FS 2

FS 2 INTRODUCTION
This course is a continuation of Field Study 1. It is school based and allows a pre-
service student to participate and assist in a limited actual teaching-learning activities that
relate to assessment of learning, preparation of instructional materials, preparation of
bulletin boards and other routines in the classroom. A portfolio which will contain sample
lesson or learning plans and demonstration teaching of at least one subject content area
will be required. An action research shall be encouraged to start in this course and
conclude during the internship.
Furthermore, the students of BTVTED degree program has undergone consultation
and mentoring with their FS instructor before they seek for a partner cooperating teacher in
order for them to complete their portfolio making and other evidences of a successful
learning though there is a gap when it comes to the prevalent issue of pandemic and health
emergency crisis of this time which is the Covid-19.
On the other hand, the students are capable of finding alternative ways in order to
materialize the observation of teaching and learning in an actual school environment by
having it done through online and virtual mentoring matched with the assistance and
guided knowledge and shared experiences of the cooperating teacher. Indeed, 21st century
learners and aspiring teachers are flexible amidst of crisis and making a step for a
systematic observational inquiry that is focused with the partnership with a cooperating
teacher, the learners, the teachers behavior and school community.
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FS 2 RATIONALE
Field Study 2 this is an episode that gradually introduces a student intern towards a
specific teaching challenges and observation that further prepares a pre-service teacher
towards the forthcoming internship. It is a requirement because it follows a
developmental sequence of data-based learning experiences with a focus towards
observing a cooperating teacher and other related key areas inside the school and
classroom learning.
Since there is no face-to-face practicum that will be happening, virtual learning
tools will become utilized matched with a guided observation and structured interview
component. The entirety of field study 2 is composed of pre and post conferences
depending on the episode given by the cooperating teacher and its observation themes
that ignites the learning and observing experience of the student intern in the field of
education and its process.
Consequently, according to the NCBTS and Ched Memorandum Order no.30 series
of 2004, field study 2 serves as the theoretical framework for all institutions offering a
teacher education degree program that must provide a synthesis of all aspects of
cognitive, affective, and psychomotor domains and its elements towards in the field of
teaching and learning. It is also associated with the consideration of a student-centered
curriculum and a constructivist platform that serves as a timely response to the quality
and standardized learning.
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FS 2 COURSE DESCRIPTION
Field Study 2 brings the prospective student intern towards a conscious
orientation towards an inquiry on problem of practice. Matched with a consistent
experiential learning that identifies a problematic situation that emerged during one’s own
observation and participation in assistantship experience. Field study 2 is a professional
course of teacher education programs that aims in developing high level of skills of the
student teachers in applying the principles and requirements of writing an action research
proposal.
This course is a continuation of Field Study 1. It is school based and allows a pre-
service student to participate and assist in a limited actual teaching-learning activities that
relate to assessment of learning, preparation of instructional materials, preparation of
bulletin boards and other routines in the classroom. A portfolio which will contain sample
lesson or learning plans and demonstration teaching of at least one subject content area
will be required. Action research shall be encouraged to start in this course and conclude
during the internship.
The field study subject allows the prospective teachers to experience directly or
vicariously classroom teachings before they finally go to the field of teaching. It draws a
rationale from the National Competency-Based Teacher Standards (NCBTS) as contained
in Commission on Higher Education (CHED) Memorandum order 74 series of 2017 and
CMO, No. 30 series of 2014. Thus, Field Study 1 has an issuance necessitated with an
examination and enrichment of the teacher education curriculum and an important aspect
of the program.
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DepEd’s National Competency Based Teacher Standards
NCBTS defines effective teaching as being able to help all types of students learn
the different learning goals in the curriculum. The NCBTS provides a single framework
that shall define effective teaching in all aspects of a teacher’s professional life and in all
phases of teacher development.
Domain 1. Social Regard for Learning (SRFL)
The SRFL domain focuses on the ideal that teachers serve as positive and powerful
role models of the value in the pursuit of different efforts to learn. The teacher’s action,
statements, and different types of social interactions with students exemplify this ideal.
Domain 2. Learning Environment (LE)
This domain focuses on importance of providing a social, psychological, and
physical environment within which all students, regardless of their individual differences
in learning, can engage in the different learning activities and work towards attaining high
standards of learning.
Domain 3. Diversity of Learners (DOL)
The DOL domain emphasizes the ideal that teachers can facilitate the learning
process even with diverse learners, by recognizing and respecting individual differences
and by using knowledge about their differences to design diverse sets of learning activities
to ensure that all learners can attain the desired learning goals.
Domain 4. Curriculum (Curriculum)
The curriculum domain refers to all elements of the teaching-learning process that
work in convergence to help students understand the curricular goals and objectives, and to
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attain high standards of learning defined in the curriculum. These elements include the
teacher’s knowledge of subject matter and the learning process, teaching-learning
approaches and activities, instructional materials and learning resources.
Domain 5. Planning, Assessing & Reporting (PAR)
This domain refers to the alignment of assessment and planning activities. In
particular, the PAR focuses on the (1) use of assessment data to plan and revise teaching-
learning plans; (2) integration of assessment procedures in the plan and implementation of
teaching-learning activities, and (3) reporting of the learners’ actual achievement and
behavior.
Domain 6. Community Linkages (CL)
The LC domain refers to the ideal that classroom activities are meaningfully linked
to the experiences and aspirations of the learners in their homes and communities. Thus,
this domain focuses on teachers’ efforts directed at strengthening the links between schools
and communities to help in the attainment of the curricular goals.
Domain 7. Personal Growth & Professional Development (PGPD)
The PGPD domain emphasizes the ideal that teachers value having a high personal
regard for the teaching profession, concern for professional development, and continuous
improvement as teachers.
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Philippine Professional Standards for Teachers (PPST)
DepEd Order No. 42, s. 2017- NATIONAL ADOPTION AND IMPLEMENTATION OF
THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
Professional standards for teachers The Philippine Government has consistently
pursued teacher quality reforms through a number of initiatives. As a framework of teacher
quality, the National Competency-Based Teacher Standards (NCBTS) was institutionalized
through CHED Memorandum Order No. 52, s. 2007 and DepEd Order No. 32, s. 2009. It
emerged as part of the implementation of the Basic Education Sector Reform Agenda
(BESRA) and was facilitated by drawing on the learning considerations of programs, such
as the Basic Education Assistance for Mindanao (BEAM), the Strengthening
Implementation of Visayas Education (STRIVE) project and the Third Elementary
Education Project (TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher
quality requirements in the Philippines. The reform process warrants an equivalent
supportive focus on teacher quality – high quality teachers who are properly equipped and
prepared to assume the roles and functions of a K to 12 teachers.
The Philippine Professional Standards for Teachers, which is built on NCBTS,
complements the reform initiatives on teacher quality from pre-service education to in-
service training. It articulates what constitutes teacher quality in the K to 12 Reform
through well-defined domains, strands, and indicators that provide measures of
professional learning, competent practice, and effective engagement. This set of standards
makes explicit what teachers should know, be able to do and value to achieve competence,
improved student learning outcomes, and eventually quality education. It is founded on
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teaching philosophies of learner-centeredness, lifelong learning, and
inclusivity/inclusiveness, among others. The professional standards, therefore, become a
public statement of professional accountability that can help teachers reflect on and assess
their own practices as they aspire for personal growth and professional development.
Teacher quality in the Philippines
The Philippine Professional Standards for Teachers defines teacher quality in the
Philippines. The standards describe the expectations of teachers’ increasing levels of
knowledge, practice, and professional engagement. At the same time, the standards allow
for teachers’ growing understanding, applied with increasing sophistication across a
broader and more complex range of teaching/learning situations.
The following describes the breadth of 7 Domains that are required by teachers to be
effective in the 21st Century in the Philippines. Quality teachers in the Philippines need to
possess the following characteristics:
 Recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and
learning. They apply developmentally appropriate and meaningful pedagogy
grounded on content knowledge and current research. They display proficiency in
Mother Tongue, Filipino and English to facilitate the teaching and learning process,
as well as exhibit the needed skills in the use of communication strategies, teaching
strategies and technologies to promote high-quality learning outcomes.
 Provide learning environments that are safe, secure, fair and supportive in order to
promote learner responsibility and achievement. They create an environment that is
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learning-focused, and they efficiently manage learner behavior in a physical and
virtual space. They utilize a range of resources and provide intellectually
challenging and stimulating activities to encourage constructive classroom
interactions geared towards the attainment of high standards of learning.
 Establish learning environments that are responsive to learner diversity. They
respect learners’ diverse characteristics and experiences as inputs to the planning
and design of learning opportunities. They encourage the celebration of diversity in
the classroom and the need for teaching practices that are differentiated to
encourage all learners to be successful citizens in a changing local and global
environment.
 Interact with the national and local curriculum requirements. They translate
curriculum content into learning activities that are relevant to learners and based on
the principles of effective teaching and learning. They apply their professional
knowledge to plan and design, individually or in collaboration with colleagues,
well-structured and sequenced lessons that are contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning resources.
 Apply a variety of assessment tools and strategies in monitoring, evaluating,
documenting, and reporting learners’ needs, progress and achievement. They use
assessment data in a variety of ways to inform and enhance the teaching and
learning process and programs. They provide learners with the necessary feedback
about learning outcomes that informs the reporting cycle and enables teachers to
select, organize and use sound assessment processes.
 Establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process.
They identify and respond to opportunities that link teaching and learning in the
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classroom to the experiences, interests and aspirations of the wider school
community and other key stakeholders. They understand and fulfill their
obligations in upholding professional ethics, accountability, and transparency to
promote professional and harmonious relationships with learners, parents, schools,
and the wider community.
 Value personal growth and professional development and exhibit high personal
regard for the profession by maintaining qualities that uphold the dignity of
teaching such as caring attitude, respect, and integrity. They value personal and
professional reflection and learning to improve their practice. They assume
responsibility for personal growth and professional development for lifelong
learning.
The 7 Domains collectively comprise 37 strands that refer to more specific dimensions
of teacher practices.
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:
1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-
order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:
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1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:
1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic, and religious backgrounds
3. Learners with disabilities, giftedness, and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
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4. Communication of learner needs, progress, and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs
Domain 6, Community Linkages and Professional Engagement, consists of four
strands:
1. Establishment of learning environments that are responsive to community
contexts
2. Engagement of parents and the wider school community in the educative
process
3. Professional ethics
4. School policies and procedure
Domain 7, Personal Growth and Professional Development, contains five strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
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SCHEDULE OF ACTIVITIES
SCHEDULE OF ACTIVITIES
Venue/ Site/ Activity Details
Time Observatio
Frame n
1st Google Online class Class Introduces the topic about the
meet discussion by educational resources that is used by
3hours/day the teacher the teacher to improve teaching and
learning process.
6:00-9:00
PM
2nd Google Online class Class The topic that was all about the
meet discussion by preparation of instructional
3hours/day the teacher materials for students in 21st century
6:00-9:00 that are considered to be highly
PM visual and manipulative that
enhances direct learning experiences
of the teaching and learning process.
3rd Google Online class Class
meet discussion by Assisting in preparing bulletin
3hours/day the teacher board and learning station displays.
6:00-9:00
PM
4th Google Online class Class
meet discussion by Assessing learner’s performance
3hours/day the teacher thereby assessing the progress of
every student is always supported by
6:00-9:00 data from the results of their
PM learning outputs.
meet discussion by Assisting and establishing
3hours/day the teacher routines that maintains a positive
classroom atmosphere.
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6:00-9:00
PM
meet discussion by Recording learner’s assessment
3hours/day the teacher results and having an accurate
factual and up to date record
keeping of learner’s academic
6:00-9:00 output.
PM
meet discussion by Maintaining wholesome and safe
3hours/day the teacher learning environment.
6:00-9:00
PM
meet discussion by Participating in maintaining
3hours/day the teacher Instructional routines
6:00-9:00
PM
Total 24 Hours
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COOPERATING TEACHER’S PROFILE
Name: NOSRAH S. MUSTAPHA, LPT

Gender: FEMALE
Age: 25
Address: PRK. 3, HIJO, MACO, DAVAO DE ORO
Birth of date: SEPTEMBER 28, 1996
Place of birth: PRK. 3, HIJO, MACO, DAVAO DE ORO
Citizenship: FILIPINO
Religion: ISLAM
Motto in Life: “NOTHING WORTH HAVING COMES EASY”
School Rank/Position: TEACHER I
Years in teaching service: 3 YEARS
First Teaching Assignment: PANGI NATIONAL HIGH SCHOOL
EDUCATIONAL BACKGROUND
Elementary: HIJO ELEMENTARY SCHOOL

Year Graduated: 2008
High School: ATTY. ORLANDO S. RIMANDO NATIONAL HIGH SCHOOL

College: UNIVERSITY OF MINADANAO TAGUM CAMPUS

Awards and Distinctions: Seminars Attended:

 Consistent Honor Student *21st Century Teaching and
learning
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 Outstanding Teacher Awardee *The JOYS of Teaching
 Best SSG Adviser Awardee

PRE-SERVICE TEACHER’S CURRICULUM VITAE
Name: BLAZE R. QUIBAN

Gender: FEMALE
Age: 21
Address: PRK. 9-B, FEEDER ROAD 3,
BARANGAY TIBAL-OG STO.TOMAS
DAVAO DEL NORTE
Birth of date: MARCH 26, 2000
Place of birth: KAPALONG EMERGENCY
HOSPITAL, DAVAO DEL NORTE
Citizenship: FILIPINO
Religion: ROMAN CATHOLIC
Father’s Name: FORTUNATO M. QUIBAN SR.
Mother’s Name: ROSALINA R. QUIBAN
EDUCATIONAL BACKGROUND
Elementary: STO.TOMAS CENTRAL ELEMENTARY SCHOOL SPED CENTER

Year Graduated: 2006-2012
Junior High School: STO. TOMAS NATIONAL HIGH SCHOOL

Senior High School: UNIVERSITY OF MINDANAO TAGUM COLLEGE

College: STO. TOMAS COLLEGE OF AGRICULTURE, SCIENCES AND

TECHNOLOGY
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Year Graduated: 2018-PRESENT
THE SCHOOLS VISION AND MISSION
THE SCHOOL CONTEXT

SCHOOL VISION
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.
Pangarap naming mga Pilipino

na may masintang pag-ibig
sa kanilang bansa
na ang kanilang pagpapahalaga
at kakayahan ay nagdudulot sa kanila
na matanto ang kanilang buong potensyal
ay makabuluhang makatulong sa pagbuo ng bansa.
Bilang isanag pampublikong institusyon

na nakasentro sa mag-aaral
ang Kagawaran ng Edukasyon
ay patuloy na magpapabuti ng kanilang sarili
upang mas mahusay na mapagsilbihan
ang kanyang mga Stakeholders.
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MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility
for developing life-long learners.
Upang protektahan at itaguyod ang karapatang bawat Pilipino sa kalidad, pagkakapantay-

pantay, cultural-based, at kumpletong pangunahing edukasyon kung saan:
Ang mga Mag-aaral ay matuto sa isang pala-kaibigan, sensitibo sa pangkasarian, ligtas, at

nakapapapasiglang kapaligiran.
Pinangangasiwaan ng Guro ang pag-aaral at patuloy na pangangalaga sa bawat mag-aaral.
Ang mga Administrador at mga kawani, tulad ng mga katiwala ng mga institusyon, ay
sinisiguro ang isang gumagana at sumusuportang kapaligiran para sa epektibong pag-aaral.
Ang bawat pamilya, komunidad, at iba pang mga Stakeholders ay aktibong nakikibahagi sa
responsibilidad para sap ag-unlad ng mag-aaral habambuhay.
SCHOOL GOALS
(CORE VALUES)
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
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I. BACKGROUND
HISTORY AND BACKGROUND

Education is a highly valued commodity by the people of Pangi, Maco, Davao De
Oro, and they have been dreaming of having.
Secondary school right in their barangay due to the obvious economic reasons and
challenges of relying on subsistence farming as main source of family income. Sending the
children to high school means added cost of transportation, and they have no money for
daily fare, the students are left with the option of traversing the dirt road inland to the
mother school, braving the regular banana plantation sprays. Though the elementary
graduates are eager to enroll in high school, few are able to survive up to fourth year
graduation; they stop schooling and seek employment at low salary rates.
THE LOCATION
Barangay Pangi has a modest population of 3,300 more or less, but few are
currently enrolled during that school year (2012-2013) at the mother school, as attested the
first batch were only 5 out of 42 enrollees were transferred to the Pangi Extension class,
proof of the incidence of many out of school youth in the area.
Pangi National High School is located in Purok Mangosteen, Barangay Pangi,
Maco, Davao De Oro. It is almost one-hectare lot under a Usufruct Agreement with the
Pangi Elementary School who is the owner of the lot. It sits on a flat terrain at the back of
the elementary school and bordered by the Marsman Drysdale Rio-Vista Agri Ventures
Inc. Banana plantation and the private lot of Mr. & Mrs. Manantan.
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On May 16, 2013, The Provincial personnel conducted s subdivision survey of the
school lot witnessed by Mr. Agan, The Pangi Elementary School PTA President, Mrs.
Gracell Francisco, a teacher of Pangi Elementary School, The first general PTA officers
then namely; Mrs. Fe Ocana, the Pangi National High School Gen. PTA President, Mrs.
Corazon Tocmo, the Pangi National High School Gen PTA Treasurer and Mrs. Josie lyn
Dela Cuesta, the former School- In- Charge of Pangi National High School. This resulted
in the clear boundaries of the two schools and provided a distinct basis of school site
development and future plans.
Mrs. Fe Ocana, the first General PTA resident is also instrumental in the making of
the School Site Development Plan document by her untiring effort in coordinating with the
ever-supportive LGU of Maco officials and the expertise of the municipal engineering
office personnel.
THE INITIAL STEPS

After a series of initial meetings with the elementary school parents with their PTA
Officials; Mr. Dario Senon and Mrs. Evangeline Luna, the Pangi Elementary School
Principal, Dr. Ramel C. Tuba and the barangay issued a resolution requesting the
Department of Education for the creation of the Pangi National High School. This
ultimately led to the former Brgy. Captain Fervencio Apit to the Municipal School Board
Meeting.
The Bayanihan sa Paaralan Social Orientation during the joint elementary and
secondary school PTA assembly was led on Sunday, June 9, 2013 in the Pangi Elementary
School Social Hall by the couple- tandem Hon. Raul Timogtimog, the Municipal Gawad-
Kalinga Coordinator and Mrs. Arceli Timogtimog, the Provincial Administrator on
Program Implementation and Chairperson of Gawad-Kalinga Compostela Valley
Programs. The Gawad build officially started the construction on June 28, 2013. The unity
and harmonious relationship of the LGU, the barangay and the PTA was proven where
Hon. Mayor Arthur Carlos Voltaire Rimando readily spearheaded the land preparation of
the school site by sending heavy equipment machineries to clear the area and filling the
building construction site with fifteen (15) loads of sand and gravel.
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July 12, 2013, is an unforgettable day of for Pangi National High school, for it
officially received its first two-classroom building in the blessing and turnover ceremony
from the Gawad-Kalinga sponsorship of the Provincial Government headed then by Arturo
T. Uy. The classrooms were erected in the amazing record of fourteen (14) days through
the Filipino value of Bayanihan spirit of hand in hand helping one another. The teachers
saw with their own eyes the miracle of volunteering for a noble cause when the elementary
and high parents by every section; the officers and staff of the nearby Marsman Drysdale
Rio-Vista Agri-Ventures Inc. (MDRVAVI) banana plantation ; the Purok leaders and
their members; the Municipal officials and the Barangay officials of the two barangays,
Pangi and Anibongan; the graduating class, teachers and the principal of the mother school
Anibongan National High School; the barangay health personnel, the private citizens of the
locality; the various agencies of Davao De Oro, particularly the Provincial Health
Department, the project supervisor Mrs. Loi Zamora and her team; the Provincial Health
Department, the project supervisor Mrs. Loi Zamora and her team; the Provincial BJMP
and the policemen, these people all lent their time, finances and effort to build the first
building of the Pangi High School extension then, now Pangi National High School.
The newly elected then barangay Captain (late) Hon. Gregorio Ramos and his
councilors are instrumental in the continuing development of the school for when they saw
the need for another set of classrooms, they readily pledged their support. Hon. Ramos led
the teachers and his barangay officials to pay the very generous Governor Arturo Uy a visit
on January 6, 2014 for a request of the second building and sometime early in March 2014,
the officers of the Davao Hardware Association dropped by for an ocular inspection of the
area together with the Provincial Governor. These two new classrooms have their own
toilets. Construction promptly began on March 13, 2014, was finished after the Brigada
Eskwela in May 2014. The people of Pangi, particularly the students are feeling truly
grateful to Davao Hardware Association because they responded just in time for the
opening of classes for SY 2014-2015.
THE MODEST GROWTH

The pioneer PTA officers for the first Grade 7-Banaue SY 2012-2013 were Mrs. Fe
D. Ocana-President, Mrs. Villanueva O. Balbin-Vice President, Ms. Jivina Bacote-
Treasurer, Mrs. Marilen Corowan- Secretary. These women believed in the power of their
dreams for their children and proved their mettle in the months that followed.
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The election of the first set ever of General PTA officers and BOD for 2013-2014
was held on June 15, 2013, and the first General PTA assembly for the school was also
held on the same date. In the following years of operation, the student population grew and
was added with another grade levels. Now on its ninth year of operation, the early
enrolment data for SY 2020-2021 shows another increase of population, totaling to three
hundred plus (300+) including Taglawig extension and senior high school.
ETHOS
Education for All (EFA) which means, providing free and accessible basic
education to all Filipino children, thus prompted the Barangay Officials of Barangay
Pangi, headed by then Punong Barangay (late) Gregorio Ramos and then Dr. Ramil C.
Tuba, Pangi Elementary School principal respectively to lobby at the Sanguniang Bayan
session last May 2012 and requested the Municipal Mayor for possible opening of a high
school thereat. It was on June 3, 2013 that the first-year level started their classes with 42
students as an extension of Anibongan National High School. On December 9, 2016,
Anibongan National High school-Pangi Extension was given recognition as national high
school separated from the mother school to be known as Pangi National High School. The
School first operated then with (2) two (LSB)Local School Board- paid Teachers I namely;
Gina L. Barol and Hazel A. Lagulos headed by Josielyn Dela Cuesta – TIC. Ms Dela
Cuesta is then assigned to Maco National High School which gave way to the leadership of
Roy C. Bacalso.
Currently, Pangi National High School caters 300 plus students with 17
hardworking teaching staff for which this school improvement plan is addressed to headed
by Marcelin P. Alicarte Jr. – TIC. The school is presently implementing and following the
New Normal Modality of Education; Modular (printed) and sometimes adopted Blended
Learning. The school has a wide area suitable for outdoor sports activities in which an
avenue to train students achieving higher level and bigger space for crop production.
Apparently, the school has its ‘Gulayan sa Paaralan’ and aimed to become an agricultural
learning hub.
As a nine-year old school, it faces various problems and difficulty that includes the
insufficient number of classrooms to cater the fast-growing number of students.
Meanwhile, the school also has the urgent needs to construct perimeter fence to secure the
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students’ safety as well the school property since there were many instances that
trespassers were visible in the vicinity and perhaps causes troublesome. Furthermore, the
lack of perimeter fence can contribute to the higher rate of cutting classes among the
students since they can access anywhere around the premises to go out.
The school will be the avenue to help parents who want to educate their children
but can’t able to send them to study in the city or even in the nearby barangay because of
financial constraint. The establishment of the school also provides access to a good quality
of education which contributed to the improvement of the entire community in general.
The purpose of this School Improvement Plan (SIP) is to address the needs and
unavailability of the facilities which are necessary to the learning of the students. It also
encourages the stakeholders to take part in the process of the school development. This
also helps the implementation of the priority projects of the school. Foremost, it aids to
enhance Teaching-Learning Developments in which learners are given much
consideration. Anchoring the school tagline “Where Holistic and Exemplar Learners rise”
it is right to say “Sulong Edukalidad” amidst pandemic.
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CLASS PROGRAM
Republic of the Philippines

Department of Education
REGION XI
Schools Division of Davao de Oro
PANGI NATIONAL HIGH SCHOOL
Pangi, Maco, Davao de Oro
CLASS PROGRAM WITH BUDGET OF WORK

SY 2021-2022
Grade Level and Section: 10-Sparrow

Class Profile: Male: 19 Female: 16 Total: 35
Name of Class Adviser: Nosrah S. Mustapha
Partner Adviser: None
JUNIOR HIGH SCHOOL MODULAR CLASS PROGRAM
Monday Tuesday Wednesday Thursday Friday
Schedule of Schedule of Schedule of Schedule of Schedule of

Student’s Student’s Student’s Student’s Student’s
Independent Independent Independent Independent Independent
Learning and Learning and Learning and Learning and Learning and
Performance Performance Performance Performance Performance
Time (ILPT) Time (ILPT) Time (ILPT) Time (ILPT) Time (ILPT)
Releasing of
modules (8:00-
4:00 PM)
Learners are Learners are Learners are Learners are Learners are
encouraged to encouraged to encouraged to encouraged to encouraged to
listen to Z- listen to Z- listen to Z- listen to Z- listen to Z-
Radio or to Radio or to Radio or to Radio or to Radio or to
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watch TV- watch TV- watch TV- watch TV- watch TV-
Eskwela Eskwela Eskwela Eskwela Eskwela
classes during classes during classes during classes during classes during
the day to the day to the day to the day to the day to
support their support their support their support their support their
modular modular modular modular modular
Learning Learning Learning Learning Learning
Packing of Packing of Consultation Consultation Consultation
Modules per Modules per with Teachers with Teachers with Teachers
adviser for adviser for via SMS, call, via SMS, call, via SMS, call,
Pick-up of Pick-up of FB Chat, or FB Chat, or FB Chat, or
Parents as well Parents as well online call online call online call
receiving of receiving of
Learners’ Learners’
Output Output
No Advisers are
Consultation preparing for
with Teachers the distribution
for them to of modules
focus on
packing of
modules and
assessment
sheets
Advisers are
preparing for
the distribution
of modules
Schedule of
distribution of
the Retrieved
Learners’
Output to the
Concerned
Subject
Teachers
Teachers must Teachers must Teachers must Teachers must Teachers must
be on Work on be on Work on be on Work on be on Work on be on Work on
Site AWA to Site AWA to Site AWA to Site AWA to Site AWA to
prepare distribute check learners’ be available for check learners’
modules and modules and to out and to parents who out and to
activity sheets receive receive would like to receive
for distribution learners’ output consultation talk to them consultation
with parents about their with parents
via SMS, call, children via SMS, call,
FB Chat, or FB Chat, or
Page | 24
online call online call
SUBJECTS AND ASSIGNED TEACHERS
FILIPINO NOSRAH S. MUSTAPHA
ENGLISH NOSRAH S. MUSTAPHA
MATH GINA L. BAROL
SCIENCE JEANIBEE G. SEMPRON
ARALING JESLIE O. TIANSON

PANLIPUNAN
TLE LYN V. HINAMPAS
MAPEH SUEMEFE V. SENINA
ESP JOHN PEDDY C. DURAN
Prepared by: Approved by:
Page | 25
NOSRAH S. MUSTAPHA EDNA G. OMBECAN
Class Adviser School Principal I
CLASS LIST
Republic of the Philippines

Department of Education
REGION XI
Schools Division of Davao de Oro
Pangi National High School
CLASS LIST
GRADE 10- SPARROW
S.Y. 2021-2022
MALE: 19 Class Adviser: NOSRAH S. MUSTAPHA

FEMALE: 16
TOTAL NO. OF STUDENTS: 35
MALE FEMALE
1. Alaba, Xylee Vonn B. 1. Agan, Gienette Jane P.

2. Apit, Alian Nathaniel M. 2. Bermoy, Azhlene Charice C.
3. Bacote, leomar D. 3. Binangon, Cassandra B.
4. Bongcales, Milven S. 4. CaIMarcia Mae T.
5. Buagas, Kirby Jones B. 5. Delumbar, Danica S.
6. Cornelia, Felros Christian G. 6. Enriquez, Janice
7. Crusio, Richard B. 7. Hinampas, Mary Kathryn N.
8. Elecora, Khyle J. 8. Lacorte, Vanessa Kyle H.
9. Espantaleon, Jhon Yuri P. 9. Loyola, Rochelle Mae N.
10. Estoque, Michael O. 10. Mallari, Rose Marie C.
11. Lopez, Alwajel C. 11. Micabalo, Leaven Valerie D.
12. Marquez, James M. 12. Olmillo, Thrixcie B.
13. Micabalo, Joseph Shawn D. 13. Reputana, Lieshly J.
14. Palaca, Bless M. 14. Sinangote, Judy Mae D.
15. Reyes, Jhuniex G. 15. Tanting, Rhian Glaziery M.
Page | 26
16. Sanchez, Angel G. 16. Tianson, Jee Ann O.
17. Todovia, Justine Clark H.
18. Tumamac, leper Jhon M.
19. Villacin Edezon A.
CLASS DIAGRAM
Black board
C C C C C C C C C C
C C C C C C C C C C
C C C C C C C C C C
C C C C C C C C C C
C C C C C C C C C C
C C C C C C C C C C
 The classroom has 2 doors, the exit and entrance. In the upper portion are 2 fans, 4
ceiling fans, and 2 stand fans. At the center of the wall is the black board beside of
it are the TV and speakers above of it are the switch and breaker that are
functioning. At the corner is the cabinet for students output and projects then
Page | 27
dustpan, trash bin. There is also a comfort room and then lavatory and flourished
well. Then 3 cabinets beside the comfort room, the teachers table and the divan,
and the chairs of the students. Their switch was new and not prone to commit any
danger. They have a safety environment inside the room.
SEAT PLAN
SEAT PLAN
TEACHER’S TABLE
ROW 1 ROW 2
ALABA, APIT, ALIAN AGAN, BACOTE, BERMOY, AZHLENE BINANGON, BONGCALES, BUAGAS, CAIMARCIA CORNELIA,
XYLEE NATHANIEL GIENETTE LEOMAR D. CHARICE C. CASSANDRA MILVEN S. KIRBY MAE T. FELROS
VONN B. M. JANE P. B. JONES B. CHRISTIAN
G.
1 2 3 4 5 6 7 8 9 10
CRUSIO, DELUMBAR, ELECORA, ENRIQUEZ, ESPANTALEON, ESTOQUE, HINAMPAS, LACORTE LOPEZ, LOYOLA,
RICHARD DANICA S. KHYLE J. JANICE JHON YURI P. MICHAEL MARY VANESSA ALWAJEL C. ROCHELLE
B. O. KATHRYN KYLE H. MAE N.
N.
11 12 13 14 15 16 17 18 19 20
MALLARI, MARQUEZ, MICABALO, MICABALO, OLMILLO, THRIXCIE PALACA, REPUTANA, REYES, SANCHEZ, SINANGOT
ROSE JAMES M. JOSEPH LEAVEN B. BLESS M. LIESHLY J. JHUNIEX G. ANGEL G. E, JUDY
MARIE C. SHAWN D. VALERIE D. MAE D.
26 27 28 29 30
21 22 23 24 25
SANCHEZ, SINANGOTE, TANTING, TIANSON, TODOVIA, JUSTINE TUMAMAC, VILLACIN

ANGEL G. JUDY MAE D. RHIAN JEE ANN O. CLARK H. LEPER JHON EDEZON A.
GLAZIERY M.
M. VACANT VACANT VACANT
SEAT SEAT SEAT
31 32 33 34 35 36 37
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COURSE CONTENT
A. LEARNER’S BEHAVIOR
a. Task 1 (Learner’s Profile) (MALE)
Personal Information Learner’s Profile
Name: Espantaleon, Jhon Yuri P.

Age: 16
Gender: Male
Section: Grade 10- Sparrow
Class Adviser: Nosrah S. Mustapha
Address: Purok 5, Hijo Maco Davao de Oro
Date of Birth: October 23, 2005
Place of Birth: Maco Davao de Oro
Citizenship: Filipino
Religion: Christian
Ethnic Group: Visayan
Father’s Name: Danilo A. Espantaleon
Occupation: Banana Farmer
Mother’s Name: Rosanna P. Espantaleon
Occupation: Housewife
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School Organization Affiliations: Science Club Organization
Seminars Attended: Industrial Arts Training
Awards Received: With Honors
Hobbies: Playing basketball, playing mobile legends
Favorite Subject: Filipino
Least favorite subject: Mathematics
Favorites
Food: Buttered Shrimp and seafood
Color: Black
Song: Fireflies by Owl City
Artist: Daniel Padilla
Author: J.K Rowling
TV Show/Program: FPJ’s Ang Probinsyano
Movie/Series: Money Heist
Game: Mobile Legends
Favorite memory during face-to-face classes:
 Joining Camping Activities

 Having an interactive learning inside the classroom
 Playing and talking with my friends during breaktime
 Attending school programs and activities
Things I like about my school:
 The school makes me learn more

 The people around the school is friendly and warm
Things that I would like to change about my school:
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 I think the school facilities must be improved more
Things I like about my teacher:
 I like my teacher because she is very kind, smart and approachable.
Things I like about myself:
 I am very social, and I like to be around people.
Things that I hate about myself:
 I am stuck with the subject mathematics, and I think I need to improve.
Things that I must do in order to improve myself:
 Read and study more.
b. Task 2 (learner’s observation)
 The learner number 1 is a social learner in a sense that he learns best when he is
around people that can elicit more information. The learner still needs the
scaffolding process so that he can improve and integrate with the lessons and things
assigned to him. The learner is quite passive sometimes when it comes to oral
recitation during face-to-face classes and until now which is blended learning, and
according to my cooperating teacher; he possesses “a multiple intelligence” under
the domain “people smart” in a way that he likes to talk with people and learn
something from it. Furthermore, the learner is continuously learning and improving
towards his learning process thereby shaping it with proper guidance with the
teacher in order for the student to hone his knowledge and skills more. Overall, the
learner is showing a fairly good behavior towards the learning process that can be
used as he proceeds to the track in senior high school level on his next learning
educative process.
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a. Task 1 (Learner’s Profile) (FEMALE)
Personal Information Learner’s Profile
Name: Micabalo, Leaven Valerie D.
Age: 17
Gender: Female
Section: Grade 10- Sparrow
Class Adviser: Nosrah S. Mustapha
Address: Purok Mangosteen, Hijo Maco, Davao de Oro
Date of Birth: December 11, 2004
Place of Birth: Maco Davao de Oro
Citizenship: Filipino
Religion: Roman Catholic
Ethnic Group: Visaya
Father’s Name: Edilberto F. Micabalo
Occupation: Farmer
Mother’s Name: Sussana D. Micabalo
Occupation: Housewife
Other Preferences:
School Organization Affiliations: Supreme Student Government
Seminars Attended: Journalism Training
Page | 32
Awards Received: With honors
Hobbies: Cooking, watching K-drama’s, reading Wattpad
Favorite Subject: English
Least favorite subject: Mathematics and Science
Favorites:
Food: Pizza
Color: Pink and Red
Song: All too well
Artist: Taylor Swift
Author: Paulo Coelho
TV Show/Program: Showtime
Movie/Series: Game of Thrones
Game: Mobile Legends
Favorite memory during face-to-face class: Joining dance contests
Things I like about my school: I gain friends and real companionship
Things that I would like to change about my school: Nothing
Things I like about my teacher: She is kind, sweet, smart and caring
Things I like about myself: I am talented
Things that I hate about myself: I am not good in math and problem solving
Things that I must do in order to improve myself: Facing my fears and the
things I hate
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b. Task 2 (learner’s observation)
 The learner number 2 is a female student of grade 10 sparrow, she is 17 years old.
She is a type of learner who is extroverted in a sense that she likes joining extra-
curricular activities. According to my cooperating teacher that, her student Leaven
Valerie is very talented as she can sing, dance and act and is not afraid and
ashamed to the crowd. She is a type of learning that is under the domain of multiple
intelligence “BODILY KINESTHETIC” wherein she possesses these kinds of
intelligence that is manifested through joining events and contests.
 In today’s time, that the mode of learning is blended and there is no face-to-face
and real time classes, Leaven Valerie, is still honing her skills and talents. Though
she also suffers from solving math problems and as well to the mathematics and
science applied subjects. I think as a teacher, you need to see the different learning
styles of the learners so as their weaknesses and strengths towards learning all the
subjects. By acknowledging their weaknesses, you can administer possible
intervention in order to help the student to overcome and unlock their difficulties.
Page | 34
B.THE SCHOOL ENVIRONMENT
a. CHART 1 (ORGANIZATIONAL CHART)
ALLAN D. FARANZO
b.
Regional Director
EUFEMIA T. GAMUTIN, CESO V

Schools Division Superintendent,
DepEd Davao de Oro
NOEL B. CANALES
Schools District Supervisor
EDNA G. OMBECAN
Principal I
Pangi National High School
SCHOOL PLANNING TEAM
BENEDICTO D. SUEMEFE V. JESLIE O. HON. CARLWIN

MICABALO SENINA TIANSON V. BONGCALES
SGC Chairperson SBM Faculty President Education
Coordinator/Clinic Committee
Teacher Chairperson
Page | 35
MARIAN JOY B. GINA L. BAROL JOHN PEDDY C. HAZEL JANE D.
PANER School Child DURAN ALFANTA
SSG President Protection School DRRM ADAS Designate
Chairperson Chairperson
ALONA B. AMPO CHRISTY H. AUSTRIA

Supply Officer/Property Custodian LIS Coordinator
JUNIOR HIGH SCHOOL FACULTY

GINA L. BAROL
T- III
NOSRAH S. MUSTAPHA
T-I
MAY ANN MAGUINDANO
T-I
LYN V. HINAMPAS
T-I
SUEMEFE V. SENINA
T-I
QUEENT GRACE G. ANDAYO
T-I
HAZEL JANE ALFANTA
T- I
JOHN PEDDY C. DURAN
T-I
CELESTY L. OBOY
T-I
Page | 36
CHECKLIST OF SCHOOL FACILITIES
Direction: Check whether the school’s facilities are available or not and indicate the
number, status, and condition. The status can refer to construction nearing completion,
while the condition can refer to whether something is functioning or not.
School facility Available Not If available, write the
available SPECIFICATIONS
Number Status Condition
1. School Gymnasium  1 Good
2. Library  1 Good
3. Canteen 
4. Comfort Rooms with  4 Good
lavatories
5. Reading Center  1
6. Home Economics Room  1 Good
7. Industrial Arts Room 
8. Computer Laboratory  1 Good
9. Audio Visual Room 
10. Printing/ 
Mimeographing Room
11. Counselling Room  1 Good
12. PTA Office 
13. Office of the Principal  1 Good
14. Science Laboratory  1 Good
15. Others Specify
16. Others Specify
SUMMARY
 Our school is a 9-year-old school and was built last 2012, the school facilities that
we have is continuously improving hence it provides a very conducive environment
and learning for every student that we have. During pre-covid times where face-to-
face classes was held the school facility can accommodate number of enrollees from
Junior high school up to senior high school. The school gymnasium were
gatherings, celebrations and ceremonies were held, the library where the students
can research assignments, the computer laboratory where 21 st century learning is
best exhibited. Comfort rooms that separated men and women for security and
privacy.
 Pangi, Maco National High School continues to serve its mission to provide quality
education for students, further, the school will be the avenue to help parents who
want to educate their children but can’t be able to send them to study in the city or
even in the nearby barangay because of financial constraint. The establishment of
Page | 37
the school also provides access to a good quality of education which contributed to
the improvement of the entire community in general. Anchoring the school tagline
“Where Holistic and Exemplar Learners rise” it is right to say “Sulong Edukalidad”
amidst pandemic.
CHECKLIST OF A CHILD FRIENDLY SCHOOL

c. CHART 3 (Checklist of a Child Friendly School)
INDICATORS YES NO IF YES, GIVE AN

EXAMPLE
1. The school is / The school is
conducive for conducive for
learning. learning because it
is child friendly and
safe. Facilities can
cater students needs
and learning.
2. The school /
has facilities
and equipment
for recreation
and sports.
3. The school / There are some
has a duly personnel who is
assigned assigned to
personnel in- quarterly check the
charge of school premises,
securing its properties, also the
premises, its pupils and teachers.
properties and
those with the
pupils and
teachers.
4. The school /
has a program
for students
with special
needs.
5. The school / The coordinates
coordinates with barangay
with the captain and
barangay and barangay tanod to
local secure the school
authorities to premises as well as
ensure the the students.
safety and
Page | 38
protection of
the students.
6. The school is / The school is
safe for any hazard free; the
calamity such tress was cut down
as flood. to prevent
accidents.
7. The school is / The school have a
following the handwashing area
Covid 19 and the teachers are
emergency observing proper
and health health protocols.
protocols.
8. The school / There ways of exits
has a fire exit incase of fire
incase of disaster, and there is
emergency. also fire alarms and
fire extinguishers.
9. The teachers / The teachers of
uses a non- Pangi National
threatening High School are
behavior warm and friendly.
mode of Inculcates proper
discipline. manner of good
behavior and
discipline online
and offline.
10. The students / Students were
can freely encouraged to have
express their an active
opinion participation that
though there promotes their good
is no face-to- behavior and action.
face learning
classes.
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C. THE CLASSROM
ENVIRONMENT
a. Checklist of Classroom
Facilities/Resources
A. Classroom Available Not Specifications

available
Number Status Condition
1. Two (2) doors  2 Good Functional
(1 entrance, 1 exit)
2. Ceiling fan  2 Good Functional
 1 Good Functional
3. Comfort room
but no
with lavatory lavatory
sink
4. Chairs / desks  37 Good Functional
5. Teacher’s table  2 Good Functional
6. Cabinets  3 Good Functional
7. Shelves  4 Good Functional
8. Bulletin boards  3 Good Functional
9. Racks and stand  2 Good Functional
10. Benches  2 Good Functional
11. Receiving Area  1 Good Functional
for getting and

returning of
Page | 40
modules
(Sanitation and
temperature
Checking)
Summary: The things and resources inside the classroom are all good in
condition and are functional for its daily use.
REFLECTIVE JOURNAL 1
The pandemic and health emergency crisis of today’s time which is the
Covid-19 is not a hurdle for me to experience my FS 2 observation. Hence, I am
able to still materialize it through virtual and online observation through the help of
my very responsive cooperating teacher Ms. Nosrah S. Mustapha. She showed me
the things inside her classroom and other things that she used to provide modular
learning towards her students.
Furthermore, the classroom resources are enough to cater the number of

students enrolled in the section grade 10- sparrow. Also, the classroom is
conducive for learning because it is well ventilated and there is enough textbooks,
and when the time that the face-to-face classes will become permitted; the
classroom is safe and ready to operate because it has precautionary signs and
plastic barriers.
The classroom is appropriate for its grade level which are the 10 th graders, it
has bulletin board and NDEP corner for announcements, shelves that separates
books and modules of the students. On the other hand, my cooperating teacher also
talked about the releasing of their modules in the Junior High Department such as
the schedule of student’s “Independent Learning and Performance Time” (ILPT)
every Monday that is held through online and also their class program that about
the consultation of teachers towards the students via SMS, Call, FB Chat or online
call. Further, the learners are encouraged to listen to Z Radio or watch TV skwela
classes during daytime to support their module learning.
Page | 41
Lastly, the classroom environment and the teacher’s faculty class program
are very dynamic in a sense that they use different types of modalities in order to
improve and support the students learning.
REFLECTIVE JOURNAL 2
Education is a highly valued commodity by the people of Pangi, Davao de Oro.

During our virtual and synchronous consultation together with my cooperating
teacher, she shared the history of their 9-year-old school which is the Pangi
National High School, wherein it is a dream of all residents of Pangi to have a
secondary school in their place. Due to economic reasons and challenges relying on
subsistence farming as a main source of family income. Sending their children to
high school means added cost of transportation because of having no daily fare.
The students are left with the option of traversing the dirt road inland going to the
mother school in the city.
After the years of waiting, the school was built last 2012 and on July 13, 2013,
the school received their first (2) classrooms and started to operate from then on.
Further, I was amazed on how the school was built despite of the obstacles and
shortcomings happened. The school continues to operate up until today and
securing safety of the learners and parents who comes nearby to get the learning
modules every week. Providing modalities for the betterment of the students
whether modular or online learning.
The ethos of the school is EFA or “Education for All” which means that it
provides a free and accessible basic education to all of the students. Also, it is a
child friendly school in a sense that it is a learning environment that is safe for all
the learners, it has a duly assigned personnel in-charge for securing its premises
and properties and those with the pupils and teachers. A school must be child
friendly school when it has a component of sufficient lawn for space and vegetation
Page | 42
as well as the teacher uses a non-threatening mode of discipline and proper
scaffolding and guidance towards the learners.
Lastly, the school tag line embodies the true meaning of education to wit:
“WHERE HOLISTIC AND EXEMPLAR LEARNER’S RISE” sulong edukalidad
amidst pandemic.
REFLECTIVE JOURNAL
ENTRY NO. 3
I observed that the school’s environment was very good in nature as well as
its classroom facilities and resources. It has enough reading materials and textbooks
inside every classroom and the learning environment inside the classroom is
conducive. Though the modality of learning this school year is modular, the class
program of the junior high school department is dynamic in a sense that the
teachers are having consultation with the learners through SMS, call, FB messaging
and online tutoring.
The modalities that are aforementioned above, are the steps being done by
the teachers in order to have a supplementary and effective learning. School
facilities are very important in the learning of students because this helps them to
learn faster and easier. By these facilities, this contributes to a sense of safety and
security, personalization and control, privacy as well as sociality.
The performance of some students from well-equipped facilities are better

who are in school with less equipped facilities because this enhances student’s
academic performance.
The quality of teaching and learning that takes place in any educational
establishment determines the level of academic excellence. Facilities such as
learning aids, well-painted classroom, adequate chairs, laboratories and etc. make
students be able to listen attentively.
Page | 43
Pangi National High School has facilities for the students to improve their
academics which are also safe for them to use. This just signifies that this school
has a perfect facility for the students that produces a world class graduates.
C. Post Conference
REFLECTIVE JOURNAL
ENTRY NO. 4
My Field Study 2 experience and journey was very memorable though my

partnership with my cooperating teacher is through online and virtual consultation
but the things she has showed on me was very real and interactive. Ms. Nosrah is
my teacher during my senior high school years in UM Tagum College, and now she
is currently teaching at Pangi National High School in Maco, Davao de Oro.
We held synchronous and asynchronous consultation and meetings with my

cooperating teacher. She first introduced herself and talked about her years in
teaching and as well her experiences. Secondly, during our video call meet up
session, she also showed the environment of the school matched with the school’s
facilities and classroom set-up. I have also learned about school improvement plan
that is matched with the school’s VMG.
Furthermore, I also learned about the modular class program of the junior
high school program and the section being handled by my cooperating teacher. She
also introduced me the history of their school and it’s school plan for 2022 and the
objectives and goals to unlock in order to foster growth and development not just to
the entire school but also to the teachers and students.
Lastly, my experience in FS 2 is very significant because this is my first

time to have a real observation towards the learning school environment though it
Page | 44
is held online but I had a very great experience. I will treasure all of these learnings
all throughout my lifetime and I will bring this knowledge until I become a teacher
in the near future. I am thankful for every experience and difficulty I had as it
shapes me for who I am today.
PRE - POST CONFERENCE PHOTO DOCUMENTATION

AND CERTIFICATE
PREPARATION FOR THE FIRST VIRTUAL MEETING SESSION WITH MY CT

Date: NOVEMBER 7, 2021
Link: meet.google.com.oah-qvvc-pxe
Page | 45
MY CT SHARED HER FACE-TO-FACE ENCOUNTER AND MEETING WITH
THE PARENTS OF THE LEARNERS
Date: NOVEMBER 05, 2021
Agenda: MODALITIES OF LEARNING AND RELEASING OF MODULES
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Page | 47
Page | 48
POST CONFERENCE VIRTUAL MEET WITH MY
COOPERATING TEACHER
Date: DECEMBER 05, 2021
Link: meet.google.com/cex-thou-bbu
Page | 49
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MONITORING SHEET
o This refers to the school facilities resources and items that helps contribute
enhanced improvement and daily use towards the school’s daily activities. This is
monitored and supervised by the supply officer and property custodian of the
school.
General Description Functional Non-

Functional
1. Computer Monitor 
2. Computer Desk 
3. Amplifier 
4. Wireless Microphone 
5. Laminator 
6. USB Hub 
7. Portable Speaker with Mic 
8. Electric Wall Fan 
9. USB cord extension 
10. Extension wires 
11. Power outlet 
12. Suction blower 
13. Glue gun 
14. Light bulbs 
15. Lan tester 
16. Float Valve 
17. Suction Blower 
18. Computer Ink Set 
19. HP Printer 
20. Office Chair 
21. Office Television 
22. Educational Television 
23. CCTV Camera 
24. Air-condition 
25. Electric Drill 
ALONA B. AMPO
Supply Officer/Property Custodian
Page | 51
GLOSSARY OF TERMS
 NCBTS - National Competency Based Teacher Standards

 CT – Cooperating Teacher
 CMO - Ched Memorandum Order
 SFRL- Social Regard for Learning
 LE – Learning Environment
 DOL – Diversity of Learners
 PAR – Planning, Assessing and Reporting
 CL – Community Linkages
 PGPD – Personal Growth and Professional Development
 PPST – Philippine Professional Standards for Teachers
 Monitoring Sheet – The school’s facilities and items checklist
 Student Observer – The pre-service teacher from STCAST enrolled in the course
subject field study to observe the school and learning environment of any chosen
DepEd school.
 Junior High School – Refers to the 4 years of secondary course starting from
grade 7 to grade 10 that is mirrored by the basic education of DepEd.
 Supervising Teacher – The personnel who is assigned towards supervising,
monitoring, and supporting the students or the pre-service teachers towards their FS
journey.
 Teacher Education Institutions (TEI’s) – Any college institutions and
universities who offers teacher education courses curriculum.
 Episodes – This refers to the activities and paper works being done by the pre-
service teacher before and after their school learning environment observation.
 Virtual Consultation – This is the mode of partnership being done between the
cooperating teacher and the pre-service teacher since there is no face-to-face
classes being held in today’s time.
Page | 52
APPENDICES
A. Criteria for Assessment Item 1
B. Criteria for Assessment Item 2 (A Reflective Journal)
C. Marking Guide for Reflection/Journal Entries
D. Rubric for Student Portfolio
E. Activities and Episodes
Page | 53
CRITERIA
Appendix A: For Assessment No. 1

Assessment of PST’s
Direction: Prepare a diagram and an accompanying description of the

classroom layout. Your output will be rated through the foregoing RUBRIC.
Criteria: The diagram should:
- show the layout of the room (cupboards, etc.),
- be scaled,
- include labels.
The explanation should describe the layout of the classroom clearly and
concisely. Constructive comments and suggestions about how you might
design your own classroom-based on your observations should be included.
5 4 3 2 1
(Outstanding) (Satisfactory) (Unacceptable)
Diagram is Diagram is Diagram is Diagram No diagram
accurate, scaled accurate, accurate lacks presented and the
and enhanced clearly according to accuracy and explanation is
and the labeled and layout and the the missing
explanation scaled and explanation is explanation incomplete
contains the clear and barely
suggestions for explanation supported by supports the
alternatives in critiques the references (e.g., diagram
the classroom classroom DepEd)
layout layout
(alternative are
feasible)
(Adopt: School Facilities Checklist p.34 of ELC as Assessment Item 1B)
Page | 54
CRITERIA
Appendix B: For Assessment Item No. 2

A Reflective Journal
Assessment task for student teachers
Produce a journal that describes your observations and reflections of

each school and classroom visit. The first entry is to be done after the
orientation of the campus and school rules and regulations. This includes
classroom diagram and checklist of school and classroom facilities. The
second entry will be written after two classroom visits, the third entry is on
communication skills and the last entry is to be accomplished after the final
visit. Write a one-page reflection about your experiences and your thoughts
about becoming a teacher.
Criteria:
- A journal is kept during school visits
- The journal contains classroom and school observations per visit
- The journal contains reflections about observations per school visit
- The final section of the journal contains a summary reflection of about half to one
page on experiences and thoughts related to becoming a teacher.
5 4 3 2 1
(Outstanding) (Satisfactory) (Unacceptable)
Reflections The journal Observations The journal has No journal
indicate an contains and reflections all visits presented
ability to examples of the are clearly and recorded. Or
evaluate ability to logically However, the The journal
observations synthesize recorded. The observations does not
and provide information journal and reflections include
comments gathered during provides are superficial. observations
about school and comments on and reflections
environments classroom specific for every
that enhance observations. observations classroom visit.
the learning. The student can and indicates
These are relate this thinking about
supported by being a teacher. the teaching
examples of profession.
observations
and experiences
in school.
Page | 55
CRITERIA
Appendix C: Marking Guide for Reflection/Journal Entries
Criteria Excellent Proficient Satisfactory Developing Needs

Improvement
Reflection Presents Presents Presents Presents Presents

journal comprehens comprehen comprehens comprehen comprehensive
entry ive sive ive sive description of
includes description description description description worthwhile
PSTs of of of of experiences,
learning worthwhile worthwhile worthwhile worthwhil does not explain
experiences, experiences experiences experiences e sound judgment
judgments, , explains , explains explains experience on personal
performanc sound sound sound s, explains strengths and
e, and other judgment judgment judgment sound weaknesses.
insights on personal on personal on personal judgment
gained in strengths strengths strengths on
the course. and and and personal
weaknesses weaknesses weaknesses strengths
anchored on anchored anchored on and
many on some few theories weaknesse
theories theories learned. s.
learned. learned.
Legend:
1 - Needs improvement (75-79)
2 - Developing (80-84)
3 - Satisfactory (85-89)
4 - Proficient (90-94)
5 - Excellent (95-100)
Page | 56
Appendix D: Rubric for Pre- service Teacher FS Portfolio (Product)
Criteria Description
5 4 3 2 1
1. Contents of Has 90- Has 75-89 Has 60- Has less Has less
the Portfolio 100% of of the 74% of the than 59% than 40%
the needed needed of the of the
needed content content needed needed
content content content
2. Objectives Objectives Objectives Objectives Some Most
of the are are are objectivesobjectives
portfolio SMART SMART SMART are not are not
and cover but cover but cover SMART SMART
the whole only a only less and do notand cover
course minimum than 75% cover the only a
of 75% of of the whole minimum
the course course course of the
course
3. Quality of Entries Entries Entries are Some Few
Entries are of best are of of entries are entries are
quality; better acceptable of of
many are quality; quality; acceptable acceptable
well many are some are quality, quality,
selected well well limited not well
and selected selected selection selected,
substantial and and and and very
substantial substantial substantial minimal
substance
4.Presentation Creative, Creative, Creative, Minimal No
of Entries neat and neat and neat and creativity, creativity,
has a very has strong an average neat with in
strong impact/ impact/ minimal disarray,
impact/ appeal appeal impact/ no
appeal appeal impact/
appeal
4. Promptness Submitted Submitted Submitted Submitted Submitted
in the ahead of on 10 days from 11- 31 days or
submission schedule schedule after 30 days more days
submission after after
submission schedule
Legend 3 - Satisfactory (85-89)

1 - Needs improvement (75-79) 4 - Proficient (90-94)
2 - Developing (80-84) 5 - Excellent (95-100)
Page | 57
Page | 58
EPISODES
AND
ACTIVITIES
OUTCOME- BASED LEARNING
EXPERIENCE 1: SEARCHING FOR
INSTRUCTIONAL MATERIALS
o Educational resources are very important tools used by every teacher to

improve the teaching-learning process. Effective use of instructional materials
can assure a teacher for an effective and productive learning and assessment.
Prepares FS 2 Students for PPST: Your intended learning outcome:
Domain: Curriculum and Planning  Search for appropriate and

Strand: Teaching and learning effective instructional
resources including ICT materials
Your Experiential Tasks Your Reflection Trigger
1.1 EXPOSURE
 Examining Instructional
Materials from the School’s
resources or through
technology or digital
resources.
1.2 PARTICIPATION
 Identifying the purposes of
instructional materials.
1.3 IDENTIFICATION
 Considering the different
principles in selecting
instructional materials.
1.4 INTERNALIZATION
 Applying guidelines in
selecting instructional
materials.
1.5 DISSEMINATION
 Presenting appropriate
instructional materials “Better
this time”.
Page | 60
1.4 INTERNALIZATION
 Applying Guidelines in Selecting Instructional Materials.
Year Learning Objectives Subject Purpose for the Possible

Level Matter Instructional Instructional
Materials Resources
Grade 1. Identify the  The  Flannel

10 types of instructional
Charts
painting. materials
capture the  Visual
2. Appreciate the English learner’s Aids
types of interest.
painting that is  The (Cartolina,
seen through instructional Manila
the day-to-day materials
Paper)
living. contribute to
the  Adhesive
3. Apply the realization of
Tapes
techniques of learning
non- objectives.  Varieties
representational  It motivates of Sample
painting. the learners
to be pictures
engaged in  Laptop
teaching and
learning  Overhead
process. Projector
 It makes the
difficult  Speaker
concepts for Audio
easy and
clear to
understand.
 It makes the
learning
more real
and
meaningful.
Page | 61
1.5 DISSEMINATION
 Presenting Appropriate Instructional Materials – “Better This Time”.
1. Guided by the learning objectives of the subject matter given to you, provide
your Cooperating Teacher with the list of resources that you have searched.
SUBJECT MATTER LEARNING LIST OF
OBJECTIVES RESOURCES
SCIENCE At the end of the lesson,  Volcanic Model

the students should be  Science
able to: Laboratory tools
and equipment’s
 Laptop
 Overhead
1. Identify the types Projector
of tectonic
 Speaker
plates.
 Cornstarch and
water for the
2. Discuss the
experiment
phenomenon
 Sand and gravel
about the factors
 Illustration board
affecting
earthquake.  Adhesive tapes
 Ruler
 Newspaper
3. Illustrate the  Funnel
types of volcanic  Disposable Cup
plates.  Goggles
 Protective hand
gloves
Page | 62
2. Write your short reflection on how teaching a certain lesson can be better
because the teacher uses appropriate instructional materials.
Growth Portfolio Entry NO.1
Teaching SCIENCE is Better This Time
Page | 63
The most essential learning competencies is partnered with best and
appropriate instructional materials and its resources. A lesson and a material for
teaching must coincide with each other so that there will be a meaningful and
authentic learning. A teacher best demonstrates her lesson when there is an
application and utilization of teaching and learning resources. Hence, effective
use of instructional materials can assure a teacher for an active and productive
learning and assessment towards the entire class.
Furthermore, identifying the purposes of the instructional materials for the
subject Science brings the significance of producing learning stuffs that
facilitates the real meaning of teaching-learning process. The essence is not to
use the materials as objects of decoration, but it must be in a way to create a
meaningful and interactive learning engagements inside the classroom.
On the other hand, learners in the 21st century are considered to be highly
visual and manipulative learners. They learn best if they have vast array of
learning experiences towards the certain topic of interest. They find the class and
lesson meaningful if they are supplemented with the instructional materials for
their reading references, listening, viewing, and creating activities.

EXPERIENCE 2: PREPARING
INSTRUCTIONAL MATERIALS
Page | 64
2.4 INTERNALIZATION
 Preparing Instructional Materials for Actual Teaching and Learning
 Get from your CT all the suggestions and the forms of assistance he/she needs
from you during the actual use of instructional materials.
Checklist for Using Instructional Materials
1. Reserve Necessary materials and equipment from the AV room
2. Practice Operating the equipment
3. Preview PowerPoint Presentation
4. Suitable resources based on learning objectives
5. Resourceful for digital and conventional availability
6. Usage of instructional materials considering limitations
7. The IMs are Enactive (involves movement and physical manipulation)
8. IMs are visible up to the last row seat
9. It involves pictures and images
10. Recorded lectures
11. Fosters critical thinking and aesthetic appreciation
12. Elicits student interest and engagement
13. Time and cost-efficient
14. Has an accurate and meaningful content
15. Inclusive and free from cultural bias
Page | 65
2.5 DISSEMINATION
 Utilizing Instructional Materials for Specific Objectives Activities
 Make sure that your materials for instruction are all already. Assist your
Cooperating Teacher according to his/her instruction. List other activities that you
CT may need assistance in utilizing instructional materials.
Print Material
1. Count the Number of materials and assist your CT for distribution if needed
2. Assist your CT in mounting or posting the pictures on the board
3. Reproduce hand out printed materials for the daily lesson
4. Assist the CT in using digital devices and its manipulation
5. Select best layout for every printed material to be used
Chalkboard/ Board work Exercises

1. Write board work legibly.
2. Assist your CT in erasing the board work
3. Assisting the CT in posting IMs on the board
4. Helping the CT to arrange images for the bulletin board
5. Helping the CT to remove IMs after the lesson discussion
Models, Globes, and Maps

1. Borrow models and globes from the Media Centre
2. Clean Models and Globes before use
3. Arrange the model and learning realia every after its use
4. Disseminating the learning materials for every group discussion
5. Assisting the students on how to locate and use the globe and maps
Audio – Media Materials

1. Check functionality of the materials
2. Ready the Materials and assist your CT in manipulating the materials
3. Counter check the condition of the equipment’s
4. Assist the CT for the volume and modulation of the lapel mic and speaker
5. Charging the equipment every after use, so that it can be used for the next lesson
Videotapes, Films, and Videodiscs

1. Preview the materials
2. Check video quality
3. Check video enhancements
4. Check for any malfunction of such devices
5. Assist the CT for laptop manipulation
Technology Driven
1. Assist your CT in setting up the computer
2. Assist the CT about the important computer applications
3. Preview files and documents
4. Attach internet connection
5. Assist and select apps for e-learning resources
Page | 66
OUTCOME-BASED LEARNING
EXPERIENCE 3: ASSISTING IN
PREPARING IN BULLETIN BOARD
AND LEARNING STATION DISPLAYS
3.4 INTERNALIZATION
 Making a layout of Bulletin Board and Learning Stations
 Knowing the Purpose, the theme, and available materials that you can use to
assist your CT, make a layout of the bulletin board displays and other learning
stations. Ask your CT’s stamp of approval for your layout designs.
A. Sketches/Layout for Bulletin Board
B. Sketches/Layout for Learning Stations
Page | 67
3.5 DISSEMINATION
 Instructional Display Making
 Having assisted your Cooperating Teacher in making bulletin board

displays, make your own plan in putting board display once you become a
teacher yourself.
My Bulletin Board Plan for the Opening of the School Year
 This is a blueprint bulletin board plan wherein the surface is intended

for posting public messages, advertisements, announcements and
posting important events inside the school, the activities and schedules
for a certain school academic year, monthly celebrations and such events
that is school related.
 My cooperating tasked me to make my digital plan blueprint sample of
my envisioned bulletin board, since our partnership is through online
and there is no face-to-face classes in today’s time. Soon, this bulletin
board will become materialized, and I can apply the enhancements and
principles in making the display more effective.
Page | 68
EXPERIENCE 4: FLASHBACK AS
LEARNERS
4.4 INTERNALIZATION
 Categorizing Learning Outputs
 Go over the learning outputs that you have assisted your Cooperating Teacher in
checking. Record them under the following categories
Learning Outputs Formative Summative Written Performance

Works Tasks
1. 10 item short quiz 
2. Placement test 
3. Diagnostic test 
4. Portfolio  
5. Class Debate 
6. Long Quiz (50 Items) 
7. Quarter Examination 
8. Essay 
9. Scrapbook 
10. Group Role Play 
Page | 69
4.5 DISSEMINATION
 Snapshots of My Assessing of Learning Performance
 Having Experienced Assisting your Cooperating Teacher in Assessing students’

learning performance, make an impression on your personal view (snapshot) on how
important rubrics in are assessing learning performance.
My Reflection on the Importance of Rubrics in Assessing Students’ Learning Performance
Rubrics can be holistic, analytic, and ana-holistic type; is a measuring instrument used in
rating performance-based tasks and it is the key to corrections for assessment tasks designed
to measure the attainment of learning competencies that require demonstration of skits or
creation of products of learning. Further, rubrics is a tool that offers set of guidelines or
descriptions in scoring different levels of performance or qualities of both process and product
of learning.
Rubrics is an important tool for judging observed characteristics of a desirable
performance that is modified through a checklist, rating scale that measures the extent or
degree to which a trait has been satisfied by one’s work and performance. Assessing the
learning performance of the learners has modes of assessments that can be traditional,
performance and portfolio. Traditional mode of assessment is an objective paper and pen test;
Performance mode is an actual demonstration of skills or creation or products of learning;
Portfolio is a process of gathering multiple indicators of student progress to support course
goals in dynamic, ongoing and collaborative process.
Overall, the cooperating teacher used different types of modes of learning assessment
guided by a rubric for a systematic interpretation so that the teacher can assess what students
know and can do and the level of their proficiency or competency towards a certain criterion
with regards to the knowledge, reasoning, skills, products and affective disposition and
achievement related products.
Page | 70
EXPERIENCE 5: ASSISTING IN
ESTABLISHING RULES
5.4 INTERNALIZATION
 Practicing Classroom Routines and Procedures
 Continue assisting your Cooperating teacher by practicing with the students their
classroom routines and procedures. List the challenges you have encountered in the
following:
Behavioral Routines and Procedures
Challenges Encountered
 In today’s time and set up of the new modality of learning routines and procedures
is different because it is modular in nature. We cannot see the learners physically
and we can only meet them through online. It is difficult because we cannot directly
assess the learners based on their abilities and proficiency.
Working Routines and Procedures
 Routines in the new modality of learning is different because it is arranged and

planned every week, including the day and time of releasing and submission of
learner’s module. There are adjustments when it comes to the late submission of the
modules on the scheduled date and time that causes the delay of checking especially
when there are quarterly examinations.
Transitional Movement Routines and Procedures
 The teacher’s movement in the new modality of learning is modified the attendance
of the learners is based on their and submission of modules and twice a week online
meeting through google meet and messenger app. The cooperating teacher prepares
the module per week and sends the handouts of the lesson through messenger and
updates the learners asynchronously so that those students who don’t have a stable
internet connection can adapt and adjust to the modality of learning.
Page | 71
5.5 DISSEMINATION
 Designing an organized and Happy Classroom
 Based from your assisting experience in establishing routines, write your

thought of an organized and happy classroom.
A Happy and an Organized Classroom
A happy and organized classroom is conducive and is open for diverse types of
learners with different learning styles. A classroom is an extension of home where
learning is best exemplified towards comfort and beyond exploring such individual
capabilities that promotes individual and collaborative learning. Towards my assisting
experience that is held online together with my cooperating teacher Ms. Nosrah
Mustapha, the classroom set up is engaging though it is connected through google meet
platforms.
Furthermore, my cooperating teacher shared about the things she wanted to
modify when the time that the face-face-classes will become permitted she said that “I
am planning to have an ideal classroom set-up that is conducive for learning and a type
of set-up that caters the 21st century type of learning needs. The four corners that I will
be making will not become boastful nor extravagant when it comes to the design. Thus,
the classroom design will just be plain and simple and with a touch of a modern digital
set-up and design.
Furthermore, I will be posting bulletin board at the back and right side of the
classroom. A wall for student’s artworks and outputs, mini library on the side for better
grasp and acquisition of learning. The seating arrangement will be a circular dome type
of setting wherein the teacher has a platform for every instruction and lesson. Hence, the
students will be also given a spotlight to talk in front by just going onto the center
Page | 72
platform.
Aside from the normal seating arrangement there will be a three (3) set-up for
group meeting and discussion table that is placed on the right and left side of the
classroom. Also, a facade of set-up table and chair for visitors are parents who will come
and visit the classroom.
Alongside, there is a cabinet for students’ stuff and a separate cabinet for teaching
aids and instructional materials. A storage area for medicine kits and a fridge for food
and snacks of the students to which they are thinking to bring going to school.
An interactive whiteboard with an over projector matched with speakers for
viewing e-learning videos and other stuffs for better and successful learning. My
classroom idea is just a blueprint that I want to materialize in the near future, I wanted to
have a set-up that is ready for the global and competitive learning in the 21 st century. I
want to inculcate something to the minds of the learner’s that there is so much learning
beyond the pages of the book.
To teach them with modern technology and growth of learning that would prepare
them to real work pace. To have inclusivity towards learning and a design of classroom
that is conducive for everyone to whom they can express their talents, skills and
knowledge.
Page | 73
EXPERIENCE 6: RECORDING
LEARNER’S ASSESSMENT RESULT
6.4 INTERNALIZATION
 Recognizing the importance and Difficulties in Recording Learning Outputs and
Performance Tasks
 What are the challenges you encountered in assisting your cooperating Teacher in
recording students’ academic learning outputs and performance tasks?
Challenges Encountered in Assisting the Recording of

Students’ Learning Outputs
1. The preparation of instrument is time consuming and prone to cheating.
2. Scoring tends to be subjective without rubrics and the administration is time consuming.
3. Recording is time consuming, and rating tends to be subjective without any record
rubrics.
4. The product and showcase portfolio highlights students best work by showing the quality
and range of student’s accomplishments.
5. Learning modules and the answers of the students are the same and the mode of learning
in today’s time is prone to cheating.
6. Learning outputs such as performance-based tasks cannot be directly evaluated because

of the delayed internet connection.
7. The recording of learning outputs is objective and doesn’t clearly describe the degree of
the criterion satisfied.
8. Time consuming because of the delayed submission of the students.
9. Assessment is difficult because of the multiple tasks and variety of format.
10. Differential weighting of the qualities of the product or a performance.
Page | 74
6.5 DISSEMINATION
 Preparing and Recording Strategies
 From the experiences and challenges you have encountered, make your own plan of
preparing and recording strategies relative to your future students’ academic outputs
and performance tasks.
My Strategies in Recording My Future Students’ Learning Outputs and Performance Tasks
Strategy
 The strategy of having a non-bias preparing and recording strategies of the
academic outputs and performance tasks of the students.
 Recording their outputs objectively that is based on their submitted outputs and
posted video performance tasks on the google drive.
Strategy
 Doing formative assessments before conducting final and summative

assessments in order to trace the learning capability of the students.
 The formative assessment will not be recorded hence it will be used a
guide and basis for the students progress of learning in every quarter.
Strategy
 Situation and context will be used properly and appropriately and

choosing best instructional materials is a must considering limitations.
 Situation and context affect the learning modality in today’s time
because we cannot meet the students physically and we can only
Strategy administer test through online and asynchronous matter.
 A scoring rubric must be utilized towards judging and evaluating

student’s outputs, so that there will be no subjective judgement.
 Analytic Rubric- that describes the quality of a performance or

product in terms of the identified dimensions.
 Holistic Rubric – it describes the overall quality of a performance or a

product.
Page | 75
EXPERIENCE 7: MAINTAINING
WHOLESOME AND SAFE LEARNING
ENVIRONMENT
7.4 INTERNALIZATION
 Creating Wholesome and Safe Environment
 Do and Follow your Cooperating Teacher’s Direction on how you will arrange,
rearrange, or completely change the physical set up of the classroom.
Students’ Desk/ Chairs Direction/ Suggestion from CT
1. All seats must be arranged properly.

o There are 35 learner’s armchairs
inside the classroom. 2. Seats must be according to the
teacher’s seat plan.
3. During examination and quizzes the
seats must be arranged one seat
apart.
4. Every time there is a group
performance task such as role play
and such activities inside the
classroom. The chairs must be
arranged in circular form.
Classroom Displays Direction/Suggestion From CT
o Inside the classroom there are bulletin 1. The bulletin board must be changed
boards, NDEP Corner, varieties of every month depending on the
pictures being posted for decoration announcements and celebrations.
Honor rolls must be also posted.
2. Bulletin boards must not only be
decorative but also motivational,
informational and instructional.
3. Usage and combinations of colors
must be balanced.
4. There must be placement and
location for every classroom display.
Teaching Resources Direction/ Suggestion from CT
o Teaching resources is a tool for a 1. Has an accurate and meaningful

better teaching and learning process. content.
Things that are being utilized by the 2. Elicits students interests and
teachers in order to support their engagements.
delivery of teaching towards the 3. Time and cost-efficient
learners.
4. Developmentally appropriate
7.5 DISSEMINATION
 Demonstrating my skills in assisting in the promotion of Wholesome and Safe
Environment.
Page | 76
 Now that you have gained insights on how to make the classroom safe and
wholesome, and conductive to learning, figure out how you will set up your own
classroom in the future. Use your computer skill in making your design. Use Figures
Page | 77

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FS 2 INTRODUCTION

relate to assessment of learning, preparation of instructional materials, preparation of

conclude during the internship.

Furthermore, the students of BTVTED degree program has undergone consultation

emergency crisis of this time which is the Covid-19.

materialize the observation of teaching and learning in an actual school environment by

teacher, the learners, the teachers behavior and school community.

towards the forthcoming internship. It is a requirement because it follows a

developmental sequence of data-based learning experiences with a focus towards

Since there is no face-to-face practicum that will be happening, virtual learning

education and its process.

teaching and learning. It is also associated with the consideration of a student-centered

and standardized learning.

Field Study 2 brings the prospective student intern towards a conscious

orientation towards an inquiry on problem of practice. Matched with a consistent

observation and participation in assistantship experience. Field study 2 is a professional

relate to assessment of learning, preparation of instructional materials, preparation of

during the internship.

rationale from the National Competency-Based Teacher Standards (NCBTS) as contained

in Commission on Higher Education (CHED) Memorandum order 74 series of 2017 and

phases of teacher development.

Domain 1. Social Regard for Learning (SRFL)

Domain 2. Learning Environment (LE)

This domain focuses on importance of providing a social, psychological, and

Domain 3. Diversity of Learners (DOL)

Domain 4. Curriculum (Curriculum)

teacher’s knowledge of subject matter and the learning process, teaching-learning

approaches and activities, instructional materials and learning resources.

Domain 5. Planning, Assessing & Reporting (PAR)

This domain refers to the alignment of assessment and planning activities. In

Domain 6. Community Linkages (CL)

and communities to help in the attainment of the curricular goals.

Domain 7. Personal Growth & Professional Development (PGPD)

DepEd Order No. 42, s. 2017- NATIONAL ADOPTION AND IMPLEMENTATION OF

THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

Professional standards for teachers The Philippine Government has consistently

pursued teacher quality reforms through a number of initiatives. As a framework of teacher

quality, the National Competency-Based Teacher Standards (NCBTS) was institutionalized

as the Basic Education Assistance for Mindanao (BEAM), the Strengthening

Implementation of Visayas Education (STRIVE) project and the Third Elementary

Education Project (TEEP).

quality requirements in the Philippines. The reform process warrants an equivalent

prepared to assume the roles and functions of a K to 12 teachers.

The Philippine Professional Standards for Teachers, which is built on NCBTS,

service training. It articulates what constitutes teacher quality in the K to 12 Reform

through well-defined domains, strands, and indicators that provide measures of

improved student learning outcomes, and eventually quality education. It is founded on

inclusivity/inclusiveness, among others. The professional standards, therefore, become a

Teacher quality in the Philippines

Philippines. The standards describe the expectations of teachers’ increasing levels of

for teachers’ growing understanding, applied with increasing sophistication across a

broader and more complex range of teaching/learning situations.

possess the following characteristics:

 Recognize the importance of mastery of content knowledge and its

critical understanding of the application of theories and principles of teaching and

learning. They apply developmentally appropriate and meaningful pedagogy

grounded on content knowledge and current research. They display proficiency in

strategies and technologies to promote high-quality learning outcomes.

promote learner responsibility and achievement. They create an environment that is

virtual space. They utilize a range of resources and provide intellectually

challenging and stimulating activities to encourage constructive classroom

interactions geared towards the attainment of high standards of learning.