Polytechnic University of the Philippines Commonwealth Campus

Quezon City

Student Teaching Portfolio

Of

MARY GRACE T. PRADO Bachelor in Business Teacher Education

Assigned to

Justice Cecilia Muñoz Palma High School Molave St., Payatas B, Quezon City

Submitted to

Prof. Sheryl R. Morales Coordinator Adviser

March 2011

TABLE OF CONTENTS

Dedication

Acknowledgment

Prayers for Teachers

Introduction

University Background

Vision and Mission

Goals

PUP Philosophy

Description of Practice Teaching Sites

-Justice Cecilia Munoz Palma High School

Mission and Vision

T.L.E Organizational Chart

Location Map

Final Demo Plan

Brief Synopsis of Professionalism Reading

Professional Development Plan

Narrative Report

Currents Issues in Education

Curriculum Vitae

Attachments

DEDICATION

I dedicate this work

Piece to all the people who helped me to be more

Responsible in my assign task,

Especially in Justice Cecilia Muñoz Palma High School,

Who accommodate us (Student Teachers) to take our Practicum 2 ,

And to all the Bachelor of Business Teacher Education Students of

Polytechnic University of the Philippines.

Acknowledgement

A word of gratitude is due to the following;

• Justice Cecilia Munoz Palma High School, For accommodating the Student

Teachers of Polytechnic University of the Philippines to take the Practice

Teaching 2, and for untiring support and advice of my Coordinating Teacher Mr.

Jensen Reynaldo who gave me advice in classroom management and teaching

strategies.

• For the Practicum 2 Coordinator, Professor Sheryl Morales for providing us the

guidance that we needed in taking our Practice Teaching outside the campus and

for lots of advice that she gave for the success of our Practice Teaching 2.

• For the Practicum 2 Coordinator of BBTE 4-2, Professor Marilyn Isip for her

encouragement and for untiring support to all our endeavors, And for giving us

teaching strategies to make our student active in the class.

• For our friends “Einjelz” for their words of encouragement and support.

• Our family for understanding, cooperating, inspiring and for giving us their full

support in terms of financial and moral support.

Above all, to the father Almighty, who is the source of our strengths and wisdom, we

deeply know that without him, any endeavor in this world will not be possible.

TEACHERS PRAYER

Father God in Jesus name,

We ask for your forgiveness,

You know how weak we are father,

Cleans us with your mighty hand.

We ask that you would bless

the youngest and littlest of learners,

the most helpless and powerless of persons,

with Your infinite and loving mercy,

granting them the strength to learn, concentrate,

and act appropriately towards

their teachers and fellow students.

We also ask that You would watch over them,

at home and at school

and grant them proper direction

so that they may learn

of Your wonderful virtues.

Lead us oh lord God in your way,

We offer unto you all our lives,

We invite you to come in our heart and lead us

In the way you wanted.

We ask this in the name of Your Son, Jesus Christ. Amen

Introduction

Practice teaching occupies a key position in the programmed of teacher education.

It is a culminating experience in teacher preparation. It provides opportunity to beginning

teachers to become socialized into the profession (Furlong et.al, 1988). Performance

during practice teaching provides some basis for predicting the future success of the

teacher. Outgoing popularity and centrality of practice teaching is an important

contributing factor towards the quality of teacher education programmed. During practice

teaching working with students in schools provides a high degree of emotional

involvement of a mostly positive nature. Student teachers feel themselves grow through

experience and they begin to link to a culture of teaching.

Practice teaching is an essential component of social work training, yet very little

is written about the experience of practice teaching, the role of the practice teacher as the

pivot between theory and practice and the need to ensure the development of a sound

value base in all social work students are all explored in depth. The contributors

demonstrate how they have managed to create stimulating and rewarding learning

opportunities for their students by holding on to the essential skills and values of effective

social work in the face of continuous organizational re-structuring, resource constraints

and an uncertain future.

Student teaching, or practice teaching, is one of the most important and formative

experiences for me, this is the best opportunity for students wishing to become teachers.

As Student teachers at Justice Cecilia Munoz Palma I observe first the subject teachers at

work so as to learn about teachers' skills, strategies and classroom achievements. I also

evaluate my own teaching experiences through conferencing with teachers and lecturers

and, through self-reflection, implement a variety of approaches, strategies and skills with

a view to bring about meaningful learning. In this way I gain experience in managing and

evaluating class work; in maintaining discipline and good order in the classroom; find

their own teaching style and personality and become acquainted with school organization

and administration.

PUP Philosophy

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

Education is an instrument for the development of the citizenry and for the

enhancement of nation building;

Meaningful growth and transformation of the country are best achieved in an

atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented

education imbued with the spirit of humanist internationalist

PUP Goals

Reflective of the great emphasis being given by the country's leadership aimed at

providing appropriate attention to the alleviation of the plight of the poor, the

development of the citizens, and of the national economy to become globally

competitive, the University shall commit its academic resources and manpower to

achieve its goals through:

1. Provision of undergraduate and graduate education which meet international

standards of quality and excellence;

2. Generation and transmission of knowledge in the broad range of disciplines

relevant and responsive to the dynamically changing domestic and international

environment;

3. Provision of more equitable access to higher education opportunities to deserving

and qualified Filipinos; and

4. Optimization, through efficiency and effectiveness, of social, institutional, and

individual returns and benefits derived from the utilization of higher education

resources.

MISSION

The mission of PUP in the 21st Century is to provide the highest quality of

comprehensive and global education and community services accessible to all students,

Filipinos and foreigners alike.

It shall offer high quality undergraduate and graduate programs that are responsive to the

changing needs of the students to enable them to lead productive and meaningful lives.

PUP commits itself to:

1. Democratize access to educational opportunities;

2. Promote science and technology consciousness and develop relevant expertise

and competence among all members of the academe, stressing their importance in

building a truly independent and sovereign Philippines;

3. Emphasize the unrestrained and unremitting search for truth and its defense, as

well as the advancement of moral and spiritual values;

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

5. Develop in the students and faculty the values of self-discipline, love of country

and social consciousness and the need to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a

broader understanding and appreciation of life and to the total development of the

individual;

7. Make the students and faculty aware of technological, social as well as political

and economic problems and encourage them to contribute to the realization of

nationalist industrialization and economic development of the country;

8. Use and propagate the national language and other Philippine languages and

develop proficiency in English and other foreign languages required by the

students’ fields of specialization;

9. Promote intellectual leadership and sustain a humane and technologically

advanced academic community where people of diverse ideologies work and

learn together to attain academic, research and service excellence in a continually

changing world; and

10. Build a learning community in touch with the main currents of political, economic

and cultural life throughout the world; a community enriched by the presence of a

significant number of international students; and a community supported by new

technologies that facilitate active participation in the creation and use of

information and knowledge on a global scale.

Vision

Towards a Total University

Justice Cecilia Muñoz-Palma HS ( formerly Payatas HS & Lagro HS Payatas Annex) (Quezon City) This place is a building Category: school, secondary education Address: Payatas Road (formerly Litex or Manila Gravel Pit Rd.) Type: Public School Year Founded: 2000 School Head: Juanita c. Alajar (Principal II)

JUSTICE CECILIA MUÑOZ PALMA HIGH SCHOOL

It is named in 2006 after the first female Supreme Court Justice, formerly Lagro High

School Annex in 1989 to Payatas High School in 1997

Vision

Justice Cecilia Munoz Palma High School is a educational institution developing well-

rounded individuals for the establishment of a self-reliant and responsible community.

Mission

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

environmental awareness through responsive approaches

ORGANIZATIONAL CHART OF Justice Cecilia Muñoz-

Palma High School

Vision

Justice Cecilia Munoz Palma High School is a educational institution developing well-

rounded individuals for the establishment of a self-reliant and responsible community.

Mission

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

environmental awareness through responsive approaches

FINAL DEMO PLAN

Justice Cecilia Munoz Palma High School

Molave St. Payatas B Quezon City

Teaching Plan Technology & Livelihood Education (ICT-I)

Date: February 18, 2011

I. Learning Objectives

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

1. Define animation 2. Demonstrate how to apply animation to an object 3. Realize the importance of adding animation to an object

II. Content

a. Topic : Adding Animation b. Materials : PowerPoint Presentation, Video Clips

Presentation c. Reference : http://www.ehow.com/how_2062636_add-

animation effects-microsoft-powerpoint.html

III. Strategies and Procedure

a. Preparatory Activities 1. Routine Activities

Greetings Prayer Checking Attendance

2. Review: Slide Transition 3. Unlocking Difficulties

Entrance Emphasis Exit Motion Path Effects

Animation

b. Presentation (EXPLORE) • Video Clips Presentation of Adding Animation Tutorial

c. Development of the lesson (FIRM-UP)

• Motivation: PowerPoint Presentation of Different Effects in Animation

• Further discussion on the procedure of adding animation and the four categories of animation in PowerPoint Presentation

d. Activities (DEEPEN) 1. Demonstrate of the procedure on how to add animation

to object. 2. Process student understanding to be creative in making

there presentation 3. Tips and Pointers

• If your slide has more than one object you can also add animation

• Any animation added first will play first. • Any animation added thereafter will play in the

same sequence as you added them.

4. Generalization Animation is a set of effects which can be applied

to object in PowerPoint so that they will animate the slide.

5. Valuing Learning how to add animation to an object will

make your presentation interesting to the audience.

e. Application (TRANSFER)

• The students will apply an animation to an existing

PowerPoint Presentation • Assist Students in demonstrating on how to add

animation to object.

iv. Assignment

Bring 1/8 index card for laboratory Activities (Activity no.2 Adding Animation) -the student would apply an animation to the existing PowerPoint Presentation.

s

GUIDELINES AND POLICY AND REFERENCES OF STUDENT TEACHING (LOCAL)

Department of Mathematics

Graduate Student Teaching Guidelines

Requirements

Admission to the Ph.D. program in Mathematics carries with it a commitment of full

financial support for five years, subject only to the condition that the student is making

satisfactory progress toward the doctoral degree. This position carries a fixed stipend (the

same for all students) for nine months plus tuition and fees. In fulfillment of the

requirements for the M.Phil. degree, all students must gain teaching experience as part of

their graduate training.

The Mathematics Department believes that training in teaching is an integral part of the

training of graduate students as future scientists. Moreover, a large percentage of students

will look for jobs in academia. Universities now ask for proof that their prospective

faculty members are effective teachers, and hence look for some teaching experience as

well as teaching letters from the faculty and copies of student evaluations. Thus, all

graduate students are given the opportunity to teach undergraduate courses. As part of the

policy of the Graduate School of Art and Sciences, the department has created the

position of Director of Graduate Student Teaching, who will usually be the Calculus

Director. The following guidelines set parameters for graduate student teaching in the

Mathematics Department.

Teaching Responsibilities

In general, students in their first year do not teach, but, in order to provide them with

useful exposure to the scope of their future educational role, they typically assist in the

Mathematics Help Room. All other students are required to fulfill additional teaching

duties. The teaching opportunities in the department are as follows:

1. Calculus I-II courses or College Algebra (Math W1003)

2. Teaching assistantships

3. Supervision of sections of the Undergraduate Seminar

(1) Graduate students teaching a section of Calculus I-II or College Algebra (Math

W1003) are solely responsible for their section: grading homework, making and grading

exams, holding office hours. The enrollment is normally limited, to insure small section

sizes. Another graduate student is assigned to assist in teaching the section if the

enrollment is substantially larger.

(2) Graduate students assigned to a specific instructor are required to grade homework,

help grade exams, and hold office hours in the Help Room.

(3) Students teaching in the Undergraduate Seminar supervise the work and the lectures

of undergraduate students. The subject of each individual Undergraduate Seminar is often

proposed by the graduate students. The Undergraduate Seminar is supervised by a faculty

member.

Selection

Teaching assignments are made by the Director of Undergraduate Studies, who takes into

consideration both the teaching obligations of the department and the needs of each

Teaching Fellow. With the exception of first year students, all students are assigned

teaching duties. Preferences expressed by the students and competence, in particular an

adequate command of English, are all taken into account. However, students supported

by a non-University fellowship (such as the NSF VIGRE grants) are exempt if this is a

condition of the fellowship. Finally, all teaching assignments are contingent upon a

student’s satisfactory academic progress.

Guidance and Training

The Director of Graduate Student Teaching is responsible for training and advising

Teaching Fellows.

The Teaching Seminar

First-year students are required to participate in a semester-long seminar on the teaching

of mathematics. In this seminar they practice:

o Creating a web page for a course

o Writing a syllabus

o Writing and grading exams

o Lecturing on a Calculus topic

Usually the students will be asked to prepare an hour-long lecture and will deliver about

half of it. The presentation is then discussed by the class and the instructor. Other means

of instruction might include giving a lecture in an actual Calculus section, with feedback

from the instructor and the class.

General advice on the philosophy and practice of teaching in an American University is

available in the form of a lecture in the Teaching Seminar, a pamphlet, Teaching

Guidelines in the Mathematics Department, prepared by the Department, and discussions

held at the beginning of each semester under the auspices of the Director of Graduate

Student Teaching. There is also a manual prepared by the Graduate School of Arts and

Sciences, which students may consult: (http://www.columbia.edu/cu/tat).

The American Language Program

All graduate students who are from countries whose native language is other than English

must demonstrate oral and written proficiency in English or pass the International

Teaching Fellows Course offered by the American Language Program.

Specific Training Requirements

1. Teaching Fellows assigned to Faculty

The faculty member is responsible for the training and guidance of the students who are

assigned to help him/her teach a course.

2. Calculus sections

Syllabi are available on the web for Calculus I-II courses. Meetings are held at the

beginning of the semester under the auspices of the Director of Graduate Student

Teaching, or a faculty member designated as course head, to discuss the syllabus and

other issues pertaining to the course, such as exams and grading policies. At least once a

semester, the Director of Graduate Student Teaching or another faculty member

delegated by him will visit each class taught by a graduate student for the purposes of

evaluation and feedback.

3. College Algebra (Math W1003)

The Director of Graduate Student Teaching is responsible for advising the Teaching

Fellows who teach College Algebra.

4. Summer session

The Director of Graduate Student Teaching will designate a representative for the

summer session, usually a faculty member, who is responsible for advising graduate

students teaching summer courses.

Evaluation

Student evaluation forms (or an electronic equivalent) are distributed at the end of every

course taught by graduate students. The evaluations are kept in the department. The

evaluations are one of the elements taken into account in writing letters of

recommendation. Needless to say, the evaluations are subject to interpretation.

Comments from faculty members supervising a TA or supervising the undergraduate

seminars are also taken into account. The Calculus Director will also evaluate the

students teaching Calculus sections by visiting their classes.

Fairness Issues

Insofar as is possible, the duties of the various Teaching Fellows are roughly comparable.

A point of reference is the amount of time spent by graduate students teaching a section

of Calculus.

The level of teaching must be satisfactory, both in fairness to the under- graduates who

take the courses and as part of the training. It is of course not possible to write a good

teaching letter for a student who is not an adequate or dedicated teacher. Likewise, the

department cannot appoint graduate students as instructors in the summer session if they

do not have an adequate teaching record.

Complaints from undergraduate students taught by graduate students come to the

attention of the Director of Graduate Student Teaching or the Director of Undergraduate

Studies. They assess the validity of the complaints, and find remedies if appropriate. In

the past, some instructors have found it useful to distribute an informal questionnaire in

the middle of the semester to see if the pace of the course is appropriate and asking for

suggestions.

Graduate students' grievances should be resolved first by bringing them to the attention of

the Director of Graduate Student Teaching or the Director of Undergraduate Studies. If

they cannot be resolved at this stage they can be appealed first to the Director of Graduate

Study, next to the Chair of the Mathematics Department, and then to the Assistant Dean

for Graduate Teaching at GSAS.

Policy on Graduate Research Assistants (GRAs)

1) A student who receives a graduate research fellowship will in general continue with

his or her normal teaching responsibilities. However, at the request of the Principal

Investigator on the grant supporting the GRA (who will usually be the student's adviser),

the student may get relief up to one and a half years from teaching.

2) It is understood that all students will have some kind of teaching experience as part of

their graduate training, which will normally include at least two semesters of actual

classroom experience (i.e. Calculus or College Algebra). Moreover, it is understood that

they will have sufficient prior experience as a Teaching Fellow to prepare them for this.

However, students holding an outside fellowship which expressly forbids them to teach

are exempt from this rule.

Department of Special Education

Programs in Communicative Disorders and Special Education

Student Teaching Guidelines

Students should plan on completing their student teaching during their last semester

in the credential program. Students must be enrolled full-time for a minimum

of 12 units during the semester of student teaching. Students must apply for

student teaching one semester before they intend to student teach.

>> Click here for the Application and CAP form, which are also available in the

Department of Special Eduation Office, Burk Hall 156.

Applications are due:

February 28th for Fall semester

September 28th for Spring semester

Student Teaching Requirements

The Following requirements must be met PRIOR to student teaching. ATTACH

copies of evidence for each precondition that you have met, even if you have

submitted these materials at an earlier date.

NOTE: If you hold a credential or permit issued by the California Commission on

Teacher Credentialing (CCTC) make a copy and submit along with your application

and CAP form in lieu of documentation below. Multiple-Subject, Single Subject,

Education Specialist, and Intern credentials cover all preconditions listed below.

Emergency Credentials or Permits only cover the COC and TB.

• CBEST (California Basic Educational Skills Test) must be taken prior to

admission; must be passed prior to the second semester of enrollment. For

more information on the Test go to their website:

http://www.cbest.nesinc.com.

• Tuberculin Test. Done within the 2 past years. Available at SFSU Health

Center. • Certificate of Clearance (COC):

o Forms are available in the Credential Services Teacher Preparation

Office (CSTPC) in BH 244 as well as the department office in BH 156. A

fee payable to the CCTC is applicable. • Subject Matter Competence (CD, ECSE and O&M are exempt). Take the

appropriate exam (CSET), make certain to take all the applicable subsets in

the category you choose. For more information contact a Credential Analyst in

the Credential Services Teacher Preparation Office (BH 244) or call (415)

405-3594.

CSET information: http://www.cset.nesinc.com • Credential Approved Program (CAP form). Prepare draft with your SPED

advisor and submit with your student teaching application. Forms are

available in pdf format on the Handbooks and Forms page or hard copy in the

Credential Services Teacher Preparation Office in BH 244 and in the

department office located in BH 156.

Guidelines for Teaching Students with Disabilities

General Strategies for Optimizing Learning:

Many teaching strategies that assist students with disabilities are also known to benefit

students without disabilities. Instruction provided in an array of approaches will reach

more students than instruction using one method. DS offers the following suggestions to

assist instructors in meeting the growing diversity of student needs in the classroom,

particularly those with disabilities. DS welcomes any additional strategies instructors

have found helpful.

The Syllabus & The Textbook:

• Make class syllabus and list of required texts available by request to students

before the start of the semester. This allows time for students to obtain materials

in alternative formats and to begin reading assignments.

• If available and appropriate, select a textbook with an accompanying study guide

for optional student use.

Early in the Semester:

Place a statement in your syllabus and make an announcement at the first meeting of the

class such as: “If you are a student with a disability or believe you might have a disability

that requires accommodations, please contact Dr. Brent Mosser

in Student Disability Services, 385 Garland, (410) 516-4720,

studentdisabilityservices@jhu.edu.

This approach preserves students’ privacy and also indicates your willingness to provide

accommodations as needed.

• Because many students with disabilities need additional time to process and

complete assignments, convey expectations in the syllabus (e.g., grading, material

to be covered, due dates).

• Announce reading assignments and list in the syllabus well in advance for the

benefit of students using taped materials or other alternative formats. Recording

an entire book takes an average of six weeks; DS can produce the materials in

installments when informed of the sequence in which the materials will be used.

General strategies for Teaching and Presenting:

• Begin class with a review of the previous lecture and an overview of topics to be

covered that day. At the conclusion of the lecture, summarize key points.

• Highlight major concepts and terminology both orally and visually. Be alert for

opportunities to provide information in more than one sensory mode.

• Emphasize main ideas and key concepts during lecture and highlight them on the

blackboard or overhead.

• Speak directly to students; use gestures and natural expressions to convey further

meaning.

• Diminish or eliminate auditory and visual distractions.

• Present new or technical vocabulary on the blackboard or overhead, or use a

handout.

• Use visual aides such as diagrams, charts, and graphs; use color to enhance the

message.

• Give assignments both orally and in written form; be available for clarification.

• Provide adequate opportunities for participation, questions and/or discussion.

• Provide timelines for long-range assignments.

• Use sequential steps for long-range assignments; for example, for a lengthy paper

1. select a topic

2. write an outline

3. submit a rough draft

4. make necessary corrections with approval

5. turn in a final draft.

• Give feedback on early drafts of papers so there is adequate time for clarification,

rewrites, and refinements.

• Provide study questions and review sessions to aid in mastering material and

preparing for exams.

• Give sample test questions; explain what constitutes a good answer and why.

• To test knowledge of material rather than test-taking savvy, phrase test items

clearly. Be concise and avoid double negatives.

• Facilitate the formation of study groups for students who wish to participate.

• Encourage students to seek assistance during your office hours and to use campus

support services.

Points to Remember:

• When in doubt about how to assist, ask the student directly and check the

Instructor Contact letter provided by Student Disability Services. If you still have

questions, call the SDS office.

• When students ask for extended deadlines, approved absences, or rescheduled

examinations, please have the student discuss these requests with Dr. Sanders

first.

• Confidentiality of all student information is essential. At no time should the class

be informed that a student has a disability, unless the student makes a specific

request to do so.

• The Student Code of Conduct regarding disruptive behavior applies to all

students. Clearly state behavioral expectations for all students; discuss them

openly in your classroom, on your syllabus, and with individual students as

needed.

• If you require assistance or guidance concerning a student with a disability, please

contact the appropriate DS coordinator.

Accommodations:

Accommodations make it possible for a student with a disability to learn the material

presented and for an instructor to fairly evaluate the student’s understanding of the

material without interference because of the disability.

A student needs official authorization before receiving accommodations. The student is

responsible for providing the DS office with current documentation from qualified

professionals regarding the nature of the disability. After talking with the student and, if

necessary, the instructor, the SDS office determines appropriate accommodations based

on the nature and extent of the disability described in the documentation. The SDS office

constructs an Instructor Letter specifying authorized accommodations. The student is

responsible for delivering the letters to the instructors and discussing accommodations

based on the contents of the letter. The process of requesting and receiving

accommodations is interactive; all people involved—the student, the instructor and the

SDS office—have a responsibility to make sure the process works.

Examples of Reasonable Accommodations, which students with disabilities may require:

• Use of interpreters, scribes, readers, and/or note takers

• Taped classes and/or texts

• Enlarged copies of notes, required readings, handouts and exam questions

• Extended time on exams

• Quiet, distraction-free environment for taking exams

• Use of aids, such as calculators or desk references, during exams

• Use of computers in class or access to computers for writing assignments and

exams

• Taped or oral versions of exams

• Preferential seating in the classroom

• An accessible website following the guidelines of Section 508

GUIDELINES AND POLICY AND REFERENCES OF STUDENT TEACHING (FOREIGN)

Guidelines for Interpreting Student Teaching Evaluations Guidelines for Interpreting Student Teaching Evaluations

Student teaching evaluations are the most commonly used measure for evaluating

teaching in higher education. There are at least two purposes for evaluating teaching: to

improve the teaching and to make personnel decisions (merit, retention, promotion).

When using student teaching evaluations for either of these purposes, it is essential to

follow certain guidelines to ensure valid interpretation of the data. The following

guidelines are adapted from Theall and Franklin (1991) and Pallett (2006).[1]

#1. Sufficient Response Ratio

There must be an appropriately high response ratio.[2] For classes with 5 to 20 students

enrolled, 80% is recommended for validity; for classes with between 21 and 50 students,

75% is recommended. For still larger classes, 50% is acceptable. Data should not be

considered in personnel decisions if the response rate falls below these levels.

#2. Appropriate Comparisons

Because students tend to give higher ratings to courses in their majors or electives than

they do to courses required for graduation, the most appropriate comparisons are made

between courses of a similar nature. For example, the Bellarmine College of Liberal Arts

average would not be a valid comparison for a lower division American Cultures course.

#3. When Good Teaching is the Average

When interpreting an instructor’s rating, it is more appropriate to look at the actual value

of the rating instead of comparing it to the average rating. In other words, a good rating is

still good, even when it falls below the average.

#4. Written Comments

Narrative comments are often given great consideration by administrators, but this

practice is problematic. Only about 10% of students write comments (unless there is an

extreme situation), and the first guideline recommends a minimum 50% response

threshold. Thus decisions should not rest on a 10% sample just because the comments

were written rather than given in numerical form! Student comments can be valuable for

the insights they provide into classroom practice and they can guide further investigation

or be used along with other data, but they should not be used by themselves to make

decisions.

#5. Other considerations

· Class-size can affect ratings. Students tend to rank instructors teaching small classes

(less than 10 or 15) most highly, followed by those with 16 to 35 and then those with

over 100 students. Thus the least favorably rated are classes with 35 to 100 students.

· There are disciplinary differences in ratings. Humanities courses tend to be rated more

highly than those in the physical sciences.

#6. One Final Point

Teaching is a complex and multi-faceted task. Therefore the evaluation of teaching

requires the use of multiple measures. In addition to teaching evaluations, the use of at

least one other measure, such as peer observation, peer review of teaching materials

(syllabus, exams, assignments, etc.), course portfolios, student interviews (group or

individual), and alumni surveys is recommended. Contact the Center for Teaching

Excellence (310-338-2772) if you need assistance in adopting one of these alternate

measures or have any questions about these guidelines.

Pallett, W. “Uses and abuses of student ratings.” In Evaluating faculty performance: A

practical guide to assessing teaching, research, and service. Peter Seldin (ed.). Bolton,

MA: Anker Publishing, 2006.

Theall, M. and Franklin, J. (eds.) Effective practices for improving teaching. New

Directions in Teaching and Learning, no. 48, San Francisco: Jossey-Bass, 1991.

The following describes how to compute the response ratio for a given set of forms from

one section of one course. First, note the number (n) of forms returned and the number

(N) of students in the class, compute the ratio n/N, and then multiply by 100% to convert

the ratio to a percent. Then, for each question under consideration, from this percent

subtract the percent of blank and “Not Applicable” responses. The result is the response

ratio for that particular question. If the result does not meet the threshold recommended

in Guideline #1 above, the data from that question should not be considered.

Master of Arts in Teaching: Foreign Languages Spanish, Italian, French, and German

The Master of Arts in Teaching Foreign Languages programs are designed as courses of

study leading to New York State certification for teaching Spanish, Italian, French, and

German in the secondary schools (grades 7-12), with an extension option for grades 5-6.

This program, which is offered in collaboration with the University's Department of

Hispanic Languages and Literature, the Department of European Languages, Literatures

and Cultures and the Professional Education Program, is designed for those who have

little or no previous coursework in education or formal classroom teaching experience.

Program Requirements

The degree program consists of 44 credits, distributed among the areas listed below.

Unless otherwise noted, each course is three credits.

Language, Literature and Culture

15 credits; courses not listed are selected with the approval of a departmental advisor

Spanish (HEGIS 0802)

Choose five of the following with the approval of the graduate program director:

SPN 501 Spanish Historical Linguistics

SPN 502 Methods in Linguistics Research

SPN 503 Spanish Linguistics

SPN 504 Constrastive Analysis

SPN 505 Spanish Dialectology and Sociolinguistics

SPN 510 Hispanic Culture

SPN 515 Spanish Composition and Stylistics

SPN 500-level Courses in Literature (to be selected by student and advisor)

SPN 691 Practicum in Teachng Spanish

Italian (HEGIS 1104)

ITL 501 Contemporary Italy

ITL 508 Advanced Grammar and Stylistics

One of the following courses in Italian Linguistics: ITL 509, ITL 511, ITL 512, ITL 513

One course in literature

One elective course

French (HEGIS 1102)

FRN 501 Contemporary French Culture and Institutions

FRN 507 Advanced Stylistics

FRN 510 French Phonetics and Diction

Plus two additional graduate-level FRN literature courses

German (HEGIS 1103)

GER 504 German Cultural History

GER 506 Advanced Stylistics

Plus, one of the following courses:

GER 557 History of the German Language

GER 539 Constrastive Structures: German-English

GER 558 Middle High German

Plus, two additional graduate-level GER literature courses.

Professional Studies in Education - 23 credits

CEE 505 Education: Theory and Practice

PSY 595 Human Development

FLA 505 Methods of Teaching Foreign Languages

FLA 506 Portfolio Development (prerequisite FLA 505)

FLA 540 Foreign Language Acquisition Research

FLA 549 Field Experience I—Grades 7-9 (one credit; corequisite FLA 505)

FLA 550 Field Experience II—Grades 10-12 (one credit; corequisite FLA 506)

FLA 554 Student Teaching Seminar (prerequisites FLA 505, 506, & 540; corequisites

FLA 551 & FLA 552)

FLA 571 Technology and Education or FLA 507 Critical Pedagogy

Field Experience and Clinical Practice

Students will be required to complete 100 clock hours of field experience related to

coursework prior to student teaching or practica. These experiences include practicing

skills for interacting with parents, experiences in high-need schools, and experiences with

each of the following student populations: socio-economically disadvantaged students,

students who are English Language Learners, and students with disabilities.

Supervised Student Teaching - 6 credits

Prior to student teaching , students must participate in an official ACTFL OPI (Oral

Proficiency Interview) and receive a minimum spoken proficiency rating of Advanced-

Low as defined in the ACTFL Proficiency Guidelines-Speaking (1999). Students must

contact Language Testing International (LTI) and arrange for either a face-to-face OPI or

a phone interview.

Courses:

FLA 551 Supervised Student Teaching High School Grades 10-12: Foreign Languages

(prerequisites FLA 505, 506, and 540; corequisites FLA 552 and 554)

FLA 552 Supervised Student Teaching Middle School Grades 7-9: Foreign Languages

(prerequisites FLA 505, 506, and 540; corequisites FLA 551 and FLA 554)

Written Project

Students in all degree programs will be required to complete a four-week foreign

language teaching module specifically designed for the Supervised Student Teaching

project.

Timeline

All degree requirements must be completed within five (5) years from the semester date

of admission as a matriculated student.

NOTE: When a student is admitted or readmitted to an SPD degree or certificate

program, students may petition SPD to have courses that are older than five (5) years, and

no older than 10 years, individually evaluated by the appropriate department/faculty to

determine if the credits may be applied toward current SPD degree/certificate

requirements. Grades in such courses must be "B" or better. (B- grades are ineligible for

review.)

Teacher Certification

This New York State registered and approved program qualifies students for license upon

successful degree completion. Students must complete all courses required for the MAT.

Teacher preparation candidates must also complete certification workshops in child

abuse, substance abuse, and school violence. In addition, they must be fingerprinted.

Stony Brook offers these workshops monthly. See Certification and Licensing

Workshops for details.

Stony Brook University requires that students must have completed an undergraduate

degree and have at least 36 credits in the content field for admission to the MAT

program. This course of study should be substantially the equivalent to that of a Stony

Brook undergraduate degree program.

CURRENT ISSUES OF EDUCATION

By G. Olsen|M.L. Fuller

Pearson Allyn Bacon Prentice Hall

As we have seen, public policy can drive the issues that create a cultural climate looking

for change. Several issues that are finding platforms for discussion among politicians,

teachers, and communities could provoke changes in the next few years. The trends we

currently see infamily support services are:

• States adopting a variety of tax credits for working families giving them help with

childcare and in-home care expenses (Hirschhorn Donahue, 2006)

• Family-leave policies, allowing both parents opportunities to spend time with

newborn babies in the early formative years of infancy

• Flexible work schedules and job-sharing opportunities for parents who want to

continue on their career path

• Internet and media control legislation to assure parents that children will not view

or find inappropriate materials while using these media for learning

• Improvement in the quality and availability of infant and toddler care

Educational trends and research that we will see in the coming years include:

• Standards-based education, focusing on outcomes for student learning

(Schumacher, Irish, & Lombardi, 2003)

• Full-day kindergarten providing more time for in-class experiential learning

(Walston & West, 2004)

• Research on the economic impact of the child-care industry and its effect on the

local community; employment needs are identified to maintain a workforce (Rolnick

& Grunewald, 2003).

• Prekindergarten opportunities for every four-year-old in the United States, the

universal Pre-K movement (Pre[K] Now, 2006)

• National School Readiness Indicators Initiative, creating a set of measurable

indicators defining school readiness (Getting Ready, February 2005)

• Quality Rating Systems, a system of rating the quality of child-care programs that

is tied to incentives and reimbursement rates (NCCIC, June 2002)

• TEACH, professional development for early-care and early-education teachers

tied to education and training incentives (TEACH, 2004)

• Early childhood assessment, looking at appropriate assessments spurred on by the

debate surrounding the Head Start National Reporting System assessment (Horton &

Bowman, 2001).

• Gubernatorial Leadership for Early Care and Education (Lovejoy, 2006)

• Environmental Rating scales used in measuring the quality of early childhood

programs (Harms, Clifford, & Cryer, 1998)

KEY ISSUES IN PHILIPPINE EDUCATION

Literacy rate in the Philippines has improved a lot over the last few

years- from 72 percent in 1960 to 94 percent in 1990. This is attributed

to the increase in both the number of schools built and the level of

enrollment in these schools.

The number of schools grew rapidly in all three levels - elementary,

secondary, and tertiary. From the mid-1960s up to the early 1990, there

was an increase of 58 percent in the elementary schools and 362 percent

in the tertiary schools. For the same period, enrollment in all three levels

also rose by 120 percent. More than 90 percent of the elementary schools

and 60 percent of the secondary schools are publicly owned. However,

only 28 percent of the tertiary schools are publicly owned.

A big percentage of tertiary-level students enroll in and finish commerce

and business management courses. Table 1 shows the distribution of

courses taken, based on School Year 1990-1991. Note that the difference

between the number of enrollees in the commerce and business courses

and in the engineering and technology courses may be small - 29.2

percent for commerce and business and 20.3 percent for engineering and

technology. However, the gap widens in terms of the number of

graduates for the said courses.

TABLE 1: TERTIARY ENROLLMENT AND

GRADUATION BY FIELD OF STUDY. SY 1990-1991

FIELD OF STUDY ENROLLMENT GRADUATION

No. % No. %

Arts and Sciences 196,711 14.6 29,961 13.6

Teacher Training &

Education 242,828 18.0 34,279 15.5

Engineering &

Technology 273,408 20.3 32,402 14.7

Medical and Health -

related Programs 176,252 13.1 34,868 15.8

Commerce/Business

Management 392,958 29.2 79,827 36.1

Agriculture,

Forestry, Fishery,

and Veterinary

Medicine

43,458 3.2 7,390 3.3

Law 20,405 1.5 2,111 1.0

Religion / Theology 1,695 0.1 209 0.1

TOTAL 1,347,715 100.0 221,047 100.0

On gender distribution, female students have very high representation in

all three levels. At the elementary level, male and female students are

almost equally represented. But female enrollment exceeds that of the

male at the secondary and tertiary levels . Also, boys have higher rates of

failures, dropouts, and repetition in both elementary and secondary

levels.

Aside from the numbers presented above, which are impressive, there is

also a need to look closely and resolve the following important issues: 1)

quality of education 2) affordability of education 3) goverment budget

for education; and 4) education mismatch.

1. Quality - There was a decline in the quality of the Philippine

education, especially at the elementary and secondary levels.

For example, the results of standard tests conducted among

elementary and high school students, as well as in the National

College of Entrance Examination for college students, were

way below the target mean score.

2. Affordability - There is also a big disparity in educational

achievements across social groups. For example, the

socioeconomically disadvantaged students have higher dropout

rates, especially in the elementary level. And most of the

freshmen students at the tertiary level come from relatively

well-off families.

3. Budget - The Philippine Constitution has mandated the

goverment to allocate the highest proportion of its budget to

education. However, the Philippines still has one of the lowest

budget allocations to education among the ASEAN countries.

4. Mismatch - There is a large proportion of "mismatch" between

training and actual jobs. This is the major problem at the

tertiary level and it is also the cause of the existence of a large

group of educated unemployed or underemployed.

The following are some of the reforms proposed:

1. Upgrade the teachers' salary scale. Teachers have been

underpaid; thus there is very little incentive for most of them to

take up advanced trainings.

2. Amend the current system of budgeting for education across

regions, which is based on participation rates and units costs.

This clearly favors the more developed regions. There is a need

to provide more allocation to lagging regions to narrow the

disparity across regions.

3. Stop the current practice of subsidizing state universities and

colleges to enhance access. This may not be the best way to

promote equity. An expanded scholarship program, giving more

focus and priority to the poor, maybe more equitable.

4. Get all the leaders in business and industry to become actively

involved in higher education; this is aimed at addressing the

mismatch problem. In addition, carry out a selective admission

policy, i.e., installing mechanisms to reduce enrollment in

oversubscribed courses and promoting enrollment in

undersubscribed ones.

5. Develop a rationalized apprenticeship program with heavy

inputs from the private sector. Furthermore, transfer the control

of technical training to industry groups which are more attuned

to the needs of business and industry.

PROFESSIONAL DEVELOPMENT PLAN

(CAREER PLAN)

NARRATIVE REPORT

Student teaching is required for students who are not yet certified to teach. It is different from a practicum, which is required when a student already holds certification to teach, yet wants a certificate extension to teach another area of specialization; they are both college-supervised field-based experiences.

As a student teacher essentially I shadow my cooperating teacher for about one week, eventually gaining more responsibility in teaching the class as the days and weeks progress. Eventually, as a student teacher will assume most of the teaching responsibilities for the class including class management, lesson planning, assessment, and grading. Thus, it able to more fully experience the role of the teacher as the classroom teacher takes on the observation role in the class.

The first few days of watching the 1st year students intimidated me because I had never been in a classroom setting like that and not been the student. The cooperating teacher was great, he very accommodating and after each day would ask me if I had any questions and would answer them thoroughly. He was also one of the most positive people I have ever met. He could find the good in almost every situation which is refreshing because in my experience with teachers in my own schooling I have found that many teachers are quick to judge and usually do so in a negative manner. By the time I did my lesson I was comfortable with the students and the classroom. I was also comfortable because the cooperating teacher had gone over my lesson with me the day before and gave me pointers on how to approach each objective.

I found this to be a rewarding experience. I feel I left the class everyday having learned more than the students I was helping. Working with only many students in one day gave me a chance to get to know the student I was helping which made both the student and I feel more comfortable each day. Along with these feelings of comfort, the student’s behavior improved the longer I was there.

A. PHOTOS

B. LESSON PLAN

C. DTR CERTIFICATE

Content Standard The learners demonstrate

understanding of the process and delivery in Microsoft Excel Software

Essential Understanding The spreadsheet allows you to

organize information in rows and columns using cells.

Learner’s know how to calculate

value/number in a specific order, it keep track of expenses and other calculations.

Spreadsheet is a powerful tool

for day to day business activities such as preparing simple invoice, making an office form or managing a complex accounting ledger.

A spreadsheet calculates the

formula from left to right and it always begins with an equal sign.

Chart is a graphical

representation of data. Chart is often used to make large quantities of data more understandable and recognizable on first view.

Performance Standard The Learner Prepares a document in

Microsoft Excel Software Efficiently and make it presentable and readable to the audience.

Develop there way of

understanding to create and present meaningful spreadsheet.

Essential Question How does spreadsheet make our

document easier to understand? How does Spreadsheet or

Microsoft Excel appropriate to use in calculations?

How does spreadsheet used in

Business Activities? How to formulate a formula in

Microsoft Excel? How important the chart in

Microsoft Excel?

Learner’s will know: Microsoft Office Excel 2007

• What is Microsoft Office Excel? • Microsoft Excel Version for

windows • Starting Microsoft Excel • The Microsoft Excel Window • The Microsoft Excel Screen

Elements Data Entering and Formatting

• Entering Data in a cell • Text, Values, Formulas and

Functions • Formatting the worksheet

Managing Worksheet

• Saving a work book • Opening a work book • Opening existing work book

Microsoft Excel Chart

• Chart • Types of Chart • Parts of Charts • Formatting Charts

Learner’s will be able to:

• Compare the Microsoft Excel 2007 into Microsoft Word 2007

• Discern the different parts of

workbook.

• Produce a document in Microsoft Excel Software

• Implement the tools learned

to produce a neat and presentable spreadsheet.

• Generate there own appropriate Charts based on the data they used.

• Choosing an appropriate Chart

• Formatting a chart

STAGE 2 ASSESSMENT

Product Performance Prepare a document in Microsoft Excel

At the level of Understanding Explanation Distinguish the similarities and differences of a Microsoft Excel Software and a Microsoft Word Software. Criteria:

• Comprehensive • Clarity • Conciseness

Interpretation Discuss the importance or significance of spreadsheet in our daily life. Criteria:

• Comprehensiveness • Clarity • Conciseness

Application Produce a data in Microsoft Excel, and the data should be represented or interpreted by a chart. Criteria:

• Appropriateness • Efficiency/Effectiveness • Clarity

Perspective Express from the meaning of Spreadsheet/Microsoft Excel the importance/significance and it’s usefulness in our everyday life.

Criteria:

• Validity • Relevance • Insightfulness • Comprehensiveness

Empathy Describe the feelings of those who doesn’t have the opportunity or unfortunate to learn about Microsoft Excel Criteria:

• Openness • Objectivity • Sensitivity

Self-Knowledge Self-evaluating their abilities in working in Microsoft Excel Criteria:

• Appropriateness • Creativeness • Efficiency/Effectiveness

STAGE 3

Teaching Learning Sequence Spreadsheet can hold a variety of different data types and is generally used when calculations need to be performed. The power of computer spreadsheet lies in it’s ability to automatically recalculate formula whenever data is changed. This saves a great deal of time and allows the user to create different result easily. Operations such as copying data, formatting numbers and creating graph can be performed simply and quickly.

1. EXPLORE

-Orient Students on the following

• Introduction of Microsoft Excel 2007 Software • Windows of Microsoft Excel 2007 Software • Guide Students in understanding the concepts and underlying

principles of process and delivery in working in Microsoft Excel 2007.

- Guide Students in entering the following in Microsoft Excel 2007

version/window.

• Data and Information • Formulas

- Assist Students in managing their workbook

• Saving Their Workbook • Opening The existing Workbook

-Guide Students on how to insert charts, and how to choose an appropriate chart in the data/information they entered.

2. FIRM-UP

-After the students understand the introduction of Microsoft Excel 2007 version/window. Guide questions may be given to focus to learning process. -Assist students in working in their workbook, in entering data/information and formulating their own formula.

-Ask the students to save their workbooks and open it again. -Assist the students on how they enter data/information and presented it by using/creating a chart that is appropriate to the data/information they entered.

3. DEEPEN

- Ask the students to enter the data in Microsoft Excel and allow them to work with their own.

- Have students formatted the given data to be more presentable. - Have the students presented the information/data by creating an

appropriate chart. - Assess the student’s level of understanding.

4. TRANSFER

- Have student implemented the tools they learned on their workbooks. - Have the student create a appropriate chart to the data/information they

entered. - Assess the students at the level of performance using the criteria in

stage 2.

DTR COMPUTATION

DATE TIME IN TIME OUT TOTAL

NOVEMBER 8 12:00 6:57 6 hours 9 11:45 6:37 6 hours

10 11:37 6:37 6 hours 11 11:50 6:57 6 hours 12 11:59 7:07 6 hours 15 11:24 3:49 6 hours 17 11:30 6:56 6 hours 18 11:57 6:59 6 hours 19 11:40 6:13 6 hours 22 11:28 6:50 6 hours 24 11:46 6:51 6 hours 25 11:51 6:55 6 hours 26 11:52 6:18 6 hours 30 11:35 6:53 6 hours

Total: 84

hours

DATE TIME IN TIME OUT TOTAL

DECEMBER

2 11:33 6:53 6

hours

3 11:27 6:42 6

hours

6 11:34 6:59 6

hours

7 12:07 6:57 6

hours

8 12:31 6:52 6

hours

9 11:34 6:54 6

hours

13 11:14 6:56 6

hours

14 11:35 6:48 6

hours

15 12:04 6:50 6

hours

16 10:18 2:07 6

hours

Total: 60

hours

DATE TIME IN TIME OUT TOTAL

JANUARY 3 12:00 6:33 6 hours 4 11:41 6:44 6 hours 5 11:44 6:42 6 hours 7 11:44 6:44 6 hours

10 11:38 6:55 6 hours 11 12:00 6:45 6 hours 12 11:52 6:51 6 hours 14 12:11 6:40 6 hours 17 11:57 6:46 6 hours 18 11:53 6:41 6 hours 19 11:42 6:44 6 hours 22 12:05 6:55 6 hours 23 10:30 12:00 6 hours 27 12:06 6:49 6 hours 28 11:45 6:55 6 hours 31 11:53 6:56 6 hours

Total: 96 hours

DATE TIME IN TIME OUT TOTAL

FEBRUARY 1 11:28 6:55 6 hours 2 11:14 6:53 6 hours 3 11:19 6:50 6 hours 4 11:15 6:42 6 hours 7 11:25 6:53 6 hours 8 12:14 6:56 6 hours

10 11:54 6:40 6 hours 11 12:09 6:58 6 hours 16 11:34 7:13 6 hours 17 11:49 5:47 6 hours 18 11:11 6:52 6 hours 21 12:30 6:49 6 hours

Total: 72 hours

COMPUTATIONS

84 hours

60 hours

96 hours

72 hours

total hours

312 hours

MARY GRACE TAJEL PRADO 0957 Bldg 9 Pilit Drive. Brgy. Commonwealth, Quezon City 09326711746 m.graceprado@gmail.com SKILLS SUMMARY

• A future leader pursuing Bachelor in Business Teacher in Education (BBTE) major in Technology and Livelihood Education (T.L.E)

• Good communication skills • Computer Literacy • Proficient in MS Office application • Skills in Shorthand

WORK EXPERIENCES Observation, Participation and Community Immersion(OB) San Mateo National High School National Labor Relation Commission Record Section, Labor Arbiters Associate

• Assisted in data entry of the department’s record • Mailing, sorting, faxing of documents • Answering incoming calls • Data encoder

EDUCATIONAL ATTAINMENT Tertiary: Polytechnic University of the Philippines Quezon City Bachelor of Business Teacher Education

2007-present Secondary: Commonwealth High School

Ecols St. Brgy Commonwealth, Quezon City 2003-2007

Elementary: Manuel Luiz Quezon

Brgy. Commonwealth, Quezon City 1997-2003

PERSONAL INFORMATION

Sex: Female Date of Birth: September 22, 1990 Civil Status: Single Mother’s name: Susana Prado Occupation: Housekeeper Father’s name: Rogelio Prado. Occupation: Electrician

OTHER SKILLS

Keyboarding Skills Basic HTML Adobe Photoshop Leadership Skills

ACHIEVEMENTS

• 1st Place Chess Tournament (PUPQC) • Result of Personality Adjustment Inventories of BBTE 4-1 Students of PUPQC

for the enhancement of the Observation and Participation Performance Subject S.Y. 2008-2009 (University Study)

• Webpage Tutorial (pravanna.zymichost.com) SEMINARS ATTENDED “Enhancing Teaching Skills toward Professionalism” October 20 2010 “Building Leaders: Developing Future Leaders in the Workplace” September 03, 2010 “Empowering the Youth towards a Sustainable Environment” February 26, 2006 “Functional Literacy: To Live and Love Well in a Healthy Philippines” December 11, 2007