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Republic of the Philippines

Polytechnic University of the Philippines


Quezon City Campus

STUDENT TEACHING
PORTFOLIO

Presented by:

CERILO F. BURAC JR.


BBTE 4-1

Submitted to:

Prof Sheryl Morales


And
Prof. Marilyn Isip

Course Coordinator
TABLE OF CONTENTS

Acknowledgement
Dedication
Prayer for Teachers

CHAPTER I- Introduction

CHAPTER II-POLYTECHNIC UNIVERSITY OF THE PHILIPPINES-Profile


o Philosophy
o Mission
o Vision

CHAPTER III-MALIGAYA HIGH SCHOOL-Profile


o History
o Vision
o Mission
o Organizational Structure

CHAPTER IV-Educational Updates

CHAPTER V-Student Teaching Guidelines

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. Picture
b. Lesson Plan
c. Daily Time Record
d. Evaluation form and Clearance
ACKNOWLEDGEMENT

The author’s deepest gratitude to the people who helped him in making

this Endeavour successful and impossible;

To our School Coordinators Prof. Marilyn Isip and Prof. Sheryl Morales,

for taking us to this challenging task and guided us through;

To MALIGAYA HIGH SCHOOL Family, the Principal, Mrs. Angelita

Regis who accepts us without regret, to Mrs. Erna Akyol (TLE Department

Head) who’s always there to guide us and treat us as if we are her children.

To my Cooperating Teacher, Mrs. Lorna A. Arcellana, who gave me

knowledge and wisdom;

To my fellow classmates who consistently gives me faith in pursuing

this battle;

To my family, for encouraging me to never give up and inspiring my

aspirations;

And to our Almighty Father, who gave me strength in spite of all

difficulties I have encountered in this undertaking.


DEDICATION

I lovingly dedicate this piece of work to those who

continuously pursue knowledge and wisdom and

sharing it to the less fortunate.


A TEACHER’
TEACHER’S PRAYER

Dear God,

As the days goes by

I realized that being a teacher is incomparable,

As we teach our students,

we learn to cover our sorrow with a smile,

We learn to stay vigorous despite all the tasks we endure,

We learn how to give strength even at times we are weak...

Nobody knows what kind of life a teacher has,

Thank you for this incomparable talent,

And your guidance be always with us.

Amen
CHAPTER I- Introduction

According to William Glasser, “Effective teaching may be the hardest job

there is.” and so is the degree that measure which teacher or professor meets

students demand and needs and if they also meets the students satisfaction or

not. Effectiveness in teaching is necessary because teaching efforts must

produce the deserved result or outmost in terms of knowledge gained, skill

acquired and attitudes changed on the part of the learners.

Efficiency is likewise important because it constraint of limited resources,

the teacher must be able to manage and use available resources in such a way

that they optimally contribute to the attainment of instructional objectives.

Efficiency is a large definition of individual effectiveness it indicate to the

resources and indicated to the time, cost, labor and value in being effective,

when we say that this process efficiency.


CHAPTER II

-Vision, Mission, Philosophy and


Goals of PUP

VISION

“Towards a Total University”

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 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 academe, 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 students’ fields 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 and service excellence in a continually changing world; and

10. Build a 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 that

facilitate active participation in the creation and use of information and knowledge on a

global scale.
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 citizens and of the national economy to become globally competitive, the University shall

commit 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 the 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.

PHILOSOPHY

As a state university, the Polytechnic University of the Philippines believes that:

r Education is an instrument for the development of the citizenry and for the

enhancement of nation building;

r 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.


CHAPTER III

-Vision, Mission and History


Of Maligaya High School
Address: Maligaya Subdivision, Ilang-ilang St. Pasong Putik

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.

MISSION
To 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

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 RT89086 (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.


Principal:
Mrs. Angelita G. Regis
Principal IV

Assistants-to-the-Principal

Mrs. Susana B. Dauigoy


ASTP for Supervision

Mr. Arnel M. Peralta


ASTP for Student Affairs

Arlene G. Sandoval
ASTP for Finance

Department Heads and Chairmen

Mrs. Gemma T. Pesigan


Head, Filipino Department
Mrs. Arlene G. Sandoval
Head, English Department
Mrs. Teresita C. Sajorda
Head, Mathematics Department
Mrs. Lourdes L. Ligutan
Head, Science Department

Mr. Arnel M. Peralta


Head, Social Studies Department
Mrs. Susana B. Dauigoy
Head, Music, Arts and Physical Education Department
Mrs. Erna S. Akyol
Head, Technology and Livelihood Education Department
Corazon D. Atilares
Head, Values Education Department

Year Level Chairman

Mrs. Erna S. Akyol


First Year
Mrs. Lourdes L. Ligutan
Second Year
Mrs. Ederlina D. Belana
Third Year
Mrs. Daisy M. Torcuator
Fourth Year

School Registrar

Mrs. Josephine C. Tavares


CHAPTER IV

-Department of Education Memorandum

Memorandum
No. 80 s.2011 MANAGING TEACHING AND LEARNING THROUGH ICT FOR
TECHNICAL VOCATIONAL TEACHERS
No. 79 s.2011 SMART SCHOOLS PROGRAM "CONTENT GENERATION AND
WEB DEVELOPMENT TRAINING FOR PUBLIC ELEMENTARY AND
HIGH SCHOOL TEACHERS,PUPILS AND STUDENTS
No. 78 s.2011 "HAPPY SMILES FOR HEALTHY KIDS" PROJECT
No. 77 s.2011 69TH COMMEMORATION OF THE ARAW NG KAGITINGAN AND
PHILIPPINE VETERANS WEEK
No. 76 s.2011 ENTREPRENEURSHIP TRAINING FOR YEARS III AND IV TECH-
VOC EDUCATION TEACHERS IMPLEMENTING THE STVEP
No. 75 s.2011 IMPLEMENTATION OF THE DEPED COMPUTERIZATION
PROGRAM BATCH 11 (803 MOBILE TEACHERS)
No. 74 s.2011 SCHOLARSHIP PROGRAM FOR SPECIAL EDUCATION (SPED)
TEACHERS HANDLING CHILDREN WITH AUTISM SPECTRUM
DISORDER
No. 73 s.2011 ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, TEACHERS
AND STUDENTS TO ACTIVELY PARTICIPATE IN THE
OBSERVANCE OF THE EARTH HOUR 60+ 2011
No. 72 s.2011 55TH NATIONAL CONFERENCE OF CHIEFS AND ASSISTANT
CHIEFS OF ELEMENTARY EDUCATION
No. 71 s.2011 IMPLEMENTATION AND ORIENTATION OF BATCH 8 (FY 2009) OF
THE DEPED COMPUTERIZATION PROGRAM FOR TECHNICAL
VOCATIONAL SECONDARY SCHOOLS
No. 70 s.2011 PAGDIRIWANG NG ARAW NI FRANCISCO "BALAGTAS"
BALTAZAR 2011
No. 68 s.2011 DISSEMINATION OF ADMINISTRATIVE ORDER NO. 6, S. 2011
(Organizing the Inter-Agency Energy Contingency Committee (IECC)
No. 67 s.2011 PLACEMENT OF 2011 DOST-SEI SCHOLAR-GRADUATES IN
PUBLIC SECONDARY SCHOOLS
No. 66 s.2011 2011 SEARCH FOR THE MOST OUTSTANDING SPECIAL
EDUCATION (SPED) TEACHERS AND SPED CENTERS
No. 65 s.2011 CAPABILITY BUILDING FOR SPED TEACHERS,
ADMINISTRATORS AND SUPERVISORS UNDER THE HUMAN
RESOURCE TRAINING AND DEVELOPMENT
No. 64 s.2011 RESULTS OF THE 2010 NATIONAL QUALIFYING EXAMINATION
FOR PRINCIPALS
No. 63 s.2011 DEVELOPMENT OF COMPETENCY JOB PROFILES FOR DEPED
NON-TEACHING PERSONNEL
No. 62 s.2011 NATIONAL EDUCATION CONFERENCE ON ASSESSMENT AND
TRAINING OF TRAINERS (TOT) FOR THE MASS TRAINING OF
SECOND YEAR TEACHERS ON THE 2010 SECONDARY
EDUCATION CURRICULUM (SEC)
No. 61 s.2011 DISSEMINATION OF MEMORANDUM CIRCULAR NO. 11-A
No. 60 s.2011 RECONSTITUTING THE NATIONAL AND REGIONAL SEARCH
COMMITTEES FOR THE THIRD LEVEL POSITIONS
Page/s: 1 2 3 4

No. 80 s.2011 MANAGING TEACHING AND LEARNING THROUGH ICT FOR


TECHNICAL VOCATIONAL TEACHERS
No. 79 s.2011 SMART SCHOOLS PROGRAM "CONTENT GENERATION AND
WEB DEVELOPMENT TRAINING FOR PUBLIC ELEMENTARY AND
HIGH SCHOOL TEACHERS,PUPILS AND STUDENTS
No. 78 s.2011 "HAPPY SMILES FOR HEALTHY KIDS" PROJECT
No. 77 s.2011 69TH COMMEMORATION OF THE ARAW NG KAGITINGAN AND
PHILIPPINE VETERANS WEEK
No. 76 s.2011 ENTREPRENEURSHIP TRAINING FOR YEARS III AND IV TECH-
VOC EDUCATION TEACHERS IMPLEMENTING THE STVEP
No. 75 s.2011 IMPLEMENTATION OF THE DEPED COMPUTERIZATION
PROGRAM BATCH 11 (803 MOBILE TEACHERS)
No. 74 s.2011 SCHOLARSHIP PROGRAM FOR SPECIAL EDUCATION (SPED)
TEACHERS HANDLING CHILDREN WITH AUTISM SPECTRUM
DISORDER
No. 73 s.2011 ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, TEACHERS
AND STUDENTS TO ACTIVELY PARTICIPATE IN THE
OBSERVANCE OF THE EARTH HOUR 60+ 2011
No. 72 s.2011 55TH NATIONAL CONFERENCE OF CHIEFS AND ASSISTANT
CHIEFS OF ELEMENTARY EDUCATION
No. 71 s.2011 IMPLEMENTATION AND ORIENTATION OF BATCH 8 (FY 2009) OF
THE DEPED COMPUTERIZATION PROGRAM FOR TECHNICAL
VOCATIONAL SECONDARY SCHOOLS
No. 70 s.2011 PAGDIRIWANG NG ARAW NI FRANCISCO "BALAGTAS"
BALTAZAR 2011
No. 68 s.2011 DISSEMINATION OF ADMINISTRATIVE ORDER NO. 6, S. 2011
(Organizing the Inter-Agency Energy Contingency Committee (IECC)
No. 67 s.2011 PLACEMENT OF 2011 DOST-SEI SCHOLAR-GRADUATES IN
PUBLIC SECONDARY SCHOOLS
No. 66 s.2011 2011 SEARCH FOR THE MOST OUTSTANDING SPECIAL
EDUCATION (SPED) TEACHERS AND SPED CENTERS
No. 65 s.2011 CAPABILITY BUILDING FOR SPED TEACHERS,
ADMINISTRATORS AND SUPERVISORS UNDER THE HUMAN
RESOURCE TRAINING AND DEVELOPMENT
No. 64 s.2011 RESULTS OF THE 2010 NATIONAL QUALIFYING EXAMINATION
FOR PRINCIPALS
No. 63 s.2011 DEVELOPMENT OF COMPETENCY JOB PROFILES FOR DEPED
NON-TEACHING PERSONNEL
No. 62 s.2011 NATIONAL EDUCATION CONFERENCE ON ASSESSMENT AND
TRAINING OF TRAINERS (TOT) FOR THE MASS TRAINING OF
SECOND YEAR TEACHERS ON THE 2010 SECONDARY
EDUCATION CURRICULUM (SEC)
No. 61 s.2011 DISSEMINATION OF MEMORANDUM CIRCULAR NO. 11-A
No. 60 s.2011 RECONSTITUTING THE NATIONAL AND REGIONAL SEARCH
COMMITTEES FOR THE THIRD LEVEL POSITIONS
No. 59 s.2011 10TH CONFERENCE FOR THE PHILIPPINE SCHOOLS
OVERSEAS
No. 58 s.2011 CREATION OF A TASK FORCE ON NATIONAL GREENING
PROGRAM
No. 57 s.2011 URGENT PRAYERS FOR FILIPINOS IN LIBYA
No. 56 s.2011 EXECUTIVE TRAINING PROGRAM (ETP) FOR THE SCHOOLS
DIVISION/CITY SUPERINTENDENTS WHO ARE 2010
EDUCATIONAL MANAGEMENT TEST (EMT) PASSERS AND NON-
ETP TAKERS
No. 55 s.2011 TRAINING WORKSHOP FOR PROSPECTIVE COMPETENCY-
BASED CURRICULUM WRITERS UNDER THE STRENGTHENED
TECHNICAL AND VOCATIONAL EDUCATION PROGRAM (STVEP)
No. 54 s.2011 BENCHMARKING EXERCISE WITH INDUSTRY EXPOSURE FOR
VOCATIONAL DEPARTMENT HEAD TEACHERS
No. 53 s.2011 CONSTITUTING THE PROJECT TEAM FOR DEVELOPMENT OF
THE DEPED PROVIDEND FUND SYSTEM (DPFS)
No. 52 s.2011 CREATING THE TASK FORCE ON WELFARE AND BENEFIT
PACKAGE (TFWBP) FOR DEPED TEACHING AND NON-
TEACHING EMPLOYEES
No. 51 s.2011 DISSEMINATION OF COMELEC RESOLUTION NOS.9126,9127,
9129 AND 9130
No. 50 s.2011 NATIONAL AND LOCAL GOVERNMENT COUNTER-PARTING
PROGRAM FOR CLASSROOM CONSTRUCTION
No. 49 s.2011 RESCHEDULING THE ADMINISTRATION OF THE SY 2010-2011
NATIONAL ACHIEVEMENT TEST (NAT) FOR GRADE SIX
No. 48 s.2011 CHANGES AND ADDITIONAL INFORMATION TO DEPED
MEMORANDUM NO. 363 S. 2010 (SY 2010-2011 National
Population Quiz (POPQUIZ)
No. 47 s.2011 ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, AND
SCHOOLS TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF
THE 25TH YEAR ANNIVERSARY OF THE EDSA PEOPLE POWER
REVOLUTION OF 1986
No. 46 s.2011 DISSEMINATION OF EXECUTIVE ORDER NO. 23 (Declaring A
Moratorium on the Cutting and Harvesting of Timber in the Natural
and Residual Forests and Creating the Anti-Illegal Logging Task
Force)
No. 45 s.2011 FOURTH NATIONAL CONVENTION OF THE CENTERS OF
EXCELLENCE (COEs), CENTERS OF DEVELOPMENT (CODs),
CENTERS OF TRAINING (COTs) AND ASSOCIATION OF LOCAL
COLLEGES AND UNIVIERSITIES (ALCUs)
No. 44 s.2011 2011 SEARCH FOR OUTSTANDING PUBLIC OFFICIALS AND
EMPLOYEES
No. 43 s.2011 2011 WOMEN'S MONTH CELEBRATION
No. 42 s.2011 ENHANCING AND SUSTAINING SCHOOL GARDENING AND
FEEDING IN SUPPORT OF THE GOVERNMENT'S PANTAWID
PAMILYANG PILIPINO PROGRAM (4Ps)
No. 41 s.2011 DISSEMINATION OF COMELEC RESOLUTION NO. 9123
No. 40 s.2011 CHANGES IN DEPED MEMORANDUM NO. 364, S. 2010 (2010
Conduct of Screening, Selection, and Regional Cluster Training
Workshops for Potential Textbook Evaluators)
39 s.2011 IKALAWANG PAMBANSANG KONGRESO NG WIKA SA
MGA PAARALANG PAMPUBLIKO AT PAMPRIBADO SA
ANTAS ELEMENTARYA AT SEKUNDARYA
No. 38 s.2011 REGIONAL CONSULTATIONS ON THE ENHANCED K+12 BASIC
EDUCATION PROGRAM
No. 37 s.2011 REGIONAL ENHANCEMENT PROGRAM IN SECONDARY SPECIAL
EDUCATION
No. 36 s.2011 DISSEMINATION OF COMELEC RESOLUTION NOS. 9112 AND
9113
No. 35 s.2011 STRENGTHENING THE PUBLIC-PRIVATE PARTNERSHIP (PPP)
IN EDUCATION THROUGH THE ADOPT-A-SCHOOL PROGRAM
(ASP)
No. 34 s.2011 NATIONAL FORUM-SEMINAR FOR TEACHERS' RIGHTS AND
PEACE EDUCATION
No. 33 s.2011 YOUTH FOR ENVIRONMENT SUMMER (YES) CAMP
No. 32 s.2011 DISSEMINATION OF PRESIDENTIAL PROCLAMATION NO. 92
No. 31 s.2011 ORIENTATION/BRIEFING OF BATCH 6 (93 PILOT ELEMENTARY
SCHOOLS) AND BATCH 12 (15 SECONDARY SCHOOLS) UNDER
THE DEPED COMPUTERIZATION PROGRAM (DCP)
No. 30 s.2011 SEARCH FOR INNOVATIVE PRACTICES IN MANAGING LARGE
CLASSES FOR EFFECTIVE TEACHING AND LEARNING OF
SCIENCE AND MATHEMATICS
No. 29 s.2011 2011 WORLD WAR II (WWII)TRUE STORIES CONTEST
No. 28 s.2011 DISSEMINATION OF COMELEC RESOLUTION NO. 9115
No. 27 s.2011 PHILIPPINE INTERNATIONAL ARTS FESTIVAL
No. 26 s.2011 2011 PALARONG PAMBANSA
No. 25 s.2011 NATIONAL SCIENCE CAMP FOR PUPILS AND TEACHERS OF
SPECIAL SCIENCE ELEMENTARY SCHOOLS (SSESs)
No. 24 s.2011 2011 NAMCYA BALLET WORKSHOP
No. 23 s.2011 VERIFICATION OF THE ACTUAL NUMBER OF DEPED NON-
TEACHING PERSONNEL IN ALL OFFICES AND VALIDATION OF
DEPED-NATIONAL EMPLOYEES UNION MEMBERS
No. 22 s.2011 VIEWING OF THE ADVOCACY FILM, PINOY SCOUTS
No. 21 s.2011 7TH NATIONAL DENTAL HEALTH MONTH
No. 20 s.2011 REGIONAL TEACHER TRAINING PROGRAM IN SIGN LANGUAGE

No. 80 s.2011 MANAGING TEACHING AND LEARNING THROUGH ICT FOR


TECHNICAL VOCATIONAL TEACHERS
No. 79 s.2011 SMART SCHOOLS PROGRAM "CONTENT GENERATION AND
WEB DEVELOPMENT TRAINING FOR PUBLIC ELEMENTARY AND
HIGH SCHOOL TEACHERS,PUPILS AND STUDENTS
No. 78 s.2011 "HAPPY SMILES FOR HEALTHY KIDS" PROJECT
No. 77 s.2011 69TH COMMEMORATION OF THE ARAW NG KAGITINGAN AND
PHILIPPINE VETERANS WEEK
No. 76 s.2011 ENTREPRENEURSHIP TRAINING FOR YEARS III AND IV TECH-
VOC EDUCATION TEACHERS IMPLEMENTING THE STVEP
No. 75 s.2011 IMPLEMENTATION OF THE DEPED COMPUTERIZATION
PROGRAM BATCH 11 (803 MOBILE TEACHERS)
No. 74 s.2011 SCHOLARSHIP PROGRAM FOR SPECIAL EDUCATION (SPED)
TEACHERS HANDLING CHILDREN WITH AUTISM SPECTRUM
DISORDER
No. 73 s.2011 ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, TEACHERS
AND STUDENTS TO ACTIVELY PARTICIPATE IN THE
OBSERVANCE OF THE EARTH HOUR 60+ 2011
No. 72 s.2011 55TH NATIONAL CONFERENCE OF CHIEFS AND ASSISTANT
CHIEFS OF ELEMENTARY EDUCATION
No. 71 s.2011 IMPLEMENTATION AND ORIENTATION OF BATCH 8 (FY 2009) OF
THE DEPED COMPUTERIZATION PROGRAM FOR TECHNICAL
VOCATIONAL SECONDARY SCHOOLS
No. 70 s.2011 PAGDIRIWANG NG ARAW NI FRANCISCO "BALAGTAS"
BALTAZAR 2011
No. 68 s.2011 DISSEMINATION OF ADMINISTRATIVE ORDER NO. 6, S. 2011
(Organizing the Inter-Agency Energy Contingency Committee (IECC)
No. 67 s.2011 PLACEMENT OF 2011 DOST-SEI SCHOLAR-GRADUATES IN
PUBLIC SECONDARY SCHOOLS
No. 66 s.2011 2011 SEARCH FOR THE MOST OUTSTANDING SPECIAL
EDUCATION (SPED) TEACHERS AND SPED CENTERS
No. 65 s.2011 CAPABILITY BUILDING FOR SPED TEACHERS,
ADMINISTRATORS AND SUPERVISORS UNDER THE HUMAN
RESOURCE TRAINING AND DEVELOPMENT
No. 64 s.2011 RESULTS OF THE 2010 NATIONAL QUALIFYING EXAMINATION
FOR PRINCIPALS
No. 63 s.2011 DEVELOPMENT OF COMPETENCY JOB PROFILES FOR DEPED
NON-TEACHING PERSONNEL
No. 62 s.2011 NATIONAL EDUCATION CONFERENCE ON ASSESSMENT AND
TRAINING OF TRAINERS (TOT) FOR THE MASS TRAINING OF
SECOND YEAR TEACHERS ON THE 2010 SECONDARY
EDUCATION CURRICULUM (SEC)
No. 61 s.2011 DISSEMINATION OF MEMORANDUM CIRCULAR NO. 11-A
No. 60 s.2011 RECONSTITUTING THE NATIONAL AND REGIONAL SEARCH
COMMITTEES FOR THE THIRD LEVEL POSITIONS
No. 59 s.2011 10TH CONFERENCE FOR THE PHILIPPINE SCHOOLS
OVERSEAS
No. 58 s.2011 CREATION OF A TASK FORCE ON NATIONAL GREENING
PROGRAM
No. 57 s.2011 URGENT PRAYERS FOR FILIPINOS IN LIBYA
No. 56 s.2011 EXECUTIVE TRAINING PROGRAM (ETP) FOR THE SCHOOLS
DIVISION/CITY SUPERINTENDENTS WHO ARE 2010
EDUCATIONAL MANAGEMENT TEST (EMT) PASSERS AND NON-
ETP TAKERS
No. 55 s.2011 TRAINING WORKSHOP FOR PROSPECTIVE COMPETENCY-
BASED CURRICULUM WRITERS UNDER THE STRENGTHENED
TECHNICAL AND VOCATIONAL EDUCATION PROGRAM (STVEP)
No. 54 s.2011 BENCHMARKING EXERCISE WITH INDUSTRY EXPOSURE FOR
VOCATIONAL DEPARTMENT HEAD TEACHERS
No. 53 s.2011 CONSTITUTING THE PROJECT TEAM FOR DEVELOPMENT OF
THE DEPED PROVIDEND FUND SYSTEM (DPFS)
No. 52 s.2011 CREATING THE TASK FORCE ON WELFARE AND BENEFIT
PACKAGE (TFWBP) FOR DEPED TEACHING AND NON-
TEACHING EMPLOYEES
No. 51 s.2011 DISSEMINATION OF COMELEC RESOLUTION NOS.9126,9127,
9129 AND 9130
No. 50 s.2011 NATIONAL AND LOCAL GOVERNMENT COUNTER-PARTING
PROGRAM FOR CLASSROOM CONSTRUCTION
No. 49 s.2011 RESCHEDULING THE ADMINISTRATION OF THE SY 2010-2011
NATIONAL ACHIEVEMENT TEST (NAT) FOR GRADE SIX
No. 48 s.2011 CHANGES AND ADDITIONAL INFORMATION TO DEPED
MEMORANDUM NO. 363 S. 2010 (SY 2010-2011 National
Population Quiz (POPQUIZ)
No. 47 s.2011 ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, AND
SCHOOLS TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF
THE 25TH YEAR ANNIVERSARY OF THE EDSA PEOPLE POWER
REVOLUTION OF 1986
No. 46 s.2011 DISSEMINATION OF EXECUTIVE ORDER NO. 23 (Declaring A
Moratorium on the Cutting and Harvesting of Timber in the Natural
and Residual Forests and Creating the Anti-Illegal Logging Task
Force)
No. 45 s.2011 FOURTH NATIONAL CONVENTION OF THE CENTERS OF
EXCELLENCE (COEs), CENTERS OF DEVELOPMENT (CODs),
CENTERS OF TRAINING (COTs) AND ASSOCIATION OF LOCAL
COLLEGES AND UNIVIERSITIES (ALCUs)
No. 44 s.2011 2011 SEARCH FOR OUTSTANDING PUBLIC OFFICIALS AND
EMPLOYEES
No. 43 s.2011 2011 WOMEN'S MONTH CELEBRATION
No. 42 s.2011 ENHANCING AND SUSTAINING SCHOOL GARDENING AND
FEEDING IN SUPPORT OF THE GOVERNMENT'S PANTAWID
PAMILYANG PILIPINO PROGRAM (4Ps)
No. 41 s.2011 DISSEMINATION OF COMELEC RESOLUTION NO. 9123
No. 40 s.2011 CHANGES IN DEPED MEMORANDUM NO. 364, S. 2010 (2010
Conduct of Screening, Selection, and Regional Cluster Training
Workshops for Potential Textbook Evaluators)
No. 39 s.2011 IKALAWANG PAMBANSANG KONGRESO NG WIKA SA MGA
PAARALANG PAMPUBLIKO AT PAMPRIBADO SA ANTAS
ELEMENTARYA AT SEKUNDARYA
No. 38 s.2011 REGIONAL CONSULTATIONS ON THE ENHANCED K+12 BASIC
EDUCATION PROGRAM
No. 37 s.2011 REGIONAL ENHANCEMENT PROGRAM IN SECONDARY SPECIAL
EDUCATION
No. 36 s.2011 DISSEMINATION OF COMELEC RESOLUTION NOS. 9112 AND
9113
No. 35 s.2011 STRENGTHENING THE PUBLIC-PRIVATE PARTNERSHIP (PPP)
IN EDUCATION THROUGH THE ADOPT-A-SCHOOL PROGRAM
(ASP)
No. 34 s.2011 NATIONAL FORUM-SEMINAR FOR TEACHERS' RIGHTS AND
PEACE EDUCATION
No. 33 s.2011 YOUTH FOR ENVIRONMENT SUMMER (YES) CAMP
No. 32 s.2011 DISSEMINATION OF PRESIDENTIAL PROCLAMATION NO. 92
No. 31 s.2011 ORIENTATION/BRIEFING OF BATCH 6 (93 PILOT ELEMENTARY
SCHOOLS) AND BATCH 12 (15 SECONDARY SCHOOLS) UNDER
THE DEPED COMPUTERIZATION PROGRAM (DCP)
No. 30 s.2011 SEARCH FOR INNOVATIVE PRACTICES IN MANAGING LARGE
CLASSES FOR EFFECTIVE TEACHING AND LEARNING OF
SCIENCE AND MATHEMATICS
No. 29 s.2011 2011 WORLD WAR II (WWII)TRUE STORIES CONTEST
No. 28 s.2011 DISSEMINATION OF COMELEC RESOLUTION NO. 9115
No. 27 s.2011 PHILIPPINE INTERNATIONAL ARTS FESTIVAL
No. 26 s.2011 2011 PALARONG PAMBANSA
No. 25 s.2011 NATIONAL SCIENCE CAMP FOR PUPILS AND TEACHERS OF
SPECIAL SCIENCE ELEMENTARY SCHOOLS (SSESs)
No. 24 s.2011 2011 NAMCYA BALLET WORKSHOP
No. 23 s.2011 VERIFICATION OF THE ACTUAL NUMBER OF DEPED NON-
TEACHING PERSONNEL IN ALL OFFICES AND VALIDATION OF
DEPED-NATIONAL EMPLOYEES UNION MEMBERS
No. 22 s.2011 VIEWING OF THE ADVOCACY FILM, PINOY SCOUTS
No. 21 s.2011 7TH NATIONAL DENTAL HEALTH MONTH
No. 20 s.2011 REGIONAL TEACHER TRAINING PROGRAM IN SIGN LANGUAGE
No. 19 s.2011 2011 INTERNATIONAL MOTHER LANGUAGE DAY
No. 18 s.2011 PRESIDENTIAL COMMISSION ON GOOD GOVERNMENT (PCGG)
25TH ANNIVERSARY
No. 17 s.2011 CHANGE OF SCHEDULE OF THE REGIONAL FINALS OF THE
2011 METROBANK-MTAP-DEPED MATH CHALLENGE
No. 16 s.2011 IMPLEMENTATION OF BATCH 12 (FY 2009) OF THE DEPED
COMPUTERIZATION PROGRAM (DCP)
No. 15 s.2011 2011 NATIONAL SCHOOLS PRESS CONFERENCE
No. 14 s.2011 AWARDING OF THE TOP PERFORMING PUBLIC SECONDARY
SCHOOLS OF THE PHILIPPINES BASED ON THE 2010 NATIONAL
ACHIEVEMENT TEST (NAT) RESULTS
No. 13 s.2011 IMPLEMENTATION OF THE DEPED COMPUTERIZATION
PROGRAM BATCH 6 (93 RECEPIENT ELEMENTARY SCHOOL)
No. 12 s.2011 DISSEMINATION OF EXECUTIVE ORDER NO. 19
No. 11 s.2011 2011 NATIONAL INTELLECTUAL DISABILITY WEEK
No. 10 s.2011 2011 NATIONAL AWARENESS WEEK FOR THE PREVENTION OF
CHILD SEXUAL ABUSE AND EXPLOITATION
No. 9 s.2011 15TH NATIONAL AUTISM CONSCIOUSNESS WEEK
No. 8 s.2011 9TH STUDENT TECHNOLOGISTS AND ENTREPRENUERS OF
THE PHILIPPINES-NATIONAL SKILLS DEVELOPMENT AND
COMPETITIONS (STEP-NSDC)
No. 7 s.2011 ADMINISTRATION OF THE NATIONAL ACHIEVEMENT TEST
(NAT) FOR GRADE THREE, GRADE SIX AND SECOND YEAR
HIGH SCHOOL FOR SY 2010-2011
No. 6 s.2011 DISSEMINATION OF THE COMMISSION ON HUMAN RIGHTS
ADVISORY (On the Implementation of the Accessibility Law)
No. 5 s.2011 DESIGNATION OF ASSISTANT SECRETARY TONISITO M.C.
UMALI AS OFFICER-IN-CHARGE (OIC) OF THE SCHOOL SPORTS
DEVELOPMENT PROGRAM
No. 3 s.2011 DISSEMINATION OF MEMORANDUM CIRCULAR NO. 9
(Government Policy and Procedural/Documentary Requirements on
the Approval/Issuance of Authority to Purchase Motor Vehicles)
No. 2 s.2011 DISSEMINATION OF PRESIDENTIAL PROCLAMATION NO. 84
(Declaring the Regular Holidays, Special (Non-Working) Days, and
Special Holiday (for All Schools) for the Year 2011)
No. 1 s.2011 WINNERS OF THE 2010 GIGANTIC COLGATE SACHET
DECORATION MAKING CONTEST
CHAPTER V
-Student Teaching Guidelines
Top 10 Tips for Student Teachers

By Melissa Kelly, About.com Guide

Student teachers are often placed into an awkward and stressful situation, not really
sure of their authority and sometimes not even placed with veteran teachers who are much
help. These tips can aid student teachers as they begin their first teaching assignments.
Please note: these are not suggestions for how to approach the students but instead for how
to most effectively succeed in your new teaching environment.

1. Be On Time
Punctuality is very important in the 'real world'. If you are late, you will definitely NOT start out
on the right foot with your cooperating teacher. Even worse, if you arrive after a class has
begun which you are supposed to be teaching, you are placing that teacher and yourself in an
awkward situation.

2. Dress Appropriately

As a teacher, you are a professional and you are supposed to dress accordingly. There is
nothing wrong with over dressing during your student teaching assignments. The clothes do
help lend you an air of authority, especially if you look awfully young. Further, your dress lets
the coordinating teacher know of your professionalism and dedication to your assignment.

3. Be Flexible

Remember that the coordinating teacher has pressures placed upon them just as you have
your own pressures to deal with. If you normally teach only 3 classes and the coordinating
teacher asks that you take on extra classes one day because he has an important meeting to
attend, look at this as your chance to get even further experience while impressing your
dedication to your coordinating teacher.

Flexibility is the one the top six keys to being a successful teacher.

4. Follow the School Rules

This might seem obvious to some but it is important that you do not break school rules. For
example, if it is against the rules to chew gum in class, then do not chew it yourself. If the
campus is 'smoke-free', do not light up during your lunch period. This is definitely not
professional and would be a mark against you when it comes time for your coordinating
teacher and school to report on your abilities and actions.

In addition, follow your own classroom rules.


5. Plan Ahead
If you know you will need copies for a lesson, do not wait until the morning of the lesson to get
them completed. Many schools have procedures that MUST be followed for copying to occur.
If you fail to follow these procedures you will be stuck without copies and will probably look
unprofessional at the same time.

6. Befriend the Office Staff

This is especially important if you believe that you will be staying in the area and possibly
trying for a job at the school where you are teaching. These people's opinions of you will have
an impact on whether or not you are hired. They can also make your time during student
teaching much easier to handle. Don't underestimate their worth.

• Coworkers and Teaching

7. Maintain Confidentiality
Remember that if you are taking notes about students or classroom experiences to turn in for
grades, you should either not use their names or change them to protect their identities. You
never know who you are teaching or what their relationship might be to your instructors and
coordinators.

8. Don't Gossip
It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow
teachers. However, as a student teacher this would be a very risky choice. You might say
something you could regret later. You might find out information that is untrue and clouds your
judgment. You might even offend someone without realizing it. Remember, these are teachers
you could be working with again someday in the future.
Student teaching evaluations: Inaccurate, demeaning, misused

Administrators love student teaching evaluations. Faculty need to understand the


dangers of relying on these flawed instruments.

Fifty years ago, students at Harvard University and the University of California,
Berkeley, were publishing guides rating teachers and courses. Irreverent and funny, they
featured pungent comments: "Trying to understand Professor X's lectures is like slogging
uphill through molasses," or "Dr. Y communicated very closely with the blackboard, but I
couldn't tell you what he looks like, as he never faced the class." Unfortunately, what
originated as a light-hearted dope sheet for the use of students has, at the hands of university
and college administrators, turned into an instrument of unwarranted and unjust termination
for large numbers of junior faculty and a source of humiliation for many of their senior
colleagues.

In the 1970s, schools started requiring faculty to get students to fill out and turn in
teaching evaluation forms to the administration. Administrators soon discovered they had a
weapon to use against 50 percent of the faculty: they could proclaim that the half of the
faculty with below-average scores in each and every department were bad teachers. They
have been at it ever since. When administrators say, as they often do, "We won't tenure
Professor X or give Professor Y a salary raise because he or she has teaching evaluations
that are below average," they are saying, in effect, that "below average" means bad.

We know of one administration that heroically enlarged the proportion of no-good


faculty members to 90 percent by declaring that any junior faculty member who failed to
achieve scores in the top tenth percentile could not be promoted. But most administrations
are content to bad-mouth a mere 50 percent. (If the "average" administrators use is the
median, then exactly half of the faculty will be labeled bad. If they use the mean, the
proportion labeled bad will probably be slightly above or below half.)
What advice would you give to someone
Who is about to begin student teaching?

5 Keys to Success
Submitted by Amy from Wisconsin
Grade 1-5; Math Support Teacher

As a second year teacher, I am not much of a stranger to the student teaching


experience. In my opinion, if you keep the following five points in mind, you will be sure to
experience success.

#1 Be Original! Teachers, staff members, and administration will appreciate someone who
brings a unique personality to the student teaching experience. Teachers aren’t looking for a
carbon copy of them, so be you.

#2 Be Innovative! This is your time to take all that you have learned and apply it to your
teaching. Let the knowledge, ideas, and experiences you acquired along the way fuel your
teaching. Don’t be afraid to experiment. Ask your cooperating teacher to allow you to try that
lesson or activity you worked so hard to create.

#3 Collaborate! It is very important to network with all teachers, staff members, and
administrators within the school community. The young teachers who go the extra mile to
collaborate are the ones remembered down the road for prospective positions.

#4 Be Dedicated! Always show a passion for what you do. Take advantage of opportunities
to become involved with activities outside of school if possible. Schools will applaud the
efforts of someone who always is willing to give 110%

#5 Have fun! You can do all of the things above, but will be missing out on one of the greatest
aspects of the education profession if you forget to have fun. Enjoy the students; they will
make you smile every day. Enjoy your colleagues; they are wonderful role models. Enjoy the
experience; it is something that you will carry along into your teaching career!

Good luck!
CHAPTER VI
-Professional Development Plan
Career goal:

I would be a successful effective teacher, but before I engage myself in teaching, I will
apply in Jollibee as one of its operation manager so that I can give back what Jollibee Foods
Corporation has given me.

Requirements:

• Training in vocational schools, related on-the-job experience or an associate’s degree.


• Excellent communication skills
• Critical Thinking
• Being able to monitor and assess situations
• Time management
• Service oriented
• Learn strategies and procedures quickly and precisely
• Writing skills

Current skills and interests:

• Attended Different Leadership Training Program


• Served as Corp of Cadets at PUP-QC, Batch 2007-2008
• Serve as a Sunday School Teacher at Christ Charismatic Fellowship International

Job experience:

• Work directly with Jollibee Foods Corporations for 1 and half year.

\
CHAPTER VII
-Narrative Report
FIRST WEEK (NOVEMBER 8-12)

First week was not that difficult for me because I have already stayed here at MHS for
the last Semester for my Practicum I. We have a short “kamustahan” and proceed to our
lesson, BASIC ELECTRONIC TOOLS. We have an activity that the sophies really enjoyed a
lot. The game was entitled, “Nakuryente Ako”. In this game, the students were asked to sing
Bahay Kubo and at the same time, pass a tool that is used in electronics. When the singing
stops, the last person who touched the tool will explain how a particular tool is used. They
have enjoyed it and asked me to play a game tomorrow.

SECOND WEEK (NOVEMBER 15-19)

Mam Arce taught me how to do a lesson plan. She taught some techniques in crafting
an effective one. In the class, we have discussed different fields in industrial education. The
first one was the safety precautions in electronics, next is the electron theory where I used to
teach physics theories that I find it very interesting, the next was the different sources of
electricity and the rest of the days, the students were instructed to do activities like drawing
simple circuits. And as an evaluation, everyday, I have conducted a 10 item quiz and most of
the students got a passing score which is 7.
CHAPTER VII
-Current Issues in Education
CURRENT EDUCATIONAL PRIORITIES AND CONCERNS

The growing awareness of the benefits of education, the constitutional provision (a new
constitution was adopted in 1987) for free and compulsory elementary education, the demand
for education relevance and responsiveness to changing societal needs and the alarming rate
of increase in the country’s population have contributed to the problem of providing education
for all, a problem which becomes more serious each year. The Department of Education,
Culture and Sports (now the Department of Education, DepED) has attempted to implement
educational reforms, programmes and projects to address the key issues of access and
quality of basic education, relevance and efficiency of the education system. However, many
problems are besetting education in the Philippines. Among the school-related causes are the
unqualified and poorly trained teachers, inadequate facilities and equipment, and lack of
instructional materials (textbooks and teacher’s manuals). Non-school factors include poverty,
low educational attainment and illiteracy of parents, and poor health and nutrition.

In recent years, the DepEd has pursued several development programmes and
projects through government funding and overseas economic co-operation both multilateral
and bilateral. The strategies to improve education include overall review of elementary and
secondary education, universal access to and quality of education (notably by emphasizing
teaching of English, science, technology and mathematics), provision of alternative delivery
schemes (such as multigrade teaching, mobile teaching, and instructional management by
parents, community and teachers in disaster areas), management training for principals and
school administrators, development of research, improvement of school libraries and
teachers’ welfare. Technical and vocational education was also revised in an effort to cope
with rapid technological advancements and to provide young people with more meaningful
preparation for their future employment. The strategies include curriculum development,
improvement of pre- and in-service education of teachers in both public and private schools,
updated instructional materials in various fields, and upgrading of equipment for both public
and private institutions.

At the higher education level, the strategies include improving access of the poor and
disadvantaged, improving quality––notably by focusing on pre-service and in-service training
of teachers––, liberalizing policies for private schools, rationalizing state colleges and
universities (SUCs), and strengthening linkages with government professional boards for
evaluation.

Among the development programmes implemented in recent years, the following


should be mentioned:

The Elementary and Secondary Education Project: the aim of the project has been to
meet the sector’s requirement for essential physical resources (facilities and equipment),
especially in educationally and economically disadvantaged areas; improve the professional
competence of teachers and school administrators; expand the population’s basic knowledge
and the skills of children at risk of dropping out of school as well as illiterate out-of-school
youth and adults; and further develop DepEd institutional capacities in planning and
management of the education system.

Implementing the New Secondary Education Curriculum (1992-93): mass training of


Grade IV teachers was undertaken, and complemented with the production and delivery of
textbooks and teachers’ manuals to fully support the implementation of the new curriculum.
The physical facilities component of the programme also provided for the construction of 673
packages of equipped and furnished academic classrooms, workshops and science
laboratories to augment the accommodations problem in the secondary level.

The School Building Programme: this programme provides for the construction of
classrooms, science laboratories and multi-purpose workshops, and the provision of
equipment for instruction for selected elementary and secondary schools within the typhoon
belt of the country and in remote and rural areas.

Science Teaching Improvement Project: this project aims to develop science


equipment through research, prototype production, standards setting and tests, and expertise
within the educational sector through workshops, seminars, and training of teachers and staff
locally and abroad.

Science Equipment Project: this project addresses the pressing need of the public
school system for instructional materials and equipment. The National Science Equipment
Centre and three Regional Distribution/Service Centres were developed and institutionalized
for the purpose of developing, testing, producing, and distributing science equipment to the
public secondary schools.

Rationalizing programme offerings of state colleges and universities on a regional


basis: this programme aims at encourage specialization in each SUC and intra-regionally
among SUCs with special emphasis on capital and land-intensive courses such as
agriculture, technology and engineering, and technical education. It encourages regional co-
ordination among SUCs to minimize duplication of programme offerings.

Among the achievements, benefits and performance of the education system over a
ten-year period (1986-95), the following should be mentioned:

§ Education has been given the highest budgetary priority in the national government
budget.

§ The New Elementary School Curriculum (NESC) and the New Secondary School
Curriculum (NSSC) have been fully implemented.

§ Free public secondary education has been implemented.

§ The programme of assistance for low-income students and faculty in private schools
has been expanded.

§ The Values Education Framework has been formulated and implemented.

§ Centres of excellence in teacher education have been established.


§ Professionalization of the teaching profession has been achieved through the
Philippine Teachers Professionalization Act of 1994.

§ The National Elementary Achievement Test for Grade VI pupils and the National
Secondary Achievement Test for Form IV high school students have been
administered.

§ Student contact time has increased through a lengthened school calendar and
additional time for English, science and mathematics.

§ Science education has been strengthened through the establishment of regional


science high schools, the formulation and implementation of the Science and
Technology Education Plan, the establishment of the Regional Science Teaching
Centres, and the organization of the National Science Teaching Instrumentation
Centre.

§ Policies governing private education have been liberalized––notably as regards


curriculum requirements and tuition fee policy––to promote efficiency, autonomy and
responsiveness.

§ Educational performance during the period has improved, as indicated by the literacy
rate, the improved enrolment rate at the primary and secondary levels, the decrease of
repetition rates, and the provision of textbooks and instructional
materials.

The DepEd will continue to provide access to basic education. In accordance with the
broadening of accessibility to basic education, the programme commitment has the following
components: (a) establishment of a school in every barangay not having an elementary
school and in every town without a high school (a barangay is the basic governmental unit in
the country’s political structure, consisting of a number of families within the same geographic
area); (b) organization of multigrade classrooms; (c) completion of incomplete elementary
schools; and (d) provision of basic instructional materials, facilities and equipment at the
elementary and high school levels.

In addition, the Master Plan for Basic Education (1996-2005) has the mandate of
modernizing education. The programme is being pursued through the introduction of modern
instructional materials––such as computers and Internet, videos, well equipped science
laboratories and machine shops as well as libraries––to enrich instruction through training
programmes and further studies, including staff development abroad, teaching techniques
and teachers’ mastery of subject matter. Training programmes will also be provided for the
upgrading of managerial skills in planning, project and fund management as well as resource
management and community mobilization. Information and telecommunication systems will
serve as basic tools for carrying out educational administration and supervision.
LAWS AND OTHER BASIC REGULATIONS CONCERNING EDUCATION

In the Philippines, education is a public or state function. Public elementary and


secondary education is supported by the national government, the former as mandated by the
Constitution (1987), which states that “the State shall protect and promote the right of all
citizens to quality education at all levels and shall take appropriate steps to make such
education accessible to all”, and the latter by Republic Act No. 6655 (Free Secondary
Education Act). Specific provisions on education upon which all decrees, policies, regulations,
and rules on education are based, are provided in the Constitution. These are expressly
stated by way of the constitutional mandate, Presidential decree, and other legal
provisions.

The objectives of formal education at the elementary, secondary, and tertiary levels as
well as those of non-formal education are specified in the Education Act of 1982. The
Republic Act No. 6728 deals with private education, notably by setting common minimum
physical facilities and curricular requirements for all schools and by liberalizing the subject
content of values education.

The creation of the Commission on Higher Education by Republic Act No. 7722 and of
the Technical Education and Skills Development Authority separated these entities from the
Department of Education where they originally belonged.

The Philippine Teachers Professionalization Act, Republic Act No. 7836, was issued in
1994. The Literacy Co-ordination Council, an interagency body administratively attached to
DECS, was created by Republic Act No. 7165 to carry out State policy to eradicate illiteracy.
The House Bill No. 1875 entitled “An Act to Strengthen Teacher Education in the Philippines
by Establishing Lead Teacher Training Institutions, Appropriating Funds Therefore and for
Other Purposes” deals with the improvement of teacher education.

The Republic Act No. 7796, otherwise known as the Technical Education and Skills
Development Act of 1994, aims to encourage the full participation of and mobilize the
industry, labour, local government units and technical-vocational education and training
(TVET) institutions in the skills development of the country's human resources.

In August 2001, Republic Act No. 9155, otherwise called the Governance of Basic
Education Act, was passed transforming the name of the Department of Education, Culture
and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field
offices (regional offices, division offices, district offices and schools). This Act provides the
overall framework for: (i) school heads empowerment by strengthening their leadership roles;
and (ii) school-based management within the context of transparency and local accountability.
The goal of basic education is to provide the school age population and young adults with
skills, knowledge, and values to become caring, self-reliant, productive and patriotic
citizens.

According to legislation, primary education is free and compulsory for children aged 7-
12. Secondary education is free but not compulsory.
ADMINISTRATION AND MANAGEMENT OF THE EDUCATION SYSTEM

The Department of Education (DepEd) is the principal government agency responsible


for education and manpower development. The mission of the Department is to provide
quality basic education that is equitably accessible to all and lay the foundation for life-long
learning and service for the common good. The Department is primarily responsible for the
formulation, planning, implementation and co-ordination of the policies, standards,
regulations, plans, programmes and projects in areas of formal and non-formal education. It
also supervises all basic education institutions, both public and private, and provides for the
establishment and maintenance of a complete, adequate and integrated system of education
relevant to the goals of national development.

The current Department structure consists of two parts: the Central Office and the field
offices which consist of regional and sub-regional levels. The Department proper consists of:
the Office of the Secretary; five Services (Office of Planning Service, Financial and
Management Service, Administrative Service, Human Resource Development Service, and
Technical Service); four Bureaus (Elementary Education, Secondary Education, Non-Formal
Education, and Physical Education and School Sports); and Centres (such as Health and
Nutrition, and National Education Testing and Research). There are field offices in sixteen
regions, each headed by a Regional Director; 157 provincial and city schools divisions, each
headed by a School Division Superintendent; and 2,227 school districts headed by a District
Supervisor.

The Bureau of Elementary Education (BEE) is responsible for providing access and
quality elementary education for all. It also focuses on social services for the poor and directs
public resources and efforts at socially disadvantaged regions and specific groups. The
Bureau of Secondary Education (BSE) is responsible for providing access and quality
secondary education. Its aim is to enable every elementary graduate to have access to
secondary education. It improves access to secondary education by establishing schools in
municipalities where there are none and reviews the overall structure of secondary education
as regards curriculum, facilities, and teachers’ in-service training.

The Bureau of Non-formal Education (BNFE) is responsible for contributing to the


improvement of the poor through literacy and continuing education programmes. Its aim is to
provide focused basic services to the more disadvantaged sections of the population to
improve their welfare and contribute to human resource development.

The Bureau of Physical Education and School Sports (BPESS) is responsible for
physical fitness promotion, school sports development, cultural heritage revival (Kundiman
Fiesta), natural heritage conservation, and values development. Its aim is to inculcate
desirable values such as self-discipline, honesty, teamwork, sportsmanship, excellence and
others and make the Filipino youth fit to respond adequately to the demands, requirements,
challenges and opportunities that the next century may bring. The functions of the BPESS
were absorbed by the Philippine Sports Commission in August 1999.

Attached agencies to the Department are the National Museum, National Library,
National Historical Institute, and Records Management and Archives Office. Other offices are
the Instructional Materials Corporation, Instructional Materials Council, Educational
Development Projects Implementing Task Force, Educational Assistance Policy Council,
National Youth and Sports Development Board, National Social Action Council and Teacher
Education Council. The main objective of the cultural agencies of the Department is to
preserve, conserve, restore and enrich the cultural heritage, customs and traditions.

The Technical Education and Skills Development Authority (TESDA) was


established through the enactment of Republic Act No. 7796 otherwise known as the
Technical Education and Skills Development Act of 1994. This Act aims to encourage the full
participation of and mobilize the industry, labour, local government units and technical-
vocational education and training (TVET) institutions in the skills development of the country's
human resources. Overall, TESDA formulates manpower and skills plans, sets appropriate
skills standards and tests, coordinates and monitors manpower policies and programs, and
provides policy directions and guidelines for resource allocation for the TVET institutions in
both the private and public sectors.

The Commission on Higher Education (CHED) is independent and separate from


the DepEd. The Commission is responsible for formulating and implementing policies, plans
and programmes for the development and efficient operation of the system of higher
education in the country. Its coverage is both public and private higher education institutions
as well as degree-granting programmes in all post-secondary educational institutions. The
creation of CHED was part of a broad agenda for reforms in the country's education system,
outlined by the Congressional Commission on Education in 1992. Part of the reforms is the
trifocalization of the education sector. The three governing bodies in the education sector are
the CHED for tertiary and graduate education, the DepEd for basic education, and the TESDA
for TVET and middle level education.

There is an imperative need to strengthen and streamline the internal management of


educational institutions in order to achieve efficiency and responsiveness to trends and
challenges of the next millennium. This could notably be done through decentralizing
decision-making authority, reviewing staffing and personnel policies, developing the school as
initiator of innovation and improvement, liberalizing policies to ensure competitiveness,
autonomy and responsiveness, and streamlining processes for delivery of inputs and
services.

A recent policy thrust of the DepEd is the empowerment of school principals. The
principal shall assume more administrative authority and the corresponding accountability for
improving teaching competencies and pupils’ achievement. The policy gives principals the
authority to: manage the school’s funds for maintenance and other operating expenses; raise
additional funds for the school through Parent-Teachers and Community Associations; design
and develop his/her own school improvement programme in collaboration with parents and
community leaders; participate in the selection, recruitment and promotion of teachers; plan
and develop an innovative curriculum, using the national curriculum as a framework. The
Decentralization Programme is being implemented by transferring substantive decision-
making powers to the school level.
CHAPTER IX
-Curriculum Vitae

CERILO F. BURAC JR.


ceriloburac@gmail.com
0999-5774995

PERSONAL INFORMATION
Nickname: JunJun Height: 5’5”
Age: 20 Weight: 290 lbs.
Birth Date: February 5, 1991 Birth Place: Caloocan City

EDUCATIONAL ATTAINMENT
Tertiary:
Bachelor in Business Teacher Education
Major in Business Technology
Polytechnic University of the Philippines- Quezon City, 2007-2011
Secondary:
Newland Center for Education
La Forteza Subdivision, Camarin, Caloocan City
Primary:
Camarin D. Elementary School
Camarin Road, Caloocan City
CHAPTER X
-ATTACHMENTS (Picture, Lesson Plan, Daily Time
Record, Evaluation Form and Clearance)

My
Students in
II-Aristotle,
II-Pasteur
And
II-Darwin
This is my (formerly our) Cooperating Teacher, Mam Arcellana

This was my student’s art work.


Sweet…
LESSON PLAN
Date: March 8, 2011/ Friday
Year and Section: II-Aristotle
I. Content:
Area: Entrepreneurship
Chapter: Entrepreneurial Activities
Lesson: Retailing
Materials: chart, illustrations
Reference: TLE Manual IIss
II. Objective:
At the end of the lesson the student should be able to:
1. Discuss what is retailing by studying its word origins and understanding its
meaning;
2. Appreciate retailing as one of the Philippines’ main source of income;
3. And, demonstrate retailing activities by classifying its types of production.

III. Procedure
A. Preparatory
1. Daily Routine: prayer, greetings, checking of attendance
2. Motivation:
Game: Charade Word Puzzle
B. Presentation:
Discussion:
-Etymology of “Retail”, Types of Retailing Activity by marketing Strategy.
C. Closing Activity:
1. Generalization
Retailing is the road to financial security.
2. Valuing:
Positive and active attitude towards upon putting up a business.
3. Evaluation:
Graded recitation.
IV. Assignment ( )/Agreement ( )
Topic: Conducting an Interview
Interview a successful businessman about his trade secrets that made him victorious.
DAILY TIME RECORD