Republic of the Philippines

University of Southeastern Philippines

COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY
Tagum-Mabini Campus

PORTFOLIO in

F6: On Becoming a Teacher

In Partial Fulfillment of the Requirements
for the Degree of Bachelor in Elementary Education

Submitted by:

KEVIN JEE BARONG

Pre-service Teacher

Submitted to:

MARY JANE C. NINGAS

Practicum Supervisor

October 15, 2019

1
Acknowledgment

2
 Preface

(PST’s own word here)

3
Table of Contents

4
 FIELD STUDY 6

Rationale

FS 6 is a field study course that brings together the PST’s experiences from
Field Studies one to five. It aims to immerse students in taking on the role of the
teacher. This course focuses on exposing the learners to a range of experiences
about becoming a teacher, and the acquisition and application of the skills and
attitude necessary in becoming a professional teacher. It will include lesson
transition and involve PSTs in making links with the community.

Course Description

Field Study 6 is a one-unit course which is anchored on the professional

subject, “The Teaching Profession”. The course includes individual half day teaching,
the transition from one lesson to another and involvement in co and extra curricular
activities. At the end of the course, the pre-service teachers are expected to have
experiences in:
1. managing the whole class, focusing on classroom discipline and routines.
2. preparing lesson guides for all required classes.
3. transition teaching of one lesson to another
4. conducting micro teaching with either enhancement, remedial or tutorial focus
5. assisting with at least one co and one extra curricular activity such as;
Science Fair, Speech or Communication Arts Fest, Linggo ng Wika etc. (co-
curricular activities), Scouting, Clean and Green Drive, Nutrition Month etc.
(extra curricular activities)
Course Objectives: Students can:
1. Manage the whole class
2. Make a smooth transition from one lesson to another
3. Conduct a micro-teaching lesson
4. Participate actively in at least one co/extra curricular activity
Course Requirements
1. Attendance at the Field Study 6 Orientation
2. Participation in the Cooperating Teacher’s classes during lesson transition; actualize
2 classes in transition

5
3. Facilitate 1 micro teaching activity in either enhancement, remedial or tutorial
teaching
4. Be involved in 1 co- curricular and 1 extra curricular activity
5. Prepare 4 lesson guides distributed as:
 3 lesson guides for regular classes
 1 lesson guide for 1 micro teaching class
6. Interview a CT about his/her role in the community as professional teacher.
7. Complete a Reflection Journal on “Becoming a teacher”, including reflections about
co-curricular and extra- curricular involvement.

Grading System
Rater
CT Prac Supervisor

Attendance 10%  
Actual Teaching 30% 
Community Involvement 20% 
Journal Entries/ Reflection 20% 
Lesson Guides 20% 
Total 100%
Assessment Tools

1. Actual Teaching Checklist

2. Rubric for Micro-Teaching
3. Rubric for Lesson Guide
4. Interview Checklist for Community Involvement
5. Rubric for Reflection /Journal Entries

6
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):
Domain 1- Social Regard for Learning
-The teacher acts as a positive role model for students.
Domain 2- Learning Environment
-That promotes fairness, fair and conducive to learning
Domain 3- Diversity of Learners
-The domain of diversity of learning process in diverse learner, concerned
with the holistic development of the learner.
Domain 4- Curriculum
- Demonstrates mastery of the subject matter and the learning process
-Selects teaching methods, learning activities and instructional materials
appropriate to the learner’s ability and learning styles.
Domain 5- Planning, Assessing and Reporting
-Planning, Assessing, and reporting (feed backing)
-The teacher develops and uses variety appropriate assessment strategies
to motivate and evaluate learning.
Domain 6- Community Linkages
-It focuses on the establishment of learning environment that respond to the
experiences and aspirations of the community thus, make learning relevant
and meaningful.
Domain 7- Personal and Professional Development
-it takes pride in nobility of teaching as a profession which builds
professional links with colleagues to enrich teaching practice and reflects the
extent of the attainment of professional development goals.

1
 Republic of the Philippines
University of Southeastern Philippines
College of Teacher Education and Technology
Apokon, Tagum City

PROGRAM OF ACTIVITIES
FS 6 On Becoming a Teacher
School : Magugpo Pilot Central Elementary School
Principal : Joy Jade E. Relos
Time : Tuesday 1:00 pm-4:00 pm

At the end of the course, the pre-service teachers are expected to have experiences in:

1. managing the whole class, focusing on classroom discipline and routines.

2. preparing lesson guides for all required classes.
3. transition teaching of one lesson to another
4. conducting micro teaching with either enhancement, remedial or tutorial focus
5. assisting with at least one co and one extra curricular activity such as; Science Fair,
Speech or Communication Arts Fest, Buwan ng Wika etc. (co curricular activities),
Scouting, Clean and Green Drive, Nutrition Month etc. (extra curricular activities)

Course Objectives: Students can:

1. Manage the whole class
2. Make a smooth transition from one lesson to another
3. Conduct a micro-teaching lesson
4. Participate actively in at least one co/extra curricular activity

1
No. of Hours Date Activities Persons Involved Expected Output by the PST
Visits CT’s Activity PST’s Activity
1st 3 August 27, 2019  Orientation session for Cooperating  Orientation session for Pre-service Teachers  Cooperating  Accomplished Tasks:
Teachers and Pre-service Teachers  Hand in the program of activities, rationale and Principal, Site -Secure/extract guidelines in preparing a
 Conference about the course expectations course description of FS 6 Coordinator, FS lesson
and requirements  Discuss the next visit’s task Supervisor, -Microteaching observation guide for
 Orientation of the School Policies and  Photo Documentations Cooperating cooperating teachers and psts
Regulations Teacher, Pre- -Participation teaching in transition self
 Meet the PST’s service Teachers appraisal form for psts
 Agree with the PST’s his/her -Curricular and extracurricular involvement
participation/role in teaching during the 2nd form
visit -Photo documentations with proper captions
of the accomplished task (2-4x5 photos in
8.5x13 size of bond paper)
 Submission of the completed task:
September 03, 2019

2nd 3 September 03, 2019  Check the lesson plan for team teaching  Observe the Cooperating Teacher’s Classroom  Cooperating  Accomplished Tasks:
 Observation and lesson plan writing. Management Skills including: Teacher, Pre-  Observation list of the routine activities
 Conduct a lesson.  Routine activities to ensure classroom service particularly on:
 Accommodate PSTs for Classroom discipline, particularly on: Teachers, -Checking the attendance
Observation. -Checking the attendance FS Supervisor -Seating arrangement
 Answer queries from the PSTs -Seating arrangement -Handling materials and devices
 Assign PST with a subject matter in lesson -Handling materials and devices -Classroom courtesies
plan writing. -Classroom courtesies -Subject matter for lesson plan writing
 Orient PSTs with microteaching.  Monitoring of the Learners’ behavior and the -Interview sheet/form
 Assign students to PSTs for microteaching teacher’s response to the various forms of -Microteaching plan
either for (a) enhancement, (b) tutorial or (c) student behavior. -Photo documentations with proper
Remedial  Record two observations each item stated captions of the accomplished task (2-4x5
above. photos in 8.5x13 size of bond paper)
 Ask a lesson/subject matter from the CT of  Submission of the completed task:
your assigned lesson plan writing. September 10, 2019

2
  If necessary, ask and conduct interview.
 Observe CTs microteaching.
 Write a microteaching plan for next visit
 Photo Documentations

3rd 3 September 10, 2019  Check PSTs lesson plan using the rubric/  Submit the lesson plan for CTs checking.  Cooperating  Accomplished Tasks:
checklist provided.  Conduct microteaching. Teacher, Pre- -LP for microteaching
 Monitor and rate PSTs microteaching  Ask a lesson for team teaching with CT. Ask for service -Self-evaluation sheet/form for Microteaching
performance. briefing of your participation in the lesson. Teachers, (rated demo)
 Brief the PSTs with their participation in the  Accomplish self – evaluation of micro – FS Supervisor -Journal 1 and Journal 2 with theories of
next visit’s lesson. teaching. learning/proponent cited
 Photo Documentations -Photo documentations with proper captions
of the accomplished task (2-4x5 photos in
8.5x13 size of bond paper)
 Submission of the completed task:
September 17, 2019

4th 3 September 17, 2019  Rate PSTs’ performance in team teaching.  Conduct team teaching with CT. Participate in  Cooperating  Accomplished Tasks:
 Brief the PSTs’ on the lesson for the next his/her lesson. Teacher, Pre- -LP for team teaching
meeting.  Ask a lesson for team teaching with buddy. service -Evaluation sheet/form for Team teaching
 Accomplish the participation teaching in  Accomplish the participation teaching in Teachers, (rated demo)
transition self – appraisal form of PST transition self – appraisal form of PST. FS Supervisor -Self – appraisal form of PST
“Cooperating Teacher’s Feedback”.  Photo Documentations -Journal 3 and Journal 4 with theories of
learning/proponent cited
-Photo documentations with proper captions
of the accomplished task (2-4x5 photos in
8.5x13 size of bond paper)
 Submission of the completed task:
September 24, 2019

5th 3 September 24, 2019  Rate PSTs’ performance in team teaching  Conduct team teaching with BUDDY.  Cooperating  Accomplished Tasks:
using the rubric.  Ask a lesson for independent teaching. Teacher, Pre- -LP for independent teaching
 Brief the PSTs’ on the lesson for the next  Accomplish the participation teaching in service -Participation teaching in transition self –
meeting. transition self – appraisal form of PST. Teachers, appraisal form of PST.
 Accomplish the participation teaching in  Photo Documentations FS Supervisor -Journal 5 and Journal 6 with theories of
transition self – appraisal form of PST learning/proponent cited
“Cooperating Teacher’s Feedback”. -Photo documentations with proper captions

3
 of the accomplished task (2-4x5 photos
in 8.5x13 size of bond paper)
 Submission of the completed task:
October 01, 2019

6th 3 October 01, 2019  Rate PSTs’ performance in independent  Conduct independent teaching  Cooperating  Accomplished Tasks:
teaching.  Conduct an interview with the CT and/or Teacher, Pre- -LP for independent teaching
students re: Co – curricular and extra – service -Co–curricular and extra–curricular
curricular activities. Teachers,
 Accomplish the co – curricular and extra – FS Supervisor involvement form.
curricular involvement form.
--Photo documentations with proper captions
of the accomplished task (2-4x5 photos in
8.5x13 size of bond paper)
 Submission of the completed task:

October 08, 2019

7th 3 October 08, 2019  FS 6 Post Conference  Debriefing/Evaluation session for Pre-service  Pre-service  Accomplished Tasks:
Teachers Teachers, -Completion and compilation of FS 6
 FS 6 Post Conference FS Supervisor documents for portfolio making
 Hand in the program of activities -FS 6 Certificates, Clearances and Program
--Photo documentations with proper captions
of the accomplished task (2-4x5 photos in
8.5x13 size of bond paper)

8th 3 October 15, 2019  Pre-service  Accomplished Tasks:

Teachers, (No late submission)
FS Superviso
Submission of FS 6 Portfolio:
October 08, 2019
-(white color without acetate, long size
bond paper)

Prepared by: Noted by:

MARY JANE C. NINGAS LYN G. ENRIQUEZ

FS 6 Supervisor FS/Practicum Head

4
 School Profile
(Cooperating School)

1
 Cooperating Teacher’s Profile

2x2 ID picture

FS - On Becoming a Teacher
 Pre-service Teacher’s Profile

2x2 ID picture

FS - On Becoming a Teacher
 School Vision, Mission, Goals and Objectives
of the Cooperating School

FS - On Becoming a Teacher
 Class Program

(Form 29, Form 30-Class Schedule and Adviser’s Schedule)

FS - On Becoming a Teacher
 Class List

FS - On Becoming a Teacher
 Seat Plan

FS - On Becoming a Teacher
 Teacher’s Classroom Management Skills

FS - On Becoming a Teacher
 Lesson Guide Making

FS - On Becoming a Teacher
 Guidelines in Preparing a Lesson

Name: Date:
Subject Area: Sem/SY:
Instruction:
Make an evaluation of the prepared lesson guides against this checklist. Answer with Yes or
No by checking it. Then give a reflective answer on the question given below.
YES NO
1. Do your lesson guides have the basic component parts like?
a. objectives
b. Subject Matter/ Topics
c. Materials/ References
d. Teaching strategies/ activities
e. Assessment tools for Authentic Assessment and Evaluation

2. Are your objectives stated in behavioral terms which include the

three learning domains?

3. Are your objectives learner-centered and interactive?

4. Are the materials needed written down and appropriate to the lesson
objectives?

5. Is the procedure presented in orderly manner?

6. Does the procedure begin with goal setting?

7. Does the development of the lesson connect the broader aspects of

the topic and other subjects?

8. Is there values integration?

9. Does the lesson end with a synthesis?

10. Is there an opportunity for a learning outcome evaluation?

11. Does it include a relevant workable assignment?

For Pre-service Teacher Only

What learning insights have you gained in evaluating your self-made lesson plan?

FS - On Becoming a Teacher
 Micro-teaching Observation Guide for Cooperating Teachers and PSTs
Participation Teaching in Transition Self-Appraisal Form for PST

Name: Date:

Subject Area: Cooperating Teacher:

1. After you observed the Cooperating Teacher’s lesson transition, what were your realizations?

2. What strategies do you think worked well in changing (transitioning) the lesson? Give details.

3. What would you like to improve in your transitioning from one lesson to another?

Cooperating Teacher’s Feedback:

Area(s) of Strength:

Area(s) of Improvement:

Name & signature of cooperating

teacher:

Date:

FS - On Becoming a Teacher
 Co-curricular and Extra-Curricular Involvement Form

Name:

A. List some of the co-curricular and extra curricular activities that take place in your
cooperating school.

1.

2.

3.

4.

5.

B. Reflective Questions:
1. Which particular activities involved in?.

2.

3.

4.

FS - On Becoming a Teacher
 Task 3
Observation Sheet on the Art of Questioning
Journal Writing 1
On Micro-teaching

A. After conducting your micro-teaching activity what have you learned?

B. After being aware of your student’s needs in the micro-teaching, cite two improvements
that you will apply to micro-teaching 2.

C. What needs to be improved in your micro-teaching? How will you address these?

TEI Practicum Supervisor’s Feedback

Strengths

FS - On Becoming a Teacher
Areas for Improvement

Signature of the TEI Practicum Supervisor

Journal Writing 2
On Actual Team Teaching

Name: Date:

Course/Major Field: Cooperating Teacher:

1. After conducting your team teaching lesson, what have you learned?

2. Did you and your partner share the teaching of the lesson equally? Why/ why not?

3. What do you think went well in the lesson? Give details.

4. What would you like to improve and focus on during future planning and delivery?

TEI Practicum Supervisor’s Feedback

Strengths

FS - On Becoming a Teacher
 Areas for Improvement

Signature of the TEI Practicum Supervisor

Journal Writing 3
Individual Teaching

Name: Date:

Course/Major Field: Cooperating Teacher:

1.

2. What practices have you observed and tried out in providing for the varying needs of the
learners or individual differences? How often have you done it?

3. Describe 2 changes you made during the lesson. Why did you make these changes?

TEI Practicum Supervisor’s Feedback

Strengths

FS - On Becoming a Teacher
Areas for Improvement

Signature of the TEI Practicum Supervisor

Journal Writing 4
Assessment and Evaluation

Name: Date:

Course/Major Field: Cooperating Teacher:

A. EVALUATION OF THE LEARNERS

1. How did you evaluate the performance of your learners? Do you reflect on their response
and review their achievements? How?

2. Do you use varied forms of assessment for the lessons? What are these forms of
assessments? Provide 3 examples.

3. How do you use assessment results as importation in further planning your lessons?

B. SELF EVALUATION
1. How and where do you reflect on your own teaching and style and techniques? How often
do you do this? What evidences will show that you gain progress in your teaching
performance? What constraints/ difficulties hinder your progress?

2. How often do you ask for specific feedback and advice from your mentors? In what way
will you be able to check on your progress and achievements?

3. To what extent do you discuss your teaching performance willingly with others and
respond positively to constructive criticisms? What should you do to successfully improve
your teaching performance?

TEI Practicum Supervisor’s Feedback

Strengths

FS - On Becoming a Teacher
 Areas for Improvement

Signature of the TEI Practicum Supervisor

Journal Writing 5
Test Preparation

Name: Date:

Course/Major Field: Cooperating Teacher:

1. What measures have you taken to assure yourself that your test items were clear and
simple?

2. What problems have you encountered in preparing your test? How can you respond to
them?

3. Do your test items provide for a wide range of differences in ability? How?

TEI Practicum Supervisor’s Feedback

Strengths

FS - On Becoming a Teacher
Areas for Improvement

Signature of the TEI Practicum Supervisor

Journal Writing 6
On Test Preparation

Name: Date:

Course/Major Field: Cooperating Teacher:

1. What Types of Information about pupil’s/student’s progress can be obtained by marking

the test?

2. If the test result shows that 50% of the learner’s get low marks, what does this tell you?

3. What will you do about this?

TEI Practicum Supervisor’s Feedback

Strengths

FS - On Becoming a Teacher
Areas for Improvement

Signature of the TEI Practicum Supervisor

Classroom Management of the Learning Environment

Name: Date:
Course/Major Field: Cooperating Teacher:

1. How does your CT promote student’s self-esteem and a positive classroom climate? In
what way does he/she recognize and value their interests and achievements? How does
he/she reinforce constructive behaviors?

2. How does the CT manage to attract the attention of the learners to the lesson? How does
the CT ensure that everyone will listen, will pay attention and will work well?

3. What happened when your CT practiced class routines and tasks? To what extent has
the CT been resourceful and creative in managing the learning environment? Provide 2
examples.

4. Provide 3 examples of effective classroom management skills that your CT demonstrated

5. How does your CT ensure the classroom environment is conducive for learning? Provide
3 examples?

6. Comments/other Learning Insights about classroom management.

FS - On Becoming a Teacher
TEI Practicum Supervisor’s Feedback
Strengths:

Areas for Improvement:

Signature of the TEI Practicum Supervisor:

PSTs Demonstrated Lesson Plans

FS - On Becoming a Teacher
 Sample Lesson Plan Template

Name of Teachers Crezel Jean Ramos Grade/Year Level Grade VI

Kevin Jee Barong
Learning Area: Geometry Quarter:3rd Quarter Module No.: M10GE-IIIc-2
Competency: identifying measure of central angles and inscribe angles

Lesson No. 7 Duration 1 hour

(minutes/hours)
Key Understandings to
be developed
Learning Objectives Knowledge Students will be able to know the definitions of central
angle and inscribed angle.
Skills The students will be able to recognize and find
measures of central angle and inscribed angle.
Attitudes The students will be able to show self-reliance in solving
a problem.
Resources Needed  scotch tape
 marker
 Manila paper
 paper
 pen
 colored paper
 protractor
Elements of the Plan Methodology
Preparations Motivation/ I. Prayer
- How will I make the learners ready? Introductory II. Greetings
- How do I prepare the learners for the
new lesson? Activity III. Checking of Attendance
(Motivation /Focusing /Establishing Mind-
set /Setting the Mood /Quieting /Creating
This part introduces the
lesson content. It is serves
IV. Motivation
Interest - Building Background Experience as a warm-up activity to give 1. The teacher will paste a figure (labeled
–
Activating Prior Knowledge/Apperception -
the learners zest for the
incoming lesson and an idea circle) at the board.
Review – Drill) about what it to follow. One
- How will I connect my new lesson with principle in learning is that B
the past lesson? learning occurs when it is
conducted in a pleasurable
and comfortable
atmosphere.
A

FS - On Becoming a Teacher

Presentation
- (How will I present the new
lesson?
- What materials will I use?
- What generalization /concept
/conclusion /abstraction should
the learners arrive at?
(Showing/ Demonstrating/ Engaging/ Doing
/Experiencing /Exploring /Observing -
Role-playing, dyads, dramatizing,
brainstorming, reacting, interacting -
Articulating observations, finding,
conclusions, generalizations, abstraction -
Giving suggestions, reactions solutions
recommendations)
FS - On Becoming a Teacher
O
C
2. The teacher will show strips of papers
with written classifications of angles and
arc from the figure.
1. <ABD
2. <BOC
3. AB
3. The teacher will ask students to identify
the angles and arc from the figure.
4. The teacher will call students randomly
for a question.
Activity
This is an interactive 1. The teacher will group the class into 3
strategy to elicit learner’s
prior learning experience. It groups.
serves as a springboard for
new learning. It illustrates the
2. The teacher will give materials and
principle that learning starts activity sheets to the students
where the learners are.
Carefully structured activities
such as individual or group
reflective exercises, group
CIRCLE 1 A
discussion, self-or group
assessment, dyadic or triadic
interactions, puzzles,
simulations or role-play,
cybernetics exercise, gallery
walk and the like may be
created. Clear instructions
should be considered in this
part of the lesson.
O
D B
CIRCLE2
L M
 O

P
N

Find the measure of the following angles

using the given figures with the use of protractor.

For CIRCLE 1
1. <AOB
2. <ACB
3. <ADC

For CIRCLE 2
1. <LPM
2. <LNM

3. The teacher will give the students ten

minutes to finish the activity.
4. Each group will choose a representative
to discuss their output.

Analysis The teacher will ask the ff. questions:

Essential questions are
included to serve as a guide
1. What is a central angle?
for the teacher in clarifying
key understandings about
2. What is an inscribe angle?
the topic at hand. Critical 3. What can you say about a central
points are organized to
structure the discussions angle and an inscribe angle having
allowing the learners to
maximize interactions and
the same intersected arc?
sharing of ideas and 4. If two inscribe angles has the same
opinions about expected
issues. Affective questions intersected arc, can you say that
are included to elicit the
feelings of the learners about
their angle are also equal? Why or
the activity or the topic. The
last questions or points taken
why not?
should lead the learners to 5. What will happen if the intercepted
understand the new
concepts or skills that are to arc of an inscribe angle goes at the
be presented in the next part
of the lesson.
two end point of a diameter?
Abstraction 1. The teacher will discuss more about
This outlines the key
concepts, important skills measure of central angle and inscribed
that should be enhanced, angle using the activity figure that the
and the proper attitude that
should be emphasized. This students used.
is organized as a lecturette
that summarizes the learning
2. The teacher will ask some questions based
emphasized from the activity, on the activity that the students do.
analysis and new inputs in
this part of the lesson. 3. The teacher will discuss more examples.

Practice Application The teacher will give a seatwork.

FS - On Becoming a Teacher
 This part is structured to
- What practice
exercises/application
ensure the commitment of B
the learners to do something
activities will I give to the to apply their new learning in
their own environment.
learners?
(Answering practice exercise -
Applying learning in other
450
situations/actual situations/real-life
situations - Expressing one’s
thoughts, feelings, opinions, beliefs
through artwork, songs, dances, A
sports - Performing musical E C
numbers/dances, manipulative
activities, etc.)

Given the figure above find the measures of

following angles:

3. <CAD
4. <CED
5. <EDC

Assessment
(Refer to DepEd Order No. 73, s.
2012 for the examples) Assessment Matrix

Level of Assessment Knowledge Process or Skills

(Check the appropriate level
of assessment) Understanding Product or Performances
What will I assess?
(Please indicate the lesson the students ability to identify the measures of central angle and
objective that you are inscribe angle.
assessing)

How will I assess?

(Please describe the By oral recitation.
assessment strategy you are
employing. If it is a written
test, indicate the items. If it is
a performance test, please
describe the task in detail.)

FS - On Becoming a Teacher
How will I score?
(Describe the scoring Giving points for the students who participates.
mechanics. If you use rubrics,
please attach the rubric. If you
use scoring sheet, please
indicate the criteria.

Assignment:
-the assignment should serve any Research more about the different parts of circles.
of the following purposes (please
indicate what applies):
□ Reinforce the day’s lesson.
□ Enrich the day’s lesson.
□ Enhancing the day’s lesson.

FS - On Becoming a Teacher
 Rubric for Reflection/Journal Entries
Journal entries should demonstrate the PSTs thinking and reflection on his/her observations and experiences. At this stage of the practicum the
PST should demonstrate Higher Order Thinking Skills (HOTS) by analyzing, synthesizing and evaluating what he/she has seen and
experienced as a developing teacher in Field Study 6.

CRITERIA 5 4 3 2 1

(Excellent) (Proficient) (Satisfactory) (Developing) (Needs Improvement)

Journal entry or Presents clear Presents some Contains some There is little evidence There is an absence of
reflection paper that description and examples of examples of learning of reflections and evidence of reflection,
includes the pre- analysis of experiences, some experiences with few insights learned, very no details of
service teacher’s experiences that explanations of explanations of few details of experiences and
learning experiences are considered strengths and personal strengths and experiences. judgment of
in the classroom, his worthwhile and weaknesses and weaknesses and Judgment of personal performance, without
or her judgments helpful, explains includes some statement of what has performance is very statement of strengths
about his or her judgments on achievements. been achieved. limited, with little or no and weaknesses and
performance and personal strengths attention paid to achievements
other insights and weaknesses, strengths and
affecting self-beliefs includes successful weaknesses of work.
output and
accomplishments.

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100

FS - On Becoming a Teacher
 Lesson Plan Rubric

Name of Pre-service Teacher:

Subject Area: Date:
Note: This rubric will be used by the Cooperating Teacher and the TEI Practicum Supervisor.
Legend: 3 – Good (95 %) 2 – Fair (85 %) 1 – Needs Improvement (75 %)
Performance
Good Fair Needs Improvement
Rating
(3) (2) (1)
Criteria
Formulating Defines objectives Adequately define the Objectives are not clearly
Objective clearly objectives stated
Organization of  Clearly links subject Adequately links Subject does not link to
lesson presentation matter to students’ subject matter to students’ interest and
interest and students’ interest and experiences
experiences experiences

 Clearly identifies Adequately identifies Does not clearly identify

sequential sequential development sequential development of
development of of activities activities
activities

 Uses relevant Adequately uses Does not use relevant

examples relevant examples examples

 Accurately allocates Adequately allocates Does not allocate time to

time to activities in time to activities in activities in accordance with
accordance with accordance with objectives
objectives objectives

 Clearly indicates Adequately indicates Does not indicate transition

transition procedure transition procedure procedure from one activity
from one activity to from one activity to the to the next
the next next

 Plans a variety of Limited variety of Does not plan a variety of

teaching strategies teaching strategies teaching strategies

 Relates subject Relates subject matter Does not relate subject

matter to other to other knowledge matter to other knowledge
knowledge and prior
knowledge of
students
Use of learning  Uses a wide range  Uses a range of  Does not use a range
materials of resources and resources and of resources and
learning materials learning material learning materials

 Structures a wide  Uses an  Does not structure an

variety of materials appropriate variety appropriate variety of
to stimulate of materials to materials to stimulate
students’ interest stimulate students’ students’ interest and
and achievement interest and achievement
achievement
Use of evaluative  Devises appropriate  Devises  Does not devise
measures evaluation of each appropriate appropriate evaluation of
students’ progress evaluation of students’ progress
students’ progress
 Measures students’  Measures  Does not measures
progress with students’ progress students’ progress with
appropriate tests and with appropriate appropriate tests and
a variety of tests and other other methods
assessment methods methods

Total

FS - On Becoming a Teacher
 Rubric for Microteaching

Needs
Item to be Rated Very Good(4) Good(3) Fair(2)
Improvement(1)

1. Microteaching The plan has The plan has The plan lacks The plan lacks
Planning Guide complete component one part. important parts.
component parts. Most of Some Most of the
parts. All the objectives objectives are objectives are
objectives are are behavioral, behavioral, not behavioral,
behavioral, learner- learner- learner-centered
learner- centered and centered and and very
centered and very very interactive.
very interactive. interactive.
interactive.

2. Microteaching Microteaching Microteaching Microteaching Some steps in

Method and process has process has process has the process
Strategies very good good basic needs
motivation, motivation, motivation, improvement.
activity proper activity proper activity proper
and and and
assessment assessment assessment
tools. tools. tools.

3. The use of Teaching Teaching Teaching Teaching

instructional materials are materials are materials were materials do not
materials/technol properly selected which not quite suit the needs of
ogy in selected that suit the needs selected suit the learners and
microteaching best suit the of the learners the needs of the subject
needs of the and the the learners matter
learners and subject matter. and the
the subject subject matter
matter.

4. Management and The teacher is The teacher is The teacher is The teacher is
Learners very child- child-friendly not so child- not at all child-
friendly and and applies friendly and friendly and
applies democratic applies applies
democratic style democratic democratic style
style style

FS - On Becoming a Teacher
 PST Teaching Performance Rating Checklist
Name: Date:
Subject Taught: No. of Pupils:

Area Description Rating

Excellent Good Fair Below
Standard
Teaching Personality
Composure
PRE-SERVICE

Articulation
TEACHER

Modulation of the voice

Mastery of Medium of instruction
Mastery of Subject Matter
Ability to answer questions
Openness to students opinions
Organization of Subject Matter
Ability to relate Matter to Other fields

Ability to Motivate
Ability to Manage class
Question technique
TEACHING PROCEDURE

Use of Teaching Aids

LEARNING FOCUS
 Student centered learning
 BEC/HOTS
 Problem solving
 Addressing Diversity
 Active Learning
 Application of Key Teaching
Strategies
 Consideration of Students’
 Learning Styles
 Consideration of Students’
Multiple Intelligences
 Application of Key
Assessment Strategies
Class attention
STUDENTS

Class Participation and

Involvement

Rapport between Teacher and students

OBSERVATION
GENERAL

Class Atmosphere

General Classroom Organization

Rated by: __________________

CTs Name & Signature

FS - On Becoming a Teacher
 FS 6 Monitoring Sheet/DTR

FS - On Becoming a Teacher
 FS 6 Scan Colored Certificate

FS - On Becoming a Teacher
 FS 6 PSTs Clearance

FS - On Becoming a Teacher
 Photo Documentations
(Proof of field visits, school facilities buddy, buddy with CT, classroom, use of IMs,
demo teachings, etc.)

FS - On Becoming a Teacher
 Glossary of Terms
Cooperating Principal – is the head of the cooperating school responsible in assigning exemplary
cooperating teachers and to coordinate with the TEI Practicum Supervisor with regards the
assignment and problems of Pre-service Teachers

Cooperating Schools –the school where the pre-service teacher undergoes off-campus teaching.

Community Involvement- involvement in educational activities outside of the school or, the
involvement of community members in school activities. For example, parents listening to
pupils read or, coaching a sport.

Dean of the College of Education – is responsible for assigning Practicum Supervisors to handle Field
Studies including Practicum A and B.

Instructional Materials – refer to print materials, audio-visual and multi-media resources used by the
teacher in facilitating teaching-learning process.

Micro-teaching – refers to tutorial, remedial and enhancement teachings conducted outside the class
hour period.

Tutorial Teaching - a mode of microteaching that applies appropriate tutoring skills such as
explaining, demonstrating, questioning, giving feedback and checking understanding. This
applies to slow and average learners.
Remedial Teaching – a mode of microteaching where the teacher identifies the student’s
difficulties. From here, he/she will interpret, explain, and demonstrate the relevant points. This is
applied to slow learners.
Enhancement Teaching – a mode of microteaching where the teacher demonstrates a particular
strategy in presenting a lesson. This is applied to average and fast learners.

Practicum Coordinator – refers to the person in-charge of monitoring the teachers handling Field
Studies and manages administrative matters pertaining the practicum program of the TEI.

Pre-Service Teachers – refers to the University/College BEED and BSED students who are enrolled
in the Field Study courses and are involved in micro teaching, team teaching, and teaching
whole lesson.

Rubric - is a scoring tool that lists the criteria for a piece of work. (Goodrich, H.2000). It can be very
useful for teachers to improve quality of students’ performance and to assess students’
learning using fair and just system.

Site Coordinator – He/She is responsible in assisting the Principal/Head of the School in assigning
students in classrooms and scheduling of classes for observation and participation. Conduct
regular conference with cooperating teachers as regards the performance and behavior of
student teachers

TEI Practicum Supervisor – refers to the University/College faculty directly responsible for
supervising, monitoring and providing support to the university student in on/off campus
school experience.

Teacher Education Institutions (TEI’s) – refer to the universities and colleges offering Teacher
Education Courses with curriculum aligned with that of CHED. There are 21 of these from
Regions XI, XII, and ARMM which established partnership with BEAM and DepEd.

Team Teaching - is any form of teaching in which a team consisting of two or more pre-service
teachers share responsibility in the planning, presentation, and evaluation of lessons
prepared for the same group of students.

FS - On Becoming a Teacher
 References

Barry, Kevin and King, Len. (2001). Beginning Teaching and Beyond Third Ed. Social
Science Press, New South Wales.

Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc.

Burke, Kay (2005).How to Assess Authentic Learning, Third edition. Hawker Brownlow
Education. Australia

Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South Wales.

Corpuz, Brenda, B. and Salandanan, Gloria, G. (2003). Principles and Strategies of Teaching.
Lorimar Publishing Co.,Inc.

Cruz, Brenda, B., et al. (1997). Manual for Observation, Participation and Community
Immersion. Katha Publishing Co., Inc.

Danielson, C. and Abrutyn, L. (1997). An Introduction to Using Portfolios. Virginia, USA.

Association for Supervision and Curriculum Development

Garo, Candelaria, D. (2004). Teaching Educational Technology. National Bookstore.

Lardizabal, Amparo, S. (1999). Theory and Practice in Student Teaching. Katha

Publishing Co., Inc.

Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational Technology. Katha Publishing Co.,
Inc.

MTST Mentoring the Student Teacher. A joint project of the DepEd and the TEIs of
Region X, Division of Misamis Oriental and the Division of Cagayan de Oro City.

University of South Australia. Professional Application and Reflection 1,2,3,and 4.

Practicum Guidelines and Resources for Schools and Organizations.2004

FS - On Becoming a Teacher