CURRICULUM VITAE

Ma. Shaira L. Valdez

Mayuga, Libagon
1165, Southern Leyte, Philippines
09630233410
vshaira074@[Link]

PERSONAL INFORMATION:
Age: 24
Date of Birth: June 1,8, 2000
Place of Birth: Fatima, Lilo-an, Southern Leyte
Complete Permanent Address: Mayuga, Libagon Southern Leyte
Citizenship: Filipino
Language: Bisaya, Tagalog, English
Marital Status: Single
Religion: Catholic
Skills: Computer Literate, Communication

EDUCATIONAL BACKGROUND:
Tertiary Education,
Southern Leyte State University- San Juan Campus
2024 Ongoing, San Jose, San Juan, Southern Leyte

Senior High School

Rito Monte de Ramos Sr. Memorial Nahaong National High School
2020-2021, Nahaong, Libagon,, Southern Leyte
With Honors

Junior High School

Rito Monte de Ramos Sr. Memorial Nahaong National High School
2018-2019, Nahaong, Libagon,, Southern Leyte

Elementary School
Mayuga Elementary School
2010-2011, Mayuga , Libagon, Southern Leyte
 SLSU VISION
By 2040, Southern Leyte State University is a leading higher education institution
that advances knowledge and will be known for innovation and compassion for
humanity, creating an inclusive society and sustainable world.
SLSU MISSION
We commit to be smart and green University that advances education,
technological and professional instruction, research and innovation, community
engagement services and progressive leadership in arts, sciences, and technology that
are relevant to the needs of the global communities. We produce graduates and lifelong
learners equipped with knowledge that enhances lives and invigorates economic
development.
GOALS
The eight (8) development goals are in alignment with the mandates services of the
university (Instruction, Research, Extension, Production) and contribute to the
attainment of the higher education sub-sector goals, to wit: the formation of high-level
human resource, and generation, adaptation, and transfer of knowledge and technology
for national development and global competitiveness.
 Upgrade the quality of instruction with emphasis on Science, Technology, and
Innovations.
 Provide responsive and pro-active Student Programs and Quality Services for
optimum student welfare and development.
 Intensify human capability development for research and innovation.
 Imbibe research attitude in the university.
 Develop and sustain a culture of research and innovation.
 Implement responsive extension programs/projects/activities for sustainable
development.
 Generate sustainable revenue streams to implement SLSU Development Plans
and Programs.
 Enhance the transparency, efficiency, and effectiveness of the Management
System.

CORE VALUES

Excellence
Service
Leadership and Good Governance
Innovation
Social Responsibility
Integrity
Professionalism
Spiritual
 GOALS OF THE COLLEGE OF TEACHER DUCATION

 Articulate the rootedness of education in philosophical, sociocultural, historical,

psychological, and political contexts;
 Demonstrate mastery of subject matter /discipline;
 Facilitate learning using a wide range of teaching methodologies and delivery
modes appropriate to specific learners and their environments;
 Develop innovative curricula, instructional plans, teaching approaches and
resources for diverse learners;
 Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices;
 Demonstrate a variety of thinking skills in planning, monitoring, assessing, and
reporting learning processes and outcomes;
 Practice professional and ethical teaching standards sensitive to the local,
national and global realities; and
 Pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities.

BTLEd GOALS

The BTLEd program aims to develop highly competent and motivated teachers in
Technology and Livelihood Education for Grades 4-8.
The technology livelihood education curriculum shall impart a body of
knowledge, skills, attitudes, values and experiences that will provide prospective
Grade 4-8 EPP/TLE. Teachers with the necessary competencies essential for
effective teaching and at the same time are accredited TVET Trainers and
Assessors.

OBJECTIVES
 Produce innovative, entrepreneurially, and technologically skilled decision-
makers on the different application of technologies and innovations in delivering
quality service across the country;
 Manifest and apply pedagogical knowledge, skills and attitudes realm of
technical-vocational education in accordance with the provisions of the
Philippines TVET Trainers Qualification Framework (PPTQF).
 Demonstrate competence in the quality and effective teaching methods and
strategies through adoption, utilization and integration of ICT in teaching and
training; and
 Equip in-dept knowledge of theories and skills of the program with industry
exposure.
 COURSE DESCRIPTION
EDUC-403 (Field Study 2)
A school-based course which allows pre-service teachers to participate and
assist in limited actual teaching-learning activities that relate to classroom
management, preparation of the learning environment and instructional
materials, delivery of instruction, and assessment. A portfolio which will contain
sample lesson or learning plans and demonstration teaching of at least one subject
content will be required. An action research shall be encouraged to start in this course
and conclude during the internship.

Purpose of the Portfolio

This Field Study portfolio is designed to showcase the pre-service teacher’s
competence and dedication in dealing various challenges and meaningful things being
collected and observed in real atmosphere of teaching world that help them prepare in
becoming a competitive and well- discipline future educator. The purpose of this
portfolio is also serves as a mirror of the young dreamer educators to be aware on how
to develop professionalism in dealing various types of learners and demonstrate the
trait of being a role model of the learners as they possess values and character gained
during observation inside the confine of the classroom. It also means to document and
present evidences in their experiential learning, development and reflect teaching
philosophies and works in teaching as what they observe during their field study
journey.
 Acknowledgment

I want to express my heartfelt gratitude to everyone who has been part of my

journey. This acknowledgment is a tribute to the guidance, support, and sacrifices of the
remarkable individuals who have shaped and inspired me. My deepest gratitude goes to
all who have walked with me on this journey. This acknowledgment is a testament to
the unwavering guidance, support, and sacrifices of the incredible people who have
shaped and inspired me.

First and foremost, I thank God for His constant grace, strength, and the blessings
that have made this possible.

To my beloved parents, your unconditional love, tireless sacrifices, and

unwavering support have been the bedrock of my success. Your financial assistance and
constant encouragement fueled my dreams, and for this, I am eternally grateful. To my
family and friends, your belief in me has been my constant source of strength and
inspiration. Thank you for always being there.

My sincere appreciation extends to my Field Study instructor, Sir Ryan C. Negros,

whose guidance, patience, and wisdom have been instrumental in my development as a
future educator. Your mentorship has profoundly impacted my growth.

I am deeply indebted to my cooperating teachers—Teacher Faith Rapunzel S.

Vero, Teacher Noel S. Buctot, and Teacher Brodeth James B. Evaldez—for generously
sharing your time, expertise, and invaluable experience. Your guidance has shaped me
both personally and professionally, leaving a lasting impression.

Finally, I express my heartfelt thanks to San Juan National High School for
providing a welcoming and supportive environment where I could learn and flourish.
To each and every one of you: thank you. Your contributions have shaped who I am
today, and I am forever grateful.
LEARNING
ACTIVITIES
 REFLECTIVE NARRATIVE REPORT ON MY FIELD STUDY 2 JOURNEY

Field Study 2 was a pivotal experience in my teacher training, providing a deep

understanding of classroom dynamics beyond lesson delivery. My internship at San
Juan National High School involved working with different cooperating teachers (CTs)
each month, exposing me to diverse teaching styles. Starting with Teacher Faith
Rapunzel S. Vero, I gained insights into classroom management and effective teaching
strategies that formed a strong foundation for my development.

My placements with Teacher Noel S. Buctot (ICT) and Teacher Brodeth James B.
Evaldez (Electrical Installation and Maintenance) presented significant challenges due
to the contrast with my Home Economics background. However, these experiences
highlighted the importance of adaptability and resourcefulness. While unfamiliar with
the subject matter, I actively supported both teachers and students through classroom
preparation, small-group activities, and individual student assistance. I learned to
contribute meaningfully even without specialized subject knowledge, focusing on
building relationships, assessing student needs, and maintaining a positive learning
environment. This broadened my understanding of effective classroom management
techniques applicable across disciplines.

In conclusion, Field Study 2 significantly enhanced my understanding of

effective classroom support. It's not just about lesson assistance, but about cultivating a
supportive presence for everyone. The challenges I faced underscored the importance
of adaptability and a broader skillset applicable across all subjects, solidifying my
commitment to becoming a supportive and effective teacher.
 REFLECTIVE NARRATIVE REPORT ON MY FIELD STUDY 1 JOURNEY

Field Study 1 served as a foundational experience, providing an immersive

observation of the dynamic interplay between teaching and learning within a real-world
classroom setting. Primarily observational, this phase offered invaluable insights into
the multifaceted roles of teachers and the intricate relationship between instruction,
student engagement, and the overall classroom environment.

My internship commenced in August at San Juan National High School, where I

had the opportunity to observe numerous classes under the guidance of several
cooperating teachers. My initial assignment with Teacher Faith Rapunzel S. Vero
provided a crucial introduction to the teaching profession. Observing her interactions
with students revealed her skill in fostering an inclusive and engaging learning
environment. Her ability to effectively manage student behavior while maintaining a
structured and dynamic lesson plan was particularly noteworthy and inspiring.

Throughout my observation period, I focused on analyzing how teachers planned

and delivered lessons, adapted their instruction to meet diverse student needs, and
employed a range of effective teaching strategies. For instance, Teacher Noel S. Buctot's
class vividly demonstrated the importance of clear communication and consistent
classroom routines. I observed his skillful encouragement of active student
participation and his adept adjustment of teaching methods to ensure all students
remained engaged and understood the material.

My experiences with Teacher Brodeth James B. Evaldez further enriched my

understanding of effective teaching practices. His classroom exemplified the importance
of setting high expectations while simultaneously cultivating a supportive and
encouraging learning atmosphere. Through observation, I gained a deeper appreciation
for the fact that effective classroom management is not solely about discipline, but also
about fostering mutual respect and a collaborative learning environment.

Field Study 1 underscored the critical role of observation as a vital precursor to

active teaching. By witnessing skilled educators in action, I developed a deeper
appreciation for the essential qualities of patience, adaptability, and empathy within the
classroom setting. This experience not only expanded my understanding of best
practices in teaching but also reinforced my commitment to becoming a teacher capable
of inspiring and guiding students to achieve their full potential.