kimberly ugalde PORTFOLIO
Transcript of kimberly ugalde PORTFOLIO
POLYTECHNIC UNIVERSITY OF THE PHILIPPINESCollege of Office Administration and Business Teacher Education
TEACHER EDUCATIONQuezon City
STUDENT TEACHING
Portfolio
of
Kimberly A. Ugalde
Bachelor in Business Teacher Education
Assigned to:
Maligaya High School
Maligaya Sub., Ilang-ilang St. Pasong Putik , Quezon City
S.Y. 2010-2011
Submitted to:
Prof. Sheryl Morales and Prof. Marilyn Isip
Coordinator/Adviser
March 2011
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
College of Office Administration and Business Teacher Education
Teacher Education
Quezon City
Approval Sheet
In partial fulfillment of the requirement for the degree of Bachelor in
Business Teacher Education, this special project is entitled; “Practice
Teaching Portfolio” has been prepared and submitted by Princess Tiffany E.
Alvarado for approval.
Prof. Sheryl Morales and Prof. Marilyn Isip
Adviser
TABLE OF CONTENTS
Approval Sheet
Acknowledgement
Dedication
Prayer for Teachers
CHAPTER I. Introduction
CHAPTER II. Polytechnic University of the Philippines (PUP) Profile
PhilosophyMissionVision
CHAPTER III. Maligaya High School Profile
HistoryVisionMissionOrganizational Structure
CHAPTER IV.Educational Updates
CHAPTER V. Brief Synopsis of Professional Readings
“The Ethics and Politics of Values Education”, by Ivan Snook
Student Teaching Guidelines
Local Articles, Journals and Learning Approaches
CHAPTER VI.Professional Development Plan/Career Plan
CHAPTER VII. Narrative Report
CHAPTER VII. Current Issues in Education
CHAPTER IX. Curriculum Vitae
CHAPTER X. Attachments
A. PictureB. Lesson PlanC. Daily Time RecordD. Evaluation form and Clearance
ACKNOWLEDGEMENT
I would like to extend my sincere gratitude and appreciation to all the people who
helped and cooperated in the preparation and completion of this manual.
I would like to say thank you for giving me the strength and health to do this work until
it is done.
To my respectable professors, Prof. Sheryl Morales and Prof. Marilyn F. Isip for their
assistance and guidance in the preparation of the content of this manual.
To my family members for their support and understanding, not only emotionally but
also for extending their financial help to finish this manual, this also serves as my inspiration.
To my dear students who give me a meaningful time every day I went to school to teach
them.
To my classmates and friends most specially the S.I. PEKS who also expressed their
support and advice. For sharing their ideas with me to make this manual.
And above all, to our Almighty God who guides and gives me strength to overcome
different challenges while doing my practicum.
I extend my sincerest thank you and appreciation.
DEDICATION
I dedicate this manual to all of the people who gives their full support, patience,
understanding and most of all their love that give me strength, to finish this manual and be
inspired everyday in my life.
To my loved ones, who served as my inspiration to do this manual and for extending
their assistance to finish my work.
And to all Bachelors in Business Teacher Education students of Polytechnic University of
the Philippines, who will use this manual as their guide and reference.
PRAYER FOR TEACHERS
Teachers Prayer
Help me to be a fine teacher,
to keep peace in the classroom,
peace between my students and myself,
to be kind and gentle
to each and every one of my students.
Help me to be merciful to my students,
to balance mercy and discipline
in the right measure for each student,
to give genuine praise as much as possible,
to give constructive criticism
in a manner that is palatable to my students.
Help me to remain conscientious
enough to keep my lessons always interesting,
to recognize what motivates each of my students,
to accept my students' limitations
and not hold it against them.
Help me not to judge my students too harshly,
to be fair to all,
to be a good role model,
but most of all Lord help me
to show your love to all of my students.
Amen.
INTRODUCTION
INTRODUCTIONEducation is a life-long process of learning and to become an efficient and effective
educator, you must first understand of value of continuous learning because this would be the
teacher’s tool in molding individuals into a better and more competitive one.
The first major step in moving from amateur status toward gaining competencies that
mark the real professional is the student teaching opportunities to the educational theories and
methods into practice. Student teaching is the first and foremost a learning situation. This is the
craft before he has to put his skills on the lime in his own classroom. This is the student teachers
chance to learn from his mistakes without causing harm to his students. This is the time for him
to find out the strategies, tactics and teaching styles that best suit him. It is the time of trial and
error and for growing confidence and beginning expertise. It is not a time of perfection but of
striving for competence.
Through student teaching, a process whereby a potential teacher’s confirms to
himself/herself and others that he/she as the resourcefulness to survive with an actual teaching
situation, the prospect teacher gain more experiences that would serve as their credential in
their path. As we all know, teaching is a noble profession. It requires a long preparation and
more training sessions for them to be equipped in facing the real environment that awaits them
in near future.
Student teaching serves as an internship in the profession education where theories,
knowledge, attitudes and skills develop through course work and observation are fused into
more meaningful interpretation through practical experience in actual teaching situation.
PUP PHILOSOPHY
MISSIONVISION
GOALS
THE PUP PHILOSOPHY
As a State University, the PUP believes that education is an instrument for the
development of the citizenry and for the enhancement of nation building. It believes that the
meaningful growth and transformation of the country are best achieved in an atmosphere of
brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with the
spirit of humanist internationalism.
Mission
The mission of PUP in the 21st century is to provide the highest quality of comprehensive
and global education and community services accessible to all students, Filipinos and foreigners
alike.
It shall offer high quality undergraduate and graduate programs that are responsive to
the changing needs of the students to enable them to lead productive and meaningful lives.
PUP shall maintain its traditional mission based on its founding philosophy and at the
same time propose additional changes that will greatly enhance the realization of this mission in
the context of a global society. Therefore, on the strength of the PUP philosophy, the University
commits itself to:
1. Democratize access to educational opportunities;
2. Promote science and technology consciousness and develop relevant expertise
and competence among all members of the academic stressing their importance
in building a truly independent and sovereign Philippines;
3. Emphasize the unrestrained and unremitting search for truth and its defense, as
well as the advancement of moral and spiritual values;
4. Promote awareness of our beneficial and relevant cultural heritage;
5. Develop in the students and faculty the values of self-discipline, love of country
and social consciousness and the need to defend human rights;
6. Provide its students and faculty with a liberal arts-based education essential to a
broader understanding and appreciation of life and to the total development of
the individual;
7. Make the students and faculty aware of technological, social as well as political
and economic problems and encourage them to contribute to the realization of
nationalist industrialization and economic development of the country;
8. Use and propagate the National Language and other Philippine languages, and
develop proficiency in English and other foreign languages required by the
student’s field of specialization;
9. Promote intellectual leadership and sustain a humane and technologically
advanced academic community where people of diverse ideologies work and
learn together to attain academic research excellence in a continually changing
world; and
10. Build learning community in touch with the main currents of political, economic
and cultural life throughout the world; a community enriched by the presence
of a significant number of international students; and a community supported
by new technologies and facilities for active participation in the creation and use
of information and knowledge on a global scale.
Vision
The Polytechnic University of the Philippines envisions itself as a pre-eminent national
and international leader in higher education and an innovative global powerhouse of quality and
relevant education, dedicated to educating tomorrow’s leaders and scholars through the highest
quality learning experiences and growth in instruction, research and service to our country and
the international community.
10-Point Vision Towards a Total University
1. Foster high quality campus environment;
2. Strategize and institutionalize income-generating projects;
3. Strengthen research, publications and creative works;
4. Model quality management and fiscal responsibility;
5. Improve sense of community involvement and linkages;
6. Institutionalize principles of academic freedom and responsibility;
7. Promote academic excellence in student/faculty performance nationally and
internationally;
8. Nurture and enrich cultural heritage;
9. Integrate Information and Communication Technology (ICT) with instruction, research,
service and production; and
10. Evolve wholesome living and working environment for faculty, employees and students.
Goals
Reflective of the great emphasis being given by the country’s leadership aimed at
providing appropriate attention to the alleviation of the plight of the poor, the development of
the citizen and of the national economy to become globally competitive, the university shall
commits its academic resources and manpower to achieve its goals through:
1. Provision of undergraduate and graduate education which meet international
standards of quality and excellence.
2. Generation and transmission of knowledge in broad range of disciplines relevant
and responsive to the dynamically changing domestic and international
environment.
3. Provision of more equitable access to higher education opportunities to deserving
and qualified Filipinos ; and
4. Optimization, through efficiency and effectiveness of social, institutional and
individual returns and benefits derived from the utilization of higher education
resources.
MALIGAYA HIGH SCHOOL
MISSIONVISION
HISTORY
Republic of the Philippines
MALIGAYA HIGH SCHOOL
Maligaya Sub., Ilang-ilang St. Pasong Putik
Quezon City
VISION
Maligaya High School is committed to provide accessible and quality education to the deprived and underserved communities in order to produce upright, healthy, economically self-sufficient and peace-loving citizen.
MISSIONTo be an institution which will produce highly skilled, intellectually equipped and values-oriented individuals who are united in a common aspiration in the service of God and Country.
A GLIMPSE ON MHS HISTORY
Maligaya High School, formerly Lagro High School Maligaya Park Annex, stands as a landmark of the government’s concern for the welfare and progress of the people. It is a symbol of
government’s commitment to make education accessible to all.
Based on transfer Certificate of title Numbered RT (149905) and RT 89086 (144907) issued by the Register of Deeds of Quezon City, Metro Manila Philippines, this parcel of the land where MHS rose was donated by the Biyaya Corporation represented by its General Manager,
Mr. Paul Sysip to the Quezon City government represented by Hon. Ismael A. Matay, Jr.
The said parcel of land consists of 19,169 sq. meters more or less and located at the heart of Maligaya Subdivision where a two-story building with six (6) classrooms caters to the
students living within the community and its adjacent subdivisions.
The building was blessed and formally turned over to the Division of City Schools represented by Dr. Alma Bella O. Bautista, Assistant Schools Division Superintendent on July 3,
1992.
The people who worked hard for the construction of this building were the following: Congressman Dante Liban, Atty. Godofredo Liban II, Barangay Captain of Brgy. Pasong putik, and
Mr. Romy Mallari.
The school formally opened in June 1992 and was granted independence in 2003.
Now, MHS in gaining emerging success from increased populations, installed physical improvement, acquired active participation of stakeholders and marked academic progress.
With school’s mission and vision, Maligaya High School embraces a strong commitment to offer best quality education for the welfare of the Filipino learners who shall meet common
aspirations in the service of God and country.
CURRICULUM DESCRIPTION
Key reforms in basic education have been put in place in the areas of nation learning strategies, school-based management, teacher education and development, resource
mobilization and management, and quality management system among others as a demonstration of the DepEd’s commitment to provide the learners the best education that they
deserve.
After a four-year try out in a number of schools nationwide, the 2910 Secondary Education Curriculum (SEC) which focuses on teaching and learning for understanding and doing
by design will now be Implemented in the First Year level and shall be progressively mainstreamed.
So, for SY 2010-2011, students in the Second to Fourth Year levels shall continue to undertake the 2002 Basic Education Curriculum incoming First Year students only.
Principal
Angelita G. Regis – Principal IV
Assistants-to-the-PrincipalSusana B. Dauigoy – Supervision
Arnel M. Peralta – Student Affairs
Arlene G. Sandoval – Miscellaneous Affairs
Department Heads and ChairmenGemme T. Pesigan – Filipino
Arlene G. Sandoval – English
Teresita C. Sajorda – Mathematics
Lourdes L. Ligutan – Science
Arnel M. Peralta – Social Studies
Susana B. Dauigoy – MAPEH
Erna S. Akyol – TLE
Corazon D. Atilares – Values Education
Year Level ChairErna S. Akyol – Furst Year
Lourdes L. Ligutan – Second Year
Ederlina D. Belana – Third Year
Daisy M. Torcuator _ Fourth Year
School Registrar
Josephine C. Tavares
Guidance TeachersRosario A. Yu
Antonia Nunez
EDUCATIONAL UPDATES
EDUCATIONAL UPDATES
SOCIAL EDUCATION
First of all, academic freedom is an ongoing issue of importance to us all. As Jack L.
Nelson and Carole Hahn point out, social studies is “the school subject most likely to deal with
controversial topics, and is the most vulnerable to external and self-censorship, political
restriction, and the chilling effect of potential scrutiny.”
James Daly points out, however, that many teacher education programs do not prepare
future teachers properly to deal with issues of academic freedom. Nancy C. Patterson reports
the results of a survey she conducted that shows that teachers often make up for a lack of pre-
service training in the issue through in-service training, but their uncertainty about the extent of
academic freedom and wariness of dealing with “hot button issues” can lead to self-censorship.
This makes it all the more important for teachers to have a strong grasp of the legal
framework and protections that exist for academic freedom. Two articles in this edition, one on
freedom for teachers, and the other on freedom for students, summarize the current situation.
In the first, Michael D. Simpson, a legal expert at the National Education Association, warns that
teachers should not presume that their legal rights are protected by the First Amendment rather
than by legally enforceable teacher contracts.In the second, Robert M. O’Neil, author of several
works on academic freedom, reviews legal decisions related to student freedom, noting that
many “contemporary speech issues involving student use of computers, cellular phones and
other available technologies are just emerging.”
How do teachers navigate the issue of academic freedom in this legal context? Diana
Hess, in her special column for this issue, makes the point that social studies teachers have
a professional responsibility to educate students, no matter what protections might or might not
be provided by the law, and that “as professionals, their expertise about content, pedagogy, and
their students makes it not just acceptable, but mandatory, to make decisions about what and
how to teach.” This requires academic freedom, and she urges that “teachers should act in
accordance with the responsibilities that come with academic freedom rights, “even if the law
does not guarantee these rights. In her judgment and experience, it is a characteristic of highly
effective schools for teachers who assume these responsibilities with professional care and
dedication to be accorded the academic freedoms they seek.
Two former NCSS presidents offer supportive words for social studies teachers: Todd
Clark, who edited an earlier edition of Social Education on academic freedom, and Anna Ochoa-
Becker, who offers guidelines for teachers who come under challenge. This issue also provides a
list of institutions that support teachers in cases of academic freedom, and reproduces
the NCSS position statement on academic freedom.
Apart from the special theme of academic freedom, this issue offers articles by our
regular columnists on some engaging subjects. In our Teaching with Documents feature, Lee Ann
Potter examines the practice of the filibuster, using as the featured document the signed cloture
motion in the Senate for an end to the filibuster to block the Civil Rights Act of 1964. The
accompanying teaching activities enable teachers to introduce their classes to the history and
practice of the filibuster.
Our Looking at the Law feature focuses on contemporary piracy. In an interview
conducted by Tiffany Willey Middleton, Douglas Guilfoyle outlines the legal issues surrounding
the prosecution of pirates. He notes that pirates cannot be considered to be military
combatants, and must be tried under criminal law. International law provides authorization and
powers for states to combat piracy, but some countries do not have a clear or effective national
law against piracy, so that unresolved questions remain.
In his Internet column, C. Frederick Risinger examines the common core standards
movement, and recommends websites that will allow readers to identify the goals of the
movement, as well as the objections of its detractors. Risinger, a former NCSS president,
emphasizes his support for expanding this initiative to include social studies standards, and
expresses his belief that “the marginalization of social studies/citizenship education in
the U.S. curriculum is not only a disaster for all social studies educators, but is also a danger to
the future of American democracy.” In support of this belief, he recently wrote an open letter to
President Obama urging a stronger national commitment to citizenship education. That letter
concludes this edition of Social Education.
BRIEF SYNOPSIS OF PROFESSIONAL
READINGS
THE ETHICS AND POLITICS OF VALUES EDUCATION
Ivan Snook
Emeritus Professor of Education
Massey University
THE POLITICS OF VALUES EDUCATION
It is well known that values education was an important theme in the 1970’s and I shall
return to that later on. What is frequently said (indeed I think I have said it myself) is that in the
1980’s and 1990’s values education disappeared off the educational agenda to be put back on
only quite recently. But, I am convinced that this is the wrong way to look at it. In fact, I want to
say, the decade from the middle of the 1980’s to the present is a time of the most obvious,
cunning and effective values education ever seen in our country. The young boy in Christchurch,
the respondents in Tui Motu and the statement of the Hillary Commission strongly suggest that
what has taken place is a change of value system and outlook right through a generation of
young people; and what else is values education but the systematic change of the attitudes and
values of young people in accordance with some version of reality. The trouble is, of course, that
the values which have been pushed are those which fly in the face of the lessons of the past and
the values of our secular and religious traditions. To those of us with humanistic and/or religious
perspectives this is a tragic outcome. And I want to suggest, as part of my theme, that those
who so consciously promoted this values education are themselves beginning to recognise the
social and personal monsters they have created; and they want values education in the schools
to fix it up.There is a major irony in this, of course, since these are the very people who have
vilified teachers, tried to de-skill them and attacked their professionalism at every turn. The
agenda of the 1990’s was clearly stated for those who had ears to hear it. In introducing her
1991 Budget, Ruth Richardson said: “Tonight’s announcements are not just about how much
money the government will spend this year and how much it will take in tax. They are about the
sort of society we will become a generation into the future.” (Richardson, 1991 p 5). Is this not
an explicit declaration of a new approach to values education?— One which would take place
throughout all the institutions of the nation. As a result of the policies, universities and
polytechnics were transformed from communities of scholars into businesses; academic
leadership and collegiality were replaced by management and hierarchy; students with
commitment to knowledge and service were changed into apprentices for industry, shackled
with debt and unable to think outside themselves. We were all encouraged to look out for
ourselves and idealism became a sick joke. The leadership in selfishness was provided by our
business and community leaders as they sought ever increasing financial rewards for themselves
and for those who followed their lead. The education community was cynically divided by
policies of choice and competition and by bulk funding in particular. That divisiveness is still
being fostered—just read recent letters to Education Review. So the agenda was announced, it
was followed slavishly and, if the evidence from the Hillary Commission and others is believed it
worked! A generation with selfish values was deliberately created. It is worth reminding
ourselves of a little history. In the 1970’s there was a strong demand that the schools do more
for the moral education of the young.
This plea was supported by the then Department of Education, by thoughtful members
of the community, and by academics in Education departments. Older people here will
remember the Ross Report and the Johnson Report, both of which suggested a strong values
approach to education in our schools. They were strongly opposed by many (but not all)
churches, by business people (such as the Employers’ Federation) and by groups (like the
Concerned Parents Association) which claimed to speak for parents. In the early 1980’s while
the Labour Government was beginning the economic and social revolution which Ms Richardson
was to further, Russell Marshall tried again to make the schools more receptive to the values
dimension. Once again the same sort of groups gathered to oppose it. On the face of it, it is
quite puzzling to notice that at the end of their social reforms some of thevery people who so
bitterly opposed values education are now to thefore in promoting it. There are, I believe three
interconnected explanations for this “change of heart.”
1. The first is a genuine recognition, though no full acknowledgement, that the reforms
of the past ten or so years have wrought havoc in the sphere of social morality. It is indeed a
belated recognition of the other strand in Adam Smith. We are familiar with his economic view
that each entrepreneur acts and must act selfishly but because of the Hidden Hand this in fact
benefits all. Through each pursuing her or his own ends, all of us are made better off. Unnoticed
however is Smith’s moral position: that this is possible and sustainable only against a common
background of shared community values and mutual trust. Without that, said Smith, wealth
might grow but so would violence and anti social behaviour. It is clear to all that over the past 15
years, life in our society has become for many much nastier; the income gap has opened faster
than in any other developed country; crime, delinquency and youth suicide have increased
enormously. No one can prove any causal connection between social policies and social ills. But
in the light of Smith’s careful analysis, made a long time before our society existed, it is highly
plausible. The Code of Social Responsibility proposed by the previous government and Mr
Bolger’s rather obscure talk of Social Capital can be taken as a sign that, despite the reforms,
they thought that all was not well in our society.
2. The second, and less flattering, interpretation is that among these people there is the
growing awareness that a revolution cannot be sustained unless it is constantly renewed in the
hearts of the young. On this account, the new support for values education is a call for a
politically biased school system which will reinforce the revolution. On the face of it values such
as loyalty, responsibility, duty, obedience and honesty are domesticatingvalues. They serve to
reinforce the status quo and the power structures which serve the interests of the dominant
group. We need only reflect for a moment on how the values of “loyalty and submission” and
even “love” have served the oppression of women by men while generations of South Africans
and African Americans were schooled to know their place and be loyal to their exploiters.
3. The third and most cynical interpretation is that the campaign for values education
comes from those whose personal and ideological interests lie in the denigration of state
schools and the promotion of private schools which (it is alleged without evidence) do a better
job of values education. Thus it is a continuation of the privatisation drive for which recent
governments have been noted. It is important to recognise that in the ideology which has ruled
our lives since 1984 there is no place for the state in education. Roger Douglas and Ruth
Richardson, ideological architects of the revolution, both make this clear in their books.
Richardson sees the end point of the policies: “the state will divest itself of all the schools it
owns.” I ask today if some of these extreme views lie beneath the current promotion of values
education by private schools, the Catholic Education Office, and the world of business. What I
am arguing is that all programmes of values education are dependent on political judgements.
The ideas being promoted in the 1970’s and 1980’s presumed an open, democratic, pluralistic
society, which was to be non racist and non sexist. Those opposed to such a society were
consistent in opposing the values education which pre-supposed it. For them the immediate
task was not the creation of communal values; on the contrary, schools had to be won over to
individualism and selfishness by policies which set parents against teachers, schools against
schools, teachers against teachers and principal against staff. Not for nothing did the Employers’
federation savagely attack the Johnson Report for neglecting “the real world of work” as they
put it. Not for nothing were the “reforms” heralded by an attack on the standards of state
schools. Not for nothing were the Picot safeguards of community participation such as
Education Forums and the Parents’ Advocacy Council, cut off in their prime. We meet today in
an institution in which a huge percentage of staff are alienated from the administrators and
from the true role of the university. This is not an unwelcome side effect; such alienation and
destruction of the university ideal was fully intended in the “reforms” themselves.
Student Teaching Guidelines
This page provides information on the Student Teaching experience in Science Education.
Requirements
To do student teaching in science you must:
1. Be registered for Education 65.04 or 613.2
2. Satisfy all pre-requisites and any co-requisites for 65.04 or 613.2
3. Have completed undergraduate science courses, including advanced electives, in the
topic areas covered by the senior high school curriculum in the subject in which you will
do your student teaching
4. Have maintained close to a "B" average in science and related courses
5. Be able to communicate effectively with students in a high school classroom
Normally you should be a science major or have completed a B.A. or B.S. degree in Biology,
Chemistry, Geology, or Physics. You should have most of the 36 science credits needed for New
York State teacher certification. You must apply in advance for admission to student teaching
courses, submit your transcripts, and be approved by the Secondary Education program and the
course instructor.
Placement
All students approved for student teaching in science are assigned to a senior high
school, normally one near the college campus. Student teachers are grouped together at
particular schools to facilitate supervision and evaluation of your work; special requests for
placement in particular schools normally cannot be honored.
You will receive a letter of assignment to a particular school informing you of the department
and department head (usually an Assistant Principal) to whom you should report at the start of
the public school semester. You should normally report to the school before the first class at the
College. It is a good idea to telephone the school a day ahead and speak with the department
head.
Responsibilities
1. Be on time for all work at the school. Call in if you must be late or absent, just as a
teacher would do.
2. Follow the directions of your Co-operating Teacher regarding all school procedures.
3. Your conduct and dress should be appropriate and meet the school's standards
4. You should be well-prepared for all lessons, tutorials, or other formal work with
students
5. You should refer all problems to your Co-operating Teacher, department head, or
college instructor
Activities
1. Observing teachers and their classes, particularly your Co-operating Teacher; Guidelines
2. Teaching whole-class lessons or portions of lessons
3. Assisting your Co-operating Teacher in class and/or team teaching
4. Helping or tutoring students individually and in small groups
5. Assisting with laboratory work, field trips, demonstrations, work in the science
preparation room
6. Learning and carrying out routine classroom and school duties of a teacher, as
appropriate
NOTE that normally you will mainly observe and assist in the first few weeks of the semester,
teach the class for all or part of a period about once a week during the middle of the term, and
teach whole lessons once a week or more often in the final weeks of the term. You should teach
your first lesson to the class no later than early March. You will normally do most of your
teaching in one class of your Co-operating Teacher's program, but may also teach occasionally in
other classes.
Observations
Your teaching will be observed during the term by a supervisor from Brooklyn College, either the
course instructor or another faculty member. You will also get advice on your teaching from
your Co-operating Teacher and perhaps from the department head. In the early part of the
semester you should model your teaching after the routines and procedures of your Co-
operating Teacher. Later you can try out various methods discussed in the seminar or original
ideas of your own, with the Co-operating Teacher's approval. Your first official observation will
mainly be diagnostic and count least toward your final evaluation. The last two observations of
the term will normally count more and will look for progress and attention to recommendations
made to you after the first observation.
Co-operating Teachers
Your Co-operating Teacher, also known as a Mentor Teacher, receives credit from the College
for working with you. You should regard the C.T. as a primary source of information, advice, and
guidance as you learn how to perform the role of a teacher. The classes in which you may teach
are the responsibility of the C.T., and so you should defer to the C.T.'s policies with regard to the
class. If you want to try something different, discuss it in advance. Co-operating Teachers know
that you are there to learn and to try out teaching methods of various kinds and will generally
be willing to let you use methods presented in the college seminar.
PROFESSIONAL DEVELOPMENT PLAN
A PROFESSIONAL DEVELOPMENT PLAN OF CAREER PLAN
To gain skills and knowledge related to teaching strategies.
To develop a better knowledge and understanding of Arts Learning Area and develop a
range of complementary teaching strategies.
To increase understanding of how targeted strategies can engage students in learning
and improved educational outcomes.
To integrate and apply new skills and knowledge to current teaching practices.
NARRATIVE REPORT
NARRATIVE REPORT
Mixed emotions, I felt nervous but at the same time so happy that at last I’m about to
enter the next level of my practice teaching career. It was not for me to adjust, since it is not my
first time in MHS because I’ve already took my observation at the same school the difference is
that I am not handling the second year anymore but the senior year instead. One more thing is
that all of the people there are approachable and willing to lend you some help whenever you
need some.
First week of my practicum, my critic teacher, Mrs. Lily Palisoc, whose handling five
sections from fourth year level, let me see and feel the environment inside her classroom and
whenever we get inside each classroom I let her introduce me in front of the class. The following
days she let me handle her class without her giving assistance to me.
The following weeks, most of the time we were doing projects, since my area is in line
with related craft. In doing our projects we are using, most of the time, recycled materials like
old magazine and alike. We have different categories in doing a project so different materials
are required to make one. Every time I help my students in doing their project, I feel so fulfilled
because I was able to help them giving my best and in my own way.
When my last week came, that’s the time I felt so sad, in a way that I will not be able to
help them anymore in making their projects. And I will not be their student teacher anymore.
CURRENT ISSUES IN EDUCATION
CURRENT ISSUES IN EDUCATION
Key Issues in the Philippine Education
Literacy rate in the Philippines has improved a lot over the last few years- from 72
percent in 1960 to 94 percent in 1990. This is attributed to the increase in both the number of
schools built and the level of enrollment in these schools.
The number of schools grew rapidly in all three levels - elementary, secondary, and
tertiary. From the mid-1960s up to the early 1990, there was an increase of 58 percent in the
elementary schools and 362 percent in the tertiary schools. For the same period, enrollment in
all three levels also rose by 120 percent. More than 90 percent of the elementary schools and 60
percent of the secondary schools are publicly owned. However, only 28 percent of the tertiary
schools are publicly owned.
A big percentage of tertiary-level students enroll in and finish commerce and business
management courses. Table 1 shows the distribution of courses taken, based on School Year
1990-1991. Note that the difference between the number of enrollees in the commerce and
business courses and in the engineering and technology courses may be small - 29.2 percent for
commerce and business and 20.3 percent for engineering and technology. However, the gap
widens in terms of the number of graduates for the said courses.
On gender distribution, female students have very high representation in all three
levels. At the elementary level, male and female students are almost equally represented. But
female enrollment exceeds that of the male at the secondary and tertiary levels . Also, boys
have higher rates of failures, dropouts, and repetition in both elementary and secondary levels.
Aside from the numbers presented above, which are impressive, there is also a need to
look closely and resolve the following important issues: 1) quality of education 2) affordability of
education 3) goverment budget for education; and 4) education mismatch.
1. Quality - There was a decline in the quality of the Philippine education, especially at the
elementary and secondary levels. For example, the results of standard tests conducted
among elementary and high school students, as well as in the National College of
Entrance Examination for college students, were way below the target mean score.
2. Affordability - There is also a big disparity in educational achievements across social
groups. For example, the socioeconomically disadvantaged students have higher
dropout rates, especially in the elementary level. And most of the freshmen students at
the tertiary level come from relatively well-off families.
3. Budget - The Philippine Constitution has mandated the goverment to allocate the
highest proportion of its budget to education. However, the Philippines still has one of
the lowest budget allocations to education among the ASEAN countries.
4. Mismatch - There is a large proportion of "mismatch" between training and actual jobs.
This is the major problem at the tertiary level and it is also the cause of the existence of
a large group of educated unemployed or underemployed.
The following are some of the reforms proposed:
1. Upgrade the teachers' salary scale. Teachers have been underpaid; thus there is very
little incentive for most of them to take up advanced trainings.
2. Amend the current system of budgeting for education across regions, which is based on
participation rates and units costs. This clearly favors the more developed regions. There
is a need to provide more allocation to lagging regions to narrow the disparity across
regions.
3. Stop the current practice of subsidizing state universities and colleges to enhance
access. This may not be the best way to promote equity. An expanded scholarship
program, giving more focus and priority to the poor, maybe more equitable.
4. Get all the leaders in business and industry to become actively involved in higher
education; this is aimed at addressing the mismatch problem. In addition, carry out a
selective admission policy, i.e., installing mechanisms to reduce enrollment in
oversubscribed courses and promoting enrollment in undersubscribed ones.
5. Develop a rationalized apprenticeship program with heavy inputs from the private
sector. Furthermore, transfer the control of technical training to industry groups which
are more attuned to the needs of business and industry.
The Learning Objective
by Melissa Kelly
When a teacher takes the time to determine what he wants his students to learn from a
lesson, he is creating a learning objective. These objectives help shape the curriculum and daily
lessons of the course. Often, the learning objectives for a course are mandated by your district
or state. The federal government publishes guidelines, which some schools ask their teachers to
follow. Further, outside forces such as high-stakes testing can affect the learning objectives of
classroom teachers. Overall, it is important for you as a teacher to combine these elements and
add your own personal vision to create an effective learning environment.
State and National Standards
Each state has its own system for developing standards, and methods vary from district
to district. While there are some national curriculum standards developed by different councils
and groups, there are no “official” national standards that all teachers and schools must follow.
Today, there are arguments both for and against the creation of national standards.
By allowing states to define their own standards and not mandating national standards,
the federal government lets states determine what to teach. For example, Texas social studies
standards deal more specifically with state history than Florida social studies standards do. If the
national government created standards, this type of individual focus would be impossible to
maintain.
On the flip side, if national standards were mandated, proponents claim that curricula
would be standardized across the nation. It would become much more likely that the
information learned in American history class would not vary from state to state. This issue of
state versus national standards will continue to be debated for quite some time.
High-Stakes Testing
Teachers across the nation are increasingly faced with the need to prepare their
students for high-stakes testing. For example, at this time all students in Florida must pass the
Florida Comprehensive Assessment Test (FCAT) in order to graduate from high school. Further,
funding and school grades are based in part on the results of this test.
The goal of tests such as the FCAT is to ensure that students meet minimum levels of
achievement at different grades throughout their school careers. There is also a desire to create
educational accountability. In a perfect world, teachers would not have to change what they
were teaching in order to fully prepare students for tests like the FCAT. However, many times
these tests do not mirror the curriculum taught in the classroom. Therefore, teachers spend
time preparing the students for the test in addition to covering the curriculum for their courses.
As a teacher, you may have to make tough choices concerning your curriculum when
you add test preparation into the mix. Just by including additional information, you will have to
shorten or remove other topics that you normally would have taught.
Personal Vision
If you do not add your personal educational vision into your lesson plans, you will not be
as effective as a teacher. It is important to meet the objectives of the district and state, but you
must add your personal stamp to your curriculum to make it real for your students.
Take some time as you create your lessons to determine what you want your students
to learn from the material. Settle on the top three to five points you want students to take away
from a lesson and make sure you stress these important points while teaching. Write the points
you wish to stress on the board or on a handout to help students frame any notes they take.
Make sure that any assessments you create also include these important points.
Students will learn what you stress. Conversely, if you spend an inordinate part of your lesson
on something that you feel is not that important for your students to learn, you are wasting
precious educational time.
CURRICULUM VITAE
KIMBERYLY A. UGALDEE-mail: [email protected]: +639301835049Address: 14 Ruby Street Fairview Park Quezon City
CAREER OBJECTIVES
- To be able to develop my skills and to gain more knowledge and experience through your company.
- To enhance my working ability and the ability to interact with other people -
SKILLS SUMMARY
A hardworking college student pursuing a degree in Business Education Proficient in internet and MS Office applications Basic HTML, Adobe Photoshop and Multimedia application
EDUCATIONAL ATTAINMENT
TertiaryPolytechnic University of the PhilippinesQuezon City CampusBachelor in Business Teachers Education2007-2011 ( expected )
SecondaryNorth Fairview High SchoolAurburn St. North Fairview Subd., North Fairview Quezon City2003-2007
PrimaryFairview Elementary SchoolFairlane St. Fairview Quezon City1997-2003
FIELD EXPERIENCES
Maligaya High SchoolTeaching PracticumNovember 2010-February 2011
Land Bank of the Philippines (Quezon City Hall Branch)On-the-Job TrainingNovember 2008 - February 2009
SEMINARS ATTENDED
1st Dialogue – Forum of Bachelor in Business Teacher EducationPUPQC: Building and Strengthening a Learning CommunityMarch 26, 2011
Polytechnic University of the Philippines, Quezon CityEnhancing Teaching Skills towards Professionalism October 20, 2010
REFERENCES
Prof. Marilyn IsipCoordinator / AdviserPolytechnic University of the PhilippinesQuezon City Campus
Prof. Sheryl MoralesCoordinator / AdviserPolytechnic University of the PhilippinesQuezon City Campus
I, hereby certify that the above information is true and correct according to the best of my knowledge and belief.
Kimberly A. Ugalde
Applicant
ATTACHMENTS:
DAILY TIME CARD
EVALUATION FORM AND CLEARANCE
EVALUATION FORM AND CLEARANCE
DAILY TIME CARD
For the month of November
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For the month of January
For the month of January
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