CvSU Imus Practice Teaching Manual

1

STUDENT PRACTICE TEACHING

PRE- SERVICE MANUAL

A Student’s Guide in Practice Teaching

A.Y. 2021- 2022
TEACHER EDUCATION DEPARTMENT
Cavite State University Imus Campus

Copyright © 2021

2

Republic of the Philippines

CAVITE STATE UNIVERSITY

Imus Campus
Cavite Civic Center, Palico IV, City of Imus, Cavite 4103

(046) 471-6607/ 436-6584
www.cvsu-imus.edu.ph

FOREWORD

Greetings to our senior Bachelor of Secondary Education
students! With utmost pride and joy, I fervently wish you all the best
for your Online Student Teaching Internship (OSTI) Program.

The time has come for you to put into practice all the
theoretical underpinnings you gained from the University. The
University officials, faculty members, and staff are honored to have
been part of your academic journey. Hence, we entrust that you
will strive and work hard in order to fulfill all the challenging tasks
and lessons designated to you by your cooperating schools.

As you begin your training to become professional
educators, continue to bring honor to your family and our campus by being responsible and
morally upright future educators in your own simplest way. Make full use of the knowledge,
skills, and ethics bestowed on you by your beloved CvSU. It will be a long road ahead and
there will be hurdles along the way but your four years with CvSU has prepared you for this
Online Student Teaching Internship (OSTI) Program.

As we anticipate for your successful return, it is our hope that you have stayed humble
and have showcased the tenets which CvSUeños truly preserve: Truth, Excellence, and
Service.

We are always with you in realizing your aspirations and dreams to become
professional educators.

Good Luck and Mabuhay!

DR. MARLON A. MOJICA (SGD)
Campus Administrator

3

Republic of the Philippines

CAVITE STATE UNIVERSITY

Imus Campus
Cavite Civic Center, Palico IV, City of Imus, Cavite 4103

(046) 471-6607/ 436-6584
www.cvsu-imus.edu.ph

FOREWORD

The Teacher Education Department has
been with you during your formative years as
educators. Four productive years were spent to train
you academically and it has always been an honor
and sincere pleasure to us, your TED family and
entire CvSU community, to be part of your
pedagogical journey.

As you begin a new chapter in your
academic program, we wish you the best in your
practice teaching. Hence, with our high hopes for
your success, this Manual was put together as your
guide in your student teaching program. The
information stipulated here will provide you with a
thorough understanding of the internship that you
will conduct in your respective cooperating schools.
It is strongly recommended that this manual be read
carefully prior the conduct of practice teaching.

Continue your aspirations of becoming qualified and professional teachers in the
country where excellence, honesty, integrity, moral uprightness, and commitment are part of
your work ethics. Remember you always have a choice to “pursue excellence” and when you
do, “success will follow”. Let this be your mantra, and rest assured that we are always with
you as you accomplish your tasks in realizing your dream for the coming years.

Congratulations and God bless!

In truth, excellence, and service,

ANABELLA C. GOMEZ (SGD)
Department Chairperson

4

Republic of the Philippines

CAVITE STATE UNIVERSITY

Imus Campus
Cavite Civic Center, Palico IV, City of Imus, Cavite 4103

(046) 471-6607/ 436-6584
www.cvsu-imus.edu.ph

ACKNOWLEDGMENT

The completion of documents in this Student Practice Teaching Pre- Service Manual
would not be possible if not for the consolidated forms and sources from the College of
Education, CvSU Don Severino Delas Alas Campus Campus.

It is of great opportunity for the Teacher Education Department, this Campus to be
provided with rich materials purposely for the standard implementation and monitoring of the
program. Thus, our heartfelt gratitude is extended to the College of Education, CvSU Don
Severino Delas Alas Campus most especially to Ms. Evelyn Grueso, Department Chairperson
of the Teacher Education Department.

This manual pride itself with new inputs and revised pages as lessons learned and
experiences documented from last year’s program. Students will surely benefit from this
compilation of guide materials.

Moreover, it includes new guidelines or policies on the Implementation of the Online
Student Teaching Internship Program to be implemented while there is no face- to – face
classes.

It is our hope that the Pre- Service Teachers will use this Manual as it is designed to
be the main reference and guide towards a well- deserved actual experience and intensive
off- campus training in teacher education.

ANABELLA C. GOMEZ (SGD)
Department Chairperson

5

TABLE OF CONTENTS

PAGE

FOREWORD………………………………………………………………………….. 3

ACKNOWLEDGMENT………………………………………………………………. 5

CONTENTS………………………………………………………………………….. 6

INTRODUCTION……………………………………………………………………. 9

Student Teaching………………………………………………………….. 9

Objectives of Student Teaching…………………………………………. 10

The Role and Responsibilities of Student Teacher……………………. 10

General Suggestions……………………………………………………. 11

CRITERIA FOR EVALUATION………………………………………………….… 13

FORM AND STYLE OF THE STUDENT’S TEACHING PORTFOLIO………… 16

CONTENTS PER PRODUCT………………………………………………………. 20

GUIDE QUESTIONS FOR STUDENT TEACHERS……………………………… 23

SUGGESTED RUBRIC FOR THE FINAL PRODUCT……………………………. 25

APPENDICES…………………………………………………………………………. 29

6

LIST OF APPENDICES

APPENDIX Page

1 Guidelines and policies on practice teaching………………………. 29

2 Course syllabus…………………………………………………………. 33

3 Evaluation sheets……………………………………………………… 39

4 Sample parts of the portfolio and forms to be accomplished……….. 47

5 Proposed Online Student Teaching Internship……………………… 68

7

STUDENT PRACTICE TEACHING
PRE- SERVICE MANUAL

A Student’s Guide in Practice Teaching

8

INTRODUCTION

Student Teaching
Student Teaching is a transitional phase wherein a student performs the role of a full-

time student and the role of being a future full-time teacher. It is a stage in one’s training
wherein a student teacher will be a sort of an apprentice teacher, expected to perform routine
teaching tasks, to explore the facilities of a school, to observe experienced cooperating
teachers and eventually to teach. In this new undertaking, the student teacher will encounter
the intricacies of teaching- its responsibilities, problems, hazards, joys, frustrations, and
satisfaction derived in doing the job. One of the most important tasks he/she assumes is the
actual duty or responsibility of the cooperating teacher who directly provides him/her a broad
range of experiences in teaching during the period of internship.

The main objective of student teaching is to provide thorough preparation of the
student teacher in the actual classroom. This program is designed to make the student to be
acquainted with the condition and practices in the school and to familiarize him/her with the
set-up and practices in elementary or secondary school as the case may be.

At Cavite State University, a student teacher shall be officially called “pre- service
teachers”. They have to complete the training in a cooperating school where he or she is
assigned after being properly endorsed by the Department of Education. Proper orientation
will be provided to the student teacher before he/she is assigned to an off- campus teaching
.The conditions they would likely meet will be thoroughly discussed during the said orientation.

During internship, the pre- service teacher is entirely on his/her own, meeting personal
needs. Having the ability to anticipate and cope with the problems related to these matters are
expected from the pre- service teacher.

In developing one’s proficiency, a pre- service teacher is expected to prepare his/her
own teaching materials such as audio-visuals and reference materials. He/she must be
creative and be able to make the best out of the conditions and resources available in the
cooperating schools where he/she is assigned.

9

Objectives of Student Teaching
The ultimate objective of the student teaching program is the development of attitude,

understanding, insights, and abilities in the pre- service teacher which are essentials to
develop competence in teaching.

At the end of the period of internship, the pre- service teacher is expected to:
1. familiarize oneself with the actual conditions and operations in the assigned

cooperating schools;
2. coordinate subject matter, methods, techniques and management in actual classroom

situation;
3. demonstrate teaching skills necessary for effective learning;
4. work effectively with other people and maintain desirable social relationship;
5. assume responsibilities in performing duties and in meeting the obligation of full-time

teacher ;and
6. appreciate community resources and use these resources effectively

The Role and Responsibilities of Pre- Service Teachers
A pre- service teacher is both a student and teacher. As a student, he/she is subjected

to the same rules and regulations of Cavite State University. As a teacher, he/ she must abide
with the policies of the cooperating school and maintain the same teacher-student
relationships as the other teachers in the cooperating school. Some of the specific
responsibilities of a pre- service teacher are to:

1. assume the duties and responsibilities of a regular teacher in the assigned class;
(These duties include daily preparations, reporting illness and absences of students
with other teachers and school officials.)

2. submit promptly to the cooperating teacher lesson plans or daily lesson logs and other
written reports;

3. confer regularly with the cooperating teacher; and
4. evaluate his own performance constantly.

10

General Suggestions
A .To the Pre- Service Teachers

1. Report to the school administrator/s upon arrival and before leaving the cooperating
school.

2. Abide the rules, regulations, and policies of the cooperating school.
3. Be courteous, cooperative, and sincere in dealing with other people.
4. Work harmoniously with the people in the school and the community.
5. Take good care of the school property and equipment.
6. Dress accordingly to occasion.
7. Be careful with grammar, spelling, handwriting, and phonetics.
8. Establish good rapport with the student teacher and school staff.
9. Observe punctuality.
10. Be fair in dealing with student.
11. Control temper.
12. Respect the rights of others.
B. To the Cooperating Teacher
1. Plan the program of activities of the pre- service teacher.
2. Determine the subject matter the pre- service teacher will teach.
3. Acquaint the pre- service teacher with the previous class activities before making

him/her take over.
4. Acquaint the pre- service teacher with the school policies and classroom house rules.
5. Make the pre- service teacher feel that he/she is responsible for the class.
6. Acquaint the pre- service teacher with programs of activities happening in the school

premises.
7. Demonstrate good teaching techniques and methods whenever possible and help the

pre-service teacher to acquire them.
8. Prepare the class to accept the pre- service teacher.
9. Hold regular conference to check the pre- service teacher’s daily preparations.

11

10. Give advice on preparation and proper use of teaching aids or devices inside the
classroom.

11. Advice the pre- service teacher with proper grooming and decorum.
12. Be with the class as much as possible to observe the strong and weak points of the

pre- service teacher.
13. Act as coordinator between the teacher training institution and the cooperating school

in the execution of the training program.
14. Be willing and ready to help the student teacher whenever the need arises.
15. Help the student teacher evaluate his/her daily performance.
16. Keep records and make final evaluation of the progress of the student teacher.
C. To the Administration of the Cooperating School
1. Cooperate with the teacher training institution.
2. Treat and make the pre- service teacher feel he/she is a regular staff member.
3. Provide as much as adequate facilities for effective training of the pre- service teacher.
4. Provide as much as possible decent quarters for pre- service teacher.
5. Help the pre- service teacher secure safe and reasonably-rated-board and lodging

whenever needed.

12

CRITERIA FOR EVALUATION

PERSONALITY
Appearance. Is the pre- service teacher appropriately and immaculately groomed,

habitually neat and pleasingly dressed.
Voice. Is his/ her voice full, well- mouthed, pleasing to the ear, with words distinct and

well- formed?
Manner. Is his/ her manners pleasant, sympathetic with appropriate earnestness,

dignity and good humor?
Health and Energy. Is he/ she interested in the students as individuals and therefore,

in their activities both in and out of school, participating generously with them in all activities?
Attitude Toward Teaching. Is he/ she giving it “all he has” evidencing thorough

enjoyment and definite contribution, using initiative and ingenuity and striving for
improvement?

General Classroom Poise Is he/ she the master of the situation, with self- confidence,
yet with a sense of propriety and willingness to recognize that he does not know everything?

PREPARATION:
Knowledge of Subject Matter. Does he/ she have a rich, full background not only of

the subject he is teaching but also related subjects, providing a thoroughly interesting basis
for discussion with accuracy in his information and conclusion?

Knowledge of Individual Students. Does he/ she constantly invariably seek and
obtain new information about the students and make appropriate use of it?

Command of Language. Does he/she use a clear and correct means of expression
apparently understanding his importance as an example in this respect?

Integration. Does he/ she organize and integrate his teaching units and following
units? With other subjects? With life situations?

Planning. Does he/ she have materials well- organized, imaginative, ingenious,
carefully and systematically done?

13

TEACHING SKILL
Motivation and Illustration. Does he/ she create thoroughly interesting discussion,

chiefly through intrinsic appeals with mastery of the art of illustration?
Questioning. Does he/ she state his questions clearly? Does he/ she repeat or ask

questions that can be answered by “yes” or “no” or other stereotyped responses?
Communication. Does he/ she show organization in explanations, descriptive work

assignments?
Student Response. Does he/ she make class think of the lesson, as an important part

of their lives? Does he/ she motivate them to demonstrate initiative, enthusiasm, cooperation
and willingness to do more that is requested?

Conclusiveness. Does he/ she keep the lesson moving logically, making his point
thoroughly before going ahead to the next point, all the while enriching the discussion with
related materials, meeting as many of the interest of the class as possible?

Use of Instructional Aids. Does he/ she use appropriate aids and prepare the class
carefully before using such evidences? Does he/ she use the aids with discussion, quiz or
other means of insuring their effectiveness? Does he use blackboard effectively, writing neatly
and clearly with good penmanship?

Evaluation: Does he/ she make use of objective evaluation instruments and interpret
result of evaluation correctly and accurately?

CLASSROOM MANAGEMENT
Housekeeping. Does he/ she try to control temperature, ventilation, and light so as to

create a suitable environment for learning? Does he/ she attend to keeping desks and floors
clean, blackboard immaculate, bulletin board attractive and informative? Does he/ she make
his/ her classroom shelves and bookcases orderly, maps and other equipment well- kept?

Movement and Seating of Students. Does he/she know the names of all the
students? Is he/she in the habit of beginning his/ her activities and finishing them on time?

14

Handling of Materials and Supplies. Does he/ she plan carefully the use of materials
and school supplies?

Making Records and Reports. Does he/she take the attendance systematically and
orderly?
ETHICS:

Objectivity. Is he/ she unbiased in dealing with the students?
Loyalty. Is he/she loyal in all of his relationships? Does he/ she understand clearly
the distinction between loyalty and the withholding of essential information?
Courtesy in the Classroom. Does he/ she encourage by precept and example a
higher standard and friendly tone of student- to- student and teacher- to- students
relationship?
Relationship between Student- Teacher and Cooperating Teacher. Is he/ she
respectful and helpful with the cooperating teacher?

15

FORM AND STYLE OF THE STUDENT TEACHING PORTFOLIO
As presented by Dr. Rhodora S. Crizaldo

The Student Teaching Portfolio is a collection of documents that provides a
description /overview of the student teaching experiences. This is the final output requirement
to be presented by a BSE student in hardbound format to the Teacher Education Department.
Organization
A. Preliminary Pages

1. Title Page
2. Approval Sheet
3. Biographical Data
4. Letter to the Readers
5. Prayer of a Practice Teacher
6. Personal Educational Philosophy
7. Acknowledgment
8. Table of Contents
9. List of Tables
10. List of Figures
11. List of Appendix Tables
12. List of Appendix Figures
B. The Body
1. Description of the Practice Teaching Site

Vision
Mission
School History
Administrators
Organizational Chart
2. Expectations from the Student Teaching Program
3. Reflection on Classroom Observation
4. Self- Assessment on Readiness in Actual Teaching

16

5. Reflective Journal
6. Common Classroom Problem/s
7. Final Demonstration Teaching
8. Overall Reflection and Self- Appraisal
C. References
1. Books
2. Journals
3. Popular Magazines
4. Internet Resources
(Note: This should follow the APA format 7th Edition)
D. Appendices
Appendix 1. Student information sheet
Appendix 2: Endorsement letter
Appendix 3. Waiver form
Appendix 4. Guidelines and policies on practice teaching
Appendix 5. Sample detailed lesson plan
Appendix 6. Sample semi-detailed lesson plan
Appendix 7. Lesson plans used in local demonstration teaching
Appendix 8. Lesson plans used in final demonstration teaching
Appendix 9. Guide questions
Appendix 10. Practice teaching clearance
Appendix 11. Class schedule of cooperating teacher and the practice teacher
Appendix 12. Practice teaching summary of attendance
Appendix 13. Monthly attendance
Appendix 14. Daily time record
Appendix 15. Student teacher’s rating scale
Appendix 16. Practice teaching certification
Appendix 17. Sample School Form 1
Appendix 18. Sample School Form 9

17

Appendix 19. Sample School Form 10
Appendix 20. Photo documentation

The pre-service teacher
The Cooperating school (Building and facilities)
The cooperating teacher/ administrators/teachers
The students
The observation phase
The actual teaching phase
Local demonstration teaching

While teaching
With instructional materials
Post-conference
Final demonstration teaching
While teaching
With instructional materials
Post-conference
Appendix 21. Comments and evaluation from the cooperating teacher

(Local demonstration teaching)
Appendix 22. Comments and evaluation from the principal/department head

(Local demonstration teaching)
Appendix 23. Comments and evaluation from other teachers/observers

(Local demonstration teaching)
Appendix 24. Comments and evaluation from the cooperating teacher

(Final demonstration teaching)
Appendix 25. Comments and evaluation from the principal/department

(Final demonstration teaching)
Appendix 26. Comments and evaluation from other teachers/observers

(Final demonstration teaching)
Appendix 27. Practice teaching evaluation
Appendix 28. Letters/notes from the students
Appendix 29. English critic’s certification

18

CONTENTS PER PRODUCT

This contains the guidelines and contents of the Second Chapter or the Body of the
Student Teaching Portfolio which must be followed by the student:
1. Description of the Practice Teaching Site

Ø Three to five pages which contain the following:
• Vision
• Mission
• School History
• Administrators
• Organizational Chart

Ø Title must be in capital letters 1 inch from the top of the page and centered
Ø First line of the first paragraph starts three spaces below the title
2. Expectations from the Student Teaching Program
Ø Two-page narration from the students, cooperating teacher/school and student

teaching in general
Ø Title must be in capital letters 1 inch from the top of the page and centered
Ø First line of the first paragraph starts three spaces below the title
3. Reflection on Classroom Observation
Ø Three-page account of the observation on:

• Classroom management
• Instructional strategies
• Classroom environment
• Lesson plan
• Assessment of lessons
• Students
• Cooperating school
Ø Title must be in capital letters 1 inch from the top of the page and centered

19

Ø First line of the first paragraph starts three spaces below the title
4. Self-Assessment on Readiness in Actual Teaching

Ø One-page summary of the answers to the given guide questions (please refer
to the next page)

Ø Title must be in capital letters 1 inch from the top of the page and centered
Ø First line of the first paragraph starts three spaces below the title
5. Reflective Journal
Ø A sixty-day account of the student teaching experiences
Ø One-page reflection a day of their teaching experiences
Ø Title must be in capital letters 1 inch from the top of the page and centered
Ø Day number and date (e.g. Day 1: 01 September 2021) in boldface must be

placed three spaces below the title
Ø First line of the first paragraph starts three spaces below the title
6. Common Classroom Problem/s
Ø A three-page description of a problem encountered and how he/she responds

to it
Ø Comments from the cooperating teachers can also be included
Ø Title must be in capital letters 1 inch from the top of the page and centered
Ø First line of the first paragraph starts three spaces below the title
7. Final Demonstration Teaching
Ø A five- page reflective account of the final demonstration teaching experiences

using the first point of view
Ø Title must be in capital letters 1 inch from the top of the page and centered
Ø First line of the first paragraph starts three spaces below the title
8. Over-All Reflection and Self- Appraisal
Ø A four-page account highlighting the reflection and self-appraisal of learning
Ø Discussion includes:

• Reflect
• Review

20

• Contemplate
• Compare
• Evaluate
Ø Title must be in capital letters 1 inch from the top of the page and centered
Ø First line of the first paragraph starts three spaces below the title

21

GUIDE QUESTIONS FOR STUDENT TEACHERS

In preparation of the Student Teaching Portfolio, the students should be guided by the
following questions:

1. Why am I teaching this lesson?
a. Required curriculum?
b. Student interest in the topic?
c. My interest in the topic?

2. What do I hope to accomplish?
a. Skills to be developed?
b. Concepts to be discussed for understanding?
c. Product to be produced?

3. Who are the students?
a. Range of abilities?
b. Range of ages?
c. Ethnic diversity and varying cultures?

4. What is the time frame for teaching this lesson?
a. Part of a unit?
b. One period or block schedule?
c. Isolated lesson?

5. How will I begin the lesson to capture student attention?
a. Story or anecdote?
b. Relevance to their lives?
c. Props or visual displays/

6. Will I need other resources to teach this lesson?
a. Audio- visual or technology?
b. Student hand- outs?
c. Manipulative or visual displays?

22

7. How will students spend their time during the lesson?
a. Small group discussion? Individual? Large group?
b. Hands- on activity or experiment?
c. Taking notes or observing?

8. How will this lesson be assessed?
a. Formal? Quiz or test?
b. Informal? Observation of Learning?
c. Open- ended question? Written? Verbal?

9. How will I close the lesson or close the class period?
a. Review and summary?
b. Collecting papers and giving assignments?
c. Allowing time for homework or question?

10. Will there be homework or enrichment activities offered?
a. How will I collect later? Is it required or extra?
b. Will it count? What is the cooperating teacher’s policy?
c. How will I grade it?

11. How will I know if I succeeded in teaching the lesson?
a. Self- assessment?
b. Response of students?
c. Cooperating teacher impart?

12. How will the next lesson relate or build on this one?

23

SUGGESTED RUBRIC FOR THE FINAL PRODUCT
Rubric for the Final Product

Characteristic Advanced Intermediate (3 Elementary Beginner Score
Lesson plan (4 points) points) (2 points) (1 points)
Lesson plan Lesson plan
Lesson Lesson plan is Lesson plan follows a format sequencing is
Objectives detailed, follows a solid but does not incomplete.
thoughtful, and format and contain enough Major details
Mastery of the deliberate. It contains enough detail to be are absent.
Subject Matter shows a grasp of detail to be functional.
the larger picture functional. No perceivable
as well as the Objectives are objectives
small moment of Objectives are implied, but may exist.
the individual stated in or may not be
lesson behavioral terms. clear to students. There is no
Objectives are Objectives are congruence
stated very clearly specifics, Congruence among:
in behavioral terms measurable, among objective • Objective
.Objectives are attainable, realistic and subject
specific, and time-bounded. matter, objective and
measurable, Students are and teaching subject
attainable, realistic aware of the procedure and matter.
and time-bounded. purpose of this objective and • Objective
Student are aware particular lesson. evaluation tools and
of the purpose of There is is implied. teaching
this particular congruence procedure.
lesson. among: The teacher • Objective
There is much • Objective and does not show and
congruence enough evaluation
among: subject matter. information to tools.
• Objective and • Objective and judge his The teacher
knowledge of the lacks mastery
subject matter. teaching subject matter of the subject
• Objective and procedure. and organization matter of the
• Objective and of discussion is subject matter
teaching evaluation unclear. and
procedure. tools. Subject Matter/ organization of
• Objective and Contents discussion is
evaluation The teacher shows unclear.
tools. mastery of the
subject matter and Subject
The teacher shows there is clear Matter/Content
full mastery of the organization of the
subject matter and discussion.
there is very clear
organization of the Subject
discussion. Matter/Content is

Subject
Matter/Content is

24

Use of very appropriate appropriate for the appropriate for is not
instructional for the selected selected the selected appropriate for
methodology/ grade/year level grade/year level grade /year level the selected
Approach/ and challenges and challenges but may lack grade/year
strategy fully the students student beyond evidence of level.
beyond their their current challenge.
Use of current understanding. The
instructional understanding. Uses varied instructional
materials, Uses and executes Uses and executes instructional methodologies
media and varied instructional varied instructional methodologies, , approaches
technology methodologies, methodologies, approaches and and strategies
approaches and approaches and strategies which are
strategies which strategies which are also inappropriate
are also very are also appropriate to to the lesson,
appropriate to the appropriate to the the lesson, not suited to
lesson ,very suited lesson appropriate suited to the the needs and
to the needs and to the lesson needs and capabilities of
capabilities of the ,suited to the capabilities of the students
students and needs and the students ; and incorrect
correct responses capabilities of the however correct responses are
are given by the students through responses are given by the
students through the teacher’s not given by the students due
the teacher’s skillful questioning. students due to to the
skillful questioning. the teacher’s teacher’s very
The lesson is poor execution of poor execution
The lesson is student- centered the task. of the task.
highly student- and engages in the The lesson is
centered and varied class The lesson is not exclusively
engages students activities that solely teacher- teacher-
in the varied class actively draw them centered but centered.
activities that into the lesson could be more
actively draw them material. interactive or Instructional
into lesson otherwise materials
material. Instructional engaging. obstruct the
Instructional materials are demonstration
materials are clear, creative and Instructional and teaching
complete, creative, appealing but are materials are of the lesson.
appealing to not complete and appealing but
student and clear; slightly need Lesson avoids
strongly enhance enhance the improvement to visuals media,
the demonstration demonstration and enhance the and/or
and teaching of the teaching of the demonstration technology or
lesson. lesson. and teaching of includes them
Appropriate but not the lesson. as extras,
Appropriate, very appealing disconnected
appealing visuals, visuals, media, Lesson includes from
media, and/or and /or technology some use of meaningful
technology are are incorporated visuals, media, instruction.
incorporated as as learning tools. and/or
learning tools. technology when
appropriate.

25

Use of Uses appropriate Uses adequate There are parts Assessment
assessment assessment tool/s assessment tool/s in the tools are not
and to indicate to indicate assessment appropriate to
evaluation students’ grasp of students’ grasp of tool/s which indicate
tools concept/s concept/s need students’
presented. presented. improvement. grasp of the
Communicatio concept/s
n Skills Speaks very Speaks clearly Speaks with a presented.
clearly with a well- with a well- modulated voice
Classroom modulated voice modulated voice but a few lapses Speaks
Management and manifests a and manifests a in grammar unclearly and
very good good command of obstruct active manifests less
Teacher’s command of the the language of class command of
Personality language of instruction that participation. the language
instruction that encourage class of instruction
encourage active participation. Provides a that does not
class participation. flexible student- promote active
Provides a safe, Provides an centered. Each class
well-managed and adequately student is given participation
flexible student is managed and the opportunity
given the flexible student- to receive. A safe, well-
opportunity to centered managed and
contribute and be environment. Each Observe time flexible
connected in the student is given management student-
lesson. opportunity to be through an centered
connected in the adequate way of environment is
Observe proper lesson. checking the not
time management attendance and established.
through a very Observe proper group Each student
systematic way of time management exercises/works/ is not involved
checking the through a projects, the lesson.
attendance and systematic way of correcting,
group checking the distributing and Proper time of
exercises/works/ attendance and collecting management
projects correcting group papers/assignme is not
, distributing and exercises/works/ nt. observed; the
collecting projects, teacher has no
papers/assignment correcting, Less than 5 systematic
. distributing and minutes late; way of
collecting grooming, attire, checking the
Observes papers/assignment poise and attendance
punctuality and . improvement. and group
proper grooming; exercises/
professionally Observes works/
attired, poised and punctuality but projects, and
free from grooming, attire, collecting
mannerisms that poise and papers/
tend to disturb the composure need assignment.
students’ attention, improvement.
and teacher’s Less than 10
personality is very minutes late
strong enough to ;grooming,
command and attire, poise
and
composure
need
improvement.

26

Valuing respect and Integrates moral Valuing is Valuing is
attention. on love of God, creative in the missing or
country and presentation but unclear in the
Creatively and fellowmen in the partially presentation of
effectively presentation of the effective. the lesson.
integrates moral lesson.
on love of God,
country and
fellowmen in the
presentation of the
lesson.

27

Appendix 1. Guidelines and policies on practice teaching

Republic of the Philippines

CAVITE STATE UNIVERSITY

Imus Campus
Cavite Civic Center, Palico IV, City of Imus, Cavite 4103

(046) 471-6607/ 436-6584
www.cvsu-imus.edu.ph

Teacher Education Department

GUIDELINES AND POLICIES ON STUDENT TEACHING PROGRAM
(FACE- TO- FACE)

1. The Pre- Service Teacher shall report four to five days a week, six to eight (6-8) hours a
day in his/ her Cooperating School. However, there will be a day allotted for consultation
with the Practice Teaching Adviser/ Coordinator/ Supervisor.

2. A total of 520 hours broken down as: 336 hours for off-campus and 184 for in-campus
should be completed by the Pre- Service Teacher within the specified schedule of Online
Student Teaching Internship (OSTI) Program.

3. Every week, the Pre- Service Teacher reports without fail to CvSU Imus Campus for a
weekly assessment conference, feedback workshop and similar activities with the
Program Coordinator/ Supervisor. Attendance shall be checked and it will form part of the
total program grading system.

4. During the entire off-and in-campus program, the Pre- Service Teacher is expected to
carry himself/ herself with utmost professionalism, represent Cavite State University
Imus Campus with highest respect and preserve the integrity of the institution at all
times.

5. Concerns related to the Practice Teaching should be reported immediately to the
Program Coordinator/ Supervisor for appropriate action.

6. There will be periodic visitation and evaluation to be conducted by the Program
Coordinator/ Supervisor to monitor the status, progress and performance of the Pre-
Service Teacher assigned in a particular Cooperating School.

7. As to attendance, the following should be strictly observed:
7.1 The Pre- Service Teacher should log in not later than 15 minutes before and
log out not earlier than 15 minutes after the official time in his/ her
Cooperating School.
7.2 A total of three (3) lates within the off and in-campus reporting days will be
equivalent to one (1) full day of being absent.
7.3 For unexcused absences, the Pre- Service Teacher should have make up duty
which is equivalent to the number of day/s missed in attendance, however, any
delay in the schedule will eventually affect the entire Program of the Pre-
Service Teacher.
7.4 In case of sickness or any untoward incident, the Pre- Service Teacher shall,
by all means, immediately inform the Coordinator/ Supervisor and the
Cooperating School on his/ her reason for being absent.
7.5 In close monitoring and coordination with the cooperating schools, a written
warning shall be issued to the concern Pre- Service Teacher/s for unexcused

28

absences or for any other incident in case he/ she had violated any of the items
stipulated in this policy.
7.6 The Pre- Service Teacher will only be considered excused if the reason/s for
being absent are the following:

a. Sickness (with doctor’s medical certificate);
b. Family emergency (with letter from the parent/ guardian); or
c. Force majeure (natural calamities)
7.7 Should the Pre- Service Teacher incur absences equivalent to 20% or 104
hours from the total required hours of 520, he/ she will be recalled at once from
his/ her Cooperating School, hence there is no earned grade.

CONFORME: _____________________________________ Date: _____________
Name of Pre- Service Teacher

(Printed Name and Signature)

NOTED:

VIVIAN V. PANIGBATAN
Practice Teaching Coordinator/ Supervisor

RECOMMENDING APPROVAL: APPROVED:

ANABELLA C. GOMEZ DR. MARLON A. MOJICA
Chairperson Administrator
Teacher Education Department CvSU Imus Campus

Date Date

CONFORME: _____________________________________ Date: _____________
Name of Cooperating Teacher
(Printed Name and Signature)

29

Republic of the Philippines
CAVITE STATE UNIVERSITY

Imus Campus
Cavite Civic Center Palico IV, Imus, Cavite

(7 (046) 471-66-07 / 436- 6584
www.cvsu.edu.ph

Teacher Education Department

GUIDELINES AND POLICIES ON ONLINE PRACTICE TEACHING

1. The Pre- Service Teacher shall report in an online setting for a maximum of six
hours per day (where 2 hours are allotted for online teaching and 4 hours for
preparation of digitized module) as monitored by his/ her respective cooperating
teacher.

2. A total of 520 hours broken down as: 336 hours for off-campus and 184 for
in-campus should be completed by the Pre - Service Teacher within the
specified schedule of Online Student Teaching Internship (OSTI) Program.

3. Every Friday, the Pre- Service Teacher reports without fail to the Practice
Teaching Coordinator for a virtual weekly assessment conference, feedback
workshop and similar activities. Attendance shall be checked and it will form
part of the total program grading system.

4. During the entire off-and in-campus program, the Pre- Service Teacher is
expected to carry himself/ herself with utmost professionalism, represent Cavite
State University Imus Campus with highest respect and preserve the integrity
of the institution at all times.

5. Concerns related to the Online Practice Teaching should be reported
immediately to the Program Coordinator/ Supervisor for appropriate action.

6. There will be an online periodic monitoring and evaluation to be conducted by
the Program Coordinator/ Supervisor for the status, progress, and performance
of the Pre- Service Teacher.

7. The attendance shall be properly monitored by the cooperating teacher
ensuring that the Pre- Service Teacher faithfully performs the duties and
responsibilities.

8. For unexcused absence, the Pre- Service Teacher should have make up duty
which is equivalent to the number of day/s missed in attendance, however, any
delay in the schedule will eventually affect the entire Online Student Teaching
Internship (OSTI) Program.

9. In case of sickness or any untoward incident, the Pre- Service Teacher shall,
by all means, immediately inform the Practice Teaching Coordinator/
Supervisor and the Cooperating School on the reasons for being absent.

10. In close monitoring and coordination with the cooperating schools, a written
warning shall be issued to the concerned Pre- Service Teacher/s for unexcused

30

absences or for any other incident in case he/ she had violated any of the items
stipulated in this policy.

11. The Pre- Service Teacher will only be considered excused if the reason/s for
being absent are the following:
11.1.1 Sickness (with doctor’s medical certificate);
11.1.2 Family emergency (with letter from the parent/ guardian); or
11.1.3 Force majeure (natural calamities)
11.1.4 Should the Practice Teacher incur absences equivalent to 20% or
104 hours from the total required hours of 520, he/ she will be
recalled at once from his/ her Cooperating School, hence there is no
earned grade.

CONFORME: _____________________________________ Date: _____________

Name of Pre- Service Teacher
(Printed Name and Signature)

CONFORME: _____________________________________ Date: _____________
Cooperating Teacher

(Printed Name and Signature)

NOTED:

VIVIAN V. PANIGBATAN
Practice Teaching Coordinator/ Supervisor

Recommending Approval:

ANABELLA C. GOMEZ
Chairperson, TED

APPROVED:

DR. MARLON A. MOJICA
Campus Administrator

31

Appendix 2. Course syllabus

32



33



(Online) Google Meet
(Online)
Google Meet
(Online) Google Meet
(Online) Google Meet
Google Meet

34



For this year, OSTI Guidelines for grading shall be followed

35



36

.(2021). Cavite State University Imus C

CHED Memorandum No. 4 s. 2020. Guidelines on the Implementat
Education CMOs

Campus.
tion of Flexible Learning

DR. MARLON A. MOJICA
Campus Administrator
Imus Campus

37

Appendix 3. Evaluation sheets

Republic of the Philippines

CAVITE STATE UNIVERSITY

Imus Campus
Cavite Civic Center, Palico IV, City of Imus, Cavite 4103

(046) 471-6607/ 436-6584
www.cvsu-imus.edu.ph

PRACTICE TEACHING EVALUATION
Second Semester A.Y. 20__- 20__

PRE- SERVICE TEACHER :
COOPERATING TEACHER :
COOPERATING SCHOOL :

Purpose of this Instrument:

This evaluation form is designed for the use of the cooperating teacher to facilitate the

analysis and evaluation of the student teacher’s performance during the period of his/ her
student teaching internship.

Aspects to be Evaluated
The performance of the student teacher will be evaluated under Personal Qualities and

Professional Qualities.

Suggestions for Effective Use
In recording rating in this form, indicate the percent equivalent to show what the student

deserves at the time of the evaluation. Please consult the Criteria for Evaluation when making
assessments.

Space is provided for notes on student’s strengths and weaknesses and suggestions
for improvement.

Descriptive Term SYSTEM OF RATING Numerical Grade
O= Outstanding Rating 1.00
VS= Very Satisfactory 98- 100 1.25
S= Satisfactory 95- 97 1.50
FS= Fairly Satisfactory 92- 94 1.75
89-91 2.00
U= Unsatisfactory 86- 88 2.25
F= Failure 83- 85 2.50
80- 82 2.75
77- 79 3.00
74- 76 4.00
71- 73 5.00

70 and below

38

PORTFOLIO CRITERIA/ RUBRIC

Visual Appeal (15%) Organization (25%) Content Reflection (25%)
(35%)
1. Cover 1. Order of entries 1. Depth of
1. Statement of understanding
2. Lay- out 2. Readability of purpose understanding
3. Tone/ Mood entries 2. Application of
4 Creativity 3. Correctness of 2. Completeness ideas.
5. Resourcefulness form (grammar, of entries
6. Neatness punctuation, 3. Diversity of
indention, spelling, selections
etc.)

VALID ASSESSMENT

MIDTERM CRITERIA FINAL CRITERIA
Class participation (daily 15% 15%
teaching, local demo- CT) Class participation (daily
Quizzes, worksheets and 15% teaching, local demo- CT) 15%
submission of accomplished 15%
forms- PT coordinator) Quizzes, worksheets and 15%
submission of accomplished
Attitude (CT & PT) forms- PT coordinator) 20%
Local Demonstration (CT, 20%
PTC, and other observers) 15% Attitude (CT & PT) 100%
15%
Written report/ output Grand Demonstration (CT,
worksheets and portfolio/ PTC, and other observers)
narrative of the practice
teaching experiences 20% Written report/ output
Attendance (CT & PTC) worksheets and portfolio/
20% narrative of the practice
TOTAL 100% teaching experiences

Attendance (CT & PTC)

TOTAL

39

Republic of the Philippines

CAVITE STATE UNIVERSITY

Imus Campus
Cavite Civic Center, Palico IV, City of Imus, Cavite 4103

(046) 471-6607/ 436-6584
www.cvsu-imus.edu.ph

PRACTICE TEACHING LOCAL DEMONSTRATION EVALUATION
Second Semester A.Y. 20__- 20__

PRE- SERVICE TEACHER :
COOPERATING TEACHER :
COOPERATING SCHOOL :

YEAR & SEC. TAUGHT :
SUBJECT TAUGHT :

Kindly evaluate the pre- service teacher in the following:

O VS S FS U F
94-89 88-83 82-74 73- 71
100- 70
95 below

A. PERSONAL QUALITIES (5%)

1. Well- poised.

2. Properly groomed.

3. Good diction.
4. Free of mannerisms.

5. Pleasant disposition.

B. LESSON PLANNING (10%)

1. Lesson plan contains relevant and
appropriate activities.
2. Lesson plan is well- written requiring
minimum or no supervision.

3. Neatness and proper format are observed.

4. Lesson plan is submitted on time.
C. CLASSROOM MANAGEMENT (5%)

1. Starts and ends the class on time.

2. Pays attention on routine matters.

3. Handles disciplinary problems effectively.

4. Motivates and keeps students’ attention and
interest.

D. PREPARATION AND UTILIZATION OF
INSTRUCTIONAL MATERIALS (10%)
1. Instructional materials are appropriate for the
activity given.

2. Visual materials are clear, neat and attractive.

3. Instructional materials show the teacher’s
creativity and resourcefulness.

4. Instructional materials are utilized properly
and effectively.

40

E. DIRECTING TEACHING- LEARNING 100- 94-89 88-83 82-74 73- 71 70-
SITUATION (70%) 95 below

1. Makes effective introduction and motivation.

2. Gives clear direction and logical explanations.

3. Has mastery of the subject matter.
4. Strategies are well- planned and executed.

5. Board work well done.

6. Asks appropriate and different types of
questions.
7. Distributes questions properly.

8. Provides various learning tasks.

9. Gives incidental teaching when necessary.

10. Focuses students’ attention to important
points of lesson.
11. Guides students in summarizing main ideas
or concepts learned.

12. Handles wrong answers tactfully.

13. Provides appropriate reinforcement.
14. Conducts written evaluation efficiently.

15. Presents homework/ agreement properly.

Prepared by:

Evaluator Signature Date

41

Republic of the Philippines

CAVITE STATE UNIVERSITY

Imus Campus
Cavite Civic Center, Palico IV, City of Imus, Cavite 4103

(046) 471-6607/ 436-6584
www.cvsu-imus.edu.ph

PRACTICE TEACHING GRAND DEMONSTRATION EVALUATION

Second Semester A.Y. 20__- 20__

PRE- SERVICE TEACHER :
COOPERATING TEACHER :
COOPERATING SCHOOL :

YEAR & SEC. TAUGHT :
SUBJECT TAUGHT :

Kindly evaluate the pre- service teacher in the following: S FS U F
88-83 82-74 73- 71
O VS 70
below
100-95 94-89

A. PERSONAL QUALITIES (5%)
1. Well- poised.
2. Properly groomed.
3. Good diction.
4. Free of mannerisms.
5. Pleasant disposition.
B. LESSON PLANNING (10%)
1. Lesson plan contains relevant and appropriate activities.
2. Lesson plan is well- written requiring minimum or no
supervision.
3. Neatness and proper format are observed.
4. Lesson plan is submitted on time.
C. CLASSROOM MANAGEMENT (5%)
1. Starts and ends the class on time.
2. Pays attention on routine matters.
3. Handles disciplinary problems effectively.
4. Motivates and keeps students’ attention and interest.
D. PREPARATION AND UTILIZATION OF
INSTRUCTIONAL MATERIALS (10%)
1. Instructional materials are appropriate for the activity
given.
2. Visual materials are clear, neat and attractive.
3. Instructional materials show the teacher’s creativity and
resourcefulness.
4. Instructional materials are utilized properly and
effectively.
E. DIRECTING TEACHING- LEARNING SITUATION
(70%)

42

1. Makes effective introduction and motivation.
2. Gives clear direction and logical explanations.
3. Has mastery of the subject matter.
4. Strategies are well- planned and executed.
5. Board work well done.
6. Asks appropriate and different types of questions.
7. Distributes questions properly.
8. Provides various learning tasks.
9. Gives incidental teaching when necessary.
10. Focuses students’ attention to important points of
lesson.
11. Guide students in summarizing main ideas or concepts
learned.
12. Handles wrong answers tactfully.
13. Provides appropriate reinforcement.
14. Conducts written evaluation efficiently.
15. Presents homework/ agreement properly.

Prepared by:

Evaluator Signature Date

43

Republic of the Philippines

CAVITE STATE UNIVERSITY

Imus Campus
Cavite Civic Center, Palico IV, City of Imus, Cavite 4103

(046) 471-6607/ 436-6584
www.cvsu-imus.edu.ph

PRACTICE TEACHING OVERALL EVALUATION

Second Semester A.Y. 20__- 20__

PRE- SERVICE TEACHER :

COOPERATING TEACHER :

COOPERATING SCHOOL :

YEAR & SEC. TAUGHT :
SUBJECT TAUGHT :

Kindly evaluate the pre- service teacher in the following:

FACTORS RATING COMMENTS
A. PERSONAL QUALITIES DATE
1. Appearance
2. Voice
3. Poise

TOTAL POINTS
B. PROFESSIONAL QUALITIES
1. Lesson Planning
2. Motivation
3. Art of Questioning
4. Audio- Visual Materials
5. Classroom Management
6. Communication Skills
7. Mastery of the Subject Matter
8. Evaluation (Test Construction & Administration)
9. Time Management
10. Extra Class Activities

TOTAL POINTS
Prepared by:

EVALUATOR SIGNATURE

44