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LT1 1

The document outlines the importance and phases of a Teaching Internship for future teachers, emphasizing the need for orientation sessions to prepare interns for their roles. It details the responsibilities of various stakeholders, including the College Supervisor and Cooperating Teacher, and highlights relevant laws and policies that govern the teaching profession. The internship serves as a critical opportunity for interns to apply their knowledge in real classroom settings and engage in professional reflection to enhance their teaching practice.

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Jercel Mae Javier
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81 views7 pages

LT1 1

The document outlines the importance and phases of a Teaching Internship for future teachers, emphasizing the need for orientation sessions to prepare interns for their roles. It details the responsibilities of various stakeholders, including the College Supervisor and Cooperating Teacher, and highlights relevant laws and policies that govern the teaching profession. The internship serves as a critical opportunity for interns to apply their knowledge in real classroom settings and engage in professional reflection to enhance their teaching practice.

Uploaded by

Jercel Mae Javier
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF or read online on Scribd
Attending Face-to-Face or Virtual Orientation Sessions Dal eke Towle ad Feng PPST Domain(sP"™ domain Cansay vay: od esol enagenent Domain 7, Personal Growth and Professional Development 41.2.1. Demonstrate an understanding of research-based knowledge and prindpes of teaching and learning. Strands /™ 63 denensate avaenss fxn vs ad requaten tat ap tote teaching potest, and Eee Socenta tn (ABM 3.b.7 Contextual teach uation res ine teaching to acl situate OMLDODOLLLILLLLLLLLIDALLLLLLLALLILELAO LAA s TARGET MY INTENDED LEARNING OUTCOMES: At the end of this learning task, I should be able to: give the importance of teaching internship. (1.2.1) © explain the different phases of teaching internship. (1.2.1) © review the existing laws and regulations that apply to the teaching profession and demonstrate familiarity with all the expectations of my Teacher Education Institution, # use professional reflection and learning to improve practice. (7.4.1) oN CLARIFYING My TASK ‘Teaching Internship is the capstone or culminating learning experience in the preparation of future teachers as reflective practitioners and emerging leaders who conduct themsel This is a one semester full time teaching internship in basic education schools either in ‘campus or off-campus using a clinical approach under the mentorship of a cooperating teacher. But why do you have to undergo Teaching Internship? Importance of Teaching Internship ‘become familar withthe responsiilties specified in the Code of Ethics for Professional Teachers. 6.2. Demonstrate mastery of subject matter dscipine. ‘1 Demonstrate an understanding of hw prfesanalefeton and leaning can be used to improve practice 2f Demonstrate a varity of thinking skills n planning, monitoring, assessing and reporting learning processes and outcomes, responsibilities specified in the Code of Ethics for Professional Teachers. (1.2.1) (TEI) Cooperating School and Cooperating Teacher. (6.3.1) Ives ethically and professionally. provides you with many opportunities within diverse classroom settings to refine your knowledge, skills and dispositions which you have developed in your Teacher Education Institution (TED) plays a vital role to your success as a Professional Teacher gives you the opportunity to apply what you have leamed in actual classroom practice offers you roles and functions to perform effectively in various learning modalities: on campus, online or situated empowers you to perform your roles in your respective level, subject area and discipline as well as to prepare you in your personal and personal advancement @ enables you to integrate theory and practice and begin to utilize your knowledge of current research on teaching and learning © grants you the opportunity to engage in critical reflection as you create meaning out of your leaning experiences and attempt to discover your own identity as teachers © gives you the chance to work with your Cooperating Teacher(s) who shall serve as ‘your mentor(s) © permits you to interact with other professionals which shall give you more insights in the field of teaching, These are the key people you are going to work within your Teaching Internship: Cooperating Principal, Cooperating Teacher, College Supervisor and you, the Practice Teacher. Sometimes, a Master Teacher or Subject Area Coordinator / Chair is assigned to you based on Your subject area specialization. Orientation sessions are conducted to prepare you for Teaching Internship. The first orientation session is with your College Supervisor who shall discuss the following: CHED Policies and terms used in Teaching Intemship, Policies of your School on Teaching Internship, the conduct of discipline of Interns, manner of grading, schedules of dialogue and conferences, subject requirements and the like. The second orientation will be conducted in your Cooperating School with the Cooperating School Head/Cooperating School Principal. This session covers the Vision, Mission, Goals and Core values of your Cooperating School, the school rules and Policies especially on dealing with students’ attendance and punctuality, school activities, ‘expectations of interns and the like. A school tour of the facilities is conducted to familiarize ‘you with the school environment. The third orientation is with your Subject Area Coordinator and/or Cooperating Teacher, They will discuss the content of the subject area, lesson exemplars, grading system, subject requirements, forms to accomplish and others which they deem necessary for you to perform your tasks well Asa Practice Teacher, I must review the different legal documents and CHED policies pertinent to Teaching Internship: @ RA 7836 The Philippine Teachers Professionalization Act of 1994 RA 10627 Anti Bullying Act of 2013 RA 7877 Anti Sexual Harassment Act of 1995 ° @ RA 4670 The Magna Carta for Public School Teachers © CHED Memorandum Order (CMO) No. 104, series of 2017 and the Guidelines on the Required Health Standards in Basic Education Offices and School per DepEd Order No. 014, series of 2020. Dep Ed 40 s 2012 Child Protection Policy DOH Administrative Order No. 2020-0015 Guidelines on the Risk-based Public Health Standards for Covid 19 mitigation © Others (which are deemed necessary) e's REVISITING THE INFOGRAPHICS These are the five phases of Teaching Internship. Ofienfation sessions ‘Observation and building relationship Phases of On ste fests Teaching Internship ee Final demonstrations accomplishing Evaluation of Teaching Internship Phase 1 Orientation sessions are held with the following: College Supervisor, Cooperating Principal, Cooperating Teacher and Master Teacher/Subject Area Coordinator. Phase 2 — Observation and building relationship The Cooperating Teacher(s) shall request you to observe her/his classes in order that you will become familiar with her/his students classroom routines, subjects, teaching strategies and others. Phase 3 _Diifferent on-site tasks will be given by your Cooperating Teacher(s): assisting in teaching-related tasks, checking of seat-works and performance tasks, assisting in accomplishing of, school forms, et. ‘Phase 4 The final demonstration lesson shall be scheduled and exit forms are accomplished before you leave your Cooperating School, Phase 5 You are requested to evaluate the Teaching Internship progress for its continuous improvement. (een eee Performance Task 1 Alter attending the face-to-face/virtual orientation sessions, list down the expectations of the following in the given matrix. Expectations KNOWLEDGE ‘SKILLS VALUES ‘What do you need What SKILLS | What VALUES do to KNOW in orderto | do youneed you need to possess perform your tasks | to acquire to to perform your efficiently? «| perform your tasks | tasks well? effectively? College Supervisor Court Requirements “| Time management) « Integr) Rules + Requlatios |» Tamwor (ee) + Resporsivility for Teaching Wteship!. Research gals + Tiudigultess, + CHE polices sOmpuler ils Ly enmpascim “ard of BigOe Pour Gite Ys iygependenue = Seheclule ok ers, + Calldburaiea Ce ating Princij . Soh oel ene + Reauiremens oF their] * scat Gile — | + Coogerobm Teacher School © tollaboration + Integy + Lows [polices + tomnunicahor | « time shy Ung eaneniea time wonagernuat | + parties + hyprvacies 40 Sch) | Gheeratinn da | « gekertinel Wonagemert VEVOA . Mission, Goals + Core Values Cooperating Teacher(s) |. qa; chedule ae a | “ena pGiagsoon tales “Convniiicaden sls] + exmpasien ? + Carmo Managemnutl« tea ne \ + Yassioom pantie, et ae + MoNOAMal Sele | «fainess «+ tantent [Lesoons : © eta apres, [MOAR Sis] + espmstty rales. 1. Teaching senate) | Respect + Sait

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