POLYTECHNIC UNIVERSITY OF THE PHILIPPINESCollege of Office Administration and Business Teacher Education

TEACHER EDUCATIONQuezon City

STUDENT TEACHING

Portfolio

of

Kimberly A. Ugalde

Bachelor in Business Teacher Education

Assigned to:

Maligaya High School

Maligaya Sub., Ilang-ilang St. Pasong Putik , Quezon City

S.Y. 2010-2011

Submitted to:

Prof. Sheryl Morales and Prof. Marilyn Isip

Coordinator/Adviser

March 2011

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

College of Office Administration and Business Teacher Education

Teacher Education

Quezon City

Approval Sheet

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

Business Teacher Education, this special project is entitled; “Practice

Teaching Portfolio” has been prepared and submitted by Princess Tiffany E.

Alvarado for approval.

Prof. Sheryl Morales and Prof. Marilyn Isip

Adviser

TABLE OF CONTENTS

Approval Sheet

Acknowledgement

Dedication

Prayer for Teachers

CHAPTER I. Introduction

CHAPTER II. Polytechnic University of the Philippines (PUP) Profile

PhilosophyMissionVision

CHAPTER III. Maligaya High School Profile

HistoryVisionMissionOrganizational Structure

CHAPTER IV.Educational Updates

CHAPTER V. Brief Synopsis of Professional Readings

“The Ethics and Politics of Values Education”, by Ivan Snook

Student Teaching Guidelines

Local Articles, Journals and Learning Approaches

CHAPTER VI.Professional Development Plan/Career Plan

CHAPTER VII. Narrative Report

CHAPTER VII. Current Issues in Education

CHAPTER IX. Curriculum Vitae

CHAPTER X. Attachments

A. PictureB. Lesson PlanC. Daily Time RecordD. Evaluation form and Clearance

ACKNOWLEDGEMENT

I would like to extend my sincere gratitude and appreciation to all the people who

helped and cooperated in the preparation and completion of this manual.

I would like to say thank you for giving me the strength and health to do this work until

it is done.

To my respectable professors, Prof. Sheryl Morales and Prof. Marilyn F. Isip for their

assistance and guidance in the preparation of the content of this manual.

To my family members for their support and understanding, not only emotionally but

also for extending their financial help to finish this manual, this also serves as my inspiration.

To my dear students who give me a meaningful time every day I went to school to teach

them.

To my classmates and friends most specially the S.I. PEKS who also expressed their

support and advice. For sharing their ideas with me to make this manual.

And above all, to our Almighty God who guides and gives me strength to overcome

different challenges while doing my practicum.

I extend my sincerest thank you and appreciation.

DEDICATION

I dedicate this manual to all of the people who gives their full support, patience,

understanding and most of all their love that give me strength, to finish this manual and be

inspired everyday in my life.

To my loved ones, who served as my inspiration to do this manual and for extending

their assistance to finish my work.

And to all Bachelors in Business Teacher Education students of Polytechnic University of

the Philippines, who will use this manual as their guide and reference.

PRAYER FOR TEACHERS

Teachers Prayer

Help me to be a fine teacher,

to keep peace in the classroom,

peace between my students and myself,

to be kind and gentle

to each and every one of my students.

Help me to be merciful to my students,

to balance mercy and discipline

in the right measure for each student,

to give genuine praise as much as possible,

to give constructive criticism

in a manner that is palatable to my students.

Help me to remain conscientious

enough to keep my lessons always interesting,

to recognize what motivates each of my students,

to accept my students' limitations

and not hold it against them.

Help me not to judge my students too harshly,

to be fair to all,

to be a good role model,

but most of all Lord help me

to show your love to all of my students.

Amen.

INTRODUCTION

INTRODUCTIONEducation is a life-long process of learning and to become an efficient and effective

educator, you must first understand of value of continuous learning because this would be the

teacher’s tool in molding individuals into a better and more competitive one.

The first major step in moving from amateur status toward gaining competencies that

mark the real professional is the student teaching opportunities to the educational theories and

methods into practice. Student teaching is the first and foremost a learning situation. This is the

craft before he has to put his skills on the lime in his own classroom. This is the student teachers

chance to learn from his mistakes without causing harm to his students. This is the time for him

to find out the strategies, tactics and teaching styles that best suit him. It is the time of trial and

error and for growing confidence and beginning expertise. It is not a time of perfection but of

striving for competence.

Through student teaching, a process whereby a potential teacher’s confirms to

himself/herself and others that he/she as the resourcefulness to survive with an actual teaching

situation, the prospect teacher gain more experiences that would serve as their credential in

their path. As we all know, teaching is a noble profession. It requires a long preparation and

more training sessions for them to be equipped in facing the real environment that awaits them

in near future.

Student teaching serves as an internship in the profession education where theories,

knowledge, attitudes and skills develop through course work and observation are fused into

more meaningful interpretation through practical experience in actual teaching situation.

PUP PHILOSOPHY

MISSIONVISION

GOALS

THE PUP PHILOSOPHY

As a State University, the PUP believes that education is an instrument for the

development of the citizenry and for the enhancement of nation building. It believes that the

meaningful growth and transformation of the country are best achieved in an atmosphere of

brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with the

spirit of humanist internationalism.

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 shall maintain its traditional mission based on its founding philosophy and at the

same time propose additional changes that will greatly enhance the realization of this mission in

the context of a global society. Therefore, on the strength of the PUP philosophy, the University

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 academic 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

student’s field 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 excellence in a continually changing

world; and

10. Build 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 and facilities for active participation in the creation and use

of information and knowledge on a global scale.

Vision

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

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

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

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

the international community.

10-Point Vision Towards a Total University

1. Foster high quality campus environment;

2. Strategize and institutionalize income-generating projects;

3. Strengthen research, publications and creative works;

4. Model quality management and fiscal responsibility;

5. Improve sense of community involvement and linkages;

6. Institutionalize principles of academic freedom and responsibility;

7. Promote academic excellence in student/faculty performance nationally and

internationally;

8. Nurture and enrich cultural heritage;

9. Integrate Information and Communication Technology (ICT) with instruction, research,

service and production; and

10. Evolve wholesome living and working environment for faculty, employees and students.

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 citizen and of the national economy to become globally competitive, the university shall

commits 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 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.

MALIGAYA HIGH SCHOOL

MISSIONVISION

HISTORY

Republic of the Philippines

MALIGAYA HIGH SCHOOL

Maligaya Sub., Ilang-ilang St. Pasong Putik

Quezon City

VISION

Maligaya High School is committed to provide accessible and quality education to the deprived and underserved communities in order to produce upright, healthy, economically self-sufficient and peace-loving citizen.

MISSIONTo be an institution which will produce highly skilled, intellectually equipped and values-oriented individuals who are united in a common aspiration in the service of God and Country.

A GLIMPSE ON MHS HISTORY

Maligaya High School, formerly Lagro High School Maligaya Park Annex, stands as a landmark of the government’s concern for the welfare and progress of the people. It is a symbol of

government’s commitment to make education accessible to all.

Based on transfer Certificate of title Numbered RT (149905) and RT 89086 (144907) issued by the Register of Deeds of Quezon City, Metro Manila Philippines, this parcel of the land where MHS rose was donated by the Biyaya Corporation represented by its General Manager,

Mr. Paul Sysip to the Quezon City government represented by Hon. Ismael A. Matay, Jr.

The said parcel of land consists of 19,169 sq. meters more or less and located at the heart of Maligaya Subdivision where a two-story building with six (6) classrooms caters to the

students living within the community and its adjacent subdivisions.

The building was blessed and formally turned over to the Division of City Schools represented by Dr. Alma Bella O. Bautista, Assistant Schools Division Superintendent on July 3,

1992.

The people who worked hard for the construction of this building were the following: Congressman Dante Liban, Atty. Godofredo Liban II, Barangay Captain of Brgy. Pasong putik, and

Mr. Romy Mallari.

The school formally opened in June 1992 and was granted independence in 2003.

Now, MHS in gaining emerging success from increased populations, installed physical improvement, acquired active participation of stakeholders and marked academic progress.

With school’s mission and vision, Maligaya High School embraces a strong commitment to offer best quality education for the welfare of the Filipino learners who shall meet common

aspirations in the service of God and country.

CURRICULUM DESCRIPTION

Key reforms in basic education have been put in place in the areas of nation learning strategies, school-based management, teacher education and development, resource

mobilization and management, and quality management system among others as a demonstration of the DepEd’s commitment to provide the learners the best education that they

deserve.

After a four-year try out in a number of schools nationwide, the 2910 Secondary Education Curriculum (SEC) which focuses on teaching and learning for understanding and doing

by design will now be Implemented in the First Year level and shall be progressively mainstreamed.

So, for SY 2010-2011, students in the Second to Fourth Year levels shall continue to undertake the 2002 Basic Education Curriculum incoming First Year students only.

Principal

Angelita G. Regis – Principal IV

Assistants-to-the-PrincipalSusana B. Dauigoy – Supervision

Arnel M. Peralta – Student Affairs

Arlene G. Sandoval – Miscellaneous Affairs

Department Heads and ChairmenGemme T. Pesigan – Filipino

Arlene G. Sandoval – English

Teresita C. Sajorda – Mathematics

Lourdes L. Ligutan – Science

Arnel M. Peralta – Social Studies

Susana B. Dauigoy – MAPEH

Erna S. Akyol – TLE

Corazon D. Atilares – Values Education

Year Level ChairErna S. Akyol – Furst Year

Lourdes L. Ligutan – Second Year

Ederlina D. Belana – Third Year

Daisy M. Torcuator _ Fourth Year

School Registrar

Josephine C. Tavares

Guidance TeachersRosario A. Yu

Antonia Nunez

EDUCATIONAL UPDATES

EDUCATIONAL UPDATES

SOCIAL EDUCATION

First of all, academic freedom is an ongoing issue of importance to us all. As Jack L.

Nelson and Carole Hahn point out, social studies is “the school subject most likely to deal with

controversial topics, and is the most vulnerable to external and self-censorship, political

restriction, and the chilling effect of potential scrutiny.”

James Daly points out, however, that many teacher education programs do not prepare

future teachers properly to deal with issues of academic freedom. Nancy C. Patterson reports

the results of a survey she conducted that shows that teachers often make up for a lack of pre-

service training in the issue through in-service training, but their uncertainty about the extent of

academic freedom and wariness of dealing with “hot button issues” can lead to self-censorship.

This makes it all the more important for teachers to have a strong grasp of the legal

framework and protections that exist for academic freedom. Two articles in this edition, one on

freedom for teachers, and the other on freedom for students, summarize the current situation.

In the first, Michael D. Simpson, a legal expert at the National Education Association, warns that

teachers should not presume that their legal rights are protected by the First Amendment rather

than by legally enforceable teacher contracts.In the second, Robert M. O’Neil, author of several

works on academic freedom, reviews legal decisions related to student freedom, noting that

many “contemporary speech issues involving student use of computers, cellular phones and

other available technologies are just emerging.”

How do teachers navigate the issue of academic freedom in this legal context? Diana

Hess, in her special column for this issue, makes the point that social studies teachers have

a professional responsibility to educate students, no matter what protections might or might not

be provided by the law, and that “as professionals, their expertise about content, pedagogy, and

their students makes it not just acceptable, but mandatory, to make decisions about what and

how to teach.” This requires academic freedom, and she urges that “teachers should act in

accordance with the responsibilities that come with academic freedom rights, “even if the law

does not guarantee these rights. In her judgment and experience, it is a characteristic of highly

effective schools for teachers who assume these responsibilities with professional care and

dedication to be accorded the academic freedoms they seek.

Two former NCSS presidents offer supportive words for social studies teachers: Todd

Clark, who edited an earlier edition of Social Education on academic freedom, and Anna Ochoa-

Becker, who offers guidelines for teachers who come under challenge. This issue also provides a

list of institutions that support teachers in cases of academic freedom, and reproduces

the NCSS position statement on academic freedom.

Apart from the special theme of academic freedom, this issue offers articles by our

regular columnists on some engaging subjects. In our Teaching with Documents feature, Lee Ann

Potter examines the practice of the filibuster, using as the featured document the signed cloture

motion in the Senate for an end to the filibuster to block the Civil Rights Act of 1964. The

accompanying teaching activities enable teachers to introduce their classes to the history and

practice of the filibuster.

Our Looking at the Law feature focuses on contemporary piracy. In an interview

conducted by Tiffany Willey Middleton, Douglas Guilfoyle outlines the legal issues surrounding

the prosecution of pirates. He notes that pirates cannot be considered to be military

combatants, and must be tried under criminal law. International law provides authorization and

powers for states to combat piracy, but some countries do not have a clear or effective national

law against piracy, so that unresolved questions remain.

In his Internet column, C. Frederick Risinger examines the common core standards

movement, and recommends websites that will allow readers to identify the goals of the

movement, as well as the objections of its detractors. Risinger, a former NCSS president,

emphasizes his support for expanding this initiative to include social studies standards, and

expresses his belief that “the marginalization of social studies/citizenship education in

the U.S. curriculum is not only a disaster for all social studies educators, but is also a danger to

the future of American democracy.” In support of this belief, he recently wrote an open letter to

President Obama urging a stronger national commitment to citizenship education. That letter

concludes this edition of Social Education.

BRIEF SYNOPSIS OF PROFESSIONAL

READINGS

THE ETHICS AND POLITICS OF VALUES EDUCATION

Ivan Snook

Emeritus Professor of Education

Massey University

THE POLITICS OF VALUES EDUCATION

It is well known that values education was an important theme in the 1970’s and I shall

return to that later on. What is frequently said (indeed I think I have said it myself) is that in the

1980’s and 1990’s values education disappeared off the educational agenda to be put back on

only quite recently. But, I am convinced that this is the wrong way to look at it. In fact, I want to

say, the decade from the middle of the 1980’s to the present is a time of the most obvious,

cunning and effective values education ever seen in our country. The young boy in Christchurch,

the respondents in Tui Motu and the statement of the Hillary Commission strongly suggest that

what has taken place is a change of value system and outlook right through a generation of

young people; and what else is values education but the systematic change of the attitudes and

values of young people in accordance with some version of reality. The trouble is, of course, that

the values which have been pushed are those which fly in the face of the lessons of the past and

the values of our secular and religious traditions. To those of us with humanistic and/or religious

perspectives this is a tragic outcome. And I want to suggest, as part of my theme, that those

who so consciously promoted this values education are themselves beginning to recognise the

social and personal monsters they have created; and they want values education in the schools

to fix it up.There is a major irony in this, of course, since these are the very people who have

vilified teachers, tried to de-skill them and attacked their professionalism at every turn. The

agenda of the 1990’s was clearly stated for those who had ears to hear it. In introducing her

1991 Budget, Ruth Richardson said: “Tonight’s announcements are not just about how much

money the government will spend this year and how much it will take in tax. They are about the

sort of society we will become a generation into the future.” (Richardson, 1991 p 5). Is this not

an explicit declaration of a new approach to values education?— One which would take place

throughout all the institutions of the nation. As a result of the policies, universities and

polytechnics were transformed from communities of scholars into businesses; academic

leadership and collegiality were replaced by management and hierarchy; students with

commitment to knowledge and service were changed into apprentices for industry, shackled

with debt and unable to think outside themselves. We were all encouraged to look out for

ourselves and idealism became a sick joke. The leadership in selfishness was provided by our

business and community leaders as they sought ever increasing financial rewards for themselves

and for those who followed their lead. The education community was cynically divided by

policies of choice and competition and by bulk funding in particular. That divisiveness is still

being fostered—just read recent letters to Education Review. So the agenda was announced, it

was followed slavishly and, if the evidence from the Hillary Commission and others is believed it

worked! A generation with selfish values was deliberately created. It is worth reminding

ourselves of a little history. In the 1970’s there was a strong demand that the schools do more

for the moral education of the young.

This plea was supported by the then Department of Education, by thoughtful members

of the community, and by academics in Education departments. Older people here will

remember the Ross Report and the Johnson Report, both of which suggested a strong values

approach to education in our schools. They were strongly opposed by many (but not all)

churches, by business people (such as the Employers’ Federation) and by groups (like the

Concerned Parents Association) which claimed to speak for parents. In the early 1980’s while

the Labour Government was beginning the economic and social revolution which Ms Richardson

was to further, Russell Marshall tried again to make the schools more receptive to the values

dimension. Once again the same sort of groups gathered to oppose it. On the face of it, it is

quite puzzling to notice that at the end of their social reforms some of thevery people who so

bitterly opposed values education are now to thefore in promoting it. There are, I believe three

interconnected explanations for this “change of heart.”

1. The first is a genuine recognition, though no full acknowledgement, that the reforms

of the past ten or so years have wrought havoc in the sphere of social morality. It is indeed a

belated recognition of the other strand in Adam Smith. We are familiar with his economic view

that each entrepreneur acts and must act selfishly but because of the Hidden Hand this in fact

benefits all. Through each pursuing her or his own ends, all of us are made better off. Unnoticed

however is Smith’s moral position: that this is possible and sustainable only against a common

background of shared community values and mutual trust. Without that, said Smith, wealth

might grow but so would violence and anti social behaviour. It is clear to all that over the past 15

years, life in our society has become for many much nastier; the income gap has opened faster

than in any other developed country; crime, delinquency and youth suicide have increased

enormously. No one can prove any causal connection between social policies and social ills. But

in the light of Smith’s careful analysis, made a long time before our society existed, it is highly

plausible. The Code of Social Responsibility proposed by the previous government and Mr

Bolger’s rather obscure talk of Social Capital can be taken as a sign that, despite the reforms,

they thought that all was not well in our society.

2. The second, and less flattering, interpretation is that among these people there is the

growing awareness that a revolution cannot be sustained unless it is constantly renewed in the

hearts of the young. On this account, the new support for values education is a call for a

politically biased school system which will reinforce the revolution. On the face of it values such

as loyalty, responsibility, duty, obedience and honesty are domesticatingvalues. They serve to

reinforce the status quo and the power structures which serve the interests of the dominant

group. We need only reflect for a moment on how the values of “loyalty and submission” and

even “love” have served the oppression of women by men while generations of South Africans

and African Americans were schooled to know their place and be loyal to their exploiters.

3. The third and most cynical interpretation is that the campaign for values education

comes from those whose personal and ideological interests lie in the denigration of state

schools and the promotion of private schools which (it is alleged without evidence) do a better

job of values education. Thus it is a continuation of the privatisation drive for which recent

governments have been noted. It is important to recognise that in the ideology which has ruled

our lives since 1984 there is no place for the state in education. Roger Douglas and Ruth

Richardson, ideological architects of the revolution, both make this clear in their books.

Richardson sees the end point of the policies: “the state will divest itself of all the schools it

owns.” I ask today if some of these extreme views lie beneath the current promotion of values

education by private schools, the Catholic Education Office, and the world of business. What I

am arguing is that all programmes of values education are dependent on political judgements.

The ideas being promoted in the 1970’s and 1980’s presumed an open, democratic, pluralistic

society, which was to be non racist and non sexist. Those opposed to such a society were

consistent in opposing the values education which pre-supposed it. For them the immediate

task was not the creation of communal values; on the contrary, schools had to be won over to

individualism and selfishness by policies which set parents against teachers, schools against

schools, teachers against teachers and principal against staff. Not for nothing did the Employers’

federation savagely attack the Johnson Report for neglecting “the real world of work” as they

put it. Not for nothing were the “reforms” heralded by an attack on the standards of state

schools. Not for nothing were the Picot safeguards of community participation such as

Education Forums and the Parents’ Advocacy Council, cut off in their prime. We meet today in

an institution in which a huge percentage of staff are alienated from the administrators and

from the true role of the university. This is not an unwelcome side effect; such alienation and

destruction of the university ideal was fully intended in the “reforms” themselves.

Student Teaching Guidelines

This page provides information on the Student Teaching experience in Science Education.

Requirements

To do student teaching in science you must:

1. Be registered for Education 65.04 or 613.2

2. Satisfy all pre-requisites and any co-requisites for 65.04 or 613.2

3. Have completed undergraduate science courses, including advanced electives, in the

topic areas covered by the senior high school curriculum in the subject in which you will

do your student teaching

4. Have maintained close to a "B" average in science and related courses

5. Be able to communicate effectively with students in a high school classroom

Normally you should be a science major or have completed a B.A. or B.S. degree in Biology,

Chemistry, Geology, or Physics. You should have most of the 36 science credits needed for New

York State teacher certification. You must apply in advance for admission to student teaching

courses, submit your transcripts, and be approved by the Secondary Education program and the

course instructor.

Placement

All students approved for student teaching in science are assigned to a senior high

school, normally one near the college campus. Student teachers are grouped together at

particular schools to facilitate supervision and evaluation of your work; special requests for

placement in particular schools normally cannot be honored.

You will receive a letter of assignment to a particular school informing you of the department

and department head (usually an Assistant Principal) to whom you should report at the start of

the public school semester. You should normally report to the school before the first class at the

College. It is a good idea to telephone the school a day ahead and speak with the department

head.

Responsibilities

1. Be on time for all work at the school. Call in if you must be late or absent, just as a

teacher would do.

2. Follow the directions of your Co-operating Teacher regarding all school procedures.

3. Your conduct and dress should be appropriate and meet the school's standards

4. You should be well-prepared for all lessons, tutorials, or other formal work with

students

5. You should refer all problems to your Co-operating Teacher, department head, or

college instructor

Activities

1. Observing teachers and their classes, particularly your Co-operating Teacher; Guidelines

2. Teaching whole-class lessons or portions of lessons

3. Assisting your Co-operating Teacher in class and/or team teaching

4. Helping or tutoring students individually and in small groups

5. Assisting with laboratory work, field trips, demonstrations, work in the science

preparation room

6. Learning and carrying out routine classroom and school duties of a teacher, as

appropriate

NOTE that normally you will mainly observe and assist in the first few weeks of the semester,

teach the class for all or part of a period about once a week during the middle of the term, and

teach whole lessons once a week or more often in the final weeks of the term. You should teach

your first lesson to the class no later than early March. You will normally do most of your

teaching in one class of your Co-operating Teacher's program, but may also teach occasionally in

other classes.

Observations

Your teaching will be observed during the term by a supervisor from Brooklyn College, either the

course instructor or another faculty member. You will also get advice on your teaching from

your Co-operating Teacher and perhaps from the department head. In the early part of the

semester you should model your teaching after the routines and procedures of your Co-

operating Teacher. Later you can try out various methods discussed in the seminar or original

ideas of your own, with the Co-operating Teacher's approval. Your first official observation will

mainly be diagnostic and count least toward your final evaluation. The last two observations of

the term will normally count more and will look for progress and attention to recommendations

made to you after the first observation.

Co-operating Teachers

Your Co-operating Teacher, also known as a Mentor Teacher, receives credit from the College

for working with you. You should regard the C.T. as a primary source of information, advice, and

guidance as you learn how to perform the role of a teacher. The classes in which you may teach

are the responsibility of the C.T., and so you should defer to the C.T.'s policies with regard to the

class. If you want to try something different, discuss it in advance. Co-operating Teachers know

that you are there to learn and to try out teaching methods of various kinds and will generally

be willing to let you use methods presented in the college seminar.

PROFESSIONAL DEVELOPMENT PLAN

A PROFESSIONAL DEVELOPMENT PLAN OF CAREER PLAN

To gain skills and knowledge related to teaching strategies.

To develop a better knowledge and understanding of Arts Learning Area and develop a

range of complementary teaching strategies.

To increase understanding of how targeted strategies can engage students in learning

and improved educational outcomes.

To integrate and apply new skills and knowledge to current teaching practices.

NARRATIVE REPORT

NARRATIVE REPORT

Mixed emotions, I felt nervous but at the same time so happy that at last I’m about to

enter the next level of my practice teaching career. It was not for me to adjust, since it is not my

first time in MHS because I’ve already took my observation at the same school the difference is

that I am not handling the second year anymore but the senior year instead. One more thing is

that all of the people there are approachable and willing to lend you some help whenever you

need some.

First week of my practicum, my critic teacher, Mrs. Lily Palisoc, whose handling five

sections from fourth year level, let me see and feel the environment inside her classroom and

whenever we get inside each classroom I let her introduce me in front of the class. The following

days she let me handle her class without her giving assistance to me.

The following weeks, most of the time we were doing projects, since my area is in line

with related craft. In doing our projects we are using, most of the time, recycled materials like

old magazine and alike. We have different categories in doing a project so different materials

are required to make one. Every time I help my students in doing their project, I feel so fulfilled

because I was able to help them giving my best and in my own way.

When my last week came, that’s the time I felt so sad, in a way that I will not be able to

help them anymore in making their projects. And I will not be their student teacher anymore.

CURRENT ISSUES IN EDUCATION

CURRENT ISSUES IN EDUCATION

Key Issues in the 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.

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.

The Learning Objective

by Melissa Kelly

When a teacher takes the time to determine what he wants his students to learn from a

lesson, he is creating a learning objective. These objectives help shape the curriculum and daily

lessons of the course. Often, the learning objectives for a course are mandated by your district

or state. The federal government publishes guidelines, which some schools ask their teachers to

follow. Further, outside forces such as high-stakes testing can affect the learning objectives of

classroom teachers. Overall, it is important for you as a teacher to combine these elements and

add your own personal vision to create an effective learning environment.

State and National Standards

Each state has its own system for developing standards, and methods vary from district

to district. While there are some national curriculum standards developed by different councils

and groups, there are no “official” national standards that all teachers and schools must follow.

Today, there are arguments both for and against the creation of national standards.

By allowing states to define their own standards and not mandating national standards,

the federal government lets states determine what to teach. For example, Texas social studies

standards deal more specifically with state history than Florida social studies standards do. If the

national government created standards, this type of individual focus would be impossible to

maintain.

On the flip side, if national standards were mandated, proponents claim that curricula

would be standardized across the nation. It would become much more likely that the

information learned in American history class would not vary from state to state. This issue of

state versus national standards will continue to be debated for quite some time.

High-Stakes Testing

Teachers across the nation are increasingly faced with the need to prepare their

students for high-stakes testing. For example, at this time all students in Florida must pass the

Florida Comprehensive Assessment Test (FCAT) in order to graduate from high school. Further,

funding and school grades are based in part on the results of this test.

The goal of tests such as the FCAT is to ensure that students meet minimum levels of

achievement at different grades throughout their school careers. There is also a desire to create

educational accountability. In a perfect world, teachers would not have to change what they

were teaching in order to fully prepare students for tests like the FCAT. However, many times

these tests do not mirror the curriculum taught in the classroom. Therefore, teachers spend

time preparing the students for the test in addition to covering the curriculum for their courses.

As a teacher, you may have to make tough choices concerning your curriculum when

you add test preparation into the mix. Just by including additional information, you will have to

shorten or remove other topics that you normally would have taught.

Personal Vision

If you do not add your personal educational vision into your lesson plans, you will not be

as effective as a teacher. It is important to meet the objectives of the district and state, but you

must add your personal stamp to your curriculum to make it real for your students.

Take some time as you create your lessons to determine what you want your students

to learn from the material. Settle on the top three to five points you want students to take away

from a lesson and make sure you stress these important points while teaching. Write the points

you wish to stress on the board or on a handout to help students frame any notes they take.

Make sure that any assessments you create also include these important points.

Students will learn what you stress. Conversely, if you spend an inordinate part of your lesson

on something that you feel is not that important for your students to learn, you are wasting

precious educational time.

CURRICULUM VITAE

KIMBERYLY A. UGALDEE-mail: ugaldekhim@gmail.comMobile: +639301835049Address: 14 Ruby Street Fairview Park Quezon City

CAREER OBJECTIVES

- To be able to develop my skills and to gain more knowledge and experience through your company.

- To enhance my working ability and the ability to interact with other people -

SKILLS SUMMARY

A hardworking college student pursuing a degree in Business Education Proficient in internet and MS Office applications Basic HTML, Adobe Photoshop and Multimedia application

EDUCATIONAL ATTAINMENT

TertiaryPolytechnic University of the PhilippinesQuezon City CampusBachelor in Business Teachers Education2007-2011 ( expected )

SecondaryNorth Fairview High SchoolAurburn St. North Fairview Subd., North Fairview Quezon City2003-2007

PrimaryFairview Elementary SchoolFairlane St. Fairview Quezon City1997-2003

FIELD EXPERIENCES

Maligaya High SchoolTeaching PracticumNovember 2010-February 2011

Land Bank of the Philippines (Quezon City Hall Branch)On-the-Job TrainingNovember 2008 - February 2009

SEMINARS ATTENDED

1st Dialogue – Forum of Bachelor in Business Teacher EducationPUPQC: Building and Strengthening a Learning CommunityMarch 26, 2011

Polytechnic University of the Philippines, Quezon CityEnhancing Teaching Skills towards Professionalism October 20, 2010

REFERENCES

Prof. Marilyn IsipCoordinator / AdviserPolytechnic University of the PhilippinesQuezon City Campus

Prof. Sheryl MoralesCoordinator / AdviserPolytechnic University of the PhilippinesQuezon City Campus

I, hereby certify that the above information is true and correct according to the best of my knowledge and belief.

Kimberly A. Ugalde

Applicant

ATTACHMENTS:

DAILY TIME CARD

EVALUATION FORM AND CLEARANCE

EVALUATION FORM AND CLEARANCE

DAILY TIME CARD

For the month of November

For the month of December

For the month of January

For the month of January

For the month of February