04/12/2025
The College of Education–Main Campus successfully conducted a comprehensive One-Day Orientation Seminar for Pre-Service Teachers, marking a significant milestone in preparing future educators for their upcoming deployment. The activity brought together a strong lineup of resource speakers whose expertise provided the participants with a deeper understanding of policies, expectations, and professional standards in the teaching field.
The orientation proper opened with an engaging discussion led by Associate Professor Lea Linda S. Canilla, Principal of the Agricultural Science Integrated Laboratory School. Prof. Canilla provided an essential overview of the deployment scheme, emphasizing the responsibilities and expectations of pre-service teachers once they enter their assigned classrooms. She also discussed vital components of classroom management and the grading policy, ensuring that participants gained foundational knowledge that will guide their teaching practice.
Following her session, Dr. Mary Jane D. Gamozo, Dean of Instruction, delivered an in-depth presentation on the Interim Guidelines for Assessment and Grading System. Dr. Gamozo underscored the importance of fair, evidence-based assessment practices and how these guidelines align with national standards, helping pre-service teachers understand their crucial role in evaluating learners’ progress.
The morning continued with Ms. Glory Grace E. Limco, who presented the Practice Teaching Portfolio Guidelines. She highlighted the importance of documentation, reflection, and evidence-based teaching practices as essential components of the pre-service teachers’ final portfolio. Her discussion provided clarity on the required outputs and the standards that will be used to assess the interns’ professional growth.
Next, Dr. Lovina A. Hamora tackled the Code of Ethics for Professional Teachers, reminding participants of the ethical responsibilities and professional conduct expected of them as future educators. Her talk emphasized integrity, accountability, and the moral obligations inherent in the teaching profession.
The last presenter for the morning sessions was Associate Professor Pamela M. Ferriol, who also serves as the University Guidance Counselor. Prof. Ferriol delivered an informative discussion on the Child Protection Policy and the proper way of writing Anecdotal Records, equipping pre-service teachers with the knowledge needed to safeguard learners and properly document behavioral observations.
The afternoon sessions began with Assistant Professor Aylene D. Pizaña, Assistant Principal for Elementary, who discussed the general shape of the MATATAG Curriculum. Her presentation shed light on the current curriculum reforms, their guiding principles, and the implications for instruction and assessment across grade levels.
Right after, Ms. Ruby Flor S. Daganta, Assistant Principal for Junior High School at ASILS, elaborated on the Daily Lesson Plan (DLP) Format for Elementary, Junior High, and Senior High School. Her session guided pre-service teachers on how to structure clear, coherent, and effective lesson plans aligned with curriculum standards.
The final resource speaker of the day was Mr. Richard T. Urmenita, University CODI Coordinator, who discussed RA 7877 (Anti-Sexual Harassment Act), RA 11313 (Safe Spaces Act), and the University CODI Manual. His talk empowered pre-service teachers with crucial knowledge on safeguarding themselves and others from harassment, and understanding their rights and responsibilities under the law and institutional policies.
The program concluded with heartfelt closing remarks from Associate Professor Ma. Concepcio J. Cayaon, who commended the pre-service teachers for their active participation and encouraged them to embody professionalism, passion, and commitment as they prepare to enter the field.
The successful conduct of the One-Day Orientation Seminar reaffirmed the College of Education’s strong commitment to equipping future educators with the knowledge, skills, and values necessary to thrive in real classroom settings. With this comprehensive preparation, the pre-service teachers are now more confident and ready to embrace their roles as catalysts of learning and transformation.
