Professional Documents
Culture Documents
STUDENT TEACHING
PORTFOLIO
Presented by:
Submitted to:
Course Coordinator
TABLE OF CONTENTS
Acknowledgement
Dedication
Prayer for Teachers
CHAPTER I- Introduction
CHAPTER X-Attachments
a. Picture
b. Lesson Plan
c. Daily Time Record
d. Evaluation form and Clearance
ACKNOWLEDGEMENT
The author’s deepest gratitude to the people who helped him in making
To our School Coordinators Prof. Marilyn Isip and Prof. Sheryl Morales,
Regis who accepts us without regret, to Mrs. Erna Akyol (TLE Department
Head) who’s always there to guide us and treat us as if we are her children.
this battle;
aspirations;
Dear God,
Amen
CHAPTER I- Introduction
there is.” and so is the degree that measure which teacher or professor meets
students demand and needs and if they also meets the students satisfaction or
the teacher must be able to manage and use available resources in such a way
resources and indicated to the time, cost, labor and value in being effective,
VISION
MISSION
The mission of PUP in the 21st Century is to provide the highest quality of
comprehensive and global education and community services accessible to all students,
It shall offer high quality undergraduate and graduate programs that are responsive to
the changing needs of the students to enable them to lead productive and meaningful lives.
2. Promote science and technology consciousness and develop relevant expertise and
competence among all members of the academe, stressing their importance in building
3. Emphasize the unrestrained and unremitting search for truth and its defense, as well
6. Provide its students and faculty with a liberal arts-based education essential to a
broader understanding and appreciation of life and to the total development of the
individual;
7. Make the students and faculty aware of technological, social as well as political and
8. Use and propagate the national language and other Philippine languages and develop
proficiency in English and other foreign languages required by the students’ fields of
specialization;
academic community where people of diverse ideologies work and learn together to
attain academic, research and service excellence in a continually changing world; and
10. Build a learning community in touch with the main currents of political, economic and
cultural life throughout the world; a community enriched by the presence of a significant
facilitate active participation in the creation and use of information and knowledge on a
global scale.
GOALS
Reflective of the great emphasis being given by the country's leadership aimed at
providing appropriate attention to the alleviation of the plight of the poor, the development of
the citizens and of the national economy to become globally competitive, the University shall
commit its academic resources and manpower to achieve its goals through:
returns and benefits derived from the utilization of higher education resources.
PHILOSOPHY
r Education is an instrument for the development of the citizenry and for the
VISION
Maligaya High School is committed to provide accessible and quality education to the
MISSION
To be an institution which will produce highly skilled, intellectually equipped and
values-oriented individuals who are united in a common aspiration in the service of God and
Country
History
Maligaya High School, formerly Lagro High School Maligaya Park Annex, stands as a
landmark of the government’s concern for the welfare and progress of the people. It is a
issued by the Register of Deeds of Quezon City, Metro Manila Philippines, this parcel of the
land where MHS rose was donated by the Biyaya Corporation represented by its General
Manager, Mr. Paul Sysip to the Quezon City government represented by Hon. Ismael A.
Matay, Jr.
The said parcel of land consists of 19,169 sq. meters more or less and located at the
heart of Maligaya Subdivision where a two-story building with six (6) classrooms caters to the
The building was blessed and formally turned over to the Division of City Schools
represented by Dr. Alma Bella O. Bautista, Assistant Schools Division Superintendent on July
3, 1992.
The people who worked hard for the construction of this building were the following:
Congressman Dante Liban, Atty. Godofredo Liban II,Barangay Captain of Brgy. Pasong putik,
and Mr. Romy Mallari. The school formally opened in June 1992 and was granted
independence in 2003.
Now, MHS in gaining emerging success from increased populations, installed physical
With school’s mission and vision, Maligaya High School embraces a strong commitment to
offer best quality education for the welfare of the Filipino learners who shall meet common
Assistants-to-the-Principal
Arlene G. Sandoval
ASTP for Finance
School Registrar
Memorandum
No. 80 s.2011 MANAGING TEACHING AND LEARNING THROUGH ICT FOR
TECHNICAL VOCATIONAL TEACHERS
No. 79 s.2011 SMART SCHOOLS PROGRAM "CONTENT GENERATION AND
WEB DEVELOPMENT TRAINING FOR PUBLIC ELEMENTARY AND
HIGH SCHOOL TEACHERS,PUPILS AND STUDENTS
No. 78 s.2011 "HAPPY SMILES FOR HEALTHY KIDS" PROJECT
No. 77 s.2011 69TH COMMEMORATION OF THE ARAW NG KAGITINGAN AND
PHILIPPINE VETERANS WEEK
No. 76 s.2011 ENTREPRENEURSHIP TRAINING FOR YEARS III AND IV TECH-
VOC EDUCATION TEACHERS IMPLEMENTING THE STVEP
No. 75 s.2011 IMPLEMENTATION OF THE DEPED COMPUTERIZATION
PROGRAM BATCH 11 (803 MOBILE TEACHERS)
No. 74 s.2011 SCHOLARSHIP PROGRAM FOR SPECIAL EDUCATION (SPED)
TEACHERS HANDLING CHILDREN WITH AUTISM SPECTRUM
DISORDER
No. 73 s.2011 ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, TEACHERS
AND STUDENTS TO ACTIVELY PARTICIPATE IN THE
OBSERVANCE OF THE EARTH HOUR 60+ 2011
No. 72 s.2011 55TH NATIONAL CONFERENCE OF CHIEFS AND ASSISTANT
CHIEFS OF ELEMENTARY EDUCATION
No. 71 s.2011 IMPLEMENTATION AND ORIENTATION OF BATCH 8 (FY 2009) OF
THE DEPED COMPUTERIZATION PROGRAM FOR TECHNICAL
VOCATIONAL SECONDARY SCHOOLS
No. 70 s.2011 PAGDIRIWANG NG ARAW NI FRANCISCO "BALAGTAS"
BALTAZAR 2011
No. 68 s.2011 DISSEMINATION OF ADMINISTRATIVE ORDER NO. 6, S. 2011
(Organizing the Inter-Agency Energy Contingency Committee (IECC)
No. 67 s.2011 PLACEMENT OF 2011 DOST-SEI SCHOLAR-GRADUATES IN
PUBLIC SECONDARY SCHOOLS
No. 66 s.2011 2011 SEARCH FOR THE MOST OUTSTANDING SPECIAL
EDUCATION (SPED) TEACHERS AND SPED CENTERS
No. 65 s.2011 CAPABILITY BUILDING FOR SPED TEACHERS,
ADMINISTRATORS AND SUPERVISORS UNDER THE HUMAN
RESOURCE TRAINING AND DEVELOPMENT
No. 64 s.2011 RESULTS OF THE 2010 NATIONAL QUALIFYING EXAMINATION
FOR PRINCIPALS
No. 63 s.2011 DEVELOPMENT OF COMPETENCY JOB PROFILES FOR DEPED
NON-TEACHING PERSONNEL
No. 62 s.2011 NATIONAL EDUCATION CONFERENCE ON ASSESSMENT AND
TRAINING OF TRAINERS (TOT) FOR THE MASS TRAINING OF
SECOND YEAR TEACHERS ON THE 2010 SECONDARY
EDUCATION CURRICULUM (SEC)
No. 61 s.2011 DISSEMINATION OF MEMORANDUM CIRCULAR NO. 11-A
No. 60 s.2011 RECONSTITUTING THE NATIONAL AND REGIONAL SEARCH
COMMITTEES FOR THE THIRD LEVEL POSITIONS
Page/s: 1 2 3 4
Student teachers are often placed into an awkward and stressful situation, not really
sure of their authority and sometimes not even placed with veteran teachers who are much
help. These tips can aid student teachers as they begin their first teaching assignments.
Please note: these are not suggestions for how to approach the students but instead for how
to most effectively succeed in your new teaching environment.
1. Be On Time
Punctuality is very important in the 'real world'. If you are late, you will definitely NOT start out
on the right foot with your cooperating teacher. Even worse, if you arrive after a class has
begun which you are supposed to be teaching, you are placing that teacher and yourself in an
awkward situation.
2. Dress Appropriately
As a teacher, you are a professional and you are supposed to dress accordingly. There is
nothing wrong with over dressing during your student teaching assignments. The clothes do
help lend you an air of authority, especially if you look awfully young. Further, your dress lets
the coordinating teacher know of your professionalism and dedication to your assignment.
3. Be Flexible
Remember that the coordinating teacher has pressures placed upon them just as you have
your own pressures to deal with. If you normally teach only 3 classes and the coordinating
teacher asks that you take on extra classes one day because he has an important meeting to
attend, look at this as your chance to get even further experience while impressing your
dedication to your coordinating teacher.
Flexibility is the one the top six keys to being a successful teacher.
This might seem obvious to some but it is important that you do not break school rules. For
example, if it is against the rules to chew gum in class, then do not chew it yourself. If the
campus is 'smoke-free', do not light up during your lunch period. This is definitely not
professional and would be a mark against you when it comes time for your coordinating
teacher and school to report on your abilities and actions.
This is especially important if you believe that you will be staying in the area and possibly
trying for a job at the school where you are teaching. These people's opinions of you will have
an impact on whether or not you are hired. They can also make your time during student
teaching much easier to handle. Don't underestimate their worth.
7. Maintain Confidentiality
Remember that if you are taking notes about students or classroom experiences to turn in for
grades, you should either not use their names or change them to protect their identities. You
never know who you are teaching or what their relationship might be to your instructors and
coordinators.
8. Don't Gossip
It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow
teachers. However, as a student teacher this would be a very risky choice. You might say
something you could regret later. You might find out information that is untrue and clouds your
judgment. You might even offend someone without realizing it. Remember, these are teachers
you could be working with again someday in the future.
Student teaching evaluations: Inaccurate, demeaning, misused
Fifty years ago, students at Harvard University and the University of California,
Berkeley, were publishing guides rating teachers and courses. Irreverent and funny, they
featured pungent comments: "Trying to understand Professor X's lectures is like slogging
uphill through molasses," or "Dr. Y communicated very closely with the blackboard, but I
couldn't tell you what he looks like, as he never faced the class." Unfortunately, what
originated as a light-hearted dope sheet for the use of students has, at the hands of university
and college administrators, turned into an instrument of unwarranted and unjust termination
for large numbers of junior faculty and a source of humiliation for many of their senior
colleagues.
In the 1970s, schools started requiring faculty to get students to fill out and turn in
teaching evaluation forms to the administration. Administrators soon discovered they had a
weapon to use against 50 percent of the faculty: they could proclaim that the half of the
faculty with below-average scores in each and every department were bad teachers. They
have been at it ever since. When administrators say, as they often do, "We won't tenure
Professor X or give Professor Y a salary raise because he or she has teaching evaluations
that are below average," they are saying, in effect, that "below average" means bad.
5 Keys to Success
Submitted by Amy from Wisconsin
Grade 1-5; Math Support Teacher
#1 Be Original! Teachers, staff members, and administration will appreciate someone who
brings a unique personality to the student teaching experience. Teachers aren’t looking for a
carbon copy of them, so be you.
#2 Be Innovative! This is your time to take all that you have learned and apply it to your
teaching. Let the knowledge, ideas, and experiences you acquired along the way fuel your
teaching. Don’t be afraid to experiment. Ask your cooperating teacher to allow you to try that
lesson or activity you worked so hard to create.
#3 Collaborate! It is very important to network with all teachers, staff members, and
administrators within the school community. The young teachers who go the extra mile to
collaborate are the ones remembered down the road for prospective positions.
#4 Be Dedicated! Always show a passion for what you do. Take advantage of opportunities
to become involved with activities outside of school if possible. Schools will applaud the
efforts of someone who always is willing to give 110%
#5 Have fun! You can do all of the things above, but will be missing out on one of the greatest
aspects of the education profession if you forget to have fun. Enjoy the students; they will
make you smile every day. Enjoy your colleagues; they are wonderful role models. Enjoy the
experience; it is something that you will carry along into your teaching career!
Good luck!
CHAPTER VI
-Professional Development Plan
Career goal:
I would be a successful effective teacher, but before I engage myself in teaching, I will
apply in Jollibee as one of its operation manager so that I can give back what Jollibee Foods
Corporation has given me.
Requirements:
Job experience:
• Work directly with Jollibee Foods Corporations for 1 and half year.
\
CHAPTER VII
-Narrative Report
FIRST WEEK (NOVEMBER 8-12)
First week was not that difficult for me because I have already stayed here at MHS for
the last Semester for my Practicum I. We have a short “kamustahan” and proceed to our
lesson, BASIC ELECTRONIC TOOLS. We have an activity that the sophies really enjoyed a
lot. The game was entitled, “Nakuryente Ako”. In this game, the students were asked to sing
Bahay Kubo and at the same time, pass a tool that is used in electronics. When the singing
stops, the last person who touched the tool will explain how a particular tool is used. They
have enjoyed it and asked me to play a game tomorrow.
Mam Arce taught me how to do a lesson plan. She taught some techniques in crafting
an effective one. In the class, we have discussed different fields in industrial education. The
first one was the safety precautions in electronics, next is the electron theory where I used to
teach physics theories that I find it very interesting, the next was the different sources of
electricity and the rest of the days, the students were instructed to do activities like drawing
simple circuits. And as an evaluation, everyday, I have conducted a 10 item quiz and most of
the students got a passing score which is 7.
CHAPTER VII
-Current Issues in Education
CURRENT EDUCATIONAL PRIORITIES AND CONCERNS
The growing awareness of the benefits of education, the constitutional provision (a new
constitution was adopted in 1987) for free and compulsory elementary education, the demand
for education relevance and responsiveness to changing societal needs and the alarming rate
of increase in the country’s population have contributed to the problem of providing education
for all, a problem which becomes more serious each year. The Department of Education,
Culture and Sports (now the Department of Education, DepED) has attempted to implement
educational reforms, programmes and projects to address the key issues of access and
quality of basic education, relevance and efficiency of the education system. However, many
problems are besetting education in the Philippines. Among the school-related causes are the
unqualified and poorly trained teachers, inadequate facilities and equipment, and lack of
instructional materials (textbooks and teacher’s manuals). Non-school factors include poverty,
low educational attainment and illiteracy of parents, and poor health and nutrition.
In recent years, the DepEd has pursued several development programmes and
projects through government funding and overseas economic co-operation both multilateral
and bilateral. The strategies to improve education include overall review of elementary and
secondary education, universal access to and quality of education (notably by emphasizing
teaching of English, science, technology and mathematics), provision of alternative delivery
schemes (such as multigrade teaching, mobile teaching, and instructional management by
parents, community and teachers in disaster areas), management training for principals and
school administrators, development of research, improvement of school libraries and
teachers’ welfare. Technical and vocational education was also revised in an effort to cope
with rapid technological advancements and to provide young people with more meaningful
preparation for their future employment. The strategies include curriculum development,
improvement of pre- and in-service education of teachers in both public and private schools,
updated instructional materials in various fields, and upgrading of equipment for both public
and private institutions.
At the higher education level, the strategies include improving access of the poor and
disadvantaged, improving quality––notably by focusing on pre-service and in-service training
of teachers––, liberalizing policies for private schools, rationalizing state colleges and
universities (SUCs), and strengthening linkages with government professional boards for
evaluation.
The Elementary and Secondary Education Project: the aim of the project has been to
meet the sector’s requirement for essential physical resources (facilities and equipment),
especially in educationally and economically disadvantaged areas; improve the professional
competence of teachers and school administrators; expand the population’s basic knowledge
and the skills of children at risk of dropping out of school as well as illiterate out-of-school
youth and adults; and further develop DepEd institutional capacities in planning and
management of the education system.
The School Building Programme: this programme provides for the construction of
classrooms, science laboratories and multi-purpose workshops, and the provision of
equipment for instruction for selected elementary and secondary schools within the typhoon
belt of the country and in remote and rural areas.
Science Equipment Project: this project addresses the pressing need of the public
school system for instructional materials and equipment. The National Science Equipment
Centre and three Regional Distribution/Service Centres were developed and institutionalized
for the purpose of developing, testing, producing, and distributing science equipment to the
public secondary schools.
Among the achievements, benefits and performance of the education system over a
ten-year period (1986-95), the following should be mentioned:
§ Education has been given the highest budgetary priority in the national government
budget.
§ The New Elementary School Curriculum (NESC) and the New Secondary School
Curriculum (NSSC) have been fully implemented.
§ The programme of assistance for low-income students and faculty in private schools
has been expanded.
§ The National Elementary Achievement Test for Grade VI pupils and the National
Secondary Achievement Test for Form IV high school students have been
administered.
§ Student contact time has increased through a lengthened school calendar and
additional time for English, science and mathematics.
§ Educational performance during the period has improved, as indicated by the literacy
rate, the improved enrolment rate at the primary and secondary levels, the decrease of
repetition rates, and the provision of textbooks and instructional
materials.
The DepEd will continue to provide access to basic education. In accordance with the
broadening of accessibility to basic education, the programme commitment has the following
components: (a) establishment of a school in every barangay not having an elementary
school and in every town without a high school (a barangay is the basic governmental unit in
the country’s political structure, consisting of a number of families within the same geographic
area); (b) organization of multigrade classrooms; (c) completion of incomplete elementary
schools; and (d) provision of basic instructional materials, facilities and equipment at the
elementary and high school levels.
In addition, the Master Plan for Basic Education (1996-2005) has the mandate of
modernizing education. The programme is being pursued through the introduction of modern
instructional materials––such as computers and Internet, videos, well equipped science
laboratories and machine shops as well as libraries––to enrich instruction through training
programmes and further studies, including staff development abroad, teaching techniques
and teachers’ mastery of subject matter. Training programmes will also be provided for the
upgrading of managerial skills in planning, project and fund management as well as resource
management and community mobilization. Information and telecommunication systems will
serve as basic tools for carrying out educational administration and supervision.
LAWS AND OTHER BASIC REGULATIONS CONCERNING EDUCATION
The objectives of formal education at the elementary, secondary, and tertiary levels as
well as those of non-formal education are specified in the Education Act of 1982. The
Republic Act No. 6728 deals with private education, notably by setting common minimum
physical facilities and curricular requirements for all schools and by liberalizing the subject
content of values education.
The creation of the Commission on Higher Education by Republic Act No. 7722 and of
the Technical Education and Skills Development Authority separated these entities from the
Department of Education where they originally belonged.
The Philippine Teachers Professionalization Act, Republic Act No. 7836, was issued in
1994. The Literacy Co-ordination Council, an interagency body administratively attached to
DECS, was created by Republic Act No. 7165 to carry out State policy to eradicate illiteracy.
The House Bill No. 1875 entitled “An Act to Strengthen Teacher Education in the Philippines
by Establishing Lead Teacher Training Institutions, Appropriating Funds Therefore and for
Other Purposes” deals with the improvement of teacher education.
The Republic Act No. 7796, otherwise known as the Technical Education and Skills
Development Act of 1994, aims to encourage the full participation of and mobilize the
industry, labour, local government units and technical-vocational education and training
(TVET) institutions in the skills development of the country's human resources.
In August 2001, Republic Act No. 9155, otherwise called the Governance of Basic
Education Act, was passed transforming the name of the Department of Education, Culture
and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field
offices (regional offices, division offices, district offices and schools). This Act provides the
overall framework for: (i) school heads empowerment by strengthening their leadership roles;
and (ii) school-based management within the context of transparency and local accountability.
The goal of basic education is to provide the school age population and young adults with
skills, knowledge, and values to become caring, self-reliant, productive and patriotic
citizens.
According to legislation, primary education is free and compulsory for children aged 7-
12. Secondary education is free but not compulsory.
ADMINISTRATION AND MANAGEMENT OF THE EDUCATION SYSTEM
The current Department structure consists of two parts: the Central Office and the field
offices which consist of regional and sub-regional levels. The Department proper consists of:
the Office of the Secretary; five Services (Office of Planning Service, Financial and
Management Service, Administrative Service, Human Resource Development Service, and
Technical Service); four Bureaus (Elementary Education, Secondary Education, Non-Formal
Education, and Physical Education and School Sports); and Centres (such as Health and
Nutrition, and National Education Testing and Research). There are field offices in sixteen
regions, each headed by a Regional Director; 157 provincial and city schools divisions, each
headed by a School Division Superintendent; and 2,227 school districts headed by a District
Supervisor.
The Bureau of Elementary Education (BEE) is responsible for providing access and
quality elementary education for all. It also focuses on social services for the poor and directs
public resources and efforts at socially disadvantaged regions and specific groups. The
Bureau of Secondary Education (BSE) is responsible for providing access and quality
secondary education. Its aim is to enable every elementary graduate to have access to
secondary education. It improves access to secondary education by establishing schools in
municipalities where there are none and reviews the overall structure of secondary education
as regards curriculum, facilities, and teachers’ in-service training.
The Bureau of Physical Education and School Sports (BPESS) is responsible for
physical fitness promotion, school sports development, cultural heritage revival (Kundiman
Fiesta), natural heritage conservation, and values development. Its aim is to inculcate
desirable values such as self-discipline, honesty, teamwork, sportsmanship, excellence and
others and make the Filipino youth fit to respond adequately to the demands, requirements,
challenges and opportunities that the next century may bring. The functions of the BPESS
were absorbed by the Philippine Sports Commission in August 1999.
Attached agencies to the Department are the National Museum, National Library,
National Historical Institute, and Records Management and Archives Office. Other offices are
the Instructional Materials Corporation, Instructional Materials Council, Educational
Development Projects Implementing Task Force, Educational Assistance Policy Council,
National Youth and Sports Development Board, National Social Action Council and Teacher
Education Council. The main objective of the cultural agencies of the Department is to
preserve, conserve, restore and enrich the cultural heritage, customs and traditions.
A recent policy thrust of the DepEd is the empowerment of school principals. The
principal shall assume more administrative authority and the corresponding accountability for
improving teaching competencies and pupils’ achievement. The policy gives principals the
authority to: manage the school’s funds for maintenance and other operating expenses; raise
additional funds for the school through Parent-Teachers and Community Associations; design
and develop his/her own school improvement programme in collaboration with parents and
community leaders; participate in the selection, recruitment and promotion of teachers; plan
and develop an innovative curriculum, using the national curriculum as a framework. The
Decentralization Programme is being implemented by transferring substantive decision-
making powers to the school level.
CHAPTER IX
-Curriculum Vitae
PERSONAL INFORMATION
Nickname: JunJun Height: 5’5”
Age: 20 Weight: 290 lbs.
Birth Date: February 5, 1991 Birth Place: Caloocan City
EDUCATIONAL ATTAINMENT
Tertiary:
Bachelor in Business Teacher Education
Major in Business Technology
Polytechnic University of the Philippines- Quezon City, 2007-2011
Secondary:
Newland Center for Education
La Forteza Subdivision, Camarin, Caloocan City
Primary:
Camarin D. Elementary School
Camarin Road, Caloocan City
CHAPTER X
-ATTACHMENTS (Picture, Lesson Plan, Daily Time
Record, Evaluation Form and Clearance)
My
Students in
II-Aristotle,
II-Pasteur
And
II-Darwin
This is my (formerly our) Cooperating Teacher, Mam Arcellana
III. Procedure
A. Preparatory
1. Daily Routine: prayer, greetings, checking of attendance
2. Motivation:
Game: Charade Word Puzzle
B. Presentation:
Discussion:
-Etymology of “Retail”, Types of Retailing Activity by marketing Strategy.
C. Closing Activity:
1. Generalization
Retailing is the road to financial security.
2. Valuing:
Positive and active attitude towards upon putting up a business.
3. Evaluation:
Graded recitation.
IV. Assignment ( )/Agreement ( )
Topic: Conducting an Interview
Interview a successful businessman about his trade secrets that made him victorious.
DAILY TIME RECORD