Republic of the Philippines

RAMON MAGSAYSAY TECHNOLOGICAL UNIVERSITY

CASTILLEJOS EXTENSION-SAN MARCELINO CAMPUS
Castillejos, Zambales
COLLEGE OF EDUCATION
Practice Teaching Course Syllabus
UNIVERSITY VISION
The Ramon Magsaysay Technological University shall be a University for Sustainable
Development. A learning and resource center for the development of leaders and entrepreneurs
responsive to appropriate and emerging advanced technologies for the sustainable utilization of
natural, indigenous and human resources for community-centered development within a
dynamic and ever-widening society.
UNIVERSITY MISSION
The Ramon Magsaysay Technological University shall primarily provide instruction, undertake
research and extension, and provide advanced studies and progressive leadership in agriculture,
forestry, engineering, technology, education, arts, sciences, humanities and other fields as may be
relevant to the development of the Province.
COLLEGE OF EDUCATION
PHILOSOPHY
The College of Education believes that the student teacher training program is an integral
part of the teacher education program. This training program provides pre-service teachers the
opportunity to demonstrate competence in performing the multi-faceted tasks of teachers and
show their potentials as professionals. It is also believed that they will be greatly influenced by
the practices and personality of the mentors to whom they will be assigned.
VISION
The College of Education as a teacher-training center in the arts, sciences and technology
dedicated to service and excellence.
MISSION
To produce highly competent mentors who are agents of change for the improvement of
the quality of life.
GOALS
1. To produce teachers who are equipped with broad general education, professional
competencies specialized for effective delivery system.
2. To contribute to the development in teacher education through research studies.

3. To strengthen linkages with external agencies for effective resource sharing in response to the
changing needs of people and the institution in the service area.
GENERAL OBJECTIVES
1. To produce teachers who are equipped with critical thinking skills and demonstrate
professional competencies in teaching and educational leadership.
2. To train students to conduct educational research and extension activities.
3. To develop a total person, endowed with appropriate intellectual and moral values.
4. To hone persons who will be responsive and sensitive to the needs of his/her fellowmen and
environment.
5. To preserve, enrich and promote desirable Filipino cultural heritage and show its relevance to
the contemporary society.
Course Title: The Pre-Service Teacher Training Program
Course Description:
This is a six-unit course offered to those who have completed all field study courses. It is
an integral part of the Experiential Learning Courses of the New Teacher Education Curriculum
which gives the prospective teachers the chance to experience life in the actual learning
environment. The opportunities and experiences embedded in this course will enable them to
meet the challenges of the real teaching-learning environment. The varied course requirements
will help them cope with the demands of the teaching profession.
Course Objectives: (MENTOR) Make Every New Teacher Observe and Learn Right
1. Demonstrates deep and principled understanding of the learning processes and the role of the
teacher in facilitating these processes in the students.
2. Manifests a meaningful and comprehensive knowledge of the subject matter that will be
taught.
3. Applies a wide range of teaching process skills including curriculum development, lesson
planning , and use of appropriate technology, materials development, teaching approaches
and educational assessment.
4. Facilitates learning of diverse types of learners, in diverse types of learning environments
using a wide range of teaching knowledge and skills.
5. Reflects on the relationships among the teaching process skills, the learning processing in the
students, the nature of content, and the broader social forces encumbering the school and
educational processes in order to improve teaching knowledge, skills and practices.
6. Creates and innovates alternative teaching approaches, take informed risks in trying out these
innovative approaches and evaluates the effectiveness of such approaches in improving
student learning.
7. Practises the professional and ethical requirements of the teaching profession.
8. Continues to learn in order to teach to learn to better fulfil the mission to teach.

The Pre-Service Teacher Training Program

Content
Gradual
Induction

Mentoring
Process
General
Orientation
Getting
Acquainted

Modes of
Assessment
Reflective
Journal

Deployment

Learning
the
daily
routines
like preparing the
classroom, check
up of attendance,
etc.
Assisting
the
cooperating
teacher
in:
checking papers,
computing and
recording grades,
structuring
bulletin boards,
preparing
instructional
materials,
assisting students
and/or tutoring
Initial teaching
by
doing
motivational
activities, topical
teaching, team
teaching
Sustained
teaching through
substitute
teaching
and

Suggested Time
Table
Nov. 10-14
Nov. 17- 21
Nov. 24- 28

Establishing
mentor-mentee
relationship; e.g.
sharing success
stories,
overcoming
difficulties
Mentor models
and motivates as
mentee observes
and
actively
participates.

Reflective
Journal

Dec. 1- 5
Dec. 8-12

Persons
Involved
PT Adviser
Student Teacher

PT Adviser
Student Teacher
Cooperating
Principal
Cooperating
Teacher
Student Teacher

Reflective
Dec. 15-19
Journal
and Jan. 5- 9
Accomplishment
Report

Cooperating
teacher
Student Teacher

Creating mutual
respect and trust

Pre-lesson
Evaluation
conference with form/checklist
mentor and the
Post Conference
mentee
demonstrates

Jan. 12-16

Mentor observes Evaluation

as
mentee form/checklist
demonstrates
Post Conference

Jan. 19- 23

Cooperating
teacher
Student teacher

Cooperating
teacher
Student teacher

reconstructed
lesson planning
Wide operation
and involvement
in the various
tasks
of the
teacher

Mentees
Reflective
participation
journals,
under mentors evaluation forms
tutelage

Jan. 26- 30

Cooperating
teacher
Student teacher

Pre-planning and Actual Teaching Feb 2-6

Full
teaching/ post conference
Feb 9- 13
Checklist
Feb16-20
Final
Demonstration
Teaching

Cooperating
Teacher
PT Adviser
Critic Teachers
Student Teacher

Securing
Clearance from
Cooperating
School

Feb 23- 27

Action Research Oral

Defense
Panel

Defense Assessment
Rubrics

March 2- 6
March 9- 13
March 16- 20

Cooperating
school
head,
teacher and other
staff
Student Teacher
Oral
Defense
Panel
PT Adviser,
Student Teacher

Organization of
Final Research
and
Narrative
Report of PT
Experiences
Portfolio
Assessment

Summative
Practice teaching Week 1 to week PT Adviser
Conference with portfolio
18
Student Teacher
adviser

Self-evaluation
Peer Evaluation
Mentors
Evaluation

Assessment
Rubrics
Practice
Teaching
Portfolio

March 23- 27
for

PT Adviser
Student Teachers

Proposed Practice Teachers Daily Workload: (8 hours per day)

Classroom Instruction (55% or 4 hours)
Out of Class Professional Duties (35% or 3 hours)
1. Lesson Planning
4. Conferring with cooperating
2. Preparing Instructional Materials
teacher or adviser
3. Attending Meetings
5. Helping individual students
6. Professional reading

Miscellaneous duties (10% or 1 hour)

1. Clerical work
2. Preparing and scoring test
3. Cleaning work area or supervising ground improvement
Course Requirements:
Prelim Term:
1. Research Proposal
2. Journal of Experiences
3. Annotated Bibliography of Professional Reading
4. Profile of Student Teacher/Cooperating School
5. Form 48 and Attendance to weekly conference
Midterm:

1. Research Data
2. Teaching Plan/Daily Lesson Plans
3. Journal of Experiences
4. Annotated Bibliography of Professional Reading
5. Form 48 and Attendance to weekly conference
Pre-Final Term:
1. First Draft of the Action Research Report
2. Daily Lesson Plans
3. Journal of Experiences
4. Annotated Bibliography of Professional Reading
5. Form 48 and Attendance to weekly conference
6. Final Demonstration Teaching Results
7. Clearance from Cooperating School
8. Final Performance Rating from cooperating school
Final Term:
1. Final Copies of the Narrative Report and Action Research Report
2. Pre-LET Exam

Grading System:

Performance Rating from Cooperating School

Demonstration Teaching
Course Requirements

30%
30%
40%

Awards and Criteria for Open Ranking:

Student Teacher of the Year- Scholastic Standing (no grade lower
20%
Over-all Performance Rating
Narrative Report
Action Research Report
Student Researcher of the Year
Excellence in Demonstration Teaching

than 2.5)
40%
20%
20%

Prepared by:
CORAZON A. PERALTA
PT Adviser

Approved:
RENATO P. RUBA, Ph.D.
Campus Director

Name
of
Practice
Teacher:_________________________________________________
Address
of
Practice
Teacher:
_______________________________________________
Contact
Number:
________________________________________________________
Name
of
Cooperating
School:______________________________________________
Name
of
Cooperating
Principal:
____________________________________________
Name
of
Cooperating
Teacher:
_____________________________________________
Name
of
Practice
Teaching
Adviser:
________________________________________

Practice Teacher's Code of Ethics

I realize the importance of the responsibilities I am to assume as a practice teacher

and the need for a high level of ethics to guide me in discharging these duties. I
believe in conducting myself accordingly with special attention directed to the
following relationships:
My Students
1. To accept students for who they are: as individual human beings of worth, with
purposes, interests, and needs.
2. To earn students' respect through genuine interest in them and their activities.
3. To refrain from disclosing information about students obtained during practice
teaching.
4. To foster critical thinking among students by examining facts and opinions on
issues without imposing personal opinions.
5. To utilize all available evaluative techniques in assessing student learning and
to assist students in making judgments about their own development.
6. To establish only mature, professional relationships with students.
My Cooperating Teacher

1. To accept the cooperating teacher as a professional person giving of his/her

time and energy to help a practice teacher. To respect the cooperating teachers
program, goals, and practices, by striving to understand and support them.
2. To avoid emphasizing differences in philosophy and practices with the
cooperating teacher.
3. To secure approval of the cooperating teacher in advance of implementing
practice teachers plans and experimentation.
4. To initiate suggestions for self-improvement during evaluation sessions with
the cooperating teacher.
5. To keep the cooperating teacher informed of any personal or professional
concerns that might affect the students, faculty, and school.
6. To cooperate with the cooperating teacher on all activities arranged for my
professional growth.
The School and Community
1. To study and support school policies.
2. To discuss school matters only with persons (principals and other school
personnel) responsible for formulating and implementing school policies.
3. To avoid violation of community morals.
4. To refrain from unjustified or casual criticism of the school and community.
5. To follow school rules and expectations for professional conduct and dress.
6. To avoid use of alcohol and drugs prior to contact in a professional role with
students, parents, or others.
My Program Adviser
1. To accept my Program adviser as RMTU faculty concerned with assisting the
student teacher to have a successful practice teaching experience.
2. To seek my Program advisers suggestions for improving learning situations for
students and for implementing the practice teachers many activities in the school
and community.
3. To arrange and confirm a schedule that plans for personal conferences with my
Program adviser.
4. To call or write my Program adviser with respect to weekly schedule of practice
teachers activities in school and community.
5. To consider all conferences with my Program adviser as professional and
confidential.
The RMTU-College of Education
1. To recognize that the practice teacher represents the RMTU-College of
Education and that his/her conduct reflects upon the reputation of the institution.

2. To refrain from criticism of my College, should I find situations in the school

different from my expectations
The Profession
1. To study toward understanding the role of a practice teacher within the school,
the community, and the profession.
2. To exhibit confidence and pride in the profession.
3. To look upon the profession as the greatest service to humankind and the career
as offering the opportunities and responsibilities of the profession.
4. To encourage students to consider seriously the opportunities and
responsibilities of the profession.
5. To contribute whenever possible to student learning experiences in the school,
to the school program, and faculty planning for school improvement.
6. To become an active member in chosen professional organizations.
7. To regularly read, study, and reflect upon the literature and research pertaining
to education for maximum professional improvement.

Republic of the Philippines

RAMON MAGSAYSAY TECHNOLOGICAL UNIVERSITY
CASTILLEJOS EXTENSION-SAN MARCELINO CAMPUS
Castillejos, Zambales

COLLEGE OF EDUCATION
Pre-Service Teachers Actual Teaching Rating Form

Name of
Mentee_______________________________________________________________
Name of
Mentor_______________________________________________________________
Subject Taught
________________________________________________________________
Date/Time ____________________________________________________________________
Cooperating
School_____________________________________________________________
Rating Scale: 1- (75-79)BP 2- (80-84) DP
3- (85-89) ApP
4- (90-94)
Proficient 5- (95-100) AdvP

Criteria for Rating

I. TEACHERS PERSONALITY
A. The teacher is neat and well-groomed.

Rati
ng

Rem
arks

B. The teacher is free from mannerisms that tend to

disturb the
students attention.
C. The teachers personality is strong enough to
command respect and attention.
D. The teacher shows dynamism and enthusiasm.
E. The teacher has well-modulated voice.
II. LESSON PLANNING
A. Lesson plan is well-prepared.
B. There is congruence between:
1. objective and subject matter
2. objective and teaching procedure
3. objective and formative test
4. objective and assignment
III. CONTENT
A. The teacher demonstrates in depth knowledge of
the subject
matter.
B. The teacher is able to relate lesson to actual life
situations
C.
The teacher keeps abreast of new ideas and
understanding in the field.
D. The teacher gives sufficient and concrete examples
to create meaningful learning experiences.

IV. TEACHING METHODS

A. The teacher uses methods suited to the needs and
interest of
the students.
B. The teacher is creative enough to adapt his/her
method to the students capabilities.
C. The teacher uses visual aids and other multimedia
resources to illustrate the lesson.
D. The teacher utilizes effective formative test after
teaching.
V. CLASSROOM MANAGEMENT
A. The teacher has a systematic way of checking
1. Attendance
2. Assignment/homework/agreement
3. Practice exercises
4. Group work/projects
5. Correcting, distributing and collecting paper
6. Passing in and out of the room
B. Order and Discipline are present in the classroom
C. Instructional materials are within easy reach of the
teacher during the teaching process

VI. QUESTIONING SKILLS

A. The teachers questioning skill stimulates discussion in
different
Ways, such as:
1. Facilitating factual recall
2. Probing for learners understanding
3. Encouraging convergent and divergent thinking
4. Helping students articulate their ideas and thinking
process
5. Stimulating curiosity
6. Helping students to ask questions
7. Promoting risk-taking and problem solving

Total Score: _________/Mean Score: __________Final

___________

_______________________________________
Observers Name and Signature

Republic of the Philippines

RAMON MAGSAYSAY TECHNOLOGICAL UNIVERSITY
CASTILLEJOS EXTENSION-SAN MARCELINO CAMPUS
Castillejos, Zambales
COLLEGE OF EDUCATION

rating:

 Pre-Service Teachers Final Performance Rating Form

Name of Mentee: JENEY LYN NACINO
Name
of
Mentor:
JOEY
D.
GATDULA
Subject Taught: MATHEMATICS 8
Date: FEBRUARY 27, 2015
School: SAN AGUSTIN HIGH SCHOOL
Rating Scale:
1- (75-79) BP 2- (80-84) DP 3- (85-89) ApP 4- (90-94) Proficient 5- (95100) AdvP

INDICATORS

A. Routinary Activities
1. Works willingly with the mentor
2. Performs classroom activities like:
Preparing the classroom
Checking of learners attendance
Assisting in the flag ceremony
B. Assisting the mentor in:
1. Checking of papers
2. Recording of grades
3. Computing of grades
4. Structuring the bulletin board
5. Preparing instructional materials
6. Assisting students/pupils
C. Actual Teaching
1. Preparation of daily lesson plan
2. Has good command of language as the medium
of instruction
3. Notify the cooperating teacher in case of absence
4. Open to constructive criticisms
5. Respects the dignity and rights of children
D. Involvement in School Activities
1. Prepares school forms
2. Comes to school on time
3. Participates actively in school related activities
4. Attends to class regularly
E. Project a good image as a teacher at all times by
observing
1. Code of Ethics
2. Proper dress code
3. Punctuality in all activities participated in
4. Commitment and dedication to the profession
TOTAL/ Mean Score

RA
TI
NG

RE
M
A
R
K
S

Approved:

ERNESTO M. FOGATA
(Principal)

Republic of the Philippines

RAMON MAGSAYSAY TECHNOLOGICAL UNIVERSITY
CASTILLEJOS EXTENSION-SAN MARCELINO CAMPUS
Castillejos, Zambales

RATED BY:
JOEY D. GATDULA
(Cooperating Teacher)

COLLEGE OF EDUCATION

Pre-Service Teachers Demonstration Teaching Evaluation Form

Name
of
Student
Teacher:
________________________________________________________
Subject Taught: __________________________ Year/Grade
Level:
____________________
Topic
Taught:
__________________________________________________________________
Observer: _______________________________ Date/Time
Observed:
__________________
Please rate the teacher demonstrator objectively using the following
proficiency scale:
1 Beginning
2- Developing
5- Advanced

Criteria for Rating

A. Planning Activities
1. Chooses appropriate
objectives and
subject matter for the lesson.
2. Plans activities for lesson relevant to
objectives.
3. Prepares
appropriate
instructional
materials and teaching devices
4. Chooses and adapts methods of teaching
to the objectives of the lesson, needs,
abilities and interest of the learners.
B. Teaching Strategies
1. Has a mastery of the subject matter
2. Motivates learners for the lesson properly

3- Approaching

4-

Ra

Proficient

Comments

3. Has mastery of the methods used

4. Uses variety of techniques
5. Maintains
proper
balance
between
teacher learner activities
6. Asks clear and relevant questions skilfully
7. Uses teaching aids and instructional
materials skilfully and effectively
8. Shows evidence of skills guiding class
discussion
C. Classroom Management
1. Gives attention to the physical aspect of
the classroom
2. Shows efficiency in handling routine
activities
3. Uses own and learners time productively
D. Presentation of the Lesson
1. Checks assignment
2. Explains clearly the objective of the lesson
3. Motivates the learners quickly and
involves them in the learning tasks
immediately
4. Relates previous lesson to the present
E. Development of the Lesson
1. Demonstrates mastery of the lesson
2. Develops the lesson logically
3. Provides opportunities for free expressions
4. Relates lesson to actual life situations
5. Integrates values in the lesson
6. Deals with wrong answers tactfully and
properly corrects learners mistakes
7. Maintains order in the class
8. Summarizes the lesson clearly
9. Communicates in a manner understood by
the learners
10. Observes correct grammar both in
speaking and writing
11. Has adequate vocabulary and good taste
of words
12. Evaluates learning through appropriate
tools and techniques
13. Gives appropriate assignment
F. Students Behavior (refers to % of the
students in the class) 1 (0-20%) 2 (2140%) 3 (41-60%) 4 (61-80%) 5 (81-100%)
1. Pay attention
2. Participates in the activities
3. Obey teachers instructions
4. Show cooperation with others
5. Use complete sentence when reciting
G. Teachers Personality
1. Free from mannerisms that tend to disturb

learners attention
2. Shows dynamism and enthusiasm
3. Has well-modulated voice

Total Rating: __________ Average Rating: __________

Rated by:
________________________________

TABLE OF CONTENTS

NARRATIVE REPORT

1. The Nature of the Practice Teaching Program

1.1.
1.2.
1.3.
1.4.

RMTU-College of Education Profile

Course Syllabus
Cooperating Schools Profile
Organizational Structure of the Practice Teaching Program

2. Phases of the Practice Teaching Program

2.1. Orientation Phase
2.1.1. Reflective Journals and other documents
2.2. Observation Phase
2.2.1. Reflective Journals and other documents
2.3. Actual Teaching Phase
2.3.1. Reflective Journals
2.3.2. Form 48
2.3.3. Teaching Plan/Daily Lesson Plans
2.4. Evaluation Phase

6.

2.4.1. Reflective Journals

2.4.2. Daily Lesson Plans with Evaluation including Final Demonstration
Teaching
2.4.3. Form 48
2.4.4. Final Performance Rating
2.4.5. Clearance from cooperating School
3. Participation in co-curricular and extra curricular activities
4. Properly filled Up Forms used in the cooperating school by teachers
5. Professional Readings
Sample Application Letter with curriculum vitae
7. Bibliography

Action Research Report

Preliminary Pages:
1. Title Page
2. Approval Sheets
3. Acknowledgment/Dedication
4. Abstract
5. Table of Contents and List of Tables, Figures and Graphs
Report Proper:
Chapter I The Problem and Its Setting
Background of the Study
Statement of the Problem
Importance of the Study

Scope and Delimitation of the study

Conceptual Framework
Hypothesis
Definition of Terms
Chapter II Review of Related Literature and Studies
Related Literature
Related Studies
Relevance to the Present Study
Chapter III Research Methodology
Research Design
The Pupils/Students and the School
Data Gathering Instruments and Procedure
The Pre-test
The Design and Application of the Teaching Intervention
The Post- test
Data Analysis
Frequency Distribution table to organize raw data

Mean frequency for item analysis per objective level

Mean and Standard Deviation for evaluating results
T- Test for Hypothesis (OPTIONAL)
Chapter IV Presentation, Analysis and Interpretation of Data
Research Question 1
Research Question 2
Research Question 3
Test of Hypothesis Result
Chapter V Summary of Findings, Conclusions and Recommendations
Bibliography
Appendices Teaching Plan, Pre/Post Test with Table of Specifications, Lesson
Plans used, Data Recording and Statistical Analysis

REPUBLIC OF THE PHILIPPINES

Department of Education
Region III
Division of Zambales
District of Castillejos

SAN AGUSTIN HIGH SCHOOL

CLEARANCE

This certifies that JENEY LYN NACINO, a student teacher of

Ramon Magsaysay Technological University - Castillejos Extension - San
Marcelino Campus, has been cleared from all assigned tasks and related
responsibilities and is, therefore, allowed to leave the cooperating school.
Issued this 27th day of February, 2015.

JOEY D. GATDULA
(Cooperating Teacher)

EVELYN L. MARQUEZ
(Practice Teaching Coordinator)

EVELYN L. MARQUEZ
(Librarian)

ALMA JOY L. MINAS

(Property Custodian)

ERNESTO M. FOGATA
(Principal)

REPUBLIC OF THE PHILIPPINES

Department of Education
Region III
Division of Zambales
District of Castillejos

SAN AGUSTIN HIGH SCHOOL

CERTIFICATION

This is to certify that JENEY LYN NACINO, a student of Ramon

Magsaysay Technological University, Castillejos Extension -San Marcelino
Campus attended the Pre-Service Teacher's Training Program in our school from
December, 2014 to February, 2015.
It is further certified that all activities and experiences contained in this
narrative report were all taken under our supervision and guidance.
Given this 27th day of February, 2015.

JOEY D. GATDULA
(Cooperating Teacher)

EVELYN L. MARQUEZ
(Practice Teaching Coordinator)

ERNESTO M. FOGATA
(Principal)