Pre-Service

Teaching Course
Information
Guidelines
Field Study and Practice Teaching Guidelines

Far Eastern University – Institute of Education

2019-2020
Pre-service Teaching Course Guidelines 1
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION

GUIDELINES IN FACILITATING FIELD STUDY COURSES

The following are Professional Education courses which are combined with Field Study courses:

1. ED102-EDU – Child and Adolescent Development with Field Study 1 (Learner’s

Development and Environment)
2. ED103-EDU – Principles of Teaching 1 with Field Study 2 (Experiencing the Teaching and
Learning Process)
3. ED104-EDU – Educational Technology 1 with Field Study 3 (Technology in the Learning
Environment)
4. ED107-EDU – Curriculum Development with Field Study 4 (Understanding Curriculum
Development)
5. ED109-EDU – Assessment 1 (Educational Measurement and Evaluation) with Field Study
5 (Learning Assessment Strategies)
6. ED113-EDU – The Teaching Profession with Field Study 6 (On Becoming a Teacher)

According to CHED Memorandum Order 30, s2004, Field Study courses are intended to provide
students with practical learning experiences in which they can observe, verify, reflect on, and
experience the different components of the teaching-learning process in actual school settings.

Requirements for Field Study Course:

1. Field Study Waiver
2. Eighteen (18) hours of school observation and activity (FS Time Record)
3. Picture Documentation
4. Research-based output to be negotiated with the students (e.g. reflective paper)

General Guidelines on Field Study

1. The FS teacher would set an orientation to the students regarding the Field Study school
and brief on the place, rules and guidelines, schedule of visit, and decorum on classroom
observation. This orientation should be done during the enrolled schedule of the FS
course.
2. It is expected that FS teachers discuss the focus of the field observation in accordance to
the tied up professional course (e.g. Field study on ED109-EDU should focus on
assessment for learning).

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 3. It is advised that the FS students finish their observation (18 hours) in a span of 1 month
only or less. A written time table is to be negotiated by the FS teacher with the students
and be presented and agreed upon by the cooperating school.
4. The FS teacher and the students can agree on the time allotment for each activity to
sufficiently cover the 18-hour requirement of the course.
5. FS teachers must provide feedback to facilitate learning of what is observed in the
classroom.
6. Field study observation may be done through:
Option 1 Option 2
 FS students can do their observation  Choosing class meetings where the
during their free days in the span of students will not meet their FS
time negotiated with them and teacher but instead visit the
agreed by the cooperating school. cooperating school for observation.
 Conducting lecture classes for 1.5  FS students can do their observation
hour only as the 0.5 hour, when during their chosen class meetings in
accumulated for 18 weeks, is the span of time negotiated with
dedicated for FS observation. them and agreed by the cooperating
school.
 The FS teacher will use the full 2
hours of the class in lecture as some
meetings have already been used in
field observation.

7. Absences incurred by the FS teacher due to field observation schedules by the students
will be justified by the IE Office.
8. FS teachers must provide their consultation date and hours to the students.

Guidelines on the selection of school for deployment

1. After the FS orientation, FS students would be asked to choose their preferred school for
field study:
a. FEU Diliman
b. FEU-RCI
c. Private Schools
d. Public Schools

FEU Basic Education School Deployment

1. The FS teacher would assess the request of students to do their FS in a chosen FEU basic
education school.
a. Residency of the students should not be so distant to their home address

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 b. Location of the chosen FEU school should not be in conflict on FS students’
enrolled schedule
c. Number of students who choose to do their FS in FEU basic education school can
be divided into small group of 3 to 5 students.
2. The FS teacher would enlist all students who would opt to do their FS on the
aforementioned FEU basic education school.
3. All students in the list given by the FS teacher would be included in the deployment
request letter which will be accomplished by the Program Head and be addressed to the
School Director and/or Principal of the chosen FEU school.
4. Approval of the request, as well as the number of students who can do observation, would
be dependent to the decision of the administrator of concerned FEU basic education
school. However, the FS teacher should clarify to the partnered school that FS subjects
are encompassing and can be accommodated.
5. The Program Head would be informing the FS Teacher on the approval of the chosen FEU
school.
6. The FS teacher would facilitate the groupings of students based on their schedule as
schools usually do NOT allow individual students to come to the school.
7. Heads of partnered schools will be invited by the PH and FS Teacher to have meeting in
the IE Office. In case that the invited head is not available to come to the office, the FS
teacher is requested to make an appointment with the school director/principal of the
assigned school prior to the deployment. During this meeting, the PH and/or FS Teacher
would:
a. Meet and greet the school director and/or principal
b. Explain the rationale of FS courses
c. Get the schedule when can students come to the school
d. Explain how the attendance of FS students be monitored
e. Take note of the rules and guidelines of the school

Private School Deployment

1. The FS teacher would assess the request of students to do their FS in a chosen private
school.
a. Level of accreditation of the chosen private school should be at least in Level 1
b. Location of the chosen private school should not be so distant to their home
address or the university during scheduled observation
c. Location of the chosen private school should not be in conflict on FS students’
enrolled schedule
d. Years the school has operated should not be less than 8 years.
e. Student’s population for the current school year should not be less than 500.

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 2. The FS students would have to submit the chosen school’s profile to prove eligibility of
the chosen private school.
3. The FS teacher would enlist all students who would opt to do their FS on a chosen private
school.
4. Upon checking and approval of the FS Teacher, the FS teacher is asked to make a letter
address to the school director and/or principal of the cooperating school. Likewise,
students are asked to make a supplemental request letter for deployment addressed to
the school director and/or principal.
5. The request letter for deployment should be noted by the Program Head and the Dean.
6. Upon approval of the IE Dean’s office, FS students are requested to submit the request
letter to the chosen private school.
7. The students should inform the FS Teacher once the request has been approved by the
chosen private school.
8. The FS teacher should verify the authenticity of the approval through any of the following:
a. School visitation
b. Call verification
c. Letter of acceptance from the chosen private school
9. FS students may start their field observation once the FS teacher have verified the
approval.

Public School Deployment

1. Upon the end of enrollment, an official class list would be generated by the Program
Head.
2. All students in the generated list would be included in the deployment request letter
which will be accomplished by the Program Head and be addressed to DepEd Division
Office of Manila.
3. The Program Head would be informing the FS Teacher on the approval of the division
office.
4. Upon approval of the division office, the FS Teacher would identify all FS students that
would be deployed in the approved public school as some students may opt to do their
field study in private schools.
5. Once the FS teacher have finalized the list, the FS teacher would facilitate the groupings
of students based on their schedule as schools usually do NOT allow individual students
to come to the school.
6. Heads of partnered schools will be invited by the PH and FS Teacher to have meeting in
the IE Office. In case that the invited head is not available to come to the office, the FS
teacher is requested to make an appointment with the school director/principal of the

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assigned school prior to the deployment. During this meeting, the PH and/or FS Teacher
would:
a. Meet and greet the school director and/or principal
b. Explain the rationale of FS courses
c. Get the schedule when can students come to the school
d. Explain how the attendance of FS students be monitored
e. Take note of the rules and guidelines of the school

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Pre-service Teaching Course Guidelines 7
 GUIDELINES IN FACILITATING ED11N2-EDU/ED115-EDU (PRACTICE TEACHING)

Practice Teaching/Student Teaching Program

As part of the career of becoming teacher, the course requirements include an on the job training
program to serve as a pre-service and experiential learning tool. This is necessary to give
prospective teachers the chance to experience the life in the actual teaching-learning
environment following the mandate of the Teacher Education Council (TEC) and Commission on
Higher Education (CHED). This training program which is known as the Practice Teaching for
Education students, provides the needed experience in classroom management and instruction
like planning, actual teaching, evaluating, and other various intellectual knowledge and skills
which are essential in the professional teaching.

Rationale:

The Student Teaching Program (STP) is implemented in all curricular programs of the Institute of
Education to enhance the preparation of the students to undertake the various important roles
and functions of teachers/ sports managers and coaches. The student teachers need to complete
300 hours of actual immersion in the field.

Objectives:

1. Develop and further enhance the knowledge, skills and attitudes of Education students
relevant to the workplace;
2. Improve competence and boost confidence of the students in dealing with day-to-day
realities in the workplace;
3. Enable the students to relate concepts learned from the classroom into the workplace;
4. Introduce students to prospective employers.

Course Requirements:

1. 300 hours of actual immersion (Daily Time Record)

2. 1 observed teaching demonstration
3. Research-based output as negotiated with the class (e.g. action research; reflective
paper)
4. Picture and narrative documentation on the student teacher task accomplishments

Guidelines on the selection of school for deployment

1. Upon the end of enrollment, an official class list would be generated by the Program
Head.
2. Upon the start of classes, practice teaching students would be given option by their
course supervisor to conduct their practice teaching either in public school or private
school.

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3. The Practice Teaching Supervisor (FEU-IE Faculty) would coordinate with the Program
Head to identify who among the students would like to be deployed in the public school
and in the private school.
4. All students who opted to do their practice teaching in the public school would be
included in the deployment request letter which will be accomplished by the Program
Head and be addressed to DepEd Division Office of Manila.
5. All students who opted to do their practice teaching in the private school would have to
look for a private school eligible for their practice teaching.
a. Level of accreditation of the chosen private school should be at least in Level 1
b. Location of the chosen private school should not be so distant to their home
address or the university during scheduled internship
c. Location of the chosen private school should not be in conflict on student’s
enrolled schedule
d. Years the school has operated should not be less than 8 years.
e. Student’s population for the current school year should not be less than 500.
6. All practice teaching students would be asked by their course supervisor to prepare the
following:
a. Letter of Intent address to the school director/principal
b. Curriculum Vitae
c. Report of Rating
d. Medical Certificate
e. Photocopy of certificates (e.g. seminars attended)
7. All aforementioned documents would be checked and validated by the Practice Teaching
Supervisor before submission to cooperating private and public schools.
8. Upon checking and approval of the Practice Teaching Supervisor, s/he is asked to make a
letter of request address to the school director and/or principal of the cooperating school.
Students letter of intent is supplemental to this letter for deployment.
9. For private school deployment, students would have to submit the aforementioned
requirements to their chosen school’s director/principal and wait for its approval.
10. For public school deployment, students would have to submit the aforementioned
requirements to their assigned cooperating teacher for initial assessment and evaluation.
11. A student cannot be assigned to a school where in the evaluating personnel is a relative
(i.e. up to 3rd degree of consanguinity) or may significantly influenced by a relative of the
student. This rule also applies when there is a clear conflict of interest. Violation of this
rule, once proven, will nullify the grade of the student.
12. Heads of partnered schools will be invited by the PH and FS Teacher to have meeting in
the IE Office. In case that the invited head is not available to come to the office, the
Practice Teaching Supervisor is requested to make an appointment with the principal of

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 the assigned school prior to the deployment. During this meeting, the PH and/or Practice
Teaching Supervisor would:
a. Meet and greet the principal and/or department heads
b. Bring the permit and list of students to be given to the principal
c. Explain the rationale of practice teaching
d. Get the schedule when can students come to the school
e. Explain how the attendance of practice teaching students be monitored
f. Explain the extent of involvement of the cooperating school and teachers to the
internship and grading of student teachers.
g. Take note of the rules and guidelines of the school
13. Before deploying the student to a school, the Practice Teaching Supervisor must require
the student and the parent or guardian of the student to execute and signed a statement
of Co-Responsibility (SCR). There must be 2 copies of this document- one for the student
and one for the College Supervisor. Without this document, the student cannot
commence his apprenticeship even if accepted by a school.

General Guidelines on Practice Teaching:

1. The Practice Teaching Supervisor would set an orientation to the students regarding the
cooperating schools’ location, rules and guidelines, schedule of internship, and proper
decorum. The Practice teaching Supervisor would also explain the expected and extent of
involvement of the student teachers in cooperating school’s operation. This orientation
should be done during a time where everyone enrolled in the course can attend.
2. Student Teachers are supposed to teach the subjects taught by their Cooperating
Teachers (CT). Student teachers are expected, but not limited, to be involved on the
following:
a. Observing and assisting the Cooperating Teacher
b. Lesson planning and execution
c. Preparing IM’s
d. Structuring the room
e. Making seat plans
f. Checking and recording test papers
g. Accomplishing school forms
3. There would be formative and summative teaching observations. A post conference shall
be conducted after each observed teaching demonstration.
4. The final summative observed teaching demonstration must be presented to the
Cooperating Teacher, Practice Teaching Supervisor and Principal.
5. Final grades from the CTs must be submitted to the Practice Teaching Supervisor 3 days
before the finals. 70 % comes from the CT and 30 % from the Practice Teaching Supervisor.

Duties and Responsibilities of Student Teachers

The student teacher should be aware of the following duties and responsibilities:

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1. Observing the code of ethics for professional teachers
2. Observing the dress code in the cooperating school
3. Observing punctuality throughout the duration of the practicum
4. Participating actively in all school-related activities of the cooperating school
5. Notifying the CT in case of absences
6. Being open to constructive criticisms
7. Projecting a good image as a teacher
8. Respecting the dignity and rights of children
9. Reporting to the cooperating school prepared at all times
10. Returning all borrowed books and materials to the cooperating school before the term
ends

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 Appendix A
Field Study and Practice Teaching Daily Time Record

FAR EASTERN UNIVERSITY

Institute of Education
Field Study & Practice Teaching
Daily Time Record
Name:
School:
Course:
Adviser:
Total
TIME COOPERATING
DATE TIME IN Hours SIGNATURE
OUT TEACHER
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

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 Appendix B
Statement of Co-responsibility

Far Eastern University

Institute of Education

FIELD STUDY COURSES/PRACTICE TEACHING PROGRAM

STATEMENT OF CO-RESPONSIBILITY

The Far Eastern University- Institute of Education (FEU-IE) commits to provide its
Education students a good balance of educational theory and practicum. As part of the career of
becoming a teacher, the course requirements include a training program to serve as a pre-
service and experiential learning tool. This is necessary to give prospective teachers the chance
to experience the life in the field study environment following the mandate of the Teacher
Education Council (TEC) and Commission on Higher Education (CHED). This training program
which is known as the Field Study for Education students provides the needed experience in
observing the learner’s development and environment, experiencing the teaching/learning
process, the technology in the learning environment, understanding curriculum development,
learning assessment strategies and on becoming a teacher.

The University, through the IE’s faculty acting as their teacher under the ELC, shall
observe the “due diligence of a good father of a family” in supervising its Student observers. Our
faculty, however, shall not be responsible for any untoward incident which is due to negligence
and any deliberate act on the part of the student or any third party that caused harm on the student
observers while the premises of the University or the cooperating schools.

In sum, the FEU-IE faculty shall observe due to diligence but, at the same time, shall
expect the same observances and responsibility on the part of the student to avoid any untoward
incident. In the event that any untoward incident may happen to the student while taking Field
Study Program, and if proven that he/she failed to observe due diligence, the faculty, the Institute,
and the University, we, the student, parent-guardian, and the faculty shall now commit, sign our
names and accept our co-responsibility.

FEU, Manila, Philippines.

__________________ _________________ _________________

Student Parent/Guardian Faculty

Date: _____________ Date: _____________ Date: _____________

FEU/QSF-EDU.39 Rev. No.:00 Effectivity Date: 05 November 2007

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 Appendix C
Student Teaching Demonstration Evaluation

FAR EASTERN UNIVERSITY

Institute of Education

FINAL TEACHING DEMONSTRATION

STUDENT TEACHER EVALUATION FORM

Student Name

Cooperating School

Subject Teaching Grade Level

Evaluator Name

Directions: - This evaluation form should fill-out by the cooperating teacher, supervising teacher, and other invited
teachers/school administrators.

- For each criterion, please assess the student teacher’s level of competence based on your
observations and experience with the student. Please provide your assessment by using the
following assessment scale. Also provide any specific examples or suggestions for the student
teacher.

Note: Assessment Scale: 4 – Advance. Consistently exceeds expectations

3 – Proficient. Consistently meets expectations

2 – Basic. Partially meets expectations

1 – Needs Improvement. Needs focused attention

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PART 1: TEACHING PERFORMANCES

I. Content and organization of instruction

4 3 2 1 - Needs
No. Criteria Improvement
Advanced Proficient Basic

1 Knowledge of Subject Matter

The student teacher knows the subjects they are teaching, understands the central
concepts, tools of inquiry, structures of the discipline(s) he or she teaches and can
create learning experiences that make these aspects of subject matter meaningful
for students.

2 Focus on Objective of the Lesson

The student teacher organizes and plans systematic instruction based upon
knowledge of subject matter, pupils, and curriculum goals.

3 Knowledge of How Students Learn

The student teacher understands how the learners differ in their approaches to
learning and the barriers that impede learning and can adapt instructions to meet
the diverse needs of learners, including those with disabilities and exceptionalities.

4 Assessment of the Lessons

The student teacher understands and uses formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social, and physical
development of the pupil.

AVERAGE

Comments on her/his strengths or weaknesses to improve in content and organization of instruction:

Pre-service Teaching Course Guidelines 15

II. Strategies and skills for effective instruction

4 3 2 1 - Needs
No. Criteria Improvement
Advanced Proficient Basic

1 Instructional Strategies

The student teacher uses a variety of instructional strategies, including the use
of technology and other teaching aids, to encourage learners’ development of
critical thinking, problem solving, and performance skills.

2 Communicative

The student teacher uses effective verbal and nonverbal communication

techniques as well as instructional media and technology to foster active
inquiry, collaboration, and supportive interaction in the classroom.

3 Classroom Management

The student teacher manifests understanding of individual and group

motivation and behavior to create a learning environment that encourages
positive social interaction, active engagement in learning, and self-motivation
and able to organizes time and resources into a learning environment that
enable learners to learn in an equitable way.

4 Overcome Discipline Problems

The student teacher attends to learners’ misbehavior in a positive manner;

promotes self-esteem, responsibility, and mutual respect.

AVERAGE

Comments on her/his strengths or weaknesses to improve in strategies and skills for effective instruction:

Pre-service Teaching Course Guidelines 16

PART 2: Personal Characteristics

4 3 2 1

No. Criteria Advanced Proficient Basic Needs

Improvement

The student teacher was able to:

1 demonstrate resourcefulness.

2 show initiative, motivation, and a positive attitude.

3 demonstrate thoughtfulness of judgment.

4 work with enthusiasm and a positive outlook.

5 demonstrate patience.

6 demonstrate good manners, discipline, and respect.

7 develop good relations with students, peers, teachers, and administrators.

8 show professionalism in all areas.

AVERAGE

__________________________________________

EVALUATOR’S NAME AND SIGNATURE

________________________
DATE

Pre-service Teaching Course Guidelines 17

 Appendix D
Cooperating Teacher’s Overall Evaluation of Student’s Performance

FAR EASTERN UNIVERSITY

Institute of Education
Nicanor Reyes Sr. St., Sampaloc Manila

COOPERATING TEACHER’S OVERALL

EVALUATION OF STUDENT’S PERFORMANCE
DURING INTERNSHIP

Student’s Name: _____________________________________________________________

Year and Section: _____________________________ Major __________________________
Quarter: ____________________________ Semester: ________________ SY: ___________
School: _____________________________________________________________________
Division: ____________________________________________________________________
Cooperating Teacher: __________________________________________________________
Department Head: _____________________________________________________________
Cooperating Principal: __________________________________________________________
College Supervisor: ____________________________________________________________
Grade/Year Assignment: ________________________________________________________
Subject Taught:
____________________________________________________________________________
Total Number of days of the quarter: _______________________________________________
Number of Days Present: _____________________
Number of Days Absent: ______________________

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Purpose of the Instrument:
This evaluation is designed for use by the Dean, Teacher Supervisor, Cooperating Teachers, and
students to facilitate the analysis of supervision and evaluation of the students’ professional growth during
internship. To the student teacher, it may serve as a means of self-evaluation with the end in view of self-
improvement. It may be useful for objective analysis and supervision. It will serve as a rating scale to show
a profile of the intern’s performance.

Factors to be Appraised:
This sheet indicates two main factors to be appraised: Personal Qualities and Professional
Competencies. Part I is made up of 15 sub-items while Part II consists of 20 minor items,
descriptive of each category.

Direction for Effective Use:

In recording progress on this form, indicate the exact rating within the range in the columns to show
where student seems to be at the time of the evaluation. Every sub-item under each major category should
be rated using an 8 point Likert scale from excellent to poor performance.
Compute the average of both personal qualities and professional competencies. To get the average,
multiply the grade for personal Qualities by 2; and the grade for Professional Competencies by 3. Then, add
he products of the two categories and divide by 5. The final rating should be rounded.
Space is provided for anecdotal evidence of the intern’s strengths needed for further growth. Such
evidence will be value in subsequent guidance for the student.
At the end of the report, the rating official will affix their signature over their printed name.

Final Numerical Letter

Rating Equivalent Grade
7.00-8.00 100 A
6.00-6.99 92 B+
5.00-5.99 83 B
4.00-4.99 77 C+
3.00-3.99 71 C
2.00-2.99 65 D+
1.00-1.99 60 D

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Rate the student teacher based on the statements on personal qualities and professional competence as
seen during the entire teaching internship from 8 being excellent to 1 being very poor by checking on the
corresponding space provided.

ITEMS TO RATE 8 7 6 5 4 3 2 1
I. PERSONAL QUALITIES
A. Personal Appearance
1. Dresses and grooms appropriately
2. Has a good posture and carriage
3. Is neat and pleasing in appearance

B. Voice and Speech

4. has a clear voice
5. Articulate clearly and naturally
6. Is free from bad speech, habits and mannerism

C. Psychological Adequacy
7. Is mentally and emotionally sound
8. Is as ease in social situations
9. has a keen sense of humor
10. Is well informed on current issues
11. Is active and energetic

D. Attitude
12. Manifest creativity
13. Is receptive to suggestions
14. Perform tasks
15. Shows initiative and resourcefulness
PART I TOTAL AVERAGE Sum _____ / 15 = ____

II. PROFESSIONAL COMPETENCIES

A. Comprehension of objectives
1. Derives objectives from the curriculum requirements
and students’ needs
2. Conceives objectives in terms of students’
knowledge, understanding habits, skills, attitude and
appreciation
3. Sets up attainable and measurable behavioral
objectives

B. Knowledge and Understanding of Students

4. Provides varied activities according to the nature and
needs of different groups of individuals
5. Shows respect for students’ personality
6. Exhibits act and consideration in dealing with students

C. Management of Class Instruction

7. Master subject matter or content
8. Prepares appropriate instruction; materials

Pre-service Teaching Course Guidelines 20

 9. Shows skills and uses a variety of questioning
techniques
10. Encourage and contributes to students’ participation
11. Uses languages within students’ comprehension
12.Speaks and writes clearly, correctly and logically
13. Arouses and sustains students’ interest.
D. Classroom Management
14. Gives careful attention to the physical condition of
the room
15. Creates wholesome classroom atmosphere
conducive to learning
16. Handles disciplinary problems with tact and good
judgment
17. Routinizes activities and systematically
E. Evaluation of Students’ Growth Learning
18. Shows familiarity with evaluation devices,
instruments and techniques
19. Constructs and uses appropriate evaluation
instrument for teaching for general and specific
learning outcome.
20. Records and interprets test results properly for
remediation, reinforcement, and enrichment.
PART II TOTAL AVERAGE Sum _____ / 20 = ____

GENERAL REMARKS:
_______________________________________________________________________
_______________________________________________________________________
____________________________________________________________________

The rating official may cite the areas of strengths and weaknesses of the intern.

A. PERSONAL QUALITIES (Part I TA)………. _____ X 2 = ______

B. PROFESSIONAL COMPETENCIES (Part II TA)……… _____ X 3 = ______
SUM OF PART I & PART II …………….= ______
C. Divide the sum by 5 (Final Off-Campus rating) …………… = _______

CERTIFIED CORRECT:

____________________
Cooperating Teacher
Noted by:

________________________ APPROVED BY:

Department Head
_____________________
Principal
_____________________
Date

Pre-service Teaching Course Guidelines 21

 Appendix E
Student Teacher’s Evaluation of Cooperating Teacher

Far Eastern University

Institute of Education

Student Teacher’s Evaluation of Cooperating Teacher

_____ Semester, SY ___________

FACULTY: _________________________________ Date: ___________________

Department: ______________________ Section: ________________ Day: ________________

School: __________________________________________________

Directions: Rate as honestly as you can the concerned Cooperating Teacher by checking the box according
to the following scale:

5 4 3 2 1

Outstanding Above Average Average Below Average Unsatisfactory

***Remember that you are rating his or her total performance for the whole semester, not on a particular instance
or time.

Please indicate the level of performance of your cooperating teacher with the following statements.

5 4 3 2 1

1. Was knowledgeable about student teaching information, policies, and

procedures
2. Oriented me to the building, faculty, administration, students, and school
policies
3. Modeled effective teaching and classroom management

4. Modeled and encouraged appropriate instruction for diverse student needs

5. Provided guidance in the development of lesson plans and/or unit plans

6. Developed and implemented a plan for my assumption of classroom

responsibilities
7. Regularly observed my teaching

Pre-service Teaching Course Guidelines 22

 8. Provided valuable written feedback on a regular basis

9. Provided valuable verbal feedback on a regular basis

10. Shared professional literature and teaching resources

11. Developed a positive relationship with me, displaying mutual respect and
providing an environment for professional growth
12. Clearly demonstrated that she/he is approachable, sensitive, and supportive
to all students
13. Treated his/her administrators, other teachers, paraprofessionals, and
parents with courtesy, respect, and honesty
14. Was a thoughtful listener to his/her students, colleagues, and parents

15. Maintained a nonjudgmental stance toward students, parents, and colleagues

16. Modeled and facilitated effective use of current and emerging digital tools to
locate, analyze, evaluate, and use information resources to support research and
learning
17. Made time available for three-way conferences with my College Supervisor

18. Anticipated my needs, addressed my apprehensions, and minimized my

fears about the student teaching experience

Remarks:

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Name and Signature of Student Teacher ____________________________

Pre-service Teaching Course Guidelines 23

 Appendix F
Practice Teaching Assessment Mapping
Academic Program: Bachelor of Elementary Education; Bachelor of Secondary Education School Year: 2019-2020

COURSE 1:

ED11N2-EDU (Practice Teaching) Assessment Weightage (%) Total Course FCCs

Practical Non- Weight Learning Developed
It is a six-unit course aims to train the student teachers in the art of teaching their practical Outcomes
major subject by actual practice in the classroom under the guidance and supervision Assessed
of the cooperating teacher. They are expected to participate in all phases of classroom
teacher’s work, such as instructional planning, classroom management, appraisal of
pupil progress, preparation of class records, and organization of co-curricular
activities. This course will give the student teachers to apply the principles and
strategies of teaching and evaluation in actual teaching-learning situations.

At the end of this course, the learner will be able to:

1. demonstrate deep and principled understanding of the learning processes and the
role of the teacher in facilitating these processes in their students
2. manifest a meaningful and comprehensive knowledge of the subject matter they
will teach
3. apply a wide range of teaching process skills (including curriculum development,
lesson planning, use of appropriate technology, materials development,
educational assessment and teaching approaches)
4. acquire direct experience in the field/classroom (e.g., classroom observations,
teaching assistance, practice teaching)
5. practice the professional and ethical requirements of the teaching profession
6. facilitate learning of diverse types of learners, in diverse types of learning
environments, using a wide range of teaching knowledge and skills
7. reflect on the relationships among the teaching process skills, the learning
processing in the students, the nature of the content/subject matter, and the
broader social forces encumbering the school and educational process in order to
constantly improve their teaching knowledge, skills, and practices
8. create and innovates alternative teaching approaches and evaluates the
effectiveness of such approaches in improving student learning continue to learn
in order to teach to learn to better fulfill their mission as teachers.

Pre-service Teaching Course Guidelines 24