEGE

Juan dela Cruz St.Toril, Davao City
College of Education and Liberal Arts
Evaluation on Ethics and Professionalism Evaluation

Name:_________________________________________ Course & Major:_____________________

Evaluator: __________ Self __________ Mentor Semester/SY: _______________________

41
Instruction: Tick (/) the box below the score that best describes the indicator. The
legend below gives the description of each score.

Legend:
4 – Observed Always 2 – Observed Sometimes 0 – Not Observed at all
3 – Observed Most of the Time 1 - Observed Rarely

Criteria 4 3 2 1 0 Remarks
The Student Teacher:
1 Follows the policies set by the
Cooperating School.
2 Respects the Cooperating School’s
culture.
3 Exercises sensitivity to other’s culture
and traditions.
4 Gives respect for authority.

5 Employs tact in dealing with students

and teachers.
6 Shows willingness to accept related
assignments.
7 Participates in co-curricular and extra-
curricular activities (when deemed
appropriate).
8 Is reliable in any given assignment.
9 Projects grace under pressure
10 Commits to agreements (i.e. faithful
observance to the agreed schedules)
11 Attends early in all activity
12 Arrives prepared.
13 Manages feedback and constructive
criticisms well.
14 Submits requirements promptly.
15 Utilizes equipment and facilities properly.

16 Delivers quality output.

Evaluator:_______________________________
(Signature over printed name)

Date:________________________
DAVAO CENTRAL COLLEGE
Juan dela Cruz St.Toril, Davao City
College of Education and Liberal Arts
CHARACTER AND CONDUCT ASSESSMENT
Name:_______________________________ Course & Major:____________
Evaluator: __________________________ Semester/SY: _____________

42
Instruction: Tick (/) the box below the score that best describes the indicator. The legend
below gives the description of each score.
5 - Student always demonstrates this quality
4 - Student almost always demonstrates this quality
3 - Student usually demonstrates this quality
2 - Student sometimes demonstrates this quality
1 - Student seldom demonstrates this quality

DISCIPLINE 1 2 3 4 5
Arrives to class on time
Wears complete uniform at all times
Comes to class with materials and supplies
Employs tact in dealing with students and teachers.
Treats everyone with utmost respect and courtesy
Discipline points

COMMITMENT 1 2 3 4 5
Submits requirements promptly.
Shows willingness to accept related assignments.
Follows the policies set by the Cooperating School.
Maintains the school culture both on and off the campus
Commits to agreements (i.e. faithful observance to the agreed schedules)
Commitment points

COMPASSION 1 2 3 4 5
Projects grace under pressure
Is gentle and understanding with others
Displays a sense of connectedness with the others
Accepts what is, in the moment, without judgment
Facilitates and nurtures a feeling of trust & generosity
Compassion points

INTEGRITY 1 2 3 4 5
Takes responsibility for what he/she says or does
Reasons and acts with firmness, focus and consistency
Inspires and trusts others in the exercise of their authority
Reflects on his/her own honesty and sets and carries out goals to
improve
Respects his/her own property, the property of others and his/her
environment
Has power to make decision in recognizing the contributions of
others in relation to shared purposes
Integrity points

TRUSTWORTHINESS 1 2 3 4 5
Honors other’s property – doesn’t steal
Is sincere – not deceptive, tricky or sneaky
Tells the truth even when it costs something
Is candid and forthright, volunteers information needed by others
Trustworthiness points

RESPECT 1 2 3 4 5
Respects the privacy of others
43
Exercises sensitivity to other’s culture and traditions
Treats others the way he/she would like to be treated
Respects autonomy by letting others make their own decisions
Is courteous and polite; not yelling, insulting, or embarrassing
others
Respect points

RESPONSIBILITY 1 2 3 4 5
Is accountable for his/her actions.
Demonstrates self-control of temper
Does professional duty; what he/she should do.
Does his/her best; pursues excellence in everything.
Demonstrates self-discipline by doing what should be done even
when it is difficult or unpleasant
Responsibility points

FAIRNESS 1 2 3 4 5
Listens with an open mind
Treats people fairly, justly and equitably
Is consistent when his/her behavior affects others
Manages feedback and constructive criticisms well
Uses fair and open procedures in decisions that affect others
Is careful and thorough in making decisions and judgments about
others
Fairness points

CARING 1 2 3 4 5
Is kind and considerate
Empathizes with other students/pupils
Empathizes with teachers, administrators, supervisors
Is willing to be charitable and generous with time and/or money
Caring points

CITIZENSHIP 1 2 3 4 5
Scrupulously follows organization rules and policies
Plays by the rules (no cheating or taking short cuts)
Respects authority
Performs civic duties
Does volunteer community/school work
Citizenship points

Total Points _____ Signature & Date: _________________________

46

DAVAO CENTRAL COLLEGE

Juan Dela Cruz St. Toril, Davao City (Tel. No. 291-1882)

Accredited by ACSCU-AAI
COLLEGE OF EDUCATION AND LIBERAL ARTS

EVALUATION SHEET FOR CLASSSROOM DEMONSTRATION

44
6 5 4 3 2 1 A.TEACHER
1. Voice Adapted to the situation
2. Enthusiasm and vitality
3. Healthy sense of humor
4. Wholesale attitude towards students
5. Poise and good grooming
6 5 4 3 2 1 B. OBJECTIVES
1. Clear and specific
2. Sound and based on actual needs
3. Comprehensive (covering all important phases of content)
4. Known and understood by the students
5. Attained
6 5 4 3 2 1 C. CONTENT
1. Suited to the needs of the students
2. Suited to their level of understanding
3. Suited to their level of appreciation
4. Suited to their level of action
5. Adequate to achieve objectives
6 5 4 3 2 1 D. TEACHING PROCEDURE
1.Teacher’s mastery of the subject matter
2. Evidence of careful planning
3. Organization of the lesson
4. Correlation of topic to the broader aspect of the lesson/topic
5. Integration of values
6. Method suited to the student’s abilities and to the subject
matter
7. Approach is student-centered
8. Pleasant and non-threatening manner of presentation
9. Technique of questioning and handling student responses
10. Provision for individual differences
11. Clear and purposeful assignment
6 5 4 3 2 1 E. MEDIUM OF INSTRUCTION
1. Mastery of the language
2. Ability to make information comprehensive to the students
3. Use of concrete, imaginative and interesting language

6 5 4 3 2 1 F. INSTRUCTIONAL TOOLS
1. Use of variety of instructional media (e.g. illustration, audio-
visual, etc.)
2. Adequacy in reinforcing learning
3. Adequacy in arousing interest
4.Preparation, economical of time and effort
5. Effective utilization
6 5 4 3 2 1 G. STUDENTS
45
 1. Activity, participation, and cooperation
2. Evidence of critical thinking
3. Reinforcement of values and attitude
4. Manifests communication skills
5. Learning is evident
6 5 4 3 2 1 H. CLASSROOM MANAGEMENT
1. Order and cleanliness
2. Aesthetic appearance
3. Freedom from disturbance
4. Human atmosphere, congenial and conducive to learning

AVERAGE: _________________

OTHER COMMENTS:

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Rating Interpretation: 6 Distinguished (95-100)

5 Commendable (89-94)
4 Satisfactory (83-88)
3 Acceptable (78-82)
2 Marginal (71-77)
1 Unsatisfactory (65-70)

________________________________
Signature over Printed Name of Evaluator

________________________________
Date

46