Republic of the Philippines Polytechnic University of the Philippines Quezon City Campus

STUDENT TEACHING PORTFOLIO

Presented by: CERILO F. BURAC JR. BBTE 4-1

Submitted to: Prof Sheryl Morales And Prof. Marilyn Isip Course Coordinator

TABLE OF CONTENTS

Acknowledgement Dedication Prayer for Teachers

CHAPTER I- Introduction CHAPTER II-POLYTECHNIC UNIVERSITY OF THE PHILIPPINES-Profile o Philosophy o Mission o Vision CHAPTER III-MALIGAYA HIGH SCHOOL-Profile o History o Vision o Mission o Organizational Structure CHAPTER IV-Educational Updates CHAPTER V-Student Teaching Guidelines CHAPTER VI-Professional Development Plan/Career Plan CHAPTER VII-Narrative Report CHAPTER VII-Current Issues in Education CHAPTER IX-Curriculum Vitae CHAPTER X-Attachments a. Picture b. Lesson Plan c. Daily Time Record d. Evaluation form and Clearance

ACKNOWLEDGEMENT
The author’s deepest gratitude to the people who helped him in making this Endeavour successful and impossible;

To our School Coordinators Prof. Marilyn Isip and Prof. Sheryl Morales, for taking us to this challenging task and guided us through;

To MALIGAYA HIGH SCHOOL Family, the Principal, Mrs. Angelita Regis who accepts us without regret, to Mrs. Erna Akyol (TLE Department Head) who’s always there to guide us and treat us as if we are her children. To my Cooperating Teacher, Mrs. Lorna A. Arcellana, who gave me knowledge and wisdom;

To my fellow classmates who consistently gives me faith in pursuing this battle;

To my family, for encouraging me to never give up and inspiring my aspirations;

And to our Almighty Father, who gave me strength in spite of all difficulties I have encountered in this undertaking.

DEDICATION

I lovingly dedicate this piece of work to those who continuously pursue knowledge and wisdom and sharing it to the less fortunate.

TEACHER’ A TEACHER’S PRAYER

Dear God, As the days goes by I realized that being a teacher is incomparable, As we teach our students, we learn to cover our sorrow with a smile, We learn to stay vigorous despite all the tasks we endure, We learn how to give strength even at times we are weak... Nobody knows what kind of life a teacher has, Thank you for this incomparable talent, And your guidance be always with us.

Amen

CHAPTER I- Introduction
According to William Glasser, “Effective teaching may be the hardest job there is.” and so is the degree that measure which teacher or professor meets students demand and needs and if they also meets the students satisfaction or not. Effectiveness in teaching is necessary because teaching efforts must

produce the deserved result or outmost in terms of knowledge gained, skill acquired and attitudes changed on the part of the learners. Efficiency is likewise important because it constraint of limited resources, the teacher must be able to manage and use available resources in such a way that they optimally contribute to the attainment of instructional objectives. Efficiency is a large definition of individual effectiveness it indicate to the resources and indicated to the time, cost, labor and value in being effective, when we say that this process efficiency.

CHAPTER II -Vision, Mission, Philosophy and Goals of PUP
VISION “Towards a Total University” MISSION The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and global education and community services accessible to all students, Filipinos and foreigners alike.

It shall offer high quality undergraduate and graduate programs that are responsive to the changing needs of the students to enable them to lead productive and meaningful lives. PUP commits itself to: 1. Democratize access to educational opportunities;

2. Promote science and technology consciousness and develop relevant expertise and competence among all members of the academe, stressing their importance in building a truly independent and sovereign Philippines;

3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as the advancement of moral and spiritual values;

4. Promote awareness of our beneficial and relevant cultural heritage;

5. Develop in the students and faculty the values of self-discipline, love of country and social consciousness and the need to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a broader understanding and appreciation of life and to the total development of the individual;

7. Make the students and faculty aware of technological, social as well as political and economic problems and encourage them to contribute to the realization of nationalist industrialization and economic development of the country;

8. Use and propagate the national language and other Philippine languages and develop proficiency in English and other foreign languages required by the students’ fields of specialization;

9. Promote intellectual leadership and sustain a humane and technologically advanced academic community where people of diverse ideologies work and learn together to attain academic, research and service excellence in a continually changing world; and

10. Build a learning community in touch with the main currents of political, economic and cultural life throughout the world; a community enriched by the presence of a significant number of international students; and a community supported by new technologies that facilitate active participation in the creation and use of information and knowledge on a global scale.

GOALS Reflective of the great emphasis being given by the country's leadership aimed at providing appropriate attention to the alleviation of the plight of the poor, the development of the citizens and of the national economy to become globally competitive, the University shall commit its academic resources and manpower to achieve its goals through: 1. Provision of undergraduate and graduate education which meet international standards of quality and excellence; 2. Generation and transmission of knowledge in the broad range of disciplines relevant and responsive to the dynamically changing domestic and international environment; 3. Provision of more equitable access to higher education opportunities to deserving and qualified Filipinos; and 4. Optimization, through efficiency and effectiveness, of social, institutional, and individual returns and benefits derived from the utilization of higher education resources.

PHILOSOPHY As a state university, the Polytechnic University of the Philippines believes that: Education is an instrument for the development of the citizenry and for the enhancement of nation building; Meaningful growth and transformation of the country are best achieved in an atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with the spirit of humanist internationalism.

CHAPTER III -Vision, Mission and History Of Maligaya High School
Address: Maligaya Subdivision, Ilang-ilang St. Pasong Putik VISION Maligaya High School is committed to provide accessible and quality education to the deprived and underserved communities in order to produce upright, healthy, economically self-sufficient and peace-loving citizen.

MISSION To be an institution which will produce highly skilled, intellectually equipped and values-oriented individuals who are united in a common aspiration in the service of God and Country

History Maligaya High School, formerly Lagro High School Maligaya Park Annex, stands as a landmark of the government’s concern for the welfare and progress of the people. It is a symbol of government’s commitment to make education accessible to all. Based on transfer Certificate of title Numbered RT (149905) and RT89086 (144907) issued by the Register of Deeds of Quezon City, Metro Manila Philippines, this parcel of the land where MHS rose was donated by the Biyaya Corporation represented by its General Manager, Mr. Paul Sysip to the Quezon City government represented by Hon. Ismael A. Matay, Jr.

The said parcel of land consists of 19,169 sq. meters more or less and located at the heart of Maligaya Subdivision where a two-story building with six (6) classrooms caters to the students living within the community and its adjacent subdivisions. The building was blessed and formally turned over to the Division of City Schools represented by Dr. Alma Bella O. Bautista, Assistant Schools Division Superintendent on July 3, 1992. The people who worked hard for the construction of this building were the following: Congressman Dante Liban, Atty. Godofredo Liban II,Barangay Captain of Brgy. Pasong putik, and Mr. Romy Mallari. The school formally opened in June 1992 and was granted independence in 2003. Now, MHS in gaining emerging success from increased populations, installed physical improvement, acquired active participation of stakeholders and marked academic progress. With school’s mission and vision, Maligaya High School embraces a strong commitment to offer best quality education for the welfare of the Filipino learners who shall meet common aspirations in the service of God.

Principal: Mrs. Angelita G. Regis Principal IV Assistants-to-the-Principal Mrs. Susana B. Dauigoy ASTP for Supervision Mr. Arnel M. Peralta ASTP for Student Affairs Arlene G. Sandoval ASTP for Finance Department Heads and Chairmen Mrs. Gemma T. Pesigan Head, Filipino Department Mrs. Arlene G. Sandoval Head, English Department Mrs. Teresita C. Sajorda Head, Mathematics Department Mrs. Lourdes L. Ligutan Head, Science Department Mr. Arnel M. Peralta Head, Social Studies Department Mrs. Susana B. Dauigoy Head, Music, Arts and Physical Education Department

Mrs. Erna S. Akyol Head, Technology and Livelihood Education Department Corazon D. Atilares Head, Values Education Department Year Level Chairman Mrs. Erna S. Akyol First Year Mrs. Lourdes L. Ligutan Second Year Mrs. Ederlina D. Belana Third Year Mrs. Daisy M. Torcuator Fourth Year School Registrar Mrs. Josephine C. Tavares

CHAPTER IV -Department of Education Memorandum

Memorandum No. 80 s.2011 No. 79 s.2011 MANAGING TEACHING AND LEARNING THROUGH ICT FOR TECHNICAL VOCATIONAL TEACHERS SMART SCHOOLS PROGRAM "CONTENT GENERATION AND WEB DEVELOPMENT TRAINING FOR PUBLIC ELEMENTARY AND HIGH SCHOOL TEACHERS,PUPILS AND STUDENTS "HAPPY SMILES FOR HEALTHY KIDS" PROJECT 69TH COMMEMORATION OF THE ARAW NG KAGITINGAN AND PHILIPPINE VETERANS WEEK ENTREPRENEURSHIP TRAINING FOR YEARS III AND IV TECHVOC EDUCATION TEACHERS IMPLEMENTING THE STVEP IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM BATCH 11 (803 MOBILE TEACHERS) SCHOLARSHIP PROGRAM FOR SPECIAL EDUCATION (SPED) TEACHERS HANDLING CHILDREN WITH AUTISM SPECTRUM DISORDER ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, TEACHERS AND STUDENTS TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF THE EARTH HOUR 60+ 2011 55TH NATIONAL CONFERENCE OF CHIEFS AND ASSISTANT CHIEFS OF ELEMENTARY EDUCATION IMPLEMENTATION AND ORIENTATION OF BATCH 8 (FY 2009) OF THE DEPED COMPUTERIZATION PROGRAM FOR TECHNICAL VOCATIONAL SECONDARY SCHOOLS PAGDIRIWANG NG ARAW NI FRANCISCO "BALAGTAS" BALTAZAR 2011 DISSEMINATION OF ADMINISTRATIVE ORDER NO. 6, S. 2011 (Organizing the Inter-Agency Energy Contingency Committee (IECC) PLACEMENT OF 2011 DOST-SEI SCHOLAR-GRADUATES IN PUBLIC SECONDARY SCHOOLS 2011 SEARCH FOR THE MOST OUTSTANDING SPECIAL EDUCATION (SPED) TEACHERS AND SPED CENTERS

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CAPABILITY BUILDING FOR SPED TEACHERS, ADMINISTRATORS AND SUPERVISORS UNDER THE HUMAN RESOURCE TRAINING AND DEVELOPMENT RESULTS OF THE 2010 NATIONAL QUALIFYING EXAMINATION FOR PRINCIPALS DEVELOPMENT OF COMPETENCY JOB PROFILES FOR DEPED NON-TEACHING PERSONNEL NATIONAL EDUCATION CONFERENCE ON ASSESSMENT AND TRAINING OF TRAINERS (TOT) FOR THE MASS TRAINING OF SECOND YEAR TEACHERS ON THE 2010 SECONDARY EDUCATION CURRICULUM (SEC) DISSEMINATION OF MEMORANDUM CIRCULAR NO. 11-A RECONSTITUTING THE NATIONAL AND REGIONAL SEARCH COMMITTEES FOR THE THIRD LEVEL POSITIONS

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MANAGING TEACHING AND LEARNING THROUGH ICT FOR TECHNICAL VOCATIONAL TEACHERS SMART SCHOOLS PROGRAM "CONTENT GENERATION AND WEB DEVELOPMENT TRAINING FOR PUBLIC ELEMENTARY AND HIGH SCHOOL TEACHERS,PUPILS AND STUDENTS "HAPPY SMILES FOR HEALTHY KIDS" PROJECT 69TH COMMEMORATION OF THE ARAW NG KAGITINGAN AND PHILIPPINE VETERANS WEEK ENTREPRENEURSHIP TRAINING FOR YEARS III AND IV TECHVOC EDUCATION TEACHERS IMPLEMENTING THE STVEP IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM BATCH 11 (803 MOBILE TEACHERS) SCHOLARSHIP PROGRAM FOR SPECIAL EDUCATION (SPED) TEACHERS HANDLING CHILDREN WITH AUTISM SPECTRUM DISORDER ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, TEACHERS AND STUDENTS TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF THE EARTH HOUR 60+ 2011 55TH NATIONAL CONFERENCE OF CHIEFS AND ASSISTANT CHIEFS OF ELEMENTARY EDUCATION IMPLEMENTATION AND ORIENTATION OF BATCH 8 (FY 2009) OF THE DEPED COMPUTERIZATION PROGRAM FOR TECHNICAL VOCATIONAL SECONDARY SCHOOLS PAGDIRIWANG NG ARAW NI FRANCISCO "BALAGTAS" BALTAZAR 2011 DISSEMINATION OF ADMINISTRATIVE ORDER NO. 6, S. 2011 (Organizing the Inter-Agency Energy Contingency Committee (IECC)

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PLACEMENT OF 2011 DOST-SEI SCHOLAR-GRADUATES IN PUBLIC SECONDARY SCHOOLS 2011 SEARCH FOR THE MOST OUTSTANDING SPECIAL EDUCATION (SPED) TEACHERS AND SPED CENTERS CAPABILITY BUILDING FOR SPED TEACHERS, ADMINISTRATORS AND SUPERVISORS UNDER THE HUMAN RESOURCE TRAINING AND DEVELOPMENT RESULTS OF THE 2010 NATIONAL QUALIFYING EXAMINATION FOR PRINCIPALS DEVELOPMENT OF COMPETENCY JOB PROFILES FOR DEPED NON-TEACHING PERSONNEL NATIONAL EDUCATION CONFERENCE ON ASSESSMENT AND TRAINING OF TRAINERS (TOT) FOR THE MASS TRAINING OF SECOND YEAR TEACHERS ON THE 2010 SECONDARY EDUCATION CURRICULUM (SEC) DISSEMINATION OF MEMORANDUM CIRCULAR NO. 11-A RECONSTITUTING THE NATIONAL AND REGIONAL SEARCH COMMITTEES FOR THE THIRD LEVEL POSITIONS 10TH CONFERENCE FOR THE PHILIPPINE SCHOOLS OVERSEAS CREATION OF A TASK FORCE ON NATIONAL GREENING PROGRAM URGENT PRAYERS FOR FILIPINOS IN LIBYA EXECUTIVE TRAINING PROGRAM (ETP) FOR THE SCHOOLS DIVISION/CITY SUPERINTENDENTS WHO ARE 2010 EDUCATIONAL MANAGEMENT TEST (EMT) PASSERS AND NONETP TAKERS TRAINING WORKSHOP FOR PROSPECTIVE COMPETENCYBASED CURRICULUM WRITERS UNDER THE STRENGTHENED TECHNICAL AND VOCATIONAL EDUCATION PROGRAM (STVEP) BENCHMARKING EXERCISE WITH INDUSTRY EXPOSURE FOR VOCATIONAL DEPARTMENT HEAD TEACHERS CONSTITUTING THE PROJECT TEAM FOR DEVELOPMENT OF THE DEPED PROVIDEND FUND SYSTEM (DPFS) CREATING THE TASK FORCE ON WELFARE AND BENEFIT PACKAGE (TFWBP) FOR DEPED TEACHING AND NONTEACHING EMPLOYEES DISSEMINATION OF COMELEC RESOLUTION NOS.9126,9127, 9129 AND 9130 NATIONAL AND LOCAL GOVERNMENT COUNTER-PARTING PROGRAM FOR CLASSROOM CONSTRUCTION RESCHEDULING THE ADMINISTRATION OF THE SY 2010-2011 NATIONAL ACHIEVEMENT TEST (NAT) FOR GRADE SIX

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CHANGES AND ADDITIONAL INFORMATION TO DEPED MEMORANDUM NO. 363 S. 2010 (SY 2010-2011 National Population Quiz (POPQUIZ) ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, AND SCHOOLS TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF THE 25TH YEAR ANNIVERSARY OF THE EDSA PEOPLE POWER REVOLUTION OF 1986 DISSEMINATION OF EXECUTIVE ORDER NO. 23 (Declaring A Moratorium on the Cutting and Harvesting of Timber in the Natural and Residual Forests and Creating the Anti-Illegal Logging Task Force) FOURTH NATIONAL CONVENTION OF THE CENTERS OF EXCELLENCE (COEs), CENTERS OF DEVELOPMENT (CODs), CENTERS OF TRAINING (COTs) AND ASSOCIATION OF LOCAL COLLEGES AND UNIVIERSITIES (ALCUs) 2011 SEARCH FOR OUTSTANDING PUBLIC OFFICIALS AND EMPLOYEES 2011 WOMEN'S MONTH CELEBRATION ENHANCING AND SUSTAINING SCHOOL GARDENING AND FEEDING IN SUPPORT OF THE GOVERNMENT'S PANTAWID PAMILYANG PILIPINO PROGRAM (4Ps) DISSEMINATION OF COMELEC RESOLUTION NO. 9123 CHANGES IN DEPED MEMORANDUM NO. 364, S. 2010 (2010 Conduct of Screening, Selection, and Regional Cluster Training Workshops for Potential Textbook Evaluators) IKALAWANG PAMBANSANG KONGRESO NG WIKA SA MGA PAARALANG PAMPUBLIKO AT PAMPRIBADO SA ANTAS ELEMENTARYA AT SEKUNDARYA REGIONAL CONSULTATIONS ON THE ENHANCED K+12 BASIC EDUCATION PROGRAM REGIONAL ENHANCEMENT PROGRAM IN SECONDARY SPECIAL EDUCATION DISSEMINATION OF COMELEC RESOLUTION NOS. 9112 AND 9113 STRENGTHENING THE PUBLIC-PRIVATE PARTNERSHIP (PPP) IN EDUCATION THROUGH THE ADOPT-A-SCHOOL PROGRAM (ASP) NATIONAL FORUM-SEMINAR FOR TEACHERS' RIGHTS AND PEACE EDUCATION YOUTH FOR ENVIRONMENT SUMMER (YES) CAMP DISSEMINATION OF PRESIDENTIAL PROCLAMATION NO. 92 ORIENTATION/BRIEFING OF BATCH 6 (93 PILOT ELEMENTARY SCHOOLS) AND BATCH 12 (15 SECONDARY SCHOOLS) UNDER

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THE DEPED COMPUTERIZATION PROGRAM (DCP) No. 30 s.2011 SEARCH FOR INNOVATIVE PRACTICES IN MANAGING LARGE CLASSES FOR EFFECTIVE TEACHING AND LEARNING OF SCIENCE AND MATHEMATICS 2011 WORLD WAR II (WWII)TRUE STORIES CONTEST DISSEMINATION OF COMELEC RESOLUTION NO. 9115 PHILIPPINE INTERNATIONAL ARTS FESTIVAL 2011 PALARONG PAMBANSA NATIONAL SCIENCE CAMP FOR PUPILS AND TEACHERS OF SPECIAL SCIENCE ELEMENTARY SCHOOLS (SSESs) 2011 NAMCYA BALLET WORKSHOP VERIFICATION OF THE ACTUAL NUMBER OF DEPED NONTEACHING PERSONNEL IN ALL OFFICES AND VALIDATION OF DEPED-NATIONAL EMPLOYEES UNION MEMBERS VIEWING OF THE ADVOCACY FILM, PINOY SCOUTS 7TH NATIONAL DENTAL HEALTH MONTH REGIONAL TEACHER TRAINING PROGRAM IN SIGN LANGUAGE MANAGING TEACHING AND LEARNING THROUGH ICT FOR TECHNICAL VOCATIONAL TEACHERS SMART SCHOOLS PROGRAM "CONTENT GENERATION AND WEB DEVELOPMENT TRAINING FOR PUBLIC ELEMENTARY AND HIGH SCHOOL TEACHERS,PUPILS AND STUDENTS "HAPPY SMILES FOR HEALTHY KIDS" PROJECT 69TH COMMEMORATION OF THE ARAW NG KAGITINGAN AND PHILIPPINE VETERANS WEEK ENTREPRENEURSHIP TRAINING FOR YEARS III AND IV TECHVOC EDUCATION TEACHERS IMPLEMENTING THE STVEP IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM BATCH 11 (803 MOBILE TEACHERS) SCHOLARSHIP PROGRAM FOR SPECIAL EDUCATION (SPED) TEACHERS HANDLING CHILDREN WITH AUTISM SPECTRUM DISORDER ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, TEACHERS AND STUDENTS TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF THE EARTH HOUR 60+ 2011 55TH NATIONAL CONFERENCE OF CHIEFS AND ASSISTANT CHIEFS OF ELEMENTARY EDUCATION IMPLEMENTATION AND ORIENTATION OF BATCH 8 (FY 2009) OF THE DEPED COMPUTERIZATION PROGRAM FOR TECHNICAL VOCATIONAL SECONDARY SCHOOLS

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PAGDIRIWANG NG ARAW NI FRANCISCO "BALAGTAS" BALTAZAR 2011 DISSEMINATION OF ADMINISTRATIVE ORDER NO. 6, S. 2011 (Organizing the Inter-Agency Energy Contingency Committee (IECC) PLACEMENT OF 2011 DOST-SEI SCHOLAR-GRADUATES IN PUBLIC SECONDARY SCHOOLS 2011 SEARCH FOR THE MOST OUTSTANDING SPECIAL EDUCATION (SPED) TEACHERS AND SPED CENTERS CAPABILITY BUILDING FOR SPED TEACHERS, ADMINISTRATORS AND SUPERVISORS UNDER THE HUMAN RESOURCE TRAINING AND DEVELOPMENT RESULTS OF THE 2010 NATIONAL QUALIFYING EXAMINATION FOR PRINCIPALS DEVELOPMENT OF COMPETENCY JOB PROFILES FOR DEPED NON-TEACHING PERSONNEL NATIONAL EDUCATION CONFERENCE ON ASSESSMENT AND TRAINING OF TRAINERS (TOT) FOR THE MASS TRAINING OF SECOND YEAR TEACHERS ON THE 2010 SECONDARY EDUCATION CURRICULUM (SEC) DISSEMINATION OF MEMORANDUM CIRCULAR NO. 11-A RECONSTITUTING THE NATIONAL AND REGIONAL SEARCH COMMITTEES FOR THE THIRD LEVEL POSITIONS 10TH CONFERENCE FOR THE PHILIPPINE SCHOOLS OVERSEAS CREATION OF A TASK FORCE ON NATIONAL GREENING PROGRAM URGENT PRAYERS FOR FILIPINOS IN LIBYA EXECUTIVE TRAINING PROGRAM (ETP) FOR THE SCHOOLS DIVISION/CITY SUPERINTENDENTS WHO ARE 2010 EDUCATIONAL MANAGEMENT TEST (EMT) PASSERS AND NONETP TAKERS TRAINING WORKSHOP FOR PROSPECTIVE COMPETENCYBASED CURRICULUM WRITERS UNDER THE STRENGTHENED TECHNICAL AND VOCATIONAL EDUCATION PROGRAM (STVEP) BENCHMARKING EXERCISE WITH INDUSTRY EXPOSURE FOR VOCATIONAL DEPARTMENT HEAD TEACHERS CONSTITUTING THE PROJECT TEAM FOR DEVELOPMENT OF THE DEPED PROVIDEND FUND SYSTEM (DPFS) CREATING THE TASK FORCE ON WELFARE AND BENEFIT PACKAGE (TFWBP) FOR DEPED TEACHING AND NONTEACHING EMPLOYEES DISSEMINATION OF COMELEC RESOLUTION NOS.9126,9127, 9129 AND 9130

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NATIONAL AND LOCAL GOVERNMENT COUNTER-PARTING PROGRAM FOR CLASSROOM CONSTRUCTION RESCHEDULING THE ADMINISTRATION OF THE SY 2010-2011 NATIONAL ACHIEVEMENT TEST (NAT) FOR GRADE SIX CHANGES AND ADDITIONAL INFORMATION TO DEPED MEMORANDUM NO. 363 S. 2010 (SY 2010-2011 National Population Quiz (POPQUIZ) ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, AND SCHOOLS TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF THE 25TH YEAR ANNIVERSARY OF THE EDSA PEOPLE POWER REVOLUTION OF 1986 DISSEMINATION OF EXECUTIVE ORDER NO. 23 (Declaring A Moratorium on the Cutting and Harvesting of Timber in the Natural and Residual Forests and Creating the Anti-Illegal Logging Task Force) FOURTH NATIONAL CONVENTION OF THE CENTERS OF EXCELLENCE (COEs), CENTERS OF DEVELOPMENT (CODs), CENTERS OF TRAINING (COTs) AND ASSOCIATION OF LOCAL COLLEGES AND UNIVIERSITIES (ALCUs) 2011 SEARCH FOR OUTSTANDING PUBLIC OFFICIALS AND EMPLOYEES 2011 WOMEN'S MONTH CELEBRATION ENHANCING AND SUSTAINING SCHOOL GARDENING AND FEEDING IN SUPPORT OF THE GOVERNMENT'S PANTAWID PAMILYANG PILIPINO PROGRAM (4Ps) DISSEMINATION OF COMELEC RESOLUTION NO. 9123 CHANGES IN DEPED MEMORANDUM NO. 364, S. 2010 (2010 Conduct of Screening, Selection, and Regional Cluster Training Workshops for Potential Textbook Evaluators) IKALAWANG PAMBANSANG KONGRESO NG WIKA SA MGA PAARALANG PAMPUBLIKO AT PAMPRIBADO SA ANTAS ELEMENTARYA AT SEKUNDARYA REGIONAL CONSULTATIONS ON THE ENHANCED K+12 BASIC EDUCATION PROGRAM REGIONAL ENHANCEMENT PROGRAM IN SECONDARY SPECIAL EDUCATION DISSEMINATION OF COMELEC RESOLUTION NOS. 9112 AND 9113 STRENGTHENING THE PUBLIC-PRIVATE PARTNERSHIP (PPP) IN EDUCATION THROUGH THE ADOPT-A-SCHOOL PROGRAM (ASP) NATIONAL FORUM-SEMINAR FOR TEACHERS' RIGHTS AND PEACE EDUCATION

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YOUTH FOR ENVIRONMENT SUMMER (YES) CAMP DISSEMINATION OF PRESIDENTIAL PROCLAMATION NO. 92 ORIENTATION/BRIEFING OF BATCH 6 (93 PILOT ELEMENTARY SCHOOLS) AND BATCH 12 (15 SECONDARY SCHOOLS) UNDER THE DEPED COMPUTERIZATION PROGRAM (DCP) SEARCH FOR INNOVATIVE PRACTICES IN MANAGING LARGE CLASSES FOR EFFECTIVE TEACHING AND LEARNING OF SCIENCE AND MATHEMATICS 2011 WORLD WAR II (WWII)TRUE STORIES CONTEST DISSEMINATION OF COMELEC RESOLUTION NO. 9115 PHILIPPINE INTERNATIONAL ARTS FESTIVAL 2011 PALARONG PAMBANSA NATIONAL SCIENCE CAMP FOR PUPILS AND TEACHERS OF SPECIAL SCIENCE ELEMENTARY SCHOOLS (SSESs) 2011 NAMCYA BALLET WORKSHOP VERIFICATION OF THE ACTUAL NUMBER OF DEPED NONTEACHING PERSONNEL IN ALL OFFICES AND VALIDATION OF DEPED-NATIONAL EMPLOYEES UNION MEMBERS VIEWING OF THE ADVOCACY FILM, PINOY SCOUTS 7TH NATIONAL DENTAL HEALTH MONTH REGIONAL TEACHER TRAINING PROGRAM IN SIGN LANGUAGE 2011 INTERNATIONAL MOTHER LANGUAGE DAY PRESIDENTIAL COMMISSION ON GOOD GOVERNMENT (PCGG) 25TH ANNIVERSARY CHANGE OF SCHEDULE OF THE REGIONAL FINALS OF THE 2011 METROBANK-MTAP-DEPED MATH CHALLENGE IMPLEMENTATION OF BATCH 12 (FY 2009) OF THE DEPED COMPUTERIZATION PROGRAM (DCP) 2011 NATIONAL SCHOOLS PRESS CONFERENCE AWARDING OF THE TOP PERFORMING PUBLIC SECONDARY SCHOOLS OF THE PHILIPPINES BASED ON THE 2010 NATIONAL ACHIEVEMENT TEST (NAT) RESULTS IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM BATCH 6 (93 RECEPIENT ELEMENTARY SCHOOL) DISSEMINATION OF EXECUTIVE ORDER NO. 19 2011 NATIONAL INTELLECTUAL DISABILITY WEEK 2011 NATIONAL AWARENESS WEEK FOR THE PREVENTION OF CHILD SEXUAL ABUSE AND EXPLOITATION 15TH NATIONAL AUTISM CONSCIOUSNESS WEEK 9TH STUDENT TECHNOLOGISTS AND ENTREPRENUERS OF

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No. 1 s.2011

CHAPTER V -Student Teaching Guidelines
Top 10 Tips for Student Teachers By Melissa Kelly, About.com Guide Student teachers are often placed into an awkward and stressful situation, not really sure of their authority and sometimes not even placed with veteran teachers who are much help. These tips can aid student teachers as they begin their first teaching assignments. Please note: these are not suggestions for how to approach the students but instead for how to most effectively succeed in your new teaching environment. 1. Be On Time Punctuality is very important in the 'real world'. If you are late, you will definitely NOT start out on the right foot with your cooperating teacher. Even worse, if you arrive after a class has begun which you are supposed to be teaching, you are placing that teacher and yourself in an awkward situation. 2. Dress Appropriately As a teacher, you are a professional and you are supposed to dress accordingly. There is nothing wrong with over dressing during your student teaching assignments. The clothes do help lend you an air of authority, especially if you look awfully young. Further, your dress lets the coordinating teacher know of your professionalism and dedication to your assignment. 3. Be Flexible Remember that the coordinating teacher has pressures placed upon them just as you have your own pressures to deal with. If you normally teach only 3 classes and the coordinating teacher asks that you take on extra classes one day because he has an important meeting to attend, look at this as your chance to get even further experience while impressing your dedication to your coordinating teacher. Flexibility is the one the top six keys to being a successful teacher. 4. Follow the School Rules This might seem obvious to some but it is important that you do not break school rules. For example, if it is against the rules to chew gum in class, then do not chew it yourself. If the campus is 'smoke-free', do not light up during your lunch period. This is definitely not professional and would be a mark against you when it comes time for your coordinating teacher and school to report on your abilities and actions. In addition, follow your own classroom rules.

5. Plan Ahead If you know you will need copies for a lesson, do not wait until the morning of the lesson to get them completed. Many schools have procedures that MUST be followed for copying to occur. If you fail to follow these procedures you will be stuck without copies and will probably look unprofessional at the same time. 6. Befriend the Office Staff This is especially important if you believe that you will be staying in the area and possibly trying for a job at the school where you are teaching. These people's opinions of you will have an impact on whether or not you are hired. They can also make your time during student teaching much easier to handle. Don't underestimate their worth.

Coworkers and Teaching 7. Maintain Confidentiality

Remember that if you are taking notes about students or classroom experiences to turn in for grades, you should either not use their names or change them to protect their identities. You never know who you are teaching or what their relationship might be to your instructors and coordinators. 8. Don't Gossip It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow teachers. However, as a student teacher this would be a very risky choice. You might say something you could regret later. You might find out information that is untrue and clouds your judgment. You might even offend someone without realizing it. Remember, these are teachers you could be working with again someday in the future.

Student teaching evaluations: Inaccurate, demeaning, misused Administrators love student teaching evaluations. Faculty need to understand the dangers of relying on these flawed instruments. Fifty years ago, students at Harvard University and the University of California, Berkeley, were publishing guides rating teachers and courses. Irreverent and funny, they featured pungent comments: "Trying to understand Professor X's lectures is like slogging uphill through molasses," or "Dr. Y communicated very closely with the blackboard, but I couldn't tell you what he looks like, as he never faced the class." Unfortunately, what originated as a light-hearted dope sheet for the use of students has, at the hands of university and college administrators, turned into an instrument of unwarranted and unjust termination for large numbers of junior faculty and a source of humiliation for many of their senior colleagues. In the 1970s, schools started requiring faculty to get students to fill out and turn in teaching evaluation forms to the administration. Administrators soon discovered they had a weapon to use against 50 percent of the faculty: they could proclaim that the half of the faculty with below-average scores in each and every department were bad teachers. They have been at it ever since. When administrators say, as they often do, "We won't tenure Professor X or give Professor Y a salary raise because he or she has teaching evaluations that are below average," they are saying, in effect, that "below average" means bad. We know of one administration that heroically enlarged the proportion of no-good faculty members to 90 percent by declaring that any junior faculty member who failed to achieve scores in the top tenth percentile could not be promoted. But most administrations are content to bad-mouth a mere 50 percent. (If the "average" administrators use is the median, then exactly half of the faculty will be labeled bad. If they use the mean, the proportion labeled bad will probably be slightly above or below half.)

What advice would you give to someone Who is about to begin student teaching? 5 Keys to Success Submitted by Amy from Wisconsin Grade 1-5; Math Support Teacher As a second year teacher, I am not much of a stranger to the student teaching experience. In my opinion, if you keep the following five points in mind, you will be sure to experience success. #1 Be Original! Teachers, staff members, and administration will appreciate someone who brings a unique personality to the student teaching experience. Teachers aren’t looking for a carbon copy of them, so be you. #2 Be Innovative! This is your time to take all that you have learned and apply it to your teaching. Let the knowledge, ideas, and experiences you acquired along the way fuel your teaching. Don’t be afraid to experiment. Ask your cooperating teacher to allow you to try that lesson or activity you worked so hard to create. #3 Collaborate! It is very important to network with all teachers, staff members, and administrators within the school community. The young teachers who go the extra mile to collaborate are the ones remembered down the road for prospective positions. #4 Be Dedicated! Always show a passion for what you do. Take advantage of opportunities to become involved with activities outside of school if possible. Schools will applaud the efforts of someone who always is willing to give 110% #5 Have fun! You can do all of the things above, but will be missing out on one of the greatest aspects of the education profession if you forget to have fun. Enjoy the students; they will make you smile every day. Enjoy your colleagues; they are wonderful role models. Enjoy the experience; it is something that you will carry along into your teaching career! Good luck!

CHAPTER VI -Professional Development Plan
Career goal: I would be a successful effective teacher, but before I engage myself in teaching, I will apply in Jollibee as one of its operation manager so that I can give back what Jollibee Foods Corporation has given me. Requirements:
• • • • • • • •

Training in vocational schools, related on-the-job experience or an associate’s degree. Excellent communication skills Critical Thinking Being able to monitor and assess situations Time management Service oriented Learn strategies and procedures quickly and precisely Writing skills

Current skills and interests:
• • •

Attended Different Leadership Training Program Served as Corp of Cadets at PUP-QC, Batch 2007-2008 Serve as a Sunday School Teacher at Christ Charismatic Fellowship International

Job experience: • Work directly with Jollibee Foods Corporations for 1 and half year.

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CHAPTER VII -Narrative Report
FIRST WEEK (NOVEMBER 8-12) First week was not that difficult for me because I have already stayed here at MHS for the last Semester for my Practicum I. We have a short “kamustahan” and proceed to our lesson, BASIC ELECTRONIC TOOLS. We have an activity that the sophies really enjoyed a lot. The game was entitled, “Nakuryente Ako”. In this game, the students were asked to sing Bahay Kubo and at the same time, pass a tool that is used in electronics. When the singing stops, the last person who touched the tool will explain how a particular tool is used. They have enjoyed it and asked me to play a game tomorrow.

SECOND WEEK (NOVEMBER 15-19) Mam Arce taught me how to do a lesson plan. She taught some techniques in crafting an effective one. In the class, we have discussed different fields in industrial education. The first one was the safety precautions in electronics, next is the electron theory where I used to teach physics theories that I find it very interesting, the next was the different sources of electricity and the rest of the days, the students were instructed to do activities like drawing simple circuits. And as an evaluation, everyday, I have conducted a 10 item quiz and most of the students got a passing score which is 7.

CHAPTER VII -Current Issues in Education
CURRENT EDUCATIONAL PRIORITIES AND CONCERNS The growing awareness of the benefits of education, the constitutional provision (a new constitution was adopted in 1987) for free and compulsory elementary education, the demand for education relevance and responsiveness to changing societal needs and the alarming rate of increase in the country’s population have contributed to the problem of providing education for all, a problem which becomes more serious each year. The Department of Education, Culture and Sports (now the Department of Education, DepED) has attempted to implement educational reforms, programmes and projects to address the key issues of access and quality of basic education, relevance and efficiency of the education system. However, many problems are besetting education in the Philippines. Among the school-related causes are the unqualified and poorly trained teachers, inadequate facilities and equipment, and lack of instructional materials (textbooks and teacher’s manuals). Non-school factors include poverty, low educational attainment and illiteracy of parents, and poor health and nutrition. In recent years, the DepEd has pursued several development programmes and projects through government funding and overseas economic co-operation both multilateral and bilateral. The strategies to improve education include overall review of elementary and secondary education, universal access to and quality of education (notably by emphasizing teaching of English, science, technology and mathematics), provision of alternative delivery schemes (such as multigrade teaching, mobile teaching, and instructional management by parents, community and teachers in disaster areas), management training for principals and school administrators, development of research, improvement of school libraries and teachers’ welfare. Technical and vocational education was also revised in an effort to cope with rapid technological advancements and to provide young people with more meaningful preparation for their future employment. The strategies include curriculum development, improvement of pre- and in-service education of teachers in both public and private schools, updated instructional materials in various fields, and upgrading of equipment for both public and private institutions. At the higher education level, the strategies include improving access of the poor and disadvantaged, improving quality––notably by focusing on pre-service and in-service training of teachers––, liberalizing policies for private schools, rationalizing state colleges and universities (SUCs), and strengthening linkages with government professional boards for evaluation. Among the development programmes implemented in recent years, the following should be mentioned: The Elementary and Secondary Education Project: the aim of the project has been to meet the sector’s requirement for essential physical resources (facilities and equipment), especially in educationally and economically disadvantaged areas; improve the professional competence of teachers and school administrators; expand the population’s basic knowledge and the skills of children at risk of dropping out of school as well as illiterate out-of-school

youth and adults; and further develop DepEd institutional capacities in planning and management of the education system. Implementing the New Secondary Education Curriculum (1992-93): mass training of Grade IV teachers was undertaken, and complemented with the production and delivery of textbooks and teachers’ manuals to fully support the implementation of the new curriculum. The physical facilities component of the programme also provided for the construction of 673 packages of equipped and furnished academic classrooms, workshops and science laboratories to augment the accommodations problem in the secondary level. The School Building Programme: this programme provides for the construction of classrooms, science laboratories and multi-purpose workshops, and the provision of equipment for instruction for selected elementary and secondary schools within the typhoon belt of the country and in remote and rural areas. Science Teaching Improvement Project: this project aims to develop science equipment through research, prototype production, standards setting and tests, and expertise within the educational sector through workshops, seminars, and training of teachers and staff locally and abroad. Science Equipment Project: this project addresses the pressing need of the public school system for instructional materials and equipment. The National Science Equipment Centre and three Regional Distribution/Service Centres were developed and institutionalized for the purpose of developing, testing, producing, and distributing science equipment to the public secondary schools. Rationalizing programme offerings of state colleges and universities on a regional basis: this programme aims at encourage specialization in each SUC and intra-regionally among SUCs with special emphasis on capital and land-intensive courses such as agriculture, technology and engineering, and technical education. It encourages regional coordination among SUCs to minimize duplication of programme offerings. Among the achievements, benefits and performance of the education system over a ten-year period (1986-95), the following should be mentioned: Education has been given the highest budgetary priority in the national government budget. The New Elementary School Curriculum (NESC) and the New Secondary School Curriculum (NSSC) have been fully implemented. Free public secondary education has been implemented. The programme of assistance for low-income students and faculty in private schools has been expanded. The Values Education Framework has been formulated and implemented. Centres of excellence in teacher education have been established.

Professionalization of the teaching profession has been achieved through the Philippine Teachers Professionalization Act of 1994. The National Elementary Achievement Test for Grade VI pupils and the National Secondary Achievement Test for Form IV high school students have been administered. Student contact time has increased through a lengthened school calendar and additional time for English, science and mathematics. Science education has been strengthened through the establishment of regional science high schools, the formulation and implementation of the Science and Technology Education Plan, the establishment of the Regional Science Teaching Centres, and the organization of the National Science Teaching Instrumentation Centre. Policies governing private education have been liberalized––notably as regards curriculum requirements and tuition fee policy––to promote efficiency, autonomy and responsiveness. Educational performance during the period has improved, as indicated by the literacy rate, the improved enrolment rate at the primary and secondary levels, the decrease of repetition rates, and the provision of textbooks and instructional materials.

The DepEd will continue to provide access to basic education. In accordance with the broadening of accessibility to basic education, the programme commitment has the following components: (a) establishment of a school in every barangay not having an elementary school and in every town without a high school (a barangay is the basic governmental unit in the country’s political structure, consisting of a number of families within the same geographic area); (b) organization of multigrade classrooms; (c) completion of incomplete elementary schools; and (d) provision of basic instructional materials, facilities and equipment at the elementary and high school levels. In addition, the Master Plan for Basic Education (1996-2005) has the mandate of modernizing education. The programme is being pursued through the introduction of modern instructional materials––such as computers and Internet, videos, well equipped science laboratories and machine shops as well as libraries––to enrich instruction through training programmes and further studies, including staff development abroad, teaching techniques and teachers’ mastery of subject matter. Training programmes will also be provided for the upgrading of managerial skills in planning, project and fund management as well as resource management and community mobilization. Information and telecommunication systems will serve as basic tools for carrying out educational administration and supervision.

LAWS AND OTHER BASIC REGULATIONS CONCERNING EDUCATION

In the Philippines, education is a public or state function. Public elementary and secondary education is supported by the national government, the former as mandated by the Constitution (1987), which states that “the State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all”, and the latter by Republic Act No. 6655 (Free Secondary Education Act). Specific provisions on education upon which all decrees, policies, regulations, and rules on education are based, are provided in the Constitution. These are expressly stated by way of the constitutional mandate, Presidential decree, and other legal provisions. The objectives of formal education at the elementary, secondary, and tertiary levels as well as those of non-formal education are specified in the Education Act of 1982. The Republic Act No. 6728 deals with private education, notably by setting common minimum physical facilities and curricular requirements for all schools and by liberalizing the subject content of values education. The creation of the Commission on Higher Education by Republic Act No. 7722 and of the Technical Education and Skills Development Authority separated these entities from the Department of Education where they originally belonged. The Philippine Teachers Professionalization Act, Republic Act No. 7836, was issued in 1994. The Literacy Co-ordination Council, an interagency body administratively attached to DECS, was created by Republic Act No. 7165 to carry out State policy to eradicate illiteracy. The House Bill No. 1875 entitled “An Act to Strengthen Teacher Education in the Philippines by Establishing Lead Teacher Training Institutions, Appropriating Funds Therefore and for Other Purposes” deals with the improvement of teacher education. The Republic Act No. 7796, otherwise known as the Technical Education and Skills Development Act of 1994, aims to encourage the full participation of and mobilize the industry, labour, local government units and technical-vocational education and training (TVET) institutions in the skills development of the country's human resources. In August 2001, Republic Act No. 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). This Act provides the overall framework for: (i) school heads empowerment by strengthening their leadership roles; and (ii) school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens. According to legislation, primary education is free and compulsory for children aged 712. Secondary education is free but not compulsory.

ADMINISTRATION AND MANAGEMENT OF THE EDUCATION SYSTEM

The Department of Education (DepEd) is the principal government agency responsible for education and manpower development. The mission of the Department is to provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and service for the common good. The Department is primarily responsible for the formulation, planning, implementation and co-ordination of the policies, standards, regulations, plans, programmes and projects in areas of formal and non-formal education. It also supervises all basic education institutions, both public and private, and provides for the establishment and maintenance of a complete, adequate and integrated system of education relevant to the goals of national development. The current Department structure consists of two parts: the Central Office and the field offices which consist of regional and sub-regional levels. The Department proper consists of: the Office of the Secretary; five Services (Office of Planning Service, Financial and Management Service, Administrative Service, Human Resource Development Service, and Technical Service); four Bureaus (Elementary Education, Secondary Education, Non-Formal Education, and Physical Education and School Sports); and Centres (such as Health and Nutrition, and National Education Testing and Research). There are field offices in sixteen regions, each headed by a Regional Director; 157 provincial and city schools divisions, each headed by a School Division Superintendent; and 2,227 school districts headed by a District Supervisor. The Bureau of Elementary Education (BEE) is responsible for providing access and quality elementary education for all. It also focuses on social services for the poor and directs public resources and efforts at socially disadvantaged regions and specific groups. The Bureau of Secondary Education (BSE) is responsible for providing access and quality secondary education. Its aim is to enable every elementary graduate to have access to secondary education. It improves access to secondary education by establishing schools in municipalities where there are none and reviews the overall structure of secondary education as regards curriculum, facilities, and teachers’ in-service training. The Bureau of Non-formal Education (BNFE) is responsible for contributing to the improvement of the poor through literacy and continuing education programmes. Its aim is to provide focused basic services to the more disadvantaged sections of the population to improve their welfare and contribute to human resource development. The Bureau of Physical Education and School Sports (BPESS) is responsible for physical fitness promotion, school sports development, cultural heritage revival (Kundiman Fiesta), natural heritage conservation, and values development. Its aim is to inculcate desirable values such as self-discipline, honesty, teamwork, sportsmanship, excellence and others and make the Filipino youth fit to respond adequately to the demands, requirements, challenges and opportunities that the next century may bring. The functions of the BPESS were absorbed by the Philippine Sports Commission in August 1999. Attached agencies to the Department are the National Museum, National Library, National Historical Institute, and Records Management and Archives Office. Other offices are

the Instructional Materials Corporation, Instructional Materials Council, Educational Development Projects Implementing Task Force, Educational Assistance Policy Council, National Youth and Sports Development Board, National Social Action Council and Teacher Education Council. The main objective of the cultural agencies of the Department is to preserve, conserve, restore and enrich the cultural heritage, customs and traditions. The Technical Education and Skills Development Authority (TESDA) was established through the enactment of Republic Act No. 7796 otherwise known as the Technical Education and Skills Development Act of 1994. This Act aims to encourage the full participation of and mobilize the industry, labour, local government units and technicalvocational education and training (TVET) institutions in the skills development of the country's human resources. Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and tests, coordinates and monitors manpower policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in both the private and public sectors. The Commission on Higher Education (CHED) is independent and separate from the DepEd. The Commission is responsible for formulating and implementing policies, plans and programmes for the development and efficient operation of the system of higher education in the country. Its coverage is both public and private higher education institutions as well as degree-granting programmes in all post-secondary educational institutions. The creation of CHED was part of a broad agenda for reforms in the country's education system, outlined by the Congressional Commission on Education in 1992. Part of the reforms is the trifocalization of the education sector. The three governing bodies in the education sector are the CHED for tertiary and graduate education, the DepEd for basic education, and the TESDA for TVET and middle level education. There is an imperative need to strengthen and streamline the internal management of educational institutions in order to achieve efficiency and responsiveness to trends and challenges of the next millennium. This could notably be done through decentralizing decision-making authority, reviewing staffing and personnel policies, developing the school as initiator of innovation and improvement, liberalizing policies to ensure competitiveness, autonomy and responsiveness, and streamlining processes for delivery of inputs and services. A recent policy thrust of the DepEd is the empowerment of school principals. The principal shall assume more administrative authority and the corresponding accountability for improving teaching competencies and pupils’ achievement. The policy gives principals the authority to: manage the school’s funds for maintenance and other operating expenses; raise additional funds for the school through Parent-Teachers and Community Associations; design and develop his/her own school improvement programme in collaboration with parents and community leaders; participate in the selection, recruitment and promotion of teachers; plan and develop an innovative curriculum, using the national curriculum as a framework. The Decentralization Programme is being implemented by transferring substantive decisionmaking powers to the school level.

CHAPTER IX -Curriculum Vitae
CERILO F. BURAC JR. ceriloburac@gmail.com 0999-5774995 PERSONAL INFORMATION Nickname: JunJun Age: 20 Birth Date: February 5, 1991 EDUCATIONAL ATTAINMENT Tertiary: Bachelor in Business Teacher Education Major in Business Technology Polytechnic University of the Philippines- Quezon City, 2007-2011 Secondary: Newland Center for Education La Forteza Subdivision, Camarin, Caloocan City Primary: Camarin D. Elementary School Camarin Road, Caloocan City Height: 5’5” Weight: 290 lbs. Birth Place: Caloocan City

CHAPTER X -ATTACHMENTS (Picture, Lesson Plan, Daily Time Record, Evaluation Form and Clearance)

My Students in II-Aristotle, II-Pasteur And II-Darwin

This is my (formerly our) Cooperating Teacher, Mam Arcellana

This was my student’s art work. Sweet…

LESSON PLAN Date: March 8, 2011/ Friday Year and Section: II-Aristotle I. Content: Area: Entrepreneurship Chapter: Entrepreneurial Activities Lesson: Retailing Materials: chart, illustrations Reference: TLE Manual IIss II. Objective: At the end of the lesson the student should be able to: 1. Discuss what is retailing by studying its word origins and understanding its meaning; 2. Appreciate retailing as one of the Philippines’ main source of income; 3. And, demonstrate retailing activities by classifying its types of production. III. Procedure A. Preparatory 1. Daily Routine: prayer, greetings, checking of attendance 2. Motivation: Game: Charade Word Puzzle B. Presentation: Discussion: -Etymology of “Retail”, Types of Retailing Activity by marketing Strategy. C. Closing Activity: 1. Generalization Retailing is the road to financial security. 2. Valuing: Positive and active attitude towards upon putting up a business. 3. Evaluation: Graded recitation. IV. Assignment ( )/Agreement ( ) Topic: Conducting an Interview Interview a successful businessman about his trade secrets that made him victorious.

DAILY TIME RECORD

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