Teaching-Internship-e-portfolio-cover PACNE

Eastern
College of
Visayas
StateEducation
Field Studies and Student Teaching Department
University
My
Tea
chin
g
Inte
rnsh
ip
E-
Port PREFACE
This narrative report was written just for the student teacher on
campus.
This project documents student-teacher interactions and

experiences in various parts of the school where she was placed.
It gives the student-teacher more opportunities to become aware
of and understand the overall context of the teacher education
program.
It is not easy for a student teacher to complete practice teaching

and fulfill the required criteria within the training term. In order
to complete his mission, a student instructor needs make
mistakes. Inside the classroom, he must follow a variety of rules.
Indeed, it is via on-campus training that I have learnt to apply

theories to practice, thoughts and concepts to action, and
ambitions and aspirations to reality.
My Teaching Internship Portfolio

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TABLE OF CONTENTS
Cover Page i
Preface 1
Table of Contents 2
Introduction 3
EVSU Mission and Vision 4
COED Goals and Objectives 5
Quality Objectives and Policies 6
Curriculum Vitae 7
Educational Philosophy ……………………………………………………………………………… 8
Weekly Reflective Journal 9-14
Compilation of Lesson Plan 15-35
Instructional Materials 36-27
Assessment Tools 38-43
Virtual Classroom Demo Lesson 44-45
Accomplishment Reports (Webinar and Workshops) 46-60
Reflection 61
Documentation 62-63
Resume 64
Appendices (Code of Ethics for Professional Teachers, PPST, and 21 st Century Southeast
Asian) 65-99
INTRODUCTION
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In this portfolio, I give an overview of my student teaching experience, which
demonstrates my personal understanding of teaching, as well as a collection of
resources that will assist me in defining my teaching beliefs and approaches. This
portfolio is a record of my many understandings, such as how to deal with
various situations that I met during field practice. It also demonstrates my
abilities as a teacher while also recognizing my faults in order to develop myself.
As a future mathematics educator, I will teach my students the fundamental skills

they will need and help them build their ability to solve problems. This includes
not only math but also real-life events. I worked hard to ensure that when my
students progress to the next year, they would have the basic abilities needed to
think critically. I detailed how I teach my classes and the reasons for the plan and
styles in my teaching philosophy and style. I also included important teaching
evidence like daily lesson plans and instructional resources. Some of these proofs
can be found in the professional development events I have participated in, as
well as how they have influenced my teaching.
I also reflected on the classes I had taught, including class activities, assessments,
and faculty and student feedback. This allows me to convey my interaction with
my pupils, coordinating teachers, supervisors, and other school officials. I have
put my reflections on my readings and studies in this collection. My own
perspective and aims for becoming a globally competitive teacher will be defined
because of them. It also includes my resume and future ambitions. Furthermore,
the various entries in this portfolio demonstrate how far I can go to accomplish
my responsibilities, particularly during my field practice.
EVSU MISSION AND VISION

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MISSION
Develop a Strong Technologically and Professionally
Competent Productive Human Resource Imbued with
Positive Values Needed to Propel Sustainable Development
VISION
A Leading State University in Technological and
Professional Education.
CORE VALUES
EXCELLENCE
VALUE-LADEN
SERVICE-DRIVEN
UNITY IN DIVERSITY
COED GOALS AND OBJECTIVES
GOALS
C – ommit to train students meet the standards of professional teachers in
basic education

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O – perationally develop potentials of faculty and students in various fields of
specialization for a more productive career
E – mpower faculty and students with research and extension capabilities that
would raise the standards of instruction and clientele’s quality of life
D – evelop a culture of excellence to continually increase the performance in

the Licensure Examination for Teachers and pre-employment skills
OBJECTIVES
Provide training in the advance and manipulative skills, technical, technical
knowledge, positive and safe habits of work and information necessary in
preparing the individuals as world class educators.
Provide in-service and pre-service trainings to faculty and students
respectively for the purpose of helping them obtain better job opportunities
in the world of work.
Provide the faculty and students with appropriate training in border in order
for them to acquire advanced research capabilities and competencies.
Render service to the university clientele in the transfer of various mature
technologies.
Harness the expertise of the faculty members and the students in the
different fields of specialization to increase productivity.
Increase the performance in the Licensure Examination for Teachers (LET)
by 5% year.
QUALITY OBJECTIVES & POLICIES

QUALITY POLICIES
We are committed to provide quality education integrating our core values in
the performance of our mandated for academic excellence and human service.

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We are committed to demonstrate abilities in fulfilling applicable statutory and
regulatory requirements, with an overall focus on risk-based thinking and on
customer satisfaction. With strong leadership and unified efforts, we put
premium on revitalized instruction, relevant extension, intensified research,
optimized production, and expanded development initiatives.
We are committed to continual improvement recognizing changes as

opportunities at hand. With the established Quality Management System as a
foundation and guide for actions, we take further steps forward becoming the
leading state University.
QUALITY OBJECTIVES
A. To provide quality education compliant with statutory and regulatory
requirements.
B. To produce competent graduates equipped with knowledge and positive
values needed for sustainable development.
C. To champion relevant research and development, and extension programs
and projects for community development.
D. To deliver efficient services according to the mandated functions of the
University.
E. To promote continual improvement in the management system, processes,
instrumentalities, and mechanisms to satisfy customer’s needs.

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CURRICULUM VITAE
Mark Anthony N. Pacne

Brgy. Canmucat Villareal Samar
Samar, Philippines
markanthonynacase@gmail.com
09462115549
PERSONAL INFORMATION
Age : 22 yrs. old

Date of Birth : March 14, 2000
Religion : Christian (Roman Catholic)
Height : 5’5
Status : Single
Citizenship : Filipino
Father’s name : Felipe B. Pacne
Occupation : Farmer
Mother’s name : Rosa N. Pacne
Occupation : House wife
EDUCATIONAL PHILOSOPHY

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My teaching philosophy is that each child is unique and requires a challenging
educational environment in which they can develop physically, mentally, morally, and
personally. It is my ambition to establish an environment in which students can reach
their maximum potential. I will create a secure space for pupils to explore their ideas
and take chances.
Each day, I strive to enter the classroom with an open mind, a cheerful attitude, and
high expectations. I believe I owe it to my students and the community to bring
consistency, diligence, and warmth to my employment, in the hopes of inspiring and
encouraging similar attributes in the children. A classroom should be a secure, caring
environment where children are free to express themselves, develop, and grow.
Learning from your students, coworkers, parents, and the community is an important
part of teaching. This is a never-ending process in which you discover new methods,
concepts, and ideologies. My educational philosophy may evolve over time, and that is
fine. That simply implies I have matured and gained new knowledge.

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WEEKLY REFLECTIVE JOURNAL
College of Education
_________________________________________________________________________
Reflective Journal
Name: Mark Anthony N. Pacne

ID. No.: 2018-03589 Insert your profile poto here
Program & Section: BSED MATH 4A d formal with white
Date: May 20, 2022 background)
Teaching and learning Activities

Topic: Angles formed when two lines are cut by a
transversal.
Content Standards Derives relationships among angles formed by

parallel lines cut by a transversal using
measurement and by inductive reasoning.
A. Identify pairs of alternate interior angles and

same-side interior angles given two lines cut by a
transversal.
Instructional Objectives
B. Recognize, which pairs of alternate interior
(i.e. elements of an instructional
angles, are congruent.
objective are present)
C. Locate, which pairs of same-side interior angles,
are supplementary.
Implementation/Lesson Execution
1. How did you start your lesson? How did you motivate the students?
I created a motivator for my pupils to predict what angles form when two lines
are intersected by a transversal line and asking them if they have the advance
knowledge about the topic.
2. What teaching strategies did you apply? Are they effective for engaging the
students in learning?
I taught in an engaged and direct manner. They are good at involving kids in
their studying while also listening carefully.
3. Did you encounter any problem with the students? How did you handle the
students’ behavior?

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I noticed that some students are shy, and a few people did not participate. I
explained to them that their participation, engagement, and interaction in our
online class are all recorded and factored towards their final grade.
4. What are the things that you need to improve for your next lesson?
During the discussion, I consider how I will use my time. Since I had a technical
issue with my phone, such as losing my mobile date, my laptop, which was
connected to the hotspot on my phone, automatically stopped sharing screen
in the middle of our live quiz on Quizizz. And I do this by overlapping my time.
5. What online tool(s) did you use to execute your lessons? How important
are these tools in attaining the instructional objectives?
I utilized Google Meet to run an online class and Facebook Messenger to send
an online class link. These resources are crucial since they all help me achieve
my educational goals. And, most importantly, all of my students participate
actively in our online class.
Reflections
1. How did you feel about the attainment of the instructional objectives?
I'm grateful that my students have grasped my learning objectives. When they
found out about my conversation, it was a lovely sensation, and it was well
worth it.
2. What educational theory/model/philosophy do you think best suit for the

attainment of the instructional objectives?
Since it necessitates higher order thinking skills, Kolb's experiential learning
cycle model is best suited for achieving the instructional objectives. For these
educational goals, the revised Bloom's taxonomy is also ideal. These kind of
teaching objectives are likewise best served by cognitive theory. For the
achievement of the instructional objectives in this area, the aforementioned
educational theory/model/philosophy is best.
Documentations

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_________________________________________________________________________
Reflective Journal
Name: Mark Anthony N. Pacne

ID. No.: 2018-03589 Insert your profile poto here
Program & Section: BSED MATH 4A d formal with white
Date: May 20, 2022 background)
Teaching and learning Activities

Topic: Uses appropriate graphs to represent
organized data and the Measures of central
tendency
Content Standards Uses appropriate graphs to represent organized

data: pie chart, bar graph, line graph, histogram,
and ogive; and illustrates the measures of
central tendency (mean, median, and mode) of
statistical data.
a) Use appropriate graphs to represent data,

Instructional Objectives b) Find the mean, median, and mode of a
(i.e. elements of an instructional statistical data, and
objective are present) c) Solve problems involving mean, median, and
mode.
Implementation/Lesson Execution
6. How did you start your lesson? How did you motivate the students?
I started by showing them several illustrations relating to the issue, then I tried
to get their feedback on what they noticed about the figure, and finally I asked
them some questions on the topic.
7. What teaching strategies did you apply? Are they effective for engaging the
students in learning?
I had a straightforward and engaging teaching style. They are excellent at
immersing children in their studies while also paying close attention to them.
8. Did you encounter any problem with the students? How did you handle the
students’ behavior?
Some pupils appeared shy, and a few people did not participate. I informed

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them that their participation, engagement, and interaction in our online class
are all tracked and put into their final grade.
9. What are the things that you need to improve for your next lesson?
I consider how I will spend my time during the discussion. My laptop, which
was connected to the hotspot on my phone, immediately stopped sharing
screen in the middle of our live Quizizz quiz because I experienced a technical
issue with my phone, such as losing my mobile date. In addition, I accomplish
this by combining my time.
10. What online tool(s) did you use to execute your lessons? How important
are these tools in attaining the instructional objectives?
I ran an online lesson using Google Meet and sent an online class link via
Facebook Messenger. These materials are essential since they all assist me in
achieving my educational objectives. Most significantly, every single one of my
students actively participates in our online class.
Reflections
3. How did you feel about the attainment of the instructional objectives?
I'm glad my students understood what I wanted them to learn. It was a
beautiful sensation when they learned about my chat, and it was well worth it.
4. What educational theory/model/philosophy do you think best suit for the

attainment of the instructional objectives?
Kolb's experiential learning cycle model is most suited for achieving the
instructional objectives because it requires higher order thinking skills. The
revised Bloom's taxonomy is also ideal for these pedagogical objectives.
Cognitive theory is also best suited to these types of instructional goals. The
aforementioned educational theory/model/philosophy is the best for
achieving the instructional objectives in this area.
Documentations

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COMPILATION
OF LESSON
PLAN

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Semi-Detailed Lesson Plan in Mathematics 7
Prepared by: Mark Anthony N. Pacne

Audience: Grade 7 - Purity and Generosity
Cooperating Teacher: Mr. Joe Cabacha LPT.
Date: March 28, 2022
I. Objectives
Through series of interactive discussions and activities, the Grade 7 students are
expected to do the following at least 75% proficiency:
a) Identify the interior angles, exterior angles, pairs of alternate interior angles,
alternate exterior angles and the corresponding angles given two lines cut by a
transversal,
b) Recognize which pairs of alternate interior angles and alternate exterior angles are
congruent, and
c) Locate which pairs of same-side interior angles are supplementary.
II. Subject Matter

Main topic: Angles
Sub-topic: Angles formed when two lines are cut by a transversal.
CG Code: M7GE – IIIc – 1
Instructional Materials: Laptop, Power point presentation, Calculator.
Reference: Mathematics Learner’s Materials 7
Elizabeth R. Aseron; Angelo D. Armas; Allan M. Canonigo et.al; pp. 202-
205
https://www.slideshare.net/safetoleave/grade-7-learning-module-in-
math
Values integration: Cooperation, Attentiveness and Analyzation.
III. LEARNING PROCEDURE:

A. Daily Routine:
 Greetings

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 Prayer
B. Review:
- Ask the class about the previous lesson.
- What they learn in the previous lesson.
C. Motivation:
 Based on their prior knowledge, the teacher will ask his students to respond to the
illustration below. The options are listed in the box.
0
 Interior angles
 Exterior angles M
 Alternate interior 1
2
angles 3
 Alternate exterior 4
angles N
5
 Corresponding angles 6
7
 Parallel lines 8
 Transversal line
↔ ↔
1. M & N = ______
↔
2. O = ____
3. ∠ 1 ,∠ 2 , ∠ 7 , ∠8=¿ ¿
4. ∠3 , ∠ 4 , ∠ 5 , ∠6=¿ ¿
5. ∠ 3∧∠ 6 ,∠ 4∧∠ 5=¿ ¿
6. ∠ 1∧∠8 , ∠2∧∠ 7=¿ ¿
7. ∠ 1∧∠5 , ∠2∧∠ 6 , ∠3∧∠ 7 ,∠ 4∧∠8=¿ ¿
D. Lesson Proper (Deductive method):

 Presentation

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A transversal is a line that intersects/ passes through two parallel lines.
x A B
C D
y E F
G H
Given the lines x and y in the figure, the line z is a transversal of

the two lines.
The following angles are formed when a transversal intersects the two lines:
The interior angles are the four angles formed between the lines x and y.
In the figure, these are ∠ C , ∠ D ,∠ E and ∠ F .
The exterior angles are the four angles formed that lie outside the lines x
and y. These are ∠ A , ∠ B, ∠ G, and ∠ H .
The alternate interior angles are two interior angles that lie on opposite
sides of a transversal. The angle pairs ∠ C and ∠ F are alternate interior angles. So
are ∠ D and ∠ E .
The alternate exterior angles are two exterior angles that lie on
opposite sides of the transversal. In the figure, ∠ A and ∠ H are alternate exterior
angles, as well as ∠ Band ∠ G.
The corresponding angles are two angles, one interior and the other
exterior, on the same side of the transversal. The pairs of corresponding angles
are ∠ A and ∠ E , ∠ B and ∠ F , ∠C and
∠ G, and ∠ D and ∠ H .
j k
Example 1: 80° A B C
D E F G
Angles Formed when Two Parallel Lines
are Cut by a Transversal
H I J 50 °
A. Given the figure below, find the
measure of each angle.K L M N

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∠ A=¿ ¿ ∠ E=¿ ¿ ∠ B=¿ ¿ ∠ C=¿ ¿
∠ D=¿ ¿ ∠ H =¿ ¿ ∠ G=¿ ¿ ∠ F=¿ ¿
∠ I =¿ ¿ ∠ L=¿ ¿ ∠ J =¿ ¿ ∠ M =¿ ¿
∠ K =¿ ¿ ∠ N =¿ ¿
B. Compare the measures of all the:
a) corresponding angles
b) alternate interior angles
c) alternate exterior angles
What do you observe? ________________
C. Complete the statements below:
When two parallel lines are cut by a transversal, then

a) The corresponding angles are __________________.
b) The alternate interior angles are _______________.
c) The alternate exterior angles are _____________.
Example 2:
Use the figure below to answer the following questions:
1. If lines x and yare parallel and z is a transversal, what can you say about
a) Any pair of angles that are boxed?

b) One boxed and one unboxed angle?

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z
∠B
x ∠A
∠D
∠C
∠E
∠F
y ∠H
∠G
Activity:
Direction: Determine the measures of the angles marked with letters.
1. N
75°
2.
125°

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3.
70°
109°
4.
W
92° X
5. 130°
B
A C
ASSESSMENT:

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A. Direction: Identify what is ask on the following items. Write your answer on the space
provided before the item.
___________1. Any of the four angles formed in the area between a pair of parallel
lines when a third line cuts them.
___________2. One of a pair of angles with different vertices and on opposite sides of a
transversal at its intersection with two other lines.
___________3. An angle formed by a transversal as it cuts one of two lines and situated
on the outside of the line.
___________4. The pairs of angles that are found in the same relative position on
different intersections.
___________5. A line that intersects two or more other (often-parallel) lines.
B. Direction: Determine the measures of the angles marked with letters.
1. j
105
°
2. Q
112°
3.
83°

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65°
4. U
47° V
5.
33°
X
Z Y
C. Time to Reflect!
Direction: Answer the following questions comprehensively and in your own thoughts. (5
points each)
1. Give a reflection on what you have learned on the topic discussed. Which part did
you find difficulty?
2. Give at least three real life examples about two parallel lines cut with transversal.
Explain each.

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V. ASSIGNMENT
 Each student will have an advance reading about the next topic, which is the
definition, parts and classification of polygon. In addition, be ready for the next
discussion.
Semi-Detailed Lesson Plan in Mathematics 7

Prepared by: Mark Anthony N. Pacne
Audience: Grade 7 - Purity and Generosity
Cooperating Teacher: Mr. Joe Cabacha LPT.
Date: April 25, 2022
I. Objectives
Through series of interactive discussions and activities, the Grade 7 students are
expected to do the following at least 75% proficiency:
d) Use appropriate graphs to represent data,
e) Find the mean, median, and mode of a statistical data, and
f) Solve problems involving mean, median, and mode.

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II. Subject Matter
Main topic:
CG Code: M7SP-IVd-e1
M7SP-IVf-1
Instructional Materials: Laptop, Power point presentation, Calculator.
Reference: Mathematics Learner’s Materials 7
Elizabeth R. Aseron; Angelo D. Armas; Allan M. Canonigo et.al; pp. (286-
289, 299-303)
https://www.slideshare.net/safetoleave/grade-7-learning-module-in-
math
Values integration: Cooperation, Attentiveness and Analyzation.
III. LEARNING PROCEDURE:

E. Daily Routine:
 Greetings
F. Motivation:
 The students will observe and answer different illustrations given.

- What have you observe from each of the above charts or graphs?
- Do they present the same information? Why or why not?
- What do you think are some uses of each of the charts or graphs?
G. Lesson Proper (Deductive method):

 Presentation
Histogram - is a graphical

representation that organizes a
group of data points into user-
specified ranges.

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Pie Chart - sometimes called a circle chart, is a way of summarizing a set of
nominal data or displaying the different values of a given variable (e.g.
percentage distribution). This type of chart is a circle divided into a series of
segments. Each segment represents a particular category.
ALLOWANCE FOR A WEEK

FOOD
TRANSPORTATION
SAVINGS
SCHOOL SUPPLIES
SCHOOL SUPPLIES
20%
SAVINGS FOOD
10% 50%
TR
AN
SP
OR
TA
TI N = 500
ON Food- 250
20
% Transportation – 100
School Supplies – 100
Savings – 50
BAR GRAPH is like a histogram except that its bars are

separated. This uses parallel bars, either horizontal or vertical, to represent counts

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for several categories. One bar is used for each category with the length of the bar
representing the count for that one category.
BIRTHDAY OF STUDENTS BY MONTH

Dec
Nov
Oct
Sept
Aug
Jul
MONTH
Jun
May
Apr
Mar
Feb
Jan
0 2 4 6 8 10 12
NUMBER OF STUDENTS

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Line graph shows trends in data clearly. Usually used to show the change of
information over a period of time. This means that the horizontal axis is usually
a time scale, for example minutes, hours, days, months or years.
Example 1:
Direction: Identify what appropriate graph/chart is needed to present the data.

(Histogram, Pie Graph, Bar Graph, Line Graph)
1. The following data indicates the scores of 30 students who took the qualifying
examination for mathematics challenge.
35, 60, 45, 56, 54, 20, 65, 80, 70, 34, 32, 90, 95, 70, 24, 11, 70, 65, 70, 45, 32, 70,
45, 55, 76, 77, 16, 92, 88, 86, 78, 54, 19.
2. The following data shows the birth rate per thousand of different countries during
a certain year.
Country India Pakistan China Sri Lanka Russia

Birth Rate 24 26 30 20 18
3. Find its percentage and show a table of The favorite fruits of the 150 students in a

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class based on the given data:
Mango - 45; Orange - 30; Plum - 15; Pineapple - 30; Melon – 30.
4. The following tables give the information about a patient’s body temperature
recorded in the hospital every hour.
Time 9 am 10 am 11 am 12 noon 1 pm 2 pm 3 pm
Temperature 35° C 36° C 39° C 38°C 36.5° C 36.5° C 37° C
5. A survey of 36 students of a class was done to find out the mode of transport used
by them while commuting to the school. The collected data is shown in the table
given below.
Mode of Transport Number of Students
Cycle 6
School Bus 16
Walking 10
Car 4
Example 2
Direction: Indicate the name of the different graphs.
1.
2.

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3.
4.
5.

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Average- is a number that is typical for a set of data.
Central Tendency – means the central location or points of converge of a set of

values. Test scores have the tendency to converge at a central value. This value is
the average of the set of scores.
Three commonly-used measures of central tendency:

1. Mean
2. Median
3. Mode
Mean- is the most widely used measure of central tendency. The mean is defined
technically as the sum of all the data scores divided by n (the number of scores in
the distribution).
ΣX
x̄ =
N
x̄ - mean
Σ x – sum of all the data
N − number of scores in the set
Example:
1. Group A: 135, 136, 140, 150, 134, 129, 126, 130

2. Group B: 167, 136, 119, 136, 160, 178, 126, 140
Median - the middle number in an ordered data set. If a dataset contains an even
number of values, the median of the dataset is the mean of the two middle values.
Arrange in ascendant (from the smallest value to the largest value)
Example:
1. Group A: 135, 136, 140, 150, 134, 129, 126, 130

2. Group B: 167, 136, 119, 136, 160, 178, 126, 140
Mode - the most frequently occurring value in a dataset.
Example:

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1. Group A: 136, 136, 140, 150, 130, 129, 136, 130
2. Group B: 167, 137, 119, 136, 160, 178, 126, 140
Exercise:
Direction: Compute the mean.
1. 34, 31, 37, 44, 38, 34, 42, 34, 43, and 41.
2. 92, 82, 80, 92, 78, 75, 95, and 77.
Find the median of this set of data.
3. 92, 82, 80, 92, 78, 75, 95, 77, and 77.
4. 80, 89, 79, 84, 95, 79, 78, 89, 76, 82, 76, 92, 89, 81, and 123.
Find the mode of this set of data.
5. 4, 6, 5, 9, 3, 2, 7, 7, 6, 5, 4, 9, 10, 10, 3, 4, 7, 6, 9, 9.
6. 41, 39, 48, 52, 46, 62, 54, 40, 96, 52, 98, 40, 42, 52, 60.
ASSIGNMENT:
Do advance reading to the next topic which is the fundamental operations on

integers.
ASSESSMENT:
A. Direction: Identify what is ask on the following items. Write your answer on the space
___________1. Most widely used measure of central tendency.

___________2. This uses parallel bars, either horizontal or vertical, to represent counts
___________3. Shows trends in data clearly. Usually used to show the change of
information over a period of time.
___________4. The most frequently occurring value in a dataset.
___________5. A graphical representation that organizes a group of data points into
user-specified ranges.
___________6. Means the central location or points of converge of a set of values.
___________7. The middle number in an ordered data set.
___________8. This type of chart is a circle divided into a series of segments. Each

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segment represents a particular category.
___________9. A number that is typical for a set of data.
__________10. Like a histogram except that its bars are separated.
B. Direction: Identify what appropriate graph/chart needed to present the data. Show
your solution. (5points each)
.
1. Organize and present the following data using an appropriate chart or graph:
a. An informal survey of 130 youth voters shows their top pick for senator:
Loren Legarda – 68
Chiz Escudero – 31
Bam Aquino – 13
Risa Baraquel – 10
Sonny Angara – 8.
2. Mr. Palanca recorded his weight every end of the month in the year 2012.
January 31 – 175 lbs July 31 – 163 lbs
February 29 – 176 lbs August 31 – 165 lbs
March 31 – 169 lbs September 30 – 161 lbs
April 30 – 169 lbs October 31 – 158 lbs
May 31 – 170 lbs November 30 – 155 lbs
June 30 – 165 lbs December 31 – 153 lbs
3. The following sets of data show the weekly income [in peso] of ten selected
households living in two different barangays in the town of Kananga. It is
important that the students will realize that there can be more than one mode
and if no number occurs more than once in the set, then there is no mode for
that set.
Brgy. Kawayan: 150, 1500, 1700, 1800, 3000, 2100, 1700, 1500, 1750, 1200
Brgy. Montealegre: 1000, 1200, 1200, 1150, 1800, 1800, 1800, 2000, 1470,
8000
a. Compute for the mean, median and mode for each Barangay.
D. Time to Reflect!
Direction: Answer the following questions comprehensively and in your own thoughts. (5
points each)

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3. Give a reflection on what you have learned on the topic discussed. Which part did
you find difficulty?

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INSTRUCTIONAL MATERIALS
https://docs.google.com/presentation/d/1VMmOrGWsaKm0jtWs0aHIDJ8yHK46PKMh/edit?
usp=sharing&ouid=117462685973054173632&rtpof=true&sd=true

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ASSESSMENT TOOLS
https://docs.google.com/presentation/d/12IVMpfaJL1Zf3IBI6BCaqWwGLUlu9h6B/edit?
usp=sharing&ouid=117462685973054173632&rtpof=true&sd=true
Name: ___________________________ Year & Section: _______ Date Submitted: ________
N/B: Your answer sheet should be submitted in PDF.

A. Direction: Identify what is ask on the following items. Write your answer on the space provided
before the item.
___________1. Any of the four angles formed in the area between a pair of parallel lines when a
third line cuts them.
___________2. One of a pair of angles with different vertices and on opposite sides of a transversal
at its intersection with two other lines.
___________3. An angle formed by a transversal as it cuts one of two lines and situated on the
outside of the line.
___________4. The pairs of angles that are found in the same relative position on different
intersections.
___________5. A line that intersects two or more other (often-parallel) lines.
B. Direction: Determine the measures of the angles marked with letters.

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1. j
105°
2.
Q
112°
3.
83°
65°
4. U
47° V
5.
33°
X
Y
Z

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C. Time to Reflect!
Direction: Answer the following questions comprehensively and in your own thoughts. (5 points
each)
1. Give a reflection on what you have learned on the topic discussed.
2. Give at least three examples regarding the topic discussed and how you can apply them in your
daily life.
Name: ___________________________ Year & Section: _______ Date Submitted: ________

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N/B: Your answer sheet should be submitted in PDF.
A. Direction: Identify what is asked on the following items. Write your answer on the space
___________1. Most widely used measure of central tendency.

___________2. This uses parallel bars, either horizontal or vertical, to represent counts
___________3. Shows trends in data clearly. Usually used to show the change of
information over a period of time.
___________4. The most frequently occurring value in a dataset.
___________5. A graphical representation that organizes a group of data points into
user-specified ranges.
___________6. Means the central location or points of converge of a set of values.
___________7. The middle number in an ordered data set.
___________8. This type of chart is a circle divided into a series of segments. Each segment
represents a particular category.
___________9. A number that is typical for a set of data.
__________10. Like a histogram except that its bars are separated.
B. Direction: Identify what appropriate graph/chart needed to present the data. Show
your solution. (5points each
1. Organize and present the following data using an appropriate chart or graph: a. An
informal survey of 130 youth voters shows their top pick for senator:
Loren Legarda – 68

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Chiz Escudero – 31
Bam Aquino – 13
Risa Baraquel – 10
Sonny Angara – 8.
2. Mr. Palanca recorded his weight every end of the month in the year 2012.
January 31 – 175 lbs July 31 – 163 lbs
February 29 – 176 lbs August 31 – 165 lbs
March 31 – 169 lbs September 30 – 161 lbs
April 30 – 169 lbs October 31 – 158 lbs
May 31 – 170 lbs November 30 – 155 lbs
June 30 – 165 lbs December 31 – 153 lbs
3. The following sets of data show the weekly income [in peso] of ten selected
households living in two different barangays in the town of Kananga. It is important
that the students will realize that there can be more than one mode and if no number
occurs more than once in the set, then there is no mode for that set.
Brgy. Kawayan: 150, 1500, 1700, 1800, 3000, 2100, 1700, 1500, 1750, 1200
Brgy. Montealegre: 1000, 1200, 1200, 1150, 1800, 1800, 1800, 2000, 1470, 8000
a. Compute for the mean, median and mode for each Barangay.
C. Time to Reflect!
Direction: Answer the following questions comprehensively and in your own thoughts. (5 points
each)
1. Give a reflection on what you have learned on the topic discussed. Which part did you find
difficulty?

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VIRTUAL
CLASSROOM
DEMO
LESSON

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https://drive.google.com/file/d/11sUxsNKEVnwMff4lyFex-B8LBNmg_Ylj/view?usp=drivesdk
https://drive.google.com/file/d/1MJJR1ksbSkf0zLgdANctzJ6PHjMm-umy/view?usp=sharing

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____________________________________________________________________________
Weekly Accomplishment Report
Name: Pacne, Mark

Anthony N.
ID.No.: 2018-03589
Program & Section: BSED MATH
4A
Weekly Webinars/Activities
Date: February 08, 2022
Title: CHED and DEPED Orders, Policies and Regulations
Speaker: Professor Regie C. Sabella
Webinar’s title & Speakers: Title: Personality Development Speaker:
Dr. Ruel C. Advincula
Title: Classroom-Based Action Research Workshop Speaker:
Professor Jeff L. Homerez
Title: CHED and DEPED Orders, Policies and Regulations
Organizers: TIA Officers
Program Webinar Organizers Title: Personality Development Organizers:
BTVTED
Title: Classroom-Based Action Research Workshop
Organizers: BCAED
Reflections:
1. What are your insightful take-aways acquired from the webinars? I have
learned a lot from these webinars. In this new normal, I've learnt the policies and
regulations. Motivated to learn and put up more vital tasks, and never waste. How
to conduct Classroom-Based Action Research properly, as well as how to develop
myself as a future educator.
2. To what extent did the content of the webinar sessions correspond to your
professional needs?
The contents of these webinars are sufficient for my professional needs as a
preservice teacher. It provides me with valuable information that I can apply to my
teaching career.

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3. What information obtained during the program will be most useful in your
teaching career? Be specific.
Concerning the correct conduct of Classroom-Based Action Research. Because the
lesson was online and we didn't have enough time to discuss it, I had difficulty with
my previous study subject. This CBAR webinar will be really beneficial to me, and as a
result of it, I've gathered great information on the subject. This will surely be valuable
to us teaching interns, since we will be completing our own ClassroomBased Action
Research at the end of the semester.
How do you think the webinar could have been made more effective? Be specific. The
webinar was successful because the resource speakers were knowledgable about
the topics they discussed. Teaching interns require up-to-date and appropriate
information. A thorough discussion with relevant instances is provided.
What challenges have you encountered while attending the webinars?

While attending the webinars, I encountered a number of challenges. First, there is
a technical issue that is causing the webinar to take a long time. Second, other
pupils are annoying, they are not aware that their microphone is unmuted, which
disrupts the discussion. For example, in a webinar about Classroom-Based Action
Research, a student's microphone was unmuted, and I was unable to hear the
speaker's explanation. The third issue is a slow internet connection, I’ve had a
poor internet connection, which affects my focus on the webinar.
What initiatives or actions did you do to address these challenges?

Regarding the technical issue, if our section is assigned with hosting the webinar, I
will privately message the host to alert him to those students who have a noisy
backgrounds because they are unaware that their microphone is open. While for
the slow internet connection, I just go to the place where in the good connectivity
is there and of course I also consider my safety.
Weekly Documentations and Certificates:

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_________________________________________________________________________
___
Name: Pacne, Mark Anthony N.

ID. No.: 2018-03589
Program & Section: BSED-MATH 4A
Title: Mental Health Awareness
Speaker: Dr. Meshel Balijon
Title: English Proficiency
Webinar’s title & Speakers:
Speaker: Professor Veniza An P. Galaroza
Title: Child Protection Policy Orientation
Speaker: Dr. Vincent Cabantoc
Dr. Crizelda Briones
Title: Mental Health Awareness
Organizers: BSED-MATH
Program Webinar Organizers Title: English Proficiency
Organizers: BEED
Title: Child Protection Policy Orientation
Organizers: BPED
Reflections:
11. What are your insightful take-aways acquired from the webinars?
I learnt how to take care of my mental health from the three webinars, which is
critical in our current situation. I've also learned about subject-verb agreement
and the importance of being cautious while utilizing the proper noun in
sentence construction, especially because I'm a future teacher who serves as a
role model for my students. Finally, I am aware of internet sexual exploitation
of Filipino youngsters. As a prospective educator, I must speak out against
such criminal practices. This must end, and children must be safeguarded from
all forms of maltreatment
12. To what extent did the content of the webinar sessions correspond to your
professional needs?
It was excellent for my professional requirements. The webinars' content is
clear and concise, which is beneficial to me as an intern. It shapes my ability to

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communicate in English and to be informed about the present state of our
social communities.
13. What information obtained during the program will be most useful in your
teaching career? Be specific.
Concerning the use of good subject-verb agreement. I know I need to learn
more about this subject, and this English proficiency webinar has helped me
grasp how critical it is to use subject verb agreement correctly. Furthermore,
the webinar on mental health awareness was beneficial since, given the
current state of our country, it is critical to look after our mental health, learn
coping skills, and have sufficient knowledge on the subject.
How do you think the webinar could have been made more effective? Be specific.
If the webinar had been well explained and included an organized exercise, it
could have been more effective. Because all of the participants were watching
online, having a well-explained topic is beneficial, especially when some
students have sluggish internet connections. Having a well-organized and well-
instructed activity is also beneficial in reducing webinar noise and
interruption.

Participants were noisy, the resource speakers' internet connections were
delayed, and the organizers had a technical issue. These are the difficulties I've
had with these webinars.

If our section is assigned to organize a webinar, I can message the host to mute
those students, but if not, I can only mail our course representative to contact
the host and discuss my complaint. Because I believe it is unethical, I am
unable to message or discuss the noisy chat users. Those resource speakers
with slow internet connections can use the solution that one speaker came up
with. And, in terms of the organizers' technological issues, I believe I can advise
them to undertake a dry run so that they can make adjustments if a technical
issue arises.
Mental Health Awareness Certificates

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English Proficiency Certificate
Child Policy Protection Orientation

Certificate

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____________________________________________________________________________
Name: Pacne, Mark Anthony N.

ID. No.: 2018-03589
Program & Section: BSED MATH 4A

Title: Table of Specification and Test Construction
Speaker: Professor Rodillo S. Makiling
Title: DEPED Form Workshop
Speaker: Ms. Marian Masayon
Title: Thee nuts and bolts of successful job
interview: Traversing against career
reification
Speaker: Prof. Joseph Nacionales

Title: Writing Resume and Application Letter Workshop
Speaker: Dr. Leancel Homeres

Title: Public Speaking Workshop
Speaker: Professor Rex B. Palompon
Webinar’s title & Speakers:
Title: Table of Specification and Test Construction
Organizer: BSED - SCIENCE
Title: DEPED Form Workshop
Program Webinar Organizers Organizer: BTVTED

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Title: Thee nuts and bolts of successful job
interview: Traversing against career
reification
Organizers: DTS

Title: Writing Resume and Application Letter Workshop
Organizer: BCAED

Title: Public Speaking Workshop
Organizer: BTLED
Reflections:
1. What are your insightful take-aways acquired from the webinars?
The importance of creating a Table of Specification and Test Construction, as well as the importance
of ensuring alignment between the items or elements of an assessment and the content, skills, or
constructs that the assessment we intend to assess, were two of the most insightful takeaways I
gained from the webinars. In addition, how our tests should always correspond to our teaching and
learning activities, as well as the importance we place on the concepts and tasks we assign to our
students. We should also match the level of their knowledge to our test design. The second point to
consider is the significance of our position as future educators in providing critical information about
our reports and our students' profiles, such as grades etc. Third, when facing or participating in a job
interview, it is critical to be confident. Because, as we all know, being confident in oneself has a
positive influence on the interviewer, making them feel good about themselves. Being self-assured
contributes to our ability to land a job. Next, when creating a resume or application letter, we should
always include all relevant information so that the employer can get a better understanding of who
we are as a person and our interest in the position we are seeking for. Finally, we should not
consider how we would conclude our issue when speaking in public. Instead, we should consider
how we might make our issue more instructive, persuasive, or amusing. In education, I am terrified
of public speaking and am often apprehensive. However, I am confident that it will aid in my
development. It is a progress to improve every day. Moreover, with practice, speaking and standing
in front of a crowd will become second nature to me.
2. To what extent did the content of the webinar sessions correspond to your professional
needs?
The material of the webinar sessions is extremely relevant to my professional needs, to the point
where it not only meets my future professional goals, but also my personal wants. Because, while I
grow professionally, I am also growing personally, such as my confidence in speaking in front of a
large group of people. As a result, I will be able to improve my talents and abilities on a daily basis.

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3. What information obtained during the program will be most useful in your teaching
career? Be specific.
The most useful thing I learned during the programs/webinars was, of course, how to properly
create a Table of Specifications and Test Construction, which will assist us, particularly me as a
future teacher, in framing the decision-making process of test construction and improving the
validity of my evaluations based on tests constructed for classroom use. Most importantly, it
will assist me in becoming a more effective communicator as well as an educator in the future.
How do you think the webinar could have been made more effective? Be specific. The webinar
was successful because the resource speakers were knowledgable about the topics they
discussed. Teaching interns require up-to-date and appropriate information. A thorough
discussion with relevant instances is provided.

While attending the webinars, I encountered a number of challenges. First, there is a
technical issue that is causing the webinar to take a long time. Second, other pupils are
annoying, they are not aware that their microphone is unmuted, which disrupts the
discussion. For example, in a webinar about Classroom-Based Action Research, a
student's microphone was unmuted, and I was unable to hear the speaker's explanation.
The third issue is a slow internet connection, I’ve had a poor internet connection, which
affects my focus on the webinar.

Regarding the technical issue, if our section is assigned with hosting the webinar, I will
privately message the host to alert him to those students who have a noisy backgrounds
because they are unaware that their microphone is open. While for the slow internet
connection, I just go to the place where in the good connectivity is there and of course I
also consider my safety.

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REFLECTION
I will never forget the life-changing experiences I had while teaching students.
This was a treasure to me, something really essential and valuable. It also gives me a
lifelong experience, as all of the activities and experiences I had as a student teacher will
remain fresh in my memory and perception no matter how many years pass.
As a student teacher, there have been moments when I have faced difficulties.
Due to the COVID-19 epidemic, our deployment was held electronically, and I had
technical challenges, such as losing my internet connection, working in a noisy location,
and so on. In these situations, I conducted research and sought advice from my
classmates on how to resolve technical issues, and everything turned out all right, which
was a significant accomplishment for me. I also saw that a few students did not attend
our online class and did not turn in their assignments in our google classroom, so I
decided to contact them privately and learn about their difficulties. They, like them,
were in a difficult condition as students. I informed them that I would accept late
deliverables and that I was aware of their current position. They thanked me, and I was
overjoyed.
To keep our online class from becoming bored, I asked my students to answer
some questions and used interactive online learning tools like Quizizz in our live quiz. In
this way, I have managed to capture their interest. I also answer fast to their concerns
about our issue that they send to my messenger. Of course, as a student teacher, I have
had my fair share of difficulties. I recall a period when I needed to study for more than a
week for one module and was experiencing anxiousness. However, I need to be strong
in my head. I want to become an education so that I may inspire future generations to be
tough and pursue their dreams despite the pandemic.
Above all, it was a fantastic opportunity to gain practical teaching experience,

and I'm grateful for the opportunity to assist my Alma Mater. As a future teacher, I will
never stop learning. I aspire to be a globally competitive professional teacher.

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DOCUMENTATION
PICTURE TAKING BEFORE THE CLASS WILL END
Face-to-Face Workshop with the Cooperating Teacher

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RESUME

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APPENDICES (Core of Ethics for Professional Teacher, PPST, & 21 st
Century Southeast Asian)
Appendix A
Code of Ethics for Professional Teachers
Adopted and promulgated by the Board for Professional Teachers through Board
Resolution No. 435, series of 1997, pursuant to the provisions of paragraph (e), Article
II of RA No. 7836, otherwise known as the “Philippine Teachers Professionalization Act
of 1994”
THE PREAMBLE
Teachers are duly licensed professionals who possess dignity and reputation with high
moral values as well as technical and professional competence. In the practice of their
noble profession, the strictly adhere to observe and practice this set of ethical and moral
principles, standards and values.
Article I
Scope and Limitations
Sec. 1
 This code shall apply to ALL TEACHERS in schools in the Philippines.
Sec. 2
 Covers ALL PUBLIC and PRIVATE school TEACHERS in all educational institution
at the pre-school, primary, elementary, and secondary levels whether academic,
vocational, special, technical, or non-formal. “Teacher”-industrial arts or
vocational teachers and all other persons performing SUPERVISORY and/or
ADMINISTRATIVE functions in all school, whether on full time or part time basis.
Article II
The Teacher and the State
Sec. 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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Sec. 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.
Sec.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.
Sec.4
 Every teacher shall possess and actualize a full commitment and devotion to
duty.
Sec.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.
Sec.6.
 Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.
Sec.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.
Sec.8
 Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his research 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.

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Article III
The Teacher and the Community
Sec. 1
 A teacher is a facilitator of learning and of the development of the youth; render

the best service by providing an environment conducive to such learning and
growth.
Sec.2
 Every teacher shall provide leadership and initiative to actively participate in

community movements for moral, social, educational, economic and civic
betterment.
Sec.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.
Sec. 4
 Every teacher shall study and understand local customs and traditions in order
to have sympathetic attitude, therefore, refrain from disparaging the community.
Sec.5
 Every teacher shall help the school keep the people in the community informed
about the schools’ work and accomplishments as well as its needs and problems.
Sec.6
 Every teacher is intellectual leader in the community and shall welcome the
opportunity to provide such leadership when needed, to extend counseling
services and to actively be involved in matters affecting the welfare of the people.
Sec.7

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 Every teacher shall maintain harmonious and pleasant personal and official
relations with other professionals, with government officials, and with the
people, individually or collectively.
Sec.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
The Teacher and The Profession
Sec.1
 Every teacher shall actively ensure that teaching is the noblest profession and
shall manifest genuine enthusiasm and pride in teaching as a noble calling.
Sec.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.
Sec.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.
Sec.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.
Sec.5
 Every teacher shall use the teaching profession in a manner that makes it
dignified means for earning a decent living.
Article V

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The Teacher and the Teaching Community
Sec.1
 Professional loyalty, mutual confidence, and faith in one another, self-sacrifice

for the common good, and full cooperation with colleagues. Support one another.
Sec.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.
Sec.3
 Organize and leave to his successor such records and other data as are necessary
to carry on the work before leaving.
Sec.4
 shall keep 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 official permission.
Sec.5
 seek correctives for what may appear to be an unprofessional and unethical

conduct of any associate. However, if there is incontrovertible evidence for such
conduct.
Sec.6
 submit to the proper authorities any justifiable criticism against an associate,

preferably in writing, without violating any right of the individual concerned.
Sec.7
 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
Sec.1

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 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.
Sec.2
 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.
Sec.3
 transact all official business through channels except when special conditions
warrant a different procedure.
Sec.4
 has a right to seek redress against injustice to the administration and …shall
raise grievances within acceptable democratic processes. …shall avoid
jeopardizing the interest and the welfare of learners whose right to learn must
be respected.
Sec.5
 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.
Sec.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
Sec. 1
 All school officials shall at all times show professional courtesy, helpfulness and
sympathy towards teachers and other personnel, such practices being standards

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of effective school supervision, dignified administration, responsible leadership
and enlightened directions.
Sec. 2
 cooperative responsibility to formulate policies or introduce important changes

in the system at all levels.
Sec. 3
 School officials shall encourage and attend the professional growth of all
teachers… recommend them for promotion, giving them due recognition for
meritorious performance, and allowing them to participate in conferences in
training programs.
Sec. 4
 No school officials shall dismiss or recommend for dismissal a teacher or other

subordinates except for cause.
Sec. 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 Teacher and the Learners
Sec. 1
 A teacher has a right and duty to determine the academic marks and the
promotion of learners in the subject they handle.
Sec. 2
 interest and welfare of learners are of first and foremost concern and shall deal
justifiably and impartially with each of them.
Sec. 3

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 Under no circumstance shall a teacher be prejudiced or discriminate against a
learner.
Sec. 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.
Sec. 6
 A teacher shall base the evaluation of the learner’s work on merit and quality of
academic performance.
Sec. 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.
Article IX
The Teachers and Parents
Sec. 1
 establish and maintain cordial relations with parents and shall conduct himself
to merit their confidence and respect.
Sec. 2
 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…
Sec. 3
 A teacher shall hear parent complaints with sympathy and understanding and
shall discourage unfair criticism.
Article X
The Teacher & the Business
Sec. 1

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 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.
Sec. 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.
Sec. 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 XII
Disciplinary Actions
Sec. 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. 7836, and under Rule 31, Article VIII, of the Rules and
Regulations Implementing R.A.
APPENDIX B
Philippine Professional Standards for Teachers
INTRODUCTION
Role of teachers

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Teachers play a crucial role in nation building. Through quality
teachers, the Philippines can develop holistic learners who are steeped in
values, equipped with 21st century skills, and able to propel the country to
development and progress. This is in consonance with the Department of
Education vision of producing: “Filipinos who passionately love their country
and whose values and competencies enable them to realize their full potential
and contribute meaningfully to building the nation” (DepED Order No. 36, s.
2013).
Evidences show unequivocally that good teachers are vital to raising

student achievement, i.e., quality learning is contingent upon quality teaching.
Hence, enhancing teacher quality becomes of utmost importance for long-term
and sustainable nation building.
The changes brought about by various national and global

frameworks such as the K to 12 Reform and the ASEAN integration,
globalization, and the changing character of the 21 st century learners
necessitate improvement and adaptability of education, and a call for the
rethinking of the current teacher standards.
Professional standards for teachers
The Philippine Government has consistently pursued teacher quality

reforms through a number of initiatives. As a framework of teacher quality, the
National Competency-Based Teacher Standards (NCBTS) was institutionalized
through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s.
2009. It emerged as part of the implementation of the Basic Education Sector
Reform Agenda (BESRA), and was facilitated by drawing on the learning
considerations of programs, such as the Basic Education Assistance for Mindanao
(BEAM), the Strengthening Implementation of Visayas Education (STRIVE) project
and the Third Elementary Education Project (TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape

of teacher quality requirements in the Philippines. The reform process

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warrants an equivalent supportive focus on teacher quality – high quality
teachers who are properly equipped and prepared to assume the roles and
functions of a K to 12 teacher.
The Philippine Professional Standards for Teachers, which is built on

NCBTS, complements the reform initiatives on teacher quality from pre-service
education to in-service training. It articulates what constitutes teacher quality in
the K to 12 Reform through well-defined domains, strands, and indicators that
provide measures of professional learning, competent practice, and effective
engagement. This set of standards makes explicit what teachers should know, be
able to do and value to achieve competence, improved student learning outcomes,
and eventually quality education. It is founded on teaching philosophies of
learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among
others. The professional standards, therefore, become a public statement of
professional accountability that can help teachers reflect on and assess their own
practices as they aspire for personal growth and professional development.
Teacher quality in the Philippines
The Philippine Professional Standards for Teachers defines teacher quality

in the Philippines. The standards describe the expectations of teachers’ increasing
levels of knowledge, practice and professional engagement. At the same time, the
standards allow for teachers’ growing understanding, applied with increasing
sophistication across a broader and more complex range of teaching/learning
situations.
The following describes the breadth of 7 Domains that are required by

teachers to be effective in the 21st Century in the Philippines. Quality teachers in
the Philippines need to possess the following characteristics:
▪ recognize the importance of mastery of content knowledge and its

interconnectedness within and across curriculum areas, coupled with a
sound and critical understanding of the application of theories and
principles of teaching and learning. They apply developmentally

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appropriate and meaningful pedagogy grounded on content knowledge
and current research. They display proficiency in Mother Tongue,
Filipino and English to facilitate the teaching and learning process, as
well as exhibit the needed skills in the use of communication strategies,
teaching strategies and technologies to promote high quality learning
outcomes.
▪ provide learning environments that are safe, secure, fair and

supportive in order to promote learner responsibility and achievement.
They create an environment that is learning-focused and they efficiently
manage learner behavior in a physical and virtual space. They utilize a
range of resources and provide intellectually challenging and stimulating
activities to encourage constructive classroom interactions geared
towards the attainment of high standards of learning.
▪ establish learning environments that are responsive to learner

diversity. They respect learners’ diverse characteristics and experiences
as inputs to the planning and design of learning opportunities. They
encourage the celebration of diversity in the classroom and the need for
teaching practices that are differentiated to encourage all learners to be
successful citizens in a changing local and global environment.
▪ interact with the national and local curriculum requirements. They
translate curriculum content into learning activities that are relevant to
learners and based on the principles of effective teaching and learning.
They apply their professional knowledge to plan and design, individually
or in collaboration with colleagues, well-structured and sequenced
lessons that are contextually relevant, responsive to learners’ needs and
incorporate a range of teaching and learning resources. They
communicate learning goals to support learner participation,
understanding and achievement.
▪ apply a variety of assessment tools and strategies in monitoring,

evaluating, documenting and reporting learners’ needs, progress and
achievement. They use assessment data in a variety of ways to inform
and enhance the teaching and learning process and programs. They

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provide learners with the necessary feedback about learning outcomes
that informs the reporting cycle and enables teachers to select, organize
and use sound assessment processes.
▪ establish school-community partnerships aimed at enriching the

learning environment, as well as the community’s engagement in the
educative process. They identify and respond to opportunities that link
teaching and learning in the classroom to the experiences, interests and
aspirations of the wider school community and other key stakeholders.
They understand and fulfill their obligations in upholding professional
ethics, accountability and transparency to promote professional and
harmonious relationships with learners, parents, schools and the wider
community.
▪ value personal growth and professional development and exhibit high

personal regard for the profession by maintaining qualities that uphold
the dignity of teaching such as caring attitude, respect and integrity. They
value personal and professional reflection and learning to improve their
practice. They assume responsibility for personal growth and
professional development for lifelong learning.
The 7 Domains collectively comprise 37 strands that refer to more specific

dimensions of teacher practices.
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:
1. Content knowledge and its application within and across curriculum

areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other

higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning

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7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:
1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning

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4. Communication of learner needs, progress and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices and

programs
Domain 6, Community Linkages and Professional Engagement, consists of

four strands:
1. Establishment of learning environments that are responsive to

community contexts
2. Engagement of parents and the wider school community in the educative
process
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five

strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
Career stages
Teacher professional development happens in a continuum from beginning

to exemplary practice. Anchored on the principle of lifelong learning, the set of
professional standards for teachers recognizes the significance of a standards
framework that articulates developmental progression as teachers develop, refine
their practice and respond to the complexities of educational reforms.

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The following statements, which define the work of teachers at different
career stages, make explicit the elements of high-quality teaching for the 21 st
century. They comprise descriptors that have been informed by teachers’
understandings of what is required at each of the four Career Stages. The
descriptors represent a continuum of development within the profession by
providing a basis for attracting, preparing, developing and supporting teachers.
Career Stage 1 or Beginning Teachers have gained the qualifications

recognized for entry into the teaching profession. They have a strong
understanding of the subjects/areas in which they are trained in terms of
content knowledge and pedagogy. They possess the requisite knowledge, skills
and values that support the teaching and learning process. They manage learning
programs and have strategies that promote learning based on the learning needs
of their students. They seek advice from experienced colleagues to consolidate
their teaching practice.
Career Stage 2 or Proficient Teachers are professionally independent in

the application of skills vital to the teaching and learning process. They provide
focused teaching programs that meet curriculum and assessment requirements.
They display skills in planning, implementing, and managing learning programs.
They actively engage in collaborative learning with the professional community
and other stakeholders for mutual growth and advancement. They are reflective
practitioners who continually consolidate the knowledge, skills and practices of
Career Stage 1 teachers.
Career Stage 3 or Highly Proficient Teachers consistently display a high

level of performance in their teaching practice. They manifest an in-depth and
sophisticated understanding of the teaching and learning process. They have high
education-focused situation cognition, are more adept in problem solving and
optimize opportunities gained from experience. Career Stage 3 Teachers work
collaboratively with colleagues and provide them support and mentoring to
enhance their learning and practice. They continually seek to develop their

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professional knowledge and practice by reflecting on their own needs, and those of
their colleagues and students.
Career Stage 4 or Distinguished Teachers embody the highest standard

for teaching grounded in global best practices. They exhibit exceptional capacity
to improve their own teaching practice and that of others. They are recognized
as leaders in education, contributors to the profession and initiators of
collaborations and partnerships. They create lifelong impact in the lives of
colleagues, students and others. They consistently seek professional
advancement and relevance in pursuit of teaching quality and excellence. They
exhibit commitment to inspire the education community and stakeholders for
the improvement of education provision in the Philippines.
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

CAREER STAGES
Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4

Beginning Teachers Proficient Teachers Highly Proficient Distinguished
Teachers Teachers
Beginning Teachers have Proficient Teachers
gained the qualifications are professionally Highly Proficient Distinguished Teachers
recognized for entry into independent in the Teachers consistently embody the highest
the teaching profession. application of skills display a high level of standard for teaching
vital to the teaching performance in their grounded in global best
They have a strong and learning process. teaching practice. practices.
understanding of the
subjects/areas in which They provide They manifest an in- They exhibit exceptional
they are trained in terms focused teaching depth and capacity to improve
of content knowledge and programs that sophisticated their own teaching
pedagogy. meet curriculum understanding of the practice and that of
and assessment teaching and learning others.
They possess the requisite requirements. process.
knowledge, skills and They are recognized as
values that support the They display skills in They have high leaders in education,
teaching and learning planning, education-focused contributors to the
process. implementing and situation cognition, are profession and initiators

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managing learning more adept in problem of collaborations and
They manage learning programs. solving and optimize partnerships.
programs and have opportunities gained
strategies that promote They actively engage from experience. They create lifelong
learning based on the in collaborative impact in the lives of
learning needs of their learning with the They provide support colleagues, students and
students. professional and mentoring to others.
community and other colleagues in their
They seek advice from stakeholders for professional They consistently seek
experienced colleagues to mutual growth and development, as well as professional
consolidate their teaching advancement. work collaboratively advancement and
practice. with them to enhance relevance in pursuit of
They are reflective the learning and teaching quality and
practitioners who practice potential of excellence.
continually their colleagues.
consolidate the They exhibit
knowledge, skills and They continually seek commitment to inspire
practices of Career to develop their the education
Stage 1 teachers. professional knowledge community and
and practice by stakeholders for the
reflecting on their own improvement of
needs, and those of education provision in
their colleagues and the Philippines.
students.
Strand 1.3 1.3.1 Show skills in 1.3.2 Ensure the 1.3.4 Mentor
Positive use of ICT the positive use of positive use of ICT colleagues in the
ICT to facilitate the to facilitate the 1.3.3 Promote implementation
teaching and learning teaching and effective of policies to
process. learning process. strategies in the ensure the
positive use of ICT positive use of
to facilitate the ICT within or
teaching and beyond the
learning process. school.
Strand 1.4 1.4.1 Demonstrate 1.4.2 Use a range 1.4.3 Evaluate 1.4.4 Model a
Strategies for knowledge of of teaching with colleagues comprehensive

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promoting literacy teaching strategies strategies that the effectiveness selection of
and numeracy that promote literacy enhance learner of teaching effective teaching
and numeracy skills. achievement in strategies that strategies that
literacy and promote learner promote learner
numeracy skills. achievement in achievement in
literacy and literacy and
numeracy. numeracy.
Strand 1.5 1.5.1 Apply teaching 1.5.2 Apply a 1.5.3 Develop and 1.5.4 Lead
Strategies for strategies that range of teaching apply effective colleagues in
developing critical develop critical and strategies to teaching reviewing,
and creative creative thinking, develop critical strategies to modifying and
thinking, as well as and/or other and creative promote critical expanding their
other higher-order higherorder thinking thinking, as well and creative range of teaching
thinking skills skills. as other higher- thinking, as well strategies that
order thinking as other promote critical
skills. higherorder and creative
thinking skills. thinking, as well
as other higher-
order thinking
skills.
Strand 1.6 1.6.1 Use Mother 1.6.2 Display 1.6.3 Model and 1.6.4 Show
Mother Tongue, Tongue, proficient use of support exemplary skills
Filipino and Filipino and English Mother Tongue, colleagues in the in and advocate
English in teaching to facilitate teaching Filipino and proficient use of the use of Mother
and learning and learning. English to Mother Tongue, Tongue, Filipino
facilitate teaching Filipino and and English in
and learning. English to teaching and
improve teaching learning
and learning, as to facilitate the
well as to develop learners’
the learners’ pride language,
of their language, cognitive and
heritage and academic
culture. development and
to foster pride of
their language,
heritage and
culture.
Strand 1.7 1.7.1 Demonstrate an 1.7.2 Use effective 1.7.3 Display a

1.7.4 Exhibit
Classroom understanding of the verbal and non- wide range of
exemplary

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communication range of verbal and verbal classroom effective verbal practice in the
strategies non-verbal classroom communication and non-verbal use of effective
communication strategies to classroom verbal and non-
strategies that support learner communication verbal classroom
support learner understanding, strategies to communication
understanding, participation, support learner strategies to
participation, engagement and understanding, support learner
engagement and achievement. participation, understanding,
achievement. engagement and participation,
achievement. engagement and
achievement in
different learning
contexts.
Domain 2. Learning Environment

Domain 2 highlights the role of teachers to provide learning environments that are safe, secure, fair
and supportive in order to promote learner responsibility and achievement. This Domain centers on
creating an environment that is learning-focused and in which teachers efficiently manage learner
behavior in a physical and virtual space. It highlights the need for teachers to utilize a range of
resources and provide intellectually challenging and stimulating activities to encourage constructive
classroom interactions geared towards the attainment of high standards of learning.
Highly
Beginning Proficient Proficient Distinguished
Strands Teachers Teachers Teachers Teachers
Strand 2.1 2.1.1 Demonstrate 2.1.2 Establish 2.1.4 Apply

Learner safety and knowledge of safe and secure 2.1.3 Exhibit comprehensive
security policies, learning effective strategies knowledge of and
guidelines and environments to that ensure safe act as a resource
procedures that enhance learning and secure person for,
provide safe and through the learning policies,
secure learning consistent environments to guidelines and
environments. implementation of enhance learning procedures that
policies, through the relate to the
guidelines and consistent implementation
procedures. implementation of of safe and secure
policies, learning
guidelines and environments for
procedures. learners.

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Strand 2.2 2.2.1 2.2.2 Maintain 2.2.3 Exhibit 2.2.4 Advocate and
Fair learning Demonstrate learning effective facilitate the use of effective
environment understanding environments practices to practices to foster learning
of learning that promote foster environments that promote
environments fairness, learning fairness, respect and care to
that promote respect and environments encourage learning.
fairness, care to that promote
respect and encourage fairness,
care to learning. respect and
encourage care to
learning. encourage
learning.
Strand 2.3 2.3.1 2.3.2 Manage 2.3.3 Work 2.3.4 Model exemplary
Management Demonstrate classroom with practices in the
of classroom knowledge of structure to colleagues to management of classroom
structure managing engage model and structure and activities, and
and classroom learners, share lead colleagues at the
activities structure individually effective whole-school level to
that engages or in groups, techniques in review and evaluate their
learners, in meaningful the practices.
individually exploration, management
or in groups, discovery and of classroom
in meaningful hands-on structure to
exploration, activities engage
discovery and within a range learners,
hands-on of physical individually
activities learning or in groups,
within the environments in meaningful
available . exploration,
physical discovery and
learning hands-on
environments. activities
within a range
of physical
learning
environments.
Strand 2.4 2.4.1 2.4.2 Maintain 2.4.3 Work 2.4.4 Facilitate processes to
Support for Demonstrate supportive with review the effectiveness of
learner understanding learning colleagues to the school’s learning
participation of supportive environments share environment to nurture
learning that nurture successful and inspire learner
environments and inspire strategies that participation.

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that nurture learners to sustain
and inspire participate, supportive
learner cooperate and learning
participation. collaborate in environments
continued that nurture
learning. and inspire
learners to
participate,
cooperate and
collaborate in
continued
learning.
Strand 2.5 2.5.1 2.5.2 Apply a 2.5.3 Model 2.5.4 Lead and empower
Promotion Demonstrate range of successful colleagues in promoting
of purposive knowledge of successful strategies and learning environments that
learning learning strategies that support effectively motivate
environments maintain colleagues in learners to achieve quality
that motivate learning promoting outcomes by assuming
learners to environments learning responsibility for their own
work that motivate environments learning.
productively learners to that
by assuming work effectively
responsibility productively motivate
for their own by assuming learners to
learning. responsibility work
for their own productively
learning. by assuming
responsibility
for their own
learning.
Strand 2.6 2.6.1 2.6.2 Manage 2.6.3 Exhibit 2.6.4 Provide leadership in
Management Demonstrate learner effective and applying a wide range of
of learner knowledge of behavior constructive strategies in the
behavior positive and constructively behavior implementation of positive
non-violent by applying management and non-violent discipline
discipline in positive and skills by policies/procedures to
the non-violent applying ensure learning-focused
management discipline to positive and environments.
of learner ensure non-violent
behavior. learning discipline to
focused ensure
environments. learning
focused

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environments.
Domain 3. Diversity of Learners

Domain 3 emphasizes the central role of teachers in establishing learning environments that are responsive
to learner diversity. This Domain underscores the importance of teachers’ knowledge and understanding of,
as well as respect for, learners’ diverse characteristics and experiences as inputs to the planning and design
of learning opportunities. It encourages the celebration of diversity in the classrooms and the need for
teaching practices that are differentiated to encourage all learners to be successful citizens in a changing
local and global environment.
Beginning Proficient Highly Proficient Distinguished

Strand 3.1 3.1.1 Demonstrate 3.1.2 Use 3.1.3 Work with

Learners’ gender, knowledge and differentiated, colleagues to share 3.1.4 Lead colleagues
needs, strengths, understanding of developmentally differentiated, to evaluate
interests and differentiated appropriate developmentally differentiated
experiences teaching to suit the learning appropriate strategies to enrich
learners’ gender, experiences to opportunities to teaching practices that
needs, strengths, address learners’ address learners’ address learners’
interests and gender, needs, differences in differences in gender,
experiences. strengths, interests gender, needs, needs, strengths,
and experiences. strengths, interests interests and
and experiences. experiences.
Strand 3.2 3.2.1 Implement 3.2.2 Establish a 3.2.3 Exhibit a

Learners’ linguistic, teaching strategies learnercentered learner-centered
cultural, socio- that are responsive culture by using culture that 3.2.4 Model
economic and to the learners’ teaching strategies promotes success by exemplary teaching
religious backgrounds linguistic, cultural, that respond to using effective practices that
socio-economic their linguistic, teaching strategies recognize and affirm
and religious cultural, that respond to diverse
backgrounds. socioeconomic and their linguistic, linguistic, cultural,
religious cultural, socioeconomic and
backgrounds. socioeconomic and religious backgrounds
religious to promote learner
backgrounds. success.
Strand 3.3 3.3.1 Use strategies 3.3.2 Design, adapt 3.3.3 Assist 3.3.4 Lead colleagues
Learners with responsive to and implement colleagues to design, in designing, adapting
disabilities, giftedness learners with teaching strategies adapt and and implementing
and talents disabilities, that are responsive implement teaching teaching strategies
giftedness and to learners with strategies that are that are responsive to

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talents. disabilities, responsive to learners with
giftedness and learners with disabilities, giftedness
talents. disabilities, and talents.
giftedness and
talents.
Strand 3.4 3.4.1 Demonstrate 3.4.2 Plan and 3.4.3 Evaluate with
3.4.4 Model a range
Learners in difficult understanding of deliver teaching colleagues teaching
of high level skills
circumstances the special strategies that are strategies that are
responsive to the
educational needs responsive to the responsive to the
special educational
of learners in special educational special educational
needs of
difficult needs of needs of learners in
learners in difficult
circumstances, learners in difficult difficult
circumstances,
including: circumstances, circumstances,
including:
geographic including: including:
geographic
isolation; chronic geographic geographic
isolation; chronic
illness; isolation; chronic isolation; chronic
illness;
displacement due to illness; illness;
displacement due
armed conflict, displacement due to displacement due to
to armed conflict,
urban resettlement armed conflict, armed conflict,
urban resettlement
or disasters; child urban resettlement urban resettlement
or disasters; child
abuse and child or disasters; child or disasters; child
abuse and child
labor practices. abuse and child abuse and child
labor practices.
labor practices. labor practices.
Strand 3.5 3.5.1 Demonstrate 3.5.2 Adapt and use 3.5.3 Develop and 3.5.4 Show
Learners from knowledge of culturally apply teaching comprehensive
indigenous groups teaching strategies appropriate strategies to skills in delivering
that are inclusive of teaching strategies address effectively culturally
learners from to address the needs the needs of appropriate
indigenous groups. of learners from learners from teaching strategies
indigenous groups. indigenous groups. to address
effectively the
needs of learners
from indigenous
groups.
Domain 4. Curriculum and Planning

Domain 4 addresses teachers’ knowledge of and interaction with the national and
local curriculum requirements. This Domain encompasses their ability to translate
curriculum content into learning activities that are relevant to learners and based on

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the principles of effective teaching and learning. It expects teachers to apply their
professional knowledge to plan and design, individually or in collaboration with
colleagues, well-structured and sequenced lessons. These lesson sequences and
associated learning programs should be contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning resources. The
Domain expects teachers to communicate learning goals to support learner
participation, understanding and achievement.
Beginning Proficient Highly Proficient Distinguished

Strand 4.1 4.1.1 Prepare 4.1.2 Plan, manage 4.1.3 Develop and 4.1.4 Model
Planning and developmentally and implement apply exemplary practice
management of sequenced teaching developmentally effective strategies and lead colleagues
teaching and learning and learning sequenced teaching in the planning and in enhancing
process process to meet and learning management of current practices in
curriculum process to meet developmentally the planning and
requirements. curriculum sequenced teaching management of
requirements and and learning developmentally
varied teaching process to meet sequenced teaching
contexts. curriculum and learning
requirements and process.
varied teaching
contexts.
Strand 4.2 4.2.1 Identify 4.2.2 Set achievable 4.2.4 Exhibit high-
Learning outcomes learning outcomes and appropriate 4.2.3 Model to level skills and lead
aligned with learning that are aligned learning outcomes colleagues the in setting
competencies with learning that are aligned setting of achievable and
competencies. with learning achievable and challenging
competencies. challenging learning learning outcomes
outcomes that are that are aligned
aligned with with learning
learning competencies
competencies to towards the
cultivate a culture cultivation of a
of excellence for all culture of
learners. excellence for all.
Strand 4.3 4.3.1 Demonstrate 4.3.2 Adapt and 4.3.3 Work 4.3.4 Provide
Relevance and knowledge in the implement learning collaboratively with advice in the
responsiveness of implementation of programs that colleagues to design and

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learning programs relevant and ensure relevance evaluate the design implementation of
responsive learning and responsiveness of learning relevant and
programs. to the needs of all programs that responsive
learners. develop the learning programs
knowledge and that develop the
skills of learners at knowledge and
different ability skills of learners at
levels. different ability
levels.
Strand 4.4 4.4.1 Seek advice 4.4.4 Lead

Professional concerning colleagues in
collaboration to strategies that can 4.4.2 Participate in 4.4.3 Review with professional
enrich teaching enrich teaching collegial discussions colleagues, teacher discussions to plan
practice practice. that use teacher and and learner and implement
learner feedback to feedback to plan, strategies that
enrich teaching facilitate, and enrich enrich teaching
practice. teaching practice. practice.
Strand 4.5 4.5.1 Show skills in 4.5.2 Select, 4.5.3 Advise and 4.5.4 Model
Teaching and learning the selection, develop, organize guide colleagues in exemplary skills
resources including development and and use the selection, and lead colleagues
ICT use of a variety of appropriate organization, in the development
teaching and teaching and development and and evaluation of
learning resources, learning resources, use of appropriate teaching and
including including ICT, to teaching and learning
ICT, to address address learning learning resources, resources,
learning goals. goals. including ICT, to including ICT, for
address specific use within and
learning goals. beyond the school.
Domain 5. Assessment and Reporting

Domain 5 relates to processes associated with a variety of assessment tools and strategies used by
teachers in monitoring, evaluating, documenting and reporting learners’ needs, progress and
achievement. This Domain concerns the use of assessment data in a variety of ways to inform and
enhance the teaching and learning process and programs. It concerns teachers providing learners with
the necessary feedback about learning outcomes. This feedback informs the reporting cycle and enables
teachers to select, organize and use sound assessment processes.
Strands Beginning Proficient Highly Proficient Distinguished
Teachers Teachers Teachers Teachers

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Strand 5.1 5.1.1 5.1.2 Design, 5.1.3 Work 5.1.4 Lead initiatives
Design, selection, Demonstrate select, organize collaboratively in the evaluation of
organization and knowledge of and use diagnostic, with colleagues to assessment policies
utilization of the design, formative and review the design, and guidelines that
assessment selection, summative selection, relate to the design,
strategies organization and assessment organization and selection,
use of diagnostic, strategies use of a range of organization and use
formative and consistent with effective of effective
summative curriculum diagnostic, diagnostic,
assessment requirements. formative and formative and
strategies summative summative
consistent with assessment assessment
curriculum strategies strategies consistent
requirements. consistent with with curriculum
curriculum requirements.
requirements.
Strand 5.2 5.2.1 5.2.2 Monitor and 5.2.3 Interpret 5.2.4 Provide advice
Monitoring and Demonstrate evaluate learner collaboratively on, and mentor
evaluation of knowledge of progress and monitoring and colleagues in the
learner progress monitoring and achievement using evaluation effective analysis
and achievement evaluation of learner attainment strategies of and use of learner
learner progress data. attainment data to attainment data.
and achievement support learner
using learner progress and
attainment data. achievement.
Strand 5.3 5.3.1 5.3.2 Use 5.3.3 Use effective 5.3.4 Exhibit
Feedback to Demonstrate strategies for strategies for exemplary skills and
improve learning knowledge of providing timely, providing timely, lead initiatives to
providing timely, accurate and accurate and support colleagues
accurate and constructive constructive in applying
constructive feedback to feedback to strategies that
feedback to improve learner encourage learners effectively provide
improve learner performance. to reflect on and timely, accurate and
performance. improve their own constructive
learning. feedback to learners
to improve learning
achievement.
Strand 5.4 5.4.1 5.4.2 Communicate 5.4.3 Apply skills 5.4.4 Share with
Communication of Demonstrate promptly and in the effective colleagues a wide
learner needs, familiarity with a clearly the communication of range of strategies
progress and range of learners’ needs, learner needs, that ensure effective
achievement to key strategies for progress and progress and communication of
stakeholders communicating achievement to achievement to learner needs,

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learner needs, key stakeholders, key stakeholders, progress and
progress and including including achievement to key
achievement. parents/guardians. parents/guardians. stakeholders,
including
parents/guardians.
Strand 5.5 5.5.1 5.5.2 Utilize 5.5.3 Work 5.5.4 Lead
Use of assessment Demonstrate an assessment data to collaboratively colleagues to
data to enhance understanding of inform the with colleagues to explore, design and
teaching and the role of modification of analyze and utilize implement
learning practices assessment data teaching and assessment data to effective practices
and programs as feedback in learning practices modify practices and programs using
teaching and and programs. and programs to information derived
learning further support from assessment
practices and learner progress data.
programs. and achievement.

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Domain 6. Community Linkages and Professional Engagement
Domain 6 affirms the role of teachers in establishing school-community partnerships aimed at enriching the
learning environment, as well as the community’s engagement in the educative process. This Domain
expects teachers to identify and respond to opportunities that link teaching and learning in the classroom to
the experiences, interests and aspirations of the wider school community and other key stakeholders. It
concerns the importance of teachers’ understanding and fulfilling their obligations in upholding professional
ethics, accountability and transparency to promote professional and harmonious relationships with
learners, parents, schools and the wider community.
Strand 6.1 6.1.1 Demonstrate 6.1.2 Maintain 6.1.3 Reflect on 6.1.4 Model
Establishment of an understanding learning and evaluate exemplary practice
learning environments of knowledge of environments that learning and empower
that are responsive to learning are responsive to environments colleagues to
community contexts environments that community that are establish and
are responsive to contexts. responsive to maintain effective
community community learning
contexts. contexts. environments that
are responsive to
community contexts.
Strand 6.2 6.2.1 Seek advice 6.2.2 Build 6.2.3 Guide 6.2.4 Lead in
Engagement of concerning relationships with colleagues to consolidating
parents and the wider strategies that parents/guardian strengthen networks that
school community in build s and the wider relationships with strengthen
the educative process relationships with school community parents/guardians relationships with
parents/guardians to facilitate and the wider parents/guardians
and the wider involvement in the school community and the wider
community. educative process. to maximize their school community
involvement in the to maximize their
educative process. involvement in the
educative process.
Strand 6.3 6.3.1 Demonstrate 6.3.2 Review 6.3.3 Discuss with 6.3.4 Lead
Professional ethics awareness of regularly personal colleagues teaching colleagues in the
existing laws and teaching practice and learning regular review of
regulations that using existing practices that apply existing codes,
apply to the laws and existing codes, laws laws and
teaching regulations that and regulations that regulations that
profession, and apply to the apply to the apply to the
become familiar teaching teaching profession, teaching
with the profession and the and the profession, and
responsibilities responsibilities responsibilities the

88 | P a g e
specified in the specified in specified in the responsibilities as
Code of Ethics for the Code of Ethics Code of Ethics for specified
Professional for Professional in the Code of
Teachers. Professional Teachers. Ethics for
Teachers. Professional
Teachers.
Strand 6.4 6.4.1 Demonstrate 6.4.2 Comply with 6.4.3 Exhibit 6.4.4 Evaluate
School policies and knowledge and and implement commitment to and existing school
procedures understanding of school policies support teachers in policies and
school policies and procedures the implementation procedures to
and procedures to consistently to of school policies make them more
foster harmonious foster and procedures to responsive to the
relationship with harmonious foster harmonious needs of the
the wider school relationships with relationships with learners, parents
community. learners, parents, learners, parents and other
and other and other stakeholders.
stakeholders. stakeholders.
Domain 7. Personal Growth and Professional Development

Domain 7 focuses on teachers’ personal growth and professional development. It accentuates teachers’
proper and high personal regard for the profession by maintaining qualities that uphold the dignity of
teaching such as caring attitude, respect and integrity. This Domain values personal and professional
reflection and learning to improve practice. It recognizes the importance of teachers’ assuming
responsibility for personal growth and professional development for lifelong learning.
Strand 7.1 7.1.1 Articulate a 7.1.2 Apply a 7.1.3 Manifest a 7.1.4 Model a
personal personal learner centered learner-centered
Philosophy of
philosophy of philosophy of teaching teaching
teaching
teaching that is teaching that is philosophy in philosophy through
learner-centered. learner- various aspects of teaching practices
centered. practice and that stimulate
support colleagues colleagues to
in enhancing their engage in further
own learner- professional
centered teaching learning.
philosophy.
Strand 7.2 7.2.1 Demonstrate 7.2.2 Adopt 7.2.3 Identify and 7.2.4 Act as a role
behaviors that practices that utilize personal model and
Dignity of teaching
uphold the dignity uphold the professional advocate for
as a profession
of teaching as a dignity of strengths to uphold upholding the
profession by teaching as a the dignity of dignity of teaching

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exhibiting profession by teaching as a as a profession to
qualities such as exhibiting profession to help build a positive
caring attitude, qualities such as build a positive teaching and
respect and caring attitude, teaching and learning culture
integrity. respect and learning culture within and beyond
integrity. within the school. the school.
Strand 7.3 7.3.1 Seek 7.3.2 Participate 7.3.3 Contribute 7.3.4 Take a
opportunities to in professional actively to leadership role in
Professional links
establish networks to professional supporting
with colleagues
professional links share knowledge networks within colleagues’
with colleagues. and to enhance and between engagement with
practice. schools to improve professional
knowledge and to networks within
enhance practice. and across schools
to advance
knowledge and
practice in
identified areas of
need.
Strand 7.4 7.4.1 Demonstrate 7.4.2 Develop a 7.4.3 Initiate 7.4.4. Demonstrate
an understanding personal professional leadership within
Professional
of how professional reflections and and across school
reflection and
professional improvement promote learning contexts in
learning to improve
reflection and plan based on opportunities with critically evaluating
practice
reflection of colleagues to practice and setting
one’s improve practice. clearly
learning can be practice and defined targets for
used to improve ongoing professional
practice. professional development.
learning.
Strand 7.5 7.5.1 Demonstrate 7.5.2 Set 7.5.3 Reflect on the 7.5.4 Lead reforms
motivation professional Philippine in enhancing
Professional
professional
development goals to realize development Professional
development
professional goals based on Standards for
programs based on
the Teachers to plan
development an in-depth
personal
goals based on the Philippine knowledge and
professional
Professional understanding of
Philippine development goals
the Philippine
Professional Standards for and assist
Professional
Teachers. colleagues in
Standards for Standards for
planning and
Teachers. Teachers.
achieving their own

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goals.
APPENDIX C
ST
21 Century Southeast Asian Teachers Competency Framework

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Eastern

This project documents student-teacher interactions and

It is not easy for a student teacher to complete practice teaching

Indeed, it is via on-campus training that I have learnt to apply

My Teaching Internship Portfolio

EVSU Mission and Vision 4

COED Goals and Objectives 5

Quality Objectives and Policies 6

Educational Philosophy ……………………………………………………………………………… 8

Weekly Reflective Journal 9-14

Compilation of Lesson Plan 15-35

Instructional Materials 36-27

Assessment Tools 38-43

Virtual Classroom Demo Lesson 44-45

Accomplishment Reports (Webinar and Workshops) 46-60

As a future mathematics educator, I will teach my students the fundamental skills

EVSU MISSION AND VISION

My Teaching Internship Portfolio

COED GOALS AND OBJECTIVES

My Teaching Internship Portfolio

D – evelop a culture of excellence to continually increase the performance in

QUALITY OBJECTIVES & POLICIES

My Teaching Internship Portfolio

We are committed to continual improvement recognizing changes as

My Teaching Internship Portfolio

Mark Anthony N. Pacne

Age : 22 yrs. old

My Teaching Internship Portfolio

My Teaching Internship Portfolio

Name: Mark Anthony N. Pacne

Teaching and learning Activities

Content Standards Derives relationships among angles formed by

A. Identify pairs of alternate interior angles and

My Teaching Internship Portfolio

2. What educational theory/model/philosophy do you think best suit for the

My Teaching Internship Portfolio

Name: Mark Anthony N. Pacne

Teaching and learning Activities

Content Standards Uses appropriate graphs to represent organized

a) Use appropriate graphs to represent data,

My Teaching Internship Portfolio

4. What educational theory/model/philosophy do you think best suit for the

My Teaching Internship Portfolio

My Teaching Internship Portfolio

Prepared by: Mark Anthony N. Pacne

II. Subject Matter

III. LEARNING PROCEDURE:

My Teaching Internship Portfolio

5. ∠ 3∧∠ 6 ,∠ 4∧∠ 5=¿ ¿

6. ∠ 1∧∠8 , ∠2∧∠ 7=¿ ¿

7. ∠ 1∧∠5 , ∠2∧∠ 6 , ∠3∧∠ 7 ,∠ 4∧∠8=¿ ¿

D. Lesson Proper (Deductive method):

My Teaching Internship Portfolio

Given the lines x and y in the figure, the line z is a transversal of

My Teaching Internship Portfolio

B. Compare the measures of all the:

What do you observe? ________________

C. Complete the statements below:

When two parallel lines are cut by a transversal, then

Use the figure below to answer the following questions:

a) Any pair of angles that are boxed?

My Teaching Internship Portfolio

My Teaching Internship Portfolio

My Teaching Internship Portfolio

Name: _______________________ Year & Section: _ Date Submitted: ______

Name: _______________________ Year & Section: _ Date Submitted: ______