Documente Academic
Documente Profesional
Documente Cultură
Assigned at:
San Mateo National High School
Guitnang Bayan 1, San Mateo, Rizal
SY 2010-2011
Submitted to:
Prof. Sheryl Morales
Coordinator
Submitted by:
Ms. Gemmarie E Lumingkit
BBTE IV-1
March 2011
ACKNOWLEDGEMENT
The author wishes to express her sincere appreciation to the many people who have
willingly & generously help to fulfill her teaching practicum.
These are the following:
To my Prof. Marilyn F. Isip and Prof. Sheryl Morales for their guidance and advices
during our practicum. They imparted their knowledge to us.
To the school Principal, Dr. Vidal F. Mendoza for encouraging us to pursue our teaching
career.
To the TLE Head Teacher, Mrs. Rowena V. Buñag for accommodating us and for her
unceasing attention to correct our mistakes and criticizing us to develop our teaching function.
Special mention goes to the teachers of San Mateo National High School especially to the
teachers of TLE Department for sharing their ideas and valuable materials.
Expression of gratitude is also due to the author’s cooperating teacher, Mrs. Rosalia D.
Romero who molds me at my best and for giving her time to share her knowledge and
experience to me. She guides me to carry out my problems and work effectively.
Special thanks are also due to my Fourth year students Section 13, who are close to me
and taking the major part of my practice teaching, as the participants in my final demonstration
for their full support, encouragement and concern.
Words of recognition and gratitude go to the author’s family for their perseverance,
understanding and tender loving care.
Expression of gratitude will not be complete without acknowledging my co-student
teachers or classmates all of them have contributed to the completion of this portfolio.
Finally, to God Almighty, for his guidance & providence.
INTRODUCTION
Student teaching is first and foremost a learning situation. This is the craft before he has
to put his skills on the line in his own classroom. This is the student teacher’s chance to learn
from his mistakes without causing harm to the students. This is the time for him to find out the
strategies, tactics,& teaching styles that best suit him. It is a time of trial and error and for
growing confidence and beginning expertise. It is not a time of perfection but of striving for
competence.
The teacher must understand the theories of learning and the psychology of the mental
process to be effective. He/ She develop techniques for the correction of errors an all types of
learning. Students who have failed in learning invariably have emotional difficulties by the
failures.
The teacher serves as guide, counselor, consultant or director according to the situation.
Students are equipped with a genuine desire to contribute to group thinking and to help solve the
problem on hand. Teacher should be encouraged student participation. Each learner should be
given a chance to become the leader. The teacher should orient the students on the qualities of a
An effective teacher is one who honed his skills in the art of teaching. He/ She
demonstrates proficiency in the use language, adopts varied teaching strategies, recognize
change, applies innovations, revises techniques for optimum results and allows himself to
Dear God
Thank you for allowing me to have the chance to help these students learn about their
potentials. Because of that, you’ve allowed me to learn my own.
Half of this journey has given me sorrows, worries, nervousness, lots of perspiration,
sleepless nights and heartbreaks; but I thank You and the people around me for giving me those
for it did not turn me into an insensitive person but it turned me into a wiser, calmer, smarter
and stronger person. It helped me become a real fighter.
Half of this journey has opened my eyes to reality. I am glad that as early as this time I
am taught to be prepared of what life would be after completing this journey.
Half of this journey has proved to me that a person’s attitude matters the most. Nothing is
more important to remind myself about but the passion to do what I am supposed to do for the
rest of my life.
The most important of this journey were the people I met: teachers, students,
classmates, student-teachers from other schools and new friends. Knowing all of them was the
greatest experience.
Lastly, God, thank You for giving me rain at times when I just needed something to wash
all the pain and savor the joy out of me. It always lightens up my day. It made me feel that You
were always there with me every step that I take. This school year is one of the most
unforgettable year for me.
that is real
PERSONAL DATA
Status : Single
Citizenship : Filipino
Height : 5’4”
Weight : 48 kilos
EDUCATIONAL ATTAINMENT:
Tertiary Education:
Primary Education:
WORK EXPERIENCES:
CHARACTER REFERENCES:
QUALIFICATION SKILLS
Computer Literature
Can work under Pressure with minimum supervision, hardworking, honest, can handle official
1. Familiarize student’s observers with their responsibilities to the prospective students and
teaching staff of the school where they will have their observation and ultimately become
3. Provide the student teacher’s opportunities to observe how principles of learning and
4. Orient student teacher’s how to establish good public and human relations with the
work and special school assignments like participating in preparing test materials for
national competition in their field of expertise, training students for national competition
in their field of expertise, training students for national competition, room improvements,
preparing bulletin boards, and other jobs related to teaching which the school officials
deem necessary.
OBJECTIVE OF STUDENT TEACHING
1. Apply the theories, principles and techniques learned in the professional education courses
whenever needs arise specially in actual classroom situations.
4. Develop insight on the teaching learning situations and ways of evaluating them.
1. The student teacher acts only through accepted channels of communication and
authority in the school system.
2. The student teacherrecognizes his duties, responsibilities, and priveleges.
3. The supervising teacher is legally responsible for and in control of the class; therfore,
the student teacher assumes only the authority which has been delegated to him.
4. The student teacher respects the professional rigths ang personal dignity of the
supervising teacher, regular teacher ( critic or cooperating teacher) and other staff members, the
college supervisor and the student observers in the classroom situation.
5. The student teacher who encounters difficulty in a professional situation first consults
the supervising teacher. If he desires additional aid, he will take the matter to the Departmant
Head or Dean.
Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise
known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6,
P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt the Code of Ethics
for Professional Teachers.
Preamble
Teachers are duly licensed professionals who possesses dignity and reputation with high
moral values as well as technical and professional competence in the practice of their noble
profession, and they strictly adhere to, observe, and practice this set of ethical and moral
principles, standards, and values.
Section 1. The Philippine Constitution provides that all educational institution shall offer quality
education for all competent teachers. Committed to its full realization, the provision of this Code
shall apply, therefore, to all teachers in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions
at the preschool, primary, elementary, and secondary levels whether academic, vocational,
special, technical, or non-formal. The term “teacher” shall include industrial arts or vocational
teachers and all other persons performing supervisory and /or administrative functions in all
school at the aforesaid levels, whether on full time or part-time basis.
Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a
trustee of the cultural and educational heritage of the nation and is under obligation to transmit to
learners such heritage as well as to elevate national morality, promote national pride, cultivate
love of country, instill allegiance to the constitution and for all duly constituted authorities, and
promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of
the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every
teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other
partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any
money or service or other valuable material from any person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.
Section 7. A teacher shall not use his position or official authority or influence to coerce any
other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding
the product of his researches and investigations; provided that, if the results are inimical to the
declared policies of the State, they shall be brought to the proper authorities for appropriate
remedial action.
Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall,
therefore, render the best service by providing an environment conducive to such learning and
growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall
behave with honor and dignity at all times and refrain from such activities as gambling, smoking,
drunkenness, and other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study and
understand local customs and traditions in order to have sympathetic attitude, therefore, refrain
from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community informed about
the school’s work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and
shall welcome the opportunity to provide such leadership when needed, to extend counseling
services, as appropriate, and to actively be involved in matters affecting the welfare of the
people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations
with other professionals, with government officials, and with the people, individually or
collectively.
Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not
use his positions and influence to proselyte others.
Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall
make the best preparations for the career of teaching, and shall be at his best at all times and in
the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, and shall pursue such other studies as will
improve his efficiency, enhance the prestige of the profession, and strengthen his competence,
virtues, and productivity in order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall
not make improper misrepresentations through personal advertisements and other questionable
means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified
means for earning a descent living.
Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual
confidence, and faith in one another, self-sacrifice for the common good, and full cooperation
with colleagues. When the best interest of the learners, the school, or the profession is at stake in
any controversy, teachers shall support one another.
Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due
credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position
such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and
the school, and shall not divulge to anyone documents which has not been officially released, or
remove records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear
to be an unprofessional and unethical conduct of any associate. However, this may be done only
if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an
associate, preferably in writing, without violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he
respects the system of selection on the basis of merit and competence; provided, further, that all
qualified candidates are given the opportunity to be considered.
Section 1. Every teacher shall make it his duty to make an honest effort to understand and
support the legitimate policies of the school and the administration regardless of personal feeling
or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors, especially
under anonymity. However, if there are valid charges, he should present such under oath to
competent authority.
Section 3. A teacher shall transact all official business through channels except when special
conditions warrant a different procedure, such as when special conditions are advocated but are
opposed by immediate superiors, in which case, the teacher shall appeal directly to the
appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against
injustice to the administration and to extent possible, shall raise grievances within acceptable
democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of
learners whose right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and
transfer of teachers are made only on the basis of merit and needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his
contract, assuming full knowledge of employment terms and conditions.
‘Article VII: School Officials, Teachers, and Other Personnel
Section 1. All school officials shall at all times show professional courtesy, helpfulness and
sympathy towards teachers and other personnel, such practices being standards of effective
school supervision, dignified administration, responsible leadership and enlightened directions.
Section 2. School officials, teachers, and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in the system at
all levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers
under them such as recommending them for promotion, giving them due recognition for
meritorious performance, and allowing them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other
subordinates except for cause.
Section 5. School authorities concern shall ensure that public school teachers are employed in
accordance with pertinent civil service rules, and private school teachers are issued contracts
specifying the terms and conditions of their work; provided that they are given, if qualified,
subsequent permanent tenure, in accordance with existing laws.
Section 1. A teacher has a right and duty to determine the academic marks and the promotions of
learners in the subject or grades he handles, provided that such determination shall be in
accordance with generally accepted procedures of evaluation and measurement. In case of any
complaint, teachers concerned shall immediately take appropriate actions, observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and
foremost concern, and shall deal justifiably and impartially with each of them.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other
what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of
academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher
and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and
preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are clearly not
manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of
learners are adequate, and shall extend needed assistance in preventing or solving learner’s
problems and difficulties.
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall
conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learner under him, exercising utmost candor and tact in pointing out the learner’s
deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the
learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall
discourage unfair criticism.
Article X: The Teacher and Business
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation; provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as
in the settlement of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in,
any commercial venture which furnish textbooks and other school commodities in the purchase
and disposal of which he can exercise official influence, except only when his assignment is
inherently, related to such purchase and disposal; provided they shall be in accordance with the
existing regulations; provided, further, that members of duly recognized teachers cooperatives
may participate in the distribution and sale of such commodities.
Section 1. A teacher is, above all, a human being endowed with life for which it is the highest
obligation to live with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principle of
personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a
model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of
the destinies of men and nations.
Section 1. Any violation of any provision of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation of his
Certification of Registration and License as a Professional Teacher, suspension from the practice
of teaching profession, or reprimand or cancellation of his temporary/special permit under causes
specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules
and Regulations Implementing R.A. 7836.
Section 1. This Code shall take effect upon approval by the Professional Regulation Commission
and after sixty (60) days following its publication in the Official Gazette or any newspaper of
general circulation, whichever is earlier.
Polytechnic University of the Philippines
Vision
Mission
The mission of the PUP in the 21st Century is to provide the highest quality of
comprehensive and global education and community services accessible to all students, Filipinos
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.
2. Promote science and technology consciousness and develop relevant expertise and
competence among all members of the academe, stressing their importance in building a
3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as
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
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;
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
facilitate active participation in the creation and use of information and knowledge on a
global scale.
Goals
Reflective of the great emphasis being given by the country’s leadership aimed at providing
appropriate attention to the alleviation of the light of the poor, the development of the citizens,
and of the national economy to become globally competitive, the university shall commit its
2. Generation and transmission of knowledge in the broad range of disciplines relevant and
returns and benefits derived from the utilization of higher education resources.
Philosophy
• Education is an instrument for the development of the citizenry and for the enhancement
• 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 school was established in 1985 through the leadership of the former Municipal
Mayor Nemesio Roxas. The school started with 90 first year students with only 5 teachers
through the approval of a temporary permit #73. Soon, the exceedingly large enrollees in the
next school year, 1986-1987 paved the way for the hiring of more teachers and non-teaching
personnel. Initially, Dr. Crisanto Rivera acted as the Officer-In-Charge. Upon his exit in 1986,
Mrs. Leticia A. Bautista took office for two consecutive years until 1988.
Later, San Mateo Municipal High School was converted to a National High School under
the management of Ms. Juana M. Garrovillas who served as the principal from 1988-2000.
Apparently within her term, she was able to transpire physical improvements of the school
facilities to meet the demands of the growing population. Makeshifts and 2 Ynares Buildings
were constructed through her consistent follow up at the municipal and provincial offices. Until
then, Computer Room, Science Building, H.E. Room and Library were made possible for quality
service.
Meanwhile, the first annex was established in 1994 pursuant to R.A. # 6655 addressing
the growing need of the barangay for a public school in Barangay Silangan, San Mateo, Rizal.
The annex started with one section of first year. When the AFP Retirement and Separation
Benefit System granted the deed of donation on March 22, 1997, providing their own school site,
Silangan Annex was separated from the main. It is therefore renamed, Silangan National High
School under the leadership of Mr. Remigio Olesco as the former Teacher-In-Charge and
presently managed by Mr. Ricardo C. Vergara, Principal I. Later, another annex was founded,
the Sto. Niño Annex which was headed by Mrs. Carmelita G. Olesco followed by Mrs. Flora V.
Caron as TIC’s, to address the growing population of Barangay Sto. Niño. In 2006, this annex
was declared as an Independent School, presently known as Sto. Niño National High School.
SAN MATEO NATIONAL HIGH SCHOOL
VISSION
MISSION
I. Objectives
At the end of the lesson 75% of the students should be able to:
III. Procedure
A. Preparatory Activities
1. Daily Routine
- prayer
- greetings
- checking of attendance / uniforms
2. Review of Past Lesson
- What is consumption?
- What are the factors that affect consumer behavior?
1. Motivation
“Hulaan Mo Commercial Ko” – showing different famous tag lines of
advertisement and let the students guess what advertisement it is. Students will
also give tag lines to the class.
2. Presentation
3. Generalization
Advertising has a very big impact on the consumption behavior of people.
And it has been used by individuals, groups and companies to promote their
product and advocacies.
4. Application
Students will create their own advertisement with effective tag lines for
the product that will assign by the teacher.
V. Evaluation
Enumeration
VI. Assignment
My first day in San Mateo National High School is very exciting but nervous. After the
long wait, finally this school accommodate us together with my co- student teacher. At first I
don’t even know what to do. As a student teacher who are new in this place I’d rather choose to
get some help with my co student teacher who are here for a long time since the Observation
Period. After the principal approved our permit for OJT and even the MOA (Memorandum of
Agreement) were still on the process. The TLE Head Department, Mrs. Rowena V. Buñag, gives
us some important things to remembered and interviewed us. Then she introduce us to our critic
teacher. Ma’am Rosalia D. Romero was my critic teacher, she handled fourth year students. She
is also one of the canteen manager.. Our first week was very difficult for me because of the
adjustment period on my students who are new to me.. When I first came in to the students
everyone look at me that actually the same thing happened when I was on my observation days.
Second week
January 24 - 28
Month of January was getting to know each other with my co- teacher and also with my
students in San Mateo National High School. Almost a week when I already memorized the
names of
my students and other teacher that sometimes I don’t know how to pronounce their names
because
out of this word ..!! hahaha.. Even like that I’m so happy to meet new friends, new students
although I
Third week
January 31 – February 04
The next week my critic teacher was handled me and helped me on what I’m going to
teach she barrowed me some books that helped me to my everyday classes. And also as a guide
for me, she was also teach me on how to make a lesson plan. She also give the time of her
teaching with their different section she handled. As part of our daily routine I realized that this
kind of job is not really simple, you need to be a hardworking, patient to your students, energetic,
loving person too. As much as possible be happy of what your doing don’t be mad in a little
Fourth week
February 07 - 11
I always do my Lesson plan every day I need to remind myself to check all the lesson that
I discuss because every lesson is equivalent to one lesson plan. My critic teacher always checked
my work and she also checked my visual aids every now and then. She always reminds me to do
my lesson plan and advanced it so that I have a time for myself. I fully appreciate ma’am
Romero for being such a great critic to me and at the same time a sister and mother for me, I love
the way she give advice and sometime if she knows I’m tired she always say to me “ok I handled
the next section stay here in the canteen and take a rest I know you’re tired”. But even I like that
I always give thanks.
Fifth week
February 14 - 18
Our busy week I know, because many programs will happen on this week. The
preparation for the fourth and third year promenade night “J&S Prom”. And also the
computation of grades was the very haggardness. From the third grading up to the last grading
we need to compute it. The recitation, test papers, quizzes, oral examination and other activities
in the classroom. And also it was my last week of preparation for my Final Demonstration. It
was the moment of truth almost a month I prepared for this and it was a very exciting happened
that everyone are waiting for. Thank God for the life and good memories and also the guidance
that he gives to me, it was a gift that I will treasure from the rest of my life.
Sixth week
February 21 - 25
The fourth grading is here, the result of the last grading was revealed it makes me
disappointed but because I’m not the one who did their examinations results. All of them were so
sad because of the low results of their examination they have had. And of course, students are
not yet ready for the new discussion because they were not recovering about the past
examinations and they were doing their projects or requirements at the same time. This week is
also the most memorable week for me because after all the hardship and preparation my Final
Demo is coming!!
Seventh week
February 28 – March 04
Eight week
March 07 - 11
Ninth week
March 14 – 18
Tenth week
March 21 - 25
Eleventh week
March 28 – April 01
CURRENT
TRENDS AND
ISSUES IN
EDUCATION
The National Board for Professional Teaching Standards (NBPTS) was established in 1987 to
develop and operate a system of advanced certification; including a set of high and rigorous
standards of accomplished teaching and an assessment system designed to measure these
standards. Utilizing a qualitative, case study framework, this research project was designed
to investigate the meaning perspectives associated with the NBPTS certification process from
the point of view of a National Board candidate interacting with the procedures, assessments
and requirements necessary to achieve certification. The study asserts the candidate focused
on the alignment of her teaching to the vision of accomplished practice set forth in the
NBPTS standards, the possible recognition of being NBPTS certified, and the challenges with
representing teaching practices through the assessment vehicles provided in the certification
process.
Teacher Certification
Teaching Standards
Portfolio Assessment
“The mission of the National Board is to establish high and rigorous standards for what
accomplished teachers should know and be able to do, to develop and operate a national
voluntary system to assess and certify those teachers who meet these standards, and to
advance related education reforms for the purpose of improving student learning in American
schools.” (NBPTS, 1989). In the opening statement from the document entitled, “Towards
High and Rigorous Standards: What Accomplished Teachers Should Know and Be Able To Do”
(NBPTS, 1989), the National Board for Professional Teaching Standards (NBPTS) expresses
its mission to create a set of standards that describe in detail the board’s vision of
accomplished practice, and a certification system designed to assess and certify teachers
who match this vision.
The NBPTS was initiated to increase the professional development of teachers, the status of
the teaching profession and the quality of education in America (NBPTS, 1987). By
establishing high and rigorous standards, and developing an extensive assessment and
certification system, it has been suggested that the NBPTS will have a profound effect both
politically and professionally on the teaching community nationwide (Baratz-Snowden,
Shapiro & Streeter, 1993). Because of the influence the NBPTS certification process may
have on classroom teachers throughout the United States, it is important to understand the
meanings teachers construct concerning the NBPTS standards, the certification process and
its relationship to their classroom teaching practices.
The standards movement in education, of which the NBPTS is associated, has had an
extensive effect on the way teaching, learning and professional development is enacted in
public schools (Noddings, 1997). Like any standards based educational reform movement,
the unifying influences and the assessments that accompany the NBPTS certification process
offer possibilities, as well as challenges, in both political and educational arenas (Eisner,
1998). As a relative newcomer in the professional development arena, the NBPTS process
has yet to be fully documented and understood from the perspective of the teacher
candidates proceeding through the certification process.
In numerous educational publications, classroom teachers that have gone through the
certification process have written about the effects the NBPTS process has had on their lives
and teaching practices (Cascio, 1995; Rose, 1999; Shapiro, 1993). These reports have been
overwhelmingly positive, expressing the impact the NBPTS process has had on teachers’
teaching practices, thinking processes, the enhanced status of the teaching profession and
the improvements in the quality of education provided their students (Buday & Kelly, 1996).
Classroom teachers, university educators, state legislators and members of the business
community have come together to create what the NBPTS describes as "high and rigorous
standards" for a variety of teacher specializations within the teaching profession (NBPTS,
1987). The NBPTS certification process may represent a significant change in the way
professional development and teacher certification is implemented, with all the inherent
possibilities and challenges associated with such an endeavor (Petrosky, 1994).
In contrast to the testimonial evidence provided by various NBPTS candidates and certified
teachers, this study seeks to add to the research literature by describing and interpreting the
meaning perspectives associated with the NBPTS process, as constructed by an elementary
classroom teacher seeking National Board Certification in the Early Childhood Generalist
category of specialization. Working from an interpretivist research paradigm (Erickson,
1986), using a single-case study design (Stake, 1994), this research project was designed to
gain access to the meaning perspectives associated with the NBPTS certification process from
the point of view of a National Board candidate interacting with the procedures, assessments
and requirements necessary to achieve certification.
percent in 1960 to 94 percent in 1990. This is attributed to the increase in both the
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.
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.
No. % No. %
Commerce/Business
392,958 29.2 79,827 36.1
Management
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)
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.
groups. For example, the socioeconomically disadvantaged students have higher dropout
rates, especially in the elementary level. And most of the freshmen students at the
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
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
1. Upgrade the teachers' salary scale. Teachers have been underpaid; thus there is very little
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
5. Develop a rationalized apprenticeship program with heavy inputs from the private
sector. Furthermore, transfer the control of technical training to industry groups which
According to U.S. Country Profile on the Philippines dated March 2006, the U.S. State
Department reported in 2006 that Philippine security forces have been responsible for serious
human rights abuses despite the efforts of civilian authorities to control them. The report found
that although the government generally respected human rights, some security forces elements—
disappearances, torture, and arbitrary arrest and detention in their battle against criminals and
terrorists. Prison conditions were harsh, and the slow judicial process as well as corrupt police,
judges, and prosecutors impaired due process and the rule of law. Besides criminals and terrorists,
human rights activists, atheists and agnostics, left-wing political activists, and Muslims were
sometimes the victims of improper police conduct. Violence against women and abuse of children
remained serious problems, and some children were pressed into slave labor and prostitution.
On Wednesday December 7, 2006 International Labor Rights Fund's Brian Campbell tried to
enter the Philippines to continue investigations of recent human rights violations and murders in
the Philippines. Mr. Campbell had previously visited the Philippines in early 2006 to investigate
various deaths of trade unionists including Diosdado Fortuna. On Dec 7, Mr. Campbell was
informed he was on a blacklist by the Filipino immigration authorities and was barred from
entering the country. Mr. Campbell then was immediately forced to leave the country.
Since 2001 when President Gloria Macapagal-Arroyo began her term in office over 800 people
have been victims of extra - judicial killings. In 2007 Philip Alston, the United Nations Special
Rapporteur on Extrajudicial, Summary or Arbitrary executions, spent 10 days in the Philippines
investigating these killings. He spoke to witnesses and victims, as well as senior members of the
military and the government, finding that witnesses have been systematically intimidated and
deaths. Victims over the past six years have included trade unionists, farmers' rights activists,
people from indigenous communities, lawyers, journalists, human rights campaigners and people
of religion. The European Commission (EC) sent a six-man team of experts from the European
Union (EU) to the Philippines on a 10-day mission to evaluate needs and identify technical
assistance that the EU might provide to help its government prosecute those behind the killings.
Press freedom
The fifth annual Worldwide Press Freedom Index released by the international press freedom
watchdog Reporters without Borders (RSF) has ranked the Philippines among the worst-ranked
countries for 2006 at 142nd place. It indicates the continuing murders of journalists and increased
legal harassment in the form of libel suits as part of the problem in the Philippines. Between 1986
Other allegations
The Philippine government, currently headed by the elected President Gloria Macapagal-Arroyo,
is fighting insurgents such as Islamic groups and the Communist New People's Army.
A spate of extrajudicial killings, estimated by human rights groups at over 800 in the past five
years, has put the Philippines on the human rights watch list of the United Nations and the US
Congress. A UN special rapporteur criticized the Arroyo administration for not doing enough to
stop the killings, many of which had been linked to government anti-insurgency operations.
Interior Assistant Secretary Danilo Valero said the sharp decline, 83%, in the number of political
killings last year, as well as the filing of cases against the suspects, “underline the Arroyo
government’s strong commitment to human rights and its firm resolves to put an end to these
unexplained killings and put their perpetrators behind bars.” Task Force Usig was created in 2006
as the government’s response to the extrajudicial killings. Valero said the yearend statistics
showed “the creation of the task force has been a deterrent” to such crimes.
According to Cher S Jimenez writing in Asia Times Online, as of 2007, there is an increasing
Filipino civilian non-combatants by the Philippine's military and police. Since the advent of the
"War on Terrorism" in 2001, the people of the Philippines have witnessed the assassinations of
more than 850 mainstream journalists and other public figures and the harassment, detention, or
As of December, 2003, the human rights watchdog KARAPATAN had documented human rights
violations against 169,530 individuals, 18,515 families, 71 communities, and 196 households.
One person, it said, was being killed every three days under the Macapagal-Arroyo government or
E. San Juan, Jr. writes that estimates of killings vary on the precise number, with Task Force Usig
estimating only 114. It has failed to gain any convictions, and as of February 2007 had only
arrested 3 suspects in the over 100 cases of assassination. The online publication Bulatlat states
that "According to a recent international fact-finding mission of Dutch and Belgian judges and
lawyers, Task Force Usig 'has not proven to be an independent body…the PNP has a poor record
as far as the effective investigation of the killings is concerned and is mistrusted by the Philippine
people." Task Force Usig dismissed nearly half of the 114 cases of assassination as "cold" and, of
the 58 cases where charges were brought, has secured only convictions only twice.
Amnesty International states that the more than 860 confirmed murders are clearly political in
nature because of "the methodology of the attacks, including prior death threats and patterns of
surveillance by persons reportedly linked to the security forces, the leftist profile of the victims
and climate of impunity which, in practice, shields the perpetrators from prosecution." The AI
report continues:
the arrest and threatened arrest of leftist Congress Representatives and others on charges of
officials in June of 'all-out-war' against the New People's Army . . . and the parallel public
—Amnesty International,
2006 saw a sharp increase in the number of extrajudicial killings, which coincided with President
Gloria Macapagal Arroyo’s June 2006 declaration of an “all-out war” against communist
insurgents called the National People’s Army (NPA)...the Philippine government is consistently
failing in its obligations under international human rights law to hold accountable perpetrators of
five years, there have been only two successfully prosecuted cases resulting in the conviction of
four defendants....The number of senior military officers convicted either for direct involvement
international law means that superior officers can be held criminally liable for the actions of their
subordinates, and also if a superior had reason to know that subordinates under his command
committed an offence and failed to use all feasible means under his command to prevent and
Human Rights Watch writes that the murders and kidnappings are rarely investigated by the
police or other government agencies; they often go unreported because of fears of reprisal against
the victims or their families. The Philippine National Police blame investigative failures on this
[W]itnesses are indeed reluctant to cooperate with police investigations, because of fear that they
would be targeted by doing so. An extremely weak witness protection program exacerbates this
problem.... [Police are often unwilling to vigorously investigate cases implicating members of the
AFP. Families of some victims told Human Rights Watch that when they reported relevant cases
to the police, police often demanded that the families themselves produce evidence and witnesses.
Even when police filed cases with a court, they often identified the perpetrators either as long-
wanted members of the NPA or simply as “John Doe.” Some families told Human Rights Watch
Most of those killed or "disappeared" were peasant or worker activists belonging to progressive
groups such as Bayan Muna, Anakpawis, GABRIELA, Anakbayan, Karapatan, KMU, and others
(Petras and Abaya 2006). They were protesting Arroyo's repressive taxation, collusion with
foreign capital tied to oil and mining companies that destroy people's livelihood and environment,
fraudulent use of public funds, and other anti-people measures. Such groups and individuals have
been tagged as "communist fronts" by Arroyo's National Security Advisers, the military, and
police; the latter agencies have been implicated in perpetrating or tolerating those ruthless
atrocities.
Right from the beginning, Arroyo's ascendancy was characterized by rampant human rights
violations. Based on the reports of numerous fact-finding missions, Arroyo has presided over an
lawyers, church people, peasant leaders, legislators, doctors, women activists, youthful students,
According to commentators James Petras and Robin Eastman-Abaya, "Human rights groups
provide evidence that death squads operate under the protective umbrella of regional military
2006 is also the year President Arroyo issued Presidential Proclamation 1017. According to Cher
S Jimenez writing in Asia Times Online, this proclamation "grants exceptional unchecked powers
to the executive branch", placing the country in a state of emergency and permitting the police
and security forces to "conduct warrantless arrests against enemies of the state,
including...members of the political opposition and journalists from critical media outlets." With
185 dead, 2006 is so far (2007) the highest annual mark for extrajudicial government murders. Of
the 2006 killings, the dead were "mostly left-leaning activists, murdered without trial or
punishment for the perpetrators." The issuance of the proclamation conspicuously coincided with
E. San Juan, Jr. alleges that the Arroyo government initially made no response to the dramatic
increase in violence and killings. He writes, "Arroyo has been tellingly silent over the killing and
commission was assembled in August 2006 to investigate the killings. Headed by former
Supreme Court Justice Jose Melo, the group known as the Melo Commission concluded that most
of the killings were instigated by the Armed Forces of the Philippines, but found no proof linking
the murder of activists to a "national policy" as claimed by the left-wing groups. On the other
hand the report "linked state security forces to the murder of militants and recommended that
military officials, notably retired major general Jovito Palparan, be held liable under the principle
of command responsibility for killings in their areas of assignment." E. San Juan, Jr. writes that
later, in February 2007, UN Special Rapporteur Philip Alston implicated the Philippine police and
military as responsible for the crimes. Alston charged in his report that Arroyo’s propaganda and
other enemies” of the state. and that "the AFP remains in a state of almost total denial… of its
need to respond effectively and authentically to the significant number of killings which have
Save the Children has worked for underserved children in the Philippines for 26 years. From its
initial program in West Visayas, which began in 1982, the Philippines Country Office has
expanded and now implements child-focused education, health and emergency preparedness and
response programs in Luzon, Visayas and Mindanao, the archipelago’s three major island groups.
Save the Children has a special focus of helping children made vulnerable by endemic poverty,
natural disasters or by armed conflict. Programs are marked by the active involvement of families
Access to and quality of basic services in education and health are major challenges for children
in the Philippines. With eight of 10 children unable to access early childhood services, many
Filipino first-graders enter school without the skills they need to learn. In Metro Manila,
overcrowded schools result in teachers holding classes in two or three shifts a day. In contrast,
rural schools have fewer students but suffer from a lack of basic resources, such as books,
teaching supplies, or even teachers. The public education system’s inability to catch up with rapid
growth in the student population has led to a serious decline in the quality of instruction and
student achievement. An alarming number of very young children in the Philippines have iron
deficiency anemia. Among older children, this is compounded by soil-transmitted parasitic worms
that cause malnutrition and diseases – a result of poor sanitation and hygiene. In Mindanao,
children and their families are vulnerable to the effects of sporadic conflict between various
Numbers at a Glance
• One in three children under age 5 are underweight; among school children, one in five are
underweight.
• Only one in five children, ages 3-5, have access to day care or preschool services.
• On average, only 43 percent of the required English, Science and Math competencies are
Our Response
Education:
Save the Children’s programs span children’s developmental stages from early childhood
development to basic education to adolescent learning. Early childhood programs include the
Early Steps to School Success project, which provides a continuum of health, psychosocial care
and early learning services for children from birth to age 8. Basic education programs enhance
children’s learning experiences through school and classroom improvements, teacher training,
after-school programs, and support for school, home and community reading. Adolescent learning
programs provide alternative options for children who have dropped out of school, as well as
livelihood and job programs that develop out-of-school youths’ employability skills.
Health:
reproductive health and HIV prevention, provide de- School Feeding Program. Photo by
parasites and iron deficiency anemia. Sustainable health improvements through our
Empowerment and Local Development project improve families’ access to quality health services
in remote and difficult-to-reach areas in the Autonomous Region in Muslim Mindanao. Through
the Advocacy for Improved Maternal and Child Health project, advocacy for maternal and child
health issues as well as family planning are being brought to the fore at local and regional levels.
Emergency Response:
Save the Children provides water, sanitation services, food and essential items to displaced
children and their families in the conflict-affected area of Mindanao. We have organized 37 local
coordinate relief operations, rehabilitation and humanitarian activities. Our Disaster Preparedness
and Response program supports the survival and recovery of children made extremely vulnerable
Sponsorship:
Through our sponsorship programs, Save the Children implements child-focused health and
education programs in disadvantaged communities in two cities in Metro Manila and nine
municipalities in the Western Visayas Provinces of Iloilo and Antique. Since 2007, the
sponsorship program has been working in three municipalities in South Central Mindanao, where
Save the Children will continue to improve innovative child-focused programs from early
package of school-based interventions for improving children’s health and life skills-based peer
education for adolescents. These and other child-focused programs will be expanded to broaden
the reach and increase the number of children benefiting from Save the Children programs.
Only 67 out of 100 children who enter the first grade will complete the sixth grade; only 45 out of
64 high schoolers will complete the 10th grade. Dropping out of school in adolescence as a result
of poverty is further complicated by engagement in risky behaviors like gambling, drugs, smoking
and drinking.
Errol, an adolescent who didn't see the importance of school, skipped classes with friends. After
participating in Save the Children's FREE (Friends Reaching Out to Each Other) sessions, he felt
compelled to make a significant change to his life. "I realized I have many good assets to be proud
of. I learned life skills, like critical thinking, problem-solving and effective communication, to
handle challenging situations. I put dedication into my studies, no longer engage in vices, and am
selective in choosing friends and supportive to my family. My longing is to share with other youth
my learning and influence them for the better."
Errol’s story represents the most common problem among adolescents in the Philippines,
engaging in risky behaviors. Behavior change is very difficult to accomplish. To support Errol
and his siblings, his mother attended a Save the Children parenting education session and learned
participating in a training seminar conducted by South Korean volunteers, in line with their
The Joint E-learning Training and Education Exchange Programme, under the APEC (Asia-
Institute of APEC Collaborative Education of the Republic of Korea. AIV aims to support the
This partnership ensures that Filipino school heads and teachers will be well-versed in e-learning
and the Problem-based Learning (PBL) method. This is also part of the preparations for the
noting that Filipino public school teachers conducted English proficiency training for their
Lapus said the symbiotic exchange of expertise on teaching trends among Asian teachers is very
“This gesture of the Korean people will endow our teachers with relevant skills that will enable
them to meet the needs of 21st century teaching,” Lapus said. “We need to further strengthen our
bilateral cooperation with Korea especially in the field of education.” As part of the bilateral
cooperation, some 3000 units of equipment for machinery, electronics, and chemical engineering,
automobile and architectural design from Sung-Ji Vocational School in Korea will be
incrementally handed over to DepEd, the Commission on Higher Eduycation (CHED), and
Technical Education and Skills Development Authority (TESDA) from 2008 to 2011.