Practice Teaching Handbook and Portfolio
Practice Teaching Handbook and Portfolio
Pages
Foreword iii
Preface iv
School Forms 79
Pages
R. Joint CHED and DepED Order on Guidelines in the
Personal
Growth and The Learning
Professional Environment
Development
National
Competency-
Based Teacher
Standards
(NCBTS)
Community Diversity of
Linkages Learners
Planning,
Assessing, The Curriculum
Reporting
• Recording your
observation
Learning Episode 1
WHAT LIES AHEAD?
NCBTS Domain 1 Strand 1.1;
LET-TOS No. 1 (1.1, 1.2 and 1.7)
This will allow me to better understand the do’s and don’ts of teaching in the real
workplace. The orientation conducted by my practicum supervisor and the
cooperating principal will ensure my success as a student intern.
Orientation
Expectations
Cooperating School
Cooperating Principal
Cooperating Teacher
My Tasks (Activities)
A. After the orientation conducted by my practicum supervisor/cooperating
principal, what are the things that I need to remember?
E
Name of the Cooperating School:
X
A
T
I
O
N
S
Name of Cooperating Principal:
E
Name of the Cooperating School:
X
EXPECTATIONS WHAT I NEED TO DO P
E
C
T
e
A
T
I
O
N
S
B. After my orientation session with my practicum supervisor and
cooperating principal, I need to equip myself with the Practice Teaching kit
to better prepare myself in this wonderful world of teaching.
Knowledge
Skills
Attitude
Habits
My Analysis
My Reflections/ My Insights
A. How did I feel after the orientation? Complete the empty face and explain
why you felt that way? What are your joys/apprehensions?
I need to follow the policies and procedures of the cooperating school so that
B. Am I really prepared to teach? Why? Why not?
A. I only
B. I and II
C. II and III
D. I, II and III
2. Why do we need to know the do’s and don’ts of the cooperating school?
5 4 3 2 1
Outstanding Exceed/s Meet/s Needs Unacceptable
Expectations Expectations Improvement Performance
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
This episode will allow me to meet my cooperating teacher. This activity will also
give me the chance to better understand the expectations of my cooperating
teacher.
Observe well.
Subjects Handled:
My Expectations:
B. In the observation please, I need to do the following:
My Reflections/My Insights
Because
My Application (From Theory to Practice)
Read the situations and encircle the letter of the correct answer.
5 4 3 2 1
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Expectations Expectations Improvement Performance
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Episodes
My
Analysis
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Reflections
My
Application
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Portfolio
Learning Episode 3
My Learning Environment
My Second Home
This episode will describe my second home. It showcases the different facilities and
learning resources of my cooperating school. Visiting these places in my
cooperating school will enable me to utilize these resources to make the
teachinglearning process more meaningful. Being aware of these facilities in my
cooperating school will give me a sense of belongingness – for this is my second
home.
• Visit the school’s facilities and resources Meet the various school
personnel.
• Utilize these learning resources of the school when needed.
• Analyze the vision and mission of the school.
The utilization of the school’s learning facilities and resources will enhance the
teaching-learning process. These are the resources/facilities of my second home.
Facilities/Learning Resources
My Tasks (Activities)
2.
3.
4.
5.
My Analysis
(Logo of
the School)
Characteristics of a
Sound Learning What can you do?
Environment
1. Friendly and
nonthreatening
C. After reading the school’s vision, School’s Vision mission and goals, I realized
that:
School’s Mission
D. I need to internalize and integrate
these in my lessons by:
Goals
My Reflections/My Insights
Read the situations and encircle the letter of the correct answer.
2. To improve the oral proficiency of students in class, what can you do?
A. Give them more exercises on grammar.
B. Provide the individual work rather than group work.
C. Schedule more practice sessions in the speech laboratory.
D. Invite a resource speaker.
5 4 3 2 1
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Episodes
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Analysis
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Reflections
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Application
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Portfolio
Meeting My Learners
NCBTS Domain 3 Strand 3.1;
LET-TOS Nos. 2 (2.5) and 3 (3.1-3.4)
This episode illustrates the diversity of my learners. This will give me the chance to
acquaint myself with the needs, interests and abilities of my learners. Being aware
of these features will equip me with greater knowledge and understanding to
ensure quality instructions.
Introduce
myself to my
pupils.
A. Observe the learners on your first day of internship. What are your
observations?
•
•
•
•
B. Create an opportunity where you can gather their thoughts, ideas and
feelings about their school/subject/classmates.
My Analysis
As a teacher, how will you respond to the needs of your diverse learners?
Read the situations and encircle the letter of the correct answer.
1. Ms. Valdez is a new teacher in a public school. She has 50 grade one
pupils in the class. What must she do to ensure easy remembering of the
names of her pupils on the first day of the class? A. Interview each pupil.
B. Prepare a seat plan.
C. Arrange them alphabetically.
D. Ask a picture from each pupil.
2. Students learn by different modalities. There are those who learn best by
pictures, illustrations and the like. What is the learning modality of these
students? A. Tactile
B. Auditory
C. Visual
D. Kinesthetic
5 4 3 2 1
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Episodes
My
Analysis
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Reflections
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Application
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Portfolio
Learning Episode 5
Establishing Classroom Routines
and Procedures
Line Formation
Checking of attendance
Prayer
Observe the
following Passing of papers/books
routines:
Writing
assignments/reminders
Record your
observations. Other activities that need
procedures
ROUTINES
These are the backbone of daily classroom life. They facilitate teaching and
learning. Routines do not just make your life easier, they save valuable classroom
time. What’s more important is efficient routines make it easier for students to
learn and achieve more. When routines and procedures are carefully taught,
modeled and established in the classroom, children know what is expected of
them and how to do certain things on their own. Having these predictable
patterns in place allows teachers to spend more time in meaningful instruction.
Source: Learning to teach: not just for beginners
By Linda Shalaway
www.teacher.scholastic.com
My Tasks (Activities)
C
L
A
S
S
R
O
O
M
R
O
U
T
I
N
E
S
B. Interview other teachers and inquire on what classroom routines they have
established to ensure better classroom management.
Name of Teacher:
School:
C. Surf the internet or research in the library. Read and jot down some
important notes on classroom routines and procedures.
My Analysis
My Reflections/ My Insights
• Taking attendance
• Posting reminders
Read the situations and encircle the letter of the correct answer.
5 4 3 2 1
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Episodes
My
Analysis
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Reflections
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Application
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Portfolio
Learning Episode 6
My Journey Begins with the First Step
To prepare for the first episode/activity, remember the Plan, Do, Check, Act
(PDCA), a project management tool designed by W. Edwards Deming. It is also
called the Deming Cycle.
Tasks (Activities)
THINGS TO DO
PLAN
DO
CHECK
ACT
My Analysis
My
Reflections/My Insights
5 4 3 2 1
Outstanding Very Satisfactory Satisfactory Fair Needs Improvement
I rated myself
Because
I learned that
My
My
Read the situations and encircle the letter of the correct answer.
2. If the implementation will not materialize as expected, what must you do?
A. Try other options
B. Discontinue the plan.
C. Tell your cooperating teacher.
D. Revise the entire activity.
5 4 3 2 1
Outstanding Exceed/s Meet/s Needs Unacceptable
Expectations Expectations Improvement Performance
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
Learning Episode 7
This learning episode allows me to plan and write my first lesson plan in my
cooperating school. This will enable me to apply all the theories I learned in my
teacher education institution.
3 Re-writing the
lesson plan;
Evaluating/crit
executing the
iquing the
2 plan, if
lesson plans
Writing the required
by my
lesson plan cooperating
1
based on the teacher
Conference results of the
with my pre-
cooperating conference
teacher on
lesson
planning
There are different formats in writing a lesson plan based on the one prescribed by
the school. Some of the formats used in different schools are given below:
1. Traditional Plan
• Objectives
• Subject matter
• Learning materials
• Procedures
• Assignment
2. UBD Lesson Plan Template
• Subject
• Grade Level
• Title
• Number of meeting days
• Topic(s)
Established
Understanding
Goals
At the end of the Essential Understanding Transfer
week/unit, the
learners will be Students will understand The students in the long term and
able to: that: on his/her own will be able to:
Essential Questions
Goal 1:
1. 2.
3.
4. OBE Format
SCIENCE P.E.
(THEME)
My Analysis
My
Reflections/My Insights
Read the situations and encircle the letter of the correct answer.
2. To ensure that the outcomes are attained at the end of the lesson _____.
A. The activities and the assessment must be aligned with each other. B.
The vision mission and goals of the school are included/
C. The materials must be prepared beforehand.
D. The objectives must be S.M.A.R.T
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My
Episodes
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Analysis
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Reflections
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Application
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Portfolio
Learning Episode 8
Preparing my IM’s
(Instructional Materials )
Instructional Materials
My
These are the tools/equipment which can effectively help the teacher in
enhancing the teaching-learning process. There are different kinds of instructional
materials.
My Tasks (Activities)
2.
3.
My Analysis
My
Reflections/My Insights
Read the situations and encircle the letter of the correct answer.
1. What must be the number one consideration in preparing your instructional
materials?
A. The learners
B. The cost
C. The learning content
D. The objectives
5 4 3 2 1
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Episodes
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Analysis
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Reflections
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Application
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Portfolio
This learning episode will give me the experience to devise assessment tools for
my learners. This may be in the form of quizzes, worksheets, unit or chapter tests,
activities and others. Creating these opportunities will help me in preparing
assessment tools to gauge the performance of my learners.
Let my cooperating
teacher evaluate/review
the assessment tool.
Assessment
The process of collecting and documenting knowledge, skills, attitude, values and
beliefs
• Traditional Assessment
- Includes standardized tests and teacher-made tests
- Usually employed by teachers with essentialist and perennialist
philosophies.
• Authentic or Alternative Assessment
- Takes on a more student-centered approach
- Includes classroom-based assessment portfolios and
studentdesigned assessments.
My Tasks (Activities)
A. Write as many ideas about tests. Use the first letter of the word to give as
many concepts about tests.
T
E
S
T
My
B. Research on TIPS on constructing tests. Write them here and cite the
references you used.
My Analysis
My Reflections/My Insights
Exemplary
Very Satisfactory
Satisfactory
Fair
Needs Improvement
Read the situations and encircle the letter of the correct answer.
2. What type of test must be given to assess the higher order thinking skills of
the learners?
A. Alternative response
B. Essay tests
C. Enumeration type
D. Multiple-choice type
5 4 3 2 1
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Expectations Expectations Improvement Performance
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Episodes
My
Analysis
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Reflections
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Application
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Portfolio
Designing
Classroom Bulletin Boards
BULLETIN BOARDS
These are primarily used to display important announcements, additional
information on a particular subject matter, things; students need to remember
like school policies and important dates. Teachers can also display a variety of
students’ work.
Tasks (Activities)
A. Go around the different classrooms and list down the themes on the
different bulletin boards displayed in their classroom.
B. What are the things you need to construct a bulletin board display? Put
them here.
C. Research on “How to Design” a meaningful and relevant bulletin board.
My
My Tasks (Activities)
Reflections/My Insights
As a student teacher, I need to learn how to structure bulletin boards so that:
Read the situations and encircle the letter of the correct answer.
1. In designing my bulletin board the primary consideration is
A. Topic or subject matter
B. Availability of the materials
C. Design and artistic appeal
D. Age of the students
5 4 3 2 1
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Expectations Expectations Improvement Performance
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
Learning Episode 11
Familiarizing
Myself with the Different
School Forms
My
NCBTS Domain 7 Strand 7.1 and 7.2; LET-TOS
No. 1 (1.3, 1.4, 1.5 and 1.7) and 2 (2.1 and 2.5)
As a student intern, this episode will familiarize me with the different school
forms that I need to know so that when I am already in the field, I will be able to
accomplish them properly, accurately and legibly.
3 4
As a future teacher, I need to know and accomplish the various school forms
properly, accurately and legibly. It is expected that I am able to follow the Revised
Guidelines on the Preparation and Checking of DepEd Forms (Div. Memo. No. 29
s.2013).
My Tasks (Activities)
My Analysis
Why do I need to prepare the DepEd school forms properly, accurately and
legibly?
My Reflections/My Insights
5 4 3 2 1
Outstanding Exceed/s Meet/s Needs Unacceptable
Expectations Expectations Improvement Performance
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
This episode gives me the opportunity to help in non-teaching related duties. This
enables me to be of service to the other sectors of the school community. This will
also enable me to establish better rapport with the other members of the school.
Ancillary Services
These are the support services which are non-teaching duties rendered by the
student interns in my cooperating school.
• School clinic
• Library
My
• Guidance office
• Principal’s office
• School canteen
• School cooperative Learning Resource Center Others, please specify:
My Tasks (Activities)
What services did I render in the following areas? (Cite the offices/departments
where your services were required).
My Analysis
Reflections/My Insights
Read the situations and encircle the letter of the correct answer.
1. Emma is one of the student interns in MLB Academy. She is very computer
literate. Where can she utilize these skills in her cooperating school?
I. Encoding important documents II.
Preparing electronic materials
III. Preparing e-file in the offices
A. I only
B. I and II
C. II and III
D. I, II and III
2. Jacob is one of the interns in one of the public schools in the remote barrios.
He is very good in the arts. Where can he best utilize his skills?
My
A. Preparation of instructional materials
B. Designing bulletin boards
C. Illustrating things in the lessons
D. Volunteering as a school artist
3. Jared has training in First Aid application. In what areas can he volunteer in
the school?
A. Speech Laboratory
B. School Clinic
C. Guidance Office
D. Physical Education Department
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
Learning Episode 13
My
- Orientation Activities
- School Elections
- Christmas Celebration
My Tasks (Activities)
A. Complete the cyclical web to show the steps in preparing for the activity.
Date:
Participants:
Step 5 Step 2
Step 4 Step 5
My Analysis
Read the situations and encircle the letter of the correct answer.
1. Which activity promotes the love of the Filipino language in school?
A. Buwan ng mga Puso
B. Buwan ng Wika
C. Buwan ng mga Aklat
D. Buwan ng mga Nagkakaisang Bansa
2. To instill the importance of the right kind and amount of food among
children, what school activity must you plan?
A. Nutrition Month Celebration
B. United Nations Week Celebration
C. Literacy Week
D. Valentine’s Day Celebration
3. To instill cost-saving devices, what must you do, while preparing materials
for the school activity? A. Get sponsors.
B. Collect from your class.
C. Use less materials and props.
D. Use indigenous materials.
5 4 3 2 1
Outstanding Exceed/s Meet/s Needs Unacceptable
Expectations Expectations Improvement Performance
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Episodes
My
Analysis
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Reflections
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Application
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Portfolio
Learning Episode 14
My First Classroom
Demonstration Lesson
• Make sure that your lesson plan has been approved by your cooperating
teacher.
• Ask your cooperating teacher if there are some guidelines you need to
follow.
• Prepare all the needed materials days before your scheduled
demonstration.
• Provide copies of your lesson plan preferably with a cover sheet or folder.
• Rehearse your lesson. Take note of the time and the way you have to move.
• Learning your students’ name is very important.
• Prepare for some unexpected incidents-discipline problems, technical
difficulties, and the like.
• Make certain that your activities are varied so as to have an engaged and
lively classroom discussion.
My Tasks (Activities)
A. Complete the episode matrix to help you in preparing your lesson plan.
My
What methods/procedures
should you employ?
Remember:
Methos to use
Strategies to employ
Activities for the different types
of learners
Analysis
My Reflections/My Insights
Read the situations and encircle the letter of the correct answer.
1. In preparing your demonstration lesson plans, you must consider that the
objectives must be stated in specific, measurable, attainable, realistic and
time-bound manner. Which among these objectives will develop higher
order thinking skills?
A. Identify the nouns in the sentences.
B. Give examples of nouns.
C. Use nouns in sentences.
D. Differentiate nouns from pronouns.
2. What will you consider first when preparing your lesson plan?
A. The learners
B. The objectives
C. The outcomes
D. The methods/strategies
5 4 3 2 1
Outstanding Exceed/s Meet/s Needs Unacceptable
Expectations Expectations Improvement Performance
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
Learning Episode 15
This episode allows me to prepare all the forms and other things I need to
accomplish before I leave my cooperating school. This will allow me to have a
gracious exit and to be able to submit all the requirements I need to submit to my
cooperating teacher.
• Confer with the cooperating teacher regarding the forms and other
requirements to be submitted.
• Prepare all the exit forms/requirements needed before leaving my
cooperating school.
My
Cooperating
School
It is but fitting and proper to leave the cooperating school by submitting all the
requirements/forms needed after the successful, meaningful and rewarding
practicum experiences. These are some of the forms/documents you need to
accomplish:
• Narrative Report
• Requirements assigned by the cooperating teacher
• Instructional materials required by the teacher
• Other requirements given by the Cooperating School
My Tasks (Activities)
Analysis
My Reflections/My Insights
Read the situations and encircle the letter of the correct answer.
2. What things do you need to settle before you leave any school?
I. Forms required by the school
II. Financial matters
III. Papers/and other requirements
A. I only
B. II only
C. III only
D. I, II and III
3. What article in the Professional Code of Ethics for Teachers best describes
this last learning episode?
A. The Teacher and the Community
B. The Teacher and the Profession
C. The Teacher and the Teaching Community
D. The Teacher and the Learner
My Portfolio (Compilation of Learning Documents, Evidence,
Records, etc.)
Photocopy the clearance that your Cooperating Teacher has signed to show
that you were cleared from any responsibility from your
cooperating school. Paste the clearance on this page.
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio
Complete the matrix by checking the areas you need to improve on:
Goals/Objectives
Learning Environment
Improve Methods
Instructional Material
Modes of assessment
Others pls. specify
Knowledge
Enrich Skills
Others pls. specify
New approaches
Instructional materials
Experiment Differentiated activities
Others, pls. specify
Attitudes
Modify Expectations
Others pls. specify
Your practice teaching handbook and portfolio shall be assessed using the
following scale:
Rate Scale Equivalent Verbal Description
Teaching performance is consistently
5 Outstanding superior to the set standards.
My First Classroom Demonstration Lesson NCBTS Domain 7 Strand 7.1 and 7.3; LET-TOS Nos. 1
14
(1.1-1.7), 2 (2.1-2.7), 3 (3.1-3.4) and 4 (4.1-4.5)
Accomplishing Exit Forms NCBTS Domain 1 Strand 1.1 and 1.2; LET-TOS Nos. 1
15
(1.1-1.7)
2. The Learning
Environment
3. Diversity of Learners
4. The Curriculum
5. Planning, Assessing,
Reporting
6. Community Linkages
Months Activities
Student Intern
Cooperating Teacher
Appendices
Appendix A
Student Intern:
Year / Course:
Grade / Year Level: Subject Taught:
Date and Time of Lesson:
Type of Lesson Observed:
Announced Observation
Unannounced Observation
Demonstration Lesson
Lesson Plan
Attainment of Objectives
Classroom Management
Art of Questioning
Mode of Evaluation
Not
Observed Remarks
Observed
I. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed
B. The teacher is free from mannerisms that tend to disturb the
student’s attention
C. The teacher’s personality is strong enough to command respect
and attention
D. The teacher shows dynamism and enthusiasm
E. The teacher has well-modulated voice
II. LESSON PLANNING
A. Lesson is well prepared
B. There is congruence between:
1. Objective and subject matter
2. Objective and teaching procedure
3. Objective and formative test
4. Objective and assignment
III. CONTENT
The teacher:
A. Demonstrates in depth knowledge of the subject matter
B. Is able to relate lessons to actual life situations
C. Keeps abreast of new ideas and understanding in the field
D. Gives sufficient and concrete examples to create meaningful
learning experiences
IV. TEACHING METHODS
A. Method’s used was/were suited to the needs and capabilities of
the students.
B. The teacher was creative enough to adapt his/her method to the
student’s capabilities
C. Instructional materials were used to illustrate the lesson
D. The teacher made effective use of the formative test results during
teaching
V. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Assignment/homework/agreement
3. Practice exercises
4. Group work/projects
5. Passing in and out of the room
6. Correcting, distributing, and collecting paper
B. Order and discipline were present in the classroom
C. Instructional materials were within easy reach of the teacher
during his/her teaching
VI. QUESTIONING SKILLS
The teacher’s questioning skill such as the following stimulates discussion
in different ways:
1. Probing for learner’s understanding
2. Helping students articulate their ideas and thinking process
3. Promoting risk-taking and problem solving
4. Facilitating factual recall
5. Encouraging convergent and divergent thinking
Appendix C
6. Stimulation curiosity
7. Helping students to ask questions
4 3 2 1
J. TEACHER’S PERSONALITY
F. The teacher is neat and well-groomed
G. The teacher is free from mannerisms that tend to disturb the student’s
attention
H. The teacher’s personality is strong enough to command respect and
attention
I. The teacher shows dynamism and enthusiasm
J. The teacher has well-modulated voice
II. LESSON PLANNING
C. Lesson is well prepared
D. There is congruence between:
5. Objective and subject matter
6. Objective and teaching procedure
7. Objective and formative test
8. Objective and assignment
VII. CONTENT
The teacher:
E. Demonstrates in depth knowledge of the subject matter
F. Is able to relate lessons to actual life situations
G. Keeps abreast of new ideas and understanding in the field
H. Gives sufficient and concrete examples to create meaningful learning
experiences
VIII. TEACHING METHODS
E. Method’s used was/were suited to the needs and capabilities of the
students.
F. The teacher was creative enough to adapt his/her method to the
student’s capabilities
G. Instructional materials were used to illustrate the lesson
H. The teacher made effective use of the formative test results during
teaching
IX. CLASSROOM MANAGEMENT
D. The teacher had a systematic way of checking:
7. Attendance
8. Assignment/homework/agreement
9. Practice exercises
10. Group work/projects
11. Passing in and out of the room
12. Correcting, distributing, and collecting paper
Appendix D
E. Order and discipline were present in the classroom
F. Instructional materials were within easy reach of the teacher during
his/her teaching
X. QUESTIONING SKILLS
The teacher’s questioning skill such as the following stimulates discussion in
different ways:
8. Probing for learner’s understanding
9. Helping students articulate their ideas and thinking process
10. Promoting risk-taking and problem solving
11. Facilitating factual recall
12. Encouraging convergent and divergent thinking
13. Stimulation curiosity
14. Helping students to ask questions
Domain 7 Domain 2
Personal Growth and The Learning
Professional Environment
Development
Creates an environment
Takes pride in the nobility Statement of Principle that promotes fairness
of teaching as a Makes the physical
profession environment safe and
‘Teachers in all Philippine conducive to learning
Buildsprofessional links schools are committed Communicates higher
with colleagues to enrich
teaching practice and accountable for learning expectations to
Reflects on the ext
ent of providing classroom each learner
the attainment of the Establishes andmaintains
instruction with results consistent standards of
learning goals
that are manifested in learners’ behavior
high performance levels in
terms of student lea rning
outcomes. Teachers are
dedicated to the well -
being of the students and
communities they serve,
Domain 6
taking into account their Domain 3
cultural diversity, group Diversity of Learners
Community Linkages
aspirations and what is
Is familiar with learner’s
Establishes learning valued in education. background knowledge
environments that
and experiences
respond to the
Demonstrates concern
aspirations of the
for holistic development
community
of learners
Domain 5 Domain 4
Planning, Assessing and Reporting Curriculum
A. Respondents Profile
Instructions: Kindly supply the data asked for and mark the appropriate information on
the blank provided for. Your answers will be highly appreciated.
Name
Science
Math
Appendix G
Makabayan
Number of Hours Rendered
100 hours
150 hours
Over 150 hours
B. Practicum Experiences
Instructions: The purpose of this evaluation is to gain feedback regarding the quality of your
practicum experience. The concerns noted will initiate corrective actions to improve the
quality of the practice teaching. Your honest answers to this questionnaire will be highly
appreciated. Please rate the items using the given scale.
5- Excellent 4- Very Good 3- Good 2- Fair 1- Needs Improvement
5 4 3 2 1
Excellent Very Good Fair Needs
Good Improvement
Orientation Activities
1. Orientation of the student interns by the practicum
supervisor on Practice Teaching
2. Orientation of the student interns with the
Cooperating Principal
3. Orientation of the Student Interns by the Cooperating
Teacher
5 4 3 2 1
Excellent Very Good Fair Needs
Good Improvement
4. Familiarization of the student interns with school
facilities/equipment
5. Orientation on the school rules and policies
6. Familiarization of required practicum student forms
Problem Encountered
Appendix F
1. Portfolio 40%
3. Attendance/Participation 10%
Total 100%
Date
Dear
Practicum Supervisor
Cooperating Teacher
Attested by:
(Date)
Dear
(Cooperating Teacher/Practicum Supervisor)
(Reason)
Student Intern
Appendix J
(Date)
Dear
I wish to apply as
in your prestigious school.
Position
I am a graduate of I had
my internship
Course/Degree
at . I handled
, and
Cooperating School Grade/Year Level
Sincerely yours,
Signature
Appendix K
Name:
Address:
Residence Phone:
Email:
Career Objectives:
Personal Information:
Trainings / Seminars / Workshop Attended
Date Title of Seminar/Training Sponsoring Organization Venue
Professional Affiliations
Organization Nature of Participation Date Of Membership
References
Appendix L
Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
Appendix M
PREAMBLE
Teachers are duly licensed professionals who possess dignity and reputation with high moral
values as well as technical and professional competence. In the practice of their noble profession, they
strictly adhere to, observe, and practice this set of ethical and moral principles, standard, and values.
Section 2. This Code covers all public all 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 art or vocational teachers and all other
persons performing supervisory and/or administrative functions in all schools at the aforesaid levels,
whether on full-time or part-time basis.
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 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 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, service, other
valuable material from any person or entity for such purposes.
Section 6. Every teacher shall vote and exercise all other constitutional rights and responsibilities.
Section 7. A teacher shall not use his position or official authority of influence to coerce any other person
to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have the privilege of sharing the
product of his researches and investigations, provided that, if the results are inimical to the declared
policy of the State, they shall be drawn to the proper authorities for the appropriate remedial action.
ARTICLE III THE TEACHER AND THE
COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore,
render the best services 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 refrains from activities such as gambling, smoking, drunkenness and
other excesses, much less illicit relations.
Section 4. Every teacher shall help the school keep the people in the community, and shall; therefore,
study and understand local customs and traditions in order to have a 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 an 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 the pleasant personal and official relations with
other professionals with government officials, and with the people individually or collectively.
Section 8. A teacher possesses freedom to attend church and worship, as appropriate, but shall not use
his position and influence to proselyte others.
ARTICLE V
THE TEACHER AND THE TEACHING COMMUNITY
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 to claim for 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 and leave to his successor 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 have not yet been officially released, or
removed records from the files without official 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.
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 any right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified, provided that he suspects
the system of the selection on the basis of merit and competence, opportunity to be considered.
Republic Act No. 7877 – An Act Declaring Sexual Harassment Unlawful in the
Employment, Education or Training Environment, and for Other Purposes
SECTION 1. Title – This Act shall be known as the “Anti-Sexual Harassment Act of 1995.”
SECTION 2. Declaration of Policy – The state shall value the dignity of every individual, enhance the
development of its human resources, guarantee full respect for human rights, and uphold the dignity of
workers, employees, applicants for employment, students or those undergoing training, instruction or
education. Towards this end, all forms of sexual harassment in the employment, education or training
environment are hereby declared unlawful.
(1) The sexual favor is made as a condition in the hiring or in the employment, re-employment
or continued employment of said individual, or in granting said individual favorable
compensation, terms, condition, promotions, or privileges, or the refusal to grant the sexual
favor results in limiting, segregating or classifying the employee which in any way would
discriminate, deprive of diminish employment opportunities or otherwise adversely affect
said employee;
(2) The above acts would impair the employee’s rights or privileges under existing labor laws; or
(3) The above acts would result in an intimidating hostile or offensive environment for the
employee.
(1) Against one who is under the care, custody or supervision of the offender;
(2) Against one whose education, training, apprenticeship or tutorship is entrusted to the
offender;
(3) When the sexual favor is made a condition to the giving of a passing grade, or the granting of
honors and scholarships, or the payment of a stipend, allowance or other benefits,
privileges, or considerations; or
(4) When the sexual advances result in an intimidating, hostile or offensive environment for the
result, trainee or apprentice.
Any person who directs or induces another to commit any act of sexual harassment as herein defined, or
who cooperates in the commission thereof by another, without which it would not have been
committed, shall also be held liable under this Act.
In the case of work-related environment, the committee shall be composed of at least one (1)
representative each from the management, the union, if any, the employees from the supervisory rank,
and from the rank and file employees.
In the case of the educational or training institution, the committee shall be composed of at least one (1)
representative from the administration, the trainors, teachers, instructors, professors or coaches and
students or trainees, as the case may be.
The employer or head of office, educational or training institution shall disseminate or post a copy of this
Act for the information of all concerned.
SECTION 5. Liability of the Employer, Head of Office, Educational or Training Institution. – The employer
or head of office, educational or training institution shall be solidarily liable for damages arising from the
acts of sexual harassment committed in the employment, education or training environment if the
employer or head of office, educational or training institution is informed of such acts by the offended
party and no immediate action is taken thereon.
SECTION 6. Independent Action for Damages. – Nothing in this Act shall preclude the victim of work,
education or training-related sexual harassment from instituting a separate and independent action for
damages and other affirmative relief.
SECTION 7. Penalties. – Any person who violates the provisions of this Act shall, upon conviction, be
penalized by imprisonment of not less than one (1) month nor more than six (6) months, or a fine of not
less than Ten thousand pesos (10,000) nor more than Twenty thousand pesos (20,000) or both such fine
and imprisonment at the discretion of the court.
Any action arising from the violation of the provisions of this Act shall prescribe in three (3) years.
SECTION 8. Separability Clause. – All laws, decrees, orders, rules and regulations, other issuances, or
parts thereof inconsistent with the provisions of this Act are hereby repealed or modified accordingly.
SECTION 10. Effectivity Clause. – This Act shall take effect fifteen (15) days after its complete publication
in at least two (2) national newspaper of general circulation.
Appendix O
Cluster/Subject/Competency Weight
ENGLISH 20%
1. English 1- Study and Thinking Skills 6%
1.1 Use English language correctly and appropriately 3%
1.2 Comprehend written text 3%
2. English 2- Writing in the discipline 5%
2.1 Use accurate, meaningful and
5%
appropriate language in written discourse
3. English 3- Speech and Oral Communication 3%
3.1 Use accurate, meaningful and appropriate
3%
Language in oral discourse
4. Literature 1- Philippine Literature 4%
4.1 Apply knowledge gained from local literary pieces 1%
4.2 Manifest comprehension to extract elements
1%
In major literary genres
4.3 Relate insights to given situations 2%
5. Literature 2- Master Works of the World 2%
5.1 Evaluate master works of the world 2%
FILIPINO 15%
1. Filipino 1- Komunikasyon sa Akademikong Filipino 6%
1.1 Nagagamit nang may lalong mataas na
Antas ng kasnayan at kahusayan ang 6%
Filipino sa akademikong larangan
2. Filipino 2- Pagbasa at Pagsulat tungo sa Pananaliksik 5%
2.1 Nababasa nang may wastong pag-unawa
6%
ang mga teksto sa iba’t-ibang disiplina
3. Filipino 3- Masining na Pagpapahayag 4%
3.1 Nagagamit nang may husay ang Filipino sa
2%
pag buo ng isang sulating pananaliksik
3.2 Nagagamit ang angkop na repertwal
(repertoire) ng wika sa pagpapahayag ng 2%
kaalaman, karanasan at saloobin
MATHEMATICS 20%
I. Math 1- Fundamentals of Math 7&
1. Use of four fundamental operations in problem
Solving involving:
1.1 Operations with whole numbers, decimals
fractions and integers
1.2 prime, composite, denominate numbers
1.3 prime factorization 4%
1.4 LCM, GCF
1.5 Divisibility rules
1.6 Ratio and Proportion
1.7 Percentage, Rate and Base
1.8 Measurement and unit of measure
1.8.1 Perimeter
1.8.2 Area
1.8.3 Volume 2%
1.8.4 Capacity
1.8.5 Weight
1.9 Convert units in the metric system 1%
2. Plane Geometry 5%
2.1 Show mastery of basic terms and concepts
in plane Geometry
2.1.1 lines and curves, perpendicular and parallel lines 3%
2.1.2 angles, angle properties
2.1.3 special triangles and quadrilaterals
2.1.4 polygons
2.2 Solve problems involving basic terms and concepts
2%
in plane geometry
3. Elementary Algebra 5%
3.1 Show mastery of basic terms and concepts in
3.1.2 Polynomials 3%
3.1.3 Linear Equations
3.1.4 Linear Inequalities
3.2 Solve, evaluate, and manipulate symbolic and
numerical problems in elementary algebra by applying
fundamental rules, principles and processes 2%
4. Statistics and Probability 3%
4.1 Show mastery and knowledge of basic
terms and concepts in statistics and probability 1%
4.1.1 counting techniques
4.1.2 probability of an event
4.1.3 measure of central tendency
4.1.4 measure of variability
4.2 Solve, evaluate, manipulate symbolic and
numerical problems in statistics and probability 2%
by applying fundamental rules, principles and processes
SCIENCE 20%
Biological Science (General Biology)
Physical Science (Earth Science)
1. Identify scientific traits and attitudes exhibited in
3%
various situations
2. Use scientific inquiry to investigate materials,
events and phenomena in the natural world
(designing experiments, collecting, organizing, 5%
analyzing and interpreting, data, making
conclusion and communicating results
3. Use scientific knowledge to explain natural
5%
phenomena and protect earth’s resources
4. Analyze advantages and disadvantages of
4%
different solutions to particular problems
5. Analyze the impact of technology on
3%
living and non-living things
SOCIAL SCIENCES 20%
1. Philippine Government New Constitution with Human Rights 3%
1.1 Demonstrate understanding of the various
forms of government from the barangay 1%
to the present system
1.2 Explain the nature and provisions of the present
constitution, its advantages and disadvantages
2%
over the others in the past and its function as
fundamental law of the state
2. Philippine History 4%
2.1 Trace the history of the Philippines from
2%
pre-colonial to contemporary periods
2.2 Draw the implications of the historical evolution
2%
of the Philippines to its present socio-political condition
3. Economics, Taxation, LAND Reform and Cooperative 3%
3.1 Manifest understanding of the Philippine
economic condition with respect to taxation,
2%
land reform and cooperative as well as to the
growth of its Gross National Product
3.2 Apply the fundamental economic principles to the 1%
current economic condition of the Philippines
4. Society and Culture with Family Planning 2%
4.1 Apply basic concepts, theories and perspectives
1%
which relate to society, culture and family planning in life
4.2 Recognize cultural elements that are distinctly Filipino 1%
5. Rizal and other Heroes 2%
5.1 Analyze how Rizal’s life and works have
1%
contributed to the country’s development
5.2 Evaluate the contribution of other Philippine
1%
heroes and heroines to the development of the country
6. Philosophy 2%
6.1 Analyze the nature of the Filipino, the Filipino
1%
Society and the emerging Filipino philosophy
6.2 Manifest a critical and analytical attitude toward
1%
specific issues and problems in daily life
7. Art Appreciation/Humanities 2%
7.1 Demonstrate understanding of the totality of human
experience by formulating a human perspective that 1%
integrates all areas of knowledge
7.2 Manifest appreciation of art as the result of an
1%
integrative and holistic view of life
8. Psychology 2%
8.1 Apply the basic concepts and theories of human behavior 2%
INFORMATION AND COMMUNICATION TECHNOLOGY 5%
Introduction to Computer
1. Manifest mastery of fundamental concepts,
principles and operations of information and 3%
communication technology (ICT)
2. Identify varies and appropriate use of technology 1%
3. Analyze the effect/impact of ICT on the environment 1%
Appendix P
Appendix Q
ARTICLE I INTRODUCTION
Section 1. Quality pre-service teacher education is a key factor in quality Philippine
education. In the Philippines, the pre-service preparation of teachers for the
primary and secondary educational sectors is a very important function and
responsibility that has been assigned to higher education institutions. All efforts
to improve the quality of education in the Philippines are dependent on the
service of teachers who are properly prepared to undertake the various
important roles and functions of teachers. As such, it is of utmost importance
that the highest standards are set in defining the objectives, components, and
processes of the pre-service teacher education curriculum.
ARTICLE II
AUTHORITY TO OPERATE
Section 2. All private higher education institutions (PHEIs) intending to offer the Bachelor of
Elementary Education (BEEd) or the Bachelor of Secondary Education (BSEd) or
any of the professional education courses specified in both curricula must first
secure proper authority from the Commission in accordance with existing rules
and regulations. The government – supported institutions (i.e. state universities
and colleges (SUCs), and local colleges and universities) are strongly encourage to
strictly adhere to the provisions in this policies and standards.
ARTICLE III
PROGRAM SPECIFICATIONS
Section 3. Degree
The degree programs herein shall be called Bachelor of Elementary Education
(BEEd) or the Bachelor of Secondary Education (BSEd).
ARTICLE V CURRICULUM
Section 7. Curriculum Description
The curriculum herein is designed to prepare professional teachers for practice in
primary and secondary schools in the Philippines. The design features include
various components that correspond to the basic and specialized knowledge and
skills that will be needed by a practicing professional teacher: foundational
general education knowledge and skills, theoretical knowledge about teaching
and learning, methodological skills, experiential knowledge and skills, and
professional and ethical values, and subject matter knowledge appropriate to the
level of teaching (i.e., pre-school, primary or secondary).
The curriculum recognizes the need to equip teachers with a wide range of
theoretical and methodological skills that will allow them more options and
greater flexibility in designing and implementing learning environments that will
maximize their students’ learning, once they are in the teaching service.
The curriculum is also designed so that the curricular components are integrated.
That is, the curriculum emphasizes the interweaving of foundational, theoretical,
methodological, and experiential knowledge in the various learning experiences in
the curriculum.
Section 8. Curriculum Outline
BEEd BSEd
General education Courses 63 63
Professional Educational Courses 54 51
Theory/Concepts courses 12 12
Methods/Strategies courses 27 24
Field Study courses 12 12
Special Topics courses 3 3
Specialization/Content courses 57 60
TOTAL UNITS 174 units 174 units
Some of the possible topics for these one-unit elective seminars are, but are not
limited to the following:
Teaching Multigrade Classes, Environmental Education, Teaching Multicultural
Classrooms, Integrative Teaching Strategies, Collaborative Learning, Use of
Popular Media in Teaching, Topics on Distance Learning, Problem-Based
Teaching, the Eight-Week Curriculum, Addressing Learning Gaps, Teaching
Indigenous Peoples, among others.
Section 15. Content Course for Courses BEEd
For the BEEd program, all students have to complete 57 units of content courses
that correspond to the various learning areas in the elementary education
curriculum. These courses, which are in addition to the related GE requirements,
are distributed as follows:
Science 12 units
Mathematics 12 units
English 12 units
Filipino 6 units
Social Studies 6 units
Music, Arts and Physical Education 3 units
Home Economics and Livelihood Education 3 units
Values Education 3 units
For the BEEd program, students may choose to take 57 units of content courses
in two areas of specialization: Special Education and Pre-School Education
Mathematics
Physical Sciences
Natural Sciences
English
Filipino
Social Studies
Values Education
Technology Education
Music, Arts, and Health Education
Islamic Studies
Section 17. Sample Program of Study (Minimum Units)
The program of study herein is only an example. HEIs may use this sample and
modify it according to its needs. They may also add other preferred courses. The
example program of study is shown in Annex A.
ARTICLE VI
Course Specifications
Section 18. The teacher education curriculum provides minimum requirements for the
course specifications for selected general education courses, all professional
education courses, and specialization courses. The course specifications indicate
the minimum requirements. HEIs may follow their own course specifications in
the implementation of the program. However, the minimum requirements for
these courses should be complied with by all HEIs. The complete course
specifications are shown in Annex B.
ARTICLE VII
Repealing Clause
Section 19. All pertinent rules and regulations or parts thereof that are inconsistent with the
provisions of this policy are hereby repealed or modified accordingly.
ARTICLE VIII
Effectivity Clause
Section 20. These curricula for teacher education curriculum shall commence first semester
of school year 2005 – 2006 and shall be affected as follows:
HEIs applying for permits to offer new teacher education programs must comply
with these policies and standards before they can be granted permit to offer the
programs.
ARTICLE IX Acknowledgement
The Commission acknowledges the following for their contributions in the development of
these policies and standards:
The Technical Panel for Teacher Education composed of Dr. Allan B.I. Bernardo, as Chair, Dr. Ester
B. Ogena, as Co-Chair, Dr. Lolita M. Andrada, Dr. Nilo E. Colinares, Dr. Amor Q. De Torres, Dr.
Teresita G. Inciong, Dr. Isabel F. Inlayo, Dr. Paz I. Lucido, Dr. Gloria G. Salandanan, Dr. Teresita T.
Tumapon and specially the TPTE Adviser and CHED Commissioner Ma. Cristina D. Padolina, for
the untiring efforts they have rendered in the development of these policies and standards.
The hundreds of faculty members and administrators of different TEIs, especially the Philippine
Normal University, De La Salle University-Manila, Centro Escolar University, and University of the
Philippines-Diliman, who have helped in developing specific components of these policies and
standards through the various workshops, write shops, and consultations;
The CHED-TPTE Secretariat, Dr. Teoticia C. Taguibao, Ms. Marietta L. Manalang, Ms. Rosa F.
Mercado, Ms. Rowena B. Espina, Ms. Leana DS. Patungan,Ms. Aileen Rachel V. Mojica and Mr.
Avelino D. Sanchez IV for the technical and administrative support.
Officer-In-Charge
Appendix R
The ELC are intended to provide students with actual learning experiences in which they can
observe, verify, reflect on, and practice the different components of the teaching-learning
processes in a variety of authentic school settings. Such experiences, which are built around
mentoring, will begin with field observation and will gradually intensify into participation until
students undertake practice teaching.
As key independent stakeholders in the development of future teachers, the Basic Education
Schools (BES) provide the Teacher Education Institutions (TEIs) the authentic environment to
implement the teacher education curriculum; the TEIs in turn provide schools with competent
teachers steeped in both theory and practice.
The Commission on Higher Education (CHED) through the TEIs and the Department of Education
(DepED) through the regional and division’s offices and cooperating BES shall provide a
collaborative support system to the experiential learning courses.
The roles and responsibilities of the DepEd regional directors, schools division superintendents,
supervisors, principals/head teachers, resource teachers, and cooperating teachers; and CHED
regional directors, the TEI deans/heads, college supervisors, and field study students/student
teachers, are likewise provided in the Enclosures.
The DepEd and the CHED Regional Offices shall set the parameters for the Memorandum of
Agreement (MOA) between the SDS and the individual TEI or a group of TEIs. The MOA shall
stipulate the administrative and technical support including the flexible incentive system. (Refer
to prototype MOAs)
The ELC Handbook is provided to ensure that the pre-service teachers get maximum benefits
from their experiential learning courses. (Refer to Enclosures)
Any DepEd or CHED Order which is inconsistent with this Joint Order is hereby rescinded.
I. DEFINITION OF TERMS
Regional Offices
The SDS, in collaboration with the TEI and school principals, shall:
1. Forge a MOA with TEIs on the deployment of pre-service teachers on experiential
learning courses.
2. Review and subsequently approve, requests for cooperating schools;
3. Conduct orientation on field study and practice teaching with the TEIs and cooperating
staff; and
4. Monitor and evaluate the capacity of the cooperating school;
Cooperating School
A. Field Study
1. The Principal shall accept the FSS and see to it that they are assigned to observe any
teacher;
2. The Principal shall coordinate with TEI supervisor concerning field study assignments
and problems;
3. The Principal shall ensure the orientation of the FSSs on the following:
a. Policies, regulations and environment of the school;
b. Assignment of classes and responsibilities; and
4. The Principal will participate in a debriefing session with the resource teacher, the FSS
and the college practicum supervisor.
B. Practice Teaching
The duties and responsibilities are:
1. Assign a student teacher to a qualifies cooperating teacher in coordination with the
school department head/chairman and with the University/College Student Teaching
Supervisor/Director;
2. Conduct regular conference with the cooperating teachers as regards to the
performance of the student teachers;
3. Coordinate with the college supervisor of the student teacher;
4. See to it that student teachers are not allowed to substitute for teachers who are on
leave; and
5. Prepare required reports to the SDS.
A. Field Study
The Resource Teachers shall:
1. See to it that the FSS’s role is limited to the requirements and activities of the
particular field study course;
2. Accommodate FSSs in their actual classroom teaching and are not duty bound to
mentor/coach; and
3. Certifies the attendance of the FSSs.
B. Practice Teaching
1. Observe mentor-mentee relationship;
2. Assist the student teachers in honing their skills through:
2.1 regular class observation and post conference
2.2 lesson planning
2.3 use of varied strategies/approaches/techniques
2.4 classroom management
2.5 assessment of learning outcomes
2.6 questioning techniques
2.7 preparation of instructional materials
2.8 preparation of examinations/various assessment modes
2.9 accomplishment of different forms and related work
3. observe, coach/mentor and evaluate the performance of the student teacher;
4. keep a record of observations and post conferences made with the student teacher;
5. model effective teaching and management techniques;
6. provide the student teacher the opportunity to teach independently and
collaboratively;
7. allow the student teacher to participate in co-curricular and school/community
activities;
8. complete a set of summative evaluation reports for each student teacher; and
9. recommend a PASS or FAIL standing for the student teacher for the practicum.
III. ROLE OF THE TEI
The TEI Dean shall:
1. Initiate conferences with the Regional Director, Schools Division Superintendents
(SDS)/Private School Principals in selecting cooperating schools;
2. Prepare a MOA between TEI and the Division Office (DO) to be signed by the
College/University President and the SDS;
3. Coordinate with the SDS in the selection of cooperating schools;
4. Prepare a formal communication to the school principal relative to the deployment
of FSS and Student Teachers;
5. Ensure that the College Supervisor deploy pre-service teachers to schools as
arranged with the Schools Division Superintendent (SDS);
6. Provide flexible incentive system to personnel (cooperating teachers, school
principal, department heads and supervisors) involved in student teaching as
stipulated in the Memorandum of Agreement; and
7. Provide a functional space for Experiential Learning Courses.
The TEI College Supervisor shall:
1. Orient the pre-service teachers on the rationale and procedures of the experiential
learning courses;
2. Conduct orientation meetings in order that expectations of both parties are made
clear to all concerned;
3. Determine the readiness and ability of the pre-service teachers to undergo practice
teaching; and
4. Coordinate with the cooperating school head regarding the activities and practice
teaching needs of the student teachers;
5. Orient the student teachers for their off-campus work;
6. Conduct regular observation and evaluation of the practice teaching performance of
student teachers;
7. Coordinate regularly with the cooperating school principal/head teacher, and
cooperating teacher regarding performance of the student teachers;
8. Submit written reports to the College Dean, copy furnished the school principal and
the SDS, at least twice a month regarding the:
a. Progress/performance of the student teachers
b. Problems/difficulties met by the student teachers
c. Solutions/actions taken to solve the problem
9. Conduct debriefing sessions, interview/case studies of student teachers.
A. Field Study
All basic education schools may be chosen as cooperating schools.
B. Practice Teaching
A school may be selected if:
a. It is an above average performing school in academics as evidenced by its:
• Performance in division, regional and national examinations/competitions
• Performance of graduates in admission tests in prestigious schools
• Good image in the community
b. It has master teachers/effective teachers who can provide the best mentoring to
the student teachers; is accessible to the student teachers; and
c. It is managed by a full-time and competent administrator.
V. SELECTION OF RESOURCE TEACHERS AND COOPERATING TEACHERS/MENTORS
A. Field Study
Any teacher in a Field Study Cooperating School can be a Resource Teacher.
B. Practice Teaching
He/She:
1. Has at least 3 years of teaching experience;
2. Performs satisfactorily in accordance with the NCBTS;
3. Is a major of the learning area the student teachers will practice in (for secondary
level);
4. Is willing to take responsibility for training/mentoring the student-teacher;
5. Has been (or is) a demonstration teacher at the least, on the school level; and
6. Is a regular teacher, not a substitute or a para teacher
B. Practice Teaching
The Student Teacher
shall:
1. Participate actively in school-related activities, however, priority should be given
to academic related activities;
2. Notify the cooperating teacher in case of absences;
3. Consider/be open to constructive criticisms;
4. Respect the dignity and rights of children;
5. Come prepared at all times;
6. Secure clearance from the cooperating school;
7. Accomplish the internship portfolio;
8. Project a good image as a teacher at all times by observing:
a. Code of Ethics
b. Proper dress code
c. Punctuality in all activities of the internship.
Appendix S
MEMORANDUM OF AGREEMENT
College of Education
Represented
by its President, and Dean of the with principal
addresses at
and hereinafter referred to as the FIRST PARTY.
WITNESSETH:
WHEREAS, the First Party and the Secon Part are concerned about the pre-service education of
teachers as a key to achieving sustainable quality basic education;
WHEREAS, the First Part and the Second Part are committed to improve the quality of basic
education in the Division of
WHEREAS, both parties believe that a major key to reaching that goal is qaulity pre-service
training program that will provide student teachers opportunities to:
WHEREAS, both parties believe that aside from the usual practice teaching, intensive field study
is necessary to adequately prepare the student teachers for their functions and responsibilities.
This AGREEMENT shall take effect immediately upon signing by all parties concerned and shall
remain in force unless sooner terminated by mutual consent.
IN WITNESS WHEREOF, parties of the agreement hereunto affix their signature this
Of
, 20
at
Teacher Education Institution Basic Education Schools
President
Schools Divisions Superintendent
School Principal
Witness
Witness
ACKNOWLEDGEMENT at the
This day of
20
personally appeared before me
Name
CTC No. Issued at Issued on
Philippines
All known to me to be the same persons who executed the foregoing instrument, and they
acknowledged to me that the same is their free and voluntary deed.
Appendix T
DepED ORDER
No. 20 , s. 2009
To: Undersecretaries
Assistant Secretaries
Bureau Directors
Regional Directors
Schools Division / City Superintendents
Head, Public Elementary and Secondary Schools
1. For the information and guidance of all concerned, enclosed are further
revisions to
DepED Order No. 4, s.2007 (Revisions to the Hiring Guidelines for Teacher I Positions).
JESLI A. LAPUS
Secretary
Encl:
As stated
Reference:
DepED Order: (No. 4, s. 2007)
To be indicated in the Perpetual Index
Under the following subjects:
The Department of Education (DepED) actively Implements policy reforms called Basic
Education Sector Reform Agenda (BESRA) which are expected to create critical changes
necessary to further accelerate, broaden, deepen and sustain the improved current educational
efforts. The vision for improved school performance propels a unifies system that provides for
the need for highly qualified teachers.
In order to institutionalize the objectives of BESRA, particularly the reforms I Teacher Education
and Development Program (TEDP) and School Based Management (SBM), the revisions to the
hiring guidelines for Teacher I positions in the public elementary and secondary schools under
DepED Order No. 4 s. 2007 (Revisions to the Hiring Guidelines for Teacher I Positions) shall be
implemented by Schools Divisions consistent with the pertinent provisions of existing laws, rules
and regulations effective School Year 2009-2010.
1.0 SCOPE
These guidelines which shall apply to the filling up of newly created or natural
vacancies for Teacher I positions in public elementary and secondary shall cover the
following areas/aspects:
3.1 The recruitment, evaluation and selection of applicants for Teacher I positions shall start
from January to April of each year.
3.2 An applicant shall file his/her application to the school head of either an elementary or
secondary school.
3.3 Appointments of teachers shall be made prior to the opening of the current school year
beginning June and until the next Registry of Qualified Applicants (RQA) has been
prepared.
3.4 The guidelines on deployment shall be strictly observed (DepED Order 21, s. 2005).
3.5 Public school teachers requesting for transfer to another assignment are not considered
new applicants and should therefore not be subjected to these hiring guidelines.
3.6 As provided in Sec. 26 (b) paragraph 2 of RA 9293, teachers who have not practiced their
profession for the past five (5) years shall be required to take at least twelve (12) units of
education courses, consisting of at least six (6) units of pedagogy and six (6) units of
context courses.
4.1 An applicant shall submit to the nearest elementary or secondary school head a written
application supported by the following documents:
• CSC Form 212 (revised 2005) in two copies with the latest 2x2 ID picture Certified
photocopy of PRC Certificate of Registration/License
• Certifies photocopy of ratings obtained in the Licensure Examination for
Teachers/Professional Board Examination for Teachers
• Certified copies of transcript of records for baccalaureate course
• Copies of service record, performance rating and school clearance for those with
teaching experience
• Certificates of specialized training, if any
4.2 The School Selection Committee shall verify all documents as to completeness and
authenticity.
4.3 The applicant assumes full responsibility and accountability on validity and authenticity
of the documents submitted. Any violation will merit corresponding sanctions after due
process.
4.4 The School Selection Committees shall submit to the concerned Division Subcommittees
the lists of applicants together with the required documents.
5.1 The Schools Division Superintendent (SDS) shall organize the following Committees:
5.2 The Committees shall have the following compositions and functions:
1. Composition
1.1 The Committee at the elementary level shall be chaired by the School Head with
four (4) Master Teachers/best performing teachers as members.
1.2 The committee at the secondary level shall be chaired by the School Head, the
Department Head concerned and three (3) teachers from the different learning
areas as members.
2. Functions
2.1 Receives applications.
2.2 Verifies documents as to completeness, veracity, accuracy and authenticity.
2.3 Submits the list of applicants with the corresponding documents to the Division
Sub-Committees for elementary and secondary levels.
2.4 Recommends to the SDS the appointments of qualified applicants listed in the RQA
for the current school year who are bona fide residents of the locality where the
vacancies exist and those from the “catchment areas” who are to be assigned in
public elementary and secondary schools, consistent with the provisions of RA No.
8190 (Localization Law).
B. Division Sub-Committee
1. Composition
1.1 The Division Sub-committee for elementary level shall be chaired by a School Head with
four (4) other School Heads as members.
1.2 The Division Sub-Committee for secondary level shall be chaired by a School Head with
four (4) other School Heads as members.
2. Functions
1. Composition
1.1 in a schools division where there is no ASDS, the Superintendent shall designate an
Education Supervisor I as the Chair of the Division Selection Committee, in addition to
the two (2) Education Supervisor I members.
1.2 The personnel in-charge of personnel actions shall provide secretariat services and
maintain records of proceedings of deliberation.
2. Functions
2.1 Prepares the written English Proficiency Test.
2.2 Reviews and consolidates the results of the individual ratings of applicants, one for
elementary level and another for secondary level, by subject area, showing the scores
they obtained in the criteria for evaluation.
2.3 Prepares a division-wide rank list, one for elementary level and another for secondary
level, based on item 2.2
2.4 Prepares the RQA of qualifies applicants who obtained total scores of fifty (50) points or
above by school district, for elementary level, and by school for secondary level, and by
school for secondary level, by subject area.
2.5 Submits the complete results of the evaluation of applicants (items 2.2, 2.3 and 2.4),
including pertinent records of deliberations, to the SDS for approval.
CRITERIA POINTS
a. EDUCATION 25
b. TEACHING EXPERIENCE 10
c. LET/PBET RATING 10
d. EXPERIENTIAL LEARNING COURSE 5
e. SPECIALIZED TRAINING AND SKILLS 5
f. INTERVIEW 10
g. DEMONSTRATION TEACHING 20
h. COMMUNICATION SKILLS 15
TOTAL 100
Scoring Education is in terms of the applicant’s academic achievement which means that
all subjects with corresponding units must be included in the computations.
General General
Equivalent Equivalent
Weighted Weighted
Points Points
Average Average
1.0 25 25 2.0 12.5 17.50
1.1 23.75 24.25 2.1 11.2 16.75
1.2 22.5 23.5 2.2 10 16.00
1.3 21.25 22.75 2.3 8.75 15.25
1.4 20 22 2.4 7.5 14.5
1.5 18.75 21.25 2.5 6.25 13.75
1.6 17.5 20.5 2.6 5 12.25
1.7 16.25 19.75 2.7 3.75 11.5
1.8 15 19 2.8 2.5 10.75
1.9 13.75 18.25 2.9-3.0 1.25 10
When the percentage rating is used, the following table of equivalence shall be used:
Applicants with non-education degrees shall be rated using their GWAs in their baccalaureate
degrees and the 18 professional units in education.
For schools with “unique” grading systems, a corresponding transmutation table must be
constructed.
Teaching experience in pre-school, SPED, elementary and secondary in private and public
schools shall be given one (1) point for every school year but not to exceed 10 points.
1. Field Study
Point Adjective
Scale % Indicators
System Equivalence
Presents clear description of experiences that
are considered worthwhile and helpful,
5 95-100 1.00 Excellent Explains judgements on personal strength and
weaknesses; includes successful outputs and
accomplishments.
Presents some examples of experiences,
4 90-94 1.25-1.50 Proficient some explanations of strengths and
weaknesses and includes come achievements.
2. Practice Teaching
Point Adjective
Scale % Indicators
System Equivalence
Presents a variety of work done
individually or in group
Uses many resources
Shows good organization and a clear focus
5 95-100 1.00 Outstanding
Displays evidences of self-assessment such
as revisions, a letter on why one chose a
certain entry, etc.
Present a variety of work done
individually or in group
Uses many resources
Contains minor organizational flaws
Very Exhibits some errors in grammar, usage or
4 90-94 1.25-1.50 Satisfactory mechanics
Reflects enthusiasm, creativity,
selfassessment, extensive investigations
and analysis of information
Presents fewer work and some resources
Includes confusing organization and a
focus which is nuclear
3 85-89 1.75-2.00 Satisfactory Reflects some enthusiasm, creativity,
selfassessment, extensive investigations
and analysis of information.
Contains problems in mechanics that
interfere with communication Reflects
2 80-84 2.25-2.50 Fair poor organization
Lack focus, enthusiasm, creativity and
analysis of information
Consists mainly of ditto sheets or pages
Needs
1 75-79 2.75-3.00 copied from a textbook
Improvement Contains no evidence of student thinking
Any of the specialized training for skills development such as journalism, sports, music, theatre
arts, Information and Communication Technology (ICT) and other similar or allied skills shall be
given a maximum of 5 points.
In the assignment of points, the following should be met:
Points may also be given to skills acquired from experience to be validated thru demonstration.
6.1 The cut-off score for inclusion in the RQA is fifty (50) points.
6.2 The RQA is the list of qualified applicants for appointment which shall include their
names, permanent addresses and final evaluation ratings. It shall be used in fillingup
new items and natural vacancies for Teacher I positions.
6.3 In the event that an applicant is not appointed to any teaching position during the
school year, he/she shall be automatically included in the next year’s updating of the
RQA. He/she may opt to submit new documents to be included in the evaluation
with new applicants; otherwise he/she retain his/her previous points.
6.4 Only a qualified applicant for a specific subject area shall fill the vacancy in that
subject area needed at the secondary school level before the residence of the
qualified applicant is considered.
6.5 The School Selection Committee may recommend qualified applicants from other
subject areas to fill the position when there is no available qualified applicant with
the preferred subject area of specialization.
6.6 Recommendations by the School Selection Committee for the appointment of
qualifies applicants included in the RQA to be sent to the Division Office should be
signed by all the Committee members.
7.1a Posts the complete results (C.2.5) in at least three (3) conspicuous places in the
Division Office: consolidated results of the individual ratings, division-wide rank
list and RQA of teachers who obtained total scores of fifty (50).
7.1b Appoints only from among the qualified applicants recommended by the School
Selection Committee in the school/school districts where the vacancies exist.
7.1c Ensures that the matching of qualified applicants in the RQAs with the available
vacant positions in schools shall be done consistent with the provisions of RA No.
8190 (Localization Law) and other pertinent laws, rules and regulations, in the
following order:
a. Qualified applicants in the RQA who are bona fide residents of barangays where
schools with vacancies are located are to be recommended for appointment. Bona
fide residents of adjacent barangays where no schools are located and have been
identifies as “catchment areas” shall also be considered.
b. When there are more qualified bona fide residents of the barangay and “catchment
areas” than the available vacant positions to be filled up, the School Selection
Committee shall determine those to be recommended for appointment.
c. When bona fide residents of the barangay and “catchment areas” have been
appointed and there are still available vacant positions to be filled up, qualified
applicants from the municipality or city shall be appointed.
d. If there are two or more qualified applicants who are bona fide residents of the
municipality or city where the school with a vacancy exists, the School Selection
Committee will choose from among the qualified applicants.
e. When bona fide residents of the municipality or city have been appointed and there
are still available vacant positions to be filled up, qualified applicants from the
province shall be appointed.
f. If there are two or more qualified applicants who are bona fide residents of the
province where a school vacancy exists, the School Selection Committee shall select
from among the qualified applicants.
7.1d Provides every elementary and secondary school with copies of the RQAs for
posting in their areas of jurisdiction. Regional Directors shall also be provided
with copies of the RQAs.
7.1e Furnishes the Local Government Units with copies of the RQAs. Discussions shall be done
to encourage their use of the RQAs in hiring licensed teachers to locallyfunded
items.
8.1 Regional Directors shall regularly monitor and ensure the full implementation of the
provisions of these hiring guidelines, as follows:
a. Extent of dissemination and discussion of these guidelines with teachers, school
heads, district supervisors, superintendents and other schools division’s officials;
b. Preparation of schools to receive, acknowledge and endorse applications;
c. Organization of Division Sub-Committees and Selection Committees;
d. Briefing and orientation of members of these committees regarding their roles and
functions;
e. Preparation of scoring sheets, interview guides and tests of applicants; and
f. Extent of briefing and information sharing with local governments and other local
stakeholders in teacher hiring.
8.2 Anyone found guilty of violating any of the provisions of these revised guidelines or any
part thereof shall be administratively dealt with accordingly.
Aggrieved qualified applicants in the RQAs of the School Division Offices may file a protest.
The protest, which shall be subscribed and sworn to in the form of a letter-complaint in
three (3) copies, shall be field at the regional office within ninety (90) days from the issuance
of the appointment.
The Regional Director shall, upon receipt of the complaint, furnish the Schools Division
Superintendent (SDS) of the complaint within seventy-two (72) hours. The SDS shall answer
within fifteen (15) days.
On the basis of the replies of the complaint and respondent, the Regional Director shall have
fifteen (15) days to make the decision which shall be final in so far as DepED is concerned.
Any appleal to the DepED decision shall be filed with the Civil Service Commission.
Rules, regulations and issuances which are inconsistent with these guidelines are hereby
repealed, rescinded or modified accordingly.
11.0 EFFECTIVITY
The revised guidelines and criteria provided in this Order shall take effect immediately.
JESLI A. LAPUS
Secretary
Appendix U
14 MAR 2014
DepEd ORDER
No. 14, s. 2014
To: Undersecretaries
Assistant Secretaries
Bureau Directors
Regional Directors
School Division Superintendents
Heads, Public Elementary and Secondary Schools
1. The Hiring Guidelines for Teacher I Positions for School Year (SY) 2014-2015 are enclosed
for the information and guidance of all concerned.
2. The insurance of these Guidelines aims to integrate and further institutionalize the
primary objective of the K to 12 Basic Education Program, which is to enhance the
overall quality of basic education in the country by hiring highly-competent teachers,
and to uphold the mandate of the Department of Education (DepED) under the Magna
Carta for Public School Teachers (Republic Act No. 4670) to promote and improve public
school teachers’ employment and career opportunities as well as to attract more people
with proper qualifications to the teaching profession.
Encl.:
As stated
References:
DepEd Order Nos.: 12, 25 and 37, s. 2012
To be indicated in the Perpetual Index
Under the following subject:
The Department of Education (DepEd) recognizes that the success of any education system
greatly relies on the competence of its teachers. Hence, one of the primary issues the
Department aims to address through its comprehensive implementation of the K to 12 Program
id the need for highly competent teachers in public elementary and secondary schools. The
program plans to achieve this objective through significantly improving professional standards
that will better ensure that the teachers hired are able to substantially contribute to the
development of lifelong learners. Furthermore, the hiring system is also set to provide
opportunities for the regularization and absorption of all qualified kindergarten volunteers and
LGU-hired teachers into the national plantilla.
Faithful to the merit and fitness principle of the Civil Service Doctrine of the Constitution and
DepEd’s continuing thrust to enhance the quality of basic education, these hiring guidelines are
hereby promulgated for Teacher I positions consistent with the pertinent provisions of existing
laws, rules and regulations effective School Year 2014-2015.
1.0 SCOPE
These guidelines, which will apply to the filling up of newly created and/or natural vacancies for
Teacher I positions in public elementary (including kindergarten) and secondary schools shall
cover the following areas/aspects:
3.1 DepEd Order No. 22, s. 2013, otherwise known as “Revised Guidelines on the
Transfer of Teachers from One Station to Another” shall be strictly observed.
3.2 Public School teachers requesting for transfer to another assignment are not
considered new applicants and should therefore not be subject to these hiring
guidelines.
3.3 DOST scholars for teaching positions in public schools shall comply with and are
subject to these hiring and appointment Guidelines.
3.4 As provided in Section 26 (b) Paragraph 2 of RA 9293 entitled “An Act Amending
Certain Sections of Republic Act Numbered Seventy-eight Hundred and Thirty-six
(RA 7836), Otherwise Known as the Philippine Teachers Professionalization Act of
1994.” Teachers who have not practiced their profession for the past five (5) years
shall be required to take at least twelve (12) units in education courses, consisting
of at least six (6) units of content courses.
3.5 These Guidelines shall not apply to teacher applicants for the Senior High Schools of
the K to 12 Basic Education Program.
4.1 An applicant shall submit to the head of elementary or secondary school where a
teacher shortage or vacancy (regular and/or natural) exists a written application
supported by the following documents:
a. CSC Form 212 (Revised 2005) in two copies with the latest 2x2 ID picture
b. Certified photocopy of PRC professional identification card
c. Certified photocopy of ratings obtained in the Licensure Examination for
Teachers/Professional Board Examination for Teachers
d. Certified copy of transcript of records
e. Copies of service record, performance rating, and school clearance for those
with teaching experience
f. Certificates of specialized training, if any
g. Certified copy of Voter’s ID and/or any proof of residency as deemed
acceptable by the School Screening Committee
h. NBI Clearance
i. Omnibus certification of authenticity and veracity of all documents
submitted, signed by the applicant
If any one of the required documents is not submitted, the School Screening Committee
shall refuse acceptance of the application.
4.2 The School Screening Committee shall verify all documents as to completeness
and authenticity. The committee shall issue a certification to the applicant that it
has received the application specifying the documents that have been submitted
in support of the application.
4.3 The applicant assumes full responsibility and accountability on the validity and
authenticity of the documents submitted, as evidenced by the Omnibus
certification of authenticity (item 4.1.i above). Any violation will automatically
disqualify the applicant from the selection process.
5.1 The Schools Division Superintendent (SDS) shall issue an Order organizing and
designating the members of the following committees:
5.2 the Committees shall have the following compositions and functions:
5.2.1.1 Composition
For small secondary schools that do not have department heads, the
School Head shall be the Committee Chair with four (4) subject
leaders from different learning areas as members.
5.2.2.2 Composition
5.2.2.2 Functions
5.3.1.1 Rating of Education shall be based on the following equivalents, with 1.0 as the
highest and 3.0 as the lowest:
General General
Weighted Weighted Equivalent
Average Average Points
(GWA) (GWA)
1.0 2.0 14.00
1.1 2.1 13.40
1.2 2.2 12.80
1.3 2.3 12.20
1.4 2.4 11.60
1.5 2.5 11.00
1.6 2.6 10.40
1.7 2.7 9.80
1.8 2.8 9.20
1.9 2.9-3.0 8.60
When the percentage rating is used, the following table of equivalents shall be used,
with 1.0 as the highest and 3.0 as the lowest:
Percentage Percentage
GWA GWA
Rating Rating
99.0 1.0 86.50-87.50 2.0
97.75-98.75 1.1 85.25-86.25 2.1
96.50-97.50 1.2 84.00-85.00 2.2
95.25-96.25 1.3 82.75-83.75 2.3
94.00-95.00 1.4 81.50-82.50 2.4
92.75-93.75 1.5 80.25-81.25 2.5
91.50-92.50 1.6 79.00-80.00 2.6
90.25-91.25 1.7 77.75-78.75 2.7
89.00-90.00 1.8 76.50-77.50 2.8
87.75-88.75 1.9 75.00-76.25 2.9-3.0
Applicants with non-education degrees shall be rated using the GWAs in their baccalaureate
degrees and the eighteen (18) professional units in education.
If the school issues a certification of GWA with a corresponding percentage rating that does not
conform to the above table, the committee shall refer to the grading system of the school.
For the school with “unique” grading systems, a corresponding transmutation table shall be
constructed.
a. He/she must have obtained any of the following degrees, or its equivalent:
Degrees:
Equivalent:
The Division Selection Committee may consider any other similar Bachelor’s
degree in Early Education.
In cases where there are limited eligible teachers with ECE units, the following
measures may be adopted.
• Upon appointment, the teacher shall be required by the Division Office
(DO) to earn ECE units gradually. Nine (9) ECE units may be earned at end
of Year 1; eighteen (18) units, Year 2; and twenty-one (21) units, Year 3.
b. Kindergarten teacher applicants must not be more than forty-five (45) years
old.
c. Applicants shall undergo actual Demonstration Teaching specifically designed
for a kindergarten class.
d. Only teaching experience in kindergarten/preschool in both public and
DepEd-recognized private schools shall be considered in determining points
under the Teaching Experience criterion.
Experiential Learning Courses (ELC) refers to the required subjects in the pre-service
education curricula (offered in tertiary schools) that include Field Study and Practice
Teaching.
Field Study courses are intended to provide students with practical learning experiences
in which they can observe, verify, reflect on, and actually experience different
components of the teaching-learning processes in actual school settings. The
experiences will begin with field observation and gradually intensify until students
undertake practice teaching. Applicants are to submit a compendium of their written
outputs from the series of Field Study courses they have taken. The written outputs will
be evaluated as follows:
Point Adjective Indicators
Scale %
System Equivalent
Present clear descriptions of
experiences that are considered
worthwhile and helpful, explains
5 95-100 1.00 Excellent
judgements on personal strengths and
weaknesses; includes successful
outputs and accomplishments
Presents some examples of
experiences, some explanations of
4 90-94 1.25-1.50 Proficient
personal strengths and weaknesses
and includes some achievements.
Contains some example of learning
experiences with few explanations of
3 85-89 1.75-2.00 Satisfactory personal strengths and weaknesses
and statement of what has been
achieved.
There is little evidence of reflections
and insights learned; very few details
of experiences. Judgement of
2 80-84 2.25-2.50 Developing personal performances is very limited,
with little or no attention paid to
strength and weaknesses of work.
Point Adjective
Scale % Indicators
System Equivalent
Present a variety of work done
individually or in group
Uses many resources
Shows good organization and a clear
5 95-100 1.00 Outstanding focus
Displays evidence of assessment such
as revisions, a letter on why one choose
a certain entry, etc.
Presents a variety of work done
individually or in group
Uses many resources
Contains minor organizational flaws
Exhibits some errors in grammar, usage
4 90-94 1.25-1.50 Very Satisfactory or mechanics
Reflects enthusiasm, creativity,
selfassessment, extensive investigations
and analysis of information
Presents fewer work and some
resources
Includes confusing organization lacks
focus
3 85-89 1.75-2.00 Satisfactory Reflects some enthusiasm, creativity,
self-assessment, extensive
investigations and analysis of
information
Contains problems in mechanics that
interfere with communication Reflects
2 80-84 2.25-2.50 Fair poor organization
Lacks focus, enthusiasm, creativity and
analysis of information
Consists mainly of ditto sheets or
Needs pages copied from a textbook Contains
1 75-79 2.75-3.00 no evidence of student thinking
Improvements
The Division Selection Committee shall interview applicants and ensure that all
have equal opportunities to be assessed; Applicants shall be interview shall be
interviewed on topics such as:
• Professional expressions
• Instructional skills
• Technology/computer skills
• Classroom discipline
• Classroom management
• Knowledge of content/materials
• Planning skills
• Relationships with administrations, staff, parents and students
• Personal qualities
Personality (5 points)
- Each indicator to be given a maximum of one (1) point:
Appearance
Voice and Speech
Poise
Alertness
Self-confidence
Potential (5 points)
- Each indicator to be given a maximum of one (1) point:
Ability to present ideas
Judgement
Emotional Stability
Decisiveness
Stress Tolerance
• Lesson plan
• Lesson execution
• Classroom management
• Appropriate language use
• Language proficiency
• Use of appropriate instructional material, devices, and technologies
• Cohesion of lesson objectives, lesson process, and lesson assessment
• Evaluation of pupil/student performance strictly following the applicable
National Competency-Bases Teacher Standards (NCBTS) strands and
indicators
a. Listening (25%)
b. Speaking (25%)
c. Reading (25%)
d. Writing (25%)
6.1 The cut-off score for inclusion in the RQA is fifty-five (55) points.
6.2 The RQA is the list of qualified applicants for appointment which shall include their
names, permanent addresses, and final evaluation ratings.
6.3 The RQA should 1) be punished in order of highest to lowest scores of the applicants,
with the corresponding Registries indicated, 2) show the consolidated results of
the individual ratings, 3) only include those who obtained total scores of fifty-five
(55) and above, and 4) indicate the date of posting.
6.4 It shall be used in filling up new items and natural vacancies for Teacher I
positions.
6.5 Three (3) separate RQAs for Kindergarten, Elementary, and Secondary shall be
prepared by the Division Selection Committees. The RQA for Kindergarten shall
be prepared by the Division Selection Committee for Elementary Schools. The
RQA for Secondary Schools shall be prepared by subject area.
6.6 The RQA should be ready by the last week of April of every year so that qualified
applicants may be appointed before the opening of each school year. The RQA
shall be valid for a period of one (1) school year.
6.7 Subject area specialization of the qualified applicants shall be the primary
consideration in the secondary school level. As such, the applicant to be
appointed should have the subject-area specialization needed by the school.
6.8 The amended IRR of RA 8190, entitled “An Act Granting Priority to Residents of the
Barangay, Municipality, or City where the School is Located, in the Appointment
or Assignment of Classroom Public School Teachers,” states that “in the
appointment or assignment of teachers to public schools and other learning
centers with vacant teaching positions, priority shall be given to bona fide
residents of the barangay, municipality, city, or province where the school is
located, in no particular order. Provided, that the teacher possesses all the
qualifications for the position as required by law and DepEd Orders. Provided,
further, that among the bona fide residents of the barangay, municipality, city, or
province where the school or learning center is located, the most qualified shall
be given priority.”
6.8.1 It should be noted that while providing for enumeration, the language of RA 8190
does not provide for a “hierarchy.” Thus, a teacher may be appointed if he/she
comes from the barangay, municipality, city or province, which does not have to
be in the said order.
6.8.2 The applicant’s place of residence shall be determined by the indicated address in
the Voter’s ID, unless there is a preponderance of evidence of otherwise, as
stated in other pertinent official documents
6.9 Section 8 of RA 10155 states that “priority shall be given to qualified contractual and
volunteer teachers, whether employed by the DepEd or the local government
units.”
6.10 Residents of the locality, LGU-hired/funded teachers, and volunteer teachers shall
still be subject to these hiring guidelines.
6.11 As a general rule, hiring and appointment should be based on the ranking of the
applicants in the RQA. Applicants with priority listed in Registry A shall be hired
first. Only when all applicants in Registry A have been hired shall applicants with
priority in Registry B be considered, and so on.
6.11.1 In the event that applicants invoke priorities in the Kindergarten, Elementary, and
Secondary levels, Priority will only be given to locals and/or locally-hired if they
are listed in Registry A.
6.11.2 Applicants in Registry A, even those without priority, should be appointed first
before priority can be given to the local residents and/or locally-hired listed in
Registry B.
6.11.3 When all those in Registry A and B have been appointed and assigned to their
respective stations and there are still positions to be filled, those with priority in
Registry C shall be considered before going to the applicants without priority in
Registry C.
6.11.4 When all those in Registry A, B, and C have been appointed and assigned to their
respective stations and there are still positions to be filled, those with priority in
Registry D shall be considered before going to the applicants without priority in
Registry D, and so on and forth.
7.1.1 Post the complete results (RQA) in at least three (3) conspicuous places in the
Division Office and on the website of the Division Office. The RQA should 1) be
published in order of highest to lowest scores of the applicants, with the
corresponding Registries indicated, 2) show the consolidated results of the
individual ratings, 3) only include those who obtained total scores of fifty-five (55)
and above, and 4) indicate the date of posting.
7.1.2 Provide the School District and every kindergarten, elementary, and secondary
school with copies of the RQAs for posting in their areas of jurisdiction. Regional
Directors shall also be provided with copies of the RQAs.
7.1.3 Furnish the Local Government Units and Legislative District Representatives with
copies of the RQAs. Discussions shall be done to encourage their areas of
jurisdiction. Regional Directors shall also be provided with copies of the RQAs.
7.1.4 Issue official appointments of new teachers for submission to the Civil Service
Commission.
7.1.5 Advise newly-hired teachers to report for work provided that appointment papers
are already in order.
8.1 Regional Directors shall regularly monitor and ensure strict compliance with the
provisions of these hiring guidelines, as follows:
These Guidelines hereby amend DepEd Order No. 12, 25, and 37, series of 2012. Other
rules, regulations and issuances which are also inconsistent with these guidelines are
hereby repealed, rescinded or modifies accordingly. This Order shall be construed
together with RA 8190 (Localization Law) and it’s implementing rules and regulations.
10.0 EFFECTIVITY
The guidelines and criteria provided in this Order shall take effect immediately.
CERTIFICATE OF COMPLETION
Is awarded to
Of
Two Thousand
Program Supervisor
Dean Principal
Appendix W
CERTIFICATE OF COMPLETION
AND PROFICIENCY
Is awarded to
Of
Two Thousand
Dean
Appendix X
Republic of the Philippines
Department of Education
Region
Division of
And
Of
Province/City
Award this
CERTIFICATE OF RECOGNITION
To
As
Outstanding Pre-service Teacher
Of the Year
Two Thousand
(Name of University)
College of Education
CERTIFICATE OF COMPLETION
On
EXPERIENTIAL LEARNING COURSES
(FIELD STUDY AND PRACTICE TEACHING)
Is awarded to
(NAME)
BACHELOR of
EDUCATION
(COURSE)
For having satisfactorily completed Field Study Courses and Practice Teaching as
EXPERIENTIAL LEARNING COURSES in the TEACHER EDUCATION PROGRAM
This certification is issued in relation to DepEd Order No. 20, s. 2009, Further
Revisions to Hiring Guidelines for Teacher I Position reference DepEd Order No. 4,
s. 2007.
Given this day of , in the year of our Lord, Two Thousand and
KEY TO CORRECTIONS
15 C D C