Field Study 5 Contents

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The School Vision
Tagum City National High School shall inculcate the right values to produce
morally upright individuals and promote academic excellence through information,
communication and technological breakthroughs, to make them responsible and
productive citizens of our country with efficient and competent teachers in a well-
equipped and conducive learning environment.
The School Mission
Tagum City National High School shall provide quality education through efficient
and effective implementation of the educational programs and activities in collaboration
with the PTA, the community, the LGU and the NGO's as stakeholders.
Current School Goals
Curriculum Goal
To provide effective teaching interventions, appropriate learning programs and
activities that will improve learning outcomes
Staff Management Goal
To provide quality services and equal opportunities for academic upliftment and
professional development
Resource Management Goal
To maximize the use of the Maintenance and Other Operational Expenses
(MOOE) allotment, GPTA funds and other resources for school development programs
and projects
Learning Environmental Goal
To provide adequate and conducive teaching-learning environment to teachers
and students
Community Building Goal
To strengthen and sustain partnership among stakeholders for a collaborative
support in implementing DepEd thrusts and programs towards the improvement of
learning outcomes

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Entrenchment of the Cooperating School
A Brief History of Tagum City National High School
By the virtue of a Barrio Charter approved on February 14, 1967, a public
secondary school high school was established amidst pressures and conflicts to cater to
the needs of the poor and average income families who cannot afford to send their
children to private schools. This was through the efforts of Barangay Captain Prospero
Estabilio and the members of the Barangay Council. This mark the beginning of the
realization of the late Schools Division Superintendent Eulalia B. Basañes who
envisioned create and strengthen a public secondary high school in the capital town of
the province.
With 68 first year and 54 secondary students, the school opened on June 1967
whose first graduation was on March 1970.
Mrs. Basilia Zamora, who was then in-charge of the District of Tagum became its
first administrator until Miss Gloria M. Gazmen was transferred from Pantukan Provincial
High School and became its school-in-charge in 1970.
The first Parent-Teachers Association was organized by Mr. Nalzar Conception
where Mrs. Rosa Lucero was elected as president with Mrs. Pelagia Conception as
secretary.
Upon its opening of the school year 1967-1968, the following teachers were: Mrs.
Herminia Selga, Mrs. Aida Jain-Alcid, Mr. Nalzar Concepcion with part-time teachers
Mrs. Evangeline de la Cruz and Miss Bagara. Later, all them transferred, hence, came
Mrs. Elizabeth Juarez, Mrs. Irenea Bermudez, Mr. Rolando Castronuevo and Mrs. Betty
Vinson were hired the following year.
Because of the school’s meager tuition fees the school could hardly meet its
obligations, thus, the late Schools Division Superintendent Hermogenes Hipolito met
with some PTA officials, former Mayor Herminigildo Baloyo, and the members of the
Barangay Council, Magugpo Barangay Captain DionesioQuirante, Barangay Secretary
Silvestre Padilla drafted the resolution converting Tagum Community High School to
Tagum Municipal High School.
Whereupon, on motion of former Vice Mayor Gelacio Gementiza, duly seconded
by Councilors Antonio Lagunzad and LucioRallos, in 1972, Tagum Community High
School was converted to Tagum Municipal High School. The release of funds for the

4
construction of classrooms at the Municipal Gym was through the endorsement of
former Municipal Treasurer Rufino Cabang.
From 1976 to 1979, the school’s PTA President Mr. Manuel Suaybaguio, Jr.,
together with its officers and Board of Directors Natividad Manzano, Sgt. Antonio
Francisco, Sgt. Sergio Pendon, Sr.(deceased), and with the leadership of Miss Gloria
Gazmen, the school principal, worked hard in the acquisition of a permanent school site
since the school was then occupying a portion of Rizal Elementary School.
In October 4, 1987, Tagum Municipal High School transferred to its present site,
in Mangga, Visayan Village, Tagum City in a 20,003 square meter lot donated by Mr.
and Mrs. Climaco Maurillo.
At first, it was a test of endurance and determination on the part of Miss Gloria M.
Gazmen because opposing parties claimed that the place is haven a snakes, swampy,
flood-prone, muddy- not an ideal place for a school.
In 1986, through the request of Supt. Teofilo Gomez, the said parcel of land
bearing land title number T-61535 was transferred to the Department of Education,
Culture and Sports on June 19, 1989, during the time of Supt. Prudencio N. Mabanglo
and Mayor Victorio Suaybaguio, Jr.
From a measly 122 enrolees in 1967, the school is now the most populous
secondary school with its present enrolment of 5, 108 students.
The school is also the only recipient of the Engineering and Science Education
Project-Science Education Institution(ESEP-SEI) of the Department of Science and
Technology because of its remarkable academic performance in the Division of Davao
del Norte.
It is because of the trust and confidence in the competence, academic
performance, and leadership of its former principals, Miss Gloria Gazmen, Mr. Amadeo
L. Patriarca, Mrs Victoria P. Balquedra and now, Mr. Teodorico S. Caballero and its
teaching staff that the school is reaping support and assistance from the national,
provincial, congressional, city and barangay officials and its GPTA.
September 19, 2005, Tagum national High School, under City Ordinance No.
192, s-2005 was converted into Tagum City National High School, during the 59th
Regular Session of the 3rd Council of the City of Tagum, province of Davao del Norte
held at the Sangguniang Panlungsod Session Hall, presided by the City Vice Mayor
Hon. Allan Lopez Rellon and approved by the City Mayor Rey T. Uy on the same date.

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On February 14, 2006, during the annual celebration of Tagum City National
High School Foundation Day the heirs of Climaco Maurillo were recognized for their
consent of renaming Tagum Nation High School to Tagum City National High School. To
honor the name of the land donor, the school gym is named Climaco E. Maurillo, Sr.
Gym.
Looking back, one cannot image how the school transformed from a once
swampy, snake laden and muddy site to what it is now, especially when the od
classrooms were transformed into a modern and state of the art classrooms and
facilities. It all began when Mayor Rey T. Uy appropriated a big amount for the
construction of a three-story building and its facilities.
At present, Tagum City National High School receives gratitude and honor in
different academics, sports and leaderships competitions.
School, Division, Regional, and National Contest were also held in this high-
status institution until it becomes the leading secondary school in the Division of Tagum
City.

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EPISODE 1: MY ASSESSMENT
LIST
Name of PST: CASUMPONG, CARLO O.
Course: BSED-ENGLISH Year & Section: 4SE2
CT: JHECEL MAY LOVITOS Signature: ____________________
Cooperating School: TAGUM CITY NATIONAL HIGH SCHOOL
You’re Map
To be aware of the assessment tools that are used in the classroom, you will find
interest in observing teacher’s assessment practices. To hit your target, work your way
through these steps:
Step 1
• Observe at least three classes and make a list of the assessment
methods used by teachers.
Step 2
• In your list, classify assessment methods as to conventional and
authentic / alternative.
Step 3
• Describe how each assessment method was used, including your
personal observations.
Step 4
• Confer with your Cooperating teacher your assessment list.
Step 5
• Reflect on your experiences.

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Episode 1: MY ASSESSMENT TOOLS
CLASS 1 OBSERVATION SHEET
Name of the cooperating school: TAGUM CITY NATIONAL HIGH SCHOOL
School address : Visayan Village, Tagum City Date of visit:
Grade/year level: Grade 7 Subject Area: English
ASSESSMENT DESCRIPTION

9

10

11
ASSESSMENT TOOLS CLASSIFICATION SHEET
Conventional Type Description of how the assessment method was used

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ASSESSMENT TOOLS CLASSIFICATION SHEET
Alternative Type Description of how the assessment method was used

13
ANALYSIS
Was there a variety of assessment methods used by the teachers? How
relevant was/were the assessment method/s used?
Do you think the expected students’ learning behaviors indicated in the
objectives were properly and appropriately assessed through those
assessment methods?

14
REFLECTIONS
Write your personal reflection of thoughts and feelings about the importance
in the use of appropriate assessment methods in the classroom, including
what students and teachers can gain from appropriate assessment tolls.
Share.

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EPISODE 2: My ATM
CT: MS. JHECEL MAY LOVITOS Signature: ____________________
Your Target
Your Way
Designing and using assessment tools sounds interesting, especially if you know
their curricular intentions. Take calculated strides in pursuing this interesting task
through these stages:
Step 1: Visit a class on a subject area taught by your CT.
Step 2: Study the teacher’s objectives of the lesson. Observe his/her class, focusing on
the evaluation part of the lesson.
Step 3: Make a table of specification and construct pen – and – paper test items on the
subject observed.
Step 4: Conduct the pen and paper test in a class.
Step 5: Analyze and interpret the data obtained from it focusing on target competency.
Step 6: Reflect on your experience.
Your Tools:
ANALYSIS OF A TEACHER-MADE TEST
Test Item Learning
Competency/Objectives
Bloom’s Taxonomy Level
1.
2.
3.
4.
5.

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SUMMATIVE EXAM
Learning
Competency/Objectives
Test Items Bloom’s Taxonomy Level
1. 1.
2.
2.
3.
4.
5.
Analysis
Do you think the teachers’ learning objectives were appropriately assessed by your test
items? Why? Why not?

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Why did you have to study the teacher’s learning objectives prior to developing an
assessment tool?
Reflections
Write your personal reflection of thoughts and feeling regarding the ‘PEACE CONCEPT’
on Focus. Share your reflection with your FS Supervisor and co-PSTs.

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EPISODE 3: Log Me
CT: MS. JHECEL MAY LOVITOS Signature: ____________________
Your way
Authentic Assessment is an alternative way of assessing student’s learning. To be
able to use it, you must first have deep understanding of it. To help you hit your target,
fly in good shape through these destinations:
Step 1: Formulate questions for interview.
Step 2: Ask permission from the CT/ interviewee.
Step 3: Conduct interview.
Step 4: Write a reflection about it.
INTERVIEW NOTES
Site:
Interviewee:
Transcriber:
Date:
Time Started:
Time Ended:

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Episode 4: “Log Me On”
OBSERVATION NOTES

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NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN
Name of the School Observed: TAGUM CITY NATIONAL HIGH SCHOOL
School Address: VISAYAN VILLAGE, TAGUM CITY
Date of Visit:
Grade/Year Level: GRADE VI Subject Area: ENGLISH
Describe in bullets the performance-based activity you observed.

22
Subject Matter:
What are the best features of my process-oriented performance assessment design?
What specific conditions are necessary for a successful use of my process-oriented
performance assessment design?
What basic points should the user of this design consider?
Prepared by: CARLO O. CASUMPONG
Signature of FS 5 Student over Printed Name
Episode 5: “Build Me Up”
MY PLAN (TASK DESIGN)
Learning Objectives:

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General Product-oriented Performance Task:
Target Skills:
Learning Activities (Specific tasks):
Assessment Tasks:
NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN
Name of the School Observed: TAGUM CITY NATIONAL HIGH SCHOOL
School Address: VISAYAN VILLAGE, TAGUM CITY

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Date of Visit:
Grade/Year Level: GRADE VI Subject Area: ENGLISH
Subject Matter:
What are the best features of my product-oriented performance assessment design?
What specific conditions are necessary for a successful use of my product-oriented
performance assessment design?
What basic points should the user of this design consider?
Prepared by: CARLO O. CASUMPONG
Signature of FS 5 Student over Printed Name

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1. How did you feel about the teacher’s implementation/use of authentic
assessment?
2. If you were the teacher, would you employ the same authentic assessment
used by your CT? Why or Why not?
3. Which part of the teacher’s use of authentic assessment do you feel like
improving or revising?

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Appendices
 Lesson Plans
 Rating Sheets
 Table of Specification (Own
Summative Test)
 Table of Specification (Teacher-
made Test)
 Sample Answered Tests
 Daily Time Record
 Certificate
 Photographs
 Curriculum Vitae
 Cooperating Teacher’s Profile

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 Portfolio Rubric
Lesson Plans

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Semi-detailed Lesson Plan in Grade 7 English
I. Objectives
At the end of the lesson, the students are expected to:
a. identify the specific types of adverbs from sample sentences;
b. share the importance of learning adverbs through associating
photographs/pictures; and
c. construct sentences with adverbs.
II. Subject Matter
A. Topic: Adverb and its Types
Reference:
“Adverbs.” (2014). Retrieved, August 4, 2014 from
http://grammar.ccc.comnet.edu/grammar/adverbs.htm
B. Materials: Visual aids
C. Approach: CLT
III. Methodology
A. Activities
1. Prayer and checking of attendance
2. Motivation
a. Present two photos with two to three jumbled letters.
b. Ask the students to arrange the letters to form the
appropriate words for the photos.
c. When the class accomplishes it, ask them their observation
(Hint: the parts of speech in which the words belong to).
Its sylap
quitlye reofeb
kard
3. Presentation
a. Present the topic and have students discuss it with you.
Adverbs—are words that modify:
(1) Verb, i.e. He drove slowly. (How did he drive?)
(2) Adjective, i.e. He drove a very fast car. (How fast was his
car?)
(3) Adverb, i.e. She moved quickly down the aisle. (How
quickly did she move?)
Adverb of Manner—“She moved slowly and spoke quietly.”
Adverb of Place—“She has lived on the island all her life.”
Adverb of Frequency—“She often goes by herself.”

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Adverb of Time—“She left early.”
Adverb of Purpose—“She shops in several stores to get the best
buys.”
B. Analysis
1. Underline adverbs in the sentences and explain why they are
called as such.
2. Ask the class for queries and clarifications.
C. Abstraction
1. Ask the students the following questions:
a. How do you define adverb? What is its use in understanding
a sentence?
b. How do the types of adverb differ from each other? Give
explanations from the sample sentences.
D. Application
1. Present two pairs of photos.
2. Ask the class to write two words for each photo: Adverb and the
word/s it modifies.
3. Ask them to write sentences from the pair of words.
IV. Evaluation
Directions: On a ¼ sheet of paper, identify and write the type of adverb
that each underlined word pertains to. Answer directly.

32
V. Objectives
d. arrange and rewrite sentences observing proper subject and verb
agreement ;
e. portray selected scenes from the story strips;
f. reflect on the significance of life through a short poem of essay; and
g. unlock word difficulties.
VI. Subject Matter
D. Topic: Subject-verb Agreement through Samal Genesis
Reference:
Grade 7 English Learning Package
E. Materials: Visual aids
F. Approach: CLT
VII. Methodology
E. Activities
5. Motivation
d. Divide the class into four and let the group assign its leader,
actors and actresses and creative readers.
e. Provide story strips to each group and have them present a
scene that exemplifies the strips you have given.
f. Criteria: (1) Artistic dramatization - 3
(2) Creative reading - 2
(3) Content - 3
(4) Unity and cooperation- 2
Total - 10 points
g. Post the sentences on the board based on the
presentations.
(1) The ball splits.
(2) All elements are drawn out.
(3) You hide and I will look for you.
(4) One of his fingers is on the west.
(5) I refuse to be taken.
3. Presentation
a. Before proceeding to SVA, ask them the following questions:
(1) What is the role of the specific part of speech in the
sentences?
(2) Who does the action and who receives it?
(3) Based on your observation, what can you say about the
arrangement of words in the sentences?
b. Let them get the main point of the story and the main point of
the sentences.

33
F. Analysis
1. Discuss the main rule in subject-verb agreement.
a. A verb must agree with its subject in person and in number.
b. Use the sample sentences recently given and discuss all of
those.
G. Abstraction
c. How do you define adverb? What is its use in understanding
a sentence?
d. How do the types of adverb differ from each other? Give
explanations from the sample sentences.
H. Application
4. Ask sample sentences from the students based on the rule
discussed.
5. Ask the students to cite the importance of SVA using the
following guide questions:
a. What is the role of SVA in doing the following macro-skills?
(1) Reading
(2) Writing
(3) Listening
(4) Speaking
b. Is it important to master SVA for communication? Why or
why not?
I. Application
1. Ask the students to write a short poem or essay of the
significance of life applying correct SVA.
2. Criteria for poetry
Content - 4
Poetic beauty - 2
Mechanics - 4
Total - 10 points
3. Criteria for essay
Content - 4
Organization - 2
Mechanics - 4
Total - 10 points
VIII. Evaluation
Directions: On a ½ sheet of paper, arrange the words in each item and
rewrite it following the proper SVA. Two points will be given for each
correct answer.
1. students, up, Prof. Valero, the (looks, looks).
2. this, graduating, year, you (is, are).
3. of, them, none, accepted (is, are).
4. my, favorite, most, subject, Math, (is, are).
5. English Instructor, my, adviser, my, absent, and (is are).

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IX. Objectives
h. identify the main characters of the story;
i. state the sequence of events of the story;
j. share the importance of knowing the origin of the world; and
k. unlock word difficulties.
X. Subject Matter
G. Topic: Panayan Creation Myth—TungkungLangit and Alunsina
Reference:
Grade 7 English Module
H. Materials: Visual aids
I. Approach: Formalistic Approach
XI. Methodology
J. Activities
7. Motivation
h. Present two drawings with a question mark below each
i. Ask the students to formulate questions regarding the
drawings.
Expected answer: How was the world created?
j. If not achieved, redirect their answers.
8. Presentation
a. Distribute copies of Panayan Creation Myth—
TungkungLangit and Alunsina.
b. Before having them read the story, ask them to take down
the unfamiliar words and let them define it based on the
context where they are used.
c. Discuss with the students, the story and its five elements.
K. Analysis
3. Open the class for queries and clarifications.
4. If all are clarified, ask the following questions:
a. What is/are the character/s doing?
b. What events happened toward the creation of the world?
c. What is the key or main idea of all the events?
5. Let them hear your interpretation of the story and ask theirs.
L. Abstraction
a. Who are the main characters in the story? How did they
contribute to the creation of the world?
b. Can you compare the creation myth and your belief on how
the world was created? (Hint: Bible and Qur’an based)

35
M. Application
6. Post a series of events on the board.
7. Ask the students to arrange the events in its proper order.
(Written on another sheet)
XII. Evaluation
Directions: On a ¼ sheet of paper, answer the questions being asked.
1. What is the title of the story?
2. Where was the story written?
3-4. Who are the main characters in the story?
5-8. What are the four elements that are almost mixed up?
9. What did TungkungLangit think when he was crossing the regions of
the clouds?
10. At the end of the story, where does the rain come from?

36
Semi-Detailed Lesson Plan in Grade 7 English
I. Objectives
a. enumerate the main categories of Dewey Decimal Classification;
b. differentiate the types of card catalog;
c. write a card catalog based on the book presented by the teacher;
and
d. share the essence of knowing Dewey Decimal Classification and
card catalog in using the library.
II. Subject Matter
Topic: *Dewey Decimal Classification
*Card catalog
Reference: www.gutenberg.net/gutindex.all
Materials: Visual aids, card catalog
Approach: Communicative Language Teaching
III. Methodology
A. Preparatory Activities
2. Motivation
a. The class will have a game called “Four Pics., One Word”. In
this game, the teacher will present one set of
pictures/photographs and the students are to guess the word
behind the pictures/photographs.
B. Developmental Activities
1. Presentation
a. The teacher will start the lesson proper by using the word in
the game. Henceforth, he/she will ask the following
questions:
1.) Have you gone to the library?
2.) Aside from the books and newspapers, what have you
seen inside the library?
3.) Have you seen a card catalog?
b. The teacher will present the topics which are the “Dewey
Decimal Classification” and “Card Catalog”.
Dewey Decimal Classification- is a type of classifying books
used in small libraries (i.e.: TCNHS Library). This is usually
represented by numbers.
1 Class 000 – Generalities
2 Class 100 – Philosophy and psychology
3 Class 200 – Religion

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4 Class 300 – Social sciences
5 Class 400 – Language
6 Class 500 – Science
7 Class 600 – Technology
8 Class 700 – Arts & recreation
9 Class 800 – Literature
10 Class 900 – History & geography
 950 General history of Asia; Far East
o 951 General history of Asia; China & adjacent
areas
o 952 General history of Asia; Japan
o 953 General history of Asia; Arabian Peninsula
& adjacent areas
o 954 General history of Asia; South Asia; India
o 955 General history of Asia; Iran
o 956 General history of Asia; Middle East (Near
East)
o 957 General history of Asia; Siberia (Asiatic
Russia)
o 958 General history of Asia; Central Asia
o 959 General history of Asia; Southeast Asia
Card Catalog- is a type of card which gives direction of the
books of the library.
Types of Card Catalog
a.) Subject card- is used when you do not know the
name of the book and the author
b.) Title card- is used when you do not know the author
and subject or topic
c.) Author card- is used when you do not know the
subject or topic and the name of the book
C. Analysis and discussion
1. The teacher will present examples of card catalog.
Subject Card
F
Wo Fiction – Dogs
The Dog Everyone Loved
Woof,Robert
Waterbowl,New Jersey:WagPress,2003
65 p. Illus.
Storyof a dog everyone wants
Title Card
F
WoThe Dog Everyone Loved
Woof,Robert
Waterbowl,New Jersey: WagPress,2003
65 p. Ilus.

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*The only thing difference about each card is the first line.
D. Abstraction
1. The teacher will ask the question “What is the importance of
Dewey Decimal Classification and card catalog in using the
library?”
E. Application
1. The teacher will group the class into three groups. After which,
each group will write a card catalog being assigned by the
teacher.
2. Each group will present its output to the class.
IV. EVALUATION
Instructions: Take a look at the card catalogs below and answer the questions
directly.
1.
2.
F
Pug
Pugg, Sally
The Poodle Parade
The poodle parade. Trenton, New Jersey.
Puppy Press, 2003.
F
Cra
The CampfireMystery
Cracker,Graham
The campfiremystery. Trenton,New Jersey
Pullet Press,2003.
63 p. illus.
This is the story of a scoutand his
adventures at summercamp.
Author Card
F
Wo Woof,Robert
The Dog Everyone Loved
Waterbowl,New Jersey:WagPress,2003
65 p. Illus.

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3.
The following are the questions for each item:
• What type of card is this?
• What is the title?
• Who is the author?
• Who is the publisher?
• What year was this book made?
• What is the call number for The Campfire Mystery?
639.0
Tro
Nonfiction- FISH
Goldfish
Trout, Stuart
Los Angeles, California. Pet Press, 2003.
65p. Illus.
This book gives step-by-step instructions for caring
for a goldfish.
Prepared by:
Casumpong, Carlo O.
Entero, Rose Mae M.
Flores, Carina L.

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K C AP/AN SYN/EV
A. SPELLING 1 0 0 0 1 0
1. Identify amongthewords, thewordwithacorrct spelling. 1 0 0 0 1 10
TOTALITEMS 10 0 0 0 10 10 1to10
1 B. DEWEYDECIMALS 0 0 1 0 1 0
1. Categorizethebook titles throughtheuseofDewey Decimals System ClassificationofBooks. 0 0 1 0 1 7
TOTALITEMS 0 0 7 0 7 7 11to17
1 C. Partsofthe Book 0 0 0 0 0 0
1. Choosefrom theoptions, what is beingreferredby thegivendefinition. 1 0 0 0 1 9
TOTALITEMS 9 0 0 0 9 9 18to26
1 D. SUBJECT-VERBAGREEMENT 0 0 2 0 2 0
1. Decidewhetherthesubjet agrees withtheverbineachgivenstatement. 0 0 1 0 1 10 27to36
2. Underlinetheverbwhichwill agreewithits subject ineachsentence. 0 0 1 0 1 4 37to40
TOTALITEMS 0 0 14 0 14 14
1 E. Comprehension Check 0 0 0 0 1 0
1. Interpret thegivenproverbs. 0 1 0 0 1 10 41to50
1 TOTALITEMS 0 10 0 0 10 10
5 GRANDTOTAL 19 10 0 50 50
1
Time LearningCompetencies
ThinkingSkills
Tot-Obj POINTS ITEM PLACEMENT

52
A Glimpse of the Tagum City National High
School
Photos taken by Carina Flores, Rose Mae Entero and Carlo Casumpong

53
PST and CT
Curriculum Vitae

54
Personal Information
Name: CASUMPONG, CARLO O. Age: 20
Birth Date: SEPTEMBER 11, 1994 Height: 5’1’’
Residential Address: PANGIBIRAN, MABINI, COMPOSTELA VALLEY Weight: 45 KG.
Civil Status: SINGLE
Religion: ROMAN CATHOLIC
Educational Background
Level Name of School Year Graduated Awards
Tertiary University of Southeastern
Philippines
On-going N/A
Secondary Pindasan National High
School
2011 First Hon. Mention,
Best in
Extemporaneous
Speaking, Best in
Editorial Writing
Elementary Pindasan Elementary School 2007 None
Seminars Attended
Title Year Role
Financial Education Expo—Bangko Sentral ng Pilipinas 2014 Participant
Campus Journalism Seminar-Workshop—The Light
Student Publication
2014 Facilitator/Participant
Self-Affirmation Seminar/You Can Succeed Seminar—
Guidance Office; Mabini Campus
2014 Resource Speaker
Pathways: Make Your Dreams Come True—Guidance
Office; Tagum Campus
2013 Participant
You Can Succeed—Guidance Office; Tagum Campus 2013 Resource Speaker
Inclusive Education Seminar—Elective 2 2013 Participant
Other Recognitions and Affiliations
Sports Editor—The Light Student Publication
Secretary—USeP Catholic Campus Ministry
Facilitator—USeP Guild of Peer Facilitators

55
Rank 3—Dean’s List; given during the 2014 USeP Tagum Induction and Recognition Day
First Place—Extemporaneous Speaking; given during the 2014 CTET Intramurals
Rank 20—Dean’s List; given during the 2013 Local Foundation Day
First Place--Extemporaneous Speaking; given during the 2013 BSEd Sports Festival
First Place—Essay Writing; given during the 2013 World Literature Day
Other Information:
Mother:GRACE R. CASUMPONG Occupation:NONE
Father: CAMELO P. CASUMPONG Occupation:LABORER
Sibling: CHRISTIAN O. CASUMPONG Occupation: N/A
I certify that the above information is true and correct with the best of my knowledge and ability.
_________________
Signature
Cooperating Teachers Profile

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“I teach therefore I am”
PERSONAL INFORMATION
Name: LOVITOS, JHECEL MAY P. Age: 22
Address: PUROK SAN MIGUEL, TAGUM CITY Position:
TEACHER I
Birthdate: MAY 8, 1992
Birthplace: DAVAO CITY
Civil Status: SINGLE
Height: 4’11”
Weight: 41 KG,
EDUCATIONAL BACKGROUND
Elementary
Name of the School: Magugpo Pilot Imelda Elementary
School
Address: Tagum City
Year: 2004
Awards/Merits: With Honors
Secondary
Name of the School: Tagum City National Comprehensive

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High School
Address: MankilamTagum City
Year: 2008
Awards/Merits: 4th Honorable Mention
Tertiary
Name of the School: University of Southeastern Philippines
(Obrero Campus)
Address: Iñigo St. Bo. Obrero, Davao City
Year: 2012
Awards/Merits: Cum Laude
NUMBER OF YEARS IN TEACHING
Private: Jose Maria College – (2 years) 2012-2014
Public: Tagum City National High School – 2014 to present

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