“PRACTICE TEACHING MEMORANDUM OF

UNDERSTANDING”

NOTRE DAME-SIENA COLLEGE OF POLOMOLOK

TEACHER EDUCATION PROGRAM
in cooperation

POLOMOLOK CENTRAL ELEMENTARY SCHOOL

RATIONALE

Pre-service teacher training is one of the most important aspects of every teacher’s Education
curriculum as it prepares student-teachers to become qualified teachers in the
Future. Concentrated on developing professional teachers for elementary and secondary
school developing not just teachers but professionals with exceptional communication skills. Practicum
teaching is an integral part of any teacher education curriculum since it is a good avenue for pre-service
teachers to apply the theories they learned in the real classroom setting.

ARTICLE I STUDENT TEACHER

ARTICLE II SELECTION OF MENTOR/COOPERATING TEACHERS.

ARTICLE III DUTIES AND - RESPONSIBILITIES OF THE MENTOR/COOPERATING

TEACHERS

ARTICLE IV WEEKLY JOURNAL/REPORT

ARTICLE V PRACTICE TEACHING PORTFOLIO

ARTICLE VI PREPARATION BEFORE DEPLOYMENT

ARTICLE VII CERTIFICATE OF COMPLETION

ARTICLE VIII TEACHING INTERNSHIP DUTIES AND RESPONSIBILITY

ARTICLE IX TEACHING DEMONSTRATION EVALUATION STANDARD

 ARTICLE I
STUDENT TEACHER

Section 1 An admitted student teacher shall abide by the rules and regulations
set forth by the institution where s/he is undergoing on-the-job training.
section 2 The student teacher should always observe discipline and right conduct.
Section 3 The student teacher should wear the appropriate dress code.
Section 4 S/he should not engage in gambling, illicit activities, drinking Intoxicating
beverages and related activities while at work or within the institution premises.
Section 5 The student teacher is expected to submit reports and requirements on time.
Section 6 The student teacher should observe punctuality and attendance in Reporting
to his/her assigned training area. S/he should accomplish the attendance
recording sheet noted by the training supervisor.

ARTICLE II
SELECTION OF MENTOR/COOPERATING TEACHERS.

Section 7 To ensure that the student teachers will derive maximum benefit from student
teaching experience, only the most capable teachers, preferably master
teachers, should be chosen as mentors/ cooperating teachers. Cooperating
teachers are selected by the cooperating school principal in collaboration w:ith
the University I College Student Teaching Supervisor/ Director and guided by
the following criteria: He/she:
a). has at least 3 years of teaching experience;
b). has at least a performance rating of very satisfactory (VS) for the last 3 years;
c). is a major of the learning area the student teachers will practice in (for
secondary level);
d). is willing to take responsibility for training/mentoring the student-teacher;
e). has been (or is) a demonstration teacher at least, on the school level;
f). possesses desirable qualities such as patience, kindness, understanding and
fairness as attested by the principal;
g). has had no record of irregularities and/or abusive practices in school or in
the community;
h). is a regular, not a substitute or a para-teacher.

ARCTICLE III
DUTIES AND - RESPONSIBILITIES OF THE MENTOR/COOPERATING TEACHERS

section 8 cooperating teachers, because of their experience, have the skills and the
perspective necessary to help students study the art and science of teaching
in a classroom setting. The mentor teachers serve as role models and
advocates and stimulate the mentees to develop an individual teaching style
and personal talents in regard to educational training.
a). observe mentor/mentee relationship;
b). assist the student teachersin honing their skills through:
1.1. regular class observation and post conference
1.2. lesson planning
1.3. use of varied strategies/approaches/techniques
1.4. classroom management
1.5. assessment of learning outcomes
1.6. questioning techniques
1.7. preparation of instructional materials
1.8. preparation of examinations/various assessment modes
1.9. accomplishment of different forms and related work
c). observe, coach/mentor and evaluate the performance of the student teacher;
d). keep a record of observations and post conferences made with the student teacher;
 e). model effective teachingand management techniques;
f). provide the student teacher the opportunity to teach independently and
collaboratively;
g). provide the student teacher participation in co-circular and school/community
activities;
h). Complete a set of summative valuationreports· for each student teacher; and
i). recommend a PASS or FAIL standing for the student teacher for
the practicum. This is done after proper steps, coaching, and preventive measures
have been exhausted. Make available proper and valid

Article IV
WEEKLY JOURNAL/REPORT

Section 9 Student/trainees will be required to submit a weekly journal or report duly noted
and signed by the cooperating teacher, outlining his/her observations, learning
and reflection relative to the actual work s/ he was exposed to. The report will
help ensure that the school/HEI and the partner institution/ are updated on the
on-the-job experience of the student/trainee and assess whether it is congruent
with the agreed upon training plan and learning objectives. The weekly journal
or report will be assessed and synthesized by the Faculty Practicum
Coordinator.

ARTICLE V
PRACTICE TEACHING PORTFOLIO
SECTION 10 Preparing a portfolio of various teaching-learning experiences and
processes. This is to give emphasis on the process rather than output.

Note:
The portfolio must show the pre-service teacher’s developmental experiences
in the Philippine Professional Standard for Teachers domains through the
different learning modalities in various contexts.

The following are the suggested contents for the portfolio for teaching internship:
1.1 Introduction
1.2 Acknowledgements
1.3 Autobiography
1.4NDSCP Seal
1.5Mission
1.6 Vision
1.7Goals and Objective
1.8NDSCP History
1.9NDSCP Hymn
1.10 Teaching prayer
1.11 Prayer of the student
1.12 I am a teacher
1.13 A teacher Creed
1.14 The creation of the teacher
1.15 The ABC’s of a teacher
1.16 Curriculum Vitae of the PT
1.17 Certificate of Completion
1.18 Professional readings
1.19 Weekly Journals
1.20 Experiences, Evidence and Reflections on the Different Philippine
1.21 Professional Standards for Teachers (PPST) domains
1.22 Domain 1, Content Knowledge and Pedagogy
1.23 Domain 2, Learning Environment
1.24 Domain 3, Diversity of Learners
1.25 Domain 4, Curriculum and Planning
1.26 Domain 5, Assessment and Reporting
1.27 Domain 6, Community Linkages and Professional Engagement
1.28 Domain 7, Personal Growth and Professional Development Teaching Philosophy as
A beginning Teacher

ARTICLE VI
PREPARATION BEFORE DEPLOYMENT

Section 11 TEIs must require Practice Teachers to submit a Medical Certificate, certifying
their physical and emotional fitness to undergo internship. Aside from
reviewing the tasks enumerated above, TEIs are encouraged to orient student
teachers on the tools and practices in the new normal such as social etiquette
in a connected world, cybersecurity in social media, and accessing content
resources and tools in curating learning materials.
(1) positive discipline;
(2) online safety;
(3) child protection;
(4) anti-bullying;
(5) and safe school environment should be covered before student deployment.

ARTICLE VII
CERTIFICATE OF COMPLETION

Section 12 Evaluation tools for the Field Study and Teaching Internship courses shall be
designed in line with the implementation of these courses using the learning
modalities employed by the Cooperating School. TEIs are encouraged to
contextualize their use of existing tools.

ARTICLE VIII
TEACHING INTERNSHIP DUTIES AND RESPONSIBILITY

Section 13 Observation of Classes, Pre-Observation and Post-Observation Conferences

a. Observing the teaching-learning process in Flexible Learning and in 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 processes
b. Attending pre-observation and post-observation conferences with the
Cooperating Teacher and the College Supervisor
c. Keeping a daily reflection journal.

Section 14 Class Routines

a. Being oriented 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 for holding classes through distance learning modalities.

Section 15 Preparation of Instructional Materials

a. Assisting the Cooperating Teacher in the preparation of presentations and
Learning materials to be used in classes
b. Developing contextualized instructional materials appropriate for the
Demonstration teaching modality
Note:
● The practice teacher will not reproduce or print DepEd self-learning modules for the
students who will be assigned to him/her.
● All modules will be provided by the Cooperating School.
Section 16 Class Activities
a. Assisting the CTs in preparing class activities
b. Facilitating LDM class activities with minimum supervision from the CTs
c. Designing contextualized learning activities aligned with the MELCs

Section 17 Assessment Practices

a. Assisting the Cooperating Teacher to create assessment materials related to
the lessons, applicable to various distance learning delivery modes
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 Cooperating Teacher in checking students’ outputs

Section 18 Demonstration Teaching

a. Preparing lesson plans, study guides, modules, and teaching materials relevant to LDM of
the partner school and as required by the Cooperating Teacher
b. Conducting daily and final demonstration teaching using the LDM of the partner
School

Section 19 School Forms

a. Assisting the Cooperating Teacher in accomplishing school forms

Section 20 Networking and Linkages

a. Assisting the CTs in parent-teacher conferences
b. Providing support by being volunteer tutors as part of auxiliary service in partner
schools
b. Participating in local and international webinars and other online professional
activities

ARTICLE IX
TEACHING DEMONSTRATION EVALUATION STANDARD

Teaching Demonstration Evaluation Standard

Rating key
1 = unsatisfactory
2 = fair
3 = satisfactory
4 = very good
5 = excellent
PREPARATION FOR LESSON

Lesson plan written and submitted prior to the lesson

Lesson plan has appropriate structure and sequence

Outcomes are realistic/achievable

Contact is appropriate

Organizes materials and equipment in advance

Lesson objective are stated clearly in behavioral terms

Appropriate and adequate review and motivational activities are

provided

Lesson development based on the lesson objectives and method

chosen
Essential element of the method chosen are present and equally
emphasized

Elements of the method chosen are sequentially and logically arranged

Learning experiences/activities are adequately provided so as to

develop mastery on the part of the learners

Learning activities/ experiences are variously and creatively provided in

consideration of individual differences of the learners

Question and follow-up techniques are carefully crafted so as to

challenge the learners to think and participate at maximum

Evaluation activity is congruent to the lesson objectives

Appropriate assignment/homework to reinforce learning is provided

Lesson is written legibly, neatly and with clarity

Average= Total Points/16

Lesson Delivery

Instructional aids and materials are prepared and used appropriately

Classroom is arranged and organized to provide conducive learning

Mastery of subject matter is strongly evident.

Adequate exercises and drills are provided for the learners who are
experiencing difficulty in the lesson

Time is Budgeted properly

Mastery of the language instruction is consistently demonstrated

Classroom routines are systematically and efficiently done

Participation of the learners are maximized

Good rapport of the learners is positively established

Sound discipline practices are wisely employed

Average= Total Points/11

Classroom Management

Classroom organization (e.g grouping of learning. Furniture

arrangement resources)

Provides clear and appropriate instructions

Demonstrates flexibility and responsiveness

Waits for class attention before speaking

Motivates and engages students actively in developing knowledge

Moves systematically around room

Made effective use of non-verbal communication

 Recognized and provided for individual student differences

Uses appropriate discipline where necessary

Is consistent and positive

Encourages appropriate behavior and student participation

Average= Total Points/11

Communication Skills

Speaks Fluently and audibly

Writes legibly

Teaching resources are well organized

Varies pitch, volume, tone and speed of voice

Checks students work at regular intervals

Dismisses class in an orderly fashion

Average= Total Points/6

Questioning Techniques

Question are brief and clear

Allows sufficient wait time

Probes for clarification

Average= Total Points/3

This Memorandum of Agreement is made and entered into on this 24th day of January
2024 until 2nd week of May 2024.

Notre Dame-Siena College of Polomolok company, with an office located at Brgy.

Poblacion Polomolok, South Cotabato

1. PURPOSE & SCOPE.

The purpose of this Memorandum of Agreement is to set forth the terms and conditions, scope of
work and responsibilities of the parties associated with their collaboration on practice teaching
instruction. Specifically, both parties will cooperate to develop standard procedure within our
students that would nurture academic success and ensure the best possible learning environment
for them

2. BACKGROUND.

Both parties see the benefits of this plan, have a desire to pursue practice teaching on academic
year 2023-2024 and have determined that each brings unique expertise and experience necessary
to accomplish the objectives outlined above.

3. TERMS AND CONDITIONS.

It is mutually understood and agreed by and between the parties that: Each party takes legal
and financial responsibility for the plans. Each party agrees to indemnify, defend and hold
 harmless the other to the fullest extent permitted by law from and against any and all demands,
claims, actions, liabilities, losses, damages, and costs.
1. This MOU may be amended from time to time by mutual agreement of the parties
in a written modification signed by both parties.
2. This MOU may be terminated by mutual agreement of the parties, and shall
Automatically terminate upon completion of all responsibilities as stated herein, unless
otherwise amended.

4. EFFECTIVE DATE AND SIGNATURE.

This Memorandum of Agreement shall be effective upon the date of the last party to sign
this MOA below. The parties indicate agreement with this Memorandum of Agreement by
their signatures below.

Mr. JAMES LLOYD B. CALUNSAG, LPT, MAT(CAR)

Education Program Head

Mrs. MARIA RUFINA M. PONO, LPT, MIE

Vice Dean for Academics

Sr. MERCEDES R., LALISAN, OP., PH.D.

NDSCP School President

HIYASMINDA C. DIOLANTO
School Principal III
Polomolok Central Elementary School