POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

College of Office Administration and Business Teacher Education

TEACHER EDUCATION

Quezon City

STUDENT TEACHING

Portfolio

of

Cherrylyn D. Magada
Bachelor in Business Teacher Education

Assigned to:
Justice Cecilia Muñoz Palma High School
Molave St., cor Narra St., Payatas B, Quezon Ctiy

S.Y. 2010-2011

Submitted to:

Prof. Marilyn F. Isip

Prof, Sheryl Morales
Coordinator/Adviser
 March 2011
TABLE OF CONTENTS

Approval Sheet

Acknowledgement

Dedication

Prayer for Teachers

I. Introduction

II. Polytechnic University of the Philippines (PUP) Profile

Philosophy

Mission

Vision

III. Justice Cecilia Muñoz Palma High School Profile

History

Vision

Mission

Plans/Programs

Organizational Structure

Location (Map)
IV. Final Demonstration Plan

V. Brief Synopsis of Professional Readings

- References/Guidelines in Student Teaching

(memos/journals/articles)

VI. Local – Articles, Memos, Journal, ICT memo, learning approaches

VII. Professional Development Plan/Career Plan

VIII. Narrative Report

IX. Current Issues in Education

X. Curriculum Vitae

XI. Attachments

A. Picture

B. Lesson Plans

C. Daily Time Record

D. Daily Schedule
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
College of Office Administration and Business Teacher Education

Teacher Education
Quezon City

Approval Sheet

In partial fulfillment of the requirement for the degree of Bachelor in

Business Teacher Education, this special project is entitled; “Practice Teaching
Portfolio” has been prepared and submitted by Cherrylyn D. Magada for approval.

Prof. Marilyn F. Isip

Adviser

Approved with the grade of ________

 ACKNOWLEDGEMENT

I would like to express my grateful acknowledgement at the following institutions and

individuals who were instrumental in the completion of this practice teaching.

The Justice Cecilia Muñoz Palma High School:

To the Principal, Ms. Juanita C. Alajar

To the faculties and staff

To the students.

To Mrs. Felicitas Victoriano, TLE head

To Mr. Mike J. Nieras, my cooperating teacher

The PUP QC:

To Prof. Marilyn Isip and

To Prof. Sheryl Morales

And most of all to OUR HEAVENLY FATHER, who have given me the knowledge, wisdom

and strength to make this work possible.

 DEDICATION

I would like to dedicate this portfolio to the following persons who greatly one way or

another help me in pursuing this academic endeavors.

To God for his guidance enlightenment and protection as I go through my practice

teaching and for giving me the knowledge and wisdom I need.

To my parents who give their full support financially and emotionally as well as their

deep understand for doing this practice teaching.

To my beloved cooperating teacher Mr. Mike J. Nieras for continuously supporting me,

and for imparting his ideas and for being optimistic as much as I did.

To JCMPHS faculty and students for cooperating with me to do this practice teaching.
 INTRODUCTION

Effective teaching is the rewarding result of a well-guided transitioin between theory and

practice. It is an accepted axiom that pleasurable learning in a pleasurable environment produces

lasting effects and more influence on subsequent behavior of the learner. To this end, it can be

said that the success of student teaching is attribute to how well a teacher coordinator guides her

student teachers in the different areas which contribute to effetive observation and the technical

aspects of securing the right school.

 THE PUP PHILOSOPY

As a state university, the Polytechnic University of the Philippines believes that:

 Education is an instrument for the development of the citizenry and for the enhancement
of nation building;
 Meaningful growth and transformation of the country are best achieved in an atmosphere
of brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with
the spirit of humanist internationalism.

THE PUP GOALS

Reflective of the great emphasis being given by the country's leadership aimed at providing
appropriate attention to the alleviation of the plight of the poor, the development of the citizens,
and of the national economy to become globally competitive, the University shall commit its
academic resources and manpower to achieve its goals through:

1. Provision of undergraduate and graduate education which meet international standards of

quality and excellence;
2. Generation and transmission of knowledge in the broad range of disciplines relevant and
responsive to the dynamically changing domestic and international environment;
3. Provision of more equitable access to higher education opportunities to deserving and
qualified Filipinos; and
4. Optimization, through efficiency and effectiveness, of social, institutional, and individual
returns and benefits derived from the utilization of higher education resources.
 VISION

The Polytechnic University of the Philippines envisions itself as a pre-eminent national

and international leader in higher education and an innovative global powerhouse of quality and

relevant education, dedicated to educating tomorrow’s leaders and scholars through the highest

quality learning experiences and growth in instruction, research and service to our country and

the international community.

PUP 10 Point Agenda Towards a Total University

1. Foster High Quality Campus Environment

2. Strategize and Institutionalize Income Generating Projects
3. Strengthen Research, Publications and Creative Works
4. Model Quality Management and Fiscal Responsibility
5. Improve Sense of Community Involvement and Linkages
6. Institutionalize the Principles of Academic Freedom and Responsibility
7. Promote Academic Excellence in Student and Faculty Performance Nationally and
Internationally
8. Nurture and Enrich Our Cultural Heritage
9. Integrate ICT with Instruction, Research, Service and Production
10. Evolve Wholesome Living and Pleasant Working Environment for Faculty, Employees
and Students

MISSION

The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and
global education and community services accessible to all students, Filipinos and foreigners
alike.

It shall offer high quality undergraduate and graduate programs that are responsive to the
changing needs of the students to enable them to lead productive and meaningful lives.
PUP commits itself to:

1. Democratize access to educational opportunities;

2. Promote science and technology consciousness and develop relevant expertise and
competence among all members of the academe, stressing their importance in building a
truly independent and sovereign Philippines;

3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as
the advancement of moral and spiritual values;

4. Promote awareness of our beneficial and relevant cultural heritage;

5. Develop in the students and faculty the values of self-discipline, love of country and
social consciousness and the need to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a broader
understanding and appreciation of life and to the total development of the individual;

7. Make the students and faculty aware of technological, social as well as political and
economic problems and encourage them to contribute to the realization of nationalist
industrialization and economic development of the country;

8. Use and propagate the national language and other Philippine languages and develop
proficiency in English and other foreign languages required by the students’ fields of
specialization;

9. Promote intellectual leadership and sustain a humane and technologically advanced

academic community where people of diverse ideologies work and learn together to
attain academic, research and service excellence in a continually changing world; and

10. Build a learning community in touch with the main currents of political, economic and
cultural life throughout the world; a community enriched by the presence of a significant
number of international students; and a community supported by new technologies that
facilitate active participation in the creation and use of information and knowledge on a
global scale.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

HISTORY

The history of PUP may well parallel the nation's growth and development. As it met the
needs of a fledgling Philippine civil service under American rule forged from anvil of Spanish
colonialism, so will it serve the rising expectations of the people in the 21st century...desirous
now of reclaiming their rightful place in the community of independent nations. As it has
withstood the test of time, so will it continue to pace contemporary Philippine history.

The Polytechnic University of the Philippines (Filipino: Politeknikong Unibersidad ng

Pilipinas) commonly known as PUP is a state university in the Philippines. It was founded on
October 19, 1904 as the Manila Business School, offering commerce-related courses. The
university offers graduate and undergraduate degrees in accountancy, engineering, political
science, social science, business, arts, agriculture, media and communication and associate
programs. The University is among the leading universities in the Philippines.

The main campus is located at Santa Mesa, Manila, along the Pasig River. The PUP
Manila consists of three sub-campuses named Mabini, NDC and M.H. del Pilar. The house
where Mabini died is now located in the campus of the Polytechnic University of the Philippines.
The simple nipa house retains the original furniture, and some of the books he wrote, and also
contains souvenir items, while hosting the municipal library and reading facilities, hence, the
main campus is named after Mabini. Some campuses are located on the other side of the
metropolis and the rest are located across the country. The Polytechnic University of the
Philippines System is among the state universities in the Philippines with the lowest tuition.

History

Take a journey to the University's humble beginnings as it started being a business school.

1904
In response to the demand for training personnel for the government service and to the felt need
to provide skills essential for private business employment, the Manila Business School (MBS)
was founded on October 1904 as part of a City School system under the superintendence of CA
O'Reilley.

It offered the prescribed intermediate curriculum and such vocational-technical courses as

typing, bookkeeping, stenography, and telegraphy.
 One of the very first homes of the Manila Business School.
No. 38 Gunao Street corner Arlegui in Quiapo (1905)

1908
On account of the fact that the great majority of its students came from the province, the MBS
was made into an Insular (or national) school and accordingly renamed Philippine School of
Commerce (PSC). At first, the intermediate curriculum was prescribed in addition to subjects
such as typewriting, bookkeeping, and stenography. Afterwards a four-year secondary course in
commerce was offered in addition to the courses in Bookkeeping, Stenography, Typewriting and
Telegraphy.

This is the edifice on Gen. Solano Street (in San Miguel, Manila) occupied by the Philippine
School of Commerce (1908-1933). This building was formerly occupied by the Bureau of
Audits and the Philippine Senate.

PSC Faculty, Filipino and American Teachers (1908)

1911
The PSC was placed again under the supervision of the Superintendent of City Schools for
Administrative purposes only, but retained its status as an Insular school. The PSC produced its
first batch of high school graduates. During this year the course in telegraphy was discontinued
since the Telegraph School of the Bureau of Posts offered better facilities.

1912
The PSC offered a one-year course in Stenography for high school graduates. The course proved
to be successful and popular because of its positive results. Those who took the course got easily
employed as stenographers and later as office managers.

Students of the Philippine School of Commerce

and the building behind the San Miguel Church (1912)

1917
To keep in step with changing conditions, the PSC started revising its courses of study. Under
the leadership of Acting Principal Luis F. Reyes, it continually raised its general requisites. To
enable young people employed during the daytime to acquire further training, it opened night
classes (These classes would be discontinued in 1932 because of the government's retrenchment
policy).

Luis F. Reyes

From 1904, the PSC has known several homes: an old Spanish building located at the foot of a
small bridge at San Rafael Street, near the Mapa High School to an old house at the corner at
Dulungbayan Street (now Rizal Avenue) and Dolores Street (now Bustos Street), Santa Cruz,
Manila. Two years later, it was transferred to Gunao Street, corner Arlegui in Quiapo, in the
building which now housed the Manila Blue Printing. At the end of another two years, it found
itself in a building in General Solano Street, San Miguel, formerly occupied by the Bureau of
Audits and the Philippine Senate where it had the consolation of staying for four years. A
building behind the San Miguel Church was its next destination where it stayed for about twelve
years. Then back to the Gen. Solano Building. In this last place, it remained for seven years up
to 1933.

1933
The PSC was merged with the Philippine Normal School (PNS) and the Philippine School of
Arts and Trades. During the merger, which lasted for 12 years, it operated under the supervision
and administration of the PNS Superintendent. The PSC students who completed their respective
courses were considered graduates of the PNS. The PSC replaced its secondary curriculum with
a two-year junior college curriculum.

The House of the PNS-PSC Merger, Paco, Manila (1933-1945)

1940
The existence of PSC caught the attention of then President Manuel L. Quezon. In his
graduation address at the Rizal Memorial Stadium on March 26, 1940, he said in part (addressing
the graduates of the School of Commerce):

"I can tell you why you are forgotten on these occasions. It is because you do not belong here...
I will do my best to get the National Assembly to set aside a special appropriation for a building
for the School of Commerce, so that graduates of this school will henceforth be where they can
be noticed."

1942
Subsequently, then Congressman Manuel A. Alazarte, with then department head Luis F. Reyes,
formulated a bill to this effect and was presented to Congress. Unfortunately the Pacific War
broke out. The plan was not carried out.

During the war years, the PSC was among those institutions of learning compelled to declare a
blackout on culture.

1946
Shortly after liberation, Superintendent Luis F. Reyes resumed tasks for the re-establishment and
rehabilitation of the school. The appeal was returned with more than eight thousand pesos
allocation received from the national funds of the Bureau of Public Works for purposes of repairs
and maintenance of public buildings.

The ruins of the Normal Hall building was turned into an improvised house of learning and on
August 4, 1946, it was able to open formally regular classes to surprisingly eager students. The
PSC offered one-year and two-year courses in retailing merchandising and a complete four-year
course in distributive arts education.

1947
Meanwhile, the PNS found it necessary to use the Normal Hall building as a dormitory. PSC, in
turn, resigned to its lot of again working in humble crowded rooms. This drove school
authorities to seek remedies for this unbearable situation. Representations were made to the
Philippine Alien Property Administrator, through Malacañang and the Department of Foreign
Affairs, for the acquisition of the Lepanto site.

Such representations were so intensified that on July 31, 1947 the two buildings in Lepanto (now
S.H. Loyola) Street in Sampaloc, Manila were turned over to the Philippine Government for the
exclusive use of the PSC. The School began to move and on August 4 the official transfer was
effected.

Luis F. Reyes was appointed PSC Superintendent.

This building was occupied by the House of Congress before it was transferred to PSC (1947)

1948
The PSC acquired the P.E. grounds, also on S.H. Loyola Street.

1949
Republic Act No. 415 was passed, providing for the establishment of teacher-training
departments in government schools. The PSC was one of the beneficiaries of the said Act.

1951
Three departments were organized: Teacher Training, Business Education, and Research.

When the Philippine Educational System celebrated its Golden Jubilee, the PSC was awarded a
plaque in recognition of its achievement "for bold and successful pioneering in vocational
business education."
This period covers the time where the business school became a college whose main thrust is in
commerce.

1952
Through Republic Act (RA) 778 passed by both houses of Congress on May 20, 1952 and signed
by then Philippine President Elpidio Quirino on June 21, 1952, the PSC was converted into the
Philippine College of Commerce (PCC), with Luis F. Reyes as its first president. The PCC
broadened its program offerings with the inclusion of undergraduate courses in commerce and
related fields.

1954
This Institution celebrated its Golden Jubilee.

The 50th Founding Anniversary was celebrated on the Lepanto Grounds (October 1954)

1955

For its "dynamic leadership in vocational business education", the PCC was conferred by the
Business Writers Association of the Philippines the title of "Business College of the Year."

The Annex Building (also in S.H. Loyola St.), which had housed the Congress of the Philippines,
was officially turned over to PCC.

1956
When Reyes retired, Prof. Pacifico A. Velilla took over the PCC presidency.
 Pacifico A. Velilla

1960
Atty. Victor dela Torre was designated Acting College President.

Victor dela Torre

1962
Immediately after assuming the presidency, Dr. Nemesio E. Prudente established an Advisory
Committee for the President, a CPA review class, a scholarship committee, and a codified set of
rules and regulations for the College.
 Dr. Nemesio E. Prudente

1963
The College Code was printed, the Public Relations Program established, and the first issue of
the PCC Faculty Journal published. Other initiatives taken during that school year include:

 Inclusion of more liberal arts courses in the curriculum;

 Establishment of the Book Bank and the Student Loan Fund;
 Elevation of high school teachers to the rank of Assistant Instructor; and
 Establishment of the Junior Executive Training Program.

1965
Through Pres. Diosdado Macapagal's proclamation, the Pandacan site of the Bureau of Animal
Industry was reserved for PCC's use. The student assistantship program was instituted and a
system of financial aid was introduced. Instructors with masteral and doctoral degrees were, as a
matter of policy, automatically promoted to Assistant Professor 1 and Assistant Professor 2,
respectively.

1967
Important developments during that school year include:

 The reservation, through Pres. Ferdinand Marcos' declaration, of a 10-hectare lot in

Bicutan, Taguig for PCC use;
 The adoption of a policy of student involvement in PCC's official functions;
 Revision of courses of study; and
 Enrichment of the traditional vocational course with more liberal arts and cultural courses
aimed at the PCC students' holistic education as well as the reinforcement of classroom
learning with varied co-curricular activities.

1968
The development of the preceding school year led to the rise of social consciousness among the
PCC constituents and to the revision of the college charter by the passage of RA No. 6980
authorizing the offering of courses in the social sciences related to business education. Besides,
the Sta. Mesa (A. Mabini) Campus was assigned for the use and disposition of the PCC. Also,
the titles of the lots on S.H. Loyola St. were awarded to PCC through congressional legislation.
1969
Initiatives included the following:

 Appointment of the president of the Supreme Student Council as member of the Board of
Trustees (now Board of Regents);
 Offering of the following in lieu of the two-year basic commercial course: Bachelor of
Arts, Master of Arts, and Master of Business Administration; and
 Securing the exemption of PCC personnel from civil service rules and regulation as well
as from the application of the Wage and Position Classification Office (WAPCO) criteria.
 Short-term courses in Electronic Data Processing (EDP) were offered under the Faculty
of Accountancy.

1971
Among the important developments were:

 Revision of the College Code;

 Transfer of the Laboratory High School from S.H. Loyola Campus to A. Mabini Campus;
and
 Creation of the Katipunan Foundation, Inc.

The institution's transformation from a college into a university happened during these period.

1972
When martial law was declared, Dr. Narciso Albaraccin, Jr. was designated Officer-in-Charge
(OIC), with Dr. Pablo T. Mateo, Jr. as Performance Officer. Among the changes under
Albaraccin were:

 Abolition of the Faculty of Arts and Sciences;

 Introduction of several new courses, including technology and occupational education;
 Reorganization of different Faculties; and
 Offering of a five-year curriculum in Accounting.

1973
Dr. Isabelo T. Crisostomo succeeded Albaraccin as OIC.

Dr. Isabelo T. Crisostomo

1974
The following developments came in the wake of Dr. Crisostomo's appointment as Acting
President:

• Offering of Bachelor of Business Administration and General Administration;

• Completion of phase 1 of the gymnasium;
• Establishment of the Center for Skills and Rural Industries Development (CSRID), which
was designed to give out-of-school youths skill training for gainful employment and in
the production of export products using indigenous raw materials in their communities;
• Construction of the marble pylon and the Mabini Circle; and
• Creation of a unit to handle short courses in Electronic Data Processing (EDP).

1975
The PCC opened its branch in the Bataan Export Processing Zone (BEPZ), Mariveles, Bataan.

1976
The Faculty of Arts and Sciences (FAS) was reestablished, the Master of Public Administration
(MPA) and the Master in Economics (ME) programs were added in the Graduate School, and the
various offices were re-structured.

1977
After Dr. Mateo became president in May 1977, the ladder program was expanded to all degree
courses; 13 additional degree courses using the ladder approach were introduced. The "techno-
business" curriculum was developed, and introduced were adult business education and non-
degree courses in business/distributive arts.

Dr. Pablo T. Mateo

1978
Through Presidential Decree (PD) 1341, PCC was converted into a chartered state university and
accordingly renamed Polytechnic University of the Philippines (PUP). This led to the
broadening of course offerings and the restructure/streamlining of the University's administrative
organization.

1979
Among the accomplishments of this period were:
  Face-lifting of A. Mabini Campus through construction of the main library, the
University canteen, the ecumenical chapel (Interfaith Chapel), and the 3rd, 4th, and
portion of the 5th floors of the XYZ building (Main building in Mabini Campus);
 Establishment of a branch in Lopez, Quezon (June 1979);
 Revision of undergraduate curricular programs;
 Establishment of consortia with the Construction Industry Board for the Opening of
Master in Applied Statistics, the Philippine Normal College for the conduct of teacher
education courses in PUP Lopez, and La Consolacion College for a program in
Cooperatives;
 Expansion of graduate programs to include masteral programs in Public Administration
(MPA), Public and Business Administration (MPBA), Economics (ME), Accountancy
(MAC), as well as doctoral programs in Public Administration (DPA) and Business
Administration (DBA);
 Creation of the Institute of Technology;
 Introduction of ladderized baccalaureate courses in Tourism, Hotel and Restaurant
Management, Office Administration, Government Accounting, and Library Science; and
 Start of the PUP Review Center (Summer 1981).
 The EDP/Computer Data Processing Management (CDPM) unit was created under the
Faculty of Business and Cooperatives. It started to offer a four-year ladderized course,
known as Bachelor in Computer Data Processing Management (BCDPM).

1983
In spite of the country's economic difficulties, PUP's 71 ladderized technical and professional
programs continued to be viable. There were significant accomplishments like:

 Introduction of Bachelor of Human Behavior Technology (BHBT) under the FAS;

 Inclusion of a course in computers in all degree programs;
 Revival of the PUP Student Council, drafting of its Constitution and By-Laws by the
Student Constitutional Convention and the ratification of this by the studentry; and
 Consortium with the NMPC as well as international linkages through PASUC-Texas
Consortium, the Association of Asian Institutes of Higher Learning, the Regional
Institute for Higher Educational Development, the International Association of
Universities, and the UNESCO.

1984
The University underwent reorganization. It adopted the "cluster colleges" set-up, where each
college prepared the program and supervised all the subjects required in the degree program
offered in the college. It set up a University Center for Technological Research, the function of
which was to conduct research and produce inventions/innovations in technology areas most
needed by the communities served by PUP. For lack of sufficient rooms, laboratories, and
related facilities, the University considered the completion of the 5th floor of the XYZ-Main
Academic Building a top priority in its infrastructure program.
The PUP also established a tie-up with the University of Life in the training of trainors/project
managers needed in the KKK program, as well as with the Ministry of Trade, the Ministry of
Local Government and Community Development, and the NACIDA in these agencies'
continuing training program to upgrade their personnel.

This period brought about a dramatic change in the University firming its commitment to the role
of education as an equalizing factor.

1986
In April 1986, the PUP presidency was reassumed by Dr. Nemesio E. Prudente, who has seen
university education as an equalizing instrument that would enable the children of the
economically disadvantaged to climb up the ladder of society - and to counterbalance the
dominating influence of the affluent few in the nation's day-to-day affairs as well as help greatly
in charting its long-term destiny.

Dr. Prudente had the PUP philosophy, mission, and strategies formulated by a multi-sectoral
committee; a new PUP logo designed; a new PUP hymn composed; and the
administrative/academic organization restructured. This led to the renaming/raising of the
following departments of the University:

FROM
Electronic Data Processing (an area in the
College of Business)
Institute of Hotel and Restaurant Management
Physical Education and Sports
Institute of Economics, Banking, and Finance
Institute of Technology
TO
College of Computer Management and
Information Technology (CCMIT)
College of Hotel and Restaurant Management /
Food Science and Technology (CHRMFST)
College of Physical Education and Sports
(CPES)
College of Economics and Politics (CEP)
College of Engineering and Architecture (CEA)

It also led to the creation of the College of Languages and Mass Communications (CLMC), the
Institute of Social History (ISH), and the Institute of Labor and Industrial Relations (ILIR).

New graduate programs were introduced:

 Master in Industrial Engineering and Management (MIEM),

 Master of Arts in Psychology (MAP), and
 Master in Educational Management (MEM).

Aside from this, the nontraditional masteral programs in Business Administration were
strengthened.
In PUP Manila, the Community Relations Office was created under the Public Affairs Office and
the community outreach programs of the branches were strengthened.

University governance was democratized. The Academic Council was expanded to include not
only full professors but associate and assistant professors as well. The open-door policy was
institutionalized, the University Code revised, and the PUP Five-Year Development Plan (1987-
1992) drafted.

The University increased enrollment at all levels as well as the number of scholarships and
financial aid grants; it also offered short-term technical-vocational courses and maintained its
laboratory high school.

The University improved its instructional, co-curricular, and administrative facilities; it also
acquired more and bigger campuses.

Trends, the institution's official professional journal of ideas was revived.

1987
The developments during this school year include:

 Recognition of KAWANI, an employee's union;

 Offering in Doctor in Educational Management (DEM), Master in Physical Education,
Dance, and Recreation (MPEDR), and Master in Psychology (MAP);
 Purchase of Hasmin Hostel in Sta. Mesa;
 Initial offering of PUP Maragondon of baccalaureate programs in Accountancy, Business
Education, Electronics and Communications Engineering, Mechanical Engineering, and
Electrical Engineering;
 Offering at PUP Manila of new baccalaureate programs in Mathematics, Applied
Sociology, Advertising and PR, Transportation Management, Information Technology,
Political Economy, Internal Trade Management, Political Science, Public Administration,
Architecture, Chemical Engineering, and Filipino;
 Initial offering by PUP BEPZ / Bataan of baccalaureate programs in Mechanical
Engineering, Civil Engineering, Industrial Engineering, Electronics and Communications
Engineering, and Computer Data Processing Management (BCDPM);
 Initial offering by PUP Lopez of BCDPM;
 Strengthening of the University's technical-vocational programs in Manila, Maragondon
(Cavite), and Unisan (Quezon);
 Appointment of Prof. Ofelia M. Carague to the SGV Professional Chair in Computer
Science Output;
 Improvement of physical facilities in PUP Manila and its branches;
 Enhanced co-curricular programs, upsurge in cultural activities, and maintenance of a
dynamic physical education and sports program, including retention of overall
championships in the SCUAA (State Colleges and Universities Athletic Association) and
the PICUAA;
 Implementation of national government circulars effecting salary adjustments based on
merit;
  Sending of personnel, on official time, to seminars / workshops and conferences outside
the University;
 Granting of scholarships to incoming freshmen who were editors-in-chief or journalists
of the year while in high school;
 Revival of Memorabilia, the official yearbook of graduating students;
 Increase of faculty / student newsletters;
 The degree Bachelor in Information Technology (BIT) was offered;
 Establishment of the University Center for Human Rights Education (UCHURE); and
 Improved physical set-up / acquisition of more facilities for the PUP Printing Press.

1988
The Administration stepped up efforts to develop the physical facilities for PUP Manila and the
branches. It also followed up the acquisition of the 10-hectare lot of the National Development
Company which is adjacent to the University's A. Mabini Campus in Sta. Mesa, Manila. It
likewise followed up bills in Congress, such as those...

1. Seeking to grant faculty members and students participation in University decision-

making as full-pledge members of their school's Board of Regents and Trustees;
2. Granting financial autonomy to state universities and colleges;
3. Establishing PUP extensions / branches in Taguig (Metro Manila), Romblon, and
Masbate; and
4. Establishing a national mass communications center in PUP Manila.

The University established centers and institution for special studies with their respective
academic journals as well as consortia, linkages, and joint projects with local and international
agencies. It implemented its yearly evaluation and merit promotion scheme for the faculty and
administrative staffs. And it conferred doctoral degrees, honoris casua, to four prominent
personages.

Other developments:

 Offering of a graduate extension program in PUP BEPZ;

 Offering of more nontraditional courses
 Adoption of the policy requiring a masteral degree for a faculty member to qualify for
permanent position;
 Getting by PUP graduates of a passing mark of 81.5% in Licensure Examination for
Nutritionists / Dieticians, which was twice the national passing mark of 40.5%;
 Offering of refresher courses by College of Accountancy (CA) and the College of
Engineering and Architecture (CEA) to prepare PUP students for board examinations;
and
 Printing of more publications, such as Trends, Bisig, Journal of Economics and Politics,
Journal of Social History, PUP Profiles, PUP Campus Observer, and the Graduate Forum.

PUP continued to dominate the SCUAA and the PICUAA. The PUP Banda Kawayan was made
the official entertainer of the Philippine Pavilion Hotel during the opening of the World
Exposition '88 in Brisbane, Australia, and the Bagong Himig again emerged as the champion in
the national choral singing competition.

1989
The PUP Graduate School introduced a nontraditional program to the degree of Master in
Economics.

PUP Manila started to offer traditional baccalaureate degree programs in Sociology, Political
Science, and Cooperatives. PUP Lopez, on the other hand, introduced two additional courses:
Bachelor of Science in Civil Engineering and Bachelor of Science in Electrical Engineering.
The Board of Regents approved the offering of Bachelor of Science in Chemistry, Bachelor of
Science in Criminology, Bachelor of Science in Forestry, Forest Ranger Certificate, and Diploma
in Fisheries Technology.

The University, furthermore, continued to explore the "Open University" concept. It also started
to develop the 17-hectare campus in Taguig, Metro Manila.

The University conferred an honorary doctorate in Public Administration on former Pres.

Diosdado Macapagal and in Arts and Letters on Prof. Renato Constantino, Sr.

Faculty members teaching the same subjects were required to use a common syllabus, for this
would facilitate departmentalization of final examinations, particularly in the basic subjects.

The University Textbook Board was established.

The University adopted the policy that only students who pas the qualifying examinations in the
third year of the particular specialization may continue to enroll in courses with board / licensure
examinations.

Also established were Professional Chairs in Political Economy, Banking and Finance,
Computer Science, Engineering, and Marketing, as well as the Research Institute for Politics and
Economics (RIPE) and the Center for International Relations (CIR).

The University got elevated to level one status, which meant, among other things, higher salary
rates for University personnel.

It was also able to complete the P.E. Bldg. on A. Mabini Campus, the Graduate School Bldg. at
M.H. del Pilar Campus, and a two-storey building in PUP Lopez. It rehabilitated the old PNB
Bldg. for the use of PUP Bataan.

1990
The initiatives of the University in School Year 1990-1991 include the following:

 Establishment of the "Open University" or Pamantasang Bayan of degree and non-degree

programs in San Pedro (Laguna), Calaca (Batangas), Lopez (Quezon), Mulanay
(Quezon), Lagro Subdivision (Quezon City), and Parañaque (Metro Manila)
  Granting of professorial chairs to duly selected accomplished professionals as follows:
Political Economy, Hector R. Villanueva; Banking and Finance, Antonio P. Gatmaitan;
Computer Education, Hector M. Morada; and Marketing / Advertising, Leonardo Garcia
 Retention of overall championship in both the SCUAA and PICUAA
 Assigning of the Student Union Hall, as well as certain rooms in the Main Academic
Building, to the Central Student Council and the accredited organizations under its
coordination, the cultural groups, and the staffs of major student publications
 Completion of the construction of the new University Library Building
 Continuation of construction of the CEA Building
 Offering of non-formal education, medical services, sports training, and values formation
to 51 street children in the Sta. Mesa area.
 Signing with the Dept. of National Defense of a Memorandum Of Agreement (MOA)
which stipulates respect for the sanctity of the University Campus, its academic freedom
and autonomy as well as detailing procedural agreements on police / military University
interaction.
 Entering into an industry-education linkage program agreement with the Philippine
Computer Society for the furtherance of the development of Information Technology
through Practicum, faculty assistance, office/plant visits, and training center use.
 Signing with the Dept. of Justice of a MOA for the offering of a nontraditional graduate
program in Human Behavior Technology.
 Appointment of the University as training center for ATS CAD/CAI software.
 Signing of a MOA with the Philippine National Historical Society for the growth of a
nationalist historiography and for the use of disciplines to clarify current social and
national issues.
 Conduct of a summer EDP training for public elementary and high school principals in
Metro Manila (in collaboration with the PSUCCESS)
 Setting up (through the COABTE) of a summer seminar on Court Stenography for
stenographers of the House of Representatives.
 Entering into an agreement with the Dept. of Environment and Natural Resources
(DENR) that it shall take active role in developing and conserving environment and
natural resources, specially at Mounts Palaypay and Mataas na Gulod in Maragondon,
Cavite.
 Introduction of a baccalaureate degree program in Entrepreneurial Management.
 Signing of a MOA with the Philippine Historical Society, which stipulates that both
entities work for the development of the proposed AB in Philippine History course as
well as sponsor the first national conference on Urban History and lecture series on
History and Social Problems
 Institution of several computerization projects

To keep pace with changing conditions, the University underwent continuous change in this
period. This is where the first lady president of the University was appointed and the first
University president to undergo a selection.

1991
Important events that took place in that year:
  Establishment of the Research Center for Peace, Justice, and Democracy.
 Setting of special make-up classes in English
 Inauguration of the new four-storey three-wing University Library.
 Granting of teaching and research chairs in Management by the Personnel Management
Association of the Philippines.
 Publication of five Open University modules, Sinag of the CAS, IC Balita, Student
Handbook, LBEC Handbook, RIPE monographs, STRDC monographs.
 Signing of MOA with Palawan National Agricultural College, Quirino State College, and
University of Southeastern Philippines for the offering by the University of Master of
Educational Management.
 Offering by the Pamantasang Bayan of vocational / technical and baccalaureate programs
in 25 municipalities.
 Signing of MOA with Bataan Shipyard and Engineering College, Inc., which agreed to
become a training station of the College of Engineering, PUP Bataan.
 Start of construction of Mass Communications Center of the Philippines Building.
 Retirement of Dr. Nemesio E. Prudente, designation of Dr. Zenaida A. Olonan as Officer-
in-Charge.
 Appointment of Dr. Jaime Gellor as Acting President (April 3 - July 3, 1992), which
created confusion.
 Appointment of Dr. Zenaida A. Olonan as first lady President of the PUP.

Dr. Zenaida A. Olonan

1997
The PUPWebSite Project began.

This is the first insignia used for this site. It began as a feasibility project of a group of computer
students who named themselves as the Abyss Creative Group

On October 11, 1997, Pres. Fidel V. Ramos conferred his support for the computerization project
of the University.
The former Bachelor in Information Technology (BIT) was revised as Bachelor of Science in
Computer Science (BSCS) while the Bachelor in Computer Data Processing and Management
(BCDPM) was improved and became Bachelor of Science in Information Technology (BSIT).

1998
The PUPWebSite Project was changed to PUPWebSite and it served as the official Internet site
of the University. It formally launched on January 27, 1998 in GeoCities.com.

On August 1998: Pres. Joseph Estrada visited PUP during its "Linggo ng Wika" Celebration.
During that time, his Excellency conferred his support for the construction of the Information
Technology Center of the University.

November 13, 1999: Dr. Ofelia M. Carague was appointed as the 10th President of the
University and the first to undergo Republic Act 8292 (or the Higher Education Modernization
Act), wherein the selection was made through a committee

Dr. Ofelia M. Carague

A series of infrastructure projects started on this year spearheaded by the Special Projects Office.

1999
The University celebrated its 95th Foundation Anniversary with the theme: "Sandaang Taon
Para Sa Pilipino, Panimulang Pagdiriwang" (One Hundred Years for the Filipino, The Beginning
of the Celebration). This is the first of five countdown celebrations to the University's
centennial.

The computerization program of the University was made into reality. This is spearheaded with
the creation of new offices - the PUP Information Linkages Systems (PUPILS, headed by Prof.
Rosicar E. Escober) and PUP Information Technology Center (PUP IT Center, headed by Prof.
Mely R. Luya).

A transition point as the University heads for the future, grasps new and emerging technologies,
and prepares itself to become globally competitive.

2000
April 2000: PUP Information Technology Center started its operation with Prof. Mely R. Luya as
the director. Later that year, it changed its name to Information and Communications
Technology Center (PUP ICT Center).

February 2000: The University was conferred by the Commission on Higher Education (CHED)
as a Center of Development for Excellence (CODE) in Information Technology. read news
article about this

March 2000: PUP was designated by the Department of Science and Technology (DOST) as a
Virtual Center for Technology Innovation in Information Technology (VCTI-IT) and during the
Year-End Commencement Exercise, PUP was declared an Information Technology Zone.

June 2000: The Master of Science in Information Technology program began with Prof. Rosicar
E. Escober as the chairperson.

On June 30, PUP ICT Center was declared as a Microsoft Certified Government Technology
Education Center (GTEC).

PUP celebrated its 96th Foundation Anniversary with the theme: "PUP @ 96: Knowledge
Connectivity to e-Economy."

2001
Important developments during this year include:

 Generally, for the period 1998-2001, 45 major projects and 31 minor projects were
accomplished, unprecedented physical developments so far in PUP. Among these
infrastructure projects includes the CLMC Building and Theater, Student Center,
 Laboratory High School Building, Interfaith Chapel, Grandstand, Gymnasium and
Swimming Pool, and PUP ICT Center Phase 1 and 2;
 Almost all the programs of the academic units of this University have been submitted for
accreditation. Four (4) programs have gone through a formal survey and sixteen (16)
programs went through the first survey to achieve the enhanced accredited status towards
accreditation level 3. In fact, it ranked third in the Top 10 SUC’s with the most number of
reaccredited (Level 2) programs which totaled to nine (9) programs. Consequently, it
ranked first in the top 12 State Universities and Colleges with the most number of
accredited (Level 2) programs which totaled to fifteen (15) programs;
 The performance of PUP graduates in Professional/Licensure Examinations in the fields
of Accounting, Architecture, Chemistry, Education, Engineering and Nutrition and
Dietetics have showed noteworthy results;
 Twenty (20) modules were reviewed, edited and evaluated and were all recommended for
student use;
 Curricular offerings of seventy-three (73) programs have been revised, and have passed
through the scrutiny of the Curriculum Evaluation Committees (CECs) in the
Department, College and University levels;
 New colleges have been created: The College of Law, College of Communication,
College of Nutrition and Food Science, College of Tourism and Hotel and Restaurant
Management, College of Architecture and Fine Arts, and the College of Languages and
Linguistics;
 New programs have been approved: The Bachelor in Public Administration and
Governance of the College of Economics, Finance and Politics and Master in Library and
Information Science;
 New subjects/courses were added into the various curricula to meet the demands of the
changing times, especially in the fields of communications, engineering and other
sciences;
 The PUP through the CNTSP-ETEEAP is still one of only three (3) universities that were
able to institutionalize and implement the ETEEAP despite absence of budgetary support
from the CHED;
 A new program in the Commonwealth campus was opened - Bachelor of Science in
Entrepreneurial Management;
 The Graduate School successfully participated in the implementation of e-linked graduate
courses with UP, PNU and EAC;
 Students and faculty have actively involved themselves in various personal/professional
developments e.g. graduate school, conferences, trainings, etc.;
 Linkages to national and international entities and organizations have widened e.g.
participation to national and international conferences, national and international
networks and grant to PUP faculty of scholarships abroad.
 Implemented ATM Payroll System;
 Modernized offices in the Mabini Campus;
 Processed 891 special scholars under President GMA Scholarship Program;
 Implemented Information Systems for key operations such as human resource,
enrollment, students, and payroll;
 Through proper financial management, economic support was extended to the whole PUP
Community, first time ever in the history of the University;
PUP celebrated its 97th Foundation Anniversary with the theme: "PUP: Kabalikat ng
Pamahalaan sa Pag-aangat ng Antas ng Buhay ng mga Mamamayan" (PUP: Together with the
Government in Uplifting the Lives of the People)

2002
PUP celebrated its 98th Foundation Anniversary.

2003
Dr. Ofelia M. Carague completed her term as University President on April 20, 2003. Through
Board Resolution No. 202, Dr. Samuel M. Salvador was designated as Officer-in-Charge.

Dr. Samuel M. Salvador

The offering of AB Theater Arts for school year 2003-2004 was unanimously approved by the
Board of Regents.
Consistent to existing Civil Service Rules and the PUP Merit System for Faculty and Academic
Staff, 176 faculty members and 30 administrative staff were promoted one step higher in rank,
and 36 faculty members and 7 administrative employee enjoyed permanent or temporary status.

2004
On January 26, Dr. Salvador's designation was reclassified as Acting President of the
University. Preparations for PUP’s centenary became the most strategic agenda of his
stewardship.

Developments during this year include:

• The establishment of an Electronic and Communications Engineering Laboratory for

Wireless Engineering Program in cooperation with SMART Communications;
• Internet services returned. The University Web Site became online again;
• SMART Communications was allowed to house a self-supporting tower for its cellular
network in PUP Ragay;
• The construction of the Centennial Plaza was proposed;
• PUP introduces the BS Nursing program in PUP Bataan in cooperation with the Bataan
Polytechnic State College;
• The confirmation of a PUP Nursing Fund Account No. 148 welcomes the expectations of
an eventual establishment of the PUP College of Medicine and its own hospital;
• The PUP Board of Regents authorized the University to allocate 300 square meters lot for
the construction of a Dialysis Center;
• A Post-Baccalaureate Diploma in Cooperative Management has been added in the
curricular offerings of the University;
• Fast confirmation of a Memorandum of Agreement with the Municipality of General
Luna, Quezon to offer a one-year program in Technopreneurial course in General
Secretariat in PUP Lopez. A separate MOA also commits PUP to expand its Open
University Programs in San Pedro Laguna;
• Proposed and later got the board approval of the revival of the Master in Construction
Management offered in the Open University;
• The University also expanded its academic coordination with other leading universities in
the country, notably, the Ateneo de Manila University, regarding the development of a
Modular Curricular Program;
• Endorsement and repair and rehabilitation of the Laboratory High School building,
amounting to PhP 1,346,724.34;
• Improvement of the restrooms at the Learning Resources Center. This improvement is
connected to the critical role of the said center of academic praxis in maintaining
facilities conducive to both student and faculty training and education;
• Building of perimeter fence, benches, gazebo, and lighting system in its premises;
• The completion of cable installation for distributed Internet service and local area
networking;
• Dr. Salvador supervised the purchase of equipment for the ECE laboratory in PUP
Bataan, and the reforestation of a watershed in PUP Lopez;
• Construction of a fully furnished gymnasium and 2-storey concrete classroom facility in
PUP Lopez extension;
 • Dr. Salvador lobbied with House of Representatives to donate IT equipments to PUP
Ragay, which was granted.
• Nine (9) classroom facilities were constructed in Sta. Rosa, Laguna;
• The Unisan campus had humble improvements in its infrastructure: construction of
school’s stage, construction of a shop hall/function room, and a new flagpole;
• Within Dr. Salvador's first year in office, a total of PhP 41,950,000 has been allocated to
employees’ bonuses and incentives from a total of PhP 75,002,000 projected income for
2004. From the Memorandum of Operational Expenses, amounting to PhP 29,852,000,
PhP 700,000 has been allocated to training and seminar expenses - a guarantee that a
flourishing academy will be maintained;
• Most academic programs offered in the University passed the 1st resurvey assessment of
the Accrediting Agency of Chartered Colleges and Universities of the Philippines
(AACCUP);
• Twelve topnotchers in different professional admission exams in just a year span (2003-
2004) have recently joined the roster of young professional achievers, conveying the
academic repute of the University to the whole nation as well as abroad where PUP
alumni have created professional strongholds;
• The University started to lay the foundations of enlightened academic self-sufficiency in
some of its countryside branches, notably, the Mulanay branch in Quezon. Graduates
courses such as Master of Science in Mathematics Education and Master of Arts in
Language Teaching are now offered in the said branch;
• In the first quarter of this year, many were promoted;
• The Commission on Audit cited PUP for sound fiscal management;
• Prof. Raoul Cawagas of the College of Science was runner-up in the Zonal Research
Center NCR-1 Zonal Awards;
• Atty. Lambert Castro of the College of Communication received a gold medallion from
Supreme Court Chief Justice Hilario Davide, Jr.;
• The Young Men’s Christian Association of Manila awarded the ‘Outstanding College-Y
Adviser of the Year’ to Prof. Elizabeth Amaranto of the College of business. The same
organization awarded Prof. Anita M. Espanol of the PUP Laboratory High School the
‘Outstanding Hi-Y Adviser’ in the high school category; and
• The ICDE cited and awarded cash prize to Dr. Carmencita Castolo of the Open
University for her paper on Information and Communications Technology.

On September 18, 2004, over 30,000 students, faculty and alumni of the
Polytechnic University of the Philippines create a "human rainbow" in a move
to boost the image of the school and a bid to set a new record for world's largest
human rainbow in the Guinness Book of World Records.

2005
Through a Board Resolution, Dr. Dante G. Guevarra was appointed Officer-in-Charge, which
took effect on July 1.
 Dr. Dante G. Guevarra

October 1, the University celebrated its 101st Founding Anniversary. Through another Board
Resolution, Dr. Guevarra was appointed Acting President extending his term for another year.

Other events that took place on that year were: DBM e-budget Training (July 11-29), Training on
Computer Literacy and Proficiency Training Program of the Office of the Vice President for
Research and Development (OVPRD), Philippine Educators Network for Training, Research,
and Development, Inc. (PENTRAD) and The Rotary International (Oct.13-14, and 17 and 18),
Microsoft Office Specialist PUP Faculty Training (Partners in Learning Program, July 13-27),
Microsoft Faculty and Student Ambassador Program Cascades (Technical and Business
Management trainings) to A. Maceda Integrated School Teachers and Students (November 10-
11), First ever PUP Technology Day at PUP ICT Center (November 18), Computer literacy
program for the disabled military of the Department of National Defense and Armed Forces of
the Philippines (September 24, October 8 & 15, 20).

PUPCET iApply, a Web-based PUP College Entrance Test (PUPCET)Application System was
pre-released on December to accommodate PUPCET applicants until January 31, 2006.
 JUSTICE CECILIA MUÑOZ PALMA HIGH SCHOOL

VISION

Justice Cecilia Muñoz Palma High School is an educational institution developing well-
rounded individuals for the establishment of a self-reliant and responsible community.

MISSION

To provide relevant education for youth’s intellectual, psychological, spiritual and

environmental awareness through responsive approaches.

A. COMMUNITY PROFILE

Barangay PAYATAS got its name from Payatas Estate, a vast tract of land covering
approximate area of 5, 295 hectares. PAYATAS is
derived from the word “PAYAT sa TAAS” meaning the soil of highlands is not fertile compared
with the lowlands along Marikina River. It occupies a little less than 20% of the city’s land area.
The population was almost 125,000 as of 2003. majority of the residents fall below the poverty
level, living harsh and poor conditions in the depressed areas. The language used is Tagalog and
secondary dialects are Waray, Ilonggo, Visaya, Bicol, Ilokano, Panggalatok and Kapampangan.

B. DEMOGRAPHY

• Payatas area has a population of 125,000 more or less 10% of the city’s 2003 estimated
population.
• Average annual population growth rate for the past 10 years is 15.23%
• High growth rate is due to immigration. The continuous influx of migrants is alarming.
Estimates indicate that more than 80% of the residents are migrants.
• The female population comprises 49.66% while the male population constitutes 50.66%
of the population.
• Women of the reproductive age, (15-44 years old) are 51% of the total female population.
• The population is described a generally young.
• School age population (7-12 years old) is estimated to be 32% of the total population.

C. HEALTH

• Crude birth rate is 35.01/1000 population.

• Crude death rate is 3.88/1000 population. Infant mortality rate is 1.86/1000.
 • Leading cause of morbidity is respiratory infection, gastro-intestinal disorder, skin
disease and parasitism.
• Leading causes of mortality rate are pneumonia, myocardial infraction, PTB, stabbing
and hypertensive heart disease.
• Malnutrition is rampant among children in Lupang Pangako, Buria, Sandakot, Asper and
areas near the dumpsite. About 50% of the children are suffering from first to third
degree malnutrition.

D. HOUSING

• Roughly 60% of the residents are squatters needing decent housing. These occupy some
700 hectares more or less excluding NGC.
• The unabated influx of squatters remains a major problem usually blamed on squatter
syndicates and prevailing issues.
• Development efforts which cover housing are often hampered by the opposition of
squatters who rely heavily on such long hand issues.

DEVELOPMENT ISSUES/POTENTIAL/OPPORTUNITES

PHYSICAL

• Availability of still undeveloped lands.

• Growing interest among private sector groups as businessmen and real estate developers
to participate in the development of Payatas.
• Possible application of innovative land development schemes such as Land
Readjustment, Joint Venture and Land Swapping.
• The area is viable site for the supply of land requirements in the implementation of R.A.
7279.
II. School Context

History of the School

The school was formally opened in 1988 with Mrs. Sheridan G. Evangelista of the Social
Studies Department of Lagro High School as Officer-In-Charge. Regular classes started with 258
students and 7 regular-permanent teachers assigned by Ms. Gutierrez, former principal of Lagro
High School (Main). These teachers were Mr. Endrico S. Anacion, Mrs. Marissa C. Macatanong,
Mr. Gil Panis, Mrs. Cristina M. Feliciano, Mrs. Flordeliza T. Ramos, Mr. Cresencio B. Juanich
and Mr. Jose R. Zoleta. Four classroom building was built at Bicol Street, Payatas through the
joint effort of the barangay officials and civic-spirited leaders of the community. Payatas Annex
came into existence as an annex of Lagro High School. Mrs. Evangelista was followed by Mrs.
Felicisima Tañedo, who served the school for only three months. Mrs. La Paz Veloria came in
next and followed by Mr. Liberato C. Garcia who managed the school for almost four years.
Then came Ms. Amelita B. Yapit who served for two and a half years.

It was during the administration of Mayor Ismael Mathay III, when the city government
constructed a three-storey building. Another one-storey building was built facing the Mathay
Hall with three classrooms until the construction was stopped by the DPWH. In the year 1999, a
four-storey building with 12 classrooms was constructed through the generosity of former
Congressman Dante V. Liban, the Division of City Schools and DPWH. This additional building
helped address the accommodation problem of the growing population of the school.

Payatas High School is strategically located at Molave and Narra streets and the
boundary of Villa Gracia Homes.

It was on February 14, 2000, when Mrs. Violeta D. Jordan took the helm of Lagro High
School Payatas as Master Teacher/Officer-In-Charge. She continued the efforts started by the
predecessors prioritizing on the basic necessities of both the teachers and the students by
providing clean water and functional comfort rooms. It was also during her time that Lagro High
School Payatas Annex gained its independence.

With the promotion of Mrs. Violeta D. Jordan, a new MT II In-Charge in the person of
Mrs. Lydia S. Ramos was assigned. The school has seen numerous improvements in terms of the
school’s physical facilities and academic achievement in her two years stay as an administrator.

Ms. Juanita C. Alajar assumed principalship on October 16, 2005. Using available
resources judiciously, she improved the learning environment by landscaping nooks and corners.
The library was extended and more books and reference materials were added. The registrar,
clerk and book keeper were provided computers to facilitate speedy preparation of report.

The Centennial Rotary Club donated water purifier. Liban and Mathay buildings were
repaired and repainted. An 18 classroom-four storey SB Hall, stage and fences were constructed
under the leadership of Honorable Feliciano Belmonte Jr.
 Payatas High School was renamed Justice Cecilia Muñoz Palma HIGH School on
November 22, 2006. Justice Palma clan donated 10 brand new computers and the rotary Club of
Marikina Hills another 10, enabling the school to put up a computer room at Belmonte Hall.
Truly blessed, our school is a recipient of 21 computer units from CICT, Office of the President.
About 200 families enjoy the “Pantawid Pamilyang Pilipino Program” in 2009.

Through proper coordination with Ateneo Pathways to Higher Education, many poor but
deserving students enjoy scholarships at prestigious universities. Those who have graduated help
the school by organizing career orientation to fourth year students and donating books for the
library.

Another 15-classroom 4 storey SB building was constructed that the big number of
students per class was lessened. Inspired by the unwavering support of the City Government,
Justice Cecilia Muñoz Palma Foundation Inc., NGOs, parents, teachers and students, Ms. Alajar
continuously improve the school.
Organizational Chart
JCMPHS MAP
Effect of Computer Supported Problem Based Learning on
Students’ Approaches to Learning
Serife AK

The purpose of this paper is to investigate the effects of computer supported problem based
learning on students’ approaches to learning. The research was conducted as a pre-test and post-
test one-grouped design used to achieve the objectives of the study. The experimental process of
study lasted 5 weeks and was carried out on 78 university students. The Scale of Approaches to
Learning was used as the data collection instrument, which was The developed by researcher.
The collected data were analyzed by paired simple t-test. According to the results, it can be
stated that problem based learning has a significant effect on adopting a predominantly deep
approach to learning by students.

School Counseling

School counseling, a crucial component to students’ achievement, is a comprehensive program

that facilitates students’ academic, career, and personal/social development within the school
setting. Professional school counselors have a minimum of a master’s degree in school
counseling. In order to facilitate the development of all students, professional school counselors
implement a wide range of therapeutic interventions, including classroom guidance lessons on
topics such as anxiety management and bully prevention, group and individual counseling, career
testing and planning, parent and teacher consultation, and advocacy for systems change.
Research has shown that these school counseling services improve students’ academic success.
School counseling is an important topic in educational psychology because it promotes students’
academic, career, and personal/social achievement in the educational settings of elementary,
middle, and high schools.
Definitions of Practice Teaching

A number of terms such as the practice teaching, student teaching, teaching practice, field
studies, infield experience, school based experience or internship are used to refer to this activity
(Taneja, 2000). The term practice teaching embraces all the learning experiences of student
teachers in schools (Ashraf, 1999). The term practice teaching has three major connotations: the
practicing of teaching skills and acquisition of the role of a teacher; the whole range of
experiences that students go through in schools; and the practical aspects of the course as distinct
from theoretical studies (Stones and morris, 1977).

Practice teaching is the name of the preparation of student teachers for teaching by practical
training. It is the practical use of teaching methods, teaching strategies, teaching principles,
teaching techniques and practical training and practice / exercise of different activities of daily
school life.

Objectives of Practice Teaching

According to Akbar (2002) Following are the objectives of practice teaching:

1. To provide the prospective teachers with an opportunity of establishing an appropriate

teacher pupil relationship.

2. To provide an opportunity for evaluating the student potential as a teacher and suitability
for the teaching profession.

3. To develop personal relationship with others: administrators, teachers, parents and

students.

4. To provide the future teacher with practical experience in school to overcome the
problems of discipline and enable him / her to develop method of control.

5. To provide with an opportunity to put theories into practice and to develop a deeper
understanding of educational principles and their implication for learning.
6. To enable the student teachers effectively to plan and prepare lessons.

7. To develop skill in the use of fundamental procedures, techniques and methods of

teaching.

8. To develop desirable professional interests, attitudes and ideas relative to teaching

profession.

9. To enable student teachers to acquire desirable characteristics / traits of a teacher and to

display appropriate behaviour.

10. To provide student teachers with an opportunity to have teaching evaluated and to gain
from the benefits of constructive criticism.

11. To provide an opportunity for self evaluation and to discover own strengths and
weaknesses.

12. To develop skills in future teachers related to teaching like fluent speaking, meaningful
reading, using blackboard and other teaching material.

13. To provide an opportunity to liaise with school environment, its functioning and with
community and its resources.

14. To provide for the exchange of ideas and methods between practicing school and teacher
training institution, by teacher training institutions’ staff and students, perceiving new
ideas material and equipment in use in practicing schools and introducing new ideas,
material and equipments into the school.
Stages in Practice teaching

Following are the stages in practice teaching

Primary Stage

It is necessary to make a trip of student teachers to that particular school, where they are going
for practice teaching. The main aim of this tour is to see the concerned head teacher, class
teachers and school staff in order to acquire information about school and its environment.
Student teachers must observe the teaching methods of school, methods of concerned class
teacher, copies or notebooks of the students and their usual routine. On return from the tour
student teachers must have the details about scheme of studies, age of the students, strength of
the class, abilities and specific problems of the students, timing of the school, textbooks and
teaching aids.
DepEd assigns disaster marshals and educates employees on
occupational safety
The Department of Education Central Office has issued an office memorandum to
inform its employees of the conduct of a one-day Occupational Safety and Health
Seminar on March 30 and an Earthquake and Fire Drill on March 31.

According to Engr. Oliver Hernandez of DepEd-Physical Facilities and Schools

Engineering Division (DepEd-PFSED) and OIC-Director of Administrative Services, “the
activity is very timely not only because of the series of earthquakes that had happened
but it will also teach life saving skills that every employee should know. It is important
that we know how to respond properly before, during, and after any of these hazards
happen in their respective workplace.”

DepEd, in partnership with the Project Alliance on Social Dialogue, has performed a
workplace assessment to resolve issues and concerns on occupational safety and
health of DepEd employees.

The assessment identified earthquake and fire prone hazards in different buildings
being used by DepEd Employees in the Central Office. This prompted Engr.
Hernandez’s team to include the central office in the disaster preparedness
interventions that the department is doing.

The Occupational Safety and Health Seminar will be conducted on March 30, 2011 at
the Bulwagan ng Karunungan, DepEd Central Office from 8:00 am to 4:00pm, followed
by an Earthquake/Fire Evacuation Drill on the following day, March 31, 2011 at 10am.

The seminar/drill aims to educate DepEd Disaster Marshals on the identified hazards in
the workplace and how to respond to each of these when the need arises in order to
minimize vulnerabilities. It also intends to avoid or limit the adverse impact of hazards
disaster risks that may strike without warning.

Hernandez furthered that the activity is in line with the observance of the Fire
Prevention Month, a month-long campaign which includes the conduct of fire prevention
activities nationwide every March. These activities are administered in coordination with
the Bureau of Fire Protection (BFP), local government units, firefighting agencies, and
other institutions.

A DepEd Occupational Safety and Health Committee will be created. Likewise, DepEd
Disaster Marshals (at least two Marshals for every floor of the building within DepEd
Complex) will be designated.

Recently, DepEd discussed the state of public schools and their structural integrity as
they may be affected by earthquakes. It also mentioned the major interventions being
undertaken such as the inspection of DepEd classrooms for possible structural defects
to ensure that these can survive earthquakes, the conduct of earthquake drills, and the
continuous monitoring on the status of schools near waterfronts that may be in danger
from tsunamis.

To date, the Department has inspected a total of 685 schools nationwide.

The department has also constructed a number of hazard resilient school buildings in
the Eastern Sea Board area, in compliance with the National Building Code Standards.
These buildings can withstand earthquake and typhoons and has an estimated lifespan
of more than 50 years.

Immediate repair/rehabilitation or replacement of damaged school buildings through the

Quick Response Fund of DepEd is also being done.

www.deped.gov.ph

KEY ISSUES IN PHILLIPINE EDUCATION

By: Mark Solas

Literacy rate in the Philippines has improved a lot over the last few years- from 72
percent in 1960 to 94 percent in 1990. This is attributed to the increase in both the
number of schools built and the level of enrollment in these schools.
The number of schools grew rapidly in all three levels - elementary, secondary, and
tertiary. From the mid-1960s up to the early 1990, there was an increase of 58 percent in
the elementary schools and 362 percent in the tertiary schools. For the same period,
enrollment in all three levels also rose by 120 percent. More than 90 percent of the
elementary schools and 60 percent of the secondary schools are publicly owned.
However, only 28 percent of the tertiary schools are publicly owned.
A big percentage of tertiary-level students enroll in and finish commerce and business
management courses. Table 1 shows the distribution of courses taken, based on School
Year 1990-1991. Note that the difference between the number of enrollees in the
commerce and business courses and in the engineering and technology courses may be
small - 29.2 percent for commerce and business and 20.3 percent for engineering and
technology. However, the gap widens in terms of the number of graduates for the said
courses.
TABLE 1: TERTIARY ENROLLMENT AND GRADUATION BY
FIELD OF STUDY. SY 1990-1991
FIELD OF STUDY ENROLLMENT GRADUATION
No. % No. %
Arts and Sciences 196,711 14.6 29,961 13.6
Teacher Training & Education 242,828 18.0 34,279 15.5
Engineering & Technology 273,408 20.3 32,402 14.7
Medical and Health - related 176,252 13.1 34,868 15.8
 Programs
Commerce/Business
392,958 29.2 79,827 36.1
Management
Agriculture, Forestry, Fishery,
43,458 3.2 7,390 3.3
and Veterinary Medicine
Law 20,405 1.5 2,111 1.0
Religion / Theology 1,695 0.1 209 0.1
TOTAL 1,347,715 100.0 221,047 100.0

On gender distribution, female students have very high representation in all three levels.
At the elementary level, male and female students are almost equally represented. But
female enrollment exceeds that of the male at the secondary and tertiary levels . Also,
boys have higher rates of failures, dropouts, and repetition in both elementary and
secondary levels.
Aside from the numbers presented above, which are impressive, there is also a need to
look closely and resolve the following important issues: 1) quality of education 2)
affordability of education 3) goverment budget for education; and 4) education
mismatch.
1. Quality - There was a decline in the quality of the Philippine education,
especially at the elementary and secondary levels. For example, the results of
standard tests conducted among elementary and high school students, as well as
in the National College of Entrance Examination for college students, were way
below the target mean score.
2. Affordability - There is also a big disparity in educational achievements across
social groups. For example, the socioeconomically disadvantaged students have
higher dropout rates, especially in the elementary level. And most of the
freshmen students at the tertiary level come from relatively well-off families.
3. Budget - The Philippine Constitution has mandated the goverment to allocate
the highest proportion of its budget to education. However, the Philippines still
has one of the lowest budget allocations to education among the ASEAN
countries.
4. Mismatch - There is a large proportion of "mismatch" between training and
actual jobs. This is the major problem at the tertiary level and it is also the cause
of the existence of a large group of educated unemployed or underemployed.

The following are some of the reforms proposed:

1. Upgrade the teachers' salary scale. Teachers have been underpaid; thus there is
very little incentive for most of them to take up advanced trainings.
2. Amend the current system of budgeting for education across regions, which is
based on participation rates and units costs. This clearly favors the more
developed regions. There is a need to provide more allocation to lagging regions
 to narrow the disparity across regions.
3. Stop the current practice of subsidizing state universities and colleges to
enhance access. This may not be the best way to promote equity. An expanded
scholarship program, giving more focus and priority to the poor, maybe more
equitable.
4. Get all the leaders in business and industry to become actively involved in
higher education; this is aimed at addressing the mismatch problem. In addition,
carry out a selective admission policy, i.e., installing mechanisms to reduce
enrollment in oversubscribed courses and promoting enrollment in
undersubscribed ones.

5. Develop a rationalized apprenticeship program with heavy inputs from the

private sector. Furthermore, transfer the control of technical training to industry
groups which are more attuned to the needs of business and industry.
MAGADA, CHERRYLYN D.
#24 Empire Hilltop Phase III Brgy. Payatas B Quezon City
09095202745
chechemagada@yahoo.com

Educational Attainment:

College: Polytechnic University of the Philippines 2007-Present

High School: Justice Cecilia Muñoz-Palma High School 2003-2007

Elementary: Lupang Pangako Elementary School 1998-2003

Personal Profile:

Birthdate: July 30, 1990

Birth Place: Divine Mercy, Cubao Quezon City
Age: 18
Gender: Female
Religion: Roman Catholic
Civil Status: Single

Skills:
Knowledgeable in Ms Office
• Word
• Excel
• PowerPoint Presentation
• Typing Skill
 Lesson Plan in TLE IV
Drafting
I. Objectives:

At the end of the lesson, the students are expected to:

A. define Regular Polygons

B. identify the characteristics of an octagon.

C. construct an octagon using the appropriate drawing instruments.

D. modify the design of an octagon as applied to real life object.

E. participate actively in class discussion and activities.

II. Content:

A. Topic: “Regular Polygons” (Octagon)

B. Materials: Visual Aids, meter stick, compass

C. Reference: TLE Drafting By: Namoro and Flora

III.Procedure

A. Preparatory Activities

1. Opening Prayer

2. Checking of Attendance

3. Review

-What are the different kinds of Triangles and Quadrilaterals?

4. Motivation

- Identify the different pictures shown.

5. Unlocking difficulties

*Radius - a straight line from the center to the circumference

of a circle or sphere.
 *Tangent - a straight line or plane that touches a curve or
curved surface at a point, but if extended does not cross it at
that point.

B. Development of the lesson

1. What is a Regular Polygon?

2. Discuss the characteristics of an Octagon.

3. Discuss the guidelines on how to draw an Octagon.

C. Generalization
- Regular polygons are plane figures that have equal
numbers of sides and angles. Octagon is one kind of
regular polygon having eight equal sides. There are four
steps in sketching an octagon.

D. Valuing

- The students learn how to draw an octagon that can be

applied to real life object.

IV. Evaluation:

-Ask the students to draw any object using the guidelines in making
Octagon.

V. Agreement:

1. What is Pentagon?

2. What are the characteristics of a Pentagon?

3. How to draw a Pentagon?

Topic: “Regular Polygon” (Pentagon)

Reference: TLE Drafting By: Namoro and Flora

 Time Computation
November December
Date In Out Total Date In Out Total
8 6:00 12:48 6hrs 48mins 2 6:14 12:45 6hrs 31mins
9 6:38 12:35 5hrs 13mins 3 6:06 12:41 6hrs 35mins
10 6:34 12:44 6hrs 10 mins 6 7:39 12:56 5hrs 17mins
11 6:04 12:26 6hrs 22mins 7 7:10 1:44 6hrs 34mins
12 6:46 12:23 5hrs 9mins 8 7:31 12:51 5hrs 20mins
15 6:18 12:27 6hrs 9mins 9 7:42 12:51 5hrs 9mins
17 6:20 12:33 6hrs 13mins 10 7:53 12:26 4hrs 19mins
18 6:13 2:10 7hrs 37mins 13 7:54 1:17 5hrs 11mins
23 6:20 12:20 6hrs 14 7:47 5:10 9hrs 3mins
24 6:12 12:33 6hrs 21mins 15 8:04 1:56 5hrs 53mins
25 6:15 12:25 6hrs 10 mins 16 8:34 2:07 5hrs 19mins
26 6:16 12:33 6hrs 17mins 17 11:06 2:48 3hrs 42mins
30 6:31 1:36 7hrs 5mins total 68hrs 9mins
total 81hrs 6mins

January February
Date In Out Total Date In Out Total
3 7:50 1:00 5hrs 10mins 1 8:14 1:37 5hrs 23mins
4 7:48 2:40 6hrs 28mins 2 8:19 1:24 5hrs 5mins
5 7:42 2:22 6hrs 4mins 3 8:01 4:19 8hrs 18mins
6 7:54 12:46 4hrs 40mins 4 8:27 1:37 5hrs 10mins
7 7:28 12:45 5hrs 17mins 7 8:08 1:28 5hrs 20mins
11 8:05 3:54 7hrs 50mins 8 8:50 3:28 6hrs 18mins
12 8:11 1:05 4hrs 44mins 10 8:01 2:01 6hrs 18mins
13 8:05 12:30 4hrs 25mins 14 7:53 1:24 5hrs 17mins
14 8:15 6:26 10hrs 11mins 15 8:43 12:22 3hrs 5mins
17 7:59 1:15 5hrs 14mins 16 8:19 2:19 6hrs
18 7:45 1:20 5hrs 5mins 17 7:58 1:58 6hrs
19 7:52 2:46 6hrs 38mins 18 9:13 4:11 6hrs 36mins
20 8:12 2:12 6hrs 21 8:07 3:06 6hrs 59mins
24 8:30 12:58 4hrs 28mins 22 8:22 2:17 5hrs 21mins
25 8:11 2:00 5hrs 49mins 23 8:22 12:30 4hrs 8mins
27 8:02 12:14 4hrs 12mins 24 8:27 1:27 5hrs
31 8:04 3:05 7hrs 1min total 90hrs
total 99hrs 3mins

81hrs 6mins –Nov.

 68hrs 9mins – Dec.
99hrs 3mins – Jan.
90hrs_____ - Feb. __
Total= 338hrs 18mins