Practice Teaching Handbook and Portfolio

Table of Contents
Pages
Foreword iii
Preface iv
Welcome to the Wonderful World of Teaching viii
Practice Teaching Learning Plan x
Learning Episode 1 What Lies Ahead? 1
Learning Episode 2 Meeting My Cooperating Teacher 10
Learning Episode 3 My Learning Environment, My Second Home 18
Learning Episode 4 Meeting My Learners 27
Learning Episode 5 Establishing Classroom Routines and Procedures 34
Learning Episode 6 My Journey Begins with the First Step 42
Learning Episode 7 Writing My First Lesson Plan 49
Learning Episode 8 Preparing My IM’s (Instructional Materials) 59
Learning Episode 9 My First Assessment Tool 65
Learning Episode 10 Designing Classroom Bulletin Boards 72
Learning Episode 11 Familiarizing Myself with the Different
School Forms 79
Learning Episode 12 May I Help You? 86
Learning Episode 13 Let’s Participate in School Activities 92
Learning Episode 14 My First Classroom Demonstration Lesson 99
Learning Episode 15 Accomplishing Exit Forms 107

Table of Contents
Pages
General Reflections after the Demonstration 114

Rubrics for My Performance in the Learning Episodes 115
The Learning Episodes vis-à-vis the NCBTS Domains and LET TOS 115
Insights Gained Using the NCBTS-Based Teacher Standards 116
Planning for Practice Teaching Activities 117
References 118
Appendices 119
A. Sample Lesson Critiquing Form for Practice Teaching 121
B. Pre-service Teacher’s Actual Teaching Checklist 122
C. Pre-service Teacher’s Actual Observation and Rating Sheets 123
D. The National Competency-Based Teacher Standards 124
E. Practice Teaching Evaluation Form (For Student Intern’s Use) 125
F. Proposed Procedure on How to Obtain the Final Grade in
Practice Teaching 127
G. School Forms Used 128
H. Sample Clearance Form 129
I. Sample Excuse Letter 130
J. Sample Application Letter 131
K. Sample Format for Curriculum Vitae 132
L. Revised Blooms’ Taxonomy of Objectives 139-140
M. Code of Ethics for Professional Teachers 141
N. Sexual Harassment Law 145
O. Table of Specifications of General Education of the
Licensure Examination for Teachers (LET) 147
P. Table of Specifications of Professional Education of the
Licensure Examination for Teachers (LET) 148
Q. CHED Memo #30 s. 2004, Revised Policies and Standards
For Undergraduate Teacher Education Curriculum 149
Pages
R. Joint CHED and DepED Order on Guidelines in the
Deployment of Pre-Service Teachers 154
S. Memorandum of Agreement Between DepED and Teacher
Education Institution 159
T. DepED Order No. 20 s. 2009 on Further Revisions to the
Hiring Guidelines for Teacher 1 Positions 161
U. DepEd Order No. 14 S. 2014
Hiring Guidelines for Teacher 1 Positions 171
V. Certificate of Completion of Practice Teaching 189
W. Certificate of Completion and Proficiency for Experiential
Learning Courses 190
X. Certificate of Recognition of the Outstanding Student
Teacher of the Year 191
Y. Certificate of Completion on Experiential Learning Courses
Prescribed by DepED 192
Z. Key to Corrections 193
Welcome to the Wonderful World of Teaching
Social Regard
for Learning
Personal
Growth and The Learning
Professional Environment
Development
National
Competency-
Based Teacher
Standards
(NCBTS)
Community Diversity of
Linkages Learners
Planning,
Assessing, The Curriculum
Reporting
Practice Teaching Learning Plan
Student Learning Mode(s) of
Learning Content Learning Tasks
Outcomes Assessment
LEARNING TASK 1: WHAT LIES AHEAD?
 Analyze the Orientation on  Reading the vision,  Structured
expectations of my Practice Teaching mission, goals and frames
cooperating school from both Teacher the core values of
and that of my Education institution the school.  Reflections
teacher education and Cooperating
institution. School.  Attending the
orientation session
 Reflect the things I with my practicum
need to do to supervisor and
become a successful cooperating
student intern. principal.
 Follow all the  Recording important

policies and notes during the
procedures of my orientation.
cooperating school.
 Asking questions if
 Accomplish the necessary.
matrix of
expectations.  Accomplishing the
learning task.
 While my
responsibilities as a
student intern.
LEARNING TASK 2: MEETING MY COOPERATING TEACHER
 Meet my Getting to know the  Extending assistance  Expectations
cooperating teacher cooperating teacher to the cooperating checklist
and students. and learners. teacher when  Learner
necessary. milestones
 Reflect on the  Writing down chart.
expectations of my important notes and  Reflections
cooperating teacher. reminders.
 Observing well
 Observe and record  Listening to the
notes of my expectations of the
students. cooperating teacher.
 Meeting the
 Interact with my cooperating teacher.
cooperating teacher.  Going to scheduled
class.
 Give assistance to  Meeting the
my cooperating cooperating teacher.
teacher and  Presenting all
students. needed documents.
Outcomes Assessment
LEARNING TASK 3: MY LEARNING ENVIRONMENT, MY SECOND HOME
 Visit the school’s Familiarizing  Reading and studying  School
facilities and oneself with the the vison-mission facilities
resources. different facilities statement of the  Concept map
 Meet the various and learning school.  Reflections
school personnel. resources of the  Visiting the different
 Utilize the learning cooperating school facilities.
resources of the school.  Meeting the different
school when school personnel.
needed.  Identifying the
 Analyze the vision importance of school
and mission of the facilities and use these
school. when needed.
LEARNING TASK 4: MEETING MY LEARNERS
ve grade level and subject. Identifying the  Introducing oneself to  Observation
dent better. learners’ needs, the pupils. list
rners’ behavior. interests, and  Studying the records  Graphic
w. abilities. of the pupils. organizer
s’ needs.  Establishing rapport  Reflections
learners. with the pupils.
 Identifying the
learning styles of the
student.
 Accepting and
appreciating each
child’s uniqueness.
LEARNING TASK 5: ESTABLISHING CLASSROOM ROUTINES AND PROCEDURES

 Observe classroom Classroom  Observing the  Classroom
routines. routines following routines: routines list
 Record important performed by the  Interview
notes during the cooperating  Line formation  Internet
observation. teacher.  Checking of research
 Assist the teachers in attendance results
establishing/doing  Prayer  Routines
the classroom  Passing of
routines. papers/books
 Getting the learning
materials
 Writing
assignments/remin
ders
 Other activities that
need procedures.
 Recording your
observation
Outcomes Assessment
LEARNING TASK 6: MY JOURNEY BEGINS WITH THE FIRST STEP
 Plan my first Accomplishing the  Listening well to the  Task matrix
activity/task assigned first activity given instructions of my  Continuum
to me. by the cooperating cooperating teacher.  Reflections
 Prepare my teacher.  Planning for the assigned
instructional materials. task, do research if
 Perform my first needed.
activity well.  Preparing the
 Follow the instructions instructional materials.
given by my  Performing the assigned
cooperating teacher. tasks well.
 Consider and reflect on
the assessment of my
cooperating teacher.
LEARNING TASK 7: WRITING MY FIRST LESSON PLAN

 Explain the different Writing the first  Conferencing with the  Lesson plan
components of a lesson lesson plan. cooperating teacher on  Reflections
plan. lesson planning.
 Analyze the various  Writing the lesson plan
parts of a lesson plan. based on the results of
 Write the lesson plan the pre-conference.
required by my  Evaluating/critiquing the
cooperating teacher. lesson plans by the
 Re-writing the lesson
plan. Execute the plan, if
required.
LEARNING TASK 8: PREPARING MY IM’S

 Create my instructional Preparing the  Preparing all the  Instructional
materials for classroom needed materials needed. materials
instruction. instructional  Designing the  Matrix
 Demonstrate creativity materials to enrich instructional materials.  Reflections
and resourcefulness in teaching  Creating using cost-
preparing instructional effective materials.
materials.
 Take snapshots of the
various instructional
materials used by my
cooperating school.
LEARNING TASK 9: MY FIRST ASSESSMENT TOOL

 Construct my first Devising  Conferring with the  Acronyms
assessment tool. assessment tools cooperating teacher  Research on
 Follow the rules in for the learners. regarding the assessment constructing
constructing the teats. tool required. tests
 Improve the test based  Preparing the test items.  Structure
on the suggestions of  Letting the cooperating frames
the cooperating teacher evaluate/review  Reflections
teacher. the assessment tool.
 Revising and making the
final draft of the
assessment tool.
 Implementing the
assessment tool.
Outcomes Assessment
LEARNING TASK 10: DESIGNING CLASSROOM BULLETIN BOARDS
 Design/structure Designing and  Beginning with a  Observation
classroom or structuring theme. notes
instructional bulletin bulletin boards.  Organizing ideas on  Research
boards. what to place on the findings on
 Align the design and bulletin board. bulletin boards.
theme of the bulletin  Arranging your ideas in  Reflections
board with the lessons creative and artistic
and activities of the ways.
class.  Recreating ideas using
 Use the bulletin board illustrations, designs,
to enrich classroom figures and colors.
instruction.  Designing the
 Work well with the classroom bulletin
cooperating teacher. board.
LEARNING TASK 11: FAMILIARIZING MYSELF WITH SCHOOL FORMS
 Identify all the school Familiarizing oneself  Asking the cooperating  School forms list
forms. with the different teacher regarding  Research on the
 Read all the auxiliary services. important forms and different DepEd
instructions for me to documents of the forms.
know how to school.  Reflections
accomplish them.  Making a list of all
 Give the importance these forms and what
of each school form. their purposes are.
 Secure a copy of each  Researching and
form. reading on other
DepEd forms.
 Studying how these
forms and documents
are accomplished and
filled out.
LEARNING TASK 12: MAY I HELP YOU
 Perform other non- Familiarizing oneself  Working well with  Auxiliary
teaching duties as with the different other school personnel. services matrix
required by my auxiliary services  Offering yourself to  Reflections
cooperating school. assist in other non-
 Work well with other teaching duties in your
personnel in the cooperating school.
school community.  Remembering to follow
 Record observations all the
and notes pertinent to instructions/directions.
the assigned tasks.  Keeping on tasks/on
time
LEARNING TASK 13: LET’S PARTICIPATE IN SCHOOL ACTIVITIES
 Prepare materials Participating in  Getting instructions on  Cyclical web
needed for the school School Activities what to do in the  Reflections
activity. school activity.
 Assist in school  Preparing for the task
activities. ahead of time.
 Join my cooperating  Getting the
teacher and my class information/research
in school activities. on how to make the
activity more colorful
and meaningful
 Asking help, when
needed.
 Participating in the
task/activities well.
Outcomes Assessment
LEARNING TASK 14: MY FIRST CLASSROOM DEMONSTRATION
 Write my Accomplishing first  Having pre-  Demonstration
demonstration classroom conference with the lesson
lesson plan demonstration cooperating teacher.  Task matrix
 Prepare my  Writing the lesson  Reflections
instructional plan
materials.  Preparing the needed
 Demonstrate the instructional
lesson prepared in materials.
my assigned class.  Implementing the
plan
 Having a post-
conference with the
cooperating
teacher/practicum
supervisor.
LEARNING TASK 15: ACCOMPLISHING EXIT FORMS FROM MY COOPERATING SCHOOL
 Confer with the Completing exit  Conferring the  Exit forms and
cooperating teacher forms from the cooperating teacher documents
regarding the forms cooperating school. regarding the  Reflections
and other documents to be
requirements to be submitted.
submitted.  Preparing all the
 Prepare all the exit documents required.
requirements  Submitting all the
properly. requirements and
 Submit all the forms needed.
forms/requirements  Having the clearance
needed before signed by the TEI-
leaving my designated authority.
cooperating school.  Giving the Certificate
of Approval to the
School’s cooperating
principal and
Learning Episode 1
WHAT LIES AHEAD?

NCBTS Domain 1 Strand 1.1;
LET-TOS No. 1 (1.1, 1.2 and 1.7)
My Learning Episode Overview
My first episode will explain the expectations of my Teacher

Education Institution
Name of your college/university
and my Cooperating School

Name of your cooperating school
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.
My Targets (Learning Outcomes)
At the end of this activity, I will be able to:

 Analyze the expectations of my cooperating school and that of my
teacher education institution.
 Reflect on the things I need to do to become a successful student
intern.
 Follow all the policies and procedures of my cooperating school.
 Accomplish the matrix of expectations.
 Write my responsibilities as a student intern.
My Map (Learning Episode Directions)
To get to know my cooperating school better, I must do the following:
Read the vision, mission, goals and core values

of the school.
Attend the orientation session with my

practicum supervisor and cooperating
principal.
Record important notes during the
orientation.
Ask questions, if necessary.
Accomplish the Learning Episode.
My Big Ideas (Learning Essentials)
As a student intern, I need to know the following terms to fully understand

my learning episodes.
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?
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
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
Complete the structured frame.
Orientation sessions are conducted because

I need to follow the policies and procedures of the cooperating school so that
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?
My Application (From Theory to Practice)
Encircle the letter of the correct answer.
1. There is a need to have orientation sessions to:

I. Establish the right atmosphere
II. Formulate guidelines to follow
III. Develop good relationships
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?
A. To have better relationships with the school community.

B. To ensure the completion of the required units.
C. To strengthen the ties between the Teacher Education Institution and the
Cooperating School.
D. To complete the requirements set by the school.
3. Meeting the expectations of the Teacher Education Institution is important:
A. To have better relationship between the Teacher Education Institution and

the cooperating school.
B. To ensure completion of the course.
C. To fully attain the objectives set forth by the College.
D. To stress the need for standardization of requirements.
My Portfolio (Compilation of Learning Documents, Evidence,
Records, etc.)
My Assessment (How did I perform in this learning episode?)
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
Total Score Average Rating

Learning Episode 2
Meeting My Cooperating Teacher

LET-TOS No. 1 (1.1, 1.2, 1.3, 1.6, 1.7)
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.
 Meet my cooperating teacher.

 Reflect on the expectations of my cooperating teacher.
 Observe and record important notes during the discussion with my
 Give assistance to my cooperating teacher.
These are the things I need to do:
Extend assistance when needed.
Write down notes.
Observe well.
Listen to the expectations of my cooperating teacher.
Go to the scheduled class.

Meet my cooperating teacher.
Present all needed documents.
As a student intern, I must do the following:
 Observe my cooperating teacher especially in establishing classroom

routines;
 Remember that the early period of observation is highly significant in
making my practice teaching more meaningful and rewarding.
 Follow my cooperating teacher’s rules and expectations to build a solid and
meaningful relationship.
A. Getting to know my cooperating teacher.
Name of Cooperating Teacher:
School Graduated from:
Highest Educational Attainment:
Subjects Handled:
Number of years of teaching experience
My Cooperating Teacher’s Expectations:





My Expectations:
Likewise, I also have my expectations that I need to convey to my

cooperating teacher in order that my needs are also met and understand.





B. In the observation please, I need to do the following:





C. To fully equip myself to better understand my cooperating teacher, I need

to know her/his, personal characteristics. Choose any three (3) significant
characteristics and why you need to do to emulate theses virtues.
Personal Characteristics Why you need to emulate these

virtues?
My Analysis
In my first encounter with my cooperating teacher, I realized that:






My Reflections/My Insights
A. Check only one and explain.

I am ready for the teaching profession.
I still need to overcome my apprehensions.
Because
Read the situations and encircle the letter of the correct answer.
1. As a student intern, I need to fully understand the expectations of my

cooperating teacher to ensure
A. Better rapport harmoniously relationship

B. Greater familiarity on his/her needs and interests.
C. The development of learning materials.
D. The establishment of classroom routines.
2. Why do I need to consult my cooperating teacher at all times?
A. For better delivery of the lessons.

B. To select the best materials, activities and strategies.
C. For better unity and cooperation.
D. To avoid quarrels and misunderstanding.
3. How can I establish and maintain cordial relationships with my cooperating

teacher?
A. Do some errands for him/her.

B. Follow him/her wherever he/she goes.
C. Obey all his/her instructions.
D. Maintain professional relations all the time.
Records, etc.)
5 4 3 2 1
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio

Learning Episode 3
My Learning Environment
My Second Home
NCBTS Domain 2 Strand 2.1-2.5;
LET-TOS No. 1 (1.5) and 3 (3.4)
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 teaching-
learning 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.
Identify the importance

Of school facilities and
Use these when needed
Meet the different

School personnel
Visit the different

School facilities
Read and study

the Vision-Mission
Statement and core
Values 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
Complete the chart of the school facilities/learning resources you have

visited/utilized. Write down the importance of these in ensuring quality
instruction.
School Facilities Importance of these facilities in the

Visited/Utilized Teaching-Learning Process
1.
2.
3.
4.
5.
My Analysis
A. What can I say about my second home:
(Logo of
the School)
B. Write the things you can contribute to your second home
Characteristics of a
Sound Learning What can you do?
Environment
1. Friendly and non-

threatening
2. Safe, secure and

conducive to
learning
3. Environment that
promotes fairness and
equality
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
Answer the question below:
How do you feel about your second home?
1. How can I promote fairness in my learning environment?

A. Respect individual difference
B. Separate girls from boys.
C. Place all children with special in front.
D. Isolate the unruly children in class.
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.
3. Make your classroom environment safe and secure by __________.

A. Asking the security guard to stay near your room.
B. Removing some fixtures and using less appliances and devices.
C. Ensuring that all unsafe devices are secured.
D. Checking the physical environment at all times.
Records, etc.)
My Assessment (How did I perform in this learning episode?
5 4 3 2 1
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio

Learning Episode 4
Meeting My Learners

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.
 Describe the learners in my respective grade level and subject

 Use various sources to know my students better.
 Establish consistent standards of learner’s behavior
 Prepare rules for my learner’s to follow
 Utilize techniques to suit my learner’s needs.
 Articulate insights, reflections about learners.
These are the things I need to do.
Introduce
myself to my
pupils.
Accept and If possible,

appreciate study the
each child’s records of
uniqueness. my pupils.
Identify the Establish

learning rapport with
styles of my my pupils.
students.
As a student intern, I must be fully aware that:
 Each individual is unique.

 Students vary in learning styles.
 Students learn through different modalities.
 The learning environment must be safe, secured, friendly, non-threatening
and must treat students with fairness.
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.
About their school
About their subject
About their classmates

C. What are the rules I need to set to ensure quality instruction among my
learners? Use innovative ways to make your rules known and followed.
My Analysis
Why do we need to know the various types of learners?

As a teacher, how will you respond to the needs of your diverse learners?
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
3. To learn best about your students, you must ____________.

I. Observe them well.
II. Talk to them during recess or lunch breaks.
III. Analyze their records.
A. I only
B. I and II
C. II and III
D. I, II and III
Records, etc.)
5 4 3 2 1
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio

Learning Episode 5
Establishing Classroom Routines

and Procedures
NCBTS Domain 4 Strand 4.3; LET-TOS Nos. 1
(1.3 and 1.4), (2.1) and 3 (3.2 and 3.4)
This episode enables me to observe the different classroom routines performed

by my cooperating teacher. Getting acquainted with these routines will ensure a
very organized, systematic and orderly classroom.
 Meet my cooperating teacher.

 Reflect on the expectations of my cooperating teacher.
 Observe and record important notes during the discussion with my
 Give assistance to my cooperating teacher.
My Map (Learning Episodes Directions)
Line Formation
Checking of attendance
Prayer
Observe the
following Passing of papers/books
routines:
Getting the learning materials
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
A. What routines do I need to establish in order to make me a better

classroom manager?
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:
Grade Level Handled:




C. Surf the internet or research in the library. Read and jot down some
important notes on classroom routines and procedures.
My Analysis
Establishing classroom routines is important because:





My Reflections/ My Insights
If I already have my own class, I want to do the following:
 Arriving in the morning
 Taking attendance
 Posting reminders
 Throughout the day
 Ending the day
 Other episodes that need procedure(s)

1. Why do we need to establish classroom routines?

I. To improve classroom management
II. To enhance classroom instruction
III. To save valuable time
A. I only
B. I and II
C. II and III
D. I, II and III
2. When do you establish classroom routines?

A. At the middle of the year
B. At the end of the year
C. At the beginning of the year
D. Anytime of the year
3. When students come in the morning, what routines may be employed?

A. Stay along the corridor and wait for their classmates.
B. Assign a leader to come early and check the attendance.
C. Have an attendance pocket chart to develop responsibility.
D. Construct a seat plan and let students locate their seats.
Records, etc.)
5 4 3 2 1
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Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio

Learning Episode 6
My Journey Begins with the First Step

(My First Activity)
NCBTS Domain 4 Strand 4.1, 4.4, 4.5 and 4.7;
LET-TOS Nos. 2 (2.1, 2.3, 2.4 and 2.6) and 3 (3.1-3.4)
This learning episode unravels the first activity given to me by my cooperating

teacher. This gives a clear picture of the steps I have followed and the materials I
need to prepare to successfully implement my first activity.
 Plan my first activity/episode assigned to me

 Prepare my instructional materials
 Perform my first activity well
 Follow the instructions given by my cooperating teacher
 Consider and reflect on the assessment of my cooperating teacher.
To do my episode well, I should be able to:
1. Listen well to the instructions of my

(ILLUSTRATION) 2. Plan for the assigned episode. Do research
if needed.
3. Prepare the instructional materials.
4. Perform the assigned episode well.
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.
PLAN Identify and analyze the episode/problem
Develop and test potential

DO
solutions/procedures to the episode
(ILLUSTRATION)
Analyze and measure the episode in an
CHECK
informal way
ACT Implement the best solutions/procedures

A. Complete the episode matrix
(The given activity/assigned episode)
THINGS TO DO
PLAN
DO
CHECK
ACT
My Analysis
What benefits did you gain after utilizing PDCA Cycle?



Rate your accomplishment using the continuum:
5 4 3 2 1
Outstanding Very Satisfactory Satisfactory Fair Needs Improvement
I rated myself
Because
I think I can do better if
I learned that
1. Why do we need to plan an activity?

I. To have better means of getting all the alternatives.
II. To save on costs.
III. To save on time.
A. I only
B. I and II only
C. II and III
D. I, II and III
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.
3. What must you do after an activity?

A. Tell everyone that it is over.
B. Make another activity.
C. Redesign your activity.
D. Evaluate your activity.
Records, etc.)
5 4 3 2 1
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Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio

Learning Episode 7
Writing My First Lesson Plan
NCBTS Domain 5 Strand 5.1 and 5.3; LET-TOS Nos. 1

(1.5, 1.7), 2 (2.1-2.7), 3 (3.1-3.4), 4 (4.1-4.5)
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.
 Explain the different components of a lesson plan.

 Analyze the various parts of a lesson plan.
 Write the lesson plan required by my cooperating teacher.
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.
Knowledge and Skills

Students will know how to: Students will be skilled at:
Goal 2: 1. 1.
2. 2.
3. 3.
3. Another UBD Template
Stage 1: Desired Results

Established Goals(s):
Understanding(s) Essential Questions:

Students will understand that:
 1.

Students will know: 2.

 3.
Students will be able to:


Stage 2: Assessment Evidence
Performance Episodes: Other Evidence Learning:
 
 
 
Stage 3: Learning Plan
Learning activities:
4. OBE Format
Learning Learning Learning

Assessment
Outcome Content Activities
5. Thematic Unit Plan Template
MATH MUSIC ART
SCIENCE P.E.
(THEME)
LANGUAGE READING VALUES

A. Write/Paste your first lesson plan.

B. Paste your revised/corrected lesson plan.
C. List down the best features and areas of improvement of my lesson plan.
Have this matrix noted by my cooperating teacher.
Best Features Areas for Improvement
Signature of My Cooperating Teacher
My Analysis
My thoughts on writing my first lesson plan.




What areas of the plan did I find easy to write?



What areas of the plan did I find challenging?



As a teacher, I need to prepare a lesson plan so that
1. In writing a lesson plan, my primary consideration is to ensure that ______.

A. The outcomes are attained at the end of the lesson.
B. The materials are readily available for utilization.
C. The activities are aligned with my assessment tools.
D. The learning content is aligned with the desired outcomes.
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
3. Lesson plans must be prepared to ensure _____.

A. Quality assessment.
B. Quality directions.
C. Quality instructions.
D. Quality evaluation.
Records, etc.)
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My
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Learning Episode 8
Preparing my IM’s
(Instructional Materials)
LET-TOS Nos. 2 (2.1 and 2.5) and 3 (3.1, 3.2 and 3.4)
This learning episode explores the wonders and significance of instructional

materials to enrich the teaching – learning process. These devices will assist me to
improve students’ knowledge, abilities and skills.
 Create my instructional materials for classroom instruction.

 Demonstrate creativity and resourcefulness in preparing instructional
materials.
 Take snapshots of the various instructional materials used by my
cooperating teacher/cooperating school.
To reach my targets, I need to do the following:
Prepare all the materials needed.

P
D Design the instructional materials.
C Create using cost-effective materials.

Instructional Materials
These are the tools/equipment which can effectively help the teacher in
enhancing the teaching-learning process. There are different kinds of instructional
materials.
 Print Materials – are items such as books, pamphlets, brochures,

newspapers and magazines.
 Non-print Materials – usually refer to as electronic materials.
A. Visit the learning resource center/school library of my

cooperating school. Interview the school librarian on the
instructional materials available in my cooperating school. List
down some of these materials which I can use in your assigned
episode.
PRINTED MATERIALS NON-PRINTED MATERIALS

B. Complete the matrix below by writing the instructional materials I used in
the three (3) lessons I taught in my assigned grade level.
LESSONS/ACTIVITIES INSTRUCTIONAL MATERIALS USED

1.
2.
3.
My Analysis
In preparing my instructional materials, I need to consider the following factors:





In preparing my instructional materials, I realized that:

 Instructional materials must be
 I need to prepare instructional materials so that
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
2. You prepared a PowerPoint presentation on verbs for your English class.

Unfortunately, there was a power cut-off. What shall you do?
A. Go to another lesson.
B. Use the available materials in class.
C. Borrow learning materials from another teacher.
D. Give a seatwork instead.
3. Ms. Rufo is teaching in a multi-grade class, what materials must be

employed?
A. Less-costly materials
B. Electronic materials
C. Differentiated materials
D. Commercially-made materials
Records, etc.)
5 4 3 2 1
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Episodes
My
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My
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My
Application
My
Portfolio

Learning Episode 9
My First Assessment Tool

LET-TOS Nos. 4 (4.1-4.5)
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.
 Construct my first assessment tool.

 Follow the rules in constructing tests.
 Improve the test based on the suggestions of my cooperating teacher.
These are the things I needed to do:

Where can I get some
help/pointers to prepare
Implement the tool. my first assessment tool?
Revise and make final draft.
Let my cooperating teacher evaluate/review

the assessment tool.
Prepare the test items.
Confer with my cooperating teacher regarding

the assessment tool required.
My Big Ideas (Learning Essentials
Assessment
The process of collecting and documenting knowledge, skills, attitude,

values and beliefs
TWO TYPES OF ASSESSMENT:
 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 student-
designed assessments.
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
B. Research on TIPS on constructing tests. Write them here and cite the
references you used.





My Analysis
Complete these structured frames:

1. Assessment tools are needed because:





How did my students/learners perform in the use of my first assessment tool?

Check the corresponding box based on your answer of choice. Explain.
Exemplary
Very Satisfactory
Satisfactory
Fair
Needs Improvement
How did I feel after preparing my first assessment tool?
HAPPY SAD SCARED CONFUSED
1. Why do we need to give an assessment?

A. To identify who among our students will pass or fail
B. To measure the performance of our students
C. To improve the quality of instruction
D. To comply with the requirements of the administration
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
3. What test allows the learners to perform in real-life episodes?

A. Paper and pencil type of test
B. Essay type of test
C. Traditional assessment
D. Authentic assessment
Records, etc.)
5 4 3 2 1
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Episodes
My
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My
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My
Application
My
Portfolio

Learning Episode 10
Designing Classroom Bulletin

Boards
LET-TOS No. 2 (2.1, 2.3, 2.6 and 2.7) and 3 (3.1-3.4)
This episode gives me the opportunity to be of service to my cooperating teacher

by helping him/her in designing and structuring the bulletin boards that will surely
help in making the classroom have a more conductive atmosphere for learning.
This will also give me more ideas on how to structure meaningful and relevant
bulletin boards.
 Design/structure classroom or instructional bulletin boards.

 Align the design and theme of the bulletin board with the lesson and
activities of the class.
 Use the bulletin board to enrich classroom instruction.
 Work well with cooperating teacher.
To reach my goals, I need to do the following using the acronym.
B- Begin with a theme.
O- Organize ideas on what to place on the bulletin board.
A- Arrange your ideas in creative and artistic way.
R- Recreate ideas using illustrations, designs, figures and colors.
D- Design the classroom bulletin board.
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.
EFFECTIVE BULLETIN BOARDS:
 Challenge student to interact with it.

 Engage students in the learning process more effectively.
 Help students assimilate new learning according to their own pace.
 Reinforce leaning and encourages creativity and originality.
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.
Observing the varied bulletin boards in my cooperating school, I noted the

following:
BEST FEATURES AREAS TO BE IMPROVED

As a student teacher, I need to learn how to structure bulletin boards so that:



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
2. What is the pain purpose of bulletin boards in the classroom?

I. To serve as decoration
II. To strengthen subject matter understanding
III. To remind students of important announcements
A. I only
B. I and II
C. II and III
D. I, II and III
3. What is the essential characteristic of an effective bulletin board?

A. Colorful
B. Relevant
C. Decorative
D. Interesting
Records, etc.)
5 4 3 2 1
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Episodes
My
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My
Reflections
My
Application
My
Portfolio

Learning Episode 11
Familiarizing Myself with the

Different School Forms
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.
 Identify all the school forms.

 Read all the instructions for me to know how to accomplish them.
 Give the importance of each school form.
 Secure a copy of each form.
Ask my Cooperating Teacher

regarding important forms Make a list of all these forms
and documents of the and their purposes.
school.
1 2
Study how thee important

Research and read the other
forms and documents are
DepEd forms.
accomplished.
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).
A. Ask my cooperating teacher regarding the required school forms of the

Department of Education. List down the school forms cited by my
Cooperating Teacher.
Importance of These School
List of School Forms
Forms
Others, please specify:

B. Read the DepEd Order pertinent to various school forms. Print and paste
them properly on these pages.
My Analysis
Why do I need to prepare the DepEd school forms properly, accurately and
legibly?
Going over the various school forms, I have learned that:
Encircle the letter of the correct answer.
1. Which school form contains the vital information on enrolment and

attendance?
A. DepEd Form 137a
B. Form 18 a
C. School Register Form 1
D. DepEd Form 138
2. Which is the report card of the student?
A. Form 137
B. Form 138
C. Class Register
D. Class Record Sheet
3. Which is the permanent record of the student?
A. Class Record
B. Class Register
C. Form 137
D. Form 138
Records, etc.)
5 4 3 2 1
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My
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My
Application
My
Portfolio

Learning Episode 12
May I Help You?
NCBTS Domain 6 Strand 6.1; LET-TOS Nos. 1 (1.1-1.7)
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.
 Perform other non-teaching duties as required by my cooperating school.

 Work well with other personnel in the school community.
 Record observations and notes pertinent to the assigned episodes.
I should do the following tasks:
W- Work well with other school personnel.
O- Offer yourself to assist in other non-teaching duties in your
Cooperating School.
R- Remember to follow all the instructions/directions.
K- Keep on tasks/on time.
Ancillary Services
These are the support services which are non-teaching duties rendered by the
student interns in my cooperating school.
Theses ancillary services may be rendered in the following places/school facilities

to help the other school personnel:
 School clinic
 Library
 Guidance office
 Principal’s office
 School canteen
 School cooperative
 Learning Resource Center
 Others, please specify:
What services did I render in the following areas? (Cite the offices/departments
where your services were required).
Places/Offices Services Learning/Insights Gained
My Analysis
A. Doing other non-teaching services made me realize that:



B. These are the values/virtues I have developed/strengthened when I

rendered the ancillary services:



After rendering my services in

(Name of Office or department)
I learned these skills:
I know that these will
After doing these activities, I felt
My Application (From Theory and Practice)
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?
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
Records, etc.)
5 4 3 2 1
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Learning Episode 13
Let’s Participate in School

Activities
NCBTS Domain 2 Strand 2.3; LET-TOS Nos. 1 (1.2 and
1.5), 2 (2.1 and 2.4), 3 (3.1, 3.2, 3.4) and 4 (4.1)
Participating in the different school activities in my cooperating school will help

develop and strengthen my responsibility, resourcefulness, creativity, teamwork,
unity and cooperation with the different sectors of the school community. Giving
me all these opportunities will help me develop my personal and professional
competencies.
 Prepare materials needed for the school activity.

 Assist in school program and activities.
 Join my cooperating teacher and my class in school activities
1. Get instructions on what to do in the school

activity.
2. Prepare for the tasks ahead of time.
3. Get the information/research on how to make the

activity more colorful/meaningful.
4. Ask help, when needed.
5. Participate in the tasks/activities well.
There are different school activities that I need to join to develop my

resourcefulness, creativity, diligence and industry. These activities will also
strengthen the spirit of cooperation, teamwork, unity and cooperation. Some
schools have their own unique activities. These are some of the usual school
activities celebrated each month.
JUNE - School Opening
- Orientation Activities
- School Elections
JULY - Nutrition Month
- National Disaster and Preparedness Month
AUGUST - Buwan ng Wikang Pambansa
SEPTEMBER - Linggo ng Kasuotang Pilipino
- Clean and Green Month
OCTOBER - World Teachers’ Day
- United Nations Week
NOVEMBER - National Reading Month
- Book Week Celebration
DECEMBER - Education Week
- Christmas Celebration
JANUARY - National Cancer Consciousness Week
FEBRUARY - Valentine’s Celebration
- Philippine Arts Month
- National Dental/Oral Health Week
MARCH - Graduation/Moving Up Ceremonies
- Fire Prevention Month
A. Complete the cyclical web to show the steps in preparing for the activity.
Title of the Activity:
Date:
Participants:
Materials Needed for the Activity:

Step 1
Step 5 Step 2
Step 4 Step 5
My Analysis
Why do we need to participate in the school’s activity?

I need to join/participate in the school activities because
How did I feel?

 Before the activity
 After the activity
After the activity, I learned that:



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.
Records, etc.)
5 4 3 2 1
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My
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Application
My
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Learning Episode 14
My First Classroom
Demonstration Lesson
NCBTS Domain 7 Strand 7.1 and 7.3; LET-TOS Nos. 1
(1.1-1.7), 2 (2.1-2.7), 3 (3.1-3.4) and 4 (4.1-4.5)
This learning episode is the culmination of my practicum experience. This allows

me to showcase all the things I learned from my teacher education institution,
cooperating school, cooperating teacher and practicum supervisor. This will also
give me the opportunity to apply the theories I learned into practice.
 write my demonstration lesson plan

 prepare my instructional materials
 Demonstrate the lesson I prepared in my assigned class.
To prepare for my demonstration lesson, I must accomplish the following

episodes:
Have a pre- Have in post-

conference Write my Prepare my conference with
Implemen
with my lesson instructional the cooperating
t the plan. teacher/practicum
cooperating plan. materials.
supervisor
teacher.
TIPS FOR YOUR 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.
A. Complete the episode matrix to help you in preparing your lesson plan.
What are your objectives?

Remember:
 Make the objectives SMART
 Use behavioral terms
 Include the three (3) domains:
- Cognitive
- Affective
- Psychomotor
What is your content?

(Subject Matter)
Remember:
 Scope of the lesson
 Sequencing the lesson
 Time allotment
 Resources needed
What methods/procedures
should you employ?
Remember:
 Methos to use
 Strategies to employ
 Activities for the different types
of learners
What assessment tools shall you

use to measure learning
(Subject Matter)
Remember:
 Traditional assessments
 Non-traditional assessments
 Other modes of assessments
B. Go to the library and research on your topic. Have a pre-conference with

your cooperating teacher. Write your outline and ideas here.
My Analysis
1. What went well in my lesson? Why?
2. What did not go well? Why?
3. What did my students learn?
4. What did I learn about planning?
5. What did I learn about teaching?
6. What improvements will I make to be more effective in my class?
A. After the demonstration lesson, I felt

B. After my demonstration, I realized that
C. These are the things that i learned from my learners:
How do I rate my demonstration?
Outstanding Very Satisfactory Satisfactory
Fair Needs Improvement
Explain your rating:

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
3. Your cooperating teacher conducted a pre-conference before your

demonstration lesson. She noted that you need to improve on your
teaching strategies. What should you do?
I. Ask help from your peers.
II. Consult other experts in the field.
III. Research on some strategies.
A. I only
B. I and II
C. II and III
D. I, II and III
Records, etc.)
5 4 3 2 1
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Application
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Portfolio

Learning Episode 15
Accomplish Exit Forms
NCBTS Domain 1 Strand 1.1 and 1.2; LET-TOS Nos. 1 (1.1-1.7)
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
 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 Map (Learning Episodes Directions)
Cooperating
School
Confer with the Cooperating teacher regarding the

documents I need to submit.
Prepare all the documents required.
Submit all the requirements and forms needed.
Have the clearance signed by the designated authority.
Extend gratitude and appreciation to the cooperating

Principal, Cooperating Teacher and other school personnel.
Give the Certificate of Appreciation to the school’s

Cooperating Principal and Cooperating Teacher.
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
A. List down the forms/documents required by your cooperating teacher.
Forms /Documents Required Action(s) Taken

My Analysis
Why do I need to accomplish all these episodes/requirements?





A. How did I feel after rendering ________ in my cooperating school?

(No. of hours)
B. What knowledge, skills and values did I gain?
Knowledge Skills Values

1. Why do I need to submit all the required episodes before leaving my

cooperating school?
A. To thresh out matters with my cooperating teacher
B. To leave the cooperating school with a clean slate
C. To uphold your dignity as a future teacher
D. To maintain your image as a good student intern
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
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.
5 4 3 2 1
My
Episodes
My
Analysis
My
Reflections
My
Application
My
Portfolio

General Reflection After My Demonstration
Complete the matrix by checking the areas you need to improve on:
Goals/Objectives
Learning Environment
Methods
Improve Instructional Material
Modes of assessment
Others pls. specify
Knowledge
Skills
Enrich Others pls. specify
New approaches
Instructional materials
Differentiated activities
Experiment Others, pls. specify
Attitudes
Expectations
Modify Others pls. specify
New subject matter

Varied learning styles of learners
Learn New innovations
Current issues
Others, (pls. specify)
Rubrics for My Performance in the Learning Episodes (How I shall rated?)
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.
Exceeds expectations Teaching performance is consistently

4 above the set standards.
Teaching performance is consistently

3 Meets expectation
meets the set standards.
Teaching performance does not

2 Needs Improvement consistently meet the set standards. Extra
effort is needed to improve the skills.
Teaching performance is inadequate to

1 Unacceptable performance the set standards.
The Learning Episode vis-à-vis The NCBTS Domains and LET TOS
NCBTS Domains
What Lies Ahead? NCBTS Domain 1 Strand 1.1;
1
LET-TOS No. 1 (1.1, 1.2 and 1.7)
Meeting My Cooperating Teacher NCBTS Domain 7 Strand 7.1;
2
LET-TOS No. 1 (1.1, 1.2, 1.3, 1.6, 1.7)
My Learning Environment, My Second NCBTS Domain 2 Strand 2.1-2.5;
3
Home LET-TOS No. 1 (1.5) and 3 (3.4)
Meeting My Learners NCBTS Domain 3 Strand 3.1;
4
LET-TOS Nos. 2 (2.5) and 3 (3.1-3.4)
Establishing Classroom Routines and NCBTS Domain 4 Strand 4.3; LET-TOS Nos. 1
5
Procedures (1.3 and 1.4), (2.1) and 3 (3.2 and 3.4)
My Journey Begins With The First Step (My NCBTS Domain 4 Strand 4.1, 4.4, 4.5 and 4.7;
6
First Activity) LET-TOS Nos. 2 (2.1, 2.3, 2.4 and 2.6) and 3 (3.1-3.4)
Writing My First Lesson Plan NCBTS Domain 5 Strand 5.1 and 5.3; LET-TOS Nos. 1
7
(1.5, 1.7), 2 (2.1-2.7), 3 (3.1-3.4), 4 (4.1-4.5)
Preparing my IM’s ( Instructional Materials) NCBTS Domain 4 Strand 4.4;
8
LET-TOS Nos. 2 (2.1 and 2.5) and 3 (3.1, 3.2 and 3.4)
My First Assessment Tool NCBTS Domain 5 Strand 5.2;
9
LET-TOS Nos. 4 (4.1-4.5)
Designing Classroom Bulletin Boards NCBTS Domain 4 Strand 4.4;
10
LET-TOS No. 2 (2.1, 2.3, 2.6 and 2.7) and 3 (3.1-3.4)
Familiarizing Myself with the Different NCBTS Domain 7 Strand 7.1 and 7.2; LET-TOS
11
School Forms No. 1 (1.3, 1.4, 1.5 and 1.7) and 2 (2.1 and 2.5)
May I Help You? NCBTS Domain 6 Strand 6.1; LET-TOS Nos. 1 (1.1-
12
1.7)
Let’s Participate in School Activities NCBTS Domain 2 Strand 2.3; LET-TOS Nos. 1 (1.2
13 and
1.5), 2 (2.1 and 2.4), 3 (3.1, 3.2, 3.4) and 4 (4.1)
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)
What insights/learning I have gained in the 7 domains of
National Competency-Based Teacher Standards?
Domains Insights/Learnings Gained
1. Social Regard for

Learning
2. The Learning
Environment
3. Diversity of Learners
4. The Curriculum
5. Planning, Assessing,
Reporting
6. Community Linkages
7. Personal Growth and

Professional
Development
Planning for Practice Teaching Activities
Semester
Months Activities
Student Intern
Cooperating Teacher
Appendices
Appendix A
Sample Lesson Critiquing Form for Practice Teaching
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
Preparation of Instructional Materials
Mode of Evaluation
Appendix B
Pre-Service Teacher’s Actual Teaching Checklist
Name of Mentee: Name of Mentor:

Subject Taught: Date: Time:
School:
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
6. Stimulation curiosity
7. Helping students to ask questions
Appendix C
Pre-Service Teacher’s Actual Teaching Observation and Rating Sheet

(For use of College Supervisor, Cooperating Teacher, Peer, and the Student Intern)
Name of Mentee: Name of Mentor:

Subject Taught: Date: Time:
School:
Legend: 4-Outstanding, 3-Very Satisfactory, 2-Fair, 1-Needs Improvement
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
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
Appendix D
NATIONAL COMPETENCY-BASED TEACHER STANDARDS
Domain 1
Social Regard for Learning
 Acts as a positive role model for students
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
environment safe and
profession ‘Teachers in all Philippine
 Builds professional links conducive to learning
schools are committed  Communicates higher
with colleagues to enrich
teaching practice and accountable for learning expectations to
 Reflects on the extent of providing classroom each learner
 Establishes and maintains
the attainment of the instruction with results consistent standards of
learning goals that are manifested in learners’ behavior
high performance levels in
terms of student learning
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
 Communicates promptly and clearly to learners,  Demonstrates mastery of the subject

parents and superiors about the progress of  Communicates clear learning goals for the
learners lessons that are appropriate for learners
 Develops and uses a variety of appropriate  Makes good use of allotted instructional time
assessment strategies to monitor and evaluate  Selects teaching methods, learning activities, and
learning instructional materials or resources appropriate
 Monitors regularly and provides feedback on in learners and aligned to the objectives of the
learners’ understanding of content lesson.
Appendix E
Practice Teaching Evaluation Form
(For Student Interns)
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
SURNAME GIVEN NAME MAIDEN/MIDDLE
Name/Address of Cooperating School

Type of School: Private Sectarian Private Non-Sectarian Public
Age
19 21 over 22
20 22
Year Graduated
1980 – 1985 1991 – 1995 2001 – 2005
1986 – 1990 1996 – 2000 2006 – 2010
Others please specify:
Grade/Year Level/Taught
Pre-School High School
Elementary Special Education
Others please specify:
Subjects Taught
Filipino All subjects in Pre-elementary
English Others (pls. specify)
Science
Math
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
7. Practicum experiences of the student interns
8. Consultation time with the cooperating teachers
9. Assistance in writing lesson plans
10. Providing feedbacks on the student intern’s
competencies
11. Meeting with the cooperating teachers on
scheduled basis
12. Giving instructions on classroom routines
13. Providing assistance in making instructional
materials
14. Giving instructions in checking papers and other
assigned tasks
Rapport with the School Community
15. Rapport with school administrators
16. Rapport with cooperating teachers
17. Rapport with students/pupils
18. Rapport with parents
19. Rapport with non-teaching personnel
Practicum Site
20. Accessibility of the practicum site
21. Safety and security of the practicum site
Auxiliary Services
22. Quality of auxiliary services rendered
Activities of the Students
23. Preparation of daily lesson
24. Participation in school activities in the practicum
site
25. Preparation of instructional materials
26. Conducting of demonstration lessons
27. Assistance in classroom routines
28. Structuring of bulletin boards
29. Preparation of seatwork’s
30. Preparation of quizzes
31. Preparation of other required activities
32. Others (pls. specify)
Suggestions/Recommendations
Problem Encountered
Appendix F
Proposed Procedure on How to Obtain the Final Grade in Practice Teaching
1. Portfolio 40%
2. Actual Teaching - On Campus 20%
Off Campus 30%
3. Attendance/Participation 10%
Total 100%
 Expect for attendance/participation, the Student Intern’s grade

in Portfolio in Actual Teaching may be an average of the rating
given by the College Supervisor, Cooperating Teacher, Peers,
and the Self-rating of Student Intern, himself/herself. The
Teacher Education Institution may decide on the weights of the
ratings from the different raters. For example, the TEI for one
reason or another may put more weight on the rating given by
the Practicum Supervisor.
The grades in Portfolio in Actual Teaching may be derived from

the ratings given by the Practicum Supervisor/Cooperating
Teacher/Peer/Student Intern through the use of Pre-service
Teacher’s Actual Teaching Observation Sheet and Score Sheet.
Appendix G
School Forms Used

This section includes forms which are required for use during the practice teaching and those
that are recommended for successful teaching experience. Put samples of the school forms you
were required to accomplish in your cooperating school.
Appendix H
Sample Clearance Form
Date
Dear
Practicum Supervisor
This is to inform you that is

Name of Student Intern
Cleared from all the requirements in
(Name of Cooperating School)
He/She has completed
(No. of hours)
Hours as prescribed by your institution.
Very respectfully yours,
Cooperating Teacher
Attested by:
Cooperating Principal/Department Head/Designated Authority

Appendix I
Sample Excuse Letter
(Date)
Dear
(Cooperating Teacher/Practicum Supervisor)
I am very sorry for having been absent on due to

(date)
(Reason)
I promise that I shall make up for my absence by rendering

hours to complete the required number of hours.
No. of hours
Attached is my medical certificate.

Hope for your kind consideration.
Thank you very much.
Very respectfully yours,
Student Intern
Appendix J
Sample Application Letter
(Date)
Indicate the name of Principal/Directress/Head of the School
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
Taught the following

Subjects
I also had the opportunity to

(Other activities)
Sincerely yours,
Signature
Appendix K
Sample Format for Curriculum Vitae
Name:
Address:
Residence Phone:
Email:
Career Objectives:
Personal Information:
Trainings / Seminars / Workshop Attended
Date Title of Seminar/Training Sponsoring Organization Venue
Employment History / Work Experience

Inclusive Dates School / Company Position
Professional Affiliations
Organization Nature of Participation Date Of Membership
References
Appendix L
Revised Bloom’s Taxonomy of Objectives
Original Terms New Terms

 Evaluation  Creating
 Synthesis  Evaluating
 Analysis  Analyzing
 Application  Applying
 Comprehension  Understanding
 Knowledge  Remembering
BLOOM’S REVISED TAXONOMY

Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
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
Revised Bloom’s Taxonomy

Teacher’s Role Student Role
of Objectives
Remembering Directs Responds
Tells Absorbs
Recalling information, recognizing, Shows Remembers
listing, describing, retrieving, Examines Recognizes
naming, finding Questions Memorizes
Evaluates Defines
Describes
Retells
Passive recipient
Understanding Demonstrates Explains

Listens Describes
Explaining ideas or concepts Questions Outlines
interpreting, summarizing, Compares Restates
paraphrasing, classifying, explaining Contrasts Translates
Examines Demonstrates
Interprets
Active participant
Applying Shows Solves problems

Facilitates Demonstrates use of knowledge
Using information in another Observes Calculates
familiar situation, implementing, Evaluates Compiles
carrying out, using, executing Organizes Completes
Questions Illustrates
Constructs
Active recipient
Analyzing Probes Discusses

Guides Uncovers
Breaking information into parts to Observes Argues
explore understandings and Evaluates Debates
relationships Acts as a resource Thinks deeply
Comparing, organizing, Questions Tests
deconstructing, interrogating, Organizes Examines
finding Dissects Questions
Calculates
Investigate
Inquires
Active participant
Evaluating Clarifies Judges

Accepts Disputes
Justifying a decision or course of Guides Compares
action Facilitates Critiques
checking, hypothesizing, critiquing, Questions
experimenting, judging Argues
Assesses
Decides
Selects
Justifies
Active participant
Creating Extends Designs

Reflects Formulates
Generating new ideas, products, or Analyzes Plans
ways of viewing things Evaluates Takes risks
designing, constructing, planning, Modifies
producing, inventing Creates
Proposes
Active participant

Verbs to use in stating Behavioral Terms
of Objectives
Remembering List Write
Memorize Outline
Relate Listen
Show Group
Locate Choose
Distinguish Recite
Give example Review
Reproduce Quote
Quote Record
Repeat Match
Label Select
Recall Underline
Know Cite
Group Sort
Read
Understanding Restate Describe

Identify Report
Discuss Recognize
Retell Review
Research Observe
Annotate Outline
Translate Account for
Give examples of Interpret
Paraphrase Give main idea
Reorganize Estimate
Associate Define
Applying Translate Change

Manipulate Compute
Exhibit Sequence
Illustrate Show
Calculate Solve
Interpret Collect
Make Demonstrate
Practice Dramatize
Apply Construct
Operate Use
Interview Adapt
Paint Draw
Analyzing Distinguish Compare

Question Contrast
Appraise Survey
Experiment Detect
Inspect Group
Examine Order
Probe Sequence
Separate Test
Inquire Debate
Arrange Analyze
Investigate Diagram
Sift Relate
Research Dissect
Calculate Categorize
Criticize Discriminate
Evaluating Judge Choose

Rate Conclude
Predict Deduce
Assess Debate
Justify

Verbs to use in stating Behavioral Terms
of Objectives
Creating  Score  Recommend
 Revise  Discriminate
 Infer  Appraise
 Determine  Value
 Prioritize  Probe
 Tell why  Argue
 Compare  Decide
 Evaluate  Criticize
 Defend  Rank
 Select  Reject
 Measure  Imagine
 Compose  Generate
 Assemble  Formulate
 Organize  Improve
 Invent  Act
 Compile  Predict
 Forecast  Produce
 Devise  Blend
 Propose  Set up
 Construct  Devise
 Plan  Concoct
 Prepare  Compile
 Develop
 Originate
Revised Bloom’s Taxonomy Questions
Revised Bloom’s Taxonomy of Objectives Questions

 What happened after…?
 How many…?
 What is…?
 Who was it that…?
Remembering  Can you name…?
 Find the definition of...
 Describe what happened after…
 Who spoke to…?
 Which is true or false…?
 Can you explain why…?
 Can you write in your own words?
 How would you explain…?
 Can you write a brief outline…?
 What do you think could have happened next…?
Understanding  Who do you think…?
 What was the main idea…?
 Can you clarify..?
 Can you illustrate…?
 Does everyone act in the way that ….. does?
 Do you know of another instance where…?
 Can you group by characteristics such as…?
 Which factors would you change if…?
Applying
 What questions would you ask of…?
 From the information given, can you develop a set
of instructions about…?
Revised Bloom’s Taxonomy Questions
Revised Bloom’s Taxonomy of

Questions
Objectives
Analyzing  Which events could not have happened?
 If… happened, what might the ending have been?
 How is…similar to…?
 What do you see as other possible outcomes?
 Why did…changes occur?
 Can you explain what must have happened
when…?
 Can you distinguish between…?
 What were some of the motives behind…?
 What was the turning point?
 What was the problem with…?
Evaluating  is there a better solution to…?
 Judge the value of.. what do you think about…?
 Can you defend your position about…?
 Do you think…is a good or bad thing?
 How would you have handled…?
 What changes to.. would you recommend?
 Do you believe…? How would you feel it..?
 How effective are..?
 What are the consequences..?
 What influence will…have on our lives?
 What are the pros and cons of…?
 Why is…of value?
 What are the alternatives?
 Who will gain and who will lose?
Creating  can you design a…to…?
 Can you see a possible solution to…?
 If you had access to all resources, how would you
deal with…?
 Why don’t you devise your own way to…?
 What would happen if…?
 How many ways can you…?
 Can you create new and unusual uses for…?
 Can you develop a proposal which would…?
Appendix M
Republic of the Philippines

PROFESSIONAL REGULATION COMMISSSION
Manila
BOARD FOR PROFESSIONAL TEACHERS
CODE OF ETHICS
FOR
PROFESSIONAL TEACHERS
Resolution No. 435

Series of 1997
Pursuant to the provisions of Paragraph (e), Article II, of R.A. No. 7836, otherwise known as the
“Philippines Teachers Professionalization Act of 1994” and Paragraph (a), Section 6, P.D. No. 223, as
amended, the Board for Professional Teachers hereby adopts and promulgates the following “Code of
Ethics for Professional Teachers”.
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.
ARTICLE I
SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provides that all educational institutions shall offer quality
education for all Filipino citizens, a vision that requires professionally competent teachers committed to
its full realization. The provisions of this Code shall apply, therefore to all teachers in all schools in the
Philippines.
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.
ARTICLE II
THE TEACHER AND THE STATE
Section 1. The schools are the nurseries of the citizens of the state. Each teacher is a trustee of
the cultural and educational heritage of the nation and is under obligation to transmit to learners such
heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill
allegiance to the Constitution and respect for all duly constituted authorities, and promote obedience to
the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of the state
and shall take an oath to this effect.
Section 3. In the interest of the State 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 IV
THE TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively help insure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the
best preparation for the career of teaching, and shall be at the best at all times in the practice of his
profession.
Section 3. Every teacher shall participate in the continuing professional education (CPE) program of the
Professional Regulation Commission, an shall pursue such other studies as will improve his efficiency,
enhance the prestige of the profession, and strengthen his competence virtues, and productivity in order
to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duty authorized to seek support for the school, but shall not make
improper misrepresentations through personal advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it a dignified means for
earning a decent living.
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.
ARTICLE VI
THE TEACHER AND HIGHER AUTHORITIES
IN THE PHILIPPINES
Section 1. A teacher shall make it his duty to make an honest effort to understand and support the
legitimate policies of the school and the administration regardless of professional feeling or private
opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusation or charges against superiors, especially under
anonymity. However, if there are valid charges, he should present such under oath to competent
authority.
Section 3. A teacher shall transact all official business through channels except when special conditions
warrant a different procedure, such as when reforms are advocated but are opposed by the immediate
superior, in which case the teacher shall appeal directly to the appropriate higher authority.
Section 4. A teacher, individually or as part of a group, has a right to seek redress against injustice and
discrimination and to the extent possible, shall raise his grievances within democratic processes. In
doing so, he shall avoid jeopardizing the interest and welfare of learners, whose right to learn must be
respected.
Section 5. A teacher has a right to invoke the principle that the appointments, promotions, and transfers
of teachers are made only on the basis of merit and need in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract,
assuming full knowledge of the employment terms and conditions.
ARTICLE VII
SCHOOL OFFICIALS, TEACHERS AND
OTHER PERSONNEL
Section 1. School officials shall at all times show professional courtesy, helpfulness and sympathy
towards teachers and other personnel, such practices being standards of effective school supervision,
dignified administration, responsible leadership and enlightened direction.
Section 2. School officials, teachers and other school personnel shall consider it their cooperative
responsibility to formulate policies or introduce important changes in the system at all levels.
Section 3. School officials shall encourage and attend to the professional growth of all teachers under
them such as recommending them for promotion, giving them due recognition for meritorious
performance, and allowing them to participate in conferences and training programs.
Section 4. No school official shall dismiss or recommend for dismissal a teacher or other subordinates
except for cause.
Section 5. School authorities concerned shall ensure that public school teachers are employed in
accordance with pertinent civil service rules, and private school teachers are issued contracts specifying
the terms and conditions of their work, provided that they are given, if qualified, subsequent permanent
tenure, in accordance with existing laws and provided, further that they are duly registered and licensed
professional teachers.
ARTICLE VIII
THE TEACHER AND LEARNERS
Section 1. A teacher has the right and duty to determine the academic marks and the promotion of
learners in the subjects they handle. Such determination shall be in accordance with generally accepted
producers of evaluation and measurement. In case of any complaint, teachers concerned shall
immediately take appropriate action, observing the process.
Section 2. A teacher shall recognize that the interest and welfare of earners are his first and foremost
concern, and shall handle each learner justify and impartially.
Section 3. Under no circumstance shall the teacher be prejudiced nor discriminatory against any learner.
Section 4. A teacher shall not accept favor or gifts from learners, their parents or others in their behalf
in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other than
what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work on merit and qualify of academic
performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and
learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip, and
preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions
from their scholastic ratings as a punishment for acts which are clearly not manifestations of poor
scholarship.
Section 9. A teacher shall ensure that conditions contributive to the maximum development of learners
are adequate, and shall extend needed assistance in preventing or solving learner’s problem and
difficulties.
ARTICLE IX
THE TEACHER AND PARENTS
Section 1. A teacher shall establish and maintain cordial relations with parents, and shall conduct
himself to merit their confidence and respect.
Section 2. A teacher shall inform parents, through proper authorities, of the progress or deficiencies of
learners under him, exercising utmost candor and tact in pointing out learners’ deficiencies in seeking
parent’s cooperation for the proper guidance and improvement of learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall
discourage unfair criticism.
ARTICLE X
THE TEACHER AND BUSINESS
Section 1. A teacher has a right to engage, directly or indirectly in legitimate incoming generation,
provided that it does not relate to or adversely affect his work.
Section 2. A teacher shall maintain a good reputation with respect to financial matters such as in the
settlement of his debts, loans and other financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any
commercial venture which furnish textbooks and other school commodities in the purchase and disposal
of which he can exercise official influence, except only when his assignment is inherently related to such
purchase and disposal, provided that such shall be in accordance with existing regulations.
ARTICLE XI
THE TEACHER AS A PERSON
Section 1. A teacher shall live with dignity in all places at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline as the principle of the
personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could server as model
worthy of emulation by learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or Being as guide of his own destiny and of
the destinies of men and nations.
ARTICLE XII
DISCIPLINARY ACTION
Section 1. Any violation of any provision of this Code shall be sufficient ground for the imposition
against the erring teacher of disciplinary action consisting of revocation of this Certificate of Registration
and License as Professional Teacher, suspension from the practice if the teaching profession, reprimand,
or cancellation or his temporary/special permit under causes specified in Sec. 23, Article III or R.A No.
7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A No. 7836.
ARTICLE XIII
EFFECTIVITY
Section 1. This code shall be approved by the Professional Regulation Commission and shall take effect
sixty (60) days following its publication in the official Gazette or any newspaper of general circulation,
whichever is earlier.
Appendix N
Sexual Harassment Law
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.
SECTION 3. Work, Education or Training-related Sexual Harassment Defined – Work, education or

training-related sexual harassment is committed by an employer, employee, manager, supervisor, agent
of the employee, manager, supervisor, agent of the employer, teacher, instructor, professor, coach,
trainor, or any other person who, having authority, influence or moral ascendancy over another in a
work or training or education environment, demands, requests or otherwise requires any sexual favor
from other, regardless of whether the demand, request for requirement for submission is accepted by
the object of said Act.
(a) In a work-related or employment environment, sexual harassment is committed when:
(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.
(b) In an education or training environment, sexual harassment is committed:
(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.
Approved: February 14, 1995
(Sgd.) FIDEL V. RAMOS
President of the Philippines

Appendix O
Table of Specifications of General Education of the

Licensure Examination for teachers (LET)
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
2%
sa 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
Table of Specifications of Professional Education of the

Licensure Examination for teachers (LET)
Cluster/Subject/Competency Weight
1. Teaching Profession, Social Dimensions of Education,
20%
Field Study, Practice Teaching
1.1 Determine ways and means to ensure high standards of the
2%
teacher’s personal and professional development
1.2 Describe the roles and responsibilities of the teacher in the
2%
local and global community
1.3 Analyze the historical, economic, socio-cultural,
geographical, environmental, political and socio-
5%
psychological factors that influence the school as an agent
of change and the teacher as a facilitator of learning
1.4 Interpret educational problems in the light of philosophical
5%
and legal foundations of education
1.5 Apply the four pillars of learning-learning to know , learning
to do, learning to live together, learning to be- in
3%
responding to the aspirations of the learner and the
community
1.6 Apply ethical principles in the teacher’s personal life and
his/her relationship with other people
1.7 Reflect on the professional teacher’s accountability to 3%
learners’ performance and to the teacher’s total
involvement in the teaching profession
2. Principles of Teaching, Educational Technology,
35%
Curriculum Development, Field Study, Practice Teaching
2.1 Employ activities, teaching methods, instructional materials
and technology, classroom management techniques 10%
appropriate for a chosen subject-area
2.2 Apply appropriate approaches to lesson planning and
6%
curriculum development
2.3 Apply principles in the preparation and utilization of the
conventional and non-conventional technology as well as 5%
traditional and alternative teaching strategies
2.4 Align curriculum components to instruction and
5%
assessment
2.5 Distinguish the roles of stakeholders (students; teachers;
employers; parents; and community) in the delivery of the 1%
curriculum
2.6 Use activities that enhance critical, creative and
5%
metacognitive reading skills
2.7 Analyze extrinsic and intrinsic factors that affect reading
3%
performance
3. Facilitating Learning, Child and Adolescent Development 20%
3.1 Analyze the cognitive, metacognitive, motivational socio-
5%
cultural factors that affect learning
3.2 Apply theories of learning and development to the
8%
teaching-learning process
3.3 Draw educational implications of research findings related
to child and adolescent learning and development along
with the biological, linguistic, cognitive, social and
5%
psychological dimensions
3.4 Organize a learning environment that is responsive to
learner’s needs and that promotes fairness among learners 2%
of various cultures, family background, and gender
4. Assessment of Learning, Field Study, Practice Teaching 25%
4.1 Apply principles in constructing traditional and
10%
alternative/authentic forms of high quality assessment
4.2 Interpret assessment results 7%
4.3 Utilize processed data and assessment results in reporting
3%
learners’ to improve teaching and learning
4.4 Demonstrate skills in the use of techniques and tools in
3%
assessing affective learning
4.5 Assign students’ marks/ratings 2%
Appendix Q

OFFICE OF THE PRESIDENT
COMMISSION ON HIGHER EDUCATION
CHED MEMORANDUM ORDER (CMO)

No. 30
Series 2004
SUBJECT: REVISED POLICIES AND STANDARDS FOR UNDERGRADUATE TEACHER

EDUCATION CURRICULUM
In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as
the “Higher Education Act of 1994,” and for the purpose of rationalizing the undergraduate
teacher education in the country to keep pace with the demands of global competitiveness, the
following rules and guidelines are hereby adopted and promulgated by the Commission.
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).
Section 4. Program Description and General Objectives.

The BEEd is structured to meet the needs of professional teachers for
elementary schools and special education programs in the Philippines, and the
BSEd for the needs of professional teachers for secondary schools in the
Philippines.
The BEEd aims to develop elementary school teachers who are either (a)
generalists who can teach across the different learning areas in grade school, (b)
special education teachers, or (c) pre-school teachers.
The BSEd aims to develop high school teachers who can teach in one of the
different learning areas in high school like Mathematics, Physical Sciences,
Biological Sciences, English, Filipino, among others.
Section 5. Allied Programs
Teacher education is an applied discipline which draws from many of the basic
disciplines in the social sciences (Psychology, Sociology, Anthropology,
Economics, Political Science, Applied Linguistics, History, etc.), the Science and
Technology Fields (Biology, Chemistry, Physics, Mathematics, Engineering,
Information Technology, etc.), and the Humanities and related fields (Languages,
Literature, Philosophy, Journalism, etc.).
ARTICLE IV
COMPETENCY STANDARDS
Section 6. Graduates of the BEEd and BSEd programs are teachers who
 Have the basic and higher level literacy, communication, numeracy, critical
thinking, learning skills needed for higher learning.
 Have a deep and principles understanding of the learning processes and the role
of the teacher in facilitating these processes in their students;
 Have a deep and principled understanding of how educational processes relate to
larger historical, social, cultural, and political processes;
 Have a meaningful and comprehensive knowledge of the subject matter they will
teach;
 Can apply a wide range of teaching process skills 9including curriculum
development, lesson planning, materials development, educational assessment,
and teaching approaches);
 Have direct experience in the field/classroom (e.g., classroom observations,
teaching assistance, practice teaching);
 Can demonstrate and practice the professional and ethical requirements of the
teaching professions;
 Can facilitate learning of diverse types of learners, in diverse types of learning
environments, using a wide range of teaching knowledge and skills;
 Can reflect on the relationships among the teaching process skills, the learning
processing in the students, the nature of the content/subject matter, and the
broader social forces encumbering the school and educational processes in order
to constantly improve their teaching knowledge, skills and practices.
 Can be creative and innovative in thinking of alternative teaching approaches,
take informed risks in trying out these innovative approaches, and evaluate the
effectiveness of such approaches in improving student learning; and
 Are willing and capable to continue learning in order to better fulfill their mission
as teachers.
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
Section 9. General Education Courses

General education and legislated courses shall follow existing requirements. The
CHED Memorandum No. 59 Series 1996 (63 units) is the recommended track for
the teacher education programs. In addition, the course requirements for
selected general education courses are specified in this curriculum (refer to
section 17).
Section 10. Professional Education Courses

These courses represent the component of the curriculum that aims to develop
the range of knowledge and skills needed in the practice of the teaching
profession. These courses are divided into three broad categories: (a) theory and
concepts courses, (b) methods and strategies courses and (c) field study courses.
In addition, a cluster of special topics courses are required as part of the
professional education courses.
Although the professional education courses are defined under separate

categories, all the courses should be taught in an integrated manner. Thus,
discussions of theory and concepts should always be linked to the development
of methods and strategies and to experiential learning during field study, and
vice versa.
All the courses should be taught using a wide range of learning-teaching

approaches and student assessment procedures, including whenever possible
the use of some educational technology.
Finally, all the courses should have a research requirement, which may take the
form of a term paper, case study, action research, or other forms of
research/scholarship as may be appropriate.
Section 11. Theory and Concepts Courses

The following are the theory and concepts courses that provide the broad
frameworks within which students can understand, rationalize, and reflect on
the various methods, strategies, processes, issues, and other matters related to
the teaching profession.
Child and Adolescent Development 3 units

Facilitating Human learning 3 units
Social Dimensions of Education 3 units
The Teaching Profession 3 units
Section 12. Methods and Strategies Courses

The following are methods and strategies courses in the program that aim to
develop in students a wide range of skills to facilitate and evaluate learning in
diverse types of students in a variety of learning environments.
Principles of Teaching 1 3 units
Principles of Teaching 2 3 units
Assessment of Student Learning 1 3 units
Assessment of Student Learning 2 3 units
Educational Technology 1 3 units
Educational Technology 2 3 units
Curriculum Development 3 units
Developmental Reading 1 3 units
Developmental Reading 2(for BEEd only) 3 units
Section 13. Field Study Courses

The following series of courses are the field study courses that 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 setting. The experiences will begin with field
observation and gradually intensify until students undertake practice teaching.
Field Study 1 1 unit

Practice Teaching 6 units
Section 14. Special Topics Courses

Students will have the opportunity to explore special topics and issues related to
their field of study by taking three one-unit elective seminars on a range of
topics chosen by the teacher education institutions, based on their perceived
needs of the students and the expertise of their faculty.
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
Section 16. Specialization Courses for Courses BSEd
For the BSEd program, all students have to complete 60 units of content courses
in one of the following areas of specialization:
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:
SY 2005 – 2006 For incoming freshmen

SY 2006 – 2007 For incoming freshmen and sophomores
SY 2007 – 2008 For incoming freshmen, sophomores and juniors
SY 2008 – 2009 All year levels
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.
For strict compliance.
Pasig City, Philippines September 13, 2004
FOR THE COMMISSION
(SGD) MA. CRISTINA D. PADOLINA
Officer-In-Charge
Office of the Chairman

Appendix R
Republic of the Philippines Republika ng Pilipinas

OFFICE OF THE PRESIDENT REPUBLIC OF THE PHILIPPINES
COMMISSION ON HIGHER EDUCATION KAGAWARAN NG EDUKASYON
DEPARTMENT OF EDUCATION
JOINT CHED and DepED ORDER
GUIDELINES IN THE DEPLOYMENT OF

PRE-SERVICE TEACHERS UNDER EXPERIENTIAL LEARNING:
FIELD STUDY AND PRACTICE TEACHING
To: CHED Commissioners DepED Undersecretaries

Regional Directors Assistant Secretaries
Presidents of Universities and Regional Directors
Colleges Schools Division Superintendents
Elementary/Secondary Principals
The Experiential Learning Courses (ELC) is indispensable components of the New Teacher
Education Curriculum, per CMO No.30 s., 2004. This is pursuant to the National Competency
Based Teacher Standards (NCBTS), the core of the Teacher Education and Development Program
(TEDP) of the government.
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.
Immediate and wide dissemination of this Joint Order is desired.
CARLITO S. PUNO JESLI A. LAPUS

Chairman Secretary
Commission on Higher Education Department of Education
GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS
I. DEFINITION OF TERMS
Authentic School Setting/Learning Environment – refers to the real school environment

in basic education.
College Supervisor- refers to the faculty member of the Teacher Education Institution
(TEI) in charge of Experiential Learning Courses (Field Studies and/or Practice Teaching),
who teaches the course and oversees the various activities. It also refers to the
University/ College Student Teaching Supervisor/Director/Coordinator.
Cooperating School/Internship School/Practicum Site/Partner Public School- refers to
the school where the field observes and student teachers undergo observation and
practice teaching.
Experiential Learning Courses- refer to the required subjects in the pre-service
education curricula that include Field Study Courses and Practice Teaching.
Flexible Incentive System- refers to mutually-agreed upon monetary e.g., honoraria,
and non-monetary incentives, e.g., scholarships, tuition discounts, free training,
seminars, access to library and other school facilities, distinctions and honorific titles,
etc.
Field Study Student (FSS)- refers to the student taking field study courses.
Portfolio- is both a product and process; purposeful collection of pertinent student
teaching materials such as lesson plans, documented evidences of community outreach,
reflections, and others.
Mentor/Cooperating Teacher- refers to the teacher who is assigned to guide the
FSS/student teacher in the development of professional competencies, attitudes and
behaviors.
Mentoring- refers to a nurturing process in which a highly-skilled or more experienced
person provides support and encouragement to a less experienced person.
Pre-service teacher- refers to the student enrolled in the BEEd, BSEd and other related
teacher education programs.
Resource Teacher- refers to the resource facilitator in the Field Study Courses.
Student Teacher- refers to the student who undergoes practice teaching.
II. ROLE OF DEPED AND CHED
Regional Offices
The Regional Directors shall jointly:

1. Ensure quality assurance of the Experiential Learning courses;
2. Set the parameters of the MOAa between the SDS and TEIs or group of TEIs; determine
and articulate the human resource requirements for basic education and TEIs of the
region;
3. Conduct regular monitoring and evaluation of the ELC, utilize and disseminate results;
4. Undertake researches related to the improvement of ELC; and
5. Provide recognition and reward recognition and reward system to performing TEIs as
regards to experiential learning
Schools Division 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.
Resource Teachers and Cooperating Teachers/Mentors
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.
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.
IV. SELECTION OF COOPERATING SCHOOLS
A. Field Study
All basic education schools may be chosen as cooperating schools.
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.
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
VI. DUTIES AND RESPONSIBILITIES OF PRE-SERVICE TEACHERS
A. Field Study
The FSS shall:
1. Take the field study courses congruent to their professional education subjects;
2. Observe proper decorum and behavior when making field visits and observations
in the schools where they are fielded; and
3. Accomplish the requirements of the course as scheduled.
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
Know ALL Men By These Presents:
This Memorandum of Agreement is made and entered into by and between:

Represented by its President, and Dean of the
College of Education with principal addresses at
and hereinafter referred to as the FIRST PARTY.
The Department of Education, represented by the Schools Division Superintendent of

, and the cooperating school Principal,
With principal addresses at and hereinafter referred to as
The SECOND 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:
1. Develop the competencies set in the National Competency-Based Teachers Standard

(NCBTS);
2. Apply their learnings in actual classrooms situations;
3. Gain comprehensive and realistic perpective of the teaching learning situations and day-
to-day school activities and;
4. Reflect on their qualities and commitment vis-à-vis the demands of the teaching
profession.
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.
NOW THEREFORE, premises considered, the parties agree to the following:

1. The FIRST PARTY will
1.1 coordinate with the School Division Superintendent and the School Head on the
deploment of the Field Study Students (FSS) / Student Teachers (ST);
1.2 conduct regular supervisory visit during the stay of the FSS/ST in designated
school;
1.3 gather feedback from the cooperating schools on FSS/ST activities / performance
for the improvement of the program;
1.4 conduct exit conference with the cooperating school head;
1.5 and provide flexible incentive package/reward system for cooperating school.
2. The SECOND PARTY will
2.1 conduct orientation/briefing on the school learning environment and the
community system;
2.2 allow FSS/ST to observe classes and school activities as required;
2.3 provide FSS/ST the best resource teachers/mentors;
2.4 allow the First Party to supervise the activities of their FSS/ST in coordination
with the department heads/grade level chairs/school head;
2.5 allow the FSS/ST also access to school information for research and instructional
purposees;
2.6 monitor and evaluate the perfomance of cooperating schools; and
2.7 submit consolidated reports on student teachers.
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 , Philippines
Teacher Education Institution Basic Education Schools
President Schools Divisions Superintendent
Dean, College of Education School Principal
Signed in the Presence of:
Witness Witness
REPUBLIC OF THE PHILIPPINES
ACKNOWLEDGEMENT
This day of 20 at the personally appeared before me
Name CTC No. Issued at Issued on
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.
WITNESS MY HAND AND SEAL

Appendix T

Department of Education
DepED Complex, Meralco Avenue, Pasig City
MAR 02, 2009
DepED ORDER
No. 20 , s. 2009
FURTHER REVISIONS TO THE HIRING GUIDELINES FOR TEACHER I POSITIONS

UNDER DEPED ORDER NO. 4, S. 2007
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).
2. Immediate dissemination of and compliance with this Order is directed.
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:
APPOINTMENT, EMPLOYMENT, REAPPOINTMENT

CHANGE
POLICY
TEACHERS
Enclosure to DepED Order No. 20, s. 2009
FURTHER REVISIONS TO THE HIRING GUIDELINES FOR

TEACHER I POSITIONS UNDER DEPED NO. 4, S. 2007
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:
(a) Recruitment – Announcement of Vacancies and Receipt of Applications

(b) Verification and Validation of Documents Submitted
(c) Evaluation and Selection of Applicants
(d) Appointment of Qualified Applicants
(e) Monitoring of Division Office Compliance by the Regional Office
2.0 DEFINITION OF TERMS
2.1 Applicant refers to a person who holds a valid certificate of registration/professional

license as a teacher from the Professional Regulation Commission (PRC) seeking to be
appointed to a Teacher I position.
2.2 Qualified Applicant refers to a person who underwent and passed the evaluation and
selection process and met the requirements for appointment to a Teacher I position.
2.3 Registry of Qualified Applicants (RQA) refers to the official list of those who obtained
an over-all score of fifty (50) points or above during the evaluation and selection
processes.
2.4 Bona fide resident refers to a qualified applicant who declared himself/herself a
resident of a particular barangay, municipality, city or province for at least six (6)
months in the Personal Data Sheet (CSC Form 212, revised 2005) accompanying his/her
application.
2.5 Catchment areas refer to adjacent barangays where there is no school but are
being served by elementary schools located in a particular barangay.
3.0 BASIC RULES ON HIRING FOR TEACHER I POSITIONS
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.
4.0 RECRUITMENT PROCEDURE
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 Sub-
committees the lists of applicants together with the required documents.
5.0 EVALUATION AND SELECTION
5.1 The Schools Division Superintendent (SDS) shall organize the following Committees:
A. School Selection Committee

B. Division Sub-Committee
C. Division Selection Committee
5.2 The Committees shall have the following compositions and functions:
A. School Selection Committee
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
2.1 Receives the list of applicants with the corresponding documents.

2.2 Reviews the documents submitted by the School Selection Committee as to
completeness, accuracy, authenticity, and veracity.
2.3 Evaluates applicants on Education, Teaching Experience, LET/PBET Rating, Experiential
Learning Course and Specialized Training and Skills.
2.4 Conducts interviews.
2.5 Observes and rates demonstration teaching of applicants.
2.6 Administers the English proficiency test.
2.7 Consolidates individual ratings and submits the initial rank list of qualified applicants to
the Division Selection Committee.
C. Division Selection Committee
1. Composition
For Elementary Schools

Chair: Assistant Schools Division Superintendent
Members:
Two (2) Education Supervisor I
President of the PESPA (Division Chapter)
President of the Teacher’s Association (Division Level)
For Secondary Schools

Members:
Two (2) Education Supervisor I
President of the PAPSSA (Division Chapter)
President of the Teacher’s Association (Division Level)
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.
5.3 Applicants shall be evaluated using the following criteria:
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
5.3. A EDUCATION – 25 points
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:
Percentage
Points
Rating
99.0-100 1.0
97.75-98.75 1.1
96.5-97.5 1.2
95.25-96.25 1.3
94.0-95.0 1.4
92.75-93.75 1.5
91.5-92.5 1.6
90.25-91.25 1.7
89.0-90.0 1.8
87.75-88.75 1.9
Percentage GWA
86.5-87.5 2.0
85.25-86.25 2.1
84.0-85.0 2.2
82.75-83.75 2.3
81.5-82.5 2.4
80.25-81.25 2.5
79.0-80.0 2.6
77.75-78.75 2.7
76.5-77.5 2.8
75.0-76.25 2.9-3.0
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.
5.3.B TEACHING EXPERIENCE – 10 points
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.
For every month of service, 0.1 point shall be given.

Example: 8 months = 0.8 point
11 months = 1.1 points
5.3.C LET/PBET RATING – 10 points
Scoring applicant’s performance in the LET/PBET shall be as follows:
LET Rating Points PBET Rating Points

87 + 10 82 + 10
85-86 9 80-81 9
83-84 8 78-79 8
81-82 7 76-77 7
79-80 6 74-75 6
77-78 5 72-73 5
75-76 4 70-71 4
5.3.D EXPERIENTIAL LEARNING COURSES – 5 points
RUBRICS FOR EXPERIENTIAL COURSE
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,
some explanations of strengths and
4 90-94 1.25-1.50 Proficient
weaknesses and includes come
achievements.
3 85-89 1.75-2.00 Satisfactory Contains some examples of learning
experiences with few explanations of
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 personal
2 80-84 2.25-2.50 Developing
performance is very limited, with little or no
attention paid to strengths and weaknesses
of work.
There is an absence of evidence of reflection;
Needs no details of experiences and judgement of
1 75-79 2.75-3.00
Improvement performance, without statement of strengths
and weaknesses and 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
5 95-100 1.00 Outstanding
focus
 Displays evidences of self-assessment
such as revisions, a letter on why one
chose a certain entry, etc.
 Present a variety of work done
 Contains minor organizational flaws
Very
4 90-94 1.25-1.50  Exhibits some errors in grammar, usage or
Satisfactory
mechanics
 Reflects enthusiasm, creativity, self-
assessment, 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, self-
assessment, extensive investigations and
analysis of information.
 Contains problems in mechanics that
interfere with communication
2 80-84 2.25-2.50 Fair  Reflects poor organization
 Lack focus, enthusiasm, creativity and
 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
5.3. E SPECIALIZED TRAINING AND SKILLS – 5 points
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:
 At least one (1) week training;

 Duly supported with documents;
 The skill shall be validated thru demonstration
Points may also be given to skills acquired from experience to be validated thru demonstration.
5.3. F INTERVIEW- 10 points

The Division Sub-Committee shall interview the applicants based on the following attributes:
Personality (5 pts) each indicator to be given one (1) point
Appearance
Voice and Speech
Poise
Alertness
Self-confidence
Potential (5 pts) each indicator to be given one (1) point

Ability to present ideas
Judgement
Emotional Stability
Decisiveness
Stress tolerance
5.3. G DEMONSTRATION TEACHING- 20 points

Applicants shall be given points on aspects such as: lesson plan, presentation of the lesson,
classroom management and evaluation of pupil/student performance strictly following the
applicable NCBTS strands and indicators.
5.3. H COMMUNICATION SKILLS- 15 points

An English Proficiency Test with a maximum score of 100% shall administer to applicants. The
competencies and contents of the test are indicated below. However, as to the procedure and
the test items to be administered to the applicants, these are left to the expertise of the
Division Selection Committee.
1. Listening
2. Speaking
3. Reading
4. Writing
The percentage score obtained by an applicant shall be multiplied by the weight or 15

points, as follows:
Percentage Score = 98% or .98
Weighted Point = 15
Rating = .98 x 15 = 14.7 points
6.0 Constituting and Utilizing the Registry of Qualified Applicants (RQA)
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 filling-
up 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.
7.0 APPOINTMENT OF QUALIFIED APPLICANTS
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 locally-
funded items.
8.0 MONITORING OF DIVISION COMPLIANCE AND SANCTIONS
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.
9.0 GRIEVANCE AND PROTEST PROCEDURES
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.
10.0 REPEALING CLAUSE
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
HIRING GUIDELINES FOR TEACHER I POSITIONS

EFFECTIVE SCHOOL YEAR (SY) 2014-2015
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.
3. Immediate dissemination of and strict compliance with this Order is directed.
BR. ARMIN A. LUISTRO FSC

Secretary
Encl.:
As stated
References:
DepEd Order Nos.: 12, 25 and 37, s. 2012
To be indicated in the Perpetual Index
Under the following subject:
APPOINTMENT, EMPLOYMENT, REAPPOINTMENT

CHANGE
POLICY
TEACHERS
HIRING GUIDELINES FOR TEACHER I POSITIONS EFFECTIVELY SY 2014-2015
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:
1.1 Recruitment- Announcement of Vacancies and Receipt of Applications

1.2 Verification and Validation of Documents Submitted
1.3 Evaluation and Selection of Qualified Applicants
1.4 Appointment of Qualified Applicants
1.5 Monitoring of Division Office Compliance with Hiring Guidelines by the Regional
Office
2.0 DEFINITION OF TERMS
2.1 Applicant refers to a person who holds a valid certificate of

registration/professional license as a teacher from the Professional Regulation
Commission (PRC) seeking to be appointed to a Teacher I Position.
2.2 Bona fide resident refers to an applicant who has been residing for at least six
(6) months at the barangay, municipality, city or province in which the school
being applied to for a teaching position is located, as evidenced by the Personal
Data Sheet (CSC Form 212, Revised 2005) and a Voter’s Identification Card or any
proof of residency.
2.3 Catchment area of a school refers to a barangay, municipality, city or province
which has no school and which being served by kindergarten, elementary and
secondary school/s in an adjacent barangay, municipality, city or province.
2.4 Locality refers to a barangay, municipality, city or province.
2.5 Qualified applicant refers to an applicant who has been screened and who,
therefore, meets the evaluation and selection criteria used by the School
Division as provided for in the enclosed guidelines.
2.6 Registry of Qualified Applicants (RQA) refers to the official list of applicants who
obtained an overall score of fifty-five (55) points and above based on the criteria
set and as result of the evaluation and selection processes.
3.0 BASIC RULES ON HIRING AND DEPLOYMENT OF TEACHER POSITIONS
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.
4.0 RECRUITMENT PROCEDURE
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.
Substitutes for the above-named identification documents, such as a barangay

clearance, shall not be accepted.
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.
5.0 EVALUATION AND SELECTION
5.1 The Schools Division Superintendent (SDS) shall issue an Order organizing and
designating the members of the following committees:
5.1.1 School Screening Committee

5.1.2 Division Selection Committee
5.2 the Committees shall have the following compositions and functions:
5.2.1.1 Composition
a. The Committee at the elementary level shall be chaired by the School

Head with four (4) teachers as members.
In the case of primary, incomplete elementary and multi-grade (MG)

schools, the Committee shall be chaired by the cluster school head
with four (4) teachers from the cluster schools as members.
b. 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 needed based on the school’s
vacancies) shall be members.
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.
c. Committee members shall be identified by the School Head using the

above mentioned specifications. The School Head shall then transmit
the Composition of the School Screening Committee to the Schools
Division Superintendent for the issuance of a corresponding
Designation Order.
5.2.2 Division Selection Committee
5.2.2.2 Composition
For Elementary Schools
Chair: Assistant Schools Division Superintendent (ASDS)

Members:
Three (3) Education Program Supervisors
Division Chapter President of the Philippine Elementary
Schools Principals Association (PESPA)
Representative of a Civil Society Organization (CSO)
with technical expertise
For Secondary Schools

Members:
Three (3) Education Program Supervisors
Division Chapter President of the National Association
Of Public Secondary School, Inc. (NAPSSHI)
Representative of a CSO with technical expertise
a. In schools divisions where there is no ASDS, the Superintendent

shall designate an Education Program Supervisor as the Chair of
the Division Selection Committee.
b. The official in charge of personnel actions shall provide
secretariat services and maintain records of proceedings or
deliberations.
5.2.2.2 Functions
a. Receives from the School Screening Committee the list of

applicants with the corresponding documents.
b. Verifies the documents submitted by the School Screening
Committee as to completeness, accuracy, authenticity, and
veracity.
c. Evaluates applicants based on Education, Teaching Experience,
LET/PBET Rating, Experiential Learning Courses, and Specialized
Training and Skills.
d. Conducts interviews.
e. Observes and rates the demonstration teaching of applicants.
f. Administers the English Proficiency Test.
g. Reviews and consolidates, foe check-and-balance purposes, the
results of the individual ratings of applicants, based on the
scores they obtained in each criterion for evaluation.
h. Prepares separate division-wide RQAs for Kindergarten,
Elementary, and Secondary following the point system below:
Registry A – 76 points and above

Registry B – 69 to 75 points
Registry C – 62 to 68 points
Registry D – 55 to 61 points
The Division Selection Committee for Elementary Schools shall

prepare the separate RQA for Kindergarten teacher applicants.
The RQA for Secondary teacher applicants shall be by subject are

specialization.
i. Identifies applicants who are volunteer and LGU-hired/funded

teachers who have rendered service for at least one year,
and/or are bona fide residents of the locality. These applicants
will be marked as priority. However, meeting more than one of
the aforementioned conditions does not give a higher priority
for the applicant. See Section 6.9 and 6.11 of these guidelines.
j. Secures list of its LGU-hired/funded teachers from the office of
the provincial governor, city/municipal mayor, or
provincial/city/municipal administrator.
k. Ensures that LGU-hired/funded and volunteer teacher
applicants go through the application process as provided for in
these guidelines.
l. Submits the complete results of the evaluation of applicants
(Items 5.2.3.2 c, d, and e), including pertinent records of
deliberations, to the SDS for approval.
5.3 Applicants shall be evaluated using the following criteria:
CRITERIA POINTS
a. Education
20
b. Teaching Experience
15
c. LET/PBET Rating
10
d. Experiential Learning Course
5
e. Specialized Training and Skills
5
f. Interview
10
g. Demonstration Teaching
10
h. Communication Skills
15
TOTAL 100
5.3.1 Education- 20 points
Evaluating Education is in term of the applicant’s academic achievement. Thus,

all subjects with corresponding subjects with corresponding units must be
included in the computation.
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 Equivalent Weighted Equivalent
Average Points Average Points
(GWA) (GWA)
1.0 20.00 2.0 14.00
1.1 19.40 2.1 13.40
1.2 18.80 2.2 12.80
1.3 18.20 2.3 12.20
1.4 17.60 2.4 11.60
1.5 17.00 2.5 11.00
1.6 16.40 2.6 10.40
1.7 15.80 2.7 9.80
1.8 15.20 2.8 9.20
1.9 14.60 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.
5.3.1.2 Additional requirements for kindergarten applicants
a. He/she must have obtained any of the following degrees, or its equivalent:
Degrees:
 Bachelor in Early Childhood Education

 Bachelor of Science in Preschool Education
 Bachelor of Science in Family Life and Child Development
 Bachelor of Elementary Education with Specialization in Kindergarten,
Preschool or Early Childhood Education
 Bachelor in Elementary Education, Major in Teaching Early Grades
 Bachelor of Arts/Science Degree in discipline allied to Education, such as
Psychology, Nursing, Music and Arts, et cetera, with at least 18 units in
content courses or subject in ECE
Equivalent:
 Bachelor in Elementary Education, Major in Special Education (SPED) with

18 units in ECE
 Bachelor of Secondary Education with additional Diploma in ECE including
Practice Teaching in Kindergarten Education
 Other degree courses and/with at least 18 units in Early Childhood
Education
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.
5.3.1.3 Additional requirements for SPED applicants
a. He/she must possess any of the following qualifications:

 Bachelor of Science in Education, with specialization in Special Education
 Bachelor of Elementary Education with specialization in Special Education
 Bachelor of Science in Elementary Education with specialization in Special
Education
 Bachelor of Science in Elementary Education, MAJOR IN Special Education
 Bachelor of Science in Elementary Education plus eighteen (18) units in
Special Education in the graduate level with three (3) years of teaching
experience with special needs children and with a “Very Satisfactory”
performance rating in the regular schools for at least three (3) years
 Bachelor of Science in Elementary Education plus fifteen (15) units in
Special Education with four (4) years of teaching experience with special
needs children and with a “Very Satisfactory” performance rating in the
regular schools for the last three (3) years
 Bachelor of Science in Elementary Education plus nine (9) units in Special
Education with nine (9) years of teaching experience with special needs
children and with a “Very Satisfactory” performance rating in the regular
schools for the last three (3) years
 Bachelor in Secondary Education, with specialization in Special Education
In cases where applicants do not have the appropriate educational qualifications,

they may still be evaluated but shall be categorized separately from those who have
met the said requirements.
5.3.2 Teaching Experience – 15 points
Teaching experience in pre-school, Special Education (SPED), Alternative Learning

System (ALS), Early Childhood (EC) kindergarten/preschool, elementary, and secondary
in private and public schools shall be given 1.50 points for every school year but shall
not exceed twelve (12) points.
For every month of service, 0.15 points shall be given.

Example: 8 months = 1.20 points
10 months =1.50 points
only teaching experience related to what is being applied for shall be credited. Hence
the full 0.15 point per month of teaching experience shall be given to the applicants
who have come from schools that are Dep-Ed recognized or with permit to operate.
Teaching experience of kindergarten volunteer teachers and LGU-hired teachers shall

merit additional points on top of the score they obtain from the above points system as
follows:
Less than 2 years of experience = +1 point

2 to less than 5 years of experience = +2 points
5 or more years of experience = +3 points
5.3.3 LET/PBET Rating – 10 points
Equivalent points of applicant’s rating in the LET/PBET shall be as follows:
LET Rating Points PBET Rating Points

87 and above 10 82 and above 10
84-86 9 79-81 9
81-83 8 76-78 8
78-80 7 73-75 7
75-77 6 70-72 6
5.3.4 Experiential Learning Courses – 5 points
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.
5.3.4.1 Field Study
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.
There is no evidence of reflections;
no details of experiences and
Needs
1 75-79 2.75-3.00 judgement of performance, without
Improvement
statement of strengths and
weaknesses and achievements.
If and only if the applicant did not take Field study courses, then points for the ELC criterion
shall be based on the Practice Teaching Rating. It shall be evaluated according to the scale
below:
5.3.4.2 Practice Teaching
Point Adjective
Scale % Indicators
System Equivalent
 Present a variety of work done
 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
 Contains minor organizational flaws
4 90-94 1.25-1.50 Very Satisfactory  Exhibits some errors in grammar,
usage or mechanics
 Reflects enthusiasm, creativity, self-
assessment, 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
2 80-84 2.25-2.50 Fair  Reflects poor organization
 Lacks focus, enthusiasm, creativity and
 Consists mainly of ditto sheets or
Needs pages copied from a textbook
1 75-79 2.75-3.00
Improvements  Contains no evidence of student
thinking
5.3.5 Specialized Training and Skills- 5 points
Specialized training for skills development in fields related to the work, duties
and functions of the Teacher I position to be filled shall be given a maximum of 5
points.
In the assignment of points, the following should be met:

 At least five (5) days’ training;
 Duly supported with documents;
 The skills shall be validated through demonstrations and/or any other
appropriate mode or medium
Points may also be given to skills acquired from experience to be validated
through demonstration and/or any other appropriate mode or medium as
well.
5.3.6 Interview – 10 points
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
Applicants shall be rated based on the following attributes:
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
5.3.7 Demonstration Teaching – 20 points
Applicants shall be given points on aspects such as:
 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
Applicants for kindergarten and SPED teaching positions shall undergo

Demonstration Teaching specifically designed for kindergarten and SPED classes,
respectively.
(Demonstration Teaching is different from Practice Teaching; the former is done
during the hiring process, while the latter is part of the pre-service training in
ELC.)
5.3.8 Communication Skills – 15 points
As English Proficiency Test with a maximum score of 100% shall be administrated

to all applicants. The competencies and contents of the test are indicated below.
The test shall be distributed by the Central Office and administered by the
Division Selection Committee.
a. Listening (25%)
b. Speaking (25%)
c. Reading (25%)
d. Writing (25%)
The total percentage score obtained by an applicant shall be multiplied by the

weight of fifteen (15) points, as follows;
Percentage score = 98% or 0.98

Weighted Points = 15
Rating = .98 x 15 = 14.7 points
6.0 CONSTITUTING AND UTILIZING THE REGISTRY OF QUALIFIED APPLICANTS (RQA)
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.
7.0 APPOINTMENT OF QUALIFIED APPLICANTS
7.1 The Schools Division Superintendent (SDS) shall:
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.
8.0 MONITORING OF DIVISION COMPLIANCE
8.1 Regional Directors shall regularly monitor and ensure strict compliance with the
provisions of these hiring guidelines, as follows:
a. Dissemination and discussion of these guidelines with teachers, school

heads, district supervisors, superintendents, and other school division
officials;
b. Preparation of schools to receive and acknowledge applications;
c. Organization of Division Selection Committees and School Screening
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;
f. Briefing and information-sharing with local governments and other local
stakeholders in teacher hiring;
g. Preparation of a report on the observations, both positive and negative, in
actual division practices in implementing these guidelines; and
h. Submission of said report on a quarterly basis to the Office of the Secretary
through the Office of Planning Service- Research and Statistics Division.
9.0 REPEALING CLAUSE
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.
BR. ARMIN A. LUISTRO FSC

Secretary
Appendix V

Department of Education Region
CERTIFICATE OF COMPLETION
Is awarded to
Of
For having satisfactorily completed the required number of hours for
Practice Teaching (6 units/ hours) on
Given this day of in the year of our Lord,
Two Thousand
Program Supervisor
Dean Principal
Appendix W
AND PROFICIENCY
Is awarded to
Of
For having satisfactorily completed the required number of hours for
Experiential Learning Courses: Field Study Courses ( hours) and
Practice Teaching ( hours) during the period
Two Thousand
College Supervisor Principal
Dean
Appendix X

Region
Division of
And
Name of Teacher Education Institution
Of
Province/City
Award this
CERTIFICATE OF RECOGNITION
To
Name of Pre-service Teacher
As
Outstanding Pre-service Teacher
Of the Year
Two Thousand
Principal College Supervisor
Dean Schools Division Superintendent

Appendix Y
Certificate of Completion for Experiential Learning Courses Prescribed by DepEd
(Name of University)
College of Education
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
With the following PERFORMANCE RATINGS

Experiential Learning Courses Grade Obtained
A. Field Study Courses
FS 1
FS 2
FS 3
FS 4
FS 5
FS 6
Average
B. Practice Teaching/Practicum
Field Study Courses and Practice Teaching will have a maximum of 2.5 points each
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
College Supervisor Dean

Appendix Z
PRACTICE TEACHING HANDBOOK
KEY TO CORRECTIONS
(INTEGRATING THEORY INTO PRACTICE)
LEARNING QUESTIONS
EPISODE 1 2 3
1 D C C
2 A A D
3 A C D
4 B C D
5 D C C
6 D A D
7 A A C
8 A B C
9 B D D
10 A D B
11 C B C
12 D A B
13 B A D
14 C A D
15 C D C

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Table of Contents

Welcome to the Wonderful World of Teaching viii

Practice Teaching Learning Plan x

Learning Episode 1 What Lies Ahead? 1

Learning Episode 2 Meeting My Cooperating Teacher 10

Learning Episode 3 My Learning Environment, My Second Home 18

Learning Episode 4 Meeting My Learners 27

Learning Episode 5 Establishing Classroom Routines and Procedures 34

Learning Episode 6 My Journey Begins with the First Step 42

Learning Episode 7 Writing My First Lesson Plan 49

Learning Episode 8 Preparing My IM’s (Instructional Materials) 59

Learning Episode 9 My First Assessment Tool 65

Learning Episode 10 Designing Classroom Bulletin Boards 72

Learning Episode 11 Familiarizing Myself with the Different

Learning Episode 12 May I Help You? 86

Learning Episode 13 Let’s Participate in School Activities 92

Learning Episode 14 My First Classroom Demonstration Lesson 99

Learning Episode 15 Accomplishing Exit Forms 107

General Reflections after the Demonstration 114

 Follow all the  Recording important

LEARNING TASK 5: ESTABLISHING CLASSROOM ROUTINES AND PROCEDURES

LEARNING TASK 7: WRITING MY FIRST LESSON PLAN

LEARNING TASK 8: PREPARING MY IM’S

LEARNING TASK 9: MY FIRST ASSESSMENT TOOL

WHAT LIES AHEAD?

My Learning Episode Overview

My first episode will explain the expectations of my Teacher

and my Cooperating School

My Targets (Learning Outcomes)

At the end of this activity, I will be able to:

To get to know my cooperating school better, I must do the following:

Read the vision, mission, goals and core values

Attend the orientation session with my

Ask questions, if necessary.

Accomplish the Learning Episode.

My Big Ideas (Learning Essentials)

As a student intern, I need to know the following terms to fully understand

A. After the orientation conducted by my practicum supervisor/cooperating

Name of Cooperating Principal:

EXPECTATIONS WHAT I NEED TO DO

Complete the structured frame.

Orientation sessions are conducted because

My Application (From Theory to Practice)

Encircle the letter of the correct answer.

1. There is a need to have orientation sessions to:

A. To have better relationships with the school community.

3. Meeting the expectations of the Teacher Education Institution is important:

A. To have better relationship between the Teacher Education Institution and

Total Score Average Rating

Meeting My Cooperating Teacher

My Learning Episode Overview

My Targets (Learning Outcomes)

At the end of this activity, I will be able to:

 Meet my cooperating teacher.

These are the things I need to do:

Extend assistance when needed.

Write down notes.

Listen to the expectations of my cooperating teacher.

Go to the scheduled class.

My Big Ideas (Learning Essentials)

As a student intern, I must do the following:

 Observe my cooperating teacher especially in establishing classroom

A. Getting to know my cooperating teacher.