Attending Face-to-Face or Virtual Orientation

Learning Task 1 Sessions

Domain 1 Content Knowledge Pedagogy
PPST Domain(s)
Domain 6 Community Linkages and Professional
Engagement
Domain 7 Personal Growth and Professional
Development
1.2.1 Demonstrate an understanding of research-
based knowledge and principles of teaching and learning,

Strands 6..3. 1 Demonstrate

awareness of existing
laws and regulations that apply to the teaching
professions and become familiar with the
responsibilities specified in the Code of Ethics for
Professional Teachers.
6.2.b. Demonstrate mastery of subject matter discipline.
7.4.1 Demonstrate an understanding of how
professional reflection and learning can be used to
Program Outcomes improve practice

of Teacher Education 6.2.f. Demonstrate a variety of thinking skills in

planning, monitoring, assessing and reporting learning
process and outcomes
CFSAT Competency
Framework for Southeast 3.b.7 Contextualize teaching to local situation
Asian Teachers for the 21ST
Century

TARGET MY 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 responsibilities specified in the Code of Ethics for professional Teachers.
(1.2.1)
 Demonstrate familiarity with all the expectations of my Teacher Education
Institution, (TEI) Cooperating School and Cooperating Teacher. (6.3.1)
 Use professional reflection and learning to improve practice. (7.4.1)
CLARIFY 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 themselves ethically and professionally. This is a one semester
full time teaching internship in the basic education schools either in campus or
off-campus using a clinical approach under the mentor ship of a cooperating
teacher. but why do you have to undergo Teaching Internship?

Importance of Teaching Internship

 Provide you with many opportunities within diverse classroom settings to
refine your knowledge, skills and dispositions which you have developed
in your Teacher Education Institution (TEI)
 Plays a vital role to your success as a Professional Teacher
 Gives you opportunity to apply what you have learned 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 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 critical reflection as you create
meaning out of your learning experiences and attempts to discover your
own identity as teachers
 Give 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 Internship, 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 student’s 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, from to accomplish and others which they deem necessary for you to
perform your tasks well.
As a 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.
 DepEd 40s 2012 Child Protection Policy
 DOH Administrative Order No. 2020-0015 Guideline on the Risks-based
Public Health Standards for Covid 19 mitigation
 Others (which are deemed necessary)

REVISITING THE INFOGRAPHICS

These are the five phases of Teaching Internship.

Phase 1. Orientation sessions

Phase 2. Observation and building relationship

FIVE PHASES OF
3. on site tasks
TEACHING Phase

INTERNSHIP

Phase 4. Final demonstrations accomplishing exit form.

Phase 5. Evaluation of Teaching Internship

Phase 1. Orientations sessions are held with the following: College Supervisor,
Cooperating Principal, Cooperating Teacher and Mater 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. Different on-site tasks will be given by your Cooperating Teacher(s):
assigning in teaching-related tasks, checking of seat-works and performance tasks,
assisting in accomplishing of school forms etc.
Phase 4. The final demonstration lesson shall be scheduled and exist forms are
accomplished before you leave your Cooperating School.
Phase 5. You are requested to evaluate the Teaching Internship progress for its
continuous improvement.
 PERFORMING MY TEACHING-LEARNING ACTIVITIES

Performance Task 1

After 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 to What SKILLS do What VALUES do

KNOW to perform you need to acquire you need to possess
your tasks to perform your to perform your
efficiently? tasks effectively? tasks well?

College Supervisor I need to know my I need to acquire I must become

duties and planning and the humble, and
responsibilities, ability to adjust. obedient on what I
including the am required to do.
number of hours I
will render to my
cooperating school.
Cooperating I must know the I must acquire the
I need to possess a
Principal/ School terms and rules that ability to
value of building
Head/ Master the school imposes. communicate and
strong relationships
Teacher maintain classroom
with my co-teacher
management interns, teachers,
effectively. faculty, and staff of
my cooperating
school.
Cooperating I need to identify I have to become I have to value
Teacher(s) different teaching flexible and myself, the
styles that the adaptive. opinions of my
teacher uses in critical teacher and
conducting classes. an outlook that sees
better opportunities
for my students.
Performance Task 2

After reviewing the laws, policies, and documents pertinent to the Teaching
Internship, choose three (3) and write one (1) important provision for that law or
policy and state its application in your life as a Practice Teacher.

Title of Law/ CHED Policy/ Cite one (1) important How will you apply this
Department Order provision in
your profession?
Promote a zero-tolerance I will ensure that every
1. DepEd 40s 2012 policy for any act of child student is well taken care
Child Protection abuse, exploitation, of. Create an environment
Policy violence, discrimination, where negativity,
and other related offenses. discrimination, and abuse
never happen.
Act to promote and I will pour my utmost
improve the social and ability into teaching
2. RA 4670 The economic status of public students, developing their
Magna Carta for teachers, their living and abilities, honing skills,
Public School working conditions their and showering them with
Teachers
terms of employment, and values that enable them to
career prospects in order become effective and
that they may compare productive individuals.
favorably with existing
opportunities in other
walks of life.
3. RA 10627 Anti Act requiring all I will create a safe and
Bullying Act of elementary and secondary motivating environment.
2013 schools to adopt policies to Zero tolerance of bullying.
prevent and address acts of
bullying.

Performance Task 3
 From among the five phases of a Teaching Internship, which seems to be
difficult? Why?

It would be a different onsite task that will be assigned by my cooperating

teacher. Although we are trained and educated to create school related task, still
there are a lot to learn.

How can I enjoy my Teaching Internship to the fullest?

I can enjoy MY
WRITING REFLECTIONS
my teaching internship to the fullest by establishing
connections and teaching students. Yes, teaching is hard, but being
able to see and evaluate that my students are slowly getting better
and learning something from my class would be a great reward.
CHECKING FOR MASTERY

Choose the letter of the correct answer.

1. Why is there a need to conduct orientation sessions for Teaching

Internship?
A. To avoid future problems
B. To make the practice teachers ready
C. This is a requirement of the school
D. To establish harmonious relationship with the school

2. Which must be the most important aspect to be included in the

orientation?
A. School Facilities
B. Graduate attributes
C. Vision, Mission, Goals of the School
D. Do’s and Dont’s in Teaching Internship

3. Why are observations done during the first week of internship?

A. To comply with the requirements
B. To know your students in class
C. To meet your Cooperating Teacher(s)
D. To allow the practice teacher to be immersed in the class

4. To ensure quality and better orientation sessions, what must you do?
A. Record the orientation session
B. Attend all the required orientation sessions.
C. Focus on all the things you need to follow and accomplish.
D. Take down important notes during the orientation sessions.

5. Why is there a need to be familiarized with the school’s facilities?

A. To know where you can work and rest
B. To tell where you can be located during rest periods
C. To enable you to know where to go when instructed
D. To ensure that you know where to get the needed instructional resources
WORKING ON MY LEARNING ARTIFACTS

Paste pictures/ screenshots of the orientation sessions that you have attended.
Label them.

This was taken during our first day of deployment and orientation.

SCORING RUBRIC FOR THE TEACHING-LEARNING ACTIVITIES

INDICATORS Meets Approaching Meets Does Not Meet
Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard
CRITERIA 4 3 2 1
Performance  Have all the  Have some  Have minimal  No aspect of
Tasks aspects of aspects of aspects of work work meets
work that work that that meet level level of
exceed level exceed level of of expectation. expectations.
of expectation.  With some  Have errors,
expectation.  Demonstrate errors and omissions
 Show solid MASTERY is and
exemplar performance not thorough misconcep-
y and tions
performa understanding
nce
Checking With 5 correct With 4 correct With 3 correct With less than 3
for answers answers answers correct answers
Mastery
Learning ALL the pieces The piece/s of The piece/s of The piece/s of
Artifacts of evidence of evidence of evidence of evidence of
learning are learning is/are learning is/are learning is/are
aligned with aligned with aligned with ONE NOT aligned
learning SOME of the of the learning with the learning
outcomes. learning outcomes. outcomes. outcomes.

Creativity The learning The learning tasks The learning tasks The learning
and tasks are done are done are done quite tasks are poorly
Resourceful very creatively creatively and creatively and done and needs
ness and resourcefully. resourcefully. improvement.
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks are learning tasks are learning tasks are learning tasks
Requiremen submitted on or submitted a day submitted 2 days are submitted 3
ts before the after the after the deadline. days or more
deadline. deadline. after the
deadline.

MY TOTAL SCORE

VANEZA L ATANOSO
Signature of College Supervisor

Learning

Task 2
 Doing Observation of Classes, Pre-Observation and Post
Observation Conferences

Domain 1 Content Knowledge Pedagogy

PPST Domain 2. Learning Environment
Domain(s) Domain 3 Diversity of Learners
Domain 7. Personal Growth and Professional Development

Strands

4.4.3 Demonstrate knowledge in the implementation of relevant

and responsive learning programs
6.4.1 Demonstrate knowledge and understanding of school
policies and procedures to foster harmonious relationship with
the wider school community

Program 6.2 f Demonstrate a variety of thinking skills in planning,

monitoring, and assessing, and reporting learning processes and
Outcomes of outcomes.
Teacher Education
 6.2 e Apply skills in the development and utilization of
ICT to promote quality, relevant and sustainable and
educational practices
6.2 f Demonstrate a variety of thinking skills in planning,
monitoring, assessing and reporting learning processes
and outcomes.
0.1 Deepen and broaden my knowledge on what I teach
CFSAT
Competency 0.2 Understand education trends, policies and curricula
Framework for
2.1 Know my students
Southeast Asian
Teachers for the 2.2 Use the most effective teaching and learning strategy
21st Century
2.3 Assess and give feedback how my students learn
3 Encourage and respect diversity
4.1 Know myself and others
4.2 Practice human goodness in my life and work
4.3 Master my teaching practice

TARGET MY LEARNING OUTCOMES

At the end of this learning tasks, I should be able to:
 Give the importance of classroom observations.
 Identify the different focus of observation.
 Observe classers assigned by the Cooperating Teacher.
 Use professional reflection and learning to improve practice.
CLARIFY MY TASK
Classroom Observation plays a central role in Teaching Internship. It is
an important process of learning how to teach. Pre-service teachers need to
observe many classes through classroom visits or through video-taped lessons
in order to learn more about the instructional cycle. Classroom observation
provides a wide array of opportunities to see real-life teachers in actual
teaching situations. These observations will influence the way you plan and
teach. Observing the class of your Cooperating Teacher will give you the time
to reflect and make decisions on how you will teach you lessons. This means
that observation is very important in every stage of your career as a teacher.
Classroom observation describes the practice of sitting in your
Cooperating Teacher’s classes to observe, learn and reflect. Various aspects of
the class can be examined such as classroom routines, use of time, schedule,
class participation, teaching strategies, classroom management strategies,
student engagement, instructional materials, differentiated activities,
integration of values, modes of assessment, types of assignment and many
more.
After the orientation sessions, your Teaching Internship will begin with
a series of observations in the classes of your Cooperating Teacher. The
number of observations and the duration of these observation will depend on
your Teaching Internship requirements. Your Cooperating Teacher may give
you some opportunities to observe other levels and subject areas based on the
availability of other teachers’ schedule. You might also be allowed to observe
the classes of the other items to learn more on the teaching-learning process.

Importance of Classroom Observation

Classroom observations involve the sharing of material and non-
material resources techniques and strategies of both the observer and the one
being observed. By allowing you to observe your Cooperating Teacher in
actual classroom setting or online allows you to do self-reflection for your
own growth and development.

Advantages of Classroom Observation for the Practice Teacher

 Observes a wide array of new techniques , strategies, ideas and instructional
resources
 Gains insights on the degree of student engagement
 Gets students reactions from various perspectives
 Create a professional learning community through mentoring and coaching
 Provide s for personal professional development and growth

Advantages of Classroom Observation for the Cooperating Teacher

 Allows one to see different classes through someone else’s eyes
 Assesses one’s class from a different perspective
 Receives inputs (suggestions, ideas, resources ) from a mentee
 Creates s professional learning community through mentoring and coaching.
 Provides for personal professional development and growth.

The focus of Classroom Observation

In order to help you get the best learning/insights from your classroom observations,
you need to focus on some aspects in the teaching-learning process. This will help
you collect some data and information which you will need in the conferences with
your Cooperating Teacher a Pre-Observation Conference will be conducted by your
Cooperating Teacher so that you can discuss the focus of your observation and the
procedures you will do to record your observations. The process can be done through
a checklist, accomplishment of a matrix, completion of a structure frame, narrative
summary, field noes, making use of a rubric, tallying of frequency recording
anecdotal records, writing of reflections and the like. Your Cooperating Teacher may
suggest the aspects or focus of observation or you may be given the opportunity to
suggest the things that you with to observe. Usually, you need to focus on only one or
two aspects of observation to give you more time to look for salient details and in
order to have a through observation of the process. Some aspects to be observed are
quite easy and can be accomplished immediately but others need more time to analyse
and will need a longer period of time.
These are some things you can observe and the questions you need to consider during
the observation.

Focus/Aspects of Things to observe Questions to consider

Observation
1.. Intended learning Intended learning How these outcomes were
outcomes outcomes specified in the made known to the
learning plan students?
Were they SMARTLY
(specific, measurable,
realistic and time bound)
stated?
Were they achieved at the
end of the lesson?
Were the teaching-
learning activities aligned
to the objectives and the
assessment?

2.. Opening/introduction of How did the teacher

Organization/structure the lesson introduce the lesson?
of the lesson Development of the How was the lesson
 lesson developed/organized?
Closing of the lesson Are the lessons arranged
Appropriateness of the from simple to complex?
teaching-learning Howe did the teacher
activities synthesize the lessons?
Likes and transition of the Are the activities
teaching-learning sufficient and appropriate
activities for the lesson?
Were the links and
transitions smooth and
properly executed?
3.. Classroom Time management Did the teacher begin and
management Classroom routines end classes on time?
Order and discipline in Were the tasks given on
the class time? Were there
Setting of groups established classroom
Physical aspects of the routines?
classroom (ventilation, Was the class functionally
sound, lighting, seating in order?
arrangement) if done Were the rules in group
face-to-face work explained?
Management of the Were the physical aspects
learning management of the room checked when
system (if done virtually) done
face-to-face/virtually?
4.. teaching-learning Variety of Teaching- How varied are the
activities (TLA’s) learning activities teaching-learning
 Whole class activities?
 Pair  Whole class
 Individually  Pair
Use of differentiated  Individually
instruction Where there differentiated
Alignment of teaching- instructions for the varied
learning activities to the types of learners?
outcomes and modes of Are the teaching-learning
assessment activities aligned to the
outcomes and mode of
assessment?

5.. teaching Approaches, Approaches, methods and What approach was used
methods and strategies strategies used in the lesson?
What method was
 employed?
What strategies were
utilized? Were all these
appropriate to attains the
learning outcomes?
6.. instructional Selection, development What instructional
materials (IM’s) and use of instructional materials/resources were
Resources materials/ resources used in the lessons?
including the use of ICT Were they appropriate,
 Printed interactive and
 Non-printed innovative?
 Electronic Did they make the class
 Open online resources highly engaging?
Were they varied? Do
they care to the individual
differences?
7.. student engagement Degree of attention of How focused are the
students in class students?
Curiosity in learning What is the degree of
Interest in the lesson curiosity of the students?
Passion to learn Were the students
Commitment to do the interested in the lesson?
tasks. How eager and passionate
are the students to learn?
Hoe committed are they
in doing their tasks?
8. student interaction Types of class interaction Were the types of
 Teacher-student interaction evades in the
interaction class?
 Student-student Which one needs to be
interaction improved?
 Student-instructional
materials
 Student-technology

9.. questioning Types levels of questions What levels/ types of

techniques Questioning techniques questioning were
Reacting techniques formulated/raised?
What questioning
 techniques were utilized?
What reacting techniques
were employed by the
teacher?
10.. integration of values Values integration in the What values were
lesson integrated in the lesson?
How ere the values
concretized in the lesson?
Were these values applied
in real life situations?
11. modes of assessment Types of assessment What assessments were
utilized to find out if the
outcomes were
realized/attained?
Were the assessments
aligned to the learning
outcomes and learning
activities?
Were the results
satisfactory?
12. assignment Types of assignment What assignment was
given to the class?
Does the given
assignment
improve/reinforce
learning?
Is the assignment doable?
Realistic?
13. use of language Appropriateness of the Is the language
language appropriate to the age
Use of the medium of level of the students?
instructional to facilitate Is the medium of
teaching and learning instruction correctly used
Use of verbal and non- in the subject area?
verbal communication Do the verbal and non-
Use of positive verbal communication
reinforcements/feedback support student
techniques understanding and
participation?
What positive
reinforcements/feedbacks
were used to boost
student’s morale?
14. personal qualities of Personal grooming What are the personal
 the teacher qualities of the teacher
Attendance which are evident in the
Punctuality class which improve the
Voice teaching-learning
Personal graciousness process?
15. Other things to Strategies used to respond How do the teacher
observe especially for to the given situations: respond to the needs of
those teaching learners  Geographic isolation learners in difficult
with special needs and  Chronic illness circumstances such as
those teaching in  Displacement due to geographic isolation,
challenged areas. armed conflict chronic illness,
 Urban resettlement or displacement due to
disasters, armed conflict urban
 Child abuse and child resettlement or disasters,
labour practices child abuse and child
Strategies used for labour practices?
inclusive learners and What strategies were used
from indigenous groups for inclusive learners and
from indigenous groups?

REVISITING THE INFOGRAPHICS

Steps in
classroom
1. observation
5. REFLECTION
PLANNING

2.
OBSERVATION 4. FEEDBACK

3. ANALYSIS

PERFORMING MY TEACHING-LEARNING ACTIVITIES

Performance Task 1
Observing the teaching-learning process in Flexible Learning and different
Distance Learning Delivery Modes (online, radio-based instruction, television-
based instruction, and other modalities) focusing on the development of the
MELCs and reflecting on these process
Based on the Pre-Observation conference with your Cooperating Teacher,
complete the matrix based on your scheduled classes of observation. The observation
may be done face-to-face or through different Distance Learning Delivery Modes
(online, radio-based instruction, television-based instruction, and other modalities).
Take note that your focus of observation is based on the results of your pre-
conference with your Cooperating Teacher. Make sure that you also need to focus on
the development of the MELCs and reflecting on the different processes.
If your observation is more than a week, please copy the given template.

Date Subject Time Grade Focus of Observation Insights

level/sect observati notes
ion on
JANU Bread and 1-3 pm 11-vesta The The teacher The class was
ARY pastry teaching uses a student- amazing, she
23, productio style or centered conducted it so
2025 n Nc2 setting. modality, well that the
allowing students enjoyed
students to it including
perform. She myself.
uses a hands-
on activity that
stimulates
students
learning. Uses
vernacular
language while
teaching
students.

Performance Task 2
Attending pre-observation and post-observation conferences with the
Cooperating Teacher and the College Supervisor.
 After your observation schedule has been finalized you are now ready to
attend the pre-observation and post-observation conferences with the Cooperating
Teacher and the College Supervisor.

Date(s) Notes on the Pre- Notes on the Post Plans of

Observation Observation Action/Action
Conference Conference Taken
January 21, 2025 We were informed I have noted Be flexible, arrive
of the dos and that we will on time and handle
don'ts. We must undergo a classes with
come to school rotation of enthusiasm.
before 7:30. subjects.
Always wear a
uniform, and
complete 8 hours
of duty per day.
Teach at least one
subject related to
our major.

Performance Task 3
Keeping a daily reflection journal
Reflection journals are personal accounts or records of all your learning experiences.
These are your insights and learning gained in the teaching-learning process. These
are records of events that are pleasant or unpleasant that you can reflect on and learn
from.it can help you assess the important learning events that happened in your
teaching which can direct you to improve your professional career. Your reflection
briefly summarized your ideas, thoughts, feelings, and emotions which will lead you
to analyze and improve on your decisions and actions. You need to write your
reflections regularly to motivate you to learn and enjoy the process of learning.
As you move on with your tasks as practice. Teacher, you need to write a daily
reflection journal.

You may now start writing your reflection.

WRITING MY REFLECTIONS
After observing the classes of your Cooperating Teacher whether in face-to-face
or in distance delivery mode, what aspects in the instructional cycle, do you thing
you are now capable of doing and the areas you still need to improve on?
I can say capable now of handling classes and teaching my students. However, I
must improve myself when it comes to questioning in order stimulate students
 CHECKING FOR MASTERY
Encircle the letter of the correct answer.
1. Which is a blueprint of the daily instructional activities of the teacher?
A. Learning Plan C. Learning Procedures
B. Learning Content D. Learning Materials

2. Which refers to the material used to enrich classroom instruction?

E. Learning Plan C. Learning Content
F. Learning Procedures D. Learning Resources

3. Which can be given as an optional activity to reinforce students’

learning?
E. Artwork C. Assignment
F. Activities D. Assessment

4. Why is Learning Plan important?

E. It keeps teacher on cue.
F. It is a requirement of the profession.
G. It enables the teachers to do what is next.
H. It guides the teachers in her/his daily activities.

5. Which plan is used by teachers who are new in the service or those who
have less than a year of teaching experience?
A. Daily Lesson Log C. Detailed Lesson Plan
B. Daily Lesson Plan D. Daily Learning Activities

6. Which assessment task is aligned to this competency:” identify classroom

routines?”
A. Is classroom routine necessary for class order and discipline?
B. Give an example of classroom routine.
C. What is meant by classroom routine?
D. What is a disadvantage of a classroom routine?
 WORKING ON MY LEARNING ARTIFACTS

Paste pictures/ screenshots of the orientation sessions that you have attended.
Label them.

This was taken during our first day of deployment and orientation.