zamboanga city of zamboanga city high school west

about school of zamboanga national high school west

1. ORIENTATION OF COOPERATING TEACHERS ON THE DEPLOYMENT OF PRE-SERVICE TEACHERS IN DEPED January 23, 2023

2. Joint CHED-DEPED Memorandum Order No. 01 S. 2021

3. DepEd Order No 3 S. 2007

4. DEFINITION OF TERMS Authentic School Setting/Learning Environment- refers to the real school environment in basic education College Supervisor- refers to the faculty member of the Teacher Education Institution (TEI) in charge the Experiential Learning Courses (Field studies and/or Practice Teaching,), who teaches the course and overseas the various activities. It also refers the University/ College Student Teaching Supervisor/Coordinator. Cooperating School/ Intership School/Practicum Site/Partner Public School – refer to the school where the field observers and student teachers undergo observation and practice teaching Experimental Learning Courses - refers to the required subject in the pre-service that education curriculainclude Field Study Courses and Practice Teaching. Flexible Incentive System- refers to mutually-agreed upon monetary and e.g., honoraria non-monetary incentives, e.g., scholarships, tuition discounts, free training, seminars, access to library and other school facilities, distinctions and honorific titles, etc.

5. Field Study Student (FSS)- refers to the student taking field study courses. Portfolio- is both a product and process; purposeful collection of pertinent student teaching materials such as lesson plans, documented evidences of community outreach, reflection and others. Mentor/Cooperating Teacher- refers to the teacher who is assigned to guide the FSS/student teacher in the development of professional competencies, attitudes and behaviors. Mentoring – refers to a nurturing process in which a highly-skilled or more less experienced person provides support and encouragement to a experienced person. Pre-Service teacher - refers to the student enrolled in the BEED, BSED and other related teacher education program. Resource Teacher- refers to the resource facilitator in the Field Study Courses. Student Teacher- refers to the student who undergoes practice teaching.

6. Schools Division Office: The Schools Division Superintendent (SDS), in collaboration with the TEI and school principals shall: forge a MOA with TEI’s on the deployment of pre-service teachers on experiential learning courses; review and subsequently approve, requests for cooperating schools; conduct orientation on field study and practice teaching with the TEIs and cooperating staff; and monitor and evaluate the capacity of the cooperating schools.

7. The Principal shall accept the FSS and see to it that they are assigned to observe any teacher; The Principal shall coordinate with TEI supervisor concerning field study assignments and problems; The Principal shall ensure the orientation of the FSSs on the following: a. policies, regulations and environment of the school; b. assignment of classes and responsibilities; The Principal will participate in a debriefing session with the resource teacher, the FSS and the college practicum supervisor. Cooperating School/ Principal: A. Field Study

8. assigns a pre-service teacher to a qualified cooperating teacher in coordination with the school department heads/coordinators, conducts regular conference with the cooperating teachers as regards to the performance of the pre-service teachers; coordinates with the college supervisor of the pre-service teachers; sees to it that pre-service teachers are not allowed to substitute for teachers who are absent or on leave; prepares required reports . Cooperating School/Principal : B. Practice Teaching

9. The Resource Teacher shall: See to it that the FSSs 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 mentor/coach; and Certify the attendance of the FSSs. Resource Teachers A. Field Study

10. observe mentor-mentee relationship; assist the pre-service teachers in honing their skills through: 2.1 regular class observation and post conference 2.2 lesson planning 2.3 use of varied strategies/ approaches/ techniques 2.4 classroom management 2.5 assessment of learning outcomes 2.6 questioning techniques 2.7 preparation of instructional materials 2.8 preparations of examinations/various assessment modes 2.9 accomplishment of different forms and related work Cooperating Teachers B. Practice Teaching

11. 3. observe, coach/mentor and evaluate the performance of the pre-service teachers 4. keep a record of observations and post conferences made with the pre-service teacher; 5. model effective teaching and management techniques; 6. provide the pre-service teacher the opportunity to teach independently and collaboratively; 7. allow the pre-service teacher to participate in co-curricular and school/community activities; 8. complete a set of summative evaluation reports for each pre-service teacher; and 9. recommend a PASS or FAIL standing for the pre-service teacher for the practicum.

12. DELIVERY OF EXPERIENTIAL LEARNING COURSES The following teaching-learning activities are expected in the Experiential Learning Courses . Observation, Pre-Observation and Post-Observation Conferences Class Routines Preparation of Instructional Materials Class Activities Assessment Practices Demonstration Teaching School Forms Networking and Linkages Classroom-Based Action Research Portfolio

13. ALTERNATIVE DELIVERY MODES are instructional or learning modalities that do not strictly follow the typical set-up for regular classroom instruction but follow the K to 12 Curriculum of formal education in content III. DEFINITION OF TERMS refers to a learning delivery that combines in-person with any mix of online distance learning, modular distance learning, and TV/ Radio-based instruction. BLENDED LEARNING are authorized , voluntary, and non-graded engagements , whether on or off-campus, that reinforce the development of 21st-century skills beyond the scheduled contact time between teachers and learners. are opportunities and experiences undertaken by the learners… to ensure the learners' acquisition of the K to 12 learning standards and 21st-century skills. CURRICULAR ACTIVITIES refers to a learning delivery modality where learning takes place between the teacher and the learners who are geographically remote from each other during instruction. DISTANCE LEARNING is a standardized set of examinations taken by learners in Years 6, 10, and 12. EXIT ASSESSMENT

14. EXTRA-CURRICULAR ACTIVITIES are voluntary, non-graded learner engagements that are not anchored on the content and performance standards in the curriculum III. DEFINITION OF TERMS is one among the ADMs under the Flexible learning Options where the learner's education is managed by parents/guardians and happens primarily at home. HOMESCHOOLING PROGRAM refer to conducting classes through instructional interaction that occurs physically and in real-time between teachers and students in the classroom. IN-PERSON CLASSES refers to a modality of professional development that aims to continually develop, enhance, and improve the competency of teachers, non-teaching personnel, and school leaders IN-SERVICE TRAINING (INSET) refers to an opportunity to bring parents and teachers together in partnership to support the learners' holistic success in school. PARENT-TEACHER CONFERENCE is a day devoted to instructional-relevant activities pursuant to engaging students in learning the lessons of the curriculum. SCHOOL DAY

15. The Regional Offices are highly encouraged to implement a contextualized set of strategies and interventions as part of the Learning Recovery and Continuity Plan which shall focus on three key areas: a. Learning remediation and intervention; b. Socio-emotional functioning, mental health, and well-being; and c. Professional development of teachers. Learning Recovery and Continuity Plan (LRCP) Teachers shall adhere to the stipulations under DO 8, s. 2015, which requires the provision of intervention through remediation or extra lessons to learners who receive a grade below 75.

16. Classroom-Based and System Assessments The Most Essential Learning Competencies (MELCs) shall continue to apply for SY 2022-2023. However, classroom assessment shall follow DO 8, s. 2015 or the Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. 1 2 3 To assure the quality of learning, formative assessments shall be regularly conducted by the teachers . At the national level, the Bureau of Education Assessment (BEA) shall conduct the following system assessment: Early Language Literacy and Numeracy Assessment (ELLNA) and the National Achievement Test (NAT). BEA also administers the National Career Assessment Examination (NCAE) to ascertain the learners' aptitude and interests and to provide them with relevant information on their skills, abilities, and readiness for academic and non-academic courses.

17. Curricular and Co-curricular Activities Classes are immediately suspended during observances of regular and special national holidays as stipulated by the law, as well as local holidays which have been duly declared by law or through Presidential Proclamation. The number of school days in this DO shall solely be dedicated to academics and related co-curricular activities. The conduct of extra-curricular activities shall be strictly prohibited. Virtual activities through different social media platforms which require reactions or sharing may be done for advocacy, awareness, or collaboration purposes, but shall not form part of the learner's scholastic grade. Curricular and co-curricular activities that involve the in-person gathering of a large number of participants… may be conducted in a hybrid modality subject to the declared alert levels of the country. Curricular activities shall be conducted during the academic quarter to ensure that learners can seamlessly connect and integrate learning within and across learning area. On the other hand, co-curricular activities shall be conducted after the quarter examinations to avoid disruption of classes. Pursuant to the objectives of Sulong Edukalidad , schools shall strictly devote ten (1O) weeks of every academic quarter to actual classroom teaching. The eleventh week of each quarter may be used for the conduct of co-curricular activities. Enclosure No. 3 indicates the list of celebrations/ observances provided for by law.

18. Teaching-Learning Activities Teaching Internship (360 hours) Observation of Classes, Pre- Observation and Post-Observation Conferences a. Observing the teaching-learning process in limited face-to-face, flexible and distance learning delivery modes focusing on the development of the MELCS and reflecting on these processes. b. Attending pre-observation and post-observation conferences with the Cooperating Teacher and the College Supervisor.

19. Teaching-Learning Activities Teaching Internship (360 hours) Teaching Internship (360 hours) Observation of Classes, Pre- Observation and Post-Observation Conferences c. Keeping a daily reflection journal. c. Keeping a daily reflection journal.

20. Teaching-Learning Activities Teaching Internship (360 hours) Teaching Internship (360 hours) 2. Class Routines a. Attending orientation sessions on protocols for classes in the learning modality employed by the school . a. Attending orientation sessions on protocols for classes in the learning modality employed by the school . b. Assisting the Cooperating Teacher in the preparation and implementation of class guidelines appropriate for the learning modality employed by the school. b. Assisting the Cooperating Teacher in the preparation and implementation of class guidelines appropriate for the learning modality employed by the school.

21. Teaching-Learning Activities Teaching Internship (360 hours) Teaching Internship (360 hours) 3. Preparation of Instructional Materials a. Assisting the Cooperating Teacher in the preparation of presentations and learning materials to be used in classes . a. Assisting the Cooperating Teacher in the preparation of presentations and learning materials to be used in classes . b. Developing contextualized instructional materials for demonstration teaching that are appropriate for the learning modality employed by the teacher. b. Developing contextualized instructional materials for demonstration teaching that are appropriate for the learning modality employed by the teacher. Note: The PT will not reproduce DepEd SLMs for the students who will be assigned to him/her.

22. Teaching-Learning Activities Teaching Internship (360 hours) 4. Class Activities a. Assisting the CTs in preparing class activities. b. Facilitating class activities in the learning modality employed by the school with minimum supervision from the CTs. c. Designing contextualized learning activities aligned with the MELCs.

23. Teaching-Learning Activities Teaching Internship (360 hours) 5. Assessment Practices a. Assisting the CTs to create assessment materials related to the lessons and appropriate for the learning modality employed by the school b. Designing templates for various assessment tools with suitable scoring rubrics c. Designing templates for reflection activities on the teaching-learning process d. Assisting the CT in checking students’ outputs

24. Teaching-Learning Activities Field Study Courses (120 hours) Teaching Internship (360 hours) 6. Demonstration Teaching a. Observing PTs in their final demonstration teaching using the LDM of the partner school Preparing lesson plans, study guides, modules, and teaching materials appropriate for the learning modality employed by the school b. Accomplishing worksheets where observations related to the demonstration teaching can be indicated. b. Conducting daily and final demonstration teaching appropriate for the learning modality employed by the school

25. Teaching-Learning Activities Teaching Internship (360 hours) Teaching Internship (360 hours) 7. School Forms Assisting the Cooperating Teacher in accomplishing school forms Assisting the Cooperating Teacher in accomplishing school forms 8. Networking and Linkages a. Assisting the CTs in handling parent-teacher conferences b. Providing support by being volunteer tutors as part of auxiliary service in partner schools ff: IATF guidelines a. Assisting the CTs in handling parent-teacher conferences b. Providing support by being volunteer tutors as part of auxiliary service in partner schools ff : IATF guidelines c. Participating in local & international webinars & other professional activities c. Participating in local & international webinars & other professional activities

26. Teaching-Learning Activities Teaching Internship (360 hours) 9. Classroom-Based Action Research a. Conducting CBARs on a specific teaching-learning area in the learning modality employed by the school; and listing references used in the CBARs following the prescribed referencing or citation style adopted by the TEI b. Sharing results of the research with an audience through any available platform c. Submitting the action research to the College Supervisor

27. Teaching-Learning Activities Teaching Internship (360 hours) 10. Portfolio a. Preparing a portfolio of various teaching-learning experiences and processes. This is to give emphasis on the process rather than the output. Note: The portfolio must show the practice teacher’s development experiences in the Philippine Professional Standards for Teachers domains. The following are the suggested contents for the portfolio for teaching internship:

28. Teaching-Learning Activities Teaching Internship (360 hours) 10. Portfolio Title (Creative and Contextualized) Introduction Acknowledgements Curriculum Vitae of the PT Certificate of Completion Professional Readings Weekly Journals Experiences and Reflections on the PPST domains Domain 1 Content Knowledge and Pedagogy Domain 2 Learning Environment Domain 3 Diversity of Learners Domain 4 Curriculum and Planning Domain 5 Assessment and Reporting Domain 6 Community Linkages and Professional Engagement Domain 7 Personal Growth and Professional Development Teaching Philosophy as a Beginning Teacher

29. “ No hay Cosa Imposible. Cre e, junto-junto, PUEDE! ” (Nothing is impossible. Believe, Together, We Can) ” Dugtong-dugtong, tulong-tulong sama-sama natin isulong E du Ka li da d