DepEd ORDER

No. 3, s. 2007
GUIDELINES IN THE DEPLOYMENT OF THE PRE-SERVICE TEACHERS
ON EXPERIENTIAL LEARNING:
FIELD STUDY AND PRACTICE TEACHING

To:

Undersecretaries
Assistant Secretaries
Bureau Directors
Regional Directors
Schools Division/City Superintendent
Heads, Public and Private Schools
Chairman, CHED

1. For the information and guidance of all concerned, enclosed are the
Guidelines in the Deployment of Pre-Service Teachers on Experiential
Learning: Field study and Practice Teaching and the joint CHED and
DepEd order on this matter.
2. Immediate dissemination of and compliance with this Order is directed.

ORIENTAL MINDORO REVIEW CENTER | OMRC

JOINT CHED AND DepEd ORDER

GUIDELINES IN THE DEPLOYMENT OF

PRE-SERVICE TEACHERS ON EXPERIENTIAL LEARNING:
FIELD STUDY AND PRACTICE TEACHING

To:

CHED Commissioners
Regional Directors
Presidents, Heads of Privates
Universities and Colleges, State
Colleges and Universities, Local
Superintendent
Colleges and Universities
Schools
Deans, Colleges of Education

Undersecretaries
Assistant Secretaries
Bureau Directors
Regional Directors
Schools
Division/City
Heads,

Public

and

Private

The Experiential Learning Courses (ELC) are indispensable components of the

New Teacher Education Curriculum, per CMO No. 30 s., 2004. This is pursuant
to the National Competency Based Teacher Standards (NCBTS), core of the
Teacher Education and Development Program (TEDP) of the government.
The ELC are intended to provide students with actual learning experiences in
which they can observe, verify, reflect on, and practice the different
components of the teaching learning processes in a variety of authentic
school settings. Such experiences, which are build around mentoring, will begin
with field observation and will gradually intensify into participation until
students undertake practice teaching.
As key interdependent stakeholders in the development of the future teachers,
the Basic Education Schools (BES) provide the Teacher Education Institutions
(TEIs) the authentic environment to implement the teacher education
curriculum; the TEIs in turn provide schools with competent teachers steeped
in both theory and practice.
The Commission on Higher Education (CHED) through the TEIs and the
Department of Education (DepEd) through the regional and division officers
2

ORIENTAL MINDORO REVIEW CENTER | OMRC

and cooperating BES shall provide a collaborative support system to the

experiential learning courses.
The TEIs shall be responsible for the students who were allowed to participate
as Pre-Service Teachers under the Experiential Learning Courses in accordance
with pertinent laws, rules and regulations.
The Experiential Learning Courses Handbook is provided to ensure that the preservice teachers get maximum benefits from their experiential learning
courses.
The roles and responsibilities of the DepEd regional directors, schools division
superintendents, supervisors, principals/head teachers, resource teachers and
cooperating teachers; and CHED regional directors, the TEI deans/heads,
college supervisors, and field study students/student teachers, are likewise
provided in the Handbook.
The DepEd and the CHED Regional Offices shall set the parameters for the
Memorandum of Agreement (MOA) between the SDS and the individual TEI or a
group of TEIs. The MOA shall stipulate the administrative and technical support
including the flexible incentive system.
Any DepEd or CHED Order which is inconsistent with this Join order is hereby
rescinded.
Immediate and wide dissemination of this Join Order is desired.
Issued this 8th day of January, 2007, Pasig City, Philippines.

ORIENTAL MINDORO REVIEW CENTER | OMRC

GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS

I.

DEFINITION OF TERMS
Authentic School Setting/Learning Environment refers to the real
school environment in basic education.
College Supervisor refers to the faculty member of the Teacher
Education Institution (TEI) in charge of Experiential Learning Courses
(Field Studies and/or Practice Teaching), who teachers the course and
oversees the various activities. It also refers to the University/College
Student Teaching Supervisor/Director/Coordinator.
Cooperating School/Internship School/Practicum Site/Partner
Public School refers to the school where the field observers and
student teachers undergo observation and practice teaching.
Experiential Learning Courses refer to the required subjects in the
pre-service education curricula that include Field Study Courses and
Practice Teaching.
Flexible Incentive System refers to the manually-agreed upon
monetary e.g., honoraria, and non-monetary incentives, e.g.,
scholarships, tuition discounts, free training, seminars, access to library
and other school facilities, distinctions and honorific titles, etc.
Field Study Student (FSS) refers to the student taking field study
courses.
Portfolio is both a product and process; purposeful collection of
pertinent student teaching materials such as lesson plans, documented
evidences of community outreach, reflections and others.
Mentor/Cooperating Teacher refers to the teacher who is assigned to
guide the student teacher in the development of professional
competencies, attitudes and behaviors.
Mentoring refers to a nurturing process in which a highly-skilled or
more experienced person provides support and encouragement to a less
experienced person.

ORIENTAL MINDORO REVIEW CENTER | OMRC

Pre-service teacher refers to the student enrolled in the BEEd, BSEd,

and other related teacher education programs.
Resource teacher refers to the resource facilitator in the Field Study
Courses.
Student Teacher refers to the student who undergoes practice
teaching.
II.

Role of DepEd and CHED

Regional Offices
The Regional Directors shall jointly:
1. Ensure quality assurance of the Experiential Learning courses;
2. Set the parameters of the MOAs between the SDS and TEIs or group of
TEIs; determine and articulate the human resource requirements for
basic education and TEIs of the region;
3. Conduct regular monitoring and evaluation of the ELC, utilize and
disseminate results;
4. Undertake researches related to the improvement of ELC; and
5. Provide recognition and reward system to performing TEIs as regards
to experiential learning.
Schools Division Offices
The SDS, in collaboration with the TEI and school principals, shall:
1. Forge a MOA with TEIs on the deployment of pre-service teachers on
experiential learning courses;
2. Review and subsequently approve, requests for cooperating schools;
3. Conduct orientation on field study and practice teaching with the TEIs
and cooperating staff; and
4. Monitor and evaluate the capacity of the cooperating schools.
Cooperating School
A. Field Study
1. The Principal shall accept the FSS and see to it that they are assigned
to observe any teacher;
2. The Principal shall coordinate with TEI supervisor concerning field
study and assignments and problems;
3. The Principal shall ensure the orientation of the FSSs on the following:
a. Policies, regulations and environment of the school;
5

ORIENTAL MINDORO REVIEW CENTER | OMRC

b. Assignment of classes and responsibilities;

4. The Principal will participate in debriefing session with the resource
teacher, the FSS and the college practicum supervisor
B. Practice Teaching
The duties and responsibilities are:
1. Assign a student teacher to a qualified cooperating teacher in
coordination with the school department head/chairman and with the
University/College Student Teaching Supervisor/Director;
2. Conduct regular conference with the cooperating teacher in
coordination with the school supervisor/director;
3. Coordinate with the college supervisor of the student teacher;
4. See to it that student teachers are not allowed to substitute for
teachers who are on leave; and
5. Prepare required reports to the SDS.
Resource Teachers and Cooperating Teachers/Mentors
A. Field Study
The Resource Teacher shall:
1. See to it that the FSSs role is limited to the requirements and
activities of the particular field study course;
2. Accommodate FSSs in their actual classroom teaching and are
not duty bound to mentor/coach; and
3. Certifies the attendance of the FSSs.
B. Practice Teaching
1. Observe mentor-mentee relationship;
2. Assist the student teachers in honing their skills through:
i. Regular class observation and post conference;
ii. Lesson planning;
iii. Use of varied strategies/approaches/techniques;
iv. Classroom management;
v. Assessment of learning outcomes;
vi. Questioning techniques;
vii. Preparation of instructional materials
3. Observe, coach/mentor and evaluate the performance of the
student teacher;
4. Keep a record of observations and post conferences made with
the student teacher;
5. Model effective teaching and management techniques;
6. Provide the student teacher the opportunity to teach
independently and collaboratively;
7. Allow the student teacher to participate in co-curricular and
school/community activities;
6

ORIENTAL MINDORO REVIEW CENTER | OMRC

8. Complete a set of summative evaluation reports for each

student teacher; and
9. Recommend a PASS or FAIL standing for the student teacher for
the practicum.
III.
ROLE OF THE TEI
The TEI Dean shall:
1. Initiate conferences with the Regional Directors, Schools Division
Superintendents (SDS)/Private School Principals in selecting cooperating
schools;
2. Prepare a MOA between the TEI and the Division Officer (DO) to be
signed by the College/University President and the SDS;
3. Coordinate with the SDS in the selection of cooperating schools;
4. Prepare a formal communication to the school principal relative to the
deployment of FSS and Student Teachers;
5. Ensure that the College Supervisor deploy pre-service teachers to schools
as arranged with the Schools Division Superintendent (SDS);
6. Provide flexible incentive system to personnel (cooperating teachers,
school principals, department heads, and supervisors) involved in
student teaching as stipulated in the Memorandum of Agreement; and
7. Provide a functional space for Experiential Learning Courses.
The TEI College Supervisor shall:
1. Orient the pre-service teachers on the rationale and procedures of the
experiential learning courses;
2. Conduct orientation meetings in order that expectations of both parties
are made clear to all concerned;
3. Determine the readiness and ability of the pre-service teachers to
undergo practice teaching; and
4. Coordinate with the cooperating school head regarding the activities and
practice teaching needs of the student teachers;
5. Orient the student teachers for their off-campus work;
6. Conduct regular observation and evaluation of the practice teaching
performance of student teachers;
7. Coordinate regularly with the cooperating school principal/head teacher,
and cooperating teacher regarding the performance of the student
teachers;
8. Submit written reports to the College Dean, copy furnished the school
principal and the SDS, at least twice a month regarding the:
a. Progress/performance of the student teachers
b. Problems/difficulties met by the student teachers
c. Solutions/actions taken to solve the problem
7

ORIENTAL MINDORO REVIEW CENTER | OMRC

9. Conduct debriefing sessions, interview/case studies of student teachers.

IV.

SELECTION OF COOPERATING SCHOOLS

A. Field Study
All basic education schools may be chosen as cooperating schools.
B. Practice Teaching
A school may be selected if:
a. It is an above average performing school in academics as
evidenced by its:
Performance
in
division,
regional
and
national
examinations/competitions
Performance of graduates in admission tests in prestigious
schools
Good image in the community
b. It has master teachers/effective teachers who can provide the best
mentoring to the student teachers; is accessible to the student
teachers; and
c. It is managed by a full-time and competent administrator.

V.

SELECTION OF RESOURCE
TEACHERS/MENTORS

TEACHERS

AND

COOPERATING

A. Field Study
Any teacher in a Field Study Cooperating School can be a Resource
Teacher.
B. Practice Teaching
He/she:
a. Has at least 3 years of teaching experience;
b. Performs satisfactorily in accordance with NCBTS;
c. Is a major of the learning area the student teachers will practice in
(for secondary level);
d. Is willing to take responsibility for training/mentoring the studentteacher;
e. Has been (or is) a demonstration teacher at the least, on the school
level; and
f. Is a regular teacher, not a substitute or a para teacher
VI.

DUTIES AND RESPONSIBILITIES OF PRE-SERVICE TEACHERS

ORIENTAL MINDORO REVIEW CENTER | OMRC

A. Field Study
The FSS shall:
a. Take the field study courses congruent to their professional
education subjects;
b. Observe proper decorum and behavior when making field visits and
observations in the schools where they are fielded; and
c. Accomplish the requirements of the course as scheduled.
B. Practice Teaching
The Student Teacher shall:
a. Participate actively in school-related activities, however, priority
should be given to the academic related activities;
b. Modify the cooperating teacher in case of absences;
c. Consider/be open to constructive criticisms;
d. Respect the dignity and rights of children;
e. Come prepared at all times;
f. Secure clearance from the cooperating school;
g. Accomplish the internship portfolio;
h. Project a good image as a teacher at all times by observing:
Code of Ethics
Proper dress code
Punctuality in all activities of the internship

MEMORANDUM OF AGREEMENT
KNOWN ALL MEN BY THESE PRESENT:

ORIENTAL MINDORO REVIEW CENTER | OMRC

This Memorandum of Agreement is made and entered into by and

between:

____________________________________________

represented

by

its

President and Dean of the College of Education ______________________________

with principal address at ____________________________________ and hereafter
referred to as the FIRST PARTY.
The

Department

of

Education,

represented

by

the

Schools

Division

Superintendent of _____________________________________ and the cooperating

school principal, with principal address at ______________________________________
and hereinafter referred to as the SECOND PARTY.
WITNESSETH:
WHEREAS, the First Party and the Second Party are concerned about the preservice education of teachers as a key to achieving sustainable quality basic
education;
WHEREAS, the First Party and the Second Party are committed to improve the
quality of basic education in the Division of _______________________________;
WHEREAS, both Parties believe that a major key to reaching that goal is a
quality pre-service training program that will provide student teachers
opportunities to:
1. Develop the competencies set in the National Competency-Based Teacher
Standards (NCBTS);
2. Apply their learning in actual classroom situations;
3. Gain comprehensive and realistic perspective of the teaching-learning
situations and day-to-day school activities; and
4. Reflect on their qualities and commitment vis--vis the demands of the
teaching profession.
WHEREAS, both PARTIES believe that aside from the usual practice teaching,
incentive field study is necessary to adequately prepare the student teachers
for their functions and responsibilities;
NOW THEREFORE, premises considered, the PARTIES agree to the following:
1. The FIRST PARTY will
10

ORIENTAL MINDORO REVIEW CENTER | OMRC

1.1.
Coordinate with the Schools Division Superintendent and the
School Head on the deployment of the Field Study Students
(FSS)/Student Teachers (ST);
1.2.
Conduct regular supervisory visits during the stay of the FSS/ST in
the designated schools;
1.3.
Gather feedback from the cooperating schools on FSS/ST
activities/performance for improvement of the program;
1.4.
Conduct exit conference with the cooperating school head; and
1.5.
Provide flexible incentive package/reward system for the
cooperating school.
2. The SECOND PARTY will
2.1.
Conduct orientation/briefing on the school learning environment
and the community support system;
2.2.
Allow FSS/ST to observe classes and school activities as required;
2.3.
Provide FSS/ST the best resource teachers/mentors;
2.4.
Allow the First Party to supervise the activities of their FSS/ST in
coordination with the department heads/grade level chairs/school heads;
2.5.
Allow the FSS/ST access to school information for research and
instructional purposes;
2.6.
Monitor and evaluate the performance of cooperating schools; and
2.7.
Submit consolidated evaluation reports on student teachers.
This AGREEMENT shall take effect immediately upon signing by all parties
concerned and shall remain in force unless sooner terminated by mutual
consent.
IN WITNESS WHEREOF, parties of the agreement hereunto affix their signatures
this _______ day of _______________ at ______________, Philippines.
Teacher Education Institution
Schools

Basic Education

_________________________
President
Superintendent

_________________________
Schools
Division

_________________________
Dean, College of Education
Principal

_________________________
School

Signed in the Presence of:

11

ORIENTAL MINDORO REVIEW CENTER | OMRC

_________________________
Witness

_________________________
Witness

Field Study 1 The Learners Development and Environment

Credit
Time Duration

:
:

1 unit
17 hours

Course Description :
This course is designed to help the Field Study students verify the
behavior of the child in the actual learning environment. It will require them to
recognize feasible approaches to facilitate learning considering the learners
different phases of development and social environment.
Field Study 1 can be anchored on these Professional Education subjects:
Child and Adolescent Development
Facilitating Learning
Social Dimensions of Education
Objectives
:
Identify the physical, motor, linguistic, literacy, cognitive, social
and emotional development of the children or adolescents as
manifested in the actual classroom setting.
Observe and reflect on the different approaches employed by the
teacher in dealing with learners in the different stages of
development.
Analyze how the teaching and learning process should be
conducted considering the different phases of child development.
SAMPLE PORTFOLIO FORMAT IN FIELD STUDY COURSE
1. Title Page/Cover Page
The title page/cover page may contain the title of the Field Study Course,
the name of the student, year and section, the semester and year when the FS
Course is taken, and the name of the FS faculty and the school.
2. Table of Contents
This section provides the listing of the contents of the portfolio and the
pages where these are located.
3. Students Resume
12

ORIENTAL MINDORO REVIEW CENTER | OMRC

A short biography of the student shall be included in this section. It will also
include the students teaching belief or views of teaching.
4. Statement of Purpose/Purposes of the Portfolio
This section shall clearly state the purpose/s of the portfolio. It will express
the students intention for making the portfolio. This guides the student in the
making of his/her portfolio.
5. Organization of Portfolio Entries
a. Portfolio entries shall be divided into sections. Each section shall contain
the section title, entries of evidences, and a reflection. The organization
may be sequential, categorical or thematic. Presentation of entries will
depend on the creativity of the student.
I.
Title of section based on the focus in the syllabus
II.
Entries or evidences (e.g., narratives, reports, photo essays,
drawings, photos, drawings, poems, songs, pictures, learners
outputs, letters, checklists, reflections)
III.
Reflection on each section
b. Additional entries to the portfolio include articles, clippings, letters, and
commendations that are relevant to the course or to the student who is
taking the course.
6. Personal Reflections on the Portfolio
This section captures the overall insights, feelings, beliefs, and views of the
student in relation to the different experiences, process, and portfolio contents
in the particular field study course.
7. Comments of the Faculty
A section shall be provided for the faculty in order to give his/her feedback
about the portfolio. This will allow the students to know their areas for
improvement and growth.
8. Rubric for the Portfolio
A rubric for the portfolio will be attached in this section. This will be the
basis for evaluating the process and the product in the course portfolio.
9. Students Self Rating Competency Checklist
This instrument will provide a guide to the student on what competencies
he/she is supposed to develop in the field study course.
SUGGESTED RUBRIC for FS PORTFOLIO (PRODUCT)
13

ORIENTAL MINDORO REVIEW CENTER | OMRC

Criteria

5
Has 90
100% of the
needed
content

4
Has 75
89% of the
needed
content

2. Objectives
of the
Portfolio

Objectives
are SMART
and cover
the whole
course

Objectives
are SMART
but cover
only a
minimum of
75% of the
course

3. Quality of
the
Entries

Entries are
of best
quality, well
selected
and very
substantial

Entries are
of better
quality,
many are
well
selected
and
substantial.

1. Contents
of the
Portfolio

4. Presentati
on of
Entries

Creative,
neat and
has a very
strong
impact/app
eal.
5. Promptnes Submitted
s in the
ahead of
submissio schedule.
n

Creative,
neat and
has strong
impact/app
eal.
Submitted
on schedule

Description
3
Has 60
74% of the
needed
content
Objectives
are SMART
but cover
only less
that 75% of
the course

2
Has less
than 59% of
the needed
content

Some
objectives
are not
SMART and
do not
cover the
whole
course
Entries are
Some
of
entries are
acceptable
of
quality,
acceptable
some are
quality,
well selected limited
and
selection
substantial
and
substantial
Creative,
Minimal
neat and an creativity,
average
neat with
impact/appe minimal
al
impact
/appeal.
Submitted
Submitted
10 days
from 11
after
30 days
schedule
after
schedule

1
Has less
than 40%
of the
needed
content
Most
objectives
are not
SMART and
cover only
a minimum
of the
course
Few entries
are of
acceptable
quality, not
well
selected,
and very
minimal
substance
No
creativity,
in disarray,
no
impact/app
eal
Submitted
31 or more
after
schedule

Field Study 2 Experiencing the Teaching-Learning Process

Credit
14

1 unit

ORIENTAL MINDORO REVIEW CENTER | OMRC

Time Duration

17 hours

Course Description :
This course is designed to provide students with opportunities to examine
the application of teaching theories and principles in the learning environment.
Students are expected to verify the cognitive, meta-cognitive, individual
differences, and motivational factors that influence the acquisition of
knowledge. The students are given the chance to develop and try out learning
tasks, instructional materials, and assessment tools.
Field study can be anchored on the following Professional Education
Subjects:
Principles of Teaching 1
Principles of Teaching 2

Objectives:
Enrich knowledge on teaching methods and strategies, appropriate
instructional materials and assessment tools used by teachers.
Reflects on the application of different theories of learning and
knowledge acquisition that promote the cognitive and metacognitive processes, positive motivational processes and use of
varied resources of learning in the actual learning environment.
Develop alternative ways of teaching a lesson.

Field Study 3 Technology in the Learning Environment

Credit
Time Duration

:
:

1 unit
17 hours

Course Description :
This course is designed to enrich the students experiences in developing
and utilizing appropriate technology to facilitate learning. It shall also provide
exposure and hands-on opportunities in the use of Information and
Communication Technology (ICT) in teaching.
Field Study 3 can be anchored on these Professional Education subjects:
Educational Technology 1
Educational Technology 2
Objectives
:
Select the teaching materials the best suit the needs of the
learners.
15

ORIENTAL MINDORO REVIEW CENTER | OMRC

Apply the principles of developing instructional materials.

Develop and utilize instructional materials appropriate to a chosen
subject area.

Field Study 4 Exploring the Curriculum

Credit
Time Duration

:
:

1 unit
17 hours

Course Description :
This course shall allow students to apply and verify knowledge gained on
curriculum development through exposure to the existing curriculum. It shall
also provide insights to students on how the curriculum can be effectively
implemented.
Field Study 4 is anchored on the Professional Education Subject,
Curriculum Development.
Objectives
:
Observe best practices in the effective implementation of the
curriculum.
Develop insights on the implementation of the curricular programs
at different educational levels.
Apply knowledge learned about the different curricular designs.

Field Study 5 Learning Assessment Strategies

Credit
Time Duration

:
:

1 unit
17 hours

Course Description :
This course allows the students to have hands-on experiences in
selecting, constructing and evaluating conventional, authentic and alternative
assessment tools used in the learning environment based on the principles of
testing.
Field Study 5 is anchored on these Professional Education subjects:
Assessment of Student Learning I
Assessment of Student Learning II
Objectives
16

ORIENTAL MINDORO REVIEW CENTER | OMRC

1.
2.
3.

Select, construct and evaluate assessment tools used in the learning

environment.
Reflect on the importance of the teachers knowledge and skills in
the use of different assessment tools.
Express ones views on the use of the different forms of assessment.

Field Study 5 Learning Assessment Strategies

Credit
Time Duration

:
:

1 unit
17 hours

Course Description :
This course is designed to complement the professional education
subject, The Teaching Profession. It shall bring about real life and vicarious
experiences of a prospective teacher with emphasis on the characteristics of a
teacher as a person and as a professional. It shall provide a wide array of
opportunities for self-reflection that would prepare one to become a student
teacher.
Field study is anchored on the professional education subject, The
Teaching Profession.
Objectives :
Describe the characteristics of a teacher as a person
Identify the competencies that make up a professional teacher in
the classroom, in the community, and in the world.
Document best practices of outstanding teachers
Clarify ones personal values, attitude and beliefs, about teaching.
PART III Practice Teaching
INTRODUCTION
The apex of all the Experiential Learning Courses is the Practice Teaching.
It is the total immersion of the prospective teacher in the real life of becoming
a teacher. During practice teaching, the pre-service teacher experiences the
rudiments of teaching in a cyclical process of planning, actual teaching and
evaluating learning. The pre-service teacher, who may be called an apprentice,
or student intern, walks the whole process of teaching with a mentor, who is
also called the cooperating teacher. Here the pre-service teacher puts into
actual practice all that were learned in the content and theory courses,
17

ORIENTAL MINDORO REVIEW CENTER | OMRC

strategies or methods of teaching as well as put into test the pedagogical

content knowledge acquired in related courses prior to Practice Teaching.
As the last field study course, the practice teacher should be given all the
opportunities to bring out the best of every prospective teacher. This is
necessary in the mastery of the competencies needed as clearly spelled out in
the National Competency-Based Standards for Teachers and CMO 30, s. 2004
and its regional adaptation.
To achieve this goal, Practice Teaching should be a collaborative effort of
the Teacher Training Institutions where the content and strategy courses are
first learned and the Cooperating Schools of the Department of Education
where much of the Practice Teaching experiences take place.
Where learning environment has extended beyond the classroom alone,
the demands of the diversity of learners are great, the complexity of learning
becomes very challenging, and the role of the teacher has extended to a global
community, the Practice Teaching component of the new Teacher Education
Curriculum has achieved a new dimension.
The suggested content and activities in the syllabi is guide for teacher
educators and practice teachers. The resource materials are presented as
handy examples for all stakeholders. All of these can be modified, enriched,
expanded or improved to suit the different context of the teacher education
programs.
As there may be different modalities in the delivery of Practice Teaching
in different institutions like in-campus and off-campus arrangements, or all incampus, the syllabi shall serve as guide. However, it should be assured that
competencies achieved through this course should match those of the NCBTS
and CMO 30, s. 2004.
Matching the NCBTS Domains and the Competency Standards
NCBTS Domains
1. Social Regard for Learning

18

Competency Standards (CMO # 30, s.

2004)
Graduates of the BEED and BSEd programs
are teachers who:
Have
a
deep
and
principled
understanding of the learning processes

ORIENTAL MINDORO REVIEW CENTER | OMRC

2. The Learning Environment

3. The Diversity of Learners

4. Curriculum

5. Planning,
Reporting

Assessing

and

6. Community Linkages

19

and the role of the teacher in facilitating

these processes in their students.
Have
a
deep
and
principled
understanding
of
how
educational
process relate to larger historical, social,
cultural and political processes.
Can facilitate learning of diverse types of
learners, in diverse types of learning
environments, using a wide range of
teaching knowledge and skills.
Have the basic and higher level literacy,
communication,
numeracy,
critical
thinking, learning skills needed for
higher learning.
Have a meaningful and comprehensive
knowledge of the subject matter they
will teacher
Can apply a wide range of teaching
process skills (including curriculum
development, lesson planning, materials
development, educational assessment,
and teaching approaches)
Have
direct
experience
in
the
field/classroom
(e.g.,
classroom
observations,
teaching
assistance,
practice teaching)
Can be creative and innovative in
thinking
of
alternative
teaching
approaches, take informed risks in trying
out these innovative approaches, and
evaluate the effectiveness of such
approaches
in
improving
student
learning
Can reflect on the relationships among
the teacher process skills, the learning
processing in the students, the nature of
the content/subject matter, and the
broader social forces encumbering the
school and educational processes in
order to constantly improve their

ORIENTAL MINDORO REVIEW CENTER | OMRC

7. Personal
Growth
and
Professional Development

teaching knowledge, skills and practices;

Can demonstrate and practice the
professional and ethical requirements of
the teaching profession;
Are willing and capable to continue
learning in order to better fulfill their
mission

Pre-Service Teachers Actual Checklist

I.

II.

TEACHERS PERSONALITY
A. The teacher is neat and well-groomed.
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.
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. He/she is able to relate lessons to actual life situations
C. Keeps abreast of new ideas and understanding in the field.
D. Gives sufficient and concrete examples to create meaningful
learning experiences

IV.

TEACHING METHODS
A. Method/s used was/were suited to the needs and capabilities of the
students.
B. The teacher was creative enough to adapt his/her method to the
students capabilities.
C. Visual aids and other examples were used to illustrate the lesson
D. The teacher made effective use of the formative test after teaching
20

ORIENTAL MINDORO REVIEW CENTER | OMRC

V.

CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Assignment/homework/agreement
3. Practice exercises
4. Group works/projects
5. Passing in and out of the room
6. Correcting, distributing and collecting paper
B. Order and discipline were present in the classroom.
C. Visual aids were within easy reach of the teacher during his/her
teaching

VI.

QUESTIONING SKILLS
The teachers questioning skill stimulates discussion in different ways
such as:
Probing for learners understanding
Helping students articulate their ideas and thinking process
Promote risk-taking and problem solving
Facilitate factual recall
Encourage convergent and divergent thinking
Stimulate curiosity
Helps students to ask questions

1.
2.
3.
4.
5.
6.
7.

Sample of a Holistic Scoring Rubric for Practice Teaching Portfolios

SCALE INDICATORS
Scale 5 (Outstanding)
Presents a variety of work done individually or in groups.
Uses many resources
Shows good organization and clear focus
Displays evidences of self-assessment such as revisions, a letter on why
one chose a certain entry, etc.
Includes few, if any, errors in grammar, usage or mechanics
Reflects few, if any, creativity, extensive investigation and analysis of
information
Scale

4 (Very Satisfactory)
Present a variety of work done individually or in groups
Uses many resources
Contains minor organizational flaws
Exhibits some errors in grammar, usage or mechanics

21

ORIENTAL MINDORO REVIEW CENTER | OMRC

Reflects enthusiasm, creativity, self-assessment, extensive investigations

and analysis of information

Scale

3 (Satisfactory)
Presents fewer works and some resources
Includes confusing organization and a focus which is unclear
Reflects some enthusiasm, creativity, self-assessment,
investigations and analysis of information

Scale

2 (Fair)
Contains problems in mechanics that interfere with communication
Reflects poor organization
Lack focus, enthusiasm, creativity and analysis of information

Scale 1 (Needs Improvement)

Consists mainly of ditto sheets or pages copied from a textbook
Contains no evidence of student thinking

22

ORIENTAL MINDORO REVIEW CENTER | OMRC

extensive