ROMBLON STATE UNIVERSITY

LABORATORY SCIENC HIGH

SCHOOL
Brgy. Liwanag,Odiongan, Romblon

WORK IMMERSION

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 Second Edition 2018

SENIOR HIGH SCHOOL

WORK IMMERSION STUDENT MANUAL
============================================================================================================

CONTENTS
o Part I -
 DepED Vision, Mission and Core Values
 Trainee Information Profile

o PartII –
 Purpose and Legal Basis of Immersion Program
 Concept of Work Immersion
 Conditions for Work Immersion of Students in Workplaces
 Work Immersion Requirements and Procedure
 Practicum Policies for Work Immersion
 Trainee Personal Conduct
 Grading System/Assessment
 Work Immersion Performance Evaluation - Skills
 Evaluation Sheet – Immersion Assessment
 Trainee Terminal Report
 Evaluation Sheet – Partner
 SHS Student/Trainee Evaluation Form – School/Partner

o Part III -
 Definition of Terms
 Memorandum of Agreement (MOA) between the Partner
 MOA (Private Company)
 MOA (Non-Government Organization)
 MOA (Local Government Unit)
 MOA (Cooperative)

o Part IV - Monitoring and Evaluation

o Part V
 Certificate of Completion
 Acknowledgement

o Part VI – References
 DepED Order No. 039, s. 2018
 DepED Order No. 30, s. 2017
 DepED Order No. 40, s. 2015
 DOLE Advisory No. 09, s. 2017
 DOLE Order No. 149, s. 2016
 DOLE Advisory No. 08, s. 2016
 DOLE Advisory No. 09, s. 2017

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 Our Core Values
Stewardship. Everything that we have today is
borrowed. Our influence, our power, our environment and
or lives. Let us make use of them responsibly and
conscientiously because we will never pass this world
again.

Competence. An academic institution run by

competent people never go astray. Competence is
knowing our job and doing it beyond what is expected of
us.

Resilience. We must be strong in trying times, never to

surrender nor believe in defeat. Let failure be our defining
moments.

Integrity. To be persuasive, we must be believable; to

be believable, we must be credible; and to be credible, we
must be truthful. This is integrity.

Balance. Life is best lived in harmony. Balance then is

crucial to a good life. RSU embraces the concept of
understanding life and how to keep it best in balance.
When there is balance, there is order. This is our holistic
approach to the total development of man.

Excellence. There is still no substitute for

excellence. It is hard to achieve but it can start as a
habit.
Service. Community service and development is
what makes a University, otherwise we become an
academic institution for nothing.
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TRAINEE INFORMATION PROFILE 1x1 Latest
ID Picture
A. PERSONAL INFORMATION

Name
Last First Middle

Complete Address ________________________________________________________

Contact No. ___________________ Email Address ____________________________

Date of Birth ____________ Place Of Birth _______________ Religion ____________

Age Sex _________ Height (cm) _________ Weight (kls) ______________

Personal Disability (for PWD): _______________________________________________

Health/Medical History (if there is any): _______________________________________

B. FAMILY DATA

Father’s Name: Occupation:

Mother’s Name: Occupation:
Guardian’s Name: ___________________________ Relationship: __________________
Address:

C. STUDENT EDUCATIONAL BACKGROUND

School School Year
Elementary: ___________________________________ _____________
Junior High School: ___________________________________ _____________
Senior High School: ___________________________________ _____________
 Strand/Specialization:_____________________________________________________

F. IN CASE OF EMERGENCY, PLEASE NOTIFY

Name: Relationship :
Address: Contact No.:

I hereby certify that the informations are true and correct to the best of my
knowledge.

Signature Over Printed Name

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Part II
PURPOSE AND LEGAL BASIS OF IMMERSION PROGRAM
With the passage of the Republic Act No. 10533 or the “Enhanced Basic Education
Act of 2013”, DepEd was tasked to implement the K to 12 Program, essentially adding two
(2) years of Senior High School within the Basic Education System.

DepEd designed the implementation of the RA 10533 within the framework of

increased community involvement in the learner’s experience.

With the premise, DepEd offers venues for various stakeholders to participate in the
implementation of RA 10533 specifically through collaboration on the work immersion

Work Immersion is an essential ingredient of the K to 12 Basic Education Program.

It gives opportunity for learners to familiarize with the workplace, simulate employment
and apply the competencies and skills acquired in specialization and applied subjects.

The Department of Education includes work immersion as one of the requirements

for graduation in a Senior High School curriculum. The department issued DepEd Order No
30, s. 2017 "Guidelines for Work Immersion" as basis for the uniform implementation of
work immersion in all Senior High School either public or private and Higher Education
Institutions (HEIs).

Under the said order, the school is empowered to look for partnership with any
institution or organization duly registered/recognized by existing laws and DepEd issuances
such as, but not limited to the following:

a. DepEd Order No. 39, s. 2009 on the commercialization of schools, which

expressly prohibits the appearance of any form of institutional endorsement by the
DepEd for any commercial product or service within the school premises in
exchange for any SHS-industry partnership.

b. DepEd Order No. 6, s. 2012 which expressly prohibits all forms and manner of
cooperation or partnership with the tobacco industry in all areas of the country.

c. DepEd Order No. 40, s. 2012 entitled "Child Protection Policy" (Policy and
Guidelines on Protecting Children in School from Abuse, Violence, Exploitation,
Discrimination, Bullying and Other Forms of Abuse).

d. DepEd Order No. 80, s. 2012 entitled "Strengthening Education in the

Curriculum, Setting Up and Sustaining the Operation of Lactation Station in
Compliance with Executive Order No. 51". School officials are similarly discouraged
from collaborating with companies, manufacturing milk and infant formula
products.

e. DepEd Order No. 55, s. 2013 Implementing Rules and Regulations (IRR) of
Republic Act No. 10627 otherwise known as the Anti-Bullying Act of 2013.

f. DepEd Order No. 40 s. 2015 entitled "Guidelines on K to 12 Partnership" (Policy

and Guidelines on Building Partnerships for the K to 12 Program")

g. Republic Act 7877, An Act Declaring Sexual Harassment Unlawful in the

Employment, Education or Training Environment and for Other Purposes

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 h. Adopt-A-School Act of 1998 (RA 8525) and related DepEd issuances for
corporate donations.

i. In Article 218 and 219 of the Family Code on the special parental authority and
responsibility of schools, administrators and teachers.

j. The Civil Code, including but not limited to provisions on obligations and
contracts and Quasi-Delict. Art. 2176 that provides "Whoever by act or omission
causes damage to another, there being fault or negligence, is oblige to pay for the
damage done. Such fault or negligence, if there is no existing contractual relation
between the parties, is called a quasi-delict. It is governed by the provisions of this
Chapter. Art. 2180 provides in part the obligation imposed by Article 2176 is
demandable not only for one's own acts or omissions but also for those persons for
whom one is responsible."

h. Department of Labor and Employment (DOLE) and Technical Education and

Skills Development Authority (TESDA) issuances, whenever applicable.

CONCEPT OF IMMERSION PROGRAM

To achieve its purpose, the learners are immersed in actual work environment such
as workshops, offices and laboratories in which their prior training is relevant.

The partner institution will provide learners with work immersion opportunities,
workplace or hands-on experience, and additional learning resources. These will enable
the learners appreciate the importance and application of the principles and theories
learned in school; enhance the learners technical knowledge and skills; enrich their skills
in communications and human relations; and develop good work habits, attitudes,
appreciation and respect for work.

The work immersion also provides the learners with an avenue to test themselves
and apply what they have learned in a non-school scenario. In work immersion, learners
are not only able to apply their previous training but are also able to experience the social
interactions in a work environment. Their experiences during work immersion will develop
many skills and values that would help them in their they transition from high school to
real life.

CONDITIONS FOR WORK IMMERSION OF

STUDENTS IN WORKPLACES
The following conditions shall be strictly observed for the protection of SHS
students undergoing work immersion:

1. The work immersion shall be allowed only from 8:00 o’clock in the morning
and end at 5:00 o’clock in the afternoon.

2. Work immersion for students below 15 years old and with permission from
their parent or guardian, shall not be longer than four (4) hours in any given
day; and

3. SHS students regardless of age shall not be allowed for work immersion in
industries and activities considered as hazardous in accordance with

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 Department of Labor and Employment (DOLE) Order No. 149, series of 2016
(Guidelines in Assessing and Determining Hazardous Work in the Employment
of Persons Below 18 Year of Age);

DOLE Department Order No. 149, section 2 (Policy)

Pursuant to Republic Act No. 9231, the employment of a person below 18 years old
of age is prohibited in any work which, by nature or in any circumstances it is carried out,
is hazardous or likely to be harmful to the health, safety or morals of children, such that
it:

a. Debases, degrades or demeans the intrinsic worth and dignity of a child as a

human being;

b. Exposes the child to physical, emotional or sexual abuse, or is found to be

highly stressful psychologically or may prejudice morals;

c. Is performed underground, underwater or at dangerous heights;

d. Involves the use of dangerous machinery, equipment and tools, such as power –
driven or explosives power – actuated tools;

e. Exposes the child to physical danger such as, but not limited to the dangerous
feats of balancing, physical strength or contortion, or which requires the
manual transport of heavy loads;

f. Is performed in an unhealthy environment exposing the child to hazardous

working conditions, elements, substances, co – agents or processes involving
ionizing, radiation, fire, flammable substances, noxious components and the
like, or to extreme temperatures, noise levels, or vibrations;
g. Is performed under particular difficult conditions;

h. Exposes the child to biological agents such as bacteria, fungi, viruses,

protozoans, nematodes, and other parasites; and

i. Involves the manufacture or handling of explosives and other pyrotechnic

products

In addition, Work immersion shall in no case result in the replacement of or

diminution of benefits of the workers in the partner enterprise/company.

WORK IMMERSION REQUIREMENTS

AND PROCEDURES
1. Work immersion requires parental consent;

2. Partner institutions and work immersion venues must be safe, secure, and
suitable place for learning;

3. Partner institutions or organizations must be duly registered/organized by any

accrediting government agency;

4. All work immersion agreement at the school level must be covered by the
Memorandum of Agreement (MOA) for the security of all parties involved; and

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 5. Learners if possible must be insured.

For the Learners – He/She:

1. Must attend Pre and Post immersion activities;

2. Report to the Work Immersion Partner Institution Supervisor during actual

immersion;

3. Perform the duties and tasks as indicated in the prescribed template for work
immersion list of tasks/activities;

4. Prepare the documentations and reports required in the curriculum and by the
Partner Institution.

5. Submit Medical Certificate to ensure fitness for work.

PRACTICUM POLICIES FOR WORK IMMERSION

For Students

1. Eighty (80) hours work immersion except Saturdays and Sundays;

2. Time-in and time-out for accountability;
3. Wear proper protective gear if necessary;
4. Observe precautionary measures in the workplace;
5. Abide by the rules and regulations set by the agency or industry partners;
6. Report immediately to the person in authority any observable incidence that might
spark accident;
7. Students must cooperatively work in close supervision by the person in-charge;
8. Demonstrate discipline and proper working ethics at all times;
9. Develop good rapport among the co-immersion students and partner industry
personnel and customers; and
10. Display desirable customer service.

For Partner Industry

1. Conduct pre-orientation of the students about the requirements, place, working

conditions, person in-charge and safety;
2. Ensure the work immersion students’ safety and good working environment;
3. Adhere to the mandated time schedule;
4. Stick to the work description of the student as specified in the specialization;
5. Communicate any notable misbehaving attitudes of the trainee to the work
immersion coordinator;

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 6. Create and implement policy standard based on Gender Sensitivity Principle;
7. Give equal opportunities among trainees;
8. Encourage respect and mutual understanding among agency personnel and trainee;
9. Monitor student whereabouts during immersion time;
10. Consider religious beliefs and practices in work schedule.

TRAINEE’S PERSONAL CONDUCT

A trainee must be responsible and committed individual; a dignified student,
whether in or out of the campus, must be the pride of the school, home and the society
where he/she lives.

To attain these, he/she must be guided by the following norms of conduct:

1. Must strictly observe punctuality in reporting to his/her assigned training

area;

2. Observe proper grooming, be simple, come to work wearing the prescribe

uniform including the proper identification.
3. Show respect and courtesy towards co-trainee, employees and clients at all
times;

4. Be humble enough, accept mistakes and must always have an open heart and
mind for correction and for improvement. He/She must ask help for things
that he/she doesn’t know;

5. Refrain from engaging in gambling, illicit activities, drinking hard liquors and
related activities while at work or within the company or office premises;

6. Submit required reports and requirements on time;

7. Follow the rules and regulations set forth by the company/office where
he/she is undergoing the on-the-job training; and

8. Always observe highest degree of discipline and right conduct.

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 GRADING SYSTEM
The final grade in On-the-Job Training/Practicum shall be computed based on the
following criteria: (Deped Order No. 8, s. 2015)

Grading Scheme Academic Track TVL/SPORTS/ARTS &

DESIGN TRACK
Partnership Institution Supervisor 40% 60%
(performance task) - skills
Institutional Partner Evaluation 25% 20%
(immersion assessment)
Practicum Report 35% 20%
(written work)
TOTAL 100% 100%

The passing grade is 75%.

A trainee who fails to submit the requirements on time at the end of the semester
shall be given a grade of NO CREDIT (NC).

A student involving moral turpitude during his/her immersion will be recalled from
the partner institution if found guilty and will be subjected to disciplinary action upon due
process. The school will determine the weight of misconduct committed by the student.

A student shall be given a failing grade if he/she has exceeded the maximum
allowable absences of 20% of the required immersion hours as reported by the training
supervisor.

Upon completion of the required number of weeks/hours, require the students to

submit to the Adviser a Certificate of Completion stating the student’s general
performance and that the student has satisfactorily completed all requirements.
The assigned supervisor fills-up the Evaluation Form, signs, seals, and submits this
to the adviser through the student.

WORK IMMERSION PERFORMANCE EVALUATION

Trainee __________________________________ Student LRN _______________________

Track/Strand _____________________________ Specialization: _____________________
Name of Partner Agency/Institution/Company ______________________________________
Period Covered ___________________________ Training Hours: _____________________
Training Schedule _____________________________________________________________
Job Assignment/Description ____________________________________________________

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Direction: This form seeks your objective, honest and fair evaluation of the Student’s
performance. Please indicate your rating on the different items by checking the
appropriate number using the rating scale indicated herewith.
5 – Outstanding 3 – Satisfactory 1 - Poor
4 – Very Satisfactory 2 - Unsatisfactory

No Job Performance 1 2 3 4 5

1. Reports to work on time and regularly

2. Reports to work in proper uniform and well groomed

3. Accepts responsibility and volunteers for an assignment

4. Establishes rapport with the personnel he/she associates

with
5. Cooperates with co-trainees with job-related concerns

6. Shows respect to his/her co-trainees, workers and

superiors
7. Has a great deal of initiative and enthusiasm to learn the
job
8. Learns job details quickly

9. Performs the job without needing close supervision

10. Finds way to do the job better

11. Follows job instructions correctly

12. Performs job with ease and self-confidence

13. Finishes job on time

14. Prepares/submits report accurately/punctually

15. Makes a worthwhile suggestions

16. Courteous and considerate to clients

17. Observes partner agency/institutions/company rules and

regulations
18. Exhibits orderly and safe working habits

19. Achieves objectives and meet standards in quantity of

work produced.
20. Applies technical knowledge and ability to do the job

21. Achieves satisfactory results for duties and tasks

completed
22. Ensures customer service with timely and complete
responses for requests
23. Demonstrates working level of skills/knowledge in area of
expertise
24. Exercises solid listening, written, and oral communication
skills

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 25. Demonstrates leadership abilities
Total
Average

Average Rating (Percentage Rating) - _____________________

Descriptive Rating - _____________________

General Comments: (includes areas of strength and area needing improvement)

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Appraised by : ____________________________________
Name and Signature of
Partner Institution Supervisor

Date : _______________________

TABLE 1
Rating Descriptors Grading scale Remarks

5 Outstanding 90-100 Passed

4 Very satisfactory 85-89 Passed
3 Satisfactory 80-84 Passed
2 Fairly satisfactory 75-79 Passed
1 Did not meet Below 75 Failed
expectations
Note: To be accomplished by Partner Institution

EVALUATION SHEET
(For Work Immersion Partner)

Using the scale below, rate the student in each item. Write the number that
corresponds to your trainee on the space provided on the right hand side:

5 – OUTSTANDING 3 – GOOD 1 – NEEDS IMPROVEMENT

4 - VERY GOOD 2 – FAIR

I. WORK ATTITUDES AND HABITS (25 POINTS) 5 4 3 2 1

 Courtesy in dealing with superiors and peers
 Patience and diligence in performing assigned tasks
 Punctuality and regularity in attendance
 Neatness of the reports submitted on the scheduled time
 Punctuality in submitting reports to assigned task
 OVER-ALL RATING WORK ATTITUDES AND HABITS

II. WORK KNOWLEDGE (25 POINTS)

 Technical knowledge
 Relate the theories to actual experience

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  Open to constructive criticism
 Open to suggestions
 Discreet, capable of observing prudent silence
 OVER-ALL RATING: WORK KNOWLEDGE

III. PERSONALITY AND PERSONAL APPEARANCE (25 POINTS)

 Reports for work always neat and well-groomed
 Reports for work on properly attire
 Shows poise and self confidence
 Shows emotional maturity
 Can easily deal with co-workers
 OVER-ALL RATING: PERSONALITY AND PERSONAL APPEARANCE

IV. PROFESSIONAL COMPETENCE (25 POINTS)

 Performance of work (as a whole)
 Readily understands instructions
 Shares sound suggestions to problem
 Can cope up with prescribed ethical standards
 Speaks audibility in wee-modulated voice
 OVER-ALL RATING: PROFESSIONAL COMPETENCE

TOTAL POINTS
Average Rating _______ Percentage Rating _______
Descriptive Rating _______
_______________________________________
Signature over printed Name of Evaluator
___________________________________
Position
SCORING RUBRICS ON TVL
(Skills Demonstration)
HIGHLY SKILLED MODERATELY UNSKILLED NO ATTEMPT
30% SKILLED (28-27) SKILLED (24-23) (23-21)
(30-29) (26-25)
Proper and Appropriate and Appropriate and Appropriate and Never selects, No attempt to
effective effective effective effective prepares and use use
use of tools, selection, selection, selection, appropriate tools/equipment
equipment, preparation and preparation and preparation and materials and to task given
and use of materials use of materials use of materials tools/equipment
materials and and and
tools/equipment tools/equipment tools/equipment
all the time most the time some of the time

30% (30-29) (28-27) (26-25) (24-23) (23-21)

Work Systematic Systematic Systematic Never follows No attempt to
Application application of all application of all application of Systematic apply procedure
Procedure work procedure work procedure work procedure application of to the task given
all the time even most of the time some of the time procedure and
without proper even with with constant highly
supervision minimum supervision development on
supervision supervision
25% (25-24) (23-22) (21-20) (19-18) (17-16)
Safety and Highly self- Self-motivated Self-motivated Needs to be Not motivated
work habits motivated and and observes and observes motivated and and totally
observes all most safety and sometimes some does not disregards safety
safety and security of the safety and observed safety and security
security precautions most security and security precautions in
precautions all of the time in precautions in precaution in work
the time work work work

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 15% (15-14) (13-12) (11-10) (9-8) (7-6)
Speed/ Finished the Finished the Finished the Finished the No work at all
Time work ahead of work on time work close to work beyond the
time given time given time

TABLE 2
Converted Final Raw Score Numerical Grade Point Value
93 – 100 96 – 100 4.0
85 – 92 91 – 95 3.5
77 – 84 86 – 90 3.0
69 – 76 81 – 85 2.5
61 – 68 76 – 80 2.0
60 75 1.0

GRADING RUBRICS FOR ARTS & DESIGN

(output)
ADVANCED PROFICIENT BASIC IN-PROGRESS
GRADE/ A+ A B C D F
STANDARD
How well Every All Many directions Some Few directions Directions
directions direction is directions are followed directions are followed have not
are followed followed to are followed are followed been
the fullest followed
extent

Neatness Completed Com-pleted Completed Completed Artwork is Artwork is

artwork is artwork is artwork is neat, artwork is incomplete or incomplete
exceptio-nally very neat with some parts more messy extremely
neat less neat than neat messy

Work Habits Student Student Student worked Student Student did Student did
worked for worked for most of the worked part not work much not work
extra period entire period and of the period during the during the
with superior period and needed and few and needed period and period even
focus and did did not need reminders to several needed with several
not need reminders to stay on tasks reminders to several reminders to
reminders to stay on task stay on task reminders to stay on task
stay on task stay on task

Expectations Student has Student has Student has met Student has Student has Student has
exceeded fully met most met some met few not met
expectations expectations expectations of expectations expectations expectations
of his/her of his/her his/her ability of his/her of his/her of his/her
ability level ability level level ability level ability level ability level

TABLE 3
Converted Final Numerical Grade Letter Grade Point Value
Raw Score
93-100 96-100 A+ 4.0
85-92 91-95 A 3.5

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 77-84 86-90 B 3.0
69-76 81-85 C 2.5
61-68 76-80 D 2.0
60 75 F 1.0

SCORING RUBRIC FOR WRITTEN REPORT

(Technical Report)
POINTS DESCRIPTION
4  understanding of concept is clearly evident

 uses effective strategies to get accurate results

 uses logical thinking to arrive at conclusion

3  understanding of the concept is evident

 uses appropriate strategies to arrive at a result

 shows thinking skills to arrive at conclusion

2  has limited understanding of a concept

 uses strategies that are ineffective

 attempts to show thinking skills

1  has a complete lack of understanding of concept

 makes no attempt to use a strategy

 shows no understanding

TABLE 4
Converted Final Numerical Grade Letter Grade Point Value
Raw Score
93-100 96-100 A+ 4.0
85-92 91-95 A 3.5
77-84 86-90 B 3.0
69-76 81-85 C 2.5
61-68 76-80 D 2.0
60 75 F 1.0

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 PRACTICUM WRITTEN REPORT FORMAT
(Immersion Student)

All students undergoing immersion is required to submit a bounded written report

after the duration of the immersion activity. The contents of the bounded reports are as
follows:

Title Page
Table of Contents
Acknowledgement
Introduction

Chapter I : Brief History/Background of the Partner Institution/Agency/

Company or Company profile/Vision/Mission (1-3 pages)

Chapter II : Assessment of Immersion Program

(Reaction Paper: with the following suggested format:
 What have I learned from the experience? (technical)
 My experience with the people around me
 The most memorable event during my immersion
 What I can recommend for the improvement of the
Immersion Program
 My advice to those who will take their immersion in the
near future
 Weekly Progress Report Compilation
 Conclusion

Chapter III : Pertinent Documents:

 Evaluations Sheet/s
 Training Schedule Form
 Certificate of Completion
 Daily Time Record (DTR)
 Recommendation Letter
 Trainee Resume

Chapter V : Appendices
 Photos
 Other MOVs

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 WEEKLY PROGRESS REPORT

Student Name - __________________________________________

Week # - __________________________________________
Inclusive Dates - __________________________________________

 (Document all Activities for the week. Enumerate daily accomplishments)

o Activities
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_________________________________________

o Recommendations
_____________________________________________________________
_____________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________

Preapred by:

_____________________________________
Supervisor’s Name and Signature

_____________________________________
Position

@ Enclosed MOV’s if necessary:

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PART III
DEFINITION OF TERMS
These Guidelines for Work Immersion will use the following terms and their corresponding
definition as spelled out below:

1. Partner Institutions are public or private institutions or organizations that are able
and willing to lend their expertise and resources; and enter into agreement with
any of the DepEd or Non-DepEd offices and/or schools. This enables DepEd to
strengthen its capacity to offer Senior High School, without monetary requirements
from both.

2. Memorandum of Agreement is legally binding document, which spells out the

specific terms and conditions between and among parties entering into a
partnership to implement a program, project, or any other similar undertaking. It
can be entered into the central, regional, division, or school level. The scope and
limitations of the Memorandum of Agreement shall not be contrary to laws, public
customs, and moral compasses.

3. Partnership refers to the relationship between the partner institution and the
school, or any office of DepEd (Central Regional or Division) that responds to the
needs of the K to 12 proram in general, and Senior High School in particular, which
is formalized through a Memorandum of Agreement.

4. School Partnership Focal Person is the person authorized to seek partnership

between DepEd and Institutions. (Deped Order 40, s. 2015)

5. Work Immersion refers to the subject of the Senior High School Curriculum, which
involves hands- on experience or work simulation in which learners can apply their
competencies and acquired knowledge relevant to their work.

6. Work Immersion Partnership Institution Supervisor serves as the counterpart of

the Work Immersion Teacher and may also be the representative of the partner

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 institution in forging partnership with DepEd schools. This person shall be identified
in the MOA.

7. Work Immersion Teacher is the school personnel who is assigned to supervise the
learners at the Work Immersion venue in coordination with the Work Immersion
Partner Supervisor.

8. Workplace Immersion Venue is the place where work immersion is conducted. It

shall conform to the law and the rules and regulations on safety, appropriateness in
learning, and availability of facilities and equipment, which are issued by the
DepEd (DO No. 40 s. 2015), Technical Education and Skills Development Authority
(TESDA), Department of labor and Employment (DOLE), Commission on Higher
Education (CHED), and other relevant government agencies. Examples of work
immersion venues include offices, factories, shops and project sites.

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PART IV – Monitoring
Template
WORK IMMERSION MONITORING
AND EVALUATION TOOL
Name of School ______________________________ Division/Region ____________________
School Head _________________________________ Date of Monitoring _________________
Directions: Check the box that corresponds to your answer in each item using the legend
below.
Legend:
 E - Evident
 El - Evident but Inadequate
 NE - Not Evident
 NA - Not Applicable

E EI NE NA

I. Curriculum implementation & compliance

 Class schedule and students output/portfolio

 Student output and partner institution’s feedback about student’s

performance

 List of offerings vs. community demographics

 List of partner institutions and their nature of business vs.

student’s specialization

II. Work Immersion Delivery Process

 Prescribed template to student’s activities & matrix of student’s

competencies per specialization

 Evaluation of student’s readiness for work immersion which should

be tailored to the context of the school

 Student’s evaluation with stated remarks and plan of action on the

part of students

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  Student statement of personal goals in the work immersion vs list
of competencies and activities that will be identified together
with the partner institution supervisor

III. Assessment of Student’s Progress

 Documentation of student’s orientation about the assessment of

their performance

 Documentation of conference with the students and their

performance

 Student’s checklist of competencies with the remarks of the

partner institution supervisor

IV. Supervision of work Immersion Implementation

 Monitoring plans of School Head, School Partnership Focal Person,

and Work Immersion Teacher

 Documentation of the actual monitoring, which includes utilized

budget, venues, visited, monitoring results and the like.

 Minutes of meeting with the concerned personnel

 Matrix of monitoring results and the actions taken

 Minutes of meeting and post conference documentation

 Documentation of teachers and personnel training with the

attached utilized budget

V. Administrative Concerns

 Compiled accomplished parental consents

 Documentation of students and parents orientation on work

immersion

 Approved budget vs. financial report of work immersion

 Display of profiles of confirmed work immersion partners.

 Organized compilation of MOAs

 Documentation of school and partner institutions compliance to

MOA (e.g., safety guidelines of partner institution for students
minutes of meeting of both parties)

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  Inventory of supplies and materials vs. reports of utilization

 List of approved joint working group, their minutes of meeting and

other relevant documentation

 Map of facilities and venues in relation to the schools location

 Insurance documents of the students and the budgetary allotment

 Documentation of orientation for the personnel and teachers

 Mid-year and year-end reports by the school

 Matrix of issues and concerns from the reports and actions taken

SUMMARY OF RESULTS

Write the total number of checks per area and identity those that are not evident and
evident but inadequate, which merit actions to be taken.

AREAS TO BE MOTINORED EVIDENT NOT EVIDENT BUT NOT

EVIDENT INADEQUATE APPLICABLE
I. Curriculum
Implementation and
Compliance
II. Teaching and
Learning Process
III. Assessment of
Learning Process
IV. Supervision of
Instructional Plans
V. Administrative
Concerns

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PART V
Republic of the Philippines
__________________________________
______________________________________
______________________________________
______________________________________

CERTIFICATE OF COMPLETION
(TEMPLATE)

This certificate is hereby awarded to _______________________________ for

having successfully completed the ________ (No. of hours) immersion in

________________________________ (area of specialization) as a requirement for

graduation of the Senior High School (SHS) Curriculum.

Given this ____________ day of _________________________, 2017 at

_____________________________________________ (place of immersion).

____________________________________
Signature Over Printed Name
CEO/Director/Manager/President

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