POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

College of Office Administration and Business Teacher Education

TEACHER EDUCATION
Quezon 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

Philosophy
Mission
Vision
CHAPTER III. Maligaya High School Profile

History
Vision
Mission
Organizational 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. Picture
B. Lesson Plan
C. Daily Time Record
D. 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
INTRODUCTION
Education 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

MISSION
VISION
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
MISSION
VISION
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.

MISSION
To 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
Erna S. Akyol – TLE
Angelita G. Regis – Principal IV
Corazon D. Atilares – Values
Education
Assistants-to-the-Principal
Susana B. Dauigoy – Supervision
Year Level Chair
Arnel M. Peralta – Student Affairs Erna S. Akyol – Furst Year

Arlene G. Sandoval – Miscellaneous Lourdes L. Ligutan – Second Year

Affairs
Ederlina D. Belana – Third Year

Daisy M. Torcuator _ Fourth Year

Department Heads and
Chairmen
Gemme T. Pesigan – Filipino
School Registrar
Arlene G. Sandoval – English
Josephine C. Tavares
Teresita C. Sajorda – Mathematics

Lourdes L. Ligutan – Science Guidance Teachers

Rosario A. Yu
Arnel M. Peralta – Social Studies
Antonia Nunez
Susana B. Dauigoy – MAPEH
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. UGALDE
E-mail: ugaldekhim@gmail.com
Mobile: +639301835049
Address: 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

Tertiary
Polytechnic University of the Philippines
Quezon City Campus
Bachelor in Business Teachers Education
2007-2011 ( expected )

Secondary
North Fairview High School
Aurburn St. North Fairview Subd., North Fairview
Quezon City
2003-2007

Primary
Fairview Elementary School
Fairlane St. Fairview Quezon City
1997-2003
FIELD EXPERIENCES
• Maligaya High School
Teaching Practicum
November 2010-February 2011

• Land Bank of the Philippines (Quezon City Hall Branch)

On-the-Job Training
November 2008 - February 2009

SEMINARS ATTENDED
• 1st Dialogue – Forum of Bachelor in Business Teacher Education
 PUPQC: Building and Strengthening a Learning Community
March 26, 2011

• Polytechnic University of the Philippines, Quezon City

Enhancing Teaching Skills towards Professionalism
October 20, 2010
REFERENCES
Prof. Marilyn Isip
Coordinator / Adviser
Polytechnic University of the Philippines
Quezon City Campus

Prof. Sheryl Morales

Coordinator / Adviser
Polytechnic University of the Philippines
Quezon 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