Guidelines in the Development of Pre-Service Teacher

7/23/2019 Guidelines in the Development of Pre-Service Teacher

http://slidepdf.com/reader/full/guidelines-in-the-development-of-pre-service-teacher 1/60

GUIDELINES

IN THEDEPLOYMENT

OF PRE-

SERVICETEACHERS



I. DEFINITION OFTERMS



AUTHENTIC

SCHOOL SETTING/LEARNING

ENVIRONMENT- refers to the real school

environment in basiceducation.



SUPERVISOR- refers to the facultymember of the TeacherEducat!" I"#ttut!"

$TEI% in charge ofExperiential LearningCourses (Field Studies

and/or Practice Teaching!"ho teaches the courseand o#erseas the #arious



COOPERATING

SCHOOL/INTERNSHIPSCHOOL/PRACTICUMSITE/PARTNER PU&LICSCHOOL- refers to the school where the field

observers and student teachers undergoobservation and practice teaching.



E'PERIENTIAL

LEARNING COURSES- refer to the required

subjects in the pre-serviceeducation curricula that

include Field Study Coursesand Practice Teaching.



FLE'I&LEINCENTIVE

SYSTEM- refers to mutually-agreed

upon monetary.



FIELD STUDYSTUDENT $FSS%

-refers to the studenttaing field study

courses.



PORTFOLIO- is both a product and

process! purposeful collection

of pertinent student teachingmaterials such as lesson plans"

documented evidences ofcommunity.



MENTOR/COOPERA

TING TEACHER- refers to the teacher who is

assigned to guide the studentteacher in the development of

professional competencies"

attitudes and behaviors.



MENTORING- refers to a nurturing

process in which a highly-

silled or more e#perienced person provides support and

encouragement to a lesse#perienced person.



PRE-SERVICETEACHER

- refers to the studentenrolled in the $%%d" $S%d

and other related teacher

education programs.



RESOURCETEACHER- refers to the resourcefacilitator in the Field

Study Courses.



STUDENTTEACHER- refers to the student

who undergoes practice

teaching.



II. ROLE OF DEPED ANDCHED



The Re(!"a) Drect!r# #ha)) *!"t)+,

•

ensure quality assurance of the%#perimental &earning courses!

• set the parameters of the '()s

between the S*S and T%+s orgroup of T%+s! determine and

articulate the human resourcerequirements for basic education

and T%+s of the region.



• conduct regular monitoring and

evaluation of the %&C " utili,e

and disseminate results!

• undertae researches related to

the improvement of %&C!• provide recognition and

reward system to performingT%+s as regards to

e#periential learning.

h



The SDS "c!))a!rat!" th the TEI

a"d #ch!!) 0r"c0a)##ha)),

• forge a '() with T%+s on the

deployment of pre-service

teachers on e#perientiallearning courses!

•

review and subsequentlyapprove" requests for

cooperating schools!



• conduct orientation on

field study and practiceteaching with the T%+s and

cooperating staff!• monitor and evaluate the

capacity of the cooperatingschools!



COOPERATIN

GSCHOOL



A. FIELD STUDY

%. The Principal shall accept the

FSS and see to it that they are

assign to observe any teacher!. The Principal shall coordinate

with T%+ supervisor concerning

field study assignments and

problems



. The Principal shall ensure

the orientation of the FSSs/. The Principal will

participate in a debriefingsession with the resource

teacher" the FSS and the

college practicum

supervisor.



&. PRACTICE TEACHING

The duties and responsibilitiesare:

• assign a student teacher to a qualified

cooperating teacher in coordination withthe school department head0chairman

and with the 1niversity0College Student

Teaching Supervisor0*irector.

• conduct regular conference with the

cooperating teachers as regards to the

performance of the student teachers!



• coordinate with the college

supervisor of the studentteachers.

• see to it that student

teachers are not allowed to

substitute for teachers who

are on leave! and• prepare required report to

the S*S.



RESOURCE TEACHERS

AND COOPERATINGTEACHERS/MENTOR



A. FIELD STUDY

The &esource Teachers shall'• see to it that the FSS2s role is limited

to the requirements and activities of

the particular field study course.• accommodate FSSs in their actual

classroom teaching and are not duty

bound to mentor0coach! and

• certifies the attendance of the FSSs.



&. PRACTICETEACHING

• observe mentor- mentee

relationship!• assist the student

teachers in honing theirsills.



III. ROLE OF THETEI



The TEI Dea" shall

• initiate conferences with the3egional *irector" Schools

*ivision Superintendents4S*S50 Private School

Principals in selectingcooperating schools!



• prepare a '() between the

T%+ and the *ivision (ffice4*(5 to be signed by the

College01niversity Presidentand the S*S.

•

coordinate with the S*S inthe selection of cooperating

schools!



• prepare a formal communication

to the school principal relativeto the deployment of FSS and

Student Teachers!

• ensure that the CollegeSupervisor deploy pre-service

teachers to schools as arrangedwith the Schools *ivision

Superintendent 4S*S5



• provide fle#ible incentive

system to personnel involved in

student teaching as stipulated in

the 'emorandum of

)greement!• provide a functional space for

%#periential &earning Courses.



The TEI C!))e(eSu0er1#!r shall'

• orient the pre-service teachers on

the rationale and procedures of

the e#periential learning courses!• conduct orientation meetings in

order that e#pectations of both

parties are made clear to all

concerned.



• determine the readiness and

ability of the pre-service teachers

to undergo practice teaching!

• coordinate with the cooperating

school head regarding theactivities and practice teaching

needs of the student teachers!

• orient the student teachers for

their off- campus wor!



• conduct regular observation and

evaluation of the practiceteaching performance of student

teachers!

• coordinate regularly with thecooperating school principal0head

teacher" and cooperating teacher

regarding performance of the

student teachers!



• submit written reports to

the College *ean" copyfinished the school

principal and the S*S" atleast twice a regarding

the!

a. progress0 performance

of student teachers



b. problem0 difficulties met bythe student teachers

c. solution 0 actions taen to

solve the problem

• conduct debriefing sessions"

interview0 case studies of

student teachers.



IV. SELECTIONOF

COOPERATINGSCHOOLS



&. PRACTICETEACHING

A school may be selected if:

a. it is an above average

performing school in academicsas evidenced by its6

• performance in division"

regional" and national

e#aminations0competition



b. it has master teachers0

effective teachers who can provide the best mentoring to

the student teachers! is

accessible to the student

teachers ! and

c. it is manage by a full-timeand competent administrator.



V. SELECTION OFRESOURCE

TEACHERS AND

COOPERATINGTEACHERS /

MENTORS




He/She:• has at least years of teaching

e#perience!

• performs satisfactorily in accordance

with the 7C$TS!

•

is a major of the learning area thestudent teachers will practice in 4for

secondary level5!



• is willing to tae

responsibility for training0

mentoring the student-teacher!

• has been 4or is5 a

demonstration teacher at least"on the school level! and

•

is a regular teacher" not asubstitute or a para teacher



VI. DUTIES ANDRESPONSI&ILITIES

OF PRE-SERVICETEACHERS




The Student Teacher shall6• participate actively in school-

related activities" however" priority should be given to

academic related activities!

•notify the cooperating teacher

in case of absences!



• consider0 be open to

constructive criticisms!• respect the dignity and

rights of children!

• come prepared at all

times!



•secure clearance from

the cooperatingschool!

•accomplish the

internship portfolio!



• project a good image as a

teacher at all times byobserving

a. Code of %thics b. proper dress code

c. punctuality in allactivities of the internship







• develop the competencies

set in the 7ationalCompetency-$ased Teacher

Standards 47C$TS5• apply their learning in actual

classroom situations!



• gain comprehensive and

realistic perspective of the

teaching learning situations

and day-to-day school

activities!

• 3eflect on their qualities and

commitment vis-a-vis thedemands of the teaching

profession.



• The FIRST PARTY ill

–coordinate with the School

*ivision Superintendent and the

School 8ead on the deployment

of the Field Study Students

4FSS50Student Teachers 4ST5

–conduct regular supervisory

visits during the stay of theFSS0ST in the designated school!



–gather feedbac from the

cooperating schools on

FSS0ST activities0performance

for the improvement of the

program! –conduct e#it conference with

the cooperating school head!

– provide fle#ible incentive

pacage0reward system for the

cooperating school.



• The SEC*+, P&T. "ill

–Conduct orientation0briefing on theschool learning environment and

the community support system!

–)llow FSS0ST to observe classes

and school activities as required!

–Provide FSS0ST the best resource

teachers0mentors!



–)llow the F+3ST P)3T9 to

supervise the activities theirFSS0ST in coordination with

the department heads0grade

level chairs0school heads! –)llow the FSS0ST access to

school information to

research and instructional

purposes!



–'onitor and evaluate

the performance ofcooperating schools!

–Submit consolidated

evaluation reports on

Student Teachers.







REPORTED &Y,

•

ANNA LI3A T.SOM&ILLO

Guidelines in the Development of Pre-Service Teacher

Documents