[Type text]

Republic of the Philippines

UNIVERSITY OF SOUTHEASTERN PHILIPPINES
COLLEGE OF EDUCATION

Observation of learner’s
Development and the School
Environment
Fields Study 1
Submitted to:
Submitted by: Bernard A. Cempron
TCP NEP 1B
Submitted to : Rivera
Field Study Faculty
First Semester
9/7/2014
 Republic of the Philippines
UNIVERSITY OF SOUTHEASTERN PHILIPPINES
COLLEGE OF EDUCATION

i. Title Page

ii. Clearance and completion from cooperating school

iii. Table of contents

Title Page
Clearance and completion from Cooperating teachers
Table of Contents
Introduction
Student Curriculum Vitae/Resume
Statement of Purpose/purposes of the portfolio
FS Course Description, Rationale, & NCBTS Link
FS Grading System
FS Schedule of activity
I. Logical Presentation and Documentation of portfolio content contents/entries
A. Portfolio entries
B. Entries to the portfolio
 Personal reflections on Portfolio
 Comments of the Cooperating Teacher/ Faculty
Appendices
I. Rubric for the portfolio Output
II. Daily Time record
III. Pictorials with captions(scan copies)
IV. Student’s Self Rating Competency Checklist

iv. Introduction

The learner as the center of educational system is a very important part of this paper. The
core or their development has multiple facets and this paper discuss one, the environment.
Every part of the school plays a very important role in the development of every learner.
The focus of this paper is observation of learners, school structure and community.

“To heredity, the child owes his possibilities. However, to environment he owes the
realization of these possibilities” from the book of Brenda B Curpoz Ph. D and Gloria G
Salandanan Ph. D. This quote for me is personal and thought provoking. This also guides
this paper’s purpose, providing details on standards of school environment and my
reflections on remarkable learning activities.

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 Republic of the Philippines
UNIVERSITY OF SOUTHEASTERN PHILIPPINES
COLLEGE OF EDUCATION

This portfolio contains the activities and reflections for Pre Service teacher’s future
teaching profession. The activities includes; briefing and orientation by Field Study
faculties, campus tour, classroom observations and school activities , and debriefing. The
activities were very beneficial in the development of this portfolio.

The subject of this portfolio is one of the oldest school in town, Davao City National High
School. The institution has provided numbers of professionals that is functional in the
society right now. I feel so blessed to have the opportunity to have this school as my subject
for my first field study. Their structure has been developed a long time and looking into
their structure gave way for me to understand the rationale of such system.

Specific actual learning activities and learner’s thoughts on the facilities is discussed
together with my understanding on how to have a feasible approach to facilitate learning
considering the various phases of growth and development.

v. Students Curriculum vitae / Resume

I am Bernard Apad Cempron and a Bachelor of Science in Biology graduate on the year
2003. I have worked a total of 7 years in food manufacturing industries and 1 year and 6
months to Business Process Outsourcing. I believe that learning is a lifetime process which
is why despite my career growth on the 2 business mentioned, being in the academe will
help me develop myself as a person. I also believe that every man’s goal in a life time is to
contribute to the society. We will definitely find ourselves searching for better ways to
make life easier for the future. A possible teaching career will give way for me to live this
goal and my preparation in school will play a big part in my development as a future
facilitator of learning.

vi. Statement of Purpose

This paper is for Pre Service Student(PST) documentation of understanding on the

learners, schools structure, and community. This case will prepare future teachers
development and understanding on learner’s progress in relation to its environment. The
reflections serves as an assessment of learning from activities prepared. Use the subjects:
Child and adolescent development, principles of Teaching, or facilitating learning, for the
development of my own teaching and facilitating skills.

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 Republic of the Philippines
UNIVERSITY OF SOUTHEASTERN PHILIPPINES
COLLEGE OF EDUCATION

The attachments are evidence of activities done for the development of this paper. This will
later on serve as a guide for possible case that will be created by future PST in this
institution. This will also serve as my share for the development of the educational
structure of this state.

vii. FS Course description , Rationale & NCBTS link

Rationale

Practicum is the core of pre-service teacher education program. This model uses a graded,
developmental and sequential approach. It captures the essence of CHED Memorandum
Order No. 30 where Field Study 1 is the first in the series of six field study courses.

This one unit course , Field study 1 , is linked to a professional subject at the university. It is
focused on observation of the learner’s development and school environment, the school
community, the teaching profession, and interpersonal communication. It is geared to
guide the PST’s in the suitability of teaching as a career path.

To quote then Sec Florencio Abad, commencement speech , UP College of Education (Apr.
22, 2005) “ A central strategy we are developing is to transform our Dep Ed regional
orchestrator of teacher professional development that link teacher education institutions
with exemplary teacher practitioner in public schools. What we might want to build are
networks of master teachers in public schools who take on student teacher apprentice
enrolled in TEI’s. Such networks can then accelerate the development of the teacher craft in
ways that use the best practices combining formal instruction and field practice that start
while teachers are still in teacher education courses but continues when they work in day
to day instruction at public schools” Starting Field Study early will guide PST’s to decide
whether teaching is an appropriate career.

Link to DepEd’s national Competency- Based Teacher Standards (NCBTS):

Domain 1 – Social Regard for Learning

1.1 Acts as positive role model for students
1.2 Implements school policies and procedures
1.3 Demonstrates punctuality
1.4 Maintains appropriate appearance
1.5 is careful about the effect of one’s behavior on students
Domain 2
2.1 Creates an environment that promotes fairness
2.2 Makes the classroom environment safe and conducive to learning.
*maintains a safe, clean and orderly classroom free from distraction.

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 Republic of the Philippines
UNIVERSITY OF SOUTHEASTERN PHILIPPINES
COLLEGE OF EDUCATION

2.3 Create a healthy, psychological climate for learning.

*Creates stress- free environment
Domain 3
3.1Determines,understands and accepts the learner’s diverse backgrounds, knowledge,
and experiences.
*Obtains information on the learner’s learning style , multiple intelligence, and needs
of learners.
3.2Demonstrates concern for holistic development of learners.
*Employs integrative and interactive strategies for meaningful and holistic
development of learner.

Roles and Expectations of Stakeholders in FS 1

Teacher Education Institution(TEI’s)
The Teacher Institution Shall:
1.Determine the readiness of the student teachers to go on off campus/extended
field study or FS1;
2.Request the City Division Office to designate cooperating school in the city;
3.Conduct conference / orientation among the selected school on FS 1 objectives;

The TEI Practicum Supervisor shall:

1.Prepare the program of activities of the student teachers.
2.Coordinate with Schools and Division Superintendent in the selection of
cooperating schools
3.Prepare and implement MOA between the TEI and the Dep Ed Division Office.
4.Coordinate with the principal of the coordinating school regarding the
performance of the student teacher.
5.Coordinate with principal of the cooperating school regarding the activities and
needs of student teachers relative to their observation in class.
6. Prepare the student observers for their off campus observation activities.
7.Coordinate regularly with the principal/ Head teacher/ Cooperating Teacher
regarding the performance of the student observers.
8.Conduct debriefing, interview, case studies of student observers.

The Pre Service Teacher shall:

1. Perform in accordance with the Basic Professional Expectations detailed in these
guidelines.

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 Republic of the Philippines
UNIVERSITY OF SOUTHEASTERN PHILIPPINES
COLLEGE OF EDUCATION

2. Attend all sessions

3. Meet individual objectives for performance as described.
4. Offer and perform services to the school at an appropriate level, in return for the
services which the school provides.
5. Operate and co operate with the school community and its requirements and
expectation.
6. Observe and embrace the ethics of the profession including suitable attire and
punctuality.
7. Maintain a journal of experience

The Department of Education (DepEd)

Role of the Cooperating Principal
1. Identify cooperating teachers to handle the student’ teacher’s exposure.
2. Coordinate with TEI’s supervisor concerning student teachers assignments and
problems.

The Cooperating Teacher

1. Provide opportunities for the student Teacher to carry out activities appropriate
for the stage of the student’s course.
2. Act as a role model for the aspiring young teacher. While this activity occurs
consciously during demonstration sessions, it is of course , in operation all the
time.
3. Help the Student relate activities within the school to the University Program.
4. Evaluate the effectiveness of the activities of the student Teacher on continuing
basis, and to provide feedback so that progress can be made towards the aim of
the program.

Course Description

Field study 1 will introduce student observers to the learner’s behavior in

different phases of development, school environment and school community. It offers
them opportunities and prospects for career development as they observe the school
structure, the classrooms, and school facilities, the teacher, the parents, and the
students. This observation course provides them avenues to enhance their
communication skils as they exchange ideas with their buddy, with cooperating
teachers, with pupils, and with parents. This observation includes the way teachers
interact with each other, with students, with parents, and other stakeholders.

Objectives:

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 Republic of the Philippines
UNIVERSITY OF SOUTHEASTERN PHILIPPINES
COLLEGE OF EDUCATION

1. Conduct a mini case study of the learner.

2. Familiarize with the structure of the cooperating school as spelled
out in the organizational chart
3. Adapt with the different facilities and amenities found in the
cooperating schools that promotes child friendly school system.
4. Abide by the policies, guidelines and regulations set by the school.

Expected Outcome/ Course Requirement

1. Produce a case study report on the learner

2. Produce a chart of the school organization and identify personnel/
key positions of the structural set up of the cooperating school
3. Identify facilities of school and describe their status and condition.
4. List and explain the policies, rules and regulations set by the school.

Assessment Items

Using the results of the chart 1 and chart 2 the student shall write a
narrative reports on findings that will serve a Journal entry 1. The
students will be assessed using assessment item 2 found in appendix.

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 Republic of the Philippines
UNIVERSITY OF SOUTHEASTERN PHILIPPINES
COLLEGE OF EDUCATION

FS Grading System

Grading System

Criteria/component Weight Rater

Attendance 10% Cooperating teacher
Journal Entries/reflection
a) Journal 1- Organizational chart
b) Journal 2-after class observation 40 % Practicum Supervisor
c) Journal 3-communication skills
d) Journal 4-after 3rd and 4th class
observation
Professional Portfolio 20 % Practicum Supervisor
PST Project outputs on:
1. Classroom diagram
2. Organizational chart 30 %
3. Class list Cooperating teacher
4. Seat plan
5. Checklist of child friendly school
Total 100%
Assessment tools
1. Marking guide for reflection/journal entries
2. Rubric for student teaching portfolio

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 Republic of the Philippines
UNIVERSITY OF SOUTHEASTERN PHILIPPINES
COLLEGE OF EDUCATION

Schedule of activities

Venue/ time Site/ Activity Details

frame observation
1st

viii.

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 Republic of the Philippines
UNIVERSITY OF SOUTHEASTERN PHILIPPINES
COLLEGE OF EDUCATION