PRACTICUM

MANUAL

GED 426
Eula Mae C. Busbus
FACULTY- CTE
 ACKNOWLEDGEMENT

The College of Teacher Education is in continuous quest of providing the

students significant learning experiences through Teaching Internship. This manual
was created with the intention of monitoring the students during their deployment.
The author would like to acknowledge the individuals/groups who supported the
completion of this manual.

The author would like to extend gratitude to the management of The

University of Mindanao for the untiring support in giving necessary trainings for
the creation of this manual.

The author would also like to thank the following individuals: Dean Jocelyn
B. Bacasmot, Assistant Dean Phyll Jhann Gildore, PH Maribel Abalos, and PH
Reita Palma for the support and the encouragement to develop this teaching
internship manual. To the Faculty Members of the College of Teacher Education,
thank you for sharing your knowledge and expertise.

Above all, to our God Almighty for the guidance and the wisdom during the
process of completing this manual.

-EMCB

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 RATIONALE

The Teaching Internship Manual is intended for the teacher education

students taking up the Teaching Internship course under the Secondary Education
Program and the Elementary Education Program. This manual will serve as a guide
for the students in the completion of their Teaching Internship. This contains the
activities to be completed during the pre-deployment, deployment, post deployment
phases. Lastly, this also contains the specific activities that the students have
completed during the entire course of their teaching internship.

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 THE UNIVERSITY OF MINDANAO

VISION:

By 2022, a globally recognized institution providing quality, affordable, and

open education

MISSION:

Provide a dynamic and supportive academic environment through the

highest standard of instruction, research, and extension in a non-sectarian
institution committed to democratizing access to education.

VALUES

1. Excellence. We are committed to world-class customer service and quality as we

excel for the mutual success of our clients, employees, and partners. Our
professionals are customer-driven and continually add value to our services
whenever it benefits our clients. We are committed to working toward continual
improvement in everything that we do.

2. Honesty and Integrity. Our business is based on a long-term relationship that

requires utmost trust. We are accountable to our customers, owners, suppliers, and
fellow employees. We do what we say we’re going to do.

3. Innovation. We always think outside the box to provide the best solutions for our
customers. Our best solutions often evolve from discussions across different
divisions and with our many strategic partners.

4. Teamwork. We realize that every employee is integral to the success of the

institution, and we strive to promote teamwork across departments for the benefit
of our customers. We also value our relationships with our strategic partners and
recognize their importance in delivering solutions to our customers.

CORE COMPETENCY

“Quality, Affordable, and Open Education”

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 TABLE OF CONTENTS

Page
Number
Introduction 6
OJT Policies and Guidelines 6
Program Educational Objectives 7
Student Outcomes 8
Course Outcomes 8
Practicum Guidelines 9
Course Description & Credit 13
Course Outline 13
Student Teacher’s Profile 14
Student’s Checklists
• Pre- Deployment Requirements Checklist 15
• Portfolio Checklist 16
Teaching Internship Evaluation Forms
• Classroom Demonstration Rubric 17
• Individual Practicum Evaluation Form 18
• Host Training Establishment Evaluation Form 19
Student Teacher’s Deployment Guidelines 20
Work Etiquette 20
Code Of Ethics For Professional Teachers 21
Attendance Sheets 29
Learning Task 1- Lesson Planning 31
Learning Task 2- Teaching Methodologies 37
Learning Task 3- Assessment of Learning 42
Learning Task 4- Instructional Resources 47
Learning Task 5- The Teaching Profession 52
Detailed Weekly Report 57
References 67

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 INTRODUCTION

In pursuit of outcomes-based education where learning outcomes need to be

measurable and demonstrable, an OJT/practicum/internship course is a vital part of
the teaching-learning process. This is where theories and concepts learned in the
early years of study will be demonstrated and put to use into practice. This will
allow students to strengthen theories learned in the classroom with actual
workplace organizational practices and procedures, systems knowledge and
decision-making mechanisms. The course recognizes that students can best be
trained at the job site under real workplace conditions. (OPM 6.16)

The Teaching Internship aims to expose the students on the actual practices
of the principles of teaching and classroom management, and to apply the theories
learnt inside the classroom into real situations and experiences. The OPM 6.16 also
stipulates that the Host Training Establishment (HTE) is tapped to provide exposure
for high levels of employee competence or expertise in the workplace. In this course,
students will be given important tasks geared towards the development of their
skills and competencies.

This manual will serve as a guide for the teacher education students in their
teaching internship. This will also provide guidelines to the Host Training
Establishments, parents, students, and other participants of the important policies
and procedures.

OJT POLICIES AND GUIDELINES

1. It is the responsibility of the Dean, in coordination with the Program Head

and/or OJT Coordinator, to negotiate for potential HTEs where students can
undergo on-the-job, practicum and internship training that match the
students’ field of discipline. An OJT Coordinator shall be identified as the
school’s counterpart in the program.

2. A Memorandum of Agreement/Understanding (MOA/MOU shall be forged

between UM and the concerned HTE to formally establish linkage for the
purpose of OJT/practicum/internship programs. The MOA/MOU shall
contain the nature of the program, learning objectives and outcomes,
schedules, duties and responsibilities of all parties involved.

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 3. A student must have completed 95 percent of the major courses as specified
in the curriculum before he/she be allowed to enroll in the
OJT/practicum/internship course, except for programs under Environmental
Studies, Engineering, Accountancy, Multimedia Arts and Biology.

4. Orientation seminars shall be conducted to prepare students for deployment,

including due diligence requirements. For the undergraduate students,
parents/guardians are required to attend the orientation as part of the
requirement.

5. The course shall be handled either by the Dean and/or Program Head/OJT
Coordinator in coordination with the External Relations and International
Affairs Office thru the Linkage Officer, who shall ensure the smooth
collaboration between the college and the concerned HTE for the entire
duration of the program. The Linkage Officer shall make sure all
documentary requirements for collaboration are in order. The Academic
Affairs Office shall assist in monitoring the outcomes of the programs.

PROGRAM EDUCATIONAL OBJECTIVES (PEO) of BEED/BSED:

Three to five years after graduation, the BEED/BSED/BPE graduates are

expected to:

A. Demonstrate updated and deep knowledge of the subject matter they

teach;

B. Apply a wide range of teaching process skills particularly on lesson

planning, materials development, teaching approaches, and ethical
considerations;

C. Demonstrate effective communication skills and ethical responsibility in

teaching profession; and

D. Engage in continuing professional education and trainings.

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STUDENT OUTCOMES (SO) of BEED/BSED:

Upon graduation, the BSED - English students are expected to:

a. Articulate the rootedness of education in philosophical, socio-cultural,

historical, psychological, and political contexts;
b. Demonstrate mastery of subject matter/discipline;
c. Facilitate learning using a wide range of teaching methodologies in various
types of environment;
d. Develop innovative curricula, instructional plans, teaching approaches, and
resources for diverse learners;
e. Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices;
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing,
and reporting learning processes and outcomes;
g. Practice professional and ethical teaching standards sensitive to the local,
national, and global realities; and
h. Pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities.

COURSE OUTCOMES:

Upon completion of the course, the student teachers are expected to:

1. Demonstrate content knowledge and its application to various teaching

areas.

2. Employ different methodologies.

3. Design instructional plans and assessments aligned with the learning

outcomes.

4. Create and use instructional resources including ICT to meet learning goals.

5. Demonstrate behaviors upholding the dignity of the teaching professions.

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 PRACTICUM GUIDELINES

A. Responsibilities of the TEACHER EDUCATION INSTRUCTION (TEI), the

Academic Institution. (based from MOA)

1. To conduct preliminary pre-deployment and post deployment orientation among

qualified student teachers and schedule of activities including academic policies;

2. To assign a Student Teaching Supervisor and Supervising Professors who will

serve as contact persons between the Industry and Academic Institutions;

3. To provide and orient the necessary forms that will be used by the cooperating
teachers and supervising professors in the observation and evaluation of student
teachers.

4. To conduct ocular visit and consultation to supervise student teachers in their

classes as necessary;

5. To abide with the school policies both of the industry and academic institution;

B. Responsibilities of the DEPARTMENT OF EDUCATION, the INDUSTRY

PARTNER. (based from MOA)

1. To ensure availability of schools for observation and practice teaching;

2. To provide qualified and dedicated cooperating teachers who are willing to

facilitate and share teaching knowledge and skills to student teacher;

3. To accomplish observation form and rate student teachers and accomplish other
forms related to the Extended Practicum Program;

4. To model the standard social and professional relationship to student teachers;

5. To conduct orientation program with the students and all stakeholders of

Extended Practicum Program;

6. To allow Cooperating Teachers (CT) and school administrators to attend

consultation meetings called by the TEI;

7. To allow the students to gain access to school facilities for instructional purpose;

8. To provide time to observe the final demonstration classes of student teachers;

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9. To approve the supervision schedule of student teachers and activities;

10. To inform in writing the TEI concern on any behavioral; and

11. To submit in writing an evaluation report which will include behavioral and
disciplinary problem by the student observer and the pre-service teacher while in
the cooperating school.

12. To require the cooperating schools to submit an evaluation report to the

university which will include their general comments and suggestions to be used for
future improvements.

C. Duties and Responsibilities of the Coordinator (PC). (based from OPM 6.16)

1. Conduct regular weekly meetings with the students to provide avenue discuss
issues and concerns encountered during the duration of the program.

2. Weekly consultation of interns shall be done and any issues/concerns that arise,
the OJT Coordinator shall immediately communicate with the department head to
resolve issue/concern.

3. Ensure compliance with the due diligence requirements with the approval of the
APS.

4. Submit regular deployment reports to APS for monitoring.

5. Accomplish the Individual Practicum Evaluation Form at the end of the internship
period and submit the final grade based on the grading system stipulated in the
syllabus.

D. Duties and Responsibilities of the Cooperating Teacher. (based from CHED

Memorandum Order No. 104, Series 2017)

1. Allows the students to gain access to school facilities/software/systems for

instructional purposes.

2. Provides time to observe the demonstration classes of student teachers.

3. Encourages student interns to develop their personality and professionalism, and

to the extent possible, protect them from physical or moral danger.

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4. Orients the student interns on the standard rules and regulations of the
department.

5. Facilitates the processing of the documents of the student intern in coordination

with the College of Teacher Education.

6. Provides practical training or work experience in accordance with agreed

internship plan and schedule of activities.

7. Ensures that student interns do not perform tasks and duties of regular position
in the department.

8. Provides supervised applied learning experience for student interns in

accordance with agreed Internship Plan and schedule of activities.

9. Develops feedback mechanism to the student intern.

10. Provides monitoring and evaluation (from time to time) on student intern’s
performance.

11. Makes available the accurate and current records and provide access to the
college of such records while on internship. (STs are not allowed to finalize the
records of the students.)

12. Issues certificate of completion for the student interns not later than two weeks
after the completion of internship.

E. Duties and Responsibilities of the Pre-service Teachers/ Student Teachers

(ST). (based from CHED Memorandum Order No. 104, Series 2017)

1. Sign all the required documents necessary for his or her participation in the
internship program.

2. Undergo required orientation/ internship program conducted by the department

and the college.

3. Report for internship in the department based on the schedule.

4. Perform tasks and activities indicated in the internship plan.

5. Maintain confidentiality, when and where appropriate, during and after the
internship period of all the data, business or trade secrets where such information is
not within the public domain and is indicated or understood to be confidential.

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6. Adhere to the existing rules and regulations of the department.

7. Submit a journal of internship as required by the department on approved

internship plan, his/her experiences describing the internship activities, any
problem/s encountered, and his/her reflections on the internship experience to the
OJT Coordinator.

8. Complete the agreed duration of his/her internship; In the case the student intern
will be unable to finish his/her internship within the designated period, he/she shall
inform the OJT Coordinator in writing the of his/her intent and reasons to
prematurely end his internship, at least three (3) working days before his last day of
internship. Failure to complete the internship program without valid cause
disqualifies the student intern from retaking the program with concerned
department.

9. Report to the OJT Coordinator for an exit assessment after the completion of the
internship program.

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Course Description (GED 426):

This course is a one semester full time teaching internship in basic education
schools using a clinical approach under the mentorship of a cooperating teacher.
Teaching internship shall be done both in the in-campus or off-campus if possible.
No academic courses shall be taken together with Teaching Internship. A teaching
portfolio shall be required and the completion of the Action Research.

Course Credit: 6 Units

Contact Hours: 40 hours per week full time (no academic units allowed)

Pre-requisite: Field Study Subjects

Course Outline:

TIME FRAME ACTIVITY

Week 1 to Week 4 Introduction
Orientation on the Requirements
Pre- deployment Pre-deployment Orientation
Pre-deployment Seminars
• Gender and Development
• Child Protection Policy
• Lesson Planning
• Teaching Strategies and Approaches
• Instructional Materials/Aids
• Work Etiquette
• Emergency Response
Week 5 to Week 16 Actual Teaching
Lesson Plan Preparation
Deployment Instructional Aid Preparation
Assessments
Week 17 to Week 18 Post Deployment
Accomplishment of Practicum Requirements
Post Deployment Practice Teaching Manual
Portfolio
Week 19 Submission of Practice Teaching Portfolio and
Practice Teaching Manual
Oral Presentation

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 STUDENT TEACHER’S PROFILE

Name:

Course/Major:

Age:

Status:

Contact Number:

Name of Host Training Establishment:

Name of Cooperating Teacher:

City Address:

Permanent Address:

Contact Person:

Relationship:

Student’s Signature:

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 PRE- DEPLOYMENT REQUIREMENTS CHECKLIST

Requirement Date Submitted Signature Status

1. Parent’s Consent (Notarized)

2. Medical Certificate

3. Certificate of Mental Fitness

4. Certificate- GAD & CPP

5. Certificate- Lesson Planning

6. Certificate- Teaching Strategies

7. Certificate- Work Etiquette

8. Certificate- Emergency Response

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 PORTFOLIO CHECKLIST

Cover Page
Table of Contents
Certificate of Completion
Attendance Sheets
Parental Consent
Pre-deployment
Medical Certificate
Requirement
Certificate of Mental Fitness
SF1
SF2
SF3
School Forms
SF4
SF5
SF6
Lesson Plan with
Demo Teaching 1-10
Scoring Rubrics
Sample Assessment Task
Evaluation from students
HTE (Host Training Establishment) Evaluation
Individual Practicum Evaluation Form
Documentation (Picture with Narrative Captions per week)
Gender and Development & Child Protection
Seminar
Teaching Strategies
Lesson Planning
Certificates
Work Etiquette
Emergency Response
Community Extension
Final Permit

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CLASSROOM DEMONSTRATION RUBRIC

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INDIVIDUAL PRACTICUM EVALUATION FORM

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HOST TRAINING ESTABLISHMENT EVALUATION FORM

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 STUDENT TEACHER’S DEPLOYMENT GUIDELINES

The student teachers are expected to follow the guidelines below in the
conduct of the teaching internship. The student teacher must:

1. Attend the HTE’s Orientation at the beginning of the deployment period.

2. Secure the official Attendance Sheets from the Dean’s Office.
3. Create his/her Lesson Plan ahead of time and submit it to his/ her
cooperating teacher at least two days prior to the scheduled classroom
demonstration.
4. Complete the required number of teaching demonstrations at least a week
before the scheduled post deployment program of the HTE.
5. Secure the following evaluation forms: Classroom Demonstration, Individual
Practicum Evaluation Form, and Host Training Establishment Evaluation
Form.
6. Process the Certificate of Completion right after the post-deployment
program.
7. Document all the activities of the students, and feature it in the student’s
portfolio.
8. Complete his/her School Forms, Manual, and Portfolio on time.
9. Attend all the official activities of the HTE and the college.
10. Present the Student’s Portfolio during the final exam.

Work Etiquette

1. Always wear the prescribed OJT uniform of the university, official practicum
polo shirt, nametag, school ID, and school pin.
2. Be physically presentable all the time.
3. Be respectful at all times. Do not forget to say “Good Morning, Ma’am/ Sir”,
“Please”, and “Thank you”.
4. Do not use foul language.
5. Complete the task/requirements on time.
6. Be punctual at all times. Manage your time wisely.
7. Prepare Lesson Plans, Instructional Materials, and Assessment Tasks ahead
of time.
8. Inform the cooperating teacher in case of absences due to
sickness/emergencies.
9. Always follow the HTE’s rules and regulations.

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 CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise
known as the Philippine Teachers Professionalization Act of 1994 and paragraph
(a), section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby
adopt the Code of Ethics for Professional Teachers.

Preamble

Teachers are duly licensed professionals who possesses dignity and reputation with
high moral values as well as technical and professional competence in the practice
of their noble profession, and they strictly adhere to, observe, and practice this set of
ethical and moral principles, standards, and values.

Article I: Scope and Limitations

Section 1. The Philippine Constitution provides that all educational institution shall
offer quality education for all competent teachers. Committed to its full realization,
the provision of this Code shall apply, therefore, to all teachers in schools in the
Philippines.

Section 2. This Code covers all public and private school teachers in all educational
institutions at the preschool, primary, elementary, and secondary levels whether
academic, vocational, special, technical, or non-formal. The term “teacher―
shall include industrial arts or vocational teachers and all other persons performing
supervisory and /or administrative functions in all school at the aforesaid levels,
whether on full time or part-time basis.

Article II: The Teacher and the State

Section 1. The schools are the nurseries of the future citizens of the state; each
teacher is a trustee of the cultural and educational heritage of the nation and is
under obligation to transmit to learners such heritage as well as to elevate national
morality, promote national pride, cultivate love of country, instill allegiance to the
constitution and for all duly constituted authorities, and promote obedience to the
laws of the state.

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Section 2. Every teacher or school official shall actively help carry out the declared
policies of the state, and shall take an oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his
own, every teacher shall be physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and devotion
to duty.

Section 5. A teacher shall not engage in the promotion of any political, religious, or
other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or
receive any money or service or other valuable material from any person or entity
for such purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional rights
and responsibility.

Section 7. A teacher shall not use his position or official authority or influence to
coerce any other person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations; provided that, if the
results are inimical to the declared policies of the State, they shall be brought to the
proper authorities for appropriate remedial action.

Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the youth;

he shall, therefore, render the best service by providing an environment conducive
to such learning and growth.

Section 2. Every teacher shall provide leadership and initiative to actively

participate in community movements for moral, social, educational, economic and
civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which purpose
he shall behave with honor and dignity at all times and refrain from such activities
as gambling, smoking, drunkenness, and other excesses, much less illicit relations.

Section 4. Every teacher shall live for and with the community and shall, therefore,
study and understand local customs and traditions in order to have sympathetic
attitude, therefore, refrain from disparaging the community.

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Section 5. Every teacher shall help the school keep the people in the community
informed about the school’s work and accomplishments as well as its needs and
problems.

Section 6. Every teacher is intellectual leader in the community, especially in the

barangay, and shall welcome the opportunity to provide such leadership when
needed, to extend counseling services, as appropriate, and to actively be involved in
matters affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and
official relations with other professionals, with government officials, and with the
people, individually or collectively.

Section 8. A teacher possess freedom to attend church and worships as appropriate,

but shall not use his positions and influence to proselyte others.

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession,
and shall manifest genuine enthusiasm and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality
education, shall make the best preparations for the career of teaching, and shall be
at his best at all times and in the practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional Education

(CPE) program of the Professional Regulation Commission, and shall pursue such
other studies as will improve his efficiency, enhance the prestige of the profession,
and strengthen his competence, virtues, and productivity in order to be nationally
and internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the
school, but shall not make improper misrepresentations through personal
advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it
dignified means for earning a decent living.

Article V: The Teachers and the Profession

Section 1. Teachers shall, at all times, be imbued with the spirit of professional
loyalty, mutual confidence, and faith in one another, self-sacrifice for the common
good, and full cooperation with colleagues. When the best interest of the learners,

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the school, or the profession is at stake in any controversy, teachers shall support
one another.

Section 2. A teacher is not entitled to claim credit or work not of his own, and shall
give due credit for the work of others which he may use.

Section 3. Before leaving his position, a teacher shall organize for whoever assumes
the position such records and other data as are necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning

associates and the school, and shall not divulge to anyone documents which has not
been officially released, or remove records from files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what
may appear to be an unprofessional and unethical conduct of any associate.
However, this may be done only if there is incontrovertible evidence for such
conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism
against an associate, preferably in writing, without violating the right of the
individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified;
provided that he respects the system of selection on the basis of merit and
competence; provided, further, that all qualified candidates are given the
opportunity to be considered.

Article VI: The Teacher and Higher Authorities in the Profession

Section 1. Every teacher shall make it his duty to make an honest effort to
understand and support the legitimate policies of the school and the administration
regardless of personal feeling or private opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against
superiors, especially under anonymity. However, if there are valid charges, he
should present such under oath to competent authority.

Section 3. A teacher shall transact all official business through channels except when
special conditions warrant a different procedure, such as when special conditions
are advocated but are opposed by immediate superiors, in which case, the teacher
shall appeal directly to the appropriate higher authority.

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Section 4. Every teacher, individually or as part of a group, has a right to seek
redress against injustice to the administration and to extent possible, shall raise
grievances within acceptable democratic possesses. In doing so, they shall avoid
jeopardizing the interest and the welfare of learners whose right to learn must be
respected.

Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer of teachers are made only on the basis of merit and needed
in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live

up to his contract, assuming full knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel

Section 1. All school officials shall at all times show professional courtesy,
helpfulness and sympathy towards teachers and other personnel, such practices
being standards of effective school supervision, dignified administration,
responsible leadership and enlightened directions.

Section 2. School officials, teachers, and other school personnel shall consider it
their cooperative responsibility to formulate policies or introduce important
changes in the system at all levels.

Section 3. School officials shall encourage and attend the professional growth of all
teachers under them such as recommending them for promotion, giving them due
recognition for meritorious performance, and allowing them to participate in
conferences in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or

other subordinates except for cause.

Section 5. School authorities concern shall ensure that public school teachers are
employed in accordance with pertinent civil service rules, and private school
teachers are issued contracts specifying the terms and conditions of their work;
provided that they are given, if qualified, subsequent permanent tenure, in
accordance with existing laws.

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, provided that such
determination shall be in accordance with generally accepted procedures of

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evaluation and measurement. In case of any complaint, teachers concerned shall
immediately take appropriate actions, observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of
first and foremost concern, and shall deal justifiably and impartially with each of
them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate

against a learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or
others in their behalf in exchange for requested concessions, especially if
undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in merit and
quality of academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop

between teacher and learner, the teacher shall exercise utmost professional
discretion to avoid scandal, gossip and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor
make deductions from their scholastic ratings as a punishment for acts which are
clearly not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum

development of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problems and difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents,
and shall conduct himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learner under him, exercising utmost candor and tact in
pointing out the learner's deficiencies and in seeking parent’s cooperation for the
proper guidance and improvement of the learners.

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Section 3. A teacher shall hear parent’s complaints with sympathy and
understanding, and shall discourage unfair criticism.

Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate

income generation; provided that it does not relate to or adversely affect his work as
a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging satisfactorily
his private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially

interested in, any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official influence,
except only when his assignment is inherently, related to such purchase and
disposal; provided they shall be in accordance with the existing regulations;
provided, further, that members of duly recognized teachers cooperatives may
participate in the distribution and sale of such commodities.

Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for which it is the
highest obligation to live with dignity at all times whether in school, in the home, or
elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary

principle of personal behavior in all relationships with others and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could
serve as a model worthy of emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own
destiny and of the destinies of men and nations.

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient ground for
the imposition against the erring teacher of the disciplinary action consisting of
revocation of his Certification of Registration and License as a Professional Teacher,
suspension from the practice of teaching profession, or reprimand or cancellation of
his temporary/special permit under causes specified in Sec. 23, Article III or R.A. No.

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7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing
R.A. 7836.

Article XIII: Effectivity

Section 1. This Code shall take effect upon approval by the Professional Regulation
Commission and after sixty (60) days following its publication in the Official Gazette
or any newspaper of general circulation, whichever is earlier.

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 ATTENDANCE SHEET

Seminars & Weekly Meeting

Name of Student Teacher: ________________________________________________________________

Name of HTE: _______________________________________________________________________________

Date Activity Signature Remarks

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Date Activity Signature Remarks

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 LEARNING TASK 1
LESSON PLANNING
(Content Knowledge)

CO1: Demonstrate content knowledge and its application to various teaching areas.

Activity 1.1. Complete the table below.

TRADITIONAL LESSON PLAN

Objectives:

Subject
Matter:
Learning
Materials:

Procedures:

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Assignment:

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Activity 1.2. Scan/Photocpy and paste the Lesson Plan you submitted to your
cooperating teacher.

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Activity 1.3. Scan/ Photocopy the Lesson Plan corrected by your cooperating
teacher.

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Activity 1.4. Complete the figure below by answering the following questions: 1.
What are the essential elements of a Lesson Plan? 2. What are the importance of
each element?

•
•

•
•

•
•

•
•

•
•

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Activity 1.5. Write a short reflection of your entire journey on Lesson Planning.

_____________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

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 LEARNING TASK 2
TEACHING METHODOLOGIES
(Pedagogical Knowledge)

CO2. Employ different methodologies.

Activity 2.1. Complete the table below.

Subject Matter Strategy Details

1.

2.

3.

4.

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Activity 2.2. Paste pictures taken during the conduct of your lesson using your
chosen strategy in one of your class demonstrations.

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Activity 2.3. Paste sample student’s outputs after conducting your activity.

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Activity 2.4. Complete the figure below on the steps you have undertaken in
applying your teaching strategy. (Add more boxes if necessary.)

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Activity 2.5. Write a short essay about your journey from selecting a teaching
strategy to the actual instruction.

_____________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

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 LEARNING TASK 3

ASSESSMENT OF LEARNING
(Alignment of Outcomes, Instruction, and Assessment)

CO3. Design instructional plans and assessments aligned with the learning
outcomes.

Activity 3.1. Complete the table below.

TOPIC ASSESSMENT TASK TASK DETAILS

1.

2.

3.

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Activity 3.2. Paste a sample of your assessment task.

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Activity 3.3. Paste a sample output of your student’s assessment task.

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Activity 3.4. Complete the figure below.

Instruction:

Objective: Assessment:

Subject Matter:

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Activity 3.5. Write a short essay about the challenges you have encountered during
the process of aligning your objectives and instruction to the assessment.

_____________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

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 LEARNING TASK 4

INSTRUCTIONAL RESOURCES
(Instructional Materials and Technological Knowledge)

CO1. Create and use instructional resources including ICT to meet learning goals.

Activity 4.1. Complete the table below.

Topic Learning Objectives Instructional Materials

1.

2.

3.

4.

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Activity 4.2. Search the web and look for the common instructional materials used
in the Philippines. Write a short reflection below.

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Activity 4.3. Paste a picture of one of your classroom demonstrations wherein you
used ICT to achieve your learning objectives.

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Activity 4.4 Complete the figure below on the steps you did to complete your
instructional material. Add more arrows if necessary.

1 2 3

6 5 4

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Activity 4.5. Write a short reflection on your journey in developing an instructional
material with the integration of ICT to achieve learning objectives.

_____________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

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 Learning Task 5

THE TEACHING PROFESSION

CO5. Demonstrate behaviors upholding the dignity of the teaching professions.

Activity 5.1. Read the Code of Ethics for Professional Teachers in the previous
pages, and list down the qualities of a professional teachers. Complete the table
below.

1.

2.

3.

4.

5.
Professional Teacher
6.

7.

8.

9.

10.

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Activity 5.2. Paste a picture of your cooperating teacher and write a short
description about him/her.

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Activity 5.3. Paste a picture of yourself, and describe yourself as a teacher using the
letters of your first name.

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Activity 5.4. Write as many words as you can inside the shape (be creative in
forming the words) describing a teacher.

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Activity 5.5. Write a short reflection about your journey as student teacher towards
becoming a professional teacher.

_____________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

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 Detailed Weekly Report

Week 1

DATE TOPIC/S DETAILED SUMMARY

______________________________________ ______________________________________
Name and Signature of ST Name and Signature of CT

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 Detailed Weekly Report

Week 2

DATE TOPIC/S DETAILED SUMMARY

______________________________________ ______________________________________
Name and Signature of ST Name and Signature of CT

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 Detailed Weekly Report

Week 3

DATE TOPIC/S DETAILED SUMMARY

______________________________________ ______________________________________
Name and Signature of ST Name and Signature of CT

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 Detailed Weekly Report

Week 4

DATE TOPIC/S DETAILED SUMMARY

______________________________________ ______________________________________
Name and Signature of ST Name and Signature of CT

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 Detailed Weekly Report

Week 5

DATE TOPIC/S DETAILED SUMMARY

______________________________________ ______________________________________
Name and Signature of ST Name and Signature of CT

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 Detailed Weekly Report

Week 6

DATE TOPIC/S DETAILED SUMMARY

______________________________________ ______________________________________
Name and Signature of ST Name and Signature of CT

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 Detailed Weekly Report

Week 7

DATE TOPIC/S DETAILED SUMMARY

______________________________________ ______________________________________
Name and Signature of ST Name and Signature of CT

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 Detailed Weekly Report

Week 8

DATE TOPIC/S DETAILED SUMMARY

______________________________________ ______________________________________
Name and Signature of ST Name and Signature of CT

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 Detailed Weekly Report

Week 9

DATE TOPIC/S DETAILED SUMMARY

______________________________________ ______________________________________
Name and Signature of ST Name and Signature of CT

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 Detailed Weekly Report

Week 10

DATE TOPIC/S DETAILED SUMMARY

______________________________________ ______________________________________
Name and Signature of ST Name and Signature of CT

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 REFERENCES

Bilbao, P., Dayagbil, F. & Corpuz, B. (2015) Curriculum development for teachers.
Bostron Street, Cubao, Quezon City, Metro Manila, Lorimar Publishing, Inc.

Bilbao, P., Corpuz, B., Llagas, A. & Salandanan, G. (2018) The teaching profession 4th
edition. Bostron Street, Cubao, Quezon City, Metro Manila, Lorimar Publishing,
Inc.

Borabo, M. (2018) Teaching internship. Bostron Street, Cubao, Quezon City, Metro
Manila, Lorimar Publishing, Inc.

Corpuz, B. (2015) My practice teaching handbook and portfolio. Bostron Street,

Cubao, Quezon City, Metro Manila, Lorimar Publishing, Inc.

Navarro, R., Santos, R. & Corpuz, B. (2019) Assessment of learning 1 fourth edition.
Bostron Street, Cubao, Quezon City, Metro Manila, Lorimar Publishing, Inc.

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