VISION

Academically competitive, research and development focused

and economically sustainable public higher education institution
of learning.

Mission
To offer academic programs and services that will
effectively transform individual into productive citizen of the
country and accelerate the development of high level
professional who will provide leadership in meeting the
demands of sustainable development and changes of a diverse
and globalized society.

Legal and Historical Foundation

Purita P. Bilbao, Ed. D

CHED Memorandum order No. 30 (CMO 30) was

promulgated on September 13, 2004 for the
purpose of rationalizing the undergraduate
teacher education in the country to keep pace
with the demands of global competitiveness. It
is in accordance with the pertinent provisions
of Republic Act No. 7722, the Higher Education
Act of 1994. CMO 30 embodies the policies and
standards for the undergraduate teacher
education curriculum.
Article 5. Sec. 13 of CHED Memorandum Order
No. 30 states that, “Field Study courses are
intended to provide students with practical
learning experience in which they can observe,
verify, and reflect on in actual school
settings. The experiences will begin with
observation and gradually intensify until
students undertake practice teaching.” In the
teacher education curriculum before the issuance
of CMO 30 s. 2004, field observation came in the
senior year long after learning all the theories
were learned. In the present curriculum, the
learning of theories take place side by side
with field observation. This is to enable
students to connect theories learned with
practice immediately.

Importance of Field Study

What are Field Study subjects for?

“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.”

CHED Memorandum Order 30, s2004

What are Field Study students expected to learn and develop?

 “Intended Learning Outcomes refer to what you can
do, accomplish, achieve, or become as a result of a
learning experience.”

This is the heart of the Outcomes-Based Education

or OBE, which you will surely learn more about. To
explain it simply, OBE neatly organizes or aligns what
you will learn, the activities you and your teachers
will work on, how you will be assessed, while focusing
on you as the learner and the outcome of what wil- a
world class teacher!

P. Bilbao

Historical Background of the University of Eastern

Philippines Laoang Campus
The University of Eastern Philippines Laoang Campus
formerly known as Laoang National Trade School was born
upon the enactment of Republic Act 2440 authored by the
late Honorable Eladio T. Balite, Congressman of the
lone District of Northern Samar. It was on June 21,
1959 when the school started its operation. The first
class was on November 7, 1960 with only 45 students.
There were only three teachers with Mr. Arcadio
Sacaguing as the first school principal. This school
was temporarily housed in the Spanish Building fronting
Plaza. It was in 1963 when the operation was
transferred to a new school site popularly known as
Roadside. After 39 years, LNTS become an umbrella of
the University of Eastern Philippines Main Campus,
University Town, and Northern Samar through Republic
Act 8760. Its integration took effect last February 7,
2000. With the implementation of the University System,
the high school enrolment was limited to 100 students
only, 25 students per year level known as the
University Laboratory High School. The excess students
were transferred to the Department of Education
together with the 13 teachers by virtue of Republic Act
8760. Presently, the said Laboratory High School
maintains 100 students and offers elective subjects
such as Journalism for third year and Basic Research
for fourth year students.
The College Department offers Bachelor of Secondary
Education major in different field of specialization
such as Mathematics, English, TLE, General Science,
Social Studies, and PE, Health, and Music (PHEM). It
also offers Bachelor of Elementary Education, Bachelor
of Science in Fishery Education, Bachelor of Science in
Industrial Technology, Bachelor of Science in Civil,
Electrical, and Mechanical Engineering, and Bachelor of
Science in Criminology.
The University also offers in the Graduate School
such as Master of Arts in Education (MAEd) major in
Administration and Supervision and Physical Education
and Master in Public Administration (MPA).

National Competency-Based Teacher Standards

The NCBTS is a set of competencies (behavior, attitudes, and

skills) that each teacher must possess to function effectively
and satisfactory. These are based upon “the core values of
Filipino teacher and on the principles of effective teaching and
learning.

Statement of Principle
Teacher in all Philippine school are committed and
accountable for providing classroom instruction with result that
are manifested in high performance levels in terms of student
learning outcomes. Teacher are dedicated to the well-being of the
students and communities they serve, taking into account their
cultural diversity, group aspiration and what is valued in
education.

Domain 1.
Social Regard for Learning

- Acts as a positive role model for students.

Domain 2.
- Creates an environment that promotes fairness.
- Makes the physical environment safe and conducive to
learning.
- Communicate higher learning expectation to each learner.
 - Establishes and maintain consistent standards of
learners’ behavior.

Domain 3.
Diversity of Learners

- Is familiar with learner’s background knowledge and

experience.
- Demonstrates concern for holistic development for
learners.

Domain 4.
Curriculum

- Demonstrates mastery of the subject

- Communicates clear learning goals for the lessons that
are appropriate for learners.
- Makes good use of allotted instructional time.
- Select teaching methods, learning activities, and
instructional materials or resources appropriate to
learners and aligned to the objectives of the lesson.

Domain 5.
Planning, Assessing and Reporting

- Communicate promptly and clearly to learners, parents,

and superior about the progress of learners.
- Develops and uses a variety of appropriate assessment
strategies to monitor and evaluate learning.
- Monitors regularly and provides feedback on learners
understanding of content.

Domain 6.
Community Linkages

- Establishes learning environments that respond to the

aspirations of the community.

Domain 7.
Personal Growth and Professional Development

- Takes pride in the nobility of teaching as a profession

- Builds professional links with colleagues to enrich
teaching practice.
- Reflects on the extent of the attainment of learning
goals.
 Table of Contents
Cover Page
Acknowledgment
Dedication
Student’s Prayer
Table of Contents
Curriculum Vitae/Personal Bio Data
Philosophy in Life
School Profile (Cooperating School):
- Historical Background of the School
- School’s Vision, Mission, Core Values
- School Map
School Profile (UEPL):
- Historical Background of UEPL
- School’s Vision and Mission
Legal and Historical Foundations (FS)
Importance of Field Study
FS 6: Episodes
My Career Plan
My Views of Teaching
My Reflection on FS 6
Attendance Sheet
Comments of the Faculty
Narrative Reports
Documentations
NCBTS
- Definition/Description
 - 7 Domains

Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES
Laoang Campus
Laoang, Northern Samar

Portfolio in
Field Study 6
Submitted by:
Abegail T. Caparroso
BSEd IV-B

Submitted to:
Prof. Shirley Villardo

Resource School: Resource Teacher:

Laoang National High School Mrs. Annalyn D. Florano

Resource Class: Subject:

Grade 8- STE Mathematics
 Acknowledgement
I would like to thank the following:

FIRST AND ABOVE ALL,

God Almighty
THE SCHOOL THAT I HAVE OBSERVED,
Laoang National High School
FOR ALLOWING US TO OBSERVE IN HER CLASS
DESPITE OF OUR INTERRUPTIONS DURING HER
CLASS,
Mrs. Annalyn D. Florano
Resource Teacher
THE CLASS THE WE HAVE OBSERVED
Grade 8- STE
TO MY CO-OBSERVERS
AND TO MY FS ADVISER
Prof. Shirley Villardo
 FS 6
Episodes
My Reflections of FS 6
I have learned a lot about being a
teacher through my experiences in Field
Study 6. I’ve learned about the teacher as
a person in society and what personal
qualities a good teacher possess. I’ve also
learned about the different Philosophy of
education and I managed to identify my
philosophy of teaching and education. Also,
I discovered what a teacher in service do
in her every day routine and identified the
teacher’s role in creating a conducive
learning environment in the school. Through
observing how my cooperating teacher
utilize community resources in teaching,
I’ve learned to identify community
resources available for use by teachers in
the school through Rapid Appraisal Survey
and I learned how the teacher is looked
upon in the community. What I loved most
about this experience is how I became aware
and managed to identify the different
competencies of the global Filipino Teacher
and my knowledge of other countries
teachers’ competencies. Lastly, I’ve
learned the important things that a teacher
must know such as the definition of a
professional teacher and what a
professional teacher is and I now know the
different fundamental laws that
professionalized teaching in the country.
Documentation